LIBRARY OF CONGRESS. 1 @|ap. .'. iojajrigfyi f o— . Shelf ..^ A <^ \ UNITED STATES OF AMERICA. Worman's Language Series. TEACHER'S HAND-BOOK FIRST PART GRAMMAIRE FRANCAISE. BY J. H. WORM AN, A.M., Ph.D., PROFESSOR OF MODERN LANGUAGES IN THE VANDERBILT UNIVERSITY, NASHVILLE, TENN. / AND A. de ROUGEMONT, B.A. INSTRUCTOR OF THE FRENCH LANGUAGE IN THE ADELPHI ACADEMY, BROOKLYN, N. Y. A. S. BARNES & COMPANY, NEW YORK AND CHICAGO. 1883. TC am THE SUCCESS OF THE DAY! WORMAN'S MODERN LANGUAGE SERIES NOW CONTAINS — (a) <3- E IR 3VE A. 3XT _ First German Book, after the Natural or Pestalozzian Method, for Schools and Home Instruction. i2mo, 69 pages. 30 cts. Second German Book, intended to continue the work of the First Book, but also very valuable as a Reading Book in Elementary- classes. i2mo, 84 pages. 40 cts. These little books work marvels in the school-room. The exercises are so developed out of pictured objects and actions, and are so well graduated, that almost from the very outset they go alone. A beginner would have little use for a dictionary in reading. The words are so introduced, and so often used, that the meaning is kept constantly before the mind, without the intervention of a translation. An Elementary German Grammar. An easy introduction to the language. i2mo, 300 pages. $1.00. A Complete German Grammar. A full and comprehensive treat- ment of the language for School or Home, with a comprehensive Vocabulary giving Synonymical Equivalents. $1.40. An Elementary German Reader, carefully graded by extensive notes, making it serviceable to the very beginner. i2mo, 145 pages. 90 cts. A Collegiate German Reader, or Introduction to German Literature. With philological notes and references to the Grammars, and an adequate Dictionary. i2mo, 525 pages. $1.25. A Manual of German Conversation — the "German Echo." For practice in the spoken language. 203 pages. 90 cts. It presupposes an elementary knowledge of the language, such as may be acquired from the First German Book by Professor Worman, and furnishes a running German text, allowing the learner of course to find the meaning of the words (in the appended Vocabulary), and forcing him, by the absence of Eng- lish in the text, to think in German. (b) FRENCH. First French Book, after the Natural or Pestalozzian Method, for Schools and Home Instruction (on the same plan as the German). i2mo, 83 pages. 35 cts. Second French Book — to follow the First Book, or to be used as an Elementary French Reader. 40 cts. Grammaire Francaise, containing only the Essentials of French Gram- mar, and pointing out the variations of the French from the English. i2mo, 184 pages. 90 cts. This book, in perfect accord with the best prevailing methods of language teaching, should supersede, in American schools, all French Grammars written only for French schools in France. Teacher's Hand-book to the Grammaire Francaise, furnishing the English teacher ample material for successful use of this book. i2mo, 108 pages. 60 cts. A Manual of French Conversation — the " Echo de Paris." Plan of the "German Echo." i2mo, 212 pages. 90 cts. C'est un veritable tresor, merveilleusement adapts au developpement de la conversation familiere et pratique, telle qu'on la veut aujourd'huL * Cet excel- lent livre met successivement en seine, dune maniere vive et int.ressanle, toutes les circonstances possibles de la vie ordinaire. (c) SPANISH. First Spanish Book, after the Natural Method (like the German). i2mo, 96 pages. 35 cts. Copyright, J. H. Worman, 1883 ; all rights reserved. CHAPITRE PRELIMINAIRE. Decomposition des mots en syllabes. Exercice. Ce-le-ri-te. A-na-to-mie. Pu-nir. Mur-mu-re. Ap- pel-le-rai. Ma-la-de. A-sie. Pu-ni-ra. A-ve-nir. I-nes- pe-re. Ve-ri-te. Eu-ro-pe. A-nar-chie. Sour-ce. A-mi. Voi-tu-re. Jeu-ne. Ar-gent. I-ner-te. I-nou-i. Jus-ti-ce. Pen-see. A-mu-ser. Ap-pe-ler. Chan-ge-ment. CHAPITRE I. DE L'ARTIOLE. I. — L'article defini. Exercice l er " L'homme, la table, Tanimal, l'ecole, les ecoles, la chose, le fauteuil, la porte, l'orteil, les orteils, le bras, l'ecolier, Pecoliere, le haut perron, la hauteur, les hau- teurs, les avenues, la chambre, l'eau, Phiver, la fleur, Phori- zon, Theure, Petat, la chaleur, le hibou, les herbes, le pre, les pres, la prairie, le travail, Pouvrage. Exercice 2 e - 1. Les Anglais habitent PAngleterre ; les Portugais habitent le Portugal; les Allemands habitent PAllemagne. -2. Les quatre saisons de Pannee sont le prin- temps, Pete, Pautomne et Phiver. 3. Les principales parties du monde sont PEurope, PAsie, PAfrique, PAmerique et POceanie. 4. Les metaux les plus utiles sont le fer, le 8 COREIGE DES EXERCICES. cuivre, le plomb, etc. 5. Les principales boissons sont Feau, le vin, la biere, le the, le cafe, etc. 6. Les metaux les plus precieux sont For et Fargent. 7. Les cinq sens de Fhomme sont la vue, Fouie, Fodorat, le gout, le toucher. 8. tPaime mieux la peche et la poire, [ou le raisin], etc. 9. Les yiandes les plus ordinaires sont le bceuf, le mouton, le veau, etc. 10. Je sais Fanglais, le fran9ais [ou Fallemand], etc. 11. Les oiseaux habitent Fair, et les poissons peuplent la mer. 12. Les principaux assaisonnements sont le sel, le poivre, le vinaigre, Fhuile, les epices, etc. 13. Le Vesuve se trouve pres de Naples. 14. Le lait est Faliment du petit enfant. Exercice 3 e * 1. Les principaux arts sont la peinture, la sculpture, Farchitecture, etc. 2. Paris est la capitale de la France; Vienne est la capitale de FAutriche; Home est la capitale de FItalie ; Madrid est la capitale de FEspagne. 3. Les roses poussent sur les rosiers. 4. Le nez est Forgane de Fodorat et Foeil est Forgane de la vue. 5. Pour batir les maisons on emploie le bois, les briques, les pierres, et, pour construire les bateaux, on emploie le bois et le fer. 6. Le mont le plus haut de FEurope est le mont Blanc. 7. Les Chretiens vont a Feglise le dimanche. 8. Je prefere le bceuf [ou la volaille], etc. 9. Les choses les plus necessaires a la vie sont Fair, la nourriture, le vetement, etc. 10. Les prin- cipales lumieres artificielles sont le gaz, la bougie, le petrole, la lumiere electrique. 11. Les fruits poussent sur les arbres fruitiers. 12. La charite, la temperance sont deux vertus. 13. L'egoisme, Fintemperance sont deux vices. 14. Les ecoliers vont a Fecole cinq jours de la semaine. II. — L'article contracts. Exercice 4 e * 1. Le matin est le commencement du jour; le soir est la fin du jour et le commencement de la nuit. 2. Midi est le milieu du jour et minuit est le milieu de la nuit. 3. La main est Forgane principal du toucher. GRAMMAIRE FRAN£AISE. 9 4. Dieu a donne l'instinct aux animaux et la raison a 1'homme. 5. Le cou joint la tete au tronc. 6. Pour nous eclairer, le jour nous avons la lumiere du soleil, et la nuit, la lumiere du gaz, des bougies et des lampes. 7. La couleur verte est agreable a l'oeil ou aux yeux. 8. Cuba appartient aux Espagnols, Calcutta aux Anglais, Alger aux Frangais et Tile de Jersey aux Anglais. 9. J'irai ce soir au theatre ou au concert. 10. Mile N. joue bien du piano et M. N". joue bien de la harpe. 11. Le jeu fait plaisir aux enfants. 12. Les orteils sont les doigts du pied. 13. II y a deux Ameriques, TAmerique du Nord et TAmerique du Sud. 14. La ville de Washington est la capitale des Etats-Unis. Exercice 5 e " 1. Le medecin est necessaire aux malades. 2. Le pianiste joue du piano et le violoniste joue du violon. 3. Le marteau est I'outil du forgeron, du charpentier, etc. 4. La truelle est necessaire aux magons. 5. Le palais est Porgane du gout. 6. La Havane appartient aux Espagnols ; Malte appartient aux Anglais, et Tile de Corse aux Frangais. 7. Les ongles se trouvent au bout (= a Textremite) des doigts. 8. Lisbonne est la capitale du Portugal. 9. Nous devons la soie au ver-a-soie (aux vers-a-soie), et le miel & Tabeille (aux abeilles). 10. L'ete succede au printemps. 11. En Amerique, le pouvoir soiiverain appartient au peuple. 12. Dans un livre anglais le titre et l'index se mettent ordinairement au commencement. Dans un livre fran9ais le titre se met au commencement et l'index ordinairement k la fin. III.— L'article partitif. Exercice 6 e " 1. Un arbre fruitier produit des fruits. 2. Dans une ville on voit des maisons, des rues, des edifices publics, des theatres, des places publiques, des eglises, etc. 3. Un boulanger vend du pain et des gateaux ; un boucher vend de la viande ; un epicier vend du the, du cafe du sucre, 10 CORKIGE DES EXEKCICES. du sel, du savon, du riz, des Apices, du beurre, etc., etc. 4. A la campagne on peut voir des pres, des champs, des bois, des villages, des hameaux, etc., etc. 5. Dans vm jardin il y a des fleurs, des legumes, des arbrisseaux, des plates-ban- des, etc. 6. II y a des livres dans une bibliotheque. 7. J'ai mange du pain, de la viande [on des ceufs, des pommes de terre], etc. 8. Je bois de Feau. 9. Les Allemands boivent principalement de la biere, les Frangais boivent du vin, les Anglais, de la biere. 10. Je peux acheter du papier, des plumes, des crayons, de Tencre. Exercice 7 e ' 1. On fabrique les couteaux et les ciseaux avec de Tacier. 2. On fait les bouteilles avec du verre ; on fait les tables avec du bois; les pianos avec du bois, de Ti voire, de Tebene et des cordes de metal; les cheminees avec des briques. 3. Sur une carte geographique on voit des terres, des mers, des fleuves, des lacs, des montagnes, des rivieres, des lies, des caps, etc., etc. 4. Dans les chambres d'une maison il y a des tables, des chaises, des lits, des meubles, etc. 5. Je paye avec de Targent. 1 6. Dans les mines on trouve de Tor, de Targent, des metaux divers, du charbon, etc. 7. On y trouve des livres, des cabiers, des plumes, des crayons, etc. 8. Moliere a ecrit des comedies; Racine a ecrit principale- ment des tragedies ; Shakespeare a ecrit des tragedies et des comedies ; Lafontaine a ecrit principalement des fables. 9. J'ecris mes lettres sur du papier. 10. Dans un magasin de nouveautes on vend des etoffes, du linge, des rubans, des gants, etc. Exercice 8 e * En Amerique il y a de grands fleuves, des rivieres larges et profondes, de vastes plaines fertiles et des lacs immenses semblables a de vraies mers. Dans FOuest, vous pouvez voyager des jours en tiers sans cesser d'avoir sous 1 De V argent est l'expression generale employee pour toute espece de monnaie. GRAMMAIRE FRAK^AISE. 11 les yeux des champs immenses de ble, de vertes prairies couvertes de troupeaux. Dans l'Est nous voyons partout de vastes fonderies, de nombreuses manufactures, de riches fa- briques oii travaillent d'habiles ouvriers. Les beautes natu- relles ne manquent pas non plus : les Montagnes Eocheuses offrent partout des cimes pittoresques, des vallees sombres ou verdoyantes, de superbes points de yue. Le Colorado a d'etranges canons et de riches mines. Exercice 9 e * 1. Le Yinaigre est simplement du Yin acide ou aigre. 2. En Allemagne on fait d'excellente biere. 3. II faut lire des livres instructifs, de bons livres, et non de mau- vais liYres. 4. A un dollar le metre on n'a que de mauYaise soie ou de la soie legere. 5. Voila des maisons mal tenues, de Yilaines maisons. 6. Esope a ecrit des fables simples, naiVes, et Lafontaine, de jolies fables qui sont toutes de Yrais chefs-d'oeuvre. 7. II m'est impossible de manger de la Yiande dure. 8. Voudriez-Yous de meilleure toile? 9. Xous aYons du drap plus cher, de meilleur drap. IV. — Preposition cle sans Tarticle. Exercice 10 e - 1. J'ai yu beaucoup de monde. 2. Elle a peu de patience. 3. Yous avez plus de courage que moi. 4. J'aimerais moins de lumiere. 5. Nous avons eu trop de pluie. 6. II fait assez de Yent pour aller en bateau. 7. II ne faut pas tant d'ouYriers. 8. II a parle avec autant de force que de bon sens. 9. Combien de papier Youlez-Yous ? Exercice ll e " 1. Vous aYez 100 dollars et je n'en ai que 50 ; done yous avez plus d'argent que moi, ou j'ai moins d'argent que yous. 2. B. a 1000 dollars, et A. en a 1000 ; B. a done autant d'argent que A. 3. Cent mille dollars, e'est beaucoup d'argent, et un dollar e'est peu d'argent. 4. Get enfant a une indigestion; il a mange trop de gateaux. 5. Nous sommes dix, il y a neuf chaises seulement; par con- sequent il n'y a pas assez de chaises. 12 CORRIGE DES EXERCICES. Exercice 12 e * 1. Je n'ai pas de livre. 2. Je n'ai pas de pain. 3. Vous n'avez pas de yiande. 4. II n'a pas de gram- maire. 5. Elle n'a pas de frere. 6. Nous n'avons pas de dictionnaire. 7. II n'a jamais d'argent. 8. II ne fait pas de vent. 9. Je n'ai plus de papier. 10. Elle n'a pas bu de lait. 11. Nous ne buvous jamais de cafe. 12. N'a-t-elle pas d'en- f ants ? 13. Elle n'a pas de fille. 14. Cet arbre n'a plus de feuilles. 15. Ne prenez pas d'eau froide. 16. Jean n'a pas de couteau. 17. N'avez-vous pas de montre? 18. Nous n'avons plus de charbon. C H A P I T RE II. DTT 1STOM. I. — Formation du pluriel dans les noms. — Pluriel regulier. Exercice 13 e> 1. Les villages. Les villes. Les remords Les iles. Les feuilles. Les gaz. 2. Les elephants. Les habits. Des enfants. Des voix. Les heures. 3. Les pom- miers sont des arbres et les rosiers sont des arbustes. 4. Les peches sont des fruits, et les ananas aussi. 5. Les diamants sont des pierres. 6. Les maQons sont des ouvriers. 7. Les diners sont des repas. 8. Ici les fils sont maitres et les filles sont servantes. 9. Les tulipes sont des fleurs. 10. Les sau- mons sont des poissons. 11. Les succes conduisent aux suc- ces. 12. Les noix sont-elles des fruits? 13. II faut des tapis dans les chambres. 14. Leschiensrongentlesos. 15. Voila des Fran9ais avec des Anglais et des Allemands. 16. Les Irlandais aiment la France. GKAMMAIRE FRAN9AISE. 13 Excrcice li e " 1. Le gant. La plume. La haie. Le corps. L'epoux. 2. Le bras. La saison. Le mois. Le legume. L'os. Le cakier. 3. Le chat est un quadrupede. 4. Le garcjon a un devoir et la fille aussi. 5. Le bras est un mem- bre. 6. J'ai eprouve un revers. 7. Le samedi est un jour de conge pour Tecolier. 8. Nous avons une legon. 9. Le puits n'est pas une source. 10. Le frere est un ami donne par la nature. 11. Le tapis est encore chez le marchand. 12. J'entends une yoix. 13. L'ananas vient dans un pays comme la Floride, les Antilles, etc. 14. II eprouve un remords. 15. Nous admirons le progres des arts et de l'industrie en Amerique. II. — Pluriels de formation irreguliere. Exercice 15 e> 1. Les chevaux. Les cheveux. Les feux des fourneaux. Les cous. Les filous. 2. Les enfants dans lesberceaux. Les cadeaux. Les sous. Les bureaux. 3. Les eaux des lacs sont douces et les eaux des mers sont salees. 4. Les pierres sont des mineraux ; les arbrisseaux sont des vegetaux ; les oiseaux sont des animaux. 5. J'ai des neyeux et des nieces. 6. Les enfants preferent des joujoux a des bijoux. 7. Les portails sont de grandes portes. 8. Les etoiles brillent dans les cieux. 9. Ces lieux sont tristes. 10. Les travaux des paysans sonfrdurs. 11. Des accuses ne sont pas des coupables. 12. Les rois sont des hommes. 13. Les bals sont des divertissements et les balles sont des jouets. 14. Les capitaux rapportent des interets. 15. Les guerres sont des fleaux. Exercice 16 e - 1. Le sou. Le noyau de la cerise. Le chateau. Le clou. Le caporal. 2. La victoire du general. Le nid de la perdrix. 3. II a un rival. 4. Le fils de cefc homme est soldat. 5. L'email d'ltalie est tres-brillant. 6. Le chou est un legume. 7. L'hopital est souvent un tombeau. 8. II a accompli un grand travail. 9. Le ciel 14 CORRIGE DES EXERCISES. instruit la terre. 10. Le lynx a un oeil tres-pe^ant. 11. Le couteau a une lame. 12. Le sermon est un discours. 13. L'officier a ete un heros. 14. II avait la larme a l'ceil. III. — Formation du feminin dans les noms. Exercice 17 e * La marehande. Une Americaine. Une prisonniere. La directrice. La prophetesse. Une veuve. Une chienne. Une geante. Une naine. L'orpheline. Une danseuse. Une villageoise. La maitresse. L'hotesse. Une paienne. Une chretienne. Une Fraii9aise. Exercice 18 e - Les Chinois. Des spectateurs. Un Es- pagnol. Un traitre. Des bourgeois. Le fermier. Le baron. Un valseur. Un berger. Un rieur. Frangois. Un Persan. Un Allemand: Un boulanger. Les acteurs. Exercice 19 e * 1. Les princesses sont la. 2. Pour nous aider nous avons des ouvrieres. 3. Les Parisiennes ont une reputation de gout et d'elegance. 4. Mes cousines sont mes voisines. 5. Les boulangeres font du pain ; les patissieres font de la patisserie et les cuisinieres font la cuisine. 6. Ce sont des ourses et non des chiennes. 7. Les institutrices sont vraiment des bienfaitrices pour les eleves. 8. Les femelles des lions, des tigres et des anes s'appellent des lionnes, des tigresses et des anesses. Exercice 20 e - 1. Je salue le messager du printemps. 2. Vous n'etes plus un ami, vous etes un ennemi. 3. Le coiffeur va venir. 4. C'est le voyageur dont j'ai parle. 5. En frangais un tuteur est un protecteur, un gardien et non un instituteur. 6. Nous avons un Juif pour voisin. 7. L'Anglais n'a pas beaucoup de gout. 8. L'Allemand est generalement bon musicien et l'ltalien bon chanteur. GRAMMAIRE FRAX9AISE. 15 C H A P I T R E III DE L'ADJECTIF. Adjectifs qualificatifs. I. — Accord de l'adjectif. II. — Formation du feminin dans les adjectifs. Exercice 21 e - 1. Un joli gallon, Une jolie fille. 2. Un tableau noir, Une couleur noire. 3. Un pere tendre, Une mere tendre. 4. Un jour clair, Une nuit elaire. 5. Le mois prochain, La semaine prochaine. 6. Un sol fertile, Une vallee fertile. Exercice 22 e - 1. Un drap violet, . Une etoffe violette. 2. Un ordre forme], Une demande formelle. 3. Un teint vermeil, Une bouche vermeille. 4. Un cher ami, Une chere amie. 5. Un pays paien, Une nation pai'enne. 6. Un domestique poltron, Une servante poltron ne. 7. Un ciel bleu, Une fleur bleue. 8. Un fruit exquis, Une peche exquise. 9. Un jour perdu, Une heure perdue. 10. Un ami sincere, Une parole sincere. 11. De mauvais papier, De mauvaise encre. 12. Le frere aine, La soeur ainee. 7. Le frere cadet, La soeur cadette. 8. Un bois epais, Une foret epaisse. 9. Un sot conte, Une sotte histoire. 10. Un animal peureux, Une bete peureuse. 11. Un ouvrier actif, Une ouvriere active. 12. Un gentil oiseau, Une gentille reverence. 16 CORRIGE DES EXERCISES. 13. Un doux plaisir, Une douce joie. 14. Un gros arbre, Une grosse branche. 15. Un coeur inquiet, Une dme inquiete. 16. Un habit neuf, Une redingote nenve. 17. Un homrae heureux, Une femme heureuse. 18. Le mois dernier, La semaine derniere. 19. Un plafond bas, Une porte basse. 20. Un secret desir, Une secrete envie. Exercice 23 e - 1. Du vin frais, De Feau fraiche. 2. Un nouveau plat, Un nouvel emploi, Une nouvelle assiette. 3. Un singe malin, Une action maligne. 4. Un jardin public, Une promenade publique. 5. Un air fou, Une folle idee, Un fol espoir. 6. Du papier blanc, Une feuille blanche. 7. Un vieux couteau, Une vieille voiture, _ Un vieil arbre. 8. Son mets favori, Sa lecture favorite. 9. Un corps mou, Un mol abandon, Une attitude molle. 10. Un gosier sec, La langue seche. III.— Formation du pluriel dans les adjectifs. Exercice 24 e - 1. De jolis gargons, De jolies filles. 2. Des tableaux noirs, Des couleurs noires. 3. Des peres tendres, Des meres tendres. 4. Des jours clairs, Des nuits claires. 5. Les mois prochains, Les semaines prochaines. 6. Des sols f ertiles, Des vallees fertiles. 7. Des ciels bleus, Des fleurs bleues. 8. Des fruits exquis, Des peches exquises. GRAMMAIRE FRAK9AISE. 17 9. Des jours perdus, Des heures perdues. 10. Des amis sinceres, Des paroles sinceres. 11. De mauyais papiers, De mauvaises encres. 12. Les freres aines, Les sceurs ainees. 1. Des draps violets, Des etoffes violettes. 2. Des ordres formels, Des demandes formelles. 3. Des teints vermeils, Des bouclies vermeilles. 4. De chers amis, De cheres amies. 5. Des pays paiens, Des nations paiennes. 6. Des domestiques poltrons, Des servantes poltronnes. 7. Les freres cadets, Les soeurs cadettes. 8. Des bois epais, Des forets epaisses. 9. De sots contes, De sottes histoires. 10. Des animaux peureux, Des betes peureuses. 11. Des ouvriers actifs. Des ouvrieres actives. 12. De gentils oiseaux, De gentilles reverences. 13. De doux plaisirs, De douces joies. 14. De gros arbres, De grosses branches. 15. Des cceurs inquiets, Des ames inquietes. 16. Des habits neufs, Des redingotes neuves. 17. Des hommes heureux, Des femmes heureuses. 18. Les mois demiers, Les semaines dernieres. 19. Des plafonds bas, Des portes basses. 20. De secrets desirs, De secretes envies. 1. Des vins frais, Des eaux fraiches. 2. De nouveaux plats, De nouveaux emplois, De nouvelles assiettes. 3. Des singes malins, Des actions mali^nes. 4. Des jardins publics, Des promenades publiques. 5. Des airs fous, De folles idees, De fous espoirs. 6. Des papiers blancs, Des feuilles blanches. 18 CORRIGE DES EXERCICES. 7. De vieux couteaux, 9. Des corps mous, De vieilles voitures, De mous abandons, De vieux arbres. Des attitudes molles. 8. Ses mets favoris, 10. Des gosiers sees, Ses lectures favorites. Les langues sech.es. Excrcicc 25 e ' Les pouts suspendus. Des travaux en- nuyeux. Des gar<;ons liardis. Des vins rouges. Les soldats frangais. Des eleves sages, studieux et instruits. Des bois epais. Tous les vents. Des animaux feroces. lis sont fous ou faux. Les bavards sont fatigants. Des amis loyaux. De nouveaux habits. De beaux jours. De vieux amis. Des ouvrages recents. Des cadeaux royaux. Les tapis sont vieux et uses. Tous les oceans. Tous les pays. lis ont de secrets chagrins. Les Americains sont courtois, calmes et attentifs ; les Anglais sont hautains, lourds et dedaigneux ; les Alle- mands sont simples et bienveillants, ils sont doctes et phi- losophes; les Italiens sont subtils et souples; les Espagnols sont graves et orgueilleux, mais civils; les Fran9ais sont enjoues, genereux, actifs et polis. Exercice 26 e - 1. Le juge est impartial. 2. L'ane est patient, laborieux, tranquille et lent. 3. Je n'aime pas le vin mousseux. 4. Le cheval sauvage est plus beau, plus nerveux, mais moins gros que le cheval domestique. 5. Le papillon si brillant a d'abord ete une chenille hideuse. 6. L'enfant est semblable a un jeune arbrisseau. 7. Le fils dans cette famille est soumis, obeissant, et lafille estgracieuse et aimable. 8. Un [le] grand causeur est sou vent ennu- yeux. 9. II est oisif, paresseux et incapable de s'expliquer. 10. J'aime a lire des livres serieux et instructifs. 11. L'oeuf n'est pas rond, il est ovale. 12. En Europe, le toit des mai- sons n'est pas plat. GRAMMAIRE FRAN^AISE. 19 Exercice 27 e - 1. Un baton long et noueux, TJne corde longue et noueuse, Des rameaux longs et nou- eux, Des branches longues et noueuses. 2. Du linge blanc et sec, Une serviette blanche et seche, Des tabliers blancs et sees, Des nappes blanches et seches. 3. Un animal ruse et actif, Une personne rusee et ac- tive, Des esprits ruses et actifs, Des intelligences rusees et actives. Exercice 28 e - 1. Un ecolier naif et franc, Une ecoliere naive et franche, Un compagnon naif et franc, "Cijjie compagne naive et franche. 2. Une belle robe neuve, Un bel habit neuf, De beaux chapeaux neufs, De belles dentelles neuves. 3. Un officier brave et fier, Une ecuyere brave et fiere. Des troupes braves et fieres. 4. Un fruit nouveau et deli- cat, Une fleur nouvelle et deli- cate, Des mets nouveaux et deli- cats, Des fraises nouvelles et de- licates. 5. Une femme riche et laide, Un homme riche et laid, Des hommes riches et laids, Des filles riches et laides. 6. Une gentille fleur bleue, De gentils yeux bleus, Un gentil ceil bleu, De gentilles fleurs bleues. 4. lis sont grecs ou turcs, Elle est grecque ou turque, II est grec ou turc, Elles sont grecques ou tur- ques. 5. Une vieille branche creuse, Un vieil arbre creux, De vieux murs croules, De vieilles maisons croulees. 6. Un nuage epais et orageux, Une nuee epaisse et ora- geuse, Des nuees epaisses et ora- geuses. 20 CORKIGE DES EXERCICES. IV. — Accord de l'adjectif avec deux ou plusieurs noms. Exercicc 29 e - 1. Un chat mignon et caressant, Une chatte mignonne et caressante, Une chatte et un chat mignons et caressants. 2. Un air vif et gai, Une chanson vive et gaie, Un air et une chanson vifs et gaies. 3. Une barbe longue et noire, Des cheveux longs et noirs, Une barbe et des cheveux longs et noirs. 4. Un ton bref, Une parole breve, Une parole et un ton brefs. 5. Cette orange est mure, Ce citron est mur, Cette orange et ce citron sont murs. 6. Le jour a ete orageux et lourd, La nuit a ete orageuse et lourde, La nuit et le jour ont ete orageux et lourds. V.— Degres de comparaison. a) Comparatif des adjectifs. Exercice 30 e * 1. LeMississipi est plus long et plusJarge que THudson. 2. L'Amerique est plus grande que l'Europe. 3. L'or est plus lourd et plus precieux que le plomb. 4. Paris est plus peuple que New- York. 5. Le platine est plus rare et plus difficile a travailler que Tor, 6. Le lion et le tigre sont naturellement plus forts et plus redoutables queThomme; Telepliant est plus puissant; le cheval et le cerf plus legers a la coarse; et cependant l'homme, par la seule force de son intelligence, devient a son tour plus fort et GRAMMAIRE FRAK9AISE. 21 plus redoutable que le lion et le tigre, plus puissant que l'elephant, plus rapide que le cheval et le cerf. 6. Le tout est-il plus petit que la partie? 7. Le mois de septembre n'est-il pas souvent plus chaud, ici, que le mois de juin? Exercice 31 e " 1. Le ciel en Angleterre est beaucoup moins clair et moins pur qu'en France, mais le climat n'y est pas moins salubre. 2. Vers le 21 mars et le 21 septembre, les jours sont aussi longs queles nuits. 3. Le lac Ontario est moins etendu que lelac Erie. 4. Leplomb est moins dur que le fer; il est moins utile et moins precieux. 5. J'ai 20 ans, vous en avez 20 aussi, vous etes done aussi age, ou, si vous voulez, aussi jeune que moi. 6. Les habitants du Nord sont ordinairement moins indolents, moins superficiels mais aussi moins impressionnables que ceux du Midi. 7. II n'y a pas grande difference entre le ciel de l'Amerique et celui de Tltalie ; ici le ciel est aussi brillant, aussi lumineux, aussi eclatant qu'a Rome ou a Florence. Exercice 32 e " 1. Le remede est quelquefois pire que le mal. 2. Notre gain a diminue, il est moindre que Tan passe. 3. La pomme est un bon fruit, mais la poire est meilleure. 4. La partie est moindre que le tout. 5. On mange mal k ce restaurant; allons a cet autre: on y mange mieux. 6. J'etais indispose et j'avais peu d'appetit hier; aujourd'hui j'ai meilleur appetit. 7. line maladie morale est pire qu'un defaut cor- porel. 8. Ma vue s'affaiblit, j'avais de meilleurs yeux quand j'etais jeune, et je voyais mieux. 9. Mille dollars, e'est trop ; une somme beaucoup moindre, six cents dollars, par exemple, est suffisante. 10. Cela est mauvais; e'est m<3me pire que je ne m'imaginais. b) Superlatif des adjectifs. Exercice 33 e * 1. La ville de Londres est plus populeuse que Paris et New-York; e'est la ville la plus populeuse du monde. 2. Vous exagerez toujours; e'est un petit defaut, 22 CORRIGE DES EXERCICES. mais ce n'est pas yotre moindre defaut. 3. La fraise est bonne, Fananaa est bon, la peche est peut-etre meilleure, mais quel est, a yotre gout, le meilleur fruit ? 4. La baleine est plus grosse que l'elephant, c'est le plus gros des animaux. 5. La France est prospere et riche, mais les Etats-TJnis sont le plus prospere et le plus riche de tous les pays. 6. La lumiere electrique est brillante, mais la lumiere du soleil est la plus brillante de toutes les lumieres. 7. L'homicide est un grand crime, mais le plus grand de tous les crimes est le parricide. 8. La fortune est sans doute un bien desirable, mais, de tous les biens, la sante est le plus desirable. 9. Le Mont-Blanc, dans les Alpes frangaises, est tres-haut, mais le mont Everest, en Asie, est la plus haute montagne du globe. 10. Quel est le plus long jour de l'annee ? VI.— Place de l'adjectif. Exercice 34 e - 1. Voila de beaux fruits etde belles fleurs. 2. J'ai des yeux gris {ou bleus, on bruns). 3. Avez-vous jamais mange de meilleures poires? 4. Je n'aime pas la couleur noire. 5. Madame N. est une dame aimable. 6. Voila un mechant petit gar 1. Juin est le sixieme mois de Tannee, aoiit est le huitieme mois de Tannee; septembre le neuvieme et novembre le onzieme. 2. Nous vivons dans le dix-neu- vieme siecle. A New-York, la trente et unieme rue vient apres la trenti^me, et la cent dix-septieme apres la cent seizieme. 4. Un mois est la douzieme partie de l'annee; une heure est la vingt-quatricme partie d'un jour ; une minute est la millequatre cent quarantieme partie d'un jour. 6. Le onzieme siecie a commence le premier Janvier mil un. GRAMMAIRE FRAX9AISE. 27 Adjectifs indefinis. Exercice 44 e * 1. J'ai quelque argent. 2. Elle ne joue a aucun jeu. 3. Chaque maison a une porte. 4. Chaque saisou a ses plaisirs. 5. Tous les hommes sont mortels. 6. Toutes les maisons out au moins une porte. 7. Nulle regie sans exception. 8. II faut mettre chaque chose a sa place. 9. J'ai fait quelque fautes. 10. Elle a fait plusieurs fautes. 11. Tous les enfants aiinent le jeu. 12. Donnez-moi un morceau de papier quelconque. 13. Nous ne pouvons tolerer un tel scandale. 14. Cet homme n'a aucun ennemi. 15. Dans les classes chaque eleve a ordinairement son livre. 16. Certains hommes ont plus d'intelligence que d'autres. 17. Chaque chose a son bon et son mauvais cote. 18. Don- nez une raison quelconque. 19. Je n'ai jamais vu une semblable effronterie. 20. Nous avons quelque visites a faire. GHAPITRE IV. DU PRONOM. II. — Pronoms personnels regimes. Exercice £5 e - 1. Je les aime. 2. Je ne les aime 3. Je la sais. 4. Je les sais. 5. Je les lis [on Je ne les lis pas]. 6. Je ne le lis pas \ou Je le lis]. 7. Nous le mettons. 8. Je ne le mets pas. 9. Je les ai [ou Je ne les ai pas]. 10. II ne le garde pas. 11. II le garde. 12. Je lui reponds. 13. Je lui ressemble [ou Je ne lui ressemble pas]. 14. Je lui reponds. 15. Elle me plait. 16. Elle leur plait. 17. Je ne les vois pas. 18. Je le sais [ou Je ne les sais pas]. 28 , CORRIGE DES EXERCISES. Exercice 46 e * 1. Je m'entends. 2. Mes affaires ne vous regardent pas [ou Elles ne vous regardent pas] . 3. Je vous entends quand yous parlez. 4. Je vous comprends. 5. II lui est necessaire. G. II leur est necessaire. 7. Vous nous parlez [ou Vous ne nous parlez pas] anglais dans la legon. 8. Je vous parle frangais dans la classe. 9. II doit leur obeir. 10. lis doivent leur obeir. 11. Elle ne leur est pas utile. 12. Elle nous est utile. 13. Elles ne les regardent pas. 14. Elles nous regardent. 15. Nous devons Faimer. Exercice 47 e - 1. Je Fai vu [ou Je ne Fai pas vu]. 2. Je lui ai parle [ou Je ne lui ai pas parle]. 3. Je Fai vu [ou Je ne Pai pas vu]. 4. Je Fai etudie [ou Je ne Fai pas etudie]. 5. Je Fai etudie - 1 6. Je leur ai parle [ou Je ne leur ai pas parle] aujourd'hui. 7. Vous m'avez parle anglais [ou Vous nous avez parle anglais]. 8. II ne leur a jamais appartenu. 9. Si vous me rendez service, je vous suis oblige. 10. On lui a erige un monument. 11. Nous Favons eue. 12. Vous ne Favez pas toujours eue. 13. lis ne les ont pas soumis. 14. C'est bien Morse qui Fa invente. Exercice 48 e * 1. J'en*ai. 2. J'en ai un [deux, trois, etc.] 3. J'en ai un. 4. J'en ai une. 5. J'en bois [ou Je n'en bois pas]. 6. J'en ai mange [ou Je n'en ai pas mange]. 7. II y fait froid. 8. II n'y fait pas froid. 9. J'y ai ete [ou Je n'y ai pas ete. J'y ai ete [ou Je n'y ai pas ete]. J'y ai ete [ou Je n'y ai pas ete]. 10. J'en ai mange [ou Je n'en ai pas mange]. 11. II en vend. 12. II n'en vend pas. 13. II n'en vend pas. 14. Vous en avez donne un [ou Vous n'en avez pas donne]. 15. Nous n'y allons pas. 16. On n'y va pas. 17. On y va a d'autres moments de la journee. Exercice 49 e * 1. Vous y avez ete. J'y ai ete [ou Je n'y ai pas ete. 2. Elle en a eu. 3. J'en re9ois beaucoup [ou 1 L'eleve devra completer la phrase en mettant le nombre de mois ou d'annees qu'il a etudie. , . GRAMtfAIRE FRAN^AISE. 29 Je n'en re 1. Plusieurs pensent ainsi, quelques-uns pensent autrement, mais tous sont dans l'erreur. 2. II y a quelqu'ua dans le salon. 3. Chacun est maitre chez soi. 4. Le travail rend tout aise. 5. Quiconque fait mal se re- pentira. 6. Avez-vous vu quelque chose ? 7. Non, je n'ai rien vu. 8. Nul n'est exempt de mourir. 9. Je n'ai parle a aucune de ces dames. 10. De ces deux fleurs, Tune est rouge et l'autre est bleue. 11. Ou sont Jeanne et Julie? Je n'ai rencontre ni l'une. ni l'autre. 12. L'Evangile nous com- mande de nous aimer les uns les autres. 13. Un proverbe dit: tel qui rit vendredi dimanche pleurera. 14. Avez-yous vu quelqu'un ? Non, je n'ai vu personne. 15. Avez-vous des livres fran9ais ? J'en ai quelques-uns. 16. On ne pense pas & tout. Le pronom indefini on. Exercice 65 e ' 1. On frappe a la porte. 2. Voila ce qu'on dit. 3. En Amerique on n'a pas la meme cuisine qu'en France. 4. Quand on est pauvre, on ne doit pas 6tre fier 1 . 5. A quelle heure dinera-t-on ? 6. On les a vus 2 en ville. 7. Comment a ppelle-t-on ce pays? 8. Qu'est-ce que ce bruit qu'on entend ? 9. Quelle piece jouera-t-on ce soir? 10. On passerait volontiers sa vie ici. 11. Que fait-on k une soiree ? 13. On trouve l'or en Californie. 14. Si on depense plus qu'on ne gagne, on se ruine. 