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.

I

This plan will allow to a considerable extent the use of French in the class room, even from the beginning. 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.

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 refusood

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