phrase, or else of part of them. This will be continued till the above

ANALYSIS.

Master-Combien y a-t il? Class—combien y-a-t-il, how long, combien y a-t-il ? Master-que vous apprenez; Class-que vous apprenez, you have been learning, que vous apprenex, Master -le Français; Class-le Français, French, le Français.

ADDITIONS, &c.

Master-combien y a-t-il que vous apprenez? Class-combien y a-t-il que vous apprenez, how long have you been learning, combien y a-t-il que vous apprenez? Master-le Français; Class-le Français; French, le Français. Master-la langue Françuise; Class-la langue Française, the French language, la langue Française. Master-l'idiome Français; Class— Pidiome Français, the French language, P'idiome Français. Master-la langue des Francais ; Class-la langue des Français, the French language, la langue des Français. Master-sa langue maternelle; Class-sa langue maternelle, his mother-tongue, sa langue maternelle. Master-cette langue mère; Class-cette langue mère, that original tongue, cette langue mère. Master-les langues vivantes; Class-les langues vivantes, the living languages, les langues vivantes. Master-les langues mortes; Class-les langues mortes, the dead languages, les langues mortes. Master-l'Anglais; Class—l'Anglais, English, l'Anglais. Master-le Grec ; Class-le Grec, Greek, le Grec. Master-le Latin; Class-le Latin, Latin, le Latin. Master - Hébreu; Class- Hébreu, Hebrew, l' Hébreu. Master-le Chaldéen ou la langue Chaldarque; Class-le Chaldéen ou la langue Chaldaïque, Chaldee, le Chaldéen ou la langue Chaldaique and so on.

:

EIGHTH AND LAST PHRASE.

RECITATION.

Master-Les Français sont trop polis pour se moquer des étrangers; Class-les Français sont trop polis pour se moquer des étrangers, the French are too polite to laugh at foreigners, le Français sont trop polis pour se moquer des étrangers. Master-les Français, masculin pluriel; Class-les Français, masculin pluriel, the French, les Français, masculin pluriel.

ANALYSIS.

Master-les Français; Class—les Français, the French, les Français. Master-sont; Class -sont, are, sont. Master-trop polis; Class-trop polis, too polite, trop polis. Master-pour se moquer; Class—pour se moquer, to laugh, pour se moquer. Master-des étrangers; Classdes étrangers, at foreigners, des étrangers.

ADDITIONS, &c.

Master-les Français ; Class—les Français, the French, les Français, Master-les Françaises; Class-les Françaises, the French women, les Françaises. Master-les Anglais; Class-les Anglais, the English, les Anglais. Master-les Ecossais; Class-les Ecossais, the Scotch, les Ecossais. Master-les Ecossaises; Class-les Ecossaises, the Scotch women, les Ecossaises. Master-les Irlandais; Class-les Irlandais, the Irish, les Irlandais. Master-les Polonais; Class-les Polonais, the Poles, les Polonais. Master-les Hollandais; Class-les Hollandais, the Dutch, les Hollandais. Master-les Allemands ; Class—les Allemands, the German, les Allemands. Master-les Suisses; Class-les Suisses, the Swiss, les Suisses. Master-les Bavarois; Class-les Bavarvis, the Bavarian, les Bavarois. Master-les Hongrois; Class-les Hongrois, the Hungarian, les Hongrois. Master-les Danois; Class-les Danois, the Danes, les Danois. Master-les Suédois; Class-les Suédois, the Swedes, les Suédois. Master-les Italiens; Class-les Italiens, the Italian, les Italiens. Master-les Italiennes; Class-les Italiennes, the Italian women, les Italiennes. Master-les Autrichiens; Class-les Autrichiens, the Austrians, les Autrichiens. Master-les Prussiens; Class-les Prussiens, the Prussian, les Prussiens. Master-les Russes; Class-les Russes, the Russians, les Russes. Master-les Américains ; Class-les Américains, the Americans, les Américains. Master-les Américaines; Class-les Américaines, the American women, les Américaines. Master-sont; Class-sont, are, sont. Master-ne sont pas; Class-ne sont pas, are not, ne sont pas. Master-sont-ils ? Class-sontils, are they, sont-ils ? Master-ne sunt-ils pas? Class-ne sont-ils pas, are they not, ne sont-ils pas? Master-trop polis; Class-trop polis, too polite, trop polis. The Master introduces here synonymous terms. Master-trop polices; Class-trop policés. The Class stop short. Master -too civilized; Class-trop policés. Master-trop civils; Class-trop civils, too civil, trop civils. Master-trop honnêtes; Class-trop honnêtes, too polite, tron honnêtes. Master-pour se moquer; Class-pour se moquer, to laugh, pour se moquer. Master-pour rire ou pour se rire; Class-vour rire ou pour se rire to laugh, pour rire ou pour se rire. Master-des