15. Ne craignez pas, on y sera. 16. On ne vous a pas tout dit. 1 Prononcez le t final : fierr. 2 Cf. Or, 1 198. GRAMMAIRE FRAN hier si vous aviez eu le temps partis v parties J ils seraient partis hier s'ils avaient eu le temps elles seraient parties hier si elles avaient eu le temps Exercice 79 e - Ils furent couches, ils furent assis II sera couche, il sera assis Je serais couche, je serais assis Que tu sois couche, que tu sois assis Que vous eussiez ete couche(s), que vous eussiez ete assis J'avais ete couche, j'avais ete assis. 1 Meilleure, si je (ou tu) est f eminin. ■ Partie, si je (ou tu) est f eminin. GRAMMAIRE FRAX9AISE. 43 Exercice 80 e " 1. Nous sommes contents. 2. La porte sera fermee a neuf heures. 3. Nous etions impatients d'arri- ver. 4. Sans moi, vous etiez perdu(s). 5. Soyez juste(s) et vous serez indulgent(s). 6. Ge sont eux qui seront nom- mes generaux. 7. Sois patient. 8. Le cheval etant trop fatigue, je fus oblige de descendre. 9. Elles seraient char- mantes, si elles etaient moins fieres. 10. Je voudrais que votre devoir fut plus lisible. 11. C'est nous qui avons ete absents. 12. Nous avons ete punis pour avoir ete paresseux. 13. II faut qu'elle soit bien pauvi'e ! Forme interrogative des verbes. Exercice 82 e - PRESENT. ai-je raison ? as-tu raison ? a-t-il raison ? a-t-elle raison ? avons-nous raison ? avez-vous raison? ont-ils raison ? ont-elles raison ? PASSE INDEFINI. ai-je eu peur ? as-tu eu peur ? a-t-il eu peur ? a-t-elle eu peur ? avons-nous eu peur? avez-vous eu peur ? ont-ils eu peur ? ont-elles eu peur ? IMPAKFAIT. avais-je tort ? avais-tu tort ? etc. CONDITIONNEL PASSE. aurais-je eu le force ? aurais-tu eu la force ? etc. Exercice 83 e - PRESENT. suis-jegros (grosse) ? es-tu gros (grosse) ? est-il gros ? est-elle grosse ? PASSE INDEFINI. ai-je ete surpris(e) ? as-tu ete surpris(e) ? a-t-il ete surpris? a-t-elle etc surnrise ? 44 COKRIGE DES EXERCICES. sommes-nous.gros (grosses) ? ( gros | etes-vous -< grosse V ? ( grosses ) sont-ils gros ? sont-elles grosses? IMPARFAIT. etais-je occupe(e)? etais-tu occupe(e) ? etc. Exercice 84 e - PRESENT. ai-je ordre ? suis-je soumis(e) ? avons-nous ordre? sommes-nous soumis(es) ? IMPARFAIT. avais-je ordre ? etais-je soumis(e) ? avions-nous ordre ? etions-nous soumis(es ? etc. PRESENT. as-tu besoin ? es-tu prudent(e) ? avez-vous besoin ? r prudent etes-vous < prudente prudents ^ prudentes > i^? etc. * IMPARFAIT. avais-tu besoin ? etais-tu prudent(e) ? avons-nous ete surpris(es) ? {surpris \ surprise >- ? surprises J ont-ils ete surpris ? ont-elles ete surprises ? PLTJ S-QUE -PARFAIT. avais-je ete cruel (cruelle) ? avais-tu ete cruel (cruelle) ? etc. PASSE INDEFINI. ai-je eu ordre ? ai-je ete soumis(e) ? avons-nous eu ordre ? avons-nous ete soumi(s) ? PLUS -QUE PARFAIT. avais-je eu ordre ? avais-je ete soumis ? avions-nous eu ordre ? avions-nous ete sourais(es) ? etc. PASSE INDEFINI. as-tu eu besoin ? as-tu ete prudent(e) ? avez-vous eu besoin ? ("prudent , t , J prudente avez-vous ete < : prudents [ prudentes ^ etc. PLUS -QUE PARFAIT. avais-tu eu besoin ? avais-tu ete prudent(e)? y GRAMMAIRE FRAN9AISE. 45 aviez-vous besoin ? aviez-vous eu besoin ? etiez-vous ^ { prudent prudente prudents ( prudentes J V? PRESENT. a-t-il du plaisir ? est-il gai ? ont-ils du plaisir? sont-ils gais ? IMPARFAIT. avait-il du plaisir ? etait-il gai ? aYaient-ils du plaisir? etaient-ils gais ? etc. f prudent avez-vous ete < prudente prudents ^prudentes PASSE INDEFINT. a-t-il eu du plaisir? a-t-il ete gai ? ont-ils eu du plaisir? ont-ils ete gais? PLUS-QUE-PARF A IT, aYait-il eu du plaisir ? aYait-il ete gai ? aYaient-ils eu du plaisir ? avaient-ils ete gais ? etc. Exercice 85 e * 1. Les Etats-Unis eurent-ils beaucoup de guerres? 2. Mon enfant, auras-tu ce courage? 3. Aurions- nous a manger si nous ne traYaillions pas? 4. Sans perseve- rance Washington aurait-il eu la gloire de deliyrer son pays? 5. Cet homrae aYait-il une si grande fortune ? 1. Les Americains furent-ils battus en 1812 ? 2. La yille de New- York sera-t-elle toujours la metropole des Etats- Unis? 3. Les Franqais ont-il ete un objet de jalousie pour les autres peuples ? 4. AYant d'entrer avais-tu ete presente au president ? 5. Les Anglais sont-ils quelquefois genereux ? Exercice 86 e - 1. Votre frere est-il la? 2. Le moment est-il Yenu ? 3. Les Americains ont-ils une grande actiyite ? 4. L'heure est-elle sonnee? 5. Aurai-je le temps si j 'arrive a 4 heures ? 6. Ces enfants ont-ils des lemons a etudier? 7. Avez-vous assez de lumiere ? 8. Apres une longue marche 46 CORRIGE DES EXERCISES. sommes-nous fatigues ? 9. Serons-nous regus si nous y allons? 10. Serions-nous re ( partis(ies) \ temps ils ne seraient pas partis hier s'ils n'avaient pas eu le temps elles ne seraient pas parties hier si elles n'aYaient pas eu le temps Exercices supplementaires sur le verbe Avoir. Exercice 89 e - 1. J'ai froid [ou Je n'ai pas froid, ou J'ai chaud, ou Je n'ai pas chaud]. 2. L' orang-outang n'a pas des 1 pieds mais des mains, il a quatre mains. 3. En Amerique nous avons le dollar, la dime, le cent (sou) [ou Nous aYons de 1 Dans ces phrases (2, 5, 9, 12), apres pas on emploie l'article in- defini par exception parce que le sens n'est pas absolument neo-atif. Le sens r'el est : L'orang-outang a des mains, et non des pieds ; Vous 48 CORRIGE DES EXERCICES. la monnaie d'or, d' argent, de nickel, de cuivre et de papier]. 4. Vous avez de la barbe [ou Vous n'avez pas de bar be]. 5. Vous avez une figure d'honime [ou Vous n'avez pas urie 1 figure d'homme]. 6. On n'a jamais regret de bi en faire. 7. L'homme a des cheveux courts, et les femmes ont des cheveux longs. 8. Les ecoliers ont conge le samedi. 9. Les chiens n'ont pas une 1 bouche ; ils ont une gueule. 10. Nous avons du soleil a present [ou Nous n'avons pas de soleil a present]. Hier apres-midi nous avons eu du soleil, [ou nous n'avons pas eude soleil]. 11. J'ai un rhume main tenant [ou Je n'ai pas de rhume mam tenant]. L'hiver dernier, j'ai eu un rhume [on je n'ai pas eu de rhume]. 12. Nous avons une temperature chaude aujourd'hui [ou Nous n'avons pas une 1 temperature chaude aujourd'hui]. En aout dernier nous avons eu une tem- perature chaude. 13. Les Americains n'ont pas la guerre en ce moment; ils Font eue en 1812 et en 1861. 14. J'ai faim [ou Je n'ai pas faim]. Demain avant mon diner, j'aurai faim (probablement). 15. L'annee presente a 365 [ou 366] jours. L'annee prochaine aura 365 [ou 366] jours, et 1880 a eu 366 jours. 16. Les Anglais ont une reine (1883); apres le souve- rain actuel, ils auront un roi. Avant le souverain actuel, ils ont eu un roi. 17. Ce mois a 30 [ou 31, ou 28, ou 29] jours ; le mois passe a eu 30 [ou 31, etc.] jours; le mois prochain aura 30 [ou 31, etc.] jours. 18. Nous avons une legon de frangais aujourd'hui [ou Nous n'avons pas de legon de fran- 9ais aujourd'hui]. Hier nous avons eu une lecjon de fran- 9ais. Demain, nous aurons une le 1. Nousfaiblissions. 2. Des nuages obs- curcissaient le ciel. 3. Les docteurs ne le gueriront pas. 4. A quoi reflecnissez-vous. 5. Si vous ne guerissez pas de vos vices, vous flnirez par leur obeir comrae des esclaves obeissent a leur maitre. 6. Les chaleurs de Fete murissent les moissons. 7. Qu'il assainissent leurs maisons. 8. Choi- sissez mieux vos amis. 9. Elles vieilliront sans s'en douter. 10. II auraient peri sans votre secours. 11. Les feuilles ont jauni avant le temps. 12. Nous avons sali nos livres. Exercice llO e> 1. Quand j'aurai reflechi, j'agirai resolu- ment. 2. II faiblirait s'il etait seul. 3. Tu guerirais de Fennui par le travail. 4. Je cheris longtemps leur memoire. 5. Que tu aies joui de ton repos. 6. J'avais rebati. 7. L'eau du fleuve grossissait. 8. Le lion rugit, le boeuf mugit, le cheval hennit. 9. II faut que j'aie fini ce soir. 10. Tu reussirais si tu agissais autrement. 11. Eeflechis encore. Troisieme conjugaison. Exercice 112 e - INDICATIF PRESENT. 1° j'aper9ois 2° je ne dois pas d'argent tu apercjois tu ne dois pas d'agent il apei^oit il ne doit pas d'argent nous apercevons nous ne devons pas d'argent vous apercevez vous ne devez pas d'argent ils apei^oivent ils ne doivent pas d'argent GRAMMAIRE FRAX9AISE. 65 PRESENT. 3° comjois-je ) , • .- . >• une fausse esperance ? est-ce que je con90is ) conQois-tu une fausse esperance ? con9oit-il une fausse esperance ? concevons-nous une fausse esperance ? concevez-vous une fausse esperance ? con9oivent-ils une fausse esperance? IMPARFAIT. j'apercevais je ne devais pas d'argent tu apercevais tu ne devais pas d'argent il apercevait il ne devait pas d'argent nous apercevions nous ne devions pas d'argent vous aperceviez vous ne deviez pas d'argent ils apercevaient ils ne devaient pas d'argent IMPARFAIT. concevais-je une fausse esperance ? concevais-tu une fausse esperance ? conceyait-il une fausse esperance? concevions-nous une fausse esperance ? conceviez-vous une fausse esperance? concevaient-ils une fausse esperance ? PASSE DEFINI. faper9us je ne dus pas d'argent etc. etc. PASSE DEFINI. con9us-je une fausse esperance ? etc. PASSE INDEFINI. j'ai aper9u je n'ai pas du d'argent etc. etc. GO CORRIGE DES EXERCICES. PASSE INDEFINI. ai-je congu une fausse esperance ? etc. Exercice 113 e - Vous avez pergu les impots, vous avez re9u une visite, vous avez redti une grosse somme. Que je pergoive les impots, que je regoive une visite, que je redoive une grosse somme. lis percevaient les impots, ils recevaient une visite, ils re- devaient une grosse somme. Nous pergtimes les impots, nous re9tim.es une visite, nous redtimes une grosse somme. Tu aurais pergu les impots, tu aurais regu une visite, tu aurais redu une grosse somme. II pergoit les impots, il regoit une visite ; il redoit une grosse somme. Exercice 114 e * 1. Vous ne devriez pas agir ainsi. 2. Nous aurions dti agir autrement. 3. Demain tu recevras une visite. 4. Recevons avec respect leurs avis. 5. J'ai congu un projet auquel j'ai dti renoncer. 6. Je ne crains pas qu'il s'apergoive de cela. 7. Je ne craignais pas qu'il s'aper- gut de mon absence. 8. Je regrette qu'elle n'ait pas regu cette lettre en temps. 9. Apres avoir congu ce projet, tu aurais dti executer sur-le-champ. 10. Quand vous aurez pergu cet argent, vous devrez me Fenvoyer. 11. Souvenez- vous d'un service regu. 12. En decevant les autres, nous nous decevrons nous-m6mes. Exercice 115 e - 1. Nous apercevons la cote. 2. Ces idiots ne congoivent rien. 3. Nous devrions partir maintenant. 4. Ils concevraient des doutes. 5. L'Indien ne concevait pas Teffet des armes a feu. 6. Les cifoyens se doivent a leur pays. 7. Tu apercevrais ses defauts si tu avais plus de clair- voyance. 8. Je congus un projet. 9. II est impossible que nous les recevions. GRAMMAIRE FRAN^AISE. 67 Quatrieme conjugaison. Exercice 117 e - PRESENT. 1° je reponds a cette question tu reponds a cette question il repond a cette question nous repondons a cette question vous repondez a cette question PRESENT. je lui rends tu lui rends il lui rend nous lui rendons vous lui rendez ils repondent a cette question ils lui rendent IMPARFAIT. je repondais a cette question, etc. PASSE DEFINI. je repondis a cette question, etc. IMPARFAIT. je lui rendais, etc. PASSE DEFINI. je lui rendis, etc. PRESENT. PRESENT. 2° je ne vends pas de beurre je ne defends pas mon pays tu ne vends pas de beurre . tu ne defends pas ton pays etc. etc. IMPARFAIT. IMFARFAIT. je ne vendais pas de beurre je ne defendais pas mon pays etc. etc. PASSE INDEFINI. PASSE INDEFINI. je n'ai pas vendu de beurre je n'ai pas defendu mon pays etc. etc. PRESENT. 3° est-ce que j'attends un autre train ? attends-tu un autre train ? etc. IMPARFAIT. attendais-je un autre train ? etc. PASSE DEFINE. attendis-je un autre train ? etc. PASSE INDEFINT. ai-je attendu un autre train ? etc. 68 CORRIGE DES EXERCICES. Exercice 118 e * Indicatif present, Je ne pretends pas. I] lai tord les mains. Ces chiens aboient mais ne mordent pas. Vous perdez votre temps. Nous suspendons notre opinion. La flatterie corrompt le meilleur naturel. Les flatteries corrompent le caractere. II m'interrompfc toujours. Passe defini. C'est moi qui entendis, et c'est lui qui repondit. II perdit son chemin. Elles perdirent leur route. Nous defendimes nos droits, ils defendirent les leurs. Tu ne repondis pas correctement. Vous n'attendites pas longtemps. Je lui tendis la main et il me tendit la sienne. Passe indefini. C'est moi qui ai entendu, et c'est lui qui a repondu. II a perdu son chemin. Elles out perdu leur route. Nous avons defendu nos droits, ils ont defendu les leurs. Vous n'avez pas repondu correctement. Vous n'avez pas attendu longtemps. Je lui ai tendu la main et il m'a tendu la sienne. Exercice 119 e - Futur. Elles rendront. Tune repan- dras pas Fencre. Vous n'interromprez pas. Nous descen- drons a l'heure juste. II repondra surement. Vous perdrez yos mauvaises habitudes et je vous rendrai mon estime. Conditionnel present. Nous ririons si nous l'entendions. Je le defendrais. Ils le corrompraient. Ces chiens vous mordraient. Vous perdriez trop. Tu attendrais trop. Le fermier etendrait le foin. La poule ne pondrait pas. Vous souririez. Imperatif. Defends tes amis. Ne confondons pas nos livres. II vous interroge, repondez-lui. Fendez votre bois, et nous, fendons le notre. Ne perds pas ton temps. Ne perdez pas votre temps. Ne perdons pas notre temps. Exercice 120 e - Siibjonctif present. Quoique j'entende, ne croyez pas que je reponde un S3iil mot. II suffit que vous n'interrompiez pas et que vous attendiez tranquillement. Je GRAMMAIRE FRAN£AISE. 69 veux que tu correspondes avec lui et qu'il defende ta cause. II exige que vous vendiez tout. 11 n'est pas possible qu'ils perdent. Participe present. II palit en entendant ces mots. On aggrave ses torts en repondant. Je voyais ce navire fendant l'eau. II est reste la attendant la reponse. II se trompe, confondant Tun avec l'autre. Participe passe. Le temps perdu ne se retrouve jamais. II voyait Tepee suspendue sur sa tete. Voyez cet oiseau les ailes etendues. Exercice 121 e - 1. Nous perdrions si nous jouions, mais nous ne jouerons pas, par consequent nous ne perdrons pas. 2. Vous nous interrompez a tout moment. 3. J'attendais a la porte et je me morfondais. 4. Votre maitre voudrait que vous ne repandissiez j)as d'encre comme vous en repondez. 5. Le roseau plie et ne rompt pas. 6. Des amis yicieux v<»us corrompraient facilement. 7. Pourquoi redescends-tu ? 8. Kepandez des bienfaits. 9. Nous aurions attendu. 10. Ne confondez pas le mien avec le votre. 11. Je pense qu'ils m'auront attendu et qu'ils n'auront pas repondu si on les a interroges. 12. Si j'etais vraiment sage, je rendrais le bien pour le mal. Exercices supplementaires. PREMIERE CONJUGATION. Exercice 123 e - 1. Oui, je parle anglais. 2. Je parle anglais [ou fra^ais, etc.] chez moi. 3. Dans la classe nous parlons franqais. 4. Vous parlez ordinairement franqais [ou anglais]. 5. Les Allemands parlent allemand. 6. Les Ame- ricains ne parlent pas americain, ils parlent anglais. 7. Oui, j'etudie le frangais maintenant, je l'ai etudie [oa je ne l'ai pas etudie] avant cette annee. 8. Je reside main tenant a — — — . Les annees precedentes, j'ai reside a . Vous 70 COKKIGE DES EXERCISES. residez maintenant a . 9. Elle pousse [ou Elle ne pousse pas maintenant. En mai prochain elle poussera. 10. II neige [on line neige pas] aujourd'hui. En decembre dernier il a neige. En decembre prochain il neigera probablement. 11. Vous enseignez en ce moment. Hier vous avez enseigne [ou vous n'avez pas enseigne]. Demain vous enseignerez [ou voas n'enseignerez pas]. 12. Nous travaillons aujourd'hui [on Nous Tie travaillons pas aujourd'hui]. Dimanche passe nous n'avons pas travaille. Dimanche prochain nous ne travaillerons pas, parce qu'on ne travaille pas le dimanche. Exercice 124 e - 1. Les chasseurs chassent. 2. Les pe- cheurs pechent. 3. Les labonreurs labourent. 4. Les culti- yateurs cultivent. 5. Les medecins soignent les malades. 6. Les etudiants etudient. 7, Les copistes copient. 8. Lesim- primeurs impriment. 9. Lesinventeurs inventent. 10. Les fabricants fabriquent. 11. Les genies createurs creent. 1° 1. Les chasseurs chasserent. 2. Lespecheurspecherent. 3. Les laboureurs labourerent. 4. Les cultivateurs culti- verent. 5. Les medecins soignerent les malades. 6. Les etudiants etudierent. 7. Les copistes copierent. 8. Les im- primeurs imprimerent. 9. Les inventeurs inventerent. 10. Les fabricants fabriquerent. IL Les genies createurs creerent. 2° 1. Les chasseurs ont chasse. 2. Les pecheurs ont peche. 3. Les laboureurs ont laboure. 4. Les cultivateurs ont cultive. 5. Les medecins ont soigne les malades. 6. Les etudiants ont etudie. 7. Les copistes ont copie. 8. Les imprimeurs ont imprime. 9. Les inventeurs ont inyente. 10. Les fabricants ont fabrique. 11. Les genies createurs ont cree. 3° 1. Les chasseurs chasseront. 2. Les pecheurs peche- ront. 3. Les laboureurs laboureront. 4. Les cultivateurs cultiveront. 5. Les medecins soigneront le^ malades. 6. Les etudiants etuclieront. 7. Les copistes copieront. 8. Les GBAMMAIRE FRAN£AISE. 71 imprimeurs imprimeront. 9. Les inventeurs inventeront. 10. Les fabricants fabriqueront. 11. Les genies create urs creeront. 4° 1. Si vous etiez chasseur, yous chasseriez. 2. Si tous etiez pecheur, yous pecheriez. 3. Si vous etiez laboureur, tous laboureriez. 4. Si vous etiez cultivateur, vous culti- veriez. 5. Si vous etiez medecin, vous soigneriez les malades. 6. Si vous etiez etudiant, vous etudieriez. 7. Si vous etiez copiste, vous copieriez. 8. Si vous etiez imprimeur, vous imprinieriez. 9. Si vous etiez inventeur, vous inventeriez. 10. Si vous etiez fabricant, vous fabriqueriez. 11. Si vous etiez genie createur, vous creeriez. Exercice 125 e * 1- Si j'avais ete chasseur, j'aurais chasse. 2. Si j'avais ete pecheur, yaurais peche. 3. Si j'avais ete laboureur, j'aurais laboure. 4. Si j'avais ete cultivateur, j'aurais cultive. 5. Si j'avais ete medecin, j'aurais soigne les malades. 6. Si j'avais ete etudiant, j'aurais etudie. 7. Si j'avais ete copiste, j'aurais copie. 8. Si j'avais ete imprimeur, j'aurais imprime. 9. Si j'avais ete inventeur, j'aurais in- vente. 10. Si j'avais ete fabricant, j'aurais fabrique. 11. Si j'avais ete genie createur, j'aurais cree. 2° 1. Kous sommes chasseurs, il faut que nous chassions. 2. Xous sommes pecheurs, il faut que nous pechions. 3. Xous sommes laboureurs, il faut que nous labourions. 4. Xous sommes cultivateurs, il faut que nous cultivions. 5. Xous sommes medecins, il faut que nous soignions les malades. 6. Nous sommes etudiants, il faut que nous etu- diions. 7. Nous sommes copistes, il faut que nous copiions. 8. Xous sommes imprimeurs, il faut que nous imprimions. 9. Xous sommes inventeurs, il faut que nous inventions. 10. Xous sommes fabricants, il faut que nous fabriquions. 11. Xous sommes genies createurs, il faut que nous creions. 3° 1. II etait chasseur, il a fallu qu'il chassat. 2, II etait pecheur, il a fallu qu'il pechat. 3. II etait laboureur, il a 72 CORRIGE DES EXERCICEC. fallu qu'il labourat. 4. II etait cultivateur, il a fallu qu'il cultivat, 5. II etait medecin, il a fallu qu'il soignat les ma- lades. 6. II etait etudiant, il a fallu qu'il etudiat. 7. II etait copiste, il a fallu qu'il copiat. 8. II etait imprimeur, il a fallu qu'il iinprimat. 9. II etait inventeur, il a fallu qu'il inventat. 10. II etait fabricant, il a fallu qu'il fabriquat. 11. II etait genie createur, il a fallu qu'il creat. 4° 1. Nous sommes chasseurs, chassons. 2. Nous sommes pecheurs, peehons. 3. Nous sommes laboureurs, labourons. 4. Nous sommes cultivateurs, cultivons. 5. Nous sommes medecins, soignons les raalades. 6. Nous sommes etudiants, etudions. 7. Nous sommes copistes, copions. 8. Nous sommes imprimeurs, imprimons. 9. Nous sommes inven- teurs, inventons. 10. Nous sommes fabricants, fabriquous. 11. Nous sommes genies createurs, creons. Exercice 126 e - Dieu a commande : le monde a ete, le soleil a brille, la lune a donne sa lumiere, les etoiles ont scin- tille, la terre a tourne, Fhomme a existe, les quadrupedes ont peuple la terre, les oiseaux ont vole dans les airs, les poissons ont sillonne les mers, les plantes ont pousse, les rivieres ont £Oule. 1° Dieu commandera: le monde sera, le soleil brillera, la lune donnera sa lumiere, les etoiles scintilleront, la terre tournera, l'homme existera, les quadrupedes peupleront la terre, les oiseaux voleront dans les airs, les poissons sillonne- ront les mers, les plantes pousseront, les rivieres couleront. 2° Dieu commanda : le monde fut, le soleil brilla, la lune donna sa lumiere, les etoiles scintillerent, la terre tourna, l'homme exista, les quadrupedes peuplerent la terre, les oiseaux volerent dans les airs, les poissons sillonnerent les mers, les plantes pousserent, les rivieres coulerent. 3° Si Dieu commandait, le monde serait, le soleil brillerait, la lune donnerait sa lumiere, les etoiles scintilleraient, la GRAMMAIRE FRAN9AISE. 73 terre tournerait, riiomme existerait, les quadrupedes peuple- raient la terre, les oiseaux voleraient dans les airs, les poissons sillonneraient les mers, les plantes pousseraient, les rivieres couleraient. 4° Si Dieu n'avait pas comruande, le monde ne serait pas, le soleil ne brillerait pas, la lune ne donnerait pas sa lumiere, les etoiles ne scintilleraient pas, la terre ne tournerait pas, l'homme n'existerait pas ; les quadrupedes ne peupleraient pas la terre, les oiseaux ne voleraient pas dans les airs, les poissons ne sillonneraient pas les mers, les plantes ne pousse- raient pas, les rivieres ne couleraient pas. 5° II fallait que Dieu commandat pour que le monde fut, que le soleil brillat, que la lune donnat sa lumiere, que les etoiles scintillassent, que la terre tournat, que l'homme exis- tat, que les quadrupedes peuplassent la terre, que les oiseaux volassent dans les airs, que les poissons sillonnassent les mers, que les plantes poussassent, que les rivieres coulassent. 6° Lorsque D eu commande, pourquoi le monde ne serait- ilpas? pourquoi le soleil ne brillerait-il pas? la lune ne donnerait-elle pas sa lumiere ? les etoiles ne scintilleraient- elles pas ? la terre ne tournerait-elle pas ? l'homme n'exis- terait-il pas ? les quadrupedes ne peupleraient-ils pas la terre ? les oiseaux ne voleraient-ils pas dans les airs ? les poissons ne sillonneraieut-ils pas les mers ? les plantes ne pousseraient- elles pas ? les rivi&res ne couleraient-elles pas ? 7° Lorsque Dieu a commande, pourquoi le monde n'aurait- il pas ete ? pourquoi le soleil n'aurait-il pas brille ? la lune n'aurait-elle pas donne sa lumiere ? les etoiles n'auraient-elles pas scintille ? la terre n'aurait-elle pas tourne ? Thomme n'aurait-il pas existe ? les quadrupedes n'auraient-ils pas peuple la terre? les oiseaux n'auraient-ils pas wle dans les airs ? les poissons n'auraient-ils pas sillonne les mers? les plantes nfouraient-elles pas pousse ? les rivieres n'au- raient-elles pas coule ? 74 CORRIGE DES EXERCICES. Exercice 127 e - La Bible dit : Adore Dieu et n'adore que lui seul; aiine-le de tout ton coeur; bonore tes parents; ne tue point; ne desire pas le bien de ton prochain ; ne travaille pas le jour du Sabbat. La Bible dit : Adorez Dieu et n'adorez que lui seul ; aimez- le de tout votre coeur; honorez vos parents; ne tuez point; ne desirez pas le bien de votre prochain ; ne travaillez pas le jour du Sabbat. Deuxidme conjugaison. Exercice 128 e - 1. L'enfant sage obeit a ses parents. 2. Une personne qui a peur palit. 3. Des enfants qui ont honte rougissent. 4. Vous avez honte, vous rougissez. 5. Je n'ai pas peur, je ne palis pas. 6. Avant d'expedier une lettre on 1'affranchit. 7. Avant d'expedier une lettre vous l'affranchissez. 8. Avant d'expedier une lettre je Taffran- chis; nous l'affranchissons. 9. Avant d'expedier ma pro- cliaine lettre, je raffranchirai. Avant d'expedier votre pro- chaine lettre, vous l'affranchirez. 10. Les rosiers fleurissent [ou lis ne fleurissent pas] maintenant. En juin dernier ils ont fleuri. lis fleuriront au prin temps prochain. 11. Un honnete hommeagit selon sa conscience ; les hommes vicieux n'agissent pas selon leur conscience. 12. Si nous sommes sages, entre deux maux nous choisissons [on nous choisirons] le moindre; si vous etes sage, entre deux maux vous choi- sissez [ou vous choisirez] le moindre. 13. Un patriote meurt pour sa patrie, il ne la trahit pas; je ne la trahirai jamais ; le malheureux Arnold la trahit comme Judas trahit son maitre. 14. Le medecin a dit a ce malade: je vous soigne- rai et je vous guerirai. Effectivement il Ta soigne et il l'a gueri. Exercice 129 e - 1. Les maqons batissent des maisons. 2. Les medecins guerissent les malades. 3. Les eleves rem- plissent leurs devoirs. 4. Les domestiques obeissent a leurs GRAMMAIRE FRAN9AISE. 75 ordres. 5. Les boulangers petrissent le pain. 6. Les gen- darmes saisissent les malfaiteurs. 7. Les juges punissent les coupables. 8. Les coupables subissent leur chatiment. 9. Les marbriers polissent le marbre. 10. Les marchands choisissent leurs merchandises. 11. Les hommes sages refle- chissent: ils reussissent. 1° 1. Les magons batiront des maisons. 2. Les medecins gueriront les malades. 3. Les eleves rempliront leurs de- voirs. 4. Les domestiques obeiront a leurs ordres. 5. Les boulangers petriront le pain. 6. Les gendarmes saisiront les malfaiteurs. ?. Les juges puniroiit les coupables. 8. Les coupables subiront leur chatiment. 9. Les marbriers poli- ront le marbre. 10. Les marchands choisiront leurs mar- chandises. 11. Les hommes sages reflechiront: ils reussiront. 2° 1. Si j'etais magon, je batirais des maisons. 2. Si j'etais medecin, je guerirais les malades. 3. Si j'etais eleve, je remplirais mes devoirs. 4. Si j'etais domestique, j'obeirais a mes ordres. 5. Si j'etais boulanger, je petrirais le pain. 6. Si j'etais gendarme, je saisirais les malfaiteurs. 7. Si j'etais juge, je punirais les coupables. 8. Si j'etais coupable, je subirais mon chatiment. 9. Si j'etais marbrier, je polirais le marbre. 10. Si j'etais marchand, je choisirais mes marchan- dises. 11. Si j'etais sage, je reflechirais: je reussirais. 3° J. Ils ont ete masons et ils out bati des maisous. 2. Ils ont ete medecins et ils ont gueri les malades. 3. Ils ont ete eleves et ils ont rempli leurs devoirs. 4. Ils ont ete do- mestiques et ils ont obei a leurs ordres. 5. Ils ont ete bou- langers, et ils ont petri le pain. 6. Ils ont ete gendarmes, et ils ont saisi les malfaiteurs. 7. Ils ont ete juges, et ils ont puni les coupables. 8. Ils ont ete coupables, et ils ont subi leur chatiment. 9. Ils ont ete marbriers et ils ont poli le marbre. 10. Ils ont ete marchands et ils ont choisi leurs marchandises. 11. Ils ont ete sages, ils ont reflechi: ils ont reussi. 76 CORRIGE DES EXEECICES. Exercice 130 e " 1. Je suis macjon, il faut que je batisse des maisons. 2. Je suis medecin, il faut que je guerisse les malades. 3. Je suis eleve, il faut que je remplisse mes de- voirs. 4. Je suis domestique, il faut que j'obeisse a mes ordres. 5. Je suis boulauger, il faut que je petrisse le pain. 6. Je suis gendarme, il faut que je saisisse le malfaiteur. 7. Je suis juge, il faut que je punisse le coupable. 8. Je suis coupable, il faut que je subisse mon cliatiment. 9. Je suis marbrier, il faut que je polisse le marbre. 10. Je suis marchand, il faut que je choisisse mes marchandises. 11. Je suis sage, il faut que je reflechisse et que je reussisse. 2° 1. II a ete magon et il a fallu qu'il batit des maisons. 2. II a ete medecin, et il a fallu qu'il guerit les malades. 3. II a ete eleve, et il a fallu qu'il remplit ses devoirs.. 4. II a ete domestique, et il a fallu qu'il obeit a ses ordres. 5. II a ete boulanger, et il a fallu qu'il petrit le pain. 6. II a ete gen- darme, et il a fallu qu'il saisit le malfaiteur. 7. II a ete juge, et il a fallu qu'il punit le coupable. 8, II a ete coupable et il a fallu qu'il subit son cliatiment. 9. II a ete marbrier, et il a fallu qu'il polit le marbre. 10. 11 a ete marchand et il a fallu qu'il choisit ses marchandises. 11. II a ete sage, et il a fallu qu'il reflechit et qu'il reussit. 3° 1. Si nous avions 6te magons nous aurions bati des maisons. 2. Si nous avions ete medecins, nous aurions gueri les malades. 3. Si nous avions ete eleves, nous aurions rempli nos devoirs. 4. Si nous avions ete domestiques, nous aurions obei a nos ordres. 5. Si nous avions ete boulangers nous aurions petri le pain. 6. Si nous avions ete gendarmes, nous aurions saisi les malfaiteurs. 7. Si nous avions ete juges, nous aurions puni le coupable. 8. Si nous avions et6 coupables, nous aurions subi notre chatiment. 9. Si nous avions ete marbriers, nous aurions poli le marbre. 10. Si nous avions ete marchands, nous aurions choisi nos mar- chandises. 11. Si nous avions ete sages, nous aurions re- flechi et nous aurions r6ussi. GRAMMAIRE FRA^gAISE. 77 4° 1. Matjon, batis des maisons. 2. Medecin, gueris les rnalades. 3. Eleve, remplis tes devoirs. 4. Domes ti que, obeis A tes ordres. 5. Boulanger, petris le pain. 6. Gen- darme, saisis le malfaiteur. 7. Juge, punis le coupable. 8. Coupable, subis ton chatiment. 9. Marbrier, polis le marbre. 10. Marchand, choisis tes marchandises. 11. Homme sage, reflechis, reussis. 5° 1. Masons, batissez des maisons. 2. Medecins, gue- rissez les malades. 3. Eleves, remplissez vos devoirs. 4. Domestiques, obeissez a vos ordres. 5. Boulangers, petrissez le pain. 6. Gendarmes, saisissez le malfaiteur. 7. Juges, punissez le coupable. 8. Coupables, subissez votre chati- ment. 9. Marbriers, polissez le marbre. 10. Marchands, choisissez vos marchandises. 11. Hommes sages, reflechissez, reussissez. Troisidme conjugaison. Exercice 131 e * 1. On re subj. imparf. : que je finisse, etc. GRAMMAIKE FRAN9AISE. 99 Exercice 163 e - 1. Inf. pres. parler 2. Part. pres. partant 3. Part. pas. parti Verbes neutres. < fut. : je partirai, tu partiras, etc. ( cond.pres. : je partirais, tu partirais,, etc. pi ind. pres. : nous partous, vous partez, ils partent imparf. : je partais, tu partais, etc. subj. pres. : que je parte, que tu partes, qu'il parte, etc. pas. indef. : je suis parti, tu es parti, etc. plus-q.-parf : j'etais parti, tu etais parti, etc. pas. ant.: je fus parti, tu f us parti, etc. fut. ant. : je serai parti, tu seras parti, etc. cond. pas. : je serais parti, tu serais par- ti, etc. subj. pas. : que je sois parti, que tu sois parti, etc. subj plus-q.-parf. : que je fusse parti, que tu fusses parti, etc. infin. pas. : etre parti part. pas. : etant parti 4. Indie, pres. : 1 tu pars, nous par- V imper. : pars, partons, partez tons, vous partez j 5. Pas. def. : je partis I subj. imparf : que je partisse. Ind. pres. : vous rentrez, vous descendez imparf. : vous rentriez, vous descendiez pas. def : vous rentr&tes, vous descendites 100 CORRIGE DES EXERCICES. pas. indef. : vous etes rentre(s), vous etes desceridu(s) plus-q.-parf.: vous etiez rentre(s), vous etiez descendu(s) pas. ant.: vous futes rentre(s), vous futes descendu(s) futur.: vous rentrerez, vous descendrez futur ant.: vous serez rentre(s), vous serez descendu(s) condit. : vous rentreriez, vous descendriez cond.pas. : vousseriez rentre(s), vous seriez descendu(s) imper.: rentrez, descendez subj.pres.: que vous rentriez, que vous descendiez subj. imparf. : que vous rentrassiez, que vous descen- dissiez subj. passe. : que vous soyez rentre(s), que vous soyez descendu(s) subj. plus-q.-parf. : que vousfussiez rentre(s), que vous fussiez descendu(s) inf. passe. : etre r entre, etre descendu part.pres. : rentrant, descendant Exercice 164 e - 1. Le voleur est entre par la fenetre. 2. Je suis arrive a l'heure. 3. L'ouvriere est venue a 8 heures et demie. 4. lis sont devenus riches. 5. Nous sommes des- cendus par le grand escalier. 6. Elle est sortie a 9 heures. 7. Vous 6tes monte(s) vite. 8. Nous sommes alles par le bateau a vapeur. 9. Vos lettres sont parvenues a leur adresse. 1° 1. Le voieur etait entre par la fenetre. 2. J'etais arrive a Theure. 3. L'ouvriere etait venue a 8 heures et demie. 4. lis etaient devenus riches. 5. Nous etions descendus par le grand escalier. 6. Elle etait sortie a 9 heures. 7. Vous etiez monte(s) vite. 8. Nous etions alles par le bateau a vapeur. 9. Vos lettres 6taient parvenues a leur adresse. 2° 1. Le voleur sera entre par la fenetre. 2. Je serai arrive a l'heure. 3. L'ouvriere sera venue k 8 heures et de- mie. 4. lis seront devenus riches. 5. Nous serens descen- dus par le grand escalier. 6. Elle sera sortie a 9 heures. GKAMMAIKE FRAN9AISE. 101 7. Vous serez monte (s) vite. 8. Nous serons alles par le ba- teau a vapeur. 9. Vos lettres seront parvenues a leur adresse. 3° 1. On doute que le voleur soit entre par la fenetre. 2. On doute que je sois arrive a Theure. 3. Ou doute que Tou- vriere soit venue a 8 heures et demie. 4. On doute qu'ils soient devenus riches. 5. On doute que nous soyons descen- dus par le graud escalier. 6. On doute qu'elle soit sortie a 9 heures. 7. On doute que vous soyez monte(s) vite. 8. On doute que nous soyons alles par le bateau a vapeur. 9. On doute que vos lettres soient parvenues a leur adresse. 4° 1. On ignorait que le voleur fut entre par la fen&tre. 2. On ignorait que je fusse arrive a Theure. 