arW37828''""' ""'""'*' '""'"'^ V.I -2 The whole French language comprised in a ,. 3 1924 031 821 170 olin,anx Cornell University Library The original of tliis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924031821170 THE WHOLE FRENCH LANGUAGE PRACTICAL LESSONS IN FRENCH Exi.racled from The Whole Frekch LANcnAGE, and arranged for the use of r-lcliools, by T. Robertson. Second edition, 1 862, vol. 8°. Price. .. 4 fr. Tin essons contain Ihe text with the pronuncialion figured, the questions willioiil answers, the preparatory exercices, and tb« phrases without the Key. Pans.— Imprime chez Bonaventure et Ducessois, 53, quai des Au^ustins PRIZE MEDAL, INTERNATIONAL EXHIBITION, 1862 THE WHOLE FRENCH LANGUAGE COMPRISED IN A SERIES OF LESSONS T. ROBEUTSON. VOL. I. PARIS E. DEKACHE LIBRAIRE POUR LES LANGUES ETRANGERES 7, KBE DU BOULOI, AU PREMIES, €nUrc& at Stationtrs' ^all. Lis exemplaires non revdtus de Id griffe ci-dessous seront ripuUs contrefaits, el les contrefacteurs seront poursuivis l^' Nulla traduction de eel ouVrlga ne pourra filre faite sans rautoris&tion expressa et par ecrit de TAuteur, qui se reserve en oulre tous les droits stipuUs dans les conventions iiiterTeiiues ou a inlar-. venir enlrQ la Franca el lea pays etrangeri, en matt&re da propricte litlC-raire, INTRODUCTION. The time will come when a single universal language will be spoken over the whole surface of the globe. This language, according to probability, will be founded either on the French or on the English idiom. ' I'' The labours of philologists will then lose something of their importance. A few professional men, obeying their calling, will remain depositaries of the dialects of by-gone ages ; as we now see antiquarians collect and religiously preserve the wrecks of former societies. To enumerate the facts on which I ground this prevision would be a superfluous digression from my subject. To those men who have bent their thoughts on Unity, I need not say that the unity of weight, of measure, and of language is as inevitable as the unity of mathematical laws. To those who judge with the heart, a guide more infallible than the understanding, I need not say that universal fraternity cannot be completely established on the globe, until it has overthrown the barriers which dialects, more efficient than mountains and seas, have set up between men. As for the enthusiastic admirers of the past, or those optimists who, contented with the present, are averse to every improvement, I will not attempt to convince them; I should only expose myself to be regarded as a utopist ; and, besides, the time is not yet come to insist upon the subject. Years will elapse during which the study of several languages will continue to be a necessary branch of knowledge. This study, unimportant in itself, if compared* to that of the positive sciences, is generally a very tedious one, and occasions a consi- derable loss of time. Now, time is a power, whose value, perhaps, was never felt so well as it is at present; any reform tending to save it is worthy of attention and encouragement. Such a reform I have undertaken, and for the last thirty years I have applied it to the propagation of the English language in Paris. It would not become me to say how far success has crowned my exertions , 1 shall merely state that 1 have found in II INTRODOCTION. It sufficient encouragemeat to go through the same task with the French language. As I now appear before a new audience, I must beg to give the English reader an insight into my system. The problem which I have tried to solve is this : To enable the English to learn : 1. All the usual words of the French language; 2. The pronunciation of these words ; 3. Their inflections, variations, genders and conjugafive forms ; 4. Their combinations or syntax. And, moreover, to enable them to obtain this result in as short a time'as possible, with little trouble, without ennui, and Avith such certainty that at the end of every lesson the student may accurately measure how far he has advanced in the language; nay more : that at the end of the whole series of lessons he may feel assured that he knows the language thoroughly. A more minute examination of some of the conditions of flie problem will show how far I am justified in my views. WORDS. Some of the French dictionaries published of late contMa above 1-40,000 words! This however need not dismay beginners. Nearly fom- fifths of these words are proper names or technical terms peculiar to sciences, arts and industry, and only known to some professional men in each of their respective branches. One fifth only, or about 28,000 words form the common stock by means of which the million interchange their thoughts. The range of ideas of a considerable number of people does not require above two or three thousand expressions. The vocabu- lary of the enlightened classes is more extensive of course, but it seldom exceeds fifteen thousand words. Now, if I can enable the student to understand and remember twenty eight or thirty thousand with facility, I am authorized in affirming that I pro- vide him with a fund far beyond his probable wants. Of all the causes tending to prolong the study of languages and occasioning a considerable loss of time, the greatest is the necessity of consulting the dictionary at every moment. In an INTRODTOTION. Ill excelfent work, to wliicli I am considBrabty indebted *, it is cal- culated that each word, before it is remembered perfectly, must be looked' for in the dictionary about ten times, occupying on an average nearly three minutes ; from which it follows that 28,000 words will require 84.,000 minutes or fodrteek husdked HOURsof the student's time; not employed in reading, m studyimg, in becoming acquainted with the rules of a language, with its peculiar forms' and idioms, but entirely spent in taking up a; book, opening it, turning its- leaves over and over, perusing its closely printed columns, shutting it, putting it by, andHakingitnp again to repeat the same- process. But, fortunately there are more expeditious means of learning words. There are twa classes of words in. all languages : the radicals and the derivatives, or the simple and the compound. The number of the radicals is comparatively small. They give birth to all the rest, by means of additional syllables, cither initial or fmal. In the words, aftusE, disvsE, misvs^, vsage, vsual, unvsiial, vsually, unusually, user, vs^ful, unnsEful, Ms&fulhj, Mseless, vsslessly, vsElessness, every one can perceive that use is the fun- damental pari; that the syllables ab, dis, mis, age, al, ly. er, ful, less; and ness, have been successively added to modify the origi- nal idea expressed by the word use, and that each of these sylla- bles is signiicant : mis denoting what is wrong, ful marking plenty, fc^s, privation, etc. Now, the. number of such additional syllables is not consider- able. When their meaning is well ascertained and digested, the study of the radicals alone is sufficient, and the quantity of words to be known in order to understand all the rest is reduced to aboul three, or four thousand. All the radicals in the French languagp have not the same importance; some of themara scarcely ever used. I liave there- fore selected those which are indispensable, and added all the words which, without being radical, are of frequent use and may serve to explain the formation of the other dwivafives. I have' moreover grouped nndter each important word all * Biclionnaire des Racines et Detivis de la langtie. franeaise, par Charassin et Francois. IV INTRODUCTION. those which are connected with it, so as to relieve the memory and to elucidate the sense of many expressions by showmg their hidden analogies in the two languages. Thus, a student, who may not at first sight perceive any analogy bet^veen donner and to give, [aire and to do , fil and thread, fils and son, homme and man, penser and to think, tenir and to hold, will be surprised and pleased at finding a link between these apparently very dif- ferent expressions, when he sees among the derivatives of these words : donation, donation or gift; affaire, affair (i. e. something to do) ; filament, filament or thread ; filial, filial (of a son] ; homi- cide, homicide (or man-slaughter) ; pensif, pensive or thoughtful; tenable, tenable (that may be held). PRonrcnrciATion). To understand about thirty thousand words in a short time and without consulting the dictionary is undoubtedly a desirable acquirement , yet, this would be of little use, except to a scholar in his study, if the correct pronunciation of these words were unknown, or could be learned only by rules. Theory is useful only as a guide to those who already know something. It was therefoj'e necessary to find a means of enabling a beginner to pronounce every new word successively, before initiating him into the principles of French orthoepy. The pronunciation ot the French and English languages is extremely difficult, not in itself, not on account of its sounds and articulations, but in consequence of the absurd spelling of these languages. Many have been the attempts to figure this pronunciation. I have carefully examined and compared the systems of the difierent orthoepists of both countries, and I am convinced that none can compete with mine in point of elementary correctness, or in clearness and simplicity; that none can be understood and re- membered in so short a time. One of its chief advantages is that it never disfigures words or alters their spellmg. larriECTioivs and syntax. Many words are variable, and, by means of a change of ter- mination, become expressive of gender, number, person, tense or mood. It was therefore necessary to exhibit all the varieties of foi-m which words can assume. But, with all this, the knowledge acquired would still be very INTRODCCTION. V imperfect, if the student knew not how to combine and connect the expressions of his ideas. It would be very difficult for him to make himself understood, and still more difficult to under- stand others. Words are to a language what timber, stones, bricks, mortar and metals are to a building. They are indispen- sable materials, to be sure ; but, without the art of setting each' of them in its right place, they remain a confused and useless heap. In the development of this art of arranging words, I have taken for my guides the best authorities extant. fi:aiv ov this work. Having carefully selected the words in general use, witli all their inflections or variations of form; having adapted to them a system of signs by which their pronunciation is shown without altering their spelling ; and having collected all the rules of construction of these words, I have composed of the whole a text of about one hundred pages 8vo, which contains the French language in its essence, and in which every sentence, every phrase, is a practical application of a rule. There is scarcely a single word in it that is not inserted either as an example, or as an exception that must be known. The chief merit of this text, if it has any, being condensation, I am well aware that it is attended with its inevitable inconve- niences. The narration is often interrupted by reflections or digressions, the object qf which may not be obvious at first sight ; and I shall perhaps incur, like Mrs. Malaprop, the reproach of having pressed into the service a great many poor words that would get their habeas corpus from any court in Christendom. Nevertheless, I confidently affirm that he who makes himself perfectly master of this text will be able to speak, read and write as correctly as any Frenchman. For scholars and philologists this text alone, diligently studied and meditated upon, would be sufficient ; for it is the synthesis of the French language, reduced to its simplest expression. But my purpose being not to assist a certain class of learners only, but to enable every one to acquire the French language easily, it has been necessary to add a comment to my text, and enter into developments of some extent, adapted to the peculiar capacities of each class of learners. VI JNTRODUCTIOX. Same persons, in order to remember what they learn, must have every fact analysed, explained and accounted for ; otheirs require rules or ready-made formulaa, summing up the result of their own observations or that of other people's ; others again — and these form the most numerous class— feel an insurmount- able aversion to theory and can only learn by practice . To meet these ditferent exigencies and provide every student with the means by wliich he is most likely to succeed, I have divided a part of the text into forty lessoBS> very short in thf beginning, and gradually increasing in length. I have afterwards subdivided each lesson into three parts : the tirst entirely practical, necessary for all classes^ of students and sufficient for those who require to learn rapidly, without desiring to become deeply versed in the language ; the second, analytical and theoretical; and the third intended to bring the acquired theory into practice. The text is the pivot of a series of exercises. In the practical part, it is presented at first with the phonic signs and is to be studied in respect to pronunciation. It is repeated next with a literal translation of every word, showing the difference of con- sti'uction in the two languages. This is followed by an English translation. When, £»y repeated readings, the sense of every word is well known, the text is to be copied, and an alternate translation from French into English and from English into French is to be made. This exercise is particularly profitable when gone through with the assistance of a master ; but such assistance is not absolutely indispensable. A number of ques- tions are so calculated as to require, for answers no other words than those contained in thdtext, and thus form between the master andi pupil, or between two fellow-students a little French conversation from the very first lesson. The practical part is concluded by a dialogue or a seri^ of phrases resulting from the varied/ combination of the words of the text> and therefore pre- senting.no other difficulty than an exertioii of the memory. The second part, subdivided into orthoepy, lexiology and sj^itaxj contains- a minute analytical examination of every word, andi every phrase of the text. It explains the derivation of words, their affinities, their pronunciation, their intleetions, and; the roles of construction of sentences; so that tfaeoryi is never separatwl INTRODUCTION. VI from practice, and the example, instead of following the rule, always jweoedes it. The tWrd part is an application of the theoretical principles contained in the second. The exercises in it, like those in the first division, are so contrived as to dispense with the use of a dictionary, or of any other book than this. The fear of rendering this publication too lengtliy has induced me to limit the number of lessons thus developed to forty, forming two voliimes; the third volume containing the rest of the text, witii only Che indispensable explanations and a copious index. This, I believe, will be found sufficient, as ajl the forms of conjugation and the examples elucidating the rules on the genders, so perplexing to English learners, are contained in the forty lessons, besides the major part of the syntactical rules. In conclusion, I must point out the very simple means by which a learner may calculate the time that will be required for him to know the French language. The smaller part of the text, I have said, is divided into forty lessons. The rest might form sixty more ; in all, one hundred lessons. Let the student mote the time that he employs to become a- perfect master of the first five lessons. Suppose it to be fifteen hours,: the average time required to know one lesson will then be three hours ; accordingly, one hundred lessons will take up three hundred, hours, a little more than the fifth part of the time he would spend, by ihe old methods, not in becoming conversant with the language, but oialy in consiuteng tiie dictionary. As I would not promise beyond what I could vouch for, it must he understood that the average of three hours for every leseoa is here gi^v^i hypotheticaliy. Some privileged persons, endowed with a prompt apprehension and an excellent memory, will not employ that time ; others will perhaps spend the double ; but all will be able to measure the distance which separates them from the goal, and those whose steps are slowest will certainly arrive sooner, by the road I open to them, than by any other that has hiflierto been followed. Paris, 1853. T. R. SYNOPSIS OF THE SIGNS BY WHICH THE FRENCH SOUNDS ABE FIGURED. ■•rlnelpal Signs. Accessory Sign" 4 equals AH. _ long grave sound. 2 = EH. \j short acute sound. 3 — E. 4 = 0. r\ broad sound. 5 = 00. V nasal sound. 6 = UR (the r silent). 7 r^ U (unknownin English) ^ diphthong. 8 = SH. • relative consonant. 9 = S. ' combined letters. = Silent letter. EXAMPLES OF THE IMPORT OF THE SIGNS. Towel*. long grave. . fAr 2 fAte 3 bEE nOte 5 mOOn 6 fEU* » w 1 2 3 4 5 6 ,7 . Short acDle. . fAt nEt fit nOt A bUU hEr dU* Broad » cAre » nOr » » » i 2 4 7 Nasal AN* exam EN * » ON* » B UN ' Mfiphthongs and c ombined ietlef*. ^-N ' — N '' ■ V. -s 31 . 32 51 52 4 zodlAc concillAte q QAck WEst bEAU CoiMon amis. \ ■ — 8 8 9 9 . • 0. 0. SHall aZure Sun roSe oF pass eD seralL' biLLard * baGNe ^ The figured sounds contained in the English examples are the same in both languages, except that the five long vowels in the first line are not quile so long in French as in English. The words with a star are French words , containing sounds which are peculiar to the French language and must be heard to be well understood. A principal sign unmodified by an accessory one, over a vowel, denotes a feefile sound, like that of the unaccented vowels in English. The 6, lot instance, indicates the sound of e in father. An accessory sign alone denotes that the vowel over which it is placed is either grave, acute, or broad, but does not otherwise differ from the English. A sign placed between two letters denotes that the two letters have but one sound. The letters which are not surmounted by any sign are pronounced as in English. L sounds like y in the word ye. ji sounds as if followed by y in the word ye. R is never pronounced as in car, bard, lord; it is always rough, as in rose. THE WHOLE FRENCH LANGUAGE FIRST LESSON. first Divisiou — Practical. READiniG EXERCISE. 6 fl 69 4 Premiere le^on. 6§6 ^0 615 2 2 Le jeune Alexis Delatour etait J 20 4 u94 03 w20 un assez bon gar^on, qui n' avail 0.7 6 2 40 i iwO 20 qu'un seul defaut, la paresse. Mais 4 31 510 1 4 10 wO combien de lois n a-t-on pas dit 06 6 30w 2 ioi que ce vice donne naissauce a 5 2 . 4 00 wO „ tous les autres i Cest un * pro- * We mark the pronunciation of words but the first time they occur. When a word has been already seen, we only indicate whether the final letter is sonorous or mute. I. P. 1 2 FIRST LESSON EXPLANATION OF THE SIGNS. 20 50 91 SO ^ 50 verbe, vous le savez. Or, nous i I 09 I pemons tftte * les "^ proverbes sont •i-a 2 w 10 2.0 generalement vrais. EXFIiAIVATIOnr OF THE SIGNS PLACED OVER THE FIKST TWENTY WOBDS OF THIS LESSON. 6 32 p K E M 1 E R E. The sign h over-fte first e denotes the feeble sound of e in father. The sign 3 over the i denotes the alphabetic sound of the English e. 2 over the second e is the sign of e in the English word net. The sign which surmounts and joins ibe two figures 3 2 shows that a diphthong must be fermed of the two vertitK jjiSt like the combined sound of y and a in ihe English word yare. The cipher over the final e shews it to be silent, the consonants p, r, m, not being »irmaunted by mj/^§a, are to be pronounced ^esaetly as &i EqgKsh. £, hamng hut one sound in French, must Je pronounced as sharp at ttie end as in t-he hegirming of^be word. ITEC®?!. The 6 aver the e, dot fleiii^ surmounted ny the accessory ss vices. Ce gat^on est jeune. TO BE TRANSLATED INTO FRENCH. Alexis was young. Alexis was good. Alexis had a fault. Alexjshad a vice. Alexis had all the vices. That boy is young. * We Shan put our qtrestidns Jb Freneft whenever we can conipose them of expressions and interrogative forms that are known. FIRST tESSON — PRONrNeiATION. Ge garden est bon. Ce gar?on est assez bon. Ce garc«n a un d^faut. Ce )eune gwfOB a ii» d^faut. La paresse est un (!l(^faut. La paresse est un vice. La paresse donne Biussance a toas les vices. Vous savez la premifere lefon. Savez-vous la premifere le?on ? Combien de lefons save^s-veus? Corabien de proverbes savez- vous ? Noas peosons que te proverbe est vrai. Nous pensons que tes proverbes sant vrais. Nous pensons que lai paresse est ufli vice. Neo* pensons que vous savez la premiere le9on. That boy is good. That boy is pretty goocT. Tiiat boy has a fault. That young boy has a fault. Laziness is' a fault. Laziness is a vice. LaziHessgivesbirtfc to every vice. You know the first lesson. Do you know the first lesson ? How many lessons do you know ? How many proverbs do yea know ? TVe think that the proverb is true. "We think that proverbs are true. We think that laziness is a vice. We think that you know the first lesson. We here condude that pajrt of ©ur lesson, which is merely practjeal. Those persons who are impatient to understand amd speak as speedily as poesible will find it sufficient ; aad we woukt advise them to postpone the perusal of the second division of each lesson until they have gone tlii-oisgh all the practical exerciser contained in this volume. Our second division is especially dedicated to those who are desirous of obtaining an accurate knowledge of the principles of the language. Second Dlvisiatt — AualyUcnl and tbeorettcal. r RON u nici ATI oiv . The difficulties which the English learner has to encounter with regard to pronunciatioD are of two kinds : the first consists of a few sounds peculiar to the French language and unknown in English; the second arises from the difference in the phonic value attached to the letters of the alphabet, which in form and Dumber are the same in both languages. 8 FIRST LESSON PRONUNCIATION. The French sounds which do not exist in English are two puie vowels, four nasal vowels, and, perhaps, two consonants. The pure vowels are u as in du (of the) and eu as in feu (fire). U \s a sound which seems to be between oo and ee. It is produced by protruding the lips as in an attempt to whistle. The Germans repre- sent it by M. Eu in feu has some resemblance to the English e in her, but differs from it by being grave and, as it were, slender, requiring a smaller aperture of the mouth. The Germans represent it by 6. The nasal vowels are an, en or in, on, un. The nearest approximation we can find to an is the sound heard in English in the abbreviation canH, and to on that in don't; which may give the learner some idea of the other two sounds, in, un. We feel how imperfect such definitions are. Unknown sounds must be heard, not defined. We therefore strongly recommend the student t6 have the text of at least two or three of our first lessons read slowly and loudly as many times as possible, by some person who pronounces well. The six diflicult sounds are contained in the text of the two first lessons, so that if he once becomes thoroughly acquainted with them, and with the signs which represent them, he may afterwards with care and dili- gence proceed without assistance. The two consonant sounds which perhaps differ, though very slightly, from the English are II or il and gn. They are very nearly represented in English by gli .in seraglio, and by gni in bagnio. The first is also very often pronounced like y in ye. The alphabets in both languages, we have said, consist of the same letters; but these letters have not always the same import, or, in other words, do not always represent the same sounds. The following com- parison will demonstrate it. COMPARISON BETWEEN THE LETTERS IN THE TWO LANGUAGES. A, in English, has nine sounds, in the words, fate, far, fall, fat, care, want, war, journal, village. C, in English, has three sounds, in the words , cell, cat, social. E, in English, has three sounds, in me, met, her. The French a has but the two sounds heard in far and fat. The French c has but the first two. The French e has four sounds, namely : that of the English a in fate; that of e in wcf ; of a in care; and of e in her, or in father. FIRST LESSON PRONUNCIATION , G, in English, has two sounds, in get and gem. H, in English, is either aspirate or mute. /, in English, has four sounds, in fine, pin, antique and sir. J, in English, has but one sound, as heard in jilt. 0, in English, has five sounds, in the words, no, not, nor, move, love. R, in English, has two sounds, in run and bird. S, in English, has four sounds, in son, rose, version, usual. T, in English, has two sounds, in tea and portion. U, in English, has four sounds, in tube, tub, bull, rule. X; in English, has four sounds, in axe, example, anxious, Xerxes. Z, in English, has two sounds, in zone and azure. The French g has two sounds also : the first is the same as in En- glish, the second is that of z in the English word azure. The same distinction is admitted in French, but is merely conven- tional, the h never being pro- nounced. This will be explained later. The French lis always sounded e. The French j likewise has but one sound, but not the same as in English ; it is that of z in azure. The French o has but the first three sounds. The French r has but the first, and is always rough and vibratory. The French s has but the first two. The French t has two sounds : thefirstis the same as in English; the second is the sound of « in son. The French M has but one sound, unknown in English. The French x has four sounds also : the first and second are the same as in English ; the third is the sound of s in son, and the fourth the sound of z in zone. The French z has only the first of these sounds. The letters that we have not mentioned have generally the same sounds in both languages. We have spoken here of the simple letters only, without entering into an examination of the various sounds resulting from their combina- tions; this rapid glance at the difference of the two alphabets being quite suQicient to show the necessity of having recourse to certain signs which, being placed over the doubtful letters, will point out their real sounds. 40 FIRST LESSON PKOWlTNCrATrOW. Before we explain our system of signs, we must lay before our readers the whole of the soundis, or phonic elements of the French language. PHONIC ELEMESTS OF THE FRENCH LANGUAGE. If, without regarding the alphabetical signs, we only consult the ear, we find seven fuadamentai vowels, six of which may be represented thus : all, eh, e, o, oo, nr (1)^ The seventh is u, no notion of the sound of whtdt can be given bf any alphabetic character. These fundamental vowels undergo various modifications, which bring up to nineteen the whole of the vocal sounds in the French language. Out of these, thirteen exist in English, and six must be heard, to be correctly pronounced. In the following classification, the former are illustrated by means of English words; the latter are marked with a star, thus *. CfRAVE. fAr fAte. . . . . bEE ACBTE. fAt. , . . . nEU .... fit BROAD. cAie NASAE. AN *. . . . exaffiEN *. . . nOte. . , . . mOOn, . . . nO«. .... bUlL .... nOr ON *. . . . fEU *. . . . hEr dU * UN *. . . . Some of these yowelsare frequently combined, so as to form diph- thongs, just as in English o and y in boy, e and w in new, etc. There are eighteen consonants, most of which may be classed in pairs, as follows : [P f t s sh k 1 jb T d z zb ciy g 11 or a * n gn m » An these articulations or consonants exist in English, with the excep- tioB perhaps of U and gn, which are considered by some grammarians (1) Withont soundiag the r. (2) See Walker, Organic formation of letters. FIRST LESSON PRONDNCIATION. H as peculiar, but whkb, to oor miiul, present bo difficulty. Itds wilt be discussed in proper time and place. C, h, /, q, w, X, are not comprised in the above scheme, as it is the articulations only, and not the letters O'f the alphabet that are under con- sideration. The letter e, for instance, is pronouaced in two ditferent ways, represented by s and by 7c. We shall call relatives the consonants which are in pairs ; thus p is the relative of 6, and reciprocally 5 is the relative of ^; f is the relative of V, etc. The explanation of our signs will now become very short and easy. Considering that the chief dliUculliy of pronunciation arises from the multiplicity of sounds often given to one letter, and the uncertainty resulting therefrom^ we have found it expedient to adopt a few signs invariably representing the same sounds. For the primary notion of this system of sigus, we aje indebted tft Professor Carlotti, and we gladly pay him our tribute of acknowledge- ments. We represent the seven fundamental vowels by means of the first seven numerals, thus : I 2 3 ■4 5 6 1 AH EH £■ 00 DR U The consonants being far less changeable than the vowels, two signs suffice. They are : 8. 9 SH and S The cipher (0) denotes that the letter over which it is jriaced femute. The followiog additional signs complete our system. _ denotes the grave sound of a vowel, as in the following examples : t 2 3 4 5 fAr, fA,te, bEE. nOte, mOOn. w denotes the acute sound of a vowel thus : w: ^ u «r w u 12 3 4 5 6 fAt nEt, fit, nOt, bull, hEr. o denotes the long broad sound of a vowel, thus: § 4 cAre, nOr. ^ denotes the nasal sound of a vowel, which cannot be described m English, and must be heard. 1 2 FIRST LESSON LEXIOLOGY. ^—^ denotes the combination of two vowels forming a diphthong, thus : fs 35 15 bOY, nEW, now. . denotes the relative sound of a consonant. When placed over g or 9, it gives it the sound of z; over 8 the sound of zh; over f the sound of v; over d the sound of t; as in the following examples : 9 8. roSe, suffice, aZure, oF, passeD. Of course the letters which have no sign over them must be pro- nounced as in English. Besides this practical means of enabling the student to read correctly, we shall gradually initiate him into the theoretical principles of pronun- ciation. This we shall begin to do in our second lesson. lEXIOI-OCiY. Under this head, we shall investigate one by one all the words of our text; explain their formation and origin, when necessary; give their principal derivatives, and point out their inflections and modifications. Throughout this woric we have generally avoided the introduction of new terms, thinking that the words commonly used in grammatical nomenclature, if they are not always very satisfactory, have at least the advantage of being immediately understood, without a previous defini- tion. In this particular case, however, we beg leave to present a substi- tute for the consecrated term Etymology, and we feel bound to give our reasons for so doing. Johnson thus defines the word Etymology : « 1° The descent or derivation of a word from its original; the « deduction of formalions from the radical word ; the analysis of « compounds into primitives. « 2'' The part of grammar which delivers the inflexions of noims and « verbs. » Latham criticises this definition, but he says that the word Etymology has a double meaning. Webster also attributes two definitions to this word. Now, in the French language Etymologie has but the first acceptation : .- The descent or derivation of a word from its original, etc. ,, It would not be understood as being that part of grammar which treats FIRST LESSON — LEXIOLOGT. 13 not only of the origin of words, but of tlieir various inflections and modifications. Several French grammarians have used lexigrapMe and leadcologie, which seem better adapted to the subject. But it appeared to us that lexigraphie signifying only the writing of woi-ds, or the descrip- tion of words, was not comprehensive enough. As for the change of lexicologie into lexiology, we have only followed the example given by a modern linguist, Mr. Chavee, in a late publication, Lexiologie Indo- Europienne. We here translate his explanation. « This branch of philology receives, among the learned, the well known appellation of « lexicologie or lexilogie. We could not accept either of these terms; « the first, because it does not mean what it is intended to express; the « second, because its consli-uction is faulty. The noun islixov, which « enters into the compound lexicologie, does not signify word, but « dictionary, collection of words. It is therefore Je?i;, word, which « should be combined with ioyos and i.oyia. ; but, instead of making the « barbarism lexilogie, it was indispensable to indicate, by lexio, the « genitive of >£?is, in lexiologie, as the Greeks have done for the genitive u of fj^ii in the analogous compound physiologic and not physilogie. » PBEMiiiRF. is the feminine form of the adjective Latin primus, first. The principal deWvatives of premier are : premier, from the Premier ement, firstly. Premier (subst.) first, chief; first floor. Premices, first fruits, firstling. Prime, prime, premium. Primer, to be first, to take the lead , to excel. Primeur, early fruit. Primitif, primitive. Primitioement, primitively. Primal, primate. Primatial, primatical. Primatie, primateship, primacy. Primauti , primacy . preemi- nence. Primaire, primary. Primevere, primrose. Primo, firstly. Primordial, primordial. Primer dialement, primordially. * In our grammatical explanations wc, take it for granted that our readers liave already some notions of generaf grammar, and we siiall tlierefore omit the defi- nition of all the terms commonly used. Those who learn a foreign language probably know their own ; if they do not, it will become the task of their master to supply the deficiency. li FIRST LESSON LEXIO-LOGY N" 1 TO, 6. «. * Adjectives as well as substantives, are of two genders : the mas- culine and the feminine. 2. Adjectives gena-ally form their feminine by the addition of e mute. 3. In forming the feminine of adjectives ending in er, by the addrtioo of e, tJie preceding e takes the grave accent C ) ■ Ulcon comes from the Latin lectio, choice, or reading, derived from the TCrtJ legere, to choose, or to read. It is feminine. It should be mascu- line, according to analogy, as will be hereafter explained (16). The radical word is lire, to read, from the Latin legere. The principal derivatives of lire are : Retire, to read again. Liseur, reader. Lisible, legible. Lisiblement, legibly. Illisible, illegible. Jllisiblement, illegibly. Lecteur, reader. Lecture, reading. Lecon, lesson. Legende, legend. Legendaire, legendary. Elire, to elect. ReelirA, to reelect. Elite, choice, best part. Eligible, eligible. Eligibilite, eligibility^ Ineligible, ineligible. Ineligibilite, ineligibility. Electeur, elector. Electif, elective. Election, election. Electoral, electoral. Electorat, electorate. Reelection, reelection. 4. hEJeune Alexis —Irkparesse — Les prouer&es. The French article varies in gender and number. 5. Lc is masculine and Hi^lar. La is feminine and singnlar. liCS is plural and of both genders. Jtiiine, from the Latin juv^nis, is an adjective of both genders. 6. Adjectives ending in e mute are of both genders. The principal derivatives of jeuke are : Jeunet, very young. Jeunesse, youth. Rajeunir, to make young again, to renew. Bajeunissement , restoration to youth. fixAiTis ibe third person singular of the imperfect tense of the indi- Jouvence, youth. Jouvenceau, youth, lad. Jouvencelle, lass. Juvenile, juvenile. * Every observation of importance and every rule will bear a number , by Bieans of which reference may be made to what has preceded. riRST LESSON — LEXIOLOGY — M*" 7 TO 4^. 4 5 «adw! JBOod ef tire verb &tr-e, to be, which is irregular, but not io this tense. For the definition of the imperfect tense, see 1^8. 7. Uu and its feminine une signify a, an and one. The principal derivatives of un are : Uniime, first. Uniqiue, unique, single, Vniquement, only. Unite, unity, unit. Unamme, unanimous. fjnammement, unan: Uncmimite, unanimity. Uniforme, uniform. Uniformement, uniformly, Uniformiti, uniformity. Vnivers, universe. Universel, universal. Umttersaiite, inrivetsaMtf . Unkxi-geHemeni , nniversally. Vnwersite, university. Vni, united, «ven, smooth. Unimmit, evenly, plain^. Uimr, to unite. Union, uaioa. Uaisson , unison. Desunir^ to disunite. Vesunion, disunion. Reunir, to reunite. Reunion, reunion. AssEz comes from fli« Celtic aue, to sate, BoN comes from the Latin bonus, good. Its feminine is ionne (202) The principal derivatives of bon are : Bon (subst.) ticket, voucher, check. Bonasse, simple, foolisTi. Bonne (subst.) servant-maid. Bonnement, kindly, siinply. Bonte, goodness, kindness. Debonnalre, compliant. Debonnairement, compliantly. Debonnairete, compliance. Boni, bonus. Bonbon, sweetmeat. Bonbonniere, sweetmeat-box. Abonnir, to improve. Rabonnir, to improve, Abonnissement, improvement. Abonner, to subscribe. Abonne, subscriber. Abonntment, subscription. Bonifier, to make good. Bonification, amelioration. GAiigoi^ comes from the low Latin garcio, valet. It is masculine. 8. All the names of males are masculine, whatever may be their termination, and all the names of females are feminine. 9. Oiii is a relative pi-onoun generally corresponding to the English words toifio, whom, which, that, and son.eiimes what. It is also used as an absolute pronoun, particularly in interrogations, as: Qui avait itn defaut? Who had a fault? — Qui aimez-vous? Whom do you love?— In this case it refers only to persons. N'avmt stands for ne avait. 10. Xe is a particle used iu almost all negative phrases, either alone 46 FIRST' LESSON LEXIOLOGY — N°' 11 TO 1 4. or joined to some word which in English would be negative by itself, as : nepas, ne point, not; ne... rien, nothing; ne... jamais, never; ne... que, but. -11. "When ne precedes a word beginning with a vowel or an h mute, . the vowel e is suppressed and an apostrophe substituted for it. The same rule is applicable to the monosyllables je (I), me (me), te (thee), se (one's self), qoe, ce (pronoun), le , de, which will be successively seen and explained. liU likewise loses its vowel in the same case. AvAiT is the third person singular of the imperfect tense of the indi- cative mood of the verb avoir, which is irregular. Our text containing all the forms of the two auxiliaries etre and avoir, no explanation of their irregularity is necessary at present. Qu'uN stands for que un. See 11. Que has a great variety of meanings. When preceded by the negative particle ne, it corresponds to the English word but in its restrictive sense of only, save or except. Secl comes from the Latin solus. Its principal derivatives are : Seulemenf, only. Solitaire, solitary. Solitairement, solitarily. Solitude, solitude. Soliloque, soliloquy. DfeFAUT, formerly default, comes from the verb faillir, to fail, from the Latin fallere. The principal derivatives of faillir are : Failli, bankrupt (one who has failed). Faillite, bankruptcy, failure. Faillible. fallible. Faillibilite, fallibility. Infaillible, infallible. Jnfaillibilite, infallibility. Infailliblement, infallibly. Defaillir, to fail, to falter. Defaillant, faltering. Defaillance, fainting, decay. Faute, fault. Fautif, faulty. Defaut, fault, failing, defect. DfiPAUT is of the masculine gender. 12. All the substantives in the French language are either masculine or feminine. There is no neuter gender. IS. The gender of substantives is determined either by the sex (8) or by the termination. 14. Substantives ending in any other termination than e mute are generally masculine. The exceptions are numerous, and will be point- ed out. FIRST LESSON —LEXIOLOGY—N"' ^ "i TO 1 8. 17 Paresse comes from the Greek nUpi^ti, relaxation. Its derivatives are : Paresser, to laze. Paresseuscment, lazily. Paresseux, lazy. Paresse is of the feminine gender. 15. Substantives ending in e mute are generally feminine. Mais comes from the Latin magis, more *. CoMBiEN is a contraction of the two words comme or comment, how, from the Latin quomodo ; and Men, which has various meanings, and among others much and many. The word Men will be examined in its proper place. ComMen corresponds to how, how much and how many. 10. Oe, from the Latin de, is one of the most important among the French prepositions. It generally corresponds to o/'and from'in English; but besides it is often rendered by to, with, by, on, in, or by (he sigh of the possessive case ['s). See 59. f ois is supposed to come from the Latin vix, vices, turn, turns. Its derivatives are : A la fois, at once. Quelquefois, sometimes. Parfois, at times. Autrefois, formerly (other lime). Toulefois, nevertheless. Fois is feminine, and therefore is an exception (Ik). It is either singular or plural, without any alteration in its spelling. 17. Substantives ending in « do not change their termination in the plural. K\ stands for ne a (11). A is the third person singular of the present tense of the indicative mood of avoir, to have, which is irregular. See avail. 18. ®ni, from the Latin homo, man, is an indefinite pronoun which generally corresponds to the English word one ; sometimes to people or they, as : On dit. People say, or They say ; and moreover is often rendered in English by a different construction, as will be seen hereafter (64). The t between a and on is merely euphonic, to avoid the hiatus. Pas, from the Latin passus, step, acquires a negative meaning only when preceded by ne, in which case the two words together signify not. See 10. Dit is the past participle of the irregular verb dire, to say, to tell, from the Latin dicere, the principal derivatives of which are : See HonNE Tooke 's Diversions of Purley. I P. 18 rifiST LESSON LEXIOJLOGY — N" J 9 TO 22. Dire (subst.) saying, statement. Biseur, sayer, teller. Edit, edict. Inedit, untold, inedited. Dedit, retractation. Dedire, to unsay, to retj-act. Contredit, reply, rejoinder. CoMtredire, to contradict. Contradicteur, contradictor. Contradiction, contradiction. Contradictoire, contradictory. Contradictoirement, contradic- torily. /nferdiMnteidicted, abaslied. Interdire, to interdict. Que, probably from the Latin quod, whenused as a conjunction, cor- responds to tiie English word that. 19. Ce is sometimes a demonsU-ative pronoun, and ■sometimes a demonstrative adjective. It is only as an adjective that we are to consider it here. Cc signifies this and that. It is masculine and singular. It always precedes a substantive. It is placed before words beginning with a consonant. Before a vowel it becomes cett. The feminine is cette. The plural of both genders is ccs, these and those. Vice comes from the Latin vitium. Its derivatives are : Interdiction, interdiction. Predire, to foretell. Prediction, prediction. Redire, to say again. Bedite, repetitirouer6«s, Proverbs. See Syntax.n" 35. -Reading is good— The boys are in solitude— Slander is for- bidden (interdicted)- Vice is fatal— Nature is liberal— Truth is impartial. 16. Model : Un assez Ion garcon. Syntax, n° 36.— Young enough- Legible enough — Learned enough. 17. Model : Alexis ji'avait pas un defaut. Syntax, n° 38.— You do not know— We do not think — One was not — One had not— We do not give— Tou do not forgive. 18. Model : Combien de fois. Syntax, n° 39. — How many lessons —How many readers— How many electors— Verbs enough— Boys enongh — Gifts enough. 19. Model r^-«-OM? Syntax, n'^iO'.-Do you know?— Do we think?- Bo you give ? — I>o we forgive ? — Does one generalize ?— Does one verify ? 20. Model : Na-t-onpas ? Syntax, n°'i2.— Do you not know?— Do we mot think ? — Do you not give ? — Do we not forgave ? — Does not one generalize ?— Does not? one verify ? COiMPOSITIOIV. i — ■ The first fault gives birth to>att others— &,. 33, Zk '. 2 — The first legend was illegible- 5, 33, 34. 3 — The young boys are ingenuous — 5, 25y 33,. 34.. U — You know a single lesson— 2, 7, 33. 5 — The election of that, general is certain [infallibte]— 1 1, 6 **^ 6 — Alexis had a vice— 7, 20. * The figures after each phrase refer to the rsiles contained in the Secand Division. ** The words in italics are not to be translated ; the words between crotchets [ ] anre those which are- to be substituted fbr the words in' italics, or which are reqniredF by the French construction. FIBST LESSOM — BEeAPITBLATION. 27 7 — You know this lesson, which is. ihe first— 19, 37. 8 — Alexis, who was good, had but a single fault— 37, 11, 38. 9 — That fault, which was fatal, was IsBincss— 37, 35. 10 — Laziness, which was the fault of Alexis, is a fatal vice [vice fata!]-35,ll, 20, 30. 11 — That boy was generous^ 19<. 12 — That elector is a naturalist— 19, 8. 13 — That thought is good and moral — 19, SO, 2. 14 — You know that this sacrifice is generous— 30. 15 — All these edifices are uniform— 20, 19, S3. 16 — One forgives, a fault wbicli i»geiieral— 22, 30. 17 — Alexis thinks that proverbs are not true — 22; 35-, 38, S3. 18 — A proverb generalizes the thought of a nation — 22, 19 — Those learned nataralists are nnanimoiB— 19, 25. 20 — All those electors are united— 19, 25. 21 — Those vices are pardonable— 19, 25^ 22 — It is Alexis who Chinks that laziness is a fault— 2&, 37, 22. 23 — II is a lesson that we give— 26, 28. 24 — We give you a lesson— 28, 43. 25 — You give us a lesson— 43. 26 — To whom does one give that lesson?— 37, 40, 41. 27 — One gives it to those young boys— 27, 43. 28 — We forgive you— 28, 43. 29 — That boy is young enough — 36v 30 — This legjend is tepbleeoongh— 36, 31 — These dictionaries are good enough— 36. 32 — You do not know that this fault is unpardonable — 38. 33 — Laziness was not the fault of Alexis — 38. 34 — We do not give a single lesson — 38. 35 — How many faults are pardonable ! — 39. 36 — How many proverbs do yow know ?— 39. 37 — Do you not know that laziness is a vice ? — 42. 38 — Do you not think that you know the first lesson?— 42. RECAPIT1II.ATIOIV. 1'. Contained in the text. , . , 49 2. Radicals and derivatives connected with the words of the text 362 311 28 FIRST LESSON — RECAPITULATION. Principat obiervaliant : 1. On the gender of adjectives. 2, 3. On the formation of the feminine gender of adjectives. U, 5. On the article le, la, les. 6. On the gender of adjectives ending in e mute. 7. On the adjective un. 8. On the gender of the names of males and females. 9. On the pronoun qui. 10. On the negative particle we. 11. On the elision of e in ne and in a few other monosyllables. 12. 13, 14, 15. On the gender of substantives. 16. On the preposition de. 17. On the plural of substantives ending in s, 18. On the indefinite pronoun on. 19. On the demonstrative adjective ce. 20. 21. On the gender ofsubstantives ending in ice. 22. On the third person singular of the present tense of the indicative mood of verbs ending in cr. 23. On the termination atice. 24. On the preposition d. 25. On the plural of adjectives. 26. On the demonstrative pronoun ce. 27. On the pronouns le, la, les. 28. On the first person plural of the present tense of the indicative mood of verbs ending in er. 29. On the plural ofsubstantives. 30. On adjectives ending in al. 31. 32. On the formation of adverbs of quality. 33. On the concord of the adjective with the substantive. 34. On the concord of the article with the substantive. 35. On the use of the article. 36. On the place of the adverb assez. SI. On the import of qui relative. 38. On the construction of negative sentences. 39. On adverbs of quantity. 40. 41. On the con';truction of interrogative sentences. 42. On the construction of phrases that are interrogative and negative at the same time. 43. On the place of the personal pronpun, when it is a regimen. SECOND LESSON — READING EXERCISE. 29 SECOND LESSON. first Division — Practical. READING EXERCISE. 6 9^2 Deuxieme le^on* Le pere d'Alexis, homiue intel- 8 i 20 ^ . u 9 2 ligent* et actif^ exer^ait** la pro- 9P4 6 7l9p0 dT^.O lession de menuisier^ On le voyait 06 5S50 I 2w3 presque toujours a son etabli, 6 . V. i- I i 8 00 6 5 1 oeil anime^ les manches retrous- 2 087 04 50 030 sees jusqu au coude, et la scie 5 ^ _0 2^0 ou le rabot a la main. * In intelligent the reduplication of / must be heard, as if the word were divided thus : intel-ligent. In this word, when pronounced alone, the final t is mute, and becomes sonorous only when a vowel follows. This remark is appli- cable to the final consonants of many words. ** The alphabetic sound of x being the same in French as in English (fo), its relative sound is gz. 30 SECOND LESSOS — TRANSLATION- LITERAI. TBAiVSlATIOnr. Deuxieme leoon. Second Le pere d' Alexis, homme intelligent et a«tif, exergait father of man intelligent and active, exercised la profession de memiisieT. On le voyait presque profession joiner him saw almost toujours a son etabli, 1' «eil aniiup, les manches always at his bench the eye animated sleeves retroussees jusqu'au ^oude^ et la scie ou le rabot a tneScei vj> unlil to Ihe elbow saw or plane la main. Jiaod. E!VGI.ISH TRAIVSI.ATIOIV. The father of Alexis, an intelligent and acli?e man, was a joiner. H« was almost always to be seen at bis bencli, with his eye bright, his sleeves tacked up to his elbows, and with a saw or a plane in his hand. AliTERIVJiTE TRAIVSIiATIOnr. We consider this exercise so important that, for the second time, we give a model of it; and we earnestly invite th« student and the master never to omit it. This agreed upon once for all, we shall henceforward cease to repeat it, since the learner who studies alone is to prepare it himself, by copying the French in one column and the English in the other ; and he who is guided by a teacher is not to make use of the book. Deuxifeme legon. . . . Le pfere d' Alexis, . . . homme intelligent et actif, exer9ait la profession. , de menuisier. .... On le voyait .... presque toujours. . . . ason^tabli, .... Second lesson. The father of Alexis, intelligent and active man, exercised the profession (trad^ of joiner. He was seen almost always at his bench. SECOND LESSOS — COJiVERSATION — PafiASSOLOGT . 31 I'oeil anim6, . . , . les mnaflies retrouss^es. jiisqii'au coude, . . . et Ja scie oa le fabot a la main. . . . ■ . the eye anioiated, the sleeves tucked ap to the elbow, and the saw or the plane in his hand. COirWERSATIOIV. QUESTIONS. What lesson is this? Qui gtait un homine intelligent et aclil? What sort ofa man was the father ofAleiis? Qui exerfait la profession de me- nuisier ? What was his ti-ade ? What did the father of Alexis do ? When was he to be seen at his bench ? Where was he to be seen ? How was his eye? How were his sleeves ? What had he almost always In bis hand? What was animated ? What were tucked up ? Qui voyait-on presque toujours a son ^tabli ? ANSWERS. C'est la deusi^me le^oo. Le p6re d'Alexis. Un bomme intelb'gent et actif. Le pfere d'Alexis. La profession ion, as profession, are feminine. Menuisier comes from menu, slender, thin or small, from the Latin minutus, diminished, lessened. The principal derivatives of menu are : Menuiser, to carpenter. Menuisier, joiner. Menuiserie , joinery , joiner's work. Menuel, minuet. Mince, slender. Amincir, to make thin. Amincissement, thinness, thin- ning. Emincer, to mince. SECOND LESSON — LEXIOLOGY. 37 Minime, trifling ; very small. Mineur, minor ; under age. Minuscule, small (in speaking of letters). Minorite, minoriiy. Minimum, minimum. Miniature, miniature. Minute, minute (subst.). Minulie, trifle. Minulieux, minute (adj.), cir- cumstantial. Minutieusement, minutely. Diminuer, to diminish, to lessen. Diminutif, diminutive. Diminution, diminatioo. Moins, less. A moins que, unless. Du moins, at least. Moindre, less, smaller. Amoindrir, to lessen. Amoindrissement , lessening, decrease. Neanmoins, nevertheless. VoYAiT is the tliird person singular of the imperfect tense of the indi- cative mood of the irregular verb voir, to see, which comes from the Latin videre, to see. The principal derivatives of voir are : Voyant, seeing; sighted; showy. Vu, seen ; seeing. Vugue, seeing that, since. Fue, view, sight. Entrevue, interview. Bevue, blunder ( bad sighted- ness). Rente, review. Entrevoir, to see imperfectly; to have a glimpse of. Pourvoir, lo provide. ■Pourvoi, petition, appeal. Pourvoyeur, purveyor. Pourvu que, provided that. Depourvoir, to unprovide. Depourvu, unprovided. Audepourvu, unawares. Revoir, to see again. Void, behold, here is, this is. Revoici, here is again. Voild, behold, there is, that is. Revoild, there is again. Clairvoyant, clear-siglited. Ciojr«oj/anc«, clear-sightedness. Prevoir, to foresee. Prevoyant, provident. Prevoyance, foresight. Previiion, prevision. Imprevu, unforeseen. Imprevoyant, improvident. Jmprevoyance, improvidence. Viser, to take sight ; to take aim. Visee, aim. Visa, visa, signature. Visa-vis, opposite. Fisagc, visage, face. Devisager, to disfigure, to scratch the face. Envisager, to look at the face ; to look upon. Visiere, visor; shade ; sight. Visible, visible. Visiblement, visibly. Invisible, invisible. Invisihlement, invisibly. Vision, vision, sight. Visionnaire, visionary. Visuel, visual. Visite, visit. Visiter, to visit. 38 SECOND LESSON — LEXIOLOGT — N° 54. Visiteur, visitor. Proviseur, head-master , prin- cipal. Provisoire, provisional. Provisoirement , provisionally. Provision, provision. Approvisionner, to supply with | provisions. ' ' j Approvisionnement , supply of provisions. Improviser, to extemporize. j Improvisateur, extemporizer. I Improvisation, improTisatioD. A I'improviste, unexpectedly. Reviser, to revise. - Revision, revision. Reviseur, examiner. Evident, evident. Evidence, evidence. Evidemment, evidently. Providence, providence. Providentiel, providential. Vedette, vedette, scout. Belveder, belvidere. Presque is formed of pres, near, and que. Vhts comes from the Latin pressum, pressed. Its principal derivatives are : A pen pres, nearly. Depres, close, near. A celapres, with that exception. Presque, nearly, almost, Presqu'ile , peninsula { almost island). Apres, after. Apres tout, after all, upon the whole. Apres-demain, the day after to- morrow. Apres-dinee, after dinner. Apres-midi, afternoon. Apres coup, afterwards. Apres que, after. Aupres, near. D'apres, from. Ci-apres, hereafter. TocjouRs is formed of tons, all, and jours, the plural of jour, day, from the Italian giorno. The principal derivatives of jour are : Ajourner, to adjourn, to post- pone. Ajournement, adjournment. Journee, day. Journal, journal. Tournalier, daily. Journalisme, journalism. Tournaliste, journalist. Journelleinenl, daily, every day. Aujourd'hui, to-day. Bonjour, good day. Toiijours, always. For the derivatives of tout, see 1st lesson, p. 20. 54. Son, from the Xatin suus, corresponds to his, her, its and one's. It is masculine and singular. Its feminine is s» and the plural ses. Etabli comes from faft^, table, from the Latin tabula,, boar A. The principal derivatives of table are : Tableau, picture ; board, table. I Tablettes, table-book. Tablier, apron ; platform. | Tablature, tablature. Tablette, tablet, shelf. | Tabletier, toyman. SECOND LESSON — LEXIOLOGY — N° 55. 39 Tdbletierie, toy-trade. Attabler, to set at table. Btdbli, board, bench. Etdblir, to establislr. Etablissement, establishment; Relailir, to restore, to reestab- lish. Retailissement, TeestahWshment, recovery. Entablement, entablature. L'oEiL stands for le atil. See 11; OEiL is a contraction of the Latin word oculus, eye, the principal derivatives of which are : A I'mil, by the eye. A vue dlail, by the eye; visibly; apace. GEillade, glance, ogle. OEUlere, of the eye. QEillet, eyelet J pink. OEillelte, field poppy. OEUleton, offset. Oculiste, oculist. Oculaire, ocular ; eye-glass. Ocidairement, ocularly. Inoculer, to inoculate. Inoculation, inoculation. Inoculateur, inociUator. Binocle, double eye-glass.. Monocle, single eye-glass. Bigle, squint-eyed. Besides, spectacles, eye-glass. Anime, used here as an adjective, is the past participle of the verb animer, to animate, which comes from ame, soul, from the Latin anima, breath, or soul. The principal derivatives of ame are : Animer, to animate. Anime, animated. Inanime, inanimate. Ranimer, to revive. Animation, animation. Animosite, animosity. Animal, animal. Animaliser, to animalize. Animalcule, animalcule. Animadversion, animadversion. Longanimite, longanimity, for- bearance. Pusittanime, pusillanimous. Pusillanimite, pusillanimity. 55. The past participle of verbs ending in er in the infinitive mood is formed by changing this termination into e. Manche comes from the Latin manica, sleeve. Its derivatives are : Manche, channel. Manchette, ruffle. Manchon, muff. Manchot, one-armed. The word manche, as will be seen later, signifies also handle, coming from the Latin manus, hand, in which case it is masculine. Retrousse is the past participle of the verb retrousser, to tuok up (see 55) which comes from trousse, truss, bundle, breeches, from the German tross, baggage. 40 SECOND LESSON LEXIOLOGT N<" 56 TO 58. The principal derivatives of trousse are : Aux trousses, in pursuit, at the heels. En trousse, behind (on a horse). Trousser, to tuck up , to turn up. Trousseau, bundle , bunch ; outfit. DMrousser, to put down (what is tucked up), to rob. Detrousseur, robber. Retrousser, to tuck up, to turn up. Retroussement, tucking up. Relroussis, boot-top, facing. Retrousse Es is the feminine and plural form of retrousse. 56. Participles form their feminine and plural in the same manner as adjectives (2,25). Jusqu'au stands for jusque au. 57. JIusqne comes from the Latin usque, until, so far as. It does not refer merely to time, as till or until in English, but denotes distance, and often corresponds to as far as, to, unto, up to, down to and even. The final e ofjusque is cut off before the words d, au, aux (plural of au) and ici, here. Au stands for d le. 68. The two words a Se are always contracted into an, before a word beginning with a consonant. But when the next word begins with a vowel or an h mute, they remain separate and the e of le is cut off (11) as : d I'etabli, to the bench ; d Vhomme, to the man. CouDE comes fro.n the Latin cubitus, elbow. It is masculine not- witihstanding its feminine termination (15). Its derivatives are : Couder, to bend in the form of an elbow. Coude, kaeed. Coudee, cubit, arm's length. Coudoyer, to elbow, to jostle. S'accouder, to lean on one's elbow. Accoudoir, elbow-rest. SciE comes from the Latin secare, to cut. Its derivatives are : Scier, to saw. Scieur, sawyer. Scierie, saw-yard ; saw-mill. Sciure, saw-dust. Sciage, sawing. Ou comes from the Italian or the Spanish a, or. It corresponds to either and or. Rabot is supposed to come from the Latin radula, scraper. Its deri- vatives are : Raboter, to plane. i Raboleur, planer. Rahotage, planing. | Raboteux, rough, uneven. SECOND LESSON LEXIOLOGY. 41 Main comes from the Latin manus, hand. It is feminine notwith- standing its masculine termination. Its principal derivatives are : Sous-main, underhand. A pleines mains, by handfuls. De longue main, for a length of time. Sous la main, at band. Main courante, day-book. Main d'muvre, hand labour. Main basse, slaughter. Main levde, withdrawal, replevin. Arriere-main, hind quarters (of horses). Avant-main, fore-hand, fore- quarters. Coup de main, coup de main. Manier, to handle. Maniement, handling, manage- ment. Maniahle, manageable, easy to be handled. liemanier, to handle again. Remaniement, handling again. Menotte, little hand; handculT, manacle. Manique, hand-leather. Manivelle, crank. Manipuler, to manipulate. Manipulation, manipulation. Manipulateur, manipulator. Manuel, manual; hand-book. Manuellement, with the hand, from hand to hand. Manufacture, manufacture, ma- nufactory. Manufacturer, to manufacture. Manufaclurier, manufacturer. Manuscrit, manuscript. Manche (masc), handle. Demancher, to take olT the handle. Emmanchcr, to put a handle to ; to begin. The genders are the most puzzling dilTicalty to an English learner, and as this arises principally from the number of the exceptions, care should be taken to become famillai-ized with them. It would be proper, we think, to have a copy-book with each page divided into two columns and to transcribe every exception as soon as it occurs. The following may serve as a model. WOBDS T1I\T ARE MASCULI^E , THOUGH HVVING A I'EMIM.NE TEBMINATION. The names of males, such as pere, hommc. Nouns ending in ice, as vice. Coude. Manche (handle). Verbe, adverbe, proverbe. Words that are feminine, THOIGH HAVl.NCi A MASCULINE TERMINATION. The names of females. Nouns ending in sion, as profes- sion. Legon. Fois. Main. i2 SECOND LESSON SYNTAX — N"' 59 TO 62. The whole test of oar lessons comprises all the exceptions ; so that when the student has gone through it, his list will be complete. SYPItTAS. $ 1 — INTERROGATIVE. Why do-wesay- « Le i)ere^, » and not « La pere, » or << Lis pere? ' — 34. Why do we say ;; La profession, » and not « Le profession ? >> — 34,53. Why is'LE' Before the verb, in the phrase « On i.e voyait ? » — U3. Why do we say « Les manches, » and not ^^ La manches? » — 34. § 2 — Explanatory. IjC pere A'' Alexis. This can be rendered in English by, « The father of Alexis, » or, « Alexises father. » 59.. There is no such thing in French as the possessive case. When it occurs in English, it should be rendered according to the above model. Le pere d' Alexis, homme actif, exergait, etc. The English construction would require the article a before mnn. 60. In incidental clauses, like the above, where homme act if is a sort of parenthesis, the word im or une is very often omitted. Homme intelligent et actif. 61. The place of the adjective in French can hardly be subjected to rules. It sometimes precedes and sometimes follows the substantive, without any precise reason ; and often according to the taste or caprice of the speaker. Practice and observation are the best guides in this case. We shall only state, as a general remark that, when two or more adjectives belong to one substantive, it is surer to place them after it. 62. We can say in English, « An intelligent active man, » or, •> An intelligent and active ynan. » In French, the conjunction ei must not be suppressed. SECOND LESSON — SYNTAX— N°'63 TO 66 — PREP. EXERCISE. 43 La profession de menuisier. The profession of a joiner. @3. The article a or au is not expressed before a substantive which is used adjectively, that is, which qualifies either the- subject or the regimen of a verb. We^hould therefore render « He is a joiner » by «Tl est menuisier, »■ because menuisier qualifies II, and we should translate ; « Ik joiner has a planer) by".« Un menuisier a nn raiot », because neither menuisier, nor robot qualifies any other word, the one heing the subject, and the other the regimen of the verb a. On le voxjait. One saw him. He was seen. ©4. The indefinite pronoun on is. much more frequently used in French than the word one is in English. It often corresponds to the passive form. See 18. tJoeil anime. — Le robot a lia mairt. nis eye animated — A plane in his hand. 65. The article le, la, les, is used instead of a possessive adjective, before a regimen, when the sense clearly shows who the possessor is. Vmil 3m\m€. — Les manches reti'ouss^es. '66. "When the past participle is used as an adjective, it follows the rule of the adjective, and agrees in gender and number with the substantive. Tbii'd Division —Exercises. prepaBjIltory exercise. 1. Translate the following adjectives into French. See Lexiology, n' 49.— Adoptive -Affirmative— Attentive— Collective — Communicative —Convulsive— Corrosive — Descriptive— Destructive — Digestive— Eva- sive— Excessive— Fugitive — Imitative — Maladive — Negative — Pensive — Plaintive. 44 SECOND LESSON PREPARATORY EXERCISE — COMPOSITION. 2. Model : Lepere exercait. Lexidlogy, n° 50.— The agent agitated —The actor animated— The man gave— The professor generalized— The boy extemporized— The joiner handled — The father pardoned — The joiner planed— The journalist revised— The sawyer sawed. 3. Model : La profession. Lexiology, n° 53. — The collision — The coBclusion— The decision— The profusion— The vision— The convulsion — The pension— The version— The compassion — The discussion —The permission — The possession. U. Model : Sox etaili. Lexiology,' n° 5i.— His agent — Its handle- One's contradictor— His duet —Her boy— Its reader— One's hand-book. 6. Model : ^mme. Lexiology, n° 55.— Handled —Manufactured — Naturalized— Pardoned — Professed — Redoubled —Revised — Revived— Planed— Sawn— Transacted —Visited —Adjourned— Agitated— Given- Diminished. 6. Model : Retroussees. Give the feminine and plural forms to the above participles. See Lexiology, n" 56. 7. Model : Au coude, for d le coicde. Lexiology, n° 58. — To the compatriot — To the defect — To the boy — To the nobleman — To the journal — To the journalist —To the reader— To the joiner — To the ma- nufacturer — To the father— To the godfather — To the patron — To the patriarch. 8. Model : h^pere n' Alexis, for Alexis's father. Syntax, n° 59. — The nobleaian's agent — The animal's agility— The elector's activity— The father's action— The patriot's soul— The actor's animation — The journalist 's animosity — The godfather 's blunder — The reader 's double eye-glass— The visitor's clear-sightedness. 9. Model : La profession de menuisier. Syntax, n° 63. — Delatour is a joiner — This joiner is an elector — The elector was a patriot — The patriot was a godfather— The journalist is a father. 10. Model : On le voyait, for He was seen. Syntax, n° 61.— He was agitated— He was animated — He was jostled (elbowed) — He is given— It is diminished — He is exercised — We are exercised —We were par- doned—You are revived — It was sawn— You were visited. 11. Model :Le robot d la main, for The plane in his hand. Syntax, n" 65.— We give our hand— Alexis gives his hand. CO>IPOSITIOiV. 1 — The joiner has two boys— Zi7. 2 — You know that Delatour is a good father— 63. SECOND LESSON — COMPOSITION. 45 3 — The father is prudent and attentive— 48, 49. U — The father is persuasive and indulgent— 48, 49. 5 — We exercise the profession of his father — 28, 61. 6 — We exercise another profession— 28, 51. 7 — Passion is not always a vice— 35, 38. 8 — The professor gives us the permission — 22, 43, 53. 9 — The procession was seen— 53, 6i. 10 — His eye is animated— 54. 11 — His plane was good— 54. 12 — The lesson is given— 56, 66. 13 — The visitor has ihought of [to] us— 55. 14 — The reader had exercised his eye— 55. 15 _ -We give a saw to the boy— 28, 58. 16 — We think of [to] the proverb— 58. 17 — We give a plane to the joiner— 58. 18 — Do you know Delatour's profession ?— 59. 19 — Alexis's sleeve was tucked up— 59. 20 — Laziness, an odious vice, was his only fault— 60. 21 — Delatour, a good joiner, had but one fault — 60. 22 — Alexis, an intelligent boy, ihought of [to] the profession of his father- 60, 23 — His agent is an impudent, brutal man— /:8, 30, 62. 24 — It is a true, expressive, good proverb— 61, 62, 49. 25 — The joiner is a good, diligent man- 61, 62. 26 — His father is an actor— 63. 27 — You know that Delatour is a joiner— 63. 28 — A man who is a father is indulgent— 63. 29 — The joiner was seen at his bench— 64. 30 — Were the actors seen ? — 64, iO. 31 — You were not visited— 64, 38, 43. 32 — It has been said that laziness gives birth to all vices— 64. 33 — A lesson has been given— 66, 55. 34 — We give you our hand— 65. 35 — This boy gives us his hand— 65. 36 — The actor is agitated— 66. 37 — The gifts are doubled —66. 38 — The two first lessons are given— 66. . 46 SECOND DESSON — RECAPITULATION. RECAPITVIiATIOnr* Woi'ds: 1. Contained in the text ^* 2. Radicals and derivatives connected witii the words of the text ^^^ 385 In the preceding lesson 311 Sum total *^^ ffiueipal dbaet*va^ions : Uh. On the pronunciation of the vowd a. 45. On the pronunciation of the vowels ai. 46. On the pronunciation of the vowels au. 47. On the termination ieme. 48. On the termination enf. 49. On the termination if. 50. On the formation of the third person singular of the imperfect tense of verbs ending in er in the infinitive mood. 51. On the verbs ending in cer. 52. On the termination ion. ho. On the gender of substantives ending in sian. 54. On the possessive adjective smi. 55. On the formation of the past participlfe of verbs ending ita er in the infiuitive mood. 56. On the formation of the feminine and the plurail ofparficiples. 57. On the preposition jusque. 58. On the compound article au, for d le. 59. On the manner of rendering the posSessivfe case in French. 60. On the omission of wn, ufie, in incidental clauses. 61. On the place of the adjective. 62. On the use of the conjunction et between adjectives. 63. On the omission o(un, une, before a substantive used adjeciively. 64. On the use of the indefinite pronoun on, corrfesponding to the passive form. 65. On the use of the article le, la, les, instead of a possessive adjective. 66. On the concord of the past participle, when used as an adjective. THIRD LESSON — KEADIKG EXERCISE. 47 THIBD LESSON. First Division— Practical. READina EXERGSSiE. 5 1.32 Troisieme le^on. 6 i.u 2,0 w 6 6 II se desolait, parce qu il ne 5 2 6 y i^-O pouvait obtenir de son f ils qu il 73 wO I .1 ^ " "^ *. ^. suivit son exemple. « Quel fai- 2 10 w. 2. . 5^ 1 , neant ! " disait-il. " On va-t-il i Que fait-il? A quoi cet idiot , I i 00 wOo passe-t-il son temps ? Est-ee qu il 6 0^8 w 8w 2 w ,1 ne se corrigera jamais? Comment 4 73 I, i -^ , 6 2.. 4 done lui faire entendre raison i » 48 THIRD LESSON— TRANSLATION— CONVERSATION. I^ITERAI. TRAIHSIATIOIV. Troisieme leQon. Third II se desolait, parce qu'il ne pouvait obtenir de He himself grieved because could to obtain son fils qu'il suivit son exemple. « Quel faineant! » son should follow (subj.) example. what drone disait-il, « Ou va-t-il ? Que fait-il? A quoi cet idiot said Where goes What does what that idiot passe-t-il son temps? Est-ce qu'il ne se corrigera passes time is . it that will correct jamais? Comment done lui faire entendre raison?» never How then to him to make to hear reason. EIVGLISH TRAWSLATIOiV. He was grieved, because he could not get his son to follow his example. « What a drone ! » said he. « Where does he go ? What does he do ? How does the idiot spend his time ? Will he never mend ? How shall I make him listen to reason ? » AI^TERIVATE TRAIVSIiATIOlV. See 1st lesson, p. 4 and 5 ; and 2nd. lesson, p. 30. COniTERSATIOIV. QUESTIONS. What lesson is this ? Qui se desolait? What did the father do ? Qu'est-ce qu'il ne pouvait obtenir de son fils ? De qui ne pouvait-il I'obtenir ? ANSWERS. C'est la troisifeme leQon, Le menuisier ; or, Le pfere d' A lexis. II se dfeolait. Qu'il suivit son exemple. De son fils. THIRD LESSON— PHRASEOLOGY. Why did he grieve? 49 Que disait-il? What was his first question ? What was his second question ? What did he call his son ? What question did he ask about the idiot 's way of spending his time? "What doubt did he express about the reformation of his son ? Qu'esl-ce que son fils n'entendait pas? What did the father want to do ? Parce qu'il ne pouvait obtenir de son fils qu'il suivlt son exemple. Quel faineant ! Ou va-t-il? Que fait-il? Get idiot. A quoi cet idiot passe-t-il son temps ? Est-ce qu'il ne se corrigera ja- mais ? II n'entendait pas raison. Lui faire entendre raison. PHRASEOLOGY. TO BE TRANSLATED INTO ENGLISH, TO BE TRANSLATED INTO FRENCH. Le faineant d6solait son pfere. Comment savez-vous qu'il d6so- lait son pfere ? Parce que son pfere le disait. Son pfere pouvait-il lui faire en- tendre raison ? Nous ne le pensons pas, II ne se corrigera jamais, disait-il. Nous pensons qu'il se corrigera. Esl-il intelligent? II n'est pas intelligent. II est idiot. Oil va le menuisier ? Jl vB a son dtabli. Que fait-il a son 6tabli? n retrousse ses manches. II a une scie a la main. 11 n'est pas faineant. Que donne-t-il a son fils ? II lui donne I'exemple. Quepensez-vous de cef exemple ? Nous pensons qu'il est bon. Combien de fils a cet homme ? I p. The drone grieved his father. How do you know that he grieved his father ? Because his father said so. Could his father make him listen to reason ? We do not think he could. He will never mend, said he. We think that he will mend. |s he intelligent? He is not intelligent. He is an idiot. Where is the joiner going? He is going to bis bench. What is he doing at his beiicji ? pe is tucking up his gleeve^, He has a saw ip l^is hand. He is npt a drone, What does he give bis snu ? He gives hira an example. What do you think of that example ? We think that it is good. How many sons has that man? 4 50 THIRD LESSON-^ROtiUNCUTION— N'* 67 TO 69 II a trois gargons. He has three boys. !«• premier est un fainfiaflt. The first is a drone Le deuxifeme est un idiot. The second is an idiot, Mais le troisieme est Intelligeat. But the third is, inteliigefli;. Que savez-vous ? Nous savons la troisifeme le?on. Mais ce n'est pas assez. What do you know ? We know the thifd teasoi). But it is not enough. Second Division — Analytical and theoretical. PRonrvivciATioiv. EXAMPLES. 1. Premiere * — Jeune '^ faresse-^Vice — Donne — Naissance — Autre — Proverbe — Deuxieme — Homme — Manche — Coude — Scie — Troisieme — Exemple — Passe — Faire. 2. Le— De— Que-^Ce— Se— Ne. 3. Presque toujours — Parce qu'il — Entendre raison. In the words of the first series, the final e is mute. In those of the second and third, it is pronounced as the e in father. In the words of the second series the e is the only vowel in the word. In those of the third series, It is followed by such letters as would sound harshly, or could not be pronounced distinctly if the e were entirely mute. ©7. The final e is generally mute, provided it be not surmounted by an accent. We do not here mean the tonic accent, or the stress laid on one of the syllables of a word, an accent almost imperceptible in French pronuncia- tion; but we mean those written signs called the acute accent ( '), the grave accent {'), and the circumflex (*). 6§. The final e has the feeble sound of e in father, when it is the only vowel in the word. 69, The final e has also the feeble sound of e in father, when followed by such letters as would sound harshly, or could not be pro- nounced distinctly, if it were entirely mute. * When the same letter occurs several times in a word, that which is in italic is the only one alluded to. THIRD LESSON LKXIOLOGY — N"» 70-74 . 51 X.EXIorOGY. § 1.— INTEnBOGATIVE, What is the radical syllable of the word troisieme ?~kl. What is the meaning of trois ? What does the termination ait denote in de'soZai*?— 50. What is the plural of /J/s ?— 17. Why do we say qu'xl, and not que i7?— 11. Of what gender is fih ?— 8. Of what gender is fainSant ? — 14. Why is there a f in va-t-il anApasse-t-il?—lil. Why, in fait-il, is there no t between fait and il ?-ki. Of what gender is idiot?— \k. Of what gender is temps ?—\h. § 2. — EXPLANATORY. Troisieme comes from trois (47) from the Latin tres, three, the prin- cipal derivatives of which are : three Troisiemement, thirdly. Treize, thirteen. Treizieme, thirteenth. Treiziemement, thirteenthly. Tresse, tress. Tresser, to twist, to weave. Tresseur, platter. Trio, trio, triplet. Triangle, triangle. Triangulaire, triangular. Tricolor e, tricoloured, three- coloured. Trident, trident. • 70. II, from the Latin ille, he, that one, is a personal pronoun, corresponding to he and it. It is masculine and singular and is always a subject. Its plural is Us, corresponding to they, and, liice the singular, always masculine and used as a subject. 71. Sc, from the Latin je, is a personal pronoun, of both genders and numbers, corresponding to himself, herself, itself, one 's self, themselves, as a direct regimen, thus : se voir, to see one's self;— /J iE voyait. He saw himself ; it corresponds also to to himself, to herself. Triennal, triennial. Trilateral, trilateral. Trimestre , quarter months. Trimestriel, quarterly. % Trinite, trinity. Triple, triple, treble, threefold, Tripler, to treble. Triplement (subst), trebling. Triplement (adv.), trebly. Tiers, third. Tierce, third, tierce. 52 THIRD LESSON — LEXIOLOGY — N" 72 TO 74. etc., as an indirect regimen, thus : se dire, to say to one 's self;— /isE disait,}ie said to himself. The principal derivatives of se are : Soi, self, one 's self. Soi-disant, self-styled. Son, sa, scs, (already seen). Sien, his, hers, its, one's own. Suicide, suicide. Suicider, to commit suicide. Desolait is a form of the verb desoler (50), to desolate, derived from seul, alone, which sometimes takes the reflective form [se desoler) and signifies to grieve, or to be grieved. 72. Many verbs, which become neater or passive in English, remain active in French, with what is called the reflective or pronominal form. He grieves is rendered by, II se desole. He grieves himself. See 198, Zil3, 414. T3. Parce que is aicombination of three words: par, by; ce, that; que, which. When combined as above, it signifies because; but when the three words remain separate, they retain their original meaning, as : Par ce qv'H voyait, il pensait que son fils elait un faineant. By THAT WHICH he saw, he thought that his son was a drone. PouvAiT is the third person singular of the imperfect tense of the irre- gular verb poutioir, to be able. PouvoiR comes from the Latin posse, not easily recognized in the in- finitive, but discernible in the French subjunctive mood : Que je puisse, that I may ; — Que je pusse, that I might. The principal derivatives of pouvoir or posse are : fo avoir (subst.), power. Possible, possible. Tossibilite, possibility. Impossible, impossible. Impossibilite, impossibility. Potentat, potentate. Impotent, impotent. Impotence, impotence. Omnipotence, omnipotence. Plenipotentiaire , plenipoten- tiary. Puissant, powerful. Puissance, power. Puissamment, powerfully. Impuissant, powerless. Impuissance, impotence. Tout-puissant, almighty. Toute-puissance, omnipotence. Peut-e'tre, perhaps, may be. Obtenir comes from the irregular verb tenir, to hold, to keep from the Latin tenere. 74. Ob is a Latin preposition, signifying before or against. In French, it is an inseparable particle, beginning words which are oenerally the same, or nearly the same in English, as : obtenir, to obtain \bliqer to oblige; objecter, to object, obstacle, obstacle. -In French as well THIRD LESSON — LEXIOLOGY N" 75. 53 as in English, obis changed into oc, of, op, according to the consonant which begins the radical word, as : occasion, occasion; occurence, occurrence ; offenser, to offend ; offrir, to offer ; opposer, to oppose ; oppresseur, oppressor. 75. — i!!° is one of the three terminations of the infinitive mood of French verbs. The principal derivatives of texir are : Tenue, holding; altitude, bearing. Tenace, tenacious. Tinaciti, tenaciousness. Teneur, keeper, holder. Tenable, tenable. Tenon, tenon. Tenancier, holder ; farmer. Tenaille, pincers. S'abstenir, to abstain (to keep from). y!6s/e« 6 2 THIRD LESSON— SYNTAX— N" 9 O PREPARATORY EXERCISE . by « Que faire ? » — « Where are we to go ? » by « Oil aller?v— « What shall I say ? » by « Que dire ? » Comment lai faire entendre raison. In this phrase, lux is the indirect regimen of the verb faire : it signi- lies to him (see 83) , whereas in the English translation — « How shall I make him listen to reason? v — nni is a direct regimen. 95. When the verb faike is followed by an inflnitive, it requires an indirect regimen if the infinitive has a direct one, as is the case in >< en- tendre raison. » The regimen of faire would be direct, if the following infinitive had no such regimen, as in this example : 11 ne pouvait pas le faire en- tendre. He could not make him hear. The reason of this is, that the verb faire so identifies itself with the next verb, that both together are considered as one verb, which is always active. Now, an active verb cannot have more than one direct regi- men ; so that if there are two regimens, x)ne of them must of course be indirect. An English example will make this more evident. To make see (in French faire voir) is sometimes an equivalent to to show. When we say, Show him, for Make (us) see him, the pronoun is the direct regi- men ; but when we say. Show him a book, the word book is the direct regimen and him the indirect regimen signifying to him. Tbtrd DiTision. — Exercises. FBEFARATORY EXERCISE. 1. Model : II se desolait. Lexiology, 70, 71, 50.— He addicted him- self— He gave himself — It doubled itself — He exercised himself— He fashioned himself— He forgave himself — He improved himself— He revived (himself)— He surpassed himself. 2.. Translate the following verbs into English, and say in what mood they are. Model : Obtenir. Lexiology, n° 75. — Agir- Amincir — Amoindrir — S'abstenir — Appartenir— Contenir— D^faillir— Dftenir— fitablir— Entretenlr— Faillir— Maintenir— Rajeunir— Retablir— Retenii — R6gir— Soutenir— Tenir— Unir— D^sunir- Rfiunir, THIRD LESSON — PREPARATORY EXERCISE. 6^ 3. Model : QuHl suivit. Lexiology, 76. — That he might hear- That he might pursue. 4. Mode] : Quel faineant ? Lexiology, 77. — What benefit?— What benefactor?— What affair?— What beneficence ?— What continents?— What directors ? — What daughters ?— What legends? 5. Model : Que faitM? Lexiology, 78.— What do you know?— The man whom he saw— The lesson which you know — The time that we pass. 6. Model : A qvoi pasge-t-il son temps? Lexiology, 79.— [To] what d© you think of?— [To] what is that good for?~-By what is he affected ? — [Of] what does he grieve at? 7. Model : Get idiot. Lexiology, 19. — This example — That effect — This understanding — That interregnum — This eye— That office— This officer. 8. Model : II corrigera. Lexiology, 80.— He will continue — He will desolate — He will direct — He will exercise — He will erect — He will register— He will fashion — He will facilitate— He will inoculate— He will pass— He. will persecute— He will profit— He will regulate— He will ratify — He will surpass — He will visit. 9. Model : II ne se corrigera jamais. Lexiology, 82, 38. — He never had— He never has— He never gives — He never grieved— He never said — He never was— He never is— He never exercised — He never does — We never think — He never could— He never passes — You never know— They are never— One never saw— He never goes. 10. Model : Lui faire. Lexiology, 83. — To appertain to him — To give him— To tell her — To make (to) her — To read to her. 11. Translate the following verbs into English, and say in what mood they are. Model : Entendre. Lexiology, 84.— Contredire— Conlrefaire —Dire — D^dire — D6faire— ]5lire— Faire — Forfaire— Interdire — Lire — M(5dire— Nflitre— Prddlre— Poursuivre — Parfaire — Relire— R^eiire— Redire — Renaltre— Refaire — Red6faire— Suivre— Satisfaire— Sous-en- lendre. 12. Model : II ne pouvait ohtenlr. Syntax, 86. — He could not go— He could not continue— He could not correct — He could not tell — He could not undo — He could not dh-ect — He could not hear — He could not do— He could not read— He could not maintain— He coidd not pass —He could not reign— He could not follow. 13. Model : Quel faineant! Syntax, 90.— What an actor !— What an animal!— What a blunder! — What a mischance ! —What an example ! 64 THIRD LESSON PREPARATORY EXERCISE — COMPOSITION. —What a daughter !— What a boy !— What a lesson !— What a hand !— What a father! 14. Model : Que fait-il ? Syntax, 91. —He is correcting— He is giving — We are giving— He was saying— Was he saying ? — We are thinking — He is passing— He is going— Is he going ?— He is not going. 15. Model : Cet idiot passe-t-il son temps? Syntax, 92. — Had the joiner a good plane ? — Has this man another son ? — Will the father correct his son ? — Does that vice give birth to all the others ? — Was the father grieved? — How did Delatour exercise his profession ?— Was the example good ? — Could the boy read ?— Are the proverbs true ? — Did the son see his father? 16. Model : Est-ce qvHI se corrigera? Syntax, 93.— Had he a son? — Has he a daughter ? — Will he correct that boy? — Does he give a lesson ? — Was he active ? — Is he young ? — Do we think ? — Could he pass ? — Do you know ?— Are they ? —Did he see ? — Does he go ? 17. Model : Comment faire? Syntax, 96. — What is to be done ?— —How can one correct him ? — What is to be said ? — How can one get rid of him ?— What is to be read ?— How shall we pass the time ? GoiMPOsiTionr. 1 — He grieves because his father corrects him— 22, 71, 72, 43. 2 — He does not give [addict] himself to his father's profession, because he is lazy— 22, 71, 38, 59. 3 — That man could not forgive himself for bis intemperance — 86, 71. 4 — He said to himself that he was incorrigible— 71. 5 — The father could not get [obtain from] his son to listen to [that he should hear] reason— 86, 76. 6 — He required [exacted that] the young man to [should] follow him— 50, 89. 7 — By what [that which] we give, you know how muqh he will give -73, 28, 80. 8 - By what [that which] he had done, one saw what [that which] he could do— 73. 9 — What example will he give to his son?— 77, 80, 40. 10 — What affair agitates you ? — 77, 15,22 43. 11 — You do not know what men the joiner saw— 77, 29. 12 — Do you know what legends thai voung man could read »— 40 77, 15, 19. ' THIRD LESSON — COMPOSITION. 6& 13 — Tfou know where he is, or you do not [know it]— 38, U'i. ih — "What could he say to a man whom he did not see ?— 78, 11, 38. 15 — What do you think of this [eel] obstacle?— 78, iO. 16 — The lesson which you know is difficult enough— 78, 36. 17 — Do you know [to] what this journal is good for? — 79. 18 — The father will never give a good example to his son — 82. 19 — He will never tuck up his sleeves to the elbow— 82. 20 — He will never pass his time in reading [to read]— 82. 21 — The son will never surpass his father— 82. 22 — The reason that he gives is not the true one— 85. 23 — You do not know where to go— 86, 94. 24 — The joiner had but one saw, which he could not give [to] his son —38,78,11,86. 25 — He was at his bench, and could not hear what [that which] his son said lo his daughter. — 86. 26 — What an example he gives to his son !— 90. 27 — Do you know what [that which] the joiner is doing ?— 91. 28 — He is making a table— 91. 29 — He is going to read a lesson— 91. 30 — The professor is giving a lesson to those young boys~91. 31 — We do think that the example which we give is good — 91. 32 — He did say that his son was an idiot— 91. 33 — Is that man active ?— 92 or 93. 34 — Did his father give him a good example ?— 92 or 93. 35 — Could the father correct his son ?— 92 or 93. 36 — Will that man pass alone ?— 92 or 93. 37 — What are we to think of this mischance ?— 78, 94. 38 — How is this interview to be obtained? — 94. 39 — He could not make him see his fault— 95. 40 — He is going to make him follow his own profession— 95. 41 — He makes him obtain a pension— 95. 42 — How shall we make him pass?— 95. 1 p. 66 THIRD LESSON— RECAPITULATION. RECAPITUtATIOnr. 1. Contained in the text 29 ■=> Radicals and derivatives connected witli the words of the"text : ^ In the preceding lessons ^^^ Sum total ^^^^ Principal ob»ef nations : 67, 68, 69. On the sound of the flnal e. 70. On the pronoun ii. 71. On the pronoun se. 72. On the pronommal form given to many verbs which are neuter or passive in English. 73. On the ditference between parce que and par ce que. 74. On the inseparable particle ob. 75. On the termination ir in French verbs. 76. On the formation of the third person singular of the past tense of the subjunctive, in verbs ending in re. 77. On the pronominal adjective quel. 78. On the pronoun que. 79. On the pronoun quoi. 80. On the formation of the third person singular of the future tense of verbs ending in er. 81. On the inseparable particle eo or eon. 82. On the adverb jamais. 83. On the pronoun lui. 84. On the termination re in French verbs. 85. On the gender of substantives ending in aison. 86. On the optional suppression of pas in negative sentences after cesser, oser, pouvoir and savoir. 87. 88, 89. On the use of the subjunctive mood. 90. On the suppression of a, an, after what. 91 . On the uniformity of the present tense of the indicative : the manner of rendermg in French, He gives. He is giving. He does give. 92. 93. On the various forms of interrogation. 94. On an idiomatic and elliptical form used after comment, que, ou, and pourquoi. 95. On a peculiarity of the verb faire, which identifies itself with a second verb in the infinitive mood. FOURTH LESSON — BEADING EXERCISE. 67 FOURTH LESSON. Firist DiTlsion— Practical. REABIIVG EXERCISE. u 3w Quatrieme lecon. w 03 I V Le brave hommcj guide par de 4 0.3200 ^ 1 ^ fausses idees de grandeur, avait 7 ^0 v..wOwO 10 eu le tort J pardonnable sans 5 5 Ti 6 4 11 doute, de vouloir que son enfant ■7 7 . 7^ 7 Oi fut plus que lui, et qu il eut une 27193 4 7w36 0^ v.,0 education super ieure a celle qu il ^0 0970 ^ 20 6 avait re^ue lui-meme de son pere 2 et de sa mere. 68 FOURTH LESSON— TRANSLATION— CONVERSATION. i,iTEBAii TR&nrsi'ATionr. Quatrieme leQon. Fourth Le brave homme, guide par de fausses idees de worthy guided by some false Ideas grandeur, avait eu le tort, pardonnable sans doute, grandeur had wrong pardonable without doubt de vouloir que son enfant f(\t plus que lui, et qu'il to will child were more than he eut une education superieure a celle qu'il avait reQue had an education superior that received should have lui-meme de son pere et de sa mere. himself his mother. EtVCLISH TRjLlVISI.ATieiV. The honest man, guided by false notions of grandeur, had committed the fault, a pardonable one undoubtedly, to determine that his child should be greater than he, and that he should have an education supe- rior to that which he himself had received of his father and mother. ALTERnrATE TRANSLATIOIS. See 1st lesson, page k, and 2nd lesson, page 30. COmVERSATIOIV. ■QUESTIONS. What lesson is this ? Qui avait euun tort? Quel brave homme ? Par quel 6tait-il guide? ANSWERS. C'estlaquatrifeme. Le brave homme. Le pfere d' Alexis ; or, Le menui- sier. Par de fausses id6es de grandeur. FODRTH LESSON — PHRASEOLOGY. 69 Quel tort avait-il eu? Ce tort est-il pardonnable ? Qui 6tait son enfant ? De qui le brave Ijomme avait-il re^u son Education ? Qu'avait-il re^u de son pfere et de sa mfere ? Quelle Education voulait-il don- iier a son enfant ? How came be to commit this fault? II avait eu le tort de vouloir que son enfant fiit plus que lui. Sans doute. Alexis — Le jeune Alexis. De son p6re et de sa mfere. Son Education. Una Education sup^rieure a celle qu'il avait re^ue lui-m€me. Parce qu'il 6tait guid6 par de fausses id^es de grandeur. PHRASEOLOGY. TO BE TRANSLATED INTO ENGLISH. La mferc avait raison. Le pfere avait tort. Le brave homme est guid6 par son enfant. Alexis est guid6 par son pfere. Son pfere lui donne une Educa- tion supfirieure a celle qu'il a re?ue. II a tort, mais it est pardonnable. Que pensez-vous de ce't homme ? Nous pensons qu'il n'a pas re^u une Education supErieure. Par quoi estil guide ? II est guid6 par de fausses idEes. 11 est jeune ; il se corrigera. II ne se corrigera jamais. Son pfere est un brave homme. Sa mfere est intelligente. Qu'est-ce que son pfere pense de lui? II pense que c'est un faineant. A-t-il raison ? Nous pensons qu'il n'a pas tort. TO BE TRANSLATED INTO FRENCH. The mother was right. The father was wrong. The worthy man is guided by his child, Alexis is guided by his father. His father gives him an education superior to that which he received. He is wrong, but he is pardon- able. What do you think of this man ? We think that he has not received a superior education. By what is he guided ? He is guided by false notions. He is young ; he will mend. He will never mend. His father is a worthy man. His mother is intelligent. What does his father think of him? He thinks that he is a drone. Is he right? We think that he is not wrong. 70 FOURTH LESSON — PRONUNCIATION, N°' 96 TO 98 — LEXIOLOGY. Second DiTision — Analytical and theoretical. PKOWOiVCIATIOIV . EXAMPLES. De'faut — ^tabli — Anime — Retrousse — Desolait — Faine'aat — Guide — Ide'es — £'ducation . In all these words the e is surmounted by the acute accent ( '), In all of them it has the sound of a as in the English word fate. 96. The vowel 6, with the acute accent over it, is generally pronounced as a in faie. EXAMPLES. 1 . Deuxieme — Troisieme — Quatrieme. 2. Alexis — Paresse — Proverbs — Intelligent — Enevqail — Profession — Presque — Example — Celle. In the words of the first series, the e has the grave accent (' ) over it. In those of the second series, the e without an accent, is followed by two consonants, or by x, which corresponds to the two consonants ks orgz. In all of them it is. pronounced as e in the English word net. 97. The vowel e, with the grave accent over it, is generally pronounced as e in net. 98. The vowel e, vrithout an accent, and followed by two conso- nants, is generally pronounced as in net. KEXIOLOGY. $ i. — INTERROGATIVE. What is the feminine of brave ?— 6. What is the infinitive of guide?— 55. Of what gender is idee? — 15. Of what gender is tort? — 14. What is the feminine of pardonnaile?— 6. Why do we say qu'il, instead of que il ?— 11. What is the masculine of superieure ? — 2. Of what gender is mere ?— 8. FOURTH LESSON — LBXIOLOGY— N°' 99-100. 71 § 2.— EXPLANATORY. QuATRifeME comes from quatre, four [hi], from the Latin quatuor. 99. When a termination beginning with a vowel , as Ume, is added to a word ending in e mute, as quatre, the e mute is suppressed. The principal derivatives of quatre are : Quatriime, fourth. Quatriemement, fourthly. Quadrille, quadrille. Quart, quarter, fourth part. In-quarto, quarto. Quarte, quart, quarte. Quarteron, quarter of a pound. Quartier, quarter. Quatorze, fourteen. Quatorzieme, fourteenth. Quatorziemement, fourteenlhly, t, quatrain. Quatuor, quartetto. Quarante, forty. Quarantaine, quarantine. Quarantieme, fortieth. Quadrangle, quadrangle. Quadrangulaire, quadrangular. Quadrupede, quadruped. Quadruple, quadruple, fourfold. Quadrupler, to quadruple. Quatre-ving ts, iourscore, eighty. Quatre-vingtieme, eightieth. Quadrilatere, quadrilateral. Brave is an adjective of uncertain origin. Its derivatives are : Braver, to brave. Bravo, bravo. Bravade, bravado. Bravement, bravely. Bravache, bully. Bravoure, bravery. Brave, in this lesson, signifies worthy, good, or /tones*; but when this adjective follows the substantive, it has the same meaning as in English, that is, valiant or courageous, 100. Some French adjectives vary in their meaning, according as they are placed before or after the substantive. The following are those which most frequently occur : Un ion homme, a simple man. Un brave homme, an honest man. Une certaine chose, a certain (particular] thing. Un galant homme, a gentleman. Un grand homme, a great man. Une grosse femme, a stout woman. Un homme bon, a kind man. Un homme brave, a brave man. Une chose certaine, a certain (undoubted) thing. Un homme galant, a man polite to the ladies. Un homme grand, a tall man. Une femme grosse, a pregnaa woman. 72 FODRTH LESSON — LEXIOLOGY — N" 101, 1 02. Un honnite homme , an honest man. Un plaisant homme , a ridi- culous man. Un petit homme, a small man, a short man. Leg propres termes, the very words. Une sage-fem,me, a midwife (a sapient woman). Un homme honnete, a civil man. Un homme plaisant, a humor- ous man. Un homme petit, a mean fellow. Des termes propres, proper terms, or proper language. Une femme sage, a virtaous wo- man. GiTiDE is the past participle of the verb guider, to guide (55), which is derived from the substantive guide, guide, coming from the Italian guida or the Spanish guia, guide. The principal derivatives of gvide are : Guider, to guide. Guidon, guidon, field colours. 101. Pav, from the Greek Try-pk, or the Latin per, is one of the important French prepositions. It generally corresponds to by; but sometimes to through, from, out of, with. It denotes the means, the agent, the cause, or the way through. 102. Oc, already seen as a preposition (16) , is also used as a deter- minative, either alone or combined with the article le, la, les, and is then called a partitive article, corresponding to the English words some and any. The two words de le are contracted into one word, du; de les are contracted into des ; but the words de la remain separate. See 125,157. Fatjsse is the irregular feminine (2) of the adjective faux, coming from the Latin falsus, false. The principal derivatives of faux are : Faux (subst.), falsehood; for- gery. A faux, falsely, wrongly. Fausser, to falsify ; to warp. Faussement, falsely. Fausset, faint treble. Faussete, falsehood, falseness, untruth. Faussaire, forger. Fallacieux, fallacious. Falladeusement, fallaciously. Falsifier, to falsify. Falsi/icateur, falsifier. Falsification, falsification, adul- teration. iDfiE comes from the Greek iSia , image. Its principal derivatives ar6 ; Ideal, ideal. Idealiser, to idealize. Idealisme, idealism. Ideologie, ideology. Ideologue, ideologist. Ideologique, ideological. FODRTH LESSON — LBXIOLOGY — N"' 1 03 TO 1 05. 73 Grandeur comes from the adjective grand, grand, great, large, or tall, from the Latin grandis. 103. Ttie termination enp, in abstract substantives, denotes a state or a quality. Most of such substantives are derived from adjectives, as grandeur from grand; laideur, ugliness, from laid, ug]y; pro fondettr, depth, from profond, deep ; longueur, length, from long, long ; hau- teur, height, from haul, high. 104. Abstract substantives, ending in ear, are feminine. The exceptions are : bonheur, happiness ; malheur, misfortune ; labeur, labour. The principal derivatives of grand are : Grand (subst.) grandee, great personage. En grand, on a large scale ; full size. Grandement , greatly, grandly, largely. Grandeur, greatness, grandeur, largeness. Grandiose, grand. Grandir, to grow great or large. Grandissime, superlatively great. Agrandir, to enlarge, to aggran- dize. Agrandissement , enlargement, aggrandizement. Grand-pere, grandfather. Grand'mere, grandmother. Grand-oncle, great uncle. Grand'tante, great aunt. En is the past participle of the auxiliary verb avoir, which is irregular. 105. Aval* ca— The compound tenses in French are formed in the same manner as in English, by means of the auxiliary verb avoir, to have. Tort comes from the adjective tors, twisted, crooked, wry, from the Latin iorsus, twisted. The principal derivatives of tors are : Torsion, torsion. Torsade, twisted fringe. Contorsion, contortion. Distorsion, distortion. Entorse, sprain. , Extorsion, extortion. Tort, wrong ; injury. A tort, wrongly, wrongfully. A tort et a travers, at random. Tortu, crooked. Tortuer, to crook. Tortueux, tortuous, winding. Tortueusement, crookedly. Tortiller, to twist ; to wriggle. Belortiller, to untwist. Entortiller, to entangle. Entortille, intricate. Torture, torture. Torturer, to torture. Tordre, to twist ; to wring. Tordu, contorted ; wrung. Delordre, to untwist. Retordre, to twist again. Retorquer, to retort. 74 FOURTH LESSON LEXIOLOGY N°' 1 G 6-1 07. Extorquer, to extort. Tourment, torment. Tourmenter, to torment. Tourmente, storm, tempest. Tourmentant, tormenting. Pardonnable has been seen among the derivatives of donner. lOe. The termination atole denotes aptness, fitness. It is joined to verbs of which it makes adjectives. It signifies the liability to undergo the action expressed by the verb, as in pardonnable, that is, liable, apt or fit to be pardoned. About 200 adjectives in able are the same in both languages, as : admirable, blamable, comparable, desirable, passable, payable, variable. From these adjectives, the corresponding verbs may generally be obtained by changing the termination able into that of the infinitive, which, in the great majority of French verbs is er, thus : admiV ABLE, admirsTi, to admire ; 6tamABLE , blamER , to blame ; com- porABLE, comparER, to compare. 107. Sans, from the Latin sine, is a preposition corresponding to without. It is sometimes rendered in English by but for, or by the termination less, as, sans doute, doubtless. DouTE, comes from the Latin dubium, doubt, or dubitare, to doubt. It is masculine, notwithstanding its feminine termination. Its principal derivatives are : Sans doute, doubtless. Douter, to doubt. Douteux, doubtful. Douteusement, doubtfully. Redouter, to redoubt. Redoutable, redoubtable. Dubitaiif, expressive of doubt. Dubitativement, with doubt. Indubitable, indubitable. Indubitablement, indubitably. VotJLOiR, from the Latin velle, to will, is an irregular verb (see 129) signifying to will, and often corresponding to the English verbs to wish, to want, to mean, to intend. Its principal derivatives are : Vouloir (snbst.), will. Volonte, will. A volonte, at pleasure. Volontiers, willingly. Volontaire (adj.), voluntary; wilful. Volontaire (subst.), volunteer. Volontairement, willingly, volun- tarily. Involontaire, involuntary. Involontairement, involuntarily. Benevole, benevolent. Benevolement, benevolently. Velleite, vellelty, feeble desire. Bienveillant, kind, friendly. Bienveillance, kindness. Malveillant, malevolent. Malveillance, malevolence. Enfant, from the Latin infans , signifies not only infant, but also FODHTH LESSON — LEXIOLOGY — N» 1 08. 75 child. It is of both genders : We say, un enfant, a male chUd; une enfcmt, a female child (8). Its principal derivatives are : Enfance, childhood. Enfanter, to give birth. Enfantin, childish. Enfantement, child-birth. Enfantillage, child's play. Infanticide, infanticide. FuT is the third person singular of the past tense of the subjunctive mood of e7re, which is irregular. Plus, from the Latin plus, signifies more and most. Its principal derivatives are : De plus, in addition; besides; moreover. Auplus, at most, at best. B^autant plus, the rather ; so much the more. Plusieurs, several. Plutot, rather. Pluriel, plural. Pluralite, plurality. La plupart, the greatest part, the most part. Surplus, surplus. Au surplus, besides; however; over and above. EuT is the third person singular of the past tense of the subjunctive mood of avoir, which is irregular. Une is the feminine of un (2,7). The nasal sound heard in the masculine un does not prevail in the feminine une, in which each of the letters u, n resumes its usual sound. Education comes from the old verb duire, to teach, to lead, or to suit, from the Latin ducere, to lead. It is feminine. 108. Substantives ending in tion are feminine. Bastion is the only exception. Duire is obsolete. Its principal derivatives are : Ductile, ductile. Ductilite, ductility. Duegne, duenna. Adducteur,,eiAdactQr. Abduct eur, abductor. Conduit, duct, conduit. Conduite, conduct. Conduire, to conduct, to lead. Conducteur, conductor, guide. Conductihle, conduetible. ConductiMlite, conductibility. E conduire, to show out. Reconduire, to reconduct, to lead back. Seduire, to seduce. Siduisant, seducing. Siducteur, seducer; seductive. Seduction, seduction. Deduire, to deduct; to deduce. Deduction, deduction ; inference. Education, education. Endmre, to lay over, to coat. Enduit, coating. Induire, to induce. 76 FOURTH LESSON — LEXIOLOGY — N" 109. Induction, induction. Produire, to produce. Produit, produce; product. Producteur, producer ; produc- tive. Productif, productive. Production, production. Improduclif, unproductive. Reproduire, to reproduce. Reproducteur, reproductive. Reproductible, reproducible. Reproduction, reproduction. Traduire, to translate. Traduisible, translatable. Traducleur, translator. Traduction, translation. Intraduisible, untranslatable. Introduire, to introduce. Introducteur, introducer. Introduction, introduction. Reduire, to reduce. Reduit, small dwelling. Reduction, reduction. Reductif, reductive. Reductible, reducible. Irreductible, irreducible. Aqueduc, aqueduct. Due, duke (leader). Ducal, ducal. Duche, dukedom. Duchesse, duchess. Archiduc, archduke. Archiduche, archdukedom. Archiduchesse, archduchess. Douche, douche, shower-Lath. SuPERiEUEE is the feminine of the adjective superieur (2) coming from the Latin superior. Its derivatives are : Superieur ement, in a superior manner. Superiorite, superiority. Celle is the feminine of celui. 109. CeliBi, formed of ce and lui, is a demonstrative pronoun, corresponding as well as its feminine celle, to this and that. The plural is cesix for the masculine, and celles for the feminine, both corresponding to these and those. Recue is the feminine of refu, the past participle of the irregular verb recevoir, from the Latin recipere, to receive , derived from capere, to take. The principal derivatives of capere are : Capter, to captivate. Captif, captive. Captiver, to captivate. Captivile, captivity. Capture, capture. Capturer, to capture, to appre- hend. Captation, undue influence. Captieux, captious. Captieusement, captiously. Accepter, to accept. Acceptation, acceptance. Accepteur, acceptor. Acception, acceptation ; regard. Acceptable, acceptable, per, to anticipate. FOURTH LESSON — IBXIOLOGY N° 110. 77 Anticipe, anticipated. Anticipation, anticipation. Conception, conception. Concevoir, to conceive. Concevable, conceivable. InconcevaMe, inconceivable. Deception, deception. Decevant, deceptive. Decevoir, to deceive. Excepte, except. Excepter, to except. Exception, exception. Exceptionnel, exceptional. Intercepter, to intercept. Occuper, to occupy. Occupation, occupation. Preoccuper, to preoccupy, to prepossess. Preoccupation , preoccupation , prepossession. Recouvrer, to recover, to regain. Becouvrement, recovery, regain- ing. Recuperer, to recover , to re- trieve. Participer, to participate. Participe, participle. Participation, participation. no. Meme, from the Italian medesimo or the Spanish mismo, is an adjective corresponding to same, self, very or self-same, very same. Combined with the personal pronouns, as a sign of identity, it corresponds lo self , as in lui-mime, himself; nous-memes, ourselves; vous-me'mes, yourselves; but it does not follow the possessive adjectives zs self does in English. This will be more amply explained hereafter. Meine is also an adverb, meaning even : iuj this sense it is indeclinable. The derivatives of meme are : Percepteur, collector, gatherer. Perception, perception; collec- tion. PerceptiUe , perceptible, per- ceivable. Percevoir, to perceive ; to collect. Precepte, precept. Precepteur , preceptor; tutor, instructor. Receptacle, receptacle. Reception, reception. Receite, receipt. Recevdble, receivable. Recevoir, to receive. Receveur, receiver. Recu {subst.j'receipt. Recipient, recipient, receiver. Recipiendaire, member about to be received. Susceptible , susceptible ; cap- tious. Susceptibilite, captiousness. Apercevoir, to perceive.' Apergu, cursory view. Apercevable, perceivable. Inapercu, unperceived. Capsule, capsula. Tout de meme , manner. in the same Memement, in the same manner. A mgme, able, enabled. De meme, the same; likewise. Sa is the feminine of sow (54), and, like son, corresponds to his, her, its and one's. In this lesson it agrees with mere. 78 FOURTH LESSON — SYNTAX — N» M 1 1 - 1 1 2 . MfiRE comes from the Latin mater. Its principal derivatives are : Matrone, matron. Maternel, maternal, motherly. Maternellement, maternally. Maternite, maternity. Commere, gossip. Commerage, gossiping. Belle-mere, mother-in-law; step- mother. Grand'mere, grandmother. Marraine, godmother. Mardtre, hard-hearted mother. Matrice, matrix ; womb. Matrimonial, matrimonial. SYWTAX. § 1 — INTERROGATIVE. Why is B false notions » rendered by « fatoses idees, » and not by FAUX idees ? » — 33,15' Why is the subjunctive employed in the phrase, « de vouloir que son enfant fut plus que lui, et qu'il eut » ? — 87. Why should we not say » un education superieur » ? — 33,108. § 2 — EXPLANATORY. Me fausses idees. It has been seen (102) that the words some and any ase often rendered in French by de, with the article. For instance, we should translate Some reason by, De laraison; Some lessons by, Des legons; Any vices by, Des vices. 1 1 1 . The use of this partitive article is much more frequent in French than is the use of some and any in English, and occurs when these words are understood or altogether suppressed, as : Donner des legons. To give lessons ; Donner de I'importance, To give importance ; Avoir des idees. To have ideas. 112. The article is suppressed,' and de alone is employed, when the substantive is preceded by an adjective, as in the above example, « De fausses idees. » In transposing the adjective, we should say, (1 Des idees fausses. » Que son enfant fut plus que lui et qu'il eut In this phrase, lui and il should both be rendered in English by the same word, he. FODRTH LESSON — SYNTAX — N" 1 1 3 TO '1 1 8 . 79 lis. II, which is always a subject, cannot be separated from the verb ; whereas Ini, when a subject, is employed when the verb is un- derstood. L' Education qu'il avail I'e^ne. The participle recue, having the feminine termination, agrees with idueation which is feminine, or rather with the relative pronoun que, which is its representative, and is the direct regimen of the verb reeeooir. 114. The past participle, when accompanied with the verb avoir, agrees in gender and number with its direct regimen, if that regimen precedes it. II avail re^u I'Mucation. 115. But the past participle remains invariable, when its regimen follows it. l§$on pere et isa mere. The words son and sa here correspond to his, Pere, being masculine, must be preceded by the masculine adjective son. Mere, being femi- nine, requires the feminine adjective sa. lie. The possessive adjective agrees in gender and number with the substantive that follows it. It might be supposed that^ere, and mere, being joined, form a plural, and that_therefore ses pere et mere would be correct and more concise than son pere et sa mere ; but thoughindeed the expression is sometimes heard, yet it is universally blamed. IIT. The possessive adjective must be repeated before each sub- stantive. Me son ]pire el de sa mere. Here the repetition of de is necessary. 118. The prepositions a, de and en must be repeated before each substantive, adjective, pronoun or verb which they govern. »U FOURTH LESSON — PREPARATORY EXERCISE. Third Division —Exercises. PREPARATORY EaUERCISE. 1. Model : De fausses idees. Lexiology, 102. — Some bravery — Auy benevolence — Some gossips —Any doubt — Some children — Any exceptions— Some falsehood — Any grandeur— Some men— Any profit. 2. Model : Avait eu. Lexiology, 105.— He has had— He has accepted — He had accepted — He has corrected — He had corrected — He has captivated — He had captivated — He has given — He had given — He has doubted — He had doubted. 5. Model : PardonwABLE, Pardonn^R. Lexiology, 106. — [Form verbs from the following ad/ecHt)e«]— Alterable— Acceptable— Dirigeable — D^raisonnable — Falsifiable— Maniable— Profitable —Passable — Rai- sonnable — Redoutable— Verifiable — Visitable. U. Model : Une education. Lexiology, 1 08. — A conversation — The circulation — A collection— The composition — A condition — The consideration — A declaration — The creation — A description — The fabrication. 5. Model : De fausses idees. Syntax, 111, 112. — [Place the adjective before the substantive.'] — Other men— Good boys— Some brave com- patriots— Any easy interpretations— Great men-^Some young officers- Some good lessons. 6. iPlace the adjective after the substantive.^—Some active men— Any brave men— Some benevolent readers— Incorrigible children— Any evident examples— Easy lessons— Some intelligent boys. 7. Model : Plus que lui et qu'iL eut. Syntax, 113. — He and we — He and you— He guides— He saw— You know more than he— We profit less than he— He is— It is he— He was— It was he. 8. Model : Veducation quHl avait becue. Syntax, 114. —The animal which he has tormented— The profession which he has exercised —The children that he has corrected— The lessons that he has given— The dictionary which he had received —His sleeve which he had tucked up — The days which he had passed — The translations which he had accepted. 9. Model : /i avait becu Veducation. Syntax, 115. — He has tor- mented the animal— He has exercised the profession— He has corrected the children— He has given the lessons— He had received the dictionary FODRTH LESSON — COMPOSITION. 81 —He had tucked up his sleeve — He had passed some days— He had accepted the translations. 10. Model : Son pere et sa mere. Syntax, 116, 117. — His son and daughter— Ills saw and plane— His father-in-law and molher-in-Iaw— His grandfather and grandmother— His godfather and godmother— His great uncle and great aunt. , C0IMF08ITI0IV. 1 — His father was a brave man— 100. 2 — That joiner is a worthy man— 100. 3 — That duke was a great man— 100. 4 — His son is a tall man— 100. 5 — The proverb is false.' 6 — True grandeur is always indulgent — lOZt. 7 — He has tucked up his sleeves— 105, 115. 8 — His godson has received a superior education— 105, 115. 9 — The professor had given you four lessons— 105, 115. 10 — His laziness had given birih to all his other vices— 105, 116. 11 — That man is implacable— 106. 12 — His mother is inconsolable- 106. 13 — This fault (defect) is intolerable— 106. 14 — He had a doubt. 15 — He will pass from the first secdon to the second — 80, 108. 16 — The satisfaction of his mother is more sincere [true] than that of his father- 108. 17 — The prediction is false— 108. 18 — He has some grandeur— 111. 19 — He had received some lessons— 111. 20 — You know some proverbs— 111. 21 — Do you know any proverbs? — 111. 22 — He has corrected some children— 111. 23 — We give examples— 111. 24 — He had good children— 112. 25 — He gives other examples— 112. 26 — He gives less than we— 113. 27 — We give more than he— 113. 28 — Who will correct that drone?— He— 113. 29 — It is not you, but it is he— 1 1 3. 30 — You know the lesson that he has given you— 114. 31 — What examples we have had!— 114. I p. 6 82 FOURTH LESSON RECAPITULATION. 32 — His son had faults which he has corrected — 114. 33 — He has had children— 115, 111. 34 — He has corrected the faults of his children— 115. 35 — The father corrects his son— 22, 116. 36 — The mother corrects her son— 116. 37 — The joiner gives you his plane — 116. 38 — The joiner gives you his saw— 116, 39 — How many drones and idiots !— 39, 118. 40 — He might obtain all with [all obtain of] time and reason ■ 118. RECAMTWtATIOlV. n^ords : 1. Contained in the text 26 2. Radicals and derivatives connected with the words of the text 269 295 In the preceding lessons 1129 Sum total 1424 Pi'incipal obseripuiions : 96. On the sound of e with the acute accent. 97. On the sound of e, with the grave accent. 98. On the sound of e, without an accent, and followed by two con- sonants. 99. On the formation of certain derivatives of words ending in e mute. 100. On the different meaning of some adjectives, according as they are placed before or after the substantive. 101. On the preposition Tpar. 102; On the partitive article de, du, de la, des. 103. On the termination eur, in abstract substantives. 104. On the gender of abstract substantives ending in eur. 105. On the formation of the compound tenses of verbs. 106. On the termination aile. 107. On the preposition sans. 108. On the gender of substantives ending in tion. 109. On the pronoun celui. FIFTH LESSON — READING EXERCISE. 83 110. On the adjective meme, joined to the personal pronouns— Its meaning as an adverb. 111. On the use of the partitive article. 112. On the use of de instead of du, de la, or des, before an adjective preceding a substantive. 113. On the difference between il and lui. 114. On the concord of the past participle with its direct regimen, when conjugated with the verb avoir, and preceded by such regimen. 115- On the non-concord of the past participle, when followed by its regimen. 116. On the concord of the possessive adjective with the substantive that follows it. 117. On the repetition of the possessive adjective. 118. On the repetition of the prepositions d, de, en. FIFTH LESSON. first Oivisiou — Practical. REJiDIIVG EXERCISE. i 3 2 Cinquieme le^on. 5 5 1^, ,0 wO C est pourquoi il I'avait mis wnO i. wO 2^ 0.6 0. d abord dans une des meilleures * ,2 .793 4 w wO 2.3 i institutions de Paris ^ desirant 2.60. * Or meilleures. 84 FIFTH LESSON — TRANSLATION. 2 7 30 5 00 o 00 qu'il reunit toutes sortes ae u 21 00 5 2. 0750 connaissances. II voulait surtout 7 V 11^.^ qu'il silt le grec et le latin, .w «^ '2 6 2,0 sans examiner s il ne serait pas 7w0 , v^wwO 32 plus utile qu'il possedat bien la 1 00 19 2.0 wO langue fran^aise, cette langue w i 3 2 etant la sienne. I.ITERAI, TRAiVSIiATIOA'. Cinquieme legon. Fifth C'est pourquoi il I'avait mis d'abord dans une des It is wliy (therefore) him put at first in of tlie meilleures institutions de Paris, desirant qu'il reunit best institutions desiring sliould collect toutes sortes de connaissances. II voulait surtout qu'il all sorts knowledge willed above all sut le grec et le latin, sans examiner s'il should know Greek Latin to examine if il FIFTH LESSON — COJXVERSATION. 85 ne serait pas plus utile qu'il possedat bien la would not be useful should possess well langue frangaise, cette langue etant la sienne. tongue French that being his. EIVGIjISH TRAIVSI^ATIOA'. He had therefore placed him at first in one of the best academies in Paris, wishing him to be versed in every branch of knowledge. He desired above all that he should know Greek and Latin, without con- sidering whether it would not be more useful for him to be master of the French* language, which was his own. AliTEKniAXE THAnrSIiATIOIV. " ^ See 1st lesson, p. U, and 2nd lesson, p. 30. COniYERISATIOIV. QUESTIONS. Quelle est cette le^on? Pourquoi avait-il mis son fils dans une des meilleures institutions de Paris? When had be placed his son in a seminary ? Ou avalt-il mis son fils d'abord ? Que d6sirait-il qu'il rfiunit? Que voulait-il surtout qu'il silt ? Qu'est-ce que le pfere voulait sur- tout? Qu'est-ce que le grec ? Qu'est-ce que le latin? Quelle 6tait la langue d'Alexis ? Quelle langue ^tait-il utile qu'il possedat? Qu'est-ce que le pfere n'examinait pas? ANSWERS. C'est la cinquieme. Parce qii'il voulait qu'il eut une Education sup^rieure a celle qu'il avait re9ue. D'abord. Dans une des meilleures institu- tions de Paris. Toutes sortes de connaissances. Le grec et le latin. Que son fils sut le grec et le latin. C'est une langue. C'est une autre langue. La langue fran9aise. La langue fran^aise — or. La sienne. S'il ne serait pas plus utile que son fils possedat bien la langue frangaise., 86 Pourquoi 6tait-il utile qu'il pos- s6dat bicD la langue frangaise? Comment 6tait Finstitution ou Delatour avait mis son fils ? Oil 6tait I'institution oil il avait mis son fils ? FIFTH LESSON PHRASEOLOGY. Parce que cette langue 6tait la sienne. C'etait une des meilleures de Paris. Dans Paris— or, A Paris. TO BE TRANSLATED I>TO ENGLISH. TO BE TRANSLATED INTO FBENCH. Savez-voijs le grec ? Savez-vous le latin ? Nous ne savons pas le grec. Nous ne savons pas le latin. Que savez-vous? Nous savons le francais. C'est plus utile. Le savez-vous bien ? Nous ne le savons pas' bien. Mais nousd&irons posis^der cette langue. Cette langue nous serait utile. Nous d&irons nous exercer dans cette langue. Voulez-vous nous donner des lefons ? Nous ne le pouvons pas, Mais cet homme vous donnera des legons. II a toutes sortes de comiais- sances. II a regu la meilleure Education. Est-il Frangais ? II est Francais. Ou est-il ? II est a Paris. Do you know Greek? Do you know the Latin language ? We do not know the Greek lan- guage. We do not know the Latin lan- guage. What do you know? We know the French language. It is more useful. Do you know it well ? We do not know it well. But we wish to be versed in that language. That language would be useful to us. We wish to exercise ourselves in that language. Will you give us some lessons ? We cannot. But that man will give you some lessons. He is versed in every branch of knowledge. He has received the best educa- tion. Is he a Frenchman? He is a Frenchman. Where is he ? He is in Paris. FIFTH LESSON" — PRONDIfClATION — N" 1 1 9 TO 1 2 1 . 87 U est dans une institution. Quefait-il? II donne des lemons. He is in an academy. What does he do ? He gives lessons. Second DiTision— Analytieal and theoretical. PROIVVIVCIATIOIV. EXAMPLES. Alexis— Det— Vice— 71 — Intelligent— Actif—Etablf—Obtenzr — Fils — Suivit — Di'sait — Corngera — /dees — Mis — InstitutFons — Paris — Desirant—Reunit— Utile. These are the words that have been seen till now, in which the i is neither accompanied by another vowel, nor followed by the consonants n or m. In all of these it is prononneed as in the English word fit. In the two words suivU and reuntt, the circumflex accent is placed over it, without altering its sound. 119. The vowel i, when it is neither combined with another vowel, nor followed by the consonants n or m, has generally the short sound heard m the English word fit. The circumflex accent, which is sometimes placed over it, is merely an orthographic sign which seldom alters its sound. EXAMPLES. i . Donne — Proverbe — Comma — Homme — Professiou — Desolait — Obtenir — Corrigera — Pardonnable— Sortes — PossedSt. 2. Rabot— Idiot. 3. Tort— D'abord. In the first series of these examples the o has the same sound as in the English word not. In the second series, it has the grave sound heard in the English word note. In the third, it is long and broad as in nor. 120. The vowel o has three sounds in French, corresponding to the English sounds in not, note and nor. 121. The most frequent sound of o, in French, is that which is heard in the English word not. 88 FIFTH LESSON — LEXIOLOGY — N" 1 22-1 23. LEXIOCOGY. § 1 — INTEKROGiTIVE. Why do we say « c'est, Vavait, qvHI, » and not, « ce est, le avait, QUE il » ?— 11. Of what gender is institution? — 108. What does the termination it in reunit denote ?— 76. Of what gender are sorte, connaissance, and langue? — 15. What does the final s denote in meilleures, institutions, toutes, sortes and connaissances ? — 25, 29. Of what gender is the adjective utile? — 6. What is the mascidine olfrangaise? — 2. § 2 — EXPLANATORY. CiNQUiEME comes from cinq, from the Latin quinque, five. The principal derivatives of cinq are : Cinquieme, fifth. Cinquiemement, fifthly. Cinquante, fifty. Cinquanlaine, half a hundred. Quirie, five winning numbers. Quinconce, quincunx. Quinte, fifth (m music) ; fifth day {of fevers); fit (of coi^hing); vagary, whim. Quinteux, whimsical. Quintessence, quintessence. QuintupVe, fivefold. Quintvpler, to increase fivefold. Quinze, fifteen. Quinzaine, fifteen ; fortnight. Quinzieme, fifteenth. Quinziemement, fifteenthly. In cinquieme, derived from cinq, the vowel u is interposed between the radical cinq and the termination ieme. 122. The letter q, when it is not final, is always followed by h. C'est pourquoi is an adverb composed of four words : ce, it; est, is ; pour, for ; qmi, what. The first, second and fourth have been seen already. 128. Pona» is a preposition corresponding to for, to, in order to. Its principal derivatives are : Pour que, that, in order that. I Pourtant, for all that, however, Pourquoi, why, wherefore. | nevertheless. Mis is the past participle of the irregular verb mettre, coming from the FIFTH LESSON LEXIOLOGY. 89 Latin mittere, to send, and to put. The principal derivatives of mettre are : Mettahle, wearable, fit to be put on. Mise, putting, placing ; dress. Mission, mission. Missionnaire, missionary. Missive, missive. Message, message. Messager, messenger. Messagerie , coach - establish - ment; stage-coach. Admettre, to admit. Admission, admission. Admissible, admissible. Inadmissible, inadmissible. Commettre, to commit. Commettant, constituent; em- ployer. Commis, clerk. Commissaire , commissioner ; commissary. Commissariat , commission ; commissaryship. Commission, commission ; er- rand. Commissionnaire , commission agent ; errand porter. Comite, committee ; small party. Bknettre, to remove, to dismiss. Demission, resignation (of func- tions). Demissionnaire, resigner. imettre, to emit. Emissaire, emissary. Emission, emission. S'entremettre, to intervene, to interfere. Entremetteur , intermediate agent; go-between. Entremise, mediation, interfe- rence; medium. Intermittent, intermittent. Intermittence, intermission. Intromission, intromission. Omettre, to omit. Omission, omission. Permettre, to permit. Permis (adj.) allowable. Permis (subst.) permission. Permission, permission. Promettre, to promise. Promesse, promise. Compromettre, to compromise. Compromis ( subst. ) compro- mise. Repromettre, to promise again. Remetlre, to put back ; to restore , to return ; to deliver. Remise, delivery; delay; deduc- tion ; remittance ; coach-house. Remiser, to put in the coach- house. Remission, remission, pardon. Irremissible, irremissible. Premisses, premises. Soumettre, to submit. Soumis, submissive. Soumission, submission. Soumissionner, to tender for. Soumissionnaire , tendering party. Insoumis, unsubdued, unsub- missive. Transmettre, to transmit. Transmissible, transmissible. Transmission, transmission, Hormis, save, but, except. 90 FIFTH LESSON —LEXIOLOGT N°" 124 TO 1 27. D'abokd is an adverb formed of the preposition de, and tlie substantive alord, approacli or access. It signifies at first. The radical word is bord, border, verge, edge or banlc, from the Celtic bord, bank or shore. The principal derivatives of boed are : Border, to border. Bordure, border, edging. Bordereau, memorandum. Abord, approach, access. Aborder, to accost; to board. Abordable, approachable. Abordage, boarding. D'abord, at first. Dehor der, to run over; to take off the border from. Deborde, dissolute. Debordement, overflow ; dissolu- teness. Inabordable, unapproachable. Rebord, brim ; ledge. Reborder, to border again. Bordee, border ; broadside ; tack. Bordage, planking; boardings. Bdbord, larboard. Stribord or tribord, starboard. 124. Bans, formed of the preposition de and the Latin adverb intMSjWithin, is a preposition corresponding to in, into and within. 125. Mes is the contraction of de les, and like au (58) is called a compound article. Meilleures is the feminine plural of meilleur (2,25), from the Latin melior, better. Meilleur is the comparative and superlative of bon, already seen. Plus bon would not be correct. 126. The degrees of comparison are not usually formed in French by means of a termination ; but by placing before the adjective one of the foUowmg adverbs : aussi, as ; plus, more, most ; mains, less, least ; tres, fort. Men, very. For instance : aussi jeune, as young ; plus jeune, younger; le plus jeune, the youngest; mains jeune, less young ; /m- jeune, fort jeune, bien jeune, very young. See 218 and 426, Meilleur is therefore an exception. Its derivatives are : Mieux (adv.) better, best (com- parative and superlative oiwell). .if A qui mieux mieux, in emula- tion of each-other. Tout au mieux, as well as pos- sible. Tant mieux, so much the better. Ameliofer, to ameliorate. Amelioration, amelioration. Institution comes from the verb efre. See under etant. D6SIRANT is the present participle of the verb desirer, which comes from desir, firom the Latin desiderium,. desire, wish. 12T. The present pardciple of verbs ending in er in the iDfimtive mood is formed by changing this termination into ant. FIFTH LESSON LEXIOLOGY — N" 1 28. The derivatives of desir are : 91 Vesirer, to desire. Desirable, desirable. Desireux, desirous. BednSt is tlie third person singular of the past tense of the subjunc- tive mood of the verb reunir, to reunite, to collect, to get together, which comes from un, already seen. 12§. The third person singular of the past tense of the subjunctive mood of verbs ending in i«* in the inflnitive is formed by changing this termination into it. See 76. TouTES is the feminine plural of tout, seen in the first lesson. SoRTE comes from sort, from the Latin sors, fate, lot, condition, rank or class. The principal derivatives of sort are : Sortable, suitable. Consorts, consorts, associates. Assortir, to suit, to match. Assorti, suited, matched. Assortiment, suitableness; as- sortment. Ressort, jurisdiction ; depart- ment, province. Ressortir, 10 be in the jurisdic- tion. Ressortissant , appealable. Sorte, sort, species. En sorte que, De sorte que, so that. De quelque sorte, in any wise. De la sorte, thus, in that manner. CoNNAissANCE comes from the verb connaitre to know (see 23) from the Latin cognoscere *. The principal derivatives of connaStbe are : Connaissance, knowledge ; ac- quaintance. Connaisseur, connaisseur. Connaissement, biU of lading. Miconnailre, not to recognize ; to disown ; to disregard. Meconnaissable, not to be re- cognized. Inconnu, unknown. Reconnaitre, to recognize, to know again ; to acknowledge. Beconnaissant, grateful. Reconnaissance, gratitude, ac- knowledgement; receipt. Reconnaissable, recognizable. Reconnu, acknowledged., Cognition, cognition. Incognito, incognito. Ignare, grossly ignorant. Ignorance, ignorance. Ignorant, ignorant. Tgnorer, not to know. Pronostic, prognostic. Pronostiqwer, to prognosticate. * We call the student's attention to the analogy of connaitre with to know, to ken, to con and cunning, containing the same radical consonants c=k and n. 92 FIFTH LESSON LEXIOLOGY N°' 1 29 TO 1 33. VouLAiT is ihe third person singular of tlie imperfect tense of tlie indicative mood of rhe irregular verb vouloir, seen in tlie fourth lesson. 129. The verbs in oil* are irregular in most of their tenses; but in the imperfect tense they take the same terminations as the verbs in er, and the whole termination oir is suppressed, Voyait, seen in the second lesson, is an exception. Sdrtout, mentioned in the first lesson, among the derivatives of tout, is formed ofsur, above, and tout, all. 130. Snr, from the Liitin super, is a preposition corresponding to on, upon, over and above. Its derivatives are : Sus, upon (obsolete except in composition). Emus, over and above ; more ; to boot. Dessus, on, upon. Au dessus, over, above, beyond. En dessus, over, above. Far-dessus, on, upon, over; besides; above. De dessus, from ; from the top. 131. SiBB" is also used as an inseparable particle, and denotes situa- tion upon or over, preeminence or excess. Some of the derivatives formed by means of this particle are the same, or nearly the same, in both languages, as : Surcharger, to surcharge ; surface, surface : sur- monier, to surmount ; surpasser, to surpass. SuT is the third person singular of the past tense of the subjunctive mood of the irregular verb savoir, mentioned in the first lesson. Greg, comes from the Latin grcecus. It is an adjective often used as a substantive, as it is in this lesson. Its feminine is irregular; it is CBECQUE. Latin comes from latinus. Its derivatives are : Latiniser, to latinize. i Latiniste, latinist. Latinisme, latinism. | Latinite, latinily. Gkec and latin are masculine. 132. The names of languages are masculirie, unless they are em- ployed as adjectives with the word langue as. La langue francaise. La loHgue grecque. Examiner comes from the Latin examinare, to weigh, to ponder, to examine. Its derivatives are : Examen, examination. | Examinateur, examiner. Examiner is in the infinitive mood, which is denoted by the termi- nation er. 133. The infinitive mood of all the French verbs ends in ev, ip or re. The verbs in er are by far the most numerous. The verbs in FIFTH LESSON — LEXIOLOGY — N"' 134 TO 136. &S f r differ from those in er in their forms of conjugation. Those in re have some of their tenses formed in conformity with the first, and some with the second class ; so that there are indeed but two forms of conju- gation. "We must state however that the past participle of verbs in be has a peculiar termination. See 432. We have now seen the three forms of the infinitive mood, in examineT', obteniv, and entendve. S'lL stands for si il. 134. Si, coming from the Latin, is a conjunction corresponding to ifaxiA whether. The elision of the vowel i in this word takes place only before il and its plural ils. — Si is also used as an adverb, signi- fying so, so very, so much, and sometimes yes. Serait is the third person singular of the conditional mood of the irregular verb elre, to be. See elant. Utile comes from the verb user, from the Latin uti, to use. The principal derivatives of cser are : Use, used; worn, worn out; threadbare. Usure, wear, wear and tear; usury. Usuel, usual. Usuelletnent, usually. Usage, usage, use, custom. Misuser, to misuse. Usurier, usurer. Usuraire, usurious. Usitfruit, use, usufruct. Usine, manufacture; works. Usile, in use. Inusite, unused, not in use. Bisuitude, disuse, desuetude. Mansuilude, mansuetude. Ahus, abuse. Abuser, to abuse. Abusif, abusive. Abusivement, abusively. Desabuser, to disabuse. Ulile, useful. Utilement, usefully. Uliliser, to make use of ; to im- prove. Utilile, utility. Inutile, useless. Inutilement, uselessFy. Inutilite, uselessness. Outil, tool. Outiller, to supply with tools. Dslensile, utensil. 135. The terminations il and ilc, in adjectives, denote wbai is endowed with the quality, the properly or the faculty expressed by the radical. Some of these adjectives are the same in both languages, as : civil, docile, fertile. Posseddt is the third person singular of the past tense of the subjunctKe mood of the verb possfder, from the Laiin possidere, to possess. 136. The third person singular of the past tense of the subjunctive 94 FIFTH LESSON — .LEXIOLOGT. mood of verbs ending in en* in the infinitive, is formed by changing this termination into At. Examples have now been seen of the third person singular of the past tense of the subjunctive mood, in the three regular forms of conjugation, and the two auxiliary verbs, in the following phrases : « S'ilne serait pas plus utile quHl possedkt bien la langue fran- caise. »— 6th. lesson. n Desirant qu'il reunlt toutes sortes de connaissances. » — 5th. lesson. « II ne pouvait obtenir qu'il suivlt son exemple. » — 3rd. lesson. « Vouloir que son enfant tut plus que lui. » — /ith. lesson. « Vouloir qu'il ent une education superieure, » — 4th. lesson. The principal derivatives of posseder are : Possede, person possessed. Possesseur, possessor. Possession, possession. possessive. Deposseder, to dispossess. Depossession, dispossession. Bien comes from the Latin bene, well, altered from bonum, good. Its principal derivatives are : Bien (subst.) good; benefit, welfare; property. Bien que, although. Combien, how much, how many. Bien-etre, welfare, well being; comfort. * Bienfaisance, beneficence. * Bienfaisant, beneficent. * Bienfait, benefit. * Bienfaiteur, benefactor. Bienheureux, blessed, Bienseant, becoming, seemly. Bienseance, propriety,becoming- ness. Bientot, soon. * Bienveillance, benevolence, * Bienveillant, benevolent. Bienvenu (adj.) welcome. Bienvenue (subst.) welcome ; entrance. Langue comes from the Latin lingua, tongue. Its principal deriva- tives are : Linguiste, linguist. Linguistique, philology. Langage, language. Languette, tongue. Lingual, lingual. Fbakcaise is the feminine of francais, coming from franc, a word * The words marked with au asterisk liave been mentioned already, under a different head. FITTH LESSON' — LEXIOLOGT N" 137. 95 of Celtic origin, signifyiDg free, and now used in tlie sense of frank or sincere. Tlie principal derivatives of franc are : Franc (subst.), franc (money). Frangais, French, Franchement, franldy. Franchise, frankness ; freedom ; exemption. Franchir, to leap over; to clear; to cross. Franciser , to gallicize , to frenchify. Franc-magon, free-mason. Franc-maconnerie , free-ma- sonry. Franc-parler , freedom of speech. A/franchir, to free ; to pay the postage. Affranchi, freedman ; post-paid. Affranchissement , liberation ; payment of postage. Infranchissalle, insuperable. Cette is the feminine of ce and get. , See 19. ]5tant is the present participle of elre. IST. Eti'c, formerly ester, comes from two Latin verbs : esse, to be, and slare, to stand, probably through the medium of the Spanish ser and estar, both used for to he. This accounts for the difference between some forms of this verb, such as serait and etant, etait, Etrc is one of the two auxiliaries. It serves to form the passive voice, as : II est corrigi. He is corrected. It is also used in the compound tenses of certain verbs, particularly the pronominal ones, as : II s'est exerce. He has exercised himself. The principal dei'ivatives of etre are : Etre (subst.), being; existence; creature. * Bien-elre, welfare, comfort. Mal-etre, uncomfortableness. *Peul-etre, perhaps, maybe. Etat, state. Stalle (adj.), stable, solid. Stabilite, stability. Instable, unstable. InstaMlite, instabiUty. Etdble, stable. Stance, stanza. Constant, constant. Constance, constancy. Constamment, constantly. Constater, to ascertain, to esta- blish. Constatation, ascertaining. Inconstant, inconstant. Inconstance, inconstancy. Circonstance, circumstance. Distant, distant. Distance, distance. Equidistant, equidistant. Instant, instant. A Vinsiant, directly. Instance, entreaty; instance. Instamment, earnestly. Instantane, instantaneous. Instantanement, instantaneous- ly- Instantaneite , instantaneous- ness. Nonobslant, notwithstanding. 96 FIFTH LESSON LEXIOLOGY — N° 138. Prestance, carriage, bearing ; address. Obstacle, obstacle. Substance, substance. Substantiel, substantial. Substantiellement, sxibstmtidMy. Substantif, substantive. Substanlivement, substantively. Stalle, stall. Installer, to instal. InstallaUon, installation. Reinstaller, to reinstal, Piedestal, pedestal. Statique, statics. Statistique, statistics. Statue, statue. Statuaire, statuary. Stature, stature. Statut, statute. Statuer, to decide, to resolve ; to enact. Station, station ; standing. Stationner, to stand. Stationnement, standing ; stop- page. Stalionnaire, stationary. Apostat, apostate. Apostasie, apostasy. Apostasier, to apostatize. Constituer, to constitute. Constitutif, constitutive. Constitution, constitution.' Constitutionnel, constitutional. Reconstituer, to reconstitute. Destituer, to dismiss, to remove. Deslitue (adj.) destitute; void. Destituable, removable. Destitution, dismissal, removal (from office). Instilut, institution institute. Instituer, to institute. Instiluteur, institutor ; teacher ; tutor. Institution, institution ; aca- demy, seminary. Prostituer, to prostitute. Prostitution, prostitution. Restituer, to restitute. Restitution, restitution. Substitut, substitute. Substituer, to substitute. Substitution, substitution. Superstition, superstition. Super stitieux, superstitious. Superstitieusement , supersti- tiously. Exister, to east. Existence, existence. Coexister, to coexist. Preexister, to preexist. Interstice, interstice. Contraste, contrast. Constraster, to contrast. 13S. Sienne is tiie feminine of sien, and like son, sa, ses, is derived from se (5i,71). The masculine plural is sieus, and the femi- nme plural sicnucs. Each of these forms corresponds to the EngUsh words his, hers, its and one's, and is always preceded by le, la or les, thus: Le sien, la tsienue, les siens, les siennes. This pronoun must not be confounded with son, which is an adjective always followed by a substantive. The same distinction exists between the other possessive adjectives and pronouns of the first and second persons, singular and plural. FIFTH LESSON — SYNTAX — N"' 1 39 TO 1 *2. 97 SYIVTAX. § 1 — INTERROGATIVE. Why do we say « II i.^ avail mis, » and not, « 11 avail mis le? » -43. Why should we not say, « meilleur inslilutions? »— 33. In the phrases « Desirant qu'il reunit, and II voulait qu'il sut, » why are the verbs reunit and siit in the subjunctive mood ?— 87. Why should we not say, « lui reunit, lux voulait, lui sUt, » instead of « XL reunit, il voulait, il sitt? » — 113. Why is the article le placed before grec and latin?— Sb. § 2 — EXPLANATORY. Cest pourquoi il I'avait mis. This can be rendered into Enghsh by « Therefore he had put him, « or, « He had therefore put him, » indifferently. 139. In French, the adverbial form C'cst pourquoi must be placed at the beginning of a sentence or of a clause of a sentence. line des meilleures institutions de Paris. One of the best seminaries in Paris. 140. The preposition in, required in English after a superlative and before the name of a place, is rendered by de and not by dans. Sans examiner. Without examining. 141. The French prepositions govern the infinitive mood. En, in, is the only one that governs the present participle. II serait utile qu'il possedat. 142. The subjunctive mood is required after a verb used imperson- ally, in such phrases as the following : It is fit. It is proper. It is neces- sary. It is time, It is convenient, etc. IP. 7 98 FIFTH LESSON— SYNTAX— N"' 1 43-4 44 — PREP. EXERCISE. 143. The past tense of the subjunctive mood is required after the conditional. Celte langue ^tant la sieiiae. 144. The possessive pronoun agrees in gender and number with the object possessed, and not with the possessor, as the English pronoun does. Xliipd. S»ivisafflM.— Exercises. FREPARATOK\' EXERCISE. 1. Model : Des, for de les. Lexiology, 125.— One of the apostates- One of the ameliorations— One of the circumstances— One of the faults (defects)— One of the desires— One of the examples— One of the children —One of the sons— One of the boys. 2. Model : Plusjeune, younger or youngest. Lexiology, 126.— More active— The most active— Braver — The bravest— Falser — The falsest —Greater — The greatest— More humane— The most humane— More in- telligent—The most intelligent— More natm-al— The most natural— Truer —The truest. 3. Model : Desiranl. Lexiology, 127.— Animating— Abusing— Ame- liorating— Contrasting— Giving— Desolating — Exercising— Examining— Existing — Excepting — Guiding — Thinking — Passing— Possessing— Tuckingup— Substituting— Tormenting— Using— Visiting. li. Model : QuHl reunit. Lexiology, 128. — That he might act— That he might greaten (or enlarge)— That he might free — That he might esta- blish— That he might leap over — That he might grow great — That he might react — That he might reestablish — That he might unite. 5. Model : II voulait. Lexiology, 129. — He perceived— He conceived — He deceived— He received— He knew. 6. Model : Qu'il posseddt. Lexiology, 136.— That he might animate —That he might abuse— That he might ameliorate —That he might con- trast— That he might give— That he might desolate — That he might exercise— That he might examine— That he might exist— That he might except— That he might guide — That he might think — That he might pass— That he might tuck up— That he might substitute —That he might torment— That he might use— That he might visit. 7. Model : C'est pourquoi il Vavait mis. Syntax, 139.— He will FIFTH LESSON — COMPOSITION. 99 therefore correct him— This vice therefore gives birth to all [the] others — The father was therefore grieved — He therefore examined — He was therefore guided —He could not therefore obtain — We therefore thinlc — He therefore passes his time — His sleeves are therefore tuclced up — You therefore know— It would therefore be useful. 8. Model : Unedes meilleures instihitions de Paris. Syntax, 140. — The most generous boy in' this kingdom —The most learned in the university — The most ignorant in the university — The best in the universe. 9. Model : Sans examiner. Syntax, 141. — Without having — Of correcting— Ofgiving— For wishing— By being— Without hearing— Of exercising — Without doing — For guiding — Of obtaining — Without thinking — For possessing— Of receiving— Without knowing — Without following. IQ.MoAel: II serait utile quHlposseddt. Syntax, 14 :, 143. It would be well for him to accept— It would be difficult for him to give — It would be time for him to exercise— It would be desirable for him to examine It would be natural for him to guide— It would be time or him to think — It would be possible for him to pass. 11. Model : Cetle langue etant la sienne. Syntax, 144. Lexiology, 1 38.— That plane is his — That saw was his — Those children are his — Those ideas are his— That tool is hers —This hand is hers— These uten- sils are hers— Those statues are hers. GOMPOSITIOIV. 1 — What do you think of the ideas of that man?— 125. 2 — That man is the best of fathers— 125. 3 — His mother Is the best of mothers — 125. 4 — Alexis was the youngest of his sons— 126. 5 — His mother is younger than his father — 126. 6 — French is more useful than Greek— 35, 126. 7 — He wished that his son should know the Latin language, thinking that this language was useful— 87, 127, 8 — The fathef, giving all his time to the education of his children, could not exercise his profession— 127, 86. 9 — How did he receive the exhortations of his father and mother ? —129. 10 — He knew the Greek language— 129. iOO FIFTH LESSON RECAPITDLATION. 11 — Where is that drone?— 19. 12 — That child is intelligent— 19. 13 — This institution is better than the other— 19. 14 — He has therefore put his children into this institution — 139. 15 — His fault (defect) is not pardonable ; he shall therefore be corrected [one will therefore correct him]— 139. 16 — That child is the most intelligent in the whole [all the] seminary — IM. 17 — He [It] is the bravest man [the bravest] in France— 140. 18 — He has the satisfaction of being useful — 141. 19 — How could he hear us without seeing us? — 141. 20 — He passes without hearing you— 141. 21 — It would not be good for him to grieve— 142, 136. 22 — It would be desirable he should think of [to] us— 142. 136. 23 — It would be well for him to go to Paris— 142, 136. 24 — It would be useful for him to hear his mother — 142, 76. 25 — One blames the faults (defectsj of others, without thinking of [to] one 'sown— 141, 138, 144. 26 — The joiner has a plane, but it is not his oion — 138, 144. 27 — This saw is not large enough ; the joiner will give you his— 138, 144. 28 — Children are not always good, but a mother thinks that hers are perfect— 138, 144. 29 — The father gives his lessons to his sons, and the mother gives hers to her daughters— 138, 144. RECAPITVI^ATIOIV . Worda : 1. Contained in the text 29 2. Radicals and derivatives connected with the words of the text 295 324 In the preceding lessons H24 Sum total. . . • . ^ i7/,g Pfincipal oh»er- 1 1 SIXTH LESSON — LEXIOLOGT — N°*i 32 TO i 57. DAiT ; for this conveys no precise notion of her ceasing to answer. 152. The past tense definite is generally proper when the English past tense cannot be rendered by means of the words was, would, or used to, joined to the verb, as : He was answering. He would [ustmlly] answer. He used to answer. 153. The past tense deQnite is particularly used in narratives. In familiar conversation, it is often avoided, as stiff and pedantic ; and ano- ther tense, the past tense indeflniie, is substituted. See 328. 154. Aiix is a contraction of a les; it is therefore plural. See 58. It serves for both genders and is placed indifferently before a word beginning either with a vowel or a consonant. Ambitieuse is the feminine of amMtieux, coming from the Latin ambitiosus. Its co-derivatives are : Ambitieusement, ambitiously. 1 Ambitionner, to aspire to. Ambition, ambition. I 155. The termination eras is found in a great number of adjectives, about 200 of which end in ous in English, whhout any or with scarcely any other difference, as: ambitieux, ambitious; envieux, envious; glorieux, glorious; precieux, precious; avantageux , advantageous; vertueux, virtuous. 