useful habit is generated in the minds of the Scholars.* The Master may

étrangers; Class-des étrangers, at foreigners, des étrangers. Master-des commençans; Class-des commençans, at beginners, des commençans. Master-de ceux qui apprennent leur langue, at those who are learning their language, de ceux qui apprennent leur langue; and so on for any appropriate addition.

This outline will, I presume, be sufficient to guide the teacher to every advantage which may be derived from the Recitation and Analysis of Phrases, together with the valuable Additions introduced between their detached parts. It will no doubt strike the teacher, that the additional matter given by him in order to be repeated by the Class, ought to be such in preference, as may occur in genteel company, and such as exhibits the difference in the idioms of the two languages. It can scarcely be necessary to observe, that the introduction of new matter is to be made gradually, and according to the progress of the Scholars, or of some of them. this attended to, much time would be lost, and the march impeded, especially if it often happened that none of the Class knew the English of it, as a pause would necessarily ensue; the Master being obliged to give it himself, as exemplified in some of the above phrases of the new matter so introduced. The Teacher has always, however, great scope for introducing additional matter, as he may combine some leading words of the lessons just recited with some of those that occur in the preceding ones, which produces a very effectual sort of recapitulation.

Were no

The judicious reader will, by this time, begin to have considerable insight into one of the leading properties of this System,-the wonderful principle of the "Unity of Tuition," by means of which beginners, and those who have made considerable progress, are taught together in common, by a single Instructor only. This property, which is peculiar to the System, is of incalculable advantage to education and society; and, an attentive perusal of the whole of this develop. ment, in which it is placed in the most vivid light, must prove this fact to every reader.

I would here beg leave to observe, that, although this system is simplicity itself, and strictly uniform, being grounded on a few of the immutable principles derived from our organization, yet it gives scope for the display of considerable abilities, and requires some practice, on the part of instructors to do it justice. But this ought not to alarm them, or even create any diffidence as it is in their power rapidly to acquire the necessary knowledge. Que admonition I shall however take the liberty of giving them, which repeated experience has proved to be always attended with complete success: that is, to store their memories with phrases culled out of the best French writers by reading them analytically or by detached phrases, paying, in consequence very little attention to the general subject, but a great deal to the phraseology. And when they meet with a peculiar gallicism and idiom, or an elegant turn of expression in this mode of reading, let them never fail to enrich their note-book with it.

These remarks do not apply solely to foreigners teaching French to English persons, but attach with nearly as much force to natives of France teaching French on the old system, in consequence of which the phraseology and genius of the language are practically lost sight of, and gradually forgotten by them; and this loss is by no means compensated by their learning the English in which they are, for the most part, quite unsuccessful, owing to the singular stupidity of their mode of instruction, which establishes a constant intercourse between them and their pupil of broken and barbarous English on one side, and worse French (if possible) on the other.

By adhering strictly to the System here recommended, they will learn English correctly by the ear, (it being supplied by the Scholars themselves;) while their Scholars will also learn the French in a thorough manner, (it being supplied by the teachers.) There will, therefore, be no chance left to the former for failing into that wretched phraseology called with so much propriety by Professor de la Rocherie, one of the most eminent teachers on this System, boarding school French, which a native of France cannot generally understand, unless he has the English lan⚫ guage perfectly at command.