3. On ignorait que l'ouvriere fut venue a 8 heures et demie. 4. On ignorait qu'ils fussent devenus riches. 5. On ignorait que nous fus- sions descendus par le grand escalier. 6. On ignorait qu'elle fut sortie a 9 heures. 7. On ignorait que vous fussiez mon- ths) vite. 8. On ignorait que nous fussions alles par le bateau a vapeur. 9. On ignorait que vos lettres fussent parvenues a leur adresse. UN MESSAGER REND COMPTE D'UNE COMMISSION. (Fragment.) Exercice 165 e * J'ai re n'arrives-tu pas & temps ? n'arrive-t-il pas a temps ? n'arrivons-nous pas a temps ? n'arrivez-vous pas a temps ? n'arrivent-ils pas a temps ? 104 CORRIGE DES EXERCICES. IMPARFAIT. n'arrivais-je pas a temps? n'arrivais-tu pas & temps ? etc. PASSE DEFINI. n'arrivai-je pas a temps ? n'arrivas-tn pas a temps ? etc. PASSE INDEFINI. ne suis-je pas arrive a temps ? n 5 es-tu pas arrive a temps ? etc. PRESENT. ( est-ce que je ne m'y attends pas ? ( ne m'y attends-je pas ? ne t'y attends-tu pas ? ne s'y attend-il pas ? ne nous y attendons-nous pas? ne vous y attendez-vous pas ? ne s'y attendent-ils pas ? IMPARFAIT. ne m'y attendais-je pas? ne t'y attendais-tu pas? etc. PASSE DEFINI. ne m'y attendis-je pas ? ne t'y attendis-tu pas ? etc. PASSE INDEFINI. ne m'y suis-je pas attendu ? ne t'y es-tu pas attendu ? etc. Exercice 168 8 1. Ne vient-il pas ■? 2. M. Dumont ne vient-il pas? 3. N'est-elle pas venue? 4. Mme Firmin n'est-elle pas venue ? 5. Ne suis-je pas la? 6. Est-ce que je n'arrive pas ? 7. N'etes-vons pas entre ? 8. N'en ai-je pas? 9. N'en ai-je pas eu ? 10. Ne reponds-tu pas? 11. N'as-tu pas repondu ? 12. N'auraient-ils pas accepte ? GRAMMAIRE FRAX9AISE. 105 13. Cela n'est-il pas yrai ? 14. L'affaire n'est-elle pas possi- ble ? 15. Les lettres ne sont-elles pas arrivees ? 16. N'a-t-il rien (cf. Gr. page 179, note 1) yu ? 17. Tout autre que vous iraurait-il pas eu de difficulty? 18. N'ont-ils plus de pain ? 19. Ne te souviens-tupas? 20. Ne s'est-il pas repeiiti ? 21. Ne s'est-elle pas repentie? 22. Ne vous seriez-vous pas abstenu(s) ? 23. Votre frere n'a-t-il rieu ecrit ? 24. Ne vous etes-vous pas amuse(s) ? 25. Ne vous l'avais-je pas dit? 26. Cette vache ne donne-t-elle plus de lait? VI. — Verbes impersonnels. Exercice 169 e - PRESENT. il ne pleut pas IMPARFAIT. il ne pleuvait pas ne tonnait-il pas ? PASSE DEFINI. il ne plut pas ne tonna-t-il pas ? PASSE INDEFINI. il n'a pas plu n'a-t-il pas tonne ? neige-t-il? neigeait-il ? neigea-t-il ? a-t-il neige ? avait-il neige ? eut-il neige ? neigera-t-il ? aura-t-il neige ? neigerait-il ? aurait-il neige ? ne tonne-t-il pas ? PLUS-QUE-PARFATT. il n'avait pas plu n'avait-il pas tonne ? PASSE ANTERIEUR. il n'eut pas plu n'eut-il pas tonne ? FTTTTJR. il ne plenvra pas ne tonnera-t-il pas? FUTUK ANTERIEUR. il n'aura pas plu n'aurait-il pas tonne? CONDITIONNEL. il ne pleuvrait pas ne tonnerait-il pas ? CONDITIONNEL PASSE. il n'aurait pas plu n'aurait-il pas tonne? 106 CORRIGE DES EXERCISES. SUBJONCTIF. PRESENT. PASSE. qu'il ne pleuye pas qu'il n'ait-pas plu IMPARFAIT. qu'il ne pint pas PLUS-QUE-PARFAIT. qu'il n'eut pas plu INFINITIF. PRESENT. PASSE. ne pas pleuvoir n'avoir pas plu PARTICIPE. PRESENT. PASSE. ne pleuvant pas (manque a la forme negative.) Exercice 170 e - 1© PASSE DEFINI. plut-il ? neigea-t-il ? gela-t-il ? degela-t-il? tonna-t-il ? 2° FUTUR ANTERIEUR. il n'aura pas plu il n'aura pas neige il n'aura pas gele il n'aura pas degele il n'aura pas tonne 3o SUBJONCTIF PASSE. qu'il ait plu qu'il ait neige qu'il ait gele qu'il ait degele qu'il ait tonne PLUS-QUE-PARFAIT. avait-il plu ? avait-il neige ? avait-il gele ? avait-il degele ? avait-il tonne ? CONDITIONNEL PASSE. il n'aurait pas plu il n'aurait pas neige il n'aurait pas gele il n'aurait pas degele il n'aurait pas tonne SUBJONCTIF PLUS-QUE-PARFAIT. qu'il eut plu qu'il eut neige qu'il etit gele qu'il eut degele qu'il eut tonne GRAMMAIRE FRAXgAISE. 107 Exercice 171°- 1. II fait beau temps [ou II fait mauvais temps, etc.], Hier il a fait beau temps [ou il a fait mauvais temps, etc.]. 2. II gele [ou II ne gele pas] main tenant. II gelera probablement en Janvier prochain. 3. II gele en hiver et quelquefois en automne et au printemps. 4. II degele. 5. II y fait clair [on II n'y fait pas clair]. 6. II ne fait pas clair la nuit. 7. II fait jour a — heures a cette epoque de Tannee. II fait nuit a — heures. 8. II pleut [ou II ne pleut pas a present]. 9. La semaine derniereil a plu [ou il n'a pas plu], 10. II y fait bon [ou II y fait trop chaud ou trop froid], 11. II fait trop chaud [ou II ne fait pas trop chaud]. 12. Quand il tonne il fait ordinairement des eclairs. 13. II importe beaucoup a l'enfant de s'instruire. 14. II faut tra- vailler beaucoup pour apprendre une langue vivante. Exercice 172 e - 1. II sonne cinq heures. 2. II est arrive un malheur. 3. II s'eleva de grands cris. 4. II s'est passe bien des choses en votre absence. 5. II suffira de dire votre nom. 6. II m'est venu une idee. 7. II me coute de quitter ma patrie. 8. II manque encore dix francs pour completer la somme. 9. II se produisit alors de grands changements. 10. II va sonner dix heures. 1. Dans une riviere il y a de l'eau. 2. II y a desfraises en juin. 3. II n'y a pas beaucoup de Frangais aux Etats-Unis [ou, mieux, II n'y en a pas beaucoup], 4. II y a beaucoup d'Allemands aux Etats-Unis [ou, mieux, II y en a beaucoup]. 5. II y aura des peches au mois d'aout. 6. II y en avait. 7. II y avait beaucoup de monde a l'eglise dimanche [ou II n'y avait pas beaucoup de monde a Teglise dimanche]. 8. Je ne crois pas qu'il y ait avantage a lire des livres frivoles. 9. II y eut jadis des peuples civilises en Amerique. Du verbe il faut. Exercice 173 e - 1. Ne vons faut-il pas etudier? 2, II te faut marcher. 3. II nous faudra leur pardonner. 4. II leur 108 CORRIGE DES EXERCICES. fallut partir. 5. II vous faudrait finir ce soir. 6. Ne vous faut-il pas venir plutot ? 7. Lui a-t-il fallu tout payer ? 8. Vous faut-il de la monnaie ? 9. II ne vous faut pas beaucoup d'argent. 10. II lui faut une robe legere. 11. Est-ce tout ce qu'il te faut ? 12. Est-ce tout ce qu'il leur faut ? 13. C'est tout ce qu'il nous faut. 14. Ne te faut-il pas recevoir tesamis? 15. II vous aurait fallu etre present. 16. Me faudra-t-il choisir inoi-meme ? 17. Que yous faut-il ? 18.11 ne me faut plus riem Remarques sur l'orthographe de certains verbes de la l re conjugaison. Exercice 174 e * Indie, pres. Je place, je change, je me leve, je cede, j'appelle, je jette, j'envoie, je m'essuie. Imparfait. Je pla9ais, je changeais, je me levais, je cedais, j'appelais, je jetais, j'envoyais, je m'essuyais. Passe clef. Je pla9ai, je changeai, je me levai, je c6dai, j'appelai, je jetai, j'envoyai, je m'essuyai. Futur. Je placerai, je changerai, je me leverai, je cederai, j'appellerai, je jetterai, j'envemd (irregulier, cf. 1" 169), je m'essuierai. Condit. Je placerais, je changerais, je me leverais, je ce- derais, j'appellerais, je jetterais, j'enverrais (irregulier, cf. T 169), je m'essuierais. Subj.pres. Que je place, que je change, que je me leve, que je cede, que j'appelle, que je jette, que j'envoie, que je m'essuie. Sitbj. imparf. Que je plagasse, que je changeasse, queje me levasse, que je cedasse, que j'appelasse, que je jetasse, que j'enYoyasse, que je m'essuyasse. Part. pres. Plagant, changeant, se levant, cedant, appe- lant, jetant, envoyant, s'essuyant. GRAMMAIRE FRAN^AISE. 109 Exercice 175 e * Indie, pres. Nous nous corrigeons, ils se corrigeut; nous rin9ons, ils rincent; nous rejetons, ils re- jettent; nous nous appuyons, ils s'appuient; nous n'essayons pas, ils n'essaient pas. Imparfait. Nous nous corrigions, ils se corrigeaient; nous rincions, ils rin9aient; nous rejetions, ils rejetaient; nous rappelions, ils rappelaient ; nous nous appuyions, ils s'ap- puyaient; nous n'essayions pas, ils n'essayaient pas. Passe defini. Nous nous corrigeames, ils se corrigerent ; nous ri^ames, ils rincerent; nous rejetames, ils rejeterent; nous rappelames, ils rappelerent ; nous nous appuyames, ils s'appuyerent ; nous n'essayanies pas, ilsn'essayerent pas. Imperatif. Corrigeons-nous, rin9ons, rejetons, rappelons, appuyons-nous, n'essayons pas. Subj. present. Que nous nous corrigions, qu'ils se cor- rigeut; que nous rincions, qu'ils rincent; que nous rejetions, qu'ils rejettent; que nous nous appuyions, qu'ils s'appuient; que nous n'essayions pas, qu'ils n'essaient pas. Exercice 176 e - 1. Pour marcher nous leyons la jambe et nous avan9ons le pied. 2. Employez-vous bien yotre ar- gent? 3. Nous ne cedons pas notre place. 4. Nous parta- geons notre pain. 5. Nous nageons bien. 6. Nous cache- tions cette lettre. 7. Que vous appuyiez. 8. Nous priions. 9. Nous jetons une balle. 10. Menagez votre temps. 11. Ne m'appelez pas ainsi. 12. Elles se promenent. 13. Ne preferez-yous pas Futile a Tagreable ? 14. Nous nous exer- 90ns constamment. 1. J'achete peu. 2. II enleve tout. 3. Tu acheves ta tache. 4. Je l'espere. 5. II commen9ait. 6. Je prononce ainsi et je change raccent. 7. Tu te noies dans un verre d'eau. 8. Je ne les tutoie pas. 9. II se pronoii9a en sa fa- veur. 10. Ne renouvelle pas tes recommandations. 11. Proeede avec discernement. 110 CORRIGE DES EXERCICES. Verbes irr6guliers. Exercice 177 € ALLER. ENVOYER. (Negativement). INDICATIF PRESENT. je ne vais pas tu ne vas pas il ne ya pas nous n'allons pas vous n'allez pas ils ne vont pas je n envoie pas tu n'envoies pas il n'envoie pas nous n'envoyons pas vous n'envoyez pas ils n'envoient pas FUTUR. je n irai pas tu n'iras pas il n'ira pas nous n'irons pas voas n'irez pas ils n'iront pas je n enverrai pas tu n'enverras pas il n'enverra pas nous n'enverrons pas vous n'enverrez pas ils n'enverront pas ne va pas n'allons pas n'allez pas IMPERATIF n'envoie pas n'envoyons pas n'envoyez pas SUBJONCTIF PRESENT. que je n'aille pas que tu n'ailles pas qu'il n'aille pas que nous n'allions pas que vous n'alliez pas qu'ils n'aillent pas que je n'envoie pas que tu n'envoies pas qu'il n'envoie pas que nous n'envoyions pas que vous n'envoyiez pas qu'ils n'envoient pas GRAMMAIRE FRAX9AISE. Ill (Interrog. Negativement). PRESENT. C ne vais-je pas ? ( est-ce que je ne vais pas ? ne vas-tu pas ? ne va-t-il pas ? n'allous-nous pas ? n'allez-vous pas ? ne vont-ils pas ? c n'envoye-je pas ? ( est-ce que je n'envoie pas? n'envoies-tu pas ? n'envoie-t-il pas ? n'envoyons-nous pas ? n'envoyez-vous pas ? n'envoient-ils pas? PASSE INDEFINI. ne suis-je pas alle ? n'es-tu pas alle ? n'est-il pas alle ? ne sommes-nous pas alles? n'etes-vous pas alle(s)? ne sont-ils pas alles ? n'ai-je pas envoye ? n'as-tu pas envoye ? n'a-t-il pas envoye ? n'avons-nous pas envoye ? n'avez-vous pas envoye ? n'ont-ils pas envoye ? CONDITIOXNEL PASSE. ne serais-je pas alle ? ne serais-tu pas alle ? ne serai t-il pas alle? ne serions-nous pas alles ? ne seriez-vous pas alle(s)? ne seraient-ils pas alles ? n ? aurais-je pas envoye ? n'aurais-tu pas envoye ? n ? aurait-il pas envoye ? n'aurions-nous pas envoye? n'auriez-vous pas envoye? n'auraient-ils pas envoye ? (Negativement.) PRESENT. jene m en vais pas tu ne t'en vas pas il ne s'en va pas nous ne nous en allons pas vous ne vous en allez pas ils ne s'en vont pas S'EN ALLER. (Interrog. Negativement.) PRESENT. ( est-ce que je ne m'en vais pas ? ( ne m'en vais-je pas ? ne t'en vas-tu pas ? ne s'en va-t-il pas ? ne nous en allons-nous pas ? ne vous en allez-vous pas ? ne s'en vont-ils pas? 112 C0RRIGE DES EXERCICES. PASSE INDEFINI. PASSE DEFINI. je ne m'en suis pas alle ne m'en allai-je pas ? tu ne t'en es pas alle ne t'en allas-tu pas ? il ne s'en est pas alle ne s'en alla-t-il pas ? nous ne nous en sommes pas ne nous en allames-nous pas? alles ne vous en allates-vous pas ? vous ne vous en etes pas ne s'en allerent-ils pas ? alle(s) ils ne s'en sont pas alles r CONDITIONNEL PRESENT. imperatif. ne m'en irais-je pas ? ne t'en va pas ne t'en irais-tu pas ? ne nous en allons pas ne s'en irait-il pas ? ne vous en allez pas ne nous en irions-nous pas? ne vous en iriez-vous pas ? subjonctif imparfait. ne s'en iraient-ils pas ? que je ne m'en fusse pas alle que tu ne t'en fusses pas alle futur anterieur. qu'il ne s'en flit pas alle ne m'en serai-je pas alle ? que nous ne nous en fussions ne t'en seras-tu pas alle ? pas alles ne s'en sera-t-il pas alle ? que vous ne vous en fussiez ne nous en serons-nous pas pas alle (s) alles? qu'ils ne s'en fussent pas ne vous en serez-vous pas al- alia le(s) ? ne s'en seront-ils pas alles ? Exercice 178 e * Aller. 1. Votre montre va-t-elle bien ? 2. Demain nous irons a Versailles; vous n'y etes jamais alle(s) ? 3. Si j'allais avec vous, iriez-vous a cette fete ? 4. Tout serait bien alle si vous aviez fait attention. 5. Vos soeurs vont-elles bien ? 6. Wj allez pas. 7. Pourquoi irais- je ? 8. Si j'y etais alle, qu'auriez-vous dit ? S'en aller. 9. II me dit : " Va-t-en " et je m'en suis alle. 10. A quelle heure voulez-vous que nous nous en allions? 11. Si j'etais a sa place, je m'en irais tout de suite. 12. Je GRAMMAIKE FRAN9AISE. 113 n'aurais pas cru qu'elle s'en fut allee ainsi. 13. A quelle heure vous en allez-yous? 14. lis s'en iront demain ou apres-demain. 15. Quand s'en vont-ils ? 16. Si elle ne s'en etait pas allee, elle aurait ete insult ee. 1?. Pourquoi yous en 6tes-vous alle(s) ? Envoyer. 18. S'il me les envoie trop tard, je lui enverrai une lettre severe. 19. Nous lui enverrions bien cela ; mais nous n'avons pas confiance en lui. 20. Qu'est-ce qu'il a en- voye? 21. Je ne Yeux plus qu'ils envoient cet homme. 22. Je ne sais si elle l'enverra. Exercice 179 e - Bouillir. 1. II bout de colere. 2. L'eau ne bouillait pas encore. 3. Quand le lait bouillira-t-il ? 4. Faites bouillir le pot-au-feu. Courir. 5. Vous ne courrez aucun danger. 6. II court vite. 7. Elles ne courent pas maintenant. 8. Ne courez pas. 9. Les troupes sont accourues pour defendre laville. 10. Ou couriez-vous ? 11. Je n'aurais pas aime qu'un autre l'eut secouru. 12. S'il y avait danger, je le secourrais. 13. Je parcourrai ce livre. Oouvrir. 14. Le temps se couvre. 15. Vous couvriez le feu ? 16. Le temps s'est couvert soudainement. 17. Mettez done Yotre chapeau, couYrez-vous. 18. Qui a decouvert les Indes ? 19. La terre est encore (Cf. T 194) couverte de neige. 20. Otez-votre chapeau, e'est-a-dire decoiiYrez-YOus. 21. Je me serais decouYert s'il avait parle poliment ; mainte- nant je ne me decouYrirai pas. 22. Tout ici est couvert de poussiere. Exercice 180 e " Cueillir. 1. Voyez le beau lilas que j'ai cueilli. 2. Quand cueillerez-vous ces fruits ? 3. S'il venait, nous l'accueillerions bien. 4. J'aurai bient6t (cf. T 194) recueilli tous les documents. 5. Accueillons-les avec bonte. 6. II faut que je cueille un bouquet. Dormir. 7. Je dormais quand vous etes entre. 8. II faut que je dorme encore un peu. 9. Tu dors ? 10. J'ai eu 114 CORRIGE DES EXERCICES. de la peine & m'endorrair. 11. Elle a endormi Penfant. 12. A quelle heure vous etiez-vous endormi ? 13. Pensez-vous qu'elle se soit deja (cf. f 194) endormie ? 14. Aussitdt eouchg, il s'endort. 15. Aussitdt couchee, ma petite fille s'est endormie. Fuir, Senfuir. 16. Le temps fuit. 17. H&tez-vous, en- fuyez-vous. 18. II croyait que nous fuyions. 19. Je ne m'enfuirai pas. 20. Les ennemis s'enfuirent. 21. Les assail- lants se sont enfuis. 22. Nous ne fuyons jamais le danger. 23. Si elle vous voit, elle s'enfuira. Exercice 181 e - Hair. 1 1. Je ne hais personne. 2. Faites du bien a ceux qui vous haissent. 3. Tu ne hairas personne. 4. Elle Taimait quoiqu'il la hai't. 5. lis le haissaient bien. Mentir. 6. Croyez-vous qu'ils mentent? 7. Dire k quel- qu'un: vous mentez, est une grossi&re injure. 8. Son amitie ne s'est jamais dementie et ne se dementira jamais. 9. Je eroyais qu'on avait dementi cette nouvelle. 10. Je ne crains pas qu'on me demente. Mourir, se mourir. 11. Votre ami est mort ? 12. Nous mourons de faim. 13. Beaucoup d'enfants meurent l'ete. 14. Nous mourrons tous. 15. Venez, avant que votre oncle meure. 16. Mourons pour la patrie. 17. Elle y mourrait d'ennui. 18. II se meurt. 19. Je eroyais quil etait mort. 20. Ses soeurs sont mortes, mais lui, il n'est pas mort. Exercice 182 e - Offrir, s'offrir. 1. Combien m'offrez- vous? 2. Nous vous offrirons dix mille francs. 3. II m'au- rait offert le double que je n'aurais pas accepte. 4. II s'etait offert de lui-m6me. 5. Si nous l'avions su, nous nous serious offerts. 6. Offrez-vous tout de suite. Ouvrir. 7. N'ouvrez pas la porte. 8. Cette fen&tre est tou jours ouverte. 9. lis ouvrirent les yeux. 10. Les portes ne sont pas ouvertes avant neuf heures. 11. Je ne voul 1 H aspiree. GRAMMAIRE FBAE^AISE. 115 pas qu'elle ouvrlfc ce livre. 12. Pourquoi ouyres-tu la porte ? 13. Je ne Fai pas ouverte (Of. % 198), elle s'est ouyerte toute seule. 14. La question etant yidee, ne la rouvrons pas. 15. Elle a entr'ouyert le rideau. Partir, repartir. 1 16. A quelle heure partez-vous ? 17. Je suis parti il y a huit jours. 18. Quand faut-il qu'elle parte ? 19. Je ne sais si elle est partie, ni meme si elle par- tira. 20. Nous serious partis depuis longtemps si le temps Pent permis. 21. Nous repartons dans cinq minutes. 22. Pourquoi n'etes-vous pas reparti(s) tout de suite ? Exercice 183 e " Se repentir. 1. II se repent de ses fau- tes. 2. Nous ne nous repentons pas d'avoir bien agi. 3. lis se repentirent amerement de leur indolence. 4. Vous yous repentirez surement. 5. Croyez-yous qu'elle se soit repentie ou qu'elle se repente jamais ? 6. Je me suis repenti de lui avoir parle. Sentir. 7. Que sen tez- yous ? 8. Nous sentions une mauvaise odeur. 9. Moi, je n'ai riensenti (Of. % 194, note). 10. Est-il possible que yous ne sentiez rien ? 11. Je ne crois pas qu'ils consentent. 12. Y auriez-vous consenti? 13. Je Fayais pressenti. 14. Nous pressentimes cette perte. Servir. 15. A quoi cela sert-il ? 16. Les plumes servent a ecrire. 17. Qui servira a table? 18. II ne veut pas qu'on serye encore. 19. De quoi yous seryez-yous ? 20. Je m'etais seryi de cette seryiette. 21. Francjois, desseryez maintenant. 22. Prenez ce pinceau, je ne rn'en suis pas servi. 23. Oui, mais yous yous en servirez. 24. Ne te sers pas de cet outil. Exercice 184 e - Sortir. 1. Sortez-vous maintenant ? 2. Nous ne sortirons que ce soir. 3. Madame est-elle sortie ? 4. Elle sort rarement. 5. A quelle heure youlez-yous que je sorte ? 6. Est-il possible qu'elles soient sorties a cette heure ? 7. Vous etiez sorti ? 1 Ne pas confondre repartir (=partir de nouvemt) avec repartir ( — dlstribuer) qui est ngulier et se conjugue conime fluir. 116 COREIGE DES EXERCICES. Souffrir, 8. Nous souffrons beaucoup du froid. 9. Et moi, je souffre de la chaleur. 10. Les soldats ont-ils beau- coup souffert dans cette marche ? 11. Ne souffrez pas cela. 12. Nous souffrions. Tenir, etc. 13. Je tiendrai ma promesse. 14. II le tient a la main. 15. Que tiennent-ils ? 16. Vous n'avez pas tenu parole ! 17. Avez-vous craint que je ne tinsse pas parole ? 18., Nous tinmes notre promesse. 19. A qui ces champs ap- partiennent-ils ? 20. Cette bouteille ne contiendra pas tout. 21. Je doute que yous ou lui obteniez ce que vous desirez. 22. II aurait fallu qu'il retint son sang-froid. 23. Nous ob- tinmes facilement la permission. 24. Je ne savais pas que ces livres yous appartinssent. 25. lis s'entretinrent longtemps. 26. Je me suis abstenu et je mVostiendrai toujours. Exercice 185 e - Venir. 1. Quivientla? 2. II viendra si yous le desirez. 3. Pensez-vous qu'elles viennent ? 4. Je n'aurais pas youIu qu'ils Yinssent si souvent. 5. Pourquoi est- elle venue? 6. Elles Yiennent rarement. 7. Je ne serais pas venu si yous ne 1 me l'aviez dit. 8. A quelle heure vien- drez-YOus ? 9. Cela me conviendrait assez. 10. Apr6s etre parvenu £t ce point il s'arreta. 11. Je doute que yous par- veniez a votre but. 12. Je yous en previns. 13. Nous les previnmes. 14. Si yous parveniez a les convaincre je con- viendrais que yous &tes eloquent. 15. Elle se souvient et elle se souviendra. 16. Votre frere est-il revenu ? 17. Je ne m'en suis pas souvenu. 18. Souvenez-Yous. 19. lis ne se seraient souvenus de rien. 20. Souviens-toi et nous nous souviendrons. 21. Qu'est devenu votre frere ? 22. Ces en- fants sont devenus bien mechants. Exercice 186 e - Pouvoir. 1. Que puis-je faire? 2. On peut quand on veut. 3. Eais ce que dois, advienne que pourra. 4. Elle etait la seule qui put vous aider. 5. lis 1 Apres si on supprime souvent le pas de la negation . GRAMMAIRE FRAX9AISE. 117 ne pourront jamais le faire. 6. Si je voulais je le pourrais. 7. Ce pauvre hoinme n'a pas pu y arriver. 8. Nous n'au- rions pas pu le faire. 9. Croyez-vous que nous puissions le faire, ou que nous ayons pu le faire alors ? 10. Puissiez- vous reussir ! 11. Puisse-je arriver a temps ! 12. Elle aurait pu passer si elle Tavait voulu. Savoir. 1. Je ne savais que dire. 2. Qiven savez-yous ? 3. Vous ne saurez rien. 4. Si jeunesse savait efc si vieillesse pouvait. . . ! 5. Je ne pense pas qu'elle sache rien 1 . 6. Quand saurez-vous yotre le9on ? 7. II se tut, ne sachant que repon- dre. 8. S'il avait tout su ! 9. II n'est venu personne que je sache. 10. Nous ne saurions qu'en faire. 11. Nous n'au- rions su que faire. 12. Savent-ils quelque chose? Exercicc 187 e ' S'asseoir. 1. Apres avoir parle, ils s'assi- rent. 2. Permettez que je m'asseie. 3. Si vous voulez bien je m'asseierai (je m'assierai) a cote de vous. 4. Pourquoi ne vous asseyez-vous pas ? 5. Apres avoir chante il s'assit sans mot dire. 6. Ou nous asseierons-nous ? 7. II f aut bien que nous nous asseyons quelque part. 8. Au lieu de travailler elle s'etait assise. 9. Je me suis assis a Tombre. 10. II me dit: asseyez-vous, mais je ne voulus pas m'asseoir avant qu'il se fut assis. 11. Asseyons-nous ici. Valoir. 12. Cela ne vaut rien. 13. Combien le ble valait- il hier ? 14. Croyez-vous qu'il vaille la peine d'y aller ? 15. Ne croyez-vous pas que je vaille autant que vous? 16. II vaudrait mieux faire ainsi. 17. La faveur prevaut sou- vent sur le nierite. 18. Tin metre equivaut a un peu plus de trois pieds. 19. Cette etoffe a valu cher autrefois. 20. L ? in- justice ne prevaudra pas toujours. Exercicc 188 e - Voir. 1. Que voyez-vous? 2. lis ne voient rien maintenant etils ne voyaient rien alors. 3. Elles ne me virent pas. 4. Voyons, dites-moi la verite. 5. Quoi- que je les voie souvent, je les connais peu. 6. Nous le 1 Bien sans ne a le sens de quelque chose. 118 CORRIGE DES EXERCICES. voyions. 7. Eh bien, Favez-vous vu ? 8. Quand je les re- verrai, je leur en parlerai. 9. Qui aurait prevu ce malheur ? 10. Vous le verriez que vous ne le croiriez pas. 11. J'ai tout revu, et j'y pourvoirai. 12. II vous a entrevu. Vouloir. 13. Que veulent-ils? 14. lis voudraient vous parler. 15. Qui n'a pas voulu quand il pouvait, ne pourra pas quand il voudra. 16. Cela se fera, que vous le vouliez ou non. 17. Veuillez vous asseoir. 18. Je n'aurais pas cru qu'il en eiit voulu. 19. Si vous aviez voulu ! 20. Elle voudrait vous entretenir un moment. 21. lis n'ont pas vou- lu alors; ils ne pourront plus quand ils voudront. Exercice 189 e - Boire. 1. Si vous avez soif, buvez. 2. Nous ne buvons jamais de liqueurs. 3. Qu'avez-vous bu? 4. Nous ne bumes rien. 5. Le medecin a dit que vous bu- viez ceci. 6. Autrefois on buvait plus de cidre. 7. Ils ne boivent que du vin et vous ne buvez que de 1'eau. Conclure. 8. De ses paroles les juges conclurent qu'il est coupable. 9. Si vous le desirez, nous conclurons le marche. 10. Allons! concluez. 11. Qui avez-vous exclu? 12. Nous n'excluons personne. 13. Qui voulez-vous que nous ex- cluions ? Conduire, etc. 14. II s'est mal conduit, mais il se con- duira mieux a Tavenir. 15. Que deduisez-vous de la? 16. Cette proposition ne m'aurait pas seduit. 17. Je desire que vous traduisiez cela. 18. Ils Fenduisirent de goudron. 19. Permettez que nous vous instruisions. 20. Ces champs pro- duisent peu. 21. Sa physionomie vous aurait seduit. 22. Comment auriez-vous traduit alors ? 23. Elle est tres-ins- truite. 24. Que construit-on la? 25. Nous reconstrui- simes ce que les eaux avaient detruit. Exercice 190 e - Connaitre. 1. Connaissez-vous cet hom- me ? 2. Je le connais de vue. 3. Sa colere ne connut plus de bornes. 4. Je ne vous aurais pas reconnu ! 5. Vous avez meconnu vos amis. GRAMMAIRE FRA^AISE. 119 Craindre, etc. 6. Que craignent-ils ? 7. Nous craignions qu'il ne vint pas. 8. Elle ne se plaint jamais. 9. A qui youlez-vous que nous nous plaignions ? 10. Si je Pavais su je ne me serais pas plaint. 11. Personne ne le contraignait. 12. lis peignent assez bien, mais je voudrais qu'ils peignissent avec plus de soin. 13. Bteignez le gaz. * 14. La lampe s'est eteinte. 15. S'ils joignaient leurs efforts aux notres ! 16. L'avez-vous rejoint? 17. Les teinturiers fran9ais teignent bien. 18. Nous leur enjoignimes de tous obeir. Croire. 19. Vous croirez ce que vous voudrez. 20. Nous croyions Tentendre. 21. Heureux ceux qui n'ont pas yu et qui croient ! 22. Qui Taurait cm ? 23. II est possible que nous Tayons cru, mais il n'est plus possible que nous le croyions desormais. 24. II n'y croient pas du tout. Croitre. 25. Les jours croissent maintenant. 26. La riviere a crii de pres d'un metre cette nuit. 27. Croyez-vous que cette arbre croisse encore ? 28. Les eaux decrurent ra- pidement, 29. Cette operation accroitra sa fortune. 30. Leur n ombre s'est accru rapidement. Exercice 191 e - Dire. 1. Que disent-ils, et que dites- vous ? 2. Dites-moi ce que yous en pensez. 3. Quand ils me virent, ils me dirent des injures. 4. Que disais-je done ? 5. Vous disiez que vous n'attendez personne. 6. Quoi qu'il dise, vous le contredisez toujours. 7. Ne redis pas ce que je t'ai dit. 8. Est-ce qu'il se serait dedit ? 9. Peut-etre on lui aura interdit de venir. 10. Je le lui avais predit. 11. Ils ne calomnient personne, mais ils medisent de tout le monde. 12. Ne maudissons personne. Ecrire. 13. Les Hebreux ecrivaient de droite k gauche. 14. Sur quel papier ecrivez-YOUs ? 15. II faut que j'ecrive tout de suite. 16. En ecriYant ne yous penchez pas sur votre pupitre. 17. II l'a decrit correctement. 18. Je desire que vous inscriviez cela. 19. Qu ? est-ce que le docteur a 120 CORKEGE DES EXERCICES. prescrit ? 20. lis souscririrent a toutes ses demandes. 21. Comment le decrinez-vous. 22. lis proscrivent toute liqueur. 23. Cela se trouve transcrit ici tout au long. Exercice 192 e - Faire. 1. Les jeunes gens disentce qu'ils font, les vieillards ce qu'ils ont fait, et les sots ce qu'ils fe- ront. 2. Que faites-vous la? 3. Nous faisions de la mu- sique. 4. Ces enfants ne font rien ; ils ne feraient rien si on ne les forQait a travailler. 5. Que voulez-vous qu'ils fassent? 6. Que ferez-vous ce soir? 7. Nous faisons 1 toutce que nous pouvons. 8. Ne faites pas cela. 9. Je crois qu'il vous satis- fera. 10. Si j'etais vous, je m'en deferais; je me suis defait du mien. 11. Sans votre ordre il n'aurait pas defait ce pa- quet. 12. Penelope defaisait la nuit l'ouvrage qu'elle avait fait pendant le jour. Lire. 13. Ils lisent bien. 14. Combien de pages ont-ils lues (cf. % 198)? 15. Elles lurent longtemps. 16. Je n'ai pas tout lu. 17. Que lisiez-vous done la ? 18. Relisez avec soin. 19. Je ne voudrais pas qu'il le lut. 20. Qui a ete elu ? 21. Elisons un bon citoyen. Exercice 193 e - Mettre. 1. Ils mirent bas les armes. 2. Mettez-y la main. 3. Quel habit mettent-ils ? 4. Quel habit avez-vous mis? 5. S'ils avaient mis un manteau, ils auraient eu trop chaud. 6. Je crois y avoir mis tout mon savoir. 7. Cela est admis. 8. Elles auront commis une faute. 9. II faut qu'il se demette de son emploi. 10. N'o- mettez-vous rien? 11. Ils promirent et nous permimes. 12. Nous n'avons promis rien du tout et nous n'avons rien permis. 13. Se sont-ils soumis ? 14. On vous remettra un paquet. 15. Ils furent admis tout de suite. 16. Leur pro- raettrez-vous appui et protection ? Exercice 194 e - Naitre. 1. On ne nait qu'une fois. 2. Les remords naissent des mauvaises actions. 3. Oii £tes-vous 1 Prononcez fesons ; le participe present, faisant se prononce aussi fesant. GRAMMAIRE FRAN9AISR 121 ne ? 4 Je suis ne a Versailles pres de Paris. 5. Washington naquit le 22 fevrier 1732, et il mourut le 14 decembre 1799. Nuire. 1. Les fruits verts nuisent a lasante. 2. Ce scan- dale nuisit beaucoup a sa reputation. 3. Je ne vous ai pas nui. 4. Prenez garde qu'il ne vous nuise. Plaire. 5. 11 ne vous plait pas. 6. Peu importe qu'ils lui plaisent ! 7. lis se plaisent a faire ce qui me deplait. 8. Cela ne lui a pas plu. 9. Elle ne fait que ce qui lui plait. 10. Cela me plairait assez. Prendre. 11. Vous prenez un chemin et ils prennent Pautre. 12. Les soldats prirent un peu de repos. 13. Qu'est- ce qu'on vous a pris ? 14. Prenez garde qu'on ne vous le prenne. 15. Dans une des guerres de la fin du siecle dernier une troupe de cavalerie franqaise prit une flotte. 16. Com- ment Pauriez-vous appris? 17. Vous ne compreniez done pas ? 18. Voulez-vous que j'entreprenne l'affaire ? 19. Sans doute, il aura repris son argent. 20. II n'est pas possible que vous vous mepreniez a ce point ! 21. Cela ne nous aurait pas surpris. 22. Vous me surprenez. Exercice 195 e * Eire. 1. Je n'ai pas ri. 2. Democrite riait toujours. 3. Elles en rirent jusqu'aux larmes. 4. Ne rions pas des autres, si nous ne voulons pas qu'on rie de nous. 5. II se rit de vos menaces. 6. La fortune m'avait enfin souri. 7. Elle regardait en souriant. 8. On vous reproche d'avoir souri pendant qu'il parlait. Suffire. 9. Bien peu m'aurait suffi. 10. Deux ouvriers surfisent ici. 11. 11 aurait suffi de dire votre nom. 12. Qu'il vous suffise de savoir que je le veux. 13. II n'a pas suffi d'ecrire, il a fallu y aller. Suivre. 14. Jesus leur dit : "Suivez moi/' et ils le suivi- rent. 15. Les jours se suivent et ne se ressemblent pas. 16. Qui m'aime me suive. 17. Ils ne vous ont pas suivi. 18. II faudrait qu'on le poursuivit serieusement, 19. Si vous aviez 122 CORRIGE DES EXERCICES. suivi mes conseils, quel mal s'en serait suivi ? 20. lis nous poursuivirent longtemps. Exercice 196 e - Taire. 1. Je yous le promets, je tairai ce grand secret. 2. Le vent se tut. 3. J'ai peine k me taire quand je vois cela. 4. Ces enfants ne se taisent done pas! 5. II leur a dit : " Taisez-vous" etils se sont tus. 6. Pourquoi yous taisiez-yous ? Traire (et composes). 7. La servante trait les Yaches. 8. Cela yous distraira. 9. Pardonnez-moi, j'etais distrait. 10. Un dentiste aurait facilement extrait cette mauvaise dent. 11. II faut que yous vous soustrayiez a leurs recherches. Vaincre. 12. Nous avons ete Yaincus. 13. Si tu ne vaincs pas tes passions, tu seras malheureux. 14. II est dou- teux que ces troupes epuisees vainquent Pennemi. 15. II ne m'aurait pas conYaincu. 16. Si je l'avais vu, je l'aurais con- Yaincu. Vivre (et composes). 17. Ilsne vivent que poureux seuls. 18. Elle vivait tres-bien. 19. Ces deux jumeaux sont nes, ont vecu et sont morts ensemble. 20. Vivonspour l'honneur de notre famille. 21. Je revis dans mes enfants. 22. lis n'auraient pas survecu a ce coup. 23. II faudrait que je vecusse sans souci. ' Exercices recapitulatifs sur les verbes. LES MOTS ET LES CHOSES. Exercice 197 e " J'allai hier matin faire visite a mon ami le general Bouvier. Je le trouYai parcourant son appartement d'un air agite et froissant dans ses mains un ecrit que je pris pour une piece de vers. "Prenez," dit il ? en me le presentant, li et dites-moi Yotre avis ; yous yous y connaissez." Je recus le papier, et, l'ayant parcouru, je fus fort etonne de voir que e'etait une note de medicaments fournis. GRAMMAIRE FRAN9AISE. 123 "Mon ami," lui dis-je en lui rendant son papier, "les prix sont peut-etre exageres f" " Taisez-vous done," me dit-il avec humeur, " cette note est epouvantable ; au reste, yous allez voir mon ecorcheur ; je l'ai fait appeler, il va venir et yous me soutiendrez." II parlait encore que la porte s'ouvrit; nous Ylmes un homtne d'environ cinquante ans, vetu avec soin. II avait la taille haute, la demarche grave et toute sa physionomie aurait paru severe si le rapport de sa bouche a ses yeux n'y avait imprime quelque chose de sardonique. II s'approcha de la cheminee, s'assit sur rinvitation du general, et j'entendis le dialogue suivant que j'ai retenu fidelement. Le general. Monsieur, la note que yous m'avez envoyee est un veritable compte d'apothicaire, et . . . . L'homme noir. Monsieur, permettez-moi de vous dire que je ne suis point apothicaire. Le general. Comment voulez-vous que je vous appelle ? L'homme noir. Monsieur, je suis pharmacien. Le general. Eh bien ! monsieur le pharmacien, votre gar 1. Les deux generaux s'etaient attribue la victoire. 2. La maison s'etait s'ecroulee. 3. Elles s'e- taient mises a table. 4. Henriette s'etait-elle meprise ? 5. Es s'etaient repentis de leur fautes. 6. Jeanne s'est brulee. 7. Elle s'est brule la main. 8. Ces troupes s'etaient ren- dues. 9. Ces amis s'etaient rendu des services mutuels. 10. Ces demoiselles ne s'etaient-elles pas permis des choses 130 CORKIGE DES EXERCICES. qui ne seraient pas approuvees ailleurs. 11. Pourquoi ne yous etiez-vous pas mise au travail, Jeanne ? 12. S'etait-elle mal conduite ? 13. La maison que nous avions vu demolir. 14. Elle avait prononce une parole qu'elle n'avait pas youlu dire. 15. Je vous avais envoye les livresque yous aviez paru desirer. 