graphical signs; or, in order to introduce variety, reading a certain number of the phrases exemplifying the sounds of the vowels, dipthongs, or consonants, in Vol. II. pages 1!1. & seq.

2dly. Examining several of the Class, individually, on the orthographical signs, and striking, that the whole Class may repeat after each Scholar.

3dly. Pronouncing all the cardinal numbers, from un to un trillion, &c. the ordinal numbers, &c. down to zéro inclusive, &c. &c.

4thly. Examining several of the Class, individually, on the above numbers, and giving, after each examination, the usual signal for the Class to repeat simultaneously.* Then giving short phrases on the numbers, in the following practical manner :

Master (looking at one of the Scholars)—soixante-et-onze; Scholarsoixante-et-onze, seventy-one, soixante-et-onze. Master strikes ; Classsoixante et onze. Master-apportez-m'en soixante-et-onze; Class-apportez-m'en soixante-et-onze. Master-bring me seventy-one of them; Class (repeat the French only)-apportez-m'en soixante-et-onze: and so on for more cardinal numbers and phrases.

Master (looking at one of the Scholars)—troisième, masculin et féminin ; Scholar-troisième, masculin et féminin, third, troisième, masculin et féminin. Master strikes; Class-troisième, masculin et féminin. Master ―cela arriva le troisième jour ; Class—cela arriva le troisième jour. Master -that happened the third day; Class-cela arriva le troisième joùr: and so on for more phrases on ordinal numbers.

Master (looking at one of the Scholars)—premièrement ; Scholar-premièrement, first, premièrement. Master strikes; Class—premièrement. Master (looking at another Scholar)—secondement ; Scholar, secondement, secondly, secondement. Master strikes; Class-secondement. Master (looking at another Scholar)—troisièmement; Scholar—troisièmement, thirdly, troisièmement Master strikes; Class-troisièmement. Master(looking at another Scholar)-quatrièmement; Scholar-quatrièmement, fourthly, quatrièmement. Master strikes ;-quatrièmement; Class-quatrièmement. Master (looking at another Scholar)-cinquièmement; Scholar-cinquièmement, fifthly, cinquièmement. Master strikes. Class--cinquièmement. Master—J'ai trouvé dans cette maison, premièrement, un rez-dechaussée ; Class—J'ai trouvé dans cette maison, premièrement, un rez-dechaussée Master-I found in that house, first, a ground floor; Class-J'ai trouvé dans cette maison, premièrement, un rez-de-chaussée. Master (continues the phrase)—secondement, un premier étage ; Class-secondement, un

If the Class were thoroughly acquainted with all the numbers, instead of making them recite the whole series, which would in this case be a waste of time, a greater number of phrases on them might be given in place of that exercise, which would then be performed occasionally only. As a preparatory step to those phrases, models of the application of numbers to useful nouns have been given at pages xxxiv, and following, that the Class may be made acquainted with them.

INTRODUCTION.

premier étage. Master-secondly, a first floor; Class-secondement, un premier étage. Master (continues the phrase)-troisièmement, un second étage; Class—troisièmement, un second étage. Master-thirdly, a second floor; Class-troisièmement, un second étage. Master (continues the phrase)-quatrièmement, des greniers; Class-quatrièmement, des greniers. Master-fourthly, garrets; Class-quatrièmement, des greniers. Mastercinquièmement, un belvéder ; Class-—cinquièmement, un belvéder. Master— fifthly, a belvidere ; Class-cinquièmement, un belvéder. The above phrase, being rather too long to be repeated entire by the Class after the Master, it will be repeated in detached parts without the English, thus: Master —J'ai trouvé dans cette maison, premièrement, un rez-de-chaussée ; ClassJ'ai trouvé dans cette maison, premièrement, un rez-de-chaussée. Mastersecondement, un premier étage; Class-secondement, un premier étage. Master-troisièmement, un second étage ; Class-troisiémement, un second étage. Master-quatrièmemcnt, des greniers; Class—quatrièmement, des greniers. Master-cinquièmement, un belvéder; Class-cinquièmement, un belveder: and so on for any other adverbs of number.

Master (looking at one of the Scholars)—une douzaine, féminin ; Scholar -une douzaine, féminin, a dozen, une douzaine, féminin. Master strikes ; Class-une douzaine, féminin. Master-à douze sous la douzaine d'œufs, combien la treizaine? Class—à douze sous la douzaine d'œufs, combien la treizaine? Master-twelve sous for a dozen of eggs, how much for thirteen? Class-à douze sous la douzaine d œufs, combien la treizaine? and so on for other numeral collective nouns and phrases.