15C. Adjectives ending in x form their feminine by changing x into se. EspERANCE comes from the verb esperer (23) to hope, from the Latin sperare, the principal derivatives of which are : Espoir, hope. Desesperant, discouraging, dis- Esperance, hope, expectation. heartening. Desespoir, despair. Prospere, prosperous. Desesperer, to despair. Prosperer, to prosper, to thrive. Desespere, hopeless, desperate ; Prosperite, prosperity. in despair. Inespere, unhoped for. 157. Da is a contraction of de le. It is accordingly masculine and singular. It precedes a word beginning with a consonant. But when the word next to the article begins with a vowel or an h mute , the contraction is not used, and the e of le is cut off, as : De L'ouvrier, De Vhomme. See 58. PiuVRE comes from the Latin pauper, poor. Its derivatives ai-e : Pauvret, poor thing. Pauvrement, poorly. Pauvresse, poor woman ; beg- Pauvreti, poverty, gar-woman. Appauvrir, to make poor. SIXTH LESSON — LEXIOLOGY — N°" 158-159. Ml Appauvrissement , empoverish- inent. Pauperisme, pauperism. ' Otivbiek comes from ceuvre, work, from the Latin opus, operis, tlie principal derivatives of which are : Desaiuvre, unoccupied ; idler. Desaeuvrement, want of occupa- tion, idleness. Manceuvre, manoeuvre. Manoeuvres, rigging, cordage. Matioeuwer , to mancEuvre ; to work (a ship). Manouvrier, daily-labourer. Chef-d'oeuvre, master-piece. Hors-d'oeuvre, outwork ; digres- sion ; side-dish, Sous-ceuvre, underpinning. Ouvrer, to work. Ouvre, wrought ; diapred. Ouvrier, workman. Ouvrable, working (devoted to work). Ouvroir, work-shop. Ouvrage, work. Ouvrage, wrought (with great labour). Operer, to operate. Opera, opera. Operateur, operator. Operation, operation. Operatoire, operatory. Cooperer, to cooperate. Cooperateur, cooperator. Cooperation, cooperation. Opuscule, tract (book). Bout comes from the Celtic bod, bottom, end. lives are : Its principal deriva- Bouton, bud; button. Boutonner, to button, to bud. Boufonnerie, button-trade. Boutonnier, button-maker. Boutonniere, button-hole. Deboutonner, to unbutton. Reboutonner, to button again, Aboutir, to meet (at the end), to end (in). Aboutissant, abuttal. 158. Quel que, formed of quel and que, is an adjective corre- sponding to some, any, and a few. When used in the singular, it denotes an undetermined person or thing ; and in the plural an undetermined number of persons or things. Quelque is also used as an adverb and is then indeclinable. See 445. Its derivatives are : Quelconque, whatever ; any. Quelque chose, something, any thing. * Quelquefois, sometimes. Quelqu'un, somebody , any body, some one, any one. 159. The elision of the final c in quelque is admitted only before the words un and autre. Mois comes from the Latin mensis, month. As this word ends in « in 112 SIXTH LESSON LEXIOLOGY. the singular, it undergoes no change of termination in the plural (17). Its principal derivatives are : Mensuel, monthly. Semesire, half-year. Semesiriel, half-yearly. * Trimestre , quarter , three months. * Trimestriel, quarterly. See 102 Des is for de les, the partitive article, meaning some. and 111. Revers is derived from the preposition vers, towards, from the Latin versus, having the same sense, from the verb vertere, to turn. Revers, ends with s in the singular as well as in the plural (17). The principal derivatives of vebs are : Devers, near. Envers (prep.), to, towards. Envers (subst.) , wrong side ; under side. A V envers inside out; upside down. Verser, to overturn ; to pour, to shed. Terse, versed, skilled. Verso, reverse ; back. Version, version. Versement, payment. Averse, shower. Aversion, aversion. Controverse, controversy. Controverser, to controvert. Converser, to converse. Cotjtversation, conversation. Vertige, vertigo, giddiness. Averlir, to apprise ; to warn. Avertissement , information ; warning ; advertisement. Inadvertance, inadvertency. Adverse, adverse. Adversaire, adversary. Adversite, adversity. * Animadversion , animadver- sion. Convertir, to convert. Conversion, conversion. Converger, to converge. Convergent, convergent. Convergence, convergency. Divers, diverse ; divers. Diversement, variously. Diversite, diversity. Diversion, .diversion. Diversifier, to diversify. Divertir, to divert, to entertam. Divertissement, entertainment, diversion. Diverger, to diverge. Divergent, divergent. Divergence, divergency. Intervertir, to invert. Inversable, not liable to be overturned. Inversion, inversion. Malverser, to commit malversa- tion. Malversation, malversation. Pervers, perverse. Perversite, perverseness. Pervertir, to pervert. Renverser, to reverse; to turn upside down ; to overthrow. A la renverse , backward ; on one's back. SIXTH LESSON LEXIOLOGY— N"» 160-161 sub- Ho Renversement , reversing version ; throwing down. Revers, bacic; back stroke ; coun- terpart; reverse. Subvertir, to subvert. Subversif, subversive. Subversion, subversion. Transversal, transversal, trans- verse. Transversalement, transversely. Tr avers, breadth; irregularity; oddity. En iravers, cross-wise. A travers, across ; through. De travers, athwart; awry. 160. The inseparable particle Re denotes repetition, reduplica- tion, doing or beginning over again, as : retire, to read again ; redire, to say again; retablir, to reestablish; — or coming or going back, as: rdagir, to react ; reconduire, to lead back ; revers, reverse (that is, turning back) ; — or lastly, gradual increase or completion, as : redou- bier, to redouble ; raf finer, to reflne. The e of this particle is sometimes cut off, as in , rappeler, to recall, to call back, from appeler, to call. Fortune comes from the Latin fortuna, fortune, hap, derived from fors, hap, chance. Its derivatives are : A tort et a travers, at random ; through thick and thin. Traverse, traverse; cross-piece; rail ; cross. Traverser, to cross, to traverse ; to go through. Traversee, passage. Traversin, bolster ; stretcher. JJouleverser, to turn topsy-turvy. Bouleversement , overthrow ; confusion, disorder. Tergiverser, to evade, to stand shilly-shally. Tergiversation, evasion, shift. Fortune, fortunate. Inforlttne, unfortunate. Infortune, misfortune. Fortuit, fortuitous, casual. Fortuitemsnt, fortuitously, ca- sually. AssAit.LiRENTis the third person plural of the past tense definite of the indicative mood of the verb assaillir, which is derived from saillir, to leap, to gush, to break forth, from the Latin salire, having the same meaning. Assaillir is irregular in some of its tenses, but not in the past tense definite. 161. The third person plural of the past tense definite of verbs ending in iv in the infinitive, is formed by changing this termination into ireut. The principal derivatives of saillir are : Assaillir, to assail, to assault. Saillie, staft; sally; jutting. Saillant, projecting; jutting; forcible. Assaillant, assailant. Tressaillir, to start, to startle. 11- SIXTH LESSON — LEXIOLOGY — N"' 1 62-1 63. Tressaillement, start. Sauter, to leap, to jump. Saut, leap, jump. SaM«e«r,leaper,jumper;tumbler. Sauteuse, sauteuse (dance). Sautoir, form of aSaint Andrew's cross. SauUller, to hop, to skip. Sautillement, hopping , skip- ping. Sauterelle, grass-hopper. Assaut, assault. Sursaut, start. Soubresaut, start ; subsultus. Insulter, to insult. Insulle, insult. Resulter, to result. Result ante, resultant. Resultat, result. AssAiLLiR is for adsaillir. 163. Ad is the Latin preposition from which d is derived (24). When used as an inseparable particle, it has the same meaning in French as in English, denoting tendency, drawing near, bringing together. Most of the words in which it is combined are nearly the same in both languages, as : adverbe, adverb ; admettre, to admit ; adjectif, adjec- tive. In both languages also the d of ad is often changed into the same letter as that which begins the radical ; as in accepter, to accept ; affilier, to affiliate ; aggraver, to aggravate ; assaillir, to assail. But sometimes in French the d of ad is cut off, as in, ajourner, to adjourn ; avertir, to warn (to advert) ; avis, advice. 163. IHonsieiBi" is formed of the possessive adjective mow, my, ■ and the substantive sieur, sir, contracted from seigneur, lord, coming from the Latin senior, old man. Mosisiem* corresponds to three English words:— Istly, to Mr, before a proper name,'as: itfonsicMrfleta- tour, Mr. Delatour ; — 2dly, to Sir, in addressing a man, as : Ronjour monsieur, Good morning, sir;— 3dly, to gentleman, in speaking of a man, as : Ce monsieur. This or that gentleman. Its plural is Messieurs, See man, 3fi6. The other derivatives of senior or senex (old man) are : Senat, senate. Senateur, senator. Senatorial, senatorial. Senile, senile. Seigneur, lord. Seigneurie, lordship, ladyship. Seigneurial, seigniorial. Monseigneur, mylord. Sire, sire (in addressing a king). Messire (obsolete) Mr., master. Maison comes from the Latin mansio, dwelling. It is feminine (85). Its derivative is maisonnette, small house. Commerce comes from the Latin merx, merci^, merchandise. Beiog masculine, it is an exception (15). SIXTH LESSON — LEXIOLOGY N°' 164-163. 115 The principal derivatives of merx are : Marchand, mercliant ; trades- man. Marche, marliet ; bargain. Par dessus le marche, into tlie ])Brgain. Marchander, to bargain, to haggle. Marchandise , merchandise , goods, ware. Mercier, mercer, haberdasher. Mercerie, mercery ; haberdash ery. Mercenaire, mercenary. Mercantile, mercantile. Commerce, commerce, trade. Commercer, to trade, to deal. Commergant, trader, dealer. Commercial, commercial. Mercure, Mercury. Mercuriale, average prices of grain ; lecture, reprimand. 104. ©H, seen in the third lesson as an adverb of place, is also used as a relative pronoun, signifying in which or to which, as : Le doute oil il est, The doubt in which he is. It may be preceded by de and par, as : Les embarras d'ou il s'est tire. The difficulties from which he has extricated himself; — Les villages par ou ilpassera. The villages through which he will pass. These pronouns refer to things only, and are properly used when the sense conveys an idea of locality, whether positive or abstract. Plac^ is the past participle of the verb placer (55), which is derived iromplace, from the Latin platea, place, or square. Place signiCes place, spot, or room. Its principal derivatives are : Placer, to place. Placement, placing. Placeur, person that places. Deplacer, to displace, to misplace. Diplace, displaced, misplaced; improper. Deplacement, displacement. Emplacement, site, ground. Remplacer, to replace ; to sup- ply- Remplaccment, replacement. Replacer, to replace ; to put back. Ses is the plural of son and sa (54) ■ ]5pabgne comes from the Latin parcere, to spare. Its derivatives are Epargner, to spare, to save. Parcimonie, parsimony. Parcimonieux, parsunonious. SusPEKDiRENT is the third person plural of the past tense deflnite of the verb suspendre, derived from pendre, to hang, to suspend, from the Latin pendere, 165. The third person plural of the past tense deCnite of the indi- 116 SIXTH LESSON — LEXIOLOGY N°» 166X0 168. cative mood of verbs ending in b'c in the infinitive, is formed by ciiang- ing this termination into ircnt. The principal derivatives of pendre are : Rependre, to hang again. Suspendre, to suspend. Pendant, pendent ; pending ; during. Cependant, in the mean time ; Jiowever. Pendaison, hanging. Pendable, hanging; abominable. Pendard, a rogue that deserves hanging. Pendiller, to dangle. Pendule, pendulum ; clock. Appendre, to hang up. i4^en(Jtce, appendix, appendage. 166. Lenrs is the plural of leur, coming from the Italian Imv. It is a possessive adjective that varies in number, but not in gender. Both leur and lenrs correspond to their. With the article before it, this word becomes a possessive pronoun, thus : E,e leur, la leur, les leurs, theirs. Paiement, or payement, comes from the verb payer, to pay, from the Italian pagare. The principal derivatives of payer are : Dependre, to depend. Dependance, dependency. Independant, independent. Independance, independence. Independamment , independ- ently. PerjjewdiCMteVe, perpendicular. Vilipender, to vilify , to bring into contempt. Suspens, suspense. Suspenseur, suspensory. Suspensif, of suspension. Suspension, suspension. Suspensoir, suspensory. Paie or paye, pay, wages. Payeur, payer, pay-master. Payable, payable. Paiement, payment. Impayable , invaluable ; that cannot be paid too highly. 167. The termination ment it added to many verbs, which are thus transformed into substantives; a great number of them are the same in both languages, as : engagement, from engager, to engage ; amuse- ment, from amuser, to amuse ; sentiment, from sentir, to feel. Some differ slightly from the English, as: jugement, judgment; attachement, attachment; gouvernement, government. 168. Pen, from the Latin pauci, is an adverb corresponding to Mttle and few. It is sometimes rendered in English by the inseparable particle uti or in, as : Peu important, unimportant ; Peu considerable, inconsiderable. When followed by a substantive, it requires the pre- position de before the substantive (39). Peu is also used substantively, lis derivatives are : SIXTH LESSON — LEXIOLOGY N"' I 69 TO 1 71 , H7 Pour peu que, however little. A peu pres, nearly, almosL Quelque peu, a little; rather; somewhat. Peu d peu, by little and little. Dans peu, ov sous peu, in a short time, soon. Tant soil peu, ever so little. 169. Apres is one of the derivatives oipres, seen in the second lesson. It is a preposition and an adverb, correspondug to after, next, next to, and afterwards. 170. EUes is the plural of cllc, from the Latin i?te, she, that one. ESle is a personal pronoun corresponding to she, her, and it. It is feminine and singular; elles is feminine and plural, and corresponds to they and them. Both are used as subjects referring to persons and to things. They are also used as regimens and then refer to persons more frequently than to things. FiKENT is the third person plural of the past tense deDnite of the irre- gular verb faire, mentioned in the third lesson. Banqueroute is derived from lane, bench, from the Italian banco, bench and bank. In this word, route means rupture or rout. The principal derivatives of banc are : Banquette, bench. Banque, bank, banking house. Banquier, banker. Banqueroute, bankruptcy. Banqueroutier, bankrupt. Banquet, banquet. Banqueter, to banquet. DoNNisRENT is the third person plural of the past tense definite of ihe verb donner, mentioned in the first lesson. 171. The third person plural of the past tense definite of the indi- cative mood of verbs ending in ei' In the infinitive is formed by changing this termination into erent. Cinq is the radical of cinquieme, seen in the fifth lesson. Cent comes from the Latin centum, hundred. Its principal deriva- tives are : Centaine, hundred (taken collec- tively). Centenaire, centenary. Centieme, hundredth. Centime, centime (the hundredth part of one franc). Centuple, hundred-fold. Centupler, to increase a dred-fold. Centiare, centiare. Centigrade, centigrade. Centigramme, centigram. Centilitre, centilitre. Centimetre, centimeter. hun- NoMBBEUx is derived from nombre, from the Latin numerus, number. Its termination is the same in the singular as in the plural. 118 SIXTH LESSON — LEXIOLOGY— N°' 1 72-1 73. 172. Adjectives and substantives ending in x do not change tlieir termination in the plural. The derivatives of nombre are : Nombrer, to number. Nombreux, numerous. Denombrer, to number. Denombrement, numbering, enu- meration. Innombrable, numberless. Itmombrablement, innumerably. Numero, number (indicative of order) . Numeroter, to number. Numerotage, numbering. Numerique, numeral. Numeriquement, numerally. Numeraire, specie, cash. Numeral, numeral. Numerateur, numerator. Numeration, numeration. Enumerer, to enumerate. Enumeration, enumeration. Enumerateur, enumerator. Enumeratif, enumeraiive. Surnumeraire, supernumerary. Surnumerariat, time of being a supernumerary. Creakcier is derived from the verb croire, to believe, from the Latm credere, probably through the Spanish creer. The principal derivatives of CROIRE are : Croyant, believer. Croyance, belief; creed. Croyable, believable, credible. Incroyable, incredible. Incroyablemsnt, incredibly. Accroire, to believe. Mecreant, misbeliever. Creance, credence, credit. Creancier, creditor. Credule, credulous. Credulile, creduUty. Incredule, incredulous. Incredulite, incredulity. Credo, creed. Credibilite, credibility. Incredibilite, incredibility. Credit, credit; trust. Crediler, to credit. CredUeur, creditor. Accrcdiler, to accredit, to bring into credit. Vecrediler, to discredit. Discredit, discredit, disrepute. Discrediter, to discredit. The verb croire, in its Spanish form creer, has given birth to creance, credence or credit, by substituting the termination awce for that of the inCnitive (23), and creance has produced creancier. 178. The termmation ies* or ea*, in adjectives used substantively, generally denotes the person who exercises a profession or trade, who is daily engaged or usually deals in the thing expressed by the radical. It often corresponds to the English termination er, as : manufacturier, manufacturer; messager, messenger; offider, officer; passager, ^ds- senger; usurier, usurer; banquier, banker. — It serves besides, when added to the name of a fruit, to designate the tree bearing such fruit, SIXTH LESSON SYNTAX N" 174, 119 as : pommier, apple-tree, from pomme, apple ;prunier, plum-tree, from prune, plum ; cerisier, cherry-tree, from cerise, cherry. — In a limited number of words, it denotes the utensil, the vessel or the place destined for the use of the thing expressed by the radical, as : obusier, howitzer, from obus, shell; encrier, inkstand, from encre, ink; sucrier, sugar- basin, from Sucre, sugar; colombier, dove-house, from colombe, dove. SY1\TAX. ;§ 1. — INTEBROGATIVE. Why do we say « Le succes, » and not « Succes » ?— 35. Why should we not say « Le succes repondit nepas « ? — 38. Why should we not say « Aux ambitieux esperances »?—Zd. In « II avail plac^ ses epargnes » , why does not the participle place agree with its regimen epargnes, which is feminine and plural? — 115. In « Leurs paiements and leurs creanders, » why is leurs in the plural number?— 116. § 2. — EXPLAXATORY. II repondit aus. esperances. It answered the hopes. 1 74. The preposition to, which is often omitted in English, before the indirect regimen of a verb, must always be rendered in French, when that regimen is a substantive, by a, or by the contraction of a with the article : au, anx (58,154). Accordingly, the following phrases: We answer his question; He told his father; You give'the boy; You give the children a lesson, should be translated thus : Nous ripondons a sa ques- tion; II disait a son per e; Vous donnez axj gargon; Vous donnez aux enfants une legon. Des revers de fortune. Deux maisons de commerce. In these examples , the substantives fortune and commerce are employed without the article. Fortune determines the sense of revers, and commerce determines that of maisons; but the sense of /ortMne and commerce is not determined by any other word. 120 SIXTH LESSON — SYNTAX n" 175.— PREP. EXERCISE. 175. When one substantive determines the sense of another, it is used without the article, provided it be not in its turn qualiQed by some other words. Tbia-d division —Exercises. PREPARATORY EXERCISE. 1. Model: II repondit. Lexiology, 167. — He corresponded — He depended— He heard— He hung— He followed — He suspended — He twisted. ,2. Model: II repondait (He was answering; he would answer; he used to answer). Lexiology, 150, 151, 152— He was animating— He used to give— He would desire— He used to exercise — He was examining — He would guide — He used to think — He was passing— He used to place. 3. Model : Aux esperances. Lexiology, 154— To the creditors— To the examples— To the children— To the savings— To the sons— To the boys — To the men— To the ideas — To the institutions— To the lessons —To the languages— To the sleeves— To the hands— To the mothers— To the houses— To the workmen — To the fathers — To the vices, 4. Model : Ambitieux, ambitieuse. Lexiology, 155, 156. {The fol- lowing adjectives are to be translated twice : once with the masculine form, and once with the feminine),— Gra.cious — Judicious — Precious- Delicious — Capricious — Vicious — Insidious — Odious — Melodious- Studious— Contagious— Religious — Bilious— Ceremonious— Harmonious — Copious— Imperious — Serious— Mysterious— Laborious — Victorious. 5. Model: Du pauvre ouvrier; de li'ouvrier. Lexiology, 157 — Of the elbow— Of the trade— Of the creditor— Of the doubt— Of the (joiner's) bench— Of the example— Of the child— Of the son— Of the drone— Of the boy— Of the man— Of the joiner— Of the month— Of the gentleman —Of the eye— Of the proverb— Of the father— Of the payment. 6. Model: Quelques mois. Lexiology, 158 — Some planes — Any reason — A few saws— Some sort— Any success — A few vices— Some time — Any doubt— A few examples — Some hope— Any savings — A few men- Some Institutions— Any language— A few lessons. 7. Model : lis assaillirenl. Lexiology, 161 — They acted — They SIXTH LESSON — PREPARATORY EXERCISE — COMPOSITION. 121 lessened— They enlarged— They freed— They established— They grew up— They reestablished— They united. 8. Model: Elles suspendirent. Lexiology, 165 — {with the feminine pronoun) — They corresponded — They depended — They heard— They hung— They followed— They suspended— They twisted. 9. Model: Leurs ■paiements. Lexiology, 166 — Their trade— Their doubt — Their example— Their examples — Their child — Their children —Their son— Their sons— Their father— Their fathers — Their reason — Their reasons— Their hope — Their hopes— Their lesson— Their lessons. 10. Model : Elles firent. Lexiology, 170 — [with the feminine pronoun) — She had— It has — She will correct— It gives— She said — It was— She is— She exercised— It does— She thinks— It could— She passes — It answered — They are— She would be — She saw — It goes. 11. Model: Us donnerent — Elles donnerent. Lexiology, 171 — [Masc.) They animated — [Fern.) They corrected— (Fem.) They desired — [Masc.) They exercised — [Fern.) They examined — [Masc'.) They guided — (Fein.) They thought— (Jlfasc.) They passed— (fcm.) They possessed— (Afasc.) They placed. 12. Model : Leurs nombreux creanciers. Lexiology, 172. — His odious creditor — His -odious creditors — The precious example — The precious examples — A generous child — The generous children — That laborious boy— Those laborious boys— That mysterious man — Those mysterious men. 13. Model : Repondit atjx esperances. Syntax, 174 — He gives his son — She told her father — They gave their creditors — He answered his mother — He would not permit his children. Ih. Model : Revers de fortune. Syntax, 175— Joiner's bench— Child's hand— Hopes of youth— Workman's son— Magnanimity (grandeur of soul)— Man of action— Man of resolution — Ideas of ambition— Lessons of Latm— Banking-house— Trade of a joiner. COiMPOSITIOIV. 1 — One day, his creditor followed him to [till] his own house — lli7, 149. 2 — He heard the workman throughout, but he did not answer him -147. 149. 122 SIXTH LESSON COMPOSITION. 3 — That commercial house stopped [suspended] its payments for [pending] a month — li7, 149. 4 _ The other day, they gave you a good example— 171, 149. 5 _ [To] what was he thinking of.''— He was thinliing of [to] 5'ou— 148, 150. 6 _ The child used to follow his father— 151, 7 — He was so generous that he would sometimes give away aU that [which] he had— 151. 8 — He was examining the saw and the plane, but he did not know how to handle them— 150. 9 — She is attentive to the lessons— 154. 10 — The knowledge of languages is useful to men — 154. 11 — What will he give to the children ? — 154. 12 — His father is serious— 155. 13 — His mother is serious— 156. 14 — Laziness is dangerous— 155, 156. 15 — He has generous ideas— 155, 156. 16 — Where have you put the plane of the joiner?— 157. 17 — The son will possess the savings of the father — 157. 18 — His creditors gave him [some] time — 157. 19 — She has some fortune— 158. 20 — The father and mother jomed [reunited] their savings — 161. 21 — The children heard theu- father and answered him— 165. 22 — Mr. Alexis is going to Paris — 163. 23 — Do you know, sir, where [goes] Mr. Delatour is going .''—163. 24 — Who (Quel) is that gentleman ?— 163. 25 — It is a gentleman who wishes to see you — 163. 26 — Thehousein which she was is one of the best in Paris — 164, 140. 27 — He will place his children in the academy in which he [has] received his own education — 164. 28 — The father and mother corrected their child— 166. 29 — He gives lessons for his own amusement— 167. 30 — Some generous men gave their savings — 166. 31 — This is the joiner's bench — 59, 175. 32 — This is a joiner's bench— 59, 175. SIXTH LESSON — RECAPITDLATION. 123 REClPITIII.ATIOnr. Words: 1. Contained in the text S6 2. Radicals and derivatives connected with the words of the text 355 391 In the preceding lessons 1748 Sum total 2139 Friucipai ohsefvations: 145. On the sound of the vowel u. 146. On the sound of the vowels om. 147. On the foVmation of the third person singular of the past tense definite of verbs in re. 148, 149. On the difference between the past tense definite and the im- perfect tense. 160, 151. On the pai'ticular cases in which the use of the imperfect tense is required. 152, 153. On the cases in which the use of the past tense definite is proper. 154. On the compound article awa;. 155. On the termination eux. 156. On the formation of the feminine of adjectives ending in x. 157. On the compound article du. 158. On the adjective and adverb ^'weigwe. 159. On the elision of the final e in quelque. 160. On the inseparable particle re. 161. On the formation of the third person plural of the past tense definite of verbs in ir. 162. On the inseparable particle ad. 163. On the' word monsieur. 164. On the relative pronouns oil, d'oii, par ou. 165. On the formation of the third person plural of the past tense definite of verbs in re. 166. On the possessive adjective leur, leurs. 167. On the termination ment, in substantives. 168. On the adverb peu. 169. On the preposition and adverb apres. I 2 4 SIXTH LESSON RECAPITULATION . 170. On the personal pronoun elle, elles. 171. On the formation of the third person plural of the past tense -deflnite of verbs in er. 172. On the plural of adjectives and substantives ending in x. 173. On the termination ier or er, in adjectives and substantives. 174. On the use of the preposition d, obligatory before an indirect regimen, when such regimen is a substantive, 175. On the suppression of the article before one substantive which determines the sense of another. Mfrcgulaf verhs. With the forms that have been seen in ilie text. Aller — Present tense : 11 va. Dire and its derivatives : Se dedire, contredire, interdire, predire, redire, medire. — Imperfect tense : 11 disait. — Past p'articiple : Dit. Faire and its derivatives : Defaire, redefaire, contrefaire, forfaire, parfaire, refaire, satisfaire. — Present tense : 11 fait. — Past tense definite : lis firent. Mettre and its derivatives : Admettre, commetire, demettre, emettre, entremettre, omettre, permettre, compromettre, repromeitre, remettre, soumettre, transmettre,— Past participle : Mis. PouvoiR— Imperfect tense : Ilpouvait. Recevoir and its co-derivatives : Concevoir, decevoir, percevbir, apercevoir, — Past participle : Recu. Savoir — Present tense : Vous savez. — Past tense of the subjunctive : 11 sut. Saillir and its derivatives : AssailUr, tressaiUir. — Past tense definite : lis assaillirent. SuiVRE and its derivative poursuivre. Tenir and its derivatives : S'abstenir, contenir, detenir, entretenir, oitenir, retenir, soutenir, appartenir, maintenir. Voir and its derivatives : Entrevoir, pounoir, depourvoir, revoir, prevoir. — Imperfect tense : II voyait. VouLOiR— Imperfect tense : 11 voulail. SEVENTH LESSON READING EXERCISE. 125 SEVENTH LESSON. First Division— Practical. READING EXERCISE. V 3 2 Septieme lecon. wO w60w I 1007 000 Ces tristes cir Constances eurent 2 . 7 u w 2 pour resultat de forcer M*. De- 0w20 v6 6w0 latour a retirer notre petit ^ ^ ^ a . i 93 4 paresseux de sa pension, dans w VJ w \ laquelle il avait appris fort pen 08_.0 ^^ 6w0w2^0 de chose, et d'ou il ne rapportait 18 10 w qu un penchant un pen plus pro- 4 2 2 u 1 ^ vy nonce pour 1 indolence, avec une * Prooounce Monsieur, as in the sixth lesson. SEVENTH LESSON TRANSLATION. V. w 9.3 4 4 2 I 3 i aversion complete pour le metier 2 de son pere, qu'il regardait ^ _0 .2w0.0 comme une chose basse et indigne 6 de lui. lilTERAI. TRAIVSIATIOW. Septienie lecon. Seventh Ces tristes circonstances eurent pour resultat de These sad circumstances had result to forcer M. Delatour a retirer notre petil paresseux force Mr. take back our little lazy (fellow) de sa pension, dans laquelle il avait appris fort from boarding-school which learned very peu de chose, et d'oii il ne rapportait qu'un thing brought back penchant un peu plus prononce pour I'indolence, propensity pronounced (decided) indolence avec une aversion complete pour le metier de son with aversion complete trade pere, qu'il regardait comme une chose basse et looked upon as base indigne de lui. unworthy SEVENTH LESSON — TRANSLATION CONVERSATION. 1 27 EIVGLISH TRAlVSIi&TIOlV. The consequence of these untoward occurrences was that Mr. Dela- tour was compelled to remove our little lazy fellow from school, where he had learned very little, and whence he returned with a still stronger propensity to indolence, and a decided aversion to his father's business, which he looked upon as low and unworthy of him. AliTERlVATE TRAWSIATIOIV . See 1st. lesson, p. k and 5, and 2nd. lesson, p. 30. COWTERSATIOIV. QUESTIONS. Quelle est cette le9on? Quelles circonstances forcferent M. Delatour a retirer notre petit paresseux de sa pension ? Qui est-ce que ces circonstances forcerent a relirer Alexis de sa pen- sion? Qui forcferent-elles M. Delatoui- a retirer de sa pension ? D'ou le forcferent-elles a retirer notre petit paresseux ? Quel r^sultat eurent ces tristes circonstances ? Qu'avait-il appris dans sa pen- sion? Oil avait-il appris fort peu de chose ? Pourquoi avait-il appris fort peu de chose? Pourquoi 6tait-il paresseux? D'ou rapportait-il im penchant prononc6 pour I'indolence ? Que rapportait-il de sa pension ? Pour quel metier avait-il une aversion complete ? ANSWERS. C'est la seplifeme. De tristes circonstances ; or, Des revers de fortune. M. Delatour. Alexis ; or , Notre petit pares- seux. De sa pension. De forcer M. Delatour a retirer notre petit paresseux de sa pension. Fort peu de chose. Dans sa pension. Sans doute parce qu'il^fitait pares- seux. Nous ne le savons pas. De sa pension. Un penchant un peu plus pro- nonc6 pour I'indolence. Pour le metier de son pfere. 128 SEVENTH LESSON CONVERSATION PHKASEOLOGT. Quel 6tait le metier de son pfere ? Quel sentiment avait-il pour ce metier ? Comment regardait-il ce metier? Pourquoi avait-il une aversion complete pour ce metier ? Le mdtier de menuisier. Une aversion complete. Comme une chose basse et in- digae de lui. Parce qu'il le regardait comme une chose basse et indigne de lui. PHRASEOI^OGT. TO BE TRANSLATED INTO ENGLISH. Qu'avez-vous appris? Nous avons appris fort peu de chose. Nous savons fort peu de chose. Pourquoi avez-vous appris fort peu de chose ? Vous ne r^pondez pas. Pourquoi ne rfpondez-vous pas 'f Nous'ne le pouvons pas. Vous le pouvez si vous le voulez. Nous n'avons pas eu le temps. Mais vous prononcez fort bien. Vous avez appris quelque chose. Ou avez-vous appris ce que vous savez ? A notre pension. Mais nous avons eu fort peu de lefons. Ou est Alexis ? 11 est avec son pere. Est-il actif comme son pfere ? II est un peu paresseux. C'est pourquoi son pfere I'a retire de pension. Mais 11 est fort jeune. Le temps corrigera son penchant pour rindolence. C'est possible. Surtout avec I'exemple d'un homme comme son pfere. TO BE TRANSLATED INTO FRENCH. What have you learned? We have learned very litde. We know very little. Why have you learned very lit- tle ? You do not answer. Why don't you answer? We cannot. You can if you will. We have had no time. But you pronounce very well. You have learned something. Where did you learn what you know? At our school. But we had very few lessons. Where is Alexis ? He is with his father. Is he active like his father ? He is rather lazy. That is why his father took him back from school. But he is very young. Time will correct his propensity to indolence. It is possible. Above all with the example of such a man as his father. SEVENTH LESSON PRONUNCIATION — N°° 1 76-1 77— LEXIOL. 129 Qu'est-ce que son pfere pense faire de lui ? II le placera dans une maisoii de commerce. II a raison. Whai does his father intend to make of him,? He will place him in a commer- cial house. He is right. Second Division — Analytical and theoretical. froivijivcijltioiv . examples. 1 . Naissawce — Mawches — Faineawt — Grandeur — Pewsows — /wtelligmt— Pretmdre — Ceni—Cinq — /ndigne — Done— Repowdit — Girconstances— Prononce. 2. Latin — Lecon — Bon — Gargow — Profession — Son — Raison Education — Maison — Un. 3. Anime — Obtenir — Prononce — Une — Rewnit — FortMiie. A. Sienna — Donne — Pardonnable -Connaissances— Donnerent. In all these words the vowels a, e, i, o, u, are followed by n. In the words of the first and second series, the vowels and the letter n are combined and produce the nasal sounds I, 2, 1, 7- In the words of the third and fourth series, the vowels and the letter n are not combined, and each of them retains its own sound. In the first series an, en, in, on, are each followed by a consonant, which is not an n. In the second series in, on, un terminate each a word. In the third series an, en, on, un are each followed by a vowel. In the fourth series the n is doubled. 176. An, en, in, on, an, are nasal, when followed by any other consonant than n, or when they are at the end of words. 17 7. When these letters are followed by a vowel, or by another n, they are not nasal ; each of them retains its own sound. liEKIOIiOGY. § 1— INTERROGATIVE. How is the word septieme formed?— 47. Of what gender is circonstance?—li, I p. 130 SEVENTH LESSON — LEXIOLOGT N° 178. Of what gender are resultat, penchant and metier?— lU. Of what gender are pension and aversion? — 63. In what mood are the verbs forcer and retirer?—lZS. What is the feminine of paresseux ?— 156. What is the plural of paresseux?— 172. Why do we say d'ow, and not de oil? — 11. What is the infinitive of rapportoY?— 50. What is the inflniiive of prononce?—hh. Why do we say IHndolence, and not la indolence ?— 11. What is the masculine of complete ?— 2. What is the feminine of indigne?— 6. I 2— EXPLANATORY. SeptiSme comes from sept, from the Latin septem, the principal derivatives of which are : Septieme, seventh. Sepliemement, seventhly. Septenaire, septenary. Septennal, septennial. Septennalile, seven years' dura- tion. Septante, sevenly. Septembre, September. Septuagenaire {a person), se- venty years old. Septuple, seven-fold. Septupler, to multiply by seven. Dix-sept, seventeen. Dix-septieme, seventeenth. Ces is the plural of ce, cet and cette. See 19. Examples have now been seen of all the demonstrative adjectives, in the following phrases : Ce vice donne naissance a tons les autres — 1st. lesson. A quoi cct idiot passe-t-il son temps? — Srd. lesson. Cette langue etant la sienne — 5th. lesson. Cc® tristes circonstances — 7th. lesson. Tristes is the plural of irisfe, which, ending in e mute, is of both genders. This adjective comes from the Latin tristis. Its principal derivatives are : Tristement, sadly, sorrowfully. I Attrister, to sadden. Tristesse, sadness. | Contrister, to grieve, to pain. CincoNSTANCE comes from the Latin circum, about, and stare, to stand. See the derivatives of the verb etre, n' 137. 178. Circoiffl is an inseparable preposition, coming from the Latin eircum, and signifying about, around. The derivatives formed by means SEVENTH LESSON — LEXIOLOGY — N° 1 79. m of this particle are very nearly the same in both languages ; the Latin spelling of circum being preserved in English, and slightly altered in French, as : circonference, circumference ; cir,conlocuHon, circumlo- cution ; circonspect, circumspect ; circonscrire, to circumscribe. EuRENT is the third person plural of the past tense definite of the irregular verb avoir. Resi'ltat is one of the derivatives of saillir, seen in the 6th lesson. 179. The termination at, often makes a substantive of a verb, and denotes the end obtained or the action done, as : resultat, from resulter, to result; assassinat, murder, from assassiner, to murder; certificat, certificate, from certifier, to certify. — It is added also to some titles of persons, and denotes their function or quality, as : consulat, consulate , consulship, from consul ; doctorat, doctorate, doctorship, from docteur ; patriarcat, patriarchate, patriarchship, irom patriarche. Forcer comes from the adjective fort, from the Latin fortis, strong, the principal derivatives of which are : Fort (adv.) strongly, forcibly, much, hard, fast, very. Fortement, strongly. Fortin, small fort. Forleresse, fortress. Fortifier, to fortify. Fortification, fortification. Confort, comfort. Conforler, to comfort, to streng- then. Confortable, comfortable. Confortablement, comfortably. Reconforler, to strengthen, to Contrefort, stiffener, buttress. Effort, eflfort, exertion. S'efforcer, to strive. Force, force, strength. Forcer, to force, to compel, to strain. Forgat, convict. Forcement, by compulsion. Forces, shears (strong scissors) . Renfort, reinforcement. Renforcer, to strengthen. Renf or cement , strengthening , reinforcement. revive. . M. is the abbreviation of Monsieur. See 163. Retirer comes from the verb tirer, to draw, from the Latin trahere. TiRER is an important verb, on account of its numerous acceptations. It corresponds to the following English verbs : to draw, to pull, to shoot, to fire, to derive, to stretch, to tap, to drag, to strike off. Its principal derivatives are : Tir, shooting. Tiret, slipof parchment;hyphen. Tireur, drawer, shooter, fencer. Tiroir, drawer, slide-box. Tirade, tirade. Tirage, draught, drawing, work- ing off. Urant, strap, string. 132 SEVENTH LESSON — LEXIOLOGY — N° 180. Tirailler, to pull (with importu- nity); to skirmish. Tirailleur, sharp-shooter, skir- misher. Tiraillement , pulling, twinge. Traire, to milk. Trait, draught, stroke, trait, feature. Traite, stage, journey; trade; draft, bill. Trayon , nipple , dug ( of cows, etc.). Traction, traction. Attirer, to attiact. Attirail, implements, gear, tackle. Attrait, allurement, attraction. Atirayant, alluring. Attractif, attractive. Attraction, attraction. Abstrait, abstruse, abstracted. Abstraction, abstraction. Etirer, to stretch out ; to wire- draw. DMirer, to draw out. Contre-tirer, to counterprove. Retirer, to draw again: to re- move. Se retirer, to retire , to with- draw. Soutirer, to draw off, to rack off. Soutirage, racking. Tire-botte , boot-jack ; boot- hook. Tire-bouchon, cork-screw. Tire bourre, worm-screw. Tire-bouton, button-hook. A tire (Taile, with a quick jerk of the wing, with all possible speed. Tire-ligne, drawing pen. Tirelire, money-box. Tire-pied, stirrup. Tire-veille, man-rope, ladder- rope. Contracter, to contract. Contrat, contract. Contraction, contraction. Detracteur, detractor. Distraire, to distract, to divert. Distrait, heedless ; absent. Distraction, abstraction, absence of mind; diversion. Extraire, to extract. Extrait, extract. Extraction, extraction, drawing out. Retraite, retreat, retirement. Retracter, to retract, to recall. Retractation, reiractation. Retractile, retractible. Retraction, retraction. Soustraire, to subtract, to re- move, to take away. Soustraction , subtraction , tak- ing away. ISO. Notre, formerly no«(re, from the Latin noster, is a possessive pronominal adjective of both genders, and of the singular number, corresponding to our. Its plural is nos, likewise corresponding to our. Petit comes from the Latinpetilus, small. Its principal derivatives are : Petitement, slenderly, meanly, pettily. Petitesse, littleness, smallness. Petit (subst.), little child, little one, young one. Petit-d-petit, by little and little. SEVENTH LESSON LEXIOLOGY — N" 181. 133 Rapetisser, to lessen, to shorten. Vetite-verole, small pox. * Pelit-fils, grandson. * Petite- fille, grand-daughter. Petit-gris, Siberian squirrel ; minever. Petit-lait, whey. Petit-maitre, spark, fop. Petite-maitresse, lady of studied elegance. Petit-neveu, grand-nephew. Petite-niece, grand-niece. Pelitspieds, small fowl. Paresseux is one of the derivatives of paresse , seen in the first lesson. Pension comes from the Latin pendere, to weigh, and to pay. It signifies pension, allowance, board , boarding-house and boarding- school. The principal derivatives of the radical are : Pensionner, to pension. Pensionnat, boarding-school. Pensionnaire , pensioner; hoarder. Depens, expense, cost. Depense, expense, expenditure. Depenser, to spend. Depensier, profuse in expense. Dispenser, to dispense. Dispense, dispensation, license. Dispendieux, expensive. Dispensaire, dispensatory, dis- pensary. Dispensateur, dispenser. Dispensation, dispensation. Indispensable, indispensable. Indispeiuablement , indispen- sably. Compenser, to compensate. Compensateur , compensative, compensatory. Compensation, compensation. Recompense, recompense, re- ward. En recompense, as a reward ; to make amends. Recompenser, to recompense, to reward. Laquelle is a relative pronoun, feminine and singular, formed of the article la and the pronominal adjective quelle. It corresponds to qui, que and quoi, in French, and to who, whom, which or that, in English. 181. The pronominal adjective quel (77) combines with the article, simple or compound, and forms : lequel, laquelle, lesquels, lesquelles, who, whom, which, orthat;— dugruei, de laquelle, desquels, desquelles, of whom, from whom, of which, from which ; — auquel, ort«re. The principal deriva- tives of PORTER are : Port, carriage ; port, portliness; postage. Portable, wearable. Porlee, reach; compass; import ; brood. Portatif, portable. Porteur, bearer. Apportcr, to bring. Apport, share of capital. Comporter, to admit of. SEVENTH LESSON — LEXIOLOGY. 135 Se comporter, to behave, Deportement, miscondnct. Colporter, to hawk, to peddle. Colporta^e, hawking. Colporteur, hawker. Deporter, to deport. Deportation, deportation. Emporter, to carry away. Emporte, fiery, passionate. Emportement , passion, fit of anger. Remporter, to carry back. Emporte-piece, punch, puncher. Eocporter, to export. Exportation, exportation. Exporlateur, exporter. Importer, to import ; to matter, 10 signify. Importation, importation. Imporlateur, importer. Reimporter, to reimport. Reimportation, reimportation. Important, important. Importance, importance. DHmportance, soundly. Importun, importunate. Imporliiner, to importune. Importunite, importunity. Opportun, opportune. Opportunite, opportuneness. Inopportun, inopportune. Rapporter, to bring again, to bring back ; to relate. Se rapporter, to correspond ; to refer. Rapport , bearing ; produce ; account, report; connexion, re- ference. Rapporteur, reporter; tale- bearer; protractor. Par rapport, in reference to. Report, carrying forward. Reporter, to carry back; to bring forward. Supporter, to support, to bear, to bear up. Support, support ; prop. Supportable, snpporiable. Supportablement, tolerably. Insupportable, insupportable. Insupportablement, insupport- ably. Transporter, to transport, to carry, to convey. Transport , conveyance , car- riage; transport. Transportable, transportable. Porteballe, pedlar. Porte-clefs, turnkey. Porte-crayon, pencil-case. Porte-drapeau, ensign. Porte-etcndard , standard- bearer. Portefaix, street porter. Porlefeuille, portfolio ; pocket- book. Portemanteau, portmanteau. Porte-montre, watch-stand. Porte-mouchetles, snuffer-stand. Forte-mousqueton , carbine- swivel. Porte-respect, weapon borne for self-defense. Porte-vent, wind-canal. Porte-voix, speaking-trumpet. Penchant comes from the \erb pencher, to incline, to lean, from the Lalin pensare, to suspend, or from pander e, to spread. The principal derivatives of pencheh are : J36 SEVENTH LESSON — LEXIOLOGY N" 183-184. Penchant, declivity ; propensity. Penchement, stooping. Epancher, to pour out. Epanchement, effusion. Expansif, expansive. Expansible, expansible. Expansibilite, expansibility. Eoqiansion, expansion. PbononcS is the past participle of the verb jjrowowcer (55), which comes from the laXXn pronundare, Vo declare, derived itovn nunciare, to announce. The principal derivatives are :' Epandre, to spread out. Repandre, to pour out, to spill, to shed, to diffuse. Epanouir, to expand. Epanouissement , expansion, blowing, opening. Propension, propensity. Nonce, nuncio. Internonce, internuncio. Annoncer, to announce. Annonce, announcement, notice, advertisement. Annonciation , annunciation ; Lady-day. Denoncer, to denounce, to inform against. Denonciateur, denunciator, in- former. Denonciation, denunciation, in- formation. Enoncer, to state, to enunciate. Enonce, statement. Enonciatif, enunciative. Enonciation, statement, enun- ciation. Prononcer, to pronounce, Prononce (subst.), judgment de- livered. Prononce (adj.), decided, de- cisive. Prononciation, pronunciation. Renoncer, to renounce. Renonciation, renouncement. Renoncement , renouncement , abnegation. Indoleps'Ce comes from douleur, pain, from the Latin dolor, the principal derivatives of which are : Condoleance, condolence. Dolent, doleful, mournful. Dolemment, dolefully. Indolent, indolent. Indolence, indolence. Indolemment, indolently. Douloureux, painful. Douloureusement, painfully. Souffre-douleur, drudge, fag; laughing-stock. Endolori, painful, aching. Deuil, mourning. Doleance, complaint, grief. 18S. The termination ence. as well as awce (23) belongs to sub- stantives which are the same in both languages, as : indolence, ado- lescence, residence, prudence, indigence ;— or nearly the same, as: agence, agency ; clemence,. clemency ; decence, decency. 184. Avcc is a preposition corresponding to with. SEVENTH LESSON — LEXIOLOGT. \r> Aversion is one of the derivatives of vers, mentioned in the sixth lesson. Complete is the feminine of complet (see 203), which comes from plein, full, from the Latin plenus. The principal derivatives of pleis are : Pleinement, fully. Plinitude, plenitude, fulness. * Plenipotentiaire, plenipoten- tiary. Terre-plein, terre-plain, plat- form. Emplir, to fill. Desemplir, to make less full. Remplir, to fill; to fill again; to fulfil. Remplissage, filling. Accomplir, to accomplish, to achieve. Accomplissement , completion, accomplishment. Complet, complete. Completer, to complete. Complement, complement. Complementaire, compleraental. Completement, completely. Incomplet, incomplete. IncompUtement, mcompletely. Expletif, expletive. Replet, corpulent, lusty; replete. Repletion, corpulence; reple- tion. Supplier, to supply, to make up. Suppleant, substitute. Supplement, supplement. Supplemenlaire , supplement- ary. MiTiEB crfmes from the Latin ministerium, office, or service. Regard AIT is a form of the verb regarder_ (50), which comes from garder, to keep, to attend, derived from the German warten, to watch, to tend. The principal derivatives of gabder are : Garde, guard ; care ; ward. Gardeur, keeper ; herd. Gardien, keeper; warden. Garde-feu, fender. Garde-chasse, game-keeper. Garde-fou, rail, hand-rail. Garde-magasin, store-keeper; warehouse-man. Garde-malade, nurse. Garde-manger, pantry ; safe. Garde-meuble, repository of furniture. Garde-piche, water-bailiff. Garde-robe, wardrobe; water- closet. Garde-vue , shade (worn over the eyes). Arriere-garde, rear. Avant-garde, van. Megarde, inadvertency. Sauvegarde, safe-guard ; safe- keeping. Sougarde, trigger guard. Egard, regard, respect. Euegard, considering. A regard de, with regard to. Regarder, to regard, to look at, to look upon. Regard, look, glance, gaze. En regard, in juxta position. 1 38 SEVENTH LESSON— LEXIOLOGY — N" 185-186. 185. CommeisderivedfromtheLatin^fMomodo, how. Itisusedas an adverb and as a conjunction, and corresponds to as, like, and how. Chose is supposed to be derived from the Latin causa, cause. Basse is the feminine, irregularly formed (2) of the adjective bas, which comes from the Greek 6«eu;, deep. Its principal derivatives are : Bas (subst.) , bottom, lower part; stocking. En bas, down, below. Bas-fond, flat, shallow. Bas-relief, basso-relievo. Bas-ventre, abdomen. Bassesse, baseness. Bassement, basely. Basse-cour, poultry-yard. Basse-fosse, dungeon. Basse, bass; flat, shoal. Basson, bassoon. Basse de viole, base-viol. Basse-taille, bass, base. Baisser, to lower. Baisse, fall, decline. Abaisser, to lower ; to abase, to debase. Abaissement, lowering, depres- sion, debasement. Rabaisser, to lessen, to under- value. Rabais, diminution, abatement. Rabaissement , diminution of value. Surbaisser, to make elliptic. Surbaissement, making elliptic. Bassin, basin. Bassine, pan. Bassiner, to warm (a bed); to wet (with warm water). Bassinoire, warming-pan. Bassinet, pan , priming-pan. Base, basis, base. Baser, to base, to ground, Soubassement, basement. INDIGNE is derived from digne, worthy, which comes from the Latin dignus. The principal derivatives of digne are : Dignement , worthily ; hand- somely. Dignite, dignity. Dignitaire, dignitary. Indigne, unworihy. Indigner, to make indignant. Indigne, indignant. Indignite, unworthiness, worth- lessness. Indignation, indignation. Indignement, unworthily; infa- mously. 186. The inseparable particle In is generally negative, as in English in invisible. It corresponds to the English inseparable particles in and un, and sometimes to the termination less, as in inutile, useless.— It is changed into im before b, m and p, as in imberbe, beardless., from barbe, beard; immodere, immoderate, from modere, moderate ; i/nprwdent from prudent.— It is changed into il before I, and ir, before r, as in illogique, illogical, from logique, logical; irrationnel, irrational, (rom rationnel, rational. SEVENTH LESSON — ^SYNTAX — N" 1 87 TO 1 89. l 39 SYIVTAX. § 1 — INTERROGATIVE. In « tristes circonstances, » why does the adjective triste take an s? -33. Why should we not say « son pension » ? — 116. To what does the pronoun laquelle relate ? Why is ne placed before rapportait z*— 38. Why do we say « Vindolence, « and not « indolence » ?—35. Why do we say « une aversion complete, » and not « un aversion vmplet » ?— 33,53. §2 — EXPLANATORY. Noire petit paresseux. Our little lazy fellow. ISy. French adjectives are often used as substantives, in the sin- gular as well as in the plural. Thus, we may render The brave man by Le brave ; — The ambitious man hyL'ambitieux ; — A French woman by UneFrancaise; — Thepoor little boy by Le pauvrepetit, - without being obliged to add the words hotnme, man ; femme, woman ; gargon, boy ; or any such substantive required in English. Sa pension dans laquelle. It has been seen (181) that lequel, laquelle, lesquels, lesquelles, correspond to qui, que and quoi, in French, and to who, whom, iohich, and that, in English. But, thou^ the meaning is the same, yet we can not say : Sa pension dans qui. 188. Qsai, after a preposition, relates only to persons; or to person- iGed things, in poetical language. 189. Lequel, laquelle, lesquels, lesquelles, are seldom used as subjects or as direct regimens, unless they become neces- sary to avoid ambiguity. The subject is generally represented by qui, and the direct regimen by que, as : Un bon garcon qui n'avait qu'un defaut; — L' education qvHI avail refue. But when we say « La mere d' Alexis qui est pauvre » , the pronoun QUI may refer to mere (mother), which is feminine, or to Alexis, which is masculine ; and if we wish to avoid this ambiguity, we say, in the Orst 4 40 SEVENTH LESSON SYNTAX — N°' 1 90-191 — PREP. EXERCISE. instance, « La mere d' Alexis, laqhelle est pauvre, » and in the second instance, « La mere d' Alexis, lequel est pauvre. 190. If the relative pronoun is governed by a preposition, it is gener- ally expressed by qui, when it refers to persons, and by lequel, laqsielle, lesquels, lesqnelles, when it refers to things. Indigne de liii. We have now seen lasi as a subject and as a regimen : as a subject in, « II voulait que son enfant fut plus que lci » ; as a regimen in, « Commenl lui faire entendre raison? » and in « indigne de lui. » We have pointed out the difference between aS and lui, as a sub- ject (113). We shall now explain the difference between le and lui, as a regimen. 191. Le is always a direct regimen, and, except in the imperatiTe inood, always placed before the verb, as in « Vous le savez. » Lui, either precedes the verb, whose indirect regimen it is (meaning to him), or is placed after the verb and is governed by a preposition, as in the above example « indigne de mi ». Accordingly : 51 signifles he or it; le signifies Mm or it ; and Iiii signifies he, him or it ; and to him,* or to it. "ffhird Division — Exercises. PREPARATORY EXERCISE. 1. Model: Resultat. Lexiology, 179. (To be translated into English) — Califat— Candidal— Gardinalat — Certificat — Decemvirat— Doc- torat— Electorat— G6n6ralat — Magistral— Marquisat — Noviciat — Ponti- fical— Rectorat— Secretariat— S6nat — Soldat— Syndicat— Triumvirat— Vicarial. 2. Model : Notke petit paresseux. Lexiology, 180 — Our fortress— Our force— Our boot-jack— Our cork-screw— Our contract— Our retrac- tation—Our grandson — Om- grand-daughter — Our boarders — Our expenses— Our apprentices— Our prisons— Our prisoners— Our pencil- cases— Our pocket-books— Our propensities. * Ldi signiQes also to her, but we omit it for the present, because no example has yet beeu seen. SEVENTH LESSON PREPARATORY EXERCISE — COMPOSITION. 1 i f 3. Model : Sa pension dans laquelle. Lexiology, 181— The trade by which he makes a fortune — The. house in which he is— The house from which he has removed his son —The faults (defects) of which he will correct himself — The circumstances 6y [of] which he has profited —The proverbs [to] which we think of— The circumstances to which he alludes [makes allusion]. li. Model: Appris {\>ast participle of apprendre) — Taken —Unlearned —Understood— Undertaken— Mistaken— Taken again— Surprised. 5. Model: Indolence. Lexiology, 183. (Translate into English.) — Prfisidence — R^gence — Ind^cence — Urgence — Frequence — Circouf6- rence. 6. Model : Indigne. Lexiology, 186 — (Translate into English) — Ina- nim6 — Incertain— Incivil— Incl^mence — Incomplet — Incompris — Incr6- dule — Infatigable — Injuste —Inutile — Inutilement — Illimit6 — Illisible— Immortel— Imparfait - Irr61igieux. 7. Model: Un par esseux. Syntax, 187. — A brave man — A Frenchman — A French-woman —The poor man — The poor little fellow — An offi- cious man— A learned man. 8. Models : Un garcon qui n'avait qu'un defaut — L'education que. son pere lui donne — Sa pension dans laquelle, etc. Syntax, 188, 189, 190— A man who is ambitious — An example which is good — That, boy who was intelligent— The lesson which is learned— The lesson which you know— The man whom our child saw— The payment which our father has made— The workman to whom we give a plane— His mother with whom he is— Her children for whom she does everij thing [all]. 9. Models : Vous le savez — II lui disait (He said to bim)^ Indigne de LUI— Syntax, 191.— His father will correct him -He gives it (masc.)— They gave it (masc.) — He forces him— He answered [to] him— She brought back to him— His son is worthy of him — This saw is too small for him — His mother is alone with him. COMFOSITIOIV. 1 — Why do you force those children to answer ?— 19. 2 — What do you think of these things ?— 19. 3 — Our trade is useful— 180. A — Our idleness is unworthy of us— 180. 5 — This is the house in which he has placed his children— 181, ii'O, 6 — You know the reason for which he removes his son from his school-181, 190. 1 42 SEVENTH LESSON — COMPOSITION RECAPITULATION. 7 — What did he answer to the creditors by whom he was beset (assailed) ?— 190. 8 — What is he to do in the circumstances in which he is placed? —9a, 190. 9 — It is a fault of which he will never correct himself— 190. 10 — He has vices of which he will never correct himself — 181, 190, 11 — It is an example of [to] which we think — 181, 190. 12 — His creditors, to whom he gave little (peu de chose), assailed him— 190. 13 — He asks [makes] you some questions [to] which you can answer —181, 190. ik — He could do something [of] good and [of] useful— 182. 15 — We are thinking of [to] something [of] serious — 182. 16 — He has something [of] low in his propensities— 182. 17 — It is useless to [of] answer— 186. 18 — The lesson is incomplete— 186. 19 — An ambitious man thinks but of [to] one thing— 187. 20 — A [the] poor man hopes to make a fortune— 187. 21 — The lazy fellow would not learn his lesson— 187. 22 — That Frenchman does not pronounce [well] his own language well— 187. 23 — The workman, who gives an [some] education to his children, is an honourable man — 189. 24 — His mother, whom you wish to see, is in the house— 189. 26 — Alexis, whom his father will correct, is a little lazy fellow— 189. 26 — This reverse of fortune forces him to stop payment— 191. 27 — Why do you look at him without answering [to] him ?— 191. 28 — What do you bring back to him ?— 191. 29 — Why do you force him to answer? — 191. 80 — And this joiner's bench,— where do you place it?— 191. RECAPITUlATIOnr. W4trd» : 1. Contained in the text. , Radicals and derivatives connected with the words of 2 the text. 28 360 888 In the preceding lessons 2 1^9 S'""t°t«' 7Ti27 EIGHTH LESSON BEADING EXERCISE. 1 43 JPrincipat obierralions . 176. On the letters an, en, in, on, un, when they are nasal. 177. On the same letters, when they are not nasal. 178. On the inseparable preposition circon. 179. On the termination at. 180. On the possessive pronominal adjective notre. 181. On the relative pronoun lequel, laquelle, lesquels, lesquelles. 182. On the adverbial forms, peu de chose, and quelque chose. 183. On the termination ence. iSlt. On the preposition avec. 185. On the adverb comme. 186. On the inseparable particle in. 187. On adjectives used as substantives, in the singular as well as in the plural. 188. On the pronoun qui, after a preposition. 189. On the use of lequel, laquelle, etc., as subjects or as direct regimens, instead of qui and que. 190. On the use oiqui and lequel, etc., after a preposition. 191. On the sense and the proper use of it, le and lui. EIGHTH LESSON. Vlrst DiTision— Practical* READiniO EXERCISE. 73 32 Huitieme le^on. I . ^ 70 8 20 Alexis, quand il fut ciiez son uw ^vO 10 2 7320 pere, cessa J;otalement d'etudier, i 8 wO 6 4 ,^ et s'aflfranchit de toute contrainte. 4 44 EIGHTH LESSON — TRANSLATION. 7 all - 5,32 VI II eut bientot oublie le peu qu il v^20 0850 -2.0 savait. Tous les jours il nanait 7 00 7 '^i^i^ dans les rues, ou sur les boule- wOO w2000 w OuOO vards, qui etaient ses promenades favorites. II s' arret ait sou vent I 4 1 _ 9J} 4 7 w 6 10 en contemplation muette devant w 00 5 w 00 les plus belles boutiques. Huitieme legon. Eighth Alexis, quand il fut chez son pere, cessa totalement when was in the house of ceased totally d'etudier, et s' affranchit de toute contrainte. II eut to study himself freed constraint had bientot oublie le peu qu'il savait. Tous les jours il soon forgotten knew days flanait dans les rues, ou sur les boulevards, qui loitered streets on boulevards etaient ses promenades favorites. II s'arretait souvent ■were walks favourite stopped often EIGHTH LESSON — TRANSLATION — CONVERSATION. U5 en contemplation muette devant les plus belles contemplation dumb before beautiful boutiques. sliops. EIVGLISH TRAIVSLATIOiV. When Alexis was at home again at his father's, he gaye up studying altogether and freed himself from all restraint. He soon forgot the little he knew. Every day he used to loiter about the streets, or on the bou- levards, which was his favourite walk. He often stopped in mute con- templation before the finest shops. AtXERIVATE TRAIVSLATIOIV. See 1st lesson, page l\, and 2nd lesson, page 30. COIVTERSATIOnr. QUESTIONS. Quelle est cette legon ? Qui est-ce qui cessa totalement d'^tudier ? Quand cessa-t-il d'^tudier? fOmment cessa-t-il d'dtudier ? Qu'est-ce qu'Alexis cessa de faire ? iDe quoi s'affranchit-il ? <)u'est-cequ'il eutbientflt oublifi ? Quand oublia-t-il le peu qu'il savait ? Quand flanait-il dans les rues, ou sur les boulevards ? Ou llanait-il tous les jours ? Quelles ^talent ses promenades favorites ? Oil s'arrfitait-il souvent, en con- templation muette ? Quand s'arrgtait-il devant les plus belles boutiques? Comment regardait-il les plus belles boutiques ? ANSWERS. C'est la huitifeme. Alexis. Quand 11 fut chez son pfere. Totalement. II cessa d'6tudier. II s'afiranchit de toute contrainte. Le peu qu'il savait. Bient6t. Tous les jours. Dans les rues, ou siu- les boule- vards. Les boulevards. Devant les plus belles boutiques. Souvent. En contemplation muette. 10 U6 EIGHTH LESSON PHaASEOLOGY. PHRASEOLOGT. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Quel est cejeune homme? C'est le fils d'un brave ouvrier. Quefait-il? 11 flane dans les rues. Est-cequ'il n'^tudie jamais ? II n'^tudie pas souvent, Pourquoi done ? Parce qii'il n'est pas bien guid6. 11 n'a que sa jafere. Et e!Ie est muette. Mais il est fort jeune. 11 a le temps d'appr^ndre. Ddsirez-vous faire une prome- nade ? Nous vous suivons. C'est a vous a nous guider. Quelle belle rue ! Ce n'est pas une rue. Qu'est-ce done? C'est un boulevard. C'est notre promenade favorite. Nous flanons souvent sur ies bou- levards. Ceite boutique est fort belle. Mais, oiliest notre petit gargon ? 11 i5tait devant'nous. Nous ne le voyons plus. Par ou a-t-il pass6 ? 11 est dans cette boutique de me- nuisier. Le petit curieux ! II nous avait oublifo. Who is that young man ? He is the son of an honest work- man. What does he do ? He loiters about the streets. Does be never study? He does not oftea study. Why not? Because he is not properly guided. He has but his mother. And she is dumb. But he is very young. He has time to learn. Do you wish to take a walk? We follow you. You must be our guide. What a line street ! It is not a street. What is it then ? It is a boulevard. It is our favourite walk. We often lounge on the boule- vards. That shop is very fine. But, where is our little boy ? He was before us. We have lost sight of him. Which way has he gone? He is in that joiner's shop. What an inquisitive little fellow he is ! He had forgotten us. EIGHTH LESSON PRONUNCIATION, N" 192-4 93 ^LEXIOLOGY. 1 47 Second Division— Analytieal and theoretical- FROIVVlVCIATIOni. EXAMPLES. •1 . JLmbitieuses — Gombien — Nombreux — Exemple — Temps Contemplation— Complete. 2. Anime — Jamais — Examiner — Deuxieme — Comment — Meme — Homme — Commerce — Promenades. In all these words the vowels in italics are followed by m. In the words of the first series, there is either 6 or p after m. In the words of the first series, the vowel and the letter m coml)ine and form a nasal sound. In the words of the second series, in which the m is not followed by b or p, the vowel and the letter m are not combined, but each of them retains its own sound. 192. Am, CBM, Ssn, cm, nan are nasal, when followed by 6 or p. J 93. In any other case they are not nasal ; each of the two letters retains its own sound. There are a few exceptions, that will be pointed out in proper time. i:,EXIOI.OGY. § 1 — INTERROGATIVE. Of what gender are, contrainte, rue, promenade and boutique? — 15. Of what gender are jour and boulevard .''— l/i. Of what gender is contemplation .'—108. In what mood is etudier?—m. How would you form the present participle of this verb?— 127. How would you form the past participle ?— 55. Give the French for : « He studies (22) — H'^e study (28) -He studied, or was studying {bO)—They did study {171)— He will study (80)— That he should or might study, » (136). Why do we say « s'ajfranchit, » and not « se ajfranchit » .''—11. What is the infinitive o{ oublie?—b5. What is the infinitive of savait?—l29. What is the singular of torn? What is the infinitive olflanait?—hQ, 1 48 EIGHTH LESSON — LEXIOLOGY — N"" 1 9 4 TO 1 96 . In the phrase « les boulevards qui elaient, » what word could we substitute for qui?— 181, 189. What is the infinitive of arretait?—bO. § 2 — EXPLANATORY. HuiTiEME comes from huit, eight, from the Latin octo, the principal derivatives of which are : Huitaine, eight (days), week. Huitieme, eighlh. Huitiemement , eighthly. Dix-huit, eighteen. Dix-huitieme, eighteenth. In - dix ■ huit , decimo - octavo , 18"°. Octave, octave. In-octavo, octavo. Octant, octant, quadrant. Octobre, October. Octogenaire, octogenarian. Octogone, octagon, octagonal. Octuple, eightfold. 194. Oaand comes from the Latin quando, when. It is used as an adverb and as a conjunction : as an adverb it means when or whenever; as a conjunction, it corresponds to though, even, though even, if even, and what though. FuT is the third person singular of the past tense definite of the irre- gular verb £tre. The same person of the past tense of the subjunctive mood (seen in the 4th lesson) differs from it by having a circumflex accent placed over the u. 195. Chez is a preposition, which comes from the Italian casa, bouse. It signifies at or in the house of. It also corresponds to home, as : II va chez lui. He is going home ; — II va chez vous. He is going to your house ; — II est chez lui. He is at home ; — II est chez sa mere. He Is at his mother's (house) . This preposition is also used in the sense of among, with or in, as : Chez les Grecs, Among, or With the Greeks;— Les passions sont violentes chez lui. Passions are violent in him, or, His passions are violent. Cessa is the third person singular of the past tense definite of the verb cesser, from the Latin cessare, to cease, derived from cedere, to yield, mentioned in the sixth lesson. 196. The third person singular of the past tense definite of verbs ending in ci* in the infinitive mood is formed by changing this termi- nation into a. ToTALEMENT comcs from totale , the feminine of the adjective total, which is English as well as French. See 30, 31, 32. EIGHTH LESSON — LEXIOLOGY— N" 197-198. 149 i5tudieb comes from etude, study, from the Latin studium, the prin- cipal derivatives of which are : Etudier, to study. i Studieux, studious. Etudie, studied, affected. I Studieusement, studiously. Etudiant, student. I Affranchit is the third person singular of the past tense definite of affrancMr, derived from franc, and mentioned in the fifth lesson. 197. The third person singular of the past tense definite of verbs ending in is- in the infinitive mood is formed by changing ihis termina- tion into it. The same person of ihe past tense of the subjunctive mood differs from it only by having a circumflex accent placed over the ;, as in reunit. S'AFFRANCniR is called a pronominal or a reflective verb : prono- minal, because it is conjugated with two pronouns of the same person, as : Nous nous affranchissons, We free ourselves ;— Koms vous ajfran- chissez, Yoairee yourseUes ; — Us or Etles s'affranchissenl. They free themselves ; — reflective, because the same person being at once the subject and object, the action he does is, as it were, reflected on himself. The former denomination seems now to prevail among French grammarians. 1 OS. A pronominal verb is conjugated with two pronouns of the same person, both placed before it (except in the imperative mood), the first being the subject, and the second the regimen. The corresponding pronouns for each person are : Jc sne (I, nie) ; Tm tc (thou, thee) ; II ne, Elle sc ; JVoiksm noiis ; Voiin vuess ; ll.^i se, Ellcs se. CoNTRAiNTE comes from strict, strict, from the Latin strictus, tight, derived from the verb stringere, to tighten. The principal derivatives of STRICT are : Sirictement, strictl}'. District, district. Etroit, narrow, strait, tight. Elroitement, narrowly, strictly, tightly. Etrdcir, to narrow, to straiten. Etrecissement, narrowing. Relrecir, to narrow, to cramp. Retrecissement, narrowing ; shi'inking. Conlraindre, to constrain. Contrainte, constraint. Contraignable, compellable. Elreindre, to clasp, to hug. Etreinte, clasping, embrace, hug. Etrique, scanty ; curtailed. Detroit, narrow (subst.), strait. Detresse, distress. Aslreindre, to bind, to constrain. Astringent, restringenl, astrin- gent. Aslringence, astjingency. Constriction, constriction, astric- tion. Restreindre, to restrain. Restrictif, restricdve. Restriction , restriction , le- straint. Restringent, restringent. 1 50 EIGHTH LESSON tEXIOLOGY S° 1 99. ECT is the third person singular of the past tense definite of the irre- gular verb avoir. The same person of the past tense of the subjunctive mood (seen in the 4th lesson) differs from it only by having a circamflex accent placed over the u. Examples have now been seen of the third person singular of the past tense definite, in the three regular forms of conjugation aiKl the two auxiliary verbs, in the following phrases : « II cessA totalement d'etudier. » — 8th lesson. (I II s'affranchiT de toute contrainte. »— 8th lesson. « Le succes ne repondm pas aux esperances. » — 6th lesson. « Quand il ftit chez son pere. » — 8th lesson. « II EUT bientdt oublie. » — 8th lesson. BiENTOT is formed of Men, well, or very, and lot, early, coming from the Italian tosto, quickly. The derivatives of t6 r are : Bientdt, soon. Aussitot, as soon ; immediately, directly. Tot oil tard, sooner or later. Sitdt, so soon. Plutot, rather. Plus tot, sooner. Tantot, presently ; by and by ; just now. Otjblie is the past participle of oublier (53), which comes from the Latin oblivisci, to forget. Its principal derivatives are : Oubli, forgetfulaess, oblivion. OwiZieMes, dungeon (of a castle). Oublieux, forgetful. Le peu. The adverb peu is sometimes used as a substantive, as in the present lesson, in which case it is masculme. 199. Those paj-ts of speech, which, without bemg substantives, are accidentally used as such, are mascuUue, as : Un etre, A being ; Le savoir. Knowledge ; Le faux. Falsehood ; L'utile, The useful; Un mais, A but. Sava.it is a form of the verb savoir, already mentioned. Jour has been mentioned in the second lesson, as the radical of tou- jours. Flanait is a form of the verb fldner (50), the origin of which is unknown. This expression is familiar, but very often used. Its deriva- tives are : Flaneur, lounger, loiterer. | Fldnerie, lounging, loitering. Rhe comes from the low Latin ruga, street. Its derivatives are : Ruelle, lane; bedside (space I BueWer, to mould (vines), between abed and a wall). | BoutEVARD comes from the German bollwerk (whence the English bulwark). It has no derivatives. EIGHTH LESSON — LEXIOLOGY X" 200. 154 Etaient is ihe third person plaral of the imperfect tense of the verb 4lre. This verb is irregular, but not in the imperfect tense. See 418. Promenade comes from mener, to lead, from th« Latin minare, to drive, or to lead. The principal derivatives of meneb are : Menee, intrigue, practice, trick. il/e«e«r, driver ; leader ; agent; ring-leader. Amener, to bring. Se demener, to throw one's self abont; to struggle. Emmener, to take away ; to carry away. Malmener, to maltreat. Promener, to lead about. Se promener, to walk, to take a Promenade, walk, airing, drive, promenade. Prumeneur, walker, rider. Promenoir, place for walking. Ramener, to bring back, to bring again. Remener, to take back, to lead back. Remmener, to take away again. Surmener, lo overdrive, to over- ride, to jade. walk, a ride, a drive, an airing, etc. 200. Pro is a Latin preposition, meaning before, forth or forward, and for. In French it is an inseparable particle denoting progress, moving outwardly, lengthening, or dillusion : promener strictly signifies to lead forth. This particle exists in many words which are the same, or nearly the same, in both languages, as : proceder, to proceed ; procZa- mer, to prodaim ; producCif, productive; proeminence, prominency; projet, project. Favowte is the irregular feminine of the adjective favori (2) , derived from faveur, favour, from the Latin favor. The principal derivatives of FAVEun are : Favorable, favourable. Favorablement, favourably. Favori (adj.), favourite. Favori (subst.), whisker. Favoritisme, favouritism. Favoriser, to favour. Fauleur, abettor, fomentor. Defaveur, disfavour. Defavorable, unfavourable. Defavorablcment, unfavourably. Arretait is a form of the verb arreter (50), derived from rester, to remain, from the Latin rcstare, to stop, to stay, to remain. The root may be traced still farther; it is stare, to stand. The principal deriva- tives of besteb are : Reste, rest, remainder. De reste, remaining, left, I>u reste, however, nevertheless, yet. Retif, restive. Arreter, to stop; to arrest ; to fasten ; to resolve. S'arreter, to stop ; to pause. Arr^t, sentence, judgment. Arrete, resolution, order, deci- sion. Arrestalixm, avrest ; custody. 152 EIGHTH LESSON — LEXIOLOGY — N°'201 TO 204. SouvENT comes from the Latin subinde, successively, incessantly. 201. Eu is a preposition coming from the Greek s» or the Latin in. Its sense is the same with that of dans, already seen ; but these two prepositions cannot be used indiscriminately. See Syntax, 209, 210, Contemplation comes from temple, derived from the Latin templum, temple (originally an open place). The derivatives of temple are : Templier, templar. Contempler, to behold, to con- template. Contemplation, contemplation. Contemplatif, contemplative. Contemplateur, contemplator. MuETTE is the feminine of the adjective muet, dumb, or mute, coming from the Latin mutus. Its derivatives are : mutisme and mulile, dumb- ness. 202. Adjectives ending in el, eil, et, ici» and ®« form their feminine by doubling the final consonant, and adding e mute. 203. The exceptions to this rule are : complet; concret, concrete; discret, discrete ; inquiet, uneasy ; replet, lusty, fat ; secret, secret ; the feminine of which is complete, concrete, discrite, inquiete, replete and secrete, 204. Kevant comes feomavant, derived from the Latin ah, from, and ante, before. It is a preposition denoting place and corresponding to before, in front of, opposite to, ahead of. It is also used as an adverb. The principal derivatives of avant are : En avant, forward. Avancer, to advance. Avance, advance. Avantageux, advantageous. Avantageusement, advantageous- Avancement, advancement, pro- motion. Levant (adv.), before. Levant (subst.) , fore-part, front. Au devant, to meet. Ci-devant, above ; previously, formerly. Levancer, to precede ; to dis- tance. Devancier, predecessor. Devanture, front (of buildings). Avantage, advantage. Avantager, to advantage. ly. Davantage, more. Desavantage, disadvantage. Desavantageux , disadvantage- ous. Desavantageusement, disadvan- tageously. Avant-bras, fore-arm. Avant-corps, fore-part. Avant-cour, fore-court. Avant-coureur, forerunner. Avant-dernier, last but one. Avant-goM, foretaste. Avant -hier, the day before yesterday. EIGHTH LESSON — 'LEXIOLOGY — SYNTAX. 153 Avant-main , fore-hand , fore- quarters. Avant-propos , preface, pre- amble. Avant-veille, two days before. Passavant, permit; fore-deck; gangway. Belle is the feminine of the adjective bel (202) or beau, which comes from tlie Latin bellus, handsome. Bel is employed only before a sub- stantive beginning with a vowel or an h mute, as, Un iiel example, Un BEL homme. In any other case, beau is the proper word. Its prin- cipal derivatives are : Beaute, beauty. Bellement, gently. Embellir, to embellish. Embellissement , embellishment. Bcaucoup, much, many (from bella copia, fair plenty). * Beau-fils, son-in-law. Beau-frere, brother-in-law. * Beau-pere, father-in-law. Belle-de-jour, day-lily. Belle-de-nuit , marvel of Peru (bot.). * Belle-fille, daughter-in-law. * Belle-mere, mother-in-law. Belle-smur, sister-in-law. * BelvMer, belvidere. Boutique comes from the Greek km6/,y.-^, repository, are : lis derivatives Boutiquier, shop-keeper. Arriere-boutique, back-shop. I Garde-boutique , I goods. unsalable SVIVTAX. § 1 — Interrogative. What is the difl'erence between : Quand il fut, and Quand il etait ; 11 fldna, and llfldnait; II s'arre'ta, and II s'arretait ?—l!i8, 149. Why is it better to say, « Les boulevards qui etaient, » than « Les- boulevards lesquels etaient » ? — 189. § 2— EXPLANATOBY. // icessa d' eludier. Forcer a relirer. Faire entendre. The three verbs, cesser, forcer, and faire, are each of them followed 154 EIGHTH LESSON — SYNTAX — N°' 205-206. by another verb in the inflnitive mood : the first with the prepositiou de ; the second with the preposition a ; the third without a preposition. 205. Some verbs govern other verbs in the infinitive mood, without a preposition. The following is a list of them. Aimer mieiix, to like better, to prefer. Aller, to go. Compter, to purpose, to intend. Croire, to believe. Daigner, to deign. Devoir, to be obliged ; should, ought, must. Entendre, to hear. Esperer, to hope — when not in the infinitive mood; but when in this mood, it requires de after it. Faire, to make, to cause, to get. Falloir, must. Laisser, to let — When this verb signifies to leave, it is followed by a or de. Oser, to dare. Penser, to think, to believe, to trust. Pouvoir, to be able ; can, may. Preferer , to prefer. Pretendre, to mean, to intend. Sauoir, to know how to. Sembler, to seem. Sentir, to feel. S'imaginer, to imagine. Souhaiter, to wish. Valoir mieux, to be better. Venir, to come— This verb ma\' be followed by de, but the meaning is different : it \sto have just, as : II venait de parler. He had just spoken. Voir, to see. Vouloir, to will, to wish, to want. 20©. Some verbs govern other verbs in the infinitive mood, with the preposition a. The following is a list of them. S'alaisser, to stoop. Ahoutir, to come out; to end. S'accorder, to agree, to coincide. S'acharner, to be infuriated, to be implacable. S'aguerrir, to inure one's self. Aider^ to aid, to help. Aimer, to like, to be fond of. Animer, to animate, to incite. S'appliquer, to apply one's self. Apprendre, to learn ; to teach. Appreter, to prepare. Aspirer, to aspire, to aim. Assigner, to assign, to summon. Assujettir, to subject. Sattacher, to apply one's self, to strive. S^altendre, to expect Autoriser, to authorize. Avoir, to have. Balancer, to hesitate. Borner, to limit, to confine. Chercher, to try, to attempt. Se complaire, to take deUght. Concourir, to concur. Condamner, to condemn. Consentir, to consent. Consister, to consist. Conspirer, to conspire ; to con- cur. Consumer, to consume, to waste. Contribuer, to contribute. Cornier, to invite— This verb is sometimes followed by de. EIGHTH LESSON SYNTAX — N° 206. <55 Couter, to cost — When this verb is used impersonally, it is followed by de. Determiner, to determine. Disposer, to dispose, to prepare. Se disposer, to prepare. Se divertir, to divert one's self. Donner, to give. Employer, to employ, to use. Encourager, to encourage. Engager, to engage, to invite. Enhardir, to embolden. Enseigner, to teach. S'enlendre, to be skilful ; to be a judge; to know (how to). S'etudier, to make it one's study. S'evertuer, to exert one's self, to strive — This verb may be followed by pour. Exceller, to excel. Exciter, to excite. S'exercer, to exercise one's self. Exhorter, to exhort. Exposer, to expose , to en- danger. Fatiguer, to tire. Hdbituer, to habituate. Hair, to hate. Se hasarder, to venture. Hesiter, to hesitate. Instruire, to instruct, to teach. Interesser, to interest. Inviter, to invite. Mettre, to put— when followed by a substantive as a direct regimen. Se mettre, to begin ; to set about. Montrer, to teach. S'obstiner, to be obstinate. S'offrir, to offer ; to propose one's self. Avoir peine, to be scarcely able, to be hardly able. Pencher, to incline, to be in- clined. Penser, to think. Perseverer, to persevere. Persister, to persist. Se plaire, to take delight. Prendre plaisir, to find pleasure, to delight. Se plier, to bend, to bow, to comply. Preparer, to prepare. Pretendre, to lay claim, to sue — When this verb signifles to mean, to intend, it governs the infinitive without a preposition. Provoquer, to provoke. Reduire, to reduce. Renoncer, to renounce. Repugner, to be repugnant. Se resigner, to be resigned. Resoudre, to resolve. Reussir, to succeed. Servir, to serve. Sanger, to dream, to think ; to mean, to purpose. Suffire, to suffice — This verb may govern pour, and, when used impersonally, it governs de. Tarder, to defer, to delay — When used impersonally, it is followed by de and corresponds to the verb to long, as : 11 me tarde de le voir, I long to see him. Tendre, to tend. Tenir, to be anxious. Travailler, to work, to labour. Viser, to aim. 156 EIGHTH LESSON — SYNTAX — N° 207. 20 y. Some verbs govern other preposition de. The following is S'abstenir, to abstain. Accuser, to accuse. Achever, to complete, to finish. Affecter, to affect. Etre afflige, to be grieved. S'affliger, to grieve, to mourn. S^agir, to be in question ; to be the matter ; to be at stake. Eire hien aise, to be glad. Ambilionner, to be ambitious, to aspire. Appartenir , to pertain , to behove, to become — when used impersonally. S'applaudir, to applaud one's self. Apprehender, to be apprehen- sive, to fear. Avertir, to warn. S'ai'iser, to think ; to take it into one's head. Bldmer, to blame, Bruler, to burn. Cesser, to cease. Charger, to commission. Se charger, to undertake, to take charge. Choisir, to choose. Commander, to command. Conjurer, to conjure, to entreat. Conseiller, to advise. Se contenter, to be contented. Convenir, to agree; to be be- coming. Corriger, to correct. Avoir coutume , to be in the habit. Craindre, to fear. Dedaigner, to disdain, to scorn. Defendre, to forbid. verbs in the infinitive mood, with the a list of them. Desaccoutumer, to disaccustom. Desesperer, to despair. Desirer, to desire — The prepo- sition de is often omitted after this verb. Se desoler, to be grieved. Detester, to detest— The prepo- sition de may be omitted. Se devoir, to owe it to one's self. Differer, to defer, to delay. Dire, to tell, to bid. Discotivenir, to disown, to deny. Discontinuer, to discontinue. Dispenser, to dispense, to exempt. Disculper, to exculpate. Dissuader, to dissuade. Douter, to doubt. Empecher, to prevent. Enrager, to be enraged. Enlreprendre, to undertake. S'etonner, to wonder. Etre etonne, to be astonished. Eviter, to avoid. S'excuser, to apologize, Feindre, to feign. Feliciter, to congratulate. Se flatter, to flatter one's self. Fremir, to shudder. N''avoir garde, to beware, to forbear. Se garder, to beware, to forbear. Gemir, to moan, to lament. Se glorifier, to glory, to boast, Rendre grdce, to thank. Uasarder, to hazard, to risk- Observe that Se hasarder requires the preposition d. Se hater, to make haste. EIGHTH LESSON — SYNTAX — N° 207. <57 Avoir honte, to be ashamed. Jmputer, to impute. S'indigner, to be indignant. SHngerer, to intermeddle. Inspirer, to inspire. Surer, to swear. Mediter , to contemplate, to project. Se meler, to concern one's self. Menacer, to threaten. Meriter, to deserve. Negliger, to neglect. iVier, to deny. Ordonntr, to order, Ouhlier, to forget. Fardonner, to forgive. Parler, to speak. Permettre, to permit. Persuader, to persuade. Avoir peur, to be afraid. Se piquer, to pride one's self. Se plaindre, to complain. Se /aire unplaisir, to esteem it a pleasure. Prescrire, to prescribe. Presser, to press. Se presser, to hasten. Presumer, to presume. Prier, to pray. Promettre, to promise. Proposer, to propose. Se proposer, to purpose. Protester, to protest. Punir, to punish. Se rassasier, Eire rassasie, to be sated. Elreravi, to be overjoyed. Rehuter, to discourage. Recommander, to recommend. Refuser, to refuse. Regrelter, to regret. ^eojr regret, to regret. S« rejouir, to rejoice. Se repentir, to repent. Reprocher, to reproach. Risoudre, to resolve— When this verb is active it governs de — When passive, it governs d. Se ressouvenir, to remember. iJire, to laugh. Risquer, to risk, to venture. Rougir, to redden, to blush. Seoir, to be becoming — This irregular verb is only used in the third person. Jwoir «oin, to take care. Prendre soin, to take care. Sommer, to summon. Souffrir, to suffer. Souhaiter, to wish — The prepo- sition may be suppressed. Soupconner, to suspect. Se souvenir, to remember. Suffire, to suffice — It is only when used impersonally that this verb governs de. Suggerer, to suggest. Supplier, to beseech. Etre surpris, to be astonished. Tarder — when used imperson- ally and meaning to long, as : II me tarde de le voir, I long to see him. Prendre a tdche, to make it a point. Tenter, to attempt, to endeavour. Etre tente, to be tempted. Trembler, to tremble. Se trouver hien, to derive be- nefit. Se trouver mal, to fare ill. Se vanter, to boast. 4 58 EIGHTH LESSON — SYNTAX N' 208. 208. And, lastly, some verbs govern other verbs in the infinitive mood, with the help of either a or dc, according: to their different acceptations, or according as the ear or taste of the speaker directs. The following list comprises these verbs. the sense of transmitting is fol- lowed by a —when in the sense of ceasing or abstaining, by de — We have said already that in the sense Accoutumer , to accustom — when used as an active or a pro- nominal verb, is followed by a — when used as a neutral verb, meaning to be wont, is followed by de, as : II avail accoutume d'aller. He was wont to go. Commencer, to begin — is fol- lowed by d much more frequently than by de. Continuer , to continue — re- quires d when it denotes that a thing is doing without interruption ; otherwise it is usually followed by de. Contraindre, to constrain. Befier — requires d when it means to challenge, to provoke to a com- petition—and de, when it means to set at defiance to do something. Demander, to demand, to ask. S'efforcer, to strive — is generally followed by de — Some writers use it with d. S'empresser, to be eager. Eire, to be— when joined to ce, is followed by d if it denotes turn, and by de, if it denotes right, duly, or atlribulion, as : C'est d vous A parler. It is your turn to speak; Cesl au maitre de com- mander , C'est au serviteur D'o6eJr,It is for the master to com- mand, It is for the servant to obey. Forcer, to force, to compel. Laisser, to leave— when used in of permitling (to let) it governs the next verb without a prepo- sition (205). Manquer, to fail, to escape, or to have like— In the latter sense, it always takes de — In the former it is sometimes followed by d, but more frequently by de. S'occuper — requires a, when it means to occupy or to apply one's self— It is followed by de, when it means to thinh of, to concern one's self, to talte notice. Obliger, to oblige— When used in the sense of to compel it may be followed by d or de. If the verb is active, d is more in use ; if passive, de is generally preferred —When used in the sense of to do a service or a favour, de always precedes the infinitive. Tdcher, to endeavour — After this verb , de is more frequently used than d. Essayer, to try— When this verb is pronominal [s'essayer) , it re- quires d — Otherwise it may be fol- lowed by d or de. Venir — when meaning that a thing has jtist been done, is fol- lowed by de — En venir, to come, to proceed, requires a. EIGHTH LESSON SYNTAX — H°' 209 TO 2H. 159 Dans les rues. En contemplation. Both the prepoMtions dans and en are expressed in English by the same word, in. 209. Dans has a precise and determined sense. It is usually fol- lowed by an article, unless some other determinative comes after it, as ce, cette, un, une, etc. — Ea has a vague and indefinite sense, being very seldom followed by the article. « II est en boutique » signifies « He is a shop-keeper; » and « 11 est dans la boutique. He is in the shop. » 210. Era is moreover the only preposition that immediately precedes the present participle, as « En passant, en flanant. In passing, in lounging. » II s'arretait sonvent. 211. The place of the adverb is variable in French as in English. The adverb often follows the verb, and sometimes precedes it. We may say « Souvent il s'arretait, « as well as « Jl s'arretait souvent. » But it would not be proper to say « II souvent s'arretait, » because the adverb must not be placed between the subject and the verb. Tbird DiTision. — Exercises. PREPARATORY EXERCISE. 1. Model : CiiEz son pere. Lexiology, 195— He is at home— She was at home— They are in your house — He is in our house — They were in her house— He was at the joiner's— She is at her mother's— They are in their father's house. 2. Model : II cessa. Lexiology, 196— He stopped [himself]— She gave —He grieved [himself]— She wished — He exercised— She examined— He studied— She forced— He loitered— She guided— He forgot— She thought — He passed— She possessed— He placed — She pronounced— He removed (retired) — She brought back— He looked— She went. 3. Moie]: It affranchit. Lexiology, 197— He assailed— She reunited —He acted— She established— He grew up (greatened)— She reestablished —He united— She disunited. U. Model : Il se desolait, Il s'affranchit. Lexiology, 198— He will correct himself— She corrects herself— "We give ourselves— We are 160 EIGHTH LESSON PREPARATORY EXERCISE. grieved (We grieve ourselves)— You exercise yourselves— You examine yourselves— They forced tlieaiselves. 5. Model : Muette, feminine of muet. Lexiology, 202 — (Torm the feminine of the following adjectives) — Actuel— Bon— Constitutionnel— Continue! — Correctionnel — Gardien — Intellectuel — Irrationnel— Jeunei — Manuel— Maternel— Natural— Offlciel—Patricien-Pauvret-Rationnel — Substantiel— Surnaturel— Universel — Usuel— Visuel. 6. Model : Faire entendre. Syntax, 205— To go and see— To believe one is [to be]— He heard you pronounce — We hope to see you — She makes you believe— He thinks he is able [to be able]— She could pro- nounce — You can [know how to] read— He could see us pass — She wanted [willed] to see you. 7. Model : Forcer i retirer. Syntax, 206— He has learned to read— "What has he to say ?— She had a lesson to learn— We give you a lesson to learn— He made it his study [studied himself] to follow that example— We are inclined [incline] to believe — They renounced following us. 8. Model : II cessa n'eludier. Syntax, 207— He affects to pronounce with indolence — We fear [apprehend] to see him— She ceases to read— They ceased to look— We despair of hearing them— He used to bid [to] his son follow him— He is dispensed with acting— He has undertaken to convert you— You have forgotten to answer. 9. Models : Dans les rues~Ejs contemplation. Syntax, 209, 210— In this circumstance— To be in fault— To act like a [in] child— To act like a [in] drone— To act like a [in] man— In the day— In this lesson - In Latin— In Greek— In the Latin language— In the Greek language— In one month- Within a month {from this da?/)— He is at [in] school— He is in the school. 10. Model: II s'arrelait souvent. Syntax, 211— We often stop [ourselves]-They soon assailed us -He will never correct himself-He soon ceased-He always gives -We never study-She generally loitered -He always forgets-We never forget-He never knew his lesson. COIVIPOSITIOIV. 1 - He went to see his mother, but she was not at hoiue-195 2 — Is our father at home ?— 195. 3 — You can study at home— 195. '* — What have you learned in his house?— 195. EIGHTH LESSON^ — COMPOSITION. 1 6 1 5 — His son was in the joiner's liouse— 195. 6 — We have received him into our house — 195. 7 — He is going to the joiner's — 195. 8 — Is he not at his mother's?— 196. 9 — The poor boy gave us all [that which] he had— 196. 10 — He called [passed] the other day, because he wished to see us -196. 11 — When she had learned the first lesson, she wished to know the second— 196. 12 — In one month, he forgot all [that which] he had learned— 196. 13 — We exercise ourselves in pronouncing — 198. 11 — You do not know how to free yourselves— 198. 15 — The children placed themselves before us — 198. 16 — You forget yourselves— 198. 17 — He [It] is a lazy being— 199. 18 — What is agreeable [The agreeable] is good, but what is useful [the useful] is better— 199. 19 — Our father has a favourite proverb. 20 — His son is dumb, but his daughter is not [dumb]— 202. 21 — Our mother is good— 202. 22 — What a fine day ! 23 — She had a beautiful child, 24 — This child is beautiful. 25 — Our joiner has a fine bench. 26 — The little boy is going to examine the shop— 205. 27 — They heard you pronounce— 205. 28 — She makes us pronounce— 205. 29 — He could study, but he was lazy— 205. 30 — She knew how to answer — 205. 31 — He wanted [willed] to learn, but he teas unwilling [willed not] 10 study— 205. 32 — You have learned to pronounce— 206. 33 — He has something to tell you— 206. 34 — What has he to say ?— 206. 35 — He thinks of learning [the] French— 206. 36 — She ceased to grieve [herself] when she had her child with her -207. 37 — He grieves [himself] to see that his son is a lazy fellow.— 207, 38 — Will you tell him to stop [himself] ?— 207. 39 — You have forgotten to answer— 207. 40 — Was he not forced to answer ?— 208. 1. V. H < 62 EIGHTH LESSON— COMPOSITION— RECAPITDLATION. lii - What have you learned in the lesson of to [this] day ?-209. 42 — What has he learned in that school [pension] ?— 209. 43 _ What has he learned at school ?— 209. hk - In ceasing to study, he forgot what [that which] he had learjied —210. 45 — We always think of [to] you, and you never think of [to] us. —211. RECAPITUtATIOlV- VFoflls : 1. Contained in the text -^ 2. Radicals and derivatives, connected with the words of the text J ^ 168 In the preceding lessons 2,527 Sum total ->695 evincipal obsercalions : 192. On the letters am, em, im, om, urn, when they are nasal. 193. On the same letters, when they are not nasal. 19i. On the adverb and conjunction quand. 195. On the preposition chez. 196. On the formation of the third person smgular of the past tense definite ofverbs ending in er. 197. On the formation of the third person singular of the past tense efmite ofverbs ending in ir. 198. On the conjugation of the pronominal verbs. 199. On the gender of such parts of speech as are accidentally used as substantives. 200. On the inseparable particle pro. 201. On the preposition en. 202. On the feminine of adjectives ending in el, eil, et, ien and on. 203. Exceptions to the foregoing rule. 20&i On the preposition devant. 205. On the verbs which govern the infinitive mood without a prepo- sition. 206. On the verbs which govern the infinitive mood, with the prepo- sition d. NINTH LESSON — BEADING EXEKaSE. 163 207. On the verbs which govern, the inDnitive mood, with the pre- position de. 208. On the verbs which govern the inflnitive mood with either a or de. 209. 210.. On the difference between the two prepositions en and duns. 211, On the place of the adverb. NINTH LESSON. Virst Division — Practical. HEADIIVC EXERCISE. 6 3 2 Neuvieme le^on, 2 1 2^0 Ow oeslo II s etendait quelquefois sur 10 §" .2 un banc J dans le jar din des 73 wOO 6 fl Tuileries , ou dans celui du 7150 ^3 5w20 Luxembourg, et il s y assoupissait. 201 2 4 u 02. II frequentait aussi les quais et 4 00 ,0^ 20 4 00. les ponts, et demeurait de tongues 0' 6' 0^ 7 33 2 w v^ wO heures appuye sur un parapet, a 1 64 NINTH LESSON TRANSLATION. u 20 4 5 20 w 20 regarder lean couler. 11 appelait w 5 -„0 I <^ .^ cela une douce et raolle reverie^ l8wi _2w00 une nonchalance poetique. LITERAIi TRA!VSI;ATIOIV. Neuvieme legon. Ninth II s' etendait quelquefois sur un banc, dans h extended (stretched) sometimes bench jardin des Tuileries, ou dans celui du Luxembourg, garden that et il s' y assoupissait. II frequentait aussi les quais there drowsed frequented also quays et les ponts, et demeurait de longues heures, appuye bridges dwelled long hours leaned sur un parapet, a regarder I'eau couler. II appelait parapet look water flow called cela une douce et molle reverie, une nonchalance that sweet soft revery carelessness. poetique. poetical. EWGLISH TRAnrSLATIOlV. He would sometimes stretch himself on a bench, in the garden of the Tuileries, or the Luxembourg, and there slumber. He used also lo frequent the quays and bridges, and would remain for hours together, leaning on a parapet, looking at the course of the water. He called that a gentle and soft revery, a poetical listlessness. NINTH LESSON — CONVERSATION — PHRASEOLOGY . 165 AIiTERIVATE TRAKSLATIOIV. See 1st lesson, p. U and 5, and 2nd lesson, p. 30. COIVTERSATIOIV. QUESTIONS. Quelle est cette legon? Quand s'6tendait-il sur un banc ? Sur quoi s'6tendait.il quelque- fois? Ou 6taii le banc sur lequel il s'6- iendait ? What would he sometimes do ? Comment y passait-il son temps ? Que fr6quentait-il aussi? Gombien de temps demeurait-il appiiy6 sur un parapet? Ou demeurait-il appuy6? Que regardait-il ? Comment appelait-il cela ? ANSWERS. C'est la neuvifeme. Quelquefois. Sur un banc. Dans le jardin des Tuileries, ou dans celul du Luxembourg. II s'6tendait sur un banc. II s'y assoupissait. Les quais et les ponts. II y demeurait de longues heures. Sur un parapet. II regardait I'eau couler. Une douce et moUe reverie, une nonchalance po6tique. PHRASEOJLOGY. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED I.NTO FRENCH. Ou deineurez-vous ? Nous demeurons sur le quai. Nous y avons une maison. Avez-vous un jardin ? Nous avons un jardin, mais il est fort petit. La maison est-elle a vous ? Elle est a notre pfere. Voulez-vous la voir ? Nous ne pouvons pas. Nous n'avons pas le temps. Quelle heure est-il ? II est buit heures. Comment appelez-vous ce jardin ? C'est le jardin des Tuileries. C'est une bien belle promenade. Where do you live ? We live on the quay. We have a house there. Have you a garden ? We have a garden, but it is a very small one. Is the house yours ? It is our father's. Do you wish to see it ? We cannot. We have not lime. What o'clock is it ? It is eight o'clock. How do you call this garden ? It is the garden of the Tuileries. It is a beautiful place for a walk. I 6'6 NINTH LESSON — PRONUNCIATION— N°' 2 1 2 TO 21 4. Quel est ce pont que nous voyons ? C'est le Pont-Royal. Dfeirez-vous vous arreter un peu? Si vous le voulez bien. Voyez-vous ce monsieur appuy6 sur le parapet ? Comment s'appelle^t-il ? II s'appelle Alexis. Que fait-il? 11 regardel'eaucouler. What hridge is that we see ? It is the Pont-Royal. Do, you wish to stop a little ? If you please. Do you see that gentleman lean- ing on the parapet ? What ishis name ? His name is Alexis. What is he doing? He Ls looking at the course of the water. Second Division —Analytical and tbeoretical. PROiWIJIVCIilTIOiV. EXAMPLES. Jeune — Seul — Grandeur — Superieure — Meillmres — Leurs — DemeMrait — Hwres — ^Nmvieme. In all these words the vowels ew have the short acute sound of e in the English word her. In jeune and seul, these vowels precede a consonant, not mute, which terminates the word. In neuvieme, derived from neuf, nine, they retain the same sound as in neuf. In grandeur, superieure, meilleures, leurs, demeurait and heures, they precede the letter r. 212. The vowels en have the short acute sound ofe in fter, when they precede an articulate sound, that is, a consonant not mute, termi- nating the word. 213. They have the same sound in the derivatives as in the radical words : so, eu, having the acute sound in neuf, according to the fore- going rule, retain this acute sound in neuvieme. 214. They have the same sound whenever they precede the letter r, whether at the end or in the middle of a word. NIMTH .LESSON LEXIOLOGY. 167 rEXIOI^OCT. § 1 — INTERROGATIVE. Of what gender are, banc, jardin, pont, quai and parapet?— i.U. Of what gender are.ftewre, reoerie and nonchalance? — 15. What does the letter s denote at the end df the words, quais, ponts, and heures ? — 29. In what tense are the verbs, frequentait, demeuroi7 and appelail ? — 50. What is the inGnitive of appuye?—55. In what mood arereffarder and couler? — 133. Why do we say « I'eau, » and not « la eau » ? — 11. Why does not the adjective poetique take an additional e in the femi^ nine?— 6. ■ EXPLANATORY. Neuvieme comes from neuf, derived from the Latin novem, nine. The principal derivatives of neuf are : Neuvaine, neuvaine. Neuvieme, ninth. Neuviemement, ninthly. Dix-neiif, nineteen. Dix-neuvieme, nineteenth. iVoHaje'/iaire, Of ninety years of age. Nonante (oljsolete), ninety. Nonuple, ninefold. Novembre, november. ]5tendait is the third person singular of the imperfect tense of ilendre, derived from tendre, to stretch, and to tend, from the Latin lenders, having the same meaning. The principal derivatives of tendre are : Tendu, tight ; bent. Tendeiir, hanger (of tapestry). Tendelet, tilt, screen, awning. Tendon, tendon, sinew. Tendineux, tendinous. Detendre, to unbend, to relax. Distendre, to distend. Etendre, to extend, to stretch, to spread. Etendue, extent. Elendard, standard. * Porte- etendard, standard bearer. Etendoir, drying-room. Etendage , drying ; drying poles, etc. Retcndrc, to stretch again. Tension, tension. Distension, distension. Extension, extension, extern. Exiensif, extending, expanding. Exienseur, extensor. Extensible, extendible. ExtensibiUte, extensibility. Intense, intense. Intensite, intenseness. Ostensible, ostensible. Ostensiblement, ostensibly. Tente, tent. Tenture, tapestry; hangings. Ostentation, ostentation. Intendant, steward. 4 68 NINTH LESSON — LEXIOLOGY— N° 215. Surintendant, superintendent. Tendance, tendency. Intendance, stewardship ; admi- nistration. Surintendance , superinten- dence. Intention, intention. Intentionnel, intentional. Intentionnellement , intention- ally. Malintentionne, evil-minded. Attendre, to wait; to expect. En attendant, in the mean time. Attendu, considering; as ; where- as. Inattendu, unexpected. Attente, expectation. Attentif, attentive. Attentivement, attentively. Attention, attention. Inattention, inattention. Inattentif, inattentive. Content, contented, satisfied, glad. Contenter, to content. Contentement, content, satis- faction. Mecontent, discontented. 815. The third person singular ofthe imperfect tense of verbs ending in re in the infinitive mood is formed by changing this termination into ait. See 50. Qtjelquefois is an adverb, formed of two words already seen : qml- gues and /bis. The s, which marks the plural in quelques, is dropped in this compound. Banc Is the radical of hanque and banqueroute , seen in the sixth lesson. Jardin comes from the German garten, garden. Its derivatives are : Jardinet, small garden. Mecontenter, to dissatisfy. Mecontentement, discontent. Contendant, contender. Contention, contention. Conlentieux, contentious, liti- gious. Contentieusement , contentious- ly- Detente, expansion ; trigger. * Entendre, to hear ; to mean ; to understand. Bien entendu, well ordered ; of course. Bien entendu que, on condition that; provided. Entendement, understanding. Entendeur, hearer. *Malentendu, misunderstanding. * Entente, meaning, sense; agreement. Pretendre, to pretend. Pretendant, pretender, claim- ant. Pretendu, pretended; intended (future husband). Pretentieux, assuming, affected. Pretention, claim, pretension; affectation. Jardiner, to garden. Jardinage, gardening. Jardinisr, gardener. Jardiniere, gardener; flower- stand. Assoupir, to make drowsy. Assoupissant, drowsy ; soporific. Assoupissement , drowsiness ; slumber. NINTH LESSON LEXIOLOGY — N»* 21 6-217. 169 TuiLERiEs comes from tuile, tile, derived from the Latin tegula, tile. The Palais des Tuileries is so called because it was built in a tile-field. The derivatives of tuile are : Taileau, broken tile. i Tuilerie, tile-fields, tile-works. Tuilier, tile-maker. Celui. See 109, in the fourth lesson. 216. V is sometimes an adverb, and sometimes a pronoun. As an adverb, it corresponds to there or thither and denotes a place. AssoupissAiT is the third person singular of the imperfect tense of the verb assoupir, derived from sopeur or sopor, sleep, a Latin word, used as French by physicians to designate a heavy sleep. The principal derivatives of sopor are : Soporeux, soporous. Soporatif, soporific. Soporifere, soporiferous. Soporifique, soporific. 21T.— § 1— The third person singular of the imperfect tense of verbs ending in ir in the infinitive mood is formed by changing this termination into isiii-ail. § 2— The syllable iss, incorporated into the terminations of several tenses and persons, characterizes the conjugation of the verbs in it', and forms the principal difference between these verbs and those in er. See 50. Examples have now been seen of the third person singular of the imperfect tense in the three regular forms of conjugation, and the two auxiliary verbs, in the following phrases : » II exergA.!! la profession de menuisier. » —2nd lesson. u II «'j/ assoupissKiT. » —9th lesson. (( II s'e'iewdAiT sur un banc. » — 9th lesson. « II etkiT assez bon gargon. » — 1st lesson. « II n'avi.iT qu'un seul defaut. »— 1st lesson. The verbs assaillir and obtenir, already seen, and the radical of the latter, tenir, are irregular ; the third person singular of their imperfect tense being : II assaillait, II obtenait, II tenait, instead of : II assaillis- sait, II oblenissait, 11 lenissait. Fre:quentatt is a form of the verb frequenter (50) derived from the adjective frequent, frequent, from the Latin frequens. The derivatives of FnfeQUENT are : Frequence, frequency. | Frequemment, frequently. ITO NINTH LESSON — LEXIOLOGY — ^N° 21 8. iFreqtientatif, frequentative. ■InfrequenU, unfrequented. ^Frequenter, to frequent, to iiesort to, to haunt. Frequentation, frequenting. 218. Aussiis an adverb derived from si, so, if, whether, from the Latin si, if, or sic, thus. Aussi corresponds to also, too, likewise, so and as ; with the last meaning, before adjectives and adverbs, it denotes equality and requires que after the aijective or the adverb, as : « Aussi bon que , As good as, Aussi Men que. As well as. » QuAi is a word oT doubtfilt origin. Its only derivative 'is qwayagt, wharfage. Pont comes from the Latin pons, bridge. It signifies hridge, and deek. Its principal derivatives are : Ponceau, culvert. Ponfe, decked (having a deck), Pontet, guard (of fire -arras) ; saddle-tree. Ponton, pontoon. •Pontonnier , toll-gatherer (of bridges). Demeurait is a form (50) of the Latin demorari, to stay, to remain, sense of to dwell, to live, to reside. Demeure, dwelling ; abode. Au demeurant, however, after all. LoNGUE is the irregular feminine from the Latin long us. Its principal Long (subst.), length. £n long, lengthwise. Au long, along ; at full length. A la longue, in time, in the end. Tout le long de, all along. Oblong, oblong. Longer, to go along, to run along. Longuet, longish. Longueur, length. Longuement, long ; a long time. Longitude, 'longitiiile. Pontonnage, toll (for crossing a bridge) . Pont-levis, draw-abridge. EntrepoHt, between decks. Epontilles, stanchion. Epontiller, to prop, to shore. Fauac-pont, orlop-rdeck. verb demeurer, coming from the This verb is frequently used in the Its principal derivatives are : Redemeurer, to reside again. iforaioire„graating a dele^y. (2) of the adjective long, coming derivatives are : Longitudinal, longitudinal. Longitudinalement , longitudi- nally. Longue, tether ; loin; longe. Allonge, piece (to lengthen). Allonger, to lengthen. Allongement,len$l\ieimg,e\on- gation. Prolonge, binding-rope; ammu- nition-waggon. Prolonger, to prdlong. Prolongation, prolongation. Prolongemenlf, »prolongaliion. NINTH LESSON ^LEXIOLOGT. n» "RaUonge, piece to lengthen; spare flap of a dining-table. 'Rallonger, to lengthen. 'Ratlongement, lengthening. * Longanimiti, longanimity. Heuke comes from the Latin hora, hoar, are : Longevity, longevity. * Longtemps, long, a long time. * Be longue main, for a length of time. Its principal derivatives ■Heures, prayer-bnok. A cette heure, at the .present moment. Sur I'heure, instantly. A la bonne heure, well and good. ToutdVlieure,}fSst now;present- b'. De bonne heure, early, betimes. Horaire, horary. Horloge, clock. Horloger, clock-maker, maker. Eorlogerie, clock-woi'k. fforome/re, horometer. Horometrie, horomelry. Horoscope, horoscope. watch- AppTjyfi is a form. (55) of the verb appuyer, coming from the substan- tive appui, support, prop, derived from the hatxn podium, support, rail. The derivatives of appui are : Appuyer, to support, to prop; to ] Appui-main, maul-stick, lean, to rest. I Pabaput comes from the Italian parapetto, having the same meaning, and formed olparare, to guard, &jiA petto, breast; its literal meaning-is therefore (a wall) guarding the breast, or breast high. REGAnDER has been mentioned in the seventh lesson. Eau is feminine, and is therefore an excepiion (l/i). It comes from the Latin aqua. Its principal derivatives are : Eau dejavelle, bleaching liquid. Eau-de-vie, brandy. Eau-'fnric, aqua fortis. Eau regale, aqua regia. A vau-.l'eau, with the current. Batardeau, cofferdam, batter- deau. Radeau, raft. Verseau, aquarius. Mguade, water; supply of water. Aiguail, dew-drop. CoiTL'E'n comes from >{he Latin ripal derivatives are : Aiguayer, to water (horses ); to rinse (linen). Aiguiere, ewer. Aiguieree, a full ewer. Aquarelle, water colour. Aqua-tinta, aquatinta. Aquatique, aquatic. Aqueux, aqueous, watery. * Aqueduc, aqueduct Aigue-marine, aqua marina. colare, to strain, to filter. Its prin- NINTH LESSON — LEXIOLOGY N° 219. Coulisse, groove ; running string; coulisse ; side-scene ; slip. Coulissier, stock-jobber, fre- quenter of the coulisse ; frequenter- of the slips. Coulisseau, guide. Ecouler, to flow away ; to glide away ; to drain. Ecoulement, flow ; efflux; sale. Decouler, to flow, to trickle. 172 Coulee, running hand. Coulant (adj.), flowing, fluent; smooth. Coulant (subst.), slide. Coulamment, fluently. Coulage, leakage. Couloir, strainer, filter; passage. Coulement, flow (of liquids). Coulis, jeUy. Coulis (adj.) of a draught (of air; Appelait is a form (50) of the verb appeler, which comes from the Latin appellare, to call. Its principal derivatives are : Appel, call ; appeal. Appeau, bird-call. Appelant, appeUant; decoy-bird. Appellalif, appeflative. Appellation, calling; appella- tion. Contre-appel, second call. Epeler, to spell. Epellation, spelling. Rappel, recall ; drums beating to Rappeler, to call again; to call back; to recall; to remind; to remember. Reappel, second call. Reappeler, to call over the names a second time. Interpeller, to summon ; to call on. Interpellation, summons ; ques- tion. arms. 219. Cela, formed of ce and la, that there, is a demonstrative pro- noun, corresponding to that and sometimes to this and to it. It refers to things only. It has no feminine and no plural, in which it diflersfrom celui and celle (109). In familiar language, chiefly in conversation, it is contracted into ga. Douce is the irregular feminine of doux (2), which signiQes mild, sweet or gentle, and comes from the Latin dulcis. Its principal de- rivatives are : Douceur, mildness, sweetness, gentleness. Doucet, demure. Doucedtre, sweetish. Doucement , sweetly , softly, gently. Doucereux , afl'ectedly mild ; mealy-mouthed, Doucet te, looking-glass (plant). Doucettement, gently. Doucir , to polish (looking- glasses). Douci , polish (of looking- glasses). Douillet, soft, downy ; delicate, effeminate, tender. Douillettement, softly, tenderly, effeminately. NINTH LESSON LEXIOLOGY. 173 Adoucir, to soften, to smooth ; to sweeten ; to relieve. Adoudssement , softening, smoothing, relief. Adoucissant, emollient. Radoucir, to soften. Radoudssement, assuagement. Amadou (for a main doux, soft to the hand), tinder. Amadouer, to coax, to wheedle. Duldfier, to dulcify. MoLLE is the irregular feminine of the adjective mou (2) , soft, mellow, slack, which was formerly spelled mol, from the Latin mollis, soft. This old form is still used, in poetical language, before a substantive beginning with a vowel, as, « Le mol edredon. The soft eider-down. -> The prin- cipal derivatives of mou are : Duldficatif, dulcifying. Duldfication, dulciflcation. Edulcorer, to edulcorate. Edulcoration, edulcoration. Aduler, to adulate. Adulation, adulation. Adulateur, adulator. Indulgent, indulgent. . Indulgence, indulgence. Indulgemment, indulgently. Mou (subst.), soft; lights (of cer- tain animals]. Mallet (adj.), soft, light. Mollet (subst.), calf (of the leg). Mollement, softly; slackly. Mollesse, softness ; mellowness ; slackness. Mollasse, flabby, flimsy. Molette, wind-gall. Molleton , swan-skin ; treble- milled-cotton. MolUr, to soften ; to mellow. Mollifier, to mollify. Mollusque, mollusk, shell-fish. Moelle, marrow, pith. iloelleux, marrowy, pithy ; soft, mellow. Reverie is derived from rive, dream, from the Greek ^k/^Sm, to whirl about, to stroll. The principal derivatives of reve are : Sever, to dream. Reverie, revery. Moelleusement , softly ; with mellowness. Moellon, ashlar ; rubble stone. Tire-moelle, marrow-spoon. Medullaire, medullar. Amollir, to soften, to mollify. Amollissement, softening, molli- fication. Ramollir, to soften ; to intene- rate. Ramollissement, inteneration. Emollient, emollient. Emulslf, emulsive. Emulsion, emulsion. Emulsionner, to mix an emulsion with. Reveur, thoughtful , pensive , musing. Rivasser, to have agitating dreams. Revasseur, dreamer, muser. Revasserie , agitating dream ; dream, musing. t74 NINTH LESSON— LBXIOL06Y—N»^ 220-221 —SYNTAX— 222. 220. The termination ie is common to substantives, about four iiundred of which end in English in y, without any or scarcely any other difference of spelling, as : maladie, malady; anarehie, anarchy ; arfro- logie, astrology ; batterie, battery ; broderie, broidery, embroidery ; cavalerie, cavalry; coguetterie, coquetry; flatterie, flattery. N0NCH4LANCE comes from the old verb chaloir, to care, to be con- cerned, now out of use. The olher derivatives are : Nonchalant, careless, listless. | Nonchalamment , carelessly, I listlessly. PoETiQUE comes from poeme, derived from the Greek TOtV)//.a, poem, the principal derivatives of which are : Poete, poet. Pocsie, poetry. Poetereau, poetaster. Poetesse, poetess. Poeligue, poetical. Poetiguement, poetically. Poetiser, to versify; to malie poetical. 221. The termination iqne is found in a great number of words, some of which are substantives, but iht greater part adjectives. Most of these words are nearly the same in both languages, and differ only by the termination ; which in English is ic for the substantives, and ic or ical, for the adjectives, as : musique, music; logique, logic ; colique, colic; comigue, comic or comical; tragique, tragic or tragical; hUto- rique, historic or historical. STNTAX. § 1 — INTERROGATIVE. Why should we not say « II s'etendit guelquefois , » rather than « II s'etendait quelquefois a.!"— 148, 149, 150, 151. Why is it not correct to say, « En le jardin des Tuileries » .''—209, 210. Why should we not say « II etendait se, » instead of « II s'etendaU ^ ? -43. Why should we not say « II aussi freguentait » .'—211. ~ Why should we not say « Des longues heures » .i*— 112. § 2.— explanatory. II s'j assoupissait. 222. T, whether used as an adverb or as a pronoun, precedes the verb in all the moods ,except the imperative. NINTH LESSON — SYNTAX N"" 223-224 —PliEi'. EXLaciSii. tl'o lL.es quais el les fonts. 223. The article must be repeated before each substantive. II elait a regarder. He was looking. It has been seen (91) that the present participle is not coimnonl}' used in French to indicate that an action is, or was, or will be, taking place-: consequently. He is giving is generally rendered by II donne. 224. The foregoing example shows however that there is a way of attaining the same precision^as in English, when necessary ; the English participle being rendered by the infinitive, with the preposition d. Thus, we can translate « He is] studying » by « II est a etudier;—He was lounging, » by « II etait a fldner. » TliiE°(l nifisiou. — Exercises. FREPARATORY EXERCISE. 1. Model: II etendait. Lexiology, 215 — He heard— He put— He answered— He followed— He suspended— He omitted— He pursued— He permitted — He transmitted. 2. Model : // s'assonpissait. Lexiology, 217— He freed himself— He reunited— He acted— He established— He grew up (He greatened) — He reestablished— He united, 3. Model: Reverie. Lexiology, 220. (Translate into English) — G^ographie — Lithographie — Philosophic — Antipathie — Sympathie — Infamie — Economie — Anatomie — Astronomic — Ignominie— Tyrannic — S)'mphonie — Harmonic — Philanthropie — Misanthropic — Pruderie — Galerie — Drapcrie — Loterie — Th6orie — Idolatrie — Industrie — Dynastic. 4. Model: PoeVi^rue. Lexiology, 221 — Cubique — Spasmodique — Pacifique— Spi5cifique — Logique— R^publique— Catholique— Panique— Botanique— Laconique— Tonique — H&oique — Classique — Fanatique— Path6tique—Athl6tique— Critique. 5. Model : II s'\ assoupissait. Syntax, 222— He is there— She was there— Hehas learned something there— She stopped there— The water flows there— We live (dwell) there— His children made a fortune there— ■176 NINTH LESSON — COMPOSITION. He forgot there what (that which) he knew— We pass our time there- She was received there. 6. Model: Les guais et les ponts. Syntax, 223 — The house and shop— The hand and elbow —The son and daughter— Fortune and gran- deur—Greek and Latin— The father and mother — The days and hours— The saw and plane. 7. Model: II etait a. regarder. Syntax, 224 — He is examining — She is studying — They (masc.) were verifying— They (fem.) were reading. COJMFOSITIOIV. 1 — He wishes to stretch himself on a bench — 207. 2 — He will pass some hours with us— 80. 3 — On which bench is his father ? — On that which is at the end of the garden— 109. 4 — He heard us, but he did not answer us — 215. 3 — The little boy followed his father, when his mother permitted [it to] him— 215, 50, 191. 6 — The joiner wotdd sometimes assemble [reunite] all his workmen in the garden— 217. 7 — That lazy fellow used to free himself from all constraint— 217. 8 — His father used to obtain more by his example than by bis exliortations. 9 — This bridge is very long — 19. 10 — This street is very long— 19. 11 — Ts that water good?— 19. 12 — Why does he look at that?— 219. 13 — Do you know that?— 219. 14 — Their father is a very mild man. 15 — Flattery is sweet, but it is dangerous— 155. 16 — He is making a fortune by his industry— 220. 17 — She has learned arithmetic — 221. 18 — His mother gives lessons of music — 221. 19 — The second division of our lesson is analytical— 221. 20 — He wishes to see Paris, and he is going thither— 222. 21 — You see that house ? We live [dwell] there— 222. 22 — He stopped in the garden and there [he] stretched himself on a bench— 222. 23 — The boulevards are his favourite walk ; he lounges there every day— 222. NINTH LESSON — KECAPITULATION. 177 21 — The father and mother li'ied [ dwelled ] with their children -223. 25 — The streets and public gardens were his favourite walks— 223. 26 — He has forgotten the day and hour— 223. 27 — He was studying Greek and Latin— 223, 22^. 28 — He is lounging in the garden— 224. 29 — She was studying in the shop.— 224. 30 — Tliey were taking tiieir lessons —224. RECAPITI}I.ATIOI«. tVora* : 1. Contained in the text 29 2. Radicals and derivatives connected with the words of the text 268 297 In the preceding lessons 2,695 Sum total 2,992 ffincipal obset'tialton$ : 212, 213, 214. On the sound of the vowels eu. 215. On the formation of the third person singular of the imperfect tense of verbs ending in re in the infinitive mood. 216. On the word y, used as an adverb. 217. On the formation of the third person singular of the imperfect tense of verbs ending in ir in the infinitive mood. 218. On the various meanings of the adverb aussi. i;19. On the pronoun cela. 220. On the termination ie. 221. On the termination ique. 222. On the place of y, whether used as an adverb or as a pronoun. 223. On the repetition of the article. 224. On the manner of expressing that something is being done, or taking place. 12 TENTn LESSON — READING EXERCISE. TENTH LESSON. Wivst DlTlgiou — Practical. READIIVG exercise:. v^ 9 si Dixieme le^on. 7 u 1 La plupart des pareSseux pre- 1 00 I w 00 5 w .. 00 tendent etre poetes ou artistes; 450 i 6 uwOOO beaucoup d'entre eux finissent ^ 6 u7v.20 OwO.6 meme par se persuader qu'ils le T.X S 4 V, sont. i^ous ne voulons pas dii-e 6.00 "slood que tous les poetes mietit des paresseux. A Dieu ne plalise que • 234. w2.00 I la nous ayons une pareille pensee! 87.^90 60 isl La justice veut que nous rendions TENTH LESSON — TRANSLATION. 179 u w 8 8 2 3 \^ nommage au genie reel. Aussi w 4 admirous-nous ce qu'il y a de 7u0 58100 sublime et de touchant dans les u 7 93 1. ^w productions de Fart et de la 2.30 poesie. Dixieme legon. ' Tenth La plupart des paresseux pretendent etre poetes most part pretend to be poets ou artistes ; beaucoup d' entre eux finissent nieme or artists many between them finish even par se persuader qu'ils le Sont. Nous ne voulons to themselves to persuade they -will « pas dire qiie toils les poetes soient des paresseux. to say be A Dieu ne plaise que nous ayons une pareille pensee! God please have like thought La justice veut que nous rendionS hommage au genie justice wills render homage genius reel. Aussi admirons-nous ce qu'il y a de sublime et roal admire tjtet-o is sublime 180 TENTH LESSON — ^TRANSLATION — CONVERSATION. de louchant dans les productions de I'art et de la touching productions art poesie. poetry. Most idJers pretend that they are either poets or artists ; and many of them persuade themselves in the end that they are so. We do not mean to say that all poets are Idlers. God forbid that we should entertain such a thought. It is but just to pay homage to real genius; arid we admire all that is sublime and affecting in the productions of art and poetry. AtTERIVATE TRAIVSIiATIOIV. See 1st. lesson, p. h and 5, and 2nd. lesson, p. 30, COIVTEBISATIOIV. QUESTIONS ' Quelle est cette lecon ? Quels sont les hommes qui pr6- tendent etre poetes ou artistes? Que pr6lendent la plupart des paresseux? Sont-ils persuadfis qu'ils sont pofetesou artistes? Qu'est-ce que nous ne vouloiis pas dire ? Pensez-vous que tons les pofetes soient des paresseux ? A quoi rendons-nous hominage ? Pourquoi lui rendons-nous hom- mage? Que rendons-nous au g6nie r6el ? Dans quelles productions y a-t-il qiielque chose de sublime et de touchant? ANSWERS. C'est la dixi^me. La plupart des paresseux. lis pr^tendent ilve pofetes ou artistes. Beaucoup d'entre eux finissent par se persuader qu'ils le sont. Que tons les pofetes soient des paresseux. A Dieu ne plaise que nous ayons une pareille pens6e ! Au genie r^el. Parce que la justice le veut. Nous lui rendons hommage. Dans les productions de Fart et de la po6sie. * For the sake of making if.he questions in French, without using any other words than those known to the student, the preceptor is identified with the author ; and the seniiments oif the latter are regarded as received axioms. TENTH LKSSON—PHBASEOLOGY. !81 Qu'y a-t-il dans les productions del'art et de la po^sle? Qu'est-ce que nous admirons ? Tl y a quelque chose de sublime et de touchant. Ce qu'il y a de sublime et de toucliant dans les productions de I'art et de la po^sie. PHRASEOKORY. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FREtVCII. Queregardez-vous? Nous regardons ce monument. N'est-ce pas qu'il est admirable ? Sans doute. Mais il a des d6- fauts. L'avez-vous bien examiniS ? Pourquoi cette question ? Parce que les premiers artistes pretendent qu'il est sans defaut. Ce n'est pas notre opinion. Vous ne rendez pas justice au genie. Nous ne poss^dons pas beaucoup de monuments pareils. Nous ne savons que rdpondre. Vous nous avez persuades. Vous rSpondcz ironiquement. A Dieu ne plaise ! Oil sont les enfants? lis sont dans le jardin. Pourquoi ne les appelez-vous pas? Parce qu'ils sont fort bien dans le jardin. C'estvrai. Vous avez raison. Voulez-vous entendre de la po^- sie? Si vous le voulez bien. Quelle touchante desci'iption ! What are you looking at? We are looking at that monu- ment. Is it not admirable? Undoubtedly. But there are some imperfections in it. Have you examined it well ? Wherefore this question? Because the first artists maintain it is perfect. It is not our opinion. You do not do justice to genius. We do not possess many monu- ments like this. We know not what to answer. You have persuaded us. You answer ironically. God forbid ! Where are the children ? They are in the garden. Why don't you call them? Because they are very well in the garden. It is true. You are right. Do you wish to hear some poet- ry? If you please. What an aifecting description ! 1 82 TENTH LESSON PRONUNCIATION— N"" 223 TO 229 — I.EXIOLOGY. Quelles belles pensees ! Ce pofete est sublime. C'est un homme de g^nie. What beautiful thoughts ! This poet is sublime. He is a man of genius. Second Di'pision— Analytical aud theoretical. PRoniurvciATioiv. EXAMPLES. Deux — NombreMx — Paressewx — feu — Dieu -^Dewxieme — AmbitisMses — Eux. In all these words the vowels eu have a grave sound, which does not exist in English, and which we represent thus : 6. ' In the first five examples, the vowel sound terminates each word, the consonant which follows in three of them being mute. In deuxieme and ambitieuses, the vowels cu are followed by the sound of i, represented in deuxieme by x, and in ambitieuses by s. In the last example, eux, the vowels eu begin the word. 235. The vowels ea have the long grave sound represented by 6; when they form the termination of a word, or even when they are fol- lowed by a consonant, provided that consonant be mute. 226. They have the same sound when followed by z, or any other consonant pronounced like z. 227. They have the same sound in the beginning of words. In the word reunit the two vowels e u are pronounced separately. The e is surmounted by an accent. 228. The acute accent { ') placed over the e separates it from the n, and each of the two vowels preserves its own sound. 229. In the tenses of the verb avoir in which these vowels occur, they have the sound of the French n, which we represent by 7 ; as has been seen in the words eu, eut, eurent and eut. LEXIOJLOGY. § 1. — INTERROGATIVE, Of what gender are Bieu and art ?—].lx. Of what gender are pensee and poesie ? — 15. Of what gender is justice? — 21, TENTH LESSON LEXIOLOGY— N"" 230-231 . 483 Of what gender is production?— IQS. Why do we say d'entre, and not de entre?- In what mood Is persmier?^lo3. What does au stand for ?— 58. What is the feminine oiparesseux?-r\.h&i What i^ the feminine of fpuchmt ?— 2, What is the feminine of sublime?— ^6. ■U, § 2 — EXPLA.NAT0UX. DixiEME comes from dix, ten, from the Latin decern and the Greek S'Uv.. The principal derivatives of dix are : Dixierw, tenth. Dixiimement, tenthly. Dime (formerly dixme) , tithe. Dimer, to tithe. Dimeur, tithe collector. Dizain, deca^tich. Dizaine, ten, half a score, * Dix-huit, eighteen. * Dix-huitieme, eighteenth. * Inrdix-huit, decimo-octavo. Dicade, decade. Decagramme, 10 grams. Decalitre, 10 litres. Decagone, decagon. Decametre, decajneter. Decalogue, decalogue. Decastere, decastere. DicasyllaJie, decasyllabic. Decembre, deceu)))er. Dicennaire, decennary. Decennal, decennial. Decemvir, decemvir. Decemvirat, decemvirate. Deciare, declare. Decigramme , decigram , the 10th part of a gram. Decilitre, decilitre , the lOlh part of a litre. Decime, decime, penny, the 10th part of a franc— Tenth, tithe. Decimer, to decimate. Decimal, decimal, Decimation, decimation. Decimetre , decimeter , the 10th part of a metre. Decistere, decistere, the tenth part of a stere. Decuple, tenfold. Decupler, to increase tenfold. 2S0. Plupart is formed of two words : plus, more, most, already seen, and part, part, from the Latin pars. It is feminine and always preceded by the article la. According to its formation, la plupai'it signifies the most part, the greatest oi- the major part, the generality. It is called a partitive collective. See syntax, n°" 246, 247, 248. 231. There are two sorts of collective words: the general and the partitive. The general collective words are those which denote the whole Of the persons or things spoken of, as : the army, the multitude. 184 TJiXTH LESSON LEXIOLOGY S" i32. the people, the crowd. The partitive collective words designate but a part or an undetermined number of the persons or things mentioned, as : the major part, a number, a species, a sort. Among the latter are included the adverbs of quantity, as: peu, few; beaucoup, many; assez, enough; moins, less; plus, more, etc. 232. The same word may be generally or partially collective, according as it is used, as : Le nombre de ses enfants. The number of his children ;— [/« grand nomhre d'enfants, A great number of children, or many children. "When a collective substantive is preceded by un or une, it is commonly partitive. The principal derivatives of pabt are : A part, aTpart; aside. Autre part, elsewhere. Nulle part, nowhere. Quelque part, somewhere. V autre part, contra; on the other side. De part et d' autre, on both sides. Quote ■ part , quota ; portion ; share. De touies parts, in all di- rections. De part en part, through and through. Mi-parti, of two equal parts. Departir, to dispense, to distri- bute. Se departir, to desist. Bepartir, to divide, to distri- bute. Repartiteur, assessor. Bepartition, division, distri- bution. Partible, partible. Impartible, impartible. Partitif, partitive. Parti, party ; side ; cause ; deter- mination ; profit ; match. Partisan, partisan. Partage, division ; share. Partager, to divide, to share. Partageable , divisible into shares. * Parlicipe, participle. * Participer, to participate. * Participation, participation. Partenaire, partner. Pariicule, particle. Particulier, particular; private; peculiar. Parliculierement , particulai iy, privately, peculiarly. Particulariser, to particularize. Particularity, particular, minute detail. * Appartenir, to appertain, to belong. Appartenance, appartenance. Apparlement, apartment. Departement, department. Departemenlal, departmental. Compartiment, compartment. Partie, part ; portion ; business ; party ; game. Contre-parlie, counterpart. Partiel, partial, not general. Partiellement, partially. Partial, partial, biassed. Partialement, partially, with partiality. TEMH LESSON — LKXIOLOGY N"' 233-i34. (85 Partialite, partiality. Impartial, impartial. Impartialement, impartially. Impartialite, impartiality. Parcelle, very small part, par- ticle. Parcellaire, by small portions. Portion, portion, part, share, allowance. Proportion, proportion. Proportionner, to proportion. Proportionnel, proportional. Proportionnellement , propor- tionately. Disproportion, disproportion. Disproporlionne, disproportion- ate. Partir, to depart, to start, to set out. A partir de, from, reckoning from. Parlant (adv.), consequently. Parlance, sailing ; departure. Depart, departure. Repartir, to depart again; to reply ; to repartee. Keparlie, repartee ; reply, re- joinder. Pretendent is the third person plural of the present tense of the indicative mood of the verb pretendre, derived from tendre, already mentioned. 233. The third person plural of the present tense of the indicative mood of verbs ending in ve in the infinitive is formed by changing this termination into cni. These last three letters are mute. 234. Pr6, from the Latin prw, before, is, in French, an insepa- rable particle, generally denoting priority or superiority. Many of the derivatives in which it is found are nearly the same in French and in English, as : preambule, preamble ; precaution, precaution ; precurseur, precursor ; predominer, to predominate ; preferer, to prefer. Sometimes it corresponds to the English prefix fore, as : prevoir, to foresee ; pre- dire, to foretell. In pretendre, pre has the sense of forward or forth, and this verb signifies literally to stretch forth, to hold out. It has two acceptations in French, — firstly : to lay claim, to aspire;— secondly : to mean, to intend, to maintain, to contend. With the latter meaning it governs the infinitive without a preposition ; with the former, it requires the pre- position d. See 205, 206. £trf, has been mentioned in the fifth lesson. PofiTE, mentioned in the ninth lesson, is masculine notwithstanding its termination (15) even when it refers to a woman. The feminine substan- tive poe7 ewe exists, but is very seldom used. Some persons write poete and po'eme, instead oi poete, poeme ; but this is held to be improper, the diaresis (") serving to mark the separation of vowels only when an accent cannot be used. Ou is a conjunction corresponding to or, either, or else. It differs 186 TENTH LESSON — LEXIOLOGy N"' 235 TO 237. from the adverb oii, where, in not having an accent over the u. The pronunciation of botii words is tiie same. Aktiste is derived from art, from the Latin ars, artis, art. It is masculine or feminine according as it is used in spealiing of a man or of a woman. The principal derivatives of abt are : Artifice, artifice, art, contriv- ance. Feu d'arlifice, flre-wprk. Artificiel, artificial. Arlificiellfmeiit, artificially, Artificier, fire-worker. Artificieux, artful , crafty , Artificieusement, artfully. Artisan, artisan, mechanic. Artiste, artist. Artistement, artistly, skUfijUy. Artistique, arti$t-like, 235. The termination iste is found in many words which are the same in both languages, except that the e mute, used in French, is suppressed in EngUsh, as : sophiste, journaliste, moraliste, natura- liste, fataliste, royaliste, fabuliste, oculiste. This termination gener- ally denotes a member of a sect, or of a corporation, whether literary, religious, or political ; or one given to some intellectual or mechanical occupation, expressed by the radical, Most of the words of this term- ination are given iji the DicHonnaire de I'Acadeniie as masculine, Ijqing u§ed especially to desig|iate njgn (8) ; but they may be applied to wonien. Beaucoup cojnes from the Italian lellci copia, fine plenty, great abun- dance. It is an adyerj} of quantity, corresponding to much and many, and is used either in the singular or the plural, . ?36, (:ii<;re, frgm the Latin iw^er, between, is a preposition corre- sponding to between, betwixt, among and amongst. The elisjoq of the final ^ ii) this word is autliori^ed only in cofjipounds, such as entfacte, entract ; s'enfr' aider, to help one another : it would be improper to write entr'eux, as entre and eux do not form a compound word, 83 y, Eyat is a personal pronoun generally corresponding to them and sometimes to they. It is masculine and plural. FiKissENT is the third person plural of the present tense of the indi- cative mood of the verb finir, to finish, derived from fin, end, from the Latin finis. The principal derivatives of fin are : Finir, to finish, to end. Final, final. Finale, final, finale. Finalement, finally. A fin, in order. Enfin, at last, at length, Af finite, affinity. Confins, confines. Confiner, to confine. De finir, to define. TENTH LESSON — LEXIOLOGY— N"' 'i38-239. 187 Infinitif, infinitive. Infinitesimal, infinitesimaJ. A rinfini, to infinity. Indefini, indefinite. Indefiniment, indefinitely. Indefinissable, updefipable. Defini, definite. Definitif, definitive. Definition, definition. Definitivement, definitively. Infini, infinite. Infiniment, infinitely. Infinite, infinity. 23§. The third person plural of the present teuse of the indicative mood of verbs ending in ii* in the infinitive is formed, by changing this termination into issent. See 217, §2. Meme, seen in. the fourth lesson as an adjective, is an adverb in this lesson. See 110. Se, in this lesson, signifies to themselves. See 71. Persuader comes from the Latin persuadere, to persuade, from sua- dere, to advise. Its derivatives are : Persuasif, persuasive. Dissuader, to dissuade. Persuasion, persuasion. Dissuasion, dissuasion. 239. Pep is a Latin preposition, signifying by, for, on, or through. It is used in French as an inseparable particle generally meaning tho- roughly or completely : persu/ader is literally to advise thoroughly, or beyond the possibility of a doubt. It is often altered into pai*, and forms derivatives many of which are nearly the same in French and in English, as : percevoir, to perceive ; perfection, perfection ; perforer, to perfo- rate ; parfumer, to perfume ; persecuter, to persecute ; perfection, per- fection ; parfait, perfect. Ils is the plural of it, seen in the third lesson. See 70. VouLONS is the first person plural of the present tense of the indi- cative mood of the irregular verb vouloir, seen in the fourth lesson. Dire is the infinitive of dit and disait, seen in the first and third lessons. It is an irregular verb. SoiENT is the third person plural of the present tense of the subjunc- tive mood of etre. DiEU comes from the Latin Deus, God. Its principal derivatives are : Adieu, adieu, farewell. Demi-difiu, demi-god. Porte-diew, priest that carries the viaticum. Frie-dieu, fall-stooj. Deetse, goddess. Deisme, deism. Deiste, deist. Deite, AeiiYf Deicide, deicide. Deifier, to deify. Deification, deification. Devin, diviner. Devineresse, diviner (feminine). 188 TENTH LESSON — LEXIOLOGT. Diviniser, to deify. Divinement, divinely. Divinateur, diviner. Divinatoire, divinatory. Deviner, to divine, to guess. Divination, divination. Bivin, divine. Divinite, divinity, godhead ; deity. Plaise is the third person singular of the present tense of the subjunc- tive mood of the irregular verh plaire, coming from the Latin placere, to please, the principal derivatives of which are : Plaisir, pleasure, Plaisant, pleasant, comical. Plaisance, pleasure. Plaisamment, pleasantly, crously. Plaisanter, to jest, to joke, Plaisanterie, pleasantry, joke. Deplaire, to displease. Deplaisir, displeasure. Deplaisant, unpleasant. Complaire, to please, to humour ludi- jest. Complaisant, complaisant, com- pliant. Complaisance, complaisance, complacency. Complaisamnient , complaisant- ly. Placet, petition. Compliment, compliment. Complimenter, to compliment, to congratulate. C'ompiimenfMtr, complimentary; complimenter. A DiEU HE PLAISE is a gallicism, signifying literally Let it not plciue God, and corresponding to God forbid. Ayohs is the first person plural of the present tense of the subjuncti\e mood of avoir. Pareille is the feminine of pareil, formed by doubling the final consonant and adding e mute, on account of its termination eil (202). Pareil is derived from pair, like, even, par, from the Latin par, the principal derivatives of which are : Pair (subst.), peer; fellow; par; match. Ve pair, on a par, on an equal- ity. Pair esse, peeress. Pairie, peerage. Parage, birth, lineage. Paire, pair, couple. Apparier, to pair, to match. Appariement, pairing. Deparier, Desapparier, to sepa- rate (the male and female of certain animals). Impair, odd, uneven, Pareil, like, similar. Pareille. (subst.), similar, like treatment. Pareillement, similarly. Depareiller, to make incomplete, to spoil a pair. Nonpareil, unequalled. Nonpar eille (subst.), non-pareil. Parite, parity. Parisyllabique, parisyllabic. Imparisyllabique, iraparisyl- labic. TENTH LESSON LEXIOLOGY N" 240. 189 Disparate, incongruous, dissi- milar; incongruity. Disparity, disparity. Separer, to separate. Separable, separable. Separetnent, separately. Separation, separation. Inseparable, inseparable. Inseparablement, inseparably. Parangon, paragon, compari- son. Parangonner, to compare; to justify. Comparer, to compare. Comparable, comparable. Comparaison, comparison. Comparatif, comparative, Compora;j«eme«^ comparative - ly. Incomparable, incomparable. Incomparablement , incompar- ably. Pensi;e is derived from the verb penser, to tliink, seen in the first lesson. Justice is derived from the adjective juste, just, coming from the Latin Justus. It is feminine notwithstanding its termination ice. See 21. The principal derivatives of juste are : Juste (adv.), just, exactly, pre- cisely. Justesse, justness, accuracy. Justement, just, justly. Justice, justice. Justicier (verb), to inflict cor- poral punishment on. Justicier (subsl.) , justiciary. Justiciable, amenable. Injuste, unjust. Injustice, injustice. Injustement, unjustly. Justifier, to justify. Justification, justification. Justificatif, justificative. Ajicster, to adjust. Ajustement, adjustment. Rajuster, to readjust. Ajouter, to add. Justaucorps, close coat. Veut is the third person singular of the present tense of the indica- tive mood of the irregular verb vouloir, seen in the fourth lesson. Rendions is the first person plural of the present tense of the subjunc- tive mood of the verb rendre, coming from the Latin reddere, the prin- cipal derivatives of which are : Se rendre, to surrender ; to re- pair, to resort. Rendu , returned, restored ; exhausted. Rendement, produce, Rendez-vous, rendez-vous. Reddition, giving in (of ac- counts) ; surrender. 240. The first person plural of the present tense of the subjunctive mood of verbs ending in re in the infinitive is formed by changing this termination into ions. HoMMAGE is derived from homine, seen in the second lesson. It is masculine. ■190 TENTir I.ES!(ON — LEXIOLOGY— 'N"241 TO 2'i3. 941. Tlie termination age enters into the formation of numerous substantives, many of wliicli are the same, or nearly the same, in both languages, as : courage, equipage, outrage, patronage, presage, vil- lage, avantage^ advantage; dommage, damage; langage, language. The substantives in age are masculine. 243. The exceptions to the foregoing rule are : ambages, circum- locutions in speech; cage, cage; hypallagei, image, image; ndge, swimming; ;)a(/e, page (of a book) ; plage, beach ; rage, rage, madness, hydrophobia; which are feminine. GfifrtE comes froin the Latin genius. It is masculine, &nd therefore is an exception (15). Its principal derivatives are : S'iiigMer, to tax one*s in- genuity. In^enieur, engineel-. ItiginieuX, ingenious. Ingenieusement, ingeniously. Re;el comes from the Latin realis, real, derived from res, thing. Its principal derivatives ai-e : tnginu, ingenuous. Ingenument, ingenuously. Jngenuite, ingenuousness. Engin, engine, machine ; tool. Realite, reality. Realisme, realism* Realiste, realist. Reellement, really. Realiser, to realize. Realisable, realizable. Realisation, realization. 243. There are about 90 adjectives ending in el in French and in al in English, with scarcely any other difference than the change of a into e, as : reel, real, accidentel, accidental ; annuel, annual ; conti- nuel, continual ; eternel, eternal; additionnel, additional;p{ur2e2, plural; ponctuelf punctual. See 30. Admirons is the first person plural of the present tense of the indica- tive mood of admirer (28), which is derived from mirer, to look, to have in view, from the Latin mirari, to stare. The principal derivatives of MIRER are : Mire, aim ; sight. Mirage, mirage^ looming. Miroir, mirror. Miroiter, to be chatoyant. Miroitier, looking-glass maker. Miroiterie, mirror-trade. Miracle, miracle. Miracuhux, miraculous. Miraculeusement, miraculously. Admirer, to admire. Admirable, admirable. Admirablement, admirably. Admiratif, of admiration. Admirateiir, admirer. Admiration, admiration. TiiiNTH LESSON —lEXlOLOOY—K"' 244-245.. 191 244. II y a is the present tense of the indicative mood of the im- personal verb y avoii*, there to be. tly a Signifies There is, or There are;— Ji y avail, There was, or There were. Throughout the whole con- jugation, the verb avoir is usedinstead of the verb etre, and is preceded by II y. In interrogations y remains before the verb and il is placed after it, as : Y a-t-il. Is there, or Are thetei—Y avait-il. Was there, or Were there. Sublime comes from the Latin suMimis, Its derivatives are : Sublimdbte, sdblimable. Sublimafion, sublimation. Svilimement, sublimely. Sublimiti, sublimity. Sublimer, to sublimate. Sublimatoire, subtlraing-pot. ToucHANT is derived from the verb toucher, to touch, from the Italian toccare, to touch, the principal derivatives of which are : Attouchement, touch, feel. Retoucher, to touch again, to touch up. Retouche, after-touch. Sainte-nitouche, sanctified look- ing person. Touche, touch ; trial ; stroke. Toucher (subst.), feeling; touch. ToMc/ianf (adj.), touching, affect- ing, moving. Touchant (prep.). Concerning, regarding; about. Touehaui touch-needle. 245. The termination ant, already seen as that of the present par- ticiple (127), serves to form a great number of adjectives called verbal adjectives. In other words, the present participle is often used as an adjective, in French as well as in English. Production is derived from duire {^00) , mentioned in the fourth lesson. PofesiE has been mentioned ih the ninth lesson. SV1\TAX. § 1. — INTERROGATIVE. Why do we say a Se persuader, » and not v persuader se? «—!.iB. Why do we say « Nous ne voulons pas, " and not « Nous voulnm ■VEPAS?»— 38. Why do we say « Tous les pokes, la justice veut, Hommage km genie, h'art, la poesie, » and not « Tous pokes. Justice veut, Horn- mage a genie. Art, Poe'sie?»— 35. Why is rendre in the subjunctive mt)od in the phrase « La justice veut que noMS rendiom?» —87. 492 - TENTH LESSON SYNTAX — N"" 246 TO 250. S 2. — EXPLANATORY. La plupart des paresseux pretendent- Beaucoup de paresseux flnissent. Beaucoup d'entre eux finiissent. The verbs pretendent and finissent agree with the substantive pares- seux, which is in the plural number. 246, When a partitive collective noun, as la plupart (230, 231), or an adverb of quantity, as beaucoup (231), is followed by de and a substantive, the verb, adjective, participle and pronoun agree with the latter substantive, or with the pronoun which supplies its place, as in « Beaucoup d'entre eux finissent. » Beaucoup de paresseux. Un grand nomhre de paresseux. La pluparl des paresseux. 247. After an adverb of quantity or a partitive collective noun, the preposition de is commonly used without the article, unless the next substantive be determined by some incidental clause. But la plupart is an exception, and requires the compound article after it. La plupart pretendent. 248. la plnp»rt is sometimes employed elliptically without a substantive after it. In this case, the following verb is always in the plural number, agreeing with a plural subject understood. Beaucoup d'entre eux. 249. Some prepositions may govern others. De sometimes governs apres, after; avec, with; en, in ; entre, between ; chez, in the house of; par, by ; pres, aupres, near. lis finissent par se persuader quSls le sont (i. e. qu'ils sont poetess ou artistes). 250. The pronoun Ic may represent either a substantive, or an adjective, or a verb, or a proposition. In the first case only it is TENTH LESSON — SYNTAX — N°' 251 TO 254. 4 93 variable and takes the gender and number of the substantive which it represents : it llien becomes la in the feminine, and les in the plural of both genders (27) . In the other cases, and particularly when it repre- sents an adjective or even a substantive used adjectively, as poetes and artistes in the above example, it is invariable. To these questions : Istly, Are they poets ? — 2ndly, Are they the poets that we know ? — we should in consequence answer: Istly, lis le sont—2nd]y, lis les sont. Nous ne voulons pas dire qu'ils isoient. 951. When a verb is subjoined to a negative or an interrogative proposition, the subjunctive mood is generally required, unless this subjoined verb expresses a positive, incontestable fact. Thus : «Nous ne voulons pas dire qu'ils soient paresseux« signifies « We do not mean to say that they are idle; (they may be so or not); « and, » Nous ne voulons pas dire quHls sont paresseux« implies that We know they ARE idle, but We will not say that Ihey are so. La jttslice vent que nous reitdions. 252. The present tense of the subjunctive mood is employed after the present tense of the indicative. Nous rendons hommage. It has been said (35) that, with few exceptions, the substantive must be preceded by the article. The above phrase presents one of these exceptions. 253. The article is not used when substantives are combined with certain verbs, as : avoir, faire, rendre, entendre, and a few more, with which they express a single idea, as : avoir peur, to have fear, to be afraid; faire mal, to do harm, to hurt; rendre hommage, to do homage, to reverence ; entendre raison, to hear reason, to be sensible. Aussi admirons-noas. Aussi nous admirons. 2S4L. A personal pronoun, used as a subject, generally precedes the verb. It may follow it, however, after the words : aussi, also ; peut-etre, perhaps ; encore, yet, still; toujours, stUl; en vain,m\'ain;du mains, au mains, at least. I p. 18 4 94 TENTH I-ESSQN — PPPM^TOHY EXEpqjgE, TliirjA 9iTlslpu — Exepclsef . PREPARATORY EXERCISE. 