16. S'etait-elle repentie des fautes qu'elle avait ose commettre ? 17. Les aviez-vous vus sortir ? 18. Quels avan- tages aviez-vous pu tirer de cette entreprise ? 19. Les ora- teurs que vous aviez entendus parler yous plaisent-ils. 20. Est-ce cette dame que vous aviez entendue chanter ? 21. Pourquoi les aviez-vous laisses partir ? 22. Est-ce la la robe que vous aviez fait faire. 23. Combien de livres avez-vous fait venir ? GRAMMAIRE FRANCAISE. 131 TABLEAU DES IRREGULARITES D A. 3ST S LES VERBES E H A. N C A I S . PARTICIPES. INDICATIF PASSE INFINITIF. PRESENT. PASSE. PRESENT. DEFINE. lG^Aller* allant alle je vais tu vas j'allai (s'en aller) il va (Futur) nous allons vous allez ils vont j'irai 169. Envoyer envoyant envoye j'envoie tu envoies j 'envoy ai (renvoyer) il envoie nous envoyons vous envoyez ils envoi ent (Futur) j 'enverrai Acqu£rir acquerant acquis j 'acquiers j 'acquis (conquerir, requerir, s'enquerir) tu acquiers il acquiert nous acquerons vous acquerez ils acquierent (Futur) j'acquerrai Assaillir assaillant assailli j 'assaille tu assail] es j'assaillis (tressaillir) il assaille nous assaillons vous assaillez ils assaillent 170. Bouillir bouillant bouilli je bous tu bous il bout nous bouillons vous bouillez ils bouillent je bouillis 170. Courir courant couru je cours tu cours je courus (accourir,* concou- il court {Futur) rir, discourir, en- je courrai courir, parcourir, nous courons recourir, secourir) vous courez ils courent 170. Couvrir couvrant co u vert je couvre tu couvres je couvris (decouvrir, recou- vrir) il couvre nous couvrons vous couvrez ils couvrent 1 Les numeros mis devant les verbes renvoient aux paragraphes de la Grammaire oil ces memes verbes sont donues. * Les verbes marques d'une asterisque prennent Tauxiliaire Ure aux temps com- poses. 132 IRREGULARITES DANS LES VERBES FRAN9AIS. PARTICIPES. INDICATIF PASSE INFIN1TIF. PRESENT. PASSE. PRESENT. DEFINI. 171. Cueillir cueillant cueilli je cueille tu cueilles je cueillis (accueillir, recueil- lir) il cueille nous cueillons vous cueillez ils cueillent {Futur) je cueillerai 171. Dorniir dormant dormi je dors tu dors je dormis (endormir, s'endor- il dort mir, se rendormir) nous dormons vous dormez ils dorment 171. Fuir fuyant fui je fuis tu fuit je fuis (s'enrair) il fuit nous fuyons vous fuyez ils fuient 172. Mentir mentant menti je mens tu mens je mentis (dementir, se de- mentir) il ment nous mentons vous mentez ils mentent 172. Mourir* mourant mort je meurs tu meurs je mourus (se mourir) il meurt nous mourons vous mourez ils meurent {Futur) je mourrai 173. Offrir offrant offert j'offre tu offres il offre nous offrons vous offrez ils offrent j'offris 173. Ouvrir ouvrant ouvert j'ouvre tu ouvres j'ouvris (rouvrir, entr'ouvrir) il ouvre nous ouvrons vous ouvrez ils ouvrent 173. Partir* partant parti je pars je partis (repartir) 1 tu pars il part nous partons vous partez ils partent Bepartir (= distribuer) est regulier, et se conjugue comme Jinir. GKAM1IAIRE FRANCAISE. 133 PARTICIPES. T'^ir^^ , T"^^TTT^? , IXDICATIP PASSE xjn J? xxi x x ir • PRESENT. 1 PASSE. PRESENT. DEFINI. 174. Se repen-! se repentant (s'etant) je me repens je me re- tir repenti tu te repens pentis il se repent nous nous repen- tons vous vous repen- tez ils se repentent 174. Sentir sentant senti je sens tu sens je sentis (consentir, pressen- il sent tir, ressentir) nous sentons vous sentez ils sentent 174. Servir 1 servant servi je sers tu sers je servis (desservir, se servir) il sert nous servons vous servez ils servent 175. Sortir* sortant sorti je sors tu sors je sortis (ressortir*) 3 il sort nous sortons vous sortez ils sortent 175. Tenir tenant tenu je tiens je tins (appartenir, s'abste- nir, contenir, de- (Futur) je tiendrai tu tiens il tient tu tins il tint tenir, entretenir, nous tenons nous tin- maintenir, obte- nir, retenir, sou- vous tenez mes tenir) ils tiennent vous tintes ils tin rent 176. Venir* venant venu je viens je vins (convenir,* devenir,* {Futur) je viendrai tu viens tu vins intervenir,* par- venir,* pre venir, il vient il vint . pro venir,* re ve- nous venons nous vin- nir,* se souvenir, vous venez mes survenir,* snbve- nir) ils viennent vous vintes ils vinrent Vetir vetant vetu je vets je vetis (dev§tir, revetir) tu vets il vet nous vetons vous vetez ils vetent 1 Asservir (= rendre esclave) est regulier, et se conjugue comme Jinir. 9 Ressortir dans le sens de Ure de la jurisdiction de est regnlier. 134 IRREGULARITES DAKS LES YERBES FRAN9AIS. PARTICIPES. INDICATIF PASSE INFINITIF. PRESENT. | PASSE. PRESENT. DEFINI. 178. S'asseoir s'asseyant (s'etant) assis je m'assieds tu t'assieds il s'assied nous nous assey- ons vous vous assey- ez ils s'asseient je m'assis (Futur) je m'asseirai ou je m 1 assierai Avoir ayant eu j'ai tu as j'eus (ravoir) il a nous avons vous avez ils ont {Futur) j'aurai 9 Falloir manque fallu il faut il fallut (Fulur) il faudra Mouvoir mouvant mu je meus je mus tu meus (emouvoir, s'emou- voir) il meut nous mouvons vous mouvez ils meuvent Pleuvoir pleuvan plu il pleut il plut 179. Pourvoir pourvoyant pourvu je pourvois tu pourvois il pourvoit nous pourvoyons vous pourvoyez ils pourvoient je pourvus 177. Pouvoir pouvant pu je peux ou puis tu peux il peut nous pouvons vous pouvez ils peuvent jepus {Futur) je pourrai 177. Savoir sachant su je sais tu sais il sait nous savons vous savez ils savent je SUS (Futur) je saurai 178. Valoir valant valu je vaux tu vaux je valus (prevaloir) il vaut nous valons vous valez ils valent (Futur) je vaudrai GKAMMAIRE FRANCAISE. 135 PARTICIPES. INDICATIF PASSE INFTNTTIF. PRESENT. PASSE. PRESENT. DEFINT. 179. Voir voyant vu je vois tu vois je vis (revoir, entrevoir, il voit {Futur) prevoir) nous voyons vous voyez ils voient je verrai 179. Vouloir voulant voulu je veux tu veux il veut nous voulons vous voulez ils veulent je voulus {Futur) je voudrai Absoudre absolvant absous j'absous tu absous il absout nous absolvons vous absolvez ils absolvent manque Battre battant battu je bats tu bats je battis (abattre, combattre, debattre) il bat nous battons vous battez ils battent 180. Boire buvant bu je bois tu bois il boit nous buvons vouz buvez ils boivent je bus Ceindre ceignant ceint je ceins tu ceins il ceint nous ceignons vous ceignez ils ceignent je ceignis 180. Conclure concluant conclu je conclus tu conclus il conclut nous concluons vous concluez ils concluent je conclus 180 Conduire conduisant conduit je conduis je conduisis (reconduire, deduire, tu conduis enduire, produire, il conduit reproduire, intro- nous conduisons duire, reduire, ee- duire, traduire) vous conduisez ils conduisent 136 IRREGULARITES DANS LES VERBES FRAN£AIS. INFINITIF. PARTICIPES. INDICATIF PRESENT. PASSE PRESENT. 1 PASSE. DEFINI. 181. Connaitre connaissant connu je connais tu connais je connus (meconnaitre, recon- naitre) il connait nous connaissons vous connaissez ils connaissent Coudre cousant cousu je couds tu couds je cousis (decoudre, recoudre) il coud nous cousons vous cousez ils cousent 181. Croire croyant cru je crois tu crois il croit nous croyons vous croyez ils croient je crus 181. Croltre croissant cru je crois tu crois je crus (accrottre, decroitre) il croit nous croissons vous croissez ils croissent Cuire cuisant cuit je cuis tu cuis je cuisis (recuire) il cuit nous cuisons vous cuisez ils cuisent 182. Dire disant dit je dis tu dis jedis (redire, contredire, dedire, ee dedire, ildit interdire, medire, nous disons predire. vous dites ils disent 182. Ecrire ecrivant ecrit j'ecris tu ecris j'ecrivis (circonecrire, decrire, il pp/rit. inscrire, prescrire, 1 J. V/V^X A U recrire, souscrire, nous ecrivons transcrire) vous ecrivez ils ecrivent Etre etant ete je suis tu es il est nous sommes vous etes ils sont jefus (Futur) je serai GKAMMAIRE FEAK^AISE. 137 PARTICIPES. INDICATIF PASSE UNEENTTIF. PRESENT. I PASSE. PRESENT. DEFINI. 183. Faire faisant fait je fais tu fais il fait jefis (defaire, contrefaire, (Futur) refaire, satisfaire, je ferai surfaire) nous faisons vous faites ils font 181. Joindre joignant joint je joins je joignis (rejoindre, enjoindre, disjoin dre) tu joins il joint nous joignons vous joignez ils joignent 183. Lire lisant lu jelis tu lis jelus (elire, reelire, relire) illit nous lisons vous lisez ils lisent 184. Mettre mettant mis je mets jemis (admettre, commet- tu mets tre, demettre, per- il met mettre, omettre, promettre, com- nous mettons promettre, remet- vous mettez tre, soumettre, ils mettent transmettre) Moudre moulant moulu je mouds tu mouds je moulus (emondre, remoudre) il moud nous moulons vous moulez ils moulent 185. Naitre* naissant ne je nais je naquis (renattre) tu nais il nait nous naissons vous naissez ils naissent 185. Nuire nuisant nui je nuis tu nuis il nuit nous nuisons vous nuisez ils nuisent je nuisis 181. Paraitre paraissant paru je parais je parus (ap parait re, com pa- raitre, disparaitre, tu parais il parait reparaitre) nous paraissons vous paraissez ils paraissent 138 IRREGULARITES DANS LES VERBES FRAN^AIS. PARTICIPES. INDICATIF PASSE T1^T^T"N"TTT*F 111 X 1 XX> X X XX 1 • PRESENT. PASSE. PRESENT. DEFINI. 185. Plaire plaisant plu je plais tu plais il plait je plus (se complaire a, de- plaire) nous plaisons vous plaisez ils plaisent 185. Prendre prenant pris je prends je pris (apprendre, com- tu prends prendre, entre- il prends prendre, se me- prendre, repren- dre, surprendre) nous prenons vous prenez ils prennent R£soudre resolvant resolu ou resous je resous tu resous il resout nous resolvons vous resolvez ils resolvent je resolus Rire riant ri je ris tu ris jeris (80urire) ilrit nous rions vous riez ils rient 186. Suffire suffisant suffi je suffis tu suffis il suffit nous suffisons vous suffisez ils suffisent je suffis 186. Suivre suivant suivi je suis tu suis je suivis (s'ensuivre, pour- suivre) il suit nous suivons vous suivez ils suivent 187. Taire taissant tu je tais tu tais je tus (se taire) il tait nous taisons vous taisez ils taisent 187. Traire trayant trait je trais tu trais (distraire, extraire, il trait. soustraire) nous trayons vous trayez ils traient GRAM51AIRE FRAXCAISE. 139 INFINITIF PARTICIPES. INDICATIF PRESENT PASSE PRESENT. [ PASSE. DEFINI. 187. Vaincre (convaincre) vainquant vaincu je vaincs tu vaincs il vainc je vainquis 187. Vivre (revivre, survivre) vivant vecu nous vamquons vous vainquez ils vainquent je vis tu vis il vit nous vivons vous vivez ils vivent je vecus FIK. BARNES'S POPULAR HISTORY OF THE UNITED STATES. By the author of Barnes's "Brief Histories for Schools." Complete in one superb royal octavo volume of 800 pages. Illustrated with 320 wood engravings and 14 steel plates, covering the period from the Discovery of America to the Accession of President Arthur. Part I. Colonial Settlement ; Exploration ; Conflict ; Manners ; Customs ; Educa- tion ; Religion, &c, &c, until political differences with Great Britain threatened open rupture. Part II. Resistance to the Acts of Parliament ; Resentment of British Policy, and the Succeeding War for American Independence. Part III. From the Election of President Washington to that of President Lincoln, with the expansion and growth of the Republic ; its Domestic Issues and its Foreign Policv. Part IV. The Civil War and the End of Slavery. Part V. The New Era of the Restored Union ; with Measures of Reconstruction ; the Decade of Centennial Jubilation, and the Accession of President Arthur to Office. Appendix. Declaration of Independence ; The Constitution of the United States and its Amendments ; Chronological Table and Index ; Illustrated History of the Centennial Exhibition at Philadelphia. The wood and steel engravings have been expressly chosen to illustrate the customs of the periods reviewed in the text. Ancient houses of historic note, and many portraits of early colonists, are thus preserved, while the elaborate plans of the Exposition of 1876 are fully given. The political characteristics of great leaders and great parties, which had been shaped very largely by the issues which belonged to slavery and slave labor, have been dealt with in so candid and impartial a manner as to meet the approval of all sections of the American people. The progress of science, invention, literature, and art is carefully noted, as well as that of the national physical growth, thus condensing into one volume material which is distributed through several volumes in larger works. Outline maps give the successive stages of national expansion, and special attention has been given to those battles, by land and sea, which have marked the military growth of the republic, (RSp^ Specially valuable for reference in schools and households. From Prof. S. T. Dutton, Superintendent of Schools, New Haven, Conn. From Prof. F. F. Barrows, Brown School, Hartford, Conn. " Barnes's Popular History has been in our reference library for two years. Its concise and interesting presentation of historical facts causes it to be so eagerly read by our pupils, that we are obliged to duplicate it to supply the demand for its use." From Hon. John R. Buck. " I concur in the above." From Hon. J. C. Stock well. "I heartily concur with Mr. Barrows in the within commendation of ' Barnes's Popular History,' as a very interesting and instructive book of reference." From A. Morse, Esq. " I cordially concur in the above." From Rev. Wm. T. Gage. "I heartily agree with the opinions above expressed." From David Crary, Jr. "The best work for the purpose pub- lished." " It seems to me to be one of the best and most attractive works of the kind I have ever seen, and it will be a decided addition to the little libraries which we have already started in our larger schools." From Prof. Wm. Martin, of Beattystown, N.J. "This volume is well adapted to the wants of the teacher. A concise, well- arranged summary of events, and just the supplement needed by every educator who teaches American history." From Prof. C. T. R. Smith, Principal of the Lansingburgh, N. Y., Academy. "In the spring I procured a copy of ' Barnes's Popular History of the United States,' and have used it daily since, in preparing my work with my class in Ameri- can history, with constantly increasing admiration at the clearness, fairness, and vividness of its style and judicious selec- tion of matter." Prices. Cloth, plain edge, $5.00; cloth, richly embossed, gilt edge, $6.00; sheep, marble edge, #7.00 ; half calf, $8.00 ; half morocco, $8.00 ; full morocco, gilt, $10.00. SCHOOL AID COLLEGE TEXT-BOORS. » The National Series Readers and Spellers, THE NATIONAL READERS. By PAEKER and WATSON. No. i. — National Primer .... . . 64 pp. 16° No. 2. — National First Reader . . . . 128 " 16° No. 3. — National Second Reader . . . 224 " 16° No. 4. — National Third Reader . . 288 " 12° No. 5. — National Fourth Reader . . . 4S2 " 12° No. 6. — National Fifth Reader . . . . 600 " . . 160 pp. 12° National Elementary Speller . . 16° National Pronouncing Speller . . . . 188 " 12° THE INDEPENDENT READERS. By J. MADISON WATSON. The Independent First ( Pri mary) Reader . 80 pp .16° The Independent Second Reader . . . 160 " 16° The Independent Third Reader . . 240 " 16° The Independent Fourth Reader . . . 264 " 12° The Independent Fifth Reader . . . . 836 " 12° The Independent Sixth Reader . . . • 474 " 12° The Independent Complete Speller . 162 " 16° The Independent Child's Speller (Script) 80 pp. 16° The Independent Youth's Speller (Script) 168 " 12° THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. WATSON'S INDEPENDENT READERS. This Series is designed to meet a general demand for smaller and cheaper books than the National Series proper, and to serve as well for intermediate volumes of the National Readers in large graded schools requiring more books than one ordinary series will supply. Beauty. — The most casual observer is at once impressed with the unpar- alleled mechanical beauty of the Independent Readers. The Publishers be- lieve that the assthetic tastes of children may receive no small degree of cultivation from their very earliest school-books, to say nothing of the impor- tance of making study attractive by all such artificial aids that are legitimate. In accordance with this view, not less than $25,000 was expended in their preparation before publishing, with a result which entitles them to be con- sidered " the perfection of common-school books." Selections. — They contain, of course, none but entirely new selections. These are arranged according to a strictly progressive and novel method of developing the elementary sounds in order in the lower numbers, and in all, with a view to topics and general literary style. The mind is thus led in fixed channels to proficiency in every branch of good reading, and the evil results of " scattering," as practised by most school-book authors, avoided. The Illustrations, as may be inferred from what has been said, are ele- gant beyond comparison. They are profuse in every number of the series, from the lowest to the highest. This is the only series published of which this is true. The Type is semi-phonetic, the invention of Professor Watson. By it every letter having more than one sound is clearly distinguished in all its variations without in any way mutilating or disguising the normal form of the letter. Elocution is taught by prefatory treatises of constantly advancing grade and completeness in each volume, which are illustrated by woodcuts in the lower books, and by blackboard diagrams in the higher. Professor Watson is the first to introduce practical illustrations and blackboard diagrams for teaching tins branch. Foot-Notes on every page afford all the incidental instruction which the teacher is usually required to impart. Indices of words refer the pupil to the place of their first use and definition. The biographies of authors and others are in every sense excellent. Economy. — Although the number of pages in each volume is fixed at the minimum, for the purpose recited above, the utmost amount of matter avail- able without overcrowding is obtained in the space. The pages are much wider and larger than those of any competitor and contain tiventy per cent more matter than any other series of the same type and number of pages. All the Great Features. — Besides the above all the popular features of the National Readers are retained except the word-building system. The latter gives place to an entirely new method of progressive development, based upon some of the best features of the word system, phonetics, and object lessons. 6 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. PARKER & WATSON'S NATIONAL READERS. The salient features of these works which have combined to render them so popular may be briefly recapitulated, as follows : — i. THE WORD-BUILDING SYSTEM. — This famous progressive method for young children originated and was copyrighted with these books It constitutes a process with which the beginner with icords or one letter is gradually introduced to additional lists formed by prefixing or affixing single letters, and is thus led almost insensibly to the mastery of the more difficult constructions. This is one of the most striking modern improvements in methods of teaching. 2. TREATMENT OF PRONUNCIATION. — The wants of the youngest scholars in this department are not overlooked. It may be said that from the first lesson the student by this method need never be at a loss for a prompt and accurate rendering of every word encountered. 3. ARTICULATION AND ORTHOEPY are considered of primary importance. 4. PUNCTUATION is inculcated by a series of interesting reading lessons, the simple perusal of which suffices to fix its principles indelibly upon the mind. 5. ELOCUTION. —Each of the higher Readers (3d, 4th, and 5th) contains elabo- rate, scholarly, and thoroughly practical treatises on elocution. This feature alone has secured for the series many of its warmest friends. 6. THE SELECTIONS are the crowning glory of the series. Without excep- tion it may be said that no volumes of the same size and character contain a collection so diversified, judicious, and artistic as this. It embraces the choicest gems of Eng- lish literature, so arranged as to afford the reader ample exercise in every department of style. So acceptable has the taste of the authors in this department proved, not only to the educational public but to the reading community at large, that thousands of copies of the Fourth and Fifth Readers have found their way into public and private libraries throughout the country, where they are in constant use as manuals of litera- ture, for reference as well as perusal. 7. ARRANGEMENT. —The exercises are so arranged as to present constantly alternating practice in the different styles of composition, while observing a definite plan of progression or gradation throughout the whole. In the higher books the articles are placed in formal sections and classified topically, thus concentrating the interest and inculcating a principle of association likely to prove valuable in subse- quent general reading. 8. NOTES AND BIOGRAPHICAL SKETCHES. - These are full and ade- quate to every want. The biographical sketches present in pleasing style the history of every author laid under contribution. 9. ILLUSTRATIONS. —These are plentiful, almost profuse, and of the highest character of art. They are found in every volume of the series as far as and including the Third Reader. 10. THE GRADATION is perfect. Each volume overlaps its companion pre- ceding or following in the series, so that the scholar, in passing from one to another, is only conscious, by the presence of the new book, of the transition. 11. THE PRICE is reasonable. The National Readers contain more matter than any other series in the same number of volumes published. Considering their com- pleteness and thoroughness, they are much the cheapest in the market. 12. BINDING. — By the use of a material and process known only to themselves, in common with all the publications of this house, the National Readers are warranted to outlast any with which they may be compared, the ratio of relative durability being in their favor as two to one. THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. SUPPLEMENTARY READING. Monteith's Popular Science Reader. James Monteith, author of Monteith's Geographies, has here presented a Supple- mentary Reading Book expressly for the work of instruction in reading and science at one and the same time. It presents a number of easy and interesting lessons on Natural Science and Natural History, interspersed with appropriate selections in prose and poetry from standard authors, witli blackboard drawing and written exercises. It serves to instil the noblest qualities of soul and mind, without rehearsing stories of moral and mental depravity, as is too often done in juvenile books. The book is elabo- rately illustrated with fine engravings, and brief notes at the foot of each page add to the value and teachableness of the volume. 12mo, half bound, 360 pages. The Standard Supplementary Readers. The Standard Supplementary Readers {formerly Swinton's Supplementary Readers), edited by William Swinton and George R. Cathcart. have been received with marked favor in representative quarters from Maine to California. They comprise a series of carefully graduated reading books, designed to connect with any series of school Readers. They are attractive in appearance, are bound in cloth, and the first four books are profusely illustrated by Fredericks, White, Dielman, Church, and others. The six books, which are closely co-ordinated with the several Readers of any regular series, are : — 1. Easy Steps for Little Feet. Supplementary to First Reader. In this book the attractive is the chief aim, and the pieces have been written and chosen with special reference to the feelings and fancies of early childhood. 128 pages, bound in cloth and profusely illustrated. 2. Golden Book of Choice Reading. Supplementary to Second Reader. This book represents a ^reat variety of pleasing and instructive reading, consisting of child-lore and poetry, noblf examples and attractive object-reading, written specially for it. 192 pages, cloth, with numerous illustrations. 3. Book of Tales. Being School Readings Imaginative and Emotional. Supplementary to Third Reader. In this book the youthful taste for imaginative and emotional is fed with pure and noble creations drawn from the literature of all nations. 272 pages, cloth. Fully illustrated. 4. Readings in Nature's Book. Supplementary to Fourth Reader. This book contains a varied collection of charming readings in natural history and botany, drawn from the works of the great modern naturalists and travellers. 352 pages, *loth. Fully illustrated. 5. Seven American Classics. 6. Seven British Classics. The " Classics " are suitable for reading in advanced grades, and aim to instil a taste for the higher literature, by the presentation of gems of British and American authorship. 220 pages each, cloth. 8 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. ORTHOGRAPHY. Smith's Series. Smith's Series supplies a Speller for every class in graded schools, and comprises the most complete and excellent treatise on English Orthography and its companion branches extant. 1. Smith's Little Speller. First round in the ladder of learning. 2. Smith's Juvenile Definer. Lessons composed of familiar words grouped with reference to similar significa- tion or use, and correctly spelled, accented, and defined. 3. Smith's Grammar- School Speller. Familiar words, grouped with reference to the sameness of sound of syllables dif- ferently spelled. Also definitions, complete rules for spelling and formation of deriva- tives, and exercises in false orthography. 4. Smith's Speller and Definer's Manual. A complete School Dictionary, containing 14,000 wor^'-, with various other useful matter in the way of rules and exercises. 5. Smith's Etymology — Small and Complete Editions. The first and only Etymology to recognize the Anqlo-Saxon our mother tongue; containing also full lists of derivatives from the Latin, Greek, Gaelic, Swedish, Norman, fcc, &c. f being, in fact, a complete etymology of the language for schools. Northend's Dictation Exercises. Embracing valuable information on a thousand topics, communicated in such a manner as at once to relieve the exercise of spelling of its usual tedium, and combine it with instruction of a general character calculated to profit and amuse. Phillip's Independent Writing Speller*- 1. Primary. 2. Intermediate. 3. Advanced. Unquestionably the best results can be attained in writing spelling exercises. This series combines with written exercise a thorough and practical instruction in penman- ship. Copies in capitals and small letters are set on every page. Spaces for twenty words and definitions and errors are given in each lesson. In the advanced book there is additional space for sentences. In practical life we spell only when we write. Brown's Pencil Tablet for Written Spelling. The cheapest prepared pad of ruled blanks, with stiff board back, sufficient for 64 lessons of 25 words. Pooler's Test Speller. The best collection of " hard words " yet made. The more uncommon ones are fully defined, and the whole are arranged alphabetically for convenient reference. The book is designed for Teachers' Institutes and " Spelling Schools," and is prepared by an experienced and well-known conductor of Institutes. Wright's Analytical Orthography. This standard work is popular, because it teaches the elementary sounds in a plain and philosophical manner, and presents orthography and orthoepy in an easy, uniform system of analysis or parsing. THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. ORTHOGRAPHY — Continue J. Barber's Complete Writing Speller. "The Student's Own Hand-Book of Orthography, Definitions, ana Sentences, con- sisting of Written Exercises in the Proper Spelling, Meaning, and Use of Words." (Published 1873.) This differs from Sherwood's and other writing spellers in its more comprehensive character. Its blanks are adapted to writing whole sentences instead of detached words, with the proper, divisions for numbering, corrections, &c. Such aids as this, like Watson's Child's Speller and Phillip's Writing Speller, find their raison d'etre in the postulate that the art of correct spelling is dependent upon written, and not upon spoken language, for its utility, if not for its very existence. Hence the indirectness of purely oral instruction. ETYMOLOGY. Smith's Complete Etymology. Smith's Condensed Etymology. Containing the Anglo-Saxon, French, Dutch, German, Welsh, Danish, Gothic, Swedish, Gaelic, Italian, Latin, and Greek roots, and the English words derived therefrom accurately spelled, accented, and defined. From Hon. Jno. G. McMvnn, late State Superintendent of Wisconsin. " I wish every teacher in the country had a copy of this work." From Prof. C. H. Verrill, Pa. State Normal School. "The Etymology (Smith's) which we procured of you we like much. It is the best work for the class-room we have seen." From Prin. Wm. F. Phelps, Minn. State Normal. "The book is superb — just what is needed in the department of etymology and spelling." From Hon. Edward Ballard, Supt. of Common Schools, State of Maine. *' The author has furnished a manual of singular utility for its purpose." DICTIONARY. Williams's Dictionary of Synonymes ; Or, Topical Lexicon. This work is a School Dictionary, an Etymology, a compilation of Synonymes, and a manual of General Information. It differs from the ordinary lexicon in being arranged by topics, instead of the letters of the alphabet, thus realizing the apparent paradox of a" Readable Dictionary." An unusually valuable school-book. Kwong's Dictionary of English Phrases. With Illustrative Sentences, collections of English and Chinese Proverbs, transla- tions of Latin and French Phrases, historical sketch of the Chinese Empire, a chrono- logical list of the Chinese Dynasties, brief biographical sketches of Confucius and of Jesus, and complete index. By Kwong Ki Chiu, late Member of the Chinese Edu- cational Mission in the United States, and formerly principal teacher of English in the Government School at Shanghai, China. 90pxges. 8vo. Cloth. From the Hartjord Courant : " The volume is one of the most curious and interest- ing of linguistic works." Prom the New York Nation : " It will amaze the sand-lot gentry to be informed that this remarkable work will supplement our English dictionaries even for native Americans." 