Master (looking at one of the Scholars)-un vingt-et-unième; Scholar -un vingt-et-unième, one twenty-first, un vingt-et-unième. Master strikes Class-un vingt-et-unième. Master-il a un vingt-et-unième dans les bénéfices; Class-il a un vingt-et-unième dans les bénéfices. Master—he has one twenty-first of the profits; Class—il a un vingt-et-unième dans les bénéfices.

5thly. Reciting the ten words in the column adjoining to the numbers.

6thly. Giving phrases on the above, and communicating them to the Class first, orally; then in writing, as stated at pages xlviii. xlix. and 1.; then spelling, by the Master and Class, (or by the Class alone, if they are able to do it after the Master has previously uttered them, and they have been repeated simultaneously,) the ten following words, which are to be committed to memory:* then reading them entire again by the Master, and the Class, simultaneously, as at page xli.

7thly. Reciting a verb, or part of one, and reading the French only of the following verb, or part of it, to be recited at the next lesson.

It is hardly requisite to observe, that the French teacher is not absolutely bound to confine himself to spelling ten weras. as he may give out more or less, according to the time allotted or the instruction: the same remark applies to all the other exercises.

8thly. Reciting and analysing the five lessons of the Vocabularies and Conversation-phrases already committed to memory, as stated at pages li. and following, and then reading the succeeding lesson, in the manner stated at page xli. and xlii.

9thly. Asking questions on the Conversation on the Analysis of the parts of Speech, Vol. II. or that part of it read the preceding day, and reading

the next.

10thly. Explaining one or more rules of syntax, writing elucidatory phrases on the slates, and reading them, &c. in the manner before stated.

11thly. Translating in continuation the "Lecteur Français, première partie;" closing the Book and going through the translation, as explained at page xliii.

12thly. Reading, first by the Master and the Class together, half a page of the "Lecteur Français, seconde partie;"* and then by the Class alone, assisted by the signals already mertioned.

The Class will go through the preceding exercises until they have Let us therefore consider what progress reached the 17th day's lesson. they have made by that time. They will spell with facility, and pronounce tolerably,—I would almost say well, owing to the astonishing force and celerity with which these mechanical processes act upon the organs of speech. They will be thoroughly acquainted with the French alphabet, the various accents, their effects upon the vowels, the names of orthographical signs, &c. together with the names of every possible mumber, from un upwards, and of those of the fractional parts, &c. In the verbs, they will have reached the first regular conjugation, (page 35, Vol. II.) after having learned the four ways of conjugating a verb, as exemplified in avoir; the idiomatical phrases, which follow; the impersonal verb il y a, and its exemplifying phrases; the verb étre, c'est ou il est ; and the phrases which follow.

In the Conversations on the Parts of Speech, the Class will be very forward; while considerable progress will have been made in the syntax of the article. In the "Lecteur Français, première partie," nearly the whole of what precedes the History of Joseph will have been translated. I must here observe, that, in this portion of the “Lecteur Français," and generally throughout the whole of it, many familiar phrases occur, which, consequently, deserve to be carefully retained in the memory; and, as it is of much importance that the Scholars should not forget any part of what has already been acquired, it is indispensable that an additional portion of their time should be devoted, at home, to the reading, translating, &c. from the beginning, a part of the previous tasks.

I have no objection to the Class reading some select passages of poetry, as the return of the rhyme, and the peculiar harmony of poetry, will contribute much to ground them in the correctness of French pronunciation

The matter to be recapitulated at home by the Scholars themselves in each department will be equal to double the lessons previously given, in the various parts of the two volumes; thus, on the 34th day's tuition, all that had been learnt will have been gone through a second time.*

Let us now consider the progress of the Class, after the 34th day's lesson. 1st. The Class will have made such rapid progress in the acquisition of the true French pronunciation, that many of them would almost equal the wellbred French in the purity of accent, while, at the same time, they are as conversant with the various names of numbers in French, as they are with those in their own language.

2d. In verbs, they have gone through the eight regular conjugations, and have nearly finished the conjugation of the eight classes of the irregular verbs.

3d. In the Vocabularies, and in the Conversation Phrases, about twelve hundred phrases have been committed to memory, besides a great many others formed by the Master on the impulse of the occasion.