In order to promote the views of persons wishing to acquire a thorough knowledge of the French language, I have published an Universal Pronouncing Dictionary of the French and English languages, in three volumes. Independent of the two principal dictionaries, it contains twelve separate dictionaries, in which are unfolded a complete course of French literature. The work may be had of the principal booksellers in the United Kingdom, and in the United States of America.

This apparently trifling particular has the good effect of enabling the pupil to write a language as well as he can speak it. It is from want of attention to this necessary

avail himself of the circumstance, to ask occasionally what part of speech the words belong to, and question them on the gender and number of such as admit of it, and of other circumstances which will suggest themselves to him;* and if they happen to be verbs, to be very particular as to tense, person, coujngation, &c. and on the correspondence of tenses with each other, which offer so many difficulties to the English learner. In a word, the Scholar must gradually become skilled in grammatical analysis. The other phrases of this lesson are to be recited, analysed, &c. in the very same manner.

10th. The Master now reads to tle Class, and causes them to pronounce after him, the next phrases and marginal words to be committed to memory, in the manner exemplified in the first day's lesson, pages xli. and xlii.; and then proceeds to the reciting and analysing of phrases, &c. of the four other lessons uccessively, and reading the following ones, in the same manner as was done for those of the first lesson.

11th. The Master will ask a few questions of the Class concerning the Conversation which he read for the first day's lesson, in order to ascertain whether it has been attended to during the interval. This exercise will be the reverse of that developed at page xlii. The Master, now asking questions of several Scholars successively on the subject of the last Conversation, to ascertain whether it has been attended to or not, or in order to refresh the memories of the Class. It is not, however, necessary, that he should ask the questions in the precise words of the book, nor is the Scholar interrogated, thus bound to answer in them: the answer to the Master's questions are not to be repeated simultaneonsly. The Master will then proceed to the reading with the Class as exeniplified at page xlii. of the Second Conversation, or part of it only.

12th. Translating the "Lecteur Français" in continuation †

13th. Going through the passage above translated with closed books, in the manner described at page xliii.

I must here observe, once for all, that the exercises are always carried on, during the course, in the same uniform manner.

The 3d, 4th, 5th, 6th, 7th, 8th, 9th, and 10th days' lessons require no additional exercise; and, from repeated experience affirm, that the Class, after having completed the tenth day's lesson, will be well acquainted with the names of all the numbers, including the fractions, ou nombres fractio

part of instruction when reading, that we daily meet with people, who, though they speak their own language well, can scarcely write ten words correctly.

To the Master who follows this efficacious plan, opportunities continually occur for directing the attention of the Scholars to the phraseology and peculiarities of the language which they are acquiring: for instance, concerning the word chevaux, which occurs in the third phrase to be recited, the Master may mention that the singular is cheval; and that nouns, ending in al, change, with a few exceptions, that termination into aux, to 'om their plurals. By making frequent remarks of this kind to the Class, the Master gives to their minds a disposition for making observations of their own on phraseology: it was thus that grammar was first written and men became grammarians.

+ French teachers must bear in mind the note in page xliii. concerning translation.

nnaires. During these exercises, it becomes incumbent on the Master to teach the Class how to enumerate large numbers in French; he will inform them, that any number whatever, to be read with facility, must be divided by a comma, in portions of three figures each, (in French, en tranches de trois chiffres chacune,) except the last portion (tranche) on the left, which may contain one or two only, and the following names given: from the right to the left, to cach portion (or tranche), tranche des unités, tranche des mille, tranche des millions, tranche des billions, tranche des trillions, tranche des quatrillions, tranche des quintillions, &c. &c. &c. Thus, the number 554,345,648,954,789, will be read cinq cent cinquante-quatre trillions, trois cent quarante-cinq billions, six cent quarante-huit millions, neuf cent cinquante quatre mille, sept cent quatre-vingt-neuf unités."