10 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. ENGLISH GRAMMAR. SILL'S SYSTEM. Practical Lessons in English. A brief course in Grammar and Composition. By J. M. B. Sill. This beautiful book, by a distinguished and experienced teacher, at once adopted for exclusive use in the State of Oregon and the city of Detroit, simply releases English Grammar from bondage to Latin and Greek formulas. Our language is worthy of being taught as a distinct and independent science. It is almost destitute of inflections and yet capable of being systematized, and its study may certainly be simplified if treated by itself and for itself alone. Superintendent Sill has cut the Gordian knot and leads the van of a new school of grammarians. CLARK'S SYSTEM. Clark's Easy Lessons in Language Contains illustrated object-lessons of the most attractive character, and is couched in language freed as much as possible from the dry technicalities of the science. Clark's Brief English Grammar. Part Lis adapted to youngest learners, and the whole forms a complete " brief course " in one volume, adequate to the wants of the common school. There is no- where published a superior text-book for learning thj English tongue than this. Clark's Normal Grammar. Designed to occupy the same grade as the author's veteran " Practical" Grammar, though the latter is still furnished upon order. The Normal is an entirely new treatise. It is a full exposition of the system as described below, with all the most recent im- provements. Some of its peculiarities are, — a happy blending of Syntheses with Analyses ; thorough criticisms of common errors in the use of our language ; and important improvements in the syntax of sentences and of phrases. Clark's Key to the Diagrams. Clark's Analysis of the English Language. Clark's Grammatical Chart. The theory and practice of teaching grammar in American schools is meeting with a thorough revolution from the use of this system. While the old methods offer profi- ciency to the pupil only after much weary plodding and dull memorizing, this affords from the inception the advantage of practical Object Teaching, addressing the eye by means of illustrative figures ; furnishes association to the memory, its most powerful aid, and diverts the pupil by taxing his ingenuity. Teachers who are using Clark's Grimmar uniformly testify that they and their pupils find it the most interesting study of the school course. Like all great and radical improvements, the system naturally met at first with much rnreasonable opposition. It has not only outlived the greater part of this Opposition, but finds many of its warmest admirers among those who could not at first tolerate so radical an innovation. All it wants is an impartial trial to convince the most scep- tical of its merit. No one who has fairly and intelligently tested it in the school-room has ever been known to go back to the old method. A great success is already established, and it is easy to prophesy that the day is not far distant when it will be the only system of teaching English Grammar. As the System is copyrighted, no other text-books can appropriate this obvious and great improvement. Welch's Analysis of the English Sentence. Remarkable for its new and simple classification, its method of treating connectives, its explanations of the idioms and constructive laws of the language, &c. 11 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. G EOGRAPHY. MONTEITH'S SYSTEM. TWO-BOOK SERIES. INDEPENDENT COURSE. " Elementary Geography. Comprehensive Geography (with 103 maps). * These volumes are not revisions of old works, not an addition to any series, but are entirely new productions, — each by itself complete, independent, compiehen- sive, yet simple, brief, cheap, and popular; or, taken together, the most admirable " series " ever offered for a common-school course. They present the following features, skilfully interwoven, the student learning all about one country at a time. Always revised to date of printing. LOCAL GEOGRAPHY. — Or, the Use of Maps. Important features of the maps are the coloring of States as objects, and the ingenious system for laying down a much larger number of names for reference than are lound on any other maps of same size, and without crowding. PHYSICAL GEOGRAPHY. — Or, the Natural Features of the Earth; illus- trated by the original and striking relief maps, being bird's-eye views or photographic pictures of the earth's surface. DESCRIPTIVE GEOGRAPHY. — Including the Physical; with some account of Governments and Races, Animals, &c. HISTORICAL GEOGRAPHY. — Or, a brief summary of the salient points of history, explaining the present distribution of nations, origin of geographical names, &c. MATHEMATICAL GEOGRAPHY. — Including Astronomical, which describes the Earth's position and character among planets ; also the Zones, Parallels, &c. COMPARATIVE GEOGRAPHY. —Or, a system of analogy, connecting new lessons with the previous ones. Comparative sizes and latitudes are shown on the margin of each map, and all countries are measured in the " frame of Kansas. " TOPICAL GEOGRAPHY. — Consisting of questions for review, and testing the student's general and specific knowledge of the subject, with suggestions for geographical compositions. ANCIENT GEOGRAPHY. — A section devoted to this subject, with maps, will be appreciated by teachers. It is seldom taught in our common schools, because it has heretofore required the purchase of a separate book. GRAPHIC GEOGRAPHY, or Map-Drawing by Allen's "Unit of Measure- ment" system (now almost universally recognized as without a rival), is introduced throughout the lessons, and not as an appendix. CONSTRUCTIVE GEOGRAPHY. — Or, Globe-Making. With each book a set of map segments is furnished, with which each student may make his own globe by following the directions given. RAILROAD GEOGRAPHY. — With a grand commercial map of the United States, illustrating steamer and railroad routes of travel in the United States, submarine telegraph lines, &c. Also a " Practical Tour in Europe." MONTEITH AND McNALLY'S SYSTEM. THREE AND FIVE BOOKS. NATIONAL COURSE. Monteith's First Lessons in Geography. Monteith's New Manual of Geography. McNally's System of Geography. The new edition of McjN" ally's Geography is now ready, rewritten throughout by James Monteith and S. C. Frost. In its new dress, printed from new type, and illus- trated with 100 new engravings, it is the latest, most attractive, as well as the most thoroughly practical book on geography extant. 13 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. GEOGRAPHY — Continued. INTERMEDIATE OR ALTERNATE VOLUMES IN THE FIVE BOOK SERIES. Monteith's Introduction to Geography. Monteith's Physical and Political Geography. i. PRACTICAL OBJECT-TEACHING. — The infant scholar is first introduced to a picture whence he may derive notions of the shape of the earth, the phenomena of day and night, the distribution of land and water, and the great natural divisions, which mere words would fail entirely to convey to the untutored mind. Other pictures follow on the same plan, and the child's mind is called upon to grasp no idea without the aid of a pictorial illustration. Carried on to the higher books, this system culmi- nates in Physical Geography, where such matters as climates, ocean currents, the winds, peculiarities of the earth's crust, clouds and rain, are pictorially explained and rendered apparent to the most obtuse. The illustrations used for this purpose belong to the highest grade of art 2. CLEAR, BEAUTIFUL, AND CORRECT MAPS. — In the lower num- bers the maps avoid unnecessary detail, while respectively progressive and affording the pupil new matter for acquisition each time he approaches in the constantly en- larging circle the point of coincidence with previous lessons in the more elementary books. In the Physical and Political Geography the maps embrace many new and striking features. One of the most effective of these is the new plan for displaying on each map the relative sizes of countries not represented, thus obviating much confu- sion which has arisen from the necessity of presenting maps in the same atlas drawn on different scales. The maps of "McNally'' have long been celebrated for their superior beauty and completeness. This is the only school-book in which the attempt to make a complete atlas also clear and distinct, has been successful. The map coloring throughout the series is also noticeable. Delicate and subdued tints take the place of the startling glare of inharmonious colors which too frequently in such treatises dazzle the eyes, distract the attention, and serve to overwhelm the names of towns and the natural features of the landscape 3. THE VARIETY OF MAP-EXERCISE. — Starting each time from a dif- ferent basis, the pupil in many instances approaches the same fact no less than six times, thus indelibly impressing it upon his memory. At the same time, this system is not allowed to become wearisome, the extent of exercise on each subject being grad- uated by its relative importance or difficulty of acquisition. 4. THE CHARACTER AND ARRANGEMENT OF THE DESCRIP- TIVE TEXT. — The cream of the science has been carefully culled, unimportant matter rejected, elaboration avoided, and a brief and concise manner of presentation cultivated. The orderly consideration of topics has contributed greatly to simplicity. Due attention is paid to the facts in history and astronomy which are inseparably con- nected with and important to the proper understanding of ^eographv, and such only are admitted on any terms. In a word, the National System teaches" geography as a science, pure, simple, and exhaustive. 5. ALWAYS UP TO THE TIMES. — The authors of these books, editorially speaking, never sleep. No change occurs in the boundaries of countries or of counties, no new discovery is made, or railroad built, that is not at once noted and recorded, and the next edition of each volume carries to everv school-room the new order of thincrs 6. FORM OF THE VOLUMES AND MECHANICAL EXECUTION. — The maps and text are no longer unnaturally divorced in accordance with the time- honored practice of making text-books on this subject as inconvenient and expensive as possible. On the contrary, all map questions are to be found on the page opposite the map itself, and each book is complete in one volume. The mechanical execution is unrivalled. Paper, printing, and binding are everything that could be desired. 7. MAP-DRAWING. — In 1869 the system of map-drawing devised by Professor Jerome Alien was secured exclusively for this series. It derives its claim to original- ity and usefulness from the introduction of a fixed unit of measurement applicable to every map. The principles being so few, simple, and comprehensive, the subject of map-drawing is relieved of all practical difficulty. (In Nos. 2, 2* and 3, aud published separately.) 8. ANALOGOUS OUTLINES. —At the same time with map-drawing was also introduced (in No. 2) a new and ingenious variety of Object Lessons, consisting of a comparison of the outlines of countries with familiar objects pictorially represented. 14 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. GEOGRAPHY — ContiniLed. Monteith's Physical Geography. This is a clear, brief statement of the pnysical attributes of the earth and their rela- tions to the heavens. The illustrations and maps are numerous and helpful. It pro- vides full instruction in this important branch of study in an attractive way for the youngest scholars. It contains 54 pages in quarto form. MAP-DRAWING. Monteith's Map-Drawing Made Easy. A neat little book of outlines and instructions, giving the "corners of States" in suitable blanks, so that maps can be drawn by unskilful hands from any atlas ; with instructions for written exercises or compositions on geographical subjects, and com- parative geography. Monteith's Manual of Map-Drawing (Allen's System). The only consistent plan, by which all maps are drawn on one scale. By its use much time may be saved, and much interest and accurate knowledge gained. Monteith's Map-Drawing and Object Lessons. The last-named treatise, bound witli Mr. Monteith's ingenious system for commit- ting outlines to memory by means of pictures of living creatures and familiar objects. Thus, South America resembles a dog's head ; Cuba, a lizard ; Italy, a boot ; France, a cotfee-pot ; Turkey, a turkey, &c, &c. Monteith's Colored Blanks for Map-Drawing. A new aid in teaching geography, which will be found especially useful in recitations, reviews, and examinations. The series comprises any section of the world required. Monteith's Map-Drawing Scale. A ruler of wood, graduated to the ' ' Allen fixed unit of measurement." WALL MAPS. Monteith's Pictorial Chart of Geography. The original drawing for this beautiful and instructive chart was greatly admired in the publisher's " exhibit " at the Centennial Exhibition of 1876. It is a picture of the earth's surface with every natural feature displayed, teaching also physical geography, and especially the mutations of water. The uses to which man puts the earth and its treasures and forces, as Agriculture, Mining, Manufacturing, Commerce, and Transpor- tation, are also graphically portayed, so that the young learner gets a realistic idea of "the world we live in," which weeks of book study might fail to convey. Monteith's School Maps, 8 Numbers. The "School Series" includes the Hemispheres (2 maps), United States, North America, South America, Europe, Asia, Africa. Price, $2.50 each. Each map is 28 x 34 inches, beautifully colored, has the names all laid down, and is substantially mounted on canvas with rollers. Monteith's Grand Maps, 8 Numbers. The "Grand Series" includes the Hemispheres (1 map). North America, United States, South America, Europe, Asia, Africa, the World on Mercator's Projection, and Physical Map of the World. Price, $5.00 each. Size, 42 x 52 inches, names laid down, colored, mounted, &c. Monteith's Sunday-School Maps. Including a map of Paul's Travels ($5.00), one of Ancient Canaan ($3. 00), and Mod- ern Palestine ($3.00), or Palestine and Canaan together ($5.00). 16 THE NATIONAL SERIES OF STANDARD SCHCOL-BOOKS. MATHEMATICS. DAVIES'S COMPLETE SERIES. ARITHMETIC. Davies' Primary Arithmetic. Davies' Intellectual Arithmetic. Davies' Elements of Written Arithmetic. Davies' Practical Arithmetic. Davies' University Arithmetic. TWO-BOOK SERIES. First Book in Arithmetic, Primary and Mental. Complete Arithmetic. ALGEBRA. Davies' New Elementary Algebra. Davies' University Algebra. Davies' New Bourdon's Algebra. GEOMETRY. Davies' Elementary Geometry and Trigonometry. Davies' Legendre's Geometry. Davies' Analytical Geometry and Calculus. Davies' Descriptive Geometry. Davies' New Calculus. MENSURATION. Davies' Practical Mathematics and Mensuration. Davies' Elements of Surveying. Davies' Shades, Shadows, and Perspective. MATHEMATICAL SCIENCE. Davies' Grammar of Arithmetic. Davies* Outlines of Mathematical Science. Davies' Nature and Utility of Mathematics. Davies' Metric System. Davies & Peck's Dictionary of Mathematics. 17 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. DAVIES'S NATIONAL COURSE OF MATHEMATICS. ITS RECORD. In claiming for this series the first place among American text-books, of whatever class, the publishers appeal to the magnificent record which its volumes have earned during the thirty-five years of Dr. Charles Davies's mathematical labors. The unremit- ting exertions of a life-time have placed the modem series on the same proud eminence among competitors that each of its predecessors had successively enjoyed in a course of constantly improved editions, now rounded to their perfect fruition, — for it seems almost that this science is susceptible of no further demonstration. During the period alluded to, many authors and editors in this department have started into public notice, and, by borrowing ideas and processes original with Dr. Davies, have enjoyed a brief popularity, but are now almost unknown. Many of the series of to-day, built upon a similar basis, and described as "modern books," are destined to a similar fate ; while the most far-seeing eye will find it difficult to fix the time, on the basis of any data afforded by their past history, when these books will cease to increase and prosper, and fix a still firmer hold on the affection of every educated American. One cause of this unparalleled popularity is found in the fact that the enterprise of the author did not cease with the original completion of his books. Always a practical teacher, he has incorporated in his text-books from time to time the advantages ot every improvement in methods of teaching, and every advance in science. During all the years in which he has been laboring he constantly submitted his own theories and those of others to the practical test of the class-room, approving, rejecting, or modifying them as the experience thus obtained might suggest. In this way he has been able to produce an almost perfect series of class-books, in which every department of mathematics has received minute and exhaustive attention. Upon the death of Dr. Davies, which took place in 1876, his work was immediately taken up by his former pupil and mathematical associate of many years, Prof. W. G. Peck, LL.D., of Columbia College. By him, with Prof. J. H. Van Amringe, of Columbia College, the original series is kept carefully revised and up to the times. Davies's System is the acknowledged National Standard for the United States, for the following reasons : — 1st. It is the basis of instruction in the great national schools at West Point and Annapolis. 2d. It has received the quasi indorsement of the National Congress. 3d. It is exclusively used in the public schools of the National Capital 4th. The officials of the Government use it as authority in all cases involving mathe- matical questions. 5th. Our great soldiers and sailors commanding the national armies and navies were educated in this system. So have been a majority' of eminent scientists in this country. All these refer to " Davies " as authority. 6th. A larger number of American citizens have received their education from this than from any other series. 7th. The series has a larger circulation throughout the whole country than any other, being extensively used in every State in the Union. If THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. DAVIES AND PECK'S ARITHMETICS. OPTIONAL OR CONSECUTIVE. The best thoughts of these two illustrious mathematicians are combined in the following beautiful works, which are the natural successors of Davies's Arithmetics, sumptuously printed, and bound in crimson, green, and gold: — Davies and Peck's Brief Arithmetic. Also called the ** Elementary Arithmetic. " It is the shortest presentation of the sub- ject, and is adequate for all grades in common schools, being a thorough introduction to practical life, except for the specialist. At first the authors play with the little learner for a few lessons, by object-teaching and kindred allurements ; but he soon begins to realize that study is earnest, as he becomes familiar with the simpler operations, and is delighted to fmd himself master of important results. The second part reviews the Fundamental Operations on a scale proportioned to the enlarged intelligence of the learner. It establishes the General Principles and Properties of Numbers, and then proceeds to Fractions. Currency and the Metric System are fully treated in connection with Decimals. Compound Numbers and Re- duction follow, and finally Percentage with all its varied applications. An Index of words and principles concludes the book, for which every scholar and most teachers will be grateful. How much time has been spent in searching for a half- forgotten definition or principle in a former lesson ! Davies and Peck's Complete Arithmetic. This work certainly deserves its name in the best sense. Though complete, it is not, like most others which bear the same title, cumbersome. These authors excel in clear, lucid demonstrations, teaching the science pure and simple, yet not ignoring convenient methods and practical applications. For turning out a thorough business man no other work is so well adapted. He will have a clear comprehension of the science as a whole, and a working acquaintance with details which must serve him well in all emergencies. Distinguishing features of the book are the logical progression of the subjects and the great variety of practical problems, not puzzles, which are beneath the dignity of educational science. A clear- minded critic has said of Dr. Peck's work that it is free from that juggling with numbers which some authors falsely call " Analysis." A series of Tables for converting ordinary weights and measures into the Metric System appear in the later editions. PECK'S ARITHMETICS. Peck's First Lessons in Numbers. This book begins with pictorial illustrations, and unfolds gradually the science of numbers. It noticeably simplifies the subject by developing the principles of addition and subtraction simultaneously ; as it does, also, those of multiplication and division. Peck's Manual of Arithmetic. This book is designed especially 1 or those who seek sufficient instruction to carry them successfully through practical life, but have not time for extended study. Peck's Complete Arithmetic. This completes the series but is a much briefer book than most of the complete arithmetics, and is recommended not only for what it contains, but also for what is omitted. It may be said of Dr. Peck's books more truly than of any other series published, that they are clear and simple in definition and rule, and that superfluous matter of every kind has been faithfully eliminated, thus magnifying the working value of the book and gaving unnecessary expense of time and labor. 19 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. BARNES'S NEW MATHEMATICS. In this series Joseph Ficklin, Ph. D., Professor of Mathematics and Astronomy in the University of Missouri, has combined all the best and latest results of practical and experimental teaching of arithmetic with the assistance of many distinguished mathematical authors. Barnes's Elementary Arithmetic. Barnes's National Arithmetic. These two works constitute a complete arithmetical course in tvjo books. They meet the demand for text-books that will help students to acquire the greatest amount of useful and practical knowledge of Arithmetic by the smallest expenditure of time, labor, and money. Nearly every topic in Written Arithmetic is introduced, and its principles illustrated, by exercises in Oral Arithmetic. The free use of Equations ; the concise method of combining and treating Properties of Numbers; the treatment of Multiplication and Division of Fractions in two cases, and then reduced to one; Can- cellation by the use of the vertical line, especially in Fractions, Interest, and Proportion ; the brief, simple, and greatly superior method of working Partial Payments by the " Time Table " and Cancellation ; the substitution of formulas to a great extent for rules ; the full and practical treatment of the Metric System, &c, indicate their com- pleteness. A variety of methods and processes for the name topic, which deprive the pupil of the great benefit of doing a part of the thinking and labor for himself, have been discarded. The statement of principles, definitions^ rules, &c, is brief and simple. The illustrations and methods are explicit, direct, and practical. The great number and variety of Examples embody the actual business of the day. The very large amount of matter condensed in so small a compass has been accomplished by econo- mizing every line of space, by rejecting superfluous matter and obsolete terms, and by avoiding the repetition of analyses, explanations, and operations in the advanced topics which have been used in the more elementary parts of these books. AUXILIARIES. For use in district schools, and for supplying a text-book in advanced work for classes having finished the course as given in the ordinary Practical Arithmetics, the National Arithmetic has been divided and bound separately, as follows : — Barnes's Practical Arithmetic. Barnes's Advanced Arithmetic. In many schools there are classes that for various reasons never reach beyond Percentage. It is just such cases where Barnes's Practical Arithmetic will answer a good purpose, at a price to the pupil much less than to buy the complete book. On the other hand, classes having finished the ordinary Practical Arithmetic can proceed with the higher course by using Barnes's Advanced Arithmetic. For primary schools requiring simply a table book, and the earliest rudiments forcibly presented through object-teaching and copious illustrations, we have prepared Barnes's First Lessons in Arithmetic, which begins with the most elementary notions of numbers, and proceeds, by simple steps, to develop all the fundamental principles of Arithmetic. Barnes's Elements of Algebra. This work, as its title indicates, is elementary in its character and suitable for use, (1) in such public schools as give instruction in the Elements of Algebra : (2) in institu- tions of learning whose courses of study do not include Higher Algebra ; (3) in schools whose object is to prepare students for entrance into our colleges and universities. This book will also meet the wants of students of Physics who require some knowledge of 20 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. Algebra. The student's progress in Algebra depends very largely upon the proper treat- ment of the four Fundamental Operations. The terms Addition, Subtraction, Multiplication , and Division in Algebra have a wider meaning than in Arithmetic, and these operations have been so denned as to include their arithmetical meaning ; so that the beginner is sirr ply called upon to enlarge his views of those fundamental operations. Much attention has been given to the explanation of the negative sign, in order to remove the well-known difficulties in the use and interpretation of that sign. Special attention is here called to "A Short Method of Removing Symbols of Aggregation," Art. 76. On account of their importance, the subjects of Factoring, Greatest Common Divisor, and Least Common Multiple have been treated at greater length than is usual in elementary works. In the treatment of Fractions, a method is used which is quite simple, and, at the same time, more general than that usually employed. In connection with EadicaJ Quantities the roots are expressed by fractional exponents, for the principles and rules applicable to integral exponents may then be used without modification. The Equation is made the chief subject of thought in this work. It is defined near the beginning, and used extensively in every chapter. In addition to this, four chapters are devoted exclusively to the subject of Equations. All Proportions are equations, and in their treatment as such all the difficulty commonly connected with the subject of Proportion disappears. The chapter on Logarithms will doubtless be acceptable to many teachers who do not require the student to master Higher Algebra before entering upon the study of Trigonometry. HIGHER MATHEMATICS. Peck's Manual of Algebra. Bringing the methods of Bourdon within the range of the Academic Course. Peck's Manual of Geometry. By a method purely practical, and unembarrassed by the details which rather confuse than simplify science. Peck's Practical Calculus. Peck's Analytical Geometry. Peck's Elementary Mechanics. Peck's Mechanics, with Calculus. The briefest treatises on these subjects now published. Adopted by the great Univer- sities : Yale, Harvard, Columbia, Princeton, Cornell, &c. Macnie's Algebraical Equations. Serving as a complement to the more advanced treatises on Algebra, giving special attention to the analysis and solution of equations with numerical coefficients. Church's Elements of Calculus. Church's Analytical Geometry. Church's Descriptive Geometry. With plates. 2 vols. These volumes constitute the " West Point Course " in their several departments. Prof. Church was long the eminent professor of mathematics at West Point Military Academy, and his works are standard in all the leading colleges. Courtenay's Elements of Calculus. A standard work of the very highest grade, presenting the most elaborate attainable survey of the subject. Hackley's Trigonometry. With applications to Navigation and Surveying, Nautical and Practical Geometry, and Geodesy. 21 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. fiiiffmfi^BK^mX iflrai PI^km $WM J Tj^J[\ i\\ Vjk ^F^^J^IfH^ ^--\i&'~/ fc\ jl 'RhL*?//' !/ hJ-^-^oaEet B\7~ ' ^It^ffi ^^^^HrvPfl M^mJ^^m^ll^KF^Pw.7 h^f/M\im IP npi ^\i' Infill! PM l Pi// ^ jg W y //r i HI Wwi i\\iv^i ill/ 1 Ml Kyi H GENERAL HISTORY. Monteith's Youth's History of the United States. A History of the United States for beginners. It is arranged upon the catechetical plan, with illustrative maps and engravings, review questions, dates in parentheses (that their study may be optional with the yonnger class of learners), and interesting biographical sketches of all persons who have been prominently identified with the history of our country. Willard's United States. School and University Editions. The plan of this standard work is chronologically exhibited in front of the titlepage. The maps and sketches are found useful assistants to the memory ; and dates, usually so difficult to remember, are so systematically arranged as in a great degree to obviate the difficulty. Candor, impartiality, and accuracy are the distinguishing features of the narrative portion. Willard's Universal History. New Edition. The most valuable features of the ' : United States " are reproduced in this. The peculiarities of the work are its great conciseness and the prominence given to the chronological order of events. The margin marks each successive era with great dis- tinctness, so that the pupil retains not only the event but its time, and thus fixes the order of history firmly and usefully in his mind. Mrs. Willard's books are constantly revised, and at all times written up to embrace important historical events of recent date. Professor Arthur Gilman has edited the last twenty-five years to 1882. Lancaster's English History. By the Master of the Stoughton Grammar School, Boston. The most practical of the "brief books." Though short, it is not a bare and uninteresting outline, but contains enough of explanation and detai 1 to make intelligible the cause and effect of events. Their relations to the history and development of the American people is made specially prominent. Willis's Historical Reader. Being Collier's Great Events of History adapted to American schools. This rare epitome of general history, remarkable for its charming style and judicious selection of events on which the destinies of nations have turned, has been skilfully manipulated by Professor Willis, with as few changes as would bring the United States into its proper position in the historical perspective. As reader or text-book it has few equals and no superior. Berard's History of England. By an authoress well known for the success of her History of the United States. The social life of the English people is felicitously interwoven, as in fact, with the civil and military transactions of the realm. Ricord's History of Rome. Possesses the charm of an attractive romance. The fables with which this history abounds are introduced in such a way as not to deceive the inexperienced, while adding materially to the value of the work as a reliable index to the character and institutions, as well as the historv of the Roman people. THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. HISTORY — Continued. Hanna's Bible History. The only compendium of Bible narrative which affords a connected and chronological view of the important events there recorded, divested of all superfluous detail Summary of History; American, French, and English. A well-proportioned outline of leading events, condensing the substance of the more extensive text-books in common use into a series of statements so brief, that every word may be committed to memory, and yet so comprehensive that it presents an accurate though general view of the whole continuous life of nations. Marsh's Ecclesiastical History. Affording the History of the Church in all ages, with accounts of the pagan world during the biblical periods, and the character, rise, and progress of all religions, as well as the various sects of the worshippers of Christ. The work is entirely non-sectarian, though strictly catholic. A separate volume contains carefully prepared questions for class use. Mill's History of the Ancient Hebrews. With valuable Chronological Charts, prepared by Professor Edwards of N. Y. This is a succinct account of the chosen people of God to the time of the destruction of Jerusalem. Complete in one volume. Topical History Chart Book. By Miss Ida P. Whitcomb. To be used in connection with any History, Ancient or Modern, instead of the ordinary blank book for summary. It embodies the names of contemporary riders from the earliest to the present time, with blanks under each, in which the pupil may write the summary of the life of the ruler. Gilman's First Steps in General History. A "suggestive outline" of rare compactness. Each country is treated by itself, and the United States receive special attention. Frequent maps, contemporary events in tables, references to standard works for fuller details, and a minute Index constitute the " Illustrative Apparatus." From no other work that we know of can so succinct a view of the world's history be obtained. Considering the necessary limitation of space, the style is surprisingly vivid, and at times even ornate. In all respects a charming, though not the less practical, text-book. Baker's Brief History of Texas. Dimitry's History of Louisana. Alison's Napoleon First. The history of Europe from 1788 to 1S15. By Archibald Alison. Abridged by Edward S. Gould. One vol., 8vo, with appendix, questions, and maps. 550 pages. Lord's Points of History. The salient points in the history of the world arranged eatechetically for class use or for review and examination of teacher or pupil. By John Lord, LL.D. 12mo, 300 pages. Carrington's Battle Maps and Charts of the American Revolution. Topographical Maps and Chronological Charts of every battle, with 3 steel portraits of Washington. Svo, cloth. Condit's History of the English Bible. For theological and historical students this book has an intrinsic value. It gives the history of all the English translations down to the present time, together with a careful review of their influence upon English literature and language. 23 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. BARNES'S ONE-TERM HISTORY SERIES. A Brief History of the United States. This is probably the most original school-book pub- lished for many years, in any department. A few of its claims are the following : — i. Brevity. — The text is complete for grammar school or intermediate classes, in 290 12mo pages, large type. It may readily be completed, if desired, in one term of study. 2. Comprehensiveness. — Though so brief, this book contains the pith of alj the wearying contents of the larger manuals, and a great deal more than the memory usually retains irom the latter. 3. Interest has been a prime consideration. Small books have heretofore been bare, full of dry statistics, unattractive. This one is charmingly written, replete with anecdote, and brilliant with illustration. 