masculin et féminin. Master-trois; Class-trois. Master-quatre; Class-quatre; and so on to cent, inclusively, for the first lesson. The Master and Class will now spell aloud from their book the first ten words of the column adjoining to the numbers, in the following manner: Master-à, accent grave; Class-à, accent grave. Master-de ; Classde. Master-d; Class-d. Master-e; Class-e. Master-de; Class -de. Master-avant ; Class—avant. Master—a, a ; Class—a, a. Master -v; Class--v. Master-a; Class--a. Master-n; Class-n. Master -t; Class-t. Master-vant; Class-vant. Master-avant; Class erant; and so on for the other words.* This concluded, every one of the above words will be pronounced again entire by the Master and Class, thus: Master-à; Class-à. Master -de; Class-de. Master--avant; Class-avant; and so on with every other word that has been spelt. The ten words just spelt are to be committed to memory, and then recited with the other lessons the next school-day. The Class must now be directed to refer to the second volume of "Nature Displayed," page 1, and the Master is to pronounce each word of the infinitive, and the four first tenses of the indicative mood, of the verb avoir, for the first lesson, thus: Master-infinitive present, avoir; Class -avoir. Master-past, avoir eu ; Class—avoir eu: and so on to the end of the four simple tenses of the indicative mood. This portion of the verb must be committed to memory, and then recited with the other lessons the next school-day.† The Class will now open the first volume of "Nature Displayed," from which five lessons will be given. From page 1 the Master will read four French phrases, or as many as he may think necessary. For example: Master (reads the whole phrase)—prétez-moi un de vos livres. The Class repeat after him as well as they can-prêtez-moi un de vos livres. • When there are any idiomatical phrases or peculiar modes of expression, consisting of several words, to be spelt by the Master and the Class, they must be considered as making but a single word; since, though compound in expression, they represent but one idea. Let us exemplify, for instance, the spelling of à la Russe, a mode of expression occurring at page xxvi. opposite No. 451. Master-à la Russe; Class-à la Russe. Master-à, accent grave à; Class-d, accent grave à. Master-7; Class-1. Master-a; Class-a Master-la; Class-la. Master-la; Class-à la. Master R, lettre majuscule; Class-R, lettre manuscuïe. Master %; Class-u. Master-Ru; Class-Ru. Master-à la Ru; Class—à la Ru. Master-double ss ; Class-double ss. Master-e; Class e. Master-sse; Class-sse. Master--à la Russe; Class -ù la Russe. And so on for all such modes of expression. + It must be observed here, that this part of the work is preferred to any other as a commencement, in order to impress the learner with an idea of the importance of the verb, without which phrase, or, in other terms, no thought, can be expressed. Master (repeats the phrase by detached words)—prêtez-moi ; Class (repeat)-prétez-moi. Master-Un ; Class-Un. Master-de vos; Classde vos. Master-Livres ; Class-Livres. Master-Prêtez-moi un de vos livres; Class-Prêtez-moi un de vos livres. Master proceeds to the marginal words (which he never fails to do, after having read a phrase), thus: Un, masculin; Class-Un, masculin. : The other phrases of this lesson, and their marginal words, will be attended to in a similar manner; the same process will be pursued for the second, third, and fourth lessons, in the second Vocabulary, at pages 82 and 90, aud at page 138;* and for the fifth and last lesson at page 303.† We now return to the second volume of this work, page 105, from which the Class will read the questions, and the Master the answers, of Conversation First, on the Analysis of the Parts of Speech, thus:Class (simultaneously and aloud)—What are words? Master (alone) --The signs or representations of our ideas and thoughts. And so on to the end of this conversation. The teacher will, in the course of the lesson, make such remarks as be may deem necessary. After this he will proceed with the Class to the "Lecteur Français," première partie, at the end of this Volume, and explain as much as time will permit. This exercise will be conducted in the following manner: Master-Bonjour, Charles; Class-Bonjour, Charles. Master-Good day, Charles, Bonjour, Charles; Class-Bonjour, Charles. Master— Vencz vous asseoir; Class-Venez vous asseoir. Master-Come and sit, venez vous asseoir; Class-Venez vous asseoir. Master-sur; Class-sur. Master-on, or upon, sur ; Class-sur. Master-cette petite chaise; Class ―cette petite chaise. Master-this little chair, cette petite chaise ; Class -cette petite chaise. Master-qui; Class-qui. Master—which, qui ; Class-qui. Master-est; Class-est. Master-is, est; Class,-est. A superficial view of the subject might expose me to censure for not having given, as the first phrases which should be committed to memory, those which relate to the more immediate wants of man, as food, raiment, &c. To this I reply, that I have