1. Mo^ej : Us firetendent, \,ei%\Q]Qgy, 233 — ^bpy hear — They extend— They put— They answer— They render— They follow— They suspend. ?. Model : Prelendre. Lexiqlqgy, 534 — {To be translated into En- glish) — Pr6c6der— Prficfpteur- Prficipiter- Prddestlner — Pr^dire— Pr6- r^rablement- Pr^jiiger— JPr^luder- Prdoccuper — Preparer — Prfeerver — Prj5si(Jer — Prfoomptueux— Prfiventif— Prfiypir. 3. Model: Artiste. Lexiolosy, %Zo—{Tabe tr^usloite^into English) — M^thodiste — D6iste — G^n6alo.giste — ChVOHOlegistp r- Mat^rialisitp — Naturaliste — Evang^liste- Oculiste -r- Physionofflister-r cypisfe j^ Organiste — Calviniste — Optimiste — Copiste — Coloriste — Egoiste — Linguisle. (i. IVrpdel : Us finissent. Lexiolooy, 238— They free —They fall asleep— They reunite— They act — They aggrandize- They establish — They react— They reestablish. 5. Model : Persuader. Lexiology, 239 — (To be translated into ^/i^Zisft)— Perfectionner— Perfidie— Perforaieur — Penn6abilite — Per- oraison— Peroxyde— Peppendieulah-ement^Bersfieuteur^rPers^v^rer— Persister. 6. Motdel : Que nous rcndions, Lexiology, 2^0— That wc may, or should, hear— That we may, or should, extend— That we may, or should, put— That vifi may, or should, answer— That we may, or shouki, follow — Tl|at we may, or should, suspend. 7. ^0m ; u^ ^mmOie- i^^wlogy, 2,41 -r-An ^^:^q _ ^ Uaa^Tge —An assemblage— The pillage -The village— The plumage— A personage —The suffrage— An outrage— His courage— His passage— His message — His voyage. 8. Model : Riel. Lexiology, 243— {?r«Mto» into English)— Mat6- riel — Substantlel— Pvovidewiel— Essentiej^ForsBrt— Cridiiftel-^la- tionnel — Constitutionnel -^ Prapeirtiwmel -== Persfiftftei -rr P<4twAel -^ Maternel. 9. Model -.llya. Lexiology. 5'j4— There is a man— There are two TENTH LESSON COMPOSITION. 195 children — There was a house — There were some artists— Is there a shop ? — Are there any benches ? ~ Was there a child ? — Were there any gardens ? COmFOSITIOW. 1 — The major part of those men do [render] you justice— 230, 246. 2 — Most of those idlers hearyoa, but do not answer you — 230, 246. 3 — The major part of those commercial houses stopped [suspended] their payments— 230, 246. 4 — Most of those children answer well — 230, 246. 5 — Many men act without thinking — 231, 246, 6 — Many workmen make a fortune in the end [finish by making fortune]— 231, i46. 7 — Few men. free themselves from all restraint— 231, 246. 8 — This poet has much success. 9 — We do not study much, because we have not much lime. 10 — There are a great many shops in this street — 244. 11 — There are many benches in the garden — 244. 12 — Ts there a bridge at the end of the street ?^'244. 13 — Are there many fine houses on the boulevards ? — 244. 14 — Are there any workmen in the garden ?~ 244. 15 — There are some poets without genius— 244. 16 — There was some water in the shop— 244. 17 — There were some payments to be tnade [to make]— 244. 18 — There were some children before the shop — 2ii4. 19 — Is there any genius in an idiot ?— 244. 20 — Are there any fine thoughts in that poem ?— 344. 21 — Were there many children in that school ? — 244. 22 — Is there a joiner in the street? — 244. 23 — Was there a plane on the joiner's bench ?— 24A. 24 — He has but one son, and he places him in a commerdal bouse —250. 25 — He looks at his mother as if he saw her for the first time — 360. 26 — She stops before the shops, and she looks at them attentively. —250. 27 — Those men are active ; you know that they are so ^250. 28 — They pretend that their shops are fine, but they are not so —250. 29 — We do not think that these shops are large enough— 251, 262. 30 — He does not think that we have forgotten him— 261, 252. 4 96 TENTH LKSSON RECAPITULATION. 31 — He does not wish that we should hear him— 251, 252. 32 — Does he think that we shall answer him ?— 251, 252. 33 — Does he wish that we should follow his example ?— 251, 252. 34 — Repasses his time in lounging about the streets; cowse9Me«% [also] he is looked upon as an idler— 224, 254. RCCAFITlII;ATIoni. Words: 1. Contained in the text 33 2. Radicals and derivatives connected with the words of the text 272 305 In the preceding lessons 2,992 Sum total 3,297 Principai observations : 225, 226, 227, 228, 229. On the pronunciation of the vowels eu. 230. On the formation and meaning of the word plupart. 231, 232. On collective words, general, and partitive. 233. On the formation of the third person plural of the present tense of the indicative mood of verbs in re. 234. On the inseparable particle pre. 235. On the termination iste. 23ti. On the preposition entre. 237. On the personal pronoun eux. 238. On the formation of the third person plural of the present tense of the indicative mood of verbs in ir. 239. On the inseparable particle per. 240. On the formation of the first person plural of the present tense of the subjunctive mood of verbs in re. 241. On the termination age, and the gender of the substantives of this termination, 242. Exceptions in age. 243. On the termination el in adjectives. 244. On the impersonal verb y avoir. 245. On the termination ant in adjectives. 246. On the concord of the verb, participle, adjective, or prouotiii, after a partitive collective word. TENTH LESSON KECAPITDLATIUN. 197 247. On the use of the compound article after laplup'art. 248. On the ellipsis of the substantive after la plupart, and the con- cord of the verb with the substantive understood. 249. On the prepositions governed by de. 250. On the pronoun le, variable or invariable, according as if repre- sents a substantive, an adjective, a verb, or a proposition. 351, On the use of the subjunctive mood with a negative or an in- terrogative proposition. 252. On the present tense of the subjunctive mood required after the present ten^e of the indicative. 253. On the omission of the article before substantives combined with certain verbs, with which they express a single idea. 254. On certain adverbs after which the personal pronoun used as a subject may follow the verb instead of preceding it. 1 98 TENTH LESSON— CONJUGATION OF VERBS. Verbs in ep. I Verbs in Ir. 1 Verbs in re. INFINITIVE MOOD Examin-er. Obten-jr. J)isii-ant, Anim-^. II donn-«. N. pens-oni. n exerg-aiV. Enteild-re. PRESENT PARTICIPLE. fitant. PAST PARTICIPLE, INDICATIVE MOOD PRESENT TENSE. lis finiss-en;. lis pretend-en^. IMPERFECT TENSE. 1\ assonf -iss-aii. I II 6tend-aii. PAST TENSE, DEFINITE, II cess-o. I n affranch-i«. | II rfipond-jJ. lis donn-erent, { lis assaiii-ireni. | lissuspend-ircn/ FDTnRE TENSE. II corrig-er-fl. CONDITIONAL MOOD. SUBJUNCTIVE MOOD PRESENT TENSE. . . I N. reni-ions. PAST TENSE. II poss^d-fl(. II Tinn-it. II suiv-if. 1st. AuxiUary. fitw. II est. lis sont. II «tait. lis itaient. II fut. 11 serait. lis soient. II at. 2nd.Ausiliary. EU. II a. II avail. II eut. lis eurent. K. ayons. II eut. ELKVENTfl LfeSSON— 'ftfeifilNC SxfiRClSE. t9d ELEVENTH LESSON. First Divifsion— Pi>acllcal< 4 93 2 Onzieme le^on. 60 10 .,^40 0^^ Seuleinent rious avoiis reJiufitr- 0| 6 810 wv^8;-/000 que que bien des gens s'iiiiilrfm€!tit ^51 6 w I i v> avoir le feu sacre, et seiitir « du 3 2 ^2 7 i e 6 w del Vinjluence secrete^ » pour peu . 1 00 6 u 5 od.i qu'il^ aient b^JfLouille * quelques 6 00.0 6 V. slo . . 2 00 feuilles de papier, et qu'ils aimeut ^ ^ 020 _0 sl.20 a se promener les bras croises et 20,5 2^0 0360 Ic5 riez totiriie tets l6s cifettl. Ces ^ 50 .2 Or BAnBOVILrE. 200 ELEVENTH LESSON — TRANSLATION. 2 Ou3iOO u ^ ^ii 00 insignif iants personnages , bien 5 w 00 ,,.^ ^ 9.3 '' qu'ils croupissent dans 1 inaction 10004 7 w.^0 et qu'ils ne rendent aucun service wili 6w 000 wv^oo a la societe, regardent les travail- .60 ^2 w ^ i leurs * comme infiniment aii~ 5 dessous d eux. CITERAI. TRAIVSIiATIOIV. Onzieme leQon. Eleventh Seulement nous avons remarque que | bien des | Only have remarked many gens s'imaginent avoir le feu sacre, et sentir « du people imagine to have fire sacred to feel del I'influence secrete, » ] pour peu qu' | ils aient heaven influence secret if ever so little have barbouille quelques feuilles de papier, et qu'ils aiment daubed sheets paper love a se promener les bras croises et le nez tourne vers walk about arms crossed (folded) nose turned towards vy wO . 6 Or TKATAILLKURW. ELEVENTH LESSON — TUANSLATIDN — CONVERSATION. 201 les cieux. Ces insignifiants personnages, | bien qu' | heavens (skies) insignificant personages thoiigli ils croupissent dans rinaction et qu'ils ne rendent wallow Inaction render aucun service a la societe, regardent les travailleurs no (not anyj service society look upon labourers comme infiniment | au-dessous d' j eux. infinitely below Enr&LISH TRAIVSLATIOtV. But we have oI)served that many people imagine they possess the sacred fire, and fancy they feel the secret influence of heaven, because they have scribbled over a few sheets of paper, and are fond of walking about, with their arms folded and with their noses turned up towards the skies. These insignificant people, though they give way to idleness and do no service to society, look upon pains-taking men as far below them AI-TEUniATE TRAIVSIiATIOm. See 1st lesson, p. U and 5, and 2nd lesson, p. 30. COmTERSATIOIV . QUESTIONS. Quelle est cette le^ on ? Qui est-ce qui s'imagine avoir le feu sacr6 ? Qu'est-ce que bien des gens s'i- maginent avoir? Qu'est-ce que bien des gens s'i- maginent sentir ? Qu'est-ce que ces gens barbouil- lent? En quelle occasion ces gens s'i- maginent-iJs avoir le feusacr6? Que tournent-ils vers les cieux ? Vers quoi tournent-ils le nez? Qu'aiment-ils a faire, les bras rrois^s, et le iiez tournd vers les fieux? ANSWERS. C'est la onzifeme. Bien des gens. Le feu sacr6. Du ciel I'influence secrete. Quelques feuilles de papier. Pour peu qu'ils aient barbouill6 quelques feuilles de papier. Le nez. Vers les cieux. lis aiment a se promcner. 20: ELlVElNTfl LESSON— CONVERSATION PflRASEOLOGY. Comment aiment-ils ii se prome- ner ? Ces personnages sont-iis utiles ? Darts quoi croupissetit-ils ? Quels sont les horames qui crou- pissent dans I'inaction? A qui ne ^endent-ils Sucun ser^ vice? Qui regardent-ils comme iniini- ment au-dessous d'eux? Comment regardent-ils les tra- vailleurs ? Les bras crois^s et le nez iourn(5 vers les cieux. lis sont insigniiiants. Dads rinactioti. Ges insignifiants personnages. A la soci^t^. Les travailleurs. Comme d'eux. inQniment au-dessous phraseOIoo-^. TO BE TBANSLATEU INTO ENGLISH. II y a urte citation dans eettci le?on. Sentir du ciel I'influence secrfete est une inversion po6tique. C'est une expression de Boileaii. Boileau est utt pdSte fran^ats. C'est un bon pofete. C'est un des meilleurs ffOgWst fran^ais. Son Artpoeiique est excellent. Mais ce pofete n'est pas un g^nie sublime. II n'est pas meme touchant. Qu'est-il done ? II est surtout satirique. II y a de basses flatteries dans quelques-unes de ses compositions. C*est iridigne d'un homme de g6nie. Aimez-vous la po6sie ? Beaucoup. Nous avons 6tudi6 les meilleuis pontes. Nous avdns meme tarbouill^ quelques feuilles de papier. TO BE TRANSLATED I.\T0 FRENCH. TheceisadtStiOh (quotatidfi) to ttes lesson. To feel of heaven the secret iii- lUience is a poetical inversion. it is an expression of Boileau's. Boileati is a Freficb poet. He is a good poet. He is one of the best French poets. His o Art of Poetry » is excellent. But this pOet is not a subiime genius. He is not even affecting. Wdaitis he then?" He is principally satirical. There is base flattery in some of his compositions. It is unwortliy of a man of genius. Are you fond of poetry * Very. We have studied the best poets. "We have even scribbled over some sheets of paper. ELEVENTH LESSON — ^PHIUSEOLOGY — PRONUNCIATION. 203 Aimez-vous a vous promener les bras crois^s ? Quelquefois. Ou vous promenez-vous ? Dans notre jardin. Nous y passons trois ou quatre heures tous les jours. Voulez-vous suivre notre ex- eniple ? Pas pour cette fois. Un autre jour, si vous le voulez bien. Nous ne pouvons pas demeurer plus longtemps. Quelle heure est-il done? U est onze heures. Adieu. Are you fond of walking about with your arras folded ? Sometimes. Where do you walk ? In our garden. We pass three or four hours there every day. Will you follow our example ? Not for this time. Another day, if you please. We cannot remain longer. What o'clock is it then ? It is eleven o'clock. Farewell. Second Division — Analytical and theoi<«tlcal. FROIVIJIVCIjITIOIV . EXAMPLES. 1. Premtere — Deuxieme — Menuisier — Troisieme— Cinqmeme S«enne — Sixieme — Creancters — Septieme — Metier — Huitieme — l^tudier — Neuvi^me — Dixieme— Onzieme — Cie]— Papier — Socie'te. 2. Comhien — Bien—Bienioi. 3. Superiewre— Ambitiewses — Monsieur — Bieu — Ctewx. 4. Idiot. 5. Profession— Education — Pension — Aversion— Contempla- tion —Rendions— Inaction. 6. Quatrieme — Ouvrier — Oublie. 7 . Scie— Tuilerie — Rfivcfie— Genie- l>(jfet'e. In the first series of these examples the vowel ?' precedes e. In the second it precedes en. In the third it precedes eu. In the fourth it precedes o. 204 ELEVENTH LESSON PRONQNCFATION, N"* 2b5 TO 257— LEXIOL. In the fifth it precedes on. In the five series it forms a diphthong with the following letters, without altering their own sound : thus, in deuxieme, troisieme, etc., the e has the sound of e in net, according to our 97th observation ; in sienne it has the same sound, according to our 98th observation ; in combien, profession, etc., the letters en, on have a nasal sound (176), etc. The sound of i itself is not altered ; it is, as Walker observes on a similar combination in the English language « the squeezed sound of ee, per- fectly similar to y , » as heard in the English words filial, poniard, conciliate. In the sixth series, the vowel i is preceded by two consonants, the second of which is the liquid r in quatrieme and ouvrier, and the liquid I in ouhlie. Here the i does not form a diphthong with the following vowel ; it forms a syllable apart with the consonants that precede. In the seventh series, the vowels ie end each word. There is no accent over the e. The i alone is pronounced, and the e is mute, according to the 67th observation. 255. The vowel a, followed by any other vowel, pure or nasal, simple or compound, forms with it a diphthong in which each of the component parts retains its own sound. 256. This combination, however, does not take place when the i is preceded by two consonants the second of which is the liquid r or I. 257. When the vowels fie, without any accent over the e, terminate a word, the i alone is sounded. rEKIOLOGY. § 1 —INTERROGATIVE. Of what gender are /ew, del, papier, Iras, nez and travailleur? -14. Of what gender is personnage ?— 241 . Of what gender is service .''—20. Of what gender are influence and fetnlle?—!^. Of what gender is inaction ?~108. Why is not travailleur feminine, like grandeur, since it has the same termination? — 104. What is the radical of seulement?—^^. What is the infinitive of barhouille?—hh. What is the singular olfeuilles ? — 29. What is the singular masculine of croufs?— 56. ELEVENTH LESSON — LEXIOLOGY — N" 258-239. i05 What is the plural feminine of croise'?— 56. What is the feminine of insigHifiant?~1. What is the feminine of aucun ? — 2. What is the radical oiinfiniment? — 186, 31. Why do we say it'eux, and not de eux?—\i. § 2 — EXPLANATORY. Onzieme is derived from onze, eleven, which comes from the Latin undecim. The only derivatives of CNzii are : Onzieme, eleventh. | OnzUmement, eleventhly, 858. There is a peculiarity in the word onze and its derivative oeizlemc : although they begin with a vowel, the elision or suppression of e in que, le, la or de, when any of these words precede them, does not take place. Instead of saying h'onzieme lecon, or, 11 ri'avait appris (iv'onze locons, we say la onzieme lecon, II n'avait appris que onze legons. AvoNs is the first person plural of the present tense of the indicative mood of avoir. REMARQUfi is the past participle of remarquer (55) derived from mar- que, mark, which comes from the Gothic marka, thi'ough the German mark, which has the same meaning. The principal derivatives of iMARQUE are : Marquer, to mark. Marquant, striking; of note. Marqueter, to checker; to speckle ; to inlay. Marqueterie , checker-work, inlaid work. Marqueteur, inlayer. Marqueur, marker. Demarquer, to take away the mark of. Demarcation, demarcation. Remarque, remark. Remarquer, to remark. Remarquable, remarkable. . Remarquablement, remarkably. Contre-marque, counter-mark ; check. 259. Bien, seen in the fifth lesson in the sense of loell, becomes a synonym of beaucoup, when it is combined with the compound article du, de la, des, and corresponds to much and many, as : Bien du tort, much injury; bien de I'influence, much influence; bien des artistes, many artists ; Jiew des gens, many people. Gens, which signifies people, folks or persons, is masculine and is used only in the plural. The singular gem- is feminine ; it signifies tribe or 206 ELEVENTH LESSON — LEXIOLOGY — N° 260. nation, and comes from the Latin genus, and the Greek yi- same meaning. The principal derivatives of gext are : !!, having the Generation, generation. Generateur, generator. Generatif, generative. Degenerer, to degenerate. Degeneration, degeneracy. Deginirescence, degeneracy. Regenerer, to regenerate. Regeneration, regeneration. Regenerateur, regenerating, Congenere, congeneric. Gendre, son-in-law. Engendrer , to beget, to en- gender. Genitif, genitive. Geniture, offspring. Progeniture , progeny , off- spring. Primogeniture, primogeniture. Engeance, breed, race. Gendarme (formerly gens d'ar- mes in the plural), gendarme. Gendarmerie, gendarmery (ar- med police force). Se gendarmer, to resist, to be- come angry, to fly out. Genlil, gentile. (This word has another sense which will be seen later) . Gentilite, gentile nations ; pa- ganism. Genese, genesis. Genialogie, genealogy. Genealogiste, genealogist. Genialogique, genealogical. Homogene, homogeneal. Homogeneity, homogeneity. Indigene, indigenous, native. Heterogene, heterogenial. Oxygene, oxygen. Oxygener, to oxygenize. Oxygenation, oxygenation. Hydrogene, hydrogen. Hydrogener, to hydrogenize. Imaginent is the thkd person plural of the present tense of the indicative mood of imaginer, derived from image, image, from the Latin imago, having the same sense. The verl) imaginer often takes the pronominal form (198) when it signifies to figure to one'» self. The pronoun se, which precedes it, is its indirect regimen. This verb is one of those which govern the infinitive mood without a preposition (205). 260. The third person plural of the present tense of the indicative mood of verbs ending in cr in the infinitive is formed by changing this termination into cut. See 233 and 238. The principal derivatives of imaue are ; Imager, image-vender. Imagerie, image-trade. Imaginer, to imagine. Imaginaire, imaginary. Imaginable, imaginable. Inimaginable, unimaginable. Imagination, imagination. Imaginatif, imaginative. Imaginative, imaginative culty. fa. Avoir is the infinitive mood of the auxiliary verb of which the following ELKVENTH LESSON^^LEXIOLOGT-^N'' 261. 907 forms have been seen already : eu, il a, il avait, ileut. Us eurent, nous ayons, il eiit, nous avom. Its pritifipal derivatives are : Avoir (subst.) property, fortune. Ravoir, to get again, to get back. ExMher, to exhibit. Exhibition, exhibition. InMber, to inhibit, to forbid. Inhibition, prohibition. Inhibitoire, inhibitory. Feu coii\es fro(0 the I^^tin fctcus, fire. Its principal derivatives arc : Prohiber, to prohibit. Prohibition, prohibition. Prohibitif, prohibitive. Redhibition, action to set aside a contract of sale. Redhibitoire, setting aside a con- tract of sale. Foyer, hearth ; fpcqs. Focal, fociil. Suffoquer, to suffocate, Suffocant, suftbcflting. Suffocation, sutfocatiofl, FeuSaint^lme, St. •'Helen's fire. Feu foUet, ignj^ fatuug, SQUte■f0^^ linstock; fieldstaCf; flre-brand. Couw^'f^it, eurfpw, * 6far(J«'fe«, fender. The plural of feu is pux. 261. Substantives ending in eu and an form their plural with x instead of s. Sacre is derived from the verb sacrer, to consecrate, which comes from the Latin sacrare, the principal derivatives of which are : Sacrile^ement, sacrilegiously. Sacristie, vestry. Sacristain, sexton. Sacrum, sacrum. consecration, corona- Sacre, tion. Sacre, sacred, holy; conse- crated. Sacremet^l^„ sacvfltnent, Sacramental, or sacramenlel, sacramental, Sacramentellement, sacramen- tally. Sacrifier, to sacriflce. Sacrifiable , fit to be sacri- ficed. Sacrifice, sacrifice. Sacrificateur, sacrificer. SacriUge, sacrilege; sacri- Saeerdoce, priesthood. Sacerdotal, sacerdotal. Consacrer, to consecrate, to dedicate. Consecration, consecration, Resacrer, to consecrate or crown again. ExScrer, to execrate. ExSerable, execrable. Exicrablement, execrably. Execration, execration. legious. Senti[\ is an irr^alar verb, derived from the substantive sew«, sense, coming from the Latin sensus, sense, feeling. The principal derivatives of SENS are : 208 ELEVENTH LESSON- misconstruction -LEXIOLOGY N° 26iJ. Cunlre-sens , wrong side. A contre-sens, in a wrong way, Non-sens, nonsense. Bon sens, good sense. Sens dessus dessous, upside ly. down ; topsy-turvy. Sens devant derriere, the hind part foremost. Sense, sensible, intelligent. Sensement, sensibly, with sense. Sensuel, sensual. Sensuellement, sensually. Sensualite, sensuality. Sensation, sensation. Sensible, sensible, feeling ; ten- der-hearted. Sensiblement, sensibly. Sensiblerie, sentimentality. Sensibilite, sensibility, feeling. Sensitif, sensitive. Sensitive, sensitive-plant. Sentir, to feel; to smell. Sentiment, sentiment ; sensa- tion ; feeling. CiEL comes from the Latin ccelum, heaven Sentimental, sentimental. Senteur, scent, odour. Sentence, sentence, maxim. Sentencieux, sententious. Sentencieusement , sententious- Assentir, to assent. Assentiment, assent. Consentir, to consent. Consentement, consent. Dissension, dissension. Dissentiment, dissent. Insense, insane. Insensible , insensible , unfeel- ing. Imensibilite, insensibility. Insensiblement, insensibly. Pressentir, to have a presenti- ment of. Pressentiment , presenliment : misgiving. Ressentir, to feel. Ressentimcnt, resentment. Forcene, enraged, mad. Its derivatives are : Celeste, celestial, heavenly. i Arc-en-ciel, rainbow. 262. Ciel has two forms in the plural : ciels and eieu-x.— dels is used only in the following instances ; dels de tableaux, skies in pain- ting; dels de lit, testers of a bed; cieZs de camere, the flrst layers or strata in a quarry; dels, climates, as, vVItalie est sous un desplus beaux ciELS de V Europe, Italy is one of the finest climates of Europe. >• In any other case, cieux is employed. iKFLiTENCE (183) is derived from finer, to flow, which comes from the Latin fluere, the principal derivatives of which are : Flux , flux , flow , current , stream. Fluant, unsized, badly sized (of paper) . Fliiide, fluid. Fluidite, fluidity. Fleuve, flood, river. Fluvial, fluvial. Fluviatile, fluviatic, Uuviatile. Fluef, thin, spare, lank. ELEVENTH LESSON— LEXIOLOGY — N" 263-264. 209 Fluxion, inflammation. Fluxionnaire, liable to inflam- mation. Affluer, to flow; to abound, to flock. Affluent, that flows ; tributary. Affluence, affluence. Confluer, to be confluent. Confluent , confluence ; con- fluent. Effluence, effluence. Influer, to influence, to have an influence. Influent, influential. Influence, influence. Influencer, to influence, to sway. Effluve, effluvium. Reflux, refluence, ebb. Refluer, to ebb, to flow baclc. Superflu, superfluous. Superfluite, superfluity. Plot, wave, billow. Flolte, fleet. Flatter, to float. Flottille, flottilla. Flottahle, navigable for rafts. Flottant, floating, buoyant ; ■wavering, uncertain. Flotteur, raftsman ; float; cable- buoy. Plottage, rafting. Flottaison, load water-line. Fluctueux, fluctuant, fluctua- ting. Fluctuation, fluctuation. Raflouer, to set afloat again. %63. In is not always negative (186). It is often a mere transforma- tion of en, signifying in, within, and corresponding to the same par- ticle in English, as : influence, influence ; incorporer, to incorporate ; invasion, invasion. SECniiTE is the feminine of the adjective secret (202 , 203). The French radical is the substantive secret, from the Latin secretum, retire- ment, or secret, which is derived from cernere, to separate. The prin- cipal derivatives of sechet are : Discretement, discreetly. Discretion, discretion. Discretionnaire, discretionary. Discretoire, council-chamber. Indiscret, indiscreet. Indiscr element, indiscreetly. Indiscretion, indiscretion. Secretement, secretly. Secretaire, secretary ; writing- table. Secretairerie, secretary's office. Secretariat, secretaryship; se- cretary's office. Discret, discreet. S64. Pour pen que is a gallicism, which corresponds to the English expressions, Ever so little, or, at all, as : « Pour peu qu'ils regardent. If they looli ever so little ; or, If they look at all. » This conjunctive form is followed by the subjunctive mood. See 273. AiENT is the third person plural of the present tense of the subjunctive mood of the irregular verb avoir. Barbouill6 is the past participle of the verb harbouiller (55), to IP. 14 210 ELE^VENTH- I/ESSON — lEXIOLCGT. daub^ t» smear* to slurs to scribMe, which is derived front *arfte, beard, or brush, from .the Latin batba. The principal derivatiyes of barbie are : Barleau', barbel; blue-bottle. Barhillon, gills; wattle.; little barbel. Barbate, burbot; loach^ Barbes, pinner. Barbette, barbe. Barbele, bearded. Barbet, barbet, water-spaniel. BarbichoH, young barbet. Sarbon, grey-beard; dotard. Barbier, barber. Barbu, bearded. Barbue, brill. Sous-barbe, hinder part of the lower jaw (of horses, etc.). Fetjille comes from the Latin folium, leaf are : Feuillet, leaf, folio ; thin plate. Feuille, leafy; foliage. Eeuillu , leafy, folious. Feuillee, bower, green arbour. Feuilleret, fillister-plane. Feuillure, rebate. Feulllage, foUage, leafage. Feuillaison, foliation. Feuilleter, to turn over the leaves. Feuillete, foliated; puff. Feuilletage, puff, puff-paste, Feuillard, hoop-wood. Feuilleton, fly-sheet; feuilleton. Feuilletoniste; writer of feuillet- ons. Feuillette, small cask. De'/euiVi^r, to-strip' off theleaves; DefeuiUmson, ttefoliatiow^ Barboter, to dabble. Barboteur, domestic duck. Barbouiller, to daub. Barbouilleur, dauber, scribbler. Barbouillage, daubing; scribble. Dibarbouiller, to wash the face, Imberbe, beardless. Ebarber, to pare. . ibarboir, pai-er. Ebarbure, paring, scraping. Rebarbatif, stern, crabbed. Barbe de bouc, coral club-top. Barbe. de cMvre , meadow- sweet. Its principal derivatives Feuille-morte, dead leaf; feuille- mort. Chevre-feuiih, honey-sucilfr., Mille-feuille, milfoik Perce-feuille, thorough-wax. * Portefeuille, portfolio; pecketr book. Quinte feuille, cinque-fdil. Trifle, trefoil; clover; club. Folie, foliated. Foliation, foliation. Foliace, foliaceous. Foliole, foliole, leaflet. Follicule, follicle. PolUeulavre, pamphtetcec. < EwfoKer, to exfoliate. Bx^foUation, exfoliation. Polio i folio. - Itt-folio, foUo. Effeuiller, to strip off the leaves. PiPiEB comes from the Latin i^apj/rits or the Greek -xm^«, the name ELEVENTH LESSON^ — LEXIOLOOT— N* 265. 211 of that plant, the bark of which was used to wrateon. Its demalaves are : Papeterie, paper-manufacture ; paper^trade ; stationery. Papetier, paper-maker ; station- er. Paperasse, waste paper., Paperasser, to turn over AiMENT is the third person plural of the present, tense of the subjunct- ive mood of the verb admer', to love, to like, to be fond of, which comes from the- Latin amare; and ihe-principal derivatives of which are; papers ; to scribble over paper: Paperassier, person that amasses papers.. Gratte-papier, quill-driver. Serre-papier , paper-weight, paper-holder. ly. Aimant, loving, affectionate. Almable, amiable, lovely. Aimablement, amiably. Amant, lover. ' Amante, mistress. Amabilite, loveliness. Amateur, lover, amateur. Amenite, amenity. Ami, friend. Amiable, friendly, amicable. Amiablement, amicably, kind- Amical, friendly. Amicalemenf, friendly, amica])ly . Amitie, friendship. Amour, love. Amourette, love-affairj Amoureux, in love ; amorous. Amoureusement , lovingly, amorously. S" amour acher, to become en- amoured. Amour-propre, self love. Ennemi, enemy. Itiimitie, enmity. S'entr' aimer, to love each-other. 265. The third person plural of the present tense of the subjunctive mood of verbs ending in er in the infinitive is formed by changing this termination into cnt; It is similar to the same person of the present tense of the indicative (260). Se promeneh, derived frommener, has been mentioned in the eighth lesson (200) . Bras comes from the Latin brachium, arm. It does not take any additional letter in the plural' (17). Its principal derivatives are : Bracelet, bracelet. Brasser, to stir 'up; to brew; to brace. BraeMal, braohial. Brasse, fathom. Brassard, armlet , armour - f6r the arm. Brassage, brewing; mixing. Brassie, armful. Brasserie, brewery ; brew-house. Btasseur, brewer. Brassiere, brace, leadihg^istring. Bvassin, mashing-tub. Embrasser, to embrace. Embrassement, embrace. Embrassade, embrace. * Avant-bras, fore-arm. Fier-d-bras, Hector, bully. 2 1 2 ELEVENTH LESSON LEXIOLOGT N° 266. Croises is the plural of croise, the past participle of the verb croiser (56, 66), derived from croix, cross, which comes from the Latin crux. The principal derivatives of cnoix are : Crouillon, cross-bar. CroiX'de-par-Dieu , primer, horn-book. Croiser, to cross; to fold; to thwart ; to cruise. Croise, cross; twill; crusader. Croisee, window. Croisement, crossing. Croiseur, cruiser. Croisiere, cruise. Croisure, mill. Croisette, small cross; cheese- rennet, Croisade, crusade. Nez comes from the Latin nasus, nose, Entre-croiser, to cross, to in- terweave. Bec-croise, cross-bill. Porte-croix, cross-bearer. Rose-croix, rosicrucian. Crucial, crucial, cross-like. Crucifix, crucifix. Crucifere, cruciferous, Crucifier, to crucify. Crucifiement, cruciflxion. Cruciforme , cruciform , cross- shaped. Excrucier, to excruciate. It does not take any additional termination in the plural. S66. Substantives ending in z do not change their termination in the plural. The principal derivatives of nez are : Nasal, nasal. Nasalement, nasally. Nasalite, nasality. Naseau, nostril [of some ani- mab). Nasarde, fillip on the nose. Nasarder, to lillfp. Nasiller, to snuffle; to speak through the nose. Nasillard, snuffling; snuffler. Nasillement, snuffling. Nasillonner, to snuffle. Narine, nostril. Rendcler, to snuff; to snort ; to be reluctant. Renifler, to sniff. Reniflement, sniffing. Reni/leur, sniffer. TouRNE is the past participle of tourner (55) , derived from tour, turn, lathe, from the Latin tornus, lathe. The principal derivatives of TOUR are : Tour a tour, in turn, by turns. Tour (feminine), tower. Tourelle, turret. Tour de Mton, occult profit. Touret, wheel; reel; spinning wheel. Touriere, attendant (of the re- volving box, in convents). Tore, torus. Touron, toron, torus; sU'and; hurd. Tourillon, bearing-neck. ELEVENTH LESSON— LEXIOLOGT. 913 Tourner, lo lurn. Tournee, round ; walk ; circuit. Tmrneur, turner. Tournant, turn ; corner; eddy. Tournailler, to turn round. Tournis, sturdy ; turnsiclc. Tournoi, tournament. Tournoyer, to wheel round. Tournoiement, wheeling round. Tournure, shape, turn, appear- ance. Bistourner, to twist. Atours, attire. Autour, around, about. Bistouri, bistoury. Detour, winding, turn, circuit. Betourner, to turn aside; to divert ; to deter. Detournement, turning aside ; embezzlement. Contour, outline. Contourner, to give a proper contour ; to distort. Entour, surrounding parts. A I'entour, around. Alentours, places around, envi- rons, neighbourhood. Entourage, railing (round a thing) ; persons around, £n7200 1 6 que lui, contribuaient a I'entre- w fO w _.w93 4 51. w 00 tenir dans ces dispositions oisives. 6 n 5 ... 2 00 ftj^ous senons bien fous, » disausnt- lis, adebailler sur des grammaires* . J j.^.. 934 2 00 et des dictionnaires, comme nous 02 93 4. 2o0 le faisions a I'ecole, ou nous pe- * Pronounce the double m. TWELFTH LESSON*— TRASSliATtON. 223 v^ 3 4 it! 51 w 1 _0 rissions d' ennui; noircissant nos u03200 -00 6 i cahiers de mots que nous n'en- 1 3 4 O'y ^ i' i tendions guere , et attendant I> u931 i 6 2' impatiemment I'heure de la re- |193 4 creation. » KITER&I. TRAIVSI.ATIOIV. Douzieme legon. Twelfth Plusieurs des. compagnons d'AlexiSi ayaat. le meme Several companions having same caractere que lui, contribuaient a I'entretenir. dans character as contributed keep] ces dispositions oisives. « Nous serions Lien fous, » dispositions idle should be very, focdish disaient-ils, « de bailler sur des grammaires et des said to yawn grammars dictionnaires, conime nous le faisions a I'ecole, oii dictionaries- did. school nous perissions d'ennui, noircissant nos cahiers de were perishing ennui blackening our copyrbooks 224 TWELFTH LESSON — TRANSLATION — CONVERSATION. mots que nous n'entendions guere, et attendant words understood but little wailing impatiemment I'heure de la recreation. » impatiently recreation. EIVGIilSH TRAIVSirATIOIV. Several of the companions of Alexis, having the same character as himself, contributed to maintain him in this idle disposition. «We should be very foolish, » said they, « to be yawning over grammars and dictionaries, as we used to do at school, where we were ready to die with ennui ; iilotting our copy-books with words that we scarcely understood, and waiting impatiently for the hour of play. » ALTERNATE TBAIVSIiATIOnr. See 1st lesson, page 4, and 2nd lesson, page 30. GOIVTERSATIOIV. QUESTIONS. Quelle est cette legon ? Qui est-ce qui avail le meme caractfere qu' Alexis? Quel caractereavaient plusieurs deses compagnons? A quoi contribuaient-ils ? Qui est-ce qui disait : « Nous serions bien fous de balUer sur des grammaires et des dictionnaires? » Sur quoi seraient-ils fous de bailler? Oil balUaient-ils sur des gram- maires et des dictionnaires? De quoi p6rissaient-ils a I'^cole ? Qu'est-ce qu'ils noircissaient ? De quoi noircissaient-ils leurs cahiers? Qu'est-ce qu'ils aitendaient impa- tiemment ? Comment attendaient-ils I'heure de la r6cr6atiOn? ANSWERS. C'est la douzifeme. Plusieurs de ses compagnons. Le m€me caractere que lui. A I'entretenir dans ces disposi- tions oisives. Les compagnons d'Alexis; or, Plusieurs compagnons d'Alexis. Sur des grammaires et des dic- tionnaires. A I'dcole. lis p^rissaient d'ennui. Leurs cahiers. De mots qu'ils n'entendaient gufere. L'heure de la r^crfiation. Impatiemment. TV,-ELFTH LESSON PHRASEOLOGY. 225 PHRASEOI.OG'V. ro BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Oil sent nos compagnonS ? lis sont a r6cole. Coinment passent-ils leur temps? lis ^tudient le grec et le latin, lis noircissent leurs caliiers de mots qu'ils n'entendent guere. Aiment-ils cette occupation ? lis p^rissent d'ennui. 11 sont toujours a bailler. Pauvres jeunes gens ! lis sont bien tristes. lis n'aiment pas la grammaire, bien qu'ils ne soient pas paresseux. Quand ils 6taient chez eux, ils iiMtaient jamais oisifs. On les voyait toujours faii-e quelque chose. Vous savez qu'ils sont fort intelli- gents. Pourquoi done ne sont-ils plus de mSme ? 11 y a pour cela plusieurs rai- sons. La premiere, c'esl qu'ils n'(5taieut pas forces de travailler. lis (Staient settlement guides par leur pfere, qui 6tait bien bon pour eux. lis ^tudiaient des choses inoins serieuses que la grammaire. Vous avez bien de I'aversion pour la grammaire. Where are our companions ? They are at school. How do they spend their time ? They study Greek and Latin. They blacken their copy-books with words that they understand but little. Do they like this occupation? They are dying with ennui. They are always yawning. Poor young people ! They are very sad. They do not like grammar , though they are not lazy. When they were at home, they were never idle. They, were always seen doing something. You know they are very intel- ligent. Why then are they no longer the same? There are several reasons for it. The first is that they were not compelled to work. They were only guided by their father, who was very kind to them. They studied things less serious than grammar. You have a strong aversion to grammar. I p. 15 226 TWELFTH LESSON PRONUNCIATION, N° 274 LEXIOLOGY. Second Division —Analytical and tbeoretical. PROiwnrciATionr. EXAMPLES. Fots — Troisieme — Quoi — Pourquoi — Quelquefots — So»ent — A,vojr — C ro ises — Oisi ves — ^Noirci ssan t . in all these words the vowels oi form a diphthong, composed of the two sounds 5 and 1, which may be represented in English by wah. 974. The vowels oi (when they are not followed by n) form a diph- thong, composed of the two sounds 5 (or oo, or w as in wagon) and 1 (or ah) , which may be represented in English by wah. This sound of the vowels oi is almost invariable, and when any slight difference occurs, it is only in the second component vowel, which is sometimes sounded as a in father, but more frequently as a in fat. I;EXIOI.OGY. § 1 — INTERROGATIVE. Of what gender are, compagnon, ennui, cahier and mot?—lU. Of what gender are, ecole and feewre?— 15. Of what gender are disposition and recreation ?— 108. Why do we say « Ventretenir, » and not « le entretenir? »— 11. In what mood are entretenir and bdiller ?— 133. What is the singular of grammaires, dictionnaires, cahiers and mots?— ^9. What does L'ecole stand for?— II. What does B'ennui stand for?— 11. What does li'heure stand for ?— 11. Is the h in heure mute or aspirate?— 11. § 2 — EXPLANATORY. DouziEME is derived from douze, twelve, coming from the Latiu duodedm or the Greek Jei&xK, twelve, the derivatives of which are : Douzaine, dozen. A la douzaine, by the dozen , plentifully. Douzieme, twelfth. Douziemement, twelfihly. In-douze, duodecimo. TWELFTH LESSON LEXIOLOGY — N°' 275 TO 278. 227 275« Plusicni's is an adjective, coming from the Latin plures, more, or several. It is invariable, plural, and of both genders. It cor- responds.to several, some, and many. It is sometimes used as an indefi- nite pronoun, thus : Plusieurs pensent. Some think,. Several (persons) tlilnk. CoMPAGNON is a. word of uncertain origin. Some derive it from the Latin cum, with, and panis, bread, that is, eating the same bread with another; Webster derives it from cwm, with, mApannus, cloth, flag, that is, being under the same flag or standard ; others take it to be the lation of the Latin word compaganus, fellow villager. Its principal vatives are : Accompagner, to accompany. Accompagnateur, accompanist. Accompagnement , accompani- ment; accompanying; attendance. Compagne, female companion; consort; mate. Compagnie, company. Compagnonnage, trade-union. Ay ANT is the present participle of the irregular verb avoir. CabactSire comes from the Greek x«-p'^"'ip, mark, impression. It is masculine, notwithstanding the e mute which terminates it. Its deriva- tives are : - Caracteriser, to characterize. | Caracteristique, characteristic. 2 76. Substantives ending in tdre are masculine. 2 7 7. The exceptions are: artere, artery; estere, rush-mat; and patere, peg, cloak-pin, patera, which are feminine. CoNTRiBUAiENT is the third person plural of the imperfect tense of the verb contribuer, derived from tribu, tribe (81), which comes from the Latin tribus, tribe. The principal derivatives of tbibc are : Tribut, tribute. Tributaire, tributary. Attribut, attribute ; emblem. Attribuer, to attribute, to as- cribe ; to assign, to confer. Atiributif, attributive. Attribution, privilege, preroga- tive; function. Contribuer, to contribute. Contribuable, contributor; tax- payer. Contribution, contribution ; tax. Contributif, contributive. Distribuer, to distribute, to por- tion out; to arrange. Distribution, distribution. Distributif, distributive. Distributeur, distributer, dis- penser. Distributivement, distributively. Retribuer, to renumerate. Retribution,, remuneration. 27§. The third person plural of the imperfect tense of verbs ending in er in the inflnitive is formed by changing this termination into aien<. 228 TWELFTH LESSON — LEXIOLOGY — N° 279. Entretenir is one of the derivatives of tenir, mentioned in tlie third lesson. 879. The preposition entre (236) which sometimes retains its Latin spelling, inter, forms various compounds, some of which being nearly similar in English will serve as an exemplification of the rest : Entreprise, enterprise; interceder, to intercede; entrelacer, to inter- lace; entrelarder, to interlard; entrevue, interview; interposer, to interpose. Dispositions is derived from the verb poser, to place, to set, to lay, which comes from the Latin ponere, having the same meaning. The principal derivatives of poser are : Pose, posture ; setting, laying. Pose, sedate, steady, staid. Poseur, layer (workman that lays stones, etc.). Posage, laying, laying down. Posement, sedately, steadily. Fositif, positive. Positivement, positively. Position, position, situation. Apposer, to affix, to set. Apposition, affixing, setting. Reapposer, to reaffix. Reapposition, reaffixing. Composer, to compose. Composite, composite. Compositeur, composer ; com- positor. Composition, composition. Composteur, composing-stick. Decomposer, to decompose; to discompose. Decomposition, decomposition. Decomposable, decomposable. Indecomposable , indecompos- able. Recomposer, to recompose. Recomposition, recomposition. Surcompose , supercompound, double compound. Compote, stewed fruit. Compoiier, dish for stewed fruit. Deposer, to depose; to set down ; to lay down ; to deposit. Depdt, deposit; repository; se- diment. Deposition , deposition , testi- mony, evidence; deposal. Depositaire, depositary, guar- dian. Exposer, to expose ; to exhibit. Expose ( subst. ), statement, account. Exposition , exposition , expo- sure ; exhibition. Exposant, petitioner ; exhibiter ; exponent. Opposer, to oppose. Opposite , opposite , reverse , contrary. Opposition, opposition. Poslposer, to postpone, Preposer, to place, to charge. Prepositif, prepositive, preposi- tional. Preposition, preposition. Disposer, to dispose. Dispos, nimble ; in health, Dispositif, enacting pait (of laws). TWELFTH LESSON — LEXIOLOGT H" 280. 229 Disposition, disposition. Indisposer, to indispose. Indisposilion, indisposition. Predisposer, to predispose. PrSdisposition, predisposition. Entreposer, to bond; to ware- liouse. Entreposeur, bonded warelioiise lieeper. Entrepot, warehouse ; bonded warehouse; emporium. Imposer, to impose. Impot, tax. Imposant, imposing, stately. Imposable, taxable. Imposition, imposition ; tax. RMtnposer, to impose again. Imposteur, impostor. Imposture, imposture. Imposte, impost. Interposer, to interpose. Interposition, interposition. Proposer, to propose. Propos, thing said in conversa- tion; purpose, design. A propos, to the purpose ; pro- perly ; timely ; in reference to. A propos de, talking of. A tout propos, at every turn. Avant-propos, preface. De propos delibere, deliber- ately, purposely. Ears de propos , not to the purpose. Proposable, fit to be proposed. Proposition, proposition , pro- posal. Reposer, to place again ; to rest, to repose. Repos, rest, repose. Reposee, lair. Reposoir, altar ; resting-place. Supposer, to suppose. Suppdt, agent, instrument , tool ; imp. Supposdble, supposable. Supposition, supposition. Prisupposer, to presuppose. Presupposition, presupposition- Superposer, to superpose. Superposition, superposition. Transposer, to transpose. Transposition, transposition. Transpositeur, transposing. Transpositif, transpositive. Juxlaposer, to place close to. Juxta-position, juxta-position Deponent, deponent. Disponible, disposable. Disponibilile, state of being unattached. Indisponible , that cannot be disposed of. Pause, pause. 280. Dls is an inseparable particle, which has two very different meanings in the composition of words : the first, negative, as in disgrace, disgrace, from grace, grace ; the second, intensive, denoting diffusion, or increasing the import of the radical word, as in dfstendre, to distend, from tendre, to stretch. It is sometimes shortened into di, as in diminuer, to diminish ; and sometimes changed into dif, when the radical begins with f, as in difforme, deformed, from forme, form. Among the derivatives formed by means of this panicle, many are nearly the same in both languages OisiVEs is the plural of oisive (25), the feminine of oisif, coming 230 TWELFra LESSON— lEXIOLOGY N" 28 I . from the Latin o Entre-bailler, t» half-opBn. GR.iMMAiflE comes from the Greek v,okw«, letter, picture, hand-TO- ting, book. For its gender, see 284. Its derivatives tire r Grammairien, grammarian. Grammatical, grammatical. Grammaticalement, grammati- cally. Grammatiste,. grammatist. Epigramme, epigram. Epigrammatique , epigramma- tic. Epigrammatiste, epigrammatist. Anagramme, anagram. Anagrammaiiser, to anagram- ma tize. Anagrammatiste, anagramma- tist. Ptogramme, program. TWELFTH LESSON — LEXIOLOGT — N"' 282 TO 285. 231 DicTioNNAiBE is One of the derivatives of the verb dire, mentioned in the flrst lesson. It is masculine, notwithstanding the final e mute. 282. The termination aia'e is common to substantives and adject- ives, many of which end in English in ary or in ar, as : Secondaire, secondary ; plagiaire, plagiary ; salaire, salary ; vocabulaire, vocabu- lary ; mercenaire, mercenary ; ordinaire, ordinary ; contraire, contrary; wof aire, notary; vulgaire, vulgar; similaire, similar; popwiaire, po- pular. 2§3. Substantives ending in ali*e are masculine. 884. The following are feminine by exception : Affaire, affair; aire, area, aerie ; chaire, pulpit ; circulaire, circular ; glaire, glair ; gram- maire, grammar; haire, hair-shirt; judiciaire, judgment; jugwlaire. Jugular; paire, pair; vimaire, damage caused by storm (obsolete); and the following names of plants : cicataire, water-hemlock; cymba- laire, snapdragon; dew^oire, dentaria ; dentelaire, lead-wort; eclaire, large celandine; glohulaire, globularia; linaire, toad-flax; lunaire, moon-wort; matricaire, matricaria; nummulaire, money-wort; pidi- culaire, louse-wort ; persicaire, persicaria ; pulmonaire, lung-wort ; saponaire, soap-wort; scrofulaire, fig-wort; ulmaire, meadow-sweet; vulneraire, kidney-vetch; zedoaire, zedoary. Faisions is the first person plural of the imperfect tense of the irregular verb faire, seen in the third lesson. EcoLE comes from the Latin schola, school. Its principal derivatives are : Ecolier, scholar, pupil. Scolaire, academic. Scolastique, scholastic. Scolastiquement, scholastically. Scoliei scholium. Scoliaste, scholiast. P:6rissions is the first person plural of the imperfect tense of perir, which comes from the Latin perire, to go through, to perish, and the principal derivatives of which are: Perissable, perishable. Jmperis sable, imperishable. Deperir, to wither ; to die away. Deperissement, withering, decay, dying away. 285. The first person plural of the imperfect tense of verbs ending in ir in the infinitive mood is formed by changing this terminalionJnio ll»s-iou8. See 317. Ennui comes apparently from the Greek mia, sorrow, through the Italian noia, sadness, ennui, annoiare, to vex, to tease. Its principal derivatives are : 232 TWELFTH LESSON LEXIOLOGY N°' 286 TO 288. Ennuyeux, tedious, tiresome. Ennuyeusement, tediously. Ddsennuycr, to dispel ennui, to divert. Ennuyer, to weary ; to annoy; to tease. S'ennuyer, to grow tired, to be wearied. Ennuyant, annoying, tiresome. NoiRCissANT is the present participle of the verb noircir, to blacken, derived from the adjective noir, black, coming from the Latin niger, black. The principal derivatives of noir are : Noire, crotchet (music). Noiraud, of a dark complexion. Noirdlre, blackish. Noirceur, blackness ; darkness ; baseness. Noircir, to blacken. Noircissure, black spot. Renoircir, to blacken again. Negre, negro. Negresse , negress ; negro- woman. Negrier, slave-ship. Negrerie, negro-barracks. Negrillon, negro-boy. Denigrer, to disparage, to vilify. Denigrement, disparagement. 286. The present participle of verbs ending in iv in the infinitive mood is formed by changing this termination into iss-ant. See 127 and 217. 2 ST. A great portion of the verbs in fir come from adjectives, as : rajeunir, to grow younger, from jeune, young; unir, to unite, to make one, from mm, one ; appauvrir, to make poor, from pauvre, poor ; embellir, to embellish, from belle, fair; adoucir, to soften, from doux, donee, soft. Others, of a different formation, end in English in ish, as : perir, to perish ; abolir, to abolish ; demolir, to demolish ; accompUr, to accomplish ; punir, to punish ; finir, to finish. Kos is the plural of notre. See 180. CiHiER is supposed to come from the Latin qualernio, a book com- posed of four sheets. Its only derivative is fesse-cahier, quill-driver. Mot comes from the Italian motto, word, bon mot. Its only deriva- tive is motet, motet. Entewdions is the first person plural of the imperfect tense of enten- dre, seen in the third lesson. 2S8. The first person plural of the imperfect tense of verbs ending in i»e in the infinitive mood is formed by changing this termination into ions GuisRE comes from the Italian guari, much. It is always preceded by the negative ne, with which it signifies not much, not very, but little, but few. Its derivative is naguere, or nagueres, lately, contracted from II n'y a guere (de temps) , There is but a little time, It is but a short time. TWELFTH LESSON — LEXIOLOGY — N" 289 TO 291 . 233 Attendant is the present participle oiatlendre, derived from tendre, mentioned in ttie ninth lesson. 289. The present participle of verbs ending in re in the infinitive mood is formed by changing this termination into ant. See 127. Examples bave now been seen of the present participle in the three regular forms of conjugation, and the two auxiliary verbs, in the follow- ing phrases : « De'sirANT qu'il reunit toutes sortes de connaissances. » — 5lh lesson. « iVotreissANT nos cahiers de mots. » — 12th lesson. « AttendA.NT I'heurede la recreation. » — 12th lesson. « Cette langiie ^tant la sienne. » — 5th lesson. « Ayant le meme caractere. » — 12th lesson. Impatiemment is derived from impatient, impatient. 290. It has been seen (31) that adverbs of quality are derived from adjectives, by adding the termination mcnt. When the adjective ends in ent, the adverb is formed by changing this termination into emineut, and when the adjective ends in ant, the adverb is formed by changing this termination into amment. In eminent the first e has the sound of a; so that both these terminations emment and amment are pronounced exactly alike. 291. The exceptions to the foregoing rule are: lentem^nt, slowly, from lent, lente, slow ; presentement, at present, now, from present, present e, present; and vehementemenl, vehemently, from vehement, vehemente, vehement. Impatient is derived from the ■verb pdtir, to suffer, coming from the Latin pati, to endure, to suffer, and from the Greek -Kxe^r-j, to suffer. The principal derivatives of patir are : Compatir, to sympathize ; to be compatible. Compatissant, compassionate. Compatible, compatible , con- sistent. Compatibilite, compatibility. Incompatible, incompatible. Incompatibilite, incompatibi- lity. Patient, patient. Patience, patience. Patiemment, patiently. Patienter, to take patience. Impatient, impatient. Impatience, impatience. Impatiemmenl, impatiently. Impatienter, to put out of pa- tience. Impatientant, provoking. Passion, passion. Passionner, to impassion. Passionnement, passionately. Compassion, compassion. Passif, passive. 234 TWELFTH LESSON— LEXIOLOGT—N" 292 — SYNTAX. Passible, passible, liable. Passibilite, passibility. Passivement, passively. Impassible, impassible, unmo- ved. /mpaMJ6j7iie, impassibleness. Pathetique, pathetic. Pathetiquement, pathetically. Apathique, apathetic. Antipathie, antipathy. Antipatliique, antipathetic;. SympatMe, sympatliy. Sympathiser, to sympathize. Sympathique, sympathetic. Sympathiquement, sympathe- tically. Apathie, apathy. Receeation is derived from the verb creer, to create, which comes from the Latin creare, to create. The principal derivatives of creer are : Createur, creator. Creation, creation. Creature, creature. /«cr.e'e, increate, una-eated. Procreer, to procreate, to beget. Procreation, procreation. Recrier, to recreate, to create anew. Recreer, to recreate , to divert, to refresh. Recreation, recreation. Recreatif, recreative. 298. Verbs may be formed from almost all the substantives ending in ation, by changing this termination into er, as : creation, creer, to create ; accusation, accuser, to accuse; agitation, agiter, to agitate; augmentation, augmenter, to augment; circulation, circuler, lo circu- late; compensation, compenser, tO' compensate ; consolation, consoler, to console. The substantives in ation being very numerous, and being, for the most part, the same in the two languages (52) the foregoing remark will enable the student to find out the signification of many verbs at first sight. SlfWTAX. § 1 — INTEBKOCATIVE. Why should we not say « La meme caractere? »— 276, 34. Why should we not say (iEntretenirhvi,i> iBsleai oi uh'entretemr? n 43. Why should we not say « Ces dispositions oisifs?»—10S, 33. Why is des necessary before grammaires and dictionnaires? — 111. Why do we say « A Vecole, » and not, «.4 ecole? » — 35. Why do we say « Nos. cabiers, » and not, « Notre cahiers? »— 180, 116. TWELFTH LESSON SYNTAX — N"" 293 TO 295. S35 § % — EXPLANATORY. Bailler sur des grammaires et des dicHonnaires. 893. It has been seen (118) that the prepositions d, de, en, must be repeated before each word that is governed by them. The other prepositions, as sur in the above example, need not be repeated unless the regimens have meanings .to tally diXCerent, or express contrary ideas. Commenous le faisions a I'ecole. 894. It has been seen (250) that the pronoun le may represent either a substantive, or an adjeclive, or a verb, or a proposition. This pronoun must be used, whether it has an equivalent in the English con- struction or not. A few phrases, containing the pronoun with its ante- cedent, will elucidate the rule. C'est un proverbe, vous le savez. II est plus ambitieux que vous ne LE pensez. Est-il ambilieux ?— II L'est. Est-il ouvrier ? — II L'est. Pouvons-nous le voir ? — Nous le pouvons. Voulez-vous fitudier ?— Nous le voulons. It is a proverb, you know (that IT IS A proverb). He is more ambitious than you think (he is). Is he ambitious?— He is (ambi- TIOJJS). Is he a workman ? — He is (a workman). Can we see him ?— We can (see him). Will you study? — We will (study). Nous perissions d^ ennui.. Noircissant nos colliers de mots. In these examples de corresponds to the English preposition with. In the first' of them, ennui is the cause of that state expressed by the \ crb nous perissions. In the second, mots designates the things used to blacken the copy- books with. 295. Between a verb and a substantive denoting the cause of the state or action which this verb expresses, or the thing made use of to attain to it, the preposition with is very often rendered in French by 236 TWELFTH LESSON PREPARATORY EXERCISE. de. See 16. The article is not employed between de and the substan- tive that follows, unless the sense of the substantive be modified by some restrictive clause. Tliird Division.— Exercises. PREPARATORY EXERCISE. 1. Model : lis contribuaient. Lexiology, 278— They turned— They looked — They thought— They passed— They possessed— They placed —They pronounced— They persuaded— They forgot— They imagined— They guided— They frequented— They forced— They loitered —They exercised— They examined— They gave— They desired. 2. Model: Entretenir. Lexiology, 279— (Translate into English)— Entr'acte — S'entr' aimer — S'entre-croiser — S'entre-regarder — S'entre- r^pondre— Entrevue — Interc^der — Intercesseur — Interdire — Interro- gatif— Interrupteur. 3. Moiel : Disposition. Lexiology, 280— (Translate into English)— Diffamer— Diff6rer— Difficult^- Diffus— Diminutif— Discerner— Discon- tinuer — Discrfiditer— Disperser — Distorsion. 4. Model : Oisive. Lexiology, 281— (Form the feminine of the follow- ing adjectives) — Actif^Persuasif — D6cisif — Incisif— Pensif— Massif— Positif— Nfigatif- Purgatif — Relatif— Productif— Instructif— Fugitif— Attentif— Captif. 5. Model : Dictionnaire. Lexiology , 282 , 283 — An anniversary— An antiquary —The commentary — ^A dignitary— His itinerary — The janis- sary— A missionary— The notary— Her rosary — His salary— The sanc- tuary — A vocabulary. 6. Model: Nous perissions. Lexiology, 285— "We freed— We dozed — We finished — We blackened— We reunited — We acted — We esta- blished. 7. Model : Noircissant. Lexiology, 286 — Freeing — Dozing — Stagnating— Finishing— Blackening — Perishing — Reuniting— Acting— Establishing. 8. Model : Perir. Lexiology, 287— (Translate the following verbs into English)— Four bir— Brandir— Abolir— D^molir— Polir- Accomplir Bannir — Finir — Garnir — Fournir — Punir — Fleurir — Nourrir— Languir. TWELFTH LESSON PREPARATOKT EXERCISE COMPOSITION. 237 9. Model : Nos cdhiers. Lexiology, 180 — Our aversion— Our artists —Our art — Our shops— Our commerce— Our creditors — Our compa- nion — Our dispositions — Our cliild — Our hopes — Our school— Our sons— Our fortune— Our grammars. 10. Model: Nous entendions. Lexiology, 288— We waited — We stretched— We put— We pretended— We answered— We rendered— We followed— We suspended. 11. Model: Attendant. Lexiology, 289 — Hearing — Stretching- Putting— Pretending— Answering— Rendering— Following— Suspending. 12. Model : Impatiemment, Lexiology, 290 — Elegantly — Arrogantly — Complaisantly — Puissantly — Exorbitantly — Constantly — Decently — Recently — Innocently — Evidently — Prudently— Negligently— Violently — Insolently— Differently. 13. Model: Recreation — Recreer. Lexiology, 292 — (Form French verbs from the following substantives) — Propagation — Obligation — Association— Conciliation— Expiation— Variation — Ddsolation — Decla- mation — Proclamation — Affirmation — Formation — Transformation — Indignation— Inclination— Dissipation— Usurpation-Separation — Occu- pation-Moderation— Operation — Coloration— penetration — Habitation. 14. Model : Sur des grammaires et des dictionnaires. Syntax, 293 —Before the houses and shops— On the quays and bridges— By his character and disposition— Without his defects and vices— With their father and mother — In inaction and laziness— For Latin and Greek. 15. Models : Nous perissions vi'ennui—Noircissant nos cahiers de mots. Syntax, 295 — To daub (or, to smear) with black — To decorate with leaves— To be animated with ambition— Bordered with gardens— To lill with water— To surround with parapets. COIHPOSITIOW. 1 — That boy has studied several grammars — 273. 2 — Several of these dictionaries are incomplete — 275. 3 — The mother and daughters were looking at the shops— 278. 4 — They forgot that we were waiting for them— 278, 288. 5 — They did not think of [to] us— 278. 6 — The mother, above all, was very attentive— 281. 7 — Our friend's conversation is instructive— 59, 281. 8 — She wassad and pensive— 281. 238 TWELFTH LESSON — COMPOSITION. 9 Qur childrea do not follow the .foolish example. oJt their compa- nions— 233. 10 — That man has foolish ideas— 111, 112. 11 — He gives a good salary to his workmen— 282, 283. 12 _ The vocabulary of the words that you know is ■pretty long [enough]— 282, 283, 36. 13 _ We were waiting for the notary— 288, 282. \l^ — We were finishing our lesson— 285. 15 — By freeing himself from all restraint, Alexis grieved his father— —210, 286. 16 — He fell asleep after finishing his lesson— 197, 198, 210, 286. 17 — The example of ,his companions softened his character — 287, 217. 18 — The workmen are preparing [themselves] to demolish the,bridge —292, 198, 287. 19 — Where are our copy-books ? — 180. 20 — They are with our grammars — 180. 21 — We were wailing for our companions — 288. 22 — He does not pronounce well, in answering [to] our questions -289. ■23 — He could make a fortune by following the trade of his father— 210, 289. 3h — Has he forgotten what he [has] learned recently? — 290. 25 — She wishes ardently to see you— 290, 207. 26 — 'He is [has] evidently right [reason] — 290. 27 — The house was elegantly decorated— 290, 292. 28 — We continue to learn words — 292. 29 — You know words enough to [for] converse with us— 36, '39, 161, 292. 30 — Is he determined to go to Paris?— 292, 55. 31 —Does he still inhabit [always] the same house? — 292, 22, iO, M. 32 — All the houses were illuminated— 292, 56, 66. 33 — He used to stop before the houses and shops— 151, 293._ 34 — With his character and disposition [dispositions] he would be useful to society— 293. 35 — He does not loiter as he did— 294. 36 — We like to see him study as he does— 294. 37 — Could he answer you?— Be could— 294. 38 — That man is ambitious, as you know— 294. 39 — Children, we believe, do not like to go to school— 294. TWELFTH LESSON — RECAPITULATION. 239 ZiO — She thinks that they are blamable, but we believe that they are not— 294. 41 — The poor boys were yawning with ennui— 278, 295. 42 — The worlcmen 's sleeves were smeared with black— 59, 295. RECAPITtTILATIOIV. Words : 1. Contained in the text 28 2. Radicals and derivatives, connected with the words of the text. . 239 267 In the preceding lessons 3,839 Sum total 4,106 JPi'incipal ohset'raiions : 274. On the pronunciation of the vowels oi. 275. On the pronominal adjective plusieurs. 276. On the gender of sObstaniives ending in tere. 277. Exceptions in lere. 278. On theiormation of the third person plural of the imperfect tense of verbs ending rn er in the infinitive mood. 279. On the prefix entre or inter. 280. On the inseparable particle dis. 881. On the feminine of adjectives ending in f. 282, On the termination aire in substantives and adjectives. 283. On the gender of substantives ending in aire. ,284. Exceptions iu.aire. 285. On the formation of the first person plural of the imperfect tense of verbs ending in ir in the infinitive mood. 286. On the formation of the present participle of verbs in ir. 287. On the formation of many verbs in ir. 288. On the formation of the first person plural of the imperfect tense of the verbs in re. 289. On the formation of the present participle of verbs in re, 290. On the derivation of adverbs of quality, from adjectives ending in ant or ent. 291. Exceptions to the rule. 292. On the formation of verbs from substantives ending in ation. 240 THIRTEENTH LESSON READING EXERCISE. 293. On the prepositions which need not be repeated before each regimen. 294. On the obligation of using the pronoun le to represent an an- tecedent, whether a substantive, or an adjective , or a verb, or a proposition, and whether this pronoun has an equivalent in English or not. 295. On the preposition with rendered by de. THIRTEENTH LESSON. Virst DiTisfoa — Practical. READIIVG EXERCISE. 2 9 3 2 Treizieme le^on. I 00 5 2000 6 « rios maitres voulaient que 7 93 4 5 nous eussious du gout pour 2 7 0^0 r etude ; ils voulaient que nous 1 i«^9340^^ lw8 00 6 en sentissions les avantages et que 5^9340 2 .^ nous y trouvassions du plaisir; . . 6 w 2, 1 Ol mais lis ne savaient pas la rendre THIRTEENTH LESSON — TRANSLATION. 241 2310 2 2 000 6 attrayante. lis s etonnaient que 2 4y9340 ^ ^ 6 nous repoudissions mal a de 2800 0u34 lOOwOO seches questions auxquelles nous 4 634932 50 ne comprenions rien du tout. lis .u8 02000 6 7934. exigeaient que nous fussions at- i ^0 6 w2 000 tentifs, et ils ne nous parlaient 6 .1 733~6 . 00 que de choses ennuyeuses. » Treizieme IcQcn. Thirteenth « Nos maitres voulaient que nous eussions du gout masters willed bad (subj , pour I'etude; ils voulaient que nous en sentissions study of it felHsubj.) les avantages et que nous y trouvassions du plaisir; advantages to it found (subj.) pleasure mais ils ne savaient pas la rendre attrayante. Ils knew to render attractive s'etonnaient que nous repondissions mal a de seches wondered answered («i/A/.) badly dry I. V. IG 242 THIRTEENTH LESSON— TRANSLATION CONVERSATION. questions auxquelles nous ne comprenions rien questions to which uiidet'st'ood nothing [ du tout. I lis exigeaient que nous fussions at all demanded were [subj.) attenlifs, et ils he n'diis parlaieiit que de cnoS^s attentive to us spoke but ennuyeuses.. tedious EIVGLISH TRAIVSI;ATIOIV. ft Our masters wished us tb ha vie a taste for Study ; they wanted us to feel its advantages and to find pleasure in it; but they did not know how to render it attractive. They wondered at our maldng wrong answers tb dry questions that we did not understand at all. They insisted on our being attentive, thbiigh they sjpbke to us only on tedious subjects. A1.TERIVATE TRAIVSI^ATIOIV. See 1st lesson, p. 4 and 5, and 2nd lesson, p. 30. COIVTER8ATIOIV. QUESTIONS. Quelle est cette lefon ? Pour quoi les compaghons d'Alexis n'avaient-ils pas de goiit ? Qui est-ce qui n'avait pas de gout pour r^tiide ? Qui est-ce qui voiilait forcer ces jeunes gens a avoir du gout pour I'^tude ? Que voiiiaient-ils faire sentir a ces jeunes gens? A quoi ces jeunes gens ne trbu- vaient-ils pas de plaisir ? Que ttouve-t-on daiis I'^tude, quand ellfe est attrayante ? Qu'est-ce que les maltres de ces jeunes gens ne savaient pas faire ? ANSWERS. C'est la treizifeme. Pour I'fitude. Les compagnons d'Alexis. Leurs maltres. Les avantages de I'^tude. A raude.- Du plaisir. lis ne savaiem pas rfehdie I'gtiitte attrayante. THIRTEENTH LESSON- Gomment les compagnons d'A- lexis r^pondaient-ils aux questions de leurs maitres ? Comment 6taient ces questions ? Les comprenaient-ils ? A quoi rdpondaient-ils tnal? De quelles choses leurs JUatthes parlaient-ils? Pourquoi ces jeunes gens n'6- taient-ils pas attentife? •CdNTERSATldN — PHKASEOLOGY. Mai. 243 Sfeche^. lis n'y comprenaient Hen du tout. A de sfeclies questions auxqiieiies ils ne comprenaient rich d'u tout. De Glioses ennuyeuses. Parce que leurs maitres ne par- laient que de choses ennuyeuses. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Quelle heure est-il ? 11 est quatre heures. II est temps de suspendre notre 6tude. Voulez-vous faire une prome- nade? Avec plaisir. Aimez-vous la promenade? Beaucoup. Vous -voyez; bien cette maison ? C'est celle de notre malti'e d'6cole. Nous y avons pass6 bien des heures ennuyeuses. G'6tait un bien brave homme que notre maltre. Mais U ne savait pas rendre r^tude atti-ayante. II voulait que nous eussions tou- jours la grammaire a la main. Rien n'est ennuyeux comme la grammaire. C'est que vous n'avez pas le gout de l'6tude. Ne croyez pas cela. What o'clock is it? It is four o'clock. It is time to suspend our study. Will you take a walk ? With pleasure. Are you fond Of walking ? Very. You see that house? It is our school-master's. We have spent many tedious hours there. Our master was a very worthy man. But he did not know how to make study attractive. He warned us always to have our grammar in our hands. Nothing is so tedious as gram- mar. It is because you have no taste for study. Do not believe that. 244 THIRTEENTH LESSON — PRONUNC, N"* 296-297 — LEXIOLOGT. We all like study, when it is Nous aimons tous I'fitude, quand elle est attrayante. Mais nous ne pouvons pas I'ai- mer, quand elle est sfeche et en- nuyeuse. Trouvez-vous du plaisir a €tudler la langue fran9aise ? Quelquefois, quand la le^on n'est pas longue, Comprenez-vous toutes les ques- tions qu'on TOUS fait en franfais? Presque toutes, quand on parle doucement. attractive. But we cannot like it, when it is dry and tedious. Do you find any pleasure in studying the French language ? Sometimes, when the lesson is not long. Do you understand all the ques- tions which are put to you in French ? Almost all of them, when they are pronounced slowly. Second Division— Analytieal and theoretical. PRONVNCIATIOIS . EXAMPLES. Voyait — Appui/^ — Ayons — Croyons — Aj/ant — Attrayante— Ennuyeuse. In all these words the y is between two vowels. It represents the reduplication of the letter i : the first i being com- bined with the vowel that precedes the y, and the second with the vowel that follows it. Foj/ai<, for instance, is pronounced as if written «oi-iaif. See 274, U5, and 255. 296. When y is placed between two vowels, it has the value of double i, or ii ; the first coalescing with the vowel that precedes the y, and the second with the vowel that follows it. 297. In any other case y is pronounced exactly as the vowel /. liEXIOIiOGY. § 1 *— INTERROGATIVE. Of what gender is maitre ?— 8. Of what gender are gout and plaisir ?—ih. Of what gender are etude and chose 1 5 . THIRTEENTH LESSON —LEXIOLOGY — K" 298-299. 245 Of what gender is avantage?—1k\. Of what gender is question ?— 108. What is the singular of nos ?— 180. In what tense and of what person are etonnaient and parlaient ? -280. What are the infinitives of etonnaient and parlaient?— ^78. Jn what tense and of what person is voulaient? — 129. What is the infinitive of voulaient?— i^9. What is the infinitive of savaient? — 129. In what mood is rendre? — 133. What is the masculine of attrayante? — 2. What is the feminine of attentif?— ^81, What is the masculine of ennuyeuses ?— 156. 2 — EXPLANATORY. TREiziiME is derived from treize, thirteen (47), coming from trois, seen in the third lesson. MaJtbe, formerly maistre, is contracted, as well as the English word master, from the Latin magister, chief, commander, the radical of which is magis, more, or major, greater. In English, the letters gi have been suppressed from magister. In French the letter g only was suppressed at first, and the final letters er were transposed; later the s disappeared, and the suppression was indicated by means of the circumflex accent. 298. The circumflex accent (*) often denotes in French that a letter has been suppressed after the vowel over which it is placed. That letter —generally an s— has been preserved in about forty English words, coming from the old French, as : forSt, forest ; tempete, tempest ; He, isle ; mat, mast ; Mte, host. 299. There are also many French words ending in re, which have become English, sometimes with the same orthography, as : sabre, fibre, massacre, sepulchre, theatre, spectre, mitre, antre ; and sometimes by transposing the final letters, as : ambre, amber ; chambre , chamber ; membre, member ; cidre, cider ; ordre, order ; offre, offer ; tigre, tiger ; ministre, minister ; nionstre, monster ; lettre, letter. The principal derivatives or co-derivatives of maItre are : Maitre-es-arts, master of arts. Mailre de pension , master of a boarding-school. Maitre d'etude, usher. Maitre d'ecole, school-master. Maitre-clerc, head clerk. Maitre d'hotel, steward. Maitre d'equipage, boatswain. Maitre autel, grand altar. Maitresse, mistress. 246 THIRXpiSTH LESSON— Maitrise, freedom (of a trade company). Maitriser, to master. Con^re-maltre, foreman, over- seer. * Petit-maitre, spatk, fop, cox- comb. * Petite-maitresse, lady Qf, stu- died elegance. Sous - maitre , assistant at a school. Maire, mayor. Mairie, mayoralty-house. Mages, magi. Magie, magic. Magicien, magician. Magique, magical. Majeur (adj.), major; great; important ; of age. -LEXIOLQGY— N"3Q(). Majeure (sjibst.), major. Majior, major. Etat-major, staff. Majordome, major-dom.!). Majorite, majority. Majorat, landed property at- tached to a title, so as to descend yiW it. Majuscule, capital letter. MajesU, majesty. Sfajestueux, majestic. Majestueusemetif, majesticaHj-. MagistfiT^, sc^9pl-^aster (of a village). Magistral, magisterial. Magistralement, magisterially. Magistrat, magistrate. Magistrature, inagistr^cv. yoDLAiENT. §ee 138 and 278. EussiQNs is the first person plural of the past teose of the subjunctive mqod of a,voir. For its pronunciation, see 229. Gout comes from the Latm gustus, taste. Its principal deriva- tives are: Arriere-gqut, after-taste. * Avant-goui, foretaste. Eaui-gout, richness. thisiation, taste. Gustatif, gustatory. Mgustef, to taste. Degustation, tasting. Degustaieur, taster. Gouter (verb), to taste. Gouter (subst.), luncheon. Degoiit, disgust. Degouter, to disgust. Degoutant, disgusting. Ragout, made dish. ' Bagouter, to restore the appe- tite. Ragoutant, savoury. Etude is the radical o^etudier, seen in the eighth lesson. 300.— §1— fin, ppbably fro^ the Latii^ inde, fr^^m tljere, or thence, is a relative pronoun, which sometimes refers to persons, but is more frequently applied to things. It is invariable and of bolli genders and numbers. g 2— It is generally equivalent to de Id, de cela, de lui, d'elle, ffeux, d'elles, and in consequence is rendered in English l?y thence, of that, of THIBTEENTH LESSON — LEXIOLOGY N". 30 ItO 303. 247 him,ofher, of it, of them, or, fr(fm ^hat, by that, with that, etc. See 16 and 295. S 3— In speaking of things, it is often substituted for tlie possessive adjectives son, sa, ses, leur and leurs, and tlien it corresponds to its and their. S 1— It is sometimes parii^ve and signifies some or a^y, as : « U en avait. He had some ; II »'en avaitpas. He had not any. » Sentissions is the flrst person plural of the past tense of the subjunc- tive mood of sentir, seen in the eleventh lesson. Sentir is irregular in some of its forms, but r^ot in the past tense of the subjunctive. 301. The first person plural of the past tense of the subjunctive mood of verbs ending in ir in the infinitive is formed by changing this termination into iss-ious. See 217, § 2, AvANTAGE is one of the deriyatiyes of avant, mentioned in the eighth lesson. 302. T, as a re!ati,ye pronoun (see 216), is of both genders and numbers. It signifies to that, to him, (o her, to it, to them, or in that, on that (24). It is more especially used in speaking of things, and very seldom refei*s to persons. Tbouvassions is the first person plural of the past tense of the sub- junctive mood oftrouver, which comes from the Italian trovare, to find. The principal derivatives of tboiiver are : Enfant ^0w 5 180 grave et radsonnable a tout age? 4 w w w 4 J^on, noni Divertissons-nous. Nos FOURTEENTH LESSON — READING EXERCISE — TRANSLATION. 259 ^ I 0. I 6 00 485 parents ont eu leur temps; aujour- 073^00 _0 ^i 40 d'hui c'est le notre. N'attendons 6 mO w 3~g pas que nous soyons trop vieux 5^ 2 18 2 2 pour gouter une franche gaiete. 2 3 4 7 6 6 N ayons nulle autre pensee que 6 . V 7 . 20 celle de nous amuser. » LITERAI. TRAIVSHTIOIV. Quatorzieme le^on. Fourteenth « Nous voila libres ! Oui, nous le sommes enfin ! Us behold free Yes we so are at length Pourquoi ne jouirions-nous pas de nos beaux jours? should eujoy fine Pourquoi perdrions-nous des moments precieux ? Nous should lose moments precious aurions grand tort. Faut-il etre grave et raisonnable should have great Must it grave reasonable a lout age ? Non, non ! Divertissons-nous. Nos parents age No Let us divert ourselves parents ont eu leur temps ; aujourd'hui c'est | le notre . | have their to-day oars 260 FOURTEENTH LESSON — TRANSLATION — CONVERSATION. I N'attendons pas | que nous soyons trop vieux pour Let us not wait till be too old gouter une franche gaiete. N' ayons nulle autre peusee taste frank mirth Let us have no que celle de nous amuser. » than to amuse « Now we are free ! Yes, we ai-e so at length ! Why shouH we not enjoy our happy days? Why should we waste our precious moments? We should be very wrong to do so. Is it necessary to be grave and steady at every age ? No, no ! Let us divert ourselves. Our parents have had their day ; it is ours now. Let us not wait till we are too old to indulge in unfeigned mirth. Let us have no other thought thaa that of enjoying ourselves. ALTERIVATE TRAIVSI.ATIOIV. See 1st lesson, p. U and 5, and 2nd lesson, p. 30, COniTERSATIOIV. QUESTIONS. Quelle est cette lecon ? Les compagnons d' Alexis 6taient- ils libres ? Comment 6taient les compa- gnons d'A lexis ? De quoi voulaient-ils jouir ? Qu'est-ce qu'ils ne voulaient pas perdre ? Comment ti-ouvaient-ils leurs jours ? Comment trouvaient-ils leurs moments ? Pensaient-ils qu'il fiit bon de perdre leurs moments pr6cieux? Comment ne faut-il pas fitre a tout age? ANSWEBS, C'est la quatorzifeme; Oui, ils r^taient enfln*. lis elaient libres. De leurs beaux jours^ Des moments pr^cieux. lis les trouvaient beaux. lis les trouvaient prficieux. Non, ils pensaient qu'ils ass- raient grand tort de les perdre. Grave et raisonnable. FOURTEENTH LESSON — CONVERSATION — PHRASEOLOGY . 261 Que r6pondaient-ils a cette ques- tion : Faut-il toe grave et raison- nable a tout %e ? Quelles ^taient les personnes qui avaient eu leur temps ? Qu'est-ce que leurs parents avaient eu? Que disaient les compagnons d' Alexis, a cette occasion? Qu'est-ce qu'on ne goute pas , quand on est trop vieux ? Quand ne goute-t-on pas une franche gaiety ? Quelle 6tait la seule pens6e qu'ils voulaient avoir ? Non, non ! Divertissons-nous, Leurs parents, lis avaient eu leur temps. Aujourd'hui c'est le n6tre, Une franche gaietS. Quand on est trop vieux. Celle de s'amuser. PHRASEOLOGY. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Bonjour, monsieur, comment cela va-t-il ? Bien, et vous ? Assez bien. Et comment va monsieur Delatour ? II a eu une petite indisposition I'autre jour, mais il va bien aujour- d'hui, II fail bien beau. Oui, il fait un temps superbe. Est-ce que vous demeurez a Paris? Non, nous y sommes seulement en passant. Vous y amusez-vous ? Oui, beaucoup. Nous y passons notre temps a nous divertir. Nous fr^quentons toutes les pro- menades et tous les theatres. Nous nous pardons quelquefois dans les rues. Good day, Sir, how are you ? Well, and how are you ? Pretty well. And how is Mr. Delatour? He had a slight indisposition the other day, but he is well now. It is very One weather. Yes, the weather is beautiful. Do you live in Paris ? No, we are here but moment- arily. Are you amused here ? Yes , very much. We spend our time here in diverting our- selves. We visit all the public walks and the theatres. We sometimes lose our way in the streets. 262 FOnRTEENTH LESSON — FHRASEOLOGr — PRONUNCIATION. Mais nous savons nous falre comprendre. Vous parlez fort bien. Vous avez beanconp d'indul- gence. Non, vraiment. Ce n'est pas un compliment. Monsiem-, que voila, est un j compagnon de voyage. Parle-t-il francais ? 11 le parle un peu. Si vous lui parlez, il vous rtpon- dra, Parlez-vous francais, monsieur? Fort mal, monsieur. Comprenez-vous notre conversa- tion? Oui, monsieur, parce que vous parlez doucement. Y a-t-il longtemps que vous apprenez le franjais. Non, monsieur, il n'y a pas long- temps. Vous avez un compagnon de voyage qui, sans doute, vous donne des lecons ? Oui, monsieur. Nous parlons francais une heure tons les jours. C'est la meilleure des legons. But we know how to make our- selves understood. You speak very well. You are very indulgent. No, indeed. It is not a compli- ment. That gentleman is a fellow tra- veller. Does he speak French ? He speaks it a little. If you speak to him , he will answer you. Do you speak French, Sir? Very imperfectly. Sir. Do you understand our conver- sation ? Yes , Sir, because you speak slowly. Have you been learning French a long time? No, Sir, not a long time. Yon have a travelling companion who gives you some lessons un- doubtedly? Yes, Sir. We speak French for an hour every day. It is the best lesson. Second DiTislon — Analytical and theoretical. FROnrVIVCIATIOIW . EXAMPLES. 1. Combiew — Rien — ^Bim — Bimtot. 2. Paiemeiits — Totalement — Souvewt — fitejidait — Pensee — Remdions — Smtissions — Senlemewt — Gens — Influejice — Infini- ment — £'wtretenir — Atlmtif — Enfm — Moments — Parents. FOURTEENTH LESSON — ^PRONUNC.jN" 31 6 TO 31 9— LEXIOL. 263 3. Assaillireraf — Suspendiren^ — Tivent — Donneren^ — 'Eurent — t,laient — Pretenden? — Ymissent — Soicm* — Imaginen^ — Aient — Aimen^ — Croupissent — Rendent — Regardm^ — Conlribuaimf — B'lsaient — Voulaiewf — Savaieref — Exigeaimi — Parlaiew^ In the first series of these examples, the letters en have the soimd marked 2. In the second series, they have the sound marked 1. In the third series, they are mute, as well as the t, which follows them. In the first series, the letters en are final, except in hientdt, which is a combination of the two words Men, well or very, and tdt, soon. In the second series, the letters en are not final ; nor are they followed by a vowel or by n, which would prevent their being nasal (177) . The examples in the third series are all verbs of the third person plural of various moods and tenses. 316. There are two nasal sounds of the letters en in French : 1 and 2. 817. These letters are pronounced 2 only when they are final. 31§. In any other case their sound, when nasal, is 1. 819. In the third person plural of verbs , the last three letters ent are mute. The final t however ceases to be mute, before a word beginning with a vowel, as will be more amply explained hereafter. LEXIOLOGY. § 1 — INTEBROGATXVE. Of what gender are jowrs, moments, tort, parents and temps?— lH. Of what gender is pensee ?— 15. Of what gender is dge ?— 241 . Of what gender is gaietS ?— 270. What is the feminine of libre, grave, and raisonndble ?— 6. Why do notprecieux and vieux take an s in the plural ? — 172. What is the feminine ol grand?— % What is the plural of temps? — 17. In what mood are etre, gouter, and amuser? — 133. How do you know that le is a pronoun and not the article in « nous le sommes?» — 27. What is the singular of nos?— 180. 264 FOURTEENTH LESSON — LEXIOLOGY — N° 320. § 2 — EXPLANATORY. QuATOKziiiME is One of the derivatives of quatre, seen in tlie fourth lesson. 320. Voila is a contraction of two words : vois, the second person singular of the imperative mood of voir, to see, to behold, mentioned in the second lesson, and Id, there ; so that its literal meaning is behold there. There is a corresponding word, voici, which is also in frecpient use ; it is a contraction of vois id, behold here. These expressions correspond to There is, there are, here is, here are, this is, that is, these are, those are, or behold, as : Voild un homme. There is a man ;— Voici un dictionnaire. Here is a dictionary ;— Voild des cahiers. There are some copy-books ;— Voici un exemple. This is an example ; — Les voici. Here they are ;—La voild. There she is ;— Le voild sur le pont. Behold him on the bridge. Sometimes they require a different con- struction in English, as: Voild une heure que nous parlous , We have been speaking this hour. But this will be seen later. Libre comes from the Latin liber, free. Its principal derivatives are : Librement, freely. Liberer, to liberate. Liberie, liberty. Liberticide, liberticide. Liberal, liberal. Liberalite, liberality. Liber alement, Uberally. Liberalisme , liberality (of prin- ciples) ; liberal party. Liberateur, liberator, deliverer. Liberation , deliverance ; dis- charge. Libertin, libertine. Libertiner, to be libertine. Libertinage, libertinism. Out is derived from the old verb ouir, to hear, which comes from the Latin audire, probably through the Spanish oir, to hear. The Uieral sense of oui is therefore heard, the past participle of ouir. It is now used as the adverb of affirmation yes. By a singular coincidence, oyez, the second person of the imperative mood of ouir, used in England at the commencement of a proclamation , is pronounced yes. The prin- cipal derivatives of ouir are : Oui, yes. Oui-dd, indeed. Ouie, hearing (faculty). Ouies, gills. Oui-dire, hearsay. Oyant, partyto whom an account is rendered by the interposition of a court. Inoui, unheard of. SoMMEs is the first person plural of the present tense of the indicative mood of ^tre. FODRTEENT0 LESSON — LEXIOLOGY — N°' 321 TO 323. 265 Ekfin is formed of en, in, and fin, end, mentioned in the tenth lesson. It corresponds to at length, at last, and in short. JouiaioNs is the first person plural of the conditional mood of Jout'r, which comes from the Latin gaudere, to rejoice. The principal deriva- tives of jouir are: Joyeusement, joyfully. Joyeusete, jest, joke. Jovial, jovial, jocund. Rabat-joie, damper; disturber ofjoy. Enjoue, playful ; sprightly. ^/yoMewmf, playfulness; spright- liness. Jouissance, enjoyment. Rejouir, to rejoice, to gladden. Se rejouir, to rejoice. Rejoui, jovial, jolly. Rejouissant, cheerful, merry. fiejouissance, rejoicing ; merry- making. Joie, joy. Joyeux, joyous, joyful. 321. The first person plural of the conditional mood of verbs ending in ii* in the infinitive is formed by adding ions to this termi- nation. Jouir is a neuter verb in French ; it requires the preposition de after it. Beaux is the plural of beau, the masculine of belle, seen in the eighth lesson. 322. Adjectives ending in aa form their plural in x instead of s- See 261. Pebdrioks is the first person plural of the conditional mood of perdre, which comes from the Latin perdere, to lose. The principal derivatives of perdre are : Perte, loss. A perte, losing; with loss. A perte de vue, out of sight. En pure perte, in mere waste. Perdu, lost. A temps perdu, in leisure hours. A coup perdu, at random. A fonds perdu, sinking. A corps perdu, with might and main. Perdable, losable. Imperdable, that cannot be lost. Perdant, loser. Perdition , perdidon , ruin ; waste. Deperdition, deperdition, loss>" waste. Eperdu, distracted, desperate. Eperdument, desperately. Reperdre, to lose again. 323. The first person plural of the conditional mood of verbs ending in re in the infinitive is formed by changing the final e into ions. See 321. 266 FOURTEENTH LESSON — LEXIOLOGY — N" 324. Moment comes from the Latin momentum, derived from mcmere, to move. Its principal derivatives are : Momentane, momentary. | Momentanement, momentarily. PRficiETis is derived from prix, price, cost, value, worth, prize, reward, which comes from the Latin pretium , price. The principal derivatives of pbix are : Prideux, precious. Precieuse, affected lady. Precieusement, preciously. Apprecier, to appreciate. Appreciable, appreciable. Inappreciable, inappreciable; invaluable. Appreciateur, estimator, valuer. Appreciatif, of estimation. Appreciation, appreciation. Deprecier . to depreciate , undervalue. Depreciation, depreciation. to Prix pour prix, on a fair com- parison. Auprixde, at the expense of; in comparison with. A tout prix, at any rate. Priser, to appraise ; to value. Prisee, appraisement. Priseur, appraiser. Depriser, to undervalue. * Mepriser, to despise. * Meprisant, contemptuous. * Meprisable, contemptible. * Mepris, contempt. Au mepris de, in defiance of. AuBiONS is the first person plural of the conditional mood oi avoir. Grand is the radical of grandeur, seen in the fourth lesson. Il faut is the third person singular of the present tense of the indi- cative mood offalloir, must, or to be necessary, to be requisite, which comes from the Latin fallere, to be missing or wanting. 324. Calloii* is an irregular impersonal verb, used only in the third person singular. The past participle of this verb is Fallu. The present tense , indicative mood II faut. The imperfect tense Il fallait (129). The past tense definite II fallut. The future tense II faudra. The conditional mood , 7/ faudrait. The present tense, subjunctive mood Qu'il faille. The past tense Qu'il fallut. It has no present participle and no imperative mood. Grave comes from the Latin gravis, heavy. Its principal deriva- tives are : Gravement, gravely. [ Graviter, to gravitate. Graviti, gravity. I Gravitation, gravitation. FO0RTEENTH LESSON — LEXIOLOGY — N"' 325-326. 267 Gravatif, dull. Aggraver, to aggravate, Aggravement, aggravation. Aggravation, aggravation. Gravimetre, gravimeter. Grever, to burden ; to encumber, Begrever, to free from encum- brance. Degrevement, freeing from en- cumbrance ; reduction of taxes. Grief (subst.) grievance, injury. Grief (adj.) grievous. Grievement, grievously'; grave- ly. Grievete, gravity, enormity. Raisonnable is one of the derivatives of raison, seen in the third lesson. 3S5. In the derivatives of words ending in ou, the n is doubled, as ia raisonnable, from raison; par donnable horn pardon. Age comes from the Latin (Bvum, time, duration, or the Greek aicjv, age. Its only derivative is age, aged, or old. 3%6. JVon, from the Latin non, no, is the adverb of negation. It signifies no, not, and corresponds to the prefixes un, in and non. The negation ke and the conjunction ni, neither, nor, are only dilTerent forms of NON. The principal derivatives of non, ne and ni, are : Non-seulement, not only. NonptUs, neither. Sinon , if not ; or else ; but ; unless. * Nonchalant, careless. * Nonchalance, carelessness. * Nonchalamment, carelessly. Non-conformiste, non-conform- ist. Non-jouissance, non-enjoyment. * Nonobstant, notwithstanding. * Nonpareil, unequalled, * Nonpareille, nonpareil. Non-residence, non-residence. Non-paiement, non-payment. * Non-sens, nonsense. Non-valeur, valueless; of no value. Nenni, no. * Naguere, lately, * Necessaire (necessare), neces- sary. *Necessaire (subst.) necessa- ries ; work-box ; dressing-case. * Necessairement, necessarily, * Necessite, necessity. * Necessiter, to necessitate. * Necessiteux , necessitous ; needy. Nefaste, of rest ; of solemn festi- vals ; of public mourning ; inauspi- cious. Neant, nothing; naught; no- thingness. * Neanmoins, nevertheless. Aneantir, to annihilate. Aneanlissement , annihilation. * Faineant, sluggard, drone, * Faineanter, to laze. * Faineantise, sluggishness. Negatif, negative. Negative (subst.) negative. Ncgativement, negatively. Negation, negation. 268 FOURTEENTH LESSON — LEXIOLOGY — N» 327. Denegation, denial. Denegateur, denier. Abnegation, abnegation. Renegat, renegade. Negliger, to neglect. Neglige (subst.) , negligee ; un- dress. Negligent, negligent. Negligence, negligence, neglect. Negligemment, negligently. Negligement, neglect. Negoce (nee otium), trade, traf- fic; business. Negocier, to negotiate. Negociant, merchant. Negocialle, negociable, transfer- able. Negociateur, negotiator. Negocialion, negotiation. Ni, nor, neither. Nier, to deny. Niable, deniable. Deni, denial ; refusal. Denier, to deny ; to refuse. Renier, to deny ; to disown ; to abjure. Reniement, denial. Renieur, swearer. Reniahle, deniable. Nihilite, nihility. Annihiler, to annihilate. Annihilation, annihilation. * Nitouche , sanctified looking person. DivERTissoNS is the first person plural of the imperative mood of divertir, one of the derivatives of vers, mentioned in the sixth lesson. 327. The first person plural of the imperative mood of verbs ending in if is formed by changing this termination into i»s-»MS. See 217, § 2. It is similar to the same person of the present tense of the indica- tive mood. Parent comes from the Latin parens, parent, which is derived from parere, to beget, to give birth. It is used in French, not only in the English sense of parent, but also of relation or kinsman. Its principal derivatives are : Parente, kindred, relationship. Apparenter, to ally , to give relations (by marriage) . Parturition, parturition. Ont is the third person plural of the present tense of the indicative mood of avoir. Examples have now been seen of the third person plural of the present tense of the indicative mood in the three regular forms of conjugation and the two auxiliary verbs, in the following phrases : « Bien des gens sHmaginEiHT avoir le feu sacre » — 11th lesson. « Beaucoup d'entre eux /Jwissent par se persuader » — lOlh lesson. « Laplupart des paresseuxpretendEUT itre pokes » — 10th lesson. Gemmipare, gemmiparous. Ovipare, oviparous. Vivipare, viviparous. FOURTEENTH LESSON — LEXIOLOGY — N" 328 TO 330. 269 « Les proverbes sont generalement vrais » — 1st lesson. « Nos parents ont eu leur temps » —14th lesson. The two words ont eu, corresponding exactly to have had in English, form a compound tense, called in French grammar the past tense inde- finite, and in English grammar the perfect tense. It has been seen already (105) that the compound tenses in French are formed in the same manner as in English. Most of them in consequence require no particular mention. The tense now under consideration is the only one which presents any difficulty to an English student. 328. The past tense indefinite is used not only in speaking indefi- nitely of any thingpast, or of an action done at aperiod oftime which is not completed, as the English perfect tense is used, when we say » I have FINISHED my letter. He has travelled much this year ; » but the use of this tense is authorized also in reference to that time which is en- tirely elapsed. It is not therefore incorrect, as it would be in English, to say (ill A.yvsonami hier. He has seen his friend yesterday ;—/Z lui a PARLE Vaufre jour. He has spoken to him the other day. See 153. Leur is the singular of leurs, seen in the sixth lesson (166). Aujoukd'hui is an adverb formed of four words : Au jour de hui ; at the day of to-day. The last word hui, which is obsolete, comes from the Latin hodie, to-day. Aujourd'hui is not always used for this very day; it often signifies noiv, at the present time. 339. ]Vdtre is a possessive pronoun, derived from the possessive adjective no Voyez-vous cette petite maison devant laquelle il y a des saules ? Oui, sans doute. Eh bien, les saules que vous voyez bordent la rivifere. We have a party to propose to you. You have but to speak. We intend to go fishing. Will you make one of us ? With much pleasure. Have you any lines and hooks ? Yes, yes, we have all that is ne- cessary. And where shall we fish? ' In the river. Do you think we shall catch much fish? Why, yes ; it is probable. Is it a long time since you went a fishing ? A fortnight. There is the river. Do you see it? No. Where is it ? Do you see that little house be- fore which there are some willows? To be sure, I do. Well, the willows you see border the river. , 280 FIFTEENTH LESSON — PRONUNCIATION — N° 336. Nous y voila. Passerons-nous le pont? Non, nous avons un petit bateau. Nous passerons I'eau dans notre bateau. Venez avec inoi. Attendez ; retroussons nos man- ches. Comme I'eau est fraiche ! Nous ne sommes pas bien places. Venez a I'ombre. Combien avez-vous de lignes ? Trois. Voila celle de Guillaume, et voici la votre. Voyons qui prendra le premier poisson. Here we are. Shall we go over the bridge ? No, we have a little boat. We will cross the river in our boat. Come with me. Wail ; let us tuck up our sleeves. How cool the water is ! We are not well here. Come into the shade. How many lines have you ? Three. That is William's, and this is yours. Let us see who will catch the first fish. Second DiTfsion— Analytical aud theoretical. FROmVIVCIATIOIV . EXAMPLES. Bon — Comfiien — Proverfte — EtaJli — Raftot — Pardonnaftle — Bta\e—Bien — Arafeitieuses — OuWie — i?elie — Suftlime. In these words, and indeed in all those in which the consonant b has hitherto been seen, this consonant has exactly the same sound as in English. 336. The consonant b has the same sound in French as in English. EXAMPLES. 1. Education — Caractfere — Cahiers — Combien — Comme — Coude — Connaissances — Commerce — Circonstances — Contrainte — Couler — Beaucoup — Ecole — Aucun. 2. Actif — Creanciers — Lecture — Croyons— Sacre — Secrete — Croises — Croupissent — Inaction — Dictionnaires — Recreation. 3. Grec — Avec. In the first series of these examples, the consonant precedes a, o, or M. FIFTEENTH LESSON — PRONUNC. N" 337-338— I.EXIOLOGY. 281 In the second series, it is followed by a consonant. In the third series it is final. In all of them it has the sound of k, as it has in English in the same cases. 3Sy. The consonant c is pronounced like k before the vowels a, 0, u, or when it is followed by a consonant, or is at the find of a word. In done and banc, the c is mute, because it follows a nasal sound. Of this we shall speak later, when we treat of the final consonants. EXAMPLES. 1. Ce — Vice — Naissance — Cast — Scie — Cet — Celle — Cin- qui^me — Esperances — Place — Cent — Ciel— Cieux — Soci^te — Noircissant— Precieux. 2. Lepon — Garpon — Exerf ait — Repue — Francaise— Hamepons. In.the first series of these examples, the consonant c precedes e or ?', In the second series, in which it has a cedilla under it, it precedes a, 0, or It. In all of them', it has the sound of s. 3S8. The consonant c is pronounced like* before the vowels e, i, and y. The cedilla under it gives it the sound of s before a, o, and «. CEXIOLOCY. § 1— INTERROGATIVE. Of what gender are jour, bateau, hamegon, poisson and ami?— 14. Of what gender arepartie, ombre, riviere, ligne and amorce? — 15. Why is exemple masculine ?— 15. What is the singular of ces'f— 19. In what mood is proposer?— Ih'i. In what tense and of what person is hordent, and what is its infinitive ? -560. What is the plural of hateau?—1&\. What is the masculine of bonne? — 202. What is the singular of etourdis?—io. What is the feminine of etourdi?—^. Of what gender is frere ? —8. 282 FIFTEENTH LESSON — LEXIOLOGY. § 2— EXPLANATORY. QuiNziEME is one of the derivatives of cinq, seen in the fifth lesson. ]5tourdi, which is here an adjective used substantively is also the past participle of the verb etourdir, to stun, to din, to astound, to make giddy, which comes from the Italian slordire, having the same meaning;. The derivatives of etouedih are : Etourdissant, stunning, astound- ing. Etourdissement , stunning ; giddiness ; vertiginousness. Etourdi, giddy, dizzy; thought- less. Etourderie, giddiness, thought- lessness. ' Etourdiment, giddily ; heedless- ly. AvAiENT is the third person plural of the imperfect tense of avoir. NouvELLE is the feminine of kouveau and nouvel, derived from neuf, new, which comes from the Latin novus, new. Nohvel, is used only before a substantive beginning with a vowel or an h mute, as : Un nouvel ami, Un nouvel homme. See beau, lei and lelle, in the eighth lesson; mou, mol and molle, in the ninth; vieux, vieil and vieille in the four- teenth. The principal derivatives of neuf are : Neuf (subst.), something new. A neuf, anew; like new. Terre-neuve , Newfoundland. Terre-neuvier, Newfoundland- fisher. Nouveau, nouvel, new, novel ; fresh; recent. A nouveau, on new account. De nouveau, anew, again, over again. Nouveaute, newness ; novelty. Nouvelle (subst.), news, intelli- gence, tidings. Nouvellement, newly, lately. Nouvelliste, news-man ; news- monger ; novelist. Renouveler, to renew. Renouvellement, renewal, re- newing. Novale, new land. Novation, substitution. Novateur, innovator. Novice, novice. Noviciat, novitiate ; appren- ticeship. Innover, to innovate. [nnovateur, innovator. Innovation, innovation. Renovation, renovation. Partie is one of the derivatives oipart, seen in the tenth lesson. Proposer is one of the derivatives of poser, mentioned in the twelfUi lesson. Venez is the second person plural of the imperative mood of venir. FIFTEENTH LESSON — LEXIOLOGT. 283 which is an irregular verb, coming principal derivatives of venik are : Venant, comer. Venue, coming, arrival. Avenir (verb) , to occur , to happen (Little used). Avenir (subst.), future, futurity. Avenant, prepossessing, pleas- ing, comely. A Vavenant, answerable, appro- priate (to). Avenue, avenue, walk. Non avenu, null and void. Avenement, accession. Aventure, adventure. A I'aventure, at a venture; at random. Aventurer, towentme ; to adven- ture. Aventurier, adventurer. Aventureicx, adventurous. Aventurine, avanturlne. Convenir, to agree; to suit; to become, to be becoming; to own. Convenant, fitting, suitable. Convenance , fitness, suitable- ness ; propriety ; decorum. Convenable, proper, fit, suitable. Convenablement, fitly, suitably, becomingly. Inconoenant, improper, unbe- coming. Inconvenance, impropriety. Inconvenient, Inconvenience. Convention, agreement, conven- tion. Conventionncl, conventional. Conventionnellement , by agree- ment. Cottvent, convent. Conventicule, conventicle. from the Latin venire, to come. The Conventuel , conventual , mo- nastic. Conventuellement, conventually, Conventualite, monastic life. Disconvenir, to disown, to deny. Disconvenance , unsuitableness. Reconvention, cross demand. Reconventionnel, cross. Deeonvenue, discomfiture, Contrevenir, to act contrarily; to transgress. Contrevenant, infractor, offen- der. Contravention , contravention , infraction, offense. Circonvenir, to circumvent; to overreach. Circonvention, circumvention. JDevenir, to become. Redevenir, to become again. Evenement, event. Eventuel, eventual ; uncertain, Eventuellement, eventually, con- tingently. Eventualile, uncertainty; con- tingency. Intervenir , to intervene , to interfere. Intervention, intervention; in- terference. Inventer, to invent; to contrive. Inventeur, inventor; contriver. Inventif, inventive. Invention , invention ; contri- vance. Inventaire, inventory. Invent orier, to inventory. Parvenir, to attain, to reach, to arrive. Parvenu, upstart. 284 FIFTEENTH LESSON LEXIOLOGY — N° 339. Prevenir , to precede ; to be before ; to anticipate ; to prevent ; to prepossess ; to apprise ; to fore- warn. Prcvenant, prepossessing, en- gaging ; kind. Provenance, Idnd attention. Preventif, preventive. Prevention, prevention ; prepos- , session. Provenir, to proceed, to come. Provenance, production. Revenir, to come again ; to come back ; to return ; to recover. Revenant (adj.), prepossessing, pleasing. Revenant (subst.), ghost, appa- rition. Revenant-ion, perquisite ; bonus ; advantage. Revenu, revenue, income. Se souvenir, to remember, to recollect. Souvenir, remembrance , recol- lection ; keepsake. Souvenance, recollection. Se ressouvenir, to remember. Ressouvenir, remembrance. Subvenir, to relieve, to assist, to provide, to supply. Subvention, relief ; subsidy, grant. Survenir , to occur , to arrive unexpectedly. Survenant, that comes unexpect- edly. Mesavenir, to happen ill. * Mesaventure , misadventure, mischance. Va-et-vient , see - saw motion ; motion to and fro ; ferry-boat. 339. Moi, from the Greek //oi, to me, is a personal pronoun, of the first person singular, of both genders. It is commonly used as a regimen, either direct or indirect, and corresponds to the English pro- noun me or to me. Sometimes it is a subject, and signifies I, Demain comes from the Latin de mane, from the morning, next being understood. Its derivatives are : * Apres-demain , the day after to-morrow. Lendemain, following day ; next day. Surlendemain, third day. Irons is the first person plural of the future tense of alter. This irre- gular verb, in its inlinitive mood and in the greater part of its conjuga- tive forms, comes from the Latin ambulare; its future tense and condi- tional mood are derived from ire, as. Nous irons. We shall go ; Nous irions. We should go ; part of the present tense of the indicative mood, and one person of the imperative, come from vadere, as, II va. He goes, seen in the third lesson. The three Latin verbs signify to walk or to go. The principal derivatives of aller are : j4Jier(subst.),going;run;voyage j Allant, active, busy, stirring; out. I goer. FIFTEENTH LESSON — Allee, going, passage; alley, walk. Allure, gait, carriage; pace; manner. ■LEXIOLOGY — N°340. 285 Contre-allee, counter-alley. Sur-aller, to outgo. Bateau comes from the Italian hatlello, boat, tives are : Its principal deriya- Batelee, boat-load. Batelet, little boat. Batelage, boating. Batelier, boatman, waterman. 340. Sons, from the Latin sub, under, is a preposition, which generally corresponds to under, below, or beneath. In a few cases it is rendered by with, on, or upon. Its derivatives have been seen in the eleventh lesson. Ombre comes from the Latin umbra, shade. Its principal deriva- tives are : Ombrer, to tint; to shade. Ombreux, shady. Ombrage, shade; umbrage; dis- trust. Ombrager, to shade. Ombrageux, shy, skittish, Ombrelle, parasol. FraIciie is the irregular feminine of ihe adjective frais, which comes from the Latin frigidus, cold, cool. This adjective does not always signify cool ; it is also used in the sense of fresh, neio, recent, blooming. Its principal derivatives are : Frais, (subst.), coolness ; fresh- ness; gale. Fraicheur, coolness ; freshness ; floridness, bloom ; flaw of wind. Fraichir, to freshen ; to blow fresh. Fraichement , coolly; freshly; newly. Rafraichir, to cool ; to refresh. Rafraichissant , cooling ; re- freshing. Rafraichissement, cooling; cool- ing beverage ; refreshment. Rafraichissoir, cooler. Froid (adj.), cold. Froid (subst.), cold, coldness. Froidement, coldly. Froideur, coldness. Froidir, lo gel cold. Froidure , coldness , cold ; winter. Uefroidir, to chill ; lo cool ; to get cold. Itefroidissement, cooling; cold- ness; chill. Frileux, chilly; sensible of cold. Frigidile, frigidity. Frigorifique, frigorific. Refrigerant, refrigerant, refri- geratory. Befrigeralif, refrigerative. Refrigeration, refrigeration. Frisson, shivering ; shudder. 286 FIFTEENTH LESSON — ^LEXIOLOGY — H"' 341 TO 343. Frissonner, to shiver ; to shud- Frissonnement, shivering, shud- der, der ; chilliness. Fresque, fresco. Sable comes from the Latin salix, willow. It is masculine, notwith- standing its termination. Its derivatives are : Saussaie, plantation ofwiUows. I Saulet, sparrow (often to be SaMie-j)/eMr«Mr, weeping willow. 1 found among willows). 341. The names of trees and shrubs are masculine. 34S. The following are feminine by exception : Bourdaine, berry- bearing buckthorn ; epine, thorn ; ronce, brier, bramble ; vigne, vine ; viorne, white bryony ; yeuse, holly, holm oak. BoRDENT is the third person plural of the present tense of the indicative (260) of harder, derived from hard, border, verge, edge, bank, shore, which has been mentioned in the fifth lesson. 343. Many verbs in ev are derived from substantives, as : scier, to saw, from scie, saw ; raboter, to plane, from robot, plane ; manier, to handle, from main, hand ; raisonner, to reason, from raison, reason ; douter,to doubt, from doute, Aoxihv, jar diner, to garden, fromjariim, garden ; gouter, to taste, from gout, taste ; questionner, to question, from question. RiviEBE is derived from rive, bank, shore, skirt, which comes from the Latin ripa, shore. The principal derivatives of kive are : Rivage, shore. Riverain, inhabitant of the bank of a river. Riviere, river. Arriver, to arrive ; to happen, to occur. Arrivee, arrival. Arrivage, arrival. * Mesarriver, to happen ill. Derive, drift. Diriver, to be derived ; to drift. Derive (subst.), derivative. Ddrivatif (adj.) , derivative. Derivation, derivation. La is an adverb of place, which comes from the Latin iliac, that way. It is distinguished from the article la, the, and from the pronoun la, her, by the grave accent over the a, but without making any difference in the pronunciation. The derivatives of la are : * Cela, that. De li, thence, from there. Au deld, beyond. En deld, beyond, further. Par-deld, beyond, further on. La las, yonder. J)eca et deld, right and left, all about. * Voild, there is, there are. FIFTEENTH LESSON — LEXIOLOGY — N°= 344 TO 348. 287 Pecherons is the first person plural of the future tense of pecker, coming from the Latin piscari, to flsh, the radical of which is piscis, fish. The principal derivatives of pecher are : Peche, fishing. Pecheur, fisher, fisherman. Picherie, fishery ; fishing place. Repecher, to fish up again ; to take out of the water. Mar tin -pecheur, king -fisher. 344. The first person plural of the future tense of verbs ending in er in the infinitive is formed by adding on® to this termination. J'aurai stands for Je abra.i. See 11. 345. Je, from the Latin ego, I, is a personal pronoun of the first person singular and of both genders. It is always a subject, and gener- ally placed before the verb. When the verb begins with a vowel, the elision already mentioned (11) takes place. Atjrai is the first person singular of the future tense oi avoir. 346. Ma, from the Latin mea, mine, is the feminine of the posses- sive adjective mon ; the plural of both genders is sues. These three forms, mon, ma, mes, correspond to my. See hk and 116. LiGNE comes from the Latin linea, thread or line. It has the various acceptations of the English word line. Its principal derivatives are : Ligner, to draw lines on. Lignee, lineage ; progeny. Lignage, lineage. Linial, lineal. Lineaire, linear, lineal. Lineament, lineament. Delineation, delineation. Aligner, to trace in a to square ; to dress : range. Alignement, straight line ; dress ing ; ranging. line; to Entreligne, space between two lines ; space-line. Interligne, space ; space be- tween two lines. Interligner, to lead. Interlineaire, interlinear. AUnea, paragraph ; break. Souligner , to underline; to score. Soulignement, underlining. * Tire-ligne, drawing-pen. Rectiligne, rectilinear. Mixtiligne, mixtilinear. Prendrez is the second person plural of the future tense of prendre, seen in the seventh lesson. This verb, as has been said before, is irre- gular, but not in the future tense. 347. The second person plural of the future tense of verbs ending in re in the infinitive mood is formed by changing the final e into cz. 34§. Votrc, from the Latin vester, your, yours, is a possessive adjective of both genders and of the singular number. Its plural, likewise 288 FIFTEENTH LESSON — LEXIOLOGY — N"' 349-350. of both genders, is tos. These two forms correspond to your. See 180. 349. Voire, derived- from DoZrs, is a possessive pronoun, almost invariably preceded, by the article, thus: le Tdt«*e, masculine and singuliir ; la Totre, feminine and singular ; les votrcs, plural of both genders. These three forms correspond to yours. See 138 and 329. AiNsi is an adverb, derived from the Latin in sic, in this manner. It corresponds to so, thus, in this way, in that way, therefore. With que after it, as in this lesson, it signifies , in the same manner as, as well as, likewise, too, together with. Hameco;« is derived from haim, which has the same meaning, but is seldom used, and comes from the Latin hamus, fish-hook. AuRONS is the first peison plural of the future tense of avoir. Amorce is derived from the verb mordre, to bite. Je reponds is the first person singular of the present tense of the indi- cative mood of repondre, seen in the sixth lesson. 850. The first person singular of the present tense of the indica- tive mood of verbs ending in re in the infinitive is formed by changing this termination into s. It is similar to the second person singular of the same tense and mood, and to the second person singular of the imper- ative. PoissoN comes from the Latin piscis, fish. Its principal derivatives are : Poissard, low, vulgar. Poissarde, fish-woman.. Poissonnaille, small fish. Poissonnerie, fish-market, Poissonneux , fishy, abounding in fish. Poissonnier, fish-monger. Poissonniere, fish-monger (wo- man) ; fish-kettle. Empoissonner, to stock (apond). Empoissonnement, stocking (of a pond). Rempoissonner, to stock with fish again. Rempoissonnement , stocking with fish again. Piscine, pool, piscina. Piscivore, piscivorous. MoRDKA. is the third person singular of the future tense of mordre, which comes from the Latin mordere, to bite. The principal derivatives of mordre are : Mordiller, to nibble. Mordant (adj.), biting; sharp, keen ; satu-ical. Mordant (subst.), sarcasm; keenness; mordant. Mordacite, mordacity. FIFTEENTH LESSON — LEXIOLOGT — N° 351 . 289 Mordicant , mordicant , corro- sive. Mofdicus, tenaciously. Dimordre, to let go one's hold ; to give up. Remordre, to bite again. Remords, remorse. Mors, bit (of a bridle). Morsure, bite. Morailles, horse-twitchers j bar- nacles. 351. The third person singular of the future tense of verbs ending in re in the infinitive mood is formed by changing the final e into a. Ami is one of the derivatives of aimer, seen in the eleventh lesson. Gros comes from the low Latin grossus, big. Its feminine, which is irregular, is gbosse. Its principal derivatives are : Moraillon, hasp. Porte-mors, heading-rein. Morceau, morsel; bit; piece. Morceler, to parcel. Morcellement, parcelling. Amorce, bait ; priming. Amorcer, to bait ; to prime ; to decoy. Amorcoir, boasting-tool. Gros (subst.), large part; bulk ; mass ; body ; wholesale. En gros, by wholesale ; in gene- ral. Grossir, to grow large ; to grow stout ; to magnify ; to swell. Grossissement, magnifying. Grossesse, pregnancy. Grosseur, largeness, bulk, big- ness ; swelling. Grossier, coarse; rough; rude; blunt! Grossierement, coarsely. GrossUreti, coarseness. Grosse, gross (12 dozens) ; large text ; bottomry. Fb^re comes from the Latin frater, brother, lives are : Fraternel , fraternal , bro- therly. Fraternellement, fraternally. Fraterniser, to fraternize. Fraternite, fraternity, brother- hood. Fratricide, fratricide. I. p. Grosserie, iron-mongery ; whole- sale. Grossoyer, to engross (write). Degrossir, to rough down , to make a rough sketch of. Degrossissage, roughing down. Degrosser, to reduce (for wire- drawing) . Gros-bec, gross beak. Gros-canon, cannon (in print- ing). Gros de Naples , gros de Na- ples. Gros temps, stormy weather; stress of weather. Its principal deriva- Confrire, fellow member, bro- ther. Confrerie, brotherhood, confra- ternity. Confralernite, fellowship. Faux-frere, false friend, traitor. 19 290 FIFTEENTH LESSON — SYNTAX — N* 352. Roux comes from the Latin rufus, reddish, or russms, deep red. Its feminine, which is irregular, is botjsse. Its principal derivatives are : Roux (subst) , brown butter sauce. Roussir, to turn red ; to scorch, to singe (by fire). Roussi, Russia-leather ; smell of burning. Roussdtre, reddish ; russet. Rousseau, red-haired. Roussette, dog-fish ; rosset. Rousseur, redness; summer- freckle. Rousselet, russet (pear). Rouille, rust. Rouiller, to rust. Rouille, rusty. Rouilleux, ferruginated. Rouillure, rustiness. Dirouiller, to rub oiF the rust ; to polish up. Enrouiller, to rust. Rouan, roan (horse). Rouvieux, mange ; mangy. Seront is the third person plural of the future tense of Are. SYNTAX. § 1 — INTERUOGATIVE. Why is there no substantive after the adjective etourdis?— 187. "Why is M, and not le, employed before^roposer ?— 191. What difference is there between « Nous irons en bateau, » and « Nous irons bans un iateau? »— 209. Why would it not be correct to say « J'aurai mon ligne, » instead of « J'aurai ma ligne? » and « Votre hamegons, « instead of k Vos hamecons » ? — 116. Why would it not be correct to say « Des bonnes amorces » ?— 112. Why is vous before the verb, in « Je vous r^onds » ?— 43. § 2 — EXPLANATORY. Li'an d'eux lui disait. 353. When nn is used as a pronoun, as in the present example, it often takes the article. If un is joined or opposed to autre, the article is indispensable before each of these pronoiuis, as will be seen hereafter. If un is not followed by autre, but is determined by de or des, the article may be used or omitted before it, according as the sense of this pronoun is more or less restricted by the construction of the phrase. When un de precedes a pronoun, as in « L'un d'svx lui disait > , custom seems to require the article more imperatively than when it precedes a substant- FIFTEENTH LESSON — SYNTAX, N°' 353-354— PREP. EXERCISE. 294 ive; for we could say with propria : « Un de ses compagnons lui disait. » But no absolute rule can be given on this subject. The use of the article before mm de is sometimes merely euphonic and sometimes optional. Venez avec mot. 353. Of the three pronouns of the first person singular , two of which— je and moi — are already known, moi is the only one that can be governed by a preposition, thus : d moi, to me ; avec moi, With me ; de moi, of me, from me ; par moi, by me ; pour moi, for me. I^e gros Guillaume. 354. The article, which is often omitted in English before an adjec- tive or a title preceding a proper name, as, Old Rowley, Young Romeo, KiMQ William,, must not be suppress^ in French. Tblrd DlTision.— Exercise*. PREPARATORY EXCRCISE. 1. Model : Venez. Lexiology, 306. (Translate by verbs derived from venir, in the second person plural of the imperative) —Agree— Disown — Transgress — Circumvent— Become — Become again — Intervene — Attain — Prevent — Proceed — Come again — Remember (you) — Arrive- unexpectedly. 2. Model : Border, from lord. Lexiology, 343. (Form verbs in the infinitive mood from the following substantives) — Avantage — Amorce— Coude — Commerce — Doute — Epargne — Gout — Jardin — Influence- Ombre — Paresse — Pension— Question — Rabot— Raison— Scie. 3. Model : Nous pScherons. Lexiology, 344- "We shall admire— We shall love— We shall amuse— We shall yawn— We shall correct— We shall cease— We shall give— We shall examine— We shall study— We shall taste— We shall Imagine — We shall forget— We shall think— We shall pronounce— We shall look— We shall find. 4. Model: Ma ligne. Lexiology, 346 and 116 — My father— My mother— My children— My friend— My shop— My boat — My companions 292 FIFTEENTH LESSON — PREPARATORY EXERCISE— COMPOSITION. — My dictionary — My grammar — My copy-books — My son — My fortune — My masters — My house — My trade— My workmen. 5. Model: Vous prendrez. Lexiology, 347— You will learn— You will wait— You will understand — You will say — You will hear — You will extend— You will put— You will bite— You will pretend— You will please — You will lose — You will answer— You will render — You will follow— You will suspend. 6. Model : Fotre ami. Lexiology, 348 and 116 — Your father — Your mother — Your children — Your friend— Your shop— Your boat— Your companions— Your dictionary— Your grammar — Your copy-books — Your son — Your fortune — Your masters — Your house — Your trade — Your workmen, 7. Model: La votre. Lexiology, 349 — My friend and yours — His shop and yours — Their companions and yours — My dictionary is with yours— His grammar is with yours — Their copy-books are with yours. 8. Model : Je reponds. Lexiology, 350 — I take — I learn — I wait— I understand — I say — I hear — I extend — I bite— I pretend — I please — I lose— I answer — I render — I suspend. 9. Model : II mordra. Lexiology, 351- He will take— He will learn— He will wait — He will understand — He will say — He will hear— He will extend— He will put— He will pretend— He will please— He will lose— He will answer — He will render— He will follow— He will suspend. 10. Model : Fenez avec moi. Syntax, 353— Come to me— He passes after me— She is with me— He speaks of me— She is before me— Between you and me— It is for me— He goes without me— I take that upon myself — His eye is turned towards me. 11. Model: Le gros Guillaume. Syntax, 354— Kind "William— Fat George- Young Alexis— Poor James— Little Charles— Old William. coMPOsiTionr. 1 — Your new friend is very ambitious. 2 — We know some new words. 3 — It was always with a new pleasure that he saw his friends. 4 — We shall study a new lesson to-morrow— 344. 5 — Agree with him about [of] the day and hour- 306. 6 — Remember [you of] this lesson, and become more reasonable -806. FIFTEENTH LESSON — COMPOSITION. 293 7 — Why will you not come with me ?— 353. 8 — Come to my house— 195 , 353. 9 — Most of these workmen are labouring for me— 363. 10 — The weather is cool, but it is not cold. 11 — He does not like fish, when it is not fresh. 12 — This water is very cool ; it is even cold. 13 — There was an old willow on the hank [border] of the river — 3W. lli — Our friends will not be influenced by that consideration — 343. 15 — When shall we speak French as well as he?— 344. 16 — Come on the bridge ; we shall look at the fishermen — 344. 17 — We shall study another day— 344. 18 — That is my grammar, and this is yours — 320, 346, 349. 19 — My friends are yours— 346, 349. 20 — My father and yours are old friends— 346, 349. 21 — Come with us ; you will not lose your time — 347, 348. 22 — When you [will] hear them come, you will tell us — 347, 294. 23 — I take a lesson every day [all the days] — 350. 24 — 1 understand many words— 350. 25 — As for me, I hear, but I do not understand— 350. 26 — I learn with great [much] difficulty— 350. 27 — I do not understand you, but my brother will understand all [that which] you [will] tell him— 350, 351. 28 — He will answer [to] your questions — 351, 348. 29 — The fish will not bite— 351. 30 — William's mother was red-haired. 31 — He is speaking to one of his friends— 352. 32 — Here is one of your best compositions — 352. 33 — One of us stopped the [that] man and spoke to him thus— ;)52. i» 34 — One of you is a great artist— 352. 35 — Little James is not very attentive — 354. 36 — Old William desires to speak to you— 354. 37 — Young Alexis will wait for you— 354. aai FIFTEENTH LESSON — RECAPITULATION, BECAPITUJLlTIQm ■ Words : 1. Contained in the text ^^ 2. Radicals and derivatiyes connected with the words of the text ^"^^ 315 In the preceding lessons. . < . . ^,552 Sum total 4,867 Principal obiervaliont : 336. Oa the pronunciation of the letter b. 337, 338. On the pronunciation of the letter c. 339. On the personal pronoun moi. 340. On the preposition sous. 341. On the gender of the names of trees and shrubs. 342. Names of shrubs which are feminine by exception. 343 . On the formation of verbs in er from substantives. 344. On the formation of the first person plural of the future tense of verbs in er. 345. On the personal pronoun JE. 346. On the possessive adjective mon, ma, mes. 347. On the formation of the second person plural of the futiu'e tense of verbs in re, 348. On the possessive adjective votbe, vos. 349. On the possessive pronoun ]i.E vStbe, la vOtbe, les t6tres. 350. On the formation of the first person singular of the present tense of the indicative ,of verbs in re. 351. On the formation of the third person singular of the future tense of verbs in re. 352. On the propriety of placing the article before un, when this word is used as a pronoun. 353. On the pronoun moi, governed by prepositions. 354. On the use of the article before an adjective or a title that pre- cedes a proper name. FIFTEENTH LESSON — CONJUGATION OF VERBS . 295 Ptrogremive Synoptt* of the Conjugationt. Verbs in er. Verbs in %r. i Verbs in re. I 1st. Aujiliary. and.Aimliary. Examin-er. Oisir-ant. Anim-^. II donn-«. N. pens-ons. lis imagin-enf . II exerq-ail. Ilscontribu-ment II cess-a. lis ionn-erent. INFINITIVE MOOD. Obten-tr. I Entend-re. | fitre. PRESENT PARTICIPLE. I Noiio-isiant. \ Attend-ant. | £tant. PAST PAHTXCIPLE. 1 I I. . , INDICATIVE MOOD. PRESENT TENSE. Je Tiponi-s. 1 Avoir. I Ayant. lEu. lis finiss^en;. lis pretend^enj. mPEKFECT TENSE. II assoap-iss-aii. N. per-i5s-ions. 11 est. N. sommes. lis sonu II £(ait. II ^tend-aif. N. enleni~ions. I lis (itaient. PAST TENSE, DEFINITE. II airranch-!'<. I 11 r^pond-iV. I II fut. lis issii\l-4rent. | Ilssaspend-iren^ | FDTDRE TENSE. U a. N. avons. lis oat. II avait. II corrig-er-fl. Pf. p&ch-er-ons. II mord-r-a. V.prend-r-ez. Us seront. ' lis avaient. II eut. ns eurent. J'aurai. N. aurons. lis aim-ent. II poss^i^-or. CONDITIONAL MOOD. I in serait. N.jou-ir-iows. | N. perd-r-ions. | N. serlons. IMPERATIVE MOOD. I Knrl-iss-ons. | Attend-ons. I . . . . SUBJUNCTIVE MOOD. PRESENT TENSE. IN. rend-t'onj. | N. soyons. Ihaouf-isi-ent \ lis rend-ent. | lis soient. PAST TENSE. n iiaa4t. | U suiv-ir. 1 11 fat. N. aurlons. N. tlOW-assions, | N. sent-usions, | N.rcpond-isnonsl N. fassions, I Ayons. N. ayons. lis aient. 'Hem. rr. eussioBS. 296 FIFTEENTH LESSON — IRREGULAR VERBS. Iffegnlaf verbs, With the forms that have been seen in the text* A LLER— Present tense : II «a— Future tense : Nous irons. Dire and its derivatives : Se dedire, contredire, interdire, predire, redire, medire. — Imperfect tense : II disait. Us disaient— Past parti- ciple : Dit. Faiee and its derivatives : Defaire, redefaire, contrefaire, forfaire, parfaire, refaire, satisfaire— Present tense : II fait — Imperfect tense : Nous faisions — Past tense definite : lis firent. Falloir— Present tense : 11 faut. Mettre and its derivatives : Admettre, commettre, demeitre, emettre, entremettre, omettre, permettre,promettre, compromettre, repromettre, remettre, soumettre, transmettre — Past participle — Mis. Plaire and its derivatives : Deplaire, complaire. — Present tense of the subjunctive mood : Ilplaise. Pkendbe and its derivatives : Apprendre, rapprendre, desapprendre, comprendre, entreprendre, se meprendre, reprendre, surprendre — Past participle : ^ppns— Imperfect tense : Nous comprenions — Future tense (regular) : Vo'us prendrez. PouvoiR— Imperfect tense : Ilpouvait, Recevoir and its co-derivatives ; Concevoir, decevoir, percevoir, aper- cevoir — Past participle : Recu. Savoir — Present tense of the indicative: Vous saw«z — imperfect tense : II savait, ils savaient— Past tense of the subjunctive : QuHl sut. Saillir and its derivatives : Assaillir, tressaillir, — Past tense definite (regular) : lis assaillirent. Sentir and its derivatives : Assentir, consentir, pressentir, ressentir. — Past tense of the subjunctive (regular) : Que nous sentissions. Suivre and its derivative poursuivre. — Past tense of the subjunc- tive (regular) : Qu'il suivit. Tenir and its derivatives : S'abstenir, contenir, ditenir, entretenir, obtenir, retenir, soutenir, appartenir, maintenir. Venir and its derivatives : Avenir, advenir, convenir, disconvenir, contrevenir, circonvenir, devenir, redevenir, intervenir, paroenir, prevenir, provenir, revenir, se souvenir, se ressouvenir, subvenir, survenir, mesavenir. — Imperative : Venez. Voir and its derivatives : Entrevoir, pourvoir, dipounoir, remvr, prevoir — Imperfect tense : II voyait. VoTJLOiR— Present tense; II veut^NovsvoulQns—lmiperfecl: tense: II voulait, Ils voulaient. SIXTEENTH LESSON — BEADING EXERCISE. 297 SIXTEENTH LESSON. Wivst DiTlsion— Practical. READIIVO EXERCISE. 2. 9 fl Seizieme le^on. . 4 4 81 wO.O « lis auront du Champagne^ -040 60 wiw.OO des gateaux et d'autres friandises 6 6 5 w 4 ^ 2 wO que leur fourniront a credit des v^SioO ^ wO w 2O0O marchands qui les connaissent. Tur - '^ 08^86 2 2 Moi/ je me chargerai du pain et 3 10 1^ I de la viande. Quant a vous, mon 8w .^u620 cher, vous apporterez ce que vous 5 20 3 600,^000 voudrez. Ces messieurs savent des Ov. 51 00 , 7 i 4 histoires qui vous surprendront et 298 SlXTEENin LESSON — TRANSLATION. 4 w 6 730 7 qui vous feront rire. Je suis sur 6 20 0-82 que vous ne serez pas fache 6 7 . w ^ v^O d'etre venu. Je vous avertis que 4 nous serous de bonne heure au iaO 50 ow . 2^ 34. render- vous. Hier^ nous y etions ^i0^9 00 ^^1 avant six heures du matin. Nous w 3 4 . ^ KjO . ^0 avions un filet qu on nous avait 11 0_.^0. 85 20 prete. Nous passames une journee tres-agr cable. I^ITERU. TRAIVlSIilTIOIV. Seizieme leQon. Sixteenth « lis auront du Champagne, des gateaux et will have some Champagne some cakes d' autres friandises que leur fourniront a credit des some Dice things to them will furnish on credit some SIXTEENTH LESSON — TRANSLATION. 299 marchands qui les connaissent. Moi, je me chargerai tradesmen them know (myself) will charge du pain et de la viande. | Quant a | vous, mon bread meat As for my cher, vous apporterez [ ce que | vous voudrez. Ces dear will bring what will will messieurs savent des histoires qui vous surprendront gentlemen know stories will surprise et qui vous feront rire. Je suis sur que vous ne will make laugh am sure serez pas fache d'etre venu. Je vous avertis que nous will be sorry come warn serons \ de bonne heure | au rendez-vous. Hier, shall be early rendez-vous Yesterday nous y etions avant six heures du matin. Nous avions were before morning bad un filet qu'on nous avait prete. Nous passames une net lent passed journee tres-agreable. » day very agreeable; « They will have some Ghampagae, some cakes and other nice things which some tradesmen of their acquaintance will supply them with, on credit. I shall provide the bread and meat. As for you, my dear fellow, bring whatever you please. Those young men know some stories that will surprise you and make you laugh. I am sure you will not be sorry to have come. I warn you that we shaU be early at the place of rendez- vous. Yesterday we were there before six o'clock in the morning. We had a net whicji was lent us. We spent a very pleasant day. » ALTERNATE TRAIVSLATIOIV. See 1st lesson, p. A, and 5, and 2nd lesson, p. 30^ 300 SIXTEENTH LESSON — CONVERSATION — PHRASEOLOGY. GOtVTERSATIOIV. QUESTIONS. Quelle est cette lecon ? Qu'est-ce que les amis d'Alexis auront ? Comment auront-ils ces choses? De quel se chargera I'ami qui parle a Alexis ? Qui se chargera dupain et de la viande ? Et Alexis, qu'apportera-t-il? Quels sont les messieurs qui savent des histoires? Que savent ces messieurs ? Qui est-ce qui ne sera pas fach(5 d'etre venu ? De quoi Alexis ne sera-t-il pas KcM? Quand les amis seront-ils auren- dez-vous ? Oil seront-ils de bonne heure ? Quel jour y 6taient-ils avant six heures du matin ? A quelle heure y 6taient-ils hier ? Qu'est-ce qu'ils avaient pour pe- cher? Qui est-ce qui leur avait pret6 un filet? Comment passferent-ils la jour- nfie? ANSWERS. C'est la selzifeme. lis auront du Champagne, des gateaux et d'autres friandises. Des marchands qui les connais- sent les leur fourniront a credit. II se chargera du pain et de la viande. L'ami qui parle a Alexis. II apportera ce qu'il voudra. Guillaume et Jacques.— Le gros Guillaume et Jacques le roux. lis savent des histoires qui sur- prendront Alexis et qui le ferout rire. Alexis. D'etre venu. lis y seront de bonne heure. Au rendez-vous. Hier. Avant six heures du matin, lis avaient un Diet, qu'on leur avait pret6. Nous ne le savons pas. lis la passferent trfes-agr6able- ment. PHRASEOLOGY. TO BE TRANSLATED INTO ENGLISH. Comment cela va-t-il aujourd'hui, mon cher? Assezbien, Et vous? TO BE TRANSLATED INTO FRENCH. How are you to-day , my dear fellow? Pretty well. How are you ? SIXTEENTH LESSON — PHRASEOLOGY. 301 Mais, trfes-bien , comme vous voyez. Qu'avez-vous fait hier? Des amissont venus me prendre, pour fairs une pariie de pfiche a.vec eux. Avez-vous pris beaucoup de pois- son? Nous n'avons rien pris du tout. Pauvres gar?ons ! Comment cela se fait-il ? 11 y avait la de jeunes dtourdis, qui parlaient, qui rialent, et qui ren- dalent la pgche impossible. Et aujourd'hul, comment passez- vouslajourn6e? Je suls forc6 de travailler. Bah ! Vous travalllerez un autre jour. Trols de nos camarades nous at- tendent pour falre une promenade. Je suis blen fach^ de ne pas pou- voir etre des votres. Vous le pouvez, si vous le voulez. Ce ne seralt pas raisonnable. Vous aurez tout le temps d'etre raisonnable, quand vous serez vleux. Pour quelle heure est le rendez- vous ? Pour dlx heures. II n'y a pas de temps a perdre. Et oil irons-nous ? Nous irons chez notre ami Gull- laume, qui a une petite malson a lui, sur le bord de la riviere. Votre proposition est bien at> trayante. Aimez-vous le Champagne? Qui, beaucoup. Why, very well, as you see. What did you do yesterday ? Some friends came and tool; me to go fishing with them. Did you catch much fish? We did not catch any thing at all. Poor fellows ! How was that ? There were some young mad- caps there, who were talking and laughing, and who made it Impossible to fish. And to-day, how do you spend your time ? I am obliged to work. Pshaw ! You can work another day. Three of our comrades are waiting for us, to take a walk. I am very sorry that I cannot go with you. You can, if you will. It would not be reasonable. You will have plenty of time to be reasonable when you are old. For what o'clock is the rendez- vous ? for ten o'clock. There is no time to be lost. And where shall we go? We will go and see our friend William, who has a little house of his own, on the bank of the river. Your proposal is very tempting. Do you like Champagne? Yes, very much. 302 SIXTEEOTH LESSON — PRONUNC. N° 355-356 — LEXIOLOGT. II y en aura, et du meilleur. There will be some, and of the best sort. Je me rends. I consent. Second Division — Analytical and tlieopetical. FROIVCIVCIATIOIT. EXAMPLES. 2)6faut -De — ZJonne — Courfe — Irfiot — Entenrfre — Guide— Idee — Grandeur — Pardonnable — Education — Jardin— Z)u— ZJoule — Z)ouce. In all these words the d is either initial or mediate. It has the same sound as in English. 355. The consonant d, when initial or mediate, has the English sound. EXAMPLES. D'abord— Quand — Boulevard — Grand — Marchand. In these words the d is final. It is mute. 356. D final is generally mute. In the phrase « Quand il fut chez son pere, » in the eighth lesson, d has the sound of t. This will be eiqjlained when we treat of the coales- cing of words. I.EXIOI.OGT. § 1 — INTERROGATIVE. Of what gender are gateau, credit, marchand, pain, rendez-vous, matin and filet?— lU. Of what gender are friandise, viande, heme and jowrwee?— 15. Why is the plural of gateau in x instead of «?— 261. What is the plural of rendez-iious? — 17. In what mood is the verb rire? — 133. What is the infinitive of avait ? What is the infinitive of prete?— 55. Of what gender is agr€able?—6. SIXTEENTH LESSON — LEXIOLOGT— N° 357. 303 What is the feminine of cher ?— 3. How do you know that les is a pronoun and not the article in « des marchands qui les connaissent? »— 27. What is the singular of messieurs ?— 163. What does au stand for?— 68. What does du stand for?— 157. What does des stand for?— 125. § 2 — EXPLANATORY. SEiziiiME is derived from seize which comes from the Latin sedecim or sexdecim, sixteen. The derivatives of seize are : Seizieme, sixteenth. Seiziemement, sixteenthly. AuRONT is the third person plural of the future tense of avoir. Champagne, the name of a province of France, is feminine, as its termination denotes ; but when used as a laconism for vin de Cham- pagne, wine of Champagne, it becomes masculine. 357. When a proper name is used to specify some peculiar produc- tion of a place, it takes the gender of the substantive which is under- stood. Champagne is derived from champ, which comes from the Latin campus, iield. The principal derivatives of champ are : Sur-le-champ, on the spot; di- rectly. A tout lout de champ, every instant. ChampMre, rural. Champagne, champaign. Champion, champion. Champignon, mushroom. Champignonniere , mushroom- bed. Echampir, to set oiT. Rechampir, to set off. Camp, camp. Camper, to camp, to encamp. Se camper, to place one's self. 2 Campement, encampment. Campagne , country ; fields ; campaign. Campagnard, countryman ; rus- tic. Campagnol, field-moose. Decamper, to decamp. Decampement, decampment. Escampette, scampering. Gateau is a word of unknown origin. Fbiandise is derived from friand, nice, dainty, fond, epicure, which is said to come from the Latin frigens, the present participle otfrigere, to fry, to cook. The derivatives of friand are : 304 SIXTEENTH LESSON — LEXIOLOGT — N" 358 TO 361 . Friandise , daintiness ; nice thing; epicurism. Affriander, to render dainty ; to allure, to entice. Affrioler, to allure, to entice. 35S. The termination ise, added to certain adjectives, makes sub- stantives of them, as in : sottise, foolishness, from sot, fool ; couardise, cowardice, from couard, coward; franchise, frankness, from franc, franche, frank ; gourmandise, gluttony, from gourmand, glutton ; and friandise, from friand. Leur before fourniront has not the same meaning as leur before temps, in the fourteenth lesson, or leurs before paiements in the sixth (166) ; it is here a personal pronoun. 359. Leur, when a personal pronoun, is of both genders, and signifles a eux, a elles, to them. It is chiefly used in speaking of persons, and always accompanies a verb, whereas the possessive adjective leur, leurs, precedes a substantive. It never takes an s, Fourniront is the third person plural of the future tense of fournir, which comes from the Italian fornire, to furnish, the principal derivatives of which are : Fourni, furnished ; thick ; close. Fourniment , powder - horn ; shoulder-belt. Fournissement, capital ; share of capital. Fournisseur, contractor; trades- man ; supplier. Fourniture, furnishing ; supply ; provision. Parfournir, to complete ; to render complete. 360. The third person plural of the future tense of verbs ending in 1p in the infinitive is formed by adding out to this termination. CRtoiT is one of the derivatives ofcroire, mentioned in the sixth lesson. The English expression, on credit, or on trust, is rendered in French by A credit. MAHCHANDisoneofthe co-derivatives of commerce, seen in the sixth lesson : both are derived from the Latin merx , merchandise. Notwith- standing the consonancy of marchand and merchant, these words have not exactly the same acceptation : marchand corresponds to tradesman ; the French for merchant is negociant. CoNNAissENT is the third person plural of the present tense of the indicative mood of connalire, mentioned in the fifth lesson. This verb is irregular. See 233. 361. Me is a personal pronoun of the first person singular, and of both genders. It is never used as a subject. It is sometimes a direct SIXTEENTH LESSON — LEXIOLOGY — N° 362. 305 and sometimes an indirect regimen, corresponding to me, to me, myself, to myself. It always precedes the verb, and cannot, lilte moi (353) be governed by a preposition. It is one of the words in which the elision of e takes place (11). Chargehai is the first person singular of the future tense of charger, derived from char, car, chariot, which comes from the Latin carrus, car, cart, wagon. The principal derivatives of chak are : Chariot, wagon. Charrette, cart. Charretee, cart-load. Charretier, carter, carman. Charretiere, through which carts can pass. Charriere, cart-way. Charrier, to cart, to wagon ; to drift. Charriage, cartage, wagoning. Charroi, cartage, wagoning; carts. Charroyer, to cart, to wagon. Charron , cart-wright ; wheel- wright. Charronnage , cart-wright's work. Charrue, plough. Tralne-charrue, fallow-finch. Becharu, flamingo. Char a bancs, jaunting-car. Carriole, tilted cart. Carrosse, coach, carriage. Carrossee, coach-full. Carrossier, coach-maker. Carrousel, tilt, tournament. Carrier e, career; race-ground. Charge, burden, load, charge. Charger, to burden, to load, to charge. Se charger, to charge one's self, to undertake. Chargeur, loader; shipper; gunner. Chargement, lading, cargo , freight ; shipment. Decharge, unloadmg; unlading; discharge. Decharger, to unload; to dis- charge. Dechargement, unloading. Dechargeur, unloader; wharf- porter. Recharger, to load again. Rechargement, loading again. Surcharge, additional burden. Surcharger, to overburden. Carquols, quiver. Cargaison, cargo. Caricature, caricature. 368. The first person singular of the future tense of verbs ending in er in the infinitive mood is formed by adding ai to this termina- tion. Pain comes from the Latin panis, bread. Its principal derivatives are : Pain a cacheter, wafer. Pain d'epice, gingerbread. Gagne-pain, means of subsist- ence. I p. Massepain, marchpane. Paner, to cover with crumbs. Paneterie, pantry. 20 bread- 306 SIXTEENTH LESSON — LEXIOLOGY N° 363. Apanage, appanage. Apanager, to endow with aa appanage. Apanagiste , possessing an ap- panage. Panetier, pantler.. 'Prnietiere, pouch ; script. ■Panieri basket, Paneree, basket-full. Panification, panification. Pomade, panada. ViANDE comes through the Italian vivanda, meat, from the Latin verb vivere, to live, to subsist. It corresponds to meat or viand, but only in the sense of flesh. Quant, which must not be confounded with quand, when, comes from the Latin quantum, as much as. This adverb is always followed by a and signifies with regard to, with respect to, as to, as for. Its principal derivatives are : Quawies, as many (times). I Quantieme Csubst.), day of the Quantite, quantity. month. Qwanfime (adj.), what number. I MoN is the masculine of ma, seen in the fifteenth lesson. See 3&6. Cher comes from the Latin cams, dear. Its principal derivatives are : Cher (adv.), dear; dearly. Cherte, dearness, high price. Cherement, dearly. Cherir, to cherish; to love dearly. Cheri, cherished ; beloved. Cherissable, worthy of heiog cherished, Enchere, auction; bidding (at an auction). Encherir, to bid for; to overbid; to raise (a price). Encherisseur , bidder (at an auction). increase of Encherissement , price, Renchefir, to raise a price. Rencherissement, increase price. Surenchere, higher bid. Surencherir, to bid over. Car esse, caress. Caresser, to caress. Caressant, caressing. Charite, charity. Charitable, charitable. of Charitablement, charitably. Apportekez is the second person plural of the future tense of ap- porter, which is one of the derivatives of porter, seen in the seventh lesson. 363. The second person plural of the future tense of verbs ending in er in the infinitive mood is formed by adding ez to this termina- tion. VouDBEz is the second person plural of the future tense of the irregular verb vouloir, seen in the fourth lesson. SIXTEENTH LESSON — LEXIOLOGY — N"' 364 TO 366. 307 Messieubs Is the plural of monsieur, seen in the sixth lesson. See 163. Savent is the third person plural of the present tense of the indicative mood of the irregular verb savoir, seen in the first lesson. HisToiRE comes from the Latin historia, history. It is feminine, though, by a rule which will be seen later, substantives in toire are mas- culine. Its principal -derivatives are : of Historique (adj.), historical. Historique (subst.), recital facts. Historiquement, historically. iJi^^oriogTop/ie, historiographer. Historial, historical. Historien, historian. Historier, to adorn; to embel- lish. Historic, storied, Historiette, tale, story, 364. The termination of re is common to substantives and adjec- tives, about 100 of which end in English in ory, as : gloire, glory ; me- moire, memory ; accessoire, accessory ; obligatoire, obligatory ; vic- toire, victory; ivoire, ivory. Vous, which has hitherto been seen as a subject, is a regimen before surprendront, feront, and avertis. 365. Vons is an invariable personal pronoun, which is sometimes the subject, sometimes the direct and sometimes the indirect regimen of the verb. ' It corresponds to you, yourself, yourselves, to you, to yourself, to yourselves, Surprendront is the third person plural of the future tense of surprendre, one of the derivatives oi prendre, already known. Prendre and its derivatives are irregular, as has been seen ; but the irregularity does not extend to the future tense. 366. The third person plural of the future tense of verbs ending in i>e in the infinitive mood is formed by changing the final e into ont. Feront is the third person plural of the future tense affaire, seen in the third lesson. RiRE is an irregular verb, which comes from the Latin ridere, to laugh. Its principal derivatives are : Mire or laughter. Risee , laughter ; laughing-stock. Risible, laughable. Risibilite, risibility, Derision, derision. ris (subst.], laugh. Jest, butt; Derisoire, derisive. Souris or sourire, smile. Rieur, laugher. Riant, smiling; cheerful; plea- sant. Pince-sanS'rire, slyly malicious person. 308 SIXTEENTH LESSON LEXIOLOGY N" 367. Ridicule (adj.), ridiculous. Ridicule (subst.), ridicule. Ridiculement, ridiculously. RidicuUser, to make ridiculous ; to turn into ridicule. Ricaner, to sneer. Micaneur, sneerer. Ricanerie, sneer. Ricanement, sneering. Sobriquet, nickname. Scis is tlie first person singular of the present tense of the indicative mood of etre. SuR comes from the Latin securus, safe, sure. It is distinguished rom the preposition sur, upon, and from the adjective sur, sour, by a circumflex accent over the u; but the sound is not modified by this accent The principal derivatives of sub are : A coup sur, surely, for certain ; nfallibly. Pour sur, certainly, sure enough. Siirete, sureness; safety; secu- rity. Surement, surely, certainly. Assurer, to assure ; tp insure ; to secure. Assurance, assurance ; insu- rance ; safety. Assureur, insurer. Assurement , assuredly ; posit- ively; to be sure. Serez is the second person plural of the future tense of e'tre. Fache is the past participle, used adjectively, of the verb fdcher, to offend, to anger, to vex, which perhaps comes from the Latin fascis, burden. The principal derivatives of facher are : Se fdcher, to get angry, to take offense. Fdcherie, angry feeling; dis- agreement. Fdcheux (adj.), unpleasant, vexatious. Fdcheux (subst.), unpleasant- ness ; troublesome person. Defdcher, to pacify. Venu is the past participle of the irregular verb venir, seen in the fifteenth lesson. J'avertis is the first person singular of the present tense of the indi- cative mood of avertir, one of the derivatives oSvers, mentioned in the sixth lesson. 367. The first person singular of the present tense of the indicative mood of verbs ending in iv is formed by changing this termination into is. It is similar to the second person singular of the same tense and mood ;— to the first and second person singular of the past tense defi- nite ;— and to the second person singular of the imperative mood. Sekons is the first person plural of the future tense of etre. SIXTEENTH LESSON — LEXIOLOGY N°' 368-369. 309 De bonne heure, literally of good hour, is an idiomatic adverbial lo- cution, which signifies early or betimes. Rendez-vous is a compound substantive, formed of the second person plural of the imperative of rendre and the pronoun voas; its literal sense is repair you, or betake yourself. 368. The radicals forming a compound word, as rendez-vous, are joined by a hyphen. HiEK comes from the Latin heri, yesterday. Its only derivative is avant-hier, the day before yesterday. Etions is the first person plural of the imperfect tense of etre. 369. ATant, which has been mentioned in the eighth lesson, is a preposition signifying before. It must not be confounded with devant (20i) which simply denotes place or situation. Avant marks priority of time or of place. Matin comes, through the Italian mattina, from the Latin matuti- num, morning. Its derivatives are : Matinal, early. | Matineux, early ; early riser. Matinee, morning. Matinier, of the morning. Matines, matins. 1 Matutinal, of the morning. AvioNS is the first person plural of the imperfect tense of avoir. Filet is derived from fil, thread, which comes from the Latin filum, thread. The principal derivatives of fil are : Filer, to spin. File, thread (of gold or silver). Filure, spinning. Filerie, wire-drawing ; wire-mill. Filet, thread; string; net, snare ; streamlet ; fillet ; chine. Fileur, spinner. Filiuse, spinner, spinster. Filaire, hair-worm. Filament, filament. Filamenteux , filamentous , thready. Filandres, gossamer; threads; strings. Filandreux, stringy, thready. Filasse, tow ; bast. Filassier, manufacturer of bast. Filateur, spinner ; proprietor of a spinning-mill. Filature, spinning ; spinning ground; spinning-mill. Filiere , draw-plate ; drawing- frame. Filin, cordage. Filoche, net-work. Filoselle, flos^silk. Filon, vein (mining). Filifortne , filiform ; thread- shaped. Filipendule, dropwort. Filigrane, flligrane, filigree. Effiler, to unravel, to ravel out; to taper ; to string. Effi,le, slender, tapering ; slim ; fringe. Effilure, ravelled thread. Effiloquer, to ravel, to un- ravel. 31 SIXTEENTH LESSON — LEXIOLOGY — K?° 370-371 . Enfiler, to thread; to string; to run through. Af/iler, to sharpen, to give an edge to. Affile, sharp. Fau filer, to tack, to baste (with the needle). PniiTE is the past participle oipre'ter, which comes from the Latin pycBstare, to furnish. The principal derivatives are : PrMe-nom, person that lends his Morfil, wire-edge. Profit, profile. Profiler, to profile. Par filer, to undo the threads of. Parfilage, undoing the threads. Tranchefile, head-band. Fret, loan, Se preter, to indulge, to comply, to humour. Preleur, lender. name. Prestation, prestation; taking (an oath). Pass AMES is the first person plural of the past tense definite of passer, seen in the third lesson. 