4. Proportion of Events. — It is remarkable for the discrimination with which the different portions of our history are presented according to their importance. Thus the older works, being already large books when the Civil War took place, give it less space than that accorded to the Revolution. 5. Arrangement. — In six epochs, entitled respectively, Discovery and Settlement, the Colonies, the Revolution, Growth of States, the Civil War, and Current Events. 6. Catch Words — Each paragraph is preceded by its leading thought in promi- nent type, standing in the student's mind for the whole paragraph. 7. Key Notes. — Analogous with this is the idea of grouping battles, &c, about some central event, which relieves the sameness so common in such descriptions, and renders each distinct by some striking peculiarity of its own. 8. Foot-Notes. — These are crowded with interesting matter that is not strictly a part of history proper. They may be learned or not, at pleasure. They are certain in any event to be read. 9. Biographies of all the leading characters are given in full in foot-notes. 10. Maps. — Elegant and distinct maps from engravings on copper-plate, and beauti- fully colored, precede each epoch, and contain all the places named. 11. Questions are at the back of the book, to compel a more independent use of the text. Both text and questions are so worded that the pupil must give intelligent answers in his own words. "Yes "and " No " will not do. 24 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. HISTORY — Continued. 12. Historical Recreations. — These are additional questions to test the student's knowledge, in review, as: "What trees are celebrated in our history?" "When did a fog save our army?" "What Presidents died in office?" "When was the Mississippi our western boundary?" "Who said, 'I would rather be right than President ' ? " &c. 13. The Illustrations, about seventy in number, are the work of our best artists and engravers, produced at great expense. They are vivid and interesting, and mostly upon subjects never before illustrated in a school-book. 14. Dates- — Only the leading dates are given in the text, and these are so associated as to assist the memory, but at the head of each page is the date of the event first mentioned, and at the close of each epoch a summary of events and dates. 15. The Philosophy of History is studiously exhibited, the causes and effects of events being distinctly traced and their inter-connection shown. 16. Impartiality. — All sectional, partisan, or denominational views are avoided. Facts are stated after a careful comparison of all authorities without the least prejudice or favor. 17. Index. — A verbal index at the close of the book perfects it as a work of reference. It will be observed that the above are all particulars in which School Histories have been signally defective, or altogether wanting. Many other claims to favor it shares in common with its predecessors. TESTIMONIALS. From Prof. Wm. F. Allen, State Uni- versity of Wisconsin. "Two features that I like very much are the anecdotes at the foot of the page and the ' Historical Recreations ' in the Appendix. The latter, I think, is quite a new feature, and the other is very well executed." From Hon. Newton Bateman, Superin- tendent Public Instruction, Illinois. "Barnes's One-Term History of the United States is an exceedingly attrac- tive and spirited little book. Its claim to several new and valuable features seems well founded. Under the form of six well- defined epochs, the history of the United States is traced tersely, yet pithily, from the earliest times to the present day. A good map precedes each epo^h, whereby the history and geography of the period may be studied together, as th y always shov.l I be. The syllabus of each paragraph is made to stand in such bold relief, by the use of large, heavy type, as to be of much mnemonic value to the student. The book is written in a sprightly and pi- quant style, the interest never flagging from beginning to end, — a rare and diffi- cult achievement in works of this kind." From Hon. Abner J. Phipps, Superin- tendent Schools, Lewiston, Maine. M Barneses History of the United States has been used for several years in the Lewiston schools, and has proved a very satisfactory work. I have examined the new edition of it." From Hon. R. K. Buchell, City Superin- tendent Schools, Lancaster, Fa. " It is the best history of the kind I have ever seen." From T. J. Charlton, Superintendent Pudlic Schools, Vincennes, Ind. "We have used it here for six years, and it has given almost x'erfect satisfac- tion. . . . The notes in fine print at the bottom of the pages are of especial value." From Prof. Wm. A. Mowrv, E. $> C. School, Providence, R. I. " Permit me to express my high appre- ciation of your book. I wish'all text- books for the young had equal merit." From Hon. A. M. Keiley, City Attorney, Late Mayor, and President of the School Board, City of Richmond, Va. " I do not hesitate to volunteer to you the opinion that Barnes 's History is en- titled to the preference in almost every respect that distinguishes a good school- book. . . . The narrative generally exhibits the temper of the judge ; rarely, if ever, . of the advocate." 25 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. mfmmiM^ A Brief History of An- cient Peoples. With an account of their monuments, literature, and manners. 340 pages. 12mo. Profusely illustrated. In this work the political history, which occupies nearly, if not all, the ordinary school text, is condensed to the salient and essential facts, in order to give room for a clear outline of the literature, religion, architecture, character, habits, &c, of each nation. Surely it is as important to know some- thing about Plato as all about Caesar, and to learn how the ancients wrote their books as how they fought their battles. The chapters on Manners and Cus- toms and the Scenes in Real Life repre- sent the people of history as men and women subject to the same wants, hopes and fears as ourselves, and so bring the distant past near to us. The Scenes, which are intended only for reading, are the result of a careful study of the unequalled collections of monuments in the London and Berlin Museums, of the ruins in Rome and Pompeii, and of the latest authorities on the domestic life of ancient peoples. Though intentionally written in a semi-romantic style, they are accurate pictures of what might have occurred, and some of them are simplp transcriptions of the details sculptured in Assyrian alabaster or painted on Egyptian walls. 26 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. HISTOKY — Continued. The extracts made from the sacred books of the East are not specimens of their style and teachings, but only gems selected often from a mass of matter, much of which would be absurd, meaningless, and even revolting. It has not seemed best to cumber a book like this with selections conveying no moral lesson. The numerous cross-references, the abundant dates in parenthesis, the pronunciation of the names in the Index, the choice reading references at the (dose of each general subject, and the novel Historical Recreations in the Appendix, will be of service to teacher and pupil alike. Though designed primarily for a text-book, a large class of persons — general readers, who desire to know something about the progress of historic criticism and „iie recent discoveries made among the resurrected monuments of the East, but have no leisure to read the ponderous volumes of Brugsch, Layard, Grote, Mommsen, and Ihne — will find this volume just what they need. From Homer B. Spbague, Head Master Girls' High School, West Newton St. , Bos- ton, Mass. " I beg to recommend in strong terms the adoption of Barnes's 'History of Ancient Peoples ' as a text-book. It is about as nearly perfect as could be hoped for. The adoption would give great relish to the study of Ancient History." HE Brief History of France. By the author of the " Brnf United States," with all the attractive features of that popu- lar work (which see) and new ones of its own. It is believed that the History of France has never before been presented in such brief compass, and this is effected without sacrificing one particle of interest. The book reads like a romance, and, while drawing the student by an irresistible fascination to his task, impresses the great outlines indelibly upon the memory. 27 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. DRAWING. BARNES'S POPULAR DRAWING SERIES. Based upon the experience of the most successful teachers of drawing in the United States. The Primary Course, consisting of a manual, ten cards, and three primary drawing books, A, B, ana C. Intermediate Course. Four numbers and a manual. Advanced. Course. Four numbers and a manual. Instrumental Course. Four numbers and a manual. Tlie Intermediate, Advanced, and Instrumental Courses are furnished either in book or card form at the same prices. The books contain the usual blanks, with the unusual advantage of opening from the pupil, — placing the copy directly in front and above the blank, thus occupying but little desk-room. The oards are in the end more econom- ical than the books, if used in connection with the patent blank folios that accompany this series. The cards are arranged to be bound (or tied) in the folios and removed at pleasure. The pupil at the end of each number has a complete book, containing only his own work, while the copies are preserved and inserted in another foho ready for use in the next class. Patent Blank Folios. No. 1. Adapted to Intermediate Course. No. 2. Adapted to Advanced and instrumental Courses. ADVANTAGES OF THIS SERIES. The Plan and Arrangement. — The examples are so arranged that teachers and pupils can see, at a glance, how they are to be treated and where they are to be copied. In this system, copying and designing do not receive all the attention. The plan is broader in its aims, dealing with drawing as a branch of common-school instruction, and giving it a wide educational value. Correct Methods. — In this system the pupil is led to rely upon himself, and not upon delusive mechanical aids, as printed guide-marks, &c. One of the principal objects of any good course in freehand drawing is to educate the eye to estimate location, form, and size. A system which weakens the motive or re- moves the necessity of thinking is false in theory and ruinous in practice. The object should be to educate, not crani ; to develop the intelligence, not teach tricks. Artistic Effect— The beauty of the examples is not destroyed by crowding the pages with useless and badly printed text. The Manuals contain all necessary instruction. Stages of Development. — Many of the examples are accompanied by diagrams, showing the different stages of development. Lithographed Examples. — The examples are printed in imitation of pencil drawing (not in hard, blacK lines) that the pupil's work may resemble them. One Term's Work. —Each book contains what can be accomplished in an average term, and no more. Thus a pupil finishes one book before beginning another. Quality — not Quantity. — Success in drawing depends upon the amount of thought exercised by the pupil, and not upon the large number of examples drawn. Designing. — Elementary design is moie skilfully taught in this system than by any other, in addition to the instruction given in the books, the pupil will find printed on the insides of the covers a variety of beautiful patterns. Enlargement and Reduction^ — The practice of enlarging and reducing from copies is not commenced uutil the pupil is well advanced in the course and therefore better able to cope with this difficult feature in drawing. Natural Forms. —This is the only course that gives at convenient intervals easy and progressive exercises in the drawing of natural forms. Economy. — By the patent binding described above, the copies need not be thrown aside when a book is filled out, but are preserved in perfect condition for future use. The blank books, only, will have to be purchased after the first introduction, thus effect- ing a saving of more than half in the usual cost of drawing-books. Manuals for Teachers. — The Manuals accompanying this series contain practical instructions for conducting drawing in the class-room, "with definite directions for draw- ing each of the examples in the books, instructions for designing, model and object drawing, drawing from natural forms, &c. 28 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. DRAWING — Continued. Chapman's American Drawing-Book. The standard American text-book and authority in all "branches of art. A compilation of art principles. A manual for the amateur, and basis of study for the professional artist. Adapted for schools and private instruction. Contents. — "Any one who can Learn to Write can Learn to Draw." — Primary In- struction in Drawing. — Rudiments of Drawing the Human ' Head. — Rudiments in Drawing the Human Figure. — Rudiments of Drawing. — The Elements of Geometry. — Perspective. — Of Studying and Sketching from Nature. — Of Painting. — Etching and Engraving. — Of Modelling. — Of Composition. — Advice to the American Art-Student. The work is of course magnificently illustrated with all the original designs. Chapman's Elementary Drawing-Book. A progressive course of practical exercises, or a text-book for the training of the eye and hand. It contains the elements from the larger work, and a copy should be in the hands of every pupil ; while a copy of the "American Drawing-Book, "named above, should be at hand for reference by the class. Clark's Elements of Drawing. A complete course in this graceful art, from the first rudiments of outline to the finished sketches of landscai>e and scenery. Allen's Map-Drawing and Scale. This method introduces a new era in map-drawing, for the following reasons : 1. It is a system. This is its greatest merit. — 2. It is easily understood and taught. — 3. The eye is trained to exact measurement by the use of a scale. — 4. By no special effort of the memory, distance and comparative size are fixed in the mind. — 5. It dis- cards useless construction of lines. — 6. It can be taught by any teacher, even though there may have been no previous practice in map-drawing. — 7. Any pupil old enough to study geography can learn by this system, in a short time, to draw accurate maps. — 8. The system is not the result of theory, but comes directly from the school-room. It has been thoroughly and successfully tested there, with all grades of pupils. — 9. It is economical, as it requires no mapping plates. It gives the pupil the ability of rapidly drawing accurate maps. FINE ARTS. Hamerton's Art Essays (Atlas Series) : — No. 1. The Practical Work of Painting. With portrait of Rubens. 8vo. Paper covers. No. 2. Modern Schools of Art- Including American, English, and Continental Painting. 8vo. Paper covers. Huntington's Manual of the Fine Arts. A careful manual of instruction in the history of art, up to the present time. Boyd's Karnes' Elements of Criticism. The best edition of the best work on art and literary criticism ever produced in English. " F Benedict's Tour Through Europe. A valuable companion for any one wishing to visit the galleries and sights of the continent of Europe, as well as a charming book of travels. Dwight's Mythology. A knowledge of mythology is necessary to an appreciation of ancient art. Walker's World's Fair. The industrial and artistic display at the Centennial Exhibition. 29 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. BOOK-KEEPING TEXT. Powers's Practical Book-keeping. Powers's Blanks to Practical Book-keeping. A Treatise on Book-keeping, for Public Schools and Academies. By Millard R. Powers, M. A. This work is designed to impart instruction upon the science of accounts, as applied to mercantile business, and it is believed that more knowledge, and that, too, of a more practical nature, can be gained by the plan introduced in this work, than by any other published. Folsom's Logical Book-keeping. Folsom's Blanks to Book-keeping. This treatise embraces the interesting and important discoveries of Professor Folsom (of the Albany " Bryant & Stratton College "), the partial enunciation of which in lectures and otherwise has attracted so much attention in circles interested in commercial education. After studying business phenomena for many years, he has arrived at the positive laws and principles that underlie the whole subject of accounts ; finds that the science is based in value as a generic term ; that value divides into two classes with varied species ; that all the exchanges of values are reducible to nine equations ; and that all the results of all these exchanges are limited to thirteen in number. As accounts have been universally taught hitherto, without setting out from a radical analysis or definition of values, the science has been kept in great obscurity, and been made as difficult to impart as to acquire. On the new theory, however, these obstacles are chiefly removed. In reading over the first part of it, in which the governing laws and principles arc discussed, a person with ordinary intelligence will obtain a fair con- ception of the doable-entry jjrocess of accounts. But when he comes to study thoroughly these laws and principles as there enunciated, and Works out the examples and memo- randa which elucidate the thirteen results of business, the student will neither fail in readily acquiring the science as it is, nor in becoming able intelligently to apply it in the interpretation of business Smith and Martin's Book-keeping. Smith and Martin's Blanks. This work is by a practical teacher and a practical book-keeper. It is of a thoroughly popular class, and will be welcomed by every one who loves to see theory and practice combined in an easy, concise, and methodical form. The single-entry portion is well adapted to supply a want felt in nearly all other treatises, which seem to be prepared mainly for the use of wholesale merchants ; leaving retailers, mechanics, tanners, &c. , who transact the greater portion of the business of the country, without a guide. The work is also commended, on this account, for general use in young ladies' seminaries, where a thorough grounding in the simpler form of accounts will be invaluable to the future housekeepers of the nation. The treatise on double-entry book-keeping combines all the advantages of the most recent methods with the utmost simplicity of application, thus affording the pupil all the advantages of actual experience in the counting-house, and giving a clear comprehension of the entire subject through a judicious course of mercantile PRACTICAL BOOK-KEEPING. Stone's Post-Office Account Book. By Micah H. Stone. For record of Box Rents and Postages. Three sizes always in stock. 64, 103, and 204 pages. INTEREST TABLES. Brooks's Circular Interest Tables. To calculate simple and compound interest for any amount, from 1 cent to §1,000, at current rates from 1 day to 7 years. 31 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. DR. STEELE'S ONE-TERM SERIES, IN ALL THE SCIENCES. Steele's 14-Weeks Course in Chemistry. Steele's 14-Weeks Course in Astronomy. Steele's 14-Weeks Course in Physics. Steele's 14-Weeks Course in Geology. Steele's 14-Weeks Course in Physiology. Steele's 14-Weeks Course in Zoology. Steele's 14-Weeks Course in Botany. Our text-books in these studies are, as a general thing, dull and uninteresting. They contain from 400 to 600 pages of dry facts and unconnected details. They abound in that which the student cannot learn, 'much less remember. The pupil commences the study, is confused by the tine print and coarse print, and neither knowing exactly what to learn nor what to hasten over, is crowded through the single term generally assigned to each branch, and frequently comes to the close without a definite and exact idea of a single scientific principle. Steele's "Fourteen- Weeks Courses " contain only that which every well-informed per- son should know, while all that which concerns only the professional scientist is omitted. The language is clear, simple, and interesting, and the illustrations bring the subject within the range of home life and daily experience. They give such of the general principles and the prominent facts as a pupil cau make familiar as household words within a single term. The type is large and open ; there is no fine print to annoy ; the cuts are copies of genuine experiments or natural phenomena, and are of fine execution. In fine, bv a svstem of condensation peculiarly his own, the author reduces each branch to tlie limits of a single term of study, while sacrificing nothing that is essential, and nothing that is usually retained from the study of the larger manuals in common use. Thus the student has rare opportunity to economize his time, or rather to employ that which he has to the best advantage. A notable feature is the author's charming "style," fortified by an enthusiasm over his subject in which the student will not fail to partake. Believing that Natural Science is full of fascination, he has moulded it into a form that attracts the attention and kindles the enthusiasm of the pupil. The recent editions contain the author's " Practical Questions " on a plan never before attended in scientific text-books. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles. Steele's Key to all His Works. This work is mainly composed of answers to the PracticalQuestions, and solutions of the problems, in the author's celebrated " Fourteen-Weeks Courses " in the several sciences, with many hints to teachers, minor tables, &c. Should be on every teacher's desk. Prof. J. Dorman Steele is an indefatigable student, as well as author, and his books have reached a fabulous circulation. It is safe to say of his books that they have accomplished more tangible and better results in the class-room than any other ever offered to American schools, and have been translated into more languages for foreign schools. They are even produced in raised type for the blind. 32 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. THE NEW GANOT. Introductory Course of Natural Philosophy. This book was originally edited from Ganot's " Popular Physics," by William G. Peek, LL.D., Professor of Mathematics and Astronomy, Columbia College, and of Mechanics in the School of Mines. It has recently been revised by -Levi S. Bur- bank, A. M., late Principal of Warren Academy, Woburn, Mass., and James I. Hanson, A.M., Principal of the High School, Woburn, Mass. Of elementary works those of M. Ganot stand pre-eminent, not only as popular treatises, but as thoroughly scientific expositions of the principles of Physics. His " Traite de Physique " has not only met with unprecedented success in Fiance, but has been extensively used in the preparation of the best works on Physics that have beeu issued from the American press. In addition to the "Traite de Physique," which is intended for the use of colleges and higher institutions of learning, M. Ganot published this more elementary work, adapted to the use of schools and academies, in which he faithfully preserved the prominent features and all the scientific accuracy of the larger work. It is charcter- ized by a well-balanced distribution of subjects, a logical development of scientific principles, and a remarkable clearness of definition and explanation. In addition, it is profusely illustrated with beautifully executed engravings, admirably calculated to convey to the mind of the student a clear conception of the principles unfolded. Their completeness and accuracy are such as to enable the teacher to dispense with much of the apparatus usually employed in teaching the elements of Physical Science. After several years of great popularity the American publishers have brought this important book thoroughly up to the times. The death of the accomplished educator, Professor Burbank, took place before he had completed his work, and it was then taken in hand by his friend, Professor Hanson, who was familiar with his plans, and has ably and satisfactorily brought the work to completion. The essential characteristics and general plan of the book have, so far as possible, been retained, but at the same time many parts have been entirely rewritten, much new matter added, a large number of new cuts introduced, and the whole treatise thoroughly revised and brought into harmony with the present advanced stage of sci- entific discovery. Among the new features designed to aid in teaching the subject-matter are the summaries of topics, which, it is thought, will be found very convenient in short reviews. As many teachers prefer to prepare their own questions on the text, and many do not have time to spend in the solution of problems, it has been deemed expedient to insert both the review questions and problems at the end of the volume, to be used or not at the discretion of the instructor. From the Churchman. " No department of science has under- gone so many improvements and changes in the last quarter of a century as that of natural philosophy. So many and so im- portant have been the discoveries and inventions in every branch of it that everything seems changed but its funda- mental principles. Ganot has chapter upon chapter upon subjects that were not so much as known by name to Olmsted ; and here we have Ganot, first edited by Professor Peck, and afterward revised by the late Mr. Burbank and Mr. Hanson. No elementary works upon philosophy have been superior to those of Ganot, either as popular treatises or as scientific exposi- tions of the principles of physics, and his ' Traite de Physique ' has not only had a great success in France, but has been freely used in this country in. the prepa- ration of American books upon the sub- jects of which it treats. That work was intended for higher institutions of learn- ing, and Mr. Ganot prepared a more elementary work for schools and acade- mies. It is as scientifically accurate as the larger work, and is characterized by a logical development of scientific princi- ples, by clearness of definition and expla- nation, by a proper distribution of sub- jects, and by its admirable engravings. We here have Ganot's work enhanced in value by the labors of Professor Peck and of Messrs. Burbank and Hanson, and brought up to our own times. The essential char- acteristics of Ganot's work have been re- tained, but much of the book has been rewritten, and many new cuts have been introduced, made necessary by the prog- ress of scientific discovery. The short reviews, the questions on the text, and the problems given for solution are desir- able additions to a work of this kind, and will give the book increased' popularity. ** 34 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. FAMILIAR SCIENCE. Norton & Porter's First Book of Science. Sets forth the principles of Natural Philosophy, Astronomy, Chemistry, Physiology, and Geology, on the catechetical plan for primary classes an:l beginners. Chambers's Treasury of Knowledge. Progressive lessons upon — first, common things which lie most immediately around us, and first attract the attention of the young mind ; second, common objects from the mineral, animal, and vegetable kingdoms, manufactured articles, and miscellaneous substances ; third, a systematic view of nature under the various sciences. May be used as a reader or text-book. Monteith's Easy Lessons in Popular Science. This book combines within its covers more attractive features for the study of science by children than any other book published. It is a reading book, spelling book, com- position book, drawing book, geography, history, book on botany, zoology, agricul- ture, manufactures, commerce, and natural philosophy. All these subjects are jjresented in a simple and effective style, such as would be adopted by a good teacher on an excursion with a class. The class are supposed to be taking excursions, with the help of a large pictorial chart of geography, which can be suspended before them in the school-room. A key of the chart is inserted in every copy of the book. With this book the science of common or familiar things can be taught to beginners. NATURAL PHILOSOPHY. Norton's First Book in Natural Philosophy. Peck's Elements of Mechanics. A suitable introduction to Bartlett's higher treatises on Mechanical Philosophy, and adequate in itself for a complete academical course. Bartlett's Analytical Mechanics. Bartlett's Acoustics and Optics. A complete system of Collegiate Philosophy, by Prof. W. H. C. Bartlett, of West Point Military Academy. Steele's Physics. Peck's Ganot. GEOLOGY, Page's Elements of Geology. A volume of Chambers's Educational Course. Practical, simple, and eminently calculated to make the study interesting. Steele's Geology. CHEMISTRY. Porter's First Book of Chemistry. Porter's Principles of Chemistry. The above are widely known as the productions of one of the most eminent scientific men of America. The extreme simplicity in the method of presenting the science, while exhaustively treated, has excited universal commendation. Gregory's Chemistry (Organic and Inorganic). 2 vols. The science exhaustively treated. For colleges and medical students. Steele's Chemistry. 36 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. NATURAL SCIENCE — OoaMfmd. BOTANY. Wood's Object-Lessons in Botany. Wood's American Botanist and Florist. Wood's New Class-Book of Botany. The standard text-books of the United States in this department. In style they are simple, popular, and lively ; in arrangement, easy and natural ; in description, graphic and scientific. The Tables for Analysis are reduced to a perfect system. They include the flora of the whole United States east of the Rocky Mountains, and are well adapted to the regions west. Wood's Descriptive Botany. A complete flora of all plants growing east of the Mississippi River. Wood's Illustrated Plant Record. A simple form of blanks for recording observations in the field. Wood's Botanical Apparatus. A portable trunk, containing drying press, knife, trowel, microscope, and tweezers, and a copy of Wood's " Plant Record," — the collector's complete outfit. Willis's Flora of New Jersey. The most useful book of reference ever published for collectors in all parts of the country. It contains also a Botanical Directory, with addresses of living American botanists. Young's Familiar Lessons in Botany. Combining simplicity of diction with some degree of technical and scientific knowl- edge, lor intermediate classes. Specially adapted for the Southwest. Wood & Steele's Botany. See page 33. AGRICULTURE. Pendleton's Scientific Agriculture. A text-book for colleges and schools ; treats of the following topics : Anatomy and Physiology of Plants ; Agricultural Meteorology ; Soils as related to Physics ; Chemistry of the Atmosphere ; of Plants ; of Soils ; Fertilizers and Natural Manures ; Animal Nu- trition, &c. By E. M. Pendleton, M. D., Professor of Agriculture in the University of Georgia. From President A. D. White, Cornell University. 11 Dear Sir : I have examined your 1 Text- book of Agricultural Science,' and it seems to me excellent in view of the pur- pose it is intended to serve. Many of your chapters interested me especially, and all parts of the work seem to combine scientific instruction with practical infor- mation in proportions dictated by sound common sense." From President Robinson, of Brown University. " It is scientific in method as well as in matter, comprehensive in plan, natural and logical in order, compact and lucid in its statements, and must be useful both as a text-book in agricultural colleges, and as a hand-book for intelligent planters and farmers." 37 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. NATURAL SCIENCE — Continued. PHYSIOLOGY. Jarvis's Elements of Physiology. Jarvis's Physiology and Laws of Health. The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz. , that scholars may know how to take care of their own health. In bold contrast with the abstract Anatomies, which children learn as they would Greek or Latin (and forget as soon), to discipline the mind, are these text-books, using the science as a secondary consideration, and only so far as is neces- sary lor the comprehension of the Jaws of health, Steele's Physiology. See page 33. ASTRONOMY. Willard's School Astronomy. By means of clear and attractive illustrations, addressing the eye in many cases by analogies, careful definitions of all necessary technical terms, a careful avoidance of ver- biage and unimportant matter, particular attention to analysis, and a general adoption of the simplest methods, Mrs. Willard has made the best and most attractive elemen- tary Astronomy extant. Mclntyre's Astronomy and the Globes. A complete treatise for intermediate classes. Highly approved. Bartlett's Spherical Astronomy. The West Point Course, for advanced classes, with applications to the current wants o( Navigation, Geography, and Chronology. Steele's Astronomy. See page 33. NATURAL HISTORY. Carll's Child's Book of Natural History. Illustrating the animal, vegetable, and mineral kingdoms, with application to the arts. For beginners. Beautifully and copiously illustrated. Anatomical Technology. Wilder & Gage. As applied to the domestic cat. For the use of students of medicine. ZOOLOGY. Chambers's Elements of Zoology. A complete and comprehensive system of Zoology, adapted for academic instruction, presenting a systematic view of the animal kingdom as a portion of external nature. Steele's Zoology. See page 33. 