followed the method best calculated to promote the speedy progress of the student; and that it is more important for him to treasure up in his memory the abstract terms which most frequently occur in the refined languages of civilized nations, than nouns, which may be called natural terms: and further, that, by having a comparatively small number of abstract terms at his command, he may himself construct on them an immense variety of phrases, and very soon understand the most difficult writers; and, lastly, if want of time should prevent the scholar from learning the whole of the tasks, that on the nouns may be dispensed with. All these remarks apply, however, to learning a language out of the country in which it is spoken; for, if French were learned in France on this plan, the phrases on nouns, for very obvious reasons, would become the most important of all. + Learners, in committing French phrases to memory, ought never to loose sight of the prits Master-à mes pieds; Class-à mes pieds. Master-at my feet, à mes pieds; Class—à mes pieds. Master-Bonjour, Charles. Venez vous assevir sur cette petite chaise qui est à mes pieds; Class-Bonjour, Charles. Venez vous asseoir sur cette petite chaise qui est à mes pieds. And so on for every phrase or sentence which is the object of this exercise.* The Master directs the Scholars to shut their books, and the whole of them to look at him. He will then cast his eyes on one of them and pronounce aloud, out of his own book, which he keeps open for the purposeBonjour, Charles. The Scholar (aloud)—Bonjour, Charles, Good day Charles, Bonjour, Charles. Master strikes the floor with his foot, or uses a small hammer, or any thing else that may give their ears the necessary sig nal. Class (simultaneously)—Bonjour, Charles. Master, (looking at another Scholar)—Venez vous asseoir; Scholar-Venez vous asseoir, come and sit, Venez vous asseoir. Master strikes. Class (simultaneously)— Venez vous asseoir: and so on to the end of the passage previously translated. Here the first lesson concludes. The Class must bear in mind, that, by the next school-day THEY MUST HAVE COMMITTED TO MEMORY the names of the orthographical signs, all the numbers from un to cent inclusive, the ten words in the column adjoining to the numbers, part of the verb avoir, and the five lessons of phrases read to them; while, at the same time, they must attend to the part of the ciple, that it is the ear which causes the tongue to move, and that the ear is the root of the human memory. See the preceding Preface, where this original and important truth is mathematically demonstrated. They will therefore pronounce the French phrases A LOUD until they know them; but the English translation should be repeated once only, and that MENTALLY. When they have fully committed French phrases to memory, I would advise them, in order to ascertain whether they have a thorough knowledge of them, to cover each French phrase with a small piece of paper, and then write it down, and compare it with the original; in order to correct it, if necessary, I also advise them not to proceed to a new French phrase until they know the preceding one perfectly. 1 beg to observe to French teachers, that, when the class have made sufficient progress, the mode of translation just laid down is to be changed into one which I shall now explain, and which is far more lively. The master, the last time he means to translate in the above manner, will tell the Class to come next school-day prepared with a translation of their own for so much of the Lecteur Français. When this exercise is to take place, the Master will read the first sentence to be translated, which will be repeated simultaneously by the Class. He will look at one of the Scholars, which is an intimation that he is to give the English of it (the Master correcting it if necessary); immediately after which he will give a signal to the whole Cluse to repeat the French sentence again. He will then proceed exactly in the same manner with the other Scholars singly for the remaining sentences. After which, he will inform the Class what portion of the Lecteur Français is thus to be translated next school-day, that they may come prepared for it. It is however important to advise the learners to prepare a larger portion of the Lecteur Français than is recommended for school purposes which are necessarily limited. The habit of reading may then keep pace with the habits of hearing and speaking. In a word; the eye must be as much exercised, or must acquire as many French habits, as any of the organs of speech. "Lecteur Français" just translated, so as to have perfectly at command every word of it. The second day's lesson will consist of the following exercises: 1st. Reading or reciting the alphabet, accented vowels, &c. with the orthographical signs. 