Let the following, therefore, with its appropriate terms, be impressed on the memory of the Scholar.

The Master will afterwards occasionally call the attention of the Class to this French mode of performing Numeration.

Three new exercises are now to be added to those of the Class:

1st. The Class will repeat a part of the Multiplication Table, page xxxviii. after the Master, that they may become still more familiar with the numeral names. This is, besides, a powerful exercise of pronunciation, and will form a preparatory step to the performance of arithmetical operations in French. It will occur after all the other exercises on the numbers have taken place, in the following manner: Master-2 fois 0; Class-2 fois 0. Master-font 0; Class-font 0. Master-2 fois 1; Class-2 fois 1. Master-font 2; Class-font 2.

• The French have a peculiar method of calculating, well adapted to the weakest capacity, and highly illustrative of first principles. The manner in which they enumerate numbers is essentially different from that of the English, the former taking three figures for a period, the latter six.

The following contrast will illustrate the difference between the French and English manner of performing numeration, and evince the greater simplicity of the French. English; 256329,876533,875421: two hundred and fifty-six thousand three hundred and twenty-nine billions, eight hundred and seventy-six thousand five hundred and thirty-three millions, eight hundred and seventy-five thousand four hundred and twenty-one.

French: 256,329,876,533,875,421 : two hundred and fifty-six quatrillions, three hundred and twenty-nine trillions, eight hundred and seventy-six billions, five hundred and thirty three millions, eight hundred and seventy-five thousand, four hundred and twenty-one.

2dly. The Master will then order the Class to read after him one of the passages of the “Lecteur Français, seconde partie," either in prose or verse; and, if the Class appear to be well acquainted with its pronunciation, the Master will direct them to read it without him; and, to accustom them to do it simultaneously, he will give a signal for beginning, and a fresh sigual at every pause, allowing the usual time for commas, &c. Atter a few days' practice, the Class may go together very well, making the necessary orthographical pauses, without any other signal from the Master than that for beginning.

3dly. The Class will be directed to p. 184, Vol. II. wherein the Master and Class will read together, in the same manner as for the Conversations; the first lesson in which, Syntax, &c. is defined. Immediately after this he will begin the syntax of the Article, by reading Rule I. in the second lesson, and the first French phrase exemplifying the rule, which the Class is to repeat. He will next read the English ;* and the Class, instead of repeating it, will proceed to read the French phrase a second time. The succeeding phrases will be read in the samne manner; and, these being concluded, and each pupil being ready with a slate and pencil, the Master will make the Class go through the powerful exercise of writing so fully described at pages xlix and I. When the last word of the phrase has been spelt and written, the Master will call out to the Class-Soulignez (underline), and mention the French words on which the rule falls, which the Class will immediately underline.† The Master will next read the whole phrase, which the Class will repeat in unison, from their slates. Several more phrases (say, for instance, six or more, according to the time which may be devoted to this exercise, embrs sing one rule or more,) will be attended to in the same manner; and, to make the impression on the memory still stronger, another reading of the phrases takes place, in the following manner:

Master reads the first phrase from the Book, and the Class from their slates. The Master then reads the English of it, and the Class read the French, from their slates, a second time; this process must take place on the remaining phrases.

It will not be amiss to enumerate the various exercises which every school day will now require.{}

1st. Reading (or reciting) simultaneously the alphabet, vowels, and ortho

If the French Master does not pronounce English sufficiently well he will let the Class read the corresponding English.

+ The Master, instead of waiting till the whole phrase is written to pave the words on which the rules fall underlined, may have this done as fast as they occur in the writing.

↑ Should there be in the Class any children unable to write on the slate, they would nevertheless partake of this exercise, by spelling out of their books, and reading from them.

It is necessary that the French teacher should read again from page xxxix, that he may have more perfectly at command the whole process of the vanousexercises.