38 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. LITERATURE. Gilman's First Steps in English Literature. The character and plan of this exquisite little text-book may be best understood mini an analysis of its contents : Introduction. Historical Period of Immature English, with Chart ; Definition of Terms ; Languages of Europe, with Chart ; Period of Mature English, with Chart ; a Chart of Bible Translations, a Bibliography or Guide to General Reading, and other aids to the student. Cleveland's Compendiums. 3 vols. 12mo. English Literature. American Literature. English Literature of the XIXth Century. In these volumes are gathered the cream of the literature of the English-speaking people for the school-room and the general reader. Their reputation is national. More than 125,000 copies have been sold. Boyd's English Classics. 6 vols. Cloth. 12mo. Milton's Paradise Lost. Thomson's Seasons Young's Night Thoughts. Pollok's Course of Time. Cowper's Task, Table Talk, &c. Lord Bacon's Essays. This series of annotated editions of great English writers in prose and poetry is designed for critical reading and parsing in schools. Prof. J. R. Boyd proves himself an editor of high capacity, and the works themselves need no encomium. As auxiliary to the study of belles-lettres, &c, these works have no equal. Pope's Essay on Man. 16mo. Paper. Pope's Homer's Iliad. 32mo. Roan. The metrical translation of the great poet of antiquity, and the matchless "Essay on the Nature and State of Man," by Alexander Pope, afford superior exercise in literature and parsing. POLITICAL ECONOMY. Champlin's Lessons on Political Economy. An improvement on previous treatises, being shorter, yet containing everything essential, with a view of recent questions in finance, &c., which is not elsewhere found. 39 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. ^ESTHETICS. Huntington's Manual of the Fine Arts A view of the rise and progress of art in different countries, n brief account of the most eminent masters of art, and an analysis of the principles 01 art. It is complete in itself, or may precede to advantage the critical work of Lord Karnes. Boyd's Karnes's Elements of Criticism. The best edition of this standard work ; without the study of which none may be considered proficient in the science of the perceptions. No other study can be pursued with so marked an effect upon the taste and refinement of the pupil. ELOCUTION. "Watson's Practical Elocution. A scientific presentment of accepted principles of elocutionary drill, with black- board diagrams and lull collection of examples for class drill. Cloth. 90 pages, 12mo. Taverner Graham's Reasonable Elocution. Based upon the belief that true elocution is the right interpretation of thought, and guiding the student to an intelligent appreciation, instead of a merely mechanical knowledge, of its rules. Zachos's Analytic Elocution. All departments of elocution — such as' the analysis of the voice and the sentence, phonology, rhythm, expression, gesture, &c. — are here arranged for instruction in classes, illustrated by copious examples. SPEAKERS. Northend's Little Orator. Northend's Child's Speaker. Two little works of the same grade but different selections, containing simple and attractive pieces for children under twelve years of age. Northend's Young Declaimer. Northend's National Orator. Two volumes of prose, poetry, and dialogue, adapted to intermediate and grammar classes respectively. Northend's Entertaining Dialogues. Extracts eminently adapted to cultivate the dramatic faculties, as well as entertain. Oakey's Dialogues and Conversations. For school exercises and exhibitions, combining useful instruction. James's Southern Selections, for Reading and Oratory. Embracing exclusively Southern literature. Swett's Common School Speaker. Raymond's Patriotic Speaker. A superb compilation of modern eloquence and poetry, with original dramatic exercises. Nearly every eminent modern orator is represented. 40 THE NATIONAL SERIES Oh STANDARD SCHOOL-BOOKS, GOVERNMENT. Howe's Young Citizen's Catechism. Explaining the duties of district, town, city, county, State, and United States officers, with rules for parliamentary and commercial business. Young's Lessons in Civil Government. A comprehensive view of Government, and abstract of the laws showing the rights, duties, and responsibilities of citizens. Mansfield's Political Manual. This is a complete view of the theory and practice of the General and State Govern- ments, designed as a text-book. The author is an esteemed and able professor of con- stitutional law, widely known for his sagacious utterances in the public press. Martin's Civil Government. Emanating from Massachusetts State Normal School. Historical and statistical. Each chapter summarized by a succinct statement of underlying principles on which good government is based. Gallaudet's International Law. Published in 1879, and the only work bringing the subject within the compass of a convenient text-book. Antebellum Constitutions. A complete collection of State and Federal Constitutions as they stood before the Civil War of 1861. With an essay on changes made during the reconstruction period, fey Wilmot L. Warren. First Locomotive. 42 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. MODERN LANGUAGES. A COMPLETE COURSE IN THE GERMAN. By James H. Worman, A.M., Professor of Modern Languages in the Adelphi Acad- emy, Brooklyn, L. I. Worman's First German Book. Worman's Second German Book. Worman's Elementary German Grammar. Worman's Complete German Grammar. These volumes are designed for intermediate and advanced classes respectively. Though following the same general method with " Otto " (that of " Gaspey ''), our author differs essentially in its application. He is more practical more systematic more accurate, and besides introduces a number of invaluable features which have never before been combined in a German grammar. Among other things, it may be claimed for Professor Worman that he has been the first to introduce, in an American text-book tor learning German, a system of analogy and comparison with other languages. Our best teachers are also enthusiastic about his methods of inculcating the art of speaking, of understanding the spoken language, of correct pronunciation ; the sensible and convenient original classification of nouns (in four declensions), and of irregular verbs, also deserves much praise. We also note the use of heavy type to indicate etymological changes in the paradigms and, in the exer- cises, the parts which specially illustrate preceding rules. Worman's Elementary Herman Reader. Worman's Collegiate German Reader. The finest and most judicious compilation of classical and standard German literature. These works embrace, progressively arranged, selections from the masterpieces of Goethe, Schiller, Koruer, Seume, Uhland, Freiligrath, Heine, Schlegel, Holty, Lenau, Wieland, Herder, Lessing, Kant, Fichte, Schelling, Winkelmann, Humboldt, Kanke', Raumer, Menzel, Gervinus, &c, and contain complete Goethe's " Iphigenie," Schiller's " Jungfrau ; " also, for instruction in modem conversational German, Benedix's " Eigensinn." There are, besides, biographical sketches of each author contributing, notes, explan- atory and philological (after the text), grammatical re.erences to all leading grammars, as well as the editor's own, and an adequate Vocabulary. Worman's German Echo. Worman's German Copy-Books, 3 Numbers. On the same plan as the most approved systems for English iDenmanship, with progressive copies. CHAUTAUQUA SERIES. First and Second Books in German. By the natural or Pestalozzian System, for teaching the language without the help of the Learner's Vernacular. By James H. Worman, A. M. These books belong to the new Chautauqua German Language Series, and are in- tended for beginners learning to speak German. The peculiar features of its method are : — 1. It teaches the language by direct appeal to illustrations of the objects referred to, and does not allow the student to guess what is said. He speaks from the first hour uiiderstandinglv and accurately. Therefore, 2. Grammar is taught both analytically and synthetically throughout the course. The beginning is made with the auxiliaries of tense and mood, because their kinship with the English makes them easily intelligible ; then follow the declensions of nouns, articles, and other parts of speech, always systematically arranged. It is easy to confuse the pupil by giving him one person or one case at a time. This pernicious practice is discarded. Books that beget unsystematic habits of thought are worse than worthless. 43 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. MODERN LANGUAGES — Continued. 3. The ru«s are introduced after the examples ; the purpose being to employ first the lower or sense faculty of the mind. 4. Everything is taught by contrast and association, to avoid overtaxing the memory at the expense of the reason. 5. The lessons convey much practical varied information, and engage the ob- serving as well as the thinking faculties of the learner's mind. In short, this brief series contains within its few pages all the essentials of German Grammar so presented that their mastery is easy, and the student prepared upon its completion to enter upon the study of the more recondite, complicated, and irregular principles of the language. From Prof. Schele de Vere, author of a French Grammar, Studies in English, d'c, &c, University of Virginia, Va. Prof. James H. Worm an. My dear Sir, — Your very liberal pub- lishers (Messrs. A. S. Barnes & Co.) have done me the honor to send me a copy of your excellent works, The First French and the Second German Book. It needed no introduction in the shape of compli- mentary notices sans nombres to call my attention to the eminent merits of these valuable publications. But I was sin- cerely glad that the public at large, as well as me, confreres litteraires dans ce departement de la Linguistique, have at length discerned the great advantages of your method, and enabled you and your publishers to bring out your works in a style so truly in sympathy with the in- trinsic value of the different volumes. Most unfortunately — for how I should delight to wield such exquisitely shaped and sharpened instruments to make my way into thick crania and dense brains ! — our university way of teaching does not admit of the admirable method pre- scribed in your volumes. The laws of the M^es are as hfr*"""-"* *!?^ here as the Decrees of Mr. ieffers^x, .*.„ . _ i I fan- cied I had obtained the victory, I found myself faced by a stern decree. All I can do, therefore, is to recommend your works most earnestly and most urgently, in the point of economy, to my young graduates, hundreds of whom leave us every harvest time, to scatter their seeds broadcast over the vast fields of the South, and to profess boldly their adherence to the confessions of their teachers. Wishing you heartily the best success, and hoping that I shall be able hereafter also modestly to assist you, I remain, very sincerely yours, Schele De Vere. From Head Master, Boston (Mass.) Normal School. Messrs. A. S. Barnes & Co., — I want to thank you for the copies of those beautiful little books for beginners in German and French prepared by Professor Wbrman. The Professor is taking his pupils along the right road rapidly and delight- fully. Whatever may be said of the tediou^- ness of learning the grammar of a new language, I think all will agree that the great labor is mastering the vocabulary. And it is just at this point that 1 think these books are of great use. The exercises are so developed out of pictured objects and actions, and are so well graduated that almost from the very outset they go alone. A beginner would have little use for a dictionary in reading the *' First French Book;" and yet the words are so introduced and so often used, that the meaning is kept constantly before the mind, without the intervention of a translation. By this means the pupil soon makes them his permanent possession. A dozen volumes as well graduated as these would do much to give the student an extended vocabulary. I trust Professor Worman will continue his good work. Yours very truly, L. Dunton. From Mr. R. T. Taylor, of Beaver, Pa. Messrs. A. S. Barnes & Co. Dear Sirs, — Your kindness in sending books appreciated. I have examined Pro- fessor Worman's " First French Book " and I think it the best thing of the kind I have ever seen. There is just enough of the grammar combined to make the natural method practicable. I shall introduce the work into my school this fall. We have been using Pro lessor Worman's German books and are very much pleased with them. The "Echo," in particular, de- lights pupils. They make more advance- ment in one year by this method than in two by the old manner of teaching. Wishing you success in your business, I am Yours very truly, R. T. Taylop-. 44 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. FRENCH. Worman's First Book in French. The first book in the companion series to the successful German Series by the same author, and intended tor those wishing to speak French. The peculiar features of Pro- fessor Worman's new method are : — 1. The French language is taught without the help of English. It appeals to pictorial illustrations for the names of objects. The learner speaks from the tirst hour understanding^. Grammar is taught to prevent missteps in composition. The laws of the language are taught analytically to make them the learner's own inferences (= deductions). Rapidity of progress by dependence upon association and contrasts. Strictly graded lessons and conversations on familiar, interesting, and instructive topics, providing the words and idioms of every-day life. Paradigms to give a systematic treatment to variable inflections. Heavy type for inflections, to make the eye a help to the mind. Hair line type for the silent letters, and links for words to be connected, in order to teach an accurate pronunciation. Worman's French Echo. This is not a mass of meaningless and parrot-like phrases thrown together for a tourist's use, to bewilder him when in the presence of a Frenchman. The " Echo de Paris " is a strictly progressive conversa.tional book, beginning with sim- ► pie phrases and leading by frequent repetition to a mastery of the idioms and of tfie every-day language used in business, on travel, at a hotel, in the chit-chat of society. It presupposes an elementary knowledge of the language, such as may be acquired from the First French Book by Professor Worman, and furnishes a running French text, allowing the learner of course to find the meaning of the words (in the appended Vocabulary), and forcing him, by the absence of English in the text, to think in French. 2. 3. 4. 5. 6. 7. 8. 9. 10. Cher Monsieur Worman, — Vous me demandez raon opinion sur votre " Echo de Paris " et quel usage j'en fais. Je ne saurais mieux vous repondre qu'en repro- duisant une lettre que j'ecrivais derniere- ment a un collegue qui etait, me disait-il, " bien fatigue de ces insipides livres de dialogues. " ** Vous ne connaissez done pas," lui disais-je, " TEcho de Paris,' edite par le Professor Worman? C'est un veritable tresor, merveilleusement adapte au devel- oppemeut de la conversation familiere et pratique, telle qu'ou la vent aujourd'hui. Cet excellent livre met successivement en scene, d'une maniere vive et interessante, toutes les circonstances possibles de la vie ordinaire. Voyez 1' immense avantage il vous transporte en France ; du premier mot, je m'imagine, et mes eleves avec moi, que nous sommes a Paris, dans la rue, sur une place, dans une gare, dans un salon, dans une chambre, voire meme a la cui- sine ; je parle comme avec des Frangais ; les eleves ne songent pas a traduire de l'anglais pour me repondre ; ils pensent en frariQais ; ils sont Frangais pour le moment par les yeux, par l'oreille, par la pensee. Quel autre livre pourrait produire cette illusion? ..." Votre tout aevoue, A. DE ROUGEMONT. Illustrated Language Primers. French and English. German and English. Spanish and English. The names of common objects properly illustrated and arranged in easy lessons. Pujol's Complete French Class-Book. Offers in one volume, methodically arranged, a complete French course — usually embraced in series of from five to twelve books, including the bulky and expensive lexicon. Here are grammar, conversation, and choice literature, selected from the best French authors. Each brancli is thoroughly handled ; and the student, having diligently completed the course as prescribed, may consider himself, without further application, au fait iu the most polite and elegant language of modern times. 45 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. MODERN LANGUAGES — Continued, Pujol's French Grammar, Exercises, Reader. 3 vols. These volumes contain Part I., Parts II. and III., and Part TV. of the Complete Class- Book respectively, for the convenience of scholars and teachers. The Lexicon is "bound with each part. Maurice-Poitevin's Grammaire Frangaise. American schools are at last supplied with an American edition of this famous text- wok. Many of our best institutions have for years been procuring it from abroad rather than forego the advantages it offers. The policy of putting students who have acquired some proficiency from the ordinary text-books, into a Grammar written in the vernacular, cannot be too highly commended. It affords an opportunity for finish and review at once, while embodying abundant practice of its own rules. ANCIENT LANGUAGES. LATIN. Searing's Virgil's JEneid. 1. It contains only the first six books of the ^Eneid. 2. A very carefully constructed Dictionary. 3. Sufficiently copious notes. 4. Grammatical references to four leading Grammars. 5. Numerous illustrations of the highest order. 6. A superb map of the Mediterranean and adjacent countries. 7. Dr. S. H. Taylor's " Questions on the iEneid. " 8. A Metrical Index, and an essay on the Poetical Style. 9. A photographic facsimile of an early Latin MS. 10. The text is according to Jahn, but paragraphed according to Ladewig. 11. Superior mechanical execution. "My attention was called to Searing's Virgil by the fact of its containing a vo- cabulary which would obviate the neces- sity of procuring a lexicon. But use in the class-room has impressed me most favorably with the accuracy and just pro- portion of its notes, and the general ex- cellence of its grammatical suggestions. The general character of the book, in its paper, its typography, and its engravings, is highly commendable and the facsimile manuscript is a valuable feature. I take great pleasure in commending the book to all who do not wish a complete edition of Virgil. It suits our short school courses admirably."— Henry L. Boltwood, Mas- ter Princeton High School, III. 46 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS, mESmS^ ; iuTi'i '^f iTmnlw] boPIS^ ' ' :. ■■■--■■■" ^J^\ik^&$ ipa&f\( ^^^^P ! |^^^^3i fir Mjf ! ] ' ; TjL^S ..:/.;', J H^ B ^^wl^^m ^^IctM R V f Is/Al/ ivmSI j||§§ Elm ijiffw : / 8 ll k iS^S it #^. I— ^JftHjKSI /m SaL« jj|Kl GREEK. Scarborough's First Lessons in Greek. A new two-term text-hook, with copious notes and references to the Grammars of Goodwin and Hadley, and an adequate Vocahulary. Designed as an Elementary Drill- hook on the inflections and syntax of the Greek language. I. These Lessons embrace all the essential points of the Greek etymology and syn- tax, and are sufficient to introduce the learner to Goodwin's Greek Reader, Xenophon's Anabasis, or similar Greek. II. The notes and references are full enough in every particular to give the student a thorough knowledge of the rudimentary forms, inflections, and principles of the Greek language. III. The verb is introduced early, so that the inflections of nouns and verbs are given side by side, and the pupil is at once made acquainted with complete sentences. IV. As the student advances, the principles of Greek syntax are gradually developed so that he is led step by step from the simple to the more complex. V. The book is divided into two parts. The first consists of seventy-eight lessons, with Greek and English lessons alternating. The second, of selections from the Anabasis (parts of the 1st and 6th chapters, Bk. I.) and the Memorabilia (the Choice of Hercules, Bk. II., chapter 1). VI. The book is sufficient for all purposes in rudimentary instruction. Fm n The Bclig'ous Herald, Hartford, Ct. " We are highly pleased with this ele- mentary work, the eighty-five lessons of part first may well be taken in fifteen to twenty weeks, and part second may be pursued to advantage, or the scholar may go directly from the first part to the Ana- basis. The arrangement of lessons is good, which the teacher will employ at his discretion so as to secure the most efficient work of his classes." " I have examined Professor Scarbo- rough's ' First Lessons in Greek ' with some care, and am much interested in the book. It is clear and accurate, de- velopes the subject naturally and easily and is handsomely printed, the methods of a practical teacher are everywhere seen." Wm. G. Frost, Professor of Greek, Oberlin College, Ohio. "I have examined Professor Scarbo- rough's 'First Lessons in Greek' with much care. I am exceedingly well pleased with the work and think it in every way well adapted to the uses for which it is intended. " Wm. H. Tibball, Principal of Poland (0.), Seminary. 47 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. SCHOOL MUSIC. The National School Singer. Bright, new music for the day school, embracing Song Lessons, Exercise Songs, Songs of Study, Order, Promptness, and Obedience, of Industry and Nature, Patriotic and Temperance Songs, Opening and Closing Songs ; in fact, everything needed in the school-room. By an eminent musician and composer. Jepson's Music Readers. 3 vols. These are not books from which children simply learn songs, parrot-like, but teach the subject progressively, the scholar learning to read music by methods similar to those employed in teaching him to read printed language. Any teacher, however igno- rant of music, provided he can, upon trial, simply sound the scale, may teach it without assistance, and will end by being a good singer himself. The " Elementary Music Reader," or first volume, fully develops the system. The two companion volumes carry the same method into the higher grades, bnt their use is not essential. The First Reader is also published in three parts, at thirty cents each, for those who prefer them in that form. Nash and Bristow's Cantara. The first volume is a complete musical text-book for schools of every grade. No. 2 is a choice selection of solos and part songs. The authors are Directors of Music in the public schools of New York City, in which these books are the standard of instruction. The Polytechnic. Collection of Part Songs for High and Normal Schools and Clubs. This work con- tains a quantity of exceedingly valuable material, heretofore accessible only in sheet form or scattered in numerous and costly works. The collection of " College Songs " is a very attractive feature. Curtis's Little Singer, — School Vocalist. Kingsley's School-Room Choir, — Young Ladies' Harp. Hager's Echo (A Cantata). SCHOOL DEVOTIONAL EXERCISE. Brooks's School Manual of Devotion. This volume contains daily devotional exercises, consisting of a hymn, selections of Scripture for alternate reading by teacher and pupils, and a prayer. Its value for open- ing and closing school is apparent. Brooks's School Harmonist. Contains appropriate tunes for each hymn in the " Manual of Devotion " described above. Bartley's Songs for the School. A selection of appropriate hymns of an unsectarian character, carefully classified and set to popular and "singable " tunes, for opening and closing exercises. The Secu- lar Department is full of bright and well-selected music. 49 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. TEACHERS' AIDS AND SCHOOL REQUISITES. CHARTS AND MAPS. Baade's Reading Case. This remarkable piece of school-room furniture is a receptacle containing a numbei of primary cards. By an arrangement of slides on the front, one sentence at a time is shown to the class. TweDty-eight thousand transpositions may be made, affording a variety of progressive exercises which no other piece of apparatus offers. One of its best features is, that it is so exceedingly simple as not to get out of order, while it may be operated with one finger. Clark's Grammatical Chart. Exhibits the whole science of language in one comprehensive diagram. Davies's Mathematical Chart. Elementary mathematics clearly taught to a full class at a glance. De Rupert's Philological and Historical Chart. This very comprehensive chart shows the birth, development, and progress of the literatures of the world ; their importance, their influence on each other, and the cen- tury in which such influence was experienced ; with a list for each country of standard authors and their best works. Illustrating also the division of languages into classes, families, and groups. Giving date of settlement, discovery, or conquest of all countries, with their government, religion, area, population, and the percentage of enrolment for 1872, in the primary schools of Europe and America. Eastman's Chirographic Chart. Family Record. Giffins's Number Chart. Teaches addition, subtraction, multiplication, and division. Size, 23x31 inches. Marcy's Eureka Tablet. A new system for the alphabet, by which it may be taught without fail in nine lessons. McKenzie's Elocutionary Chart. Monteith's Pictorial Chart of Geography. A crayon picture illustrating all the divisious of the earth's surface commonly taught in geography. Wm. L. Dickinson, Superintendent of in all good geographies. I think the Schools, Jersey City, says. chart would be a great help in any pri- "It is an admirable amplification of the mary department." system of pictorial illustration adopted Monteith's Reference Maps. School and Grand Series. Names all laid down in small type so that to the pupil at a short distance they are outline maps, while they serve as their own key to the teacher. Page's Normal Chart. The whole science of elementary sounds tabulated. ScofielcTs School Tablets. On five cards, exhibiting ten surfaces. These tablets .teach orthography, reading, object-lessons, color, form, &<*. Watson's Phonetic Tablets. Four cards and eight surfaces ; teaching pronunciation and elocution phonetically. For class exercises. Whitcomb's Historical Chart. A student's topical historical chart, from the creation to the present time, including results of the latest chronological research. Arranged with spares for summary, that pupils may prepare and review their own chart in connection with any text-book. Willard's Chronographers. Historical. Four numbers : Ancient chronographer, English chronograph er, Ameri- can chronograph er, temple of time (general). Dates and events represented to the eye- 50 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. APPARATUS. Bock's Physiological Apparatus. A collection of twenty-seven anatomical models. Harrington's Fractional Blocks. Harrington's Geometrical Blocks. These patent blocks are hinged, so that each form can be dissected, Kendall's Lunar Telluric Globe. Moon, globe, and tellurian combined. Steele's Chemical Apparatus. Steele's Geological Cabinet. Steele's Philosophical Apparatus. Wood's Botanical Apparatus. RECORDS. Cole's Self-Reporting Class Book. Foi saving the teacher's labor in averaging. At each opening are a full set of tables showing any scholar's standing at a glance, and entirely obviating the necessity of computation. Tracy's School Record. {gffittSffik} For keeping a simple but exact record of attendance, deportment, and scholarship. The larger edition contains also a calendar, an extensive list of topics for compositions and colloquies, themes for short lectures, suggestions to young teachers, &c. Benet's Individual Records. Brooks's Teacher's Register. Presents at one view a record of attendance, recitations, and deportment for the whole term. Carter's Record and Roll-Book. This is the most complete and convenient record offered to the public. Besides the usual spaces for general scholarship, deportment, attendance, &c, for each name and day, there is a space in red lines enclosing six minor spaces in blue for recording recitations. National School Diary. A little book of blank forms for weekly report of the standing of each scholar, from teacher to parent. A great convenience. REWARDS. National School Currency. A little box containing certificates in the form of money. The most entertaining and stimulating system of school rewards. The scholar is paid for his merits and fined for his short-comings. Of course the most faithful are the most successful in business. In this way the use and value of money and the method of keeping accounts are also taught. One box of currency will supply a school of fifty pupils. 51 THE NATIONAL SERIES OF STANDARD SCHOOL-BOOKS. PENMANSHIP, PENS, &c. Beers's System of Per dozen . Progressive Penmanship. This " round hand " system of Penmanship, in twelve numbers, commends itself by its simplicity and thoroughness. The first four numbers are primary books. Xos. 5 to 7, advanced books for boys. Nos. 8 to 10, advanced books for girls. Xos. 11 and 12, ornamental penmanship. These books are printed from steel plates (engraved by McLees), and are unexcelled in mechanical execution. Large quantities are annually sold. Beers's Slated Copy Slips. Per set All beginners should practise, for a few weeks, slate exercises, familiarizing them with the form of the letters, the motions of the hand and arm, &c, &c. These copy slips, 32 in number, supply all the copies found in a complete series of writing-books, at a trifling cost. Payson, Dunton, Per dozen . . & Scribner's Copy-Books. The National System of Penmanship, in three distinct series : (1) Common School Series, compri-iug the first six numbers ; (2) Business Series, Xos. 8, 11, and 12 ; (3) Ladies' Series, Xos. 7, 9, and 10. Fulton & Eastman's Chirographic Charts . . To embellish the school-room walls, and furnish class exercise in the elements of Penmanship. Payson's Copy-Book Cover. Per hundred . . Protects every page except the one in use, and furnishes ''lines" with proper slope for the penman, under. Patented. National Steel Pens. Card with all kinds . . . Pronounced by competent judges the perfection of American-made pens, and supe- rior to any foreign article. SCHOOL SERIES. School Pen, per gross $0.60 Academic Pen do 63 Fine Pointed Pen, per gross ... .70 POPULAR SERIES. Capitol Pen, per gross si 00 do. do. per box of 2 doz. . . .25 Bullion Pen (imit. gold) per gross .75 Ladies' Pen do. . . .63 Index Pen, per gross $0.75 BUSINESS SERIES. Albata Pen, per gross $0.40 Bank Pen, do. 70 Empire Pen do. 70 Commercial Pen, per gross ... .60 Express Pen, do. ... .75 Falcon Pen, do. ... .70 Elastic Pen, do. ... .75 Stimpson's Scientific Steel Pen. Per gross . . $1.50 One forward and two backward arches, ensuring great strength, well-balanced elas- ticity, evenness of point, and smoothness of execution. One gross in twelve contains a Scientific Gold Pen. Stimpson's Ink-Retaining Holder. Per dozen . $1.50 A simple apparatus, which does not get out of order, withholds at a single dip as much ink as the pen would otherwise realize from a dozen trips to the inkstand, which it supplies with moderate and easy flow. Stimpson's Gold Pen, $3.00 ; with Ink Retainer . $4.50 Stimpson's Penman's Card 25 One dozen Steel Pens (assorted points) and Patent Ink-retaining Pen-holder. the national series of standard miscellany. LIBRARY AND MISCELLANEOUS PUBLICATIONS. TEACHERS' WORKING LIBRARY. Object Lessons. Welch. This is a complete exposition of the popular modern system of "object-teaching," for teachers of primary classes. Theory and Practice of Teaching. Page. This volume has, without doubt, been read by two hundred thousand teachers, and its popularity remains undiminished, large editions being exhausted yearly. It was the pioneer, as it is now the patriarch, of professional works for teachers. The Graded School. Wells. The proper way to organize graded schools is here illustrated. The author has availed himself of the best elements of the several systems prevalent in Boston, New York, Philadelphia, Cincinnati, St. Louis, and other cities. The Normal. Holbrook. Carries a working school on its visit to teachers, showing the most approved methods of teaching all the common branches, including the technicalities, explanations, demon- strations, and definitions introductory and peculiar to each branch. School Management. Holbrook. Treating of the teacher's qualifications ; how to overcome difficulties in self and others ; organization ; discipline ; methods of inciting diligence and order ; strategy in management ; object-teaching. The Teachers' Institute. Fowle. This is a volume of suggestions inspired by the author's experience at institutes, in the instruction of young teachers. A thousand points of interest to this class are most satisfactorily dealt with. Schools and Schoolmasters. Dickens. Appropriate selections from the writings of the great novelist. The Metric System. Davies. Considered with reference to its general introduction, and embracing the views of John Quincy Adams and Sir John Herschel. The Student ; The Educator. Phelps. 