370. The first person plural of the past tense definite of verbs ending in er in the infinitive mood is formed by changing this termination into amvis. JouRNEE is one of the derivatives of jour, seen in the eighth lesson. These two words, jour and journee, are rendered in English by the same expression— day ; but they are not perfectly synonymous. Jour is the general term for day, without reference to its duration. Journee defines the whole or full day. The same difference exists between an and annee, year; ma(m and matinee, morning; soir and soiree, evening. Syi. The termination ee in substantives commonly denotes the whole, the sum total of that which is expressed by the radical, as in journee, a whole day, from jour, day. This termination also cor- responds in many substantives to the English termination ful, or full, as in boucMe, mouthful, from bouche, mouth ; cuilleree, spoonful, from cuiller, spoon; aiguillee, needleful, from aiguille, needle; carrossee, coach-full, from carrosse, coach ; potde, polful, from pot, pot ; assietiee, plateful, from assietle, plate. Tciis comes from the Latin tres, three. It Ls joined to adjectives and adverbs to form the superlative of eminence, as the word very does in English. Tresagriahle, very agreeable, signifies literally three times agreeable. The adverbs fort and Men have been seen employed as synonyms of tres, in » Fort peu de chose » (7th lesson), and « Nous se- rions Men fous » (12th lesson). SIXTEENTH LESSON LEXIOLOGY, N" 372 — SYNTAX, 373. iH. 372. The adverb tres is joined to the word that follows it by a hyphen. This sign is not used after fort and Men. Agr^able is derived fiom gre, inclination, taste, liking, which comes from the Latin gratum, agreeableness. The principal derivatives of GRE are : Agreer, to please; to approve, to nUow. Agriment, pleasantness ; charm, ornament ; consent, approbation. Agreable, agreeable, pleasant. Agreablement, agreeably. Desagreer, to displease. Desagrement, disagreeableness. Besagriable, disagreeable, un- pleasant. Desagreablement, unpleasantly. Agree, attorney. * Maugrier, to rage, to curse. * Malgre , . notwithstanding ; in spite of. Be Ion gre, willingly. Bon gre, mal gre, willing or un- willing. De gre a gre, by private agree- ment. Congru, congruous. Congrument, congruously. Congruite, congruity. Incongru, incongruous. Incongrument, incongruously. Incongruity, incongruity. SYDITAX. § 1 — INTERROGATIVE. Why do we say « D'autres friandises, » and not « des autres frian- dises?— 112. Why is leur before fourniront, and les before connaissent ?—UZ. Why is there no preposition between feront and rire?—lQ5. Why is y placed before etions ? — 222. Why is the imperfect tense properly used in « Nous y Uions « and « Nous avions un filet ? » — 148. Why is the past tense definite properly used ia «Nous passdmes une journee? »— 149. Why is u Which had been lent us » rendered by « Qu'oy nous avail prcte?«—6U. With what does the past participle prete agree, in « Qu'on nous avail prete? «—llU. § 2— EXPLANATORY. Dii Champagne, des gateaux et A'' autres friandises. 3 73. The partitive article de; dw, dc la, des (102) corre- 312 SIXTEENTH LESSON SYNTAX — N" 374 TO 377. sponding to some or any, must be repeated before each substantive, as well as the simple article (2-23) and the preposition de (118). Que leur fourniront des marchands qui les connaissent. In this phrase, des marchands, which is the subject, is placed after the verb , contrary to the general rule, which , in French as well as in English, is that the subject precedes the verb. This inversive construction, though not obligatory, is often employed when the subject is qualified by an incidental phrase, as des marchands is here qualified by qui les connaissent. 374. When the subject is a substantive followed by other words which qualify it, it is sometimes proper to place it after the verb. Jlloi , je me chargerai. 375. Moi is joined to je, by apposition and reduplication, for the sake of emphasis, which in English is represented by underlining the pronoun or printing it in italic. In French, the reduplication either precedes the verb, as in the above phrase, or follows it, thus : Je me chargerai, moi. The other personal pronouns are also susceptible of this reduplication. In this construction, quant a is generally under- stood, or may be expressed as in the text : « Quant a vous, mon cher, vous apporterez. » We might have said : « Quant a moi, je me char- gerai, » and a Vous, mon cher, vous apporterez. » Vous apporterez ce que vous Toudrez. The two verbs, apporter and vouloir, are in the future tense. In English, the second verb would be in the present tense. 376. The present tense, used in English to point out the relative time of a future action, must be rendered in French by the future. Vous ne serez pas fdche d'etre Tenu. 377. There are about six hundred neuter verbs in French, of which above five hundred and fifty are conjugated in their compound tenses by means of the auxiliary verb avoir. Among the remainder, some take either e'tre or avoir as an auxiliary, according to the sense in which they SIXTEENTH LESSON SYNTAX, N° 378 — PUEPAR. EXERCISE. 313 are used, as will be explained later, and the following invariably require £tre. Aller, to go. Arriver, to arrive, to happen. Choir, to fall (seldom used) . DeceUer, to decease. Eclore, to hatch. Mourir, to die. Naitre, to be born. Tomber, to fall. Venir, to come. Devenir, to become, to grow. Intervenir, to intervene. Parvenir, to reach, to succeed. Revenir, to come back, to return. * Observe that not all the deriva- tives of venir, but only four of them are included in this list. Six heures> du matin. 818. The distinction made in English between six hours and six o'clock has no equivalent in French ; the word heure being used indiffer- ently to express an interval of sixty minutes, or that moment of time which the clock indicates. In consequence, we render « Whal o'clock is it ? i> by « Quelle heure est-il » ? and « It is six o'clock » , by « II est six heures, » Tbird Divisiou.— Exercises. PREPARATORY EXERCISE. 1. Model: Que leur fournironf. Lexiology, 359— You will bring (to) them— He has said to them— She gives (to) them— He said to them— They gave (to) them— He could say to them— They spoke to them— He could propose to them— She has lent (to) them. 2. Model : Fourniront. Lexiology, 360— They will assail— They will free— They will warn— They will divert— They will finish— They will enjoy— They will blacken— They will perish— They will reunite — They will feel. 3. Model : Je me chargerai. Lexiology, 361—1 shall correct myself — He will correct me — They know me— He gives me— They gave me — They said to me— I stretch myself— They will furnish me— He has guided me— She will bite me— Blackening myself— They have forgotten me— I shall talk to myself. h. Model : Je chargerai, Lexiology, 362—1 shall love— I shall brmg —I shall cease— I shall give— I shall examine— I shall taste— I shall ima- 314 SIXTEENTH LESSON PREPARATORY EXERCISE COMPOSITION. giiie— I shall forget— I shall think— I shall pass— I Shall pronounce— I shall propose— I shall fish— I shall lend. 5. Model : Vous apporterez. Lexiology, 363 — You will stop— You will admire— You will amuse— You will contribute— You mil charge— You will exercise— You will study— You will force— You will lounge— You will possess— You will speak— You will look. 6. Model: Histoire. Lexiology, 36i— Glory— Obligatory— Interro- gatory— Purgatory— Expiatory— Consolatory— Inflammatory— Aratory— Laboratory— Observatory- Refectory— Victory — Territory — Promon- tory—Repertory — Ivory. 7. Model : Vous. Lexiology, 365— He called you— We admire you— They love you— You will understand yourself— You will give yourself— You will exercise yourself— They will furnish (to) you— He speaks to you —He said to you— You will talk to yourself— You will say to yourself. 8. Model : Surprendront. Lexiology, 366— They will learn— They will wait— They will understand— They will say— They will hear- They will extend— They will put— They will bite— They will pretend— They will please— They will lose— They will take —They will answer— They will render— They will laugh— They will follow. 9. Model : ravertis. Lexiology, 367—1 free— I divert— I finish— I furnish— I enjoy— I blacken— I perish— I reunite. 10. Model : Nous passdmes. Lexiology, 370 —We brought —We gave— We examined — We tasted— We imagined— We forgot — We thought- We passed — We pronounced —We proposed — We fished^ We studied— We spoke. 11. Model: Tres-agreable. Lexiology, 372 — Very active— Very ambitious— Very attractive — Very attentive— Very good — Very brave — Very fine— Very dear— Very sweet— Very tedious— Very giddy — Very false— Very frank— Very cool— Very great— Very grave. 12. Model : Du Champagne, des gateaux, etc. Syntax, 373— Some bread and water— Any friends or companions— Some stories and proverbs —Some lines, hooks and baits— Any shade and coolness— Some bread and fish. COMFOSITIOm. 1 — Champagne is better than water— 35, 357. 2 — You shall taste this Champagne— 357. SIXTEENTH LESSON — COMPOSITION. 315 3 — Our friends are in the boat. We will go and [to] speak to them -359, U — What shall we propose to them ?— 359. 6 — We will lend them our lines— 359- 6 — Their parents have given them some nice things— 359. 7 — They will enjoy their hours of recreation— 361). 8 — They will divert you with [by] their mirth — 360. 9 — My son gives me all that [which] he has— 361. 10 — All my friends have forgotten me — 361. 11 — Does he think that I shall speak French with facility ?— 362. 12 — Does he think that I shall pronounce it well ?— 362. 13—1 shall not forget the good examples which he has given me —362, 361, 114. 14 — Where shall you pass the day ?— 363, 371. 15 — You will find some cakes in the basket— 363. 16 — Your friend has forgotten his lesson ; he has very little memory —364. 17 — Your brothers will wait for you near the large willow — 365, 366. 18 — They will takfe their nets with them— 366. 19 — 1 am satisfied when I assemile [reunite] all my friends— 367. 20 — We lent a boat to your companions — 370. 21 — We proposed to them to come with us — 370, 207. 22 — We tasted their cakes, which were not good — 370. 23 — We found the tradesman in his shop— 370. 24 — We asked him if he had any Champagne— 370. 25 — The morning is beautiful — 371. 26 — That year was one of the best for tradesmen — 371. 27 — The poor man has nothing but bread and water — 373. 28 — Do you know whether (if) he has any relations or friends ? —373. 29 — We shall have some bread, meat, fish, and nice things — 373. 30 — We like to follow the example which [the] men who have more experience than we give us — 374. 31 — Do you know what Boileau, that satirical poet, said ?— 374. 32 — What he has not had, I shall have.— 375, 294. 33 — They are waiting for you ; /am not waiting for you. — 375. 34 — Come when you will — 276. 35 — We shall be reasonable when we are old— 376. 36 — When they have children, they will be more serious —.376, 155. 37 — The more you study, the more satisfied you will be [satisOed] — 376. 38 — Where has he gone with his boat?— 377. 316 SIXTEENTH LESSON — RECAPITULATION. 39 — Your master has come [for] to give yon a lesson— 377. 40 — We have come [for] to see you— 377. 41 — He has succeeded in making [to make] a large fortune— 377. 42 — Have our friends come back?— 377. 43 _ What o'clock is it?— 378. 44 — It is seven o'clock— 378. 45 — At what o'clock shall you take your lesson ?— 378. 46 — At eight o'clock— 378. 47 — You will take a lesson of two hours— 378. RECAPITUIiATIOIV. 1. Contained in the text. 46 2. Radicals and derivatives, connected with the words of the text 514 260 In the preceding lessons 4,867 Sum total 9,157 Vt*ineipttl ohset*vation» : 355, 356. On the letter d. 367. On the gender of proper names used to specify some peculiar production of a place. 358. On the termination ise. 359. On the personal pronoun leur. 360. On the formation of the third person plural of the future tense of verbs in ir. 361. On the personal pronoun me. 362. On the formation of the first person singular of the future tense of verbs in er. 363. On the formation of the second person plural of the future tense of verbs in er. 364. On the termination oire. 365. On the personal pronoun vous. 366. On the formation of the third person plural of the future tense of verbs in re. 367. On the formation of the first person singular of the present tense of the indicative mood of verbs in ir. SEVENTEENTH LESSON READING EXERCISE. 317 S68. On ihe employment of the hyphen in compounds. 369. On the preposition avant. 370. On the formation of the first person plural of the past tense de- finite of verbs in er. 371. On the termination e'e in substantives. 372. On the employment of the hyphen after the adverb tres. 373. On the repetition of the partitive article de, du, de la, des. 374. On the place of the subject, when it is a substantive. 375. On the reduplication of the personal pronouns, and particularly that of the pronoun moi. 376. On rendering the English present tense by the future in French, when it points out the relative time of a future action . 377. On the French neuter verbs which require elre as an auxiliary in their compound tenses. 378. On the English expressions hour and o'clock, both rendered in French by heure. SEVENTEENTH LESSON. 0Mh. Why is the pronoun after the verb in « Ou allez-vous » ?—U0. Why "is en before the verb in « Nous n'en savons rien » ?— 43, Why is amuser in the subjunctive mood in « pourvu que nous noits AMUsioNS »?— 273. In the phrase « pourvu que nous nous amusions » , why is nous em- ployed twice ?— 198. § 2 — EXPLANATORY. Se reunissaient pour alter. 420. When the English preposition t®, before the infinitive mood, signifies in order to, it is rendered in French by (Hour. Pour aller se promener. A verb of motion, as aller, to go, venir, to come, is often joined to the next verb in English, by means of the conjunction and; both verbs being in the same tense and mood, as : To go and [to] take a walk — Let us go and (let us) take a walk — We shall go and [we shall) take a walk. 421. The verb which follows a verb of motion in French is in the infinitive mood, and requires no conjunction before it. The preceding EIGHTEENTH LESSON— SYNTAX N°' 422 TO 426. 355 examples should therefore be translated : Aller se vroueher — Allans nous PBOMENEB — Nous irons nous promenek. S'ecriaient-ils. Demandait celui-ci. Refondaient-ils. 4L%%. The subject is placed after the verb , in the incidental phras by which we designate the person whose words are quoted. En apercevant Alexis. 433. The preposition on, used in English before the present parti- ciple to denote the time at which any thing happens , is rendered in French by en. Vous viendrez fali'e un tour. 48-4. The verb faii*c is commonly employed in phrases which denote that distance or space is gone over, as : Faire unpas, To take a step— Fai're M« tour, To take a turn, a trip— f aire ime promenade. To take a walk — Faire un voyage. To perform a journey— FaiVe un mille a pied, To walk a mile — Faire une lieue a cheval. To ride a league Vous viendrez avec nous, Ga'est-ce pas ? 425. The interrogative form annexed to a proposition, in order to know whether it is assented to, varies in English, according to the tense and person of the verb, and may be expressed in as many ways as there are different signs or auxiliary verbs. In French this form is invariably n'est-ce pas? thus: Vous viendrez, riest-cepas? You will come, will you not? — Vous ne viendrez pas, n'est-ce pas? You will not come, will you? — Vous venez, n'est-ce pas? You are coming, are you not? — II n'estpas venu, n'est-ce pas? He is' not come, is he ?—Il parlait bien, n'est-ce pas? He spoke well, did he not? — II ne serait pas chez lui, n'est-ce pas ? He would not be at home, would he ? Plus alerte que de coutume. 246. There are two ways of forming the comparative degree in 356 EIGHTEENTH LESSON PREPARATORY EXERCISE. English, when it denotes superiority, as : Irislier, or more brisk; there is but one in French : the adverb jj^ms is placed before the adjective or the adverb. When in English the conjunction than follows, it is rendered by que. The same conjunction follows mains, less, when the compara- tive denotes inferiority, as : Mains alerte que de cautume, Less brisk than usual. See also 218. Vbli'd DiTision.— Exercises. PREPARATaRY EXERCISE. 1. Model: lis riunissaient. Lexiology, 410— They freed — They warned— They diverted— They finished— They furnished— They enjoyed —They blackened— They perished— They reunited— They filled— They succeeded. 2. Model : lis s'ecriaient. Lexiology, 413, 198— To abstain— I lean onmy elbow.— He applies himself— We throw ourselves about— You are going away— They are going back— He taxed his ingenuity (imperfect)— They mistrusted (imperfect)— You will remember. 3. Model : Se pramener. Lexiology, 414, 198—1 expect to see him —He will behave well— We shall make haste— You will suspect— They miscalculate— He took advantage (imperfect)— They will make use of that. 4. Model : Vaus viendrez. Lexiology , 306 — (Translate by verbs derived from venir in the second person plural of the future tense)— You will agree— You will disown— You will transgress — You will circumvent— You will become— You will become again — You will intervene — You will attain — You will prevent— You will come again — You will provide — You will arrive unexpectedly. 5. Model : Nous attendrons. Lexiology, 415 — We shall learn— We shall understand— We shall say— We shall hear— We shall extend— We shall put— We shall bite— We shall pretend— We shall please— We shall lose— We shall take — We shall answer — We shall render — We shall laugh — We shall follow — We shall suspend — We shall surprise— We shall sell. 6. Model : Nous partirons. Lexiology, 416— We shall assail— We shall free— We shall warn— We shall divert— W^e shall finish— W^e shall EIGHTEENTH LESSON — PftEP, EXERCISE — COMPOSITION. 337 furnish— We shall enjoy— We shall blacken— We shall perish— We shall reunite— We shall fill— We shall succeed— We shall feel. 7. Model: Depechez. Lexiology, 417 — Stop— Lean— Call— Admire —Love— Bring — Go — Cease— Charge— Give— Ask— Examine — Study — Taste —Imagine— Forget— Think— Pass— Pronounce— Speak— Pro- pose— Lend— Look— Turn— Find. 8. Model : lis ripondaient. Lexiology, il8— They heard- They extended— They put— They bit— They pretended— They lost — They answered— They rendered— They laughed— They followed— They sus- pended —They sold. 9. Model: Pourvu que nous amusions. Lexiology, 419— Provided we admire— Provided we love— Provided we bring — Provided we go- Provided we cease— Provided we charge — Provided we give— Provided we ask— Provided we examine — Provided we taste— Provided we imagine — Provided we think — Provided we pass — Provided we pronounce — Provided we speak— Provided we look— Provided we find. 10. Model : En apercevant. Syntax, 423— On calling — On ceasing — On tasting— On looking— On turning — On finding— On finishing— On filling— On hearing— On putting. 11. Model : Plus alerte que. Syntax, 426— More active than— More ambitious than — More attentive than— Braver than— Lower than — Finer (masc.) than — Finer (fern.) than- Dearer than— More complete than — Sweeter than— Falser (masc.) than — Falser (fem.) than — Cooler (masc.) than— Cooler (fem.) than. COIHFOSITIOIV. 1 — They were filling their basket with cakes— 410, 295. 2 — Our friends were diverting themselves— 410. 3 — I say ! We shall give them a serenade— 359, 344, 411. 4 — In doubt one [it] must abstain— 413. 5 — She applies herself to the study of the French language— 41S. 6 — You will remember [of] what we have said — 413. 7 — You shall not come into the boat again, if you throw yourself about in this way [like that] —160, 413. 8 — 1 mistrust [of] that man— 413. 9 — You did not expect [to] our visit, did you?— 414, 425. 10 — If we behave well, we shall be rewarded- 414. 11 — If they make haste, they will be on the bridge before you— 414. 358 EIGHTEENTH LESSON — COMPOSITION. 12 — He did not suspect that he could be o»erheard— /ilZi, 64. 13 — "We shall answer [to] all your questions— 415. 14 — We shall sell our boat— 415. 15 — If you speak slowly [softly], I think that we shall understand you— 415. 16 — Where shall we put our fish ?— 416. 17 — You will put it into this basket— 347. 18 — We shall divert ourselves in the fields— 416. 19 — We shall finish this story another day— 416. 20 — If we are not victorious, we will perish together — 155, 416. 21 — Amuse yourselves, my dear children — 417, 334. 22 — Ask [to] that fisherman if he has any eels— 417, 134, 102. 23 — Weigh your bread and meat — 417, 117. 24 — Reward your children— 417. 25 — Lend me your dictionary— 417, 334, 339. 26 — They heard without understanding— 418, 141. 27 — They laughed without knowing why— 418, 141. 28 — They were losing their time in looking at the shops— 418, 224. 29 — Do you doubt that we love you? — 419. 30 — It is necessary that we should take [bring] some provisions —419. 31 — They will not be sorry to see us, provided we ask them nothing —419, 359. 32 — They talk to exercise themselves— 420. 33 — We shall set out (depart] early, to surprise him — 420. 34 — We are going into the fields, to take a walk— 420, 424. 35 — I am come to see you — 420. 36 — Come and see the bridge— 421. 37 — We shall go and take a turn in the fields— 421 , 424. 38 — Go and speak to your mother— 421. 39 — You will often come [often] and see us — 421. 40 — We shall go and surprise them— 421. 41 — « Where are our friends ? » said (dit) James — 422. 42 — « They are in the fields, » answered William— 422. 3 — « Where are we ? » asked Alexis — 422. 44 — « On the boulevard, » answered his comrade — 422. 45 — On hearing these words, he stopped— 423, 72. 46 — On putting his foot into the water, he felt an eel— 423. 47 — We have learned many words, have we not ?— 425. 48 — Your comrades like fish, do they not ?— 425. 49 — We should not have time to go and see them, should we?— 421, 425. EIGHTEENTH LESSON RECAPITULATION. 359 50 — We shall wait for our friends, shall we not?— 425. 51 — She was studying her lesson, was she not?— i25. 52 — They have not forgotten us, have they ?— 425. 53 — James was braver than "William— 426. 54 — This shop is finer than the other— 426. 55 — Meat is dearer than bread— 426. 56 — The water is cooler to-day than it was yesterday— 426, 294. 57 — William was younger than his brother— 426. 58 — This lesson is not longer than the seventeenth— 426. BECAPITVLATIOIV. Words: 1. Contained in the text 28 2. Radicals and derivatives connected with the words of the text 102 130 In the preceding lessons 5,496 Sum total 5,626 Principal obteruationt : 406, 407, 408, 409. On the letter h. 410. On the formation of the third person plural of the imperfect tense of verbs ending in ir. 411. On the termination ade. ' 412. On the inseparable particle e or ex. 413. A list of the essential pronominal-verbs. 414. A list of verbs which have a different acceptation when they become pronominal. 415. On the formation of the first person plural of the future tense of verbs ending in re. 416. On the formation of the first person plural of the future tense of verbs ending in ir. 417. On the formation of the second person plural of the imperative mood of verbs ending In er. 418. On the formation of the third person plural of the imperfect tense of verbs ending in re. 419. On the formation of the first person plural of the present tense of the subjunctive mood of verbs ending in er. 360 NINETEENTH LESSON — READING EXERCISE . 420. On the preposition to rendered hypour, 421. On the infinitive mood required after a verb of motion. 422. On the place of the suiyect, in an incidental phrase designating the person whose words are quoted. 423. On the preposition on rendered by en. 424. On the verb faire in speaking of distance or space gone ovec. 425. On the interrogative expression N'est-ce pas? 426. On the comparative degree of adjectives and adverbs. NINETEENTH LESSON. first Divistou — Practical* READIIVG EXERCISE. .9 6 32 Dix-neuvieme le^on. ^0 5 4 40 « Nous courrons*, nous saute- ■40 0^50 4. -00 ronsj nous jouerons aux barres, 8 0^47 au cheval fondu et a d'autres 8 6 w w 20 v^ 8 00 jeux. Garnissez vos poches, si 5 20 ^ 20 vous le pouvez. I^i vous n avez pas * In this word the reduplication of the R must be heard. NINETEENTH LESSON — BEADING EXERCISE. 361 w 8 i ^ 73 20 d' argent, n'importe 5 suivez-nous 23T 53 toujours et n ayez aucun souci w du reste. » 00 . ,§ w _ 9 3 4 ^ Toutes les invitations du meme 8 10^^ 08 TiO - i genre etaient joyeusement accep- 200 6 . tees, en quelque moment qu elles wuOGO 0^ 7 00 arrivassent; quelque inopportunes 7 000 60 qu' elles fussentj quelques pres- 10. 7 _ 93 4 • .2 sautes occupations qu' elles in- 4 w 6.2 42 terrompissent 5 quelques inconve- 3100 .7 000 OwO nients qu'elles eussent, et quels 06 60 02.20 00 que fussent ceux qui les faisaient*, 6. 2000 * Or rAiSAiEivT. 362 NINETEENTH LESSON — TRANSLATION. 2 pourvu qu'ils eussent Fair de 4.1 1 00 bons enfants. LITERAI, TRAIVSIiATIOnr. Dix-neuvieme legon. Nineteenth « Nous courrons, nous sauterons, nous jouerons shall run shall leap shall play aux barres, au cheval fondu et a d'autres jeux. prisoners' base horse melted (leap frog) games Garnissez vos poches, si vous le pouvez. Si vous Stock pockets can n'avez pas d'argent, 1 n'importe | ; suivez-nous have money no matter follow toujours et n'ayez aucun souci du reste. » have care rest. Toutes les invitations du meme genre etaient invitations kind joyeusement acceptees, en quelque moment qu'elles joyfully accepted whatever arrivassent ; quelque inopportunes qu'elles fussent ; arrived (subj.) however untimely were (subj.) quelques pressantes occupations qu'elles interrompissent; whatever pressing occupations Interrupted (subj.) quelques inconvenients qu'elles eussent, et | quels que | whatever inconveniences had (subj.) whoever NINETEENTH LESSON — TRANSLATION — CONVERSATION. 363 fussent ceux qui les faisaient, pourvu qu'ils eussent were those them made had I'air de bons enfants. » air ENGLISH TRAnrSIiATIOIV. « We shaH run and jnmp and play at prisoners' base, at leap frog and other games. Line your pockets, if you can. If you have no money, it matters not ; come with us and never mind the rest. » All invitations of the same kind were joyfully accepted , at whatever moment they might arrive; however untimely they might be; what- ever pressing occupations they might interrupt ; whatever inconveniences might attend them, and whoever they might be who made them, provided they looked like good fellows. AI.TERIVATE TRAIVSII.ATIOTV. See 1st. lesson, p. k and 5, and 2nd. lesson, p. 30. C01VT£RSATI0IV. QUESTIONS. Quelle est cette le?on ? Que feront les camarades d' Alexis? A quels jeuxjoueront-ils ? Qu'est-ceque c'est que le cheval fondu ? Quelle recommandation les ap- prenlis faisaient-ils a Alexis ? Etait-il indispensable qu'il eut de I'argent ? Que lui disaient-ils encore ? Comment toutes les invitations du m€me genre (5taient-elles accep- ts? ANSWEES. C'esl la dix-neuvifeme. lis courront, ils sauteront, ils joueront. Aux barres , au cheval fondu el a d'autres jeux. C'est un jeu. De garnir ses poches, s'il le pou- vait. Non ; car les apprentis lui di- saient : Si vous n'avez pas d'argent, n'importe. Suivez-nous toujours, et n'ayez aucun souci du reste. Elles ^taienl joyeusement aecep- t6es. 364 NINETEENTH LESSON CONVERSATION — PBRASEOLOGT. Qu'est-ce qui 6tait joyeusement accepts ? En quel moment dtaient-elles joyeusement accept^es? Ces invitations 6taient-elles tou- jours opportanes? Etaient-elles accept^es de meme, quand elles 6taient inopportunes ? Qu'est-ce que ces invitations interrompaient quelquefois ? Comment etaient-elles regues, quand elles avaient des inconv6- nients ? Acceptait-il ces invitations quels que fussent ceux qui les faisaient? Toutes les invitations du meme genre. En quelque moment qu'elles ar- rivassent. Non. Elles etaient quelquefois inopportunes. Qui -f quelque inopportunes qu'elles fussent. Elles interrompaient de pres- santes occupations. EUes gtaient joyeusement accep- t^es , quelques inconv6nients qu'elles eussent. Qui, pourvu qu'ils eussent I'air de bons enfants. PHRASEOLOGY. TO BE TRANSLATED INTO ENGUSH. I TO BE TRANSLATED INTO FRENCH. Avez-vous encore des explica- tions a me demander sur le systfeme m(5trique ? Oui, certainement. Et d'abord sur les mesures en usage pour les liquides, les grains, et caetera. Nous les appelons mesures de capacity. C'est comma chez nous. L'unit6 de mesure est le litre. C'est un dficimfetre cube. A laquelle de nos mesures cela equivaut-il ? A environ deux pintes. Ou, plus exactement, a une pinte et trois quarts. Je ne vous demande pas la deno- mination des autres mesures de capacity ; je la trouverai tout seal. Un de mes amis a un champ de Have you any more explanations to ask me on the metrical system ? To be sure, I have. And firstly on the measures used for liquids, grains, and so forth. We call them measures of capa- city. It the same in our country. The unity of measure is the Uti'e. It is a cubic decimeter. To which of our measures does that correspond? To about two pints. Or, more exactly, to a pint and three quarters. I do not ask you to tell me the names of the other measures of capacity ; I shall fiud them out by myself. A friend of mine has a field of NINETEENTH LESSON — PHRASEOLOGY. 365 deux hectares ; combien d'acres cela fait-il? Environ cinq acres. Je suppose que le mot liectare est pour hectoare, c'est-a-dire cent ares. Vous avez raison ; Pare est I'unitS des mesures de superDcie. Un are est une surface de cent mfetres carr6s. Je ne comprends pas le mot Carres. Le carr6 est une surface iimit^e par quatre lignes de la mesne lon- gueur , formant quatre angles pareils. Cette feuille de papier a quatre angles pareils : estelle carr^e ? Non , pas exactement ; parce que ses quatre bords ne sont pas de la m§me longueur. Quelle est I'unit^ de mesure pourles solides? Le stfere, ou le mfetre cube. N'avons-nous rien oublid? Nous n'avons pas parl(5 de la monnaie. Comprenez-vous le mot mon- naie? Qui, par sa ressemblance avec notre mot money. Le franc est I'unit^. C'est une pifece d'argent du poids de cinq grammes. A quoi cela 6quivaut-il ? A dix pence. Y a-t-il des d^cifrancs, des dfica- francs et des centifrancs? Non, ces denominations ne sont pas en usage. Les subdivisions du franc sont appeldes centimes- two hectares ; how many acres does that make ? About five acres. I suppose that the word hectare is for hectoare, that is one hun- dred ares. You are right : the are is the unity of superficial measures. An are is a surface of one hun- dred square meti-es. I do not understand the word Carres. The square is a surface limited by four lines of the same length , forming four similar angles. This sheet of paper has four similar angles : is it square ? No, not exactly; because its four sides are not of the same length. What is the unity of solid measures ? The stere, or cubic metre. Have we forgotten nothing ? We have not spoken of coins. Do you understand the word monnaie ? Yes, from its resemblance to our word money. The franc is the unity. It is a piece of silver weighing five grams. What is it equivalent to ? To ten pence. Are there any decifrancs, deca- francs and centifrancs ? No, these denominations are not used. The subdivisions of the franc are called centimes. 366 NINETEENTH LESSON — PRONUNC. N" 427-428 LEXIOLOGT. Un centime est le centifeme d'un franc. II y a des pifeces de cinq cen- times, ou des sous. II y a des pieces de dix, de vingt et de cinquante centimes. II y a aussi des pifeces de deux francs et de cinq francs. De quel mfital sont-eUes faites ? D'argent. N'avez-vous pas de pifeces d'or ? Nous avons des pifeces de dix francs, de vingt francs et de qua- ranle francs. Je vous suis bien oblige de vos explications. A centime is the hundredth part of a franc. There are pieces of five cen- times, or sous. There are pieces of ten, twenty and fifty centimes. And ihere are pieces of two francs and of five francs. What metal are they made of ? Of silver. Have you no pieces of gold ? We have pieces of ten, twenty and forty francs. I am much obliged to you for your explanations. Second DiTision —Analytical and tbeoi'etical. PROWCIVCIATIOIV. EXAMPLES. Jeune — Tou/ours — /usque — /amais — 7our — /ardin — /ustice — /ouirions — Aujourd'hui — /ournee — Goujon — Je. In all these words, the sound of j is that of z in the English word azure. 487. The French souud of | is that of z in the English word azure. Kilogramme is the only word in which we have hitherto seen the letter ft. 42S. The consonant k, which very seldom occurs in French words. I. Fuser, to expand ; to liquefy. Fusible, fusible. Fusibilite, fusibility. Fusion, fusion, melting. 24 370 NINETEENTH LESSON — LEXIOLOGT— N° 433. Confondre, to confound; to blend ; to confase. Confus, confused ; confounded. Confusement, confusedly. Confusion, confusion. Morfondre, to chill. Morfondure, morfoundering. Morfondu, chilled. Parfondre, to fuse. Refondre, to refound; to recast; to recoin ; to remodel. Refonte, refoundiug ; recoinage; remodelling. Gras-fondwre, molten grease. J'Etix is the plural of jetj (261), mentioned in this lesson. Garkissez is the second person plural of the imperative mood olga/r- nir, to furnish, to stock, to decorate, to trim, to garnish, which comes from the Italian guarnire or guernire, to furnish. The principal deri- vatives of GARNIR are : Affmion, affusion, Diffus, diffuse. Diffusemenf, diffusely. Diffusion, diffusion. Effusion, effusion. Infus, intuitive. Infuser, to infuse ; to steep. Infusion, infusion. Infusible, infusible. Infusoires, infusoria. Suffusion, suffasioji. Transfuser, to transfuse. Transfusion, transfusion. Garni, furnished lodgings. Garnement (formerly garment), worthless fellow. Garnisaire, bailifl's man. Garnison, garrison. Garnisseur, garnisher. , Garnilure, set ; garnish ; lining ; trimming; furniture. Degarnir, to strip; to unfurnish. Regarnir, to furnish again. 4:33. The second person plural of the imperative mood of verbs ending in ir in the infinitive is formed by changing this termination into iss-ez. It is similar to the same person of the present tense of the indicative mood. See 217 and Itll. PocHE comes from the Saxon pocca, pocket. Its principal deriva- tives are : Pocher, to bruise (the eyes) ; poach (eggs). to Pocheter , to keep in ane's pocket. Empocher, to pocket. Rempocher , to put into one's pocket again. Pochette, pocket ; net (for rab- Mls); pocket-violin. POiUVEZ is the second person plural of the present tense of the indica- tive mood of the irregular verb|»OMi!oir, seen in the third lesson. AvEz is the second person plural of the present tense of the indicative mood of avoir. NINETEENTH LESSON — LEXIOLOGY — N" 434 TO 436. 371 Argent, silver, money, comes from the Latin argentum, silver. Its principal derivatives are : Argenter , to silver over; to plate. Argenteur, silverer. Argenterie, silver-plate ; silver. Argenteux, moneyed. Argentifere, argentiferous. Argentin, silvery. Argeutim, argentina; ^Iver- weed. Argenture, silvering. Desargenter, to unsilver. Vif-argent, quicksilver. 434. ]\'iuiporte, being in frequent use, and giving rise to several idiomatic locutions, requires a particular mention. It is the negative form of II importe, Ii is important, the third person singular of the present tense of importer, to be important, a verb which, in this sense, is only used in the . inflnitive or in the third person singular, with the impersonal pronoun 11. N'importe signiDes No matter. Never mind, It does not signify. Its principal combinations are : N'im-portequi, any one ; whoever you like. N'importe qnoi, no matter what. M'vmporte lequel, no matter which ; be it which it may. N'importe oil, any where. NHmporle quand, at any time. SuiVEz is the second person plural of the imperative mood of suivre, seen in the iliird lesson. 435. The second person plural of the imperative mood of verbs ending in re in the infinitive is formed by changing this termination into ez. It is similar to the same person of the present tense of the indicative mood. See i33 and 417. Ayez is the second person plural of the imperative mood oi avoir. Examples have now been seen of the second person plural of the impe- rative mood, in the three regular forms of conjugation, and the two auxi- liaries, in the following phrases : « DepecfiEz-vous « — 18th lesson. « GarmssEivospoches » — 19th lesson. « SuivEi-nous » — 19th lesson. « SoYEZ plus mlerie que de couiimie » — 18th lesson. « iV'AYEz aucun sotm » — 19lh lesson. 436. Pas d'argeut — Aucun sonci — Pas de , like aucuii , corresponds to no or not any (269) ; but it differs from aucun inasmuch as it refers to the plural as well as the singular, and has besides a more indefinite sense. Aucun usually means not one : thus, we say indifferently « N'ayez pas de souci, » or N'ay-ez atjcun souci r, ; but we cannot say « Votis n'avez atjcun argent, » for « Tous n'avez pas d' argent. » 372 NINETEENTH LESSON — LEXIOLOGT — N°' 437-438. Souci is contracted from the Latin sollicitudo, care. Its principal derivatives are : Sam-iOMci, careless. Insouciant, careless; heedless; unconcerned. Insouciance, carelessness. Se soucier, to care, to reck, to concern one's self. Soucieux, anxious, full of care. Reste, mentioned in the eighth lesson, is masculine by exception (15). Invitation is derived from inviter, which comes from the Latin invi- tare, to invite. The principal derivatives of inviter are : Invite, guest, person invited. I Reinviter, to invite again. Invitation, invitation. | Genre, mentioned in the first lesson, is masculine, by exception (15). JoYEUSEMENT comcs froffl joie (155, 156, 31, 32), mentioned in the fovu-teenth lesson as one of the derivatives of jouir. Accepter is one of the derivatives of the Latin verb capere, mentioned in the fourth lesson. 437. Qaelqne (158) followed by qne, corresponds to u)/iafe»er and however. Abrivassent is the third person pluralofthe past tense ofthe subjunctive mood of arriver, one of the derivatives of rive mentioned in the fifteenth lesson. 43S. The third person plural of the past tense of the subjunctive mood of verbs ending in cr in the infinitive is formed by changing this termination into assent. Inopportun is one of the derivatives of porter (186, 74), mentioned in the seventh lesson. Fussent is the third person plural of the past tense of the subjunctive mood of etre. Pressantes is the plural feminine form oipressant, the present par- ticiple of presser (127), which comes from the Latin pressare, frequent- ative otpremere, to press. The principal derivatives of presser are : Presse, press. Presse, in haste, in a hm'ry. Pressant, pressing, urgent. Presseur , press-man; pressure- engine. Pressier, press-man. Pressoir, press ; wine-press. Pression, pressure. squeeze ; to screw down, to gripe. Pressurage,pressuTe, pressing. Comprimer, to compress ; to restrain. Compresse, compress. Compression, compression. Compressif, compressive. Compressible, compressible. Pressurer, to press out; to | Compressibilite, compressMlity. NINETEENTH LESSON— LEXIOLOGY. 373 Incompressiile, incompressible. Incompressibiliti , Incompress- Ibillty. Deprimer, to depress. Depression, depressioD. S'empresser, to be eager. Empressi, eager ; earnest. Empressement, eagerness. Expres (adj. and subst.), express. Expres (adv„) , expressly , on purpose. Expressement, expressly. Exprimer, to express. Exprimable, expressible. Inexprimable, inexpressible. Expressif, expressive. Expression, expression. Imprimer, to imprint, to im- press ; to print. Imprime, printed paper. Imprimerie, printing; printing- house ; printing-office. Imprimeur, printer. Impressif (little used) , impress- ive. Impression, impression; print- ing. Impressionner, to impress ; to Impressionndble, sensitive. Reimprimer, to reprint. RMmpression, reprinting. Oppresser, to oppress iin its pro- per sense). Opprimer, to oppress (in its figu- rative sense) . Oppression, oppression. Oppresseur, oppressor. Oppressif, oppressive. Oppressivement, oppressively. Reprimer, to repress, to check. Reprimable, repressible. Irreprimable, irrepressible. * Reprimande, reprimand. * Reprimander, to reprimand. Repression, repression. Repressif, repressive. Supprimer, to suppress. Suppression, suppression. Empreindre, to imprint. Empreinte, impression, impress; stamp. Epreindre, to express, to squeeze out. Epreinte , tenesmus , straining. Impregner, to impregnate. Impregnation, impregnation. make an impression on. Occupation is one of the derivatives of capere , mentioned in the fourth lesson (Ik). Intebrompissent is the third person plural of the past tense of the subjunctive mood of interrompre, derived from rompre (279), to break, which comes from the Latin rumpere, to break, to tear in pieces. The principal derivatives of bompbe are : A tout rompre , at the utmost. Rompu, broken ; inured; trained. Corrompre, to corrupt; to bribe. Interrompre, to interrupt. Rupture, rupture, breaking, bursting. Abrupt, abrupt. Ex-abrupto, abruptly. Corrupteur, corrupter ; briber. Corruption, corruption ; bri- bery. Corruptible, corruptible. 374 NINETEENTH LESSON — LEXIOLOGY, 439— SYNTAX. Corruptibilke, corruptibility. Incorruptible, incorruptible. IncorrupHMlite , incorruptibi- lity. Eruptif, eruptive. ErwpHon, eruption. Irruption, irruption. Interrupteur, interruptor. Interruption, interruption. Deroute, rout. * Banqueroute, bankruptcy. * Banquereutier, bankrupt. Roture, plebeian state. Roturier, plebeian ; not noble. Roturieremen't, in the manner of the commonalty. 439. The third person plural of the past tense of the subjunctive mood of verbs ending in j-e in the infinitive is formed by changjng this termination into issent. Inconvenient is one of the derivatives olvenir (186, 81, 48), men- tioned in the fifteenth lesson. EussENT is the third person plural of the past tense of the subjuaetive mood of avoir. Ceux is the plural masculine of celui (109). Faisaient is the third person plural of (he imperfect tense of the irre- gular verb fMire, already mentioned. Air comes from the Greek a-hp air. Ariette, arietta. Aerer, to air. Airien, aerial, airy. Aerifbrme, aeriform. Aerographie, aerography. Its principal derivatives are : Aerolithe, aerolite. Aeronaute, aeronaut. Aerostat, air-balloon. Aerostatique, aerostatic. Aerostation, aerostation. Avoir l'air, word for word, To home the air, signifies to look, to look like, to seem. § 1— interrogative. Why would it not be correct to say, « Nous jouerons a harres, a cheval fondu » ? — 35. Why do we say « jt'autres jeux, » and not >^ des autres jeux » .'' —111. What does the pronoun le represent in « Si vous le pouvez » ? — 29Zi. Why is nous after suivez?—&SU. Why does the participle accepties agree with its suJbyect invitaUam '! -399. NINETEENTH LESSON — SYNTAX — N °'440TOi44. 375 Why is les before faisaient? — US. Why is the verb in the subjunctive mood in the phrase « pourvu qu'ils eussent Voir de bons enfanls » ?— 273. § 2 — EXPLANATOBY. Mous courrons, nons sauterons, nous jouerons. 440. It would not be incorrect to say: « Nous courrons, saute- rons, jouerons, etc. The repetition of the subject pronoun depend); rather on the taste of the spealter than on any precise rule. Yet, it may be stated in a general way that the repetition of the pronoun is more frequent in French than in English. Vous n'avez pas d' argent. 441. The article is generally suppressed before a substantive follow- ing a verb in a negative phrase ; — unless this substantive be modified by some words annexed to it. If the phrase were affirmative or interrogative, we should say : « Vom avez DE V argent— Avez-vous de Vargent ? » See 102, 111. 443. When the sense of the substantive, which follows a verb in a negative phrase, is modified or restricted by some additional words, it takes the article, as in this example : « Fous n'avez pas de i.'argent qu'on vient de frapper a la monnaie. You have none of the money which has just been coined at the mint. » En qnelqae moment (^u'elles arrivassent. Ouelques inconve'nients (^u'elles eussent. 443. Qnclque, followed by que, may te joined to a substantive, to an adjective, or to an adverb.— Quelque may also be joined to a verb, but then it is not followed by que. See l\Ii7. A4L^. Qiielque, joined to a substantive and signifying whatever or whatsoever, is an adjective and agrees in number with the substantive to which it is joined, as, quelque moment que, quelques inconvenients que. The word que follows the substantive, as soever sometimes does in English, as : What moment soever. 376 NINETEENTH LESSON — SYNTAX, N°U45to449 — PREP.EXERC. Qiielque inopporlunes nvk'elles fussent. 445. Qnelqne joined to an adjective or an adverb, and signifying however or howsoever, is an adverb, and therefore invariable. Quelffaes pressantes occupations qu'elles interrompissent. 446. But when the adjective which comes after qnelqne is con- nected with a substantive, quelque agrees with that substantive, according to rule IxUU. QueljS que fussent ceux qui les faisaient. 447. Quel <|ne, followed by a verb, signifies whoever or what- ever. It forms two words, the first of which is an adjective agreeing in gender and number with the subject of the verb, thus : Quel que fut CELUi, Quelle que fut celle, Quelles que fussent celles. 448. The subjunctive mood is required after these expressions quelque... que, quel que, qui que, quoi que, corresponding to whatever, however, whoever and whichever. Pressantes occupations. 449. When the present participle is used as an adjective, it follows the rule of the adjective and agrees in gender and number with the substantive. Third Division —Exercises. PREPARATORY EXERCISE. 1. Model: CfteofflMa!, plural of cAeuai. Lexiology, 429, 430 — Animals —Arsenals— Canals— Cardinals— Generals— Journals— Metals— Minerals —Originals— Signals— Tribunals— Vassals. 2. Model : Fondu, past participle offondre. Lexiology, 432 — Waited — Heard —Extended— Interrupted— Bitten— Pretended— Lost— Answered— Rendered— Suspended— Sold. 3. Model : Garnissez. Lexiology, 433 — Free —Warn — Divert — Finish — Furnish— Enjoy— Blacken— Perish— Reunite— Fill— Succeed. NINETEENTH LESSON — PREPARATORY EXERCISE— COMPOSITION. 377 li. Model: Suivez. Lexiology, 435— Wait— Hear— Extend— Melt- Interrupt — Put — Bite — Pretend — Lose — Answer— Render— Laugh —Suspend— Sell. 5. Model : Arrivassent. Lexiology, 438— That they might call — That they might love— That they might bring— That they might accept- That they might give— That they might desire— That they might ask- That they might examine— That they might study— That they might taste — That they might imagine— That they might play. 6. Model : Interrompissent. Lexiology, 439 — That they might wait — That they might hear — That they might extend — That they might melt —That ihey might bite— That they might pretend— That they might lose — That they might answer — That they might render — That they might follow — That they might suspend— That they might sell. 7. Model : Vous ri'avez pas d' argent. Syntax, 441 — He has no bread — We have no aversion —There are no shops— You have no comrades — They have no horses. 8. Model : En quelque moment qu'elles arrivassent. Syntax , 444, 448 — Whatever aversion we may have — Whatever advantages ihey may have — In whatever circumstances we may find ourselves — Whatever faults they may have. 9. Model : Quelque inopportunes qu'elles fussent. Syntax, 445 — However active we may be — However attentive you may be— However brave they may be— However grave he might be — However young we might be — However poor they might be. 10. Model : Occupations pressantes. Syntax, 449 — An amusing game — An amusing study — The diverting stories — The astonishing examples— A pressing letter— A smiling [laughing] air— The following words. COMPOSITIOIV. 1 — Come and see the generals— 421, 429, 430. 2 — Silver is one of the precious metals— 429, 430. 3 — The children were playing with the animals— 429, 430. 4 — Here are two journals and several other publications— 429, 430. 5 — They were making signals, but we did not understand them- 429, 430. 6 — He was speaking to his comrades, when he was interrupted— 432. 7 — We have answered [to] all your questions— 432. 378 KINETEBNTH LESSON — COMPOSITION. 8 — We are waited for by our friends — 432, 399. 9 — The tradesmen have sold all their provisions— 432 , 115. 10 — Have you returned him his money? — 432, 191. 11 — Have you heard his question ?— 432. 12 — Assemble [Reunite] all your comrades — 433. 13 — Succeed if you can -433, 294. 14 — Fill their baskets with provisions— 433, 295. 15 — Divert yourselves whilst you can— 433, 334, 294. 16 — Enjoy [of] your moments of recreation — 433. 17 — Finish that story- 433. 18 — Do not interrupt those who are speaking — 435. 19 — Put your basket into the boat— 435. 20 — Sell me your horse— 435, 339, 334. 21 — We have no meat. But no matter, we have some bread — 436. 441, 434. 22 — We shall not play at any game— 436. 23 — They gave [made] no invitation — 436. 24 — They gave [made] no invitations— 436. 25 — He has no comrades— 436. 26 — They do not study, because they have no books— 436. 27 — He is arrived and accepts your invitation— 440. 28 — You will follow them and play with them— 440. 29 — We shall start together and arrive early— 440. 30 — He has no occupation — 441. 31 — Have you any occupation ?— 441. 32 — They have money, but they have no bread— 441. 33 — Have you any books ?— No, we have no books — 441. 34 — Has he any friends ? — No, he has no friends— 441. 35 — Has she any patience ? — No, she has no patience — 441. 36 — We have no eels, but we have some gudgeons — 441. 37 — He has no occupations like yours— 442. 38 — He does not ask [make] any questions of that kind— 442. 39 — Do not give them any examples that are (subj .) dangerous— 335, 359, 442, 165. 40 — At whatever hour they might arrive, they were well received— 443, 448, 438. 41 — Whatever [tM«^] they might ask for, they were sure to have it— 443, 448, 438. 42 — Whatever reasons they might give, they were not listened to — 443, 448, 438, 43 — Whatever services they might render, they were never rewarded —443, 448, 439. NINETEENTH LESSON — COMPOSITION — RECAPITULATION, 379 UU — They were never sorry, whatever money they might lose— 443, 448, 439. 45 — They will make you hngh, however serious you may be.— 445. 46 — He is attentive to all the lessons, however tedious they may be -445. 47 — We shall hear their ea^lanations (explications), hoveever dry Ihey may be— 445. 48 — They have some bread, meat and fish, however poor they may be— 445. 49 — Whatever may be the inconveniences of this proposition, we ac- cept it— 447, 448. 50 — Come with your friends, whoever they may be— 447, 448. 51 — Whatever might be the invitation, it was accepted— 447, 448. 52 — All books were studied, whatever they might be— 447, 448. 53 — They asked [made] us the following question— 449. 54 — We have heard an amusing story— 432 , 449. 55 — This game is more diverting than the other — 449. 56 — He gave us the following examples— 449. 57 — She has received two very pressing letters — 449. RECdiFITIII,ATI01V. IVofdt ; 1. Contained in the text 32 2. Radicals and derivatives connected with the words of the text 237 269 In the preceding lessons 5,626 Sum total. . 5,895 J>i*^ p ,0 ^0614 la derniere fois qu'ils se rencon- 2 . .2 ^ V" trereiitj lui tint a peu pres ce i ^80 51320 langage : « Croyez-moi, cher 4 w u 7 33 20 w 6. 00 condisciple : Fuyez les flatteuses 27 93 40 4 wO.30 seductions de cette compagnie uwO w7y0 frivole et corrup trice. Quand meme vous auriez de la fortune, 6 32 T 20 6 4 8 20 VOUS seriez a blamer de ne songer 5I i 8 2'0 ^ w qu'a boire, a manger, a dormir et 7^0 00 ^ ^0 a tuer le temps, sans rien faire *-'_'-' '-'_ 20 de profitable. Vous finirez par 0-20 30 w y 20 vous lasser de cette vie dissipee, 382 TWENTIEin LESSON — TRANSLATION. w 2 20 3 et vous en reconnaitrez le vide 60u, ^"^jO mais ne sera-t-il pas trop tard i » LITERAI, TBAIVSI.ATIOIV. Vingtieme legon. Twentieth I II y avait j , parmi les anciennes connaissances There was among old acqiraintanees d'Alexis, un 6tudiaiit austere et froid, qui le student austere ctdd sermonnait de temps en temps, et qui, la derniere lectured last fois qu'ils se rencontrerent, lui tint ] a peu pres | ce each other met keld nearly langage : « Croyez-moi, cher condisciple : fuyez les Believe fellow-student shun flatteuses seductions de cette compagnie frivole et flattering seductions company frivolous corruptrice, Quand meme vous auriez de la fortune, corrupting Though even should have vous seriez a blamer de ne songer qu'a boire, a would be to blame to dream drink manger, a dormir et a tuer le temps, sans rien faire eat sleep kill de profitable. Vous finirez par vous lasser de cette profiu^le will finish to tire TWENTIETH LESSON — TRANSLATION — COl^ERSATIOH. 383 vie dissipee, et vous en reconnaitrez le vide ; mais life dissipated of it will acknowledge empty (emptiness] ne sera-t-il pas trop tard ? » will be late. EIVGILISH TRAIVSLATienr. There was, among the old acquaintances of Alexis, an austere and frigid student, who lectured him now and then, and who, the last time they met, spoke to him nearly as follows : " Take my advice, dear fellow- student, shun the enticements of that frivolous and corrupting society. Even though you were wealthy, still you would be to blame to think of nothing but eating and drinking, and sleeping and killing time, without doing any thing profitable. You will at last get tired of this life of dissipation, and you will acknowledge the futility of it ; but will it not be too late ? » AliTERIVATE TRAWSI-ATIOfS. See 1st lesson, p. U, and 5, and 2nd lesson, p. 30. GOIVTERSATIOIS. QUESTIONS. Quelle est cette le^on ? Qui est-ce qui sermonnait Alexis ? Quand le sermonnait-il? Quel 6tait le caractfere de cet 6tudiant? Etait-ce un ami d'Alexis? Que faisait-il de temps en temps? Quand lui dit-il: « Croyez-moi, cher condisciple ? Comment appelait-il Alexis ? Que pensait-il de la compagnie que fr^quentait Alexis? Avec quelles expressions lui parla-t-il de cette compagnie ? De quel un homme serait-il a ANSWERS. C'est la vingtifeme. Un ^tudlant. De temps en temps. U 6tait austere et froid. C^tait une de ses anciennes con- naissances. II sermonnait Alexis. La dernifere fois qu'ils se ren- contrferent. Cher condisciple. Que c'6tait une compagnie fri- vole et corruptrice. Fuyez les flatteuses seductions de cette compagnie frivole et cor- ruptrice. II serait a blamer de ne sooger 384 TWENTIETH LESSON — CONVERSATION — PHRASEOLOGT. Warner, quand m6me iJ aurait de la fortune ? Comment I'ftudiant parla-t-il de la vie dissip6e d'Alexis? qu'a boire, a manger, a dormir et a tuer le temps, sans rien faire de profitable. Vous finirez par vous lasser de cette vie dissip^e, et vous en reconnaitrez le vide; mais ne sera- t-ilpas trop tard? FHRASEOIiOGY. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRE^■CH, Que pensez-vous de cette his- toire? De quelle histoire voulez-vous parler ? De celle d'Alexis Delatour. Faut-il vous parler franchement ? Qui, sans doute. Je ne la trouve pas fort amu- sante. Quel d6faul y trouvez-vous ? D'abord, il n'y a gufere d'inci- dents. C'est vrai. A tout moment la narration est interrompue par des reflexions et des conversations. Vous avez raison. Nous serions plus attentifs si rhistoire ^tait plus attrayante, Avez-vous d'autres observations a faire ? Je pense que c'est bien assez. Je suis force de dire d'abord que vos observations sont trfes-justes. Cela me fait plaisir. Mais soyez assez bon pour rdpondre a quelques questions. Je suis pret a vous entendi'e et a vous rfipondre. What do you think of this story ? What story do you mean ? This of Alexis Delatour. Must I speak frankly ? Yes, undoubtedly. I do not find it very amusing. What fault do you find with it ? Firstly, there are but few inci- dents. It is true. At every moment the narration is interrupted by reflections and con- versations. You are right. We should be more attentive if the story were more attractive. Have you any other observations to make ? I think it is quite enough. I am forced to say first that your observations are very right. I am glad to hear it. But be kind enough to answer me a few questions. I am ready to hear and to answer you. TWENTIETH LESSON — PHRASEOLOGY. 385 Ou avez-vous appris les mots que vous venez de prononcer ? Dans I'histoire d'Alexis. Quand je vous parte, vous com- prenez tous les mots que je pro- nonce, n'est-ce pas ? Oui, monsieur. Et quand vous avez quelque chose a dire, vous trouvez des expressions pour rendre votre pens^e ? Pas toujours ; mais souvent. Ou avez-vous appris toutes ces expressions ? Dans I'histoire d'Alexis. S'il n'y avait pas de conversations dans cette histoire, croyez-vous qu'il vous serait possible de trouver tantd'expressions? Je ne le pense pas. Dans une conversation , Ton parle a la premifere et a la seconde personne. Dans une narration non inter- rompue, nous n'apprendrions que la troisi^me personne. Et nous n'aurions les verbes qu'au pass£. Voila ce qui fait que cette histoire n'est pas trfes-amusante. Mais nous avons une compensa- tion. Nous pouvons nous entendre en fran^ais. A partir de la vingt et unifeme legon, je ne vous parlerai plus anglais. Et vous croyez que nous vous comprendrons ? J'en suis sur. Vous savez assez de mois pour rela. 1. p. "Where have you learned the words that you have just pronoun- ced? In the stoi7 of Alexis. When I speak to you, you understand every word I pro- nounce, don't you? Yes, sir. And when you have something to say, you find expressions to render your thought ? Not always; but 6ften I do. Where have you learned all these expressions ? In the story of Alexis. If there were no conversations in this story, do you believe it would be possible for you to find so many expressions? I do not believe it would. In a conversation, we speak in the first and second persons. In an uninterrupted narration, we should learn but the third person. And we should have the verbs but in the past tense. That is why this story is not very amusing. But we have a compensation. We can understand each-other in French. From the twenty first lesson, I shall no longer speak English to you. And do you believe that we shall understand you? I am sure of it. You know words enough for that, 25 386 TWENTIETH LESSON — PRONONCUTION— N"' 450 TO 452. Voyez quelle longue conversation i See what a long conversation we nous avons eue aujourd'hui ! | have had to-day ! Second mviislon — Analytical and theoretical. PROIVliniGIATIOIil ■ EXAMPLES. /.econ— Senl—Le— La- Zes— li— P/us— Etabfi— Exempie— Quel—Lm — Pardonnabte — UtiZe— Zangue— Oub«er— Ce^a— Ki/ogramme. In all these words the sound of I is the same as in English. 450. The letter I is generally pronounced as in English. EXAMPLES. Cells — Elle — LaqueZte — Belle — Mo/Ze— NuWe — NoiiveZte— Alter. In these words the I is not preceded by i. Though double, it is pronounced as single I. 451. The letters II, when they are not preceded by i are pronounced as single I. Intelligent, in which the sound of I is double, is an exception. EXAMPLES. MeiZZeures — AssaiZ/irent — PareiZte — BarbouiZ/e — FeuiZfe— ^ TravaiZteur — BaiZter— GuiZ/aume — AnguiWe. In these words the I has not its English sound. It corresponds either to li in billiards, or to y in ye. In each of these examples the double I is preceded by i, but the i is not pronounced, except in the two last words Guillaume and anguille, where the u that precedes the i is mute. 452. The letters 11 preceded by i produce the sound of Zi in bil- liards, or y in ye, and the preceding i is generally silent when it follows another vowel. Thus, the word m$iUeur is pronounced as if written TWENTIETH LESSON — PRQNDNCIATION — JH" 453 — LEXIOLOGY. 387 mel-yur or meh-yur ; iarbouille as bar-bool-yeh or bar-boo-yeh; and travailleur as trav-al-yur or trav-ah-yur. 453. The first of these two manners of pronouncing II is emphatic, and may even seem pedantic, if too frequently repeated. The second is colloquial and more generally heard. § 1— INTEBROGATIVE. Of what gender is etudiant? — 14. Of what gender is condisdple ? — 8. Of what gender are connaissance, compagnie, fortune and vie ? — 15. Of what gender is langage ?— 341. Of what gender is seduction? — 108. What is the present tense of II y avaitl—lilik, Of what gender is the adjective austere ? — 6. What is the feminine of froid ? — 2. What is the feminine of cher? — 3. In what tense and of what person is sermonnait, and what is its infi- nitive?— 50. What is the masculine of derniere ?— 3. In what tense and of what person is rencontrerent, and what is the infinitive mood of this yet'b ?— 171. What is the singular of seductions ? — 29. In what mood are the verbs bldmer, sqnger, boire, manger, dormir tuer, faire and lasser? — 133. What is the plural of temps ?— 17. Of what gender is the adjective pro/S<«6/e? — 6. What is the masculine of dissipee?—b6. What is the infinitive of dissipe ? — 55. In what tense and of what person is reconnaitrez, and what is the infi- nitive mood of this verb ? — 347. Why is il placed after sera?—kO. What is the use of t between sera and i^?— 41. S 2 — EXPLA.NAT0KV. ViNGTifcME is derived from vingt (47), which comes from the Latin viginli , twenty. The principal derivatives of ving^ are : 388 TWENTIETH LESSON — LEXIOLOGY — N° 454. * Quatre-vingtieme, eightieth. Ticennal, vicennial. Vingtaine, score. Vingtieme, twentieth, * Quatre-vingts , eighty , four- score. Pabmi is one of the derivatives of mi, mentioned in the seventeenth lesson. Anciennes is the plural feminine of ancien (202) which comes from the Latin ante, before. The principal derivatives of ancien or of ante are : Antique, antique. Anciennement, anciently, of old, formerly. Anciennete, ancientness, old- ness. Ancetres, ancestors. Antiquite, antiquity. Aniiquaire, antiquary. Antiquaille, antiquity; old, lum- ber, rubbish. CoNNAissANCE, seen in the fifth lesson translated by knowledge, signi- fies acquaintance in this lesson. It is used to express either male or female acquaintance, but whether it refers to males or females it remains feminine, and in speaking of a man, we say « C'est une de mes connais- sances. » Etudiant is one of the derivatives of etudier, seen in the eighth lesson . 454. The present participle sometimes becomes a substantive, as : etudiant, student, from the verb etudier; commandant, commander, from the verb commander, to command ; pretendant, pretender, from the verb pretendre, to pretend ; mendiant, beggar, from the verb men- dier, to beg. AusTEBE comes from the Latin austerus, harsh, severe. 'Its deriva- tives are : Au-tterement, austerely. | Austerite, austerity. Froid is one of the derivatives, or rather co-derivatives of frais, seen in the fifteenth lesson. Sermonrait is a form (50) of the verb sermonner, derived from sermon (343, 325), which comes from theLatin sermo, speech, discourse. The derivatives of sermon are : Sermonnaire (subsl.), collection of sermons. Sermonner, to lecture. Sermonneur, sermonizer. Sermonnaire (adj.), of sermons. De temps en temps is an adverbial expression corresponding to now and then, every now and then, ever and anon. DERNifeRE is the feminine of the adjective dernier (3), which is perhaps TWENTIETH LESSON — LEXIOLOGY — N° 455. 389 contracted from the low Latin deretranarius, coming from retro, behind, bacliwards. The only derivatives of dernieb are : DernUrement, lately, recently. | * Avant-dernier, last but one. Rencontrerent is a form (171) of the verb rencontrer, derived from contre, against, which comes from the Latin contra. The principal derivatives of contre are : Contre (adv.), near, close. Contre (subst.), opposite side. ' Ci-conlre, herewith ; on the opposite side. Conlraire, contrary. Contrairement , contrarily. Au contraire, on the contrary. Contrarier, to contradict; to counteract; to thwart. Contrariawf .provoking ; annoy- ing. Contrariete , contrariety . an- noyance, vexation. A rencontre, counter ; against. * Malencontre, mischance. * Malencontreux, untoward, unlucky. * Malencontreusement , unto- wardly, unluckily. Rencontre, meeting; adventure; encounter. De rencontre, second hand. Rencontrer, to meet. * Contraste, contrast. * Contraster , to contrast ; to form a contrast. Contralto, contralto. A contre-caeur, reluctantly, un- willingly. Haute-contre, counter-tenor. Se rencontrer. is a pronominal verb (413) denoting reciprocity. 455. The idea of a reciprocal or mutual action, expressed in English by adding the pronouns each-other, or one-anolher to the verb, is rendered in French by means of two pronouns of the same person : nous nous, vous voiis. Us se, placed before the verb ; that is, by the pro- nominal form (198j, which is likewise employed with reflective verbs ; the only difference being that reciprocal verbs of course are only used in the plural number. Nous nous aimons — Vous vous voyez—Ils se bld- ment — may consequently mean : IVe love each-other, or, We love our- selves — You see each^other, or. You see yourselves — They blame each-other, or, They blame themselves. When the rest of the construc- tion does not clearly show the sense, ambiguity is avoided by the addi- tion of the pronouns I'mi Vautre, les uns les autres, when the action is reciprocal ; and nous-memes, vous-mimes, eux-memes, elles-memes, when it is reflective. • Tint is the third person singular of the past tense deflnite of tenir, which is irregular and has been mentioned in the third lesson. It must be observed that the irregularities of the two verbs venir and tenir are the same throughout the conjugation : accordingly, the third 390 TWENTrETH LESSON — LEXIOLOGT — K° 456. person singular of the past tense definite of venir is il vint ; and the past participle of venir being veriu, the past participle of tenir is tenu. Pbes, near, has been mentioned in the second lesson. A PEU PRES is an adverbial expression signifying nearly, almost, or pretty much. Langage has been mentioned in the fifth lesson. Croyez is the second person plural of the imperative mood of croire, an irregular verb mentioned in the sixth lesson. CoNDisciPLE is derived from disciple (81), which comes from the Latin discipulus, disciple. The Latin radical is Aiscere, to learn. The principal derivatives of dIsciple are : Discipline, discipline. Discipliner, to discipline. DiscipUnaire, disciplinary. Disciplinable, disciplinable. Condisciple, eondisciple, fellow- scholar, school-fellow, fellow-stu- dent. Indiscipline, indiscipline. Indiscipline, undisciplined. Indisciplinable, indiscipUnable, unruly. FuYEz is the second person plural of the imperative mood of the irre- gular verb fair, which comes from the Latin fugere, to flee. The prin- cipal derivatives of fuir are : S'enfuir, to flee, to run away. Fuite, flight ; leakage. Fuyant, fleeing, flying, fading ; tapering. Faux-fuyant, subterfuge , eva- sion. Fuyard, fugitive. Fugue, fugue ; lark, wild prank. Contre-fugue, counter-fugue. Fugace, fugacious, fugitive. Fugacite , fugacity . fugacious- ness. Fugitif, fugitive. Refuge, refuge. Se refugier, to take refuge. Refugie, refugee. Centrifuge, centrifugal. Subterfuge, subterfuge. Transfuge, deserter; turncoat. Vermifuge, helminthic. Flatteuses is the plural feminine of the adjective flatteitr, derived from the verb flatter, to flatter, which is supposed to come from the Latin flatare, to blow, to breathe out. The derivatives of flatter are : Flatteur (adj.), flattering. Flatteur (subst.), flatterer. Flatterie, flattery. Flatteusenient, flatteringly. 456. Adjectives ending in ewphave their feminine in ense when they can be derived from a present participle, by changing the termina- tion ant into eur, as : /?a«ANT, flattEVR, from the verb flatter. TWENTIKTE LESSON— LEXIOLOGT — N°' 457 TO 459. 391 Seduction is one of the derivatives of duire, mentioned in the fourth lesson. 457. The inseparable particle se comes from the Latin, It marks separation, removal or putting aside, as in : seduction, i. e. leading away; sigregation, i. e, removal from the flock, in opposition to agregation, aggregate, or congregation. CoMPAGNiE is one of the derivatives of compagnon, seen in the twelfth lesson. See 220. Frivole comes from the Latin frivolus, trifling. It is of both gen- ders (6). Its only derivative is frivoUte, frivolousness, trifle. CoRRCPTBiCE is the feminine of the adjective corrupteur , allied to the verb corrompre, to corrupt, one of the derivatives of rompre (81), mentioned in the nineteenth lesson. 458. Adjectives ending in tear form their feminine by changing this termination into trice, when they cannot be derived from a pre- sent participle, as corrupteur ; the participle of the corresponding verb, corrompre, being corrompant and not corruptant. 450. There are about 260 adjectives and substantives ending in tcua*, most of which have preserved in English their Latin termination tor, as: acteur, actor; auditeur, auditor; createur, creator; modera- teur, moderator. QuAND, seen in the eighth lesson as an adverb meaning when (19i),is employed in this lesson as a conjunction and signifles though. With this sense it is often followed by meme, and sometimes by Men meme ; which serves only to make it more emphatic, without altering the sense : Quand Men meme corresponds to though even in English. AuniEz is the second person plural of the conditional mood of avoir. Seriez is the second person plural of the conditional mood of etre. Blamer is derived from the substantive blame (3/i.3), which seems to come from the Greek /3^« 17 — <(I1 est vrai que, pendant plusieurs heures, nous ne vlmes rien venir. Mais nous eumes de la patience, et nous en fumes recom- penses outre mesure ; car nous pri- mes quatre grosses carpes dories, une anguille qui avail un mfetre, c'est-a-dire environ trois pieds, de longueur, et tant de goujons, d'a- 1 5 — These madcaps had always some new party to propose to him. One of them, for instance, said to him one day : « Come with me to- morrow. We will go in a boat in the cool shade of the large willows that skirt the river, and there we will fish. I shall have my line ; you will take yours, together with your hooks. We will have some good bait, and I warrant you the fish will bite. Your friend, fat William, and his brother, James the red-haired, will join us. » 16 — They will have some Champagne, some cakes and other nice things which some tradesmen of their acquaintance will supply them with, on credit. I shall pre- vide the bread and meat. As for you, my dear fellow, bring whatever you please. Those young men know some stories that will surprise you and make you laugh. I am sure you will not be sorry to have come. I warn you that we shall be early at the place of rendez- vous. Yesterday we were there before six o'clock in the morning. We had a net which was lent us. We spent a very pleasant day. ■> 1 7 — « For some hours, it is true, we had no result. But we took patience and were amply rewarded for it ; for we caught four large golden carps, an eel that was a metre, that is, about three feet, long, and so many gudgeons, bleaks and small fry, that we filled a basket with them. We wanted to know 408 TEXT OF THE FIRST TWENTY LESSONS. blettes et de menu fretin que nous en rempllmes un panier. Nous vou- lumes savoir le poids de notre pe- , che. Le tout pesait quinze kilo- grammes et demi, ce qui ^quivaut a trente et une livres. Nous en vendt- mes la moitifi. Je ne doute pas que nous ne rdussissions encore cette fois-ci. " 18— Un autre jour, des appren- tis du voisinage se reunissaient pour aller se promener dans les champs. ccDitesdonc, camarade, « s'6criaient-ils en apercevant Alexis, n Vous viendrez tout a I'heure faire un tour avec nous, n'est-ce pas? Nous attendrons que vous soyez pret. Nouspartirons tous ensemble ; mais d6pechez-vous ; soyez un peu plus alerte que de coutunie. » — «Oii allez-vous ? » deraandait celui- ci. — iiNousn'en savonsrien, » r6- pondaient-ils. « Qu'importe, pourvu que nous nous amusions ? » 19— uNouscourrons, noussau- terons, nous jouerons aux barres, an cheval fondu et a d'auti-es jeux. Garnissez vos poches , si vous le pouvez. Si vous n'avez pas d'ar- gent, n'importe ; suivez-nous tou- jours et n'ayez aucun souci du reste. " Toutes les invitations du meme genre 6taient joyeusement accep- tdes, en quelque moment qu'elles arrivassent; quelque inopportunes qu'elles fussent ; quelques pressan- tes occupations qu'elles interrom- pissent; quelques inconv^nients the weight of our fish. The whole weighed fifteen kilograms and a half, which is equivalent to thirty one pounds. We sold the half of it. I do not doubt but we shall succeed this time also. » 1§— Another day, some ap- prentices of the neighbourhood met together for the purpose of going to take a walk in the fields. Halloo! comrade, » exclaiuaed they, on perceiving Alexis, « You will come presently and take a turn with us, will you not ? We will wait till you are ready. We will all start together; but make haste; be somewhat quicker than usual. » — (c AVhere are you going ? » in- quired the latter. — « We do not know, » answered they. « What matters, provided we enjoy our- selves? 1) 19— «We shall run and jump and play at prisoners' base, at leap frog and other games. Line your pockets if you can. If you have no money, it matters not ; come with us and never mind the rest. » All invitations of the same kind were joyfully accepted, at whatever moment they might arrive ; however untimely they might be ; whatever pressing occupations they might interrupt; whatever inconveniences might attend them, and whoever GENERAL RECAPITULATION 409 qu'elleseussent, et quels que fussent ceux qui les faisaient, pourvu qu'ils eussent Pair de bons enfants. 20—11 y avail, parmi les an- ciennes connaissances d' Alexis , un etudiant austfere et froid, qui le ser- monnait de temps en temps, et qui, la deriiifere fois qu'ils se rencontrfe- rent,lui tintapeuprfes ce langage: <( Croyez-moi, cher condisciple ; fuyez les flatteuses seductions de cette compagnie frivole et corrup- trice. Quand m^me vous auriez de la fortune, vous seriez a blamer de ne songer qu'a boire, a manger, a dormir et a tuer le temps, sans rien faire de profitable. Vous flnirez par vous lasser de cette vie dissip6e, et vous en reconnaltrez le vide ; mais ne sera-t-il pas trop tard ? » they might be who made them, provided they looked like good fellows. 20— There was, among the old acquaintances of Alexis, an austere and frigid student, who lectured him now and then, and who, the last time they met, spoke to him nearly as follows : « Take my advice, dear fellow-student; shun the enticements of that frivolous and corrupting society. Even though you were wealthy, still you would be to blame to think of nothing but eating and drinking, and sleeping and killing time , without doing any thing profitable. You will at last get tired of this life of dissipation, and you will acknow- ledge the futility of it ; but will it not be too late ? » GENERAL RECAPITULATION OF THE FIBST TWENTY' LESSONS. The text, forming a little more than six columns, equivalent to three octavo pages, contains 672 words. Every phrase, almost every word, is an example. To speak of the verb only : 22 forms of the verbs in er have been seen ; 20 forms of those in ir; 23 forms of those in re; 25 forms of the verb elre; 25 forms of the verb avoir. 26 irregular verbs, with several of their forms. Thus, a complete French verb having 48 forms , nearly one half of the regular conjugations and of the two auxiliaries has been taught prac- 41 GENERAL RECAPITULATION. tically; and the radical irregular verbs being 80 in number, about a third of them has been already pointed out. The text, commented and developed, has produced : ^ Istly. 6,122 words, of which 355 are radicals. These words being ' regularly classed, with each series of derivatives under the radical, their a£Snities are immediately understood and their different signitications re- membered without any effort. 2dly. 535 familiar phrases, presented in the form of dialogues. Sdly. 467 observations or rules : on pronunciation, derivation, the genders, the variable parts of speech, and syntax. 4thly. 796 phrases introducing the student to French composition, by exercising him in the application of the rules. DIRECTIONS • FOR THE APPLICATION OF THE ROBERTSONIAN SYSTEM. Thirty years' experience in leaching has fully convinced the author : Istly. That, by this system, a person may learn alone *. 2dly. That every one may become a teacher, provided he be but one lesson in advance of his pupils. In proof of this, it may be slated that many fathers of families who have followed the Robertsonian classes, or who merely employ the books , instruct their own children. 3dly, That the number of pupils in one class, receiving simultaneous instruction, forms no obstacle to the progress of each; that, on the con- trary, it tends to flx the attention of the pupil without fatiguing the mind, and renders the lesson more interesting. The explanations contained in the body of the work being destined principally for learners, we shall here enter into some fewdeiaUs for the use of teachers and of those persons who propose to become such. As the manner of giving a private lesson must necessarily diflfer from that of public instruction in classes, and the lesson destined for children cannot be the same as that for adults, we shall class our instructions under three heads, viz : Private lessons. Public classes, and Classes in Schools. raiTATE liEssoivs. The teacher is to read the text of the lesson, entitled, Reading Exer- cise; and then, by the aid of the Table of signs, he is to explain to the pupil the value of the figures placed over the words, on the principle laid down page 2. The pupil is then to read in his turn several times conse- cutively; in short, until he can pronounce all the words satisfactorily; the teacher correcting him whenever he mistakes and insisting especially on the clear and distinct pronunciation of the letters u, eu, and of the nasal vowels. When the pupil is able to read the text correctly, the teacher is to give * Tills assertion, by the by, need nowise discourage teachers, because very few persons have the resolution and patience requisite for studying alone ; and besides every one, whatever liis capacity may be, is sensible of the advantage to be derived from the assistance of an able master. 41 2 DIRECTIONS FOR THE APPLICATION a literal translation of it, always at the Beading Exercise, and not where the Interlinear translation is. This is to be done by pronouncing first the French word and then the corresponding English word, after which the pupil is to do the same, till he can translate it fluently. The pupil continuing to have the French text before him, the teacher will now enter into an explanation, as far as he judges necessary, of the pronunciation, etymology and syntax; the manner of which has been set forth pages 7, 12 and 23. These explanations are to be given wholly or partly, according to the more or less interest the pupil takes in them. Besides, they are not all of equal importance, and therefore those which refer to the theory of pronunciation , and the origin of words may be omitted without inconvenience. It has been already observed, and we repeat it again, that with children it would be better to suppress com- pletely all that part of the lesson which is not practical. The pupil having shut his book, the teacher is to pronounce the French text by two or three words at a time, which the pupil is to translate to him word for word. This exercise, and all the others are to be repeated as often as requisite. The professor is then to pronounce the English in the same manner for the pupil to translate into French. After this, the pupil is to open his book again at the Reading Exercise and the teacher is to ask him the questions founded on the text, to which he is to reply in French. The pupil is^next to write, under the dictation of the teacher, the phrases of the first column of the exercise entitled Phraseology , and when they have been corrected, he is to read and translate them into English ; when this is done, the teacher is to ask them in English for the pupil to retranslate them into French. Lastly, if the teacher has entered into the grammatical explanations contained in the second division of the lesson, he is to give the pupil the Composition to translate into French in writing, as an exercise between the lessons. PUBLIC CLASSES. The text of the lesson is to be written on a black board, or printed on canvass, in characters large enough to be legible by all the pupils, who are not to make use of their books during the lesson. The teacher draws the attention of the pupils to such words as he wishes to explain, by means of a long stick or wand. Each pupil is designated by a number which he keeps during the whole course of the lessons. The teacher has before him a set of cards with numbers on them, cor- responding to the number of the pupils; and the pupils read, translate OF THE UOBERTSONIAN SYSTEM. 41 3 or answer, according as they hear their numbers called. It is necessary to shuffle the cards each tims they have all been called over, in order that the numbers may not follow in regular succession, and that the pupils may be in constant expectation of being interrogated. In this manner, the attention of the whole class is excited; every one prepares to answer, and each profits as much as if he had really answered. When the teacher has read the text, he is to explain the value of the signs of pronunciation, pronouncing at the same time each word slowly; he is then to read the whole once more, and afterwards call upon a pupil, whose number he will have drawn, to read it, and then a second, and then a third ; after which he is to read the text again himself, in order that the effect of his pronunciation on the ears of the pupils may not have time to be lost ; he is then to call two or three other numbers and, after reading again himself, each time a little faster than the preceding, he is to call other numbers till eight or nine pupils have read. The literal translation is to be made in the following manner : « Pre- miere lecon, First lesson ; Lejeune Alexis Delatour, The young Alexis Delatour; etait un assez bon gar con, was an enough good boy; qui tf avail qu'un seul defaut, who had but one single fault ; la paresse, the laziness, etc. When this is finished, the teacher is to go through an analytical examination or a parsing of the text , as has been indicated under the heads Lexiologij and Syntax; after which he is lo repeat his literal translation, slow enough for the pupils to follow him with facility, and he is then to finish by a fi-ee English translation. Six or seven pupils, one after another, are to translate the lesson liter- ally, and one at last is to translate it into good English. After this number of repetitions, the meaning of all the words ought to be retained ; however as it may happen that the signification of a word is only remembered from its connection with others, it is proper to ascer- tain that the first word taken by chance is perfectly understood. There are three different ways of attaining this object. The first consists in making the pupils translate the text backwards , thus : vrais, true ; generalement, generally ; sont, are ; que les pro- verbes, that the proverbs; nous pensons, we think, etc. A second method is for the teacher to request the pupils to cast their eyes over the text and to name the words of which they do not recollect the meaning , whilst those who understand them give the translation. But in order not to create too much noise or confusion, the teacher is advised to have recourse to this method only when the pupils are not too numerous. The third means consists in pointing out, with the wand, words chosen in different parts of the text, so as to form little phrases having a perfect 41 4 DIRKCTIONS FOR THE APPLICATION sense; the pupils translating aloud the words so pointed out. In order to give a correct idea of this exercise, we are compelled to repeat the text of the first lesson several times, putting in italics the words supposed to have been pointed to with the wand. The figures indicate the order in which the words ought to be placed to give them a perfect sense. Premiere lefon. Le jeune Alexis Delatour etait un assez bon garQon, qui n'avait qu'un seul defaut, '^ la paresse. Mais com- bien de fois n'a-t-on pas dit ^ que ce ^ vice donne nais- sance a tous les autres ? C » est un proverbe, ^ vous le ^savez. Or, nous pensons que les proverbes sent gene- ralement vrais. The phrase resulting from this combination of words is : Vous saven que la paresse est un vice. Premiere lecon. Le jeune Alexis Delatour etait un assez bon gargon, qui n'avait qu'un seul defaut, la paresse. Mais '^com- bien de fois n'a-t-on pas dit que ce vice donne nais- sance a tous les autres? C'est un proverbe, ''vous le ^ savez. Or nous pensons que les '^proverbes sont gene- ralement vrais. ThiB phrase resulting from this combination is : Combien deproveries savez-vous? ^ Premiere lecon. Le jeune Alexis Delatour etait un assez bon gargon, qui n'avait qu'un seul defaut, *io paresse. Mais com- bien de fois n'a-t-on pas dit que ce vice donne nais- sance a tous les autres ? C'est un proverbe, ^ vous le ^ savez. Or, '^nous pensons que les proverbes sont gene- ral ement vrais. The phrase resulting from this combination is : Nous pensons que vous savez la premiere legon. TVhen the teacher is convinced that ail the words of the lesson are OF THE ROBERTSONUN SYSTEM. 41 5 perfectly understood at sight, he may, if he thinks proper, examine the pupils on the grammatical explanations he has given them. The text isnowto be removed from before the eyes ofthe pupils, and the teacher is to pronounce the lesson in French, by fragments of a few words at a time, the pupils translating one by one as their numbers are called. This exercise is of the utmost importance ; it tends to accustom the ear to French sounds, and to enable the pupil to understand French when it is spoken, as easily as in a book. It must be repeated till the pupils answer without hesitation. The next exercise is the contrary of this one. The teacher is to pro- nounce iu English and the pupils are to translate into French. The text may then be replaced in sight of the pupils, to whom the teacher is to address the questions which are calculated, as has been said, so that the answer may be formed with the words contained in the text, or already known. With respect to the exercise entitled Phraseology, the same instruc- tions must be followed as for the Alternate translation, the teacher pronouncing first the phrases in French, for the pupils to translate into English, and then in English, for them to translate into French. As to the other phrases which, under the title of Preparatory Exer- cise and Composition, form the third division of the lesson, the pupils are to translate them in writing at home in the interval between the lessons, and they may afterwards correct them themselves with the assistance of the Key. Every succeeding lesson ought to be preceded by a rapid repetition of a portion of the text already learned ; this may be effected by way of alternate translation. The following is the manner in which from our personal experience we would recommend it to be done. To begin the second lesson by the alternate translation of the first, the teacher first pronouncing in French and the pupils translating into English as he proceeds, and then the teacher pronouncing the English and the pupils translating into French. At the commencement of every lesson up to the sixth, the teacher may continue to make this alternate translation of all the preceding lessons. From the sixth to the twelfth it will be sufficient to make one translation only of each of the preceding lessons, thus : The first from French into English, the second from English into French, and so on. From the twelfth to the twentieth the teacher may cease by degrees to repeat the first lessons the text of which by this time may be supposed to be perfectly known. And in order that too much of the time of the lesson may not be taken up in this retrospective repetition, it would be well to limit it to a quarter of an hour, at the utmost. 41 6 DIRECTIONS FOR THE APPLICATION OF THE ROBERTSONIAN SYSTEM. CLASSES inr schooi-s. The pupils, instead of having this volume of our work, are to be furnished with the abridgment, entitled, Practical Lessons in French, containing only the text, with the pronunciation figured, the questions, without the answers, and the phrases of the composition , without the translation of them. It would be advantageous, if possible, to have a black board, such as has been explained for the Public classes. The manner of giving the lesson is pretty much the same as that indi- cated for the Public classes. The following are the only modifications which are at all important. In making the alternate translation, the teacher should require all the books to be shut ; the object of this exercise being to accustom the pupils to understand the words when they hear them, as easily as when they see them. The lesson should be limited entirely to the practical part of it, in omitting the grammatical observations; or, if the teacher thinks he cannot altogether abstain from giving some notions of grammar, he should confine himself, as much as possible, to those rules which are the most easy to be understood and to be retained; such as, for instance : All the substan- tives in the French language are either masculine or feminine. There is no neuter gender. — All the names of males are masculine, whatever may be their termination, and all the names of females are feminine. — Substantives ending in e mute are generally feminine. — Substantives ending in any other termination than e mule are generally masculine, etc. The following exercise, destined to excite the attention of the pupils, is productive of the best results. The teacher begins by dictating a phrase of the Phraseology , or Composition , if he has thought it fit to give grammatical explanations ; one of the pupils, whose number has been called by chance, is to write the phrase in French, with a piece of chalk, on the black board, placed in full view of the class, whilst the other pupils write the same phrase in their copy-books. The pupil who has written on the board then returns to his place, and the others are called upon to point out the faults there may be, either in spelling or grammar. When the faults are corrected, another number is called, and so on, till all the phrases have been written. END OF VOL. 1. KEY TO THE EXERCISES CONTAINED IN THE FIBST VOLUME OF THE WHOLE FRENCH LANGUAGE. FIRST LESSON. PREPABATOKY EXERCISE. 1. Primordiale—Lislble— Eligible— Electorale— Unique— Unie—Seule Solitaire— Infaillible—In^dite — Interdite — M6disante — Pardonnable — Naissante— N6e— Inn6e— Natale— Nationale. 2. La lefon— Les le?ons— La 16gende— Les 61ecteurs— Les Elections— Le bonbon— La bonbonnifere— Le gar?on— La solitude— Le Vice— Les vices— Le don— La naissance. 3. (Jn lecteur— Une lecture— Une 16gende— Un 61ecteur— Une prime Un ^dit— Un vice— Un don— Une naissance— Un verbe- Un adverbe— Un proverbe. U. La le^on qui— Le lecteur qui— Lal^gende qui— La lecture qui— Les 61ecteurs qui— Les Elections qui— Le g6n6ral qui. 5. Ce garfon— Get 61ecteur— Cette lecture — Ce lecteur— Get 6dit — Get adverbe— Cette university. 6. Ce service— Ce sacriDce—Un office— Un 6difice—Le caprice — Le precipice. 7. On donne— On pardonne— On generalise— On v^rifie. 8. Dnis—Seuls— Solitaires— Gontradictoires— Medisants— Interdits— Pardonnables—Naissants— Denatures— Savants. 9. C'est une leQon— C'est un lecteur— G'est un eiecteur— C'est une election- G'est bon— C'est un gar?on— C'est un defaut, or, C'est une faute. 10. Vous le donnez — Vous le veriQez— Vous le pensez— Vous la don- nez— Vous les donnez. 11. Nous donnons — Nous pardonnons — Nous gfeeralisons — Nous verifions. 12. Lecteurs— Legons — Lectures— Legendes — filecteurs— ifilections- Reunions — Bonbons— Carbons — Defauts— Vices — verites. 13. Seulement — Autrement — Premierement— Vraiment — Totalement — Verbalement— Proverbialement — Finalement— Moralement. 14. Une seule le^on— Le susdit gar^on— Un savant lecteur— Les bons Key to the Exercises. V. 1. 1 2 KEY XO IHE EXERCISES. garcons— Les jeunes garcons— "Dne impardonna'ble paresse — Les impar- donnables d^fauts [or, fautes). 15. La lecture est bonne— Les garcons sent dans la solitude— La mfi- disaace est interdite— Le vice est fatal — La nature -est libfirale — La ^dSrte est impartiale. 16. Assez jeune — Assez Usible — Assez savant. 17. Vous ne savez pas — Nous ne pensons pas — On n'etait pas— On n'avait pas — Nous ne dannons pas — Vous ne pardonnez pas. 18. Combien de lecons — Combien de lecteurs— Combien d'61ecteurs — Assez de verbes — Assez de gardens — Assez de dons. 19. Savez-vous ?— Pensons-nous ?— Donnez-vous ? — Pardonnons-nous ? G6n6ralise-t-an ? — V6rifie-t-©n ? 20. Ne savez-vous pas ?— Ne pensons-nous pas ?— Ne donnez-vous ,pas? — Ne pardonnons-nous pas ? — Ne g6n6ralise-t-on pas ? — ^Ne vdrifie-t-an pas ? COMPOSITION. 1 — Le premier d^faut donne naissance a tous lesautres; or. La premiere faute donne naissance a toutes les autres. 2 — La premifere l^gende 6tait illisible. 3 — Les jeunes garcons sont naifs. U — Vous savez une seule lecon. 5 — L'^lection de ce g^n^ral est infaillible. 6 — Alexis avait un vice. 7 — Vous savez cette lecon, qui est la premiere. 8 — Alexis, qui 6tait bon, n'avait qu'un seul d^faut. 9 — Ce d^faut, qui 6tait fatal, 6tait la paresse. 10 — La paresse, qui 6tait le d^faut d'Alexis, est un vice fatal. 11 — Ce garcon t^tait g^n^reux. 12 — Cet ^lecteur est un naturaliste. 13 — Cette pens^e est bonne et morale. 14 — Vous savez que ce sacrifice est g^niSreux. 15 — Tous ces Edifices sont uniformes. 16 — On pardonne un dfifaut qui est g^n&'al. 17 — Alexis pense que les proverbes ne sont pas vrais. 18 — Un proverbe generalise la pens^e d'une nation. 19 — Ces savants naturalistes sont unanimes. 20 — Tous ces 61ecteurs sont unis. 21 — Ces vices sont pardonnables, 22 — C'est Alexis qui pense que la paresse est un defaut. 23 — C'est une lecon que nous donnons. SECOKD LESSON. 24 — Nous vous donnons nne le^on. 25 — Vous nous donnez une lefon. 26 — A qui donne+on cette lecon ? 27 — On la donne a ces jeunes garcous. 28 — Nous vous pardonnoBs. 29 — Ce garfon est assez jeiine. 30 — Cette Mgende esl assez lisible. 31 — Ces dktionliaires sent assez bons. 32 — Vous ne savez pas que ce d^faut est impardonnaMe. 33 — La paresse n'ftait pas le d6faut d'Alexis. 34 — Nous ne donnons pas une seule lecon. 35 — Combien de d^fauts soot pardonnaWes! 36 — Combien de proverbes savez-vous ? 37 — Ne savez-vous pas que la paresse est un vice? 38 — Ne pensez-vous pas que vous savez la premifere le^on ? SECOND LESSON. PREPARATORY EXERCISE. l~Adoptif— Affirmatif— Attentif— Collectif— Comnmnicatif— Convulsif —Corrosif—Descriptif—Destructif— Digestif— Evaslf—Excessif—Fugitif — Initiaiif— Maladi f — N6gatif~Pensi f— Plainli f. 2 — L'agent agitait— L'acteur animait — L'homme donnait— Le profes- seui- g^n^ralisait— Le gar^ou improvisait— Le menuisier maniait— Le pfere pardonnait— Le menuisier rabotait— Le journaliste r^visait — Le scieur sciait. 3 — La collision — La conclusion — La decision — La profusion — La vision— La convulsion— La pension — La version — La compassion — La discussion — La permission— La possession. k —Son agent — Son manche — Son contradictem'— Sou duo— Son gargon — Son lecteur— Son manuel. 5 — Mani6— Manufacture— Naturalis6—Pardonn4— ,Profess6—JRedou- bl(;— R6vis(5— Ranim(5— Rabot6 — Sci6 — Transige — Visits — Ajourn6 — Agit6— Donn6— Diminufi. 6 — Maniees— Manufactur^es— Naturalisdes — Pardonn^es- Profes- sees— Redoublges— Revis^es — Ranim6es — Rabot^es — Soides — Xransi- gdes— Visitdes— Ajourn6es — Agitdes— Donnees- Diminu(5es. 7 — Au compatriote— Au ciefaat-'Augarcoa— Augentilhomme — Au 4 KEY TO THE EXERCISES. journal — Au journaliste — Au lecteur — Au menuisier — Au manufactnrier — Aupfere — Au parrain— Au patron— Au patriarche. 8 — L'agent du gentilhomme— L'agilit^ de ranimal— L'activit^ de V&ec- teur— L'action dupfere— L'arae du patriote— L'animation de I'acteur— L'animosit^ du journaliste — La b6vue du parrain — Le binocle du lecteur —La clairvoyance du visiteur. 9 — Delatour est menuisier— Ce menuisier est 61ecteur — L'61ecteur (5tait patriote— Le patriote 6tait parrain — Le journaliste est pfere. 10 — On I'agitait— On I'animait — On le coudoyait— On le donne— On le diminue— On I'exerce— On nous exerce — On nous pardonnait — On vous ranime— On le sciait — On vous visilait. 11 — Nous donnons la main— Alexis donne la main. COMPOSITION. 1 — Le menuisier a deux gargons. 2 — Vous savez que Delatour est bon pere. 3 — Le pfere est prudent et attentif. U — Le pfere est persuasif et indulgent. 5 — Nous exergons la profession de son pfere. 6 — Nous exer^ons une autre profession. 7 — La passion n'est pas toujours un vice. 8 — Le professeur nous donne la permission. 9 — On voyait la procession. 10 — Son oeil est anim6. 11 — Son rabot 6tait bon. 12 — La legon est donn6e. 13 — Le visiteur a pens6 a nous. 14 — Le lecteur avail exerc6 son oeil. 15 — Nous donnons une scie au gargon. 16 — Nous pensons au proverbe. 17 — Nous donnons un rabot au menuisier. 18 — Savez-vous la profession de Delatour ? 19 — La manche d'AIexis 6tait retrouss^e. 20 — La paresse, vice odieux, est son seul d6faut. 21 — Delatour, bon menuisier, n'avait qu'un d6faut. 22 — Alexis, garcon intelligent, pensait a la profession de son pere. 23 — Son agent est un homme impudent et brutal. 24 — C'est un proverbe vrai, expressif et bon, 25 — Le menuisier est un homme bon et diligent. 26 — Son p^re est acteur. THIRD LESSON. 27 — Vous savez que Delatour est menaisier. 28 — Un homme qui est pfere est indulgent. 29 — On voyait le menuisier a son 6tabli. 30 — Voyait-on les acteurs ? 31 — On ne vous visitait pas. 52 — On a dit que la paresse donne naissance a tous les vices. 53 — On a donn6 une legon. oU — Nous vous donnons la main. 35 — Ce gargon nous donne la main. 36 — L'acteur est agit6. 37 — Les dons sont doubles. 38 — Les deux premieres lemons sont donnfies. THIRD LESSON. PREPARATORY EXERCISE. 1 — II s'adonnalt— 11 se donnaii— II se doublait— II s'exercait— II se fagonnait— 11 se pardonnait — II se perfeclionnait— II se ranimait— II se surpassait. 2 — To act— To make thin— To lessen— To abstain— To appertain, or. To belong— To contain— To fail, or, To falter— To detain— To establish — To entertain— To fail — To maintain — To make young again — To reestablish— To detain— To rule— To sustain— To hold - To unite- To disunite — To reunite. 3 — Qu'il entendtt— Qu'il poursuivlt. k — Quel bienfait?— Quel bienfaiteur?— Quelle affaire?- Quelle bien- faisance? — Quels continents ? — Quels directeurs? — QuellesfiUes? — Quelles Mgendes? 5 — Que savez-vous? — L'homme qu'il voyait — La lef on que vous savez— Le temps que nous passons. 6 — A quoi pcnsez-vous? — A quoi est-ce bon? — Par quoi est-il affects ?— De quoi se dfeole-t-il ? 7 — Get exemple— Get effet— Get enlendement— Get interrfegne- Get ceil— Get office— Get olllcier. 8 — II continuera— II d^solera— II dirigera — II exercera — II drigera— II enregistrera— 11 fafonnera— 11 facilitera- II inoculera— II passera— II pers^cutera — II profitera — II rfeglera — II ratifiera — II surpassera — II visitera. 9 — 11 n'avait jamais — II n'a jamais— 11 ne donne jamais— Une se b KEY TO THE EXERCISES. cl6solait jamais— II ne disait jamais— If n'flait jamais— H n^est jamais— U n'exer9ait jamais— II ne fait jamais— Nous ne pensons jamais —11 ne pou- vait jamais— II ne passe jamais— Vous ne savez jamais — lis ne sont jamais — On ne voyait jamais — II ne va jamais. 10 — Lui appartenlr— Lui donner— Lui dire— Lui faire— Lui lire. 11 — To contradict— To counterfeit— To say— To unsay— To undo —To elect— To do, or. To make— To forfeit— To interdict— To read — To slander— To be born— To foretell— To pursue — To perform- To read again— To reelect— To say again— To be born again— To do again — To undo again— To follow— To satisfy— To mean without ex- pressing. 12 — II ne pouvait aller — II ne pouvait continuer — II ne pouvait cor- riger — II ne pouvait dire — II ne pouvait d6faire — II ne pouvait diriger— II ne pouvait entendre— 11 ne pouvait faire— II ne pouvait lire— II ne pouvait maintenir — II ne pouvait passer — U ne pouvait r^gner- H ne pouvait suivre. 13 — Quel acteur! — Quel aniraaH— Quelle b6vue!— Quel contre- temps ! — Quel exemple !— Quelle fille ! — Quel garcon ! — Quelle legon ! — Quelle main I — Quel pfere ! 14 — II corrige — II donne — Nous donnons— II disait— Disait-il? — Nous pensons— II passe— II va — Va-t-il? — II ne va pas. 15. — Le menuisier avait-il un bon rabot ? — Get homme a-t-il un autre fils2 — Le pfere corrigera-t-il son fils?— Ce vice donne-t-il naissance a tous les autres ?— Le pfere se d&olait-il?— Comment Delatour exer?ait-il sa profession?— L'exemple 6tait-il bon? — Le gargon pouvait-il lire? — Les proverbes sont-ils vrais ? — Le fils voyail-il son pfere ? 16 — Est-ce qu'il avail un fils? — Est-ce qu'il a une CUe? — Est-ce qu'il corrigera ce garcon ? — Est-ce qtfil donne une lefon ? — Est-ce qu'il 6tait actif?— Est-ce qu'il est jeune? — Est-ce que nous pensons? — Est-ce qu'il pouvait passer? — Est-ce que vous savez? — Est-ce qu'ilssont? — Est-ce qu'il voyait?— Est-ce qu'il va? 17 — Que faire? — Comment le corriger?— Que dire? — Comment se d€faire de lui? — Que lire? — Comment passer le temps? COMPOSITION. 1 — II se d^sole parce que son pfere le corrige- 2 — II ne s'adonne pas a la profession de son pfere, parce qu'il est paresseux. THIRD LESSON. 7 3 — Get homme ne pouvait se pMrdonnej- son intempfirance. ft — II se disait qu'il 6taitincorrig.ibJe., 5 — Le pfere ne pouvait obtenir de son fils qu'il entendU rdson. 6 — 11 exigeait que le jeune homme le suivlt. 7 — Par ce que nous donnons, voas savez combien il donnera. 8 — Par ce qu'il avail fait, on voyait ^e qu'il pouvait faire. 9 — Quel exemple donnera- t-il a son flJs? 10 — Quelle affaire vous agite ? 11 — Vous ne savez pas quels hommes le menuisier voyait. 12 — Savez.-vous quelles l^gendes ce jeune homme pouvjait lire? 1.3 — Vous savez oil il est, ou vous ne le savez pas, 14 — Que pouvait-il dire a un homme qn'il ne voyait pas? 15 — Que pensez-vous de cet obstacle ? 16 — La lefon que vous savez est assez difficile. 17 — Savez-vous a quoi ce journal est bon ? 18 — Le pfere ne donnera jamais un bon exeijiple a son fils. 19 — II ne retroussera jamais sqs manches jusqii'au coude, 20. — II ne passepa.jamais son temps alire. 21, — Le fils ne surpassera jamai? son pfere. 22 — La raison qu'il donne n'est pas la vrs^ie. 23 —1 Voiis, i)e savez ovi, aller. 24 — Le menuisier n'avait qu'une scie, qu'il ne pouvait donner a §on fils. 25, — U (Stait a son ftabli, el; ne pouvait entendre ce que son fils dis.^it a S9 fille. 26 — Quel exemple il donne a son fils !, 27 — Savez-vous ce que le menuisier fait? 28 -^ II fait une table. 29 — II va lire une legon. 30 — Le professeur donne une leQon a ces je^nes gar^ons. 31 — Nous pcnsons que I'exemple que nous donnons est bop. 32 — II disait que son fils ^t£(it un idiot, 33 — Cet homme est-il actif ?— Est-ce que cet homme estc\ctif? 34 — Son pfere lui donnait-il un bon exemple ?— Est-c^ que son p^re lnj dopnait un bon exemple? 35 —"Le phve pouvait-il corriger son fils?— E?t-ce que le p^re popait corriger son fils ? 36 — Get homme passera-t-H seul ? — Est-ce que cet homme passera seul? 37 — Que penser de ce contre-temps ? 38 — Comment obtenir cette entrevue ? 39 — II ne pouvait lui faire voir sa faute. » KEY TO THE EXERCfSES. 40 — II va lai faire suivre sa profession. 41 — U lui fait obtenir une pension. 42 — Comment le ferons-nous passer ? FOURTH LESSON. PBEPARATORY EXERCISE. 1 — De la bravoure— De la bienveillance— Des commferes— Du doute — Des enfants— Des exceptions— De la faussetS— De la grandeui-— Des hommes— Du profit. 2 — II a eu— II a accept^— II avait accept^— II a corrigfi— II avait cor- rig6— II a captiv6— II avait captiv6 — 11 a donn^ — U avait donn6 — II a dout6— II avait dout6. 3 — Alt6rer— Accepter— Diriger—Dfiraisonner— Falsifier — Manier— ProQter— Passer— Raisonner — Redouter— V^riQer — Visiter. 4 — Une conversation— La circulation— Une collection— La composi- tion — Une condition— La consideration — Une declaration — La creation — Une description— La fabrication. 5 — D'autres hommes— De bons gargons— De braves compatriotes— De faciles interpretations — De grands hommes— Dejeunes officiers— De bonnes legons. 6 — Des hommes actifs— Des hommes braves— Des lecteurs bienveil- lants — Des enfants incorrigibles — Des exemples evidents — Des legons faciles— Des gargons intelligents. 7 — Lui et nous— Lui et vous— II guide— II voyait—Vous savez plus que lui— Nous profitons moins que lui— II est— C'estlui— II etait— Cetait lui. 8 — L'animal qu'il a tourmente — La profession qu'il a exercee — Les enfants qu'il a corriges — Les legons qu'il a donn6es — Le dictionnaire qu'il avait recu- Sa manche qu'il avait retroussee— Les jours qu'il avait passes— Les traductions qu'il avait acceptees. 9 — II a tourmente l'animal— U a exerce la profession— II a corrige les enfants — II a donne les lemons — 11 avait recu le dictionnaire — II avait retrousse sa manche — 11 avait passe des jours — II avait accepte les tra- ductions. 10 — Son flls et sa fille — Sa scie et son rabot — Son beau-pfere et sa belle-mfere —Son grand pfere et sa grand' mfere— Son parrain et sa mar- raine— Son grand-oncle et sa grand' tante. FOORTH LESSON. » COMPOSITION, 1 — Son pfere 6tait un homme brave. 2 — Ce menuisier est un brave homme. 3 — Ce due 6tait un grand homme. U — Son fils est un homme grand. 5 — Le proverbe est faux. 6 — La vraie grandeur est toujours indulgente. 7 — II a retroussfi ses manches. 8 — Son filleul a regu urie Education sup6rieure. 9 — Le professeur vous a donn6 quatre legons. 10 — Sa paresse avail donn€ naissance a tous ses autres vices. 11 — Get homme est implacable. 12 — Sa mfere est Inconsolable. 1 3 — Ce dgfaut est intolerable. 14 — II avail un doute. 15 — II passera de la premifere section a la seconde. 16 — La satisfaction de sa mfere est plus vraie que ceUe de son pfere. 17 — La prediction est fausse. 18 — II a de la grandeur. 19 — II avail regu des lemons. 20 — Vous savez des proverbes. 21 — Savez-vous des proverbes ? 22 — II a corrige des enfants. 23 — Nous donnons des exemples. 24 — II avail de bons enfants. 25 — 11 donne d'autres exemples. 26 — II donne moins que nous. 27 — Nous donnons plus que lui. 28 — Qui corrigera ce faineant? — Lui. 29 — Ce n'est pas vous, mais c'est lui. 30 — Vous savejs la legon qu'il vous a donn^e. 31 — Quels exemples nous avons eus ! 32 — Son fils avail des dfifauts qu'il a corrig^s. 33 — 11 a eu des enfants. 34 — II a corrige les d6fauts de ses enfants. 35 — Le pfere corrige son fils. 36 — La mfere corrige son fils. 37 — Le menuisier vous donne son rabot. 38 — Le menuisier vous donne sa scie. 39 — Combien de fainfeants et d'idiots ! 40 — II pouvait tout obtenir du temps et de la raison. 1 KEY TO TBB EXERCISES. FIFTH LESSON. . PBEPABATORX, EXERCISE.. 1 — Un des apostats — Une des ameliorations— Une des circonstances — Dn des d^fauts— Ua dbs dfeirs— OH des exemples— Dn des enfants— Un des fils— Un des garcons. 2 — Plusactif— Le pins actif— Plus brave— Le plus brave— Plus faux — Le plus faux— Plus grand- Le plus grand— Pl'us humain — Le plus humain— Pitas intelligent —Le plus intelligent— Plus natural- Le plus naturel — Plus vrai- Le plus vrai. 3 — Animant— Abusant— Amgliorant— Contrastant— Donnant— D&o- lant—Exercant—Examinant—Existant— Exceptant— Guidant— Pensant— Passant— Poss6dant—Retroussant—Sabstituant—Tourmentant—Usanit— Visitant. U — Qu'il aglt— QuTl agrandit- Qu'il affrancMt— Qu'il 6tabllt— Qu'il franchit— Qu'il grandtt— Qu'il rgaglt— Qu'il rdtaWit— Qu'il unit. 5 — II percevait, or, U apercevait— II concevait— H d6cevait— II rece- vait — II savait. 6 — Qu'il animat — Qu'il abusat — Qu'il amiliorat — Q q.'U contrastat — Qu'il donnat — Qu'il d6solat— Qu'il exergat — Qa'il examinat — Qu'il existat — Qu'il exceptat — Qu'il guidat — Qu'U pensat — Qu'il passat — Qu'il retroussat — Qu'il substituat— Qu'il tourmentat— Qu'il usat— Qu'il visitat, 7 — C'est pourquoi 11 le corrigera— Ccisfpourqupice vice donnc nais- sance a tous les autres — C'est pourquoi le pfere se d^soIait^C'esl pourquoi il examinait — C'est pourquoi il 6tait guide — C'est pourquoi il ne pouvait obtenir — C'est pourquoi nous pensons — C'est pourquoi U passe son temps — C'est pourquoi ses maoches sont retrouss6es — C'est pourquoi vous savez — C'est pourquoi il serait utile. 8 — Le plus genfireux garcon de ce royauaie— Le plus savaat del'toni- versite — Le plus ignorant de I'universite — Le meilieur de I'ttnivers. 9 — Sans avoff— De corriger — De dooner— Pour dfeirer — Par fitre — Sans entendre— D'exercer — Sans faire— Pour guider — D'obtenir — Saos penser — Pour poss6der — De recevoir— Sans savoir— Sans suivre. 1 — II serait bien qu'il acceptat —II serait difficile qull donnat— It serait temps qu'il exerfat— II serait desirable qu'il examinat— 11 serait naturel qu'il guidat —II serait temps qu'il pensSt— It serait possible qu'il passSt. 11 — Ce rabot est Ye sien — Cette scie ftait ta sienne — Ces enfants FIFTH LESSON. 1 1 sont les siens — Ces id^es sont les siennes — Get outil est le sien — Cette main est la sienne — Ces ustensiles sont les siens — Ces statues sont les siennes. COMPOSITION. 1 — Que pensez-vous tfes id^es de cet homme? 2 — Cet homine est le meilleur des pferes» 3 — S'a mfere est la meilleure des mferes. li — Alexis 6tait le plus jeune de ses fils. 5 — Sa mfere est plus jeune que son pfere. 6 — Le frangais est plus utile que le grec. 7 — 11 d^sirait que son fils siit la langue latine, pensant que cette langue dtait utile. 8 — Le p6re, donnant tout son temps a I'^ducation de ses enfants, ne pouvalt exercer sa profession {or, ne pouvait pas, etc.). 9 — Comment recevait-il les exhortations de son p6re et de sa mfere ? 10 — II savait la Icingue grecque. 11 — Ou est ce faineant? 12 — Cet enfant est intelligent. 13 — Cette institution est meilleure que Tautre. Ih — C'est pourquoi il a mis ses enfants dans cette iastitution. 15 — Son d^faut n'^est pas pardonnable; c'est pourquoi on le corri gera. ' 16 — Cet enfant est le plus intelligent de toute la pension. 17 — C'est riiomme le plus brave de France. I'S — II a la satisfaction d'etre utile. 19 — Comment pouvait-il nous entendre sans nous voir? 20 — n passe sans vous entendre ? 21 — II ne serait pas boji qulil se ddsolat. 22 — II serait desirable qa'il pensat a nous. 23 — II serait bien qu'il allutaParis. 24 — II serait utile qu'il entendlt sa mfere. 25 — On blame les d^fauts des autres, sans penser aux siens. 26 — Le menuisier a un rabot, mais ce n'est pas le sien. 27 — Cette scie n'est pas assez grande ; le menuisier vous donnera la sienne. 28 — Les enfants ne sont pas toujours bons, mais une mfere pense que les siens sont parfaits. 29 — Le pfere donne ses le?ons a ses fils, et la mfere donne les siennes a ses fiUes. 12 KEY TO THE EXERCISES. SIXTH LESSON. PREPiBATORY EXERCISE. 1 — U correspondit— II dgpendit— II entendit— II pendit— U suivit— II suspendil— II tordit. 2 — II animait — U donnait— II d^sirait—Il exer^ait— 11 examinait— 11 guidait — 11 pensait— II passait — II pla^ait. 3 — Aux cr^anciers— Aux exemples— Aux enfants— Aux 6pargnes— Aux fils — Aux gargons — Aux hommes— Aux id^es— Aux institutions — Aux lefons— Aux langues — Aux manches— Aux mains— Aux mferes— Aux mai- sons— Aux ouvriers — Aux pferes — Aux vices. 4 — Gracieux, gracieuse— Judicieux, judicieuse— Pr6cieux, pr^cieuse — D^licieux, d61icieuse — Capricieux, capricieuse — Vicieux, vicieuse — lusidieux, insidieuse — Odieux , odieuse — M61odieux , m^lodieuse — Sta- dieux , studieuse — Contagieux , contagieuse — Religieux, religieuse — Bilieux, bilieuse — C6-6monleux, c6r6monieuse — Harmonieux, harmo- nieuse — Copieux, copieuse— Imp6rieux, imp^rieuse — S6rieux, s^rieuse — Myst6rieux, myst^rieuse— Laborieux, laborieuse— Victorieux, victorieuse. 5 — Du coude — Du metier — Du cr(5ancier — Du doute — De I'fitabli — De I'exemple — De I'enfant — Du fils — Du faineant — Du gar^on — De rbomme — Du menuisier— Du mois — Du monsieur — De Toeil — Du pro- verbe— Du pfere — Du paiemenl. 6 — Quelques rabots — Quelque raison — Quelques scies — Quelque sorte — Quelque succfes — Quelques vices — Quelque temps— Quelque doute— Quelques exemples — Quelque esp^rance — Quelques 6pargnes— Quelques hommes— Quelques institutions — Quelque langue — Quelques lecons. 7 — lis agirent— lis amoindrirent— lis agrandirent— lis affranchirent— lis 6tablirent— Us grandirent — Us r6tablirent— lis unirent. 8 — EUes correspondirent — Elles d^pendirent — EUes entendirent — EUes pendirent- Elles suivirent— Elles suspendirent— Elles tordirent. 9— Leur metier— Leur doute— Leur exemple— Leurs exemples — Leur enfant— Leurs enfants — Leur fils— Leurs fils- Leur pfere— Leurs peres— Leur raison— Leurs raisons— Leur espfirance— Letu-s esp6rances — Leur le^on^Leurs legons. 10 — EUe avail- Elle a— Elle corrigera— EUe donne— EUe disait— Elle ^lait— EUe est— Elle exergait— Elle fait— Elle pense— Elle pouvait— Elle passe— Elle r^pondit— Elles sont— Elle seralt— Elle voyait— Elle va. 11 —lis animerent- Elles corrigferent— Elles d^sirfcrent — Us exer- SIXTH LESSON. 1 3 cferent — Elles examinferent — lis guidferent — EUes pensferent^lls pas- sferent— EUes poss6dferent — lis placferent. 12 — Son odieux cr6ancier — Ses odieux cr6anciers — Le pr^cieux exemple— Les pr^cieux exemples— Un g^n^reux enfant — Les g€n6reux enfants— Ce laborieux gar^on — Ces laborieux gardens — Ce mysttrieux homme — Ces myst^rieux hommes. 13 — II donne a son fils— EUe disait a son pfere— lis [or Elles) donne- rent a leurs cr6anciers — II r^pondit a sa mfere — II ne voulail pas permeitre a ses enfants. li — Etabli de menuisier — Main d'enfant— Esp^rances de jeunesse — Fils d'ouvrier — Grandeur d'ame — Homme d'action— Homme de resolu- tion— Id^es d 'ambition — Lemons de latin— Maison de banque — Metier de menuisier. COMPOSITION. 1 — Un jour, son cr^ancier le suivit jusqu'a sa maison. 2 — 11 entendit I'Duvrier, mais il ne lui r6pondit pas. 3 — Cette maison de commerce suspendit ses paiements pendant un raois. k — L'autre jour, ils vous donnferent un bon exemple. 5 — A quoi pensait-il?— 11 pensait a vous. 6 — L'enfant suivait son pfere. 7 — 11 6tait si gdndreux qu'il donnait quelquefois tout ce qu'il avait. 8 — 11 examinait la scie et le rabot, mais il ne savait pas les raanier, 9 — EUe est attentive aux lemons. 10 — La connaissance des langues est utile aux hommes. 11 — Que donnera-t-il aux enfants ? 12 — Son pfere est s6rieux. 13 — Sa mfere est sfirieuse. 14 — La paresse est dangereuse. 15 — II a de g^n^reuses id6es— or, des id^es g^n^reuses. 16 — Oil avez-vous mis le rabot du menuisier ? 17 — Le fils poss6dera les 6pargnes du pfere. 18 — Ses cr(5anciers lui donnferent du temps. 19 — EUe a quelque fortune. 20 — Le p6re et la mfere r^unirent leurs ^pargnes. 21 — Les enfants entendirent leur pfere et lui r^pondirent. 22 — M. Alexis va a Paris. 23 — Savez-vous, Monsieur, ou va M, Delatour? 24 — Quel est ce monsieur ? i 4 KEY TO THE EXERCISES. 25 — C'«st un monsieur qui d&ire vons vair. 26 — La maison oii elle 6tait est une des meiUeui'es de Paris. 27 — II iplacera ses enfants dans I'institiUion ou il a reqa son Edu- cation. 28 — Lepfere et la mere corrig^rent leur enfant. 29 — II donne des legons pour son amusement. 30 — Quelques bommes gfindreux donnferent leurs 6pargnes. 31 — Cast r^tabli du menuisier. 32 — C'est un Etabli de menuisier. SEVENTH LESSON. PBEPAKATORY EXERCISE. 1 — Califate— Candidate — Gardinalship — Decemvirate — Doctorship — Electorate — Generalsliip — Magistrate — Marquisate — K ovitiate— Pontifi- cate — Rectorship, Rectorate — Secretaryship — Senate— ^Soldier— Syndi- cate — Triumvirate — Vicarship, Vicariate. 2 — Notre forteresse— Notre force— Notre tire-botte— Notre tire-bou- chon — Notre contrat — Noire retractation — Notre petit-fils— Notre petite- fdle— Nos pensionnaires— Nos d^penses — Nos apprentis— Nos prisons — Nos prisonniers— Nos porte-crayons— Nos portefeuilles— Nos penchants. 3 — Le metier par lequel il fait fortune— La maison dans laquelle il est— La maison de laquelle il a retird son ffls — Les ddfauts desquels il se corrigera — Les circonstances desquelles il a profits — Les pro- verbes auxquels nous pensons — Les circonstances auxquelles il fait allusion. U — Pris — D6sappris — Compris — Entrepris — Mgpris — Repris— Surpris. 5 — Presidency— Regency— Indecency —^Urgency— Frequency — Cir- cumference. 6 — Inanimate— Uncertain— Dncivil—Inclemency — Incomplete — Not understood— Incredulous— Indefatigeible—IJnjust— Useless— Uselesdy— Unlimited— Illegible— Immortal— Imperfect-Irreligious. 7 — Unbrave— Un Fraufais- Une Francaise— Le pauvre— Le pauvre petit— Un olflcieux— Un savant. 8 — Un homme qui est ambitieux— Un cxemple qui est bon— Ce gargou qui etait intelligent— La lecon qui est apprise— La legon que vous savez— L'homme que notre enfant voyait— Le paiement que notre pfere a fait— L'ouvrier a qui {or, auquel) nous donnons un rabot — Sa mfere SEVENTH LESSON. 1 8 avec qui (or, laqucUe) il est— Ses enfants pour qui [or, lesquels) elle fait tout. 9 — Son pfere le corrigera— II le donne-^Hs {or, Elles) le donn^ent— II le force— II lui r^pondil [or, r^pondait] —Elle lui rapportait — Son fils est digne de lui — Cette scie est trop petite pour lui — Sa mfere est seule avec lui. COMPOSITION. 1 — Pourquoi forcez-vous ces enfants a r^pondre ? 2 — Que pensez-vous de ces choses ? & — Noire m6tier est utile. 4 — Notre paresse est indigne de nous. 5 — C'est la maison dans laquelle il a plac6 ses enfeints. 6 — Voussavezla raison pour laquelle il retire son fils de sa pension. 7 — Que r6pondit-il aux crfianciers par lesquels [or, par qui) il 6tait assailli ? 8 — Que faire dansles circonstances dans lesquellesil estplac^? 9 — C'est un d6faut duquel il ne se corrigera jamais. 10 — 11 a des vices desquels il ne se corrigera jamais. 11 — C'est un exemple auquelnous pensons. 12 — Ses cr6anciers, auxquels il donnait pen de chose, Tassaillirent. 13 _ II vous fait des questions auxquelles vous pouvez r6pondre. 14 — n pouvait faire qudque chose de bon et d'utile. 15 — Nous pensons a quelque chose de s^rieux. 16 — II a quelque chose de bas dans ses penchants. 17 — II est inutile de r^pondre. 18 — La le?on est incomplfete. 19 — Un amliitieux ne pense qu'a une chose. 20 — Le pauvre espfere faire fortune. 21 — Le paresseux ne voulait pas apprendre sa le^on. 2^ — Ce Fran^ais ne prononce pas bien sa kuigue. 23 — L'ouvrierqni donne-de I'^ducation a ses enfants est un homme honorable. 24 — Sa mere, que vous d^sirez voir, est dans la maison. 25 — Alexis, que son pfere corrigera, est un petit paresseux. 26 — Ce revers de fortune le force a suspendre ses paiements. 27 — Pourquoi le regardez-vous sans hii r6poadre ? 28 — Que lui Tappoi-tez-vous ? 29 — Pourquoi le forcez-vous a rdpondre? 30 — Et cet 6tabli,.., ou le placez-vous ? KEY TO THE EXERCISES. EIGHTH LESSON. PREPAKATORY EXERCICE. 1 — II est Chez lui— Ella 6tait chez elle— lis [or Elles) sont chez vous —II est chez nous— lis {or EUes) ^taient chez elle— II 6tait chez le menni- sier — Elle est chez sa mere— Us [or Elles) sont chez leur pere. 2—11 s'arrSta— Elle donna— II se d^sola — Elle dfeira — II exerga— Elle examma— U 6tudia— Elle forga — II flana— Elle guida— II oublia— Elle pensa— II passa— Elle poss6da— U pla9a — Elle prononga — II retira — Elle rapporta- U regarda- Elle alia. 3 — 11 assalUit— Eller^unit- II aglt-Elle ^tablit— 11 grandlt — Elle r^tablit — II unit— Elle d^sunit. k — II se corrigera — Elle se corrige — Nous nous donnons — Nous nous dfeolons — Vous vous exercez — Vous vous examinez — lis se for- cferent. 5 — Actuelle— Bonne — Gonstitutionnelle — Continuelle — Correction- nelle— Gardienne— Intelleciuelle— Irrationnelle— Jeunette — Manuelle — Maternelle — Naturelle— Officielle — Patricienne — Pauvrette — Rationnelle — Substantielle— Surnaturelle— Universelle— Usuelle— Visuelle. 6 — AUer voir — Croire 6tre— U vous entendit pronqncer — Nous esp6- rons vous voir— Elle vous fait croire — Upense pouvoir — Elle pouvaitpro- noncer— Vous savez lire— II pouvait nous voir passer— Elle voulait vous voir. 7 — U a appris a lire — Qu'a-t-il a dire ? — EUe avait une le^on a ap- prendre — Nous vous donnons une legon a apprendre — II s'^tudiait [or II s'dtudia) a suivre cet exemple — Nous penchons a croire — Us renon- cferent a nous suivre. 8 — II affecte de prononcer avec indolence — Nous appr^hendons de le voir— Elle cesse de lire — lis [or Elles) cessferent de regarder — Nous d6sesp6rons de les entendre — II disait a son flls de le suivre — II est dis- pense d'^ir — II a entrepris de vous convertu*- Vous avez oublia de rcS- pondre. 9 — Dans cette circonstance — fitre en d^faut — Agir en enfant— Agir enparesseux — Agir en homme — Dans le jour — Dans cette le^on — En latin — En grec — Dans la langue latine — Dans la langue grecque — En un mois — Dans un mois — II est en pension — II est dans la pen- sion. 10 — Nous nous arretons souvent — lis [or Elles) nous assaillirent EIGHTH LESSON. 1 7 bientflt— 11 ne se corrigera jamais— II cessa bient6t— Ildonne toujours— Nous n'ftudions jamais— EUe flanait g^n^ralement— II oublie toujours— Nous n'oublions jamais— II ne savait jamais sale9on. COMPOSITION. 1 — II alia voir sa mfere, mais elle n'^tait pas chez elle. 2 — Notre pfere est-il chez lui ? 3 — Vous pouvez 6tudier chez vous. h — Qu'avez-vous appris chez lui ? 5 — Son fils 6tait chez le menuisier. 6 — Nous Tavons re^u chez nous. 7 — II va chez le menuisier. 8 _ N'est-il pas {or Est-ce qu'il n'est pas) chez sa mfere ? 9 — Le pauvre gar9on nous donna lout ce qu'il avait. 10 — U passa Tautre jour, parce qu'il d6sirait nous voir. 11 — Quand elle eut appris la premifere le^on , elle dfeira savoir la deuxifeme. 12 — En un mois, il oublia tout ce qu'il avait appris. 13 — Nous nous exer^ons en pronon^ant. 14 — Vous ne savez pas vous affranchir. 15 — Les enfants se placferent devant nous. 16 — Vous vous oubliez. 17 _ c'est un 6tre paresseux. 18 — L'agr^able est bon, mais Futile est meilleur. 19 _ Notre pfere a un proverbe favori. 20 — Son fils est muet, mais sa fiUe n'est pas muette. 21 _ Notre mfere est bonne. 22 — Quel beau jour! 23 — Elle a un bel enfant. 24 — Get enfant est beau. 25 — Notre menuisier a un bel 6tabli. 26 — Le petit gar?on va examiner la boutique. 27 _ Us [or Elles) vous entendirent prononcer. 28 — Elle nous fait prononcer. 29 _ II pouvait fitudier, mais il 6tait paresseux. 30 — Elle savait rfipondre. 31 _ II voulait apprendre, mais il ne voulait pas 6tudier. 32 — Vous avez appris a prononcer. 33 — II a quelque chose a vous dire. 31 — Qu'a-t-il a dire ? Key to the Exercises, r. I> i 8 KEY TO THE EXERCISES. 35 — II pease a apprendre le fran^ais. 26 — Elle cessa de se d^soler, quand elle eat son enfant avec elle. 37 — II se d6sole de voir que son flls est nn paresseux. 38 — Voulez-vous lui dire de s'arr^ter ? 39 — Vons ayez oubli^ de r^pondre. 40 — Ne fut-il pas forc6 de {or a) r6pondre ? 41 — Qu'avez-vous appris dans la le^on de ce jour ? 42 — Qu'a-t-il appris dans cette pension ? 43 — Qu'a-t-il appris en pension ? 44 — En cessant d'ftudier, il oublia ce qu'il avait appris, 45 — Nous pensons toujours a vous, et vous ne pensez jamais a nous. NINTH LESSON. PEEPAKATORY EXEBCISE. 1 — II entendait— II mettait— II r^pondait— Ilsuivait— Ilsuspendait— II ometiait— II poursuivait— II permettait — 11 transmettait. 2 — II s'affranchissait — II rfiunissait — II agissait — II 6tablissait — II grandissait — II r^tablissait— II unissait. 3 — Geography— Lithography — Philosophy — Antipathy — Sympathy — Infamy — Economy — Anatomy — Astronomy — Ignominy — Tyranny — Symphony— Harmony — Philanthropy — Misanthropy — Prudery— Gallery Drapery— Lottery— Theory— Idolatry— Industry— Dynasty. 4 — Cubic— Spasmodic— Pacific— Speciflc— Logic — Republic— Catho- lic — Panic — Botanic — Laconic — Tonic — Heroic — Classic — Fanatic — Pathetic— Athletic — Critic. 5 — II y est — Elle y 6tait — II y a appris quelque chose — EUe s'y arreta , or Elle s'y arretait — L'eau y coule — Nous y demearons — Ses enfants y flrent fortune— II y oubUa ce qu'il savait — Nous y passons notre temps— Elle y 6tait regue, or Elle y fut regue. 6 — La maison et la boutique— La main et le coude— Le fils et la fille —La fortune et la grandeur- Le grec et le latin— Le pfere et la mfere— Les jours et les heures — La scie et le rabot. 9 — II est a examiner— Elle est a 6tudier— lis 6taient a verifier— EUes etaient a lire. COMPOSITION. 1 — 11 dfeire s'6tendre sur un banc. 2 — 11 passeraquelques heures avec nous. NINTH LESSON. H 9 3 — Sur quel banc est son pfere ?— Sur celni qui est au bout du jardin. U — II nous entendait, mais il ne nous r^poodait pas. 5 — Le petit gargon suivait son pfere, quand sa mhre le lui permettait. 6 — Le menuisier r^uoissait quelquefois tous ses ouvriers dans le jardin. 7 — Ce paresseux s'affrancbissait de toute contrainte. 8 — Son pfere obtenait plus par son exemple que par ses exhortations. 9 -^ Ce pont est fort long. 10 — Ceite rue est fort longue. 11 — Cette eau est-elle bonne ? 12 — Pourquoi regarde-t-il cela? 13 — Savez-vous cela? Ik — Leur pfere est un homme fort doux. 15 — La flatterie est douce, mais elle est dangereuse. 16 — II fait fortune par son Industrie. 17 — Elle a appris I'arithm^tique. 18 — Sa mfere donne des lemons de musique. 19 — La deuxiferae division de notre lecon est analytique. 20 — II desire voir Paris, et il y va. 21 — Vous voyez cette maison ? Nous y demeurons. 22 — II s'arreta dans le jardin et il s'y ^tendit sur un banc. 23 — Les boulevards sont sa promenade favorite ; il y flane tous les jours. 24 — Le pfere et la mfere demeurferent avec leurs enfants. 25 — Les rues et les jardins publics ^talent ses promenades favorites. 26 — II a oubli^ le jour et I'beure. 27 — II 6tucliait le grec et le latin , or II 6tait a 6tudier le grec et le latin. 28 — II est a flaner dans le jardin. 29 — Elle 6tait a 6tudier dans la boutique. 30 — lis {or Elles) ^taient a prendre leurs lemons. TENTH LESSON. PREPABATORY EXERCISE. 1 — lis entendent— lis 6tendent— lis meitent —lis r6pondent— lis rendent— lis suivent— lis suspendent. 2 — To precede — Preceptor — To precipitate — To predestine — To foretell — Preferably — To prejudge, to forejudge— To prelude — To 20 KEY TO THE EXERCISES. preoccupy— To prepare— To preserve —To preside— Presumptuous— Preventive— To foresee. 3 — Methodist— Deist — Genealogist — Chronologist — Materialist- Naturalist— Evangelist— Oculist— Physiognomist— Chemist — Organist— Calvinist— Optimist— Copist—Colourist— Egotist— Linguist. U — Us affranchissent— lis s'assonpissent-^Ils r^unissent — lis agissent —Us agrandissent— lis ^tablissent— lis r^agissent- Us r6tablissent. 5 — xo perfect — Perfidy — Perforator— Permeability— Peroration- Peroxid— Perpendicularly— Persecutor— To persevere— To persist. 6 _ Que nous entendions— Que nous 6tendions— Que nous mettions — Que nous r^pondions — Que nous suivions — Que nous suspendions. 7 — Un adage— Un bandage— Dn assemblage— Le pillage— Le village — Le plumage— Dn personnage— Le suffrage— Un outrage— Son courage — Son passage— Son message— Son voyage. 8 — Material— Substantial — Providential— Essential— Formal— Cri- minal —Rational— Constitutional — Proportional-Personal —Paternal— Maternal. 9 — n y a un homme— U y a deux enfants — U y avait une maison— 11 y avait des {or quelques) artistes— Y a-t-il une boutique?— Y a-t-il des bancs?— Y avait-il un enfant?— Y avait-il des jardins? COMPOSITION. 1 — La plupart de ces hommes vous rendent justice. 2 — La plupart de ces paresseus vous entendent, mais ne vous r^poii- dent pas. 3 — La plupart de ces maisons de commerce suspendirent leurs paie- ments. 4 — La plupart de ces enfants rfipondent bien. 5 — Beaucoup d'hommes agissent sans penser. 6 — Beaucoup d'ouvriers finissent par faire fortune. 7 — Peu d'hommes s'aOTranchissent de toute contrainte. 8 — Ce pofete a beaucoup de succfcs. 9 — Nous n'ftudions pas beaucoup, parce que nous n'avons pas beaucoup de temps. 10 — U y a beaucoup de boutiques dans cette rue. 11 — U y a beaucoup de bancs dans le jardin. 12 — Y a-t-il un pont au bout de la rue ? 13 — Y a-t-il beaucoup de belles maisons sur les boulevards? Ik — Y a-t-il des ouvriers dans le jardin ? 15 — U y a des [or quelques) pofetes sans gdnie. ELEVENTH LESSON. 21 16 — 11 y avail de I'eau dans la boutique. 17 — II y avail des paiements a faire. 18 — 11 y avail des enfanls devant la boutique. 19 — Y a-l-il du g6nie dans un idiot ? 20 — Y a-til de belles pens6es dans ce pofeme ? 21 — Y avait-il beaucoup d'enfanls dans ceite pension ? 22 — Y a-t-il un menaisier dans la rue ? 23 — Y avait-il un rabot sur I'^tabli du menuisier ? 24 — II n'a qu'un fils, el il le place dans une maison de commerce, 25 — 11 regarde sa mhre comme s'il la voyait pour la premiere fois. 26 — EUe s'arr§te devant les boutiques, et elle les regarde attentive- meni. 27 — Ces hommes sont aclifs ; vous savez qu'ils le sont. 28 — lis pr^lendent que leurs boutiques sont belles, mais elles ne le sont pas, * 29 — Nous ne pensons pas que ces boutiques soient assez grandes, 30 — II ne pense pas que nous I'ayons oubli^. 31 — II ne desire pas que nous I'entendions. 32 — Pense-t-il que nous lui rfipondions ? 33 — D6sire-t-il que nous suivions son exemple ? 34 — II passe son temps a flaner dans les rues ; aussi esl-il regarde comme un paresseux. ELEVENTH LESSON. PREPARATORY EXERCISE, 1 — Le onzifeme jour — La onzifeme le? on — II ne voyait que onze hommes — II s'arrfite au onzifeme pont. 2 — Bien de I'aversion— Bien des boutiques— Bien des choses— Bien des esp6rances — Bien du g6nie — Bien de rindolence— Bien de I'inQuence — Bien du tort— Bien du temps. 3 — lis arritent; or, lis s'arrfitent— lis admirent— lis aiment— Ilsbar- bouillent — lis corrigent — lis cessenl — lis coulent — lis croisenl — lis donnenl— lis desireni— lis demeurent— lis exercent— lis examinenl — lis etudienl— lis forcenl — lis flanent — lis fr^quentent— lis guident— lis oublient— lis pensent— lis passent — lis possfedenl— lis prononcent— lis persuadent— lis lournent. 4 — To inaugurate— To incarcerate— To incarnate— To incinerate— Incisive— To incline— Inclusively— To incriminate— To induce— Inflam- mability—To infuse— To initiate— Injunction— Inundation. 22 KEY TO THE EXERCISES. 5 — Pour peu qu'ils arretent ; [or, qu'ils s'arrftent) —Pour peu qu'ils aiment — Pour peu qu'iis donnent — Pour peu qu'ils d^sirent — Pour peu qu'ils 6tudient— Pour peu qu'ils flanent— Pour peu qu'ils pensent. 6 — Bien qu'ils s'affranchissent — Bien qu'ils s'assoupissent — Bien qu'ils entendent — Bien qu'ils s'6tendent — Bien qu'ils finissent— Bien qu'ils mettent— Bien qu'ils pr^tendent— Bien qu'ils r^unissent — Bien qu'ils r^pondent— Bien qu'ils suivent— Bien qu'ils suspendent. 7— Une absurdity— Sa beaut^— Sa brutality— Cette calamity — La capacity— Une cavit^— La cit6— Sa civilitfi— Sa cr6dulit6— Quelle curio- site !— La density— Aucune difHcult^— Quelle impi6t6 !— Sa majesty— Sa quality. 8 — Dauber — Giver — Loiterer — Thinker — Walker— Receiver^ Turner — Acceptor— Raftsman, float, cable-buoy— Leader— Payer- Persecutor— Bearer— Prgfessor— Planer— Reasoner— Sniffer— Reviser— Leaper— Sawyer— Temporizer— Drawer, shooter, etc.— Visitor. COMPOSITION. 1 — Savez-vous toutes les lemons, de la premifere a la onzifeme ? 2 — Savez-vous que cette legon est la onzieme ? 3 — II s'arr^ta le onzifeme jour. 4 — D avait bien des lemons a apprendre. 5 — Ce gar? on a bien des d^fauts. 6 — II y a bien des ouvriers qui sont laborieux. 7 — Vous avez bien de I'aversion pour ce metier. 8 — Les cieux ftaient en feu. 9 — lis se promfenent en silence. 10 — Ces enfants aiment leur pfere et leur mfere. 11 — Les pferes qui aiment leurs enfants les corrigent. 12 — Les menuisiers exercent leurs bras. 13 — Son ills et sa flUe 6tudient leurs logons. Ik — Toutes les mferes admirent leurs enfants. 15 — On voyait des feux sur les ponts. 16 — Tons les nez ftaient tournfis vers le ciel. 17 — lis s'assoupissent pour peu qu'ils s'arretent. 18 — Nous ne pensons pas qu'ils oublient leurs legons, pour peu qu'ils etudient. 19 — lis retroussent leurs manches, pour peu qu'ils travaillent. 20 — lis n'aiment pas ce pofete, bien qu'ils aiment la pofcie. 21 — lis ne r^pondent pas, bien qu'ils entendent la question. TWELFTH LESSON. 23 22 — lis ne sont pas paresseux, bien qu'ils s'aDranchissent de toute contrainte. 23 — Nous ne pensons pas qu'ils finissent cette maison, bieo qu'ils unissent tous leurs elforts. 24 — La beaut6 n'est pas sa seule quality. 25 — La curiosity n'est pas toujours un d6faut. 26 — OiiestladilBculte? 27 — Quelle est la difficult^ qui vous arrgte ? 28 — Get homme n'est pas un artiste, c'est un barbouilleur. 29 — La boutique du tourneur est au bout de la rue. TWELFTH LESSON. PREPARATORY EXERCISE. 1 — lis tournaient— lis regardaient— lis pensaient — lis passaient — Us poss^daient — Us pla9aient — Us pronongaient — Us persuadaient— Us ou- bliaient — Us imaginaient— Us guidaient — Us fr^quentaient — Us forfaienl — Us flanaient— lis exer^aient — Us examinaient — Us donnaient— Us dfoi- raient. 2 — Entract— To love each-other— To cross each-other — To look at each-other— To answer each-other — Interview— To intercede — Interces- sor—To interdict — Interrogative— Interrupter. 3 — To diffame — To difl'er — Difficulty — DilTuse — Diminutive — To discern — To discontinue— To discredit— To disperse— Distortion. U — Active — Persuasive — Decisive — Incisive — Pensive — Massive — Positive — Negative — Purgative — Relative — Productive — Instructive — Fugitive —Attentive — Captive. 5 — Un anniversaire — Un antiquaire — Le commentaire— Un dignitaire — Son itin^raire — Le janissaire — Un missionnaire — Le notaire — Son rosau-e — Son salaire— Le sanctuaire— Un vocabulaire. 6 — Nous affranchissions — Nous nous assoupissions— Nous finissions — Nous noircissions— Nous rfiuoissions— Nous agissions — Nous dtablis- sions. 7 — AlTranchissant — S'assoupissant— Croupissant — Finissant — Noir- cissant— P6rissant— R6unissant— Agissant— Etablissant. 8 — To furbish— To brandish— To abolish— To demolish— To polish —To accomplish— To banish— To finish— To garnish— To furnish— To punish— To flourish— To nourish— To languish. 2 4 KEY TO THE EXERCISES. 9 — Notre aversion— Nos artistes— Notre art— Nos boutiques- Notre commerce— Nos cr^anciers — Notre compagnon — Nos dispositions — Notre enfant — Nos espfirances— Notre pension ; or, Notre 6cole — Nos fils —Notre fortune— Nos grammaires. 10 — Nous attendions— Nous ^tendions — Nous mettions — Nous pr6- tendions — Nous r6pondions — Nous rendions — Nous suivions — Nous suspendions. 11 — Entendant— fitendant- Mettant— Pr6tendant— Rdpondant— Ren- dant— Suivant— Suspendant 12 — l^l^gamment — Arrogamment— Complaisamment — Puissamment — Exorbitamment— Constamment— D6cemment — Rdcemment— Innocem- ment— fividemment— Prudemment— Ndgligemment— Violemment— Inso- lemment— DilKremment. 13 — Propager — Obliger — Associer — Concilier — Expier — Varier- D^soler — D6clamer — Proclamer — Affirmer — Former — Transformer — Indigner — Incliner—Dissiper— Usurper— S6parer—0ccuper — Mod^rer • Op6rer— Colorer— P^n^trer — Habiter. 14 — Devant les maisons et les boutiques — Sur les quais et les ponts — Par son caractfere et sa disposition — Sans ses d^fauts el ses vices— Avec leur pfere et leur mfere— Dans I'inaction et la paresse — Pour le latin et le grec. 16 — Barbouiller de noir — D6corer de feuiiles— fitre anim6 d'ambi- tion— Bord^ de jardins — Remplir d'eau— Entourer de parapets. COMPOSITION. 1 — Ce garden a 6tudi6 plusieurs grammaires. 2 — Plusieurs de ces dictionnaires sont incomplets. 3 — La mfere etles fllles regardaient les boutiques. h — Elles oubliaient que nous les attendions. 5 — Elles ne pensaient pas a nous. 6 — La mfere, surtout, 6tait trfes attentive. 7 — La conversation de notre ami est instructive. 8 — EUe 6tait triste et pensive. 9 — Nos enfants ne suivent pas le fol exemple de leurs compagnons. 10 — Get homme a de folles id6es [or, des id6es folles). 11 — II donne un bon salaire a ses ouvriers. 12 — Le vocabulaire des mots que vous savez est assez long. 13 — Nous attendions le notaire. 14 — Nous finissions notre legon. 15 — En s'affranchissant de toute contrainte, Alexis d^solait son pfere. THIRTEENTH LESSON. 2& 16 — U s'assoupit en flnissant sa legon. 17 — L'exemple de ses compagnons adoacit {or, adoucissait) son caractfere. 18 — Les ouvriers se pr^parent a d^molir le pont. 19 — Ou sont nos cahiers ? 20 — lis sont avec nos grammaires. 21 — Nous attendions nos compagnons. 22 — 11 ne prononce pas bien, en r^pondant a nos questions. 23 — II pouvait faire fortune, en sulvant le metier de son pfere. 24 — A-t-il oublifi ce qu'il a appris rScemment ? 25 — EUe desire ardemment de vous voir. 26 — II a dvidemment raison, 27 — La maison 6tail 616gammentd6cor6e. 28 — Nous continuons a apprendre des mots. 29 — Vous savez assez de mots pour converser avec nous. 30 — Est-il d6termin(5 a aller a Paris ? 31 — Habite-t-il toujours la m^me maison ? 32 — Toutes les maisons 6taient illumin6es. 33 — 51 s'arrStait devant les maisons et les boutiques. ZU — Avec son caractfere et ses dispositions, il serait utile a la soci6t6, 35 — II ne ilane pas comme il le faisait. 36 — 5J0US aimons a le voir fitudier comme il le fait. 37 — Pouvait-il vous r^pondre ?— II le pouvait. 38 — Get bomme est ambitieux, comme vous le savez. 39 — Les enfants, nous le croyons, n'aiment pas a aller a I'^cole. 40 — EUe pense qu'ils sont blamables, mais nous pensons qu'ils ne le sont pas. 41 — Les pauvres gardens baillaient d'ennui. 42 — Les manches des ouvriers dtaient barbouill^es de noir. THIRTEENTH LESSON. PREPARATORY EXERCISE, 1 — Conquest — Forest — Haste— Honest — Hospital — Host— Interest — Isle— Joust— Mast— Plaster — Quest— Tempest. 2 — Ambre — Chambre — Septembre — Octobre — Novembre — D6cembre— Membre— Sobre— Cidre — Salamandre— Tendre— Cylindre — Ordre— Offre — Coffre — Tigre — Propre — Diamfetre— Baromfetre —Arbitre—Fillre— Piastre— Ministre—Lettre—Neutre. 26 KEY TO THE EXERCISES, 3 — II en fttt tir6— Nous en parlons— II S'en affranchit— II en parle— Nous en parlons— lis en parlent— Nous en admirons les boutiques— Nous en comprenions rinfluence— Nous en avons— En a-t-il?— II n'en donne pas. 4 — Que nous assaillissions — Que nous affranchissions — Que nous flnissions— Que nous noircissions— Que nous p^rissions— Que nous r6u- nissions. 5 — II y a contribu6— 11 y demeure— Nous y pensons— II y trouve du plaisir, 6 — Que nous appelassions — Que nous admirassions — Que nous aimassions — Que nous cessassions— Que nous donnassions — Que nous d&irassions — Que nous examinassions — Que nous 6tudiassions — Que nous imaginassions — Que nous oubliassions, 7 — Que nous attendissions — Que nous entendissions — Que nous ftendissions— Que nous pr^tendissions- Que nous rendissions — Que nous suivissions — Que nous suspendissions. 8 — Nous prenions— Nous apprenions— Nous entreprenions— Nous reprenions— Nous surprenions^ Pris— Compris— Entrepris — Repris— Surprls. 9 — Corrigeant— Nous corrigeons— II corrigealt— lis corrigeaient— II corrigea— Qu'il corrigeat — Que nous corrigeassions. 10 — Nous parlons— EUe nous voyait— II nous parle — Nous nous aimons — Nous nous parlons. 11 — II voulait vous voir- Nous voulons apprendre notre legon— 11 veut etre le maltre chez lui— lis voulaient faire une promenade. 12— Vous savez la persuader— II savait trouver les choses ndces- saires — lis savaient plaire a leurs maitres — Que savez-vous faire?— Savez-vous lire ?— II savait faire toutes sortes de choses. 13 —II s'^tonne que nous ne rendions pas justice a ce pofete— U s'^tonnait que nous ne lui rendissions pas justice— Us s'fitonnent que nous ayons des d6fauts— lis s'ftonnaient que nous eussions des d^fauts. COMPOSITION. 1 — Notre h6te 6tait superstitieux. 2 — II y avait une maison dans la forfit. 3 — 11 disait qu'il y avait des spectres dans cette maison. h — Oil est notre chambre ? 5 — Notre compagnon va au theatre. 6 — Que pense-t-il de cette oflre ? 7 — Nos pferes voulaient que nous linissions nos Etudes. THIRTEENTH LESSON. ■ 27 8 — lis lie savaient pas que nous p^rissions d'ennui. 9 — 11 alme I'^tude ; 11 y trouve du plaisir, parce qu'il en appr^cie les avantages. 10 — II aime son maltre, parce qu'il appr^cie ses qualit^s, 11 — EUe entendait nos questions et elle y r^pondait ; or, EUe entendit nos questions et elle y r^pondit. 12 — Ce dictionnaire est bon ; nous y trouvons tons les mots. 13 — Nous lui avons parl6 de notre affaire ; 11 y pensera. 14 — Notre maltre voulalt que nous parlassions fran^ais. 15 — lis ne nous r^pondirent pas, bien que nous les appelassions plu- sieurs fois. 16 — lis Toulaient que nous les attendlssions. 17 — II ne pensait pas que nous I'entendissions. 18 — lis voulaient que nous les sulvissions dans tontes les boutiques. 19 — Nous prenions ce jeune homnie pour un artiste. 20 — Nous apprenions notre le^on. 21 — Nous enlreprenions bien des [or beaucoup de) choses que nous ne linissions pas. 22 — Nous corrigeons nos enfants. 23 — En les corrigeant, nous les rendons meilleurs. 24 — Si nous exigeons plus que cela, 11 ne nous donnera rien. 25 — Pourquoi ne nous r6pond-il pas? 26 — Nous voulons nous persuader que nous avons du gout pour r^tude. 27 — II y a un monsieur qui veut vous parler. 28 — Veut-il voir la maison ? 29 — Ce pofeme est sublime ; nous en admirons les beautes. 30 — II 6tudie la langue frangaise ; mais il n'en aime pas les difficultfe. 31 — Ce pofete pensait que ses compositions ^talent sublimes ; il n'en voyait pas les d^fauts. 32 — Ce pofeme a ses beautes. 33 — La langue fran^aise a ses difficult6s. 34 — Ses compositions avaient leurs d^fauts. 35 — Nous admirons ce pofeme ; nous aimons a parler de ses beautes. 36 — 11 aime la langue frangaise ; 11 n'est pas arrets par ses difflcult^s. 37 — Elle ne savait pas le persuader. 38 — Vous ne savez pas guider les ouvriers. 39 — Vous ne savez pas obtenir ce que vous voulez. 40 — Savez-vous lire le grec ? 41 — Savez-vous parler fran^ais ? 28 KEY TO THE EXERCISES. FOURTEENTH LESSON. PREPAKATORY EXERCISE. 1 _ Voila un artiste— Voici les boulevards — Voila une boutique — Voila des bancs — Voici une chose— Voici nos compagnons — Voila nos cahiers— Voici un enfant— Voila ses 6pargnes— Le voici— La voici— Les voici— Le voila — La voila — Les voila. 2 — Nous affranchirions —Nous divertirions — Nous finirions— Nous noircirions- Nous p6ririons — Nous r^unirions- Nous senlirions. 3 — Nous apprendrions — Nous attendrions — Nous comprendrions— Nous dirions— Nous entendrions — Nous ftendrions— Nous mettrions — Nous pr^tendrions— Nous plairions— Nous r6pondrions— Nous rendrions —Nous suivrions— Nous suspendrions. k — Visionnaire— Missionnaire— Conditionnel— Conditionnellement — Esceptionnel — Proportionnel. 5 — AlTranchissons— Jouissons— Finissons— Noircissons— Pgrissons — R6unissons — Agissons. 6 — Cette scie est la nfltre — Ce rabot est le ndtre — Ces papiers sont les ndtres — Ces maisons sont les n6tres — Ce jardin est le nfitre — Cette grammaire est la nfitre- Ces ^pargnes sont les nfitres. 7 — Perdons— Entendons — ^tendons — Mettons— Pr6tendons— R6pon- dons— Rendons — Suivons — Suspendons. 8 — EUe a raison— II a tort— 11 avail raison — Elle avail tort — lis ont raison— EUes ont tort— Elles avaient raison— lis avaient tort. 9 — Finissons-les— Noircissons-les— Affranchissons-le— Attendons-la— fitendons-nous. 10 — Ne les perdons pas— Ne lui r6pondons pas — Ne la suivons pas— Ne les aOranchissons pas— Ne nous affranchissons pas. COMPOSITION. 1 — Voici une feuille de papier, 2 — Voila une belle boutique. 3 — Voici nos parents. _ 4 — Voici nos dictionnaires. 5 — Voici une lettre a laquelle il faut rdpondre. 6 — Voila une 6tude que nous n'aimons pas. 7 — Voici des mots qui ne sont pas dans le dictionnaire. FOURTBESTH LESSON, 2!i 8 — Voila des gens qui sont fort braves. 9 — Ou est le petit garcon ?—Le void. 10 — U parlait de sa mfere ; la voila. 11 — Ou sonl les enfants?— Les void. 12 — Les voila qui se divertissent. 13 — Nous jouirions de leur conversation, s'ils ^taient plus raisoii- nables. 14 — Pourquoi ne nous divertirions-nous pas ? 15 — Nous vous r^pondrions, sinousvous comprenions. 16 — Nous les entendrions avec plaisir. 17 — Pourquoi suspendrions-nous nos Etudes ? 18 — 11 a une belle maison etunbeaujardin. 19 — C'est son gout, mais ce n'estpas le n6tre. 20 — Leurs plaisirs sont les n6tres. 21 — Cette grammaire est plus complfeteqtie la notre. 22 — Jouissons de notre liberty. 23 — Finissons notre le^on. 24 — R^pondons a leurs questions. 25 — Suivons nos compagnons. 26 — Oil sont-ils ? — Les voila. 27 — Oil est-elle ?— La voici. 28 — Nous ne savons (pas) qui a raison ou qui a tort. 29 — Faut-il perdre son temps? 30 — II faut (5tudier la langue frangaise. 31 — Faut-il lui parler ? 32 — II ne faut pas lui parler. 33 — II faut I'entendre sans lui r^pondre. 34 — 11 faut nous divertir. 35 — II faut vous divertir. 36 — Que faut-il faire ? 37 — U faut parler francais. 38 — Nos compagnons nous appellent, suivons-les. 39 — Rendons-nous utiles. 40 — Le temps est pr6cieux, ne le perdons pas. 41 — EUe va irop doucement, ne la suivons pas. 42 — lis sont indignes de la liberty, ne les affranchissons pas. 30 KEY TO THE EXERCISES. FIFTEENTH LESSON. PREPARATOflY EXERCISE. 1 — Convenez — Disconvenez— Contrerenez — Circonvenez — Devenez — Redevenez — Intervenez — Parvenez — Pr^venez — Provenez — Revenez — Souvenez-vous — Survenez. 2 — Avanlager — Amercer— Couder — Commercer — Douter — fipargner Gouter — Jardiner — Influencer — Ombrer — Paresser — Pensionner— Ques- tionner— Raboter— Raisonner — Scier. 3 — NouiT admirerons — Nous aimerons — Nous amuserons — ^Nous bail- lerons — Nous corrigerons — Nous cesserons — Nous donnerons — Nous examinerons — Nous ^tudierons — Nous gouterons— Nous imaginerons — Nous oublierons — Nous penserons— Nous prononcerons — Nous regarde- rons— Nous trouverons. . 4 — Mon pfere— Mainfere— Mes enfants— Mon ami — Ma boutique — Mon bateau — Mes compagQons — Mon diptionnaire — Ma grammaire — Mes cahlers— Mon fils — Ma fortune— Mes maitres— Ma maison— Mon mdtier — Mes ouvriers. 5 — Vous apprendrez — Vous attendrez— Vous comprendrez— Vous direz— Vous entendrez— Vous ^tendrez— Vous mettrez— Vous mordrez — Vous pr^tendrez— Vous plairez— Vous perdrez— Vous r^pondrez — Vous rendrez — Vous suivrez — Vous suspendrez, 6 — Voire pfere— Votre mfere — Vos enfants— Votre ami — Votre bou- tique— Voire bateau— Voscompagnons — Votre dictionnaire— Votre gram- maire — Vos cahiers — Votre fils — Voire fortune — Vos maitres — Voire maison — Votre metier — Vos ouvriers, 7 — Mon ami el le v6tre— Sa boutique et la v6tre— Leurs compagnons et les volres — Mon dictionnaire est avec le v6tre — Sa grammaire est avec la vSlre- Leurs cahiers sonl avec les v6tres. 8 — Je prends— J'apprends— J'atlends— Je comprends— Je dis-ren- t ends— J'aends— Je mords— Je pretends- Je plais— Je perds— Je r^ponds — Je rends— Je suspends. 9—11 prendra— II apprendra -II attendra-Il comprendra— II dira— II entendra- II ftendra— II metlra— II prftendra— II plaira— U perdra— II rdpondra- n rendra— II suivra— II suspendra, 10 — Venez a moi— II passe aprfes moi— EUe est avec moi— II parle de moi— EUc est devant moi— Entre vous et moi— C'est pour moi— II va sans moi— Je prends cela sur moi— Son ceil est tourn6 vers moi. FIFTEENTH LESSON. 31 11— Le bon GuiUaume — Le gro? George — Le jeune Alexis— Le pauvre Jacques— Le petit Charles— Le vieux Guillaume. COMPOSITION. 1 — Voire nouvel ami est bien ambitieux. 2 — Nous savons de nouveaux mots — Nous savons quelques nou- veaux mots. 3 — C'^tait toujours avec un nouveau plaisir qu'il voyait ses amis. 4 — Nous 6tudierons une nouvelle lecon demain. 5 — Convenez avec lui du jour et de I'lieure. 6 — Souvenez-vpus de cetle lejon, et devenez plus raisonnable. 7 — Pourquoi ne voulez-vous pas venir avec moi ? 8 — Venez chez moi. 9 — La plupart de ces ouvriers travaillent pour moi. 10 — Le temps est frais, mais il n'est pas froid. 11 — II n'aime pas le poisson, quand il n'est pas frais. 12 — Cette eau est bien fraiche ; elle est m€me froide. 13 — II y avait un vieux saule sur le bord de la rivifere. li — Nos amis ne seront pas influences par cette consideration. 15 — Quand parlerons-nous francais aussi bien que lui ? 16 — Venez sur le pont; nous regarderons les pecheurs. 