PROFESSOR IN THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY, LATE DIRECTOR
OF MODERN LANGUAGES IN THE BOSTON PUBLIC HIGH

AND LATIN SCHOOLS.

BOSTON, U.S.A.

GINN & COMPANY, PUBLISHERS.

1895.

PREFACE.

ALTHOUGH the number of French Grammars is large, few persons will deny that great improvements on the existing school books are possible and consequently desirable.

It has seemed to me that most practical methods do not give to the student even a general survey of grammatical questions. I do not believe that a complete statement of such questions is possible or desirable in a school book; but the multiplicity of rules divided among separate lessons often produces the impression that any one of several alternatives may be used according to the will of some undefinable power embodied in a grammarian. Or else, if one is allowed the use of a German expression which renders the thought very accurately, the student does not see the forest because there are too many trees in his way.

I have given several years of thought to the preparation. of the book which I now offer to the public. I can assure my colleagues that no effort has been spared to make it acceptable to them.

No doubt, many teachers may have been using a method similar to the one I propose; my ambition is, to simplify their task.

The first part is composed of practical lessons. Each lesson begins with a few French sentences, or an extract from some French author, on which the lesson is based. Then follow questions in French to be answered orally or in writing, as the teacher may prefer. I should advise both methods. The questions may be varied and multiplied as the case may require.

Then follow grammatical references to the second part, and exercises or tasks to be extended or reduced ad libitum. These are followed by two sets of sentences to be translated into French. Those marked a are simple and easy, those marked bare more difficult, and may be reserved for a review. And finally there is a motto, a sentence, or a stanza to be memorized.

This plan will allow to a considerable extent the use of French in the class room, even from the beginning. I believe that the oral part of the exercises will satisfy teachers who are convinced of the great importance of giving their pupils some knowledge of French pronunciation, of imparting to them the faculty of understanding the spoken language, and of speaking themselves as much as circumstances will permit. That good results are thus

obtained is a matter of fact.

If, however, some teachers should decide, for reasons satisfactory to themselves, that they ought not to give time to oral exercises, both questions and translations can be used for written tasks.

The second part is a plain exposition of what I consider to be the essentials of French Grammar for English-speaking students. It is not to be studied by itself, but pupils should continually refer to it while studying the first part.

I have not attempted the impossible task of rendering French pronunciation by English equivalents. I know of but two satisfactory ways of learning to pronounce. If one will make a study of the science of Phonetics, he can arrive at excellent results and understand an accurate representation of sounds: it would be an absurdity to attempt anything of the kind in a book destined for the mass of pupils. But I hope that the time is not far distant when most teachers of language will give this point the attention which it so fully deserves, and which has so generally been refused.

The best way of mastering the pronunciation is to follow a competent teacher. The pupil ought not to be left to his own devices, or even to his own inferences.

Let the

teacher read the lesson first, and the pupil imitate him.

Remarks on pronunciation, and some practical hints for their application will be found immediately after this preface. They are meant as a help to the oral lessons of the teacher.

A key to the exercises contained in this volume will soon be at the disposition of teachers; and a Reader to accompany the grammar will shortly follow.

It is a great pleasure to express my thanks to the kind friends who have assisted me in the laborious task of reading the proofs, and have helped me with many suggestions. I may here name Miss M. R. Wisemann; Messrs. Capen, Freeborn, and Rollins, of the Boston Latin School; Lebon, of the English High School, Boston; and Charles H. L. N. Bernard, of the Mass. Institute of Technology. But for their labors, this work would have been more imperfect than it is.

ALPHONSE N. VAN DAELL.

BOSTON, May, 1893.