4th. In the second volanic, they have nearly goue through the Conversations on the Analysis of the Parts of Speech.

5th. They have finished the Syntax of the Article in that volume, proceeded to the following lessons, and written many elucidatory phrases on the slate; an exercise that surprisingly promotes their progress, by the manner in which it is performed.

6th. In the "Lecteur," Vol. I. they are very forward in those Dialogues, &c. which pourtray the animated spirit of the French in their social inter

It may perhaps appear surprising to some, that I do not recommend this recapitulation to take place under the immediate auspices of the Instructor. The fact is, that a recapitulation does gradually take place every time that the lesions of the vocabularies, &c. are reciting; for, after a recited phrase has been analysed, the Mas er recommences the analysis, and then either modifies the detached parts, or adds to them some of the words which are to be found in the preceding lessons; and now and then new words which become recapitulated when the succeeding lessons, in which many of them will occur, are learned. This is evidently a simplification which saves time; but, should the teacher deem it expedient to have recourse to an ac ual recapitulation, it will take place in the same manner as the recitation. Beginners will read in the book, of course, instead of reciting, and it will be found more simple to recapitulate in fewer places than there are tasks, which, when they are overrun, are replaced by those omitted at first. In this case, the quantity of matter recapitulated must be in the inverse ratio to the number of places. This will strike every judicious teacher. As we must never lose sight of the old adage -practice alone makes perfect, we must recapitulate in some way or other during the whole course of our studies, whatever has been previously learnt. It will not escape the judicious Instructor, that, if every phrase of the pages recited in the preceding lessons were to be recapitulated, it would consume a prodigious portion of time; he will therefore confine himself to the recapitulation of every second, third, fourth, or even fifth, phrase only. And, as the Scholars will not know on what phrases the examination will take place, they will have to be prepared fully for every one of them. It is proper to observe, that, when the Scholars have well committed to memory the second vocabulary, which is the shortest, and have recited it a second or third time with the Master, they will then begin learning, in the same manner, the phrases contained in the two tables of French verbs, beginning at page 272, which are extremely important, from their being quite idiomatical, and foreign to the genius of the English language.

course, and familiarize the Scholar with the idioms, or pecuiiar modes of expression, which most frequently occur, rendering them of course a most useful acquisition; and a recapitulation of all the previous tasks at home, or under the guidance of their Instructor, will have much refreshed their memory.

It will strike the judicious reader, that, if four phrases only had been committed to memory, for thirty-four school days, in each of the five tasks recommended at page xli. not near so much matter as here stated could have been obtained. I am, therefore, under the necessity of supposing, for the sake of proceeding through the book, that the number of phrases given as a task to the Pupils has increased in proportion to the advancement of the Class, which qualifies them more and more for that purpose. This gradual increase of the tasks, is, however, counterbalanced by a disadvantage, namely, that the analysis of the phrases and the introduction, by the Instructor, on a second analysis of new matter, between the detached parts of a phrase, and at the end of it, must be lessened, in consequence of the time allowed to the Class for going through all the exercises being limited. It remains, therefore, with him, to make his selection, either to continue to give four phrases only in each of the five lessons of vol. I. proceeding, apparently, slowly through it, in consequence of the tasks being so short, with the advantage, however, arising therefrom, of adding, in a lively and interesting manner, new matter to make up for it, or to give more phrases than four to be committed to memory, with no other analysis of them than the first. In that case he would have recourse to the exercise of recapitu lation as mentioned in note*, of the preceding page, that the previous lessons should not be forgotten.

If I now be asked which of the two processes is the superior one, I shall not hesitate to give the preference to the first, especially if the grown Scholars make it a point of reading analytically in their leisure hours, and in a regular and progressive manner a certain number of phrases not included in the five lessons of vol. I. By reading analytically, I mean to say, that, after a French phrase has been read, and fully understood by means of the translation, a decomposition of its elements, and a comparison with the corresponding English, take place. By means of this improving process, after a time comparatively short, the Class will become conversant, in a great measure, with volume I. which, I am confident, comprehends nearly all the turns of phrases and modes of expression used by the French in genteel intercourse, and in the greatest number of human transactions. It cannot be expected that children would follow the advice of reading analytically. They are not, besides, so much in need of it, as they, much sooner than older people, (Nature having willed it so,) become possessed of the analogy of language, which, like a thread, guides them in the composition of sentences; and, their memory being more powerful, they retain in it a larger

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