17 — Nous etudierons un autre jour. 18 — Voila ma grammaire, ct voici la votre. 19 — Mes amis sont les votres. 20 — Mon pfere et le votre sont de vieux amis. 21 — Venez avec nous ; vous ne perdrez pas votre temps. 22 — Quand vous les entendrez venir, vous nous le direz. 23 — Je prends une legon tous les jours. 2i — Je comprends beaucoup de {or, bien des) mots. 25 — Pour moi, j'entends, maisje ne comprends pas. 26 — J'apprends avec beaucoup de dilHculte. 27 — Je ne vous comprends pas, mais mon frfere comprendra tout ce que vous lui direz. 28 — II rfipondra a vos questions. 29 — Le poissoo ne mordra pas. 30 — La mfere de Guillaume etait rousse. 31 — II parle a un de ses amis. 32 — Voici une de vos meilleures compositions. 33 — L'un de nous arreta cet homme etluiparla ainsi. 'ill — L'un de vous est un grand artiste. 32 KEY TO THE EXERCISES. 35 — Le pellt Jacques n'est pa"5 fort attentif. 36 — Le vieux GuiUaume desire vous parler. 37 — Le jeune Alexis vous attendra. SIXTEENTH LESSON. PREPARATORY EXERCISE. 1 _ Vous leur apporterez — 11 leur a dit— EUe leur donne— U leur disait— Us {or EUes) leur donnaient, lis {or Elles) leur donnferent— 11 pouvait leur dire — lis {or Elles) leur parlaient, lis {or Elles) leur par- Iferent — 11 pouvait leur proposer— EUe leur a prgt6. 2 — lis assailliront— lis affranchiront— Us avertiront — lis divertiront— lis finiront— lis jouiront — Us noirciront — lis p^riront— Us r6uniront — Us sentiront. 3 — Je ine corrigerai — U me corrigera— Us me connaissent— U me donne— Us me donnaient {or donnferent) — Us me disaient — Je m'6tends — Us me fourniront — 11 m'a guid6 {or guid^e, if it is a woman who speaks) — EUe me mordra — Me noircissant — Us m'ont oubli6 {or ou- bMe) — Je me parlerai. 6- — J'airaerai — J'apporterai — Je cesserai — Je donnerai — J'examinerai — Je gouterai— J'imaginerai— J'bublierai— Je penserai— Je passerai— Je prononcerai — Je proposerai— Je pecherai — Je preterai. 5 — Vous arreterez, {or Vous vous arreterez) — Vous admirerez — Vous amuserez— Vous contribuerez— Vous chargerez — Vous exercerez — Vous 6tudierez — Vous forcerez — Vous flanerez— Vous possfiderez — Vous par- lerez — Vous regarderez. 6 — Gloire — ObUgatoire — Interrogatoire — Purgatoire — Expialoire — Consolatoire — Inflammatoire — Aratoire — Laboratoire — Observa- toire — R6fectoire — Victoire — Territoire — Promontoire — Repertoire — Ivoire. 7 — 11 vous appelait {or, U vous appela) — Nous vous admirons — Us vous aiment — Vous vous comprendrez — Vous vous donnerez — Vous vous exercerez— Us vous fourniront— U vous parle— U vous disait— Vous vous parlerez — Vous vous direz. 8 — Us apprendront — Us attendront— Us comprendront— lis diront —Us entendront— Us 6tendront— Us mettront— Us mordront— Us prften- dront— Us plairont— Us perdiont— lis prendront— Us r^pondiont- Us rendront— Us riront— Us suivront. SIXTEENTH LESSON. 33 9 — J'affranchis — Je divertis— Je finis— Je fouriiis— Je jouis — Je noircis— Je p6ris— Je r6unis. 10 — Nous apportames — Nous donnames — Nous examinames — Nous goiilames,— Nous imaginames— Nous oubliames — Nous pensames— Nous passames — Nous prononcames— Nous proposames — Nous pScbaines — Nous ^tudiames — Nous parlames. 11 — Tres-actif — Trfes-ambitieux— Trfes-attrayani — Tres-atteiiiif— Tres-bon — Trfes-brave — Trfes-beau — Trfes-cher — Trfes-doux — Trfes ennuyeux — Trfes-fitourdi — Trfes-faux — Trfes-franc — Trfes-frais — Trfes- grand— Trfes-grave. 12 — Du pain et de I'eau — Des amis ou des compagnons — Des histoires et des proverbes — Des lignes, des hamecons et des amorces — De I'ombre el de la fralcbeur— Du pain et du poisson. COMPOSITION. 1 — Le Champagne est meilleur que I'eau. 2 — Vous gouterez ce Champagne. 3 _ Nos amis sont dans le bateau. Nous irons leur parler. U — Que leur proposerons-nous ? 5 — Nous leur prfiterons nos lignes. 6 — Leurs parents leur ont donn^ des friandises. 7 _ jis jouiront de leurs heures de rficr^ation. ^ _ lis vous divertiront par leur gaiet6. 9 — Mon flls me donne tout ce qu'il a. 10 — Tous mes amis m'ont oubli6. 11 _ Pense-t-il que je parlerai fran^ais avee facility ? 12 — Pense-t-il que je le prononcerai bien ? 13 — Je n'oublierai pas les bons exemples qu'il m'a donnfe. 14 — Oil passerez-vous la journfie ? 15 — Vous trouverez des gateaux dans le panier. 16 — Voire ami a oubli6 sa le9on ; il a trfes-peu de m6moire. 17 _ vos frferes vous attendront prfes du grand saule. 18 — lis prendront leurs filets avec eux. 19 — Je suis satisfait quand je r^unis tous mes amis. 20 — Nous pretames un bateau a vos compagnons, 21 — Nous leur proposames de venir avec nous. 22 — Nous goutames leurs gateaux, qui n'^taient pas lions. 23 — Nous trouvames le inarchand dans sa boutique. 24 — Nous lui demandames s'il avail du Champagne. 25 — La matinee est belle. Ketf to the Exercises. !*• *• 34 KEY TO THE EXERCISKS. 26 — Cette ann^e-ia fat une des meilleures pour les marchands. 27 — Le pauvre homme n'a rien que du pain et de I'eau. 28 — Savez-vous s'il a des parents ou des amis ? 29 — Nous auroDS du pain, de la viande, du poisson, et des frian- dises. 30 — Nous aimons a suivre Texemple que nous donnent les bommes qui ont plus d'exp^rienee que nous. 31 — Savez-vous ce que disait Boileau, ce pofete satirique ? 32 — Ce qu'il n'a pas eu, moi, je I'aurai. 33 — lis vous attendent; moi, je ne vous attends pas. 34 — Venez quand vous voudrez. 35 — Nous serons raisonnables quand nous serous vleux. 36 — Quand ils auront des enfants, ils seront plus s«5rieux. 37 — Plus vous ^tudierez, plus vous serez satisfait. 38 — Oil est-il all6 avec son bateau ? 39 — Votre maltre est venu pour vous donner une lecon. 40 — Nous sommes venus pour vous voir. 41 — 11 est parvenu a faire une grande fortune. 42 — Vos amis sont-ils revenus ? 43 — Quelle heure est-il? 44 — II est sept heures. 46 — A quelle heure prendrez-vous votre le?on ? 46 — A huit heures. 47 — Vous prendrez une leQon de deux heures. SEVENTEENTH LESSON. PREPARATORY EXERCISE. 1 — Je suis appeM (or appeMe)— II est adtoir^-EUe est aimfie— Nous sommes corrig^s [or corrig^es)— lis sont charges; or Elles sont charg^es —II 6tait exercfi— EUe 6tait 6tonn6e— Nous ^tions forces [or forc6es) — Elles etaient fach^es— II fut guidg— Elle fat raise— Nous serons onblife [or oubli6es)— Vous serez plac6 — Vous serez persuad^e — Vous serez recus— Vous serez regardte. 2 — Le diamfetre— Le p§rim6tre— Dn thermomfetre- tin chronomfetre — Ce baromfetre— Un flltre— Un pilastre— Un emplatre— Le registre— Ce monstre. 8 — Tant d'aversion— Tant d'avantages- Tant de boutiques— Tant de SEVENTEENTH LESSON. 35 bateaux— Tant de contrainte— Tant de credit— Tant d'ennui— Tain d'enfants— Tant de fois— Tant de g(;nie— Tant de gatertux. li — Nous assailllmes — Nous affranchlmes — Nous avertlmfis — Nous diverlimes — Nous finlmes — Nous fournlmes — Nous joulmes— Nous noir- cimes — Nous perlmes — Nous rfiunlines — Nous rftissJmcs — Nous sen- times. 5 — Un d6cigratt1iue — Un centigramme— Un milligramme— Un hec- togramme — Un d(5cimfetre— Un cenlimfetre — Un kilomfetre — Un myria- mfetre. 6 — Nous attendlmes — Nous entendlmes— Nous dtendlmes — Nous mordlmes— Nous prdtendlmes— Nous perdlmes— Nous rdpondlmes— Nous rendimes— Nous suivlmes— Nous suspendimes. 7 — J'admire— J'aime— J'appotte— Je bailie — Je cesse— Je donne— Je desire- Je demeure— J'6tudie— Je goiite— J'imagine— J'oublie— Je pense — Je possfede — Je prononce — Je parle — Je regarde — Je trouve — Je touMe, 8 — Que nous affranchissions —Que nous avertissions^Que nous divertissions— Que nous finissions — Que nous fournissions — Que nous jouissions— Que nous noircissions — Que nous pgrissions — Que nous rfiunissions. 9 — Ce boulevard-ci — Cette boutlque-ci— Cette chose-ci — Ce cabier- ci— Ce caractfere-la— Ce defaut-la — Cette disposition-la— Ce dictionnaire- la— Ces exemples-ci— Ces enfanisci— Ces feuillesci — Ces gens-ci — Ces grammaires-la— Ces hommes-la— Ces jours-la— Ces jardins-lii. Celui-ci — Celle-ci — Celui-la— Celle-la- Ceux-ci- Celles-ci — Ceux-la— Celles-Ia. 10 — Les legons apprises— Les pontes admires— Le papier barbouilld — Les bras croisfo— Des ouvriers exercds- Des mots oubli(5s. 11 — Une heure et demie — Deux heures et demie — Trois joiu's et demi — Dix livres et demie — Un mois et demi — Quatre metres et demi. Cej!P0SITI0>. 1 — Les mots dix-huit et dix-neuf sont couipOS(5s commo le mot dis sept. 2 — Dix-septestia moitl6 de trente-quatre. 3 — Ce thermomfetre est trfes-Jbon. /, _ Nous avons un excellent baromfetre. 5 _ Us onl loni do patience qit'ils apprendronl biontfit. 36 KEY TO TBE EXEKClSEb. 6 — lis vendirent tant de gateaux qu'ils firent fortune. 7 — lis avaient tant de poisson qu'ils ne savaient qu'en faire. 8 — 11 nous fait tant de questions que nous ne pouvons y r^pondre. 9 — Nous sentimes que notre ami avait raison. 10 — Nous fintmes notre le?on a quatre heures. 11 — Si nous r6usslmes, ce ne fut pas sans de grandes difficultds. 12 — Un gramme estle poids d'un ceniimfetre cube d'eau. 13 — One livre est la moiti^ d'un kilogramme. 14 — Nous les attendlmes deux jours, et nous perdimes notre temps. 15 — Nous leur rendimes la moiti6 de ce qu'ils nous avaient donn£. 16 — Nous I'entendimes, quand il nous appela ; mais nous ne lui r6- pondimes pas. 17 — Je passe dans cette rue trois fois par jour. 18 — Je vous prete ce filet a condition que vous le rendrez demain. 19 — Je parle fran^ais aussi souvent que possible. 20 — Quand je suis dans la rue, je regarde toutesles boutiques. 21 — II faut que nous nous affranchissions. 22 — Je doule que nous remplissions ce panier. 23 — lis doutent que nous flnissions aujourd'hui. 24 — Ces cahiers-ci sent corrig^s. 25 — Ces gens-la sont trfes-extraordinaires. 26 — Le panier est pes6. 27 — Les goujons sont pes6s. 28 — La viande est pes6e. 29 — Les anguilles sont pes6es. 30 — Jacques fat r^compensfi de sa patiience. 31 — La patience de Jacques fut r6compeiis6e. 32 — La riviere est bord^e de sanies. 33 — Nos lecons ne seront pas oubli6es. 34 — 11 faut une main exerc6e pour faire cela. 35 — II nous donna {or donnait) du papier barbouill^ qui ne pouvait pas servir. 36 — Le pont avait cent pieds de longueur. 37 — L'^tabli du menuisier a trois metres de longueur. 38 — Nous vtmes une carpe longuede trente centimetres {or, delrenle centimetres de longueur). 39 — Nous serons chez vous dans deux heures et demie. 40 — II y a tren'e et une ou trente-deux boutiques dans cette rue. 41 — Je ne douie pas que nous ne vendions notre poisson. 42 — Je ne doute pas que nous ne remplissions ce panier. 43 — II ne doute pas que nous ne soyons recompenses. 44 — Nous ne douions pas qu'ils n'aient etudie. EIGHTEENTH LESSON. 37 45 — lis ne doutaient pas que nous ne parlassions frangais, 46 — Je ne doute pas que nous ne p^rissions. 47 — Nous ne doutons pas qu'ils n'6tudient leur le?on. EIGHTEENTH LESSON. PREPARATORY EXERCISE. 1 — lis affranchissaient— lis avertissaient — lis divertissaient — lis finis- saient — lis fournissaient — lis jouissaient — lis noircissaient — lis pfiris- saient— lis r^unissaienl— lis remplissaient— Ilsr^ussissaient. "2 — S'abstenir— Je ra'accoude— 11 s'adonne— Nous nous d^menons— Vous vous en allez — lis s'en retournent — II s'ing6niait — lis se m^fiaient — Vous vous souviendrez. 3 — ,Tc m'attends a le voir — 11 se coraportera bien — Nous nous dSp6- cherons— Vous vous douterez — lis se m6complent — II se pr6valait — lis se serviront de cela. 4 — Vous conviendrez— Vous disconviendrez — Vous contreviendrez — Vous circonviendrez — Vous deviendrez— Vous redeviendrez — Vous inter- viendrez— Vous parviendrez — Vous pr^viendrez — Vous reviendrez— Vous subviendrez— Vous surviendrez. 5 — Nous apprendrons — Nous comprendrons — Nous diions — Nous entendrons — Nous (Hendrons— Nous mettrons — Nous mordrons — Nous pr^tendrons — Nous plairons— Nous perdrons — Nous prendrons — Nous rtpondrons— Nous rcndrons — Nous rirons —Nous suivrons — Nous sus- pendrons— Nous surprendrons — Nous vendrons. 6 — Nous assaillirons— Nous affranchirons — Nous averlirons — Nous diveitirons — Nous finlrons — Nous fournirons — Nous jouirons — Nous noircirons — Nous p^rirons — Nous r^unirons— Nous remplirons— Nous r^Hssirons — Nous senlirons. 7 — Arrelez — Appuyez — Appclez — Admirez — Aimez — Apportez — Allez— Cessez—Chargez — Donnez — Demandez— Examincz— fitudiez — Goutez — Imaginez— Oubliez — Pensez — Passez — Pronoucez — Parlez — Proposez— Pretez— Regardez— Tournez— Trouvez. 8 — lis entendaient— lis fitendaient— lis mettaient— lis mordaient— Us prfitendaient — Us perdaient — lis r^pondaient — lis rendaient — lis riaient— lis suivaient— lis suspendaient— lis vendaient. 9 — Pourvu que nous admirions — Pourvu que nous aimions— Pourvu que nous apportions — Pourvu que nous allions— Pourvu que nous ces- sions— Pourvu que nous chargions — Pourvu qre nous donnions— Pourvu 38 KEY TO THE EXERCISES. que nous demandions— Pourvu que nous examinions — Pourvu que nous goutions — Pourvu que nous iniaginioBS — Pourvu que nous pensions — Pourvu que nous passions— Poiu-vii que nous prononcions — Pourvu que nous parlions — Pourvu que nous regardions — Pourvu que nous troii- vions. 10 — En appelant — En cessant— En goiitant— En regardant— En tour- nant— En trouvant— En finissant— En remplissant— En entendant — En mettant. 11 — Plus actif que — Plus ambitieux que— Plus attentif que— Plus brave que — Plus bas que— Plus beau que — Plus belle que — Plus clier que— Plus complet que — Plus doux que— Plus faux que — Plus fausse que — Plus frais que— Plus fratciie que. COMPOSITIOK. 1 — lis remplissaient leur panier de gateaux. 2 — Nos amis se divertissaient. 3 — Dites done ! Nous leur donnerons une s6r6nade. 4 — Dans le doute, il faut s'abstenir. 5 — EUe s'adonne a I'etude de la langue francaise. 6 — Vous vous souviendrez de ce que nous avons dit. 7 — Vous ne reviendrez pas dans le bateau, si vous vous d^menez comme cela. 8 — Je me m6fie de cet homme. 9 — Vous ne vous attendiez pas a notre visite, n'est-ce pas ? 10 — Si nous nous comportons blen, nous serons recompenses. 11 — S'ils se d^pechent, ils seront sur le poiit avant vous. 12 — II ne se doutait pas qu'on pouvait I'entendre. 13 — Nous rfipondrons a toules vos questions. Ill — Nous vendrons notre bateau. 15 — Si vous parlez doucement, je pense que nous vous compreii- rons. 16 — Oil mettrons-nous notre poisson ? 17 — Vous le mettrez dans ce panier. 18 — Nous nous divertirons dans les champs. 19 — Nous finirons celte histoire un autre jour. §0 — Si nous ne sommes pas victorieux, nous p6rirons ensemble. 21 — Amusez-vons, mes chers enfants. 22 — Demandez a ce pecheur s'il a des anguilles. 23 — Pesez votre pain et votre viande. 24 — Recompensez vos enfants. NINETEENTH LESSON. 39 25 — Pretez-moi votre dictionnaire. 26 — lis entenclaient sans comprendre. 27 — lis riaient sans savoir pourquoi. 28 — lis perdaient leur temps a regarder les boutiques. 29 — Doutez-vous que nous vous aimions ? 30 — II est n6cessaire que nous apportions des provisions. 31 — lis ne seront pas facMs de nous voir, pourvu que nous rie Iciir demandions rien. 32 — lis parlent pour s'exercer. 33 — Nous partirons de bonne heure, pour le surprendre. 34 — Nous allons dans les champs, pour faire une promenade. 35 — Je suis venu pour vous voir, 36 — Venez voir le pont. 37 — Nous irons faire un tour dans les champs. 38 — AUez parler a votre mfere. 39 — Vous viendrez souvent nous voir. 40 — Nous irons les surprendre. 41 — « On sont nos amis?» dit Jacqv.es. 42 — « lis sont dans les champs, » rgpondit Guillaume. 43 — « Oil sommes-nous ? » demanda Alexis. 44 — « Sur le boulevard, » r^pondit son camarade. 45 — En entcndant ces mots, il s'arrfita. 46 — En mettant son pied dans I'eau, il sentit une anguille. 47 — Nous avons appris beaucoup de {or bien des) mots, n'est-ce pas ? 48 — Vos camnrades aiment le poisson, n'est-ce pas? 49 — Nous n'aurions pas le temps d'aller les voir, n'est-ce pas ? 50 -^ Nous altendrons nos amis, n'est-ce pas ? 51 -^ Elle dtudiait sa le^on, n'est-ce pas ? 52 — lis ne nous ont pas oubli^s, n'est-ce pas ? 53 — Jacques dtait plus brave que Guillaume. 54 — Cette boutique-ci est plus belle que I'autre. 55 — La viande est plus chere que le pain. 56 — L'eau est plus fraiche aujourd'hui qu'elle ne I'^tait hier. 57 — ^ Guillaume fitait plus jeune que son frfere. 58 — Cette lefon n'est pas plus longue que la dix-seplifeme. NINETEENTH LESSON. PREPARATORY EXERCISE. 1 — Animaux— Arsenaux— Canaux— Cardinaux— G6n6raux— Jouruaux — Metaux— "Min^raux— Originaux— Signaux— Tribunaux— Vassaux. 40 KEY TO THE EXERCrSES. 2 — Attendu — Entendu — Etendu — Interrompu — Mordu— Pr6tendu — Perdu— R6pondu — Rendu— Suspendu — ^Vendu. 3 — AfTranchissez — Avertissez — Divertissez — Finissez — Fournissez — Jouissez — Noircissez — P^rissez — R^unissez — Remplissez — R6us- sissez. h — Attendez — Entendez — ^tendez — Fondez — Interrompez — Mettez — Mordez— Prftendez — Perdez — R^pondez — Rendez— Riez — Suspendez — Vendez. 5 — Qu'ils appelassent — Qu'ils aimassent — Qu'ils apportassent — Qu'ils acceptassent — Qu'ils donnassent — Qu'ils dfeirassent — Qu'ils demandassent — Qu'ils examinassent — Qu'ils 6tudiassent — Qu'ils goii- tassent — Qu'ils imaginassent— Qu'ils jouassent. 6 — Qu'ils attendissent— Qu'ils entendissent — Qu'ils 6tendissent — Qu'ils fondissent — Qu'ils mordissent— Qu'ils pr^tendisscnt— Qu'ils per- dissent — Qu'ils rfipondissent — Qu'ils rendissent— Qu'ils suivissenl — Qu'ils suspendissent — Qu'ils vendissent. 7 — 11 n'a pas de pain — Nous n'avons pas d' aversion — II n'y a pas de boutiques — Vous n'avez pas de camarades — lis n'ont pas de chevaux. 8 — Quelque aversion que nous ayons — Quelques avantages qu'ils aient — En quelques circonstances que nous nous trouvions — Quelques dgfauts qu'ils aient. 9 — Quelque actifs que nous soyons — Quelque attentif {or attenlifs) que vous soyez— Quelque braves qu'ils soieiit— Quelque grave qu'il fut —Quelque jeunes que nous fussions — Quelque pauvres qu'ils fussent. 10 — Un jeu arausant— Une ^tude amusante — Les hisloires divertis- santes— Les exemples 6tonnants— Une leltre pressante— Un air riant — Les mots suivants. COMPOSITION. 1 — Venez voir les g6n6raux. 2 — L'argent est un des m6taux pr^cieux. 3 — Les enfants jouaient avec les animaux. 4 — Voici deux journaux et plusieurs autres publications. 5 — Us faisaient des signaux, mais nous ne les comprenions pas. 6 — 11 parlait a ses camarades, quand il fut interrompu. 7 — Nous avons r^pondu a toutes vos questions. 8 — Nous sommes attendus [or attendues) par nos amis. 9 — Les march ands ont vendu toutes leurs provisions. 10 — Lui avez-vous rendu son argent? MNKTEENTH LESSON. 1 1 11 — Avez-vous eiilendu sa question? 12 — R6unissez tous vos camarades. 13 — R6ussissei si vous le pouvez. 14 — Remplissez leurs paniers de provisions. 15 — Divertissez-vous pendant que vous le pouvez. 16 — Jouissez de vos moments de r^crdation. 17 — Finissez cette histoire. 18 — N'interrompez pas ceux qui parlent. 19 — Mettez voire panier dans le bateau. 20 — Vendez-moi votre cheval. 21 — Nous n'avons pas de viande. Mais n'importe, nous avons du pain. 22 — Nous ne jouerons a aucun jeu. 23 — Us ne faisaient [or firent) aucune invitation. 24 — lis ne faisaient pas d'invitations. 25 — U n'a pas de camarades. 26 — lis n'dtudient pas, parce qu'ils n'oni pas de livres. 27 — U est arriv6 et il accepte voire invitation. 28 — Vous les suivrez el vous jouerez avec eux. 29 — Nous partirons ensemble et nous arriverons de bonne lieure. 30 — II n'a pas d'occupation. 31 — Avez-vous de I'occupalion ? 32 — lis ont de I'argeni, mais ils n'onl pas de pain. 33 — Avez-vous des livres?— Non, nous n'avons pas de livres. 34 — A-t il des amis?— Non, il n'a pas d'amis. 35 — A-t-elle de la patience? — Non, elle n'a pas de patience? 36 — Nous n'avons pas d'anguilles, mais nous avons des goajons. 37 — II n'a pas des occupations comme les vfltres. 38 — II ne fait pas des questions de ce genre. 39 — Ne leur donnez pas des exemples qui soient dangereux. 40 — A quelque heure qu'ils arrivassent, ils 6taient bien re9us. 41 — Quelque cliose qu'ils demandassent, ils fitaienl surs de I'avoir. 42 - Quelques raisons qu'ils donnassent, ils n'^taient pas 6cout6s {or, on ne les ficoutait pas). 43 — Quelques services qu'ils rendissent, ils n'6taienl jamais recom- penses {or, on ne les r^compensait jamais). 44 — lis n'^taient jamais fach^s, quelque argent qu'ils perdissent. 45 — Us vous feronl rire, quelque sfirieux que vous soyez. 46 — II est attentif a toutcs les lemons, quelque ennuyeuses qu'elles soient. 47 — Nous entendrons leurs explications , quelque seches qu'elles soient. 42 KEY TO THE EXEUCISES. /(8 — lis out du pain, de la viande et du poisson, quelque pauvres qa'ils soient. 49 — Quels que soient les inconv^nients de celte proposition, nous I'acceptons. 50 — Venez avec vos amis, quels qu'ils soient. 51 — Quelle que fiit rinvitation, elle 6tait {or, elle fut) acceptee. 52 — Tous les livres 6taient etudi^s, quels qu'ils fussent. 53 — lis nous firent la question suivante. 54 — Nous avons entendu une histoire amusante. 55 — Ce jeu est plus divertissant que I'autre. 56 — II nous donna les exemples suivants. 57 — Elle a refu deux lettres trfes-pressantes. TWENTIETH LESSON. PREPARATORY EXERCISE. 1 — An assailant — A believer— A mordant— A passer by — A preten- der — A loser— A surety — A female attendant. 2 — Nous nous appelons — Vous vous admirerez — lis s'aiment — Nous nous blamons— Vous vous corrigerez— Us se connaissent. 3 — Tenez— Tenu— Vous tiendrez— Obtenez— Qbtenu— Vous obtien- drez— 11 vint— II revint— 11 devint— U intervint. k — Barbouilleuse — Diseuse — Doreuse — Dormeuse — Faiseuse — Flaneuse — Joueuse — Mangeuse — Marcheuse {or Promeneuse) — Preteuse — Rieuse— Sauteuse — Vendeuse. 5 — Cr^atrice— Interrogatrice — M^diatrice— Conciliatrice — Consola- trice— Calculatrice— Adulatrice— R(5gulatrice— Modfiralrice- Spectatrice — Inspectrice— Directrice— Conductrice— Pers^cutrice. 6 ^ Vous avertirez — Vous divertirez — Vous dorinirez — Vous linirez — Vous foiirnirez — Vous fuirez— Vous jouirez — Vous noircirez — Vous p^rirez— Vous partirez— Vous remplirez— Vous r6ussirez— Vous serltirez. 7 — Le sublime— Le grave -Le doux— L'utile — L'utile et I'agreablc. 8 — Appelez-moi— Aimez-moi— Attendez-mol — Avertissez-moi — Bla- mez-moi— Corrigez-moi — Donnez-moi — Dites-moi— Demandez-moi — Entendez-moi— Fournissez-moi. 9 — Ne me fuyez pas — Ne m'interrompez pas — Ne me mordez pas — Ne me noircissez pas— Ne m'oubliez pas— Ne me parlez pas— Ne me pressez pas— Ne me r^pondez pas. 10 — Quand vous seriez inon fds— Quand il soraii chez Uii — Ouand TWENTIETH LESSON. 43 nous serions altentife — Quand nous aurions onblifi des [or quelques) mots— Quand vous auriezdes enfants— Quand nous altendrions une heure —Quand nous boirions de I'eau. 11 — II y a une lecon a apprendre — II n'y avail pas d'eau a boire — C'est a d^sirer- Y a-t-il quelque chose a faire — Cette soci6t6 n'est pas a frequenter- Voici des mots a prononcer — II n'y a pas de temps a perdre — Void un exemple a suivre. 12 — Rien de bon— Rien d'attrayant — Rien d'agr6able — Rien de bas — Rien de beau — Quelque chose de cher — Qaelque chose de frivole— Quelque chose de grave— Quelque chose d'insignifiant. COMPOSITION. 1 — Je regarde les passants. 2 — Tous ces prfitendanls sont ambitieux. 3 — Les arrivants seront bien recus. 4 — lis s'aiment comme deux frferes. 5 — Nous nous regardames, mais nous ne nous parlames pas. G — Que vous direz-vous, quand vous vous rencontrerez ? 7 — Je pense que vos amis sont des flatteurs. 8 — J'accepte votre tlatteuse invitation. 9 — Ces jeunes filles sont rieuses. 10 — Elle est la directrice de cette institution. 11 — Ceite illusion consolatrice ranima notre courage. 12 — Comprenez-vous les acteurs frangais quand ils jouent ? 13 — Le docteur est venu pendant notre absence. 14 — Vous dormirez bien apr^s cette longue promenade. 15 — Vous ne partirez que demain matin. 16 — Vous nous avertirez quand le bateau passera. 17 — Boileau recommande aux pofetes de passer du grave au doux. 18 — Dans ce pofeme, le sublime r^sulte de la magnilicence des mots en harmonie avec la majesty des pens^es. 19 — Donnez-moi du pain et de I'eau. 20 — Ne me donnez pas de viande. 21 — Interrompez-moi quand vous ne me comprendrez pas. 22 — Parlez-moi trfes-doucement. 23 — Ne m'oubliez pas quand vous serez a Paris. 24 — Quand nous serions plus pauvres que nous ne le sommes, nous ne vendrions pas cette maison. ■2,1 — Quand il serait plus ambitieux, ou seraii le mal ? 4-1 KEV TO THE EXERCISES. — TWENTIETH LESSON. 26 — Quand nous aurions plus de temps que nous n'en avons, nous ne liiiirions pas aujourd'hui. 27 — Voila [or, II y a) une composition a faire. 28 — C'est (01% Voici) une chose a dfeirer. 29 — Voila {or, II y a) beaucoup de mots a apprendre. 30 — Nous passames toute la journ^e sans rien manger. 31 — Nous les entendimes sans rien comprendre. 32 — II voyait tout sans rien blamer. 33 — Savez-vous quelque cliose de nouveau ? 34 — Non, nous ne savons rien de nouveau. 35 — Nous mangerons quelque chose de bon. 26 — II n'y a rien de flatteur dans ceite invitation. 37 — II y a quelque chose d'ennuyeux dans ce poeme. END OF PART 1. Pari^ —Printed by Bonaventui-e and Ducesisois, 55, quai des Grands-Aagustins. THE WHOLE FRENCH LANGUAGE. PRACTICAL LESSONS IN FRENCH Extracted from The Whole French language, and arranged for the use of Schools, by T. Robertson. Paris, 1853-54, S" . 3 fr. 50 c. sewed, — i fr. 25 c. boards. SolU separately i Part I : 1 fr. 50 c. sewed. — Part II : 2 fr. sewed. The lessons contain the text with the pronunciation figured, the questions without the answers, the preparatory exercises, and the phrases without the Key. THE WHOLE FRENCH LANGUAGE COMPRISED IN A SERIES OF LESSONS, T. ROBERTSON. -o — c—— o— inr TWO VOI.VIMEI VOL. n. __o— <>— o— PARIS: A. DERACHE, 7, RUE DU BOULOY, AU I". LONDON: DULAU AND CO. 37, SOHO SQUARE. 1834 Nulle traduction de eel ouvrage nt' poiirra aire faite sans raulorisation expresse et par ecrit de TAuteur, qui Sb reserve mi otitre tousles droits stipules dans les conventions iiitervenues ou h iuler- Viiiiir entre la France et les pays elrangers, «n maU6re de proprieli litteraire. €nUvili at Btationfrs' j^oll. Les exemplaires non revStusde la griffe ci-dessous seront reputes contrefaits, et les contrefacteurs seront poursuivis. Paris. — Pi'inted by Booaventure and Ducessois, 55, quai dcB Aiigustins, prtis le Pont-Neiif. THE WHOLE FRENCH LANGUAGE TWENTY FIRST LESSON. first DiTlsIon — Practical. BE&DiniO EXERCISE. 7 32 Vingt et unieme lecon. 5 fspO . ^ 00 « Si vous poursuivie^t vos etudesj 0* \ 73 2 00 5^2 elles vous conduiraient loin; car i 020 3 2 510 VOUS ne manquez ni de memoire 8780 10 • 1320 ni de jugement. Yous apprendnez ^wO 10 5 6p0 facilement et vous trouvenez men 30 -93 4 7ww.20 6 w vite 1' occasion d'utiliser voire sa- 5T ^ i 00 tx"^^ voir et vos talents. Alors vous p. 11. •2 TWENTY FIKST LESSON EXPLANATION OF THE TEXT. ^ 5 3 320 _.w93 4 adouciripz. la position de votre .06 6.0 pere, qui n'est pas heureuse. Vous 5 2 SOU venez- VOUS qu'un jour, a notre pension , le maitre promit une 620^ 48 2 semaine de conge a celui qui 020 2.6 020 ferait le meilleur theme et la 2 9^3 4 meilleure version : » explahtatioiv of the text. A partir d'aujoard'bui, nous poavoDs nous entendre en {ran9ais. Vous savez assez de mots pour cela. Fremi^rement, nous avons a notre disposition tons les mots des vingt premieres legons, Deuxi^mement, vous pouvez en comprendre beaucoup d'autres par analogie. Par exemple, je suis sur que vous comprenez les mots premierenmiit et deuxiemement, quoiqu'ils ne soient pas dans I'histoire d'Alexis ; Parce que vous savez la signification Ae premiere et de deuxieme, Ainsique de la ^yllabe Quale metU, qui est dans les mots generale- ment, infiniment, impatiemment et joyeusement. Par exemple encore, vous comprenez les mots, analogie, signification etsyllabe, qui ne sont pas dans I'histoire d'Alexis, Mais qui sont fort intelligibles par leur ressemblance avec des mots de votre langue. Ainsi done, avec resistance de toutes ces expressions faciles, je vous 49|UiteraJ I'expUcation ou la d^AnitioD. (ivs mots qu^i vous ne savez pas encore. TWENTY FIRST LESSON— EXPLANATION OF TflJi TEXT. 3 Cela exigera beaucoup d'attention de voire part ; Mais vous en serez recompenses par des progres rapides. Je vous parlerai d'abord trfes-douceraent, Jusqu'a ce que vous soyez bien familiarises avec cet exercice. Si, par inadvertance, je prononce quelque mot que vous ne compreniez pas, vous m'arreterez, Et vous me direz : « Je ne vous comprends pas. » A cet averiissement, je vous donnerai une autre explication, plus facile a comprendre. Nous alluns faire notre premier essai sur la lefon d'aujourd'hui. Je commence. La vingt el uiiieme lefon est aprfes la vingtifeme, et avant la vingt- deuxifeme. — La vingt et unieme est entre la vingti^me et la vingt-deuxieme. Si vous poursuiviez vos etudes signiQe ; Si vos etudes ii'etaient pas suspendues— Si elles n'eiaient pas interrompues— Si vos etudes etaient continuees par vous. Loin signiGe A une grande distance — 11 est oppose au mot pres, qui est dans la vingtifeme le?on— On dit metaphoriquement Alter loin, ^our, Faire fortune. Conduire, c'estguider, ou faire aller — Vos etudes vous conduiraient loin signifie Votre fortune serait la consequence de vos etudes. Manquer, c'est — Ne pas avoir. Vous manquez de memoire signifie Vousn'avez pas de memoire ; et, par consequent, Vous ne manquez pas de memoire signifie Vous avez de la memoire. Le motm est une conjonction negative. Je ne vous donne pas la definition des mots memoire et jugement; Je suppose que c'est superflu. Vous apprendriez est une forme du mode conditionnel du verbe ap- prendre, duquel nous avons parlc dans la sepiifeme lecon — En ce mo- ment, voire occupation est d'apprendre la langue fran^aise — Vous ap- prenez la langue fran^aise. Facilement signifie Avec facilite, ou Sans diiliculte. Vous trouveriez est une forme du mode conditionnel du verbe trou- ver, duquel nous avons parie dans la treizi^me le^on — Trouver, c'est rencontrer. Vite signifie Avec promptitude, Avec rapidite. Je passe le mot occasion, Utiliser une chose, c'est lui donner de I'utilite — En obienir quelque avantage. Le savoir, c'est la science —C'est ce qu'on a appris— Ce sont les con- naissances qui resulient de I'etude. Je passe le mot talents. Ators signifie Duns ce toinps-la. 4 TWENTY FIRST LESSON TO TEACHERS. Vous adouciriez est uae forme du mode conditionnel du verbe adou- cir, qui signifie Rendre doux—Adoucir une position, c'est la rendre douce —la rendre agr^able. Je passe le moi position. Heureuse signifie Prospfere ou Fortunfie. Vous souvenez-vous signifie Avez-vous dans la m6moire?— N'avez- vouspas oubli6? Promit est une forme du pass6 d6fini du verbe promettre, qui signifie Prendre rengageraent de faire ou de donner quelque chose. Une semainese compose de sept jours. Un conge est une permission d'aller, de venir, ou de s'absenter. Ferait est une forme du mode conditionnel du verbe faire, qui est dans la troisifeme Icfon, et duquel vous connaissez plusieurs autres for- mes : Elles firent. Nous faisions, Elles feront, etc. Un theme est un exercice qui consiste a rendre dans une autre langue des phrases de la langue maternelle. — La composition qui termine nos lecons est un theme. Une version, au contraire, consiste a rendre dans la langue maternelle des phrases d'une autre langue— des phrases d'une langue ^trangfere. TO TE&CHERS. The above exercise is of the utmost importance, inasmuch as it stimu- lates the pupil's attention, familiarizes his ear with French sounds, and convinces him of the progress he is making. But, as this explanationof one word wiUsometimes require long phrases, and the repetition of tbis exercise would thicken the volume without ne- cessity, I give the hint once only, leaving it to the teacher's sagacity to imitate the example and improve upon it in the following lessons. During the explanation, when given to a numerous class, the professor should interrogate with his looks every one of his auditors in succession, in order to ascertain whether his woids are clearly understood. He should not besparingofsynonymes orof frequent repetitions, and should constantly bear in mmd that complete success is to be obtained only when those who are the slowest of comprehension among his hearers are satisfied. Bare definitions are not always sufficient to convey a clear notion of a new word or a difficult phrase. A glance, a gesture, an inflection of the voice, are often very powerful auxiliaries, which, being pointed out, must be left to the skilful management of those in whose eyes teaching is a noble art and not a trade. For the exertions which this portion of the lesson requires, they will be amply rewarded by the progress of their pupils. TWKNTY I'lHST I.KSSON — KNGLISU TRANSLATUIN — COKVERSATION. 5 Another task also devolves upon teachers in this volame. The inter- rogative part of the second division of each lesson is omitted. It has not become useless however, and it will be for the tutor, in future, to supply the deficiency, the examples given in the first volume being sufficient to show how this exercise is to be continued. EmmiSH TRAIVSLATIOIV. « If you pursued your studies, they would advance you in the world ; for you want neither memory nor judgment. You would learn easily and would soon find an opportunity of profiting by your learning and talents. You might then alleviate your father's position, which is not a happy one. Do you remember that one day, at our school, the master pro- mised a week's holidays to him who should make the best eiiercise and translation? » COIVTERSATIOIV. QUESTIONS. Quelle est cettc leQon ? Qu'arriverait-il si Alexis poursui- vait ses etudes ? A quelle condition Alexis pou- vait-il * aller loin ? Qu'est-ce qui pouvait le conduire loin? De quoi ne manquait-il pas ? Comment apprendrait-il ? Pourquoi apprendrait-il facile- ment? Que faut-11 avoir pour apprendre facilement? Quelle occasion Alexis trouve- rait-il bien vite ? Qu'adoucirait-il alors ? ANSWERS. C'est la vingt et unieme. EUes le conduiraientloin. A condition qu'il poursuivlt ses etudes. Ses etudes. De memoire ni de jugement, Facilement. Parce qu'il ne manquait ni de memoire ni de jugement. De la memoire et du jugement. L'occasion d'utiliser son savoir et ses talents. La position de son pfere. * Leprofesseur s'apercevra que lorsqueles temps, dontnous nous servons dans nos questions, ne se suivent pas dans un ordre rigoiireuspment logique, c'est parce que nous ne voulons employer que dps formes de.j:> connnes de IV'lcvp. TWENTY FIRST LESSON — PHRASEOLOGT. Cofflment 6tait la position de son pfere? Quand le maltre promit-il une semaine de cong6 ? Qu'est-ce que le maltre promit un jour? Oil promit-il cela ? A qui promit-il cela? Elle n'^tait pas heureuse. Dn jour. Une semaine de cong6. A leur pension. A eelui qui ferait le meilleur thfeme et la meilleure version. FHRASEOIiOGT. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATBD INTO FRENCH D'ou venez-vous, mon cher ami ? J'arrive de Paris. Avez-vous fait un bon voyage ? Excellent. Les communications sont si faciles et si rapides aujour- d'hui. Commentva monsieur votre pfere? II ne va pas trfes-bien. Vraiment ! Qu'est-ce qu'il a done ? II a bien des infirmitfo. II est bien vieux, n'est-ce pas ? II a quatre-vingts ans. Que fait vbtre frfere ? II est dans le commerce. Est-il toujours aussi 6tOurdi ? Non, il est un pen plus raison- nable. Passerez-vous quelques jours avec nous ? Qui, j'ai un coDg6 de buit jours. Q ue je suis heureux de vous voir ! Croyez que je sais bien heureux moi-m^me. II y a bien longtemps que je vous attends. Where do you come from, my dear friend ? I am just arrived from Paris. Have you had a good journey ? Excellent, The communication is so easy and rapid now. How is your father ? He is not very well. Indeed ! What is the matter with him? He has many infirmities. He is very old, is he not? He is eighty years old. What does your brother do ? He is in trade. Is he still the same madcap that he was ? No, he is somewhat more reason- able. Shall you spend a few days with us? Yes, I have leave of absence for a week. How happy I am to see you ! Believe me, I am very happy too. I have been expecting yon a very long time. TWENTY FIRST LESSON — PBONUNCUTION— N" 468 TO 470. Eh bien, comment utilisei-ons- nous notre temps ? D'abord, nous irons voir toutes les curiosil^s. On dit qu'il y ena beaucoup a voir. Ob ! je vous en r^ponds. Mais, j'ottbliais de voas deman- der si vous vbulez prendre quelque chose. Non, je vous suis bien oblige. Vous ne voulez pas goflter de mon vin avec quelques gateaux ? Plus tard, si vous le voulez bien. II rae serait impossible de boire ou de manger a present. Je pense que vous ne fferiez pas de c6r6monies avec moi. Non, vraiment. "Well, how shall we make the best of Our time ? We shall first go and see all the curiosities. They say there are many things to be seen. Yes, I warrant you. But, I forgot to ask you whether you would take any thing. No, I am much obliged to you. Won't you taste some of my wine, with a few cakes ? By and by, if you please. It would be impossible for rae to eat or drink at present. I think you would not stand on ceremonies with me. No, indeed. Second DlTlslon— Analytical and theoretical. PROIVIJIVCIATIOIV; EXAMPLES. ^ais— TVe — TVous — Jamais— M&me—MbTe — JWeilleur — Exa- miner — Fortune — Maison — ilfetier — Promenade. The letters m, n, in these words, have exactly the same sound they have in English. 46S. The letters m, «i, save the cases foreseen by rules 176 and 192, are pronounced as in English. EXAMPLES. Paresseux — Pension — Pen — Penchant — Phis — Pour— Com- ^jet — Contemplation — Assoupissait — Parapet — Papier. 469. The letter p is always pronounced as in English. EXAMPLES. La^'uelle— 0ni — Que — ^uand — Boutigue — ^uelguefois — Fre- (jiuentait — ()uais— Poetigue — (fueslion — Pour^ruoi. 470. The letter q is pronounced as in English. It is always followed by u, which in this case is almost invariably mute. 8 TWENTY FIRST LESSON — LEXIOLOGY — N"^ 471 TO 474. tiNiEME is one of the derivatives of un, seen in the first lesson. For the difference between «ni erne and premier, see Syntax, n° Zi80. PouRStJiviEz is the second person plural of the imperfect tense of poursuivre, one of the derivatives of suivre, seen in the third lesson. 471. The second person plural of the imperfect tense of verbs ending in re in the infinitive mood is formed by changing this termi- nation into iez. It is similar to the same person of the present tense of the subjunctive mood. CoNDTiiEAiEjvT is the third person plural of the conditional mood of conduire, one of the derivatives of duire, seen in ihe fourth lesson. Conduire is an irregular verb, but the irregularity does not extend to the conditional mood. 472. The third person plural of the conditional mood of verbs ending in pe in the infinitive is formed by changing the final e into aieut. Loin, formerly spelled loing, comes from the Latin longe, far. Manquez is the second person plural of the present tense of the indicative mood of manquer, to fail, to miss, to want, to lack, which comes from the Italian mancare, to fail, probably from the Latin mancus, maimed, imperfect. When manquer signifies to want, or to stand in need of, it requires the preposition de before its regimen. 478. The second person plural of the present tense of the indi- cative mood of verbs ending in ev in the infinitive is formed by changing this termination into ez. It is similar to the same person of the imperative mood. See il7. Ni is one of the forms of the negative non, seen in the fourteenth lesson. See .326. Mewoire comes from the Latin memoria. In its primary sense of memory, remembrance, or recoUeclion, it is feminine. Memoire signifies also memorandum , memorial, memoir, bill, account. With these acceptations it is masculine. JuGEMENT (167) is derived from juge, coming from the Latin judex, judge. The root Is probably ju.s, right, law, or justice. Appbendriez is the second person plural of the conditional mood of apprendre, already seen. 474. The second person plural of the conditional mood of verbs ending in re in the infinitive is formed by changing the final e Into Sez. Facilement (.31, 135) is on;" of the derivatives offaire, seen In the liiird lesson. TWENTY FIRST LESSON— LEXIOLOGY— N°' 475 TO 478. 9 Trouveriez is the second person plural of the condillooal mood of trouver, seen in the thirteenth lesson. 475. The second person plural of the conditional mood of verbs ending in er in the infinitive is formed by adding iez to this termi- nation. See !x7!i. ViTE, as an adverb, is derived from the adjective vite, quick, which is supposed to come from the Latin vegetus, lively, quick. Occasion (74) is derived from can, case, which comes from the Latin casus, fall, hap, or case. The Latin radical is cadere, to fall. Dtiliseh is one of the derivatives of utile, seen in the fifth lesson. 4 ye. The termination iser is common to verbs, about 80 of which terminate in English in ize or ise, without any other difference in their spelling, as : scandaliser, to scandalize ; naturaliser, to naturalize ; fertiliser, to fertilize ; fatniliariser, to familiarize; reviser, to revise. Savoir, seen in the seventeenth lesson as a verb, is employed here as a substantive. 477. The infinitive mood of verbs is sometimes used substantively in French. In this case, it is determined by the article or by pronouns and adjectives, like any other substantive. We say : Le boire, le man- ger, lerire, le savoir, for. Drinking, eating, laughter, knowledge, etc. Talent comes from the Latin talentum, a weight or a sum of money, and metaphorically, riches, treasure. Alors is derived from lors, then, which is corrupted from rheurc, formerly used in the same sense. Adouciriez is the second person plural of the conditional mood of adoucir, one of the derivatives of doux, doiKe, seen in the ninth lesson (287). 478. The second person plural of the conditional mood of verbs ending in ir in the infinitive is formed by adding iez to this termina- tion. See klk and 475. Examples have now been seen of the second person plural of the conditional mood in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : « Vous ^roMHERiEz VoccaHon » — 21st lesson. Vous adoucmiz la position dc votre pere » — 21st lesson. « Vous apprendviiEi facilement » — 21st lesson, u Fous sERiEz a bldmer "—20th lesson. « Vous AURiEz de la fortune »— 20lh lesson. Position is one of the derivatives of^o^er, mentioned in the twelfth lesson. Heuretjse is the feminine of the adjective heureux (156), derived from hrur, luck, hap, which comes from the Latin hora, hour. SoiivENEz is ihc second person plural of the present tense of (he -I TWENTY FIRST LESSON — LEXIO. N° 479 SYNTAX 480-481 . indicative mood of se souvenir, otie Of the derivatives of venir, men- tioned in tiie flfteenth lesson. Tiiis verb is always pronominal. See M3i Promit is the third person singiilar of the past tense definite of pro- meiire, one of the derivatives of meltre, mentioned in the fifth lesson. Semaine comes from the Italian settimana, week. CoNGfi comes from the Italian coiigeda, leave, perhaps from the Latin concedere, to permit. Ferait is the third person singillar of the conditional mood of the irregular verb faire, seen in the third lesson. THfeME comes from the Greek fe>«:, that which is laid down. It is masculine. 479. § 1. Substantives ending in erne or enie are masculine. § 2. The exceptions are MrSme , bireme , trirgme , trireme, and crime, cream, which are feminine. Version is one of the deHvatives of tiers, mentioned ih the sixth , lesson. Vingt et nnieme* 4SO. The adjective first, when it is not preceded by another num- ber, is translated by premier, premtfere, as has been seen in the first lesson ; but when preceded by vingt, twenty ; trente, thirty ; qua- rante, forty; cinquante, fifty; soixante, sixty; guatre-vingt, eighty; cent, hundred, and mille, thousand, it is rendered by unieme. For the use of the coTijunction et between vingt and unieme, see 604. SJi vous poursnlTiez vos eludes. The verb poursuiviez, here, is in the imperfect tense, and may be literally rendered thus ; If you pursued your studies ; but the sense being conditional, it would also be correct in English to make use of the conditional mood, and to say: If you should pursue your studies; whereas in French the use of the conditional mood in this case would be improper. 481. When the conjunction 81 corresponds to the English word if, and signifies supposing that, the vei-b that follows the conjunction is used in the present tense of the indicative with the correlative verb of the phrase in the future ; or the conjunction is followed by the imperfect tense, with the second verb in the conditional mood, as in these exam- ples; Si vous me pahlez, je vous RfipoNDRAi, If you (shall) speak to me, I shall answer you ; — Si vous me parliez, je vous b^pondrais. If yon should speak to me, I should answer you. TWENTT FIRST LESSON SYNTAX— N" 482 TO 483. 1 1 // ne savait pas si vous poursiiivriez vos eludes. 482. But when st corresponds to the English conjanction whether, and expresses doubt, it may be followed by the conditional mood or the future tense, according to the sense of the sentence. Vous ne manquez ni de memoire ni de jugernent. 488. The conjunction ni corresponds to the two words neither and nor, or to either and or, with not, as : You do not leant either memory ok judgment. The negative words pa» and point must not be employed when the conjunction ni is repeated in a phrase. La position de voire pere, qui nest pas heureuse. The pronoun qui referring to persons as well as to things, it might be doubtful here whether it is the position, or the father, that is not happy, if the adjective heureuse did not show, by its feminine termination, that qui refers to position. This phrase which, though correct, is not €flegant, has been introduced only as affording an opportunity to insist on a remark already made (189), that the relative pronoun, when a subject, is generally expressed by qui, and that lequel, laijuelle, etc., are seldom used in this case, unless they become necessary to avoid ambiguity. A celni qui ferait. To him who should make. 484. When he, him, the, her^ they, them, do not refer to any person or persons mentioned before, but are used in an indeGnite sense, they must be rendered by the demonstrative pronouns, celui, cetle, CEUx, CELLES, instead of the personal pronouns, it, lui, elle, la, its, eux, elles, as: He who does not work, Celui qui ne Iravaille pas; — She tohom I love, Celle que j'aime ; — They who have memory, Ceux qui ont de la memoire. Lemeillear theme. 485. It has been seen already {426, 218) that the degrees of com- parison in French are not expressed by means of terminations added to adjectives or adverbs, but with the help of the words aussi, plus and moms.— There are but three exceptions, or three adjectives, which, by themselves express comparison ; they are : Melllenr, better or best, the comparative and superlative of hon, good :— Mof ndre. less or I 2 TWEMY FIRST LESSON — SYNTAX N° 486. PREl'. EXERC. least, the comparative and superlative of petit, little ; — Pire, worse or worst, the comparative and superlative of mauvais, bad. Le meUIenr theme et la meilleure version. The best exercise and (the best) "translation. 486. The comparative adjectives meilleur, moindre and pire must be repeated before each substantive which they modify — as also the adverbs of comparison si, aussi, tant, autant, plus and moins must be repeated before each adjective, verb or adverb which they modify. Tbipd Division— Exercises. FKEFARATORY EXERCISE- 1. Model : Vous poursuiviez, Lexiology, 471 — You waited — You heard — You extended — You melted — You interrupted — You put — You bit — You pretended — You lost — You promised —You an- swered — You rendered — You laughed — You followed — You suspended — You sold. 2. Model : Elles conduiraient. Lexiology, 472 — ( Use the feminine pronoun) — They would wait — They would hear — They would extend — They would melt — They would interrupt— They would put — They would bite — They would pretend— They would lose — They would promise — They would answer — They would render — They would laugh — They would follow— They would suspend — They would sell. 3. Model : Vous manquez. Lexiology, 473— You lean — You call — You love— You bring— You accept — You arrive — You blame— You cease — You give— You wish — You ask — You study— You taste— You play — You eat— You forget. U. Model : Vous apprendries. Lexiology, 474 — You would wait — You would hear— You would extend— You would melt— Y'eu would in- terrupt — You would put— You would bite— You would pretend — You would lose— You would promise— You would answer— You would render —You would laugh — You would follow— You would suspend — You would sell. 5. Model : Vous troumriez. Lexiology, 475— You would think— You would pass— You would possess— You would place— You would pro- nounce—You would speak— You would propose— You would lend— You would look — You would leap. TWENTY FIRST LESSON — PREPARATORY EXERCISE. 1 3 6. Model: UtMiier. Lexiology, UIG— [Translate into English)— Sympathiser — R^aliser — L^galiser — Immortaliser — Brutallser — Vola- tiliser—Civiliser— Organiser — Particulariser— Singulariser— Pulveriser —Exorclser— Coloniser— Temporiser. 7. Model : Vous adouciriez. Lexiology, 478— You would warn — You would divert— You would sleep— You would finish- You would furnish— You would flee— You would enjoy — You would blacken— You would perish— You would depart— You would fill— You would succeed —You would feel. 8. Model : Vo s vous souvenez. Lexiology, 306 — (Translate the following by venir and its derivatives) — You come — You agree — You disown— You transgress — You circumvent — You become — You become agaii— Yiiu intervene — You attain — You prevent — You proceed — You come again— You arrive unexpectedly— You relieve. 9. Model : Ilpromit. Lexiology, 306 — (Translate the following by mettre and its derivatives) — He put— He admitted — He committed — He dislocated — He emiiled— He interfered [himself] — He omitted— He permitted— He promised — He compromised— He promised again — He put back— He submitted— He transmitted. 10. Model : Vingt et unieme. Syntax, 480— The first month — The twenty first day— The thirty first week. 11. Model : Si vous poursuiviez. Syntax, 481 — If he should speak — If he should finish— If he should answer — If we should perish— If we should hear— If you should pretend —If they should forget — If they should succeed — If they should answer. 12. Model : Si vous pourstiivriez. Syntax, 482 — He did not know whether she would be Whether we should enjoy — Whether we should lose -Whether you would lind -Whether you would alleviate — Whether you would learn— Whether they would lead. 13. Model: l^i memoire m jugement. Syntax, 483 — Neither shops nor houses— Neither friends nor acquaintances — Neither grammai- nor dictionary — Neither the first nor the last— Neither to-day nor to-morrow — Neither great nor little— Neither-well nor ill. 14. Model : Celui qui ferait. Syntax, 484 — We admire him who speaks— You call her who arrives— He stops them (or those) who pass — He who blames us — She who gives — They who doubt. 15. Model : Lemeilleur theme et la meilleure version. Syntax. 48G — The best poet and artist — The largest houses and gardens- The greatest and most detestable faults— The sweetest and most flattering hopes. ^ 4 TWENTY FIRST LESSOI!f-»-COMPOSlTION . COIMFOSITIOIV. 1 _ Why did you not follow our example ?— 471. 2 — Why did you not answer our question ? — 471. 3 — Did you not hear our question ? — 471. 4 — Children would understand that— 472. 6 — xhey would drink if they had water — 472. 6 — The gudgeons would bite if we had good bait [ baits ]— 472. 7 — Youi- friends would laugh if they heard you— 472. 8 — You want money, hut you do not want bread— 473. 9 — You always stop us [always ] when we are speaking — 473. 10 — You cannot see him ; you arrive too late — 473. 11 — You think butof eaiing and drinking— 473, 38, 20S, 118. 12 — Do you accept wliat he proposes ? — 473. 13 — Would you believe that this child is [has] flfteen years old? -474. 14 ^- Would you understand her if she spoke fast? — 474. 15 — In such a circumstance, what would say ? — 474. 16 — Should you like the trade of a joiner ?— 475. 17 — You would forget your lessons, if you should interrupt your studies— 475, 481. 18 — Why would you not play at leap frog?— 475, 19 You will soon be familiarized with the new words that you have learned — 476. 20 — The day will arrive when [where ] all nations will fraternize together— 476. 21 —Your talent will immortalize you— 476. 22 — Our hopes will be realized— 476. 23 — You would sleep well m [ at ] the shade— 478. 24 — iw [ at ] his place you would divert yourself as he doe«— 478. 25 — Why would you not enjoy [ of] your liberty ?— 478. 26 — Do you remember [ of] the first lesson ?— 480. 27 — My son is in his twenty first year— 480. 28 Laughing is sometimes a good thing— 477. 29 — Your occupations will make you forget drinking and eating— 477. 30 — This little house is all bis properly [ having ]— 477. 31 — We shall never lose the remembrance of this day— 477. 32 — In twenty one lessons, we have learned many things— 404. 33 — Our friends will be in [at] Paris in twenty four hours— 404. 34 — You would not be pardonable , if you did not improve [make useful] your talents— 481. 35 — He said [that] if you should find any provisions, you would bring them— 481 . TWfiNTY SECOND LESSON — READING EXERCISE. 1 5 36 — If you ate too much, you would be blamable — 681. 37 — If he should press them, they would accept — i81. 38 -r If they should accept, we should be happy^^Sl. 39 — If we followed that example, we should be mad— 481. 40 — We did not know whether we should catch [take] any fish— 482. 41 — We did not know whether we should finish in [at] tiuie— 482. 42 — He wanted [willed] to know whether you would wait for him -482. 43 — We have neither friends nor acquaintances in [at] Paris— 483. 44 — They have neiiher bread nor money— 483. 45 — He that is notattentive forgets his lessons — /i84. 46 — She who is speaking to you is a flatterer — 484. 47 — They who want memory do not always want judgment— i84. 48 — We did not understand them (or those) who spoke fast— 484. 49 — Do not interrupt him who speaks- 484. 50 — Follow her whom you love —484. 51 — He that will not work shall not eat— 484. 62 — He is as good and handsome as his mother — 486. 53 — That street will be the longest and finest in [of] Paris — 486. 54 — There is the most serious and austere of my friends— 486. TWENTY SECOND LESSON. First Division— Practical - READING exercise:. ^2 Vingt*-deuxieme le^on. 2 slo , 5?0 • 5,2 . i( Vous etiez, je crois, le moms ^12^ _ 1 Ow avance de la classe. Vous languis- Prononiice the final t. 16 TWENTY SECOND LESSON READING EXERCISE. 320 7.2 .0 siez dans Tobscurite. Jamais vous w 32 6 7 b.2 6 wO n'aviez, obtenu le moindre prix. 6 110 w 7 2 . Cependant , stimule par une si 8w 10 w v^wO 0300 charmante perspective, vous fites w vj/800 v^ wOO.,^ 0. des prodiges. Vous travaillates 0^6 v^ 6 avec une ardeur telle que vous 1300 ^wO 0^300 VOUS rendites malade. Vous finites 6180 0340 votre tache avant tons vos rivaux, 7 00 0.2 6 et vous futes vainqueur. Voila ce 7^ 00 6 5w80 que vous elites le courage d'ac- l u 6 4 complir; et ce courage, vous I'au- 20 00 ^0 6 rez toutes les fois que vous le voudrez. » TWENTY SECOND LESSON — TRANSLATION. 47 riTERAI, TRAIVSI^ATIOIV. Vingt-deuxieme leQon. s Vous etiez, je crois, le nioins avance de la classe. were believe least advanced class Vous languissiez dans I'obscurite. Jamais vous n'aviez languished obscurity had obtenu le moindre prix. Cependant, stimuli par une obtained least prize However stimulated si charmante perspective, vous fites des prodiges. Vous charming prospect did prodigies travaillates avec une ardeur telle que vous vous rendites worked ardour such rendered malade. Vous finites votre tache avant tons vos rivaux, ill finished task rivals et vous fiites vainqueur. Voila ce que vous eutes le were victorious had courage d'accomplir ; et ce courage, vous I'aurez loutes courage accomplish will have les fois que vous le voudrez. » EIVOIilSH TRANSI^ATIOIV. « You were, I think, the most backward in the class. You were lost in obscurity. You had never gained the least prize. However, stimu- lated by such a charming prospect, you did wonders. You worked with such ardour that you made yourself ill. You completed your task before all your rivals, and were victorious. This you had the courage to perform; and that courage you will have whenever you please. » GOIWERSATIOnr. QUESTIONS. ANSWERS. Quelle est cette le?on? Alexis 6tait-il avanc6 ? C'est la vingt-deuxifeme. 11 6tait le moins avance dc la classe. 1 8 T\\ ENir SECOND LESSOiN- Etait-il remarqu^ ? -CONVIK^ATION — PHKASEOLOGT. Qu'est-ce qu'il n'avait jamais olj- tenu? Par quoi fut-il stimuli cependant? Quelle charmante perspective? Que fit Alexis, stimuli par cette perspective? Comment travailla-t-il ? Travailla-t-il avec beaucoup d'ar- clei;r? Q ne fi nit-il avant tous ses rivaux ? Quand finit-il sa lache? Quel fatle r^sultat de ses efforts ? Qui est-ce qui fut vainqueur ? Que dit r^tudiant, aprfes avoir parle de cette circonstance ? Non, il languissait dans Tobscu- rh6, II n'avait jamais obtenu le raoin- dre prix. Parune si charmante perspective. Gelle d'une semaine de cong6. 11 fit des prodiges. II travailla avec ardeur. II travailla avec une ardeur telle qu'il se rendit malade. Sa tache. Avant tons ses rivaux. II fut vainqueur. Alexis. Voila ce que vous eutes le cou- rage d'accomp'iir ; et ce courage, vous I'aurez toutes les fois que vous le voudrez. PHBASEOLOGT. TO BE TRANSLATED IKTO ENGLISH. Que ferons-nous aujourd'hui ? Tout ce que vous voudrez, Voulez-vous faire une prome- nade ? Qui, vraiment. On irons-nous? AUons aussi loin que possible. Eh bien, alors, nous irons au village ou demeure notre ami. Savez-vous ou c'est? Pastrfes-bien, mais nous deman- derons. Je crois que ce sera trop loin pour moi. Non, non, vous pouvez aller beaucoup plus loin. Vous savez que je suis encore un peu malade. La promenade vous fera du bien. TO BK TRANSLATED INTO FRENCH. What shall we do to-day ? "Whatever you please. Will you take a walk ? To be sure, I will. Where shall we go ? Let us oo as far as possible. Well, then, we will go to that village where our friend lives. Do you know where it is? Not very well, but we shall in- quire. I believe it will be too far forme. No, no, you can go much farther. You know I am still rather un- well. ^Valkiiig will do you good. TWENTY SECOND LESSON— PRONUNCIATION— N° 487. 1 9 Croyez-vpus? J'en suis sur. Notre ami iie sera pas facb6 de nous voir. Je vous r^ponds qu'il sera bien joyeux. Mais, s'il n'6iait pas chez lui ? II y sera, soyez-en bien sur. II n'est heureux que dans son jardin. Sommes-nous encore bien loin du village ? Non, nous arriverons avant dix minutes. Vous voyez bien ces saules devant une petite maison ? Oui, trfes-bien. C'est la qu'il demeure. Do you believe it will ? I am sure of it. Our friend will not be sorry to see us. I warrant you he will be very glad. But, if he should not be at home ? He will be at home, depend upon it. He is never happy but when he is in his garden. Are we still very far from the village ? No, we shall be there in less than ten minutes. Do you see those willows before a small house ? Yes, perfectly well. There he lives. Second Divt«iou — Analytical and theoretical. PROIVIIIWCIATIOIV. EXAMPLES. Premiere — Gargon — Paresse — Autre — Proverbe — Vrai — jffiien — Pere — Exergait — Profession — Presque — Toujours — Jiahol — Troisifeme — Oblenir — Entendre. In all these words, the sound of r is the same. It is as clear and distinctly articulate as in the English word rose. It has In none of them the feeble giiltural sound which is heard in English when it follows a vowel. 487. The letter »* has but one sound in French, that which is heard in the English word rose; and it is always pronounced at the be- ginning and in the middle of words. When we treat of the final letters, we shall point out the cases in which it is mute. EXAMPLES. i . Sen\ —Si—Son—Sd — 5es— 5ans — 5ienne— 5avoir— Su pe- rieur. 20 TWENTY SECOND LESSON — PRON., N«* 488-489 — LEXIOL., 490. 2. Penser — Presque— Jusque — Monsieur — Institution — Espe- rance — Triste — Circonstance — Pension —Aversion — ^Version — Artiste — ^Persuader — Pensee — Ensemble. 3. Assez — Paresse — Naissance — Profession — Retroussees — Passer— Fausse — Connaissance — Possedat — Assaillirent — Assou- pissait— Aussi. In all these words the letter s has its sharp sound, the same which is beard in English in sun. In the first series of examples, s begins each word. In the second series, it is either preceded or followed by a consonant. In the third series, it is double. 488, § 1. The letter » has the sharp sound which it has in the English word sun, when it is placed at the beginning of words; when it is either preceded or followed by a consonant; and when it is double. §2. The exceptions are: — 1st, sbire , sbirro; svelte, slender; — 2ndly, balsamine, balsam ; balsamique, balsamic ; balsamUe, costmary ; — 3rdly. the inseparable preposition trans, when followed by a vowel, as in transaction, in all which the s is pronounced z. EXAMPLES. Menuisier — Troisieme— Desolait — Disait — Raison — Desirant — Frangaise — Ambitieuse — Maison — Resultat — Chose — Plaise — Poesie — Croise — Plusieurs — Plaisir — Amiiser — Proposer — ^Pro- vision. In these words the s has the soft or flat sound of £. It is placed between two vowels. 4S9, § 1. The letter s has the soft or flat sound of z, when placed between two vowels. § 2. The exceptions are : entresol; desuetude; monosyllabe, mono- syllable; parasol ; polysyllabe, polysyllable; preseance, precedence; presupposer, to presuppose ; in which the s preserves its sharp sound. JLEXIOI,OGY. triEi is the second person plural of the imperfect tense of etre. Je crois is the first person singular of the present tense of the indica- tive mood of cmre, mentioned in the sixth lesson, and of which another form icroyez) has been seen in ihe twentieth lesson. 490. itSoins, one of the derivatives of menu, mentioned in the second lesson, is an adverb corresponding to less and hast. It is the comparative of peti, little, few. Before adjectives and adverbs, it de- TWENTT SECOKD LESSON LEXIOLOGY — n"' 491-492. 21 notes inferiority in the comparative and superlative degrees. See 218 and Z|26. AvANCE is the past participle, used adjectively, of the verb avancer, to advance, to forward, one of the derivatives of avant, seen in the six- teenth lesson. Classe comes from the Latin classis, class, Lakguissiez is the second person plural of the imperfect tense of languir, which comes from the Latin languere, to be languid. 491. The second person plural of the imperfect tense of verbs ending in ip in the infinitive mood is formed by changing this termina- tion into isMiez. It is similar to the same person of the present and past tenses of the subjunctive mood. OBSCTjRiTf;, which is feminine (270j, is derived from obscur, obscure, dark, coming from the Latin obscurus. AviEz is the second person plural of the imperfect tense of avoir. Obtenu is the past participle of oblenir, one of the derivatives of the irregular verb tenir, seen in the third lesson. It has been seen already that the irregularities of conjugation of lenir and venir are the same. MoiNDBE is a derivative of menu, mentioned in the second lesson. It is one of the three adjectives which, by themselves, express comparison. See 485. Prix has been mentioned in the fourteenth lesson, as the radical of precieiix. It signifies price, cost, and prize or reward. It talies no additional termination in the plural. 493. Substantives, as well as adjectives, ending in x do not change their termination in the plural. See 172. Cependant is one of the derivatives oi pendre, mentioned in the sixth lesson. It is formed of ce, this, and pendant, pending or during. Its first meaning is therefore During this, or In the mean time. Mean- while. It signifies also, yet, still, however, nevertheless. Stimuli is the past participle (55) of stimuler, coming from the Latin stimulate, to goad, to stimulate. Charm ante is the feminine of chdrmant (2) derived, from charme, charm or spell, which comes from the Latin carmen, incantation. Perspective is derived from spectacle, coming from the Latin spec- tare, to look at. FItes is the second person plural of the past tense definite of fair e. Prodige comes from the Latin prodigium. It is masculine, by ex- ception (15). Travaillates is the second person plural of the past tense definite of travailler, one of the derivatives of travail, mentioned in the eleventh lesson. 22 TWENTY SECOND LESSON LEXIOLOGY N°' 493 TO 495. 493. The second person plural of the past tense definite of verbs ending in er in the infinitive mood is formed by changing this termination into Ates. AftDEUR (104) comes from the Latin ardor, derived from the verb ardere, to burn. Telle is the feminine of the adjective tel (202), which comes from the Latin talis, such. Rendites is the second person plural of the past tense definite of remJre, seen in the thirteenth lesson. 494. Tlie second person plural of the past tense definite of verbs ending in re in the infinitive mood, is formed by changing ibis termina- tion into ites. See i96. Mal ADE is one Of the derivatives of mal, seen in the thirteenth lesson. FinItes is the second person plural of the past tense deHnite Of finir, one if the derivatives of /5«, seen in the tenth lesson. 495. The second person plural of the past tense definite of verbs ending in Ir in the infinitive mood, is formed by changing this termina- tion into Hes. See 494. Tache comes from the Latin taxare, to tax, to estimate. RiVAUx is the plural of rival (430) , which comes from the Latin rivalis, rival. FuTEs is the second person plural of the past tense definite of etre. Vaiivqdeur is derived from the verb vaincre, to vanquish, to conquer, which comes from the Latin vincere, having the same meaning. EiiTES is the second person plui'al of the past tense definite of avoir. Examples hate been seen in this lesson of the second person plural of the past tense definite in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « Vous travailldLtES avec ardeur. » « Vous /ZwItes votre tache. „ « Vous vous rewdiTES malade. » « Vous FUTES vainqueur. » « Vous EUTEs le courage. » CouBAGE is derived from cceur, heart, which comes from the Latin cor, cordis, heart. AccoMPLiR is one of the derivatives oS plein, mentioned in the seventh lesson. AuREz is the second person plural of the future tense of avoir. Examples have now been seen of the second person plural of the future tense, in the three regular forms of conjugation and the two auxi- liaries, in the following phrases : « Vous apportEREi ce que vous vouArez » — 16th lesson. « Vous ^OTREZ par vous lasser » — 20th lesson. TWENTY SECOND LESSON — SYNTAX — N" 496-497 PREP. EXER. 23 « Vous prendViEi la vdtre » — 15th lesson. « Vous AtREz fie courage »—22n(i lesson. « Vous tie SEHEz pas tdche » — 16th lesson. HirXTAX. Vne si charmante yerspective. 496. In English, after the adverbs so, as, too, and /loib, the word A is placed between the next adjective and substantive.— In French, the first three of these adverbs, rendered by si, aussi, and frop, are pre- ceded by un, une. As for the place of the adjective it is often optional : We may say, Une perspectlie si charmante, as welt as, Une si char- mante perspective ; — Une perspective trop charmante, or Une trap charmante perspective. The adverb how — in French comment or combien — cannot be pre- ceded by un, and requires a different construction or a different expres- sion, as : How charming a prospect ! Quelle charmante perspective ! or,' Que cette perspective est charmante! Et ce courage, vous Vaurez. 497. The regular construction would be, Et vous aurez ce courage, and the pronoun le would be useless and even improper. But in inversive phrases, in which the regimen precedes the verb, this regimen must be repeated in the loiui of a pronoun, which is generally LE, LA, or LES, accordiug to the sense, as : Ce qu'il dit, je le ferai, What he says, I will perform; — Cette personne , je la connais. That person I know;— Ces prodiges, nous les avons vus. Those prodigies, we have seen. Third Divtsion — Exercises. PREPARATORY EXERCISE. 1. Model: Moiiis avance. Lexiology, 490— The least active— Less ambitious than— The least attractive — Less attentive than— The least tedious— Less dear than— The least cold — Less flattering than — The least numerous — Less sick than. 2. Model: Vous languissiez. Lexiology, 491 — You freed — You warned— You softened— You accomplished— You diverted— You enjoyed —You blackened — You perished — You filled — You succeeded —You united. 24 TWENTY SECOND LESSON— PKEP. EXERC. — COMPOSITION. 3. Model : Vous files. Leno\ogy,Z06— {Translate the following by derivatives o/'faire)— You undid — You undid again — You counterfeited -—You did again— You satisfled. h. Model: Vous travailldtes. Lexiology, Z|.93— You called — You loved— You brought— You went— You accepted— You gave— You asked — You studied — You tasted— You played— You ate— You forgot — You passed— You spoke. 5. Model : Vous rendites, Lexiology, 494— You waited— You heard — You stretched— You melted— You interrupted— You bit — You pre- tended — You lost— You pursued — You answered — You followed — You suspended — You sold. 6. Model: Vous finites. Lexiology, 495— You assailed — You freed yourselves — You warned — You alleviated— You accomplished — You di- verted — You slept — You enjoyed — You languished— You blackened — You perished— You departed— You filled— You succeeded. 7. Model: Une si charmante perspective. Syntax, 496— So great an aversion— As agreeable an invitation— Too ambitious a poet— So good a fellow [boy]— As worthy a man— Too insignificant a personage. COSIPOSITIOIV. 1 — Your brother is less ambitious than you— 490. 2 ^ She is not less attentive than slie was the first time— 490. 3 — That young man was the least attentive of students— 490. 4 — The least tedious of these poems is still very tedious— 490. 5 — You were finishing your exercise, when he arrived — 491. 6 — You always succeeded in finishing [to finish] your task before us~491. 7 — Were you not filling your basket with provisions, when we passed?— 491.' 8 — Do you remember that you used to divert us with your stories? -491. 9 — You were sick, because you ate too much fish— 493. 10 — On that day, you spoke with energy— 493, 220. 11 — You did not want courage— 493. 12 — You found the task a tedious one —493. 13 — Why did you not answer him ?— 494. 14 — You followed your friend's example — 494. 15 — You pursued your studies, and you did not lose your time— 494. lo — To whom did you sell your horse? — 494. 17 — How [What] did you feel, when you were in the water?— 495. TWJSNTY THIRD LESSON READING EXERCISE. 25 18 — You slept six hours— i95. 19 — You departed at five o'clock in the morning— i95. 20 — You will never have so fair an opportunity [occasion]— 496. 21 — He wilt not accept so tedious a task— 496. 22 — Where will you And as good a friend ?— 496. 23 — Too long a story makes us yawn— 496. 24 — You have too good an opinion of him— 496. 25 — What he was at [in] that time, he is still— 497. 26 — What we have heard, we will not tell— 497. 27 — What you have told us, we shall never forget— 497. 28 — This task we will fulfil— 497. 29 — That prize which you have obtained, you will not accept— 497. TWENTY THIRD LESSON. Vlrst OlTtslon — Practical. READiniG EXERCISE. Vingt*-troisieme le^on. 6 wO , TiO 2 2 Je ne dis pas qu'il soit neces- 2 6 i Tio saire que vous vous rendiez ma- _ pO 730. lade, que vous passiez des nuits 2 30 6 084^320 a ecrire, ou que vous jaunissiez 0300 6 5 20 sur des livres. Je voudrais seule- Piuiiounce the final t. 26 TWENTY THIRD LESSON READING EXERCISE. w ^9 .ffo ^ 6 ment qiie vous perdissiez moins de 6 i w 9 slo 6 4 temps, que vous sentissiez ce dont |00 u^., 6 VOUS etes capable, et que vous 7 9 320 i w9'^ 4 eussiez de I'ambition. » 6 w 70 6 I _ Alexis reconnut peut-etre la 87^0 6 . 9w -93 4 justesse de ces observations 5 mais 2, 2^0 4 'i 00 il n aimait pas les remontrances, , 7 06 i , 6 et il repOndit brusque ment a ce w8 4 2/. 2 6 ^0 sage coiiiseiller : « Je voudrais , 6 79 3 20 ^0 2 moi, que vous fussiez. moinis se- 3 6 3 4 rieux , ou , sinon , que vous me 2w9pO i 0^0 laissassiez tranquille. » TWENTY THIRD LESSON — TRANSLATION. 27 LITERJlL TRlI«SI.ATIOIV. « Je ne dis pas qu'il soil necessaire que vous vous say be necessary rendiez malade, que vous passiiez des rtuits k igcrire, render (subj.) pass (subj.) nights to write ou que vous jaunissiez sur des livres. je voiidrais grow yellow (subj.) books would seulement que vous perdissiez moins de temps, que lost (subj.) VOUS sentissiez ce dont vous etes capable, et que vous felt (subj.) of which are capable eussiez de I'ambition. » had (subj.) ambition Alexis reconnut peut-etre laj ustesse de ces observa- acknowledged perhaps justness obsferva- tions ; mais il n'aimait pas les remontrances, eit il tions liked remonstrances repondit brusquement a ce sage conseiller : « Je vou- abruptly wise counsellor drais, moi, que vous fussiez moins serieux, ou, sinon, were (subj.) serious if not que vous me laissassiez tranquille. » left (subj.) quiet EIVGLISU TRAIVSIiATIOIV. n I do not say that it is necessary you should make yourself ill, sit up for whole nights writing, or poie over books till you turn yellow. I only wish you would lose less lime, and that you could feel what you are capa- ble of, and that you had some ambition. » Aliexis probably felt the justness of these observations, but he disliked remonstrances and abruptly rephed to his sage adviser : « / wish you would be less serious, or, else, that you would let me alone. » 28 TWENTY THIRD LESSON CONVERSATION PHRASEOLOGY. COiVTERSATIOM. QUESTIONS. Quelle est cette le?on? L'^tudiant vonlait-il qu'Alexis se rendit malade ? A quo! ne voulait-il pas qu'il pas- sat des Duits? Sur quoi ne Youlait-U pas qu'il jaunlt ? Qu'est-ce qui n'dtait pas n^ces- saire ? L'^tudiant voulait-il qu'Alexis perdlt son temps ? Que voulait-il qu'il sentit? Que voulait-il qu'il eut ? Qu'est-ce qu'Alexis reconnut peut-etre ? Que n'aimait-il pas ? A qui r6pondit-il brusquement? Comment r^pondit-il a ce sage conseiller ? Que r6pondit-il ? Pourquoi r^pondit-il si brusque- ment et si sfecbement? ANSWERS. C'est la vingt-troisifeme. Non, ilne disait pas que cela fut nficessaire. A 6crire. Sur des livres. Qu'Alexis se rendit malade, qu'il passat des nuits a ^crire, ou qu'il jaunlt sur des livres, Non, il voulait qu'il perdtt moins de temps. II voulait qu'il sentit ce dent il 6tait capable. II voulait qu'il eut de I'ambition. La justesse de ces observations. II n'aimait pas les remontrances. A ce sage conseiller. II lui r^pondit brusquement, Je voudrais, moi, que vous fus- siez moins s6rieux, ou, sinon, que vous me laissassiez tranquille. Parce qu'il n'aimait pas les re- montrances. PHRASEOI^OGT. TO BE TRANSLATED INTO ESGLISH. TO BE TRANSLATED INTO FRENCH. Pardon, monsieur, si je vous ar- rete. N'etes-vous pas M, Delatour ? Qui, monsieur. Vous ue me reconnaissez pas ? Mais, uon, monsieur. Vous ne vous souvenez pas du petit Jacques, I'ami de votre fils? I beg pardon, sir, for stopping you. Are you not Jlr. Delatour ? Yes, sir. You don't remember me ? Why, no, sir. You do not remember little James, your son's friend ? TWENTY TEIRD LESSON — PBONHNCIATION. 29 Quoi ! c'est vous ? Oui, vraiment. Comme vous voila grand ! Savez-vous qu'il y a bien long- temps que nous ne nous sommes rencontres ? Oui; vous 6tiez alors un enfant. J'espfere que mon ami va bien. Trfes-bien. II sera charm^ de vous voir. Demeure-t-il toujours avec vous? Oui, toujours; mais il n'est pas souvent a la maison. Quefait-il? II est dans le commerce. Travaille-t-il beaucoup? Oui, toute la journ6e. Je voudrais cependant bien le voir. II faut venirde trfes-bonne heure. A quelle heure le trouverai-je ? Venez a sept heures du matin. C'est que je suis bien paresseux. Eh bien, 11 passera chez vous. Cela me ferait grand plaisir. Oil demeurez-vous ? Sur le quai, tout prfes du pont. Je le lui dirai. Au plaisir de vous revoir. What! is it you? Yes, indeed. Why, you are quite a man ! Do you know it is very long since we met ? Yes; you were quite a boy then. I hope my friend is well. Very well. He will be delighted to see you. Does he still live with you ? Yes, he does; but he is not often at home. What does he do? Be is in trade. Does he work much ? Yes, all day long. I should very much like to see him, however. You must come very early. At what o'clock shall I find him ? Come at seven o'clock in the morning. The fact is, I am very lazy. Well, he shall call upon you. It would do me great pleasure. Where do you live? On the quay, close to the bridge. I will tell him. Good bye. Second DiTislou— Analytical and ihcopetlcal. PROIVIJIVGIATIOnr. EXAMPLES. 1. Tbus — AiUres — Intelligent— Acfif — 7bujour.s — EtahM — yernps — Entendre— Douie— Toute— Utile — Fortune — 7ris' in tbe infinitive is fornved by changing this termination into icz. See 502. It is similar to tbe same person of tbe imperfect tense. S 2. According to this rule, when a verb ends in ies' in tbe infini- tive, tbe vowel i is doubled : Que vous oubliiez. That you may forget, NuiT comes from the Latin nox, noctis, nigbt. It is feminine by exception (14). l5cRiRE, formerly escrire, comes from the Latin scribere, to wi'ite. It is an irregular verb. Its principal derivatives, which are likewise irregular, J(re : Cixeanscrire, to circumscribe — hecrire, to describe— Imcrire, to inscribe, to enter, to record -Prescrire, to prescribe— Pro«mr«, to proscribe — Becrire , to write again — Souscrire, to subscribe — Iran- scrire, to transcribe, Jaumssiez is ibe second person plural of the present tense of the subjunctive mood of jaunir, derived from jaune, yello\v i287), which comes from tbe Italian giallo. 604. The second person plural of the present tense of the subjunc- tive mood of verbs ending in ir in the infinitive is formed by changing this termination into isislez. See 60-2, 503 and 217. It is similar to the same person of the imperfect tense of the indicative (ii91) and of the past tense of the subjunctive moods. LivHE, when it signifies book, is masculine, notwithstanding its termi- nation (16). See livre in tbe seventeenth lesson. It comes from the Latin liber, book. VouDRAis is the first person singular of the conditional mood of the irregular verb vouloir, seen in tbe fourth lesson. Pebdissiez is the second person plural of tbe past tense of the sub- junctive mond ofperdre, seen in the fourteenth lesson. 505. The second person plural of the past tense of the subjunctive mood of verbs ending in r>c in the infinitive is formed by changing this termination into imsIcz. Sentissiez is the second person plural of the past tense of the subjunc- tive mood of senlir, seen in the eleventh lesson. It has already been said that, though sentir is an irregular verb, its irregularity does not extend to the past tense of this mood. 60G. The second person plural of the past tense of the subjunctive mood of verbs ending in if in tbe infinitive is tormed by changing this termination into isisicz. It is similar to the same person of the present tense of tbe subjunctive (50/i), and of the imperfect tense of the indica- tive (kH). 32 TWENTY THIRD LESSON LEXIOI.OGT — N° 507. SOT. Dont comes, through the Italian donde, whence, from the Latin de unde, having the same meaning. It is a relative pronovm of both genders and numbers. It is used in speaking of persons or of things. It has the different significations of de qui, de quoi, duquel, de laquelle, desqueU and desquelles; and therefore corresponds to the English expressions tohose, of whom, from whom, of which, from which. See 37, 181, 190. Although these pronouns have the same meaning as dont, they cannot be used indiscriminately for it. See syn- tax, 510, 565, 566. All the relative pronouns have now been seen respectively in the fol- lowing phrases : « Un bon gar con, qui n'avait qu'un seul defautn — 1st lesson. « Les boulevards, in the inlinitive is formed by changing this termination into assiez. Examples have been seen in this lesson of the second person plural of the past tense of the subjunctive mood, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : « Je voudrais que vous me laiss^ssiEz, » « Je voudrais que vous ^en^ssiEZ. » « Je voudrais que vous perdissiEZ. » « Je voudrais que vous fussie/,. » « Je voudrais que vous eussiez. » Tranquille comes from the Latin tranquillus, calm. Laisser tranquille is often used for To let alone. V. II. 34 TWENTY TaiRD LE5S0M— SYNTAX— n" 3ie-SH — PRBP. EIIR. 8Y1\TAX. Ce dont vous lies iapdble. In this phrase, dont is equivalent to de quoi. of what, of which; Ce DONT vous etes capable, signifying. That of which you are capable, or. What you are capable of. But, Ce de quoi vous e'tes capable would sound harshly. 610. Dont is generally used after ce, rather than de quoi. What you are capable of. This could not be rendered literally by, ce que vous €tes capable be, or, Quoi vous etes capable de. 511. The inversive construction, so frequent in English, by which the preposition governing a relative pronoun is thrown to the end oi a phrase, never takes place in French. Third Divlaion— Exercise*. PREPARATORY EXERCISE. 1. Model : Je dis. Lexiology, ?iQ6— {Translate the following hy derivatives of dire) — I retract [tnyselfj — I contradict— I interdict— I foretell— I say again— I slander— I curse. 2. Model : Que vous rendiez. Lexiology, 502 — That you may wait —That you may hear — That you may stretch — That you may melt — That you itiay ihierrupt — That you may piit— That you may bite— That you may pretend— That you may lose— That you hiay pursue— that you may promise— That you hiay ahswei'- That ybu may laugh— That you may follow— That you may suspend— that yon may sell. 3. Model : Que vous passiez. Lexiology. 503— That you may stop — That you may call— That you may love— That you may go— That you may accept— That you may arrive- That you may advance — That you may blame — That you may correct— That you may cease— That you may charge. U. Model : Que vous jaunissiez, Lexiology, 501- That you may warn— That you may alleviate— That you may accomplish— That yOu may divert— That you may Dnish— That you may furnish— That you may enjoy— That you may languish— That you may blacken— That you may perish— That you may fill— That you may succeed. TWfiiSTT TBIBD LESSON— PHSP. £X£ltC. — COMPOSlTIOM. S6 5. Model : Que vous perdissiez. Lexiology, 605— That you might wait— That you might hear — That you might melt — That you might in- terrupt—That you might bite— That you might pretend— That you might pursue— That you might answer — That you might follow— That you might sell. 6. Model : Que vom sentissiez. Lexiology, 506— That you might warn— That you might soften -That you might accomplish— That yon might divert— That you might Dnish — That you might enjoy— That you might languish— That you might blacken- That you might perish— That you might Gil — That you might succeed. 7. Model : Dont vous eies capable. Lexiology, 507— Alexis whose [the] father was old— The artist whose [the] productions are admired^ The friend of whom we speak — The shop of which you speak^His trade from which he draws [a] great proflt— Your comrades [of] whom you remember. 8. Model : Juslesse, fromjuste. Lexiology, 503— Baseness— Youth —Softness— Littleness— Wisdom — Sadness— Oldness— Quickness. 9. Model : Que vous laissassiez. Lexiology, 509— That you might giVe — That you might wish— That you might doubt— That you might ask —That you might examine— That you might taste— That you might Ima- gine— That you might play— That you might forget — That you might think— That you might speak. GOIWPOSITIOIV. 1 — Is it necessary that you should lose your time?— 502. 2 — Irequire [exact] you to answer me — 502. 3 —Itisjust that you should hear us— 501 tx — 1 wish you would let him speak— 503, 205. 5 It is just that you should reward the students— 503. 6—1 desire that you may find this book tiseful- 503. 7 — I do not believe that you will finish your task to-day— 504. 8 — We do not doubt but you will succeed— 506 t) — That book is too serious. 10 _ The eel weighed one pound. 11 _ I wish [would] that you would return me my book— 505. 12 — It was necessary for you to pursue your studies- 565. 13 — 1 wish [would] that you would finish your task— 506. li — It would be necessary for you to alleviate the position of your father— 506. 36 TWENTT FOURTH LESSON — READING EXERCISE. 15 — It would be possible for you to succeed— 606. 16 — The observation of which you speak isnot just— 507. 17 — The poem of which you [have] heard the beginning [com- mencement] is very tedious— 507. 18 _ The man of whom I speak is wise and serious— 507, 19 — That comrade, whom you remember, wants intelligence and me- mory— 507, 413. 20 — There is the shop of the man whose [the] cakes are so good —507, 21 — Youth is generous— 508. 22 — We admire the wisdom of your father — 608. 23—1 wish [would] that you would love study— 609. 24 — I wish [would] that you would examine that book — 509. 25 — You do not know what be is capable of— 510, 511. 26 — Do you know what they were speaking of ?— 510, 511 . 27 — Whom do you speak lo ?— 511. 28 — We have a house which we can dispose of— 507, 511. 29 — Itisa circumstance whichlam notsorry /or [of]— 607, 511. TWENTY FOURTH LESSON. First Division— Practical. READIIVC EXERGIfBE. .^ Vingt-quatrieme le^on. 192^60 3 Delatour coinmen^ait a devenir 6 2 0.20 6 vieux. II se plaignait de plus en . 20 10 6 ^..v^oao 6 plus amereinent de I'apathie de 2 8 1 son fils. « Mechant enfant, » disait- TWENTY FOURTH LESSON— LITERAL TRANSLATION. 37 i 6 6 7 2,0 2,. u 7 il, « il semble que tu aies resolu 6 ,0 53 68v^S de me faire mourir de chagrin. 6 60 6 2500^ Je veux que tu m'ecoutes, a la 2 6 w 2^3 . fin, et que tu m'obeisses. Apres 6 , 2, 2,0 si , tout ce que j'ai fait pour toi, je 6 10. ,0 veux que tu te rendes utile, d'une wpOO 4 00 60 maniere quelconque; et tu le fe- oO ^ ,06 5I. 7 ras, a moins que tu ne sois un 2 wO 2 2^ 8 30 , ingrat. Tu ne reflechis done ja- ,0 wO 05 2 00 mais ? Tu n'as done point de souci 6^03 de I'avenir ? » LITERAIi TRAIVSI,ATIOIV. Vingt-quatrieme legon. Delatour commenQait a devenir vieux. II se plaignait began become complained de plus en plus amerement de I'apathie de son fils. bitterly apathy J8 TWENTY FODRTH LESSON TRANSLATION — CON^TERSATION. « Mecbant enfant, » disait-il, « il semble que tu \yieted it seems th(ji| aies resolu de me faire mourir de chagrin. ' Je have (subj.) resolved to die sorrow veux que tu m'ecoutes 3i la fin, etque tu m'obeisses. will listen (subj.) end obey (subj.) Apres tout ce que j'ai fait pour toi, je veux que tu te I have done thee thee rendes utile, d'une njaniere quelconque ; et tu le render (subj.) manner whatever feras, a moins que tu ne sois un ingrat. Tu ne wilt do unless be (subj.) ungrateful reflechis done jamais ? Tu n'as done point de souci refl«clest hast not de I'avenir ? » future EIVGI.ISII TRAI«Si:,ii.TIOIV. fielatour began to grow old. He complained jaove and more bitterly of his son's apathy. <: You wiclted boy, » said he, « you seem resolved to make me die with sorrow. But you shall listen to me at last, and obey me. After all I have done for you, you shall make yourself useful in one way or another; and you will, if you are not an ungrateful boy. Do you never reflect? Have you no care of the future ? » ALTKRIVATE TRAIVSILATIOnr. coniTERSATionr. QUESTIONS. Quelle est ceite legon ? Delatour 6tait-il vieux ? Qui est-ce qui commengait a de- venir vieux? ANSWERS. C'est la vingt-quatrifcme. II commen^ait a devenir vieux or, II commcnfait a le devenir. Delatour. TWENTY FOURTH LESSON — PBRASEOLOGY. 39 Qui ^tait^ce que Dplatour 2 De quoi se plaignait-il de plus en plus am^rement? Comment se plaigpait-il de Tapa- ible de son fils ? Comment appelait-il sop (lis ? Que semblajt-ii que son tils eut rtsolu ? Que voulait Delatour ? Coqiqiept le lui disait-il 1 Que vpulait-il encore, apr^s ce qu'ilavait fait pour lui t^ Qe quelle mani^re voulait-il qu'il serendtt utilp? Comment le lui disait-il 2 Que lui disait-il, pour rendre son exhortation plus pregsante ? Queues que^tfPB^ lui faisaitil? C'^lait le p&re d'Alexis. De I'apatbie de son Ills. De plus en plus am^rement. M^chant enfant. De le fairc mourir de cbsgriji. U voulait que son fiU I'^eoulSt, a la lin, et qu'il lui ob^it, Je veux que tu m'^coutes, a la fin, et que lu m'ob^isses. 11 voulait qu'il se rendlt utile. D'une manifere quelconque. Je veux que tu te rendes utile d'une maniiire quelconque. Et tu le feras, a moins que tu ne sois un ingrat. Tu ne r(^U€cliis done jamais ? Tu D'as done point de souci de I'avenir? rpRASEOI,OGY. TO BE TRANSLATED INTO PKGLISH. Parlous un peu de nos apciens camarqdes. II y en ayait trois ou quatre pour lesquels nous avions bcaucoup d'af- feclion. Oui : le petit Charles, le gros Roljert, le grand Guillaume, et en- core up aplre. Q)ie fait le premier ? ll est dans le commerce. 11 a toujours aim6 le? specula- tions. Fait-il fortune? Mais, je pense que oui. Voiis savez combien il est actif. TO BE TRANSLATED INTO FRENCH. Let us talk a little about our old comrades. There were three or four of them ihat wc were very fond of. Yes : little Charles, fat Robert, tall 'William, pnd another. What is the ppst doing 2 He is iu trade. He was always fond pf specula- tions. Is he making a fortune ? Why, I think he is. You know bow active he is, 40 TWENTY FOURTH LESSON — PHBASEOLOUT. Oui; mais ce n'est pas toujours une raison pour r6tissir. Dans le commerce, on est ex- pos6 it des revers inattendus. Je pensc comme vous. Etie second? Qui? le gros Robert? Oui. 11 est pofete. Pas possible! C'cst trfes-vrai. II compose en ce moment une tragddie. Quoi! ce gros garden si jovial? C'est a n'y pas croire ! II n'est plus le mSme aujourd'hui, II est tranquille et grave. II passe les nulls a barbouiller du papier. A-t-il du talent, au moins? On le dit ; mais j'en doute. Et le grand Guillaume ? Est-il toujours aussi bon enfant? Oui.vraiment. Noiisnousvoyons presque tons Ics jours. Que fait-il ? 11 est artiste, et se fait une belle reputation. Mais, quel 6tait done le qua- trieme de nos camarades? C'^tait Martin, le paresseux. Le voyez-vous toujours? Non, nous avons cess6 de nous voir. Pourquoi cela? Parce que son pfere lui a Iaiss6 une grande fortune, et qu'il regarde sesanciennesconnaissances comme au-dessous de lui. C'est un ingrat. Yes; but that does not always in- sure success. In trade, one is exposed to un- foreseen mischances. I think as you do. And (he second? Who? fat Robert? Yes. He is a poet. Impossible ! It is very true. He is now com- posing a tragedy. M'hat! that fat fellow, who was so jovial ? You don't say so ! You would not know him again. He is grave and steady. He spends his nights in scrib- bling. Has he any talent at least? It is said he has ; but I doubt it. And tall William ? Is be still the same good fellow? Oh! just. We see each-other al- most every day. What is he doing? He is an artist, and is getting into high repute. But, who was our fourth com- rade? It was that lazy fellow, Martin. Do you still see him? No, we have ceased to see each- other. How so ? Because his father has left him a large fortune, and he looks upon his old acquaintances as below him. He is an ungrateful fellow. TWENTT FOURTH LESSON PRON., H"512 TO 516— LEXIO 41 Second DItIsIou— Analytical and theoretical. PROIVVIVGIATIOIV. EXAMPLES. Auait — Fice — Proeerbe — Fous — Sauez — Frai — Foyait — Suicit — Foulait — Pauere — Ou«rier — Retjers — Oisteete — kvec — Aversion. In all these words, and indeed in all the others that have been seen until now, containing the letter v, this letter is pronounced as in English. 512. The letter v is invariably pronounced as in English. We have not yet met with any example containing the leiter w. It is not in fact a French letter ; it is only found in a few foreign words, either English, German or Polish, and pronounced w as in whist, whig, whisky. In foreign proper names, it is generally pronounced v. EXAMPLES. 1 . Ea;ercait — Ea;emple— Examiner — Ea;igeaient. 2. Deuxieme — Sia;i6me — Diirieme. 3. \lea;is — Luicembourg. In the first series of these examples, x is pronounced gz. In the second series, it is pronounced z ; and in the third kg. The words of the first series begin with ex, after which there is a vowel. 513. X is pronounced gz in the initial syllable ex, when it is fol- lowed by a vowel. 514. X is pronounced z in the derivatives of deux, six and dix. 515. With very few exceptions, x is pronounced ks in all other cases than those mentioned in the two foregoing observations. EXAMPLES. Onsifeme — Douzieme — Treizifeme — Quatorzifeme — Quinzi^me — Seizi^me. 516. z has but one sound in French, which is the same as in English in the word zone. liEXIOIiOGY. CoMMEN?AiT is a form (50, 51) of the verb commencer, which comes from the Italian cominciare, to begin. This verb generally governs a before the infinitive mood (208). 43 ^\yBNTY FOURTH tE^SON — LEJIOLOQT — N" 51 7 TO 58Q. Devenir is one of the derivatives of venir, seen in the fifteenth lesson. Plaignait is the third person singular of the imperfect tense of plaindre, which comes from the Latin ptangere, to bewail. Plaindre signifies to pity, and Se plain^fs, to complain. This verb is irregu- lar (215). 517. All the verbs ending in Indre undergo a change of the letters kd into gn : 1st, in the three persons plural of the present tense of the indicative mood;— antjlv, ihroHghout the imperfect tense;— 3rdly, throughout the past tense definite;— ithly, in the first and second persons plural of the imperative mood;— 5thly, throughout the subjunctive mood, present and past;— 6thly, in the present participle. AMfeREMENT is derived from amer, bitter (Sl, 32), which combes from the Latin amarus, bitter. Apathie, from the Greek it-rMBav., is one of the derivatives oipatir, mentioned in the twelfth lesson. Mecdant, mentioned in the thirteenth lesson as one of the derivatives olmal or me, comes from the old verb mechoir, formed of me, badly, and choir, to fall. This verb, mechoir, which is now out of use, might be translated literally by to mis-fall or to mis^Uappen. Semble is a form (22) of the verb sembler, mentioned in the eigh- teenth lesson. 51 S. Ta, from the Latin tu, thou, is a personal pronoun of the second person singular and of both genders. It is always a subject, and generally placed before the verb. 519. The use of the second person singular is much more frequent in French than in English. It generally denotes familiarity and intimacy. In addressing inferiors it denotes authority. In dignified and poetical language, the use of this form is the same as in English. Aies is the second person singular of the present tense of the sub- junctive mood of avoir. Resolu is the past participle of the irregular verb resoudre, derived from the old verb soudre, to solve, fpom the Latin soloere. Resoudre has another past participle, resous, which has no feminine and is used only in the sense of melted, or separated into its component parts. Motinin, from the Latin mori, to die, is an irregular verb. Chagrin is said to come from the Arabic chakii, complaining. It is also used as an adjective, meaning sorrowful or peevjsb, Je veux is the first person singular of the present tense of the indica- tive mood oivouloir, seen in the fourth lesson. EcouTEs is the second person singular of the present tense of the subjunctive mood ai ecQUter, which comes from the Latin auscullare. 5!^0. The second person singular of the present tense of the sub- junctive mood of verbs ending in ep in the infinitive, is formed by TWENTT FODRTH LESSON — LEXIOLOGY-^K"' 521 TO 524. 43 changing this termination into es. Tt is similar to ihe same person of the present tense of the indicative mood. Fin has been mentioned in the tenth lesson, as being the radical of finir, OnfiissEs is the second person singular of the present tense of the sabjunctive mood of obeir, which comes from the Latin obedire, to obey. 521. The second person singular of the present tense of ihe sub-? junclive mood of verbs ending in ir in the infinitive, is formed by changing this termination into isses. It is similar to the same person of the past tense of the same mood. Ai is the first person singular of the present tense of the indicative mood of avoir. Fait is the past participle of the irregular verb faire, seen in the third lesson. 523, Tot, derived from tu, is a personal pronoun of the secon4 person singular, and of both genders. It is commonly used as a regir men, either direct or indirect, and corresponds to ihe English pronoan thee, or to thee. Sometimes it is a subject, and signifies thou. 523. Te, derived from tu, is a personal pi'onoun of the second person singular, and of bolh genders. It is never used as a subject. It is sometimes a direct and sometimes an indirect regimen, corresponding to thee, to thee, thyself, to thyself. It always precedes the verb. It is one of the words in which the elision of ihe e takes place (11). REjiDES is the second person singular of the present tense of the sub- junctive mood of re«dr«, seen in the thirteenth lesson. 524. The second person singular of the present tense of the sub- junctive mood of verbs ending in re in the infinitive, is formed by changing this termination into cif. Sec 520, 521. MANiiiRE comes from the Italian maniera, manner. QuELCONQUE is fomicd of quel, seen in the third lesson, and conque altered from the Latin particle cumque or ctmque, denoting universality, afjd corresponding to ever or soever. It is an adjective of both gen- ders, which signifies whatever, or any. It is always placed after a sub- stantive. Feras is the second person singular of the future tense of faire, ab-eady seen. A MoiNS QUE is one of the conjunctions which require the subjunctive mood after them (273). Sois is the second person singular of the present tense of the Subjunc- tive mood of dire. Examples have been seen in this lesson of the second person singular of the present tense of the subjunctive mood, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : 44 TWENTY FOUKTH LESSON — LEXIOt., N» 525— STNT., 326-527. « Je veux que tu m'ecoutF.s. •• « Je veux que tu m'oJe'issES. » « Je veux que tu te rendES utile. « « A moins que tu ne sois un ingrat. » « 11 semble que tu aies resolu. » Ingrat comes from ihe Laiin ingratus, ungrateful. It is an adjective, whicli in this lesson is used substantively (187). Tu REFLECHis is ibe second person singular of the present tense of the indicative mood of reflechir, derived from flechir, to bend, which conies from the Latin flectere. 525. The second'person singular of the presenttense ofthe indica- tive mood of verbs ending in ir in the infinitive, is formed by changing this termination into is. It is similar to the first person of the same tense and mood (367)— to the first and second persons singular of the past tense definite;— and to the second person singular ofthe impera- tive mood. Tu AS is the second person singular of the present tense of the indica- tive mood of a»oir. The whole of the present tense of this verb has now been seen : — J'ai, Tu as, II a. Nous avons, Vous avez, lis ont. Point, from the Latin punctum, point, has a negative meaning only when preceded by ne, in which case the two words together signify not, like ne pas. See 10. Ne point is more emphatically negative than ne pas, AvENiR is one of the derivatives of venir, seen in the fifteenth lesson. STIVTAX. De plus en plus. 596. This may be taken as a model of construction for adverbial phrases marking augmentation or diminution, by the repetition of the comparative. Less and less should therefore be translated by De mains en moins ;— Farther and farther, by Deplus en plus loin, etc. // semble que tu aies resolu. 627. After II semble, the subjunctive mood is generally required; but this rule is not absolute ; thus, when the verb sembler is preceded by one of the pronouns me, te, lui, nous, vous, leur, and used affirmatively, as: II me semble, II te semble, etc., the indicative mood is necessary, as : lime semble que tu as resolu. It seems to me that thou hast resolved. TWENTY FOURTH LESSON — SYM , N"' 528— 529 — I'ftEP EXER. 45 Ce que j'ai fait pour toi. // faut que tu te rendes utile. 628. All the observations made on the three pronouns of the first person, Je, me, moi, are applicable to the three pronouns of the second person tn, tc, toi. See 345, 353, 361, 375, i62, 463. A moins que lu me sois . 5S9, The negative ne always follows a moins que, unless. Third Division— Exercises. PREPARATORY EXERCISE. 1. Models; Venez — Fenu — Vous viendrez. Lexiology, 306— Be- come (imper.)— Become (past part.) — You will become. 2. Model: Plaignait. Lexiology, 517— They pity— We pitied (im- perf.)— You pitied— They pitied— He pitied (past t. def.)— We pitied — You pitied — They pitied — Let us pity— Pity — Provided thou pity — Pro- vided we pity— Provided he pitied— Provided you pitied. 3. Model : Je veux que xu ecoutes. Lexiology, 520 — That thou mayest admire— That ihou mayest love— That thou mayest accept— That thou mayest blame— That thou mayest correct— That thou mayest begin —That thou mayest give— That thou mayest ask. 4. Model: Que tu ob6isses. Lexiology, 521 — That thou mayest warn — That thou mayest accomplish — That thou mayest finish— That thou mayest furnish— That thou mayest enjoy— Thai thou mayest perish — That thou mayest fill— That thou mayest succeed — That thou mayest reflect. 5. Model : Pour xoi. Lexiology, 522— Syntax, 528— To thee— After thee— With thee— Before thee — Of ihee— By thee— Without thee— On thee— Under thee— Towards thee. 6. Model : Que tu resdes. Lexiology, 524— That thou mayest wait — That thou mayest hear — That ihou mayest melt— That thou mayest in- terrupt— Thai thou mayest bile — That thou mayesl pretend — That thou mayest lose —That thou mayest pursue — That thou mayest promise. 7. Model: Tu re flechis. Lexiology, 525 -Thou freest— Thou warnest —Thou accomplishest— Thou divertest— Thou finishest— Thou furnishest 46 TWENTY FOURTH LESSON— COMPOSITIOH. —Thou enjoyest— Thou languisliest— Thou blackenest— Thou obeyest —Thou perishest— Thou fillest— Thou succeedest. 8. Model : II faul que tu te rendes. Lexiology, 523— Syntax, 528 —I give thee -He speaks lo thee— Tliou freest thyself— We ask thee— They listen to thee— He warned tliee (imperf ) — We obeyed thee (im- perf.)— He answeied thee (past t. def.)— They will siirprise thee. 9. Model : A mains que tu ne sots. Syntax, 629— Unless thou hast— Unless he is— Unless we listen- Unless you pass— Unless they succeed —Unless we interrupt— Unless he possessed— Unless we found— Unless youfelt. COMFOSITIOIV. 1 — We do not pity the ungrateful— 517. 2 — He always complained without reason — 517. 3 — We complained of our poverty— 72, 198; 517, 4 — You complained of the laziness of your son — 72, 198, 517. 5 — They pitied us when it was too late— l/i9, 5l7. 6 — Let us pity those who want tnemdry — 517. 7 — Pity us, for we are to be pitied— 517, 465. 8 — He wished that you would pity him— 89, 517. 9 — Thou must begin to study- 520. 10 — I do not think that thou likest remonstrances— 520. 11 _ I will reward thee, provided thou wilt study— 520. 12 — I desire that thou wilt reflect on what we have said— 521. 13 — Thou must finish thy task to-day— 521. 14 — I do not doubt but thou wilt succeed — 521. 15 — He will be ungrateful, whatever service thou mayest render him-52Zi. 16 — 1 will have thee answer me in a few words — 524. 17 — I will not have thee interrupt me — 524. 18 — I do not listen to the,e-^523. 19 — Why dost thou not obey ?— 525. 20 — Thou never (inishest what thou hast begun — 38, 525. 21 — Why dost thou not till this basket?— 525. 22 — Tuou hast said Ihai 1 — 528, 375. 23 — I do Hot listen to him, but I do listen to thEe— 528, 375. 24 — We Will go with thee— 528, 353. 25 — We give thee our books— 523, 528. 26 — Work more and more— 526. 27 — She studies less and less— 626. 38 — It seems that you are displeased— 537. TWKNTt FIFTfi tESSON-»-ftEA.DlNG EXERCISI. 17 29 — It seems that observations are useless— 527. 80 — It seems to me that you arrive very late— 527. 31 — ItseSms to me that I understand more easi]y^527. 32 — Does it seem to you that this man is happy ? — 527. 33 — He is always eating, unless he is sick— 529. 3i — You will be vidorious, unless you want colirage— 529. 35 — We shall listen to their observations, unless they are too tedious -529. 38 — "We %M\i finish oiif task, tlliiess we afe ifttferru^ted— 52k TWENTY FIFTH LESSON. ffirst Divisiou— Practical. REA.1bII«C C^ICERCi^E. Vingt-cinquieme le^on. i 00 V7 « A quoi penses-tu? Parle. Com- 60 ^20 6^01 ment peux-tu esperer de faire ton 8 0,^ ^ w chemin y si tu perds ton temps 6 2, i comme cela i Comment te defen- wO 0- 3.o0 ^ .^ dras-tu de la misere, quand je ne 2 0^00 6 5 6.4 serai plus i Quelles ressources au- wO 0w..^3 8 96 fa^-tti, qiiand tu serajs oblig;e de i8 TWENTY FIFTH LESSON TRANSLATIOM. te suffire a toi-meme? Reponds. 6 6 . i 3 wO . Ne te repentiras-tu pas alors? SuO .360 . 00 Jette les yeux sur les enfants de uO 4 yOO 0^.2 40 mes confreres. lis sont tes egaux^ 4 80. ^ 6 510 songes-y bien. Ne les vois-tu pas 5 w 8 6 tIo a I'ouvrage depuis le matin jus- 5 1 wO . . '^ qu an soir i ]\ es-tu pas aussi fort OGv^OOO 6 qu'eux? lis se servent de leurs , 6 6 w bras ; pourquoi ne, te sers-tu pas des tiens ? » Vingt-cinquieme lecon. « A quoi penses-tu? Parle. Comment peux-tu thinkest speak canst esperer de faire ton chemin, si tu perds ton temps to bope tl>y way lo«e»t i ft ENTY FIFTH LESSON — TRANSl ATlOri. 49 I comme cela | ? Comment te defendras-tu de la thus thyself wilt defend misere, quand je ne serai plus? Quelles ressources misery shall be no more What resources auras - tu, quand tu seras oblige de te suffire a wilt have wilt be obliged to thyself to sutDce toimeme? Reponds. Ne te repentiras-tu pas alors ? thyself Answer wilt repent Jette les yeux sur les enfants de mes confreres. lis Cast eyes my brethren (fellows) sont tes egaux, songes- y bien. Ne les vois-tu thy equals think to it well seest pas a I'ouvrage depuis le matin jusqu'au soir? N'es- work since (from) till evening art tu pas aussi fort qu'eux? lis se servent de leurs strong themselves serve bras; pourquoi ne te sers-tu pas des tiens?» servest thine EIVGI.ISH TRJJVISI.&TIOIV. « What are you thinking of? Speak. How can you hope to thrive, if you waste your time thus ? IIow will you save yourself from beggary, when 1 am dead ? What resources will you have, when you are obliged to shift for yourself? Tell me, don't you think you will repent then? Just look at the children of my fellow workmen. They are in the same position as yourself, remember ; and yet, do you not see them at work from morning till night? Are you not as strong as they? They put their hands to work ; why don't you put yours ? ALTERNATE TRAIVSIi&TIOI*. P. II. 50 TWENTT FIFTH LESSON CONVERSATION PHRASEOLOGY. COIVVERSATIOIV . QUESTIONS. Quelle est cette legon ? Par quelle question cette lecon Comiiience-t-elle? Qui faisait cette question f A qui faisait-il cette question ? Qu'est-ce que le fils ne pouvait pas esp^rer, s'il perdait son temps ? Que perdait-il ? De qiioi sera-t-il oMig6 de se dfifendre, quand sdii p6re ne sera plus? Quand sera-t-il oblige de se d^- fendre de la misfere ? Quand manquera-t-il de res- sources ? Qu'arrivera-t-il probablement, quand il manquera de ressources? Sur qui son p6re lui disait-il de jeler les yeux ? Ces enfants 6taient-ils les snp6- rieurs on les inMrieurs d'Alexis ? Que faisaient-ils depuis le matin jusqu'au soir ? Quand travaillaient-ils ? . Alexis £tait-il moins fort qu'eux ? De quoi ces enfants se servaient- ils? Quelle question le pfere faisait-il, aprfes avoir dit qu'ils se servaient de Teurs bras ? ANSWERS. C'est la vingt-cinquifeme. A quoi penses-tu ? Le pfere d'Alexis. A son fils. II ne pouvait pas esp6rer fie faire son chemin. 11 perdait son temps. II sera oblig6 Ae se d6fendre de la misere. Quand son pere ne sera plus. Quand il sera oblige de se suflire a lui-m€me. 11 se repenlira. Sur les enfants de ses confreres. lis fitaieiit ses £gaux. lis travaillaient — or, lis ^taient a fbuvrage. Depuis le matin jusqu'au soir. II 6tait aussi fort qu'eux. lis se servaient de leurs iras. Pourquoi ne te sers-fu pas des tiens ? PBRASEOrOGl'. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Bonjour, camarade. Bonjour, mon ami. Comment cela va-t-il ? Good morning, comrade. Good morning, my dear fellow. How are you ? 'twEN'iY t'Tri'ii -'PllliASEuLOGV — f'ivL'M/.. I '.iiriN. ;i Toujours de meme. Ettoi? i Mais, assez bien. Tu as I'air triste. Je le suis aussi. Pourquoi done ? J'ai perdu mon pfere. Pauvre gar^on ! Tu es bien a plaindre. C^tait un brave et digne homme. T'at-il laiss6 de la fortune ? Bien du tout, inon clier. As-tuiles ressources? Quand un iiomme est jeune, foi't et actif, il a toujours des ressources. Que fais-tu? Jetravaille chez un menuisier. Quoi ! tu es ouvrier ? Pour(}uoi pas? Tu as cependant refU ufte belle Education. C'est vrai ; mais pour utiliser une belle Education, il faut de I'argent ou des protections. De I'argent, nous en avons a ton service. Je te suis oblige, mais je n'en veux pas. Et des protections, tu peux en avoir bien facilem'ent. Oui, mais il faut les deraandcr, et c'est ce que je n'aime pas faire. Tu es un original. Je me trouve heureux comme cela. AlwaU the saiiie. And liow arc you? ■WtiV; plii^ well. You look sad. I am so indeed. Why? I have lost my father. Poor fellow ! You are much to be pitied. He was an honest worthy man. Has he left you any fortune ? Nothing at all, iny dear fellbw. Have you any resources? When a man is young, strong and active, he always has resources. What are you doing ? 1 work at a joiner'^. What ! are you & workttiah ? Why not ? You have received a fine educa- tion however. It is true ; but in order to avail one's self of a fine education, one must have money or protection. As for money, we have some at your service. I am obliged to you, but I will not have any of it. And as for protection, you can very easily get that. tes, but I must beg for it, and thai is what I do not like to do. You are an eccentric fellow. 1 am happy such as I am. Second DItImIou— Analytical and theoretical. FROJVUIVCIATIOIV. EXAMPLES. Banc— Champs — Temps— Enfant —Lms— Cent — Qnand— Gens— Pon^ — Voulons — Grantf— Reponi?*. 52 TWENTY FIFTH LESSON— PRONUNCIATION — N°' 530 TO 532. The final consonants of these words are mute. They are preceded in each word by a nasal vowel. 530. $ 1. Finalcausonants are mute, when precededby a nasal vowel. § 2. The consonant c is heard in done, when this word begins the sentence, or when the next word begins with a vowel. § 3. The consonant x is pronounced in larynx, lynx and sphinx. The q and t in cinq and vingt are also exceptions, which will be ex- plained in the next lesson. EXAMPLES. D' abort? — Boulevard — Tarrf — Perrfs — fitaif — Avaif — Defauf — Ef_Esf—Rabo«—Idior— Tori— Mais— Fois— Pas— Vous—Tou- joiirs — Jamais — Paris — Succes — . Assez — Chez — Ne« — Venez — Serez. The flnal consonants in these words are d, t, s, z. They are mute. 631. § 1. The consonants d, f, s, z are generally mute atthe end of words, whatever may be the letters which precede them. § 2. The final d is pronounced only in sud, south ; and in the pro- per names in which it is preceded by a single vowel, as David, § 3. The final t is pronounced by exception in a few Words, the prin- cipal of which will be pointed out, as they occur in the text. § 4. The final s is pronounced by exception in a few words, which will likewise be pointed out, as they occur. EXAMPLES. Nombreua; — Paresseua; — Eua; — Cieua; — Beaua;— Precieua; — Vieua; — Roua;— G^teaua; — Pria;. The final consonant in these words is x. It is mute. It is preceded by two vowels, except in the last word, prta;. 582. §. 1. The consonant X is mute at the end of words, when prece- ded by two vowels, § 2. It is mute also in the following words : crucifix, crucifix; flux, flow; perdrix, partridge ; /iria;, prize, price ; re^wa;, ebb, ebb-tide. § 3. In all other cases, it is pronounced. EXAMPLES. Examiner— Forcer— Relirer—Eludier—Regarder— Persuader TWENTY FIFTH LESSON PRON,, N"' 533 TO 535— LEX., 536. 53 — Promener — Bailler — Gofiter — Amuser — Proposer — Oublier — Aller — Blamer— Manger — Tuer — ^Esperer. These words are all verbs in the infinitive mood. They all end in er. The consonant r is mate. 533. The consonant r is mute in the termination er of verbs in the infinitive mood. EXAMPLES. Menuisier — Ouvrier— Creancier — Metier— Papier — Cahier — Panier — Conseiller. The terminaiion of all these words, but the last, is ier. The terminaiion of the last word is Iter, which is pronounced like ier. The final r is mute. 534. § 1. The final r is mute in words ending in ier or yer, and in Her. g 2. It is mute also in the terminations cher and ger , but no exam- ples of them have been seen as yet. g 3. It is mute, as well as the consonant n, in monsieur, and the two final consonants are mute in messieurs. § 4. The only exceptions in ier are : fier, proud, and hier, yester- day, in which r is pronounced. EXAMPLES. Grec — Leur — Pour — Sur— Par— Avoir — Sentir — del — Tra- vailleur — Attenti/"— Avec— Chevai — Cher — Jour — Soir. None of the foregoing observations can be applied to these words. The final consonant is pronounced in each of them. 535. In all cases not mentioned in the foregoing rules, final consonants are generally pronounced. I.EXIOI,OCY. Penses is the second person singular of the present tense of the indi- cative mood ofpenser, seen in the first lesson. 536. The second person singular of the present tense of the indi- cative mood of verbs ending in ev in the infinitive is formed by chan- ging this termination into es. It is similar to the same person of the present tense of the subjunctive mood (520). The whole of the present tense of the indicative mood of vprb< in n- 'ij: lyfNTY FIFTQ LESSON — LEXIOLOGY N°' 337 TO 540. has now l)een seen : — JedoutE, tu pensss, il dqnnE, nous penso^^s, iious manquKi, ils imagin^iiT. Pable is the second person sin^lar of the imperative mood of par- ler, seen in ihe thirteenth (essqn. 537. The second person singular of the imperative mood is similar to the first person singular of the present tense of the indicative niood, ip all the regular verbs, whether in er, ir or re. Pecx is the second person singular of the present tense of the indica- tive mood of pouvoir, seen in the third lesson. This verb governs the infinitive without a preposition (205). ~ "EsPEREn is the radical ot esperance, seen in the sixth lesson. When in the infinitive mood and followed by another infinitive, it gene- rally requires the preposition de (-'Oa) ; but this rple is not absolute. In any other mood, esperer governs the infinitive witbont a preposi- tion (205). 53§. Ton, derived from tu, is a possessive a^eclive, masculine and singiilar ; its femmjne is t$i; the plural of both genders is |es. These three forms, ton, ta, tes, correspond to thy. See 54, 116 and ^k'o,. Chemin comes from the Italian cammino, way. Perds is the second person singular of tlie present tense of the indi- cative mood of perdre, seen in tlie foiirteent^i lesson. 539. The second person singular of the present tense of the indi- cative mood of verbs ending in re in the infinitive, is formed by chan- ging this termination into s. It is similar to the first person singular of the same tense and mood. See 350. CoMME CELA, or ill familiar language, comme ca, is often used for thug, in that way, in this way. DfiifENpRAS is the second person singular of the future tense of de- fendre, which comes from the Latin defendere, to defend, and to hinder. p^efendre signifies to defend, and to forbid; with the latter meaning, it requires de before an infinitive (207). 540. The second person singular of the future tense of verbs ending in re in the infinitive mood, is formed by changing the final e into as. MisfcRE comes from the Latin miseria, misery. Sebai is the first person singular of the future tense of e7re. QuELLEs is the plural feminine of quel. See 77. Ressource is derived from source , source, which c&mes from the Latin surgere, to rise (160). Auras is the second person singular of the future tense of a»oir. Seras is the second person singular of the future tense of etre. TWENTY FIFTH LESSON LEXIOLOGT — N" 541 TO 544. 55 The whole of the future tense of etre has now been seen : — Je serai, tu seras, il sera, n&us serons, vous seres, i(.s seront. OnLiGfi is the past participlu of obliger, in Latin ohligqre, to oblige, formeil of 06 (7i) pnci ligare, to bind. The French radical, correspond- ing to ligare, is lier, to bind, to tie. SUFFiRE conies frofii the Lmm sufficere, tp be sufficient, deriypd frojn sub, under, anc( facere, to make. The FrenQh radical, corresponding to facere, is jf|iRE, This is an ir{-egu|ar verb. Toi-JiEivfp |s a coiflbination of the two words, toi, thee, anfl menie, same or self. S^4t. The personal pronouns, naop, toi, Ini, elle, sol. noiis, yoifs, eqx, elles, combine ni'itj) the adjective ni^inf , and acquire the following significations : Moi-meme, myself. Toi-mime, thyself. Lui-meme, himself, itself. EUe-meme, herself, itself. Soirm&me, one's self. Nous-meme, ourself. Nous-mSmes, ourselves. Vous-meme, yourself. Vou»-mimes, yourselves. Eux-mimes, themselves. Elles-memes, themselves. RfipoNDS is the second person singular of the imperative mood of repondre, seen in the sixth and in the fifteenth lessons. It is similar to the first and second persons singular of the present tense of the indica- tive mood. See 350 and 537. The whole of the imperative mood of verbs in re has now been seen : — Reponds, attendons, suiuez. 543. The impcralire inood in French verbs has no first person singular, and no third person either singujar or plural. The English forms. Let me answer. Let him wait. Let them follow, are rendered in French by the subjunctive, thus : Que je reponie, Qu'il attende, Qu'ils suivent. Repentiras is the second person singular of the future tense of se repentir, which comes, through the Italian pen^—l5tii lesson. 70 TWENTY SIXTH LESSON LEXIOLOGT. « Leu enfants de mes confreres » — SSth lesson. « Tu perd^ Tois temps » — 25th lesson. « 4M-dess%is de ta famille » — 26ih lesson. « lis sont TES egaux » — 25lh lesson. « 0?} le vo'nait a son f/a6Zi»— 2nd lessop. <( UeducMtion qM'U ayaicrefue de sonpere et de s4 raere »— ith lesson. « II avait place ses epargnes" — 6th le^on. « JJoTBE pefitparesseuxv—ll^ lesson. « Noircissant nos cahiers» — 12th lesson. « VoTRE ami, legros Guillaumev — 15th lessoq. « Aii^si qv,e vos hamefons » — 15th lesson. « Nps parents ont ei^ le^ir temps » — 14th lesson, « Letjes nombreux creancierso— 6th lessor. Famille comes from the Latin familia, family. Fusses is the second person singular of the past tense of the subjunc- tive mood of etre. Orgueil comes from the Greek iprh, pride, arrogance. Appui is the radical of appuyer, seen in the ninth lesson. Fallait is the imperfect tense of the irregular isipersoiial yerb fal- iqfr (324)., Fusses j$ the secoqd person singular of the past tense of the subjunc- tive mood o!{ avoir. Instruction is derived from the verb instruire, to instruct, to teach, ^bjch comes from the Latin slruere, instruere, to join together, to ar- range. It is feminine (108). Sacrifice comes from the Latin sacr j/5ciMm, formed oisacer, sacyed, and facer e, to make. It is masculine (20). Coute is the past participle of couter (55), whjch comes from the Latin consiare, probably through the Spanish costar or the Italian cos- tare. Mettre is the infinitive mood of mis, seen in the fifth lesson. Mettbe a meme is an idiomatic locution, which signifies to enable. AcQUERiR is one of the derivatives of quirir (162), meiitione^ in the thirteenth lesson. It is an irregular verb. Excellente is the feminine (2) of exceUertt, derived from the ver}) exceller, which comes from the Latin excellere, to excel. Cesse is a form (o94) of cesser, one of the derivatives of ceder, mpp- tioned in the sixth lesson. It is one of the verbs after which pas may be suppressed (86). It governs the infinitive moort with the preposition de (207). Pleurer comes from the Latin plorare, to weep, to bewail. Perte is one of the derivatives of perdre, mentioned in the four- teenth lesson. TWENTY SIXTH LESSON LEXIOL.— N»' 561-562 SYNTAX. 71 CoMBATTU is the past participle of comhattre (432), to fight, to con- tend, derived from the irregular verb battre (81), to beat, which comes from the Latin batuere, to beat. The irregularity of battre and its deri- vatives is very slight. It consists in not doubling the t in the three per- sons singular of the present tense of the fndicative : Je bats, tu bats, il bat, instead of je batts, etc. (350). Peojet is derived fromjeter (200) seen in the twenty fifth lesson. J'avais is the first person s_ingulq!- pf the imperfect tense of avoir. FiNi is the past participle of finir, one of the derivatives of fin, men- tioned in the tenth lesson. 561. The past participle of verbs ending in Ir in the infinitive mood is forme^ by changing this terminatiop into i. PABTAeERis one of the derivatives of part, mentioned in the tenth lesson. J'attendais is the first person singular of the imperfect tense of at- tendre, seen in the twelfth lesson. S63. The first person singular of the imperfect tense of verbs end- ing in re in the infinitive mood is formed by changing this termination into als. It is similar to the second person singular of the same tense. Se^ 559. Sx^inpl^s tiay^ been seen in this lesson of the first person singular of the imperfect tense in the th|-ee regular fprms of copjugatJQn, qnd the tw,o (tUxUiariesj, in the fallowing phrases : " Je desirus que tu t'elevasses. •> « Je wowrnssAis I'espoir. » « J'attendkK le bonheur. » « Lorsque j'tTkis d mon aise. » « J'avais fini par les lui faire partager. » ' ]5l6vation is derived from elever, seen in this lesson. It is femi- nine (108) though preceded by ton. See syntax 663. BoNHEUB is formed of bon (1st lesson) and heur, mentioned as the radical of heureux, in the twenty first lesson. ViEiLLESSE is derived from vieil, a form of the adjective vieux, seen in the fourteenth lesson. See 508. nioii aise — Too elevation. Von excellenle m^re. A ise, flQvq,tion, aii^ exce^int^ tner.e, heiug feminine, ought to be pre- ceded by ma and ta, according to rule U6. 72 TWENTY SIXTH LESSON SYNTAX N°' 563 TO 568. Each of these words begins with a vowel. 563. §1. Before a feminine substantive or adjective beginning with a vowel or an h mute, the possessive adjectives mon, ton, son are substituted forma, ta, sa, in order to avoid the hiatus. § 2. In this case, the letter's on in mon, ton, son, continue to be nasal, though the n coalesces with the next vowel. Pour te mettre a meme d'en acquerir. The literal translation of this phrase is : To enable thee to acquire SOME. The pronoun some is the direct regimen of acquire. 564. When «ome or anyis the direct regimen of a verb, it is ren- dered by en, placed before the verb, except in the imperative mood. See 300, § U, and 311. Dont je ne cesse de pleurer la perte- In this phrase, dont signifles whose. It determines the substantive perte, which is the regimen of pleurer, and is preceded by the article la. 565. When dont signifies whose, and accordingly determines the sense of a substantive, that substantive must always be preceded by the article; and, if it is the regimen of a verb, it must be placed after the verb, instead of following the pronoun as it does in English, when we say : Whose loss / do not cease to lament. nont la perte me desole. Whose loss grieves me. 566. If the substantive determined by dont is the subject of the verb, it occupies the same place as in English, but is still preceded by the article. Les Ini faire parlager. In this phrase, lui is the indirect regimen of faire partager (see 95) . It refers to mere, and signifies a elle, to her. 567. The pronoun Ini never refers to a feminine substantive but when it is an indirect regimen. liCS lui faire partager. 56 §. When several objective pronouns precede a verb, le, la, les are placed before lui and leur, and after me, te, se, nous and vous. TWENTY SIXTH LESSON PREPARATORY EXERQSE. 73 Third DiTisfon— Exercises. PREPARATORY EXERCISE. 1. Model : je nourrissais. Lexiology, 557—1 warned— I softened— I accomplished— I diverted— I finished— I enjoyed— 1 languished— I obeyed— I perished— I filled— I reflected. 2. Model : Un rang plus brillant que le mien. Lexiology, 558 — Thy friend and mine— Thy shop and mine- Thy arms and mine— Thy savings and mine— This child is mine — This family is mine- These nets are mine— These pockets are mine. 3. Model : Je desirais. Lexiology, 559—1 worked— I found— I turned — I seemed— I shared— I wept— I spoke— I thought — I occupied — I obliged— I left — I threw — I raised — 1 hoped — I listened— I began. 4. Model: Que tu felevasses. Lexiology, 560 — That thou inightest begin— That thou mightest listen— That thou mightest hope— That thou mightest throw— That thou mightest leave — That thou mightest oblige — That thou mightest occupy— That thou mightest forget. 5. Model: Fini. Lexiology, 561— Assailed — Freed — Warned — Softened— Accomplished — Diverted — Slept — Furnished — Fled— En- joyed— Languished — Blackened — Obeyed— Perished — Departed— Filled —Reflected— Repented— Felt— Served. 6. Model : J'attendais. Lexiology, 562—1 fought— I defended— I heard— I extended— I melted— I interrupted— I bit— I put— I pretended —I lost — I pursued — I promised— I pitied— I answered— I rendered— I laughed— I followed— I sold. 7. Model : Mon aise. Syntax, 563 — My aversion— Thy ambition— His apathy— My education — Thy hope— His school— My study — Thy story— His hour — My idea — Thy influence — His invitation— My shade — Thy observation— His occupation. 8. Model : A mgme d'EN acquerir. Syntax, 564—1 have some— Have you any ?— He has not any— She brings some— Does she expect any ?— They have not given any — Ask for some— Leave some— Put some. 9. Model : Les hji faire partager. Syntax, 568— He gives it to me —He leaves her to thee — He pronounces them to himself— You give it him— They restore her to us— We bring them to you— We sold it to them. 74 TWENTY SIXTH LESSON COMPOSITION. coMFOsiTionr. 1 _ I was finishing iny les?pn w^ep he aFrivftd— SP. 2 — I reflected little when I was ygung— 557- 3 — I did not obey [to] my masters— 557. 4 — But I diverted myself ^ery much— 557. 5 — Jaqies is your friend, but he i^ not niine— 558- ^ — Your old age will be happi^^- ^han miiie— ^58, 7 — I love her children as if they vyere n)ifle-r-55§. 8 — Your resources are greater than mine — 558. 9 — I employed [occupied] several workmen — 559. 10 — I often worked with them— 559. 11 — I listened to all their observations— 559. 12 — 1 wish [would] thou wouldst share my provisions — 560. 13 — I would not have thee weep— 560. 14 — I would have thee forget thy sorrow — 560. 15 — Have you reflected on this project? — 561. 16 — The father is not o^)eyed by [of] al| his chUdi'en— 561. 17 — Yoti have allevia^pd our positiop — 5,61. 18 — I was so giddy that I used to answer before / had, [of to have] reflected— 562. 19—1 used to interrupt those who were speaking— 562. 20 — 1 used to promise things which I could not give— 562, 111. 21 — My ambition is great— 563. 22 — Thy observation is just— 563. 23 — His apathy will be fatal to him— 563. 24 — Dost thou accept my invitation?— 563. 25 — Yes, I accept thy invitation— 563. 26 — His history will not be long— 563. 27 — If you want money, I have some at your service — 564. 28 — You are very ft^'^d [well good], but I do nqt want any— 564. 29 — My father | jULTERIVATE TRAIVSIiATIOlV. COIWERSATIOni . QUESTIONS. Quelle est celte le9on ? De quoi Delatour ne doutait-il pas? ANSWERS. C'est la vingt-septifeme. II ne doutait pas que son fils ne r^pondSt a son attente. 78 TWENTY SEVENTH LESSON — PHRASEOLOGT. Dites cela avec les expressions de Delatour. Pour parler encore cOmme De- latour, (}uels professeurs son fils aura-t-il ? Que ifera-t-il avec I'assistance de ces professeurs ? Que deviendra-t-il ? Qui b6nira-t-il ? De quoi le b^nira-t-il ? Quelle est la vraie gloire ? QueUes 6taient les personnes qui trahireot la confiance de Delatour ? Que Qrent ces personnes? De quelle mamfere trahirent-elles sa confiance ? Qu'est-ce que Delatour perdit subitement? Perdit-il en plusieurs fois le fruit de son iravail ? Savez-vous comment 11 le perdit ? Pendant combien de temps De- latour avait-il travaill6, quand 11 perdit ses^pargnes? Quelque place que tu remplisses, je ne douiais pas que tu ne r^pon- disses a mon attente. Les profes!S6urs les plus distin- gu^s. U s'instriura. II deviendra c^lfebre. U b^nira son pere. De lui avoir ouvert la carrifete de la vraie gloire. Celle que Ton tient de soi-m§me, et non de ses aiieux. Des personnes sur I'honneur des- quelles il croyait pouvoir compter. EUes trahirent sa confiance. De la maoifere la plus honteuse et la plus infame. Le fruit de trente ans de travail. Non ; 11 le perdit subitement. Oui; -ce fut par la banqueroute de deux maisons de commerce. Pendant trente ans. PHRA8EOI,OeT. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Je suis all6 chez vous hier, mais vous n'y 6tiez pas. On me I'a dit. Je suis Men fach6 de ne pas m'y etre trouv6. J'ai un projet dont je d6sire vous entretenir. Je suis a votre disposition. J'ai quelques 6pargnes que je voudrais utiliser. C'est bien facile. I called on you yesterday, but you were not at home. So 1 heard. I am very sorry I was out. I have a project I wish to speak to you about. I am at your service. I have a few savings that I wish to make the best of. That is very easy. TWENTY SEVENTH tBSSDN— PHRASEOLOGY . 79 Pas si facile que vous le ereyez. Comment done ceia ? Je ft'e 'I'bUdrais ^lafe to'eiposer a perdre mon argent. Bien cntendu. Et cependant je voudrais en re- tirer le plus possible. Vous avez raison. ie 56 Veiix pas faire de sp6cda- tioiis, parcie Ijiie J6 n'y entfends rien. Mais alors, que coroptez-vous faire ? Si je pla^ais rnoii argent dans une maison de commerce ? Vous feriez peut-§tre bien. Connaissez-vous la maison Jac- ques, Guillaume et compagnie ? j'en ai enlendu parler. Est-elle bonne ? Je le crois. On me dit que si j'y place mon argent, il me rapportera de dix a (iouze pour ceiit. Cela ne m'6tonne pas. Que me conseillez-vous ? Je vous conseiUe de ne pas trop vous presser. Vous pensez done que la maison n'est pas sflre ? Je ne dis pas cela. Mais je pren- drai des informations. Vous 6tes bien bon. Oil vous retrouverai-je ? Oil vous voudrez, Donnez-moi un rendez-vous . Eh bien, chez moi, demain a deux heures. j'y serai. Not 80 easy as you think. How so ? I should hdt like b t-tin the risk of losing my money. Of course. And yet I want to make it pro- duce as much as possible. You are right. I will ndt speculate, becaiise I am unfit for it. Well, then, what do you intend to do? Suppose I were to place i&y mo- ney in a commercial housfe? Perhaps you would do well. Do you know the firm of James, William and company ? I have heard of It. Is it solvent ? I believe it is. They tell me that if I place my money there, it will produce be- tween ten and twelve per cent. I should not be surprised if it did. What do you advise me to do ? 1 advise you not to be too hasty. So, you think the bouse is not to be trusted ? I do not say that. But I will make some inquiries. You are very kind. Where shall I meet you again ? Where you please. Make an appointment. Well, at my place to-morrow, at two o'clock. I will be there. 80 TWENTY SEVENTH LESSON — PRONUNCIATION. Second Dlviision— Analytical and theoretical. PRonrinvGiATioiv; EXAMPLES. • 1. Les autres — Son exemple— Ses epargnes — Qu'ils aient — Que nous eussions — ^Nou« aurions — Ces 6tourdis — Vos amis — Des histoires — Les invitations — Qu'elles arrivassent — Vous auriez — Um assez bon gargon — Disai^-il — Fai^il — Fau^-il. 2. De fausses idees — Meilleures institutions — Ambitieuses esperances — De longues heures — Plusieurs heures — Pressantes occupations — Bons enfants. 3. C'esf un proverbe — Qu'il eut une education — Nous avions un filet — ^N'ayex aucun souci — Que tu ne sois un ingrat. A Pouvaif obtenir— Avaif eu — Nos parents out eu — Tu seras oblige. 5. Sans examiner — Plus utile— Joyeusemeni acceptees — Pas heureuse — Pasaussi fort — Bient6< oublie. 6. Infinimenf au-dessous — Tous ensemble — De temps en temps — C'esf-k-dire — Peu^-etre. In all these examples the final consonant in italics is followed by a word beginning with a vowel or an ft m ute. This consonant is pronoun- ced and being joined to the next vowel, forms a connection between the two words. In the examples of the first series, we see the article les, and other little determinative words, as son, ses, des, leurs, un, followed by the word without which they would convey no sense. We see also personal pro- nouns placed either before or after their verbs . The second series consists of adjectives followed by the substantives they qualify. In the third series each verb is followed by its regimen. . The fourth contains compound tenses, or verbs inseparable from each- other . The fifth exhibits indeclinable parts of speech , as prepositions and ad- verbs, followed by the words without which they would have no precise signification. The sixth consists of compounds, or combinations of several words expressing but one idea. TWENTTS£VENTHLESSON-fRON., N°'569T0576— LEX. ,577-578. &\ 569. The final consonants mentioned in rules 530, 531, 632, 533, 534, cease to be mute when the word which comes after them begins with a vowel or an ft. mute, provided the sense of the phrase should make this word inseparable from the precedii^ ; as in the following cases. 570, When a determinative word, such as an article or a pronoun, is joined to the word which is determined; or when a verb is preceded or followed by a pronoun. $ y 1 . When an adjective precedes a substantive. 578. When a verb is followed by its regimen. In this case the rule admits of some exceptions. 678. When two verbs form a compound tense, or cannot be sepa- rated. 674. When an invariable part of speech, as an adverb or a preposi- tion, is followed by the word without which it would have no precise signi- fication. 676. In all sorts of compound words. There are other cases, not mentioned in the foregoing observations, in which the connection may be made in solemn and dignified language, but would be pedantic in familiar conversation, as : Toujour* a son 6tabli — Le rabo< a la main — Disposiiion* oisives — Des gateaua; et d'autres friandises. 676. It must be observed that the t in the conjunction et is inva- riably mute. I.EXIOI.OGY. PLiCE is the radical of ptecer, seen in the sixth lesson. Remplisses is the second person singular of the past tense of the sub- junctive mood. o(remplir, seen in the seventeenth lesson. 677. The second person singular of the past tense of the subjunc- tive mood of verbs ending in ir in the infinitive is formed by changing this termination into isses. It is similar to the same person of the pre- sent tense of the same mood. This remark however Is not applicable to the verb sentir, given as an example in the 13th and 23rd lessons; because this verb, though regular in the past tense, is irregular in the pre sent tense of the subjunctive. DouTAis is a form (559) otdoaler, seen in the seventeenth lesson. It has been said (406) that after this verb, used in the negative form, the par- ticle ne precedes the next verb . RfepoNDissES is the second person singular of the past tense of the subjunctive mood oirepondre, seen in the sixth lesson. 678. The second person singular of ih e past; tense of the subjunctive I'. II. 6 8-2 TWKNTT SJEVEUTTH LBSSON — LEXIOtOfiT— If° &79. njood of verbs ending in i*e in tbe in&nitiK@ is forced by changing tbis termination into isses. Examples have now been seen of the second person singular of this tense and mood in the three regular forms of conjugation, and the two auxiliaries, in tbe following phrases : » Je desirais que tu fdlevASSf,s » — 26th lesson. « Quelque place que tu remphssES » — 27tli lesson. « Je ne doutais pas que tu nere/)o«dissES»— 27th lesspn. « Que tu en fusses Vorgueil > — 26th lesson. Kllfallait quetu evsses de I' instruction « — 26th lesson. Attente is one of the derivatives of tendre, mentioned in the ninth lesson. It is preceded by mon, instead of ma, because it begins with a vovfel (563). DisA-is-jE is the first person singular of the imperfect tense of dire, seen in the first lesson. Aura Is the third person singular of the future tense of avoir. The whole of the future tense of this verb has now been seen : — J'aurai, tu auras, il aura, nous aurons, vous aurez, its auront. Pkofesseur is one of the derivatives of professer, mentioned in the second lesson. Distingue is the past participle, used adjectively, of the verb distin- guer, which comes from the Latin distinguere, to distinguish. iNsTRuiRi is the third person singular of the future tense otinstruire, mentioned in the twenty sixth lesson as the radical of instruction. This verb is irregular, but its irregularity does not extend to the future tense. Deviendba is the third person singular of the future tense of devenir, seen in the twenty fourth lesson. Ci≪BRE comes from the Latin celeber, celebrated. Besira is the third personsingular of the future tense of benir, which comes from the Latin benedicere, to bless. To bless for is rendered by benir de, 579. The third person singular of the future tense of verbs ending in ir in the infinitive mood is formed by adding a to this termination. See 80, 351. Examples have now been seen of the third person singular of the future tense in the three regular forms of conjugation, and the two ausiliaries, in the following phrases : « Est-ce quHl ne se corr jjera jamais ? » — 3rd lesson. « ilfow fils me 6e'niRA» — 27th lesson. ((/e vous reponds que lepoisson mordRAn — 16th lesson. (I Ne sERk-t-il pas trop fard?»— 20th lesson. >. Mon fits AURA les professeursv—ilib lesson. TWENTY SEVEiSTH LESSON — LEXIOLOGY W 580. 83 OuvERT is the past partjpiple of the irregjilar verb ouvrir, which comes from the Latin aperire, to open. Carri£:be is onp of tlie deriviitivcs of char, mentioned in the sixteenth lesson. Gloire comes from the Latin glarift, glory. See 364. In l'on, the letter l is merely euphonic. See syntax, 585. TiENT is the third person singular of the present tense of the indicative mood of the irregular verb tenir, spen in the twentieth iesspq, an(} men- tioned in the third, as being the radical of obtenir. 5S0. Soi, one's self, sometimes himself, herself, itself, is a per- sonal pronoun of the third person singular. It is of both genders ^nd re- fers to things as well as to persons. U is generally used in an undeter- mined sense, as a correlative of an indefinite pronoun, f.uch as : pn, one; quiconque, whoever ; aucun, any one, etc. See 71. Spi-MEME has the same meaning as soi; only it is more emphatic (110). All the personal pronouns have now been seen, in the following phrases : " i< Je vous reponds — J'aurai ma ligne » — 15th lesson. • Je ME chargerai du painn — 16th lesson. o Venez avec moi demain » — 15th lesson. « Je veux que tu m'ecoutes » — 24th lesson. B Je veux que tu te rendes utile »— 24th lesson. « Tout ce quej'ai fait pour toi » — 24th lesson. « II se desolait » — 3rd lesson. i< Vous LE sauez))— 1st lesson. B Comment lui faire entendre raison? » — 3rd lesson. « Que son enfant fut plus que lui »— 4th lesson. « Une chose indigne de lui » — 7lh lesson. « J'avais finipar les lui faire partager 3—'i6lh lesson. « lis ne savaient pas la retidren—Viih lesson. Celle que Von tient de soi»— 27th lesson. in the infinitive mood is formed by changing this termina- tion into Iss-iiis. It is similar to the first person singular of the same tense. See 557. The whole of this tense in the verbs in ir has now been seen -.—Je wournssAis, tu reflechissMS, il assoupissAix, nous penssiorss, vous languissiEz, Us reMJiissAiE.»iT. MoYEN is one of the derivatives of mi, mentioned in the seventeenth lesson. TiRER has been mentioned in the seventh lesson, as being the radical of retirer. Parti is one of the derivatives of part, mentioned in the tenth lesson. Haut is derived from the Latin alius, high. It signifies high, and loud in speaking of sounds. Faculte is one of the derivatives of faire, mentioned in the third lesson. It is feminine. See 270. 96 TWENTY EIGHTH LESSON — LEXIOLOGY — N°' 598 TO 600. Pketendais is the second person singular of the imperfect tense of pretendre, already seen. 698. The second person singular of the imperfect tense of verbs ending in re in the infinitive mood is foriped by changing this termina- tion into ais. It is similar to the first person singular of the same tense. See 562. The whole of this tense in the verbs in re has now been seen ;— J'a^ tendiis, tu pritendk\s, il etendkit, nous entendiOTHS, vous poursui- jJiEz, Us repondAiENT. Propre comes from the Latin proprius. See 299. This adjective has a variety of acceptations in French, the principal of which are, proper, fit, own, right and clean. 599. Pepsonne, as an indefinite pronoun, is always masculine, singular, and used without an article or any determinative word. With the negative ne it signifies no one, none, nobody. Without the negative, it corresponds to any one or any body. • MiEux is one of the derivatives of meilleur, seen in the fifth lesson. It is the comparative and the superlative of bien, well, and signifies better or beit ; while meilleur, which is rendered by the same words, is the comparative and the superlative of bon, good. Dispose is a form (55) of the verb disposer, one of the derivatives of poser, mentioned in the twelfth lesson. CnoiRE is an irregular verb, seen in the imperative mood in the twen- tieth lesson ; in the present tense in the twenty second ; and in the im- perfect tense in the twenty seventh. Tu FINIS is the second person singular of the past tense definite of finir, already seen. 600. The second person singular of the past tense definite of verbs ending in ir in the infinitive mood is formed by changing this termina- tion into is. It is similar: -to the first person singular of the same tense;— to the first and second persons singular of the present tense of the indicative mood (367, 525) ;— and to the second person singular of the imperative mood (5S7). Dem ANDER is the infinitive mood of demandait, seen in the eighteenth lesson. DECIDER comes from the Latin decidere, \o decide. Choix is derived from the verb choisir, to choose, which comes either from the Latin colligere, to collect; or, like the English verb to choose, from the Saxon ceosan. fixAT is one of the derivatives of elre, mentioned in the fifth lesson. AuRAiENT is the third person plural of the conditional mood of avoir. T5te is the past participle of ^tre. TWENTY EIGHTH LESSON LEXIOLOGT— N° 601 . 97 Examples have now been seen of the past participle in the three re- gular forms of conjugation and the two auxiliaries, in the following phrases : « On le voyait, Vcail anxmt »— 2nd lesson. " J'avais fini par les lui faire partager » —26th lessoD. " Nousjnuerons au cheval fondv » — 19th lesson. « D'autres auraient 6te durs »— 28th lesson. Le brave homme avail eu le tort » — iih lesson. Dun comes from the Latin durus, hard. SfevfeRE comes from the Latin severus, severe. PouRTANT is formed of the two words pour and tant, both of which have been seen. Its most literal translation is for so much, or for all that. It corresponds to however, nevertheless, still, yet, and is a synonyme ot cependant, already seen. Quelle Is the feminine of quel. See 77. INDULGE.NCE is one of the derivatives otdoux, mentioned in the ninth lesson. See also 183 aiul 263. Fus is the second person singular of the past tense deGnite of dtre, ficourt is a form (VS) of the verb ecouter, seen in the subjunctive mood in the twenty fourtli lesson. Eus is the second person singular of the past tense definite of aeofr. Examples have been seen in this lesson of the second person singular of this tense in ihe three regular forms of conjugation and the two auxil- iaries, in the following phrases : « I'a m'asswr AS que tu re/lechissais. » « Tu finis par me demander. » o Tu pretendis que tu n'etaispas fait. » « Tu FUS ecouli. « » Tu ji'eus pas de peine. » Peine comes from the Latin poena, pain. Tendbesse is derived from the adjective tendre, tender, which comes from the Latin tener, tender. See 299 and 608. DfeLAi comes from the Latin dilatio, delay. SouHAiTAis is the second person singular of the imperfect tense of touhaiter, derived from souhait, wish, a word of uncertain origin. 601. The second person singular of the imperfect tense of verbs ending in cr in the Inlinitivc mood is formed by changing this termina- tion into ais. It is similar to the first person singular of the same tease (559). p. II. d$ TWKNTY KifiHTH LisSON — STWIAX — N"' 60'i-603 PRKP. BSia. SYNTAX. Pei'sonne n'etait mieux dispose. Vne persoune e'tail mieux dispois^e. 603. It has been seeil (599) thdt |)^l^is6bttik, ki ha ihdeflnite pronoun, signifying no one, rioiod'^, dn^ '6ne, dni/ body, is iilwiiys mas- culine and singular; and ihai ^iHdnne {57lti lesion), aS a substantive, signifying person, is always feibinitiei Atcoi-dihgljf the (jartibltile wBich refers to the pronoun personne always remains invariable, and th^ ^ar- ticiple vvliich refers to, the substantive persptirte of personnes agrees \iith it in gender and number^ in the cases determined by rules 66i Mi S99 and 449. D'autres auraietit €t6 durs. SloS. Tbe participle (^'ii is invariable. Third Division— Ei^erclsei. FKEPARATORY EXERCISE. 1. Model : Tu revins. Lexiology, 306; (See also tini ih the 20fli Igg- son, page 389, and translate by venire tenirt apd their derivatives, in the past tense definite)— Thou earnest— Thou didst agree— Thou dis- ownedst— Thou transgressedst— Jhou circumventedst— Thou Becamest —Thou becamest again— Thou didst intervene— Thou attaincdst— Thou preventedst— Thou rememberedst [thyself]— Thou arrivedst unexpect- edly— Thou heldest— Thou obtainedst— Thou abstainedst [thyself]— Thou Qontainedst — Thou detaiiiedst— Thou entertainedst— Thou sus- taihedsl -thoii belorigedst— Thoii maintainedst. 2. Model : Tu pretendis. Lexiology, 595— Thou waitedst— Thou foughtest— Thou defendedst-Thou didst hear— Thou didst interrupt— Thou duist bitie -tbou didst lose— Thou didst answer— Thou didst ren- der—Thou didst foliow— Thou didst sell. ,J>. Model: Tu assuras. Lexiology, 596-Thou didst love-rThau did^t arrive— Thou didsl accept— Thou didst reckon— Thou didst decide —Thou didst dispose— Thou didst listen— Thou didst taste—Thou didst throw— Thou didst leave— Thou didst occupy— Thou didst share. 4. Model : Tu refl^chissais. Lexiology, 597— Thou wast warning— Thou wast blessing— Thou wast finishing— Thou wast languishing— Thou TWBNTT SiGfltii LjfesSON PRKP. EXittC. — COMPOSITION. 99 wasi feeding— Thou wast obeying— Tfaou Wasi tilUlig— TKdu wasl be- trk^ihg. ,6. Model: Tu pr6tendais. Lexiolog^^ 598— Thou wast wailing — Thou wast (igliting— f hou wast defending— Thou wast hearing— Thou wast interrupiing— Thou wasl biting— Thou wast pulling— Thou wast losing — Thou wast puisuiog — Thou wast answering— Thou wast selliog. 6. Model: Tu finis, Lexiology, 600— Thou didst accomplish—Thou didst soften— Thou didsi bless— Thou didst sieep— Thou didst furnish— Thou didst enjoy— Tliou didst feed— Thou didst open— Thou didst de- part—Thou didst reflect— Thou didst lill. 7. Model: Tu souhaitais. Lexiology, 601 — Thou wast drawing— Thou wast working — Thou wasl liuding— Thou wust turning — Thou wast seeming— Thou wast dreaming— Tbou wast rewarding- Thou wast looking— Thou wast sharing— Thou wast talking. seittipoisiftonr. 