2d. The Master, having told the Scholars that they are all to look at him, will cast his eyes on one of them, and pronounce aloud-apostrophe. That Scholar (aloud)-apostrophe, an apostrophe, apostrophe. Master strikes. Class (simultaneously)-apostrophe. Master (looking at another Scholar)—virgule; Scholar-virgule, a comma, virgule. Master strikes. Class (simultaneously) -virgule: and so on to the end of the series.* 3d. Pronouncing the numbers by the Master and the Class successively and simultaneously, from un to cent inclusive.t As the Class are supposed to have committed the numbers to memory, they must look at the Master instead of the book. The Master will then proceed to examine some of them individually on several of the above numbers, as was done in the second exercise on the names of the orthographical signs. 4th. The Scholars are now supposed to be well acquainted with the first hundred numbers, and the Master will therefore proceed to instruct them in the pronunciation of the higher numbers, and afterwards in that of the ordinal numbers, numeral adverbs, numeral collective nouns, fractions, and decimals, in the following practical manner : Master-deux Master (aloud)—cent un, 101; Class (aloud)—cent un. cent deux, 202; Class-deux cent deux. Master-trois cent trois, 303; Class--trois cent trois. Master—quatre cent quatre, 404; Class-quatre cent quatre. Master-cing cent cinq, 505; Class-oing cent cinq. Master --six cent six, 606; Class-six cent six. Master-sept cent sept, 707; Class-sept cent sept. Master-huit cent huit, 808; Class-huit cent huit. Master-neuf cent neuf, 909; Class-neuf cent neuf. Master-mille, 1000; Class-mille. Master-onze cent onze, 1111; Class-onze cent onze. Master-douze cent douze, 1212; Class-douze cent douze. Master -treize cent treize, 1313; Class-treize cent treize. Master-quatorze cent quatorze, 1411; Class-quatorze cent quatorze. Master-quinze cent quinze, 1515; Class-quinze cent quinze. Master--seize cent ssize, *The Scholars are supposed to have committed the names of the orthographical signs to memory; if they have not, the Master will have to supply the English, but no other alteration in the exercise will be necessary. + When the Class know the numbers well, which they will very soon do, the Master, to save time, need only pronounce the first, the Class pronouncing the remaining numbers simultancously, and unaccompanied by the Master. 1616; Class-seize cent seize Master-dix-sept cent dix-sept, 1717; Class-dix-sept cent dix-sept. Master-dix-huit cent dix-huit, 1818; Class —dix-huit cent dix-huit. Master—dix-neuf cent dix-neuf, 1919; Class-~~ dix-neufcent dix-neuf. Master-deux mille, 2000; Class-deux mille. Master-deux mille deux cent deux, 2202; Class-deux mille deux cent deux. Master-trois mille trois cent trois, 3303; Class-trois mille trois cent trois. Master-quatre mille quatre cent quatre, 4404; Class-quatre mille quatre cent quatre. Master-cinq mille cinq cent cinq, 5505; Class -cinq mille cinq cent cinq. Master—six mille six cent six, 6606; Class— Master--sept mille sept cent sept, 7707; Class-sept Master-huit mille hurt cent huit, 8808; Class-huit mille huit cent huit. Master-neuf mille neuf cent neuf, 9909 ; Class~~ neuf mille neuf cent neuf.* Master-dix mille, 10,000; Class-dix mille. Master-vingt mille, 20,000; Class-vingt mille. Master-trente mille, 30,000; Class-trente mille. Master-quarante mille, 40,000; Classquarante mille. Master-cinquante mille, 50,000; Class-cinquante mille. Master-soixante mille, 60,000; Class-soixante mille. Master-soixantedix mille, 70,000; Class-soixante-dix mille. Master- quatre-vingt milie, 80,000; Class-quatre-vingt mille. Master-quatre-vingt-dix mille, 90,000; Class-quatre-vingt-dix mille. Master-cent mille, 100,000 Class-cent mille. Master-cinq cent mille, 500,000; Class-cinq cent mille. Master-un million, 1,000,000; Class-un million. Mastermille millions, ou un billion, 1,000,000,000; Class-mille millions, ou un billion. Master-mille billions, ou un trillion, 1,000,000,000,000; Classmille billions, ou un trillion, &c. The Master now acquaints the Class, that, by adding the termination, illion to the words quatre, quint, sext, sepi, oct, non, &c. they may anelogically form the greatest numbers: he will then proceed to the ordinal numbers, (called in French, nombres ordinaux, in opposition to those just enumerated, which are denominated cardinal numbers, nombres cardinaux,) and say aloud: Master-premier m.; Class-premier, m. first, premier, m. Master-première, f.; Class-première, f. first, première, f. Master-second, m.; Class-second, m. second, second, m. Master--seconde, f.; Classseconde,f. second, seconde, f. Master-deuxième, m. and f.; Class—-deuxième, The repetition of the same sound, besides having an harmonious effect, especially in a large Class, produces the great advantage of improving in a considerable degree the pronunciation of the Class. It makes French sounds natural to them, by a very powerful and permanent impression on the ear. When they have made sufficient progress in the fractions, such numbers, or analogous ones, as 333333, 444444, 555555, 666683, 777777, 8888, 9999106, 3333333, &c. &c. should be given them now and then to pronounce, |