2 vols. The Discipline of Life. Phelps. The authoress of these works is one of the most distinguished writers on education, and they cannot fail to prove a valuable addition to the School and Teachers' Libraries, being in a high degree both interesting and instructive. Law of Public Schools. Burke. By Finley Burke, Counsellor-at-Law. A new volume in " Barnes's Teachers' Library Series." 12mo, cloth. "Mr. Burke has given us the latest expositions of the law on this highly im- portant subject. I shall cordially com- mend his treatise." — Theodore Dwight, LL.D. From the Hon Joseph M. Beck, Judge of Supreme Court, Iowa. " I have examined with considerable *are the manuscript of ' A Treatise on the Law of Public Schools.' by Finley Burke, Esq., of Council Bluffs. In my opinion, the work will be of great value to school teachers and school officers, and to law- yers. The subjects treated of are thought- fully considered and thoroughly examined, and correctly and systematically arranged. The style is* perspicuous. The legal doc- trines of the work, so iar as I have been 53 THE NATIONAL SERIES OF STANDARD MISCELLANY. MISCELLANEOUS PUBLICATIONS — Continued. able to consider them, are sound. I have examined quite a number of the authori- ties cited ; they sustain the rules an- nounced in the text. Mr. Burke is an able and industrious member of the bar of the Supreme Court of this State, and has a high standing in the profession of the law." " I fully concur in the opinion of Judge Beck, above expressed." — John F. Dil- lon. New York, May, 1880. Sioux City, Iowa, May, 1880. I have examined the manuscript of Finley Burke, Esq., and find a full citation of all the cases and decisions pertaining to the school law, occurring in the courts of the United Stales. This volume contains Teachers' Handbook. Phelps. By William F. Phelps, Principal of Minnesota State Normal School. Embracing the objects, history, organization, and management of teachers' institutes, followed by methods of teaching, in detail, for all the fundamental branches. Every young teacher, every i>ractieal teacher, every experienced teacher even, needs this book. This is the key-note of the present excel- valuable and important information con- cerning school law, which has never before been accessible to either teacher or school officer. A. Armstrong, Supt. Schools, Sioux City, Iowa. Des Moines, May 15, 1880. The examination of " A Treatise on the Law of Public Schools," prepared by Fin- ley Burke, Esq. , of Council Bluffs, has given me much pleasure. So far as I know, there is no work of similar charac- ter now in existence. I think such a work will be exceedingly useful to lawyers, school officers, and teachers, and I hope that it may find its way into their hands. G. W. von Coelln, Supt. Public lust, for Iowa. lent volume. In view of the supreme importance of the teacher's calling, Mr. Phelps has presented an elaborate system of instruction in the elements of learning, with a complete detail of methods and processes, illustrated with an abundance of practical examples and enforced by judicious councils." From the New York Tribune. "The discipline of the school should prepare the child for the discipline of life. The country schoolmaster, accordingly, holds a position of vital interest to the destiny of the republic, and should neg- lect no means for the Avise and efficient discharge of his significant functions. Topical Course of Study. Stone. This volume is a compilation from the courses of study of our most successful public schools, and the best thought of leading educators. The pupil is enabled to make full use of any and all text-books bearing on the given topics, and is incited to use all other information within his reach. American Education. Mansfield. A treatise on the principles and elements of education, as practised in this country, with ideas towards distinctive republican and Christian education. American Institutions. De Tocqueville. A valuable index to the genius of our Government. Universal Education. Mayhew. The subject is approached with the clear, keen perception of one who has observed its necessity, and realized its feasibility and expediency alike. The redeeming and elevating power of improved common schools constitutes the inspiration of the volume. Oral Training Lessons. Barnard. The object of this very useful work is to furnish material for instructors to impart orally to their classes, in brandies not usually taught in common schools, embracing all departments of natural science and much general knowledge. Lectures on Natural History. Chadbourne. Affording many themes for oral instruction in this interesting science, especially in schools where it is not pursued as a class exercise. 54 THE NATIONAL SERIES OF STANDARD MISCELLANY. MISCELLANEOUS PUBLICATIONS — Continued. Outlines of Mathematical Science. Davies. A manual suggesting the best methods of presenting mathematical instruction on the part of the teacher, with that comprehensive view of the whole which is necessary to the intelligent treatment of a part, in science. Nature and Utility of Mathematics. Davies. An elaborate and lucid exposition of the principles which lie at the foundation of pure mathematics, with a highly ingenious application of their results to the develop- ment of the essential idea of the different branches of the science. Mathematical Dictionary. Davies and Peck. This cyclopaedia of mathematical science defines, with completeness, precision, and accuracy, every technical term; thus constituting a popular treatise on each branch, and a general view of the whole subject. How Not to Teach. Giffin. A collection of one hundred things the teacher should not do, with the reasons why. Also, an appendix, containing apt quotations for use in schools. How to Teach. Giffin. (In press.) The Popular Educator. Barnes. In seven volumes, containing interesting and profitable educational miscellany. Liberal Education of Women. Orton. Treats of " the demand and the method ; " being a compilation of the best and most advanced thought on this subject, by the leading writers and educators in England and America. Edited by a professor in Vassar College. Education Abroad. Northrop. A thorough discussion of the advantages and disadvantages of sending American children to Europe to be educated ; also, pajiers on legal prevention of illiteracy, study, and health, labor as an educator, and other kindred subjects. The Teacher and the Parent. Northend. A treatise upon common-school education, designed to lead teachers to view their calling in its true light, and to stimulate them to fidelity. The Teachers' Assistant. Northend. A natural continuation of the author's previous work, more directly calculated for daily use in the administration of school discipline and instruction. School Government. Jewell. Full of advanced ideas on the subject which its title indicates. The criticisms upon current theories of punishment and schemes of administration have excited general attention and comment. Grammatical Diagrams. Jewell. The diagram system of teaching grammar explained, defended, and improved. The curious in literature, the searcher for truth, those interested in new inventions, as well as the disciples of Professor Clark, who would see their favorite theory fairly treated, all want this book. There are many who would like to be made familiar with this system before risking its use in a class. The opportunity is here afforded. The Complete Examiner. Stone. Consists of a series of questions on every English branch of school and academic instruction, with reference to a given page or article of leading text-books where the answer may be found in full. Prepared to aid teachers in securing certificates, pupils in preparing for promotion, and teachers in selecting review questions. 55 THE NATIONAL SERIES OF STANDARD MISCELLANY, MISCELLANEOUS PUBLICATIONS — Continued. School Amusements. Root. To assist teachers in making the school interesting, with hints upon the manage- ment of the school-room. Rules for military and gymnastic exercises are included. Illustrated by diagrams. Institute Lectures. Bates. These lectures, originally delivered before institutes, are based upon various topics in the departments of mental and moral culture. The volume is calculated to prepare the will, awaken the inquiry, and stimulate the thought of the zealous teacher. Method of Teachers' Institutes. Bates, Sets forth the best method of conducting institutes, with a detailed account of the object, organization, plan of instruction, and true theory of education on which such instruction should be based. History and Progress of Education. The systems of education prevailing in all nations and ages, the gradual advance to the present time, and the bearing of the past upon the present, in this regard, are worthy of the careful investigation of all concerned in education. Higher Education. Atlas Series. A collection of valuable essays. Contents. International Communication by Lan- guage, by Philip Gilbert Hamerton ; Reform in Higher Education ; Upper Schools, by President James McCosh ; Study of Greek and Latin Classics, by Prof. Charles Elliott ; The University System in Italy, by Prof. Angelo de Gubernatis, of fhe University of Florence ; Universal Education, by Ray Palmer ; Industrial Art Educa- tion, by Eaton S. Drone. LIBRARY OF LITERATURE. Milton's Paradise Lost. (Boyd's Illustrated Edition.) Young's Night Thoughts. do. Cowper's Task, Table Talk, &c. do. Thomson's Seasons. do. Pollok's Course of Time. do. These works, models of the best and purest literature, are beautifully illustrated, and notes explain all doubtful meanings. Lord Bacon's Essays. (Boyd's Edition.) Another grand English classic, affording the highest example of purity in language and style. The Iliad of Homer. (Translated by Pope.) Those who are unable to read this greatest of ancient writers in the original should not fail to avail themselves of this standard metrical version. Pope's Essay on Man. This is a model of pure classical English, which should be read, also, by every teacher and scholar for the sound thought it contains. Improvement of the Mind. Isaac Watts. No mental philosophy was ever written which is so comprehensive and practically useful to the unlearned as well as learned reader as this well-known book of Watts. Milton's Political Works. Cleveland. This is the very best edition of the great poet. It includes a life of the author, notes, dissertations on each poem, a faultless text, and is the only edition of Milton with a complete verbal index. 56 THE NATIONAL SERIES OF STANDARD MISCELLANY, MISCELLANEOUS PUBLICATIONS — Continued. Compendium of English Literature. Cleveland. English Literature of XlXth Century. Cleveland. Compendium of American Literature. Cleveland. Nearly one hundred and fifty thousand volumes of Professor Cleveland's inimitable compendiums have been sold. Taken together they present a complete view of litera- ture. To the man who can afford but a few books these will supply the place of an extensive library. From commendations of the very highest authorities the following extracts will give some idea of the enthusiasm with which the works are regarded by scholars : — "With the Bible and your volumes one might leave libraries without very painful regret. " " The work cannot be found from which in the same limits so much interesting and valuable information may be obtained." " Good taste, fine scholarship, familiar acquaintance with literature, unwearied industry, tact acquired by practice, an interest in the culture of the young, and regard for truth, purity, philanthropy, and religion are united in Mr. Cleveland." " A judgment clear and impartial, a taste at once deli- cate and severe." "The biographies are just and discriminating." "An admirable bird's-eye view." "Acquaints the reader with the characteristic method, tone, and quality of each writer." " Succinct, carefully written, and wonderfully comprehensive in detail," &c, &c. Old New York Plate. [From Mrs. Martha J. Lamb's " History of the City of New York."] 57 THE NATIONAL SERIES OF STANDARD MISCELLANY, MISCELLANEOUS PUBLICATIONS — Continued. LIBRARY OF HISTORY. Ancient and Mediaeval Republics. Mann. A review of their institutions, and of the causes of their decline and fall. By Henry Mann. 8vo. 584 pages, cloth. Outlines of General History. Gilman. The number of facts which the author has compressed into these outline sketches is really surprising ; the chapters on the Middle Ages and feudalism afford striking ex- amples of his power of succinct but comprehensive statement. In his choice of representative periods and events in the histories of nations he shows very sound judg- ment, and his characterization of conspicuous historical figures is accurate and impartial. Great Events of History. Collier. This celebrated work, edited for American readers by Prof. O. R. "Willis, gives, in a series of pictures, a pleasantly readable and easily remembered view of the Christian era. Each chapter is headed by its central point of interest to afford association for the mind. Delineations of life and manners at different periods are interwoven. A geo- graphical appendix of great value is added. History of England. Lancaster. An arrangement of the essential facts of English history in the briefest manner consistent with clearness. With a fine map. A Critical History of the Civil War. Mahan. By Asa Mahau, LL.D., author of "Intellectual Philosophy," "Elements of Logic," &c. * First president of Oberlin College, Ohio. With au introductory letter by Lieut- Gen. M. W. Smith of the British army. 8vo. 450 pages. Cloth. The plan of this work is to i>resent, not the causes and details of facts which led to the war, but the conduct and management of the war on the part of those concerned. It is a matter of present and future importance to Americans to know not only how the war was conducted, but also how it might have been more successfully carried on. The author lias made the science of war a subject of careful and protracted study, and his views are pronounced and scientific. He takes strong ground, writes with vigor, and the interest of the reader is fully sustained from the beginning to the close of the book. His conclusions have already passed into history, and this work will be regarded as one of the most important contributions to the literature of the subject. Europe under Napoleon First. Alison. A history of Europe from 17S9 to 1815. By Archibald Alison. Abridged by Edward S. Gould. 1 vol. 8vo, with appendix, questions, and maps. 550 pages. " It seems to me an excellent abridg- ment. . . . Written in clear and chaste style, presenting the narrative in exact form for the general reader. . . . "—Judge Joseph Story. "One of the best abridgments lever saw. The material facts are all retained, and Mr. Gould has displayed great indus- try and skill in preserving the substance of so great a history." — Chancellor James Kent. History of Rome. Ricord. An entertaining narrative for the young. Illustrated. Embracing successively, The Kings, The Republic, The Empire. History of the Ancient Hebrews. Mills. The record of "God's people" from the call of Abraham to the destruction of Jeru- salem ; gathered from sources sacred and profane. The Mexican War. Mansfield. A history of its origin, and a detailed account of its victories ; with official despatches, the treaty of peace, and valuable tables. Illustrated. 59 THE NATIONAL SERIES OF STANDARD MISCELLANY, MISCELLANEOUS PUBLICATIONS — Continued. Early History of Michigan. Sheldon. A work of value and deep interest to the people of the West. Compiled unc^r the supervision of Hon. Lewis Cass. Portraits. History of Texas. Baker. A pithy and interesting resume. Copiously illustrated. The State constitution and extracts from the speeches and writings of eminent Texans are appended. Magazine of American History. 8 volumes. Illustrated. A collection of valuable data relating to American History. Points of History. For schools and colleges. By John Lord, LL.D. , author of "Old Roman World," " Modern History," &e. Barnes's Popular History of the United States. 1 vol. This superbly illustrated work is by the author of ''Barnes's Brief Histories "( for schools). The leading idea is to make American history popular for the masses, and especially with the young. The style is therefore life-like and vivid, carrying the reader along by the sweep of the story as in a novel, so that when he begins an account of an important event he cannot very well lay down the book until he finishes. It is complete from the earliest times to date. " Barnes's Popular History of the United States " was undertaken at the close of the first hundred years of American Independence. The author proposed to give to the whole people of the United States and the world a thoroughly impartial history of America, from the mound-builders to the present time. As such it was necessary to steer free from whatever in recent history would arouse sectional animosity or party bitterness. He determined to meet all questions of burning moment in the judicial rather than controversial spirit, and while giving to every event its due importance, he would seek to avoid controversy by the gentle word ''that turneth away wrath." The work is now finished down to President Arthur's administration. In it the truth of American history is impartially given in true historic form, without fear or favor. It is a work that all sections of the country can read and enjoy. Although the author is a Northern man and soldier, his work is popular and widely used as a text-book East, West, North, and South. An Alabama teacher lately wrote as follows : '' We are using your history and like it, though it does nH favor us rebels." And so it is liked throughout the country, because it does n't favor any side at the expense of truth and justice. Instead of being spread out in many volumes, more or less didactic, statistical, or dry, the book is complete in one royal 8vo volume of 850 pages, with 14 full-page steel engravings and 320 text illustrations on wood, engraved by eminent artists. It is fully up" to the times and includes an account of President Garfield's brief administration and tragic death. Mrs. Martha J. Lamb's History of New York City. 2 vols., cloth. This is a complete survey of 'the history of New York from early settlement to the present time. It opens with a brief outline of the condition of the Old World prior to the settlement of the New, and proceeds to give a careful analysis of the two great Dutch Commercial Corporations to which New York owes its origin. It sketches the rise and growth of the little colony on Manhattan Island ; describes the Indian wars with which it was afflicted ; gives color and life to its Dutch rulers ; paints its subju- gation by the English, its after vicissitudes, the Revolution of 1689 ; in short, it leads the reader through one continuous chain of events down to the American Revolution. Then, gathering up the threads, the author gives an artistic and comprehensive account, of the progress of the city, in extent, education, culture, literature, art, and political and commercial importance during the last century. Prominent persons are introduced in all the different periods, with choice bits of family history, and glimpses of social life. The work contains maps of the city in the different decades, and several rare 80 1 THE NATIONAL SERIES OF STANDARD MISCELLANY, MISCELLANEOUS PUBLICATIONS — Continued. portraits from original paintings, which have never before been engraved. The illus- trations, about 320 in number, are all of an interesting and highly artistic character. "Widely welcomed both for its abun- "There is warmth and color and life in dant stores of information and the attrac- every passage." — New York Sun. tions of the narrative." — Xew York "The work has been done faithfully Tribune. and picturesquely. " — The Xation. Carrington's Battles of the Revolution. A careful description and analysis of every engagement of the War for Independence, with topographical charts prepared from personal surveys by the author, a veteran officer of the United States army, and Professor of Military Science in Wabash College. Baker's Texas Scrap-Book. Comprising the history, biography, literature, and miscellany of Texas and its people. A valuable collection of material, anecdotical and statistical, which is not to be found in any other form. The work is handsomely illustrated. DICTIONARIES AND ENCYCLOP/EDIAS. Home Cyclopaedia of Literature and Fine Arts. Index to terms employed in belles-lettres, philosophy, theology, law, mythology, painting, music, sculpture, architecture, and all kindred arts. By Geo. Ripley and Chas. A. Dana. The Rhyming Dictionary, Walker. A serviceable manual to composers, being a complete index of allowable rhymes. Dictionary of Synonymes ; or, The Topical Lexicon. Williams. Terms of the English language classified by subjects and arranged according to their affinities of meaning, with etymologies, definitions, and illustrations. A very enter- taining and instructive work. Hawaiian Dictionary. Mathematical Dictionary. Davies and Peck. A thorough compendium of the science, with illustrations and definitions. Kwong's Dictionary. A dictionary of English phrases. With illustrative sentences. With collections of English and Chinese proverbs, translations of Latin and French phrases, historical sketch of the Chinese Empire, a chronological list of the Chinese dynasties, brief biographical sketches of Confucius and of Jesus, and complete index. By Kwong Ki Chin, late member of the Chinese Educational Mission in the United States, and for- merly principal teacher of English in the Government School at Shanghai, China. 900 pages. Svo, cloth. From the Hartford Courunt. From the Xew York Xation. " The volume shows great industry and " It will amaze the saud-lot gentry to be apprehension of our language, and is one informed that this remarkable work will of the most curious and interesting of supjtlement our English dictionaries even linguistic works." for native Americans." BARNES'S LIBRARY OF BIOGRAPHY. The Life of President Garfield, From Birth to Presidency, by Major J. M. Bundy, editor Xew York " Evening Mail- Express." From Mentor to Elberon, by Col. A. F. Rockwell. Oration and Eulogy, by Hon. James G. Blaine. This life of our martyred President, by Major Bundy, Mr. Blaine, and Colonel Rockwell, 61 THE NATIONAL SERIES OF STANDARD MISCELLANY. MISCELLANEOUS PUBLICATIONS — Continued. who was with the President before and after the assassination, is the most correct and authentic. Major Bundy visited General Garfield at Mentor, by invitation, and received ail the facts relating to his life to the day of his nomination, from the General's lips. General Garfield showed his appreciation of it by recommending it to the Republican Committee as the book lie wished them to circulate. They showed their. appreciation by circulating many thousands of copies among their speakers and friends. The por- trait was made under General and Mrs. Garfield's supervision, and gives altogether the best idea of the man, his face, head, and figure. The history of his life was completed by Colonel Rockwell. The Autobiography of Rev. Chas. G. Finney, The revivalist preacher and first president of Oberlin College. With steel portrait. Edited by Pres. J. H. Fairchild, of Oberlin. One vol., 12mo, cloth. Dr. Finney was the greatest and most successful evangelist of modern times. His labors extended not only throughout a large territory in the United States, but in Great Britain and Ireland, and he produced a most powerful impression. This memoir describes the scenes he passed through in the most vivid language, and covers the entire period of his life, from the time of his conversion to the close of his career. Memoirs of P. P. Bliss. With steel portrait of Mr. and Mrs. Bliss and two children. By Major D. W. Whittle. With a complete collection of Mr. Bliss's tunes and hymns, many of which are here published for the first time. Containing also contributions by Mr. Moody, Mr. Sankey, Dr. Goodwin, and others. 8vo, cloth, *2.00 ; cloth, gilt edges, #2.50. Every one knows the hymns, work, and tragic death of Mr. Bliss. This book should be on the shelves in every Christian household. The Life and Speeches of Henry Clay. New edition. Complete in one volume. Compiled and edited by Daniel Mallory. 1,325 pages, 8vo, cloth, steel plates, portraits, and other illustrations. This is the best life of Henry Clay. It contains a full sketch of his life and all his speeches, — his most important speeches in full and his less important ones in part. It also contains an epitome of the Compromise Measures, the Obituary Addresses and Eulogies by Senators Underwood, Cass, Hunter, Hall, Clemens, Cooper, Jones, of Iowa, and Brooke ; and Representatives Breckinridge, Ewing, Caskie, Chandler, of Pennsyl- vania, Bayley, Venable, Haven, Brooks, of New York, Faulkner, of Virginia, Parker, Gentry, Bowie, and Walsh. Also the funeral sermon, by the Rev. C. M Butler, Chap- lain of the Senate, and various important correspondence not elsewhere published. Henry Clay's Last Years. Colton. Garibaldi's Autobiography. From his birth to his retirement at Caprcra ; including the most eventful period of his lire. Translated from manuscript by Theodore Dwight, author of "A Tour in Italy," and "The Roman Republic." Embellished with portrait engraved on steel. 12m o. 400 pages. The Life and Services of Lieut. -Gen. Winfield Scott, Including his brilliant achievements in the War of 1812 and in the Mexican War, and the part played by him at the opening of the Civil War of 1862. By Edward D. Mans- field, LL.D. 12mo, cloth, illustrated. 550 pages. Lives of the Signers. Dwight. The memory of the noble men who declared our country free, at the peril of their own " lives, fortunes, and sacred honor," should be embalmed in every American's heart. Life of Sir Joshua Reynolds. Cunningham. A candid, truthful, and appreciative memoir of the great painter, with a compilation of his discourses. The volume is a text-book for artists, as well as those who would acquire the rudiments of art. With a portrait. 62 rHE NATIONAL SERIES OF STANDARD MISCELLANY. MISCELLANEOUS PUBLICATIONS* — Continued. Prison Life. Interesting biographies of celebrated prisoners and martyrs, designed especially for the instruction and cultivation of youth. Men of Mark. Bryant, Longfellow, Poe, Charles Tennyson Turner, Macanlay, Freeman, Curtius, George TicKuor, Sumner, John Stuart Mill. By Edwin P. Whipple, Edward A. Freeman, and others. 275 pages, Svo, paper covers. The Hero of Cowpens. This book presents a complete history of the lives of heroic Daniel Morgan and of Benedict Arnold. These Revolutionary characters are viewed in varied lights, and the author ht,s produced a most captivating historical sketch, as interesting as a romance. Autobiography of Havilah Mowry, Jr. A City missionary. BARNES'S LIBRARY OF TRAVEL. Silliman's Gallop among American Scenery; Or, Sketches of American Scenes and Military Adventure. By Augustus E. Silliman. 3.38 pages, Svo, illustrated. It is a moot agreeable volume, and we commend it to the lovers of the " sparkling " style of literature. It carries the reader through and past many of the spots, North and South, made memorable by events of the Revolution and the War of 1812. Texas : the Coming Empire. McDaniel and Taylor. Narrative of a two-thousand-mile trip on horseback through the Lone Star Stale; with lively descriptions of people, scenery, and resources. Life in the Sandwich Islands. Cheever. The ■' heart of the Pacific, as it was and is," shows most vividly the contrast between the depth of degradation and barbarism and the light and liberty of civilization, so rapidly realized in these islands under the humanizing influence of the Christian religion. Illustrated. The Republic of Liberia. Stockwell. Tnis volume treats of the geography, climate, soil, and productions of this interesting country on the coast of Africa, with a history of its early settlement. Our colored citizens especially, from whom the founders of the new State went forth, should read Mr. Stockwell's account of it. It is so arranged as to be available for a school reader, and in colored schools is peculiarly appropriate as an instrument of education for the young. Liberia is likely to bear an important part in the future of their race. Discoveries among the Ruins of Nineveh and Babylon. With 20 illustrations and a complete index. By Austen H. Layard, M. P. Abridged edition. 550 pages, 12mo, cloth. Monasteries of the East. Embracing descriptions from personal observation of Egypt in 1883 ; the patron Lakes, the Convent of the Pulley, the Rained Monastery at Thebes, the White Monas- tery, the Island of Philoe, &c. /Jerusalem, the Monastery of St. Sabba, and the Mon- asteries of Metesra, Saint Athos. By Robert Curzon, Jr. '400 pages, 12mo, cloth. A Run through Europe. By Hon. Erastus C. Benedict, late Chancellor of the University of New York. A six months' tour through the galleries and capitals of Europe, bva most intelligent observer, in the year 1867. 12mo, cloth. 63 THE NATIONAL SERIES OF STANDARD MISCELLANY. MISCELLANEOUS PUBLICATIONS - Continued. Eighteen Months on a Greenland Whaler. By Joseph P. Faulkner, an "ex-assistant whale-eateher in an American schooner," and author of other recollections of the sea. 318 pages, i6mo, cloth. The Polar Regions ; Or, The First Search After Sir John Franklin's Expedition. By Lieut. Sherard Osborn, commanding H. M. S. Pioneer (the first steam vessel that ever penetrated the Northern sea). 212 pages, 12mo, cloth. St. Petersburg. Jermann. Americans are less familiar with the history and social customs of the Russian peo- ple than those of any other modern civilized nation. Opportunities such as this book affords are not, therefore, to be neglected. Thirteen Months in the Confederate Army. The author, a Northern man conscripted into the Confederate service, and rising from the ranks by soldierly conduct to positions of responsibility, had remarkable oppor- tunities for the acquisition of facts respecting the conduct of the Southern armies, and the policy and deeds of their leaders. He participated in many engagements, and his book is one of the most exciting narratives of adventure ever published. Mr. Steven- son takes no ground as a partisan, but views the whole subject as with the eye of a neutral, only interested in subserving the ends of history by the contribution of impartial facts. Illustrated. The Isthmus of Tehauntepec. Anderson. Svo, cloth. A history of the Isthmus from earliest times to the present, w\ J h an account of -ailroad enterprises and valuable maps and charts. BARNES'S RELIGIOUS LIBRARY. Ray Palmer's Poetical Works. An exquisite edition of the complete hymns and other poetical writings of the most eminent of American sacred poets, author of " My Faith Looks up to Thee." Formation of Religious Opinions. Palmer. Hints for the benefit of young people who have found themselves disturbed by inward questionings or doubts concerning the Christian faith. Nine Lectures on Preaching. Dale. By Rev. R. W. Dale, of England. Delivered at Yale College. Contents : Perils of Young Preachers ; The Intellect in Relation to Preaching ; Reading ; Preparation of Sermons ; Extemporaneous Preaching ; Evangelistic Preaching ; Pastoral Preaching ; Conduct of Public Worship. Dale on the Atonement. The theory and fact of Christ's atonement profoundly considered. The Service of Song. Stacy. A treatise on singing, in public and private devotion. Its history, office, and impor- tance considered. " Remember Me." Palmer. Preparation for the Holy Communion. Bible Lands Illustrated. A pictorial hand-book of the antiquities and modern life of all the sacred countries. By Henry C. Fish, D.D. With six hundred engravings and maps, one thousand eluci- dated Scripture texts, and two thousand indexed subjects. 8vo, cloth, 900 pages. 64 LIBRARY OF CONGRESS 003 128 388 7 fHHH ■i mm . Warn Wmr mm W&m&Sfo ytfyty, asm WW, li Will in