1 _ Do you like the style of this t)oet ?— 594. ^ 2 — What liidst ihou answer, wiieri he Had flnishfedi>— 595. 2, — On that day [there] ihou didsi lose all thy money— 595. 4 — Defend me as thou didst defend thy comrade— a9o. 5 — Ortd day tUod didst sliare tby bi-edd with the poor— 59^. 6 — Thou didst occupy an iuiporlanl place— 5y6. 7 _ Why didst ihou not work on that day [there] ?— 596. 8 — T'llou didst liot obey [io] tliy paifiiiis, \vlieb itibu wait yotog -597. 9 -^ Thou wast finishing thy task when we arrived— 597. 10 — Thdu hast lost that fortune, [of] which thou didst not eojey —697. 11 — I knew that thou wast wailing for me— 598. 12 — He would be sorry if ihou shouldst interrupt him— 598. 13 — I thought that ihou wast losing money by this transaction- 598. 14 — Thouknowest that better than any one— 51)9. is — We arrived without haVing met any body— 599. 16 — He saw nobody, and nobody saw him — 599. 17 — There is nobody in the house— 599. 18 — thou didst bless thy adviser on ihe day when [where] thou didst enjoy the fruit of thy labour— 600. 19 — I am sure ih:it thou didst sleep well the following ni|ht— 600. So — Why wast Ihou weeping thig m6rning[^?— fiOi. 21 — What wast thou thmking of?— 601. 511. I 00 TWENTY NINTH LESSON — READING EXERCISE. 22 — What wast thou looking at?— 601. 23 — Nobody is informed [warned] of what we mean [will] to do -602. 24 — Nobody was invited, but the persons who arrived were well received— 602. 25 — Nobody has been forgotten— 602, 603. 26 — Several persons have been forgotten— 602, 603. 27 — There is one person who has been forgotten— 602 , 603. TWENTY NINTH LESSON. First DlTtsion— Practical. readiivg exercise. Vingt-neuvieme le^on. 06 2 3 0o0 « Quand done te decideras-tu ? ^0 6 5 Si tu avals du coeur, tu ne souf- 3 2^0 6 2 73. ^ frirais pas que ton pere epuisat 6 ^0306 pour te faire vivre ce qui lui w 6 6 ^ 6 12 reste de vigueur et de sante. Tu i 2.. 4 2 6 t'empresserais au contraire de le &v^820 2^v.0.0 6 ftoulager dans tons les details de TWENTY NINTH LESSON — TBANSLATION. iOl w 4 1 2,0 ses travaux. Tu n'attendrais pas 3wO 02.06 60 qu il t en priat. Tu serais heureux 6 33 720 wOOO 1 1 de diminuer ses fatigues en en 6 10 w 4 2,0 prenant ta part. Enfin, tu aurais 6.52 6 20 6 6 besoin de t acquitter de ce que 51,0 4 2,0 w tu lui dois, Allons, aie de la fer- 6 2, 2^ 5 ^,0 , 5I0 mete, degourdis-toi, el sois mon 532 3 6 . ^ ^ 08w80 soutien, au lieu d etre une charge pour moi. » JLITEBAI, TRAIV8I.ATIOIV. Vingt-neuviemejegon. « Quand done te decideras-tu ? Si tu avais du thyself nilt decide liadst coeur, tu ne souffrirais pas que ton pere epuisat heart (spirit) wouidst suffer exhausted (subj.) pour te faire vivre ce qui lui resle de vigueur et de to live to him remains vigour sante. Tu t'empresserais au contraire de le soulager health wouidst hasten contrary to relieve 1 02 TWENTY NINTH LESSON — TRANSLATION — CONVERSATION. dans tous les details de ses travaux. Tu n'attendrais particulars labours \jrouldst wait pas qu'il t'en prifit. Tu serais heureux de diminuer till of it prayed (subj.) would^tbe liappy to diminish en prenant ta part. Enfin , tu ses fatigues en fatigues in (by) of them taking share 3urais besoji} ^e J' acguitter f}e eg ^i}e \ii Jul ^p}s. wouldst have want ' thyself to' acquit to him owest Aliens, aie de la fermete, degourdis - toi, et Lief}isg()'(g9me) Jaye firmness re^ppve nupij)Dess ffo^ sois mon soutien, au lieu d'etre une charge pout moi. » be support instead burden EIVGI.ISH TRANSI/ATIOIV. « Bjutf^Jiien ^jlfpi} Jifiye ma4e jip your mind ? If ypu fppre a la^ of any spirit, you would not suffer your father to exhaust tlie remainder of his health at»d vigour to sustain you. You would on the contrary have at heart to relieve him in the djfferent branches of his business. You would not wait for his asking. You would be happy to lessen his fatigfues by taking your share of them. In short, you would feel that you ought to repay the ipbligations you are under to him. Come, a little resolution, ^\ir yc^iif^^lf, asd ^e my support, iustea^ gf being a burden to me. »" aIiTerivate: traivslatioiv. COIVTERSATIOIV. QUESTIONS. Quelle est cette lefon? Par c^uelle question cette lecon commerice-t-elle? A qui cette question est-elle faite ? Parquiest-ellefaite? Si Alexis avait du coeur, qu'est-ce qu'il ne souffrirait pas ? En quoi s'empresserait-il de sou- latger sonp^re? C'est la vingt-neuvifeme. Quand doncted^^i^eras-tu? A Alexis. Par son pkre. Que son pfere ^puisatpourlefaire vivre ce qui lui reste de yigaei^ et de sant6. Dans tous les details de ses tra- vaux. TWENTY NINTH LESSON — C0NVERSAT10^I — P8pASEpI,pGT . ^ (|3 Que s'empresserall-il de faire ? Que n'attendrait-ilpas? Que serail-il heureux de faire ? Comment dimiiiuerait-il les fati- gues de son pfere ? Quel besom a-t-on quand on doit qnelque chose et qu'on a ducqeur? Ue quoi Ajexis aurait-il Lespin, s'il avait du coeur ? Pour qui Alexis 6tait-il une charge ? On DIs doit- il fitre une charge pour sonpere? Par quelles exhortations le jgfere finit-n?' " II s'empresserait de soulager son pfere dans tous les d^t^ilg ^^ ses tra- vaux. II n'aitendj-^t pa? fljig sqp gfere Ten priat. De dimi|iuer les faljgags de son pfere. En en prenant sa part. On a besoin de s'acquittgr. De s'acmilter de eg qu'i| ^£|it a son p^re. Pour son pfere. Non. II doit etre spn fflulj,e|}. A lions, aiedela fcrmet^, d^gpur- dis-toi, et sois mon soiitien, auileu d'etre une charge pour moi. PpRA8EOI,OGY- TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Quelle heure est-il? II est quatre heures et demie. Nos amis arrivent a cinq heures, n'est-cepas? ui, et vou^ s^ve7 qu'il^ sopt b°^§- ponctuels. Que ferons-nous en attendant? Ce que vous voudrez. Voulez-vous faire une petite pro- menade? Mous n'en aurions pas le temps; il est trop tard. Jouons a quelque jeu. A quel-jeu voulez-vous jouer? Je n'ensaisrien. Voule^-^rous un livre ? What o'clock is it ? It is half past four. Our friends arrive at five o'clock, don't they ? y,es, and you know Jliey are very punctual. yyhat shall we do in the mean time? What you please. Will you take a little walk ? Wfi slfpuld 9P^ haye lime; it js too late. Let us play at some game. At what game will- yon play ? I don't know. Will you have a book? 104 TWENTY NINTH LESSON — CONVERSATION — PRONUNCIATION. II n'y en a pas. En voici un. Je n'en veux pas. Pourquoi baillez-vons? C'est que je suis assoupi. Mais d'ou cela vicnl-il? C'est ce livre qui me fait bailler. 11 s'y trouve una histoire en- nnyeuse. Quelle histoire? Celle (I'Alexis Delatour. Qu'est-ce que c'est qu'Alexis De- latour ? C'est un paresseux. Quefait-il? U ne fait rien, Un de ses amis lui fait un sermon. II le prie de le laisser tranquille. Son pfere lui fait un autre sermon. Cette histoire est-elle longue ? EUe n'en finit pas. 11 est cinq heures. Nos amis ne sont pas loin. AUons a leur rencontre. There are none. Here is one. Thank you, not for me. Why do you yawn? Because I am drowsy. But what makes you so? It is that book which makes me yawn. It contains a tedious story. What story? That of Alexis Delatour. Who is Alexis Delatour? He is a lazy fellow. What does he do ? He does nothing. One of his friends reads him a lec- ture. He begs him to let him alone. His father reads him another lec- ture. Is the story a long one ? It is endless. It is five o'clock. Our friends are not far off. Let us go and meet them. Second Division— Analytical and theoretical. PROiviinrciATioiv. EXAMPLES. 1. Fatn^ant. 2. Je serot — J'aurai— Je chargerat". 3. Quoi — Gat'ete — Tu sats. In these words ai has the sound of a in fate, but not so long. In the first example ai is followed by the sound 2, represented by the vowel e. The next three words are verbs in the first person singular, preceded by the subject pronoun. TWENTYNINTHLESSON— PRON.,M"604-605— LEX., 606, 405 The last three nre isolated exceptions. 604. The \owels ai are pronouiirecl with the grave sound of a in fate, but not so long, when they are followed by one of the sounds marked 9, 3, 4, 7. 605. § 1. Tl ey have the same sound in the flrst person singular of the future tense, and of the past tense definite, when this latter ends ia AI ', provided the subject pronoun be placed before the verb. § 2. When the subject pronoun follows the verb, thus : auraije, serai-je, the vowels ai lesume their regular short sound, as in net (45). § 3. They have the grave sound by exception in Je sais, tu sais,il sail ; gcai, daw ; guai, quay ; gai and its derivatives. I,EXIOI,OGV. D^cisERAS is the second person singular of the future tense of deci- der, seen in the twenty eighth lesson. 606. The second person singular of the future tense of verbs ending in ei* in (he infinitive mood is formed by adding »» to this termination. See 5!iO, 5i3. Examples have now been seen of the second person singular of the future tense, in the three regular forms of conjugation, and the two auxi- liaries, in the following phrases : « Quand done te de'czdERAS-fu ? » — 29th lesson. « Ne te repctitmAstit pas alors? » — 25ih lesson. « Comment tc defendR\s-lw'^ »— 25ih lesson. « Quand tu sebas oblige »— 25th lesson. « Quelles ressources atjras-Im? » — 25th lesson. Tu AVAis is the second person singular of the imperfect tense of avoir. The whole of this tense of the verb avoir has now been seen: — J'avais, tu avals, il avail, nous avians, vous aviez, ils avaient. CoEUR has been mentioned in the twenty second lesson, as being the radical of courage. Its literal translation is heart ; but it is often used in the figurative sense of courage or spirit. SouFFniHAis is the second person singular of the conditional mood of sovlfrir, which comes from the Latin subferre or sufferre, to bear, to suffer. This verb is irregular in some of its tenses, but not in the con- ditional mood. * The student sees, by inference from this rule, the marked difference that exists in the pronunciation of ai in the future and ais in the conditional. 1 06 TWENTY NINTH LESSOtJ — LEXIOLOGY— N*' 607 TO 61 0. 607. The second person singular of the conditional mood of verbs ending in ir in the infinitive is formed by adding ais to this termination. It is similar to the first person singular of the same mood. fipDiSAT is a form ( 1 36) of the verb epuiser, derived from puiser (412), to draw (from a well, etc.). The radical word is puits, well, which coines fi-om the Latin puteus, VivKE is one of the derivatives of vie, seen in the twentieth lessen. It is an irregular verb. Reste is a form (22) of the verb rester, which has been mentioned In the eighth lesson as being the radical of arrMer. ViGUEUR is one of the derivatives otvie, seen in the twentieth lesson. It is feminine (lOi). SiNTfi is derived from sain, sound, heallhy, wholesome, which comes from the Latin sanus, sound. It is feminine (270). Tu t'empbesserais is the second person singular of the conditional pjood pi s'empresser, to be ardent, to be eager, to jiasten, which i? al- ways pronominal (413). This verb is denvpd frqm pres^er, seen in tjie nineteenth lesson. It is one of the verbs which goveri^ (he |jipq|iive mood wiih either d or de ^208). 608. The second person singular of the conditional mood of verbs ending in er in the infinitive is formed bf adding ais to this termi- nation, it is similar to the first person smgular of the same mood. See 607. ' - •■ ■ In empresser, the syllabje em is a prefix used for en. 609. § 1. En, seen as a preposition (201) and as a pronoun (300), is also used as a prefix or an lijseparable particle, almost identical within, when in is not negative (263). It serves to form verbs, some of which are nearly the same in l^o'th languages, as : encKainer, to enchain, from c/iawe, cha|n; encoaragier, to encourage, fi'dm courogre, § 2. En becomes ein before *, m andp, as : embatler, to embale, to pack up; embarquer, to emljark; emmeler, to entangle, from mSler, to mix; empiler, to pile up, from pile, pile. § 3. It is sometimes redundant, or at least used when no correspond- ing' syllable is added in'jEnglish, as in : endommdger,' to damage, from dommage, damage; empoisonner, to poison, from poisow, poison. CoNTpAiRE is one qf the derivatives of confre, mentioned in the twen- tieth lesson. See also 2^2. SouLAGEH is supposed to come from the Latin sublevare, to relieve. DETAIL is derived from iailler, to cut, io cut out, to hew, which coines from the Italian tagliare, or the Spanish tallar, to cat. Travaux is the irregular plural of travail, seen in the twenty seventh lesson. «|<^. The f9|lowirig substantives, endiq^ in atl, form tjieir plural TWENTY NINTH LESSON— LBXIOLOGT — N° 611. 107 by changing ihis termination into anx: bail, lease; corail, coral; imail, enamel; plumail, feather-broom; soupirail, airhole; travail, labour ; vdniail, folding-door ; ventait, ventaij. The other substantives in all form their plural regularly, like defdi/, dc^aif*. Attendrais is the second person singular of the conditional mood of a»cndre, already seen. ' . •- ■ Gil. The second person singular of the conditional mood of verbs ending" in re in the infiniiive is formed by changing the final e into ais. It is similar to the first person singular of the same mood. See 607,608. Priat is a form (136) of the verb prier, which comes from the Latin precari, to pray. ' ■' Td serais is the second person singular of the conditional mood of itre. ' ' ^EUREDx is the masculine of heureuse (156), seen in the twenty first lesson. DiMiNUER is one of the derivatives of menu, mentioned in the second lesson. See 280. ' Fatigue comes from the Latin fatigare, to weary. The correspond- ing verb is faliguer (8i!i3). PiiENANT is the present participle of the irregular verb prendre, al- ready seen. Part has been mentioned in the tenth lesson, as being the radical of plupart. It is feminine, by exception (14). Tu AUBAis is the second person singular of the conditional mood of avoir. ■ Examples have been seen in'this lesson of the second person singular of the conditional mood in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « Tu t'empressERiiis de le soulager. - « Tu ne sou/friBAis pas que ton pere, » etc. « Tu rCattenirMS pas qt^il i^en priat. <• « Tu SERAIS heureux. « « Tu AURAis besoin de t'ocquitter. » Besoi?; comes from tl^e Italian Ifisogno, wq^t. Avoir besoi^ corre- sponds to the English verb to want or to need. AcQUiTTEB is deriyed from tjie gfjjective guitfe (162), quit, (fee. cjgar, vvhiph comes from the Lalifj quietus, guijet. Dots is the second person singular of the present tense of the jndica- (jve mood of devoir, signifying to owe, and corresponding besitjes to ought, must and should. This verb is irregular (129). Allons is the first person plural of the imperative mood of aller, al- ready seen. i 08 TWENTY NIMTH LESSON LEXIOLOCY S" 612-61 3. 618. The first person plural of the imperative mood of verbs end- ing in ev in the infinitive is formed by changing ihis termination into ons. It is similar to the same person of the present icnsc of the indi- cative moofl. Sec 28, 327, 330. The whole of (his mood in the verbs in er has now been seen: — ParlE, atloins, depicha. See 5/i2. AiE is the second person singular of the imperative mood of a«OJr. The whole of this mood in the verb auoj'r has now been seen: — Aie, ayons, ayez. Fehmete is derived from the adjective ferme, firm, which comes from the Latin firmus. It is feminine (i70). DEnooituis is the second person singular of the imperative mood of degourdir (537, 525) derived from the adjective gourd, l)enumbed, which comes from the Laiin giirdus, slow, stupid. Engourdir is to be- numb (287, 609), and degourdir, to remove numbness. 613. § 1. B6 is an inseparable particle, often negative lilce dis (280), but sometimes having the sense of the preposition de, from, and denoting extraction or removing, as in: debourser, to disburse, from bourse, purse ; delourner, to turn away, to draw aside, from tourner, to turn. § 2. It becomes des before a vowel, as in desagreable, disagree- able ; desobslruer, to clear from obstruction. The whole of the imperative mood in the verbs in ir has now been seen:— Degourdis, d'iverlissons, garnus^i. See 5i2. Sois is the second person singular of the imperative mood of etre. Examples have now been seen of the second person singular of the imperative mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases: « A quoipenses-tu? ParlEa — 25th lesson. « Degourdis-toi » — 29th lesson. Bepondi. Ne te repentiras-tu pas ? » — 2Slh lesson. « Sois man soutienn — 29th lesson, a AiE de la ferme/e « — 29th lesson. SocTiEN is one of the derivatives of t^nir, mentioned in the third lesson. Lieu, place, stead, comes from the Latin locus, place. Au lieu de corresponds to instead of, and au lieu que, to whereas or whilst ; that is to say, the first is a preposition and the latter a conjunction. Charge is one of the derivatives of char, mentioned in the sixteenth iesson. TWENTY KINTB LESSON — STHTAX - N° 6 14 . 109 SYWTAX. Tu serais heiircnx. de diminuer. 614. Adjectives, as well as verbs, are often followed by certain prepositions, tlie use of wliicli cannot always be determined by rules. The following list comprises the most of such adjectives, witli tlie pre- positions they govern. Conforme a, consonant to, with, conformable to. Connu DE, Isnown to. Consolant pour, consolatory to. Constant dans, en, constant to. Content de , pleased with , to ; glad of, to. Contigu a, contiguous to. Contraire a, contrary to ; averse to, from. Convenable a, suitable to, for. Coupable DE, guilty of. Cruel A, EN VERS, cruel to. Curieux de, curious of, after, to— EN, in. Dangereux poun (before sub- stantives and pronouns), dangerous to— A (before the iiiGnitlve mood), to. Dedaigneuxve., disdainful of, to. Desagreable a, disagreeable to. Vesireux de, desirous of, to; anxious for, lo. Depourvu de, destitute of. Dilferent de, differcnl from. Difficile A, dilDcull to. Digiie be, worthy of, to. Docile A, docile to. Dur A, hard to. Egal A, equal to, with. Eiictin A, prone to. Endurci a, contre, dans, har- dened to ; inured lo ; callous to. Envieux de, envious of, at Equivalent a, equivalent to. Absent de, absent from (in speak- ing of places, not of persons). Accessible a, accessible to. Accoulume a, accustomed to. Adherent a, adherent to. Adroit A, dexterous in. Affable A, ENVERS, affable to. Agreable a, agreeable lo. Aise DE, glad of, at. Alarmant pour, alarming to. Ambilieux de, ambitious of. Amoweux de, enamoured of, in love with. Analogue a, analogous to. Anterieur a, prior to. Applicable a, a|)plicable to. j^pre A, eager for. Ardent a, ardent for. Assidu A, assiduous in, to— au- PRfes de, to. Atlenlif a, attentive to, intent on, mindful of. Aveugte sun, blind to. Avide de, greedy of, eager for. Capable dk, capable of, to. Cher a, dear lo. Civil ENVERS , A l'egard de , civil to. Commun a, avec, common to. Comparable a, avec, compar- able to. Compatible avec, compatible with. Complice de, accessory to; in- strumenial In. 110 TWENTY NINTH LESSON — SYNTAX. Etranger en, dans, a, forei|n to, from ; alienate from. Esclave de, slave to. Exact A, exact in, to. Exempt DE, exempt, free from. Expet-l En, expert in, at. Fache de, sorry for, to ; angry at-coNTRE, angry with. Facile A, easy to. Faible de, en, deficient in. Fameux vA.n, famous for— dans EN. renowned in. Fami'lier avec, a, familiar wilh, to. Favorable a, favourable to. Fecond en, pj-egharit witli ; fruit- ful in. Fertile en, fertile in. lidele A, faiihful to ; true to. FierDE, proud of, to. Formidable k, formidable to. Fort EN, DE, strong by — en, sun, A, skilled in. Fou i)E, mad after , for ; doting oh. Punesie a, fatal to. Furieux de, em-aged at. 'Gloheux DE, proud of, to. Gros DE, big wiih; full iif. Habile a, en, dans, skilful, cle- ver in, at, to. Heureux a, en, dans, happy at — DE, to. HonteuxDE, ashamed of, to. Idoldtre de, doting on. Ignorant en, sub, de, ignorant in, of. Impatient oi;, impaiieiit at, for, of, under, to. JfmpeweWdWe A, impenetrable to. tm^brtun a, importunate, trou- blesoine to. Indbbrdable i, inaccessible to. thaccessible a, inaccessible to. Incapable de, incapable of; un- al)Ie to. Incertain de, uncertain of; to. Incommode a, incbiivenient to. Incompatible avec, intoinpaiii- ble with. Inconcevable a, pour, incon- ceivable to. Inconciliahie avec, irreconcil- able to, with. Inconnu a, unknown to. Inconsolable de, inconsolable for. Independani de, independent of, on. Indigne de, unworthy of, to. Indocile a, indocile to. Indulgent a, pour, envebs, in- dulgent to. Inebranlable a, contbe, dans, immovable, steadfast in. Inexorable a, inexorable to. Inexplicabie a, unaccountable to. Infatigable a, indefatigable in. Infmeur a, en, infei'ior to, in. Infidele a, unfaithful to. Ingenieux pour, a, ingenious in, to. Ingrat envers, ungrateful to— A , ungrateful for ; iinproBtable for. Injurieux a, pour, injurious to ; burtfut to ; insulting to. Inguiet de, sub, anxious for, about; uneasy at, abdiit, io. iksatiable de, insatiable in. Insensible a, insensible of, to. Inseparable de , inseparable from. Insolent avec, insolent to. Insouciant de, careless of. . TWENTY NINTH LESSON — SYNTAX. Ill Invincible a, invincible, iiot to be vanquished by. Invisible a, poub, invisible to. Invulnerable a, invulnerable to. Issuve., descended from. jf»re DE, intoxicated with. Jaloux DE, jealous of, to. Justiciable de, amenable to. Las DE, weary of, to. Lent dans (before siibst.), A (be- fore verbs), slow in. LibreDE, freefroiri; at liberty to. Liberal de, enveks, liberal of, to, towards. l^econtent de, dissatisfied with. . Menager de, sparing of; carfe- ^iii of. Misericordie'ux ENvEni, merci- ful to. Nicessaire a , potjr ( before Siibst.), necessary lo, for — pour (befot-e vferbs) j necfessary to. Nuisibli a, hurtfbl to. 'Obiissdnt a, obedient tOi Odieux A, odious to. Officieux ENVEBS, officious to. Orgueilleux de, proud of; to. Paresse^x a, slow in. J^arliculier a, peculiar to. Patient dans, a l'egard de, patient of, with. Penible a, paiht'ul to. Plein Di!, full of. Precievx a, precious to. Preferable a, preferable to. Pret a, ready for, to. Prodiyue de, Ep(, ENVers, pt-6- ai^al of, to. Profltdlle A, profitable to. Prompt A, prompt to ; ready to. fropice a, propitious to. Propre a, proper for, to; fitfori to ; suited to. Rebelle a, rebellious to. Reconnaissant de, grateful for — A, ENVEiis, grateful to. Redevabie de, indebted for— a, indebted to. Redoutabte a, redoubtable to. Respectable par, a, respectable oil account of, to. Responsable de, a, envers, ac- countable for, to. Riche Efi, ti, rich ih. Semblable a, similar 16. Semible a, sensible of, to. Severe pour, Ilnvers, a l'^gard iJE, severe lb. Soigneux de, careful of, for, to. Sourd A, deaf to. Sujet A, subject lb ; liable to. Supportable a, sUppftrtablfe to, for. SHr DE, sure of, to. Surpris de, surprised at, to. Tributaire de, tributary lo. Utile A, useful for, lo. Verse dans, conversant in, with, about. Victorieux be, vicLorious over. Vide DE, void of; destitute of. fifA, qiiick In, to. Voisin DE , iieighbouring to ; bof deHng on. An example will be seen in the next lesson, showing wheli the prepesi- tion that follows an adjective is determined by a rule. \ 1 2 TWENTl! NINTH LESSON SYNT. — N° 6i 5 — PRBP. EXERC En en prcnant ta part. The word en, which is repealed in this phrase, has two different mean- ings. The first time it is a preposition, corresponding to by. The second time, it is a pronoun, signifying of them, and already explained (300). 615. The preposition by, used in English before the present par- ticiple, to denote the means or ihe manner of doing any thing, is ren- dered in French by cu. Third Divisioa— Exercises. PREPARATORT EXERCISE. 1. Model : Tu decideras. Lexiology, 606 — Thou wilt acquit thyself —Thou wilt blame —Thou wilt reckon— Thou wilt cease — Thou wilt diminish— Thou wilt ask— Thou wilt exhaust— Thou wilt throw— Thou wilt leave —Thou wilt handle — Thou wilt occupy— Thou wilt pray — Thou wilt remain— Thou wilt relieve. 2. Model : Tu souffrirais. Lexiology, 607 — Thou wouldst accom- plish— Thou wouldsl bless— Thou wouldst sleep— Thou wouldst finish— Thou wouldst enjoy — Thou wouldst languish — Thou wouldst feed— Thou wouldst obey— Thou wouldst open— Thou wouldst rellect — Thou wouldst serve— Thou wouldst betray. 3. Model : Tu Vempresserais. Lexiology, 608— Thou wouldst stop [thyself]— Thou wouldsl admire thyself— Thou wouldst amuse thyself- Thou wouldst acquit thyself— Thou wouldst bhiuie thyself— Thou wouldst give thyself — Thou wouldst dispose thyself — Thou wouldst exclaim [thyself] — Thou wonldsiihrow thyself. li. Model : Tti altendrais . Lexiology, 611— Thou wouldst learn— Thou wouldst drink— Thou wouldst understand— Thou wouldsl know— Thou wouldst believe— Thou wouldst lead- Thou wouldsl fight— Thou wouldst say —Thou wouldst wiile — Thou wouldslinstruct — Thou wouldst lake— Tliou woulilst please — Thou wouldst live. 5. Model : Allans. Lexiology, 612— Let us work— Let us find— Let us turn— Lei us leap— Let us remain— Let usi'eward— Lei us look— Let us share — Let us weep — Let us speak— Let us pass— Let us pronounce- Let us forget. 6. Model : Heureux de. Syntax, 614— Ambitious ofglory— Agree- able to ihe victor— Attentive to the lesson — Dear to bis parents — Able TWENTY NINTH LKSSUN — COMPOSITION. 113 to understand— Ashamed of his faults — Happy to see you— Unworthy to live— Ungrateful to their father — Free from all constraint— At liberty to speak — Necessary to your friends— Necessary to know— Ready to speak . cosnPosiTionr. 1 — Thou wilt pass before the shop, but thou wilt not stop [thyself] —606, 2 — Thou wilt remain on the bridge and [thou wilt] look at the boats -606. 3 — If thou seest thy comrade, thou wilt call him— 606. k — Ifthouhadst children, how wauldst thou feed them? — 607. 5 — If thou wast reasonable, thou wouldst reflect on the observations ofthy friends— 607. 6 — Thou wouldst sleep better, if thou exercisedst ihy arms— 607. 7 — Wouldst thou pa?/ [acquit thyself], if thou hadst money ?— 608. 8 — How wouldst thou dispose ofthy money?— 608. 9 — If thou shouldst remain with thy father, thou wouldst want for [of] nothing— 608. 10 — Encourage your workmen by your example— 609. 11 — He pockets his money— 609. 12 — Why wouldst thou not write to thy mother?— 611. 13 — Thou wouldst understand, if thou wast attentive — 611. \k — Thou wouldst not lose asingle word of our conversation— 611. 15 — Let us leap into the boat and [let us] depart— 612. 16 — Let us eat some bread and meat — 612. 17 — Let us play at leap frog— 612. 18 — The one undoes what the other does— 613. 19 _ Have we said any thing that displeases you? — 613. 20 — My books are not in [at] their place ; you have displaced them -613. 21 _ Is that child able to understand us ? — 614. 22 — Areyouready to answer me?— 614. 23 — You are at liberty to say what you think— 614. 24 — By rewarding your children , you will render them attentive —615. 25 — It is not by weeping that you will free j ourselves from op- pression — 615. 26 — Give an [the] example of moderation, by forgetting our offense [wrongs]— 615. iU THIRTIETH LESSON. First DiTlsion — Practical. READinre exercisk. Trentieme lecon. 2 5 6 Mais Al^iis I'e^tait ^oul'd ^ ces _93 * 6 exnortations. « Mon pere, » se 6 3 00 disait-ilj « est en ceci coinme toutes 3200.00 6 les vieilles gens, qui ne veillent O^^wv^O 6 6 pas qu on se divertissfe^ parce qiie 2 rien ne les distrait, et qu'il leilr oowOe 4 1 est difficile de comprendre une 6 u I 6 maniere de voir differetite de la ■ „ ,1 - 6 .6 Slo leur. 11 s etonne que je sois comme 0. 00 60 tons les jeunes gens. II ne se I 20 ^ . , .6 plaijldralt pas tant s'il etait mollis _S I i o 2.0 . ^060 agci II sentirait lui-meme le be- soin de distractions, et ri'exige-i 2.0 6 .0 7 i 8 a rait pas que je fusse plus range .6 ^ ^ ^ 4 6 5^0 qu il ne 1 a peut-etre ete autrefois. 6 6 I Id II se |leut quHl ait raison au fond^ 5 1.0. 5 . .8. quoiqu'il pousse trop loin la rigi- \ _o ! ditd. Mais , bah I qu il attende. 00 6 3 4820 J'aurai bien le temps de piocher 6 4 w 7 10 quand 11 le faudra absolument. » Trenlieme legon. Thirtieth Mais Alexis restait sourd a ces exhortations. « Mod remained deaf exhortations pere, » se disait-il, « est en ceci comme toutes ies to himself this lilie {A 6 ■ THIRTIETH LESSON TRANSLATION. vieilles gens, qui ne veulent pas qu'on se divertisse, old people will one's self divert (subj.) parce que rien ne les distrait, et qu'il leur est difficile distracts, to tbem difficult de comprendre une maniere de voir differente de to understand different I la leur. j II s'etonne queje sois comme tous les jeunes theirs wonders be gens. II ne se plaindrait pas tant s'il etait moins age. would complain so much aged. II sentirait lui-meme le besoin de distractions, et would feel distractions n'exigerait pas que je fusse plus range qu'il ne I'a would require were (subj.) sedate peut-etre ete autrefois. 11 se pfeut qu'il ait raison formerly It may (be) have (subj.) au fond, quoiqu'il pousse trop loin la rigidite. Mais, bottom though push (subj.) rigidity. bah ! qu'il attende. J' aurai bien le temps de piocher pshaw Tvait (subj.) shall have to dig (to fag) quand il le faudra absolument. » must (in the future) absolutely. EIVGI,ISH TRANSI^ATIOIV. But Alexis lurned a deaf ear lo these expostulations. « My father, » thought he, « is in this respect like all old people, who will not allow one to divert one's self, because nothing pleases them, and who can rarely enter into the views of other people. He wonders at my being like all young men. He would not complain so much if he were younger. He would feel the want of diversion himself, and would not expect me to be more steady than perhaps he was in his youth. He may be right upon the whole, though he carries his austerity loo far. But, no matter, let him wait. I shall have plenty of time to fag, when it becomes absolutely neressnrv. » AI.TER1VATE TRATVSLATIOTV. THIRTIETH LKSSON COKVKKSATION I'UUiSEOLOGY. COIVVERSATIOnr. n QUESTIONS. Quelle est cette legon? A quoi Alexis restait-il sourd ? Alexis 6tait-il sensible aux exhor- tations de son p^re ? Que disait-il de son p^re ? Qu'est-ce que les vieilles gens ne veulentpas? Qu'est-ce qui les distrait? Qu'est-ce qu'il leur est difficile de comprendre? De quoi s'^tonne le pfere d'Alexis ? Qu'est-ce qu'il ne ferait pas s'il toit moinsag^? Que sentirait-il lui-meme? Qu'est-ce qu'il n'exigerait pas ? Aux yeux d'Alexis, le pere a-t-il tort? Que pousse-t-il trop loin ? Alexis se d6cide-t-il a ob^ir a son pere? Quand aura-t-il le temps de pio- cher ? Que fera-t-il quand il le faudra absolument? Dites-moi la ra€me chose, en vous servant d'une autre expression. ANSWERS. C'est la trentifeme. A ces exhortations. Non. II y restait sourd, Mon pere est comme toutes les vieilles gens. Us ne veulent pas qu'on se diver- tisse. Rien ne les distrait. Une manifere de voir diffSrente de la leur. lls'^tonnequeson Ills soit comme tons les jeunes gens. 11 ne se plaindrait pas tant. II sentirait le besoin de distrac- tions. II n'exigerait pas que son fils fut plus rang^ qu'il ne I'a peut-etre it6 autrefois. Non. II se pent qu'il ait raison au fond. La rigidity. Non. II s'6crie : « Bah ! qu'il at- tende. Quand il le faudra absolument. 11 piochera. II travaillera. PHRASEOI^OGY. TO BE TRANSLATED INTO ENGLISH. I TO BE TRANSLATED INTO FRENCH. Savez-vous votre lecon ? Je crois la savoir assez bien. Combien y a-t-il de genres en francais? j Do you know your lesson ? I ihink I know it pretty well. How many genders are there iti French ? ns THIRTIETH LESSON — PflRASE0L06T. II y en a trois. Non, monsieur, il n'y en a que deux. Ah, oui, c'est vrai : le masculin et le f^minin. De quel genre, sont les mots qui ne finissent pas par un e muet? lis sont du genre masculin. De quel genre sont ceuJcqoi finis- sent par un e muet? lis sont n^cessairement f^rainins. Pourquoi avez-vous dit n^cessai- rement ? Comme 11 n'y a que deux genres, tout mot qui n'est pas masculin est nficessairement fgminin. C'est juste. Est-ce que tous les mots qui finis- sent par un e muet sont feminins? N6n. II y a beaucoup d'excep- tions. Quelles sont les principales ex- ttptions? Vous en souveriez-fons? Non. Je les oublietoujoufs. Soyez assez boh pour me les redire. Les mots en ice sont masculiiis, comme vice, service. Cciix cii age, comme village, courage. Ccux en aire sont raasculins aussi. Vou!cz-vou3 m'cu donner des exemplcs? Vous ne I'Cpondcz pas ? Je vous demande pardon, je pen- sais a autre chose. II me semble que ccttc dtude ne vous amuse pas beaucoup. A vous parlcr frauchemcnt, je la trouve fort ennuycuse. Pourquoi done prcnez-vous des legons ? Parte que me$ parents le veiilent. There are three. No, sir, there are but two. Oh, yes, that's true : the mascu- line and the reminine. Of what gender are the words that do not end in e mute ? They are of the masculine gender. Of what gender are those which end in e mule ? They are of course feminine. Why do you say of course ? As there are but two genders, every word that Is not masculine is feminine of course. Right. Are all the words ending ine mate feminine ? No. There are many exceptions. What are the principal excep- tions ? Do you remember ? No. I always forget them. Be so kind as to repeat them to me. Words in ice are masculine, as vice, service. 'i'liose in age, as village, cou- rage. Again, those in aire aiT mascu- line. Can you give mc some examples ? You do not answer? 1 beg your pardon; I was thinking of something else. I think Ibis study docs notamuse you very much. To speak ihi? truth, I find it very tedious. Why then do you take lessons ? Because lay parents wish iU THIRTIETH LESSON — PRONDNCIATION - n"' 61 6 TO 61 8. H 9 Alors il faut avoir d'u courage. Tea aurai. Vous en serez r6compens6 par le succ^s. Then you must have courage. I will. Success will be your reward. Second DiTislon— Analytical and theor«fl«al. PRonruivciATioii. EXAMPLES. Main — Contramte— Demom — ^Vamqueur — Plamdrait. In these words, the letters ain have the same nasal sound as in In far- din, enfin, etc. They are not followed by a vowel. 616. The letters a!n, when tjiey are not followeij by a Ypwel, have the napal ?opd njapked §. The same observwion is sspplica^lf to aim. EXAMPLES. Assoillirent — Travailleurs — TravatMtes—' Travail— Detail — Bafller. In these words a alone is pronounced and i is mute. It has been seen already {li&l) that the i which is preceded by a vowel and followed by II is generally mute. 617. When ilie vowels ni precede I in the terminaiion of a word, as travail; or // in iho middle of a word, as axsaitlir, the i Is mule, and llie a alone is pronounced. The sound of ihc a is ^hort and arule, as in fat, in the terminaiion ail. li is long and grtfvc, 3s in far, in the icrini- nalion aitle. In ihc middle of words, It is generally short, as jii ass(fjllir, travailteur i and the long grave sound heard in hailler and in a few more words, may be considered as cxceplional. EXAMPLES. Faisions — Faisaient. 618. The vowels al often take the sound marked 6 in the verb faire and its derivatives, before an « followed by a vowel. The French Academy aulhtnizcs this exception in hienfaisant and birvfaisance in colloquial language, but recommends the regular sound (I) to be used on the stage and in dignilied elocution. f 10 THIHTIETU LKSSU.^ — I.K.MOLO'IY ~N°' 61 9 TO 621 . lEXIOIiOGY. TBENTifeME is derived from trente, already seen. See 47 and 99. Restait is a form (50) of Ihe verb rester, seen in the twenty ninth lesson. SouRD comes from the Latin surdus, deaf. Exhortation is derived from the verb exhorter, to exhort, which comes Irom the Latin exhortari. It is feminine (108). 619. Ceci, formed of ce and d, this here, is a demonstrative pronoun, corresponding to this. It refers to things only. It has no feminine and no plural. See cela, 219, and ci, 396, 397. ViEiLLES is the plural feminine of vieux, vieil, seen in the fourteenth lesson. Veulent is the third person plural of the present tense of the indica- tive mood of vouloir, already seen. DivERTissE is the third person singular of the present tense of the subjunctive mood of divertir, seen in the fourteenth lesson. 620. The third person singular of the present tense of the subjunc- tive mood of verbs ending in ir in the infinitive is formed by changing this termination into Isse. It is similar to the first person singular of the same tense and mood. Distrait is the third person singular of the present tense of the indi- cative mood of the irregular verb distraire, one of the derivatives of tirer, mentioned in the seventh lesson. Difficile is one of the derivatives of faire, mentioned in the third lesson. Comprendre has been seen in the imperfect tense, in the thirteenth lesson. Different is derived from the verb differer, to differ, and to defer, which comes from the Latin differre, to differ. The Latin radical is ferre, to bear. See 280. This adjective governs the preposition de (61i). 681. Leur, seen as a possessive adjective (166), becomes a pos- sessive pronoun, when preceded bythe article. Le lenr is masculine and singular; la lenr, feminine and singular; les lenrs, plural of both genders. These three forms correspond to theirs. ^tonne is a form (22) of the verb etonner, seen in the imperfect tense, in the thirteenth lesson. Je so is is the first person singular of the present tense of the subjunc- tive mood of etre. The whole of this tense of the verb etre has now been seen -.—Je sqis, tu sois, il soit, nous soyons, vous soyez, ils soient. Plaindrait is ihe third person singular of the conditional mood of I'laindre, seen in the imperfect tpnse, in the twenty fourth lesson. THIRTIETH LESSON — LEXIOLOGY — N°' 622 TO 626. 121 €%%. The third person singular of the conditional mood of verbs ending in re in the infinitive is formed by changing the final e into ait. Ag£ is derived from age, seen in the fourteenth lesson. Sentibait is the third person singular of the conditional mood of sentir, already seen. 6S3. The third person singular of the conditional mood of verbs ending in ii> in the infinitive is formed by adding ait to this termina- tion. See 622 and 624. Distraction is derived from the verb distraire, mentioned in this lesson. It is used in the sense of diversion, and in that of abstraction or absence of mind; but not in the sense of confusion or madness, like the English word distraction. ExiGERAiT is the third person singular of the conditional mood of exiger, seen in the imperfect tense in the thirteenth lesson. 624. The third person singular of the conditional mood of verbs ending in er in the infinitive is formed by adding ait to this termination. See 622 and 623. Je fusse is the first person singular of the past tense of the subjunctive mood of etre. The wholeof this tense of the verb eVre has now been seen : — Je fusse, tu fusses, il fut, nous fussions, vous fussiez. Us fussent. Range is the past participle of ranger, to range, to arrange, to set in order, derived from rang, seen in the twenty sixth lesson. When range is used adjectively it corresponds to sedate or steady. AtJTREFOis is an adverb formed of autre and fois, both of which have been seen. Peut is the third person singular of the present tense of the indicative mood of pouvoir, already seen. Il se peut is an idiomatic phrase which corresponds to It may be. It is possible, It may happen. Ait is the third person singular of the present tense of the subjunctive mood of avoir. Fond comes from the Latin fundus, bottom. 6S5. Quoiqiie, formed of ^uoi and que, is one of the conjunc- tions after which the subjunctive mood is required (273). It must not be confounded wiih qnoi qae, in two separate words, signifying whatever. The elision of the e in quoique is admitted only before il, elle, on, un, une. PotissE is the third person singular of the present tense of the sub- junctive mood of pousser, to push, to thrust, to drive on, to shoot forth, to grow, which comes from the Latin pulsare, to push. 626. The third person singular of the present tense of the subjunc- tive mood of verbs ending in er in the infinitive is formefl by changing 122 THIKTIKTH LESSON LEX. N" 627-628 — STN'T. 629. this termination into e. Jt js^ similar : — to t(ie first person singular of the same tgnse and mopd ;— to the fipsj and tliird perspps singular of the present tense of the indicative ;— apd to the second person singular of tl)e imperative jnpfid. RiGiDiTE is one of the derivatives of regitr, mentioned iij the third lesson. It is feminine (270). Attende is the third person singular of the present tense of the sub' junctive mood of attendre, already seen. 627. The third person singular of the present tense of the sub- junctive mood of verbs ending in re in the infinitive mood is forme.d by changing this termination iqto e. It ]s similar to the first persop singular of the same tense and mood. Examples have now been seen of the thir^ pej-spn singular of the pre- sent tense of the subjunctive mood, in the three regular forms of conju- gation and the two auxiliaries, in the following phrases : « QuoiquHl poussE trop loin la rigiditea — 30th lesson. « Quine veulent pas qu'on se dwertissE') — SOlh lesson. <■ QuHl attende » — SOth lesson. " Je ne dispas quHl soit necessaire » — 23rd lesson. « 11 se peut qv^il ait raison » — SOth lesson. PiocHER is derived from pioche, pickaxe, a word of unknown origin. The literal sense ofpiocher is, to dig. When used for fagging or work- ing hard, it is familiar. F4.UDRA is the future tense of falloir (324). Absolument is the adverb corresponding to the adjective absolu, absolute (31), which is derived from the old verb soudre, mentioned in the twenty fourth lesson, as being the radical of n'solu. 62Sf. 4b is an inseparable pnrticle, which comes from the Latin and signifies frnm. It denotes cxiraclion or separation, and is common to many words which are nearly the same in French and in English, as: absolu, absolute; abuser, to abuse. It becomes abs before t, as: abslrait, abstract. SYIVTAX. Tout cs les vieilles gens. Voiis les jeunes gens. 629. S 1- The subslaniivc gens is masculine (lllh lesson); but, by an arbitrary exception, the adjective which precedes it takes the femi- nine form, when its termination is not e mute. And if this adjective is itself preceded by a definitive, as un, tout or eerlain, the definitive also THIRTIETH LESSON — SYNTAX — N"' 630 TO 634. 123 takes the feipinine form. Thus, we say: Une de ces vieilles gem, Tcmtes ces bonnes gens, Certaines mechantes gens. § ?, The adj.?? tivp t^kps the feminine gender oply when it precedes ^gn^, and never when it foUpws if ; ^pcgrcjingly ^e say ; f^es vi§ill^i gens sont serietjx, and not serieuses. § 3. When the adjective placed immediately before gens ends in e mute, and therefore presents no difference between the masculine and the feminine gender, the deflnitive which precedes it remains masculine, as in the phrase. Tons lesjeunes gens. II est difficile de eomprendre. The adjective difficile has been seen in the twenty ninth lesson (614) as governing the preposition d. In this lesson, however, it is followed by de. 630. In impersonal phrases, such as, II est difficile, II est neces- taire, II semble utile, II devient faeile, etc. , the adjective takes de before the infinitive that follows. P|as rangi quil i|e Va ^t4. 631. ACt^r ftlvs, mains, mieux, meilUur, autre and autrement, in comparative phrases, the word que must be followed by the negative «<;, particularly when the principal propositi,Qn is affirmative, as : II exige qvicj^ iipf^ plus range quHl ivp Pq, etc. 632. When thq principal proposition js negative, the word np is usually omillcd after qxte, if llie compared quality is not denied or doubtj- ful, as : // a etc ranqe, el je ne le serai pas mains qn'il I'a etc; because here the quality of being sedate is not doublful. But when the qjiality is not taken for granted, the negative iic is required in the secondary clause ofthe proposition, as in this example : II n'e.rigerait pas qw je fasse plus range qu'il ne Vapeutclre ke, which implies a doubt of the father's steadiness. Plus range qu'il ne Va die. 63^ In comparative phrases constructed wiih aussi, autant, phis, tfippis, and other similar adverbs, the verb which follows que inust be preceded by the pronoun Ic. Sec 596. Quil altende. 63^. It has been $ecn {^^1) that the imperative moQd is used only 124 THIliriETH LESSON — I'REPARATORY EXERCISE. in the second person, singular and plural, and in the first person plural; and thatsuch English forms as Let me wait, let him wait, let them wait, are rendered by the subjunctive mood. In such phrases, a verb ex- pressing desire or volition is understood, thus : Je souhaite quHl at- tende, Je veux qu'il attende. Third Division— Exercises. PREFARATORV EXERCISE. 1. Model : Qu'il divertisse. Lexiology, 620— That he may warn- That he may bless— That he may finish— That he may enjoy — That he may languish— That he may feed— That he may obey — That he may fill — That he may betray. 2. Model : La leur. Lexiology, 621 — This money is theirs— This shop is theirs— These copy-books are theirs — That dictionary was theirs —That school was theirs — Those savings were theirs. 3. Mode\ : II plaindrait. Lexiology, 622 — He would wait — He would drink — He would believe— He would distract — He would write — He would melt — He would instruct — He would put — He would lose — He would suffice— He would live. li. Model : II sentirait. Lexiology, 623 — He would accomplish— He would bless — He would sleep- He would flee — He would blacken — He would open — He would depart — He would succeed— He would suffer — He would serve. 5. Model : II exigerait. Lexiology, 62i — He would acquit — He would blame— He would reckon— He would diminish— He would aston- ish—He would taste— He would throw — He would leave— He would eat — He would occupy — He would dig— He would remain. 6. Model : Quoiqu'il pousse. Lexiology, 625, 626— Though he as- sures—Though she loves— Though one blames— Though he reckons— Though she decides— Though one listens— Whatever he may taste- Whatever she may imagine— Whatever one may think. 7. Model : Qu'il attende. Lexiology, 627. Syntax, 634— Let him fight— Let him defend— Let him hear— Let him put— Let him lose— Let him answer— Let him sell. 8. Model : Toutes les vieilles gens. Syntax, 629, § 1 — One of these good people— Certain tedious people— All these excellent people— AH these wicked people. 9. Model : Des gens serieux. Syntax, 629, § 2. (Place the adjective THIRTIETH LESSON— COMPOSITION. 4 25 after the substantive) — Some aged people— Some giddy people— Some happy people— Some intelligent people— Some attentive people. 10. Model : Tons lesjeunes gens. Syntax, 629, § 3— One of these young people— All these honest [brave] people — All those poor people. COMPOSITIOni. 1 — What do you think of this ?— 619. 2 — Leave that, and eat this— 619. 3 — We wish that our child may bless our memory— 620, U — Do you believe that your friend betrays you? — 620. 5 — 1 wonder at his blushing at [of] his profession— 620. 6 — We have our books, and you have yours ; but our comrades have not found theirs— 621. 7 — We have finished our task, but they have not finished theirs —621. 8 — Our project is belter than theirs— 621. 9 — He would write if he had paper— 622. 10 — Would your horse drink, if I gave him some water?— 622. 11 — My brother would understand better if he were [was] more at- tentive— 622. 12 — Your mother would depart to-morrow if she had money— 623. 13 — Why should that young man blush at [of] his father's profes- sion?— 623. 14 — If that man remained with us, he would divert the whole [all the] company— 623. 15 — Would he remain, if he were [was] invited?— 624. 16 — Yes, and he would astonish you ?— 624. 17 — He would talk from morning till night— 624. 18 — She does not seem to understand, though she listens very atten- tively— 6-25, 626. 19 — He is not strong, though he eats much— 625, 626. 20 — He does not advance, though he works with ardour— 625, 626. 21 — If he wants money, let him sell his house— 627, 634. 22 — Let him defend himself, if he is assailed— 627, 634. 23 — Let him follow us, if he will not remain alone— 627, 634. 24 — Those merchants are good people— 629. 25 — All those tedious people have made us lose our time — 629. 26 — One of those old people has made us a sermon— 629. 27 _ One of those young people is my friend— 629. 28 — All those poor people are to be pitied— 629. 29 — Those good people are deaf to our remonstrances- 629. 126 THIRTIETH LESSON— ^REfcilPITOfciTlOl* SO — It fs not agreeable to s|)eak ib a dfeaf j%fi«— 636. 31 — It is necessary lo work^GSO; 32 — It is wise to reflect before one speaks [to speafcj— 630i 33 — It is sad to think that we oblige ungrateful people'— GZOd 34 — It is useful to know the French language— 630. 35 — His manners are more genteel [distinguished] than they were -631, 633. 36 — Bemonstrances are less necessary to-day than they were yester- day— 631, 633. 37 — He is not less deaf than he was— 632, 633. 38 — The son is not more giddy than hiS father was iii Ki^ yeatfc— 632, 633, 39 — Onri cannbt be more ungrateful than hfe is— 632* 6SS. REGJlFITIII.ATIOIV. JPerional pfonoun*.' Je, I— Me, me, to me, myself, to myself— Mdi, me, to me, I. Tu, thou— Te, thee, to thee, thyself, to thyself— Toi, tbee, to thee, thou. Il, he, it— Le, him, it— Lui, him, to him, he. Elle, she, her, it — La* her, it— Lui, to her. Soii one's self; himself, herself, itself— 8e, himself, herself, itself, one'ft self; to himself, to herself, to itself, to one's self; themselves^ to themselves. Nous, we, us, ourself, ourselves, to us, to ourselveS. Vous, you, yourself, yourselvfeS, to you, to yourselves. Ils, they— Elles, they, them— Le§, them— Ecx, tfcenit tliey— Leor, to them. En, of him, of her, of it, of them ; his, her, its, their. Y, to him, to her, to it, to them. Potteuive aajeetitiem. MoN, my— Ma, my— Mes, my. Ton, thy— Ta, thy— Tes, thy. Son, his, her, its, one's— Sa, his, her, its, one's— Ses, his, her, its, one's. Notre, our— Nos, our. VoTRE, your — Vbs, your. Leur, their— Leurs, their. thirtiIth lesson— rbcapitClation. ^rogresaite SynoptU of the ConJtigaHon*. 127 itim i Verbs in Ip. Verbs in re. INFINITIVE MOOD. Examin-er. lobten-iV. JEntend-rc. |£tre. | Isl Aniiliafy.l SndAiiiiliary Avoir. Dis\r-am. PRESENT PAKTICIPLE. NoiTC-iis-anl. Kneai-ant. |£talit. Ayant. PAST PARTICIPLE. Anim-^. Fin-i. Fond-«. INDICATIVE MOOD. PRESENT lENSE. fits. Eu. Je dSut-S. J'avert-t's. Je r^pond-i. S'e suis. J'al. Tu pens-ffj. TU Haich-is. Tu perd-«. Tu es. Tu as. 11 (]nnti.^ 11 est. N. sommes. 11 a. N. pens-o«s. N. avons. V. mauqu-fis. lis imagin-en;. V. files. V. avez. lis fm-iss-ent. lis pri5tend-e«r. lis sont. lis ont. IMPERFECT TENSE. Je d&ir-ai's. Je iiourr-iM-fli'i. J'attend-ai's. J'Stais. J'avais . Tu souhait-aff. Tu rtflfeh-iii ais Tu pr6tend-a(s. Tu «tais. Tu avals. 11 exerq-ait. 11 assoup-!s«-aif. 11 ^tend-a((. 11 (Siait. 11 avait. N. p6r-iss-ions . V. langu-te-iez. lis riuii-iss-aienl N. entend-toMs. V. poursuiv-ici. lis r^pond-aten^ N. 6tions. V. aiez. N. avions. V. aviez. lis coiitribu~aiVn{ lis 6taieDt. lis avaient. PAST TENSE DEFINITE . Je perd-i'i - Tu pr6tend-is. Tuassiir-fli. Tu fin-ii. Tu fus. Tu eus. Ucess-a. 11 affrauch-iV. 11 rfpond-!f. 11 fut. Ileut. N. pass-amei. N, recapl-imes. N. yead-iiues. N. fumes. N. eflmes. V. travailWrci. V. &a-Ues. V. read-ito. V. fates. V. eQtes. lis donn-^re«(. lis assaill-irext. lis susoend-irenf lis eureat. FDTCRE TENSE. Je charg-cr-fli. Tu diScid-er-as. Je serai. J'aurai. Tu te repent-iV-(js Tu d^fend-r-«s. Tu seias. Tu auras. 11 corrig-er-o. II bia-ir-a. 11 mofd-r-fl. 11 sera . 11 aui-a. N. pfich-er-ons. N. part-iV-oni. N. Mead-r-ons. N. serous. N. aurons. V. apport-er-cz. V. fin-i'r-ez. V. prend-r-ez. V. serez. V. aurez. Us fourn-t'c-on?. Ilssurprendc-on: lis seront. lis auront. 128 THIRTT FIRST LESSON — READING EXERCISE. CONDITIONAL MOOD. Tu press-er-ais . Tu soaSr-ir-ais . Tu attead-r-ais . Tu serais. Tu aurais. U exig-er-ait. II sent-i>-fli7. N. jou-ir-ions. V. adouc-! r-jez. II plaind-r-aeV. N. perd-r-ions. V. apprend-r-tez U serait. N. serions. V. seriez. N . aurions . V.trouv-er-iez. V. auriez. Tlsrnndiii-r-fl;/?M7 Us auraif^nt 1 — IMPERATIVE MOOD. ^la auiaicui. Parl-c. D^gourd-i'i. RSpond-«. Sois. Aie. Ml-ons . Divert-te-OMj . Attend-ons. Ayons. D^pfich-ez. Garn-iss-ez . Suiv-ez. Soyez. Ayez. SUBJUNCTIVE MOOD. PRESENT TENSE. Jesois. Tusois. Tu icout-es.. Tu obi-iss-es. Tu rend-w. Tu ales. 11 dlvert-!M^.* U attend-c. 11 soit. Uait. N . anaus-ions . N. Tiuss-iss-ions. N. rend-ions. N. soyons. N. ayons. V. pass-j'ez. V. jaun-m-i'ez. Us cvoup^ss-ent. V. rend-iez. Usrend-eref. V. soyez. Us soient. lis 3.im-ent . Us aient. PAST TENSE. Je fusse. Tu fusses. Tu &\e\-asses . Tu rempl-!M-es. Tu ripond-iss-es. Tueusses. 11 possfid-ar. 11 riua-it. Ilsuiv-i«. n fQt. U eOt. N.trouv-aiSifl«». N. sent-iss-ions . N -ripond-iss-ions N. fussions. N. eussions. V. laiss-a«!«z. V. sent-iss-iez. V". perd-iss-iez. V. fussiez. V. eussiez. Us dirviv-assent . lis Tomp-iis-ent . lis fussent. Us eussent. THIRTY FIRST LESSON. First DiTision— Ppactical. READIIVG EXERCISE. .0 rrente et unieme le^on. 2 u. 1 70 L'honnete artisan mourut pau- 6 2 1^ 6 vre, ne laissant a son fils que la THIRTY FIRST LESSON — READING EXERCISE. 129 ^ -.70 6 o'iOO 100 somme exigue de cinq cents francs, ^ 51 ,^ ^ pour tout patrimoine. Apres F en- vy u i o 6 3200 terrement, et quand les premiers i vyOO 6 56 7000 transports de la douleur furent u 20 ^ 6 I vy calmes, Alexis se demanda com- 5 20 ^0 7,320 ment il pourrait faire fructifier 2 6 ^ yj 6 son faible capital. « Me voila livre a moi-meme, » se dit-il. 6,0-0.06 a II faut que je gagne de quoi vi- 6,0 60 6 2 vre, ou que je meure de faim. II 00 6,2 00 est grand temps que j aie de la 2. 793 4 6,w8u0 ^ o^ ' resolution et que j'agisse. Je fus ^1,0 00 w w 00 6 insensible aux bonnes paroles de , 2 70 6 mon pere, tant qu'il vecut. Je p. II. 9 1 30 THIRTY FIRST LESSON-^TRANSLATIOS. 7 2 u 3u 00 n'eus point eg^fd a se§ prie1?€Sj tt 6 i7wO 4 2,wv^0 je m'endurcis dans mon egoistfie*. 2 10 ^682 v°,^ , Maintenant, je gemis de n avoir 067 40 6 . ^ ^0 pas tenu compte de ses avis, dont je sens la sagesse. » I^ITERAI. TRAIVSlATIOni. Trente et unierae lecon. L'honnete artisan mourut pauvre, ne laissant a honest ttechantc died leating son fils que la somme exigue de cinq cents francs, sunt scanty hundred francs pour tout patfimoine. Aprfes I'enterrement, et quand patrimony burial leS premiers transports de la douletir fureftt calm4s, transports grief were calmed Alexis se demanda comment il pourrait faire fructifier to himself asked Could to be fruitful son faible capital. « Me voila livre a moi-meme, » feeble capital delivered up myself se dit-il. « II faut que je gagne de quoi vivre, ou said earn(subi.) wheretfith * The s in this word is not flat as it is In the English word egotism; it preserves its sharp sound. THIRTY FIRST LESSON TRANSLATION — CONVERSATION. 131 que je meure de faim. (1 est grand temps que j'aie die (subj.) hunger have (subj.) de la resolution et que j' agisse. Je fus insensible aux resolution act (subj.) was insensible bonnes paroles de mon pere, tant qu'il vecut. Je n'eus words so long as lived had point egatd a ses prieres, etje m' endurcis dans mon regard prayers myself hardened egoisme. Maintenant, je gemis de n'avoir pas tenu egotism. Now groan kept compte de ses avis, dont je sens la sagesse. account advices of which feel wisdom. EHIGLISII TBAlVSLATIOIV. The honest mechanic died poor, leaving his son no other patrimony than a small sum of five hundred francs. After the burial, and when the first burst of grief had subsided, Alexis considered bow he could make his little capital most productive. « Here I am, » thought he, « left to my own resom-ces. I must either earn a livelihood, or starve. It is high time for me to summon up resolution and to act. I was insensible to my father's kind words, so long as he lived. I disregarded his entreaties, and was obdurate in my selfishness. Now, I lament having slighted his advice, for I feel the wisdom of it. » ALTERNATE TRA!«SI.JkTIOIV. CONf ERSATIOIV . QUESTIONS. Quelle est cette le? on ? Qui est-ce qui mourut pauvre P A qui laissa-t-il la somme de cinq cents francs ? Que laissa-t-il a son fils ? Restait-il a Alexis autre chose que cette somme? ANSWERS. C'esl la trente et uni^me. L'honnete artisan. A son tils. La somme exigue de cinq cents francs. Non. C'^tait tout son patrimoine. 4 32 THIRTF FIRST LESSON — CONVERSATION — PHRASEOLOGY. Aprfes qaoi Alexis se demanda- t-il comment il pourrait faire fructi- fier son faible capital ? Est-ce que ce fut longtemps aprfes I'enterrement ? Que se demanda-t-il ? Dansquelle position se trouvalt-il? Que fallait-il qu'il fit, s'il ne vou- lait pas mourir de faim ? A quoi 4tait-il expose, s'il ne ga- gnait pas de quoi vivre ? Avait-il encore le temps d'etre oisif et de flaner ? A quoi fut-il insensible, tant que son pferevScut? Q uand fut-il insensible aux bonnes paroles de son pfere ? A quoi n'eut-il point 6gard? Dans quelle disposition s'endur- cit-il? De quoi g6mit-il aprfesavoirperdu son pfere ? Aprfes I'enterrement. Ce fut quandles premiers trans- ports de la douleur farent calm^s. Comment il pourrait faire fructi- fier son faible capital. II se trouvait livr6 a lui-mgme. II fallaitqu'il gagnatde quoi vivre. A mourir de faim. Non. II dtait grand temps qu'il eut de la resolution et qu'il agtt. Aux bonnes paroles de son pfere. Tant que son pfere v6cut. Aux priferesde son pfere. Dans son ^goisme. Den'avoirpas tenu compte de ses avis (or, des avis de son pfere). PHRASEOLOGY. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. D'ou venez-vous, mon ciier v De chez votre crfiancier. Ah! Avant tout, je m'empresse de vous dire qu'il accepte votre proposition. Celame fait bien plaisir. J'ai eu de la peine a trouver sa maison. Bah? Qui, vous m'aviez bien dit que c'(5taitrue du Temple. Eh bien? Mais Is rue du Temple est longiie. Where do you come from, my dear fellow? From your creditor's. Oh! First of all, I hasten to tell you that he accepts your proposal. I am happy to hear it. It was difficult for me to And his house. Indeed? Yes, you told me it was in Temple street. Well? But Temple street is long. THIRTY FIRST LESSON — PdRAS. PRON.^ — N» 635. 133 Je voas avals dit pr^s du boule- vard. Je I'avais oubli6. Comment avez-vous fait? J'ai demands a un jeune homme, dans une boutique. Par un heureux hasard, 11 connais- salt M. Leroux. II a eu la bont^ de me condulre jusqu'a sa maison. M. Leroux est-iljeune ou vieux? C'est un homme d'un certain age. Quelaira-t-il? U a I'air d'un fort brave homme. 11 6talta ficrire devant unbon feu. II vous a bien regu ? On ne pent mieux. On m'avait dit qu'il dtait dur et austere. Pas le moins du monde. Seulement, 11 est un peu sourd, de sorte que j'ai 6t6 oblige deparler trfes-haut. Nous nous sommes entretenusde votre alTaire, et, comme je vous I'ai dit, il n'a fait aucune dilBcalt^. Vous fites un excellent gargon, et je vous suis bien oblige. I told you near the boulevard. That I forgot. How did you manage ? I inquired of a young man, in a shop. Luckily, he happened to know Mr. Leroux. He had the kindness to show me to his house. Is Mr. Leroux young or old ? He is an elderly gentleman. What sort of a looking man is he ? He looks like a very honest man. He was writing before a good fire. He gave you a good reception ? He could not give me a better. I had been told he was hard- hearted and austere. Not in the least. Only, he is rather deaf, so that I was obliged to speak very loud. We talked about your affair, and, as I told you, he made no difficulty. You are an excellent fellow, and I am much obliged to you. Second DlviiDion— Analytical and tbeoretical. La — Voild — a. FROnrillVGIATIOIV. EXAMPLES. In these words, the sound of a is short, as in faf. This vowel is surmounted by the grave accent. 635. The vowel a, with the grave accent over it, is always short and acute, as in the English word ^at. EXAMPLES. ylwra — Amow s — A wrez — Auront — Awrions — Awriez — A wst^re. 134 THIKTT FIRST LESSON PRON., N"636 — LBX., 637to639. In the first six words the vowels au are followed by r, and in the seventh, by st. Instead of their usual long sound (46) , they have the short acute sound of in not. \j 636. The vowels an are pronounced o, as in the Snglish word 7(tgt, when followed by r, or by st. I,EXIOI,OGY. HoNNETE, in Latin honestus, is derived from honneur, seen in the twenty seventh lesson. See also 298. Artisan is one of the derivatives of art, mentioned in the tenth lesson. MouRUT is the third person singular of the past tense definite of the irregular verb mourir, seen in the twenty fourth lesson. SoMME comes from the Latin summa, sum. It signifies sum or amount, and also iurden. With these acceptations it i$ feminine and accordingly regular (15). Somm,e has a third signification, viz. a nap, and it is niasr coline ; but in this sense its etymon is the Latin somnus, sleep. ExiGUE is the feminine oiexigu, which comes from the Latin exiguus, small. 637. The diaresis ( •• ) placed over one of two vowels, denotes that they are to be separated. Here it serves to nullify the sound of the final e, which remains only an orthographical sign of the feminine gender. Without the diaresis, exigue would be pronounced as rhyming with fatigue. 63S. The diaresis is used in the following adjectives: aigue, femi- nine of aigu, acute ; ambigue, feminine of ambigu, ambiguous ; conti- gue, feminine of contigu, contiguous ; exigue, feminine of exigu. Franc, as a substantive, is derived from the adjective franc, men- tioned in the fifth lesson. It is the unity of French coins. It is a piece of silver, weighing five grammes (see 17th lesson), of the value of 9r^ pence. Five hundred francs correspond to twenty pounds. Patrimoine, in Ladn patrimonium, is one of the derivatives of pere, seen in the second lesson. It is masculine, by exception (15). Entehrement is derived from terre, earth, which comes from the Latin terra. See 609, 343 and 167. Transport is one of the derivatives of porter, mentioned in the seventh lesson. 639. § 1. Trans is a Latin preposition signifying beyond, across or over. In French it is an inseparable particle, common to words which THIRTY FIRST LESSON — LEXIOLOG Y N" 640. 135 are the same, or nearly the same, in English, as : transporter, to trans- port ; transcrire, to transcribe ; transferer, to transfer. § 2. It is sometimes shortened into tra, as in : tradition, tradition ; traducteur, translator ; trajet, traject. DoTJLEVB has been mentioned in the seventh lesson, a^ l)eing the cadical of indolence, FvBE»T is the third person plural of the past tense definite olMre. Examples have now been seen of the third person plural of the past tense definite in the three regular forms of conjugation and the two auxiliaries, in the following phrases : Elles donniRENT cinq pour cent » — 6th lesson. « Bes revers awaiJ/iRENT Monsieur Delatour » — 6th lesson. « Elles suspendiR&HT leurs payements » — 6th lesson, « Les transports furent calmds »— 31st lesson. « Ces circonstances eiiremt pour result at »— 7th lesson. Calm£s is a form (55, 399) of the verb calmer, derived from the sub- stantive calme, which comes from the Spanish calma orthe Italian calma, calm. Demander, with the reflective form, se demander, to inquire of one's self, signifies to cogitate, to consider, and sometimes to wonder. POTiRRAiT is the third person singular of the conditional mood of pouvoir. In the future tense and in the conditional mood, the u-regu- larity of this verb consists in the suppression of the letters voi and the reduplication of the final consonant, thus : tu pourras, il pourra, etc., tu pourrais, nous pourrions, etc. Fructifier is derived from fruit, seen in the twenty seventh lesson. 640. The termination fler, from the Latin fieri, to become, or facere, to make, corresponds to the English termination fy, as in :justi- fier, to justify ; fortifier, to fortify ; signifier, to signify. Faible, feeble, weak, comes from the Spanish feMe, weak, supposed to be derived from the Latin debilis. Capital is derived from cap, head, which comes from the Latin caput, head. Cap is obsolete in this sense, or at least is only used in a few consecrated locutions, as de pied en cap, from head to foot. Its usual meaning at present is cape or headland. Me voila. See 331. LivRE is a form (55) of tlie verb Hvrer, which comes from the Latin liberare, to free, to loosen. DiT, in this lesson, is the third person singular of ihe past tense defi- nite of dire. It is similar to the same person of the present tense of the indicative mood, and to the past participle, seen in the first lesson. Gagne is the fiist person singular of the present tense of the subjunc- ■1 3 6 THIRTY FIRST LESSON LEXIO LOGY — N" 6 4 1 TO 6 4 3 , live mood oi gagner, to get, to gain, to earn, to win, which comes from the Spanish gamr or the Italian guadagnare, to gain. 641. The first person singular of the present tense of the subjunc- tive mood of verbs ending in er in the infinitive is formed by changing this termination into e mute. It is similar -.—to the third person singular of the same tense and mood (626);— to the first and third persons sin- gular of the present tense of the indicative (3M, 22);— and to the second person singular of the imperative (537). The whole of this tense of the verbs in er has now been seen : —Que je gagne, que lu ecoutes, qu'il pousse, que nous amusions, que vouspas- siez, quHls aiment. De qvoi, literally of what, is an idiomatic locution corresponding to wherewith. Meube is the first person singular of the present tense of the subjunc- tive mood of mourir. It is similar to the third person singular of the same tense and mood. Faim comes from the Latin fames, hunger. It is feminine b; excep- tion (14). J'aie is the first person singular of the present tense of the subjunctive mood of avoir. Resolution is one of the derivatives of the obsolete verb soudre, mentioned in the twenty fourth lesson, as being the radical of resolu. It is feminine (108). J'agisse is the first person singular of the present tense of the sub- junctive mood of agir, mentioned in the second lesson, as being the radical of actif. 643. The first person singular of the present tense of the subjunc- tive mood of verbs ending in iv in the infinitive is formed by changing this termination into Isse. It is similar to the third person singular of the same tense and mood (620), and to the first person singular of the past tense of the same mood. The whole of the present tense of this mood in the verbs in ir has now been seen: — Que fagisse, que tu obeisses, quHl divertisse, que nous reussissions, que vous jaunissiez, qu'ils croupissent. Je fus is the first person singular of the past tense definite of etre. The whole of this tense of the verb etre has now been seen -.—Je fus, tu fus, il fut, nous filmes, vous fiUes, ils furent. Insensible is one of the derivatives of sens, mentioned in the eleventh lesson. See 186. 643. The termination ibie, like able (106), denotes aptness or fitness. It serves to form adjectives, about half of which are the same in both languages, as : sensible, insensible, poss^le, terrible. THIRTY FIRST LESSON— LEXIOLOGY — N°' 644-645. 137 Parole is one of the derivatives of parler, seen in the thirteenth lesson. Tant que, when it refers to time, signifies so long as, as long as (389). VicuT is the third person singular of the past tense definite of the irregular verb vivre. J'eus is the first person singular of the past tense definite of avoir. The whole of this tense of the verb avoir has now been seen : — reus, tu eus, il eut, nous eumes, vous eules, ils eurent. ^GARD is one of the derivatives of garder, mentioned in the seventh lesson. PRiiiRE is derived from the verb prier , seen in the twenty ninth lesson. J'eksurcis is the first person singular of the past tense definite of endurcir, derived from dur, seen in the twenty eighth lesson. See 287, 609. 644. The first person singular of the past tense definite of verbs ending in iv in the infinitive mood is formed by changing this termina- tion into is. It is similar : — to the second person singular of the same tense (600) ;— to the first and second persons singular of the present tense of the indicative (367, 525) ;— and to the second person singular of the imperative mood (537). The whole of this tense in the verbs in ir has now been seen : — Ten- durcis, tu finis, il affranchit, nous remplimes, vous finites, ils assail- lirent. ^GoiisME comes from the Latin ego, I. It is masculine. See 637. 645. S 1. The termination isme serves to form abstract sub- stantives, most of which end in ism in English, without any, or with scarcely any, other difference, as : ego'isme, egotism ; archaisme, ar- chaism ; magnetisme, magnetism ; mecanisme, mechanism. § 2. Substantives ending in isme are masculine. Mainten ANT is one of the derivatives of tenir, mentioned in the third lesson. GfiMis is a form (367) of the verb gemir, which comes from the Latin gemere, to groan. Tenu is the past participle of the irregular verb tenir. See tint, in the twentieth lesson. Compte, computation, reckoning, account, is derived from the verb compter, seen in the twenty seventh lesson. It is masculine by excep- tion (15). Tenir compte se is an idiomatic locution signifying to regard, to appreciate. Avis is supposed to come from the Latin v}sere, to look after. Its termination does not change in the plural (17). 1 38 THIRTY FIRST LBSSOM — SYNTAX — N°* 646 TO 649. Je sens is the first person singular of the present tense of the indica- tive mood of the irregular verb sentir, already seen. Sagesse is derived from sage, seen jn the twenty third lesson. See 508. SYIVTAX. Cinq cents francs. 646. The numeral adjectives cent and Vingt are the only ones that take the mark of the plural, and that only when preceded by an- other number which multiplies them, as when we say : Deux cents, troif cents, quatre-vingts. 647. But when cent and vingt are followed by another number, they are invariable, thus :DeMa; cent trente, quatre-vingt-trois, quatrtr vingt'diif!' II pourrait faire ffructifler son capital. The literal translation of this phrase would be : He could make hegtr fruit his capital; which would be scarcely intelligible, the proper place pf the words his capital being betweeft vfMke and hear fruit. It has been seen (95) that the verb faire identilies itself with the next verb in the infinitive mood, and that both together seem to make but one verb. This accouAts for the following rule. 64^- $ \. When fail*® i$ followed by an infinitive, the regimen miist not be placed between the two verb^, If it is a pronoun, it must precede faire [US) ; ai)d if a substantive, it must follow the second verb* § 2. The imperative is the only mood in which the regimen, if a pronoun, is placed between faire pd tlie next verb, thus : Faites-le fruclifier (334). De n' avoir pAS tenu compte. or, De ne pas avoir tenu compte. 649. In negative phrases, ne invariably precedes the verb ; it like- wise precedes the object pronoun if there be one joined to the verb. The place of pas and point varies. They may precede or foUof the verb in the infinitive mood ; yet, they are more commonly placed before the infinitive than after it. THIRTY FIRST LESSON SYNT., N°650 — PREP.EXER. — COMP. 1 39 Dont je sens la sagesse. 650. When of which is used in the sense of whose, and rendered by dont, the construction is the same as that pointed out by rules 565 and 566 ; and this pronoun must never follow the substantive which it determines, as of which does when we say ~ The wisdom of which I feel. » Third Dlviiiion— Exercises. PREPARATORY EXERCISE. 1. Model : Fructifier. Lexiology, 640 — To liquefy— To pacify— To specify— To edify— To modify— To deify— To qualify — To personify- To glorify— To terrify— To petrify— To purify— To falsify— To ratify- To rectify. 2. Model: Quejegagne. Lexiology, 6il — That I may blame —That I may reckon — That I may ask— That I may astonish — That I may taste —That I may throw— That I may occupy— That I may push— That I may remain— That I may relieve— That I may draw. 3. Model: Quej'agisse. Lexiology, 6/i2— That I may bless— That I may divert— That I may harden— That I may moan — That I may feed — That I may obey— That I may reflect— That I may betray. 4. Model : J'endurcis. Lexiology, 644—1 accomplished— I slept — I finished— I enjoyed— 1 languished— I obeyed— I departed— I filled— I felt. COMPOSITION. 1 — He thinks [dreams] of modifying his projects— 640. 2 — If his ideas are false, they must be rectified- 640. 3 — They want [will] to terrify you— 640. 4 — They want me to [will that 1] begin my task this morning — 641 . 6 — Do you wish me to leave him that sum ?— 641. 6 — I will not be ungrateful, whatever place I may occupy— 641. 7 — It is necessary I should finish my work— 642, 8 — Do you doubt that I shall succeed ?— 642. 9 — It is just I should enjoy the fortune that I have gained— 642. 10 — Will you be insensible to his grief ?— 648. 11 — Those people are incorrigible— 643. 12 — The place was inaccessible— 643. 13 -r I departed at seven o'clock in the morning— 644, 4 40 TfllRXy SECOND LESSON — READING EXERCISE. 14—1 blessed the day when [where] thou returnedst— 644. 15 — I filled my basket with [of] provisions — 644. 16 — What do you think of magnetism ?— 645. 17 — Patriotism is a generous passion— 645. 18 — Is it with a sophism that he hopes to persuade you?— 645. 19 — He had seven hundied francs, and he gave me [of them] three hundred and fifty— 646, 647. 20 — My father died at the age of fourscore [years]— 646, ' 21 — He found ninety [fourscore ten] gudgeons in his net— 647. 22 — He makes honest people blush— 648. 23 — He makes his workmen labour from morning till night — 648. 24 — You have made me lose my time — 648. 25 — The parents made their children play— 648. 26 — He pretended not to have understood— 649. 27 — I desire not to be interrupted —649. 28 — He has resolved not to answer^649, 207. 29 — You have learned a language the study of which is difficult— 650. 30 — We saw a bridge the length of which astonished us — 650. 31 — He had a cake half of which he gave to his brother— 650. THIRTY SECOND LESSON. first Division— Practical. READIIVG exercise;. Trente-deuxieme le^on. . 2, 5 3 4 « Si nous ecoutions ceux qui w 3 1 6 6 wOO ont de 1 experience, que de regrets 0.6 340 " • A- \^ \J m \t 't 't \J w nous nous epargnerions ! Mais WW 4 , ^ nous ha'issons tout ce qui con- THIRTY SECOND LESSON — READING EXERCISE. 1 41 u 3 0. 00 trarie nos penchants on nos gouts. 4 wO.O . oOOO Les conseiis nous obsedent, et nous 114. les entendons avec ennui, sinon 2 oO 7I0 3 2 avec mepris. Et puis, quand vien- 000 0www2 6 nent les calamites que nous nous . w 200 6 6 sommes attirees par notre propre 40 .2340 00 faute, nous nous ecrions : C'est o 8 6 bien dommage que nous n'ayons 7 ^ . ,0 pas cru ce qu'on nous disait ! Quoi ,0 ^ 6 ^ 8 wO '0 6 qu'il en soit , il ne s agit pas de i 20 . 6 se lamenter. Soyons homme. Je I 2^ ^ 7 V 2^0 2, vaincrai mon naturel. J essaierai 302^ 6 06 de m'appliquer a quelque chose de .6 3 3 2, 5 serieux 5 je finirai par m y accou- 1 42 THIRTT SECOND LESSON — TRANSLATION. 720 .^00 6u04 turner J et mes enorts me MenefOIlt a la fortune. " Trente-deuxieme legon. « Si nous ecoutiong ceux qui ont de I'experience, listened experience que de fegrets nous nous ^pafgnefion^ ! Mais notiS how many regrets to ourselves should spare haissons tout ce qui eontrarie nos penchants ou nos hate counteracts gOuts. Les conseils nous obsedent,et nous lesentendons coonseil (advice) tease hear avec ennui, sinon avec mepris. Et puis, quand viennent contempt then come les calaftiites que nous nous sommes attirees par notre calamities to ourselves attracted propfe faute, nous nous 6crions : C'est bien dommage own fault exclaim damage (pity) que nous n'ayOns pas cru ce qu'on nous disait ! Quoi qu'il believed whatever en soit, il ne s'agit pas de se lamenter. Soyons of It maybe acts lament Let us be (Let me be) homme. Je vaincrai mon naturel. J'essaierai de will conquer nature Will try m' appliquer a quelque chose de serieux ; je finirai myself apply will finish par ffl' y adcOutum&r, et mes efforts me menerotlt myself to it accustom efforts will lead a la fortune. THIRTT SBCeND LESSON — TRANSLATION^-CONVERSATION. 4 43 EIVGI,t8III TRimSIiATIOlV. « Did we but listen to those who have had experience, what regrets we should Spare ourselves ! Yet we hate every thing that thwarts our inclinations or our tastes. Advice annoys us, aid we receive it with reluctance, if not with contempt. And afterwards, when calamities ttefal us, that we have drawn upon ourselves by our own fault, we exclaim : It is a great pity I did not believe what I was told ! Be this as it may, it is of no use to lament. I must behave like a man. I will vanquish my nature. I will try to apply myself to something serious ; I shall get into the habit of it with time, and my exertions will lead me to fortune. » AI,TERIVATE TRAIVSCATIOiV. COlVTERSATIOW. QTJEStlONS. Quelle est cette le?on? Que nous 6pargnerions-nous, si nous ficoutions ceux qui ont de I'fex- p6rience ? Que faudrait'il faire pour nous 6pargner des regrets ? Qnehaissons-nous? Qu'est-ce qui nous obsfede? Gohiment les entendons-nous? Qu'est-ce que nous nous attirons par notre propre faute ? Que disons-nous, quand viennent ces calamit^s? Quand nous ^crions^nous : « C'est biendommage?» De quoi ne s'agit-il pas dans la position d' Alexis? Quelle exhortation Alexis se fait- ila lui-meme? Que vaincra-t-il ? Qu'essaiera-t-il de faire ? ANSWERS. C'est la trente-deuxi^me. Nous nous 6pargnerions des te- grets— or, beaucoup de regrets — or, biea des regrets. II faudrait ecouter ceux qui ont de I'exp^rience. Nous haissons tout ce qui contra- rie nos penchants on nos goflts. Les conseils. Nous les entendons avec enniiij sinon avec m^pris. Nous nous attirons des calamity. Nous nous ^crions : C'est bien dommage que nous n'ayons pas cru ce qu'on nous disait. Quand viennent les Calamity que nous noussommesattirtepar notre propre faute. * U ne s'agit pas de se lamenter. II se dit : » Soyons homme. » n vaincra son naturel. II essaiera de s'appliquer a quel- que chose de s^rieux. 1 44 THIRTY SECOND LESSON — CONVKRSATION*— PHRASEOLOGT. S'y accoutumera-t-il? A quoi ses efforts le mfeneront-ils ? Qu'est-ce qui le mfenera a la for- tune? II dit qu'il finira par s'y accoutu- mer. lis le m^neront a la fortune. Ses eiforu. PHRASEOXiOair. TO BE TBINSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Croiriez-vous que je ne suis pas encore bien accoutum6 a la mon- naie de France ? G'estpourtant bien simple; nous n'avons que des francs et des cen- times. Je sals bien que tous m'avez dit cela. Eh bien? Eh bien, j'entends parler tous les jours de louis, de livres, de sous et de liards. Gesontde vieilles denominations dont on se sert encore quelquefois. Hier, un jeune homme m'a pro- pose de jouer vingt-cinq louis. Que lui avez-vous r^pondu? Je lui ai r^pondu que je n'aimais pas le jeu. Mais qu'est-ce que c'est que vingt-cinq louis ? Cela veut dire six cents francs, parce qu'autrefois un louis valait vingt-quatre livres, ou vingt-quatre francs. ,(Jne autre personne me disait derniferementqu'elle avait dii mille livres de rente. Cela veut dire un revenu de dix mille francs par an. Moi, j'avais corapris, ten thou- sand pounds. C'est bien difT^rent. Would you believe it? I am not yet well used toFrench money. It is very simple however ; we have only francs and centimes. I know you told me so. Well? Well, I every day hear of louis, of livres, sous and farthings. They are old denominations which are still used now and then. A young man proposed to me yesterday to stake twenty five louis. What did you answer him ? I told him that I was not fond of gaming. But what is twenty five louis ? It means six hundred francs, be- cause formerly a louis was twenty four livres, or twenty four francs. Another person told me lately that he (or she) had ten thousand livres de rente. It signifies ten thousand francs a year. I understood it to be ten thousand pounds. There is a wide difference. THlUlir SECOND LESSON — PHRASEOLOGY — I'KONUNCIATION. 'I 4ii Comment rendriez-vous en fran- ^ais, Ten thousand a year? Nousdirions, dixmille livres ster- ling de revenu, ou bien deux cent cinquante mille francs de rente. Pourquoi dit-on qaelquefois un livre, et qaelquefois une livre ? Ce sont deux mots tout a fait dif- f^rcnts. Ce dictionnaireest un livre. Une livre est, comme je vousl'ai dit, un vieux mot pour un franc ; ou bien encore pour la moiti^ d'un ki- logramme. Maiiuenant, qu'est-ce que c'est qu'une pifece de cent sous ? C'est une pifece de cinq francs, qui dquivaut au cinqui^me d'une livre sterling. II me reste encore une question a vous faire. Voyons. L'auire jour, j'ai entendu dire, ya ne vaut pas deux liards. J'ai compris qu'on parlait avec mdpris de quelque chose. Mais qu'est-ce que c'est qu'un liard ? C'6tait autrefois le quart d'un sou. Je vous suis bien oblige. How would you express in French, « Ten thousand a year ? » "We should say «an income of ten thousand pounds sterling, » or, two hundred and fifty thousand francs a year. « Why do people say sometimes UN iwe, and sometimes une livre'f They are two very different words. This dictionary is un livre, a book. A livre is, as I told you, an old word for a franc; or for a pound (weight), the half of a kilogram. Now, whatis a piece of a hundred sous? It is a piece of five francs, which is equal to the fifth partof one pound sterling. I have one last question to ask. you. Let me hear it. The other day, I heard, « It is not worth two farthings. » I understood that something was spoken of with contempt. But what is a farthing? It was formerly the fourth part of one sou. I am much obliged to you. Second Division— Analytical and theoretical. tRonriiivciATioiv; EXAMPLES. Autres — Manches — Retroiissees — Toutes — Series — Con- naissances — Epargnes — Hues— Promenades — Belles — Heures — Elies. p. u. 10 146 THIRTY SECOND LESSON-f RON. , N°'651 -652 — LEX., 653-654. These are tte plural form of autre, manche, retroussee, toute, etc., in which the final e is mute. CSl. § 1. The addition of the letters, to form the plural of substan- tives, adjectives or pronouns ending in e mule, has no influence over the e which remains mute. § 2. The only exceptions to this rule are ces, des, les, mes, ses and tes, all of which have been seen. EXAMPLES. Complet — Muet — Parapet — Secret— Filet — Projet — Pre^— Regret. All these words end in et. The e has the short acute sound of e in net, marked 2. 652. The vowel e has the short acute sound of e in the Enghsh word net, in the termination et. The conjunction et is the only excep- tion. IficouTioNs is the first person plural of the imperfect tense of ecouter, seen in the twenty fourth lesson. 653. The first person plural of the imperfect tense of verbs ending in er in the infinitive mood is formed by changing this termination into ions. It is similar to the same person of the present tense of the sub- junctive mood (419). The consequence of this rule is that, if the termi- nation of the verb is ier in the infinitive, as in etudier, the i is doubled, thus : Nous etudiions. Examples have now been seen of the first person plural of the imper- fect tense in the three regular forms of conjugation and the two auxili- aries, in the following phrases : " Si nous ^coMtiONs ceux qui ont de Vexpirience » —32nd lesson. « JVou« pe'nssioNS d'ennui » — 12ih lesson. « Mots que nous n'entendiOTfis guere » — 12th lesson. « Nous y ETioNS avant six heures »— 16th lesson. (I Nous AvioNS un filet » —16th lesson. Experience comes from the Latin experientia, derived from the verb experiri, to prove, to try. It Is used for experience and experiment. 654. Que is used for comUen in exclamative phrases, and cor- responds to how, how much and how many. When placed before a substantive, it requires de (39) thus: Que de regrets! Regbet is supposed to come from the Latin regressus, return, going back. THIRTY SECOND LESSON — LEXIOLOUV — N""655 TO 658. I 47 EPARGNEKioiNS is the first person plural of the conditional mood of epargner, derived from epargne, which has been seen in the sixth lesson, 655. The first person plural of the conditional inood of verbs end- ing in ei* in the infinitive is formed by adding Ions to this termination. Examples have now been seen of the first person plural of the condi- tional mood in the three regular forms of conjugation and the two auxi- liaries, in the following phrases : « Que de regrets nous nous eparguEhiotis ! » — 32nd lesson. « Pourquoi ne jouiMom-nous pas denos beaux jours? ^ — itttit les- son. « Pourquoi perdniom-nous des moments? » — lith lesson. « Nous SERIONS bien fous » —12th lesson. « Nous AUBiONS grand tort » — 14th lesson. Haissons is the first person plural of the present tense of the indica- tive mood of the irregular verb hair, which comes from the Latin odisse, to hate. The only irregularity of this verb consists in suppressing the diaresis (637) in the three persons singular of the present tense and in the second person singular of the imperative mood, and pronouncing in one syllable hais, hait (45) instead of hais, hait. ©56. The first person plural of the present tense of the indicative mood of verbs ending in Ir in the infinitive is formed by changing this termination into iss-ons. CoNTBAME is a form (22) of the verb contrarier, one of the derivatives oicontre, mentioned in the twentieth lesson. CoNSEiL has been mentioned in the twenty third lesson, as being the radical of conseiller. Obsiident is a form (260) of the verb obseder, derived from the old verb seoir (74) to sit, which comes from the Latin sedere, to sit. The primary sense of obseder (in Latin obsidere) is to sit before, to besiege. It must be observed that the acute accent over the first e in obseder is changed into a grave accent in obsedent. 657. § 1. Verbs in er in which the final syllable of the infinitive mood is preceded by c with aii acute accent, as obseder, posseder, esperer, change this accent into a grave one before a syllable containing an e mule, thus : lis obsedent, Je possede. § 2. Verbs in <5gep as proteger, to protect, and in eer, as creer, to create, are excepted and retain the acute accent in all their forms. Enteisdons is the first person plural of the present tense of the indica- tive mood of entendre, already seen. 65§. The first person plural of the present tense of the indicative 4 48 THIRTY SECOND LESSON — LEXIOLOGI — Ao 659. mood of verbs ending in re in the infinitive is formed by changing this termination into ons. See 28 and 656, Examples liave now been seen of the first person plural of the present tense of the indicative mood in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « Nous pensom que les proverbes sont vrais » — 1st lesson. (( Nov^ fcoissoNS tout ce qui contrarie » — 32nd lesson. .■ Nous les entendons avec ennui » — 32nd lesson. (! Nous le soMMES enfin » —14th lesson. ic Nous AVONS remarque j> —llth lesson. Mepiiis is one of the derivatives olmal, seen in the thirteenth lesson. It is formed of me and prix, price, worth. Puis has been mentioned in the twenty fifth lesson, as being the radical of depuis. ViENNENT is the third person plural of the present tense of the indica- tive mood otvenir, already seen. Calasute comes from the Latin calamitas, calamity. It is feminine (270). Attibees is a form (55, 56) of the verb attirer, one of the derivatives of tirer, mentioned in the seventh lesson. Faute is one of the derivatives offaillir, mentioned in the first lesson. EcRioxs is a form (28) of the pronominal verb s'ecrier, seen in the eighteenth lesson. DoMMAGE is derived from the verb damner, to damn, which comes from the Latin damnare, to bring damage upon. C'est DOMMAGE is an idiomatic locution signifying It is apily. C«u is the past participle of the irregular verb croire, already seen. Quoi Qu'iL en soit, literally Whatever it may be of it, is an idiomatic locution corresponding to Be it as it may. However, Nevertheless. The two words quoi que remain separate. See quoique, 625. Agit is the third person singular of the present tense of the indicative mood of agir, mentioned in the second lesson as being the radical of actif. 659. The third person singular of the present tense of the indica- tive mood of verbs ending in ip in the infinitive is formed by changing this termination into it. It is similar to the same person of the past tense definite (197) . Agir is to act ; but, with the pronominal form, s'agir is an impersonal verb signifying to be in question, to be the matter, to be at stake, Lamenter comes from the Latin lamentari, to lament. SoYORs is the first person plural of the imperative mood of etre. Examples have now been seen of the first person plural of the impera- THIRTY SECOND LESSON — LEXIOLOGY — N°' 660 TO G63. 1 49 live mood in the three regular forms of conjugation and ilie two auxili- aries, in the following phrases : « AlloTss, aie de la fermete » —29th lesson. « Divertissotis-nous » — lith lesson. » N'attendom pas que nous soyons irop vieux » — l&th lesson. " Soyons homme » — 32nd lesson. -< iV'AYONS nitlle autre pensee » — lith lesson. The whole of the imperative mood has now been seen, and the nine particular observations by which its terminations have been pointed out may be condensed into one general rule, presented in the form of a synoptic table. 660. The imperative mood is formed by changing the ter- mination of the infinitive into the following terminations : Verbs in er. Verbs in in. Verbs in re. 2nd pers. sing. c. is. s. 1st pers. plur. ons. iss-ons. ons. 2nd pers. plur. ez. Iss-ez. ez It must be observed that the literal translation of soyons is let us be; but in this lesson it signifies let me be. 661. The imperative mood, in French, having no special form for the first person singular, the deficiency is sometimes supplied by means of the first person plural ; and. in addressing one's self, one says, aliens, divertissons, attendons, soyons, ayons, for, Let me go, let me divert, let me wail, let me be, let me have. Vaincrai is the first person singular of the future tense of vaincre, which has been mentioned in the twenty second lesson, as being the radical of vainqueur. It is an ii'regular verb, but the irregularity does not extend to the future tense. 663. The first person singular of the future tense of verbs ending in re in the infinitive is formed by changing the final e into ni. The whole of the future tense in the verbs in re has now been seen : — Je vaincRAi, tu defend&ks, il mordt^k, nous attendRotis, vouspren- duKz, ils surprendROfiT. Naturel is one of the derivatives of naitre, mentioned in the first lesson. As a substantive it corresponds to nature or temper; as an adjective it signifies natural (^Ui). EssAiERAi is the first person singular of the future tense of essayer, which comes from the Spanish ensayar, to try. According to rule 362, this first person of the future tense should be spelled essay erai. 663. Verbs ending in yei', as essayer, appuyer, change the vowe 1 50 THIRTY SECOND LESSON — LEX[OL. — N"' 66 4 TO 666 . J' into i before an e mule, thus : ressaie, lu appuies, il essaiera, nous appuierons. Appliqueh comes from the Latin applicare, to attach, to apply, formed of ad (162) znAplicare, to fold, to twine. The French radical is pli, fold. QuELQUE CHOSE, when taken as a single word signifying something or anything, is masculine (182). FiNiRAi is the first person singular of the future tense of finir, already seen. 664. The first person singular of the future tense of verbs ending in ir in the infinitive mood is formed by adding ai to this termination. See 362, 662. Examples have now been seen of the first person singular of the future tense in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « Je me chargERki du pain » — 16th lesson. (I Je finmiipar m'y accoutumer n — 32nd lesson. „ Je pcfmcRAi mon ^q^urelv — 32nd lesspfj, « QuQ,ndje ne SERAi|)iMS «— 25th lesson. « J'aurai ma ligne » — 15th lesson. The whole of the future tense in the verbs in ir has now been seen : — /« /SwiRAi, tuterepentiYiks, il fte'niRA, nous partmoTis, vous /Jjiirez, ils /owrMiRONT. Accodtumer is one of the derivatives of coutume, seen in the eigh- teenth lesson. Effort is one of the derivatives of fort, mentioned in the seventh lesson. Meneront is the third person pllural of the future tense of mener, mentioned in the eighth lesson, as being the radical oi promenade. 665. The third person plural of the future tense of verbs ending in er In the infinitive mood is formed by adding ont to this termination. There is no accent over the first e of mener in the infinitive mood. In meneront, there is a grave accent over it. 666. § I. In verbs in er, the unaccented e which precedes the termination of the infinitive takes the grave accent before a syllable con- taining an e mute, preceded by a single consonant, as in these forms of mener : Je msne, Je mener ai, Je menerais. $ 2. But when the consonant is doubled, as in jeter, je jette, the accent is unnecessary (544). Examplesi have now been seen of the third person plural of the future tense in the three regular forms of conjugation and the two auxiliaries^ n the following phrases : THIRTY SECOND LESSON — LEX., N^fiC? — STNT.,-668to670 151 1 6 , . w 32 . pressement que si vous apportiez I wO .,^ 6 10 . w w. 4 iniailliblement * la guerison. On .2^ 50 07 uwO VOUS ecoute comme un oracle. » % wOO.u 6 1 ' Or infailliblemcnt. TniRTT FOURTH LESSON — TRANSLATION. 169 LITERAI. TRAIVSI,ATIOIV. Trente-quatrieme legon. « D'ailleurs, j'ai horreur de la chicane. A chaque Besides horror chicanery every debat oii je prendrais part, je craindrais d'etre debate in which should take should fear reduit au silence paries subtilites de mes adversaires; reduced silence subtililies adversaries et jamais je ne saurais prouver que le noir est should know to prove black blanc. J) white. « J'aimerais assez les fonctions de medecin. Celles- Shouldlike funcllons physician Those la ne doivent pas etre bien fatigantes. Pour peu que ought fatiguing vous ayez de la reputation, vous achetez une voiture have (subj.) reputation buy coach et des chevaux. Des lors, tout le monde a confiance horses From then en vous, et vous tachez de meriter cette confiance. endeavour to deserve I Vous vous rendez | chez vos malades en cabriolet You repair patients cabriolet ou en coupe. On vous regoit avec autant d'empressement chariot receives as much eagerness que si vous apportiez infailliblement la guerison. On brought infallibly cure vous ecoute comme un oracle. listens oracle EIVCI^ISH TRAIVSCATIOnr. « Besides, I abhor chicanery. In every argument I should be engaged in I should fear to be nonplused by the sublilities of my adversaries ; and I should never be able to prove that blacic is Tvbite. » 4 70 THIRTY FOURTH LESSON — TRANSLATION — CONVERSATION. « The practice of a physiciaa would please me well enough. This cannot be very arduous. If you get into the lecisf reputation, you buy a carriage and horses. From that instant every body has faith in you, and you do your best to deserve it. You repair in a cabriolet or a chariot to visit your patients. You are received with as much welcome as if you were the bearer of an infallible cure. You are listened to like an oracle. » AE.TERniATE TRAIVSIiATIOIV. COIVTERSATIonr. QUESTIONS. Quelle est cetie le?on ? he quoi Alexis a-t-il horreur? Alexis aitnc-t-il la chicane? Dans quelle circonstance crain- drait-il d'etre r^duit an silence ? Tar quoi craindrait-il d'etre r6- duit au silence ? Que craindrait-il a chaque dfibat oiiil prendrait part? Qu'est-ce qu'il ne saurait jamais prouver ? Quelles fonctions aimerait-il as- sez? Pourquoi les aimerait-il assez? Que fait-on pour peu qu'on ait de la reputation dans celte profes- sion? Qu'arrivp-t-il dJis lors? Que t3che-t-on de m^riter? Comment le m^decin se rend-il chczscs malades? Chez qui se rend-il en cabriolet ou en coup6 ? Comment le re?oit-op? Comment r^coute-t-on? ANSWERS. C'est la trente-quatrifeme. De la chicane. Non ; il en a horreur. A chaque d^bal ou il prendrait part. Par les subtilitfis de ses adver- saires. D'etre rdduit au silence par les subiilites de ses adversaires. Que le noir est blanc. Les fonctions de mSdecin. Parce qu'il pense qu'elles ne doivent pas £tre bicn faligantes. On achfcte une voiiure et des chevaux — or Vous achetez une voi- turc et des chevaux. Que tout le monde a confiance en vous. Cette confiance. En cabriolet ou en coup6. Chez ses malades. Avcc autant d'empressemcnt que s'il apportait infailliblemeni la gu€- fisoni. Comme un oracle. THIRTY FOURTH LESSON— PHRASEOLOGY. 471 PHRASEOI,onY. TO BE TRANSLATED INTO EKCLISn. J'ai besoin de toutes sortes de choses. Voulez.-vous venir avec moi les acheter ? Je le veux bien. Vous m'obligerez beaucoup. Quellcs sont les cboses dont vous avez besoin ? D'abord, des livres et du papier. Quels livres vous faut-il? Des livres de droit etde m(5decine. Est-ce que vous avcz Ic projet d'cxercer deux professions a la fois? Je n'ai pas cette prdtentlon. Mon p6re veut que je sois avo- cat ; c'est pourquoi je fais mon tlroit. Bon. Mais je ne suis pas fach6 d'ac- qu^rir quelques notions de mcSde- cine pour ma propre satisfaction. J'entends. Que vous faut-il en- core? Des oulils de menuisier. Pourquoi faire? Pour en faire usage. Vous-mfimc ? Oui. Pourquoi pas? Quelle occupation ! Je vous assure que c'est une oc- cupation trfes-attrayante. Est-ce tout ce qu'il vous faut ? Non." Je voudrais acheter aussi des lignes et des hamefons. Je comprends mieux ce goiit-la. C'est que vous le partagez, peut- etre? II y a sur les quais plusieurs bon- TO BE TRANSLATED INTO FRENCH. I want a variety of things. liVill you come with me to buy them ? Willingly. You will oblige me very much. What things do you want ? First, some books and paper. What books do you want? Books of law and physic. Do you intend to practise twp professions at the same time ? I have no such pretension. My father wishes me to be a bar- rister ; I am therefore studying the law. Good. But I have a mind also to acquire some notions of physic for my own satisfaction. I understand. What do wijut next? Some joiner's toob. What for? To use them ? Yourself? Yes. Why not? What an occupation ] I assure you it is a very alluring occupation. Is that all you want ? No. I want to buy some fishing lines and hooks also. I understand that fancy better. Because you partake it, perhaps ? There are on the quays several •172 THIRTY FODRTH LESSON PRON., N" 686 TO 688— LEXIO. tiques ou nous trouveroiis lout ce shops in which we shall find all that qu'il faut pour la peche. is. requisite for fishing. Eh bien, commencons par la. Well, let us go there first. Second Division— Analytical and tiieopetical. PRonruivciATioiv. EXAMPLES. Corrigera— Reverie — Pecherons — Amuserez — Sauterons — Joae- rons — Empresserais — Enlerrement — Demandcraient. These words are derivatives : corrigera coming from corriger ; reve- rie from reoer ; pecherons from picker, etc. The e in the termination of corriger, rSver, picker, etc., is pro- nounced. The same e in the derivatives is mute. ©86. The c, without an accent, which precedes a termination added to form a derivative, is generally mute. EXAMPLES. Chargerai — Trouveriez — Brusquement — Fermete — fipargne- rions— Infailliblement. In these derivatives of charger, tr'ouver, brusque, ferme, epargner and infaillible, the e which precedes the adjoined termination is not entirely mute, because charg'rai, trouvriez, brusqmenl, etc., would sound too harshly ; it has however but an obscure sound, as e in father, marked 6. 657. When, in the above-mentioned case, such a combination of consonants occurs as would offend the ear if the c were entirely mute, this vowel is pronounced like the e in father. EXAMPLES. Eau — Beawcoup — Beawx — Batsaw — Gateawx. 658. The vowels can are always pronounced 4, that is, like the o in note, but not quite so long. , ILEXIOLOGT. D'ailleubs is formed ofde and ailleurs, elsewhere, which comes from the Latin aliorsum, elsewhither, to another place. HoRREUR comes from the Latin korror. It is feminine (lOi). Chicane is supposed to come from the Greek Xmavo;, a Sicilian, a cheat. ill THIRTY FOURTH LESSON — LEXIOLOGY — N" 689. i 73 Chaque is an indefinite pronominal adjective, coming from llie Latin quisque, every one. All the indefinite pronominal adjectives have now been seen, in the following phrases ' lis tie rendent aucun service » — 11th lesson. « A CUAQUE debat oiijeprendrais pari » — 36ih lesson. « Celle qu'il avail regue lui-ntMi, » — ith lesson. •1 X'ayons jivUe autre pensee « —Ikthhsson. n Plusieuhs des compagnons d'Alexis »— 12lh lesson. « Quel faineant I — 3rd lesson. <. D'une maniere quelcoinque »— 24th lesson. <' Au bout de quelques mois »— 6th lesson. (( Vous travailldtes avec une ardeur TELie » — 22nd lesson. » Raisonnable a toot dge »— 14th lesson. DtsAT is derived from battre, mentioned in the twenty sixth lesson, as being the radical of combattre. The verb corresponding to debat is debattre, to debate. Pbendbais is the first person singular of the conditional mood of pren- dre, already seen. Craindrais is the first person singular of the conditional mood of craindre, formerly cremer, and supposed to come from the Latin tre- mere, to tremble, to fear, by the change of t into c. This verb is one of those in which the letters nd are changed into gn in some of the tenses (517). 6S9. The first person singular of the conditional mood of verbs ending in re in the infinitive is formed by changing the final e into ais. It is similar to the second person singular of the same mood. The whole of this mood of the verbs in re has now been seen : —Je craindRMS, tu attend&Lis, il plaindRkiT, nous perdmom, vous ap- prendaiEi, ils conduiRAiEWT. R£duit is the past participle of the irregular verb reduire, one of the derivatives of duire, mentioned in the fourth lesson. Silence comes from the Latin silentium, silence. It is masculine by exception (15). SuBTiMTE is derived from the adjective subtil, subtile, subtle, which comes from the Latin sublilis, thin. It is feminine (270). Adversaire is one of the derivatives of vers, mentioned in the sixth lesson. See also 162 and 283. SADRAisis the first person singular of the conditional mood ofsavoir. Prooveb has been mentioned in the thirty third lesson, as being the radical of epreuve. 174 THIRTY FOHRTH LKSSON LEX[OLOGY — N° 690. NoiR has been mentioned in the twelfth lesson, as being the radical ef noircir^ Blanc comes from the German blank, white, or from the Spanish hlanco, Avhite. Its feminine is irregularly formed; it is blanche. The same irregular formation has been seen in franche, feminine of franc (14th lesson), and in seche, feminine of sec {13th lesson). AiMERAis is the flrst person singular of the conditional mood of aimer, already seen. 690. The first person singular of the conditional mood of verbs ending in ci* in the infinitive is formed by adding ais to this termina- tion. It is similar to the second person singular of the same mood. See 681 and C89. The whole of this mood of the verbs in er has now been seen :—J'ai- mEi\Ais, tu fempressERXis, it exigERiiiT, nous dparjnEniONS, vous trouvEniEZ, its dcjnandEBiiErix. FoKCTioN comes from the Latin functio, performance, practice. It is feminine (108). MiiDEciiN comes from the Latin medicus, physician. Celles is the plural of celle, seen in the fourth lesson. See 109. All the demonstrative pronouns have now been seen, in the following phrases : « Cest un proverbs » — 1st lesson. « Est CE quHl ne se corrig era jamais? » — 3rd lesson. « Monpere'est en ceci comma toutes les vieilles gensn — 30th lesson. « 11 appelait gel a une douce et molle reverie » — 9th lesson. hOu dans celui du Luxembourg » — 9th lesson. i< Superieure a celle qu'il avail recue » — /ith lesson. « Quels que fussenl ceux qui les faisaient » 19Lh lesson. « CELLES-!d ne doiventpas itre fatigantes » — S4th lesson. For the combination of celles and Id, see 397. DoivENT is the third person plural of the present tense of the indica- tive mood of devoir, seen in the twenty ninth lesson. Fatigant is derived froin fatigue , seen in the twenty ninth lesson. AxEz is the second person plural of the present tense of the subjunc- tive mood of avoir. The whole of this tense of avoir has now been seen : — raie, tu aies, il ait, nous ayons, vous ayez, its aient. Examples have now been seen of the second person plural of the pre- sent tense of the subjunctive mood, in the three regular forms of conjti- gattion and the two auxiliaries, in the following phrases : THlllTY FOURTH LESSON LEXIOLOGT N" 691-692. ^ 75 « Je ne di$ pas quHl soit neceisaire que vous passiEi des nuits » — 23rd lesson. « Que vous jaunissiEzsur des liuresv 23rd lesson. . Entend-re. I £tre!. Avoir. PRESENT PARTICIPLE. Jioirc4ss-ant. Attend-a«f. £tant. Ayant. PAST PARTICIPLE. Anim-c. Fin-!. Fond-M. INDICATIVE MOOD. PRESENT TENSE. fite. Eu. Je dout-e. J'avert-iV. Je rfipond-s. Je suis. J'ai. Tu pens-e«. Tu r^fl^ch-js. Tu perd-s. Tu es. Tu as. T1 dnnn.^ 11 ag-it. N. hi-iss-ons. 11 est. 11 a. N. peDS-ons. N. entend-ows. N. somnies. N. avons. V. manqu-e2. y.gu6r-iss-ez. V. rend-cz. V. etes. V. avez. lis imagin-enf. lis Ha-iss-ent. lis pr^tend-cnf. lis sqnt. lis ont. IMPERFECT TENSE. Je Aisit-ais. Je nomv-iss-ais . J'attend-a!« . J'aals. J'avais. Tu souhait-at'j. Tu aicb-iss-ais. Tu prdtend-aw. Tu itais. Tu avals. 11 exerij-ajY. H assoup-!Si-a!f. 11 ^tend-ait. 11 filait. 11 avail. N. icout-ions. N. pir-iss-ions . N. entend-jores. N. ^tions. N. avions. V. apport-iez. V. Imga-iss-iez. V. suiv-jez. V. etiez. V. aviez. Ilscontribu-ffliCTj? lis Tiaa-iss-aient lis r^pond-aienf. lis ^talent. lis avaient PAST TENSE DEFINITE . J'endui;c-2's. Je p«rd-ii. Tu pritend-ii. Je fus . J'eus. Tu eys. Tu assur-«s. iTu &n-is. Tu fus. Ilcess-a. 11 affraiicli-iV. 11 r^pond-j'f . 11 fut. 11 cut. N. pstsi-dtnes. N. Temp\-imes. N. yend-imes. N. fumes. ^. eumes. V. travaill -ates. V. M-ites. V. nnd-ites. V. fates. V. eates. lis donn-^re»(. lis assaill-iren;. lis suspend-tren; lis eurent. THIRTY FIFTH LESSON — RECAPITULATION. 191 FDTDRE TENSE. Je charg-er-flt. Je &a-ir-ai. Je vainc-r-fli. Je serai . J'aurai. Tud6cid-«r-flj. Tu te repent-iV-as Tu dgfend-r-as. Tu seras. Tu auras. 11 corrig-er-a. 11 bin-ir-a. 11 mord-r-a. 11 sera. 11 aura. N. picb-er-ons. N. part-ir-ons. N. attend-r-o««. N. serous. N. aurons. V. apport-er-ez. V. 6n-ir-ez. V. prend-r-ez. V. serez. V. aurez. Us mka-er-ont. lis fourn-ir-ont. Ilssurprend-r-onf lis seront. Us auront. CONDITIONAL MOOD. 3'sim-er-ais. Je T6uss-ir-ais . Tu soutr-ir-ais . Je craind-r-flts. Tu attend-r-ati. Je serais. Tu serais. Tu press-er-ms. Tu aurais. 11 e\\g-er-ait. N.fipargn-er-Jo«» II sent-ir-flf f . 11 plaind-r-aif. N. per A-r-ions. 11 serait. N. jou-ir-fons. N. serious. N. aurions. V. trouv-er-»|e?. V. adpuc-!r-«( lis auraient IMPERATIVE MOOD. Parl-e. D£gourd-(s. P^pond-s. Sols. Aie. All-ons . Dlvert-to-OMS . Attend-on*. Soyons. Ayons. L6ptcii-ez. Gain-iss-ez. Suiv-ez. Soyez. Ayez. SDBJUNCTIVE MOOD. PRESENT TENSE. Je gagn-e. J'ag-8«s-e. Je sols. J'aie. Tu 6co\il-es. Tu obi-iss-es. Tu rend-?s. Tusois. Tu aies. Ilpouss-e. 11 dIvert-jVs-e. 11 attend-e. 11 soil. 11 ait. N. amus-fei««. N. Tiuss-iss-ions. N. read-ions. N. soyons. N. ayons. V. pass-iVz. Us aim-ent. V. iwLU-iss-iez. lis otoup-iss-ent. V. rend-i'ez. V. soyez. lis soient. lis rend-e»t. Us aient. PAST TENSE. Je pass-asse. Je sul)-!S*-e. Je suiy-isse. Je fusse . J'eusse. "fu i\ey-asses. Tu Temp\-iss-es. Turipohdr'Us-es. Tu fusses. Tu eusses . 11 poss^d-a«. 11 r(Sun-«. Ilsuiv-i«. 11 fflt. n eat. N.tioaf-assions. N. sent-iss-ions . N.Tipond-iss-ions N. fussions. N. eussions . y. \iiss-.qssiez. y. s?nt-to-iez. V. perd-iii-y?z. V. fussiez. y. eussiez. lis sum-assent . lis romp-isi-ent . IlsfusseW. lis eusseat. 192 THIRTY SIXTH LESSON. first DiTision— Practical. READIIVG EXERCISE. Trente-sixieme le^on. 6 5 3 2 « Je me souviens qu un jour j'assistai a iine le^on du docteur 4 50 2 4«3|0^ ,^0 Auzoux. II demoDta piece a piece 7 u w w932 oO un homme artificiel, et nous fit 7 .0 10 8^7 voir successivement chacun des wOO 6^ 4 05 40 visceres : le cerveau, les poumons, 6 OUV..0 5^1 «0 le coeur, 1 estomac, le foie, la rate, . 2 ,^0 wO 6 4 les intestins. U nous dit le nom . _0 7 00 200 des OS, des muscles, des veines, . v^ u 00 u 00 6 des arteres et des nerfs. Je n'ai THlllTY SIXTH LESSlliN — KEADlNCi EXliUClSli — TKANSLAnON. ■! 93 , , 7 . ^ vi 2^ jamais rien vu d'aussi complique 62lw36 w0007 2 que 1 interieur du corps humain. » 6 , . i 6 7 « ]\e faut-il pas en outre qu'uu §,0 8 v^ 3 medecin connaisse la chimie ? u 8 6 w vj w —0 6- qu*il sache se servir a propos de 8w0 6ww0 . 60 I'oxygene, de i azote et des autres _ i sT uO w 6 gaz? qu il emploie avec disceriie- w u w ment un acide, un alcali, un sel, 7 7w0 7 0v^70 7 un sulfite, un chlorure ou un wuv^O OOu 20 carbonate i Comment se rappeler 00 tant de choses ? » LITERAI. TRAIVSrATIOIV. Trente-sixiejne leQon. « Je me souviens qu'un jour j'assistai a line lecou remember assisted (111 docleur Auzoux. II deinonla piece a piece uu hoinnie doctor Auzoux disjoiiiteil piece !■. II. ^ 13 195 THIRTY SIXTH LESbON — TUANSLATION. artificiel, et nous fit voir successivement chacun des artificial us made successively eacli visceres : le cerveau, les poumons, le coeur, I'estomac, viscera brain lungs stoi&acli le foie, la rate, les intestins. II nous dit le nom des os, liver spleen intestines told name bones des muscles, desveines, des arteres etdes nerfs. Je n'ai muscles veins arteries nerves jamais rien vu d'aussi complique que Tinterieur du seen complicated inside corps humain. » body human Ne faut-il pas en outre qu'un medecin connaisse moreover know (subj.) la chimie? qu'il sache se servir a propos de chemistry know (subj.) himself to serve opportunely I'oxygene, de I'azote et des autres gaz ? qu'il emploie oxygen azote gases employ (subj.) avec discernement un acide, un alcali, un sel, un discernment! acid alkali salt sulfite, un chlorure ou un carbonate ? Comment se sulphite chloride carbonate to one's self rappeler tant de choses? » to recall so many ' EIVGLISH TRAIVSI.A'TIOni. « I recollect that one day I attended a lecture of Doctor Auzoux. He took to pieces the mechanical figure of a man, and showed us in succes- sion each of the viscera : the brain, the lungs, the heart, the stomach, the liver, the spleen, the intestines. He told us the names of the bones, the muscles, the veins, the arteries and the nerves. I never saw any- thing so complicated as the interior of the human body. » « Besides, must not a physician be versed in chemistry? Must he not know the proper use of oxygen, azote and the other gases ? and be thoroughly acquainted with the properties of an acid, an alkali, a salt, a THIRTY SIXTH LESSON — CONVKBSATION PHRASEOLOGY. 195 sulphite, a chloride or a carbonate ? How it is possible to remember so many things ? ACTEniVATE TRAnisi^ATionr. COmTERSATIOIV. QUESTIONS. Quelle est cette leQon ? A quoi Alexis assista-t-il un jour? De quoi Alexis se souvient-il? Qu'est-ce que le docteur dfimonia pifece a pifece ? Gomroent le d€monta-t-il? Que fit-il voir successivement ? Quels sont les principaux vis- ceres ? De quelles choses dit-il le nom? Que dit Alexis de Vint^rieur du corps humain? Qu'est-ce qui lui semble compli- qu6? Quelle science faut-il qu'un m6- decln connaisse en outre ? De quoi faut-il qu'il sache se ser- vir a propos ? Que faut-il qu'il emploie avec dis- cernement? Que dit Alexis de toutes les choses qu'un mddecin doit savoir ? ANSWERS. C'est la trente-sixiime. A une legon du docteur Auzoux. D'avoir assists un jour a une lefon du docteur Auzoux. Un homme arliiiciel. Pi^ce a pifece. Chacun des viscferes. Le cerveau, les poumons, le coeur, I'estomac, le foie, la rate, les intestios. Des OS, des muscles, des veines, des artferes et des nerfs. 11 dit qu'il n'a jamais rien vu d'aussi compliqu^. L'int^rieur du corps humain. La chimie. De I'oxygfene, de I'azote et des autres gaz. Un acide, un alcali, un sel, un sulfite, un chlorure ou un carbo- nate. II dit : Comment se rappeler tant de choses? FHRASEOIiOGY. TO BE TRANSLATED INTO ENGLISH. Avez-vous ^tudi^ la chimie ? J'en ai quelques notions super- ficielles. TO BE TRANSLATED INTO FRENCH. Have you studied chemistry ? I have some superGcial notions of it. 196 TUIRI'Y SIXTH LKSSON — I'HUASJiOLOGY. Pourquoi me faites-vous cette question ? Parce qu'il y a dans la legon d'aujourd'hui plusieurs mots que je ne comprends pas. Quels sont ces mots? D'abord, I'oxygene. Qu'est-ce que c'est? C'est un gaz. Qu'est-ce qu'un gaz ? C'est un corps qui n'est nisolide, ni liquide. L'air est done un gaz ? C'est la reunion de deux gaz: I'oxygene et I'azote. Maintenant, qa'est-ce qu'un al- cali? Voiis ne savez pas encore les mots qui me seraient n^cessaires pour vous en donner la definition. Eh bien, alors, un sulfite? C'est un sel composfi d'acide sul- fureux et d'une autre substance, qu'on appelle g^ndralement une base. Etun carbonate? C'est un sel compos6 d'acide car- bonique et d'une base. Vous dites qu'un sulfite est un sel, et qu'un carbonate est un sel : les noms de sels finissent done en ite etea ate? Qui, selon le nom de I'acide qui entre dans leur composition. Je ne comprends pas bien. Par exemple, le nom d'un sel oiiil entre de I'acide sulfureux finit en ite, Et celui d'un sel ou 11 entre de 'acide sulfurique finit en ate. Et quelle dillerence y a-t-il enlre Why do you ask me this ques- tion? Because, in the lesson of this day, there are several words which I do not understand. Which are those words? First, oxygen. What is it? It is a gas. What is a gas ? It is a body which is neither solid, nor liquid. Air is a gas then ? It is the combination of two gases : oxygen and azote. Now, what is an alkali ? You have not yet learned the words which would be requisite for me to give you a definition of it. Well, then, a sulphite ? It is a salt composed of sulphur- ous acid and another substance, which is generally called a base. And a carbonate? It is a salt composed of carbonic acid and a base. You say that a sulphite is a salt, and that a carbonate is a salt : do the names of salts end in ite and in ate? Yes, according to the name of the acid, which enters into their com- position. I do not understand very well. For instance, the name of a salt containing sulphurous acid ends in ite. And that of a salt containing sul- phuric acid ends in ate. And what difference is there be- THITRY SIXTH LESSON — PRONUNXUTIOX — N" 708. 197 I'acide sulfureux et I'acide sulfuii- que? Le premier contient rnoins d'oxy- gfene que le second. Ainsi, lesnomsd'acidesfinissent en ique ou en ewajselon qu'ils con- tiennent plus ou molns d'oxygfene ? Oui, ordinairement. J'allais oublier le mot chlorure, que je n'ai pas compris. C'est )a reunion du chlore, qui est un gaz, avec un autre corps. Dans quel cas se sert-on de la dfeinence ure? On s'en sert pour designer la combinaison des corps non m^tal- liques entre eux , ou avec les m6- taux. Pouvez-vous m'en donner un exemple ? Le chlore, en se combinant avec un m6tal appel6 sodium, forme le chlorure de sodium, qui n'est autre chose que le sel que vous mangez avec votre viande. tween sulphurous and sulphuric acid? The first contains less oxygen than the second. So, the names of acids end in ic or in ous, according as they con- tain more or less oxygen ? Yes, generally. I was going to forget the word chlorure, which I have not under- stood. It is the combination of chlorine, which is a gas, with another sub- stance. In what case is the termination ure employed ? It is employed to designate the combination of non-metallic sub- stances between themselves, or with metals. Can you give me an example ? Chlorine, combined with a metal called sodium, forms chloride of sodium, which is nothing else than the salt which you eat with your meat. Secontl DivisSffiai— Aualjiiical autl tlaeoretical. PROiViinrciATioiv. EXAMPLES. Bientdt — Le ndtre — Le vdtre. In these words, the o is surmounted by a circumflex accent. It has the long grave sound of the o in note. 708. The vowel o, with a circumflex accent, has the long grave sound of in the English word note. EXAMPLES. Rabot— Idiot — Nos — Vos — Mot— Gros — Propos, 1 98 THIRTY SIXTH LESSON — PRON., N" 709-71 — LEXIOL., 71 1 , In these words, the o may be considered as final, the consonants after it being silent. It has a long grave sound. 709. The vowel o has its long grave sound, like that of o in note; at the end of words, or when followed by a silent consonant. EXAMPLES. Chose — Poser — Proposer — Position — Dispositions. The terminations of the first words are ose and oser. The last three words are derivatives of poser. In all these examples, o has its long grave sound. yiO, The vowel o has its long grave sound in the terminations os^ and oser, and retains it in the derivatives of words having these termi- nations. LEXIOIiOGV. Je me sodviens is the first person singular of the present tense of the indicative mood of the pronomitial verb se souvenir (413), seen in the twenty first lesson. Assist Ai is the first person singular of the past tense definite of assijr ter, which comes from the Latin assistere, to assist, formed of ad (162) and sister e, to stand. 711. The first person singular of the past tense definite of verbs ending in er in the infinitive mood is formed by changing this termina- tion into al. The whole of this tense of verbs in er has now been seen : — J'assis- tkx, tu assur AS, il cessk, nous passauES, vous travaillaTS.s, ils don- WilRENT. Examples have now been seen of the first person singular of the past tense definite, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : vJ'assistiLi a une legon x— 36th lesson. « Jem'endurcis dans mon egoisme" — 31st lesson. >. Je perdis le fruit de trente ans de travail « —27th lesson. « JeFus insensible aux bonnes paroles »— 31st lesson. «Je w'eus point egard a sesprieres »— 31st lesson. The whole of the past tense definite has now been seen in the three regular forms of conjugation, and the eighteen particular observations by which its terminations have been pointed out, may be condensed into one general rule. THIRTY SIXTH LESSON — LEXIOLOGT — N°'712tO 71 4. 199 71%. The past tense definite is formed by changing the terminations of the infinitive as follows : ei> into at, as, a, antes, ates, ^rent;— and ii> and re into is, Is, it, imes, Ites, irent. DoCTETjR is derived from docte, learned, which comes from the Latin doctus, learned. See /t59. Demonta is a form (196) of the verb demonter, derived from monler, to mount, to put up. The radical is mont, mount, mountain, which comes from the Latin mons, mountain. PiiiCE comes from the Spanish pieza, piece. Aetificiel is one of the derivatives of art, mentioned in the tenth lesson. See 243. Its feminine is artifidelle (202). Fit is the third person singular of the past tense definite of faire, Faire VOIR is employed in the sense of montrer, to show. See 95 and 6/i8. SuccEssivEMENT Is One of the derivatives ol cider, mentioned in the sixth lesson. 713. Chacnu, formed of chaque, every, and un, one, is an in- deflnite pronoun, signifying each, every one, everybody. Its feminine is chacune. It has no plural. When used in a general sense, it refers only to persons, and is always masculine. When it relates to some deter- mined object, it takes either of the genders, and is used in speaking of things as well as of persons. Before a substantive or a pronoun, it is followed by de. The pronoun chacun mustnotbe confounded with the adjective chaque, seen in the thirty fourth lesson. Chaque cannot be employed without a substantive in the singular, which it precedes. ViscfeRE comes from the Latin vUcus, in the plural viscera, intestines. It Is masculine by exception (15J. Cerveau comes from the Latin cerebrum, brain. PouMON comes from the Latin pulmo, lungs. EsTOMAC comes from the Latin stomachus, stomach. 714. § 1. In many words, coming for the greater part from the Latin, and originally beginning with s and another consonant, the vowel e has been preflxed to s, for the sake of euphony, as : espace, space; espece, species ; esprit, spirit ; eslamper, to stamp. § 2. Some of these words have now lost the s which was preserved in old French, as : elable, stable; etat, state; etrangler, to strangle; etude, siudy ; iponge, spunge. § 3. It often happens, however, that in the derivatives of such words, Ihe euphonic e is suppressed and the s is restored, as : stomachique, siomacal, from estomac; spacieux, spacieusement, from espace; spiri- tuel, spiritueux, from esprit; strangulation, from etrangler; studieux, f^om itude ; gpongieux, from iponge. 200 THIRTV SIXTH LESSON — LEX'TOLOGT — N" 715. FoiE comes from the Ilalian fegafo, Ihcr. It is masculine by excep- lioii (15). Rate is a word of unknown origin. Intestins is one of tlie derivatives of intime, or of the Latin intus, mentioned in the second lesson, DiT, in the text of this lesson, is 'the third person singular of the past tense definite of dire. The three persons singular of the past tense of this irregular verb are similar to the same persons of the present tense of the indicative mood. NoM comes from the Latin nomen, name. Os is the Latin os, bone. Muscle comes from the Latin mM«CMiMs, muscle. It is masculine (695). Veine comes from the Latin vena, vein. ARTiiRE comes from the Greek aprnpia., artery. It is feminine (277). Nerf comes from the Latin nervus, sinew or nerve. The f, which is silent in the plural, is generally pronounced in the singular. Vu is the past participle of voir. CouvLiQvt is a form (55) of the verb compliquer, which comes from the Latin complicare, to fold or plait. The French radical is pli, fold. Interieur is one of the derivatives of intime, mentioned ia the second lesson. Corps comes from the Latin corpus, body. HuMAiN is one of the derivatives of homme, seen in the second lesson. yiS. The termination aiai belongs to a small class of adjectives differing slightly from the English , as : humain, human or humane ; Americain, American ; mondain, mundane ; contemporain, contempo- raneous. En outre is an adverbial locution signifying moreover. It is deri- ved from outre, seen in the seventeenth lesson (38/t). CoNNAissE is the third person singular of the present tense of the sub- junctive mood of the irregular verb connaitre, already seen. It is simi- lar to the first person of the same tense and mood. Chimie comes from the Greek z^/«ik, chemistry or alchimy. Sache is the third person singular of the present tense of the sub- junctive mood of savoir. It is similar to the first person of the same tense and mood. Savoir and connaItre are both rendered by to Mow ; but connaitre is more particularly employed in the sense of to be acquainted with, or to have a knowledge of. Connaitre may have the name of a person as well as of a thing for its regimen, whereas sawoir cannot be followed by the name of a person. Again, savoir may govern another verb in the infinitive mood (205) as in this lesson, savoir se servir ; and con- naitre is never used in such a case. Thus, to know has its two equi- TUIUTY SIXTH LESSON — LEXtOLOf.Y — S°' 716-71 7. 901 valents In French, as it has scire and cognoscere in Latin, and inssen and liennen in German. Servir is an irregular verb which has been seen in the present tense of the indicative mood, in the twenty fifth lesson. Phopos, and the adverbial locution d propos, are derivatives of poser, mentioned in the twelfth lesson. OxYGfiNE is formed of two Greek words : i3|u;, acid, and yswaM, to generate, in consequence of the belief, now found to be erroneous, that this element entered into the composition of every acid. It is masculine. 716. § 1. All the names of simple bodies or chemical elements are masculine. § 2. Those which end in e mute and which accordingly form excep- tions to the general rule (15) are : oxygene, oxygen ; hydrogene, hydro- gen ; azote or nitrogene (the second name is little used), nitrogen; soufre, sulphur; tellure, tellurium; chlore, chlorine; brome, bromine; iode, iodine; phosphore, phosphorus; carbone, carbon; bore, boron; lanlane, lantanum ; didyme, didymium ; manganese, manganese; chrdme, chromium; tungstene, tungsten; molybdene, molybdenum; cuivre, copper; mercure, mercury or quicksilver; titane, titanium; tantale, columbium ; antimoine, antimony ; platine, platinum. § 3. To these must be added the generic words : metallo'ide, non- metallic element; and oxyde, oxyd. Azote is formed of the Greek privative syllable «, and ^mxbi, vital, on account of its fatal effects upon animal life. It is masculine (716). Gaz is a word of unknown origin. Webster derives it from the Saxon gast, spirit or ghost. Johnson seems to look upon it as a hap-hazard word invented by the cbymists. The Spanish word is gas. It takes no additional termination in the plural (366). Emploie is the third person singular of the present tense of the sub- junctive mood of employer, which comes from the Latin implicare, to connect. See 663. DiscEHNEMENT is derived from discerner, to discern (167), which comes from the Latin discernere, derived from cernere, to separate (280). The French radical is cerner, to invest. AciDE comes from the Latin acidus, acid. Being an adjective used substantively, it is masculine, notwithstanding its termination (199). 717. The termination idc is common to adjectives about 50 of which end in id in English, as : acide, acid ; candide, candid ; insipide, insipid; solide, so\iA; stupide, stupid. Alcali comes from the Arabic alkali, glass-wort. Sel comes from the Latin sal. Sulfite comes from the Latin sulphur. The French substantive is soufre. Sulfite is masculine. 202 THIRTY SIXTH LESSON— LEX. , N" 74 8-720— SYNTAX, 721-722. 71 §. The names of salts ending in ite are masculine. Chlorure is derived from chlore, chlorine, which comes from the Greek x^"/=°5. green, sallow, and is so called on account of its colour. Chlorure is masculine. 719. The names of chemical compounds ending in nre are mascu- line. Carbonate is derived from carbone, carbon, which comes from the Latin carbo, coal. It is masculine. 730. The names of sails ending in ate are masculine. Rappeler is one of the derivatives of appeler (160) seen in the ninth lesson. Rappeler signifies to recall or to call back, and se rappeler, to remember, or to recollect. Se rappeler requires a direct regimen, and se souvenir requires an indirect one, with the preposition de. We say : Se rappeler une chose, and se souvenir li'une chose. ISTIVTAX. liC docteur Auzoux. 721. The article, which is generally omitted in English before a title adjoined to a proper name, must not be suppressed in French. Je riai iamais vu 722. When a verb is in a compound tense , the adverb is generally placed between the auxiliary and the participle. But this rule is not absolute. Thivd DiTision— Exercises. PREPARATORV EXERCISE. 1. Model : Passistai. Lexiology, 711 — I arrived^ reckoned— I asked— I employed— I forced— I gained— I threw— I showed— I occu- pied — I proved — I drew. 2. Lexiology, 712-1 brought— Thou boughtest— He blamed— We ceased — You decided— They embraced— I finished— Thou didst cure- He groaned — We languished — You enjoyed — They fed— I pretended — Thou answeredst — He followed — We waited — You sold — They fought. 3. Model : Chacun. Lexiology, 713 —Every one is attentive — Every one is happy— Every one is dumb — Each of us (mgsc.) — Each of 115 (fem.) — Each of these gentlemen — Each of those houses. THIRTY SIXTH LESSON — PREPAE. EXER. COMPOSITION. 203 U. Model : Humain. Lexiology, 715 — African — American — Intiuman — Mexican — Republican — Boman. 5. Lexiology, 716 — (Translate the following words, with the definite article before them)— Nitrogen— Sulphur— Chlorine— Bromine— Phos- phorus — Carbon — Manganese — Copper — Mercury — Platinum — Anti- mony, 6. Model : Acide. Lexiology, 717— Morbid— Placid— Lucid— Splen- did— Sordid— Rigid— Solid— Timid— Sapid— Intrepid— Limpid— Liquid —Livid. 7. Model : Un sulfite. Lexiology, 718— An azotite— A phosphite— An arsenite— A selenite— A chromite. 8. Model : Un chlorure. Lexiology, 719 — A sulphuret- An iodide —A fluoride — A phosphuret — A carburet. 9. Model : Un carbonate. Lexiology, 720— An azotate, or a nitrate — A sulphate — A chlorate— A phosphate— A silicate. 10. Model : J e ri'ai jamais vu. Syntax, 722 — I have not spoken— Thou hast not refiected enough— He has studied much— We shall soon have finished— You have understood easily — They have answered better. COMFOSITIOIV. 1 — Yesterday, 1 , took to pieces [disjointed] a machine jn order to understand its mechanism— 711. 2 — I employed for that purpose the tools which you [have] lent me —711. 3—1 studied that machine with [a] great attention— 711. U — I showed it to several friends — 711. 5 — Your mother is so good that every body loves her — 713. 6 — Every one has indulgence for his own faults — 713. 7 — Every one imagines he has [to have] genius— 713. 8 — The baiskets were weighed ; each weighed , flfteen kilograms— 713. 9 — You will examine each of these sheets of paper — 713. 10 — Here are three students. Each of them will answer in [at] his turn— 713. 11 — This action is inhuman— 715. 12 — You arestudyingthe Roman history — 716. 13 — Manganese is a metal— 716. Ih — Oxygen is called an element, because it cannot be decomposed -716. 15 — Muriatic acid is now called chlorhydric acid— 199. 204 THIRTY SEVENTH LESSON — READING EXERCISE. 16 — Mercury is a liquid— 716, 717, 199. 17 — Our comrades are intrepid— 717. 18 — This house is not solid— 717. 19 — This hyposulphite is not good for photography— 718. 20 — Chloride of iodine was employed with success by Claudet— 719, 21 — Nitrate of silver is a violent caustic — 720, 199. 22 — General William has been killed— 721. 23 — Professor Auzoux is a man of [a] great talent— 721. 24 — You have scarcely eaten — 722. 25 — 1 did not hear [have not heard] well— 722. 26 — They have not studied much— 722. 27 — You will however have enjoyed your fortune— 722. THIRTY SEVENTH LESSON. ffirsft DIvisioa— Pn'actical. READinnr. exercise. Trente-septieme lecon. .0 6 w §^ 6 « Ensuite, comment reconnaitre 00 w u 300 6 toutes les maladies , depuis le 2 6 6 2 ^20 Simple mal de tete ou la migraine jusqu'a I'apoplexie foudroyante? .w2^0 i 6 V..00780 Si j'allais prendre la coqueluche 7 7 11 Fi w pour une fluxion * de poitrine , * Fluxion. Pronounce x like Ics in flux. TUIKTY SJiVJilNTH LEsSUiN -HEADING EXERCISE. 205 ■7 07 7 wOOO un rhiime pour un asthme ou 7 wwOOO 580u0 pour un catarrhe^ la rougeole OvO 2,u0 70 180 pour la petite verole, une enge- 70 7 7 2 070326 lure pour un ulcere, une fievre uO . 7 ^6320 maligne pour une fievre tierce, ,4^0 v^ ^ OU la jaunisse pour la peste, il .0 2.7 20 6 u u . en pourrait resulter de fatals i 00 accidents. » 7 - .20 6 « A supposer que tons les u60 vyw^OOO 6 obstacles s'aplanissent et que je 2 2 6 fusse certain de ne pas me 4 20 4 2,0 8 tromper, aurais-je an moins at- 2 7 6 teint mon but* ; Me voila me- 70 Or but. 206 THIRTY SEVENTH LESSON LITERAL TRANSLATION. 6 16 decin hon. Je rentve chez moij ^0 o.w 00 apres avoir fait mes visites. Un 3 iO w 1 . I 20 bon diner m attend * aupres d'un 6 6 ^0. ^ w bon feu. Je me mets a table, 5 10 mourant de faim. » UTERAI. TRAIVSIiATIOW. Trente-septieme legon. « Ensuite, comment feconnaitre touteS les maladies, Then to recognize maladies depuis le simple mal de tete ou la migraine jusqu'a simple ache head megrim I'apoplexie foudroyante? Si j'allais prendre la coqueluche apoplexy fulminant went to take hooping-cough pour une fluxion de poitrine, un rhume pour un asthme inflammation breast cold asthma OU pour un catarrhe, la roug^ole pour la petite verole, catarrh measles small pox une engelui-e pour un ulcere, une fibvre maligne pour chilblain ulcer fever malignant une fievre tierce, ou la jaunisse pour la peste, il en tertian jatindice plague froin it pourrait resulter de fatals accidents. » to result fatal accidents * Attend. Pronounce the d like I, on account of the vowel which begins the next word. THIRTY SEVENTH LESSON TRANSLATION CONVERSATION. 207 « A supposer que tous les obstacles s'aplanissent to suppose obstacles levelled (subj. past.) et que je fusse certain de ne pas me tromper, certain deceive (mistake) aurais - je au moins attaint mon but? Me voila m6decin.. . should have at least reached aim bon. Je rentre chez moi, apres avoir fait mes visites. re-enter visits Un bon diner m'attend aupres d'un bon feu. Je me dinner awaits near mets a table, mourant de faim. i put table dying EnrGLisn tkatvslatioiv. « Besides how can one distinguish the dlQerent diseases from one another, from a mere head-ache or a megrim to fulminant apoplexy? If I should mistake the hooping-cough for an inflammation on the chest, a cold for an asthma or a catarrh, the measles for the small pox, a chilblain for an ulcer, a malignant fever for a tertian fever, or the jaundice for the plague, fatal accidents might result from it. » « Even supposing that all obstacles were removed and T were certain not to mistake, should I at least have attained my end? Let us say that I am a doctor — Well and good. I return home after visiting my pa- tients. A nice dinner is ready for me, before a comfortable lire. 1 sit down to it, with a ravenous appetite. » AI^TERIVATE TRAIVSIiATIOIV. COIVTERSATIOnr. QUESTIONS. Quelle est cette legon? Que faut-il qu'unmfidecin recon- naisse ? Quel mal Alexis semble-t-il re- gardercomme pen de chose? Quelle maladie semble-t-il regar- der comme la plus terrible ? ANSWERS. Cest la trente-septi^me. Toutes les maladies. Le simple mnl de t6te, ou la mi- graine. L'apoplexie foudroyante. 208 THIRTY SEVENTH LESSON — CONVERSATION. Quelle maladle craindrait-il de prendre pour une fluxion de poi- trine? Que craindrait-il de prendre pour un asthme ou pour un catarrhe ? Que craindrait-il de prendre pour la petite v6role ? Que craindrait-il de prendre pour un ulcfere ? Que craindrait-il de prendre pour une fifevre tierce ? Que craindrait-il de prendre pour la peste ? Pour quelle maladie pourrait-il prendre la coqueluche ? Pour quo! prendrait-ilun rhume ? Pour quoi prendrait-il la rou- geole? , Pour quoi prendrait-il une enge- lure? Pour quoi prendrait-il une fifevre maligne ? Pour quoi prendrait-il la jau- nisse ? Que pourrait-il r6sulter de pa- reilles erreurs? Que suppose-t-il, pour un mo- ment? De quoi serait-il certain alors ? Quelle question se fait-il, en sup- posant leg obstacles aplanis ? Que s'imagine-t-il 6tre ? Ou rentre-t-il ? Aprfes quoi rentre-t-il chez lui ? Qu'est-ce qui I'attend? Auprte de quoi est le bon diner? Que fait-il? Dans quelle disposition se met-il a table? La coqueluche. Dn rhume. La rougeole. Une engelure. Une Devre maligne, Lajaunisse. Pour une fluxion de poitrine. Pour un asthme ou pour un ca- tarrhe. Pour la petite verole. Pour un ulcere. Pour une fifevre tierce. Pour la peste. II en pourrait r^sulter de fatals accidents. Que tous les obstacles s'aplanis- sent. De ne pas se tromper. Aurais-je au moins atteint mon but? 11 s'imagine gtre m^decin. U rentre chez lui. Aprfes avoir fait ses visiles. Un bon diner. Auprfes d'un bon feu. II se met a table. Mourant de faira. THIRTY SEVENTH LESSON — rHKASBOLOGY. 209 raRASEOIiOGY. TO BE TRANSLATED INTO ENGLISH. II y a bien longtemps que je ne vous ai vu, men cher ami. C'est vrai, man cher. Comment ya la sant6 ? Pas irop nial, comme vous voyez. Etvous, comment allez-vous? Tout doucement. J'ai 616 bien nialade. Bah ! Qu'avez-vous eu ? J'ai eu une fluxion de poitrine. Comment cela vous est-il venu? Cela a commence par un rhume. Ensuite j'ai eu une grande op- pression et une fifevre violente, Avez-vous un bon m^decin ? Oui, je le pense. II ade la repu- tation. Que vous a-t-il prescrit ? D'abord les sangsues; puis un V(5sicatoire. fttes-vous compl^tement gu6ri ? Je lie sais pas. Je suis encore fai- ble e t j'ai quelquefois des maux d'es- tomac. En avez-vous parl6 au docteur ? Oui, il pretend que cela tient a une maladie de foie. Mangez-vous avec app^tit ? Oui, j'ai toujours faim. Mors, vous serez bientfit gueri. Je I'esp^re. J'allaisoublier de vous demander des nouvelles de monsieur voire pfere. n a un catarrhe. Et vos trois petits gar^ons ? p. II. TO BE TRANSLATED INTO FRENCH. It is very long since I saw you, my dear friend. True, my dear fellow. How is your health ? Pretty good, as you see. And how are you ? So, so. I have been very ill. You don't say so ! "What was the matter with you? I had an inflammation on the chest. How did it come ? It began with a cold. Then I had a strong oppression and a violent fever. Have you a good physician ? Yes, I think so. He has some re- putation. What did he prescribe ? Leeches at first; and then a blis- ter. Are you completely cured ? I do not know. I am weak still and have sometimes a pain in my stomach. Have you spoken to the doctor about it? Yes, he says it proceeds from a liver complaint. Do you eat with appetite ? Yes, I am always hungry. Then, you will soon be cured. I hope so. I was going to forget to enquire about your father's health. He has a catarrh. And your three little boys? 14 ^\ THIRTY SEVENTH LESSON — PRON., N"" 723-724 — LEXIO. Le plus ag6 a la rougeolej le se- cond a la coqueluche, et le plus jeune, la petite v6role. Mon Oieu ! que de maux ala fois ! Oui. Nous avons du malheur. Allons, prenez courage. Quand vlendrez-vous nous voir? Plus tard. Quand vos enfants jouiront d'une meilleure sant6. The eldest has the measles; the second has the hooping-cough, and the youngest, the small pox. Dear me ! ho w many evils at once ! Yes. We are unlucky. Well, you must have courage. When will yOu come and see us ? Later. When your children are in better health. Second DItIsIou— Analytical and theoretical. pnoivtrivciATioiv . EXAMPLES. Loin — Moins'^Moindre-^liesoin — Pomt. 723. The letters oln always form a nasal diphthong composed of the sounds marked 5 and 2, thus : 5^ — unless they be followed by a vowel. EXAMPLES. Guide — LangMe — Longwe — Gwere — Gm'llaume — Angwtlle^ — LangMtssiez— DistingMe's — Fatigwcs — Gwerissez. In these words the vowel u is mute. It comes after the consonant g, and precedes a vowel, 724. The vowel a is generally mute after g, when it precedes ailother vowel. It has been seen, however, in the word exigue, that when the vowel following M is detached from it by the diaresis, it loses its influence over it. JLCXIOLOGT. ReconnaItre has been seen in the future tense, in the twentieth lesson. Maladie is one of the derivatives oimal, mentioned in the thirteenth lesson. Sec 220. Simple comes from the Latin simplex, simple. T£te comes from the Latin testa, skull. MiGRAmE, mentioned in the seventeenth lesson among the derjya- lives of mi, is formed of this syllable, for V. and ipxvioi, cranium or skull. THIRTir SEVENTH LESSON — LEXIOLOGY—N" >2;j. 211 Apoplexie comes from the Greek ktottAviJik, apoplexy. FoBDROYANTE is 3 vei'hal adjective, corresponding to foudroyer, to thunderstrike, which is derived from foudre, thunder-holtj Goming from the Latin fulgur, lightnings J'allais is the first person singular of the imperfect tense of the ir- regular verb alter. This verb is sometimes used as an expletive before another verb in the infinitive mood, as : N'allezpas croire cela. Do not believe th^t; N'kil- lezpas vous tromper. Do not mistake; or as in this lesson : Sij'aliais prendre, If 1 should take. Prendre is the infinitive of ^rendrez, primes, prenanti prendtait, and prenez, already seen. Coqdeluciie, from the Latin cucullus, a covering for the headi was formerly the name of a cowl or hood. The present acceptation of thi^ , word is hooping-cough. Fluxion is one of the derivatives of fluer, mentioned in the eleventh lesson. It is feminine. 7 25. Substantives ending in xioii arc feminine. Poitrine comes from the Latin pectus, pectoris, bi'east. Rhume comes from the Greek ,sau/i«, rheum. It is masculine by excep- tion (15). AsTiiME comes from the Greek ii.nBiiv., ditliculty of brealhiagi It \i masculine by exception (15). CATARRnE comes from the Greek xa.ry.ppoH, catarrhj formed of ^wAj down, and pia, to flow. It is masculine by exception (15). RouGEOLE is derived from rouge, red, whidi comes from the Latin ruber, red. Petite verole, also called vahiole, comes from the Laiin varius, party-coloured, spotted. Encelure is derived from geler, to freezes whith comes from lh6 Latin gelare, to freeze. See 609. Ulcisre comes from the Latin ulcus, uleeris, ulcer. It is masculine by exception (15). FiiiivRE comes from the Latin febriSi fever. Maligne is the irregular feminine of the ai\]eci\ve matin (-2), one of the derivatives o(mal, seen in the Ihii teenth lesson. TiEKCE is the irregular feminine of the adjective lietSi third, one of the derivatives oitrois, seen in the thiid lesson. Jaunisse is one of the derivatives oijaune, mentioned in the tweriiy third lesson, as being the radical oijaunir. Peste comes from the Latin pestis, plague^ RfisoLTEH is one of the derivatives ofsaitlir^ mentioned in thS Mxlh lesson. 212 THIKTy SEVENTH LESSON— LEXIOLOGY N<" 726-727. Fatal comes from the Latin fatalis, fatal. It has been seen (546) that the plural of adjectives ending in al is generally formed by changing this termination into aux; but there are some exceptions, and fatal is one. This word, however, and a few more among the exceptions, being seldom heard with the plural form, there is something unpleasant to the ear in fatals accidents, which might be avoided by saying funestes accidents, the word faneste having the same meaning as fatal. SiJPPOSER, for sub-poser, is one of the derivatives of poser, mentioned in the twelfth lesson. 726. § 1. Sub is a Latin preposition signifying under, below. It is in French an inseparable particle implying a subordinate degree. It begins words many of which are nearly the same in English, as subal- terne, subaltern; subdiviser, to subdivide; subjuguer, to subjugate. § 2. In French, as well as in English, the ft of smE» is often changed into c, f, §•, or p. when the next syllable begins with one of these con- sonants, as ; succomber, to succumb; suffixe, suffix; suggerer, to sug- gest ; supposer, to suppose. § 3. In some words the to is suppressed, as svjet, subject. Obstacle is one of the derivatives of etre. mentioned in the fifth les- son. See 74. It is masculine (695). Aplawissent is the third person plural of the past tense of the subjunc- tive mood of aplanir, derived fromplan, level, flat, which comes from the LMinplanus, having the same meaning. See 162 and 287. 727. The third person plural of the past tense of the subjunctive mood of verbs ending in ir in the infiniiive is formed by changing this termination into isscsii. It is similar to tb« same person of the pre- sent tense of the indicative and of the subjunctive moods. This simila- rity is peculiar to verbs in ir. Examples have now been seen of the third person plural of the past tense of the subjunctive mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases ; II En quelque moment qiCelles arriBASSENT » — 19th lesson. « Que tous les obstacles s'ap/anissENT » — 37lh lesson. « Quelques occupations qu'elles interrompissESv » — 19lh lesson. « Quelque inopportunes qu'elles fussent»— 19th lesson. « Quelques inconvenients qu'elles eussent » — i9lh lesson. The whole of this tense in the verbs in ir has now been seen :—Je subissK, tu remphssES, il reunii, nous «ent /'aimERA.is les fonctions de medecin » — 36th lesson. « Je sens que je ne reussmnispas » — 33rd lesson. « Je craindRMS d'etre reduit au silence » — 34th lesson. « Je SERMS peut-^tre unjour « —33rd lesson. " AuRAis-Je atteint mon but ? « —37th lesson. Atteint is the past participle ofatteindre, which comes from the Latin atlingere, to reach, formed of ad and tangere, to touch. 729. All the verbs in indve, already mentioned (517), form their past participle by changing drc into t. But is derived from bout, seen in the sixth lesson. Rentre is a form (396) of the verb rentrer, which is derived from entrer, seen in the thirty fifth lesson. See 160. VisiTE is one of the derivatives of voir, mentioned in the second lesson. DIner, sometimes spelled dIn£, is derived from the verb diner, to dine, which comes from the Italian desinare, to dine. The Italian verb is supposed to come from the Latin desinere, to leave off; in which case, diner must have been so called from the intermission of business. Attend is ihe third person singular of the present tense of the indica- tive mood of attendre, already seen. 730. The third person singular of the present tense of the indica- tive mood of verbs ending in re is formed by merely suppressing this termination. Examples have now been seen of the third person singular of this tense, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « Ce vice donnE naissance » — 1st lesson. « II ne s''agiT pas de se lament er » — 32 nd lesson. « Un ban diner m' attend » — 37ih lesson. « Cest un proverbe »— 1st lesson. « N\-t-on pas ditn— 1st lesson. The whole of this tense of the verbs in re has now been seen i—Je 21 4 THIRTY SEVENTH LESSON — LEX., N<"731-'/32 SYNT. , 733-734. reponds, tu perds, il attend, nous eiUendoisii, vous rendE/., Us pre- tendEKT, Exaipples have now been seen of the whole of the present tense of the indicative mood, in the three regular forms of conjugatioi); and the eighteen particular observations, by which its terminations have been pointed out, may be condensed into one general rule. 7S1. The present ten»c of the indicative mood is formed by changing the termination of the infinitive as follows:— ci» intoe, cs, e, ons, ez, ent;— irintois, la, it, issous, issez, iisscnt ; — re into s, s, (blank), on», ez, ent. 733. Anprcs, one of the derivatives of vnts, mentioned in the second lesson, is an adverb and a preposition. Pres and auprei are both translated by the word near. When used as prepositions, they are followed by de. The difference between these two words is slight. Aupres denotes well known and determined proximity ; pres has some- thing more vague. Thus we say, Plu? pres, moins pres, and not Plus aupres, moins aupres. IVjF.TS is the first person singular of the present tense, indicative mood of mettre, already seen. It is similaF ti) the second person singular pf the same tense and mood, Taqle has been mentioned in the second lesson, as being the r?>dieal of elabli. MoiiniNT is the present participle of the irregular verb mQurir, already seen. SYmxAX. // en pourrait re'sulter. II pourrait en rSsulter. 7 33. The pronoun, when a regimen, is placed before jt? verb (4?) ; l)m when ao infinitive is governed by another verb, the pronovin refer- ring to this infinitive may be placed before either verb. However jt [^ wore Qonformable to general custom to place ihe prpnpun regimen be- fore the Yerb that governs it. Aprvs avoir fait. After making. 734. It has been said (141) that the French prepositions govern the infinitive mood : accordingly « After daving made » must fje ren- dered by « Apres avoir fait. » But, in English, the auxiliary having is THIRTY SEVENTH LESSON — P|l]BPARATO»y BXERCISE. 315 sometimes suppressed, and the principal verb is governed directly by tlie preposition, thus : After making. This abbreviation would not be correct in French. Tbird DiTislpn— Exercises. PREPARATORY EXERCISE. 1. Model : Une fluxictn. I^e^ioJogy, 725-^The! (complespon— The connexion— The flexion. 2. Model : Supposer. Lexiology, 726T:-Sublunary— ^To submerge— Subsequent— To subsist-^Substantial-r^Substantive- Suffocation— Sug- geslion^To supplant— To support. 3. Model : Qu'ils aplanisseni. Lexiology, 727— That they might act —That they might bless — Thatthey might sleep— That they might harden — That they might finish— That they might cure— That they might lan- guish—That they might feed— That they might obey — That they might depart— That they might succeed. 6. Lexiology, 728— That I might go— That thou mightest arrive— That he might bring- That we might buy— That you might love— That they might apply— That I might divert— That thou mightest sleep— That he might finish— That we might furnish— That you might cure — That they might moan— That I might interrupt— That ihou mightest bile— That he might pretend— That we might lose— That you might pursue— That they might follow. 5. Model: Atteint. Lexiology, 729— Adjoined^Conjoined— Con- strained— Feared— Enjoined— -Extinguished—Feigned— Joined— Painted —Pitied— Dyed. 6. Model : II attend, Lexiology, 720— ^He learns— He understands —He defends— He hears— He undertaltes ^ He melts — He bites —He pretends— He loses— Pe takes— He appearSf^Be^nswers- He renders- He suspends — He surprises— He sells. 7. Lexiology, 731—1 stop— Thou callest— He admires— We love— You amuse— They bring- 1 soften-^Tbou warDest-rwHe accomplishes— We act— You subject— They level— I wait— Thou understandest— He defends^We hear— "You melt— They interrupt. 8. Mode!: Jpret avoir fait. Syntax, 734— After pJsying- After eating— After spealdng— After losing— After taking— After answering— After looking. 21 6 THIRTY EIGHTH LESSON — READING EXERCISE. COIMPOBITIOIV. 1 _ We do not see any connexion between these things— 725. 2 Certain muscles serve for [to] the tlexion of the members— 725, 299. 3 — I did not doubt but these remedies would cure the patient —727. li — l wished them to finish their task to-day— 727. 5 — They were blamed, though they acted honestly— 727. 6 — They obeyed their master, though they hated him— 727. 7 — He has pitied me, but he has not relieved me— 729. 8 — He is feared, but he is not loved— 729. 9 — Have you painted your boat?— 729. 10 — He hears, but he does not answer— 730. 11 — I am sure that he understands you — 730. 12 — He returns (renders) you the money which you [have] lent him -^730. 13 — My son is learning French andLatin— 730. li — Come near me— 732. 15 — Come nearer— 732. 16 — You are too near now— 732. 17 — The physician is with [near] the patient— 732. 18 — 1 know something, but I will not tell it— 733. 19 _ Do not propose any rewards to them ; they ought not to accept any— 733. 20 — He knew his lessons well, but he could learn but one every [by] day— 733. 21 — After finishing his task, he slept two hours— 73i. 22 — After hearing his remonstrances, she wept bitterly — 734. 23 — After eating his fish, he asked for some meat — 12>l\. THIRTY EIGHTH LESSON. Elrst DiTision — Practical. readihtg exercise. Trente-huitieme le^on. tIo.w 2^0 « A la premiere cuilleree de 50 6wuO 4 w soupe que j avale, on sonue. Mon- THIRTY ElfiUTH LESSON — REiDlNG EXERCISE. 21 7 4 7 v^ i .H ~, sieur le conite un tel, saisi d'uii wO 5 7 5 acces de goutle, ou d'une toux 34 10 6 7 320 6 violente, me fait supplier de tout 0o20 «^- 2^.20 wO 5 1 quitter pour apaiser ses souffran- 00 70 6^0 0^>^0 ces. Due autre fois, c'est madanie _w070 70 la baronne une telle qui a une w 6 w 00 v.. M . >^ attaque de nerfs, ou mademoiselle sa soeur qui s est donne une 1 u I ° 1 P ^ entorse, et dout la famille in- 032 6 10 6 ,0 6 10 quiete demande que je me rende * aupres d'elle a la minute meme. » 32 3 ri « Ou bien encore , au milieu 6 6 10 * Oi- que |e uic pviide. 21 8 thirty eighth lesson — translation. tIo ^ 20^4 de la nuit, qui salt si 1 ou n^ 32 20 2 20 20 viendrait pas m'eveiUer ( moi qui dors dun sommeil si profondl ) 510 7 5 8 10 ^0 soil pour un accouchement , soil 6 10 10 ,70 pour le pansement d'une bles- 70 .J 100 2^000 sure? Tons mes instants seraient v^O 52 6^0 w w pris, et les soins que je prodigue- 2. 4 73wv^2, OOO rais a la sante d'autrui f iniraient -20 32 2, V,2, par m'oter la mienne. Decide- lO^eO 60 2^ ment, je ne me ferai pas mede- cin. » I.ITERAI. Tn&IVSI,&TIOIV. Trente-liuitieme legon. < A la pFemiera cuillerSe de soupe que j'avale, on spoonful soup swallow sonne. Monsieur le comte | un tel | , saisi d'un Tings count > such a one seized THIRTY EIGHTH LESSON — TRANSLATION. 21 9 apce^ de goutte, ou d'une toux violente, me fait supplier dl gout e9ugh violent to entreat de tout quitter pour apaiser ses souffpances. Une autre leave to appease sufferings fois, c'est madame la baronne une telle qui a une My lady (Mfs.) baroness attaque de nerfs, ou mademoiselle sa soeur qui s' est attack (Gt) miss sister to herself donne une entorse, et dont la famille inquiete demands given sprain uneasy asks que je | me rende | aupres d'elle a la minute mepie* » repair (subj.) her minute even « Ou bien encore, au milieu de la nuit, qui sail si midst knows Ton ne viendrait pas m'eveiller (moi qui dgrs d'uj) would come to wake sleep sommeil si profond !) soit pour un accouchement, soit sleep profound either delivery or pour le pansement d'une blessure? Tous mes instants dressing wound instants seraient pris, et les soins que je prodiguerais a la would be taken cares should lavish sant6 d' autrui fioiraient par m' oter la mienne. other people would finish to take away (UJID?- Decidement, je ne me ferai pas medecin. » Decidedly will make ervGiiiSH TRAmsiiATiont. * - I have bQt just ^w^llpwe^ a spoonful of soup when tb9 b^UrJP^s. Count such a one, seized with a fit of the goat, or a violent cpugh, ^eni^ to beseech me to leave every Ihing else, and come and relieve bis suffer- ings. Another time, Baroness such a one is in a lit of bysterio^, or her sister has sprained her ankle, and her anxious family beg I will come to her on that very minute. » • Or else, who knows but I may be knocked up in the middle of the '22(i xaiRxy eighth lesson — translation — conversation. night, (I who am such a sound sleeper !) either for an accouchement, or to dress a wound ? Every moment of my time would be taken up, and the care I should bestow on the health of other people, would in the end ruin my own. Decidedly, I will not be a physician. » AIiT£IlIVATE TUAIViiJLATIOIV. conrvERisATioiv. QUESTIONS. ANSWERS. Quelle est cette leyon ? A quel moment Alexis suppose- t-il qu'on sonne ? Qu'arrive-t-il a la premiere cuille- rde de soupe qu'il avale? Qui est-ce qui estsaisi d'un acc^s de goutte, ou d'une loux violenle? De quoi monsieur le comte un tel est-il saisi ? Pourquoi fait-il supplier le doc- teurde loutqiiiiler? Qu'est-ce que le comte fait de- mandcr au docicur ? Qu'arrive-t-il une autre foisa ma- dame la baronne une telle? Qui a une attaque de nerfs? Qui est-ce qui s'est donn^ une entorse? Qu'est-il arriv6 a mademoiselle sa soeur ? Qui demande que le docteur se rende auprfes d'elle ? Que demande sa famille inqui6te ? Quand viendrait-on peut-fitre 6veiller le docteur? Que pourrait-il arriver au milieu dela nuit? Pourquoi viendrait-on I'^veiller? Comment Alexis dort-il ? C'est la trejite-huilifeuie. A la premiere cuiller^e de soupe qu'il avale. On Sonne. Monsieur le comte un tel. D'un accfes de goutte, ou d'une loux violente. Pour apaiser ses soult'rances. De tout quitter, pour apaiser ses souQrances. EUe a une attaque de nerfs. Madame la baronne une telle. Mademoiselle sa soeur. EUe s'est donnS une entorse. Sa famille inqui^te. Que le docteur se rende auprtss d'elle, a la minute mSme. Au milieu de la nuit. Qu'on viendrait I'^veiller. Pour un accouchement, ou pour le pansement d'une blessure. 11 dort d'un sommeil profond (or, II dort profond6ment). TBIRTT EIGHTH LESSON — CONVKBSATION — PHnASEOLOGT. 221 Croit-il qu'il pourrait disposer de quelqucs instants, s'il 6tait docieur? Qu'est-ce qui finlrait par lui 6ter la sant6? Quel serait le rfisultat des soins qu'ilprodigueraitalasantdd'autrui? Quelle decision prend-il? Non ; il dit que tous ses instants seraicnt pris. Les soins qu'il prodiguerait a celle d'autrui. Ces soins finiraient par lui Oler la sicnne. 11 prend la d(5cision de ne pas se faire m6decin (or, ]l dit : « D6ci- cidement, je ne me ferai pas m6- decin »). PIinASEOLOGY. TO BE TRA^'SLATRD INTO ENGLISH. TO BE TRANSLATED INTO FREKCn. Monsieur le conite est-il chezlui? Qui, monsieur, inais il dort en- core. Je croyais qu'il s'fiveillait tou- jours de bonne heure. Qui, monsieur; mais il estrentrg fort tard hier ausoir. Et pais il a travaill6 jusqu'a deux heures da matin. Savez-vous s'il a re^u la visite de son avocat? Je ne sais pas, monsieur. Mais son avou^ estvenu hier. Madame la comtesse est-clle vi- sible ? Non, monsieur. EUe a sa mi- graine. £t madame la baronne, sa soeur ? Elle est parlie ce matin, avec ses enfanls. 11 n'y a done personne de la fa- mine a qui je puisse parler? Le pfere de monsieur lecomteest Chez lui; mais il est trte-souOrant. Qu'a-til done? Ilalagoutte. Allez lui demander s'il peut me recevoir. Is the count at home? Yes, sir, but he is still asleep. I thought he used to awake early. Yes, sir ; but he returned home very late last night. And then he wrote till two o'clock in the morning. Do you know whether he has seen his counsel? I don't know, sir. But his at- torney called yesterday. Is the countess visible? No, sir. She has a sick head- ache. And (he baroness, her sister? She started this morning, with her children. So, there is no one of the family ihat I can speak to? The count's father is at home; but he is very poorly. What is the matter with him ? He has the gout. Go and ask him whether he can receive me. 222 THIKTY EIGHTH LESSON — PRONUNCIATION — N"' ISb TO 1*37. A rinstant, monsieur. Eh bien, que vous a-t-il dit? II dit qu'il aura le plaisir de re- cevoir monsieur. Bien. Si monsieur veut bien me suivre, je lui monlrerai le chemin. Directly, sir. Well, what does he say? He says he shall be happy to see you. Well. If you will be pleased to follow me, I will show you the way. Second Dlvis too— Analytical and tbeoretical. PROIVIIIVCIATIOIV. EXAMPLES. 1. ManeAe— Penchant — Nonchalance — toucAant — CAose— Sbche — FrancAe — FraicAe — CAampagne— MarcAand— Ykche— CAamp--CA6val--TaaAe. 2. CAlorure. In the words of the first series, where ch precedes a vowel, it has the sound ofsh in English. In chlorure, where cA precedes a consonant, it sounds like k. 735. Cb, before a vowel, is generally pronounced like sh in En- glish. 736. Ch, before a consonant, sounds like k. EXAMPLES. Eparg-nes — Indig'ne — Gompagrnons — Ligrne— Champagne— Gompagfitie— Plaigiftait — Saig'nee— Maligwe. 737. Cnisa compound tirticulation which partakes of the s6liud of the two finglish letters n and y , as heard in ving^drd. The Ohly difficulty is ifl the rapid Combination of these two compohent sodnds, particularly when followed by e mute, as in indigne, ligne, ChampUgki, which no combination of letters can represent to a foreigi)cr*s eye. When a sonorouii vo\Vcl folldws gn, it becomes easy to figure the Sound so as to enable aiiy oflfe to pronounce it distirteily. f h6 v^ord saignee, for instance, fcan be fejiresbnted thUfe : sairi-ydi, orSajZ-Ji-^eft; only instead of separating n h'om y, as the imperfectiiess of aipba- betical signs compels us to do, the student must combine aiid, aS it were, incorporate tbem^ thirty eighth lesson — lexiology — n°' 738 to 740. 2?3 LexiocogIt. CtiLLERfiE is derived from cuiller or cuillere, spoon, wiiicb comes from the Latin cochlear, spoon. See 371. SoBPE comes from llie German suppe, soup. AvALE is a form {39/0 of the verb avaler, derived from val or vallei, valiey (162) which comes from the Latin vallis. The primary meaning 6i avaler is to go down, and itisslill said of a boat going down with tb^ stream ; but now the general acceptation of this verb is to swallow. Sonne is a form (22) of the verb sonner, to sound, to ring, to ring the bell, to toll, derived from the substantive son, sound, which comes from the Latin somes, sound. CoMTE comes from ihe Latin comes, comitis, companion, or upper officier. The feminine is comtesse. Tel has been seen in its feminine form in the twenty second lesson. tfn tel, une telle, is used in the place of a proper name, as sueh a ens^ or so and so, in English. Saisi is a form (561) of the verb saisir, which comes from the low Latin sacire, to seize. Accfes is one of the derivatives oi cider, mentioned in the sixth lesson. docTTE comes from the Latin guUa. It signifies drop, and gout, toux comes from the Latin tussis, cough. It is feminine by excep- tion (li). Supplier is derived hompUer (726), to fold, to benti, to bow. QuiTTEK is derived from the adjective quitte, mentioned in the twenty ninth lesson, as being the radical of acquilter. Apaiseh is derived from paix, peace (162) , which comes from the Latin pax, peace. SouFFBANCE is derived from the verb souffrir, seen is the twftnty ninth lesson. See 23. 73§. nindniuc is formed of ma, the possessive adjective, and dame, lady, which comes from the Latin domina, mistress. It cerrts sponds to Mrs. and to Lady, before a proper name; and to Madam or' Mylady, in addressing a woman. The plural is incsdiiincs. 739. Though the possessive adjective is inseparable in monsieur andmessieurs (163), it is not so in madameini mesdames ; according- ly, A lady, some ladies, should be rendered by Vne dame, bes dames, and not by Unemadame, Des mesddmei; though He say, (lit monsieur, Des messieurs. BAiioNNE is the feminine of baron, which comes from the Geltie bar) man. 740. Substantives denoting titles, gualities or profesiiens Which may belong td either sex, often produce feminine derivatives, by means 224 THIRTY KIGHTB LESSON — LEXIOLOGY N»« 741 TO 743. of the same terminations that adjectives take to form their feminine, as : baron, baronne (202) ; marquis, marquise (2) ; musicien, musicienne (202); glaneur, glaneuse, gleaner (466); acteur, actrice [Ub8);juif, jew, jMiue, Jewess (281). Attaque comes from the Italian attaccare, to attack. 741. Mademoiselle is formed of the possessive adjective ma, and demoiselle, from the Italian damigella, young lady, diminutive of dama, lady. It corresponds to Miss before a proper name ; and to Miss or Madam, in addressing a girl or an unmarried woman. The plural is mcsdeinoiselles. 742. Without the possessive adjective, demoiselle signifles girl, young lady (unmarried ) , single woman, spinster. See 163 and 739. SoEUR comes from the Latin soror, sister. DoNKE is the past participle of the verb donner, already seen. In the phrase Qui s'est donne une entorse, the participle does not agree with the subject, because the verb is pronominal (399) , nor with the pro- noun se, because it is an indirect regimen (670). Entobsk is one of the derivatives of tors, mentioned in the fourth lesson. iNQTiiiiTE is the feminine of the adjective inquiet (see 203), derived from quiet, quiet, which comes from the Latin quietus, quiet. Quiet is obsolete. Demande is a form (22) of the verb demander, already seen. Rende is the first person singular of the present tense of the sub- junctive mood of rendre, already seen. 743. The first person singular of the present tense of the subjunc- tive mood of verbs ending in i-e in the inOniiive is formed by changing this termination into e mute. It is similar to the third person singular of the same tense and mood (627). Examples have now been seen ofthe first person singularofthe present tense ofthe subjunctive mood, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : « II faut queje gagnE de quoi vivre »— 31st lesson. « 11 est grand temps quefagissz »— 31st lesson. « La famille demande queje me rendE » —38th lesson. « 11 s'etonne queje sois comme tous lesjeunes gens »— 30th lesson. « II est grand temps quej'kiE de la resolution »— 31st lesson. The whole of the present tense of the subjunctive mood of verbs in re has now been seen : — Je rendE, 1u rendES, il attendE, nous rendioNS, vous rendiEz, ils rendENT. The whole of this tense has been seen in the three regular forms of THIRTY EIGHTH LESSON — LEXIOLOGY— N° 744. iii) conjugation, and the eighteen different observations by which its termina- tions have been pointed out, may be condensed into one general rule. T-I-l. $ 1. The present tense of the snbjnnctiyc mood is formed by changing the termination of the infinitive as fol- lows : er and re into e, es, e, ions, iez, ent; — and ir into isse, isses, isse, issicns, issiez, isseut. § 2. The peculiarity of verbs in ir consists in the addition of the syllable iss to every person, but the letters following this syllable are the same as in the two other forms of conjugation. § 3. In verbs in er the three persons of the singular and the third person of the plural number are similar to the same persons of the pre- sent tense, indicative mood; while in verbs in ir and re the similarity exists but in the third person plural. § U. In verbs in ir, the first and second persons singular, and the three persons plural are similar to the same persons of the past tense, subjunctive mood. § 5. Ill the three forms of conjugation, the first and second persons plural are similar to the same persons of the imperfect tense. Elle has been seen in its plural form in the sixth lesson. See 170. Minute is one of the derivatives of menu, mentioned in the second lesson. Milieu, mentioned in the seventeenth lesson as one of the derivatives of mi , is formed of this word and of lieu, seen in the twenty ninth lesson. Sait is the third person singular of the present tense of the indicative mood of savoir. In this word ai has the long grave sound of a in fate. See 605, § 3. ViENDRiiT is the third person singular of the conditional mood of venir. l5vEiLLER is derived from veilk, watch, watching, vigil, which comes from the Latin vigilia, watching. Dors is the first person singular of the present tense, indicative mood of the irregular verb dormir, already seen. SoMMEiL is derived from somme, nap, sleep, slumber, which is mascu- line by exception (15) and comes from the Latin somnus, sleep. Profond is derived from fond (200), seen in the thirtieth lesson. SoiT, as a conjunction, is derived from soit, the third person singular of the present tense, subjunctive mood of e7re. It corresponds to either and or. With que after it, it signifies whether. Accouchement is derived from couche, couch, bed, which comes from the Latin culcita, mattress. Pansement is derived from the verb j)on«er, to dress (a wound), or to groom (horses), a word of unknown origin. - ■- 1» i2G XHIRTi' EIGHTH LKSbON LEXIOLUGY N°745. Blessuke is derived from the verb blesser, to wound, to hurt, which comes from the Greek i^^n^c^^n to strike, to wound. Instant is one of the derivatives of ^tre, mentioned in Ihe fifth lesson. SEKiiEJiT is the third person plural of the conditional mood ofetre. The whole of this mood of the verb etre has now been seen : -^ 16 serais, tu serais, il serait, nous serionSi vous series, ilt seraienU Pbis is the past participle of prendre. In the text of this lesson, it agrees with instants, which is masculme and plural (399) ; but its final letter being s it does not differ from the singular (56)i SoiN is supposed to come from the Latin senium, pain. Prodiguebais is a form (690) of the verb prodiguer, derived from prodigue, prodigal, which comes from the ha\ia prodigus. Autbui, derived from autre, is an indefinite pronoun, signifying another, others or other people, but always employed in the singular. FiNiBAiENT is the third person plural of the conditional mood of finir, already seen. 745. The third person plural of the conditional mood of verbs ending in ir in the infinitive is formed by adding aient to this termi- nation. • Examples have now been seen of the third person plural of the condi- tional mood in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « La peinture et la musique demandERAmuT des etudes » — 33rd lesson. « Les soins finmLmTUr par m'oter, etc. » — 38th lesson. « Elles vous condm'RAiENT loin » — 21 st lesson. « Tons mes instants seraient pris » — 38th lesson. « jyautres aueaieot ete durs » — 28th lesson. The Whole of the conditional tnood of verbs in ir has now been seen : — Je reussiuMS, tu souffntkMs, il sentiRXvi, nous jouiriotxs, vous adouciRiEz, ill fini&AmNT. Oxer is supposed to come from the Latin obstare, to oppose, to hinder. It signifies to remove or to take away. La mienne is the feminine of le mien, seen in the twenty sixth lessoil. See 558. Examples have now been seen of all the possessive pronouns ih the following phrases : « Un rang plus brillant que le mien » — 26th lesson. « Finiraient par nCdter la mienne »— 38th lesson. « Poinrquoi ne te sers-tu pas des tiens ? » —25th lesson. « CHie langue etant la sienne » — 5th lesson. IHIKTY JilUHTH LEaSlLN — SYNTAX — N" 746 TO 748. 227 « Aujourd'hui c'est le nOtre » — 14th lesson. « Voug prendrez la v6tre »— 15lh lesson. « Une maniere de voir differente de la letjb » —30th lesson. DficiDEMENT is derived from decider, seen in the 28lh lesson, Fekai is the first person singaJar of the future tense of faire. This verb is often employed with the reflective or pronominal form, as in the text of this lesson, for To turn or to become. SYIVTAX. Monsieur le comte. Madame la baronne. Mademoiselle sa saur. 746. Titles are preceded by Monsieur, Madame or Mademoiselle, with the article, in emphatic or ceremonious language. The possessive adjective before names of kindred is preceded by the same epithets. // me fail supplier. 747. Various examples have been seen already of /aire followed by an infinitive. One Of the most frequent weanings of Such combinations is To cause soinelhing to he done. To order it to he dOtie, To haM, Or to get it done, as in the above example, H me fait supplier, that Js, He causes me to he entreated. . II md fail suppli6f de iotst quitter. 748. When the indefinite pronoun tout, all, everything, anything, is a direct regimen, it generally precedes the verb in the infinitive mood; and in the compound tenses it is placed between the auxiliary and the participle, as : ^ai tout quiile, I have left all. But it follows the verb in the simple tenses, as : Je quitte tout, I leave all. the same observa- tions are applicable to fieii. La famille deinande. This might be translated by The family asks, or by The family ask, according to this rule of English grammar; that d nodh tjf multitude nitiy have a verb or pronoun agreeing with it either of the singular or plural number, according to its sense of unity or plurality ; but in French it would not be correct to say La famille demandent. 228 THIRTY EIGHTH LESSON STMT., N°' 749-750 — PREP.EXEK. 7'89. A iiffiHU of mnMitude in the singular number requires that the verb or pronoun should agree with it in the singular number; unless it be employed as a partitive collective noun. (See for this restric- tion 231, 232, 2^6.) A la minute meiiie. At the VERY minute. 75®. The word very, when it precedes an adjective or an adverb, is rendered by tres , Men, or fort, as has been seen in the following examples : tres-agreable. Men fous , fort peu; but when it precedes a substantive, il is generally rendered by meme, placed afier the substantive. Third ©iTlsifflM— Exercises. PREPARATORY E'SERCISE. 1. Model : Madame. Lexiology, 738 and 739 — Yes, madam — .No, madam— Mrs. Delatour — Lady Delatour— Good day, ladies — A lady— Those ladies. 2. Model : Baronne. Lexiology, 740— (Translate the following by feminine substantives) — Apprentice — Creditor — Comrade — Fellow- student — Counsellor — Student — Merchant, or tradeswoman — Worlc- woman — Relation (parent) —Rival— Labourer. 3. Model : Mademoiselle. Lexiology, 7il and 742 — Miss, or Madam —Miss Delatour— r/i« misses Delatour — A young lady — She is single- Two young ladies (unmarried). U.Mo6.el:Quejerende. Lexiology, 743. That I may wait — That I may fight— That I may defend— That I may hear— That I may melt— That I may interrupt— That I may put — That I may lose— That I may answer That I may follow — That I may live. 5. Lexiology, 744— That I may admire — That thou mayest bring- That he may accept — That we may arrive — That you may advance— That they may assure— That I may free— That thou mayest warn— Thai he may accomplish — That we may act— That you may bless— That they may divert — That I may defend — That thou mayest hear — That he may melt— That we may interrupt — That you may bite — That they may put. 6. MoAel: lis finiraient. Lexiology, 745— They would soften— They would divert— Thev would sleep— They would harden— They would TDIRTV EIOHTB LESSON — COMPOSITION. 229 cure— They would hate— They wouhl enjoy— Tliey would feed— They would open— They would perish— They would reflect— They would suffer— They would betray. COiMPOSITIOIV. 1 — The mother of Alexis was called [called herself] Mrs. Delatour -738. 2 — Madam, are you Mrs. Delatour ?— 738. 3 — No, Madam; I am her sister— 738. ti — Ladies, we are happy to receive you — 738. 5 — What does that lady want [ask] ?— 739. G — She inquires after [asks] some ladies who live [dwell] in tha house— 739. 7 — Here is another lady who inquires after them also — 739. 8 — Ladies, if you will follow me, I will show you the way — 738. 9 — His sister is an honest work-woman— 7/i0. 10 — My mother is your creditor — 740. 11 — My sister and yours are friends — 740. 12 — Hunger is not always a good counsellor— 740. 13 — Is your father at home. Miss? — 741. 14 — Where is Miss Charlotte?— 741. 15 — She is in the garden, with another young lady — 74?. 16 — Why did you say [have you said] Madam in addressing [speak- ing to] the sister of our friend?— 738. 17 — Is she not a married lady [Is it not a lady] ?— 739. 18 — No, you know [well] she is single [spinster]— 742. 19 — 1 must sell ray house— 743. 20 — Must I lose so much as that ?— 743. 21 — Would [will] you have me wait? — 743. 22 — What would [will] you have me answer?— 743. 23 — Mu^t I follow them?— 743. 24 — They would sleep till to-morrow morning— 745. 25 — The doctor says that some leeches would cure you— 745. 2 i — He thinks that his comrades would betray him— 745. 27 — Can I see your father ?— 746. 28 — Is your mother in good health ?— 746. 29 — Shall I have the pleasure of seeing your sister ? — 746. 30 — He orders soup to be given to the poor— 747. 31 — I shall have some provisions brought — 747. 32 — If you cannot act yourself, get a friend to act for you—l'H- 33 — You have caused him to be blamed by his father- 747. 230 THIRTY NINTH LESSON — READING EXERCISE. 34 — He knows everything— 748. 35 _ They have eaten 811—748. •T,Q _ We have seen everything— 748. 37 — You may say all— 748. 38 — They have learned nothing— 748. 39 _ He knows nothing-r7Zi8, ^0 — I will know nothing— 748. Ixl — The family are assembled [reunited]— 749. 42 — The multitude were uneasy— 749. 43 — It is the very thing which we want — 750. 44 — There is the very person that we were speaking of— 750, 45 — It is the very name that I bad forgotten— 750. 46 — You shall be served on [at] the very instant— 750. THIRTY NINTH LESSON. Wivst piTisiQit- Prac<;ic;il. READIIVG EXERCISE. Trente-neuvieme le^on. ^0 1 ^^020 uO cc Si je m'engagejais ? On vit .70 u w. 4 bien dans nne bonne garnisanj et I'on n'a pas besoin d etre wlO e OwwO savant pour se faire soldat. Tou- 05 10 o810 ijy |Q ^,0 tefois, sachant deja lire^ ecrire , ,0 et compter^ jVurais plus de THPRTY^NINTH LESSON — READING EXERCISE. 231 81900 wio 10 ^ chances d'avancement que bien 00 6 v^ 6 3 d'autres. Je pourFais parvenir w 6 2 v^ u au grade de general. Cela , se 51 10 ^ 03 4 00 voit en France, on quiconque w u 30 w 6 sert la patrie porte dans sa 83wP 6 -I w2 8v giberne le baton de marechal SIO et la croix d'honneur. Cest dom- ^^ uOO.O 6 v.^ • mage qu'il faille se battre. Cette M y _93 1. 6 g a obligation ne me plairait pas ; ,6 ^0 7 6 2 wO . car je suis d'humeur benigne et u u u pacif ique. » 6 ^0 « Je n aimerais pas non plus w 200 , w 8 00 vy les cprvees, ni les marches for- 2 00 2.u2 100 cees, ni tons les desagrements 232 THlRTy NINTH I.ESSON — TRANSLATION. I uO.ooo i_o qui les accompagnent. Tantot 6 v> 20 .^6 vous grelottez par un froid de wO 6 20 w _ dix degres au-dessous de zero 5 2 -.2 ,00 6 tantot, ecrase sous le poids de 02^0^010 votre equipement , vous vous 2^206w 6-0 trainez, le sac sur le dos et le 7 .wO 2 i 7 8 w fusil sur I'epaule, par une cha- 6 2, 5 i leur etouiiante 5 ou bien vous 14 20, ^^ V§i enfoncez jusqu'a mi-jambe dans w20 1860 des marais fangeux. » MTERAJL TRAWSIiATIOn!. Trente-neuvieme legon. « Si je m' engageais ? On vit bien dans une bonne engaged (enlisted) lives garnison ; et Ton n'a pas besoin d'etre savant pour se garrison learned faire soldat, Toutefois, sachant deja lire, ecrire et soldier Nevertheless knowing already to read THIRTY NINTH LESSON — TRANSLXTIOX. 233 compter, j'aurais plus de chances d'avaiicemeul que calculate chances promotion bien d'autres. Je pourrais parveair au grade de general. mauy attain grade general Cela se voit en France, oil quiconque sert la patrie sees France whoever serves country porte dans sa giberne le baton de marechal bears cartridge-box stick (truncheon) field-marshal et la croix d'honneur. C'est dommage qu'il faille cross must (subj.) se battre. Cette obligation ne me plairait pas; car je to fight obligation would please suis d'humeur benigne et pacifique. » humour benign pacific « Je n'aimerais pas non plus les corvees, ni les neither drudgeries (extra-duty) marches forcees, ni tous les desagrements qui les marches forced unpleasantness accompagnent. Tantot vous grelottez par un froid de accompany sometimes shiver cold dix degres au-dessous de zero ; tantot, ecrase sous ten degrees below zero crushed le poids de voire equipement, vous vous trainez, le accoutrement drag sac sur le dos et le fusil sur I'epaule, par une knapsack back musket shoulder chaleur etouffante ; ou bien vous enfoncez jusqu'a heat sulTocating sink mi-jambe dans des marais fangeux. » mid-leg marshes miry. EIVr.JLISH TRANSIiATIOtV. « Supposing I was to enlist? A garrison life is very agreeable, and it is not necessary to be learned to become a soldier. However, as I know how to read and write and cast accounts, I should have more chances of 234 THIRTY NINTH LESSON — TRANSLATION CONVERSATION. promotion than many Others.: I might rise to the rank of a general. Such things are seen in France, where every man who serves his country has the trunclieon of a field-marshal and the cross of the legion of honour ■ within his grasp. Only it is a pity one is obliged to fight. I should not like this obligation; for I am of a mild and peaceful disposition. » « Neither should I like extra-duty, nor forced marches, nor all the dis- agreeable accompaniments which attend them. Sometimes shivering in the cold ten degrees below the freezing point ; sometimes, crushed with the weight of your accoutrements, you drag yourself along, with your knapsack on your back and your musket on your shoulder, in a suffoca- ting heat, or else sunk up to the middle of your legs in miry marshes. » ACTERIVATE TRAIVSI,ATIOIV. COt«TER8jlTIO!« . QUESTIONS. Quelle est cette lefon? Que dit Alexis au commencement de cette le?on ? Selon lui, comment vit-on dans une bonne garnison ? Ou vit-on bien? Pour quoi n'a-t-on pas besoin d'etre savant ? De quoi n'a-t-on pas besoin pour se faire soldat ? Que sait-il d6ja, toutefois ? Quelles chances aurait-il ? Pourquoi aurait-il plus de chances d'avancement que bien d'autres ? A quel grade pourrait-il parve- nir? Oil cela se voit-il? Que porte dans sa giberne qui^ conque sert la patrie? Quelle est I'obligation qui ne plairait pas a Alexis? ANSWERS. C'est la trente-neuvifeme, Sijem'engageais? Onvit bien. Dans une bonne garnison. Pour se faire soldat. On n'a pas besoin d'etre savant. II salt lire, 6crire et compter. 11 aurait plus de chances d'avan- cement que bien d'autres. Parce qu'il salt lire, 6crire et compter. Au grade de general. En France. Le baton de mar^chal et la croix d'honneur. , L'obligation de se battre. THIRTY NINTH LESSON — CONVERSATION — PHRASEOLOGY. 235 Pourquoi cette obligation ne lui plairait-eile pas ? Qu'est-ce qu'il n'aimerait pasnon plus? Que fait un soldat par un froid de dix degrfe ? Par quel froid grelotte-t-il quel- quefois ? Sous quel poids se trouve-t-il quelquefois 6cras6 ? Qu'a-t-il sur le dos ? Qu'a-t-il sur I'^paule ? Comment porte-t-il le sac? Comment porte-t-il le fusil ? Que fait-il quelquefois par une cbaleur ^toulfaiite ? Par quelle temperature se tralne- t-il ainsi ? Jusqu'ou enfonce-t-il dans des marais fangeux ? Dans qjjoi enfomce-t-il jusqu'a mi-jambe? Parce qu'il est d'humeur b^nigne ct paciflque. Les corv^es, i^i^les marches for- c6es, ni tons les d^sagr^ments qui les accompagnent, II grelotte. Par un froid de dix degrfi^ au- dessous de z^ro. Sous le pQ^ds de son ^quipe- ment. Le sac— or. Son sac. Le fusil— or. Son fusil, Sur le dos, Sur r^paule. II se tratne, le sac sur le dos et le fusil sur r^paule. Par une chaleur ^touffante. Jusqu'a mi-jambe. Daps des marais fangeu^ic. PHBASEOLOCY. TO BE TRANSLATED INTO ENGLISH. II fait bien beau aujourd'hui. Vous irouvez ? Pour moi, la cha- leur me semble ^touifante. II n'y a pourtani que vingt-deux degr6s. Je ne comprends rien a votre thermoijifetre. Je no connais que celui de Fahrenheit. Le ndtre me parait plus simple. C'est peut-6tre parce que vous y fites accoutum6. C'est bien possible. Nous autres, par vingt-deux de- TO BE TRANSLATED INTO FRENCH. It is very fine weather to-day. Do you think so ? I find the heat sultry. We have however but twenty two degrees. I do not understand your ther- mometer. I know but Fahren- heit's. Ours seems to me to be more simple. It is perhaps because you are used to it. May be. Forus, twenty two degrees would 236 THIRTY NINTH r.ESSON— PHRASEOLOGY. gi'i^s, nous eiuendrions une temp(5- rature tres-froide. Et nous aussi, si nous disions vingt-deux degrfe au-dessous de zfiro. Quelle temperature entendez- vous done par z^ro ? Gelle de la congelation de I'eau. Bien. L'espace entre ce point et celui de rebuliition de I'eau est gradu^ en cent divisions ou parties dgales. Je comprends maintenant pour- quoi vous appelez votre thermom^- tre centigrade. Mais n'en avez-vous pas encore un autre? Qui; celui de Reaumur, dans i lequel le meme espace est gradue I en quatre-vingts divisions, au lieu de cent. Duquel se sert-on le plus ? Du thermomfetre centigrade. On ■• n'emploiegufere rautreaujourd'hui. Quelle est la plus haute tempera- | ture que vous ayez a Paris ? Dans les grandes chaleurs, nous avons quelquefois plus de trente degres. A combien de degres de Fahren- heit cela equivaut-il? A environ quatre-viugt-dix. Cedoitetre insupportable. Je vols que vous n'aimez pas la cbaleur. Non, j'y suis plus sensible qu'au froid. be a very cold leniperature. And for us too, if we said twenty two degrees below zero. What temperature then do you mean by zero? Freezing point. I understand. The space between that and the degree at which water boils is gra- duated into a hundred divisions or equal parts. Now I understand why you give the name of centigrade to your ther- mometer. But have you not an- other? Yes; Reaumur's , in which the same space is graduated into eighty divisions, instead of a hundred. Which is most commonly used? The centigrade thermometer. The other is scarcely employed now. What is the highest temperature that you have in Paris ? In the hottest days, we have sometimes more than thirty de- grees. How many degrees of Fahrenheit would that make ? About ninety. It must be intolerable. I see you do not like the heat. No, I don't; it affects me more than cold. THIlVn iMyrU LESSON — PBONUiNClATlON — N"'7ol TO 7b3. 237 Second OlTislon — Analytical and theoretical. PRomvivcijLTioiv; EXAMPLES. 1 . LeQoii — Meniiisier — Regu — Serait — Revers — Devant — Celui — Regarder— Venez — Feront — Venir — Sera — Souvenez. 2. Premiere — Obtenir — Serious — Comprenions — Seriez — Trou- veriez. In all these examples, the vowel e is Tollowed by a single conso- nant, not final. It is not surmounted by an accent in any of them. In all of them its regular sound is that of the unaccented e in the English word father, marked 6. In those of the first series, it generally becomes mute in rapid utterance, as if the words were written Ifon, mnuisier, rcu, srait, etc. In those of the second series , it is always pronounced, because it would be difficult and harsh, if possible at all, to pronounce j>rmiere, obtnir, srions, etc. 751. When the vowel c, without an accent, is followed by a single consonant, not final, its regular sound is like that of e in father, mark- ed 6, if each word is pronounced separately. But this sound is generally neglected, and the e becomes mute, in the rapid utterance of words connected in a phrase. T52. However, the e retains its sound, when it is indispensable for the clear articulation of the consonants which precede or follow it. Similar observations have been made, with respect to the final e (67, 69). EXAMPLES. Devenir — Je ne doute — De ne songer — Que je sois — II ne se plaindrait. In these examples, in which the e is seen in consecutive syllables, it cannot become mute in each of them ; it is pronounced in the first syllable of devenir, and quiescent in the second ; it is pronounced in je and is quiescent in ne, etc. 753. The vowel e cannot be mute in two consecutive syllables. It must be sounded in one of them, either the first or the second, but more frequently the first. In this the ear is the only guide. 238 THIKTV NINTH LESSON — LEXIOLOGY — N" 754. I;EXIOI.OGY. Engageais is a form (559, 307) of the verb engager ^ derived from g'dge, pledge, wliich comes from the Italian gaggio, pledge. ViT is the third person singular of the present tense, indicative mood of the irregular verb viwe, seen in the twenty ninth lesson. Garnison is one of the derivatives of garnir, mentioned in the nine- teenth lesson. It is feminine by exception (14) . Savant is derived from savoir. It is an adjective, often used sub- stantively, and must not be confounded with sachant. Sold AT is derived from the verb solder, to pay, which comes from the Latin solvere, to pay. TouTEFOis is one of the derivatives of fois, mentioned in the first lesson. Sachant is the present participle of the irregular verb savoir. Deja comes from the Latin jam, now, already. Lire has been mentioned in the first lesson^ as being the radical of legon. It is an irregular verb. Chance comes from the Latin cadentia, fall. AvANCEMENT is derived from the verb avancer^ seen in the twenty second lesson. See l67. Parvenir is one of the derivatives of venir, mentioned in the fif- teenth lesson. Grade comes from the Latin gradus, step, degree. It is masculine by exception (15). General is one of the derivatives of genre^ mentioned in the first lesson. VoiT is the third person singular of the present tense, indicative mdod of voir. France is derived from franc, mentioned in the fifth lesson. 754. Qnicouqiie, formed of qui and the old word onquei ever, from the L&tin unquam, is an indefinite pronoun, signifying wftoewer. It is generally masculine and always singular. It refers to persons only. Sert is the third person singular of th6 present tense, indicative mood of the irregular verb servir , ahready seen. Patrie is one of the derivatives of pere; seen in the second lesson. Porte is a form (22) of the verb porter, which has been mentioned in the seventh lesson, as being the radical of rapporter, Giberne is a word of unknown etymology. Baton comes from^the Spanish baston. Mar^chal comes, probably through the Spanish mariscah from the Celtic rriarc, horse, and seal, servant. Both the French and the Span- ish words sonify marshal and farrier. THIRTY NINTH LESSON — LEXIOLOGY N"' 755-756. 239 Croix has been mentioned in tlie eleventh lesson, as being the radical of croiser. It is fetnintne by exception (IQ). Faille is the present tense of the subjunctive mood of falloir. See 324. Battre has been mentioned in the twenty sixth lesson, as being the radical of combattte. It is an irregular verb. Battre signifies to beat, and, with the pronominal form, ie battre signifies to fight. Obligation, in Latin obligatio, is derived from the verb Her, men- tioned in the twenty fifth lesson as being the radical of obtiger. It is feminine (108). PlairaitIs a form (622) of the irregular verb plaire, seen in the sub- junctive mood in the tenth lesson. The irregularity of this verb does not extend to the conditional mood. HuMEDR comes from the Latin fcMmor, moisture. It is feminine (104). B^MGNE is the irregular feminine of the adjective benin, which comes from the Latin benignus, kind. Pacifique is derived from paix, mentioned in the thirty eighth lesson, as being the radical of apaiser. See 221. 755. ]Vou pins is opposed to aussi, also, likewise. It is used in the negative, when aussi is employed in the corresponding affirmative sentences, as : Cette obligation me plairait ; j'aimerais atjssi les cor- vees, etc. Corvee is supposed to cotne from the Latin curvare, to bend, to bow, Marche is derived from the verb marcher, to walk, to tread and to march, which comes from the Italian marciare, to march. Forcj6es is a form (55, 56) of the verb forcer, seen in the seventh lesson. O^sagrIment is one of the derivatives of gre, mentioned in the six- teenth lesson. See 613, S 2 and 167. Accompagnent is a form (260) of the verb accompagner, one of the derivatives of compagnoii, seen in the twelfth lesson. Tant6t is formed of tant (389) and tot, mentioned in the eighth les- son, as being the radical of bientot. This adverb generally denotes an indefinite time, either past or future, and corresponds to In the course of the day, By and by. Soon, Sometimes, and Now. 756. § 1. When t6t is joined to the adverbs aussi. Men, si, it forms a single word with thein, thus : aussitot, as soon, immediately; bientdt, soon ; sitdt, so soon. § 2. It forms a similar combination with tant and plus, in suppressing the final consonant of these adverbs, thus : tantot, plutot. But plutot is only employed in the sense of rather, denoting preference, and must not be confounded with plus tdt, sooner, earlier. Gkelottez is a form (473) of the verb grelotter, derived from grelot. 340 THIUXY NINTH LESSON— LEXIOLOGV — N°»757-758. small bell or rattle, which is supposed to come from the Latin crotalum, rattle. Degr6 is derived from grade, seen in this lesson. 757. Dessous, already seen in the eleventh lesson, is either an adverb signifying Under or below, or a substantive signifying Under part. It is seldom used as a preposition. Au-dessous, under, beneath, below, is always an adverb unless it be followed by de, in which case it becomes a preposition and requires a regimen.— The same observations are ap- plicable to Dcssns, au-dej£U£, anAau-dessus de, seen in the twenty sixth lesson. Zero comes from the Arabic. ficRAsfi is a form (55) of the \erh ecr user, the etymology of which is unknown. ]5quipement is derived from the verb equiper (167) to equip, to lit out, which comes from the Spanish equipar, to equip. TraInez is a form (473) of the verb trainer, to drag, to draw aloog, which comes from the Latin trahere, to draw. With the pronominal form, se trainer signifies to crawl, to trudge, to proceed with difficulty. Sac comes from the Latin saccus, sack or bag. Dos comes from the Latin dorsum, back. It undergoes no change of termination in the plural (17^. Fusil comes from the Italian fucile, steel (to strike a flint) , and musket. It has the two significations of the Italian word. The final I is mute by exception (535). fipAULE comes through the Spanish espalda or the Italian spalla, shoulder^ from the Latin spatula, shoulder-blade. Chaleur is derived from chaud, hot or warm, which comes from tbe Latin calidus, hot. It is feminine (104). l^TODFFANT IS derived from the verb etouffer, to stifle, to smother, to suCTocate, which comes from the Spanish estufa, stove, sweating-room. Ehfoncez is a form (473) of the verb enfoncer, derived from fond, seen in the thirtieth lesson. 758. Mi, mentioned in the seventeenth lesson, as being the radical of demi , is an inseparable syllable denoting the division of a thing into two equal parts. It is joined to the principal word by a hyphen, except in midi, noon or mid-day, and minuit, midnight. Jambe comes from the Italian gamba, leg. Marais Is derived from mare, pool, which comes from the Latin mare, sea. It takes no additional termination in the plural (17). Fangeux is derived from fange, mire, dirt, which is supposed to come from the Latin fimus, dung. This adjective takes no additional termina- tion in the plural (17S). THIRTY NINTH LESSON — STN.,N°' 759 TO 761 COMPOSITION. 241 Cela se voit. That is seen. 759. The passive form is less frequently used in French than in English, and verbs, which should be passive according to the sense, often take the reflective or pronominal form in French, as in the above exam- ple. This idiomatic construction will not surprise an English student, if he considers that in his own language an equivalent impropriety exists, when we say. The door opens, for, Ttie door ».« opened ; The boohs never sold, for. The books were never sold. These phrases would be rendered by. La porte s^Ouvre; Les Uvres ne se vendirent jamais. II porte dans sa giberne le baton de mare'chal. 760. When a verb has two substantives for regimens, the one direct and the other indirect, it is usually followed by both, and if they are of the same length , the direct one is placed first ; if not, the shorter pre- cedes the longer. Le sac sur le dos. — Le fusil sur le'paule. 761. The preposition avec, with, is here understood, and its ellip- sis is common in all similar phrases. Thifd Division— Exercises. coitaposiTiotv. 1 — Whoever flatters his friends betrays them— 75^. 2 — Whoever has no courage is not a man— 754. 3 — Whoever is envious and wicked is naturally sad — 754. It — We have no bread, and we have no money either — 755. 5 — His father will not come, nor will his mother— 755. 6 — I do not like the cold, nor the heat neither— 755. 7 — He cannot write, nor can he read — 75S. 8 — Have you had the smallpox? — No, nor the measles— 755. 9 — Have you? [and you?]— Nor I — 755. 10 — I hope you will soon come— 756. 11 — I will come as soon as I am free— 756. 12 — I did not expect you so soon— 756. IS _ You will answer him by and by— 756. p. II. 16 242 FORTIETH LESSOX — READING EXERCISE . li — He is the friend of his workmen, rather than their master— 766. 15 — They [are] arrived sooner than we did— 756. 16 — The bread was not on the table ; we [have] found it under it — 757. 17 — Did you linowthatit was under the table ? — 340, 18 — No, for its place is upon and not under rt-— 757. 19 — We were placed below them in the amphitheatre— 757, 299. 20 — There is a half-way house [at mid-way]— 758. 21 — You will wake me at midnight— 768. 22 — His grief cannot be appeased — 759. 23 — . The obstacles will be removed [levelled]— 759. 2i — You will read a very extraordinary story in that book— 760. 25 — He reckons the most distinguished personages among his friends —760. 26—1 have put all the provisions necessary for dinner upon the table —760. 27 — You prescribe unplecisant and useless remedies to your patients —760. 28 — We have proved the sincerity of our assertions to every iody [all the world] —760. 29 — He sleeps, with his head resting [leaned] on a sack— 761. 30 — The notary is waiting for us, with a [the] pen in [at] his hand— 761. 31 — The spectators look on, with folded arms — 761. 32 — He always sleeps with his mouth open — 761 . 33 — He is waiting for his dinner, with his elbows on the table — 761. FORTIETH LESSON. Eivst DiTision- Practical. READIIVG KXERGISE. w i 32 Quarantieme lecon. n 6 w 5 . ^ 6 a Ma foi, je 1 avoue, sans elre u i 6 vj wO w \j poltron, je n'ai pas 1' esprit belli- #* FORTIETH LESSON — READING EXERCISE. ' 9i3 6 6 5 ,,3 4 i ^p queux ;le mon cousin Jean-Pierre, qui servit dans la guerre d'Afri- 00 «07§ .70 que, et qui fut tue dans une w _00.0 7 w 7 bataille livree a une tribu d'A- w 6 rabes. Pauvre Jean-Pierre ! II y a 9 w deux ans qu il est mort, Quand 4 1,0 7 6 2 7 0. 10 il aurait pu mener une existence 2. .w , , ril SI paisible au milieu des siens, 2 w . 8, - 8 2 il aima mieux chercher fortune uO . 6 ailleurs. » Oy u 230 , 9 « II quitta le pays il y a six 5 w . w i 7 00 ans, pour courir les aventures. II * Belliqueux. Sound the / as double. ** Quand. Sound the d like t. ,244 fORTlETH LESSON — TRANSLATION, i _ w 4 i .J, s'enrola a Constantine, et il y avait dix-huit mois qu'il etait dans w 908^^0 00 I'arraee, cheri de ses camarades WW 2 08wO et estime de ses chefs, quaad * il tI w w ' 2 7 eut la cuisse traversee par une wO _0 177 50 balle et le crane fendu d un coup 0_0 6320 ^^0 6 de sabre. Je liens ces details de Ow 07 wwwOO 32 quelqu'un de veridique et de bien 2 w . 2 informe. » riTERAI. TRANSLATIOnr. Quarantieme legon. Fortieth K Ma foi, je I'avoue, sans etre poltron, je n'ai pas faith own coward r esprit belliqueux de mon cousin Jean-Pierre, qui spirit warlike cousin Joliii Peter servit dans la guerre d'Afrique, et qui fut tue dans Bcrvcd war Africa fcilled " Quand. Sound the d lilce t. FORTIETH LESSON — TRANSLATION. 245 une bataille livree a une tribu d'Arabes. Pauvre Jean- battle tribe Arabs Pierre ! II y a deux ans qu'il est mort. Quand il dead aurait pu mener une existence si paisible au would have been able to lead existence peaceable milieu des siens, il aima mieux chercher fortune his liked to seek ailleurs. » elsewhere « [1 quitta le pays il y a six ans, pour courir les left country to run aventures. 11 s'enrola a Constantine, et il y avait dix- adventures. enlisted Constantine huit mois qu'il etait dans I'armee, cheri de ses camarades army beloved et estime de ses chefs ^ quand il eut la cuisse traversee esteemed chiefs thigh traversed par une balle et le crane fendu d'un coup de sabre. ball (bullet) skull cleft stroke sabre Je tiens ces details de quelqu'un de v^ridique et de hold somebody veracious bien informe. » informed. EIVGIilSH TRAIVSLATIOIV. (I In faith, I confess that, without being a coward, I have not the warlike spirit of my cousin John Peter, wh II quitta le pays. Pour Courir les avetitures. A Constantine. II s'enr6la. II y avait dix-huit mois. De ses camarades. De ses chefs. 11 eut la cuisse traversSe par une balle, et le crane fendu d'un coup de sabre. De quelqu'un de v^ridique et de bien informt^. FORTIETH LESSON— PHRASEOLOGY. 247 PHn&SEOIiOftY. TO BE TRANSLATED INTO ENGLISH. TO BE TRANSLATED INTO FRENCH. Est-il vrai que votre cousin se soit engag6 ? Oui.ils'est faitsoldat. Y a-t-il longteraps ? II y a trois ans. Oil est-il maintenant? 11 est en Afrique. Comment ses parents ont-ils pu le laisser partir ? 11 a quitt^ la maisoa paternelle sans rien dire a personne. Que ces jeunes gens sont 6tour- dis! II n'est pas si jeune que vous le croyez. Quel age a-t-il done? 11 a vingt-huit ans. Je croyais qu'il n'avait pas vingt ans. Vous vous trompiez. A-l-il du gout pour I'^tat mili- taire ? Qui, beaucoup. 11 est d'un carac- tfere trfes-beillqueux. S'esl-il d(5ja battu depuis qu'il est en Afrique? Oh ! bien des fois. Vraiment? II a commence par se batlreavec plusieurs de ses camarades. Bah! Ensuite il a tu6 beaucoup d'Ara- bes. Quelle belle chose que la guerre ! Vous trouvez ? Ma foi, oui. J'aime la gloire. C'est done bien glorieux de tuer beaucoup d'hommes ? II faut bien le croire ; car c'est I'opinion de tout le monde. Is it true that your cousin has en- listed? Yes, he has turned soldier. Is it a long time since ? Three years. Where is he now? He is in Africa. How could his parents let him de- part? He left his paternal roof without saying a word to anybody. How thoughtless those young people are ! He is not so young as you believe. How old is he, then? He is twenty eight years old. T thought he was not twenty. You were mistaken. Has he any taste for a military life? Yes, indeed. He is of a very warlike disposition. Has he fought yet, since he has been in Africa? Oh ! many times< Indeed ? First of all, he fought with Sever- al of his comrades. You don't say so ! Then, he has killed many Arabs. What a fine thing war is ! Do you think so ? Faith, I do. I am fond of glory. Is it so very glorious to slay a great many men ? We must believe so ; for it is the opinion of every body. as lORTlETE LESSON PRON. , N°' 76^ TO 764 — LEXIO. Si vous etiez dans une maison de fous, vous vous croiriez done oblige de devenir fou vous-meme ? AUez, vous etes un original. If you veere in a mad-house, then you would think yourself obliged to go mad also ? Well, upon my word, you are an eccentric fellow. Second Division— Analytical and tiijBOPetical. FRonruivciATioiv . EXAMPLES. Fausse« idees— Dans une — Sans examiner — Plus utile — Ses epargnes — lis airaent — Nous aurions — Ces etourdis — Tres- agreable — Vos etudes — Des histoires — Plusieurs heures. Every one of the words placed first in these examples ends with an s. Every one of the words coming next begins with a vowel, except the last two, which begin with ft mute. The final s of each of these words pronounced separately would be mute (531). It becomes sonorous on account of its connection with the following word (569). This final s is sounded like z. 762. When the final » of a word becomes sonorous by its coalescing with the initial vowel of another word, it is sounded like z. EXAMPLES. Aua; ambitieuses — Deuaj ans — S\x ans — Diir-huit. In these examples the final x becomes sonorous, from the cause just mentioned (569). It is sounded like z. 763. When the final x of a word becomes sonorous by its coalescing with the initial vowel of another word, it is sounded like z. EXAMPLES. Quanrf il fut — Quant^ il aurait — M'altenrf aupres. The final d oiguand and attend, in these examples, is sounded like t. 764. When the final tB of a word becomes sonorous by its coalescing with the initial vowel of another word, it is sounded like /. i:.EXIOI;0«T. Foi comes from ihe Latin fides, trust, faith. It is feminine by excep- FORTIETH LESSON — .LEXIOLOGY — N" 765. 249 tion {lit). Ma foi is a familiar expression for By my faith. Upon my faith. In faith. AvouE is a form (394) of tlie verb avouer, mentioned in the thirty third lesson. PoLTRON comes from the Italian poltrone, coward. It is used as an adjective and as a substantive. Esprit comes from the Latin spiritus, breath or spirit. See 714. Belliqueux comes from the Latin bellicosus, warlike, derived from bellum, war. Cousin comes from the Latin congenitus, born or grown together with, coeval. Servit is the third person singular of the past tense deGnite of servir, already seen. This example shows that the irregularity of the verb servir does not extend to the past tense definite. Guerre, like the English word war, comes from the Celtic wer or the Saxon war. 765. The letter g in French is sometimes substituted for w in words which have the same meaning and the same origin in both lan- guages, as : guerre, war ; garde, ward ; gager, to wager ; gages, wages ; garenne, warren. TuE is a form (55) of the verb tuer, which is supposed to come from the Greek 6m, to sacrifice. This verb signifies to slay, and to kill. Bataille is derived from battre, seen In the thirty ninth lesson. Tribu has been mentioned in the twelfth lesson, as being the radical of contribuer. It is feminine by exception (14). MoBT is the past participle of the irregular verb mourir, already seen. This verb, in its compound tenses, always takes e'tre as an auxiliary. AuRAiT is the third person singular of the conditional mood ot avoir. Examples have now been seen of this person of the conditional mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : « 11 M'eicigiER AIT pas que je fusse plus range » — 30lh lesson. « II sentiRMT le besoin de distractions » — 30lh lesson. « II ne se plaindRMT pas tant » — SOih lesson. « S'il ne SERAIT pas plus utile » — 5lh lesson. (I Quand il aurait^m mener » — 40th lesson. The whole of the conditional mood of avoir has now been seen : — Paurais, tu aurais, il aurait, nous aurions, vous auriez, ils au- raient. Examples have now been seen of the whole of the conditional mood in the three regular forms of conjugation ; and the eighteen difl'erent obser- 250 FORTIETH LESSON — LEXIOLOGY—N"" 766-767. vations.by which ite terminations have been pointed out, maybe con- densed into one general rule. 766. § 1. The conditional mood is formed by adding the following terminations to that of the infinitive, the final e being suppressed in the verbs in re : — ais, ais, ait, ions, iez, aient. § 2. It is to be observed that these terminations are the same which serve to form the imperfect tense of the indicative, by being substituted for that of the infinitive mood (694). The whole conjugation of French verbs has now been seen, in its three regular forms ; and moreover examples have been given of all the forms of the two auxiliaries etre and avoir. Pu is the past participle of the irregular verb poucoir, already seen. Mener has been seen in the future tense, in the thirty second lesson. Existence is one of the derivatives of etre, mentioned in the fifth lesson. Paisible is derived from paix, mentioned in the thirty eighth lesson, as being the radical oiapaiser. SiENS is the plural of sien (138). It has been used in this lesson for HU family. His relations, or His friends. 767. The possessive pronouns are sometimes used as substan- tives, to denote our relations, friends, or dependents ; but only in the masculine gender and in the plural number : Les mietii, les tiens, lei siens, les ndtres, les votres, les leurs. AiMA is a form (196) of the Verb aimer, already seen. Chebcher comes from the Italian cercare, to seek, supposed to come from the Greek xipo;, circle. Ailleurs has been mentioned in the thirty fourth lesson, as being the radical of cCailleurs. QuiTTA is a form (196) of the verb quitter, seen in the thirty eighth lesson. Pays comes from the Latin pagus, village, district, or community. CoiJRiR has been seen in the future tense, in the nineteenth lesson. Aventure is one of the derivatives oivenir, mentioned in the fifteenth lesson. See SS5. Enh6la is a form (196) of the verb enroler, derived from role, roil (of paper), list, character, part, which comes from the German roJiew, to roll. AHM:feE is derived from arme, weapon, which comes from the Latin arma, armour, arms. See 371. Cheri is a form (561) of the verb cherir, one of the derivatives of cher, mentioned in the sixteenth lesson. EsTiMfi is a form (55) of the verb estimer, which comes from the FORTIETH LESSON — LEXIOLOGT— N° 768. 251 Latin (Bstimare, to rate, to estimate, and to esteem, and has the same acceptation. Chef comes from the Greek nsfaXi,, head. CmssE comes from the Latin coxa, hip. Tbavebsiie is a form (55, 56) of the verb traverser, one of the deri- vatives of vers, mentioned in the sixth lesson. See 6S9. Balle comes from the German hall, CbIne comes from the Greeic j^pMio-j, head, skull. It Is mascnline by exception (15). Fendu is a form (432) of the verb fendre, which comes from the Latlii findere, to cleave, to split. Cotip comes from the Italian colpa, blow. Sabre comes from the German sabel, sabre. It is masculine by ex- ception (15). TiENs is the first person singular of the present tense of the indicative mood of the irregular verb tenir, already seen. 76S. §1. Qaelqn'an, formed of quelque and un, both of which have been seen, is an indefinite pronoun. When used in an abso- lute sense, that is, without any reference to a substantive, it corresponds to some one, iotnebody, any one, any body. In this sense. It is used only in speaking of persons, and is always masculine. It may take the plural form, qoelqties-uns, but only when it is a subject. § 2. When it is not absolute and refers to a substantive, it corre- sponds to some and any, and may relate to things as Well a$ to pei'sobs. In this sense it takes the feminine and plural forms, quelqu'une, quel' ques-uns, quelques-unes. Examples have now been seen of all the indefinite pronouns, in the following phrases : » Ce vice donne naissance a tons les autbes » — 1st lesson. « La santi d'AuxKUl »— 38th lesson. « 11 nous fit voir chacun des visceres »— 86th lesson. « L'UN d'eux, par exemple » — 15th lesson. " Combien de fois n'a-t-o^ pas dit ? » — 1st lesson. « Pebsonne n'itait mieux dispose » — 28th lesson. « Quelqu'un de veridique » — 40th lesson. « QcicoNQUE sert lapatrie » — 39th lesson. Ovelqu'dn being followed by an adjective requires de before this adjective (467). Vebidique is one of the derivatives of vrai, seen in the first lesson. iNFOBMi is' the past participle of informer, derived from forme, form, shape, which comes from the Latin forma, form. 252 FORTIETH LESSON — SYNTAX — N" 769 TO 773. SYIVTAX. II y a deux ans qn'i2 est mart. II y avait dix-huit mois qu't7 elait dans I'armee. 769. § 1. The verb y avoiF, ihere to be, is frequeotly used be- fore words denoting the time elapsed since an event toolc place, or the time during which a state or an action has been continued. The qne which follows signifies since; thus, the literal translation of the above examples is : There are two years since he is dead; — There were eighteen months since he was in the army. § 2. The preposition depuis, since, may often be employed instead of Y AVOIR in similar phrases, thus : 11 est mort depuis deux ans; — II etait dans Varmee depuis dix-huit mois. n est mort. — Be has been dead. 770. The compound tense To have been, or To have been doing, when it denotes that a state or an action continues, must be rendered by the present tense in French. We should accordingly translate. We HAVE BEEN here this hour, by, II y a une heure que nous sommes id, and. We have been waiting for you these two hours, by, II y a deux heures que nous vous attendons. In the phrase II est mort, we consider the verb as in the present tense, because mort is used as an adjective. The literal translation of He has been dead, by, // a ete mort, would seem absurd m French, as meaning. He was dead, and is alive again. See 328. II €tAit dans I'armee. — He badbeeB in the army. 7 71. As a consequence of the preceding observation, when the plu- perfect tense denotes that a state or an action was continuing, it is ren- dered by the imperfect tense in French. See H8. // quitla le pays il y a six ans. 778. When I! y a, denoting time elapsed, precedes the principal verb, the word qne, signifying since, is required ; but when the prin- cipal verb is placed first, que is of course unnecessary. // aurait pu mourir. 773. Among the irregular verbs already seen, there are three, FORTIETH LESSON SVNT., N° 774 — PREP. EXERCISE. 253 the English equivalents of which are defective and have no past par- ticiple, viz. Devoir, Pouvoir and Vouloir. The past participles of these verbs are, Dm, Pu and Voulu. The absence of equivalent forms in En- glish gives rise to different constructions, which may all be reduced to a single one in French : the above verbs forming a compound tense with the auxiliary verb avoir, and being followed by an infinilive, as the following examples will show. He could have led. ' He ought to have lived ; or , should have lived. He would have gone. You may have heard. He must have seen, I wish I had been there ; or, I should have liked to have been there. We have been able to speak to him. You should not have done that. II ACRAiT PU mener. 11 AURAiT Du vivre. II ATJRAiT voTJLu aller. Vous AVEz PC entendre. II A DU voir. J'aurais voulu etre lii. Nous AvoNs po lui parler. Vous n'AUEiEz pas Dii faire cela. E slime de ses chefs. It would not sound so well, but still it would be correct, to say : Gieri par ses camarades et estime par ses chefs. The choice between DE and PAR after a passive verb is sometimes a cause of doubt, even for the French. 'J'74. In general, de is preferable between a passive verb and the name of the agent, when the verb expresses a feeling, as cheri, estime, and par is more properly employed, when the verb expresses an action, as: llelaitbattuPARsescamaradesetpunivtiKses chefs. He was beaten by his comrades, and punished by his chiefs. Third Division — Exercises- FKEPARATORY EXERCISE. 1, Lexiology, 766. — I should avow— Thou wouldst accompany— He would appease — We should swallow— You would assist — They would arrive— I should level— Thou wouldst cherish— He would sleep— We should finish— You would cure— They would moan— I should cleave— Thou wouldst write— He would instruct— We should read— You would put— They would please. 254 FORTIETH LESSON — COMPOSITION. 2. Model : II aurait pu mener. Syntax, 773—1 could have thought —Thou couldst have pronounced— He could have spoken— We could have promised— You could have pretended— They could have proved. 3. Models: Estime be ses chefs— BattuvkRsescamarades. Syntax, 774— Admired by his friends —Loved by his father— Brought by a work- man— Fought by hisadversaries— Feared by everybody (729)— Defended by his companions— Hated by poets —Bitten by a horse. COMFOSITIOIV. 1 — You may rely on me and on my adherents — 767. 2 — 1 will pursue [you] thee and thy followers— 767, 3 — They took [have taken] me for one of their tribe — 767. U — Somebody wants [wills] to speak to you — 768. 5 — Have you seen any one ? — 768. 6 — If anybody comes, you will tell [it] me — 768. 7 — Do you expect anybody? — Yes, I expect somebody — 768. 8 — Some blame him ; but his friends admire him— 768. 9 — Mypens are very good ;willyou/i.aue some of them?— 768, 300, 10 — I have seen some of your comrades — 768. 11 — I have been waiting for you this hour —769, 770. 12 — We have been in [at] Paris these ten days— 769, 770. 13 — He came to see us for the first time a month ago— 769, 772, 14 — 1 spoke [have spoken] to him a few days ago— 769, 772. 15 — Is It long [time] since you saw [have seen] him? — 769. 16 — We saw [have seen] him six months ago — 772. 17 — He has been sleeping these two hours— 769, 770. 18 — He has been a soldier these three months— 769, 770. 19 — He had been a physician two years — 771. 20 — The barrister had been speaking three hours— 771. 21 — You could have gone to the village with your child— 773. 22 — 1 would have spoken, but I did not know what to say— 773. 23 — Could you have believed [a] such a thing?— 773. 24 — You ought not to have answered thus— 773. 25 — You cannot have believed that — 773, 26 — Your sister is loved by all those who know her — 774. 27 — The poor animal was criKhed by a carriage— 774. 28 — That language is studied by many people— 774. 29 — The general is feared by all the soldiers— 774. 30 — He is hated by many of [between] them— 774. 31 — They affirm [pretend] that they have been betrayed by him- 774. FORTIETH LESSON — RECAPITBLATIOH , 255 RECAPITIIIiATIOrV. M*o88eMivc pronowtia. Le MIE^, la. mienne, les miens, les miennes, Mine. Le TIEN, LA tiense, les tiens, LES TiENNES, Thine. Le sien, la sienne, les siens, les siennes. His, h,ers,itg, one's. Le m6tre, la n6tre, les n6tres, Ours. Le vCtre, la v6tre, les v6tres, Yours. Le leur, la lecr, les leurs, Theirs. Mndefinite jit'oMouns. Autre, other. AuTRUi, another, others. Chacun, each, every one, every body, L'uN, the one. L'VN et l' autre, both, L'dn otj l'adtre, either. On, one, people, they. Pehsonne, no one, nobody, any one, any body. QuELQu'uN, some one, some- body, any one, any body. QuicoNQUE, whoever. Complete Synoptit of the ConiugaUon: \iiv])s in er. Verbs in Ir. INFINIl Verbs in re. IVE MOOD. let. Auxiliary. 2nd. Anxiijar Examin-«r. Obten-ir. Entend-re. PRESENT PARTICIPLE. fitrc. Avoir. Bisk-ant. Jioirc-iss-ant. Attend-«nt. PAST PARTICIPLE. fitant. Ayant. Anim-^. Fin-!. Fond-M. INDICATIVE MOOD. PRESENT TENSE. fit^. Eu. Je dout-e. J'avert-!«. Je rtpond-#. Je suis. J'ai. Tu pens-es. Tu r«adch-i'i. Tu perd-s. Tu es. Tu as. 11 donn-e. 11 ag-it. 11 attend. Il est. 11 a. N. pens-OMS. N. hi-'iss-ons . N. entend-OMs. N. sommes. N. avons. V. manqu-ez.. V. guir-iss-ez. V. rend-ez. V. etes. V. avez. lis imagin-enf. lis &a-iss-ent. lis pritend-ent. lis sont. lis out. IMPERFECT TENSE. Je d^sir-ais. Je noMTi-iss-ais. J'attend-aes. J'^tals. J'avais. Tusouhait-ais. Tu aich-iss-ais. Tu pr^tend-ais. Tu Stais. Tu avals. 11 exerg-fltt. 11 Assoup-iss-ait. 11 aend-aiV. U itait. 11 avait. N. icout-ions. N. -piT-iss-ions. N. entend-iffni. N. ^tions. N. avions. V. apport-jez. V. langu-iss-iez. V. poursuiv-iez. V. i5tiez. V. avlez. lis contribu-fli'enf. l\sT6\in-iss-aient. lis ripond-aient. lis ^talent. lis avaient 256 FORTIETH LESSON — RECiPITULATION. PAST TENSE DEFINITE. J'assist-ai . J'endurc-w. Je perd-u. , Je fus. J'eus. Tu assur-fli. Tu fin-iS. Tuprttend-t«. Tu fus. Tueus. 11 cess-fl. 11 affranch-iV. 11 r^pond-jf. 11 fut. Ueut. N. pass-ames. N. rempl-Jffles . N. vend-imes. N. fumes. N. eumes. V. travaill-a(e5- V. &n-ites. V. rend-ites. V. futes. V. eutes. Ilsdonn-erenf. lis assaill-j'renr. lis suspend-!re«;. Us furent. Us eurent. FDTCRE TENSE. Je cbsiTg-er-ai. Je 6a-ir-ai. Je vainc-r-ffli. Je serai. J'aurai . Tu didd-cr-as. Tu te repent-!r-os Tu d^fend-r-flj. Tu seras. Tu auras. 11 corrig-cr-o. 11 bin-ir-a. 11 mord-r-a. U sera. 11 aura. N. pfich-er-OMS. N. part-tV-ons. N. attend-r-ons. N. serous. N. aurons. V. port-er-ez. V. fin-tr-ez. V. prend-r-cz. V. serez. V. aurez. lis mka-er-ont. lis fourn-!r-on«. lis surprend-r-o»f Us seront. Usauront. CONDITIONAL MOOD. }'a.im-er-ais . Je liuss-ir-ais . Je craind-r-flii . Je serais . J'aurais. Tu press-er-fl!i. Tu souffr-!>-a!S Tu attend-r-B8S . Tu serais. Tu aurais. 11 eng-er-ail. 11 sent-tr-ait. 11 plaind-r-aiV. 11 serait. 11 aurait. N. ipargn-er-ions . N.jou-!V-!ons. N. perd-r-ions. N. serious. N. aurions. V.trouv-er-to. V. adouc-iV-iez V. apprend-r-iez V. seriez. V. auriez. Ilsdemand-er-nie«f lis fin-ir-aiVnf. Ilscondui-r-fl!cnf Us seraient. Ilsauraient. IMPERATIVE MOOD. Parl-e. DSgourd-ii. R^pond-s. Sois. Aie. All-OMS. Divert-!SS-ons. Attend-ons. Soyons . Ayons. D^p6cli-ez. Garn-iSi-ez. Suiv-ez. Soyez. Ayez. SUBJUNCTIVE MOOD. PRESENT TENSE. Je gagn-e. 3'3g'iss-e . Je rend-e. Je sois. J'aie. Tu icout-es. Tu oM-iss-es. Tu rend-es. Tu sois. Tu ales. 11 pouss-c. 11 di\ert-!Si-e. 11 attend-e. U soil. U ait. N. amus-ions. N. riuss-iss-ions. N. rend-iorai. N. soyons. N. ayous. V. pass-j'cz. V. jauu-iSi-jez. V. rend-te. V. soyez. V. ayez. lis aim-en;. lis croup-!"ss-e««. Us reud-enf. Us soient. Us aient. PAST TENSE. Je pass-fliie . Je sub-!ss-e . Je suiv-iss-e. Je fusse. , J'eusse. Tu i\ev-asses. Tu rempl-iis-es. Tu Tipond-iss-es. Tu fusses. Tu eusses. 11 poss6d-«f. 11 Tiun-U. 11 suiv-«f. U fut. U eOt. N. trouy-assions . N. sein-iss-ions. m.vipoad-iss-ions N. fussions N.eussions V. laiss-a»si«z. V. sent-i'is-icz. V. perd-j'si-icz. V. fussiez. V. eussiez. lis arriv-assenJ ■ lis aplan-m-enf. lis vomp-iss-ent. Us fussent. Ilseussent. 257 tfynopfU of the teftninalion* of aU the fegulaf leerbt. First conjugation. Second conjugation. Tliird conjugation. I INFINITIVE MOOD. er Ir PRESENT PARTICIPLE. re ant Iss-ant ant PAST PARTICIPLE. «i 1 1 u INDICATIVE MOOD.— present tense. c ^ous ^ent ^ Is ^ , ons "3 ^ \ M is a Iss { ez M 1 * ( ent MS in — ^ ons § ez Sent IMPERFECT TENSE. ^ ais Seals s 53 alt ^ Ions ^ alcnt g 1 als ^ / Ions w Iss 1 als 3 Iss lez iZ I ait "^ alent ^als Uals iait •a Ions S lez S alent PAST TENSE, DEFINITE. Sal Si as i» a ^ ftmes 1 ates S ferent « Is ^ tines Sis 1 Ites S It °^ I rent Uls iiit •3 imes Sites S Irent FDTDRE TENSE. Singular al as a S (ont 1. ("' 1. (""" gj Ir < as a Ir j ez 1 (a S („„t |r al as a - /ons 1 - ez ^ (ont CONDITIONAL MOOD. S { to cr < 1 \ als ^ Ions 2 al B er iez alt ^ alent % I als _ 1 Ions ^ 1 ««■ 1 als 1 Ir lez g, r 3 1 alt 1^ 1 alent 3 als ^ als g r alt^^ Ions lez alent IMPERATIVE MOOD. CO© c ^ ons S _ 5- ^iss ""* Sis S ez a- Is « — •a""* Sez SUKJUI »(CTIVE MOOD.— PRESENT TENSE. wjes a m e _ Ions |le» *^ent a (* -a (lous Slss^ es S Iss 1 lez 1 le S (e„.- ^ e Ses M e ■^ Ions a lez Sent PAST TENSE. 'f ass i|A-t e e.i - (ions ^ ass { ie» S (ent •2iss[' -a ('""" |> (es Slsajlez Mt-t |es flss 1 Ions |lez (ent P. 11. 17 TEXT Ot THE LESSONS FROM THE TWENTY FIRST TO THE FORTlETlH, TO BE TKAINSLATED ALTERNATELY FUOM FRENCH INTO ENGLISH, AND FROM ENGLISH INTO FRENCH. 21 — « Si vous poursuiviez vos Etudes, elles vous conduiraientloin; car vous ne manquez ni de mfimoire ni de jugemeiit. Vous apprendriez facilement iet vous trbuveriez bien vite I'occasion d'uiiliser voire savoir et vos talents. Mors vous adouciriez la position de votre pfere, qui n'est pas lieureuse. Vous souvenez-vous qu'un joul% a notre pension, le mal- tre promit una semaine de Cong6 a celui qui ferait le meilleur thfeme el lameilleiire version? » 22— « Vous 6tiez, je crois, le moins avanc6 de la classe. Vous languissiez dans I'obscuritg; Jaihais vous n'aviez obtenu le moindre prix: Cependant, stimuli par une si char- mante perspective, vous fltes des prodigbs. Vous travaillates avfec une ardeur telle que vous vous rendites malade. Vous iinites votre tSbbe avant tons vos rivaux, et vous futes vainqueur. Voila ce qiib vous eutes le courage d'acconiplir; iet ce fcbu- rage voils I'aurez toiltBs les fois (}ue vous le Voudrez. » 23 — « Je ne dls pas qu'il soit nficessaire que vous vous rendiez malade , que vous passiez des niJits a 6crire, ou que vous jaunissiez sur des livres, Je voudrais seulement 21 — « If you pursued your stu- dies, they would advance you in the world; for you want neithermemory nor judgment. You would learn easily and would soon find an op- portunity of piofitiiigby your learn- ing and talents. You might then alleviate your ftithfei-'s position, which is not a happy one. Do you remember that one day, at our school, the master promised a week's holidays to him who should make the best exercise and translation ? » 22— « You were, I think, the most backward in the class. You were lost in obscUrity. You had never gained the least prize. How- ever, stimulated by such a charming prospect, you did Wonders. You Wbrked with such ardour that you hiade yourself ill. You completed your task before all your rivals, and were victorious. This you had the courage to perform; and that cou- rage you will have whenever you pldhse. » 23— 11 1 do not say that it is ne- cessary you should make yoiirself ill , sit up for whole nights writing, or pore over books till you turn yellow. I only wish you would lose TEXT OF THE LESSONS ffebw Tllfe 2 1 ST TO THE 40TH. 239 less time, arid tilai Joii couid feel whal yba are capable of, and tbat yoii had some ainbitioii. » ^ue voiiS perdissiez mbiris de terrtps, que veils sehtissiez ce ddnl Voiis 6tes capable, et que vous eussifez de rairibilion. -- Alexis reconniit peilt-gtre lajus- tesse de ces obset-vations; inais il n'aimait pas les feinoiitraiices, et il r^portdit bi'Usquemenl a ce sage coiiseiller : « Je voudrais, moi, que v6usfussiezmoihss6i'ieux,ousinon, que vous ine laissussiez tranquille. <> 24 — Delatour commengaitade- venir vieux. II se plaignaii tie plus en plus amferement de I'apalhie de son Ills. « M6cliant enfant, » disait- il, > thought he, « is in this respect like all old people, who will not allow one to divert one's self, because nothing pleases them, and who can rarely enter into the views of other people. He won- ders at my being like all young men. He would not complain so much if he were younger. He would feel the want of diversion himself, and would not expect me to be more steady than perhaps he was in his youth. He may be right, upon the whole, though he carries 263 f f XT QF TH]E LSSSQUS Mais, ba|i ! ^a'il attende. J'aural bien le temps (Je piocher, quand il le faufira pbsolyment. >; ?|— L'{!Pl^n^.|e ?rtisaf} mourut pauyre^ rie lai?5af^t 3 spn fll§ gue la sommc exigue de cinq cen{s fr!ir)ps, pour tout patrimoine. Aprfes I'en- terroQiept, pf quaod j^s premiers transports (]^ la douleqr fqre^t pal- m^s, Ajexj^ gg c|effl3i|(3£\ pqiqinent il ppHPrait fpire ffuptiJi'ec.sQp fajblp c^pHal. (< Me yqilg |ivr^ it fflfliT njeipe, » sg ^It-jj, «I1 f^it qug je gagnedequoiviyre, puqtiejemeure dpfajm. li est gfjiad temps que j'qie de [a rfisolutlop et que ;j'agisse. Jg fus insensible aux bppnes pi)|'^les demonp^retarjtqu'ilydctit. Jep'gps p^int 0gard a ^e§ prj^rfs, et je n]'gp- durf is dans inpi^ ^goisme. Jli^inie- nant^jeg6njis de n'ayoir pas tequ comple de ses gvjs, dpnfje sens la sagesse. » 33 — « Si nous ^coulions ceux qpi ont dg rexp,6rience, qug de cg- grgts nousnpy(s |pargnerions! l^ais nous ba'isspns topt ce qui contrarjg nos penchants pu pos gopts, tes conseils nou? otjsfedent, ef nous Igs entendons ayec enpuj, sinpn ^vec m^pri^. Et pui$, quand vjennent Igs calamit^s que nous nous spmmes atlir^esp^rnotrg prppre faule, pQi^s nous 6cii()n^ ; C'e^t biep dqmmagg quenoqs p'sypps pgg cru eg qi)'on DQi^s ?)is!(U ! Qupi qp'il gn sqit, j| pp s'^git pas (Ig s? laipenler. Soypns bpipqie. Je v^inrrai pion P9(pre|. J'ess^jerai (}g jJi'c^Epliqpera g^elciqg bis auster-itytoo far. But, no mat- ter, let hiip wait. I shall fiave plenty of time to fag, when it be- comes absolutely pecessary. » 3t — The honest mechanic died poor, leaving his son no other pateiniony than a small sum of five hundred francs. After the burial, and when the first burst of grief had suljsided, Alexis considered how he could make his little capi- ta! most productive. « Herg I am, » thought he, «left to my own re- sources. I must ejther earn a live- lihood, or starve. It is high time for me to summon up resolution and to act. I was insensible to my father's kind words, so long as he livgd. I disregarded his entrea- ties, and was obdurate in my self- ishness. Now I lament having slighted his advice, for I feel the wisdom of it. » 32 — » Did we but listen to those who have had experience, what regrets vyg shopld spare ourselves ! Yet, we hate every thing thatthwarts our inclipaiions or pur tastes. Ad- vice annoys us, and we receive it with reluctance, if not witji con- teinpt. And afterwards, when ca- lamities bgfal us, Jhat we have drawn upop ourselves by our own fault, we exclaiui : It js a ^reqt pity I did not |)elieve wjiat 1 was told ! Be this as it may, it is of no iise tp lap^ent. I must behaye jike a man. I wil( vanquish my nature. I vyill try to apply ipyself to something ser|p,|^^'l's^al| getintp the habit of FROM THK 21 ST TO THE 40tH. 263 accoulumer.etmes efforts meiptoe- ront a !a fortune. >) 33 — « Passonsen revuelespriq- cipales professions, et vpypns si je n'en trouverai pas una que je puisse eijibrasser sans ip'assujettjr a des de- voirs trop pSnjbles, » « Le fiessin, la gravure, la peiq- ture et la ffllisiqup (leni^pfleraient des 0tude^ c(iie je ne tpe sducie pas d'efitreprendre. 5' j'apprenais le droit, je pourrais devenir avou6, huissier, avocat ou notaire. Je serais peut-etre un jour niagjsirat, juge, onl(5gislaleiir..., Qpi, mais il fau- drait que j'eussp de quoi siibsister en attendant ; et Ptls que je suivisse des cours, que je passasse des exa- mens, qtip je subissie des fipreuves rigoureuses. Je sensbien que je ne F^lissirais pas. » 3-4— « D'siil'ettrs.j'aihorreurde la chicane. A chaque d^bat ouje prendrsis part, je craindrais d'etre r6duit au silence par les subti- lit^s de mes adversaires; et jamais je ne saurais prouverque le npir est blanc. » « J'aimerais assez les fonctions de m&lecin. Celles-la ne doivent pas ctre bien faligantcs. Pour peu que vous ayez de la reputation, vous achetez upe voiiure et des chevaux. D6s lors, tout le monde a confiance en vous, et vous tachez de m^riter ceite confiance. Vous vous rendez Chez vos malades en cabriolet ou en coup6. On vous recoil avec autant d'empresseinent que si vous appor- tiezinfaJUiblement la gu^rison. On vous 6coute comroe un oracle. i> it w|tl) time, and my exertions will lead me to fortune. » 33— « Let us examine the prin- cipal professions, aqd see whether I cannot find one that Insight follow without subjecting myself to ardu- ous duties. » Dre|wing, engraving, painting and music would require studies which I am nowise inclined to un- dertake. If I should study the law, I might become an attorney, a baililT, a barrister, or a notary. Perhaps I should one day be a ma- gistrate, a judge, a legislator— Yes, but I must have wherewith to subsist in the mean time ; and besides I should be obliged to attend lec- tures, to pass examinations and undergo the rudest trials. I feel I should never succeed. » 34— « Besides, I abhor chica- nery. In every argument I should be engaged in, I should fear to be nonplused by the subtilties of my adversaries ; and I should never be able to prove that black is white. >• «Thp practice nf» physician would please me well enough. This cannot be very arduous. If you get into the least reputation, you buy a car- riage and horses. From that instant, every body has faith in )ou, and you do your best to deserve it. You repair in a cabriolet or a chariot to visit your patients. You are re- ceived with qs much welcome as if you were the bearer of an infallible cure. You are listened to like an oracle. » 264 TEXT OF THE LESSONS 35 — « A peine etes-vous entr6, que le malade se sent mieux. Vous Initatezlepouls, entirant unemon- tre a secondes de votre gousset. Vous le priez ensuite de vous mon- trer sa langue. Vous Juidemandez ou il souffre, comment il dori, s'il a del'app^iit. Vouslui faitesquelques autres questions ; apres quoi vous prenez la plume. Vous prescrivez, selon le cas, la difeie, la saign6e ou les sangsues; ou bien un cataplasme, un v^sicatoire, un emplatre; ou bien encore de I'^m^tique, une tisane, en- fin le remfede qui vous parait le plus convenable. Et vous gu^rissez quel- quefois. Malheureusement, pour en arriver la, il faut encore 6tudier. II faut connattre I'anatomie, la physio- logic, la th^rapeutique. Que sais-je?n 36 — (iJemesouviensqu'un jour j'assistai a une le^on du docteur Auzoux. II d^monla pifece a pifece un homme artificiel, et nous fit voir successivement chacun des vis- ceres : le cerveau, les poumons, le coeur, restomac, le foie, la rate, les intestins. II nous dit le nom des OS, des muscles, des veines, des art&res et des nerfs. Je n'ai jamais rien vu d'aussi compliqu6 que I'in- t6rieur du corps humain. » «Ne faut-il pas en outre qu'un m^decin connalsse la chimie ? qu'il sacbe se servir a propos de I'oxy- gfene, de I'azote et des auti-es gaz ? qu'il emploie avec discernement un acide, un alcali, un sel, un sul- fite, un chlorure ou un carbo- nate? Comment se rappeler tant de choses ? 35— (cYou are scarcely shown in when the patient finds himself bet- ter. Drawing a second-watch from your fob, you feel his pulse. You desire him next to show you his tongue. You ask him where his pain is, how he sleeps, whether he has any appetite. You put a few more questions to him ; after which you take up a pen. You prescribe, according as the case may be, strict diet, bleeding, leeches; or a poul- tice, a blister, a plaster ; or perhaps an emetic, a diet-drink, in short the remedy which you judge fittest. And you may happen to cure him. Unfortunately, to arrive at all this, it is still necessary to study. One must know' anatomy, physiology, therapeutics, and, I know nolwhat.n 36— « I recollect thai one day I attended a lecture of Doctor Au- zoux. He took to pieces the me- chanical figure of a man, and showed us in succession each of the viscera : the brain, the lungs, the heart, the stomach, the liver, the spleen , the intestines. He told us the names of the bones, the muscles, the veins, the arteries and the nerves. I never saw any thing so complicated as the interior of the human body. » « Besides, must not a physician be versed in chemistry? Must he not know the proper use of oxygen, azote and the other gases? and be thoroughly acquainted with the pro- perties of an acid, an alkali, a salt, a sulphite, a chloride or a carbo- nate? How is it possible to re- member so many things? » FROM THE 2 1st TO THE 40tH. «65 37 — « Ensuite, comment recon- nattre toutes les maladies, depuis le simple mat de tete ou la migraine jusqu'a I'apoplexie foudroyante ? Si j'allais prendre la coqueluche pour une fluxion de poitrine, un rhume pour un asihme ou pour un ca- tarrhe , la rougeole pour la petite v6role,uneengelurepour un ulcere, une fievre raaligne pour une flfevre tierce, ou la jaunisse pour la peste, il en pourrait r^sulter de fatals acci- dents. " <(A supposer que tous les obsta- cles s'aplanissent et que je fusse certain de ne pas me tromper, au- rais-je au moins atteint men but? Me voila m^decin, bon. Je rentre chez moi, aprfes avoir fait mes visi- les. On bon diner m'attend auprfes d'un bon feu. Je me mets a table, mourant de faim. ■> 3 8— « A la premifere cuiller^e de soupe que j'avale, on sonne. Mon- sieur le comte un tel, saisid'un accfes de goutte, ou d'une toux violente, me fait supplier de tout quitter pour apaiser ses souffrances. Une autre fois, c'est madame la baronne une telle qui a une attaque de nerfs, ou mademoiselle sa soeur , qui s'est donn6uneentorse,etdontla famille inquifete demande que je me rende auprfesd'ellealaminute mfime. » « Ou bien encore, au milieu de la null, qui salt si Ton ne viendrait pas m'^veiller (moi qui dors d'un sommeil si profond ! ) soit pour un accouchement, soit pour le panse- ment d'une blessure ? Tous mes ins- tants seraientpris, et lessoins que je prodiguerais ala santd d'aiitrui fini- 37 — « Besides, how can one dis- tinguish the dilTerent diseases from one-another , from a mere head- ache or a megrim to fulminant apoplexy ? If I should mistake the hooping-cough for an inflammation on the chest, a cold for an asthma or a catarrh, the measles for the small pox, a chilblain for an ulcer, a malignant fever for a tertianfever, or the jaundice for the plague, fa- tal accidents might result from it. » « Even supposing that all obstacles were removed and I were certain not to mistake, should I at least have attained my end? Let us say that I am a doctor — Well and good. I return home after visiting my pa- tients. A nice dinner is ready for me before a comfortable lire. Isitdown to it, with a ravenous appetite. » 3S — «I have but just swallowed a spoonful of soup when the bell rings. Count such a one, seized with a fit of the gout , or a violent cough, sends to beseech me to leave every thing else, and come and re- lieve his sufferings. A nother time. Baroness such a one is in a fit of hys- terics, or her sister has sprained her ankle, and her anxious family beg I will come toheron thatvery minute. « Or else, who knows but I may be knocked up in the middle of the night, ( I who am such a sound sleeper ! ) either for an accouchement, or to dress a wound? Every moment of my time would be taken up, and the care I should bestow on the health of other people would in the end *266 TEXT OF THE LESSONS FROM THE 81 ST TO THE 40tH. raient par U)'6terla mienne.Dgcidfi- ifigpt, je ne ipe ferai pas m6c|f (;iJ^, » 39— oSj je m'engageais? On yif bjep (jans uqe bonne garnisooj et I'pn n'a pns besoin d'etre savant ppur se fqire spldat. TQiUgfois, sa- chant ddja Hre, 0crjfe et compter, j'aHi-ais plus de cjiances d'ayjinGe- rnent que bjen d'apires. Je poui- rais paryenir au grade de g^nfiral. Cela ae vpit en France, oii quicon- que sert la palrie ports dans sa gjberne le baton fie mar^chal et la crpix fl'l»Qnneur. C'est doinmage qu'il faille se battre. Cette obliga- tion pe Die plajralt pas; car je suis d'humeur b^pigne et pacifique. o « JQ n^ajmerajg pas non plug les corvdes, ni les marches forc^es, ni tops leg dfeagr^ments qni les ac- CQmpagnent. TaniOt vous grelptiez par up froid de dix degr(5s au-dps- SQus dp z6rp ; tapfOt, ^cras^ squs IgppJdijdeYQtre ^quipement, vqus vous tpalpe?, le sac sur le dos et le fusjl §ur l'6paule, par une phaleur 6tpiiffante; ou bien yqus etifoncez jusqu'it n)i-jambs daps des rnarais fiingeuf.n 40— <(Ma fpi, jel'avone, sans etrp PQltrpP, jp n'ai pfis I'esprit helliqpem dP pipn co^sin Jgan- Pjfrrp, qui sprvit dai^s la guerre d'AfliflPe, et qui futtu6 daqspne bamille livreea piie trihp d'Arjilies. Pawvre Jeaq-pigrre I U y a fleux apg qu'il §gt fliprt. 9P3pd \\ ^u- ruinmyown. Decidedly, I will not bp a physician, " 39 — Supposing I ^as to gyi> li^t? A garrison life is vpry agrpe- atilp, an(| it is pqf necessary tp be learnpd tq I^ecome a spldler. How- ev.ef, as I kno\v jipw (o read ^qd W|ite and cast accpunts, I should biive more chances of prpuiption iban many others. I niight rise to iheranlc pfa general. Suclj things are seen in France, where every man who serves his country has ihetrpncheiin of a field marshal and tjip cross of'the legion qf lipppur wifliin hjs grpsp. Only it is a pity ope is ot)liged to flgj^f. I sbqujd nptlike Ijiis obligation; fpr I am qf a mi|4 and peaceful disposition. » Neither shoul(j I like ei^f ra duty, nor forced marches, nor all the dis- agreeable accpoipaniments which aitend ihejB, Sometimes si]jvpn|ig in (he cpld ten degrees jjelow th« freezing ppint; sometimes, crpshef} wit|i the weight pf yopr accou- trements, yod drag ypurself along, with your kpfipsack on your baclf and yqpr piufiket on yoqr shoul- dpr, ip a sudpcatin^ heat ; oc elsp sunk up to the mjfltjle Pf your !PSS in miry marsheg. <> 40 — (< ?n faith, i cppfpss that, without being a cq^^pcj, I (^ave pot the wpi'like spirif of }py cou^jp Jphn Pefer, w})o sprvef) ip i|)p wtir of Africa, aprt was killefl ip ft biltlle fqpgllt against a tribe pf ^ralis. Poor John Ppter ! pip \^^^ bepp dead these two ye^rs. Althoug|j e]?SSltAt. ll?eApilUj.ATIO», m rait pu mener (jpe exjstpncfi si p^j^ sible au milieu des sieps, il qima mieux cjiercbgr fprtuqe aiUenrS(» « 11 quitta le pays il y a six ans, pour coiirir les aventurps. 11 s'en- rdla a Consian'.ine, et il y avqit dix-liuit mois qu'il ^tait daqs )'ar- m^e, chfiri de sp§ cajnarades et estim^ de ses cliefs, qujind il eut |a cjilMe travers^e par une balle, pt Ip crane fendu d'un coup de salirg, Je tiens ces d^lfiils de quclqu'qn de vfiridique et de bien informi5.» he pQuld I)ave led suet) c| peaceable life among bis frjencjs and rela- tiqns, he preferred trying bis )i|cis: elsewhere, » « He left Ilia country si? years ago, to seelt fop adventures. He^n- Ijsied af Constaqtipe, and l)>' GENERAL RECAPITULATION OF THE FIRST FORTY LESSONS. The text, forming sixteen columns, equivalent to EIGHT PAGES, contains above fourteen hundred words. 618 radical words, which have been seen, will enable the student to understand about ten thousand derivatives without the help of 3 dic- tionary. This text contains af the same time : 1. The regular forms Of the French verbs, in all their sipiple tenses and in all their moods. 2. All the forms of the IWP auxiliaries, Stre and avoir, which are Ir- regular. 3. Forty nine radical irregular verbs, or live eighths of the total number. The observations and rules in the theoretical division of the lessons comprehend : 1. The whole Theory of French Pronunciation. 2. The whole of that branch of grammar generally design<|ted by the name of Etymology, treating of the derivation of words, of their inflec- tions, and, in particular, of the genders of substantives. 3. The greater portion of the Syntax. If this Drst part of the text is found to be rather serious and dry, the author hopes he shall be excpsed in consideration of the difficulties he had to contend with, in atiempilng to concentrate within such narrow limits so much of grammatical information. To make amends, the second part of the text will be found to contain 568 •ENERAL RECAPITULATION. few rules and many words, among which latter are all the substantives that are either masculine or feminine by exception. As to the length of this second part and also the condensation into one volume of what was originally intended to have formed two, an explana- tion is perhaps necessary. The lists of derivatives grouped under each radical, in the first twenty lessons, have been considered by several competent critics as thickenmg the volume without great utility, and as being likely to discourage many students. Sacrificing his own views to these considerations, the author has reduced the next twenty lessons (intended to have formed a separate volume) to their present limits. This has obliged him to remodel the rest of the text, which consisted chiefly of radical words, and to insert into it many derivatives that would not otherwise have been understood by the student. Some of the words inserted are inelegant, familiar or trivial; but care has been taken to indicate them as such in the notes, that the student may avoid using them. The translation given in the following pages is as closely literal as possible. . ABBREVIATIONS EXPLAINED. adj. stands for. . . Adjective. adv Adverb. conj Conjunctjen. exc Exception. fem. ....".. Feminine. fr. From, derived from. lit. Literally, in a strict sense. masc Masculine. pa. part Past participle. pi Plural. pres. part Present participle. prep Preposition. pron Pronoun. R Root, radical. sing Singular. subst Substantive. V Verb. V. irr Irregular verb. The figures refer to the rules. TEXT OF THE LESSONS, FROM THE FORTY FIRST TO THE END. TO BE TRANSLATED ALTERNATELY FROM FRENCH INTO ENGLISH, AND FROM ENGLISH INTO FRENCH. 41 — Le marin court peut-elre moins de risques que le soldat. Voila une vie errante ef vagabonde, qui ne laisse pas d'avoir des charmes. Corame on est gentiment berc6 dans unhamac ! et qu'il doitetreagi-6able de changer continuellement de pa- rages et de climats, de I'un a I'autre pole ! d'explorer des contr^es in- connues, de voir des peuples sau- vages, barbares et paiens ! Et quand on est de retour, avec quel aplomb et quelle flert6 Ton dit a ses auditeurs dbahis :— J'ai passd la ligne a telle 6poque, Je tropique a telle autre (5poque , et j'y ai re(;u le bapteine. Tel jour, nous avons double le cap de Bonne-Esp^rance. 41 — « A sailor perhaps runs fewer risks than a soldier. Here is a wandering and vagrant life, which is not without charms. How pleasant it is to be rocked in a hammock ! and how agreeable it must be perpetual- ly to change stations and climates, from one pole to the other ! to ex- plore unknown countries, to see savage, barbarous and heathenish nations ! » « And on one's return, with what confidence and pride one says to one's wonder-struck hearers : — « 1 crossed the line at such a time, the tropic at such other times, and there I underwent the ceremony of being shaved. On such a day. Marin, fr. mer, sea — Court, form of the v. irr. courir. See Index — Risque is raasc. by exc. (15) — Errante, fr. errer, to err, to wander — Vagabonde, fem. of vagabond, fr. vague, vague — Ne laisse pas d'avoir de^ charmes, lit. Does not leave (or cease) lo have charms. Ne pas laisser de, before an infi- nitive, is an idiomatic locution meaning that the state or the act expressed by the next verb lakes place notwithstanding an opposition, either expressed or understood. This locution is sometimes followed by que, which adds nothing to the sense — Ckarme is masc. by exc. (15) — Gentiment, prettily, adv. irregularly formed (32) from gentil, prelty — Hamac. The ft is aspirate — Doit, form of the v. irr. devoir. See Index. Changer de parages. Observe this use of de after cftBKjer — Parageis masc. (241) — Prf/e is masc. by exc. (15) — Pewp/e is masc. by exc. (15) — Retour, ir.tour, turn — Aplomb, (r.plomb, lead or plumb; the primary sense is perpendicularity — Fierti, fr. Her, proud, is fem. (270) — Tropiqueis masc. by exc. (15) — BaptSme, baptism, is masc. (479) Thep is quiescent — Double, form of the v. doubler, fr. double, double — 270 LESSONS 41 AND 42. Nous 6tions au mouillage dans tel golfe, oudanstellebaie.aumoment de r^ruplion d'un volcan, dont le cratfere flamboyant vomissait des torrents de lave. Cette catastrophe avail 616 pr^cM^e d'un 6pouvan- table iremblement de terre. Nous avons harponn6 et remorqu6 des baleines. nSus avons manqu6 d'Slre manges par une horde d'anthropo- phages. J'ai Vu des aslres dont on ne soupgonnc pas I'exisience dans cct hemisphere. Je coutiais le litto- ral de toutes les mers, ainsi que les principaux isthmes du globe ; et je pourrais vous nommel' non-seule- ment les havres les plus sflrs , mais jusqu'aux anses et aux criques oil se trouvent les meilleurs 6vilages. 11 va sans dire que Ton exagere et melne que Ton menl quelquefois un peu : c'est le privilege des vOya- geurs. 42— Jamais je ne me siiis tant amus6 que pehdant les quinze jours que j'ui passes il y a deux ans sur la cole de Normandie , chez un cama- we doubled the cape of Good Hope. We were riding at anchor in such a gulf, or such a bay, during the eruption of a volcano, the blazing crater of which vomited torrents of lavas This catastrophe was preceded by a tremendous earthquake. "We harpooned and look in to\V some whiles. We e- sCaped being eaten by A hordS Of cannibals. I have seeil stars the existence of whith is not suspetted in this hemisphere. I know the coasts of every sea, as well as the principal isihUiuses of the glbbe; and I could name not only the safest harbours , but even ihe small bdys and creeks where the best berths for a ship are to be found, u « Of course one exaggerates and even lies a little sometimes : it is the privilege of travellers. » 48 — «NeverwasIso much amu- sed as during the fortnight which I spent two years ago on the coast of Normandy, with a comrade whose Mouillage, anchorage,ft'. the v. moMi/!er,to wet,and to anchor, ismasc. (2411 — Galfe is niasc. by exc. (15) — Eruption is fern. (108) — CrdUre is niasc, (276) — Flamboyant, verbal adj. fr. flamboyer, derived from ^«mm«, Dame — Spouvaiitable, fr. epouvante, terror — Tremblement,lTep\iizl\oB, fr. trembler, to tremble , to quake— Harponner, fr. harpon, liarpoon. The h is asjllbie — Remor^uer, iv.remorque, low, lowing — Awoir manqui de, followed by an infinilive, means to have escaped, or to have been on the point of — Astre is iliasc. (386; — Soupfonner, fr. souppoh, suspicion — Hemisphere is niasc. by exc. (15) —Mer is fern, by exc. (14) — Isthme is masc: by exc. (15) — Globe ismasc. by exc. (IS) — Non!mer,fr. nam, name — fldureismasc. by exc. (15)- £witajeisma6c.(241)fr. Mter, to avoid, and to swing lin sea lirtguage). Ment , form of the v. irr. mentir- See Index — Privilege is niasc. by exc. (IS) —Voyageur, fr. vote, waj. LESSON 42.— S* 775. 'i1\ iMe dont le pfei-e felt le cabotage, et donl le frfere aln6 est pilote lama' neur. Plusleiirs fols, a la tnar^e basse , nous sornmes all6s au pied d'Une grande falal^e, rattiasser deS crabes, des moules el tomes sortes de coquillages. Plusledl-s fols, assiS au bout de la jet^e, nOils avOns 6cout6, en t>iilpilant d'Cmolion, le vacarme des galets, roul6s par la marde montante, et le grolidement du ressac, dont I'^cume rejaillissait sur nous et Irempait nos vareuses. Le lendemain de ndtre arrivee, nous avons vu lancer uiic goelette. Le surlendemain, on s'est this a ra- douber une corvette , qui avait 6prouv6 des avaries majeures dans son gr6eiuent et dans sa coque. Je sais maintenant coinmeni s'y pren- nent les calfats pour bouclier les trous et les crevasses, au itioyen d'^toupe qu'ils enduisenl avec de la poix et dugoudron. Mais cequi me plaisait par-dessus father is ill the coastitig trade, aud whose elder brother Is A harbour pilot, several titne^ , at low lid^j we went to the foOt of a Ihrge cliffi to pick up crabBi ibu^cles and all sot-is of shells. Several times, seat- ed at the farther end lif the plfel-, wS listened, paUtlrtg with einotibh, tb the uproar of the pebble-stones, rolled by the rising tide, and to the rumbling of the surf, the loam bf which dashed over us ahd drehched our pea-jackets.i> « The (lay after our arrival, we saw a schooner launched. On the third day, they began to repair Et sloop of war, which had been se- verely injured in her rigging and her hull. Now 1 know how calkers ma- nage to stop the holes and CfeviceS, by means of oakum which they daub with pitch and tar. » « But what pleased me above all Cabotage is masc. (241) — Mare'e, It. mer — Nous sommes alUs. The v. aller is always conjugaled with itre — Ramasser, fr. amas, heap — Cribeis masc. by exc. (lb) — Moule, muscle, is lem. and regular ; but moule, mould, matrix, is masc. by exc. (15) — Coquillage, fr. coque, shell, is masc, (241) — Assis, form of the v. irr. asseoiY. See ludex — Jet^e, subst. fr.the v. jeter^ to lhro\V — Amotion is fern. (108) — Yacarme is masc. by exc. (15) — Grvndement, it. grander, to scold, to chide , to grumble — Rejaillir, {r.jaillir, to gush — TrempaU, form of the v. Iremper, to sleep, to dip , to soak — Lendemain, fr. demain, to-morrow— Arrivie, subst. fr. the v. arriver, to arrive — Surlen- demain, fr. demain — On s'est mis it radouber. Se metlre a, followed by an inQnilive, generally signifies to begin to, to set about, to betake one's self to — Griement, subst. fr. gr^er, to rig — Prennent, form of the v. irr. prendre. See Index — S'y prendre, lit. to betake one's self to it, signifies to manage, to go to work (about) — Crevasse, fr. crever, to burst — Enduisenl, form of the v. irr. enduire, to lay over, to coat, to cover. Seelndex — Poix is fem. by exc. (14) — Plaisait, form of the v. irr.plaire. See Index — 775. Ce qki me plaisait, c'etait d'aller. When ce before a relative pi-isn. as gut, que, 272 LESS9N 43. tout, c'^tait d'aller en rade, a bord des batiments ou mon camarade etaitconnu. Comme nous grimpions lestement le long des haubans jus- que dans les hunes! Quelquefois nous anions nous mettre a cheval sur les vergues , malgr6 les jurons des gabiers , qui nous menagaient de coups de garcette, D'autres fois nous montions sur le beaupr6, oil nous nous tenions en ^quilibre comme de vrais mousses. 4S— Oh ! j'ai retenu bien des choses. Je sais comment on hisse un pavilion ; comment on cargue et comment on ferle les voiles ; com- ment on vire au cabestan, quand on veut lever I'ancre ; comment on fait pour mettre en panne ou pour louvoyer ; comment on met a bord les embarcations, a I'aide de palans, c'est-a-dire d'un assemblage de poulies, de moufles et de cordages. Je sais pourquoi I'habitacle est plac6 devant le poste du timonier. was to go into the roadsied, on board of the ships where my com- rade was known. How nimbly we climbed up the shrouds into the tops ! Sometimes we went and got astride on the yards, notwithstand- ing the oaths of the topmen , who threatened us with the cat o'nine tails. At other times we got upon the bowsprit, where we balanced ourselves like regular ship-boys. » 4S — « Oh ! I recollect many things I learned there. I know how they hoist a flag; how they brail up and furl the sails; how they heave at the capslern , when they want to weigh anchor; how they manage to lay to or to beat up ; how they hoist the boats in, with the help of tackle, that is, of an assemblage of pulleys, blocks and cordage. I know why the bin- nacle is placed before the station of the steersman. I bet I make a dont, etc. begins a phrase, and is followed by the v. ^tre with another verb, CE must be repeated before Stre — Bdtiment, building, or ship, fr. bdtir, to build — Connu, form of Ibev. irr. connaitre. See Index — Lestement, adv. fr. leste, nimble, brisk — Hauban. The ft is aspirate — Hune. Theft is aspirate — Juron, subst. fr. jurer, to swear — Garcette, lit. gasket — Tenions, form of the V. irr. tenir. See Index — Equilibre is masc. byexc. (15) — Mousse, ship- boy, is masc. (8); but mousse, moss, or froth, is fem. Retenu, pa. part, of retenir, to retain, to detain, to keep, to recollect, fr. the V. irr. tenir. See Index — Hisser. The ft is aspirate — VoUe, sail, is fem. and regular (13) ; but mile, veil, is masc. by exe. — Virer, lit. to veer, to turn — Lever, lit. to raise, to lift — Embarcation is fem. (108) — Aide, aid or help, is fem. hal aide, assistant, helper, is masc. — Assemblage, fr. assem- bler, to assemble, is masc. (241) — Mow/Ze, tackle-block, is fem. and regu- lar; but moufle, muffle, is masc. by exc. (lb) — Cordage is masc. (241) — Habitacle is masc. (693) — Poste, post, station, is masc. by exc. (IS); but poite, post-house, post-office, mail, etc. is fem. — Timonier, fr. (imon, helm, LESSON 43. 273 Je parie faire une 6pissure aussi proprement que le loiip de mer le plus adroit. Mon apprentissage ne serait pas long, et je suis bien lent6 d'aller voguer sur I'onde amfere, comme disent les faiseurs de phrases. J'emporterais une petite pacotille et je deviendrais peut-etre un jour armateur, fr^tant pour mon compte de gros navires. Mais, ne precipi- tous rien, et voyons si tout est ecu- leur de rose dans une travers6e. Vous vous embarquez et vous appareillez par un temps superbe. Les voiles sent orient^es; les ma- DCEUvres sont amarr6es. Vous cln- glez a Touest, je suppose. Due pe- tite brise, venant du sud-est, gonlle doucemenl les voiles. Rien ne trou- ble I'azur du ciel. Tout le monde a bord est allfegre et dispos, depuis le capitaine, tenant en main son porte- voix, jusqu'a la vigie , qui mache tranquillement son tabac au haul splice as neatly as the most dex- terous tar. •• « My apprenticeship would not be long, and I have a great mind to go and sail on the briny wave, as your phrase makers say. I should take a seaman's venture with me and should one day perhaps become a ship-owner, freighting large vessels on my own account. But, let me not be too hasty, and let me see whether the aspect of things is always bright in a voyage. » « You embark and set sail with beautiful weather. The sails are trimmed; the ropes are hauled fast. You sail westward, I sup- pose. A light breeze, from the south-east, gently swells the sails. Nothing dims the azure of the sky. Every one on board is cheerful and lively, from the captain, hold- ing his speaking-trumpet in his hand, to the man at the mast-head who quietly chews his tobacco, or pole, shaft (of carriages)— Iomp de mer, lit, sea-wolf, a nickname given to thorough seamen. Apprentissage is masc. CiiV^—TenU, lit. tempted— Amer, \>\\Xev— Disent, form of the V. irr. dire- See Index— Fais«M/«, makers, fr. faire— Emporter, to takeaway, h: porter — Deviendrais, form of the v. irr. devenir, fr. venir. See Index — Navire is masc. by exc. (IS) — Travers^e, subst. fr. traverser, to cross — Embarqver, fr! barque, bark, takes the reflective form — Manoeuvre, rope, manoeuvre , drilling, and rigging, is fem. (15); but manoeuvre, journeyman, is masc. (8) — Cingler, to lash, or to sail — Quest. The final t is pronounced — Sud. The final d is pronounced — Est. The final t is pronounced —Dispos. This adj. has no (em.— Tenant , form of the v. irr. tenir. See Index— Porfe- voix, formed of porter, to bear, to carry, and voix, voice , takes no additional termination in the pi. (492). It is masc. though voix is fem. (840) — Vigie, man on the look out, is fem. by exc. {S)— Tabac. The c, which is generally mute in this word, is pronounced here on account of the p. II. IS 274 LESSON 4 4-. du mat, tout en veillant aux grains, while tie is looking out for squalls. 44— On a jet6 le loch, pour sa- voir le nombre de neeuds filfo a I'heure. Les dunes du rivage s'af- faissent petit a petit ; les moulins, les coUlnes et lesclochers s'amoin- drissent et disparaissent. On n'en- tend d'autre bruit que le clapotage de I'eau centre les flancs du vais- seau, dont le sillage seul annonce qu'il se meut. C'est charmant, mais cela ne dure pas toujours. Le vent saute du sud-est au nord. La bise devient piquante. Le tangage et le roulis commencent a vous 6inouvoir et a \ous causer un certain malaise;, Vous ne tardez pas a en ressentir les effets. Le mal de mer se de- clare. Vous voila pale et chancelant. Des gouttes de sueur perlent sur votre front. Les naus6es et leurs consequences vous mettent dans un 6tat pitoyable. Le vent augmente et la houle de- vient plus forte. Les rafales se suc- cfedent rapidement, Les vagues grossissent a chaque instant. Le ciel 44— « The log has been heaved, in order to know the number of knots run an hour. The downs on shore are lost to view by degrees ; the mills, hills and steeples lessen and disappear. No othei' noise is heard but the rippling of the wa- ter against the sides of the ship, whose wake alone denotes her to be moving. » ((This is charming, but it does not last for ever. The wind shifts from south-east to north. The north wind becomes Sharp.' The pitching and rolling begin to agitate you and to occasion a certain uneasiness. It is not long before you feel their results. You feel symptoms of sea-sickness. Now you are pale and staggering. Drops of sweat bead on your brow. Qualms and their consequences reduce you to a pitiful condition. » (( The wind increases and the swell grows heavier. Squalls of wind follow each-other in rapid suc- cession. The waves swell at every vowel which begins the next — Veillant, form af the v. veiller, lit. to watch. Locft. The cftis pronounced like fc — Nombreis masc. by exc.(15) — Filer, lit. to spin — Bwajieismasc. (241) — A^aisser, v. fr. fate, burden, weight — Clocher, fr. cloche, bell — Amoindrir, fr. moindr^, less —Disparaissent, form of the v. Irr. disparattre, fr. parattre. See Index — Clapotage is masc. (241) — Sillage is masc. (241) — Meut, form of the v. irr. mouvoir. See Index — Piquante, verbal adj. fr. piquer, to prick, testing — Tangage, fr. tanguer, to pitch, is masc. (241) — Roulis, fr. rouler, to roll — tmouvoir, fr. mouvoir. See laAex— Malaise, fr. mal and aise, ease, is masc. by exc.(l S)—Tarder, lit. to delay, to defer, fr. tard, late— VoMS ne tardez pas & en ressentir les effets. See 300, § 3— Mal de mer. See 705— Sediclare, lit. declares itself— SMeMr,fr.sM(!r, to sweat, is fern.— Verier, fr. perle, pearl— MeJien^ form of the v. irr. mettre. See Index— Pitoyable, fr. pitii, pity — Houle. The h is aspirate — Grossir, fr. gros, big. LESSONS 44-45— N"' 776 to 778. i75 se couvre et prend une teinte bla- farde. Des nuages noirs, pr^cur- seurs de I'orage, se groupent et s'amoncelent. Aprfesla bourrasque, it survient un moment d'un caime eflfrayant, pendant lequel, saisi d'angoisse, vous respires a peine. L'6clair sillonne I'lioriion, et quelques secondes aprfes, le ton- nerre fait entendre sa redoutable voix, grave et solennelle d'abord, mais de plus en plus retentissante a mesure qu'elle approche, Soudain la nue se d6chire au-dessus de vous; une nappe de lumifere vous envi- ronne et vous 6blouit, et la foudre tombe avec fracas. 45— Le vent sillle avec furie dans les agrfes. La mature craque, U n'y a pas une planche du navire, de la proue a la poupe, qui ne g6- misse. F16chissant sous la toute- puissante main de la tempfite, le moment. The sky becomes cloudy and assumes a palish dye. Black clouds, harbingers of a storm i cluster and accumulate. After the blast, unexpectedly comes a mo- ment of awful calm, during which, seized with anxiety, you scarcely breathe. >• « The flash oflightning furrows the horizon , and a few seconds after, « the thunder raises his tremendous voice , » grave and solemn at first, but louder and louder as it comes nearer. On a sudden the cloud bursts over head ; a sheet of hght surrounds and dazzles you, and the thunder-bolt falls with a crash. » 45 — « The wind whistles with fury through the rigging. The spars creak. There is not a plank of the ship, from the prow to the stern, that does not groan. Yield- ing to the all-powerful hand of the large— Couvre, form of the v. irr. couvrir, to cover. See Index — Nuage is masc. {'iii) —Orage is masc. {%h,\)— Grouper, v. fr. groupe, group— Amoii- celer, v. fr. monceau, heap — Calme, as a subst. is inasc. because its primary sense is that of an adj. {iQl)—Effrayant, frightful, dreadful, etc. fr. effrayer, to frighten, R. frayeur, fright— Pendant lequel. See l90—]£clair, fr. clair, clear — Sillonner, fr. sillon , furrow — Horizon. The h is mute — Tonnerre is masc. by exc. (IS)— Vote is fern, by exc. (14) — Solennelle. Pronounce this word as ifvpritten sSldnel— Retentissante, yerhsii adj. fr. retentir, to resound, R. tlnter, to ring, to toll. — 776. Soudain, sudden, for soudainement, sud- denly. Adjectives are sometimes employed as adverbs; in this case they are invariable — Nappe, lit. table-cloth — 777. Vods environne et vous iblouit. Personal pronouns, when they are regimens, must be repeated with each verb in its simple tenses ; and even in its compound tenses unless the auxi- liary be suppressed— Foudre, in common language, is fem. and regular (15). In figurative and poetical language it is often masc. In the sense of an irre- sistible person, it is always masc. as Vn foudre de guerre, a thunder-bolt of war. Foudre, tun (for liquids) is masc. Mdlnre, fr. mdl, mast.- 778. La TOi:-rE-pnissanle main. When lout signifies 276 LESSON 45— N" 779-780. vaisseau montre sa carfene , el les flots se brisent sur son tillac, qu'ils inondent de leur 6cume. La pluie tombe a torrents. Les 6coutilles et les sabords ont beau fitre fermfe, I'eau pfinfetre et suinte dansl'entre- pont et jusque dans la cale. Diantre ! Mais, ca ne m'irait pas. Et encore n'al-je rien dit du scor- but, qui enfle les gencives, et dont on meurt souvent. Je ne pensais pas non plus aux pirates, aux for- bans, aux Uibustiers , qui vous tra- quent, vous harcfelent et vous en- voient de la mitraille, dont les bastingages ne vous garantissent guere ; aprfes quoi ces forcen6s vous jettent le grappin et s'filancent a Tabordage, le pistolet d'une main tempest^the ship shows her careen, and the billows break over the deck, which they deluge with their foam. The rain falls in torrents. It is in vain that the hatchways and port-holes are closed, the water penetrates and oozes in between decks and even into the hold. » « My dickens ! But, that would never do for me. And yet I have said nothing of the scurvy, which swells the gums , and often causes death. Nor did I think of pirates, sea-robbers and bucaneers, who give you chase, harass you, fire grape-shot into you, from which yo»are but indifferently protected by the netting ; after which these ruthless men throw their grappling irons, and board your vessel, wilh all, quite or entirely, it is an adverb and accordinglyremains invariable, except when it precedes an adjective of the feminine gender, beginning with a con- sonant or an aspirate ft, in which position it takes the gender and number of this adjective for the sake of euphony — 779. Sur son tillac. When its and their are preceded by a preposition , they are rendered by the corresponding pos- sessive adjectives, and not by en, even when they do not refer to the subject of the phrase. See 310 — Ferm^s. This participle refers to dcoutilles, which is feminine and plural, and to sabords, which is masculine and plural. The terminationof/erm^s is masculine and plural. 780. §1. When an adjective refers to two or more substantives, or pronouns, either singular or plural and of different genders, it takes the plural form and the masculine gender. § 2. This rule is applicable to participles, when they are to agree with either their subject or their regimen. See 1 \A, 399. § 3. When two or more substantives of different genders are qualified by the same adjective or participle, for the sake of euphony, the substantive of the masculine gender should be placed last it possible ■ — Avoir beau is an idiomatic locution signifying To be in vain. pa is a familiar abbreviation for cela. See 219 — fa ne m'irait pas. This use of the v. alter, to denote that spmething will do or will not do, is fami- liar. — Meurt, 3d pers. sing, of the pres. tense, indie, mood of the v. irr. mourir. See Index — Pirate is masc. (8) — Envoient, form of the v. envoyer, to send. See 6S3— Bastingage is masc. {"iiD—Abordage, fr. bord, border, is masc. (241)— ■ LESSON 46. 277 et la hache de I'autre. C'est a falre fr^mir. Etlout cela n'est rien encore au- prfes de ce que j'ai lu des horreurs d'un naufrage. Un batitnent, qui naviguait de conserve avec plu- sieurs autres, avait6t6emport6 loin du reste de I'escadre par un oura- gan terrible. Dnetrombe avail failli le faire sombrer. U avail ensuite touch6 contre un r6cif; dans le choc, sa quille avail 6ie endomma- g6e. U avail fail une voie d'eau, qu'on n'dtait parvenu a 6tancher qu'a force de faire jouerles pompes. 46— Plus lard, il s'6lait lrouv6 pris comme dans un ^lau au milieu des glacons de la mer polaire, el ne s'en 6tail lir6 que par miracle, a la suite d'une debacle effroyable. Pour mettre le comble a tant de dfeastres, la boussole devint folic ; il fallul errer au hasard. Un jour qu'on 6tait envelopp6 d'une brume 6paisse, on reconnul qu'il n'y avail a pistol in one hand and an axe in the other. It is enough to make one shudder. » « And all ihis is nothing to what I have read of the horrors of a ship- wreck. A ship that was sailing in company with several others, had been driven away far from the rest of the squadron by a terrible hur- ricane. She h!td like to have been sunk to the bottom by a water-spout. She had afterwards struck upon a reef; in the shock, her keel had been damaged. She had sprung a leak, which could be slopped but by dint of plying the pumps. » 46 — « Later , she had been caught as in a vice among the ice- bergs of the polar sea , and had been extricated from thence but by a miracle, after a dreadful breaking up of the ice. To complete so many disasters, the compass ceased to point; they were obliged to let the vessel drive at random. One day, when they were enveloped in a Haclie. The h is aspirate — Lu, form of the v. irr. lire. See Index — Horreur is fem, (104); the h is mute — Naufrage is masc. (2il) — Con- serve, cousort (in sea-language), fr. conserver, to preserve, to keep — Esca- dre, squadron, fleet, must not be confounded with escadron, squadron of ca- valry — Terrible. In solemn language the r is pronounced as double — Failli, lit. failed, form of the v. irr. faillir. See Index. Faillir before an infinitive has the sense of manquer, seen in the ilst lesson — Quille. Pronounce this word as if written kee-ye without sounding the final e. The i which pre- cedes His pronounced, because u after q is silent (452) — Voie, way, road, track. Voie d'eau, leak. Glagon, fr. glace, ice— Miracle is masc. (695, § 1) — Bibdcle is fem. (695, § sons spell this word el^— Limait, form of the v. limer, fr. lime, file — Vif, lit. quick, alive, lively — Mettre la main it la pdte, lit. put the hand to the paste. It is familiar— Grond'cftose, lit. great thing, for much. The elision of the final e of grande lakes place before a few feminine substantives beginning with a consonant. In grand'mire , grandmother , and grani'tante , great aunt, it is invariably admitted. In other compounds, it is familiar — Notion is fern. (iOS)— Acquises form of the y. irr. acquirir. See Index— Pourront, form of the v. irr. pouvoir. See Index. Devis, does not vary in the pi. (11)— Architecte. Pronounce eft like s/i iu EngWsb.— Surveiller, fr. veiller, to ^va^lch— Construire, v. irr. See Index— CMtive, iem. o( cMtif {iSl)— Humble. Theft is mute — ChoMmi^re, fr. chaume, thatch— Faubourg. The final g is quiescent — Fondement, fr. fonder, to found — Grenier, garret, or granary, fr. grain, grain, corn— Cowrears, LESSONS 52-53 — NO 787. 287 Je m'asseyais sur un mauvais escabeau, a I'abri d'nn hangar, sous lequel les ouvriers passaient leur plStre au sas, et le gachaient avec une truelle. Afln de se procurer en abon- dance I'eau dont ils avaient besoin pour faire leur mortier, ils avaient eu I'ingdnieuse id6e d'obstruer le ruisseau au moyen d'une petite digue d'argile ou de terre glaise en forme de talus. lis avaient une claie d'osier pour passer le sable et le s^parer descailloux. Ce sable, mgl§ avec de la chaux, formait un clment qu'ils mettaient entre les pierres, et avec lequel ils bouchaient les fentes et les fissures. Mais, pour certaines parties du sol, ils ajou- taient a ce melange du gravier qu'on leur apportait par tombereaux, et ils appclaient cela du b^ton. 53. Quand une charret^e de mat^riaux arrivait , ils seplagaient sur les Echelons d'une forte dchelie, et se passaient de main en main les moellons, qui parvenaient ainsi « I used to sit down ou a clumsy stool , under shelter of a shed , where the workmen sifted their plaster, and tempered it with a trowel. » « In order to procure a plentiful supply of water which they required for making their mortar, they had had the ingenious idea of obstructing the kennel by means of a small dam of clay or loam sloping to the top. They had a wicker screen to sift the sand and separate it from the pebbles. This sand, mixed with lime, formed a cement which tliey laid between the stones, and with which they stopped the crannies and fissures. But, for certain parts of the ground, they added to this mix- ture some gravel which was brought them in tumbrels, and which mix- ture they called beton. » 63— «When a cart-load of mate- rials arrived, they placed themselves one above the other on the rounds of a strong ladder, and passed from one to another the ashlars , which lit. coverers, fr. couvrir, to cover— Asseyais, form of the v. irr. asseoir- See Index — Hangar. The ft Is aspirate — Pldtre is masc. (386)— Sas, sieve. Ing^nieuse, tern- oiing^nieux {156)— Ruisseau, stream, brook, rivulet, gutter, kennel— Safc/e is niasc. by exc. (IS). The a has its long grave souncl — Cailloux, irregular pi. of caillou. — 787. The following substantives ending in ou, form their plural with x instead of s, by exception : Bijou, jewel; caillou, pebble, flint; chou, cabbage; genou, kaee ; hitou, owl; ioitfoa, play- thing; pou, louse — Cliaux is fem. by exc. (ii)— Melange is masc by exc. (15) —Tombereaux, pi. of tombereau (261). Cliarretie, fr. charrette, cart (371) — Matiriaux. This subst. is always plural — Moellon. Pronounce this word as if written (in French) moilon — Par- venaient, form of the v. irr. parvenir, derived from venir. See Index— 288 LESSON 53. jusqu'en haul de I'^chafaudage. Mais ceci n'eut lieu que pour les Stages sup6rieurs, car tout le soubasse- ment 6tait en pierres de taille, ap- port^es sur des camions, et venant d'une carrifere 61oign6e. lis re- muaient ces blocs dnormes avec des leviers et des rouleaux, les sou- levaient avec des cries, et les mon- taient a I'aide d'une grue. C'dtait une chose vraiment intfi- ressante que de voir ces masses de formes diverses se superposer, s'ajuster, former les embrasures cintrfies des portes etdes fen^tres; et puis de voir sceller les crampons, niveler et daller les corridors du rez-de-chauss6e. II y avail des hommes quiemportaientlesd^blais dans des brouettes; d'autres qui arrivaient avec des hottes pleines de briques ; d'autres qui agitaient du bitume ou de I'asphalte bouil- lant dans de grandes chaudiferes; d'autres qui planiaient desjalons, pour faire i'alignement du trottoir. C'^tait un mouvement perp6tuel. Un jour, iisse coalisferent et Drent grfeve, pour obtenir une augmenta- tion de salaire ; mais I'enlrepreneur les ayant menaces d'embaurher d'autres ouvriers plutdt que de leur thus reached the top of the scaffold- ing. But this took place only for the upper stories, for the whole basement was of free stone, brought on trucks , and coming from a dis- tant quarry. They moved the enor- mous blocks with crow-bars and rollers, heaved them with screw- jacks, and raised them by the help of a crane. « It was an interesting thing indeed to see those masses of various forms gradually superposed, fitted to each- oiher, and forming the arched em- brasures of the doors and windows ; and then to see the cramps made fast, and the corridors of the ground- floor levelled and flagged. There were some of the men who were removing the rubbish in wheel-bar- rows ; others arriving with baskets full of bricks ; others stirring boiling bitumen or asphaltum in large boil- ers ; others planting stakes to trace the line of the pavement. It was a perpetual bustle. » «One day, they formed a coalition and struck, in order to obtain an increase of salary ; but the master- builder baviug threatened to engage other workmen rather than to yield &chafaudttge is masc. I^i\)—ttage is masc. (241) — Pierre de taille, lit. stone for hewing, or to be hewn — Venant, form of the v. irr. venir. See Index— Rouleaux ,p\. of rouleau (261) — Cric. The final c is quiescent. FenStre is fem. (387) — Niveler, fr. niveau, level — Daller, fr. dalle, flag- stone — Rez-de-chauss^e is masc. by exc. (15). This comp. subst. does not vary in the pi. — Hotte , a basket carried on the back. The h is aspirate — Bitume is masc. by exc. (IS) — Asphalte is masc. by exc. (15) — Bouillant, fr. bouillir, to boil, v. irr. See Index. Augmentation is fem. (108) — Salaireis masc. (^83) — Entrepreneur, under- taker, fr. entreprendre, to undertake, R. Prendre — Plutdt. See 7b6, § 2— LESSON 54. — a- 788. 289 c^der, ils reprirent leurs travaux. Voila, si je ne me trompe, un £tat danslequelon necbomegu^re, mais quiexpose a bien des accidents. Pour ma part , j'ai vu trois de ces pauvres masons estropi6s par suite de chutes. 54— L'un se laissa choir de la crfite d'un toil; on le releva tout meurtri; il fallut le porter sur une civifere a I'hOpital. Du autre travail- lait a Tarc-boutant d'une muraillc toute 16zard6e qui s'6croula sur lui. Le troisifeme recr^pissait une bara- que d61abr6e dont les 6tais pourris vinrent a manquer, et il se trouva presque enseveli sous les ddcom- bres, dont on le retira avec deux cdtes enfonc6es. Ce n'est qu'en examinant les cho- ses de prfesqu'on dficouvre le revers de la m^daitle. Ainsi encore, la vie champetre, la bonhomie villageoise, le roucoulement des colombes, le gazon frais , la verte foug^re, tout cela est ravissant dans une idylle. to them, they resumed their worlc.» « This, if I mistake not, is a trade which seldom leaves one without work, but which exposes one to many accidents. For my own pari, I saw three of those poor masons maimed in consequence of falls. » 54 — One of them fell from the ridge of a roof; he was taken up dreadfully bruised all over; they were obliged to carry him on a liner to the hospital. Another was work- ing at the buttress of a creviced wall which fell in upon him. The third was patching up a shattered hovel the rotten props of which gave way, and be found himself almost buried under the rubbish, out of which he was drawn with two ribs broken in. » .; It is only by examining things closely that one discovers (he re- verse of the medal. Thus again, ru- ral life, rustic simplicity, the cooing of doves, the fresh turf, the verdant fern, all that is delightful in an idyl. Who would not feel inclined to lake i?ej)r(r'en(,forni of the v. irr. reprendre, tr. prendre. See Index — Clidmer, lit. to stand still, for want of work. Choir, V. irr. See Index— Hdpital. The ft is mute. Th^ohasits short sound, notwithstanding the accent. — Arc-boutant. The c is quiescent. This com- pound word is formed of arc, arch, bow, and the pres. part, of the old v. bouter, to put, to push. Its plural is arcs-boutants — ^788. If one of the com- ponent parts of a compound subst. isaword that has ceased to be used alone, ■isboutantia. arc-boutant, it is considered as an adj. and takes the pi. when the sense requires it — Recr^pir, fr. cripir, to parget, to plaster— fl^/aftrer. The a in this verb has its long grave sound. See 822 — Vinrent, came, form of the v. irr. venir. See Index — Vicombres is masc. by exc. (IS) and always pi. — Dicouvre, form of the v. irr. dicomrir, fr. couvrir. See Index — Champetre, fr. champ , field — Bonhomie , iT.bonhomme , simple easy man — Viltageois, fr. village, village — Roucoulement, subst. fr. roii- couler, lo coo— Frais, tern, frolche, by exc. (2) — Ravissant, fr. ravir, to 11 ... 1!) 290 LESSON Qui ne serait tente de prendre la beche, la houe et le rateau, de s'arraer de la serpe et dela faucille, d'aller habiter un hameau , et de passer ses jours a bluer, a sarcler, a 61aguer et a glaner ? Je connais un jeune enthousiaste, qui n'est jamais sorti de Paris que dans la belle saison , pour alter aux environs cueillir du lilas, des miires oudes noisettes. Le terme ordinaire de sa promenade est un joli chalet, appartenant a un ami de son pere. II y est accueilli et clioy^ comme un enfant gai6. Les murs sont tapis- S(5s de houblon , de chfevrefeuille et de cl^matlte. Sous les corniches hospilalieres on remarque des nids d'hirondelles , preuve, a ce qu'on dit, de la beauts du site et de la salubrity de I'alr. On parvient a ce s^jour par un sentier bord6 de charmilles et de buissons d'dglaii- tiers, dehoux et d'aub^pine. 55— Quand mon optimisle ar- rive, on met un chapon dans la marmlte, on un lapin de garenne a la broche. On enfourne une tourte a spade, a hoe and a rake, to arm one's self with a prunlng-bill and a reaping-hook, to go and dwell in a hamlet, and pass one's life in dress- ing crops, weeding, pruning and gleaning ? » « I know a young enthusiast, who has never been out of Paris except in the line season, when he goes and gathers lilac, blackberries or hazel-nuts in the environs. The usual limit of his walk is a handsome cottage, belonging to a friend of his father's. There he is welcomed and cockered up like a sppiied child. The walls are covered with hops , honeysuckle and clematis. Under the hospitable cornices swal- lows' nests are seen, a proof, it is said, of the beauty of the site and the wholesomeness of the air. This abode is arrived at by ^ foot-path bordered with hedges of yoke-elms and bushes of briers, holly and hawthorn. » 55 — When my optimi{St arri- ves, they put a capon in the pot, or a warren rabbit on the spit. A cheese- cake is set to bake in the oven ; they ravish, to transport — Houe. Theftis aspirate — Habiter. The h ismuLe — Ha- meau. The ft is aspirate — Biner, lit. to dress a second time — Saison is fern . (85) — Cueillir, v.irr. See Index. The letters ueJH in this word are pronounced like the subst. CB«/, seen in the 2nd lesson. — Terme is masc. byexe. (15) — Apparte- nant, formof the v.irr. appartenir, fr.iemr. See Index— Accaej/Kr isconjuga- ted\ike cueillir— Tapisser, to hang with tapestry, fr. tapis, carpet — Houblon. The ft is aspirate — Ch^vrefeuille is masc. (341) — Hospitalier- theftismute — Hirondelle. Theftismute — Beautd isfem. (270) — SiJf ismasc. byexc.(lS) — Salubrit^istem. (270) — Parvient, form of the v. irr. parvenir, to reach, fr. venir. See Index — Charmille , fr. charme, yoke-elm —Hoiu; does not vary in thepl.(492) Thehis aspirate— Aaftsfpine, fr. €!ipjne, thorn, fem. by exc. (342). Enfourner, v. fr. four, oven — LESSON 55. ■ 291 a la frangipane ; on licqsse uri boisseau de petiis pois; on assai- sonne une salacle, ou la piraprenelle, la civeite et I'estragon ne sonl pas publics; el Ton cueille des nfefles, dont 11 ralTole. Aprfes s'gire bien repos6 et bien restaur^, il va d^nicher des m^san- ges ou des boiivreulls, dont 11 ne salt que faire ensuite. II ca.sse avec une gaule les rameaijx d'un beau noyer, sous pretexie d'abaitre des noix. II plante cinq ou six noyaux de cerises dans la p6pini6re ; puis 11 emprunte le canif de son bote trop complaisant, etva saccager les plus belles touUes de lleurs, pour faire up bouqu,et, qu'il perd en route, ou qu'il laisse se faner dans quelque coin. A son retour, il parle avec feu des travaux agricoles auxquels il a pris part;du soc, qui trace de longs sillons; (le la herse, quiroinplla glfebe (il entend par la les mottes de terpe) ; des besiiaux qui brouteiit rherbe tendre des valines ; du ra- mage c|es linoues; des cote^ux shell a bushel of green peas; they season a salad in which burnet, chives and tarragon are not forgpf- ten ; and they gather some medlars, which he is extremely fond of. » « Afterresting himself and tak|ng plenty ofrefreshmeni, he goes birds' nesting after tomtits nr bullfMiches, which he does not know what to do with when he has got them. With a long pole he breaks the branches of a beautiful walnut-tree, under a pretext of knocking down walnuts. He plants live or six cherry-stones in the nursery-ground; then be borrows the pen-knile of his too complaisant host, and ransacks ibe finest clumps of Bowers, to make a nosegay, which he loses on his way back, or leaves to wither in some corner. » « On his return, he speaks with animation ol the agricultural labours which lie has been a partaker of; of the plough-share, which traces long furrows; of the harrow, which breaks the glebe (by this he megns the clods) ; of the tattle browsing on the tender grass of the valleys ; of i:cosser,lr.cosse, husk, shell — Pois does not vary in lheijl.(17) — Cucille, form of the v. irr. cue'dUr. See Index — RaffoleT, to dote ou, I'r. fou, fol, mad —Dinicher, it. nid, nest — Rameaux, pi. of rameau (iSl) — Pretexts is masc. by exc. (15) — Abattre, fr. ballre , to beat, v. irr. See Index — iVoiicdoes not vary in the pi. (49i). It is fern, by exc. (ii)—Noyaux, pi. of noyau (261) — Pip\niire,ir. pepin, pip, kernel, stone — fld/e, liost, landlord, and guest. The ft is mute — Saccager, fr. sac, sacking, plunder — Flettr is fem. by exc. (14) — Herse^ The h is aspirate — Rompt, form of Ihev. irr. rompre See Index — Besliaut is the irr. pi. of Mai/, cattle — Herbe. The ft is mute — iiamflje is niasc. {•iil)^—Coteaux,p\. of coteau {i6i) 292 lesson' 56. couverts de ceps devigne, soutenus a peine par les ^chalas et ployant sous les grappes de raisin, aa mo- ment de la vendange. II d^peinl la culture du colza et de la betterave, les gu6rets couverts d'^pis dor^s, dont racial est relev6 par le coque- licot, le bluet, lanielle et le liseron. 56—11 dit qu'il est nfi pour ex- ploiter une m^tairie, et qu'entre ses mains les jachferes, les bruyferes et les landes se transformeraient en terres fertiles. Je serais curieux de le voir oblige de quitter le coin de son feu, par un temps de bruine ou de giboul^es, pour essarter un terrain en friche et tout couvert de broussailles ; extirper le chiendent et I'ivraie; r6pandre I'engrais sur une terre friable, ou labourer aprfes un ddgel un sol marneux dans lequel il en- trerait jusqu'a la cheville. Je vou- drais le voir encore, dans la saison des frimas , partant la nuit pour la halle, dans une mauvaise cbarrette, cahot^, heurtg en tons sens ; sortant d'une ornifere pour tomber dans une autre ; soufflant dans ses doigts the warbling of linnets ; of the decli- vity of hills covered with vine plants, hardly supported by their props and bending under the bunches of grapes, at vintage time. He depicts the cultivation of the rape and beet- root, the flelds covered with golden ears of corn, whose lustre is height- ened by the corn-poppy, the cen- taury, the campion-rose and the bindweed. » se — « He says that he was born to manage a farm, and that, in his hands, fallows, heaths and wastes would be transformed into fertile lands. » 1 should be curious to see him obliged to leave his flre-side, in a drizzling rain or In a hail-shower, to clear waste ground overgrown with brushwood; to extirpate couch- grass and rye -grass; to spread manure over a friable soil, or after a thaw to till a marly soil in which he would sink up to his ankles. Or again, I should like to see him in frosty weather, starting at night for market, in a wretched cart, tossed and jolted in every direction ; get- ting out of one rut only to fall into another ; blowing his fingers chap- ped and benumbed with cold. What Couvert, form of Ihe, v. irr. couvrir. See Index — Cep. The p is quiescent, when this word is not pronounced alone— Yigne is fem. (342)— i:chalas does not vary in the pi. (17) — B^peint, form oflhev. irr. d^pein 59— « But here a fresh difficulty occurs. With my small stock of Suffi,, pa. part, of llie v. irr. sufftre. See Index — Gueux is low — Fasse, form of the v. irr. faire. See Index — Les occupations ont chacune leur amertume. 789. § I Chacun, chacune, preceded by a subsl. in the pi. may be followed by son, sa, ses, or by leur, leurs. § 2. When chacun comes after the direct regimen, or when the verb has no such regimen, it is fol- lowed by son, sa, or ses. § 3. When chacun precedes the direct regimen, il is followed by leur or leurs — Amertume, fr. amer, bitter — Vaudrait, form of the V. irr. valoir. See Index — Bagne, a prison for convicts in certain sea- ports, is masc. by exc. (IS) — Tisserand, fr. tisser, to weave — Conclus, form of the V. irr. eonclure, to conclude. See Index — Convient, form of the v. irr. convenir, fr.venir. See Index — 790. La chose qui me convient hE mieux. The article le, before mieux, moins and plus, is invariable (i. e. never changed into la or les) when these adverbs qualify a verb or another adverb. DifftcuM iitem. (270) — LESSON 59.— r" 791-794. •297 p6cule, je ne puis opter pour le genre de n6goce le plus lucratif. D^penser peu et gagner beaucoup sont deux choses diiSciles a conci- lier. Je n'ai pas des fonds sufSsants pour louer de vastes magasins, pour payer une lourde patente et acheter un fonds bien achaland^. U faut done, pour raond6but,quei'accepte sans rechigner une position toute modeste et mctne tout iniime, jus- qu'a nouvel ordre, Je ne peux pas me faire limonadier, cliangeur, li- braire , papeiier, patissier, restau- rateur; tout cela n^cessite trop de frais et de d6bours(Ss. Mais, j'y pense : nion oncle le faiencier a d6but6 avec une centaine d'6cus. La Constance , la pers(5v6rance lui money, I cannot choose the most lucrative species of traffic. To spend little and to gain much are two things which it is difficult to reconcile. I have not sufficient funds to hire vast warehouses, to pay a heavy license and purchase a stocli in trade with a good custom. I must therefore, at my outset, ac- cept with a good grace a very mo- dest, and even a very low line of business, until I can turn over a new leaf. I cannot be a coffee- house-keeper, a money-changer, a bookseller, a stationer, a pastry- cook, an eating-house-keeper; all that requires too much expense and outlay. But, now 1 think of it ; my uncle the glassman started with Pc'cule is masc. by cxc. (13) — Genre is mosc. by exc. (IS) — Ndgoce is masc. by exc. (IS) — 791. D^penser peu et gagner beaucoup sont deux choses. When two or more infmitives, connected bytheconj. et, are employed as sub- jects, the verb which they govern generally takes the plural form — 792. Je n'aipas des fonds suffisants. The article is not suppressed before the subst. regimen of a v. in a negative phrase, when this subst. is followed by an adj. or an incidental clause which modifies it. See 441 — Achalandi, fr. cfta- land, customer — Rechigner, lit. to look cross, is faaiiliar — -733. Toute modeste etmgmeioin infime — Tout, when it is an adv. varies before an adj. beginning with a consonant (778), but remains invariable before an adj. beginning with a vowel or an ft mute — Jusqu'anouvel ordre, lit. till further order. — Nouvel , instead of nouveau, when the subst. begins with a vowel. See nouvelle in the 15th lesson — Je ne peux pas. The first person sing, of the pros. t. indie, mood of pouvoir has two forms : je puis, je peux. The first of these forms is always correct ; the second is familiar, and besides cannot be used in interrogations — Limonadier, ,h. limonade, R. limon, lemon — Papetier, fr. papier, paper — Pdtissier, fr. pdte, paste, dough — Frais, subst. does not vary in the plural (17) — D^boursd,ii. bourse, purse — Faien- cier, ir. faience, crockery — jScm, formerly a crown or half a crown; now merely nominal and, in phrases similar to the above example, meaning three francs — 734. La Constance, la perseverance lui Asuffi.. When a verb is preceded by two or more substantives which are synonymous, and not connected by et. S98 LBSSON 60. a suffi, et maintenant 11 est au-des- sus de sps affaires. Pourquoi ne fe- i-als-Je pas comme lui ? Our, je in'eh liens la, et d^s de- toain je baderai Taffaire; car il est Urgent d'eh flnirle plus tSt possible. Notre bail est risiM. L'alelier est loue, ainsi qUe ce taildis. j'ai vingt- quatre heures poiir ddmdnager. Je ne dois rieU a personne. Si tnon heritage est inesquin, du mbins Uion pfere ne me legue pas de dettes. J'ai un billet de fcinq cents francs et une trentaine de francs de meriue mon- naie dans ma bourse. C'est assez peiur m'dtabiir dans une espfece d'^choppe au centre dfi Paris, et pour faire fortune. Le sort en est jet6. Vogue la galore ! CO— Dne fois son parti pris, Alexis se d^shabilla, s'^tendit sur son grabat, et ne tarda pas a ron- fler. On devine qu'avec son carac- tfere* il n'avait jamais su ce que c'eSt que la veille et I'insomhie. Le lendemain, il fut assez mati- nal. Sur les huit heures (onfitaiten about three hundred fi-ancs. Steadi< ness and perseverance have been sUfflcient fbr him , ahd now he is in thriving ' circumstances. Why should inot succeed as well as he?* "Yes, my resolution is taken, and even tomorrow I will settle the hiatter ; for it is urgeht to conie to a conclusion as soon as possible. Our lease is cancelled. The work- shop is let, together with this dog- hole. I haVe twenty four hours to remove in. I owe nothing to ahy body. If my inheritance is small, at least my father bequeaths me no debts. I have a bank-note of five hundred frartcs, and about thirty francs ofsmall change in my purse. It is enough to set up with in soffle sort of a stall in the centre of Paris, and to make a fortune with. The die is cast. Come what may ! » 60— Having made up his mind, Alexis undressed himself, lay down on his pallet, and it was not long before he snored. It may be gues- sed that, with his character, he had never known what watching ahd sleeplessness are. The next day, he rosfe rather early. Towards eight o'clock (it it agrees with the last subst. OTi\y ^- Affaire is fern. (284) ,-r- Ferais, form of the v. irr. faire. See Index — Bdcler, lit. to botch up, to knock off, in the sense of to execute rapidly, is familiar — Plm t6t. See 756 — Bail, pi. bam (610) -r-Dois, form of thev. irr. devoir. See Index — Heritage is masc. (241) the h is mute — Mesquin, mean , shabby, paltry — Espdce, species, sort, kind — Centre, is masc. (386) — Vogue la gaUre, lit. let the galley sail on. Ddsiittbiller, it. habiller, to dress. R. habit, coat, vestment — Tarder, to delay, to defer, fr. tard, late — Su, pa. part, of the v. irr. savoir. See Index — Imomnie, fr. somme, slumber — Matinal, early, early riser, fr. matin, LESSON 60.— r= 795-796. 199 hiver), sa torpeurse dissipa. Use mit sur son s^ant et se frotta les yeus. II faisait froid ; son premier mouvement fut de se blottir de nouveau sous les couvertures et de se dorloter pendant une bcare ou denx. Mais il se rappela sa resolu- tion de la veille, et mit une jambe hors du lit, puis I'autre; puis, du bout de I'orteil, il chercha seg pan- toi;fles. Apr^s quelques essais in- fri)ctueux, il se trouva debout, nu-pieds sur le carreau , et se hata de passer un vieux cale^on de tri- cot, qui venait de son p^re, ainsi qu'un giletde tlanelle en lambeaux, qui lui descendail aux genoux, H lui parut, d'aprfes la tempera- ture de son galetas, qu'avant de prdcdder au reste de sa toilette, il convenait de faire du feu; car il etait deja transi. II battitle briquet pendant dix minutes avant de pou- \oir faire prendre I'amadou : les allumcites chimiques n'^taient pas was in winter) , his torpor was dis- pelled. Be sat up in his bed and rubbed his eyes. It was cold ; his first impulse was to cover again un- der the blankets and to cuddle up for an hour or two. But he remem- bered his resolution of the preccr ding evening, and put first one leg out of bed, and then the olher t and ilieo, with the tip of his great toej he groped for. his slippers. After several fruitless attempts, he found himself standing barefooted oq the tile-lloor, and hastily slipped on an old pair of elastic drawers, which had belonged to his father, along with a flannel waistcoat in tatrers, which came down to his knees. It seemed to him, from the tem- perature of his garret, that before Qnishing his toilet, be might as well make a lire; for he was already chilled, He hammered away at the flint and steel for ten minutes be- fore he could make the tinder burn ; lucifer matches were not yet known. morning — Hiver. The ft is mute — Torpeur is iem. (iOi) — Siant, sitting, sitting part, fr. the obsolete v. smr, to sit — 795. II vuikn froii. Faire is employed impersonally, or rather in the third person singular, as to Aeis used in English, in speaking of the weather or of the temperature, thus ; II fait beau tempi , It is fine weather; U fait chaud , It is warm weather; // fait froid , It is cold , etc. ■ — Veille. Observe the dilFerence of meaning of this word, seen twice in this lesson, viz watching, and eve — Mit, form of the V. irr. mettre. See Index — Infructueux, it fruit, trail — 796. tiv-pieds. When the adj. nu precedes the subst. it is invariable. When il follows the subst. it agrees with it, thus : pieds nus — Hdter, fr. Mte, haste. The ft is aspirate in the radical and derivatives — Tricot, R. of tricoler, to knit — Lambeaux, pi. of lambeau {$61) — Genoux, pi. of genou (ISl) — Parut, form of the v. irr paraitre. See Index — Reste is masc. by exc. (IS) — II convenait , it was proper , form of the v, irr. convenir , fr. venir. See Index — Briquet, steel, tinder-box. — Bottre le briquet, to strike a light — 300 LESSON 61 . — No 797. encore connues. 11 mil eiisuiie de la braise etde la tourbe dans son petit poSle de tdle ; mais comme il avait n6glig6 d'en retirer un amas de cendre qui I'engorgeait, il lui fallut tout d^faire et tout recommencer. Heureusement qu'il 6tait pliilosophe et d'un flegme a toute 6preuve. ©1— Quand il eut ventil^ et at- tis6 le combustible, et qu'il eut mis sur le couvercle du poele un petit pot de gr6s rempli d'eau, Alexis fonilla dans sa malle, qui lui tenait lieu d'armoire et de chaise. 11 en tira sa chemise la plus blanche, son pantalon le moins frip6, et son gilet le mieux conserve, ce qui n'est pas beaucoup dire. Ses chaussettes d6- pareilI6es, I'une en coton 6cru, I'autre en laine rouge, ne pouvaient aller avec son pantalon de casimir brun qui 6tait excessivement court. A force de fureter et de bouleverser ses nippes, il retrouva une paire de bas bleus, qui maintes fois avaient He afterwards put some cold em- bers and peat in his little sheet-iron stove ; but as he had neglected to remove a heap of ashes that choked it up, he was obliged to undo all and begin over again. Fortunately he was stoical, and his phlegm was proof against any thing. 61— When he had ventilated and poked up the fuel, and when he had placed on the lid of the stove a small stone-pot full of water, Alexis searched his trunk, which served him at once for wardrobe and chair. He drew forth from it his cleanest shirt, his least tumbled trowsers, and his best preserved waistcoat, which is not saying much. His odd socks or half-hose, the one of unbleached cotton, the other of red wool, could not go with his brown kerseymere trowsers which were extremely short. By dint of rummaging and overturning his clothes, he found a pair of blue Pu^Ie, siove, is masc. by exc. (15); ipoile , pan, is fom. Tliis wonl is pronounced as if spelled (in French) poudle — Engorger, fr. gorge, throat — Flegme is masc. by exc. (15). Ventiler, fr. vent, wind — ComftMSiMe is masc. being an adj. used sub- stantively (461) — Couvercle, fr. couvrir, to cover, is masc. (6|(5) — Tenir lieu, lit. to hold (the) place , for to serve for, lo be instead — Sa chemise la plus blanche , etc. — 797, § ^. Before plus, moins, mieux, used in the superla- tive of comparison, the article le, la, les, agrees in gender and number with the subst. which is the object of comparison — § 2. In the superlative abso- lute, that is when no comparison is expressed, the article le remains invari- able, thus : Nous negligeons ce que nous sommes le plus it mime de nous procurer. We neglect what we can most easily procure. See also 790 — Blanche, irreg. fern, of blanc — Ddpareiller, to make incomplete, to spoil a pair, or a set, fr. pareil, like, R. pair, even, equal — Excessivement, fr. exeis, en-cess— Fureter, fr. furet, ferret — Paire is fem. (28i) — Bas, does not vary in the pi. (17)— Maintes, pi. fem. of the adj. maint, which always precedes LESSON 62. 301 6\6 ravaud^s et rapetass6s. Us 6taient troufe au talon, mais le cou- de-pied 6tait intact ; c'^tait I'essen- tiel. 11 les attacha avecdesficelles en guise de jarreti6res, Ensuite il dficrotta ses souliers, et s'apergut avec humeur qu'ils ^taient 6cul6s, que I'empeigne en dtait avachie et la semelle us6e. 11 eut envie d'aller faire empleite de bottes ou de hotlines, mais il se ravisa. Avec une bonne coucbe de cirage et remploi vigoureux de la brosse, il parvint a donner a sa chaussure un air de propret^. Cette operation I'ayant essouffl^, il s'assit un instant pour reprendre baleine. Aprfes s'etre lav6 a I'eau tifede la figure et les mains, et se les 6tre essuy^es avec le coin le plus propre d'un torchon, il se mit a la recher- che de ses bretelles, qu'il retrouva au milieu d'un amalgame confus de hai'des et de chiffons. 63—11 noua sa cravate avec un stockings, which many times had been darned and patched. There were holes in the heels, but the instep was undamaged ; that was the main point. He tied them up with packthread by way of garters. Then he cleaned his shoes, and perceived with vexation that they were trodden at heel, that the up- per leather was limp and the soles were worn out. He thought of going and making a purchase of boots or half-boots, but he thought better of it. With a good layer of blacking and a vigoroiis use of the brush, he succeeded in making his shoes look neat. This operation having put him out of breath, he sat down awhile to recover his breath. After having washed his face and hands with tepid water, and having wiped them with the cleanest corner of a cloth, he went in search of his braces , which he found out in the midst of a confused amalgam of clothes and rags. 62— He tied his neck-clolh with the subst. and signifies many. It may be used in the singular, with the subst. in the same number of course, and corresponds to many a, thus : Mainte fois, many a time ; maint homme, many a man — Troui, fr. trou, hole — Cou-de-pied. Some persons spell this word coude-pied ; we give the spel- ling of the Acadimie — Jarretlire, fr. jarret, ham (of the leg) — Dicrotler, fr. crotte, dirt, mud — • Apergut, form of the v. irr. apercevoir. See Index — Humeur, humour, ill humour, is fem. (lOi); the ft Is mute — Seraviser, fr. avis, advice — Cirage is masc. (2il) — Parvint, form of the v. irr. parvenir, fr. venir. See Index — Chaussure, fr. chausser, to pat on shoes, etc. to shoe — Proprete, neatness, fr. propre, neat, clean, is fem. (270) — Operation is fem. (108) — Essouffler, fr. souffle, breath — Assit , form of the v. irr. asseoir, see Index — Haleine. The ft is mute — Amalgame is masc. by exc. (15) — Hordes, pi. fem. The ft is aspirate. Souer, to tie, fr. noeud, knot— 302 LESSON 62— N" 798-799. pen plus de soin que de coutume ; prit une vergette et brossa son humble et unique redingote de ca- meloi. Elle en avail besoin, car eile 6tait 6ciabouss6e jusqu'au collet. Quand il I'eut bien nettoyfie, il I'en- dossa et la boutonna. II mit alors son chapgau, . tira d'Un 6crin de chagrin une grosse et une petite bague qa'il tenait de sa mfere, en orna son dolgt, et se re- garda avec satisfaction dans un mor- ceau de mirolr accrocb6 au mur. Sa parure n'avait rien d'extraor- Uinaire; mais, pour lui qui d'habi- tude allait tout d^braill^ , pour lui dbnt les habits ^talent g^n^rklgment ou poudreux ou IV6isS6s, il n'en fal- lait pas davantage pour qii'il se trouvat pimpaht et radieuxi Aussi, pour completer sa tenue et se don- ner un tnaintieh, il prit une baguette dejonc, a d^faut de canne, et se dandiiiddans sa chambrette. a little more care than usual ; took a clothes brush and brushed his humble and only camlet frock-coat. It wanted itj for it was splashed with mud up to the very collar. When he had cleaned it thoroughly, he put it on and buttoned it. He then put on his hat^ drew out of a shagreen casket a large ring and a small one, Which he had from his mother, adorned his linger with them, and looked at himself with satisfaction in a fragment of looking glass hung up against the wall. His attire pt-esehted nothing ex- traordihary; but, tot him, who usually went with his breast unco- vered, fdr him whose clothes were gehei'ally either dusiy or tumbled, il was sulBcient to make him think himself smart and radiant. And so, to complete his toilet and give him- self an appearance, he took a pen- ny-cane by way of a walking stick, and swaggered about his diminutive chamber. Prit, form of the V. irr, prendre. See Index — liZ. Son liumMe et. uni- que redingole. § 1. When two or more adjeclives qualify the same subst. the definitive is not repeated bpfore each adj. — § 2. By definitives are meant such words as le, la, les, un, une, mon,'tdn, son, eiti. — Humble. The ft is mute — ^ettoyer, fr. net, nesil — Sindosser, fr. dos, back— Soii- 'Jenner, fr. boiiton , button — § 3. Une grosse et one petite bdgue. VVhfeti the adjectives refer to different substantives, the definitive is repeated be- fore each adj. In this example the adj. grosse and petite evidently refer to ^ifl'erent rings. It \Vould npt however be correct to give the plural Mm to bftgue and say Vne grnse et une pelite bagues — 199, The siibslarttive gives thp lav? to the adjective but never receives it from it. According to this rule, we should say : Le prethier et le second volume (not volumes), the first and second yolumes — Doi^j, the coos, gt are iqmesceni^ Satisfaction is fem. (lOS)—^cerocher, fr. croc, hook —Parure, fr. purer, io ieck — Habit, the h is mute— Poudreuic, fr. poudre, powder, does not vary in the pliaral — (172) —Bajtte«e, switch, rod— Jonc, tush— Champrette, diminutive of cftaBi- LESSON 63. 303 II avait la main sur le loquet, et se disposait a sortir, quand il se rappela qu'il ^tait a jeun. Comme il ^tait 6conome et sobre, tant par vertu que par n6cessit6, il se de- manda s'jl d^jeunerait en chemin, dans le premier cabaret venu, ou sHl ne valait pas mieux aller comme de coutume chercher un petit cer- velas chez le cbareutier, une botte de radis chez la fruitifere, et revenir les manger chez lui avec une croiite de pain rassis, qailui restait de son souper. 63— Ah bah! — se dit-il aprfes un moment d'ind^cision, — pour au- jourd'hui, je veux faire bombance. Un bon d6jenner me mettra entrain de vaquer a mes petites alfaires. J'y mettrai jusqu'a trenle sous, s'il le faut. Tput en cheminant, il r6fl6chit qu'une gargote n'^tait pas un endroit assez noble pour la d^pense qu'il avait r^solu de faire, et qu'il serait de mejlleurton d 'aller chez quelque restaurateur en vogue. Dans le voislnage du Palais-Royal, il s'arrSta devant les marches d'un His hand was on the latcb, and he was preparing to go out , when he remembered that be had not breakfasledi As he was economical and abstemious, both by virtue and necessity, he considered whether he should breakfast in the flrst pub- lic-house he chanced to And on his way, or whether it was not better to go as usual and buy a saveloy at the pork-butcher's, a bunch of radishes at the green^grocer's, and come back to eat them at home with a crust of stale bread, which remauied from his supper. 63— « Pshaw! » said he to him- self, after a mi>ment's hesitation, « lo-day I will fare sumptuously. A good breakfast will set me in a right mood to attend to my busi- ness. 1 will spend thirty sous for it, if necessary. » As he walked along, the thought occurred to him that a wretched cook-shop was not a place suQicient- ly noble for the expense he had determined to make, and that it would be more genteel to go to some fashionable eating-house. In thevicinliyoflhePalais-Royal, he stopped before the steps of an bre, rbom (390) — A jeun, fasting, fr. je&ne, fast— Yertu is ftm. by exc. (ii) — Wcessit^ is fern. (270) — Dejeuner, fr. jefme, fast — Valait, form of the V. irr. i}aloir. See jijdex — Qharcvtier, fr. chair, jleshj and cuite, baked , cooked — Radis does not vary in the pi. (17) — FruUUre , fr. fruit, fruit — Revenir, v. irr. fr. venir. See Index. IndifiUoti is fem. (S3) — Sou, formerly spelled sol, a copper coin of the value of five centimes — Cheminer, fr. chemin, yisrs—r.Ji^solu, pa. part, pf the V. irr, risoudre. See Index. It does not agree with fiipense, which is feuj. because thissubst. is not the regimen pf res^ln , buj, of faire. -^ Vo%^tuig&, fr. 304 LESSONS 63-6 restaurant qui lui parut etre de pre- mier ordre. A I'entr^e si6geait une 6caillfere a c6i6 d'un monceau de cloyferes d'hultres. Des 6tagferes, plac^es en montre, 6taientcharg6es de volailles, d'aloyaux, de gibier, de hures et de langoustes. Des af- fiches, collies aux carreaux, infor- maient le public que, pour vingt-six sous, on avait trois plats au choix, un dessert, un carafon d'excellent vin de Bourgogne ou de Chablis, et *du pain a discretion; et que Ton pouvait remplacer le dessert par une demi-tasse de caf6, ou par un petit verre de cognac. Parbleu!—dit Alexis,— vQila men affaire. Je n-'aurais jamais cru qu'on put faire un pareil festin, je dirais presque une pareille orgie, a si bon compte. 11 entra, fit un profond sa- int a la dame du comptoir, et s'ins- tallaa la premifere table vacante. Un garcon en \este ronde et en tablier blanc s'approcha en disant : — Que faut-il servir a monsieur? 64 — Je n'en sais rien encore ; je vous le dirai tout a I'lieure,— dit 4— n" 800. eating-house which seemed to him to be a first-rate one. At the en- trance sat an oyster-woman beside a heap of baskets of oysters. Rows of shelves, placed in the windows, were loaded with fowls, sirloins, game, boars' heads and lobsters. Bills stuck upon the window panes, informed the publicthat, fortwenty six sous, were to be had three dish- es, at the customer's choice, a dessert, a quarter of a bottle of ex- cellent Burgundy or Chablis wine, and bread at discretion ; and that the dessert might be replaced by half a cup of coffee, or by a small glass of cognac. (cEgad! » said Alexis, this will do for me. 1 should never have thought that one could have such a feast, I might almost say such orgies at this cheap rale. » He walked in, made a low bow to the lady at the bar, and sat down to the first unoc- cupied table. A waiter in a round jacket with a white apron, came up to him saying : « What shall I serve you, sir ? » 64 — « I don't know yet ; I will tell you by and by, ■> said Alexis, voisitt, neighbour, ismasc.(2il) —Restaurant, eating-house; restaurateur, eatiug-house-keeper — £cailUre, fr. icaille, shell— HM?/re is fem. (387); the h is ianle—£tagere, fr. gtage, story, aoor— En montre, lit. in show— A/ot/flMic, pi. of aloyau CiGl) — Collar , fr. colle, paste, glue, she — Public, subst. and adj. Us fem. is publique — DiscrSion is (em. (108) — 800. Une demi-tasse. The adj. denii, placed before thesubst. Is invariable. See 403— Tasse. The a has its long grave sound — Verr« is masc. by exc. (IS)- Cru, pa. part, ot the V. irr. croire. See Index— P&t, form of the v. irr. pouvoir. See Index — Compte is masc. by exc. (15) The p is quiescent in this word and in its deri- vatives — Comptoit, fr. compter, to reckon, to count. Tout ii Vheure, just now, presently, by and by. It refers to past time as LESSON 64. 305 Alexis, qui n'avait pas eu le temps de se reconnaltre, et qui 6tait un peu deconcert(5 de se voir dans ce brillant local, orn6 de glaces, de colonneltes, d'arabesquesetde do- rures. —Void la carte, dit le gar?on, qui alia s'asseoir a quelques pas, avec un journal. Alexis se sentant un peu plus a son aise, lut la carte avec attention. — Voyons, se dit-11,— j'ai trois plats a consotntner. Tactions de les choisir en gourmet. Je n'irai pas de- mander de randouille, de la chou- croute, du gras-doul)le ou des tri- pes : on me prendrait pour un goujat. Hors-d'ceuvre! Qu'est-ce que c'est que Qa ? Ah ! je vois : anchois, cornichons, sardines, tbon marine. Ce n'est gufere nourrissant. En- tries.... quelle singulifere expres- sion ! Entremets.... je ne peux pas commencer par la. Tiens!.... Es- cargots ! Est-ce qu'il y a des gens who had not yet had time to look about him, and who was rather dis- concerted on seeing himself in that brilliant place, adorned with plate looking-glasses, small columns, ara- besques and gildings. « Here is the bill of fare, » said the waiter, who went and sat down a few paces from him, with a news- paper. Alexis, feeling a little more at ease, read the bill of fare with at- tention. \.— Macaroni, a kind of Italian paste, cooked with cheese and butter or griivy— Gratin, lit. the burned part of a culinary preparation ; also a species of sauce prepared with baker's rasp- ings, and slicking to the dish. Mets does not vary in the pi. (17) — Beurre is masc. by exc. {iS)—Dmt ii fern, by exc {li)—Huile is fern. (894). The ft is mute— Ar^/«, fish-bone-^ LESSON dans ; j'aurais peur de m'6trangler. Id le garfon lui apporta une pi- tance microscopique et lui de- manda ce qu'il voulalt pour second plat. — Du turbot aux capres. —Monsieur, la mar6e n'est pas encore arriv6e. —Eh bien, du fricandeau aux tomaies. —Tout de suite, monsieur. En quaire bouchees, Alexis eut exp(5di6 son macaroni et un mor- ceau de fricandeau de la grosscur d'un oeuf. 11 fit la grimace, hoclia la X&le, et demanda pour troisieme platun bifieck au cresson. On lui ser\it quelque chose de ratatin^, de coriace, et de I'^paisseur d'une feuille de carton. Pour dessert, il eut un grappiUon de vcrjus, baptist du nom de chasselas. Quant a la Oole lilliputienne du breuvage qui repr^senlait le cara- fon de vin, il la but sans sourciller, car il n'6tail pas dilDcile, et il ne se douta pas que cetle drogue acre et frelat^e ne contenait pas une goutte dujus dela treille. 65. 107 too many bones in them ; I should be afraid of choking myself. » In this momentthe waiter brought him a microscopic piuance and asked him what he would like for his second dish. (1 Some turbot and capers, n Salt-water fish is not yet ar- rived, sir. » (1 Well, some fricando (or veal collop] and tomato sauce. » ;•• Directly, sir. » In four mouthfals, Alexis had de- spatched his macaroni and a bit of fricando of ihe size of an egg. He made a wry face, shook his head, and ordered a beefsteak wilh water- cresses for his third dish. The waiter served him up something shrivelled, tough, and no thicker than a sheet of pasteboard. For his dessert, he had a very small bunch of sour grapes, dignified with the name of chasselas. As for the Lilliputian vial of be- verage that represented the decan- ter of wine, he drank it oil' without a frown, for he was not particular, and tlifl not suspect that the tart sophisticated drug did not contain one drop of the juice of the grape. Peur, fear, isfgrn. (lOt) — Avoir peur, lohe afraid, to fear. See 332 — To- mate, Iqve-apple. — BoucMe, fr. bouche, niputh (371)— Grosseur, fr gros, big, is fern (JOl) — (Euf. The linal f \% p|-onouncpd in the siiift.j and is quies- cent, in the pi. — Hocher. Tlie h is aspirate — Rqtatin^ is familiar — Quelque chose derqlalin^. See I8"2 aijcl i67 — Bpaisseur, tliickness, fr. ('pals, thick, is feni. (lOi) — Grappi/Zon; diniinulive of grappe^ cluster, bunch — Verjus, lit. verJHue — Baptiser, tpba|iti7.e, to christen. Thep is quiescent — Chasselus, a kind pf grape — :Lilliputienne. Pipnpunce the (likes— iJrrai^flffe is niasc. (541) — But, fpi-m pf thev. irr. boire. See|ndex— So«r«/ier, ir. sourcil, eye-hiov;— Conlenait. form pf the v. iir. contenir, fr. tenif. See Index — Treille, vine- arbour, vine-slalk. 30S LESSON 66. 66— Diable !— se dit-il, en mor- dant avcc voracit6 dans son qiia- trienie morceau de pain , — je ne suis pas rassasifi du tout, tanl s'eii faut. Je lie suis pourtant pas glou- ton; inaisj'aurais iniiniment mieux ddjeun6 dans notre faubourg, avec un bouillon, une cOteleUe de pore frais et une cbupine. Ma Foi, tant pis, je ne m'en irai pas d'ici sans avoir bu et niangg tout mon soul, coutequecoiite. Gargon! un pigeon rdti, ane omelette aux Ones herbes et un demi-lilre du meilleur. — Monsieur sail, — dit le garden, d'un air un pen narquois,— qu'il y a deux francs de supplement pdur le pigeon, et cinquanle centimes pour Tomelelte ? — Ca m'est 6gal. Apportez tou- jours. —Nous n'avons pas de \in au litre. Si monsieur desire une demi- bouteille.... — Oui,— dit Alexis, vex6 d'avoir parune pas conualtre les usages, — 66— « The devil! » said he, biting ravenously into his fourlh bit of bread, - I am not satiated at all, far from it. I am nut a glutton however ; but I should have break- fasted a great deal better in our suburb, with some broth, a pork chop, and a pint of wine. Well, let the worst come to ihe worst, I will not go until 1 have drunk and eaten my fill, cost what it may. Waiter ! a roast pigeon, an omelet with chopped parsley, and half a litre of the best wine. » kYou know, sir, » said the waiter, with a slightly bantering air, « that there is an extra charge of two francs for the pigeon, and one of fifty cen- times for the omelet ? » >< I don't care. Bring them how- ever. " « We do not sell wine by the litre. If you wish to have a pint bottle — i>^ « Yes, » said Alexis, vexed at having appeared not to know the VoraciU is fern. (270) — Tant s'en faut. In idiomatic phrases of this kind, the V. falloir has its primary sense of to be wanting, to fail. The llleral translation is so much, of it is wanting — Faubourg. The final g is quiescent — Cdlelette, diminulive of c6te, rib (390). The o has its short sound, notwith- standing the accent— Pore. The final c is quiescent before a consonant — Ctio- pine, an old measure nearly equivalent to half a litre- Tan^ pis, lit. so much the worse — Je m'en irai, form of the pronom. v. s'en aller, to go away, fr. aller. See Index— Bm, pa. part, of the v. irr. boire. See Index — So&l, subst. fill, fr. the adj. so&l, glutted, surfeited, drunk. As a sulist. it is fa- miliar; and as an adj. it is vulgar. The final I is quiescent — Pigeon. The e is mute and only serves to modify the sound of the jr. The word is pro- nounced as if spelled in French pijon. — Litre is the standard measure of ca- pacity, holding one cubic decimetre. It is muse. (386, 392)— Centime the hundredth part of a franc, is masc. {Z92)—Demi-bouteiUe. See SOO—Paru, pa. part, of the v. irr. paraitre. See Index' — Usage is masc. (241) — LESSON 67. 309 oui, une demi-bouteille de Cham- bertln, et qu'on n'oublie pas les bardes de lard sur le pigeon. Quand il cut achev6 son omelette, d^pec6 et savours son pigeon, cro- qu6 les OS les plus tendrcs et suci* la carcasse, pour n'en rien perdre : quand 11 cut humecl6 le tout dt- quelques gorgSes d'un \in passable, noire hSros se seniit si5millani ei guilleret. L'aspect meme de sa carle a payer, dont Taddiiion se nionlaii a six francs quatre-vingts cenlimes, ne V6mat pas. II donna g6n6reuse- ment vingt centimes au garden , et sortit en machonnant un cure-dent. 61— Quand il eut marchS pen- dant cinq minutes , il ralentit son pas ; sa d(5marclie devint ISgfere- raent vacillanle ; il lui sembia que sa langue se collait a son palais et que sa salive (5iail tarie. A ces fa- cheux sympiSmes vint se joindre un boquct opiniaire et fatigant. II custom, oyes, a pint bottle of Cham- berlin, and let not the bards of bacon on the pigeon be forgotten. » When he had finished his omelet, cut up and relished his pigeon, craunchcd ihe most delicate bones and sucked the carcass, in order to lose no prrt of it; when he had washed down the whole with some draughts of tolerable wine, our hero Iclt himself brisk and lively. Even ibesight of his bill, the sum total of which amounted to six francs eighty centimes, did not affect him. He generously gave twenty cent- imes to the waiter, and walked out chewing a tooth-pick. 67— After walking for five mi- nutes, he slackened his pace; his gait became slightly wavering; it seemed to him as if his tongqe was slicking to his palate and his saliva dried up. To these unpleasant symploms was soon added a stub- born and fatiguing hiccup. He was Humecter. The ft is mule — Gorgee, fr. gorge, throat (371) — Hiros. Tlieft is aspirate— Gi/i/Jfrei is familiar — Carte li payer, lit. card, or bill, to pay — Addition, is fem. (108) — Quatre-ymati centimes. See6i6, 647 — tlmut, form of the V. irr. imouvoir, fr. mouvoir, to move. See Index — Vingt centimes. See diS, 6il — Mdchonner, to mumble, fr. wdcher, to chew — Cure-dent, formed uicurer, to cleanse, to pick, and dent, tooth. Some lexicogra|ihers write this compound subst. cure-dents, in the sing, as well as in the pi. alledging that the instrument so called serves to pick the teeth and not one tooth only. The Academie gives cure-dent in the sing. RttJentir, fr. lent, slow — VacUlante, fr. vaciller, to waver. In this verb and its derivatives, the letters //, instead of having the sound mentioned in rule 452, are pronounced as double, as if the words were divided thus : vacil-ler, vacil-lante — Fdcheux does not vary in the pi. (172) — Sympldme is masc. by exc. (15) — Joindre, to join, v. irr. See Index — Hoquet. The ft is aspirate — 310 LESSOR 67— N° 801, n'dtait pas ine; il £tait dtourdi, moins par le vin capiteux du Lan- gnedoc, qu'ori lui avait donii^ pour du ChiiDiberiint que pdr le passage subit d'uii lied chaud au grand ain Ayant conscience de son ^tat^ il hi halte atipr^s d'une borne-fon- tainc, y piiisa a plilsieur$ repHses avcc le creux de sa main , et fut bientdt d^sail^r^ et rarraichi. Alors, il se mit en quSte d'une pelite boutique, qui S&t en barmonie avec rexiguil6 de ses moyens p6cu- niaires. II rdda ldngtcmp8« lisatlt les ^cri- teaux, entrant dans les boutiques a louer, et en sonant, sans rientrou- ver qui le satisflt. L'emplacement ou le prix ne Itii convenait pas. C'fi- tait trop laid ou trop clier. II allait se d6courager, rebrdusser cbemin et 5urscoir a ses rechej-chesi quand il Tit ce qu'il lui fallilit, Une pancartBi itiiprllti^e en ca- ract^res golhiqueseten gros canon, porlait ces mots : « Magasin et A6- pendances, fralchement ddcor6s, a not inebriated ; he was dizzy, less from the heady Languedoc winei which bad been given him rorCham- bertio) than from the sudden pas- sage out of a warm place into the open air. Being conscious of bis situation) he made a halt near a water-plug, repeatedly took some water from it in the cavity of his hand^ and was soon quebched and refreshed. He then begati to seek for a small shop, that might be in keeping with the smalluess of bis pecuniary re- sources. He rambled a long tiine, reading the bills , entering the shops to be let, and coming out of them, with- out finding anything that satisfied bini. The situation or the price did not suit him. It was either too ugly or too dear. He was near being discouraged, retracing bis steps and suspending his search, when he saw the thing he wanted. A placard, printed in gothic and canon type , bore these words : " Warehouse and dependencies, freshly decorated, to be let direct- Subit. Some persons pronounce the final t — Halte. The h Is aspirate. — Borne, boundary, limit, post — Fontaine, fountain — Reprise, lit. resump- tion, taking again, fr. reprendre, R. prendre — Litaltiri, it. allM, thirsty — BafraUhi, fr. frais, cool, fresh — Quite, quest — Harmonie, the ft is mute — Exiguity is fem. (270) — Lisant, form of the v. irr. lire, to read. See Index — icriteaux, pi. oi ecriteau {iQi),iv. ^crire, to write — 801. L'emplacement ou le prix ne lui convenait pas. When two Subject subst. are joined by ou, the verb agrees with the last only. This rule is sometimes violated, even by good writers — Convenait, form of the v. irr. convenir, fr. vefdr. See Index — B^eourager tfr. courage, courage — Surseoiri v. irr. See Index — Vit, form of the v. irr. voir. See Iridex — CaraMre is masc. (276) — Gothique. The th is pronounced like t — Licoris. For the concord of this adj. see 780 — LESSON 68 — N" 802. S11 Idiier prt^sentement. S'adresser Chez le coiffeur a c6l§. » Le maga- sin fortnait un parall^logramme rectangle, selon I'fexpresslon d'un ing^nieur civil ou d'un employ^ du cadastre. C'^tait tout sioiplement nn carrg long, de hult pieds sur six. es— Les dependances consis- taient en une arrifere-boutique de plain-pied et en une soupente. L'arrifere-boutique formait un Ira- pfeze isocfele ou sym^trique, dont les angles aigus 6taient contigus au magasin. Dans le langage moins technique d'Alexls, les murs allaient en biais, et la pifece se r(?tr6cissait vers le fond. La soupente paHageait ce ri§duit en deux cases. Dans la partle sup^rieure on poUvait serrer des effcls et divers articles de m6- tlage. Le dessous €tait une esp^ce d'alc6ve ou Ton pouvait faire tenir un lit de sangle, un gu^ridon et une chaise. Les vilres demi-transpa- rentes d'un ceil-de-boeuf, espfece de ly. Apply to the hair-dresser, next door. » The warehouse formed a rectangular parallelogram, in the language of a civil engineer or of a land surveyor. It was simply an oblong square of eight feet by six. 68— The dependenciesconsisted of a back-shop on the same floor and a loft. The back-shop formed an isosceles or symmetrical trape- zium, the acute angles of which were contiguous to the warehouse. In the less technical language of Alexis, the walls were slanting, and the room was narrower towards the back part. The loft divided this recess into two compariments. In the upper part some effects and various household articles might be stowed away. The underpart was a sort of an alcove that might con- tain a camp bed, a small round table and a chair. The half transparent panes of a bull's eye, a species of Coiffeur, fr. coiffer, to dress hair — Paralldlogramme is masc. byexc. (15)— Rectangle, Sill'], tr.-dngle. When used substantively, rectangle is masc. (4G)) — Employ^, person employed, clerk — Cadastre, register of the survey of lands; official statement of the quinlily and value of real property. It is masc. (386). Arriire-boutique. The plural of this compound subst. is arrUre-boutiques — Trap^xa is masc. by exc. (ib) ~ StjmStrique, fr. sym^trie, symmetry — s\ Angle is masc. by exc. and so are its derivatives, as triangle — Aigu, fern. imigug i63S)—Contigu, fem. contigug {m8)~Technique. The eft is pronounced ha^ke k—RitrMr, fr. gtroit, narrow, adj.— Fond, bottom, back part, must not havfe confounded with fonds, fund, or stock, already seen— Partager, to divide, adaAshare, to partake, fr. part, pan— Article is masc. {69o)— Manage is masc. ^Ai),\i)— Sangle, strap, girth— Vifre is fem. (387)— 802. Demi-transparent es. Adage^mpoaai adj. begiiming with mi, demi and semi, these three words, sig- sommei^S half, remain invariable — OEil-de-bdeuf, fjl. mls-de-bceujf (543) — \ 34S LESSON eS-^^N" 803. soupirail, donnant snr une cour, y r^pandait une faible clart^. Le pla- fond £tait bien blanc, le plancher bien clr6 ; le tout venait d'etre point et remis a neuf. —A la bonne heure !— dlt Alexis avec joie.— Le quartier, le local, la situation, tout est a mon gr€. L'enseigne du coiffeur auquel il devait s'adresser 6lait un petit ta- bleau, dont roriginalit^ attira son attention. On y voyaitAbsalon sus- pendu par sa longue chevelure aux branches d'un arbre. Son cheval galopaitdanslelointain. Son casque gisait a quelques pas. Le panache qui en avait surmontd le cimier re- tombait en flocons , comme pour donner une id6e du choc qui avait arrStg le prince dans sa fuite. L'in- fortunfi dtreignait convulsivement le tron^on dc son glaive bris6, tan- dis que Joab, le cimeterre lev6, ^tait sur le point de lui donner la mort. Un distique expliquait laco- air-hole, opening on a yard, diffu- sed a faint light over the place. The ceiling was very white, the floor well waxed ; the whole had just been painted and newly done up. « Well and good ! » said Alexis joyfully. « The quarter, the pre- mises, the situation, every thing is to my liking. » The sign-board of the hair-dresser to whom he was to apply, was a little painting, the eccentricity of which attracted his attention. There Absalom was seen hanging by his long hair to the branches of a tree. His horse was galloping away in the distance. His helmet lay a few paces from him. The plume which had surmounted its crest was falling down in flakes , as if to convey an idea of the shock which had stopped the prince in his flight. The unfor- tunate man convulsively grasped the fragment of his broken blade, while Joab, with uplifted scimitar, was about to put him to death. A Soupirail, pi. soupiraux (610) — Cour is fem. by exc. (14) — Clarti, from clair, clear, is fem. (270) — Plancher, fr. planche, board — Cirer, fr. cire, wax — Peint, pa. part, of the v. irr. peindre. See Index — Remis, pa. part, of the V. irr. remettre, to put again, fr. mettre. See Index — Situation is fem. (108) — 803. Le quartier, le local, la situation, tout est h mon gr(. When several subject subst. are summed up in one word, as, ijut, rien, per- sonne, chacun, etc. the verb agrees with this last subject only. Enseigne, sign, sign-board, or flag, is fem. (15); but enseigne, ensign (a man), or midshipman, is masc. (8) — Originality is fem. (270) — Attirer, to attract, fr. tirer, to draw — Longue, irr. fem. of ion;/ — Casque is masc. by exc, (IS) — Gisait, form of the irr. v. gMr, to lie. See Index — - Panache is masc. by exc. [15)— Surmonter, fr. monter, to laovnt — Retomber, fr. iomber, to jail — Fuite, fr. fuir, to flee, to fly away — £treignait, form of the v. irr. itreinire (S17). See Index— GWi/e is masc. by exc. {\^)— Cimeterre is masc by exc. (IS) — Mort is fem. by exc. (U)— Distique is masc. by exc. (tS) — LESSON 69— N°' 804-806. 313 niquement le sujet, ct concluait qu'Absalon eflt 6vit6 le tr^pas, s'il efitport^ perruque. 69— Le coiffeur dtaitun homme grand ct maigro, a la physiononiie rus^e, au nez aquilin, a TcBil gogue- nard etun peu causlique, maissans indice de m^chancet^. 11 avail une baiafre au front ct une loupe prfes de la tempe drolte. Son visage ba- san6 rappelait la nuance de la sgpla. Ses cheveux ^laient clair-scm^s, particuliferemcnt vers la partle an- tdrieure du crane. Disons, snns p6riphrase, quMl £iait un peu chauve ; ce qu'il n'eut lenu qu'a lul de pallier a Taide d'un loupi't. Mais 11 est iin adage qui dit que les cor- donniers ne sont pas les mieux chaussds ; cc qui signine que nous niSgligeons ce que nous souimes le plus a meme de nous procurer ; et ce n'cst point un paradoxe. disiicb explained the subject laco- nically, and concluded that Absa- lom would have avoided death, if be had worn a wig. 69 —The hair-dreSser was a tall lean man, with a shrewd counte- nance, an aquiline nose , a jeering and somewhat caustic cj e, but with- out any sign of malice. He bad a scar on his forehead and a wen near his right temple. His tawny face reminded you of the lint of sepia. His iiair was thinly scaticred, parti- cularly about ihe forepart of the cranium. Let us say, without cir- cumlocution, that he was rather bald; which it would have been easy for him to palliate by means of a toupee. But (here is an adage which says that shoemakers do not wear the best shoes ; which signilies that we neglect what we can most easily procure; and it is not a para- dox. Concluait, form of the v. irr. condure. See Index. Rus^, adj. fr. ruse, craft, cunning — Indice Is masc. (20) — Michancete', fr. mi- chant, wicked, is fern. (270j— Visageh masc. (241) — Rappeler, to recall, fr. ap- peler, locall (160) — Sipia isfem. byexc. (14) — Clievevi:, pi. ofcheveu (2CI), which is used onlyfor the hair on the human head — Cta>-««m^isaconipouiiJ adj. formed of clair, lit. clear, and semi, pa. part, of semer to sow. The adj. clairin this compound sinDds for clairement , clearly, thinly — 804. Clair-setnes. When two adjectives form a compound, in which the first is used ad verbiallyaad qualities the second, the first adj. isinvariable, and the second agrees wilh llie subst. — Antirieure, fem. of antirieur — 805. Adjectives ending in irieur fovm their fem. according to the general ru\e(2) — /; n''etit tenu qu'ii lui, lil. It would have stuck only to him, an idiomatic phrase for. It was in his power. He mijiiit have been able, It only depended on him — 806. 11 est un adage, or, /( y n un adage. II est is sometimes used with the impersonal signifioalion of 11 y a (see 2-i4), but denotes a moregeneral statement, and besides ills lessfamiliir — Adageis masc. (241) — Lesmieux chaussis, lit. the best shod. See 797 — Nous sommes ie plus h mime, see 797 — Paradoxe is masc. by exc. (IS) — LESSONS 69-70— N" SOT. 314 II 6tail en train de poudrer une perruqilie cotninand^e pbiir uii bal travesti. il secouait la honpt)e pit saccades mesur6es, en se servrthl de son avant-bras gauche comme de point d'appiit. be tetojis en tlelilps, il se recdlait de deux pas , pBuf ju- ger si ramidoh dtait tinifdfm^ment r^partl. Aussiiet qii'AlexiS entra, 11 le foN 9a de s'assebir dans lih fauteuil a rouleilfc^, et sans llii laisser le tejilps d'ouvHr la bouche, il liii dit : — J'ai vu, monsieur, qufi VOiis exatninicz mon enseigne avec le re- gard scrittatelir d'un connaisseur. N'fist-ce pas qu'elie est d'une con- ceplion tout a la fois grandiose, tragiqiie et badine? EUe h*a rien de baiial, celle-la. 70— Ellfe (est de moi, monsieur; de votre trfes-hUmble serviteur. C'est d'aprfes mon croquis que I'ar- tiste I'a ex6cut6e. II y a au mus^e bien des croutes qui ne la valent pas. Eli les vers sont aussi de moi. Comme c'est espifegle ! Et comme c'est concis! Etlariine, hein? Qu'en dites-vous? Nuque et perruque! EUe n'esl pas tir6e par les cheveux, He was busy powdering a wig bespoken for a fancy ball. He shook the powder-puff by measured jerks, using his left fore-arm as a point of support. Now and then, he moved two step* backwardsj to judgfe whiether the poWder was uni- formly distributed; As sooii as Alexis entered, he forced him to sit down itt an arm- chair which was on castors, and without allovving him time to open his month, he said : « I saw, sir, that you vfrere exa- mining my sign-board with the scrutinizing look Of a cOrtnbisseur. Don't yoii IhiHk the confcepiion of it is at once grand, tragical and jocular? Nb common-place sign- board, that. » 70— « It is by me, sir; by your most hiimble servant. It was after my sketch that the artist performed it. There are in the national gal- lery many daubs that are not worth as much. And the lines are also by me. How droll ihey are! And how concise! And the rhyme, eh? What do you think of it? Nape and wig! Nolhingfar-fetchedaboulit. Bal, pi. bah {iSl) — Travesti, pa. pdrt. of traveslir, to disguise — Ser- vant, form of they; irr. servir. See Index — Avakt-bras ,\& a compound subst. formed of the adv. avant and the subst. bras. Us plural is avant-bras — 807. In compound substantives, those component pans which are neither subst. nop adj. are always invariable — Amidon, lit. starch — AussitSt. See 756 — Fauteail. Pronounce thetermin. eMJilike the subst. a3J( — Connaisseur, fr. eonnaWe, to know — Conception is fem. (108) — Grandiose, fr. grand. Croquis, subst. fr. croquer, to sketch — Music, lit. museum, is masc. by exc. (IS) — Valentiiorm of the v. irr. valoir. See Index — Vers, does not vary in the pi. Wl)'—Tiri par les cheveux, lit. pulled by the hair, a famlliiu' LBSSON 70— celle-la. Mais, pardon, monsieur, Je babille ek je vous ticns le bee dans I'eau avec mes balivernes. DaigWis tt'excuser. Faut-11 vous dpilei-, voiis friser, ou vous cbupei- les cheveux? Je ne vous olTre pas de vous raser ; ce seraii de I'ironie. Il y a pourtant des g^hs qui se per- meitent ile trailer de blants-becs les adolescents imberbes! C'est fort inconvenant. Pendant cet exorde, le coilteur avait fait piroueiter le faiiieuil de- vant un lavabo, Avant que le jeune bomme eQt pii pronOncer une syl- labe oii faire un geste , il I'avait af- fubl6 d'un peignoir, oil dtaicnt em- preinls les nombreux Stigmates de ses services , et s'6talt etnpard des ciseaux et du ddnieloir. Ehfih, le patient, se d^battaht et s'dcUappant de ses mainS, lui cria avec cour- roux : J}"*' 808-809. 315 hilt I beg pardon, sir, I am prat- tling arid Iceepihg you wailing with my silly storied; Beign to excuse tne. ^hall I depilate you, or curl your hair, or ciit II? l do not offer to shave you; It vl0u\d be a catling joke. To think that there are some people wlio take Ihfe liberty of call- ing beardless adolescenls green- horns ! It is very improper. » During this exordium, the hair- dresser had wheeled the arm-chair about and placed il before a wash- hand-stand. Before the young man was able to utier a syllable or make a gesture, be had thutlled hlin up in a coinbing-clolh, ofl which were im- printed the numerous marks of its services, and had seized upon the scissors and the large-tooth comb. At length, the patienl struggling and escaping from his hands, exclaimed wiih anger : expression to denote that a thitig is forcfed, difected, or iiririatural — Tenir le bee dans vein, tit. lo ketp the beak in thd water, foh, lo keep on the tenter- hooks. It is pbjjtlljli' — SOS. FaM-il voDS epUe^, vocs friM ou Vbos eouper tes cheveuxl Tbe personal pronoun, when a regimen, must be repeated before eaeli verb employed in a simple tense — Offrf, form of Ihe v. irr. olfrir. See Index — flflSfr, fr. ras, smooth, flat, shorn — Ce serait de I'ironie, lit. It would be irony — Trailer, lo treat — Blancs-becs, pi. of the compound subst. blanc-bec, lit. white beak. See 788. It is familiar — Imberbe, it. barbe, beard — Inconvenant, fr. convenir, to be becoming, R. venir. JEiCiJrdeismasc. by exc. (15) — Piroueiter, i. fr. pirouette — Lavabo, fr. la- ver, to wash — Gesteismasc. by exc. (15) — Peignoir, fr. peigner, lo comb — Empreint, pa. part, of the v. irr. empreindre. See Index. — Stigmate, lit. stigma, is masc. by exc. (lb) — 809. Oil 4taienl empreints les stigmates. The past par- ticiple, when conjugated with Ihe v. itre, agrees with ils subject (399) even when this subject follows It by inversion — S'emparer is one of the essen- tially pronominal verbs (413) — Ciseaux, scissors, is always pi. Ciseau, in the sing, signifies chisel — D^m^loin subst. fr. demiler, to unmlnglej to disentangle. R. miler, to mingle — Dibattant, form of the v. irr. dibattre. 316 LESSONS 70-71 — N° 81 0. —Mais non, monsieur, ce n'est pas pour cela que je viens. Lalssez- moi done m'expliquer. — Oh ! pardon, monsieur, — dit lebarbicra\ec une confusion rdelle ou feinie.— Excusez monempresse- ment. C'est qu'il me semblait que vous aviez besoin de mon ministfere. Qu'y a-t-il pour votre service? Dites-le moi. 71— Monsieur, dit Alexis, en se rajuslant avec un pen d'humeur, je venais voiis demander si c'est bien a vous queje dois m'adresser pour avoir des renseignements sur la boutique voisine. — Oui, monsieur, c'est bien a moi. Personne ne connatt le quar- tier comme moi. II y a quinze ans que j'y demeure. Rien ne s'y passe que je ne le sache. Tenez, la se- maine pass§e, j'ai eu connaissance avani la justice d'un 6v6nementaf- freux, d'un meurtreatroce,commis tout prfes d'ici, et suivi du suicide de I'assassin. J'en ai prdvenu le commlssaire incontinent. Je vous prie de cruire, n^anmoius, que je « Why no, sir, it is not for that I am come. Do allow me to explain myself. » « Oh ! I beg your pardon, sir, » said the barber in real or aOected confusion. « Excuse my precipita- tion. The fact is, it seemed to me that you wanted my services. What is your pleasure? Please to tell me. » 71 — « Sir, » said Alexis, read- justing his dress somewhat peevish- ly, I came to ask you whether it is to you that I am to apply for parti- culars about the shop close by. » « Yes, sir, it is to me indeed. No- body knows the neighbourhood as well as I do. I have been residing in it these fifteen years. Nothing takes place in it without my knowing it. Look, last week, I was apprized even before the officers ofjustice of a dreadful event, a horrid murder, committed hard by, and followed by the suicide of the murderer. I im- mediately informed the magistrate of it. I beg you will believe, never- fr. battre. See Index — Barrier, fr. barbe, beard (173) — Confusion is fem. (S3)— Reelle, fem. of rM (202) — Feinte, pa. part, of the v. irr. feindre, to feign. See Index — Empressement, ir. presser, to press — II me semblait que vous AviEZ. For the use of the indie, after sembJer, see 527 — M'misUre is masc. (276) — 810. Dito-LE-Jioi. When a verb in the imperative mood is fol- lowed by two object pronouns, the one direct, and the other indirect, the direct regimen Is placed first. An exc. to this rule will l)e seen later. Venais, form of the v. irr. venir. See \nAe.\— Renseignement, fr. rensei- gner, to inform, enseigner, to teach. R. signe, sign — SacUe, form of the v. irr. savolr. See Index — T«Be?, lii. hold, form of the v. irr. tenir. See Index — Justice is fem. (2 1 ) — Jtff wrtre is masc. (386) — Commis, form of the v. irr. eommetlre, fr. mettre- See Index — Suicide is masc. by exc. (15) — Privem, LESSON 71— N" 8H-812. 317 n'appartiens pas a la pilice. Je d6- teste les espions et je ks iniipi-ise. Mais, doniier des renseignemenis et rendre service, c'est inoo plus grand plaisir. Est-ce que vous allez la prendre, cetie bouiique? Vous ne fercz pas mal, je vous le pr6dis. Croycz mon horoscope, il est iiifail- liljlo. Voyez-vous, jeune homme, il s'y est fait des aQ'aires d'or, ma pa- role. Je doute que vous eii trou- vassiez une mcilleure, quand vous cherchcriez pendant six mois. A ma connaissance, quatre personnes s'y sont enrlchies, chacune a son tour. Jadis, c'6tait un oplicien qui la lenait. 11 avait des verres convexes et concaves, sans stries ni bulles, pour toules les vues; des appareils pour la fantasmagorie ; des aimanls tr^s-puissants ; des boltes dc com- pas, avec des rapporteurs en come aussi diaphane que du cristal dc roche. theless, that I do not belong to the police. I detest spies ami despise ibem. But, to communicate inTor- niaiioa or to render a service, is my greatest pleasure. Are you going to take that shop? You won't do badly, I can foretell. Trust in my prediction, it is infallible. Look ye, young man, more than one for- tune has been made there, take my word for it. I doubt whether you would find a better, though you were to seek for it for six months. To my knowledge, four persons have enriched themselves there, each in his turn. » « Formerly, it was an optician who kept it. He harr. devoir. See laiex—lntroduire, to introduce, v. irr. conj, like conduire. 324 LESSON 76 N" 816. dants. Tous les jours ils se cha- maillaient. Le boucher surtout cherchait noise a tous les autres. ye— Les commferes du voisinage connnenfaient a faire des caquets. Pour mettre un terme a ces tracas- series, la belle marchande r^solut de designer I'heureux mortel avec qui elle consentirait a courber la t6te sous le joug de Thymen, comme nous disons, nous autres disciples d'ApoUon. Elle ne voulut pas du boulanger, parce qu'il est brfeche-dent; ni du boucher, parce qu'il a un gros ven- tre et un polype dans le nez ; ni du quincaillier , parce qu'il louche. Quandon estjeune etjolie, on ale droit d'etre difficile. Ce fut r^picierqui I'emporta. La noce eut lieu au Cadran-Bleu. On among these suitors. They were wrangling every day. The butcher especially was picking quarrels with all the others. » 76— « The gossips of the neigh- bourhood began to tittle-tattle. To put an end to this annoyance, llie fair shop-woman resolved to desig- nate the happy mortal with whom she would consent to bow her head beneath the yoke of hymen, as we, disciples of Apollo, say. » «She would not have the baker, because he is gap-toothed ; nor the butcher, because he is pot-bellied and has a polypus in his nose ; nor the ironmonger, because he squints. When a woman is young and hand- some, she has a right to be particu- lar. " i< It was the grocer who had the ascendant. The wedding took place See Index — Chamailler, is familiar. Terme is masc. by exc. (IS) — Tracasserie , fr. tracas, bustle — Re'solut, form of the v. irp. risoudre. See Index — Consentirait, form of the v. iiT. consentir, fr. sentir. See Index — Courber, fr. courbe, adj. and subst. curve — Joug. The final g is pronounced slightly — Hymen. The letters en are not nasal in this word. Pronounce the syllable men like the English word men. The ftismute—iVo2(sa«*m. The word autres is sometimes employed as an expletive, after nous and wits. Voulut, form of the v. irr. vouloir. See Index — BricTie-dent. This com- pound subst. is formed otbrdche, break, breach, gap, and dent, tooth. Some lexicographers spell it briche-dents in the sing, and in the pi. Others give brdches-dents in the pi. The Aeadimie gives only brdcUe-dent in the sing. — Ventre is masc. {^iQ)— Polype is masc. by exc. (IS) — 8 1 6. Qitand on est 3 euue et JOLIE. The pron. on is generally masculine and singular. However, when the sense clearly shows that it refers to a woman, or to certain per- sons, It is followed by adjectives, participles or substantives, either fem- inine or plural, according to the sense. The « Cadran-Bleu » is an eating house, which had some reputation, for- merly. LESSON 77, 325 y chanta des couplets cic ma facon. Vouspourrezvoir la jeunefemme a son comptoir, oil elle tient les llvres (le son mari, pendant qu'il d6bite sa cbandelle, sa cassonade, ses 6pices 6vent6es et ses denr^es coloniales. On assure que depuis son manage, il est devenu har- gneux, quinteuxetjaloux;quec'est un vrai tyran; et qu'il esttellement distrait en servant ses pratiques, qu'il leur donne du poivre pour du girofle, du gingembrc pour de la cannelle, et de la guimauve pour de la rtjglisse. Mais il fautse dfifier des cancans. Le boulanger d6p6rit a vue d'ceil, depuis le jour funesie oii les bans furenl publics. Le pauvre hfere ne fait que geindre, etl'ou craint qu'il ne tombe dans le marasme. 7 7— Aussitdt aprfes le depart de la nouvelle marine, la boutique fut occupfie par un conflseur distilla- teur, qui s'empressa de mettre en at the Blue Dial. Verses of my making were sang there. » « You may see the young married woman at her counter, where she keeps the books of her husband, while he retails his candles, his moist sugar, bis tasteless spices and his colonial commodities. People pretend that, since he has been married, he has become surly, testy and jealous ; that he is quite a ty- rant ; and that his absence of mind is such, when he serves his custom- ers, that he gives them pepper for cloves, ginger for cinnamon, and marsh-mallows for licorice. But we must distrust idle reports. » « The baker has been visibly pining away ever since the fatal day when the bans were published. The poor wretch does nothing but moan, and it is feared he will go into a consumption. 7 7— « Immediately after the de- parture of the bride , the shop was occupied by a confectioner and dis- tiller, who hastened to make a dis- Pourrez, form of the v. irr. pouvoir. See Index — Fetnme. Pronounce fam — Tient, form of the v. irr. teiiir. See Index — £pice is fern. (21) — Svent^, fr. vent, wind — Manage is masc. (241) — Hargneux. The h is aspirate — Jaloux, iem.jalouse (lo6) — Servant, form of the v. irr. servir. See Index — Poivre is masc. by exc. (IS) — Girofle is masc. by exc. (15) — Gingembre is masc. by exc. (13) — Cannelle, cinnamon. It signi6es also fosset or tap — Re- glisse, as a plant, is fern.; but reglisse , juice of licorice, Spanish licorice, is masc. — Dif/ier, to defy ; se difler, to distrust , fr. se fier, to trust. R. foi, failh — Cancan is very familiar. Dipirir, fr. pirir, to perish — Hire. The ft is aspirate. This word is used only in jest, wilh the adj. pauvre before it. It is familiar — Geindre, v. irr. See Index — Marasme is masc. (700). Mariie, subst. fr. marier, to marry — Conp^eur-, fr. con/ire, to preserve — Distillateur, fr. distiller, to distil — ^ 326 LESSON 77. etalage ses bocaux d'anis, de pista- ches, de fruits candis ou confits, d'ang61ique, de drag^es, de pralines, de nougats etdepastillesdementhe; ainsi que ses flacons de ratafla, d'absinthe, de cassis et d'orgeat. Son laboratoire fitait au fond de la cour, avec ses alambics, ses terri- nes, ses entonnoirs, son cacao, sa provision d'alcool et ses dames- jeannes pleines d'eau de fleurs d'o- ranger. Ce nouveau venu aurait fait d'aussi bonnes affaires que ses pr6- ddcesseurs, s'il ne se fiit nui a lui- m€ine par sa friandise effr6n€e, qui Temportait chez lui sur Tamour du gain. Si je n'avais les jeux de mots en horreur, je dirais qu'il aimait mieux le sucre que le lucre. II man- geait, sans le moindre scrupule, un grand nombre des bonbons qu'il fabriquait. II buvait ses sirops, et sous pr^texte d'etre enrhum^, il se bourrait de dattes, de gomme et de jujubes. Au bout de Tannic; il y play of his bocals of anise, pista- Chios, candied or preserved fruits, angelica, sugar-plums, burnt al- monds, almond-paste and pepper- mint lozenges; together with his bottles of rataCa, bitters, black currant liquor and orgeat. His la- boratory was at the further end of the court-yard, with his stills, his earthen pans, his funnels, his co- coa-nuts, his provision of alcohol and his demi-johns of orange- flower- water. ■> « This new comer would have done as well as his predecessors, had he not injured himself by his ungovernable epicurism , which surpassed his love of gain. If I did not detest a play upon words, I should say that he preferred sugar to lucre. He ate, without the least scruple, a great part of the sweet- meats that he made. He drank his sirups, and under pretence of hav- ing a cold, he would cram himself with dates, gam and jujubes. At the end of the year, there was more Stalage, fr. staler, to spread, to display, is masc. (241) — Bocaux, pi. pf hocal (430) — Confit, pa. part, of the v. irr. conflre, to preserve. See Index — Absinthe, wormwood — Cassis. The final « is pronouiiced — Laboratoire, fr. ZaJewr, labour, is masc. (701) — Entonnoir, fr. tonne, tun, cask — AIcooI. Pronounce the a twice, with lis acute sound, thus : dl-cSSl — Dames-jeannes, pi. of the compound subst. Dame-jeanne, formed of dame, lady, and Jeanne, Jane, a proper name — Granger, orange-tree, fr. orange, orange. Nouveau venu, lit. new come (pa. part.) — Nui, pa. part, of the v. Irr. nuire, to injure, to hurt. See Index. It is a neuter v. and requires the prep. h — Friandise, fr.friand, adj. nice, dainty, fond of ; subst. epicure— Effl-SnS, fr. frein, curb, check — Smcw is masc. by exc. (IS)— iwcre is masc. by exc. {\S) — Scrupule is masc. by exc. {lS) — Un grand nombre des bonbons qu'il fabriquait. See 17b and 247 — Buvait, form of the v. irr. boire. See Index.— Sirop. The final p is quiescent— £;«rhani^, having a cold, fr, rhume, co\d—Ji^ube, meaning thefruit,is fern. ; when it signifies the juice, it isniasc. LESSON 78 — N» 817. 327 avait plus de d^chet que de profit ; de sorte qu'il s*ob€ra petit & petit, et finit par tomber en dSconfiture, passez-moi le calembour. II ddposa son bilan. Sur un soupgon de frau- de, qui n'^tatt pas fond£, on Tincar- cdra. Son materiel et ses produits fiirent mis en s£qnestre. 78— Cependant, le syndic de la faillite ayant reconnu qn'il 6tait probe et int&gre, on le fit sortir de la gedle ; mais tout son avoir fat vendu a Fencan. Le pauvre diable est parti pour la Californie, lafssant un voluniineax dossier au greffe du tribunal de commerce, et me devant un petit solde de compte, que Je n'ai pas voulu r^clamer. G'est le seul qui alt eu du guignon dans ce local. Qui salt s'il ne reviendra pas, charge de lingots ? Enfin, celui qui nagu&re occupait la place est un peintre d^corateur, le plus drdle ^e corps qui «p|t au monde; yif comme un ^cureoilet waste than profit ; so that he got involved into debt by little and lit- de, and at last became insolvent, pardon me the pun. He filed his balance-sheet. On a suspicion of fraud, which was unfounded, he was incarcerated. All his materials and stock in trade were seques- tered. » 7§— « However the assignee of the bankrupt having recognized him to be a man of probity and in- tegrity, he was released from jail ; but all his etfects were sold by auc- tion. The poor devil has gone to CaHfornia, leaving a voluminous file of papers at the record-oilice of the tribunal of commerce, and owing me a trifling balance, which I would not demand. He is the only person that has had bad luck in those premises. Who knows but he may comeback, loaded with ingots? » ~ In short, be who last occupied the place is an ornamental painter, the drollest fellow in the world ; as brisk as a squirrel and as merry as Docket, ft. dichoir , to decline, to sink. R. choir, to fall — D^con- fiture, discomfiture, Insolvency. The pun alluded to consists in the eonso- nancy between this word and des confitures, some preserve — Siquestre is masc. (386). Avoir is employed here substantively (477) — Greffe, record-office, is masc. by exc. (IS); but grefji, graft, grafting, is fem. — Devant, pres. part, of the v. irr. devoir. See Index. — Solde, balance, is masc. by exc. (13); but solde, pay, is fem. — Voulu, pa. part, of the v. irr. voulolr. See Index — 817. C'est LE SEOii QDi AIT «« du guiffnon. The subjunctive mood is generally em- ployed after a relative pronoun , preceded by le seul, le pto, le moins, le mieux, le meilleur, lepire, le moindre and pen — Guignon is familiar. Peintre, subst. fr. peindre, to paint — Dicorateur, fr. dieorer, to decorate — Le plus drSle de );orps qui soit au monde. See 817 — 328 LESSON 79. gaicommepiason; toujoursgouail- lant, toujours batifolant, se gaus- sant et disant des gaudrioles, pour me servir de ses propres expres- sions, qui ne sont pas tres-reclier- cli6es; mais se servant de la palette et du pinceau de main de maltre. C'est lui qui a fait mon enseigne, c'est tout vous dire. L'aquarelle, la gouache, I'estom- pe, le lavis, le pastel, tout lui est ^gal; il faitde toutetr^ussit a tout. II vous badigeonnera un lambris, ou vous fera la miniature la plus 16- ch^e avec la mgme insouciance. En peignant les armoiries de quelques grandes maisons, il a appris le bla- son, et le connait aussi bien qu'un h^raut d'armes. Demandez-lui un embl&me ou une devise : il vous I'invente et vous en faitl'esquisse et r^bauche stance tenante et sans h6- siter. II vient de prendre un brevet pour un stuc qui imite le porpbyre et le granita s'y m^prendre. 79—11 y avait en lui I'etoffe d'un grand artiste ; mais il est trop hur- luberlu. N'ayant pu faire admettre a I'exposition ses pochades et ses a chaffinch; always bantering, al- ways royslering, jeering and utter- ing broad jokes, to make use of his own expressions, which are not very choice ones; but employing the palette and the brush with a masterly hand. It was he who made my sign-board, which is not saying a little. » « Water-colours, stumpeddraw- ing, wash, crayon, are all one to him ; he tries every thing and suc- ceeds in every thing. He will colour you a panelling, or make you the most finished miniature with the same indifference. In painting the armorial bearings of some great houses, he learned heraldry, and knows it as well as a herald at arms. Ask him for an emblem or a motto, he invents it and makes you a sketch and a rough draught of it on the spot, and without hesi- tation. He has just taken a patent for a stucco which is a perfect imi- tation of porphyry and granite. » 79— « There was in him the stuff for a great artist; but he is too hare-brained. Disappointed in his attempt to get his rough-sketches Gouailler, batifoler, se gausser and gaudriole, are very familiar, and to be avoided — RechercM, fr. cliercher, to seek. Aquarelle, and gouache are both employed for water-colours. The difference seems to consist in the addition of gum or size which gives more body to the dilu- ted colours employed for the gouache—The second syllabe in aquarelle is pro- nounced as if spelled (in French) eoua—Licher, lit. to lick— /«so«donce, fr. iouci, cAre— Peignant, pres. part, of the v. irr. peindre.See Index.— fl^ratrf. The his aspirate — EmbUmeismase. (479) — Stance tenante,lit. sitting hold- ing (i. e. uninterrupted)— Porj)%re is raasc. by exc. (IS)— Gromf. The ftnaU is pronounced byexc. (,b3i) — A s'y meprendre, lit. to be mistaken in it. Hurluberlu is familiar — Exposition , fr. exposer, to expose, to exhibit, is fem. (108) — LESSON 79. 329 caricatures, de rage it s'est fait vitrier et peintre en batiment. U est ifflpayable, avec sa blouse de coutil et son bonnet de papier, tripotant la cdruse, le chrdme, le vert-de- gris, le massicot, et je ne sais quels autres oxydes, tout en faisant mille fac6ties, entremel^es de gambades et de cabrioles a tous faire pamer de rire. U soutient que nous sommes confrferes : — « car, » dit-il, « nous peignons tous deux; Tun avec le peigne, I'autre a Tbuile; je bar- bouille des facades avec une brosse, TOUS barbouillez des faces avec un blaireau; et, pour completer le pa- rallfele, si vous frisez la pratique, moi, je frise I'extravagance. » — Hein ? quelle abominable s6rie de coq-a-l'ane ! Dans les premiers mois de son s^jour ici, ses pasquinades, ses frasques et ses lubies ^talent insou- tenables, etlui attir^rent des ava- nies m6rit§es. Embusqu^ derri^re un paravent, il langait avec une and caricatures admitted at the ex- hibition, out of spite he turned gla- zier and house-painter. It is worth any money to see him, with his coarse linen smock-frock and paper cap, mixing up his white-lead, chromium, verdigris, massicot, and I know not what other oxyds, ma- king a thousand jokes all the while, intermingled with gambols and ca- pers that would make you die with laughing. He contends that we are of the same trade : u for, » says he, « we both {paint or comb) ; the one with the comb, the other in oil co- lours; I daub house-fronts with a painting brush, you daub faces with a shaving brush ; and, to complete the parallel, if you curl your cus- tomers' hair, I am within a hair's breadth of eccentricity. » Eh? what an abominable series of puns ! » « In the first months of his resi- dence here, his pasquinades, his freaks and crotchets were intoler- able, and drew upon him deserved affronts. Concealed behind a screen, he shot through a pea-shooter, little Rageis fem. (242) — Vitrier^v.vitre,psme of glass — Coutil, ticken, ticking. The final 2 is quiescent — Tripoter, to make a mishmash, is familiar — Chrome is masc. {116}— Ooayde ismasc. (716) —Facitie. The t is pronounced like s (SOI, §2) — Ptfmer, lit. to swoon, to faint — Soutient, lormoi Ihev.irr. soutenir,ft. tenir. See Index — Nous peignons, we paint, form of tlie v. irr. peindre. See Index, and also 317. Nous peignons, we comb.form of the regular v. peigner, to comb (28) — Peigne is masc. by exc. (IS) — Blaireau, badger, brush made of badger's hair and used by barbers — ParalUle, simile, is masc. by exc. (IS); but parallile, parallel line, is fem. — Friser, to curl, to frizzle, and to approach, to border on — Pratique, is fem. even when it refers to a man — Coq-U-Vdne, lit. to pass from the cock to the ass, a cock and a bull story, nonsense. This compound subst. does not vary in the pi. Insoutenable, fr. soutenable, supportable, fr. soutenir, to sustain , to sup- port. R. tenir — Paravent, h.parer, to parry, or from the Greek Tcapoc, against. 330 LESSON SO. $ar])acane des boulettes de cir« ou de mie de pain sur le nez dfl ceux qui luid^plaisaient et qu'il appelait des jobards. Avec une petite pompe remplie de suie d^remp^e , il as- pergeait et soitiUait les plu$ belles toilettes. II asseyait sur le pas de sa porte un mannequin habill^ et gar- rotte, dont il avait rougi |e linge avec de la garance ou de Torcanette, et faisait semblant de I'dgorgeri It I'indicible effroi des passants. 80— S'il voyait un homme cpq- trefait, il allait d'un airrespectneu- sement hypocrite, lui oOrir de faire sa'silhouette gratis et pour la seule satisfaction de reproduire son galbe. Qqelquefois, au point dv jour, il se mettait % faire des ron- lades en raclant de la guitare, ou bienajouer du trombone. C'^tait un pharivari a d^chirer le tympan. Les Toisins d^blat^raient et I'acca- blaientd'invectives; il lesnarguait et s'egosillait de plus belle. A la suite de plusieurs algarades , il fut condamo^ a de fgrtes amendeg, bullets made of wax or the crumb of bread at the nose of such as dis- pleased him and whom be called simpletons, With a small puntp filled with diluted soot, he sprinkled and soiled the finest toilets. He seated on bis threshold a lay-flgare dressed and bound with cords, whose linen be had reddenec) witb madder or allcanet, and pretende;! to cut bis throat, to the unspeakable terror of the passers-by. » SO— « If be saw a crooked map, be would go up to him wi(b a re- spectful hypocritical air, and offered to make bis silhouette gratis, for the mere satisfaction of reproducing his contour, Sometimes, at day- break, he would begin to quaver and thrum the guitar, or to play on the trombone. It was a discord fit to rend the tympanum. The neigh- bours railed at bim and overwhelm- ed him with invectives; he snapped bis fingers at them, and sang as loud as ever. In consequence of several outrages, b§ was cqudemoed to pay Mi vent, y/ioi— Boulette, diminutive ot boule, ball, bowl (390)— WpJal- saient, form of the v. irp. diplaire, tt. plaire, to please. See Index. — Jobori, is familiar— D^r«mper, fr. tremper , to steep, to dip, to wet— AsseyaiJ, form of the V. irr. asseoir. See Index— Habiller. The ft is mute — lmj«is masc. by exc. (iS)— Faire semblant, lit. to make sham -^ Indidble, fr. dire, to say. Contrefait,iv. eontrefaire, to counterfeit, to deform. Tl. faire— Hypocrite. The h is mute— Gratis. The final s is pronounced — Galbe is masc. by ex«. {io)— Trombone is masc. by exc. {ib) — S'Sgosiller, to sing loud, to make one's self hoarse, fr. gosier, throat, is familiar— fl« plus belle is an idiomatic locution signifying, more than ever— Amende, fine, must not be confounded with amande, almond — LESSON 81 — N» 818. 331 comme perturbateur de la tranquil* \M publiqde, Maintenant, il est moins turbulent etmoins taquin. II ne joue plus que 4u flageolet, at seulement apr^s le lever du soleil, II fait tonjours des lazzis et des gorges chaudes a tout propos, car son hilarity est in^pui- sable ; mais il ne se rend coupable 4'aucun d€gat et n'est plus en bis- bille avec personne. Son jargon est toujours un peu grivois , mais non indecent, et e'est avec le plus grand sang-froid quMI jabote et vous conte des fagots a vous faire pouffer. Gomme e'est un bon drille, qui travaille vite et bien; qui, aprfes tout, est assez rang€; qui va rare- ment a I'estaminet , ne hante pas les guinguettes, ne fait aucune d^bau- cbe et n'est jamais en goguettes, il s'arrondit tous les jours et il s'est trouv€ a r^troit dans sa boutique. Voila pourquoi il I'a quitt^e pour loaer un grand magasin la^bas au num^ro deux cent. 81— Vous To^ez que tout cela hevrj fines, as a disturber of (be public peace. » oNow, he is less turbulent and teasing. He plays but on the fla- geolet, and only after sunrise. He still indulges in buffoonery and raillery on the slightest oqcasion, for his hilarity is inexhaustible; but he never does any mischief and is no longer atvariance with anybody. His jargon is still rather free and easy, but not indecent, and it is with the greatest composure that he prates and tells you idle stories that make you burst with laughing.» « As he is a good fellow, who works fast and well ; who, upon the whole, is steady enough, seldom goes to a public house, does not frequent the tea-gardens, is not dis- solute, and is never groggy, he ag- grandizes his business every day and has found his shop too small for him. That is why he has left it to hire a large warehouse yonder, number two hundred. » St — « Yon sec that all this is of Perturbateur , fern, perturbatrioe (4S8) — TranquilUti is fem, (370)' — Publique, irr. fem. of public. Lever, as a subst. comes fr, the v- lever, to raise, s« lever, to rise — Soleil. The final I has a liquid sound {iS'i) — Laiiis. Some persons write it /azzi, as being an Italian plural. See Sii — Hilarity is fem. (270) though preceded by son (S63]; the h is mute — Indpuisable, fr. ipuisej, to exhaust. R. puiti, well — Jiigdt, fr. gdter, to spoil — Bisbille js familiar — Grivois is familiar — Jaboter is familiar — Fagot, in the sense of idle story, is familiar. Drille, is familiar. Itlsmasc. (8) — H(inter,lheh is aspirate — Guinguettes, low public houses out of town — Arrondir, lit. to grow round, fr. rond, round — ttrait, narrow — i\i.Aunum4rQ deuxQzvt. The adjectives cenl and vj«ji( are invariable, when they stand for the ordinal gdjtjctives fenfUme and ving- tiime. See also 646, 647. 332 LESSON 81 est de bon augure, et je vous ai donn6 ces details afin que vous de- veniez mon voisin, ce dont je serai fort content. Cecl fut dittout d'une haleine, et avec tant de volubility que, nonob- slant son impatience , Alexis ne put une seule fois couper la parole au coiffeur. Saisissant le premier mo- ment ou le bourreau ferma la bou- che, il le pria de lui dire ou demeu- rait le proprl6taire, et a quelle heure il £tait visible. Mais il n'en 6tait pas quitte encore, et avant d'en arracher une r^ponse, il lui fallut, bon gr'6, mal gr6, prendre part au colloque suivant, qui avail plutdt Fair d'un interrogatoire que d'un dialogue. —11 parait que vous 6tes dans le commerce ? — Pas encore, maisjevais y en- trer. —Dans quelle partie ? — Je me propose de vendre de la verrerie et de la faience. — Trfes-bien. C'est un peu frele, mais il y a de I'argent a gagner dans cette partie-la. Est-ce que vousn'avez plus vos parents? -N* 819. good omen, and I have given you these particulars in order that you may become my neighbour, which I shall be very glad of. » This was said in the same breath, and with such volubility that , not- withstanding his impatience, Alexis could not once interrupt the hair- dresser. Seizing the first moment when the tormentor shut his mouth, he begged he would tell him where the landlord lived, and at what o'clock he was visible. But he had not got clear of him yet, and before he could snatch an answer from him, he was obliged, willing or un- willing, to join in the following colloquy , which resembled an examination rather than a dialogue, « It seems that you are in trade? » « Not yet, but I mean to be. » « In what line ? » « I think of selling glass-wares and crockery. » ((Very well. It is somewhat fragile, but there is money to be gained in that line. Are not your parents alive? » Augure is masc. by exc. (15) — Deveniez is the 2nd. pers. pi. of the pres. tense, subj. mood of devenir, fr, the v. irr. venir. See index — 819. Jevous Ai DONNfi ces details afin que vous deveniez mon voisin. The past tense of the subjunctive mood usually follows the past tenses of the indicative (89). However, after the past tense indefinite of the indie, followed by one of the conj. Afin que, pour que, de peur que, quoique, the present tense of the subj. is employed, if the sense shows the action or the state to be present or future. Volubility is fem. (270) — Nonobstant is formed of non and of olstant, pres. part, of the obsolete v. obster, to oppose, to withstand — Couper la parole, lit. cut the speech— BoMfj-eaM, tormentor, hangman, executioner — Colloque is masc. by exc. (IS) The I is pronounced as double— Interrogatoire is masc, (lai)— Dialogue is masc. by exc. (IS)— Verrerie, fr. verre, glass— LESSON 82. 333 -Non. Ma mfere est morte de- puis longtemps, et je viens de per- dre mon p^re, — Pauvre jeune homme! Je m'en suis dout6 en voyant ce cr^pe a voire chapeau. Quel age avez-vous? — J'ai \ingt et un ans. — Alors, vous files majeur, d'a- prfes le code civil. Avez-vous satis- failalaloi du recrulement? —Qui, monsieur. —Vous aveztirt un bon num^ro? — J'aitir61e nurafiro treize. 82— Aie, aie ! Alors, comment avez-vous €chapp€ au service mili- taire ? Vous avez la taille requise ; vous ne paraissez pas poitrinaire ; vous n'etes ni b^gue, ni cagneux, ni bancal, ni 6cIopp6. Vous vous files done fail remplacer? — Non, monsieur. Le consell de rfivision m'arfiformfi, parce que j'ai la vue basse. — Tiens ! vous files myope ? Vous devriez porter des besides; on en fait de si Ifigferes a prfisent. Moi.... c'6tait en mil huit cent vingt-six, « No. My mother has been dead a long while, and I have just lost my father. •> « Poor young man ! I suspected it on seeing that crape round your hat. How old are you ? » < « Then, you are of age, accord- ing to the civil code. Have you satisfied the law of recruitment? » « Yes, sir. » « Did you drawa good number? » «Idrew number thirteen. » 82— « Oh, dear! Then, how did you escape from military ser- vice ? You have the required sta- ture ; you do not seem to be con- sumptive ; you do not stammer, you are neither crook-kneed, nor ban- dy-legged, nor lame. You must have got a substitute then ? » ;; No, sir. The council of revi- sion exempted me, because I am short-sighted. » " What ! you are short-sighted? You ought to wear spectacles ; they make some that are so light now. As for me — it was in one thousand M«rte, fem. pa. part, of the v. irr. mourir. See Index. This v. in its com- pound tenses is always conjugated with gtre — Cripe, crape, is masc. by exc. (IS); cr£pe, pancake, is fem. — Majeur, fem. majeure — Code is masc. Tiy exc. (15) — Lot is fem. by exc. [\A). Me. Pronounce the a willi its short acute sound, as in fat, and the two vowels following like the y in ye; form one syllable of the whole. — £ehap- per. When this v. signifies to avoid, and in general when it denotes an ac^ tion , it is conjugated with avoir in its compound tenses. When it denotes a stale and may be replaced by an adj. or an adv. it takes the v. ^Ire, as : Les prisonniers sont e'chapp^s. The prisoners are escaped, i. e. are free, are out — Requise, fem. of the pa. part, of the v. irr. requMr. See Index — Poitri- naire, fr. poiirirte, breast — Revision is fem. (83) — Devriez.ioTm of the v. irr. devoir. See Index — Besides is fem. (693, § 2) — Mil. This form of miUe is 334 LESSON 83— N" 820-821 . aprfes le sacre de Charles dix.... je m'^tais pr6sent6 avec deux sourds- muets, comme atteint de la mSme inflrmit^ qu*eux; mais un astucleax chirurgien-major m'ayant dit a de- mi-voix: « De quelle oreille dtes- vous sourd ? » j'eus la naivete de lui r^pondre : « De toutes les deux , monsieur, » et je fus pinc^i Hciin ? quelle trahison ! De manifere que je passai six ans sous leg drapeaux. Sans €tre un g£ant, je suis assez bel homme ; j'ai un air male etd6cid6 : je demandai done a entrer dans la cavalerie. J'aurais voulu €tre hussard ou lan- der, mais on m'incorpora dans un regiment de dragons. Je me voyais d'avance chef d'eS' cadron, chargeant ai fond de traitaf enfon^ant les bataiilons h^riss^s de baionnettes, bondissant au milieu des boulets, des bombes, des obus eight hundred and twenty six, after the coronation of Charles the tenth — 1 had presented myself with two deaf and dumb lads, as labouring uodef the same infirmity with them; but a cunning army Surgeon askii)g me in a whisper : ' Of ^hich ear are you de&f ':> ' I was so simple as to answer him : ' Of both, sir,' and so I was caught. Eh ? what trea- chery !» « So that I passed six years in the service. Without being a giant, I am rather tall; I have a manly reso- lute air i so I begged leave to be admitted as a horse-soldier. I should have liked to be a hussar or a lancer, but ihey incorporated Ine into a regiment of dragoons. » « I already fancied myself a ma- jor, charging at full spteA, breakiiig battalions bristling with bayonets, rushing into the midst df cannon* balls, bombs, shells and volleys of only used in dales — Sacre is masc. by exc. (IS) — 820, § 1. Charles dix. The cardiDal numbers stand for the ordinal ones, for the sake of brevity^ — ' 1st. after the names of sovereigns;— 2ndly, after certain words denoting the divisions or subdivisions of a work, as, ehapitre, page, etc. — 3rdly, before the names of the months, without the prep. Se, as, Le deux ieptembre, the second of September. § 2. Premier, howeverj cannot be replaced by un. We say, Charles premier, ehapitre premier, le premier teptembre, and not, Charles un, etc. —821. Deux sourdt-muets. When a compound adj i is formed of two adj. they are both declinable, except in the cases foreseen by rules 796, 802, 804 — Atteint, form of ibe v. irr. atteitldfe. See laiei.'^ Infirmiti isiem. {'i^O)^Bemi-voix, See SOO-^Natviti, fr. Maff, Simple, ingenuoufl; is fem. ('aiO)^Pinei, lit. pinched. It is familiar when Used for timight -^ Trahison is fem. by exc. (14}t Drapeaux, Boluurs, standards, pU of dr(y)ea«(2dl)-^iel, iotheaui before a word beginning With a vowel or an n mute — Hussard. The h ii aspirate '-bancier, it. lanei (173) -» Ineorporer, fr. coi-ps, bodjj Escadron, squadron (of cavalry) ; must not be CDUlbUhded \Vith eicadre, squadron, flett'^ Otus, the final i is pronOUheed like 2»- LBSSOIS 83. 335 et de la mousqueterie, prenant une batterie, culbutant ies arti))eurs, retoutqam Ies affftts, braquant Ies canons contre rennemi, etrevenant convert de gloife et charge de butin. JSS— Je me VOyais aussi, aux jours de parade, faisant piaOer et caracoler tin fongueux andalou, richement harnach^ et poi-tant une housse toute chamarr^e de brode- rles. H^l^s ! je coinptais sans le novl- ciat du man^e. A ma premiere le;on d'^quitation Ton me percha sur un grand coquin de quadru- p&de, qui me parut plus haul qu'un dromadaire ; puis on me recom- manda de serrer Ies genoux et de bien conserver men assiette. Tout alia bien tant que ma montnre fat au pas, mais aussitdt qu'elle prit Failure du trot, mon supplice com- men(d. ie renonce si tous le d6- peittdre. QU'll sufOse de vous dire que je Ikhai les rSneS pour me cramponner i la criniere et a I'en- colure de mon destrier, qui se mit musket-shot, taking a battery, over- throwing the artillery men, turning the gun-carriages t-ound, pointing the guns against the enemy, and returning covered with glory and loaded with booty. •> §3—0 1 fancied myself also, on the days ofparade, mounting a fiery Andalusian hofse, richly harnessed, with a saddle-cloth trimmed all over with embroidery, and making him paw the ground and prance. » ft Alas ! I was reckoning without the apprenticeship of the riding- school. At my first lesson of riding, they perched me on a tall rascal of a quadruped, that appeared to me taller than a dromedary ; then Uiey recommended to me to tighten my knees and keep my seat properly, tt was all very well as long as my animal walked at a slow pace, but as soon as he trotted, my torment began. I renounce depicting it to you. Let it suffice to say that I let go the reins to cling to the mane and the neCk of my steed, that be- gan to kick. A villainous quarter- Mousqueterie, fr. mousquet, musket — Fougueux,Ad}. ft. fougtie, ardour, mettle— Barnacher, ft. harnais, har- ness; the h is aspirate — Mousse. The h is aspirate — Broderie, fr. broder, to embroider. ff^/oj. T&e final « is pronounced— iVowiciat, fr. n6vtce, novice — Minige is masc. by exc. (it)— Equitation is fem. (108). the « is pronounced^asif the word ivas spelled icuitation — Quadrupide is masc. by exc. (IS). The first u is pro- nounced , as if the word was spelled couadrupide — Parut, form of the v. irr. pa- rattre. See Index. — Dromadaire is mac. (,^83) — Assiette, seat, and plate, fr. asseoir, to Sit, to seat — J/o«i!«r«, fr. monter, to mount — Allure, gait, wallt, pace, fr. alter , to go— Supplice is niasC. (20)— JjBflfea,form of the v. Irr. sufpn. See Index— Crdinponh^, fr. crdinpdit, cri!ip~-CriniSi-e, fr. irin, hair, horse- hair— £neoJure,fr.eai,e(W, neck— Z>«f(rt«f is old or po6li(ial,or used Id jest— 336 LESSONS 83 AND 84. a regimber. Un sc616rat de mar6. chal des logis, un chenapan qui ne demandait que plaies etbosses, prit la cbambrlfere et se mit a la faire claquer. Au premier coup de fouet, mon cheval se cabra et me fit glis- ser sur sa croupe ; au deuxifeme, il rua et me rejeta sur songarrot; au troisifeme, il fit un saut de raouton qui acheva de me d6sar?onner et m'envoya rouler a dix pas, avecle poignet foul6 et je ne sais combien de meurtrissures. On craignit la gangrfene et ilfut question de m'am- puter le bras , mais j'en fus quitte pour la peur. Ddsesp^rant de jamais devenir bon dcuyer, j'obtins la ^permission de passer dans Tinfanterie. Je chan- geai de caserne. Le roulement du tambour succ^da aux fanfares de la trompette. 84— Me Toila done fantassin, astiquant mon fourniment, fourbis- sant mes armes, apprenant I'exer- cice et I'^cole de peloton, d6chi- rant la cartouche, tirant a la cible, mangeant a la gamelle, d^pensant ma solde et faisant enrager la can- tinifere. master, a scamp who thought the more mischief the better sport, look the longe-whip and cracked it. At the first crack of the whip, my horse reared and made me slip on his crupper ; at the second, he kicked and threw me forward on his withers; at the third he made [a goat-leap, which finished to unhorse me and sent me rolling ten paces olf, with my wrist sprained and with I know not how many bruises. Mortifica- tion was apprehended and they talked of amputating my arm, but I came olT with the fright. » « Despairing ever to become a good horseman, I obtained leave to change and serve in the infantry. I removed to other barracks. The roll of drums succeeded to the flourish of trumpets. » 84— « Behold me now a foot- soldier, trimming my equipment, furbishing my weapons, learning military exercise and platoon drill, tearing the cartridge, shooting at a target, messing in common, spend- ing my pay and worrying the can- teen-woman. » Logis, lodging, quarters, does not vary in the pi. (17) — Chenapan is low — Qui ne demandait que plaies et bosses , lit. who asked; but for wounds and bruises— Se eabrer is one of the essentially pronominal v. (413) — Rejeter, fr. jeter, to throw — Saut de mouton, lit. sheep's leap — DMr- fonner, fr. argon, saddle-bow. S. arc, bow — Poignet, fr. poing, flst — Meurtrissure, fr. meurtrir, to bruise — Craj^m^, form of the v.irr. craindre. See Index. — D^sespirer, fr. espoir, hope — Permission is fem. (53). Exercice is masc. &0)— Cartouche, cartridge, is fem. (IS); hut cartouche, cartouch, modillion, is masc. by exc. — Gamelle, platter— Solde, paj, is fem. (IS) ; solde, balance, is masc. LESSON 84. 337 J'aurais pu enlrer dans le gdnie, c'est-a-dire 6tre sapeur; mais je ne me souciais pas de faire des fasci- nes et d'emplir des gabions. Cela me semblait encore plus ennuyeux que d'etre en faction et de crier qui Vive ? a rapproclie des pa- trouilles ou des rondes. Selon I'usage , mes camarades voulurent savoir sij'ftais capon. Un d'eux me chercha dispute et me dgfia. Je mis aussitdt flaoiberge au vent, frappant d'estoc et de taille, a tort et a travers. Je lui lis une 6gratiguure, et je re^us une estafi- lade dont vous voyez la cicatrice. Lorsque je fiis retabli, j'appris a nie servir de V6p6e et de I'espadon. Je fus bientdt aussi prompt a la parade et a la riposte qu'un pr6- v6t de salle, je le dis sans forfan- terie. Je n'6tais pas rodomont, mais j'6tais mauvaise t6te, et un jour, dans un mouvement d'aveugle co- Ifere, je donnai un soufflet a mon sergent. On me mit au cachot, et j'allais etre fusill6, quand airiva la revolution de Juillet. II y eut une amnistie, en mSrae temps qu'un cbangementde cocardes, d'aigrettes et de pompons. Je sortisde la case- » I might have been admitted into the engineers, that is to say, have been a sapper ; but I was not anxious to make bavins and to fill gabions. That seemed to me still more tedious than to be on sentry and shout « who goes there ? » on the approach of patrols or rounds. » « According to custom, my com- rades wanted to know whether I was apoltroon. One of them picked a quarrel with me and challenged me. I immediately whipped out my sword , cutting and thrusting at random. I gave him a scratch, and received a gash of which you sec, the scar. When I was recovered, 1 learned to make use of the small sword and the back-sword. I soon became as quick in parrying and thrusting as a fencing master's as- sistant, I say it without bragging. » « I was not a swaggerer, but I was hot-headed, and one day, in an impulse of blind anger, I boxed my sergeant's ear. I was confined in a dungeon, and was going to be shot, when the revolution of July took place. There was an amnesty, at the same time as a change of coc- kades, aigrettes and tufts. I left the casemate to go and do a half- G^nie is masc. by exc. (i5) — Faction, faction, and sentry, is fem. (108). Capon is familiar — Flamberge is old and used only in jest, particularly in the phrase Mettre flamberge au vent, lit. to put sword to the wind — Frap- per d'estoc, to thrust; frapper de taille, to cut; but d'estoc et de tailte are not usually iepsLTated^—Egraligmire, fr. igratigner, to scratch. R. gratter, to scrape — CicBfrice is fem. (21) — Retablir, fr. 6tablir, to establish, to settle — Salle, for salle d'arwes, fencing-school. Fusilier, fr. fusil, gun, musket — Rivolutiou is fem. (\0^) — Juillet. The final t is pronounced — Sortit, form of the v. iiT. sortir. See index — p. II- 22 338 LESSON SS^n"' 822-823. mate pour aller passer un semestre en cantonnement sur la frontiere, avec la brigade dont mon corps fai- sait partie. 85 — Le bruit'courait que notre territoire allait etre envahi. Mais il n'y eut pas la moindre escarmou- che. On ne briila pas une amorce. On ne lira pas le sabre dii four- reau, el la charpie resta a I'ambu- lance, Mais cet episode m'a fait perdre le fil de notre entretien. Nous di- sions, je crois, que voire frfere ca- det vous a remplacS? -Non, monsieur, j'6tais fils uni- que. —Mors , vous etes unique h6ri- tier, sans qu'il soil besoin de testa- mentnidecodicille. Monsieur votre pfere avait-il du bien ? -Non, monsieur. — Et feu madame votre mfere ? -Non plus. — Tant pis. Mais enfln, vous n'^tes pas d6nu6 du n^cessaire? — J'ai tout juste de quoi m'6ta- year's duty in cantonment on the frontier, with the brigade to which my corps belonged. » 85 — K A rumour was spread thai our territory was about to be invaded. But there was not the least skirmish. There was not a single priming burned. The sa- bre was not drawn out of the scab- bard, and the lint remained in the hospital. » « But this episode has made me lose the thread of our conversation. We were saying, I believe, that your younger was your substi- tute? » « No, sir, I was an only son. » « Then , you are sole heir, without any need of a testament or codicil. Did your father possess any wealth? » « No, sir. y>] « And your deceased mother? » - celait des ai tides de contrebande et mfime des objels vol6s. Mais, chut! n'accusons pas sans preu- ves. II a fait toutes sortes de tra- fics; mais I'origine de sa fortune a 6t(5 un terne gagng a la loterie. 11 y en a qui soutiennent que c'6taii un quaterne ou m^me un quine; d'autres disent un ambe. Enfin , n'importe. 87— Aujourd'hui, notrehomme a pignon sur rue, avec de bonnes valeurs en portefcuille, sans comp- ter cequ'il accumule tousles jours, vivant comme un hibou, et ne 66- pensant pas une obole. Somwe toute , il est avide, bourru, cagot et fripon. Et maintenant que vous savez a qui vous aurez affaire, voici son adresse : Monsieur Mathieu, rentier, rue Cassette, numdro cent quatre-vingt , au cinquifeme au- dessus de I'entresol, au fond du dieted to usury. He would not he- sitate to perjure himself to gain a crown. This is no calumny ; I know him well, believe me. He is an atheist who assumes a mask of hy- pocrisy. He was a rag-picker, then a dealer in second-hand goods and old stores; some say that he re- ceived smuggled articles and even stolen goods. But, hush ! we must not accuse without proofs. He has made all sorts of traffics ; but the origin of his fortune was a trey (or three numbers) won in the lot- tery. There are some people who maintain it was a quaternary or even five winning numbers. Others say two numbers. But no matter. » 8 7 — « Now, our man has a house of his own, with good paper in his bill-case, without reckoning what he hoards up every day, living like an owl, and never spending a groat. To sum up all, he is greedy, surly, bigoted and knavish. And now that you know whom you are to deal with , here is his address : Mr. Maihew, gentleman, Cassette su-eet, number one hundred and eighty, on the fifth floor above the mezzanine story, at the further end Parjureismttsc. by exc. (15) — Cafard, hypocrite, canter — Chiffonnier, fr. chiffon, rag — Ueceler, fr. celer, lo conceal — Chut, the final i is pronounced — Terne, subst. is masc. by exc. (15) — Soutiennent, form of the v. irr. sou- tenir, fr. tenir. See Index — Qwa^arne is masc. by exc. (13). — Quine is masc. by exc. (15) — Aml>e is inasc. by exc. (lb). Pignon, gable — Porlefeuille, portfolio, pocket-book, bill-casej is masc. by exc. (15) — AccMma/er, fr. CMmwZ, accumulation — Hibou, pi. hiboux(19il). Theft is aspirate — Obole, lit. obolus, a Greek coin — Somme toute, lit. sum whole — Rentier, one who lives on his income, fr. rente, income, revenue — Numiro cent quatre-vingt. See 818 — Entresol, a floor between other floors. 342 LESSON 87. couloir, la porte a gauche. Vous y verrez uii vieux paillasson et une plaque de laiton 6x6e avec de gros- ses vis. II y a un aiineau au bout du cordon de sonnette. Vous ne son- nerez pas trop fort, parce que la bonne est si maussade et si grognon qu'elle bougonnerait pendant un quart d'heure. Je vous engage a marchander et a ne clore le march6 qu'a bon es- cient. S'il vous demande des arrhes, faites-vous-en donner un re^u. Puis- siez-vous n'^tre pas dupe de quel- que escobarderie ! AUons, bonne r^ussite. — Merci,—dit Alexis, pressg de s'6vader. — J'y vais sur-le-champ. Mais le bavard, leretenantparle bras, lui dit: —A propos, j'ai un topique sou- verain pour les cors, les oignons et les durillons ; j'ai un collyre mer- veilleux, et un 61ixir qui arrete et gu6rit spontan6ment la carie des dents. Car, il faut que vous sachiez que j'ai €t6 pliarmacien. Je vous ferai voir mon diplome. of the passage, the door on the left hand. Yoii will see there an old straw-mat and a brass-plate fixed with large screws. There is a ring at the end of the bell-pull. You must not ring the bell too violently, be- cause the maid-servant is so cross and ill-tempered that she would grumble for a quarter of an hour. ,, « I advise you to beat him down and to conclude the bargain but when you have well considered of it. If he asks you for earnest money, make him give you a receipt for it. I trust you may not be the dupe of any trickery! Well, success to you.» " Thank you, » said Alexis, eager to make his escape. « I am going thither directly. » But the prattler, detaining him by the arm, said to him : « Now I think of it, I have an inva- luable speciDc for corns, bunnions and callosities ; I have a wonderful collyrium, and an elixir that slops the decay of the teeth and cures it instantly. For, you must know that I have been a chemist and druggist. I will show you my diploma. » usually consisting of a low apartment or apartments, placed above llie ground- floor — Couloir, ft. couler, to flow, to glide — Verrez-, form of the v. irr. voir. See Index — Paillasson, fv.paiUe, straw — Vis is fern, by exo. (li). The final s is pronounced — Cordon, string — Grognon, adj. invariable in the fern. — Bougonner, to grumble, to scold, is familiar. Clore, to close, to conclude v. irr. See Index— Escient, knowledge, is only used in these expressions : A son escient, with one's knowledge, know- ingly ; 4 bon escient, in good earnest, on sure ground — Arrhes. The four last lellers are mule — Puissiez, form of ihe v, irr. poiivoir. See Index — Dupe is fem. even when it refers to a man — Topique is masc. by exc. (15)— Souverain, lit. sovereign- iDMn(/oK., fr. dur, hsird— Collyre is masc. by exc. ( I ti) — Merveilleux, fr. merveille, wonder — Sachiez, form of the v. irr. savoir. See Index— P/!flrmBcie», fr. pharmacie, pharmacy— DipZiJme is masc. by exc. (15). LESSON 88— N° 831, 3i3 8 8— J'ai encore une petite pro- vision d'ell6bore noir, de quin- quina, de rhubarbe et d'huile de ricin. J'ai du camphre, duYuln^- faire et d'excellents vermifuges. Vous verrez avec quelle dext6rit6 je fais des pilules. Je connais tousles simples. J'ai gu^rl des aphthes in- V(5t(5r6s, des drysipfeleseOVayants et mfirae des maladies r^put^es incu- rables (ie croup, par parenthfese). J'ai des antidotes siirs contre tons les poisons. Tout le bagage de mon ancienne profession est la, dans un cabinet : le mortier, le pilon , les balances, les creusets, les cornues, les Inatras el les filtres. Aussi je fais pour mon usage particulier des al- lumettes de mon invention, avec du soufre, du phosphors et du chlo- rate de potasse. Si nous devenons voisins , j'espfere que vous me don- nerez votre pratique. Mon fer a pa- pillotes, mon rasoir, mon topique, mon 61ixir, et par-dessus tout, mon experience est a votre service. Au 88 — « I have preserved a small provision of black hellebore, Je- suit's bark, rhubarb and castor oil. I have some camphor, some vulne- rary and excellent helminthics. You will see with what dexterity I make pills. I know all the simples. I have cured inveterate thrushes, dreadful St Anthony's flres and even diseases accounted incurable (the croup, by the by). I have sure antidotes against all poisons. All the imple- ments of my former trade are there, in a closet : the mortar, the pestle, the scales, crucibles, retorts, ma- trasses and filters. And so I make, for my own private use, matches of my invention , with sulphur, phos- phorus and chlorate of potash. If we become neighbours, I hope you will give me your custom. My curl- ing iron, my razor, my topic, my elixir and, above all, my experience, are at your service. On the first trifling hurt, the slightest cramp, the least colic , you have but to ElMbore is niasc. by exc. (15) — Camphre is niasc. by exc. (15)— V«/n/- rairet kidney-velch, is fern.; mlndraire, any plant, drug, or composition, useful in the cure of wounds, is masc— Vermifuge is masc. by exc. (15) — Simple, simple, medicinal plant, is masc. by exc. {iS)—Aph{he is masc. by exc. (15). It is pronounced aft — trysipile, is masc. by exc. The Acadimie spells it drisipdle; but physicians write it as we give it — Parenthise, parenthesis — Antidote is masc. by exc. {15} —Bagage is masc. (2il)— Madras does not vary in the pi. (It). The final s is pronounced — Filtre is masc. (386) — Invention is fern. (108) though preceded liy mon (563)— Sow/re is masc. (716) —Phosphore is masc. (116) — Chlorate is masc. (720) —831. Mon fer a pa- inllotes, mon rasoir, mon topique, mon Elixir, et, par-dessus tout, mon expe- rience est ti votre service. As a departure from rule G85, the verb is sometimes made to agree with the last substantive only, ^vhen it is considered as more important than all the rest. However, in our opinion, this is not to be imitated. 344 lESSON 89. premier bobo, a la plus l€g&re crampe, a la moindre colique, vous n'aurez qu'a parler. — Soyez tranquille, — dit Alexis — mais permettez-moi de m'en aller. — Oui, sans aucun doute. Ah ! dites done ! si quelqu'un vient pour voir la boutique pendant votre ab- sence, je dirai qu'elle est lou6e, n'est-ce pas? Ce ne sera pas un mensonge, puisque vous la pren- drez, et cela empechera qu'on aille vous faire concurrence. — Bien, bien. Tout ce que vous voudrez. Jevoussalue. — AUons , au revoir. H6 ! dites done ! II fait du verglas, et il va gr6- siller ou pleuvolr. Voulez-vous mes galoches et mon parapluie ? II parlait encore qu'Alexis 6tait au bout de la rue. 89 — Pourriez-vous m'indi- quer la rue Cassette? — dit le jeune homme a une portiere, qui balayait le devant de sa loge, sous une porte cochfere. — Je ne la connais pas, — dit- elle. — Ce n'est pas aux concierges qu'il faut demauder 9a. A la pre- miere place de fiacres ou de cita- dines , les cochers vous le diront. speak. » « You may rely upon me, » said Alexis, « but permit me to be off. » « Yes, undoubtedly. Oh! I say! should any body come to see the shop, during your absence, I shall say it is hired, eh ? It will be no story, since you are to take it, and it will prevent people from entering into competition with you. » « Well, well. Any thing you please. Your servant. » » Well, good bye. Hoy ! I say ! there is a glazed frost, and it is going to sleet or to rain. Will you have my calashes and umbrella ? » He was still talking when Alexis was at the end of the street. 89— « Can you direct me to Cas- sette street ? » said the young mau to a female door-keeper, who was sweeping the pavement before her lodge under a gate-way. « I dqn't know it, » said she. " It is not to door-keepers you should apply for that. At the next stand of hackney-coaches or cabs, the coach- men will tell you. Or, if you like Bobo is familiar or childish — Doute is masc. by exc. (15) — Mensonge is masc. hy exc. (IS) —Saluer, to salute, to greet, to bow to — Pleuvoir, v. irr. See Index— Parapluie, fr. pluie, rain, is masc. by exc (IS). hidiquer, to indicate— PorJi^re, fr. porte, ioor—Balayer, fr. balai, broom — cocMre, fr. the old word cache, coach. Une porte cocMre is a carriage entrance. Concierge has the same meaning as portier, but is considered as more dignified. It is of both genders— Fiacre is masc. by exc. (15) — Cocher, fr. cache — lESSON 89. 345 Ou, si vous I'aimez mieux, adressez- vous a un commissionnaire, a un conducteur d'omnibus, a ua fac- teur de la poste aux lettres. C'est leur 6tat de connaltre les rues. Comme il fut quelque temps sans rencontrer personne qui appartlnt a line des classes de citoyens que la concierge lui avail dfeign^es, il r6p6ta sa question a une paysanne, a un porteur d'eau, a un petit clerc, a un tambour de la quatrieme le- gion, et toujours en vain. II avisa enfin un conciliabule de crocheteursqui prenaienl un canon chez un marchand de vin, Au hon coing. Cette enseigne a double en- tente est ordinairement illustr6e par quelque chose d'informe, que Ton prendrait souvent pour une citrouille, une courge ou une colo- quinte.La carrure herculdenne des honn^tes .Auvergnats annonQait qu'ils 6taient capables de porter it better, apply to an errand-porter, to the cad of an omnibus, to a post- man. It is their business to know the streets. » As it was some time before he met with any body that belonged to one of the classes pf citizens that the door-keeper had mentionedto him, he repeated his question to a country-woman, to a water-carrier, to an under clerk, to a drummer of the fourth legion, and every time in vain. At last he espied a party of street- porters, who were taking a glass in a wine shop. At the good quince. This punning sign is usually illus- trated by some shapeless thing, which might often be mistaken for a pumpkin, a gourd or a bitter cucumber. The herculean shoul- ders of the honest Auvergnats, an- nounced that they were able to carry the heaviest burdens without Commissionnaire , errand poner , and commission agent — Conducteur, fr. conduire, to conduct — Poste, post-office, etc. is fem. (IS); poste, post, situalion, is masc. by exc. — Lettre, letter, is fem. (387). Appartlnt, form of the v. irr. appartenir, fr. tenir. See Index — Classe. The a has its long grave sound; but not in classique, classification — Pay- sanne, irr. fem. ol paysan, countryman, peasant — Clerc. The finale is quies- cent — Tambour, drum, and drummer — Legion is fem. by exc. (14). Conciliabule, lit. conventicle, is masc. by exc. (15). It is a diminutive of concile, council — Crocheteur, fr. crochet, a kind of porter's knot — Canon, a small measure of capacity, 1/8 of a litre — Coing, quince, is pronounced like coin, corner (530). The sign mentioned in the text is adopted by a con- siderable number of wine-shop-keepers whose premises are situated at street corners — Entente, meaning, fr. entendre, to hear, to understand — In illus- tre and its derivatives, I is pronounced as double — Informe, fr. forme, form — Carrure, breadth of back at the shoulders, fr. carr^, square — Auvergnats. Street porters in Paris are generally natives of Auvergne or of Savoy — 346 LESSON sans broncher les fardeaux les plus pesants. lis trinqaaient et plaisan- taient dans leur patois sonore et accentu6, quand notre h^ros les aborda. — Larue Cassette? — dit celui qui se trouvait le plus proche, — c'est surla rive gauche de la Seine. Connaissez-vous le Pont-Neuf ? — Oui, trfes-bien. 90— Pour lors, vous n'avez qu'a gagner le Pont-Neuf, que vous sui- vrez jusqu'au bout; et puis vous prendrez la rue Dauphine que vous aurez en face de vous. Vous la sui- vrez tout droit, jusqu'au carrefour Buci. Quand vous serez la, vous prendrez la premifere a droite et puis la seconde a gauche. Ca vous mfenera a la rue du Four, que vous enfllerezjusqu'a la Croix-Rouge, et une fois la, toutle monde vous dira ou est la rue Cassette. — Bien obligS. — II n'y a pas de quoi. Le Pont-Neuf, restaur^ etembelli par des travaux rdcents, a perdu quelque chose de Taspect pittores- que qu'ilpr^sentaitalors. Inddpen- damment des boutiques semi-circu- laires qui le bordaient de chaque c6t6, assises sur ses piles inassives. 90. stumbling. They were pledging each-other and jesting in their strong, broad, provincial dialect, when our hero accosted them. « Cassette street? » said the ohe who stood nearest, «it is on the left side of the Seine. Do you know the Pont-Neuf? » « Yes, very well. » 90— « Well, then, you have but to reach the Pont-Neuf, which you will follow to the very end; and then you will take Dauphine street, which you will have before you. You will follow it straight, as far as Buci cross-road. When you are there, you will take the first street on your right hand and then the second on your left. That will lead you to Oven street, which you will go down as far as the Red-Cross, and once there, any body will tell you where Cassette street is. » « Much obliged to you. » « It is not worth mentioning, u The Pont-Neuf, restored and em- bellished by recent works, has lost something of the picturesque aspect which it then presented. Besides the semicircular shops that bor- dered it on each side, based on its massy piles, a multitude of small Fardeaux, \)\. of fardeau {'i(il) — Pesant,ti. peser, to weigh — Trinquer, to touch glasses before drinking, as a sign of friendship. Gagner. The a has its grave sound.— Carrefour, a place where several streets meet. The e is mute — Enfller, fr. fit, thread — La Croix-Rouge is the name of a carrefour in Paris — Bien oblige, a familiar abbreviation for, Je vous suis Hen oblige. EmbeUir, fr. bel, beau, handsome, Gne—Semi-circulaires. See 802— Pile is fem. (594-. § 2) — Wassiw, fem. ot massif (281) — LESSON 91— N° 832. 347 line foule de petits 6tablissemenis en plein vent cOtoyaient ses trol- toirs. II y en avail d'ambulants et de nomades : c'^laient, pour la plu- (jart, des eventaires garnis de pom- mes et de poires a un sou le tas, ou des 6talages de camelote en tous genres ; desbouquins, des brochu- res et des estampes au rabais ; des brodequins, des gants fourr^s, des chaussons de lisifere a bon marchfi; de la bimbeloterie , des 6tuis , des n^cessaireS, des bilboquets, des quilles. Dans la dernifere quinzaine de d^cembre et les premiers jours de Janvier, c'est-a-dire au moment des 6trennes , il y avail en outre force marionnettes , pantins, pou- p6es, arlequins et polichinelles. 91— Quelques industriels 6taient a demeure, du moins pendant le jour. Les uns faisaient metier de tondre les chiens ; d'autres faisaient grilier des marrons; d'autres fai- saient des gaufres; d'autres vous offraient des pommes de terre frites ou des saucisses sortantde la poele. establishments in the open air were ranged along the pavement. Some of them vfere itinerant and migra- tory : they consisted, for the most part, of flat baskets, stocked with apples and pears at a penny a lot, or stalls of rubbish of every de- scription; old books, pamphlets and prints at a low price ; cheap lady's boots, furred gloves and list-shoes; toys, sheaths, work-boxes, cups and balls, skittles. In the latter fortnight of December and the first days of January, that is at the lime of new year's gifts, there were moreover a great many puppets, jumping Jacks, dolls, harlequins and punches. 91— Some ofthese hawkers were there all the year round, at least in ihe day-time. The business of some consisted in shearing ' dogs ; some roasted chestnuts; others made wafer-cakes ; others oflfered you fried potatoes or sausages hot from the frying pan. They all CStoyer, it. cSte, coast — 832. C'^xArENT des Eventaires. § 1 . The pfoti. ce, before the v. gtre, requires this v. to be in the sing, unless it be followed by a third person of the pi. number. Thus wesay, eVs/now«, c'Etait vous. It is we, It was you, just as in English . § 2. Before a third person plural, most writers em- ploy the V. itre in the plural, thus : Ce sont eux, It is they ; c'Etaient desiven- taires — t^ventaire is masc. diZ)— Brochure, fr. brocher, to stitch — Ndces- «flire, as a subst. is masc. (461) — Quille. the u being mute (470), theiis pro- nounced and followed by the liquid sound of iJ (452) — DEcembre is masc. by exc. (15), as well as septembre, octobre sutd rtovembre — PoHchinelle ismsisc. Grilier, to broil, to toast, to roast, fr. gril, gridiron. Grilier signifies also to grate, to rail, fr. grille, grate, railing. In gril, the I is silent — Marron. The a has its grave sound — Offraient, form of the v. irr. offrir. See Index — Frit, frile, pa. part, of ihe v. irr. and defective frire. See Index. — Po^le, frying-pan, is fem. (13); poile, stove, or pall, canopy, is 348 LESSON 91 , Tons 6tourdissaient les passants de leurs clameurs. C'^tait une foire permanente, un brouhaha perp6- tuel. A la moiti6 de la longueur totale du pont est un terreplein, formant la pointe occidentale de Tile ap- pel6e laCil6. La, 11 n'y a point de cohue, point de bagarre. Quelques strangers, quelques touristes, le li- vret explicateur en main, contem- plent la statue 6questre de Henri quatre. Quelques d^soeuvr^s, ac- coud6s sur le balustre , regardent Hotter les trains de bois, dirig^s par (les mariniers arm^s de gaffes oude longues rames. lis calculent la crue ou la baisse des eaux, suivent de I'eeil les ricochets de la pierre lan- c6e par un gamin, 6pient les Evolu- tions du batelier qui tire la drague ou vide son bachot avec I'Ecope ; et lis vous diraient au juste le nombre des noy^s qu'on a rep6ch6s dans le courant du mois. Les escamoteurs, les saltimban- ques et les vendeurs d'orvi^tan y trouvaient un emplacement pro- pice a leurs parades. Bien des fois deafened the passers by with their clamours. It was a permanent fair, a perpetual hurly-burly. In the middle of the total length of the bridge there is a platform, forming the western point of the island called the City. There is no crowd there, no hubbub. Some foreigners, some tourists, with their guide-book in hand, behold the equestrian statue of Henry the fourth. A few idlers, leaning with their elbows on the balustrade, look at the floating rafts, steered by bargemen armed with hooks or with long oars. They calculate the swelling or diminution of the cur- rent, follow with their eyes the ducks and drakes of the stone flung by an urchin, watch the evolutions of the waterman who draws the dredge or empties his wherry with the scoop ; and they could tell you the exact number of drowned per- sons that have been fished up in the course of the month. Jugglers , mountebanks and quack-doctors found there a propi- tious place for their performances. Many times had Alexis increased masc. — Clameur isfem. (10-i) — Brouhaha is familiar. Terre-plein- The pi. of this compound subst, is terre-pleins — Cite is fera. (270) — Bagarre is familiar — itranger, stranger or loreigner — Livret, diminutive of livre, book — Explicateur, fr. expliquer, to explain — £questre. Pronounce the u, as if the word were spelled (in French) icw-stre — Henri quatre. See 820 — hisodmri, fr. oeuvre, work — Aecoudis, fr. coude, elbow — Balusire is masc. (386) — Crue, increase, fr. croitre, to grow — Baisxe, fr. baisser, to lower. R. has, low — Eaux, pi. of ea«(261) — EvoMtion is fem. (108) — Batelier, fr. bateau, boat. Escamoteur, fr. escamoter, to juggle — VendeMr, vender, fr. venrire, tnsell — Orviitan, antidote, quack medicine — LESSON 92. 349 Alexis y avaitgrossi lesgroupes des gobe-mouches 6baabis, et cette fois encore, oubliant qu'il dtait pres,s6, il alia se joindre a un cercle qui se formait autour de deux personna- ges vfitus d'une fajon grotesque. 98 — L'un portait unejaquette rayge et bariol6e, des gufilres de chamois, et une chevelure plate et rousse, terminfie par une queue, entail le jocrisse, le valet naif et gauche. Son conipfere, quijouaitle rdle du maitre, avait un chapeau a trois cornes, des bottes a revers et une houppelande en peluche grise, sous laquelie on entrevoyait un ja- bot et des paillettes de clinquant. II tenait une houssine, dont il ^trillait de temps a autre son interlocuteur, tout en I'apostrophant et en le goiirmandant. — Comment, faquin ! Comment, maraud ! — lui disait-il , — tu ne veux pas d^guerpir, quand je te surprends a faire des tours de go- belets sur la place publique, comme un vil jongleur ! Oi as-tu pris cette gibecifere, raaroufle? et ces mus- cades, inepte baladin? Tu veux done te faire bafouer, grand dadais? I lout?» the groups of amazed gulls, and this time again, forgetting that he had pressing business, he went and joined a circle that was forming round two personages dressed in a queer fashion. 92 — One of them wore a striped motley jacket, shamoy gait- ers, and lank carroty hair, with a pigtail. He was the Jack-pudding, the simple and silly servant. His confederate, who played the part of the master, had a cocked hat, top boots and a great coat of gray plush, from under which peeped forth a frill and tinsel spangles. He held in his hand a switch, with which he now and then thrashed his interlocutor while he apostro- phized and rated him. « "What, you rascal ! you scoun- drel ! » said he to him, « you refuse to pack off, when I catch you at your juggler's tricks on the public place, like a vile cheat ! Where did you get this pouch, ragamuffin? and these balls, you bungling buffoon? Do you want to be scoffed at. Grossir, to make bigger, fr. gros , big (287) — Groupe is masc. by exc. (45) — Gobe-mouches, \it- swallower of Dies, fr. gober, to swallow, aad mou- clie, fly. This compound subst. is spelled in the sing, as in tlie pi. Il is masc. (840)— Cercle is masc. (693) — VStu, pa. part, of the v. irr. vStir. See Index. Ray^, fr. raie, stroke, stripe, streak— Guitre is fem. (387) — Rousse, irr. fem. of roux, reddish, carroty — Queue. See 470,225 — Rdle is masc. by exc. (15) — Houppelande. The ft is aspirate — Entrevoyait, form ot the v. irr. entrevoir, ' lo catch a glimpse of, fr. voir. See Index — Houssine. The ft is aspirate — JJtriHer, to curry, fr. ^trille, curry-comb. i>^(7Merpir is familiar — Gobelet, goblet, tumbler, and juggler's cup — Gi- beciire, game-pouch, shooting-pocket, and juggler's pocket— M;(scarfe, nut- meg, and juggler's ball (of the size of a nutmeg) — 350 LESSON 92. — Bafouer, docteur, parce que je fais un peu de physique pour amuser Taimable soci6t6? — Oul, bafouer, histrion, ou ber- ner, huer, honnir et houspiller, si tu I'aimes mieux. De la physique ! Quelle outrecuidance ! Oh I'as-tu apprise, la physique, grand nigaud? — Eh ben, dans voire cabinet, done. Est-ce que vous n'avez pas una ribambelle d'instruments de physique ? — C'est vrai ; mais ils sont desti- nes a la science, et non a des farces de trfteaux. — La science ! Qu'est-ce que c'est que 5a ? —Ah ! le pleutre ! Quelle balour- dise! Mais, malheureux sapajou, c'est a la science que tu dois la vie! Le butor ne s'en souvient plus! Dans quel 6tat te trouvais-tu quand tu t'es pr6sent6 chez-moi ? 9S— oDame, j'avais la ma- choire toute d6traqu6e et pas un seul Chicot dedans. « Scoffed at, doctor, because I am making a few experiments in physics to entertain the amiable company ? « Yes, scoffed at, you mummer, or laughed at, hooted at, disgra- ced and worried, if you like it better. Physics! What presump- tion ! Where did you learn physics, you Tom-fool ?» « Why , in your study, to be sure. Have you not a precious lot of instruments of physics ? » « True ; but they are intended for science, and not for the tricks of a show. » (1 Science ! What is that? «0h! what an ignoramus! What a stupid question! Why, miserable monkey, to science you are indebted for your life! The blockhead does not remember that! In what condiilon were you when you came to me?» 93 — « Well, my jaw was quite dislocated, and not a single stump in it. » Physique, natural philosophy, or physics, isfem. (lb) ; physique, conslim- tion, or physical appearance, is masc. — Histrion. The h is mute — Berner, to laugh at, to loss in a blanket — Huer. The h is aspirate — Honnir. The h is aspirate — Houspiller. The ft is aspirate — Outrecuidance, fr. the obsolete v. cuider, to believe, to ween — Eh ben, for Eh bien. It is familiar — Ribam- belle is familiar — Science. In French, as well as in English sc=s before e,i3.ndy — TrMeaux, pi. of tr^^eaw (261), trestle, trussel,slage (of a mounte- bank) —Pleutre. Pronounce eu with ils grave sound — Balourdise, dullness, stupid thing, fr. balourd, dolt. H. lourd, heavy — Butor, lit. bittern (a bird). Dame, spelled like dame, lady, is an interjection corresponding to why, well, indeed. It is familiar — Mdchoire, fr. tndcher, to chew — LESSON 93. 351 — Pais voir ta machoire a I'ho- norable soci6t6. Ouvre la bouche... Plus grande..., plus grande encore. J'espfere, messieurs et dames, que voila une cure ! Le luron a son ratelier au grand complet, et je vous garantis qu'il sait bien s'en servir. Mais ce n'estpas tout. Con- tinue. — J'avais des douleurs dans r^chine et dans les reins. Je ne pou- vais marcher qu'en zigzag, et en- core avec des b^quilles. J'6iais quasi-paralysd. On m'aurait ren- vers6 d'une chiquenaude. — Pais voir a ['honorable soci6t6 si je t'ai assoupli la colonne ver- t^brale. Ici le boulTon lit cinq ou six cul- butes. — Vous voyez, messieurs et da- mes, comment j'entends la m^de- cine; et si mon auguste client, Tempereur de la Chine, 6tait la, il se ferait un plalsir de vous donner les t^moignages les pluk authenti- ques de mon talent , car j'ai eu I'honneurde le d61ivrer de la Ifepre. C'est assez vous dire que j'ai beau- coup voyag6. II m'est arrive les aventures les plus surprenantes. Mont^ sur une autruche, j'ai par- couru les sables brulants de I'Ara- bie, laissant bien loin derri^re moi les caravancs de musulmans, qui « Show your jaw to the honour- able company. Open your mouth- wider— still wider, I trust, ladies and gentlemen , that this may be called a cure ! The rogue has his set of teeth quite complete, and I war- rant you he knows how to make use of it. But this isnot all. Go on.» «! had pains in my backbone and in my loins. I could walk but in a zigzagging sort of way, and that only with crutches. I was almost palsied. You could have knocked me down with a fillip. « B Show the honourable company whether I have rendered your spinal column flexible. » Here the buffoon threw five or six somersets. «Yousee, ladies and gentlemen, how I understand physic; and if my august client, the emperor of China, was here , he would be happy to give you the most authen- tic testimonials of my talent, for I have had the honour of ridding him of the leprosy. From this you may guess that I have travelled a great deal. I have had the most surpri- sing adventures. Mounted on au ostrich, I have crossed the burning sands of Arabia, leaving far behind me the caravans of mussulmans, who were jogging on leisurely on ttonorable. The ft is mute — Ouvre, form of the v. irr. ouvrir. See Index — Luron is familiar — Rdtelier, rack (of stables) , and set of teeth. The a is acute, notwithstanding the accent. — Quasi is obsolescent and familiar. The m is mute (470) — Assouplir, fr. souple, supple — Auguste. Pronounce au like o — Kmoi- gnageis masc. (241) — Authentique. Pronounce oulike o,and*hlike< — 352 LESSON 94. cheminaient a loisir siir leurs cha- meaux. J'ai dompt6 un rhinoceros. Un elephant, que je tenais par la trompe, m'a suivi d'un bout a I'au- tre de I'Asie comme un caniche. J'ai apprivois6 un crocodile en lui fourrant un h^risson dans la gueule chaque fois qu'il voulait mordre. 94 — Avec un nouvel aerostat de inon invention, j'ai donn6 la chasse a un vautour inonstre, dont les ailes avaient trente pieds d'en- vergure. Je I'ai attaqufi, vaincu et fait empailler. Enfio^ messieurs, au risque de me faire erapaler, j'ai p6- n6lr6 dans una des pyramides d'Egypte, et j'y ai ressuseitfi une raomie, qui, dans sa reconnais- sance, m'a fait cadeau d'une pana- cde avec laquelle je trlomphe de la pituite, du rachitisme, des goitres, des ficrouelles, et autres maladies cutanees et chroniques , ainsi que d'une kyrielle d'autres maux. Ceite their camels. I have subdued a rhi- noceros. An elephant, that I held by the trunk, has followed me from one extremity of Asia to the other, like a poodle-dog. I have tamed a crocodile by thrusting a hedge-hog into his mouth every time he at- tempted to bite. » 94 — With a new air-balloon of my invention, I have given chase to a monstrous vulture whose spread of wings was of thirty feet. I attacked and vanquished it, and got it stuffed. And lastly, gentle- men, at the peril of being impaled, I penetrated into one of the pyra- mids of Egypt, and there I revived a mummy, who, in his gratitude, made me a present of a panacea with which I conquer the pituita, the rickets, the goitres, the king's evil, and other chronic diseases of the skin, as well as a string of other evils. This panacea also destroys Chameaux, pi. of cliameau {'i6\) — Dompter. Thep is silent in this word and its derivatives — Rhinoceros. The final s is pronounced — Caniche is of both genders. — Apprivoiser, fr. priv^, private, or tame — Crocodile is masc. (594) — HMsson. The h is aspirate — Gueule, the mouth of most carnivorous animals and of fishes. It must not be confounded with bouche, mouth, which is used in speaking of man and of a limited number of animals, such as the horse, the ox, etc. The first u is mute, and only serves to give the g the sound which it has in go. Nouvel, for nouveau, because the following word begins with a vowel — Monstre, monster, is masc. (386). It is sometimes employed adjectively for monstrueux, moaslrous — Envergure, ft. vergue, yard— Vaincu, pa. part, of thev. av.vaincre. SeeAndex — Empailler, tr. paille, straw. The a has its grave sound {6il)—Empaler, fr. pal, pale, slake — Jtfomie. The o has its grave sound — Reconnaissance, fr. reconnaitre, to acknowledge. R. connaUre, — Rachitisme is masc. (645)— G(Atre is masc. (386) — CuteM^, fr. the Latin eutis, skin — XyrteWe is familiar— AfsMiB, pi. of mal (430) — LESSOM 95. 353 panac6e tail aussi disparaitre les vermes, preserve du venin de la vipfere, de la rage, du cholera, de tous les miasmes et de tous les virus. De plus, elle d6truit les pu- naises. Renlrfi dans mes foyers, j'ai voulu §tre le bienfaiteur de mes compatrlotes , en inettant a leur port(5e cetle inestimable panache. Messieurs, je ne demande pas d'ho- noraires. Je ne veux rien pour mes peines, rien pour mon temps, rien pour ma panache. Void lespaquets; je ne les vends pas , je les donne. Et, seulement pour m'indemniser des frais de manipulation, je les donne.... pour la bagatelle de deux sous. En ce moment , une rumeur cir- cula dans la foule. Un sergent de ville venait de prendre en flagrant d^Iit un filou, qui d^robait un fou- lard , et Temuienait au corps de garde. 95— Alexis, tout eft'ar^, porta vivement la mala a sa poclie, pour warts,! preserves from the venom of the viper, hydrophobia, the cho- lera, and every miasm and virus. Moreover, it destroys bugs. » « Beturned to my native land, I have resolved to be the benefactor of my fellow countrymen, by pla- cing this invaluable panacea within their reach. Gentlemen, I ask for no fee. I want nothing for my trou- ble, nothing for my lime , nothing for my panacea. Here are the pow- ders; 1 do not sell them, I give them. And, merely to indemnify myself for the expenses of making them up, I give them— for the trifle of two sous. )) At this moment, a rumour ran among the crowd. A palicemanhad just taken up a pick-pocket, in the act of stealing a silk handkerchief, and was taking him to the guard- house. 95— Alexis, quite scared, has- tily put his hand into his pocket, in Rage is fem. (242)— Cholera. The ch is pronounced like k — Miasme is masc. (700) — Virus does not vary in the pi. (17). The s is pronounced — Ddtruit, form of ihe v. irr. ddlruire. See Index. Foyer, focus, hearth, and figuratively in the pi. home — Bienfaiteur, fr. Men, good, and faire, to do. The feni. is.bienfaitrice (458) — Compairiote, fr. patrie, country — Inestimable, fr. estime, esteem — Honoraires is luasc. (283); the h is mute — Indemniser. According lo Ihe French Academy, this word is pronounced as if spelled iudamniser . The first e in indemnity, indem- nity, lias the same sound of a. The m is not nasal (192,193) — Manipulation is fem. (108). Rumeur is fem. (104) — En flagrant dilit, lit. in flagrant offence — Emme- ner, to carry away, to bring away, fr. mener, lo lead; em is nasal — Corps de garde. This compound subst. does not vary in the pi. p. II. 2S 354 LESSON 95. s'assurer que son billet de banque y 6tait toujours, frissonna a ridde qu'il aurait pu 6tre d6valis6 , et se remit en route, en se promettant bien de ne plus baguenauder. A peine remis de son 6moi , il longeait les rues, en jetant des re- gards de d^Qance sur chaque visage suspect qui lui faisait pressentir un aigrefln ou un escroe. D6sirant se presenter aussi pen crott6 que pos- sible, il maixliait sur la pointe du pied , choisissant les pav6s , esqui- vant de son mieux la boue , les fla- ques d'eau et le bord des dgouts. Souventj des porteurs de brancards ou des bommes charges de ballots robligeaient a gagner le milieu de la cliauss^e, qu'il lui fallait bientot quitter pour se garer des fdes de voitures. Au moment oti il croyait pouvoir acc61drer le pas, d'enormes fitan- ?ons , soutenant le fronton d'une chapelle qui menacait ruine, le foi- cferent a faire un dfitour. Plus loin, des paveurs barraient la voie, qu'ils faisaient r^sonner des coups re- order to ascertain if his bank-note was still ibere, he shuddered at the thought that he might have been rifled, and resumed his walk, pro- mising to himself that he would trifle his time away no more. Scarcely recovered from his flurry, he walked along the streets^ casting looks of distrust on every suspicious countenance that awa- kened the idea of a sharper or a swindler. Desiring to present him- self as clean as possible, he walked on tip-toe, picking out the paving stones, avoiding as well as he could the mud, puddles and apertures Of sewers. Bearers of hand-barrows or men loaded witli bales, often obliged him to take the middle of the causeway, which he was soon compelled to leave in order to keep out of the way of the files of car- riages. Just as he thought he could quicken his pace, some huge stan- chions, supporting the pediment of a chapel that threatened to fall, forced him to go round. Farther on, some paviours intercepted the road, which they caused to resound Billet, i/ liquid (432) — Fn'ssonner, fr. frisson, shudder, shivering — Brfii3- lise, fr. valise, portmanteau. Emoi, fr. imomolr, to move, to flurry. R. mduvolr, V. irr. — Longer, fr. long, Ions — Defiance, distrust (not deliance) — SMspeM. The final consonants ct are pronounced — Prmen/ir, fr. sentir, to feel, v. irr. See Index — Escroe. The Una! c is quiescent. The o has its grave sound — CroW, dirty, muddy, fr. crotte, (\in.~Garer. The a has its grave sound— File is fern (S94, § 2). Fronton, fr. front, tronl—Ddtour, winding, circuit, fr. tour, turn — Pa- veur, fr. paver, to pave— Barrer. The a has its grave sound - BisonneT, fr. son, sound — LESSON 96. 355 doubles de la hie, instrument plus g6n6ralement connu sous le nom saugrenu de demoiselle. Pour surcrott de contrariety, 11 ful surpris par una averse. Le poi- che d'un temple protestant lul of- frait un refuge , ou il se tapit un instant; puis, voyant plusieurs per- sonnes entrer, il les suivit et assista au prfiche. Sur ces entrefaites, rondfie cessa; Alexis reprit sa course et atteignit sans m^saventure la deffleure de M. Maibieu. 96— Le cerb&re,qui 6tait censiS garder la porte, s'6tait etidormi en lisant un roman. Au coup de mar- teau, il tira machinalement le cor- don, et conlinua son somme. Mais grace aux instructions minutieuses que lui avait donnfies le coiffeur, Alexis n'avait rien a lui demander. Le jeune homme monte h t^tons, en tr^buchant a cliaque marche, un escalier sombre comme celui with the redoubled strokes of the beetle, an instrument more gene' rally known by the queer denomi- nation oi demoiselle. As a superaddition to his an- noyance, he was overtaken by a heavy shower. The porch of a pro- testant temple offered him a shelter, where he crouched for a moment; then, seeing several persons enter, he followed them and attended the sermon. In the mean time the shower ceased; Alexis walked on , and without any mischance, reached Mr. Mathew's dwelling. 96 — The cerberus, who was supposed to be keeping the door, had fallen asleep in reading a noveL At the stroke of the knocker, he mechanically pulled the string, and continued his nap. But, thanks to the minute directions the hair- dresser had given him, Alexis had nothing to ask him. The young man gropes his way up, stumbling at every step of a staircase as gloomy as that of a Hie. The ft is aspirate — Saugrenu is familiar — Demoiselle, lit. young lady. Surcrott, fr. croUre, to grow — Contrariety, it. contraire, contrary, is fem. (270) — Averse, fr. verser, to pour — Porche is masc. by exc. (13) — Temple, is masc. byexc. (15) — Refuge, Se. /uir, toflee, is masc. byexc. (15) — PrSche, fr. prScher, topreachj is iiiasc. by exc. (15). Atteignit, form of the v. irr. atteindre. See Index — Mesaventure, fr. aventure, adventure. R. venir. Cerbdre is masc. (8) — Endormir, fr. donnir, to sleep, v. irr. See Index — Machinalement, fr. machine. — Somme, uap, slumber, is masc. bj exc. (15) ; somme, sum, is fem. — Instruction is fem. (108) — Minutieuse, fern, of minuileux (156). The t is pronounced like s (aOO) — Rien a, etc. The final » of rien coalesces with the vowel a, and^ea remains nasal nevertheless. A idtons, groping, fr. tdter, to feel — 356 LESSON 96. d'une prison. II trouve la porte et Sonne. Aprfes quelques minutes d'aitenle, il fait reieniir a plusieurs reprises le timbre fele qui tient lieu de sonnelte, et cogne de toutes ses forces avec le gros bout de sa ba- dine, 11 voit enfin s'ouvrir un gui- chet grille , pratiqu6 dans I'^pais- seur de la porte. Une figure bleme, terne, vieillotte et rid^e apparait et le toise d'uii air rev6che. Le gui- chet se referme, la porte s'ouvre, Alexis se trouve face a face avec une petite bossue, au nez camus, a Toeil chassieux , la tete couverte d'un b6guin de calicot. — II fautctre bien mal 61ev6, — dit-elle— il faut etre bien malotru pour faire un pareil sabbat. J'en suis encore toute tremblante. Que demandez-vous ? — M. Malhieu. — C'est ici. Eh bien, est-ce qa'on entre comme ?a tout de go ? Vou- lez-vous bien essuyer vos pieds sur la naiie. Est-il sans g§ne, ce jeune homme-la ! 11 est effrontfi comme prison. He finds the door and rings the bell. After some minutes' waiting, he repeatedly makes the craclced metal which performs the office ofa bell resound, and knocks with all his might with the big end of his switch. At length a grated wicket cut through the solid door opens. A wan, dull, oldish, wrink- led face appears and eyes him from head to foot with a crabbed air. The wicket shuts, the door opens, Alexis finds himself in presence of a little bump-backed woman, with a snub nose, blear eyes, and a ca- lico cap on her head, « You must be very Ill-bred, » said she, « you must be a very uncouth person, to make such a racket. I am still quivering with fright. "What do you want? » " Mr. Mathew. » « It is here. What ! Is it becom- ing to enter so cavaliery ? Will you just wipe your feet on the mat? How unceremonious the stripling is ! He is as impudent as a page. Prison is fem. by exc. (14) — Timbre, bell, sound, tone (of the voice), stamp, stamp-office, is masc. by exc. (15). The English word bell is rendered by cloche, when it is of a large size, as a church-bell ; by sonnette, when it is small, as a door-bell; and by timbre, when it means a clock-bell, or bears the shape of one — Grille, II liquid (452) — Vieillotte, irr. fem. of vieillot — Rid^, fr. ride, wrinkle — Apparait, form of the v. irr. apparaltre, fr. pa- raitre. See Index — Toiser, to measure, to eye from head to foot, fr. toise, fathom — Bossu, fr. basse, hump, bump — Chassieux, fr. cliassie, bleared- ness. Malotru. The o has its grave sound— Go. perhaps fr. the English verb to go, is only used in this expression ; tout de go, freely, cavalierly, without obstacle. Il is familiar — G^ne, uneasiness, trouble, restraint — E/J'ron^/, fr. front — LESSON 97. 357 un page. Restez-la, je vas pr6venir monsieur. 97— Tout en grommelant, elle enii'ouvre une autre porte et dit a son mattre : — II y a quelqu'un qui veut vous parler. — Faites entrer, rCpond une voix chevrolante et enrou6e. Alexis est introduit. M. Matiiieu 6tait un petit vieil- lard caduc ei sec, a I'apparence cacocliyme, au teliit bilieux, a la minerefrognfie. Ses yeux gris bril- laient du fond de leurs orbites ea- verneux comme de petites cscar- boucles. Ses ongles croclius don- naient a sesdoigis, racorois comme du parcliemin, I'aspect de griffes ou de serres d'oiseau de proie. II 6tait en robe do cliambre de molle- ton, avec des pantoufles de maro- quin ponceau et une casquette a visifcre verie. II 6tait enfonc6 dans une bergfere en moquette, les pieds sur une chaufferelte, toussant et crachant sur les lisons. Une femme d'un embonpoint respectable, assise auprfes de la Stop there, I will go to apprize my master. » 97 — Grumbling all the while, she half opens another door and says to her master : « Somebody wants to speak to you. » ic Show him in, .> answers a tre- mulous hoarse voice. Alexis is in- troduced. Mr. Mathewwas alittle, tottering, bony old man, ^yith a sickly appear- ance, a bilious complexion and a frowning countenance. His gray eyes sparkled from their hollow sockets like small carbuncles. His hooked nails gave his lingers, as dry as parchment, the appearance of claws or of the talons of a bird of prey. He wore a sort of flannel morning-gown, with poppy-colour- ed morocco-leather slippers, and a cap with a green shade. He was plunged in a three-pile-velvet easy chair, with his feet on a foot-warm- er, coughing and spitting on the fire-brands. A fat woman , seated near the window, was at needle-work, hem- Page, boy, is masc. (8); page, page of a book, is fern. (242) — Je vas, lor je vflw, is obsolete or vulgar — Introduit, form of the v. irr. introduire. See Index. VieUlard, fr. vieux, vieil; the vowels ie form a diphthong; llie second / is mute; II liquid (452) — Caduc, the irreg. fem. is cadiique — Sec, irr. feiri. xeche — Cacoclnjme. Pronounce eft like sft — Bilieux, fr. bile, bile, which is fem. (59i, § 2) — Refrogn^ is also spelled renfrogne — Orbite is masc. by exc. (15) — Caverneux,x^-oi cavernetuc ('1i>,),\t. cauerne, cave — Escarboucle is fem. (695, § 2.) — Ongle is masc. by exc. (13) — Rucornir, fr. come, horn — Bergire, shepherdess, and easy chair — Chaufferelte, fr. chauffer, to warm. K. chaud, warm. Embonpoint, obesity, plumpness — 358 LESSON 97. fenelre, s'occupait de travaiix de couture, ourlait des fichus et ine- surait des 16s d'indi^nne. G'ctait la bru de M. Malhicu et la niamaii d'un bambin en jiipe courte, qui se vautrait sur le lapis, avec une lar- line de pain ct de raisin^. Un chat au pelage tavel(5 jouait avec une souris, tandis qu'un car- lin, espece de petit dogue a mu- seau noir, et une levrette batarde rongeaient sous la table quelques lopins et quelques rogaions furtive- ment enlev^s de la cuisine. Dne per- ruche et un gros perroquet cen- Ar6 compl6taient le personnel. Sur la chemin^e 6tait un cadre de filigrane dor6, renfermant des images enlumin^es de saints et de saintes, ct deux statuettes faites au moule, repr^sentant Mercure avec son caduc6e et Bacchus avec son ming neck-handkerchiefs and mea- suring; brcaiUhs of printed calico. She was the danghter-in-Iaw of Mr. Mathew and thi> niainma of a bab)' in short potiicoais, that was rolling on the carpet, with a slice of bread and raisin jam. A tabby cat was playing with a mouse, while a pug-dog, a kind of small bull-dog with a black muzzle, and a mongrel Italian greyhound were gnawing under the table a few bits of broken meat stealthily brought from the kitchen. A pa- roquet and a large gray parrot completed the number of the in- mates. Over the chimney-piece was a frame of gilt filigree, containing coloured prints of saints, and two small statues cast in plaster, repre- senting Mercury with his caduceus and Bacchus with his thyrsus ; a Couture, sewing, seam, fr. which couturiire, sempstress, dress-maker. R. coudre , to sew — Bru, daughter-in-law , the son's wife, not the step-daughter. Belle-file is more commonly used both for daugbter-in-law and step-daughter — Tartine, slice of bread, when covered with butter, pre- serve, etc. Pelage, colour or nature of the hair of certain animals, fr. poll, hair, or peau, skin. It is masc. [1i\) — Souris , mouse, is fem.by exc. (U) ; souru (but more commonly sourire), smile, is masc. — Uogue is masc. by exc. (13) — Levrette, fern, of levrier, harrier, greyhound, fr. lidvre, hare — Furtive- ment, adv. fr. furtif, fem. furtive, stealthy— Cwisine signifies kitchen, and cookery— Cendre, ash-coloured, fr. cendre, ashes — Personnel, which is here employed in jest, is an adj. and a suhst. As an adj. it signifies person- al or selfish. As a subst. it is opposed to mat&iel, stock, stores, and signi- fies the persons forming a body, as in an administration, an army, etc. Cadre is masc. by exc. (15). The a has its grave soaxid — Filigrane is masc, by exc. (13) — toa^ya is fem. [U2) — Statuette, diminutive of statue (390) —Moule, mould, is masc. by exc. (lb); moule, muscle, is fem.— Caducie is masc. by exc. (13) — LESSON 98. 359 thyrse ; singulier mdlange du pro- fane et du sacr6. 98 — On y voyait anssi deux chandeliers de zinc jadis bronz6, avec des bobfeciies en cuivre ar- gents ; un almanach, une coupe d'agate, contenant des breloques, des agrafes, des broches ei d'aiiires colifichets; une branrhe de buis b6nit, un dcran, une mosa'ique et quelques morceaux de quartz sur un socle reconvert d'une cage de verre. Des tablettes triangulaires, pla- c6es dans les encoignures de la chambre, ^taicnt chargdes des ob- jels les plus varies ct les plus dis- parates. A c6t6 d'un arc et d'un carquois, on voyait un falot, une baraite et un tire-botte; un bou- clier antique avait pour pendants une calebasse et une cornemuse ; une coile de mailjcs et une dague richement damasquinde <§iaient suspendues a c6i6 d'une vieille courte-pointe en loques, et au-des- singular medley of the profane and holy. 98 — There were also seen two candlesticks of zinc formerly bronzed, with plated copper noz- zles; an almanack, an agate cup, containing trinkets, books and eyes, brooches and other knick-knacks ; a branch of holy box, a screen, a specimen of mosaic, and a few bits of quartz on a stand, covered with a glass case. Some triangular shelves, placed in the corners of the room, were loaded with the most diversified and incongruous objects. Close to a bow and a quiver, there were seen a lantern, a churn and a boot- jack; an antique shield was placed parallel to a calabash and a set of bagpipes; a coat of mail and a richly embossed dirk were hung beside an old counterpane in tat- ters, and above a sieve, a rattle and a dripping-pan. A faun mould- Thyrse is masc. by exc. (15). The th=:t — Melange is masc. by exc. (IS) -^ Profane being an adj. employed substantively is masc. (461). Chandelier, fr. chandelle, candle — Zino. The final c is pronounced by exc. (530) — Jadis. The final s is pronounced by exc. (531) — Broui^,tT. hrome, bronze — Cuivre \& masc. (716). — Argents, fr. argent, silver — Al- manach. The final consonants eh are quiescent — B&nit, te.m. Mnite,\saxx irr. part, of the verb b^nir, to bless, only used in the sense gf consecrated by tlie church. Otherwise, the participle of binir is regular, thus : bent, blessed — Quartz is pronounced as if spelled (in French) couartse — Socle is masc. (693) — Cage is fem. (242^. Tablette, diminutive of iaWe, board (390) — Encoignure, fr. coin, corner. The i is not pronounced, and is sometimes suppressed in writing — Dispa- rate, fr. pair, par, even -r-r Tire-botte is masc. (840). The pi, of this com- pound subst. is tire-bottes — Pendant, subst. lit. counterpart, fellow — 360 LESSON 99. sus d'un tamis, d'une cr6celle et d'une IfeclieTriie. Un faiine en terre cuiie 6taitcoifle dun arraet plac6a rebours. Une espingole reposait contre le bras d'un satyre. On voyait aussi, sur les rayons d'une armoire a porte vitr^e, des sabliers, des dventails, des fiches et des jetons de nacre, des noix de coco, des 6cai)les de tortues, des 6teignoirs, des tire-bouclions, et une mulliiudc de brimborions dont r^numgration serait trop longue. Tout cela confirmait pleinement le dire dti coiffeur au sujet de I'an- cienne Industrie de M. Maihieu. A I'enlrde d'AIexis, les roquets se mirent a aboyer avec tant de fureur que, pendant cinq minutes, il n'y eut pas raoyen de s'enlendi'e. 99— Veux-tu te taire, M^dor ! A bas, vilaine bete ! Allez coucher ! — criaient a qui mieux mieux )e petit bonhorame , la uifere et le grand-pfere. Le chat se rait a miau- ler, et le perroquet, excil6 par le bruii, redressa sa huppe et contrefit ed up in baked clay was capped with a helmet placed t'le wrong way. A blunderbuss rested against the arm of a satyr. There were seen besides, on the shelves of a glass-doored cup- board, hour-glasses, fans, flshesand counters of inolher-of-pearl, cocoa- nuts, tortoise shells, extinguishers, cork-screws, and a muliitude of bawblesihe enumeration of which would be too long. All this completely confirmed the hair-dresser's assertion about the former trade of Mr. Mathew. When Alexis entered, the curs began to bark with such fury that, for five minutes, it was impossible to hear each-other speak. 99 — « Will you be silent, Me- dor! Down, you ugly beast! Lie down! » bawled in emulation of each-other, the little boy, the mo- ther and the grand-faiher. The cat began to mew, and the parrot, excited by the noise, erected its tuft Faune, faun, is iDasc. (8) ; but faune, fauna (the animals which live in any particular country), is fem. (15) — Cuite, pa. part, of the v. irr. cuire. See Index — Satyre, satyr, is masc. (8) ; satire, satire, is fem. (15). Vitr^, it. vitre, pane of glass, which is fem. (387) — Sabller, fr. mbU, sand — ivenlails, pi. of ^ventail (610), fr. vent, wind — tlteignoir, fr. itein- dre, to extinguish — Tire-bouchons, pi. of the compound subst. tire-bouchon, masc. (840) — tlnumiration is fem. (108). Dire, saying, assertion, being a verb employed substantively, is masc. (199) Fureur is fem. (104). Taire, v. irr. See Index. Not to say, to suppress (in speaking) ;/e taire, to be silent, to hold one's tongue — Coucher, to lie, to lay, to lay down — Re- dresser, fr. dresser, to erect, to set up. I), droit, right — flappe. The h is aspirate — Contrefit, form of the v. irr. contrefaire, to imitate, to mimic, to counterfeit, fr. faire. See Index — LESSON 99. 361 le glapissemcnt (les chiens, en I'en- trecoiipant dc quelqups mots cleson repertoire, comine : Graiie Jacquot, donne la patte. M. Malhieu fut prisd'ane qui lite a fjire croire qu'il allait suffjquer. La perruche seule garda le silence, parce qu'elie 6iait dans la mue. Ce ne fut qu'en metlant Z6mire a la porte et en chaliant M6dor a grands coups de martinet, qu'on parvint a r6tablir le catme. Aprfes ce prelude, M. Mathieu regarda I'intrus d'un air rogue et furibond, ct lui dit en fron^ant le sourcil : — Que voulez-vous, monsieur? Le jeune liomme, encore ahurl de I'accueil qu'il recevaitdans cette p^taudiire, ou tout semblait ligu€ contre lui, tressaillit au son de cet organe criard et courroucfi, et resta d'abord interdit et penaud. Enfin, se remetlant de son trouble, il finit par dire en balbutiant : and mimicked the yelping of the dogs, intersecting it with a few words of its repertory, as ; Scratch Jacquot, give a paw. Mr. Maihew was seized with such a fit of cough- ing that you would have thought he was going to choke. The paroquet alone remained silent because it was moulting. It was only by turning Zemire out of the room and correcting Medor wiih vigorous lashes of the cat o'nine tails, that tranquillity could be restored. After this prelude, Mr. Maihew looked on the intruder with a su- percilious and furious air, and said to him with a frown : aWhatdoyou want with me, sir?» The youirg man, still dumb- founded at the reception given him in that bear-garden, where all seemed to conspire against him, was startled at the sound of this shrill angry voice, and at first re- mained abashed and sheepish. At last, recovering from his confusion, he stammered out : Glapissement, ft. glapir, to yelp — Entrecouper, it. couper, to cut — Repertoire, is masc. (701) — Jacquot is the nickname of parrots in France, as Poll is in England — Silence is masc. by exc. (15). CMlier, to chastize. The t preserves its regular sound (301, § 1) — Par- vint, form of the v. irr. parvenir, fr. venlr. See Index. Prelude is masc. by exc. (15) — Froncer, to contract, to purse, to curl np — Sourcil, eye-brow. The final I is quiescent. Ahuri is familiar — Pitaudiire, place of tumult or misrule. It is familiar. — Liguer, fr. ligue, league, confederacy — Tressaillit, form of the v. irr. tressaillir, fr. saillir. See Index — Organe, organ, voice, is masc. by exc. (15) — Criard, fr. cri, cry, scream — Courroucer, fr. courroux, wrath , anger — Interdit, pa. part, of the v. irr. interdire, to interdict, fr. dire. See In- dex — TrowJJe, trouble, disturbance, is masc. by exc. (15); but troaWe, hoop- net, is fem. — Balbutier. The / is pronounced like « (SOI, § 2) — 362 —Monsieur, vous avez une bou- tique a louor? — Oul, vraiment, — rdpondit le propridiaiie, en se ddridant tout a coup. — Je viens de la voir. EUe me convient, et je voudrais sa^oir quelles sent vos conditions. — Asseyez-vous done, mon jcune ami.je vous en prie. Allez coucher tout de suite ! Ces derniferes paroles s'adres- saientau carlin,quir6dait sournoi- sement autour du nouveau venu, en le tlairant avec un grognement sourd, pendant que Z6mire jappait k la porte. 100 — Se retournant vers Alexis, M. Mathieu continua d'ua ton c5lin : — Meltez-vous prfes du feu. 11 fait froid aujourd'hui. Ma fiUe, ditcs a Brigitte d'apporter une buche.... pas trop grosse. Nous disons done que ma boutique vous a convenu ? — Elle me conviendra, monsieur, si le loyer n'en est pas trop cher. — Oh, mon Dieu! cinq cents francs par an. J'espere que ce n'est pas cher. — Mais , ce n'est pas trop bon marchd, dit Alexis. — Consid6rez done, — rdpliqua LESSON 100— N" 833, 834. a Sir, you have a shop to let ? » « I have, indeed, » answered the landlord, suddenly smoothing his brow. « I have just seen it. It suits me, and I should like to know what your terms are. » « Come, sit down, my young friend, I entreat you. Lie down directly! » These last words were addressed to the pug-dog, that was prowling insidiously round the new comer, scenting him with a low growl, while Zemire was yelping at the door. 100 — Turning round towards Alexis, Mr. Mathew continued in a coaxing tone: « Sit down by the fire. It is cold to-day. Daughter, desire Bridget to bring a log of wood — not loo large. And so, you say that my shop suits you? » « It will suit me, sir, if the rent is not loo high. » Oh, bless you I five hundred francs a year. I hope that's not dear. » « Why, it's not very cheap, » said Alexis. « But just consider, » replied Dirider, fr. ride, wrinkle — Condition isfem. (108) — Asseyez,foTm of thev. irr. asseoir. See Index — Sournoisemeiit, adv. fr. sournois, sullenly sly — Gro» gn'ement, fr. grogner, to growl, to grumble — 833. II fait froid. Faire cor- responds (0 the v.foftR, when employed impersonally in speaking of the wea- ther — 834. Ma boutique vous a convenc. The v. convenir, when it signifies to suit, to be becoming, takes avoir in its compound tenses. It takes Ure, when used in the sense of to agree or to acknowledge — LESSON 100— N" 835, 836. 363 M. Mathieu,— qnc les malheureux possesseurs (rimmeubles sont dcra- s^s d'imp6ls. Vous ne savez pas ce qiie je paie de contributions. Et Ton parle il'imposer de nouveaux sub- sides! D'aillcurs, ce local est a proxiraiiS de tout. Peude magasins de la capltale sont mieux situds; beaucoup le sont plus raal, Moi, je trouve que c'est pour rien. — Est-ce voire dernier mot? — Oui, certainement. — Tfipe ! c'est convenu , je la prends. — Vous savez qu'il est d'usage de donner le denier a Dieu 'if —Combicn est-ce? — Le taux n'est pas Gx6, mais on ne donne gufere moins de trois francs. —Les voila. — Maintenant, ne prenez pas ce que je vais vous dire pour un man- que de conflance : mais il faut que vous me payiez le premier terme d'avance. Je n'ai pas I'avantage de vous connaitre, et.... Mr. Mathew, « how the wretched owners of landed properly are overwhelmed wiih taxes. You have no idea what taxes I pay. And ihcy talk of imposing new subsidies ! Besides, the premises are in the vi- cinity of every thing. Few ware- houses in the metropolis are in a better situation ; many are in a worse. For my own part I think it is giving it for nothing. » « Is it your last word ? >> « Yes, certainly. » « Done! It is agreed, I take it. n « You know it is the custom to clench the bargain? » « How much must I give? » « The rate is not fixed, but one seldom gives less than three francs. » « Here it is. » :: Now, do not take what I am going to tell you for a mark of dis- trust : but you must pay me the first quarter in advance. I have not the pleasure of knowing you , and — » Immeubleis masc.byexc. (15) — tcraser. Theahas its long grave sound — Contribution is fern. (108) — SM*sJd« is masc. by exc. (IS) — ProxiinM is, fem. (270) — 835. Peude magasins sont mieux situe's. § I . When adverbs of quantity, such as peu, beaucoup, assez, are employed as oolleclive nouns (231), the v. agrees with the subst. that follows them. § 2. Beaucoup le soNTp/as mat. When the subst. is understood, the v. agrees wilh it nevertheless — C'est con- venu. See 83i — Denier it Dieu, lit. denier lo God, gratuity given on hiring any thing. It is usually given lo the door-keeper, on hiring apartments — 836. Mains de trois francs. The word than is rendered by de, instead oique, after plus, more, and, mains, less, when these adv. are followed by a nume- ral adj. or subst. — Manque, want, absence, failure, is masc. by exc. (IS) — Confiance, trust, confidence, fr. confier, lo trusl, to entrust. R. foi, faith, trust — Que vans payiez. See 503 — Terme is masc. by exc. (\^) — AvatUage is masc. (241) — 364 LESSON 101— N° 837. — C'est trop jusle, — dit Alexis, en rinterrnmpaiit et en lirant de son carnet son billet de cinq cents francs qu'il posa sur la table. — Veuillez vous payer et me donncr ma monnaie. 1 ot— M. Mathieu, voyanl toutes ses conditions accept^es d'embl6e, se repentit de n'avoir pas de- mand6 davaniage. Regardant le billet avec convoitise , il m6ditalt sur les moyens de s'en approprier une plus grande partie. —A propos,— dit-il,— j'ai encore deux chambres , garnies de jolis meubles; I'une et I'autre sont a louer : vous devriez en prendre une, ou meme les prendre toutes deux. — Ni I'line ni I'autre ne m'est M- cessaire en ce moment, — rfipondit Alexis.— Je suis orphelin et je n'ai pas le moyen de faire tant de d6- pense. — En ce cas, mon enfant, je ne puis que louervotre prudence. Mais un autre arrangement s'offre ino- pin^ment a mon esprit. Je pourrais .1 It is perfectly right, » said Alexis, interrupting him and draw- ing from his note-book his five hundred franc note which he laid on the table. « Please to pay your- self and to return me my change. » 101— Mr. Maihew, seeing all his terms accepted in a trice, re- pented that he had not asked for more. Looking at the note covet- ously, he mused on the means of making himself master of a greater part of it. « Now I think of it, » said he, I have two other rooms handsomely furnished; they are both to be let; you ought to take one of them, or even to take both. » « I want neither at present, » answered Alexis. « 1 am an orphan and cannot afford to make such an expense. » « In that case, my lad, I can hut praise your prudence. But another arrangement just occurs to me. I could receive you as a boarder. Veuillez, form of the v. irr. vouloir. See Index. EmbUe, it. the obsolete v. embler, to carry off, to ravish, is used only in this adverbial locution, iTembUe, without obstacle, in a trice — Se repentit, form ot the v. irr. se repentir. See Index— Convoitise, fr. convoiter, toco- vet— Approprigr, fr. propre, own — Jlfeaft/e is masc. by exc. (15) — L'une et I'autre, both, must not be confounded with l'une I'autre, each-other —De- vriez, form of the v. irr. devoir. Pee Index — 837. iVi l'une ni I'autre ne ot'est nicessaire ; or, Ni l'une ni I'autre ne me sont nicessaires. When two or more subjects in the singular number are joined by the conjunction ni, the verb may be made to agree with the last subject only, or may be put in the plu- ral. The best writers have given numerous examples of both forms -- Lower. This V. has now been seen in the three senses of to let, to hire, and to praise — Olfre, form of the v. irr. offrir. See index. — Inopiniment, unexpectedly LESSON 101 . 365 voiis prendre en pension chez moi. Vous ne feriez pas mauvaise chfere, jevous assure. — Combien cela me couterait-il ? — Ilfaut d'abord que je vous dise le menu de la semaine; car c'est moi qui le regie, en d^pit de ma- dame Mathieu, qui pretend que je suistatillon. Aujourd'liui lundi, nous aurons un potage a la pur6e, du bouilli en vinaigrette, du pourpier et du gruyfere. Demain mardi, une panade bien mitonnde, un pat6 de veau, des 6pi- nards au jus et des pruneaux. Aprfes-demaln mercredi, du ver- micelle, un rable de lapin accom- mod(5 avec de la sauge, un morceau de merluche et une tarte aux cunG- tures. Jeudi, de la semoule ou de la fficule, un gigot , une salade de maches et de cfileri avec une You vfould not have poor fare, I assure you. » Howmucli would that cost me ?» « I must first give you the bill of fare for the week ; for it is I who settle it, in spite of Mrs. Mathew, who maintains that I am a cot- quean. » « To-day Monday, we shall have pea-soup, cold boiled beef with oil and vinegar, some purslain and Gruyere cheese. » "To-moiTow Tuesday, a well sim- mered panada, a veal pie, spinage in gravy and stewed prunes. » The day after to-morrow, Wed- nesday, some vermicelli soup, the back of a rabbit cooked with sage, a bit of hake and a preserve tart. » " Thursday , a soup made of semoule or fecula, a leg of mut- ton, corn salad and celery, with a Pension, pension, and board, boarding-house, titre en pension, se mettre en pension, to board. Pensionnaire, boarder — Mauvaise. Iq this word auis pronounced like o in not. — Dise, form of the v. irr. dire. See Index. —Tatil- lonis familiar. Potage is masc. (241) — Bouilli, fr. bouillir, to boil. Bouilli must not be confounded with ftoaiHie, fern, pap— Vinaigrette, Tt. vinaigre, vinegar, form- ed of vin, wine, and aigre, souv — Gruydre, standing for fromage (241) de Gruyire, is masc. (337) — Panade, fr. pain, bread, is soup made of boiled bread Pdt^ is masc. (271). Ii must not be confounded wuh pdl^e, fern, paste for poultry, or dog's porridge— Jjpinards is generally employed in the pi, — Pruneaux, pi. of pruneau (261), fr. prune, plum. Vermicelle is masc. by exc. (15); but some spell it vermicel, and thus make it regular. The termination was formerly pronounced like shell, but now the regular sound (likese/i) is authorized — Rdble is masc. by exc. (13). Semoule, that which is retained in the bolting machine after the fine flour has passed through, consisting of large hard grains of wheat flour- 366 LESSON 102. pointe de rocambole, et une crfeme aromatisfie avec un zeste de citron. 102— Vendredi, jour maigre, comma vous savez, une julienne el du poisson : soil un maquereau, soil un merlan, ou peut-filre des monies a la pouleite ; des chataignes et des raisins sees. Samedi, du riz aulait, tin haChis, du boudin, des vileloties a la maitre d'hdtel et une brioche. Dimanche, nous mettrons le pot- au-feu, et nous aurons en outre un g^sier de dinde, du raifort, des to- pinambours etdes macarons. Ce dernier mot fit ouvrirl'oreille au bainbin, qui, tout poissfi de rai- sin6, vint se tr^raousser entre les jambes d'Alexis en criani : — G'est du nanan, les macarons. J'en veux, du nanan, et je veux aller a dada sur tes genoux. — Taisez-vous, marmouset, et allez dire a maman qu'elle vous dash of rocambole and a cus- tard with lemon peel to give it a flavour. » 102 — « Friday, a fish-day, as you know, a vegetable soup and some fish : either a mackerel, or a whiting, or perhaps muscles d la pouleite; chestnuts and raisins. » « Saturday, rice-milk, minced meat, black pudding, kidney-pota- toes d la maitre d'/idt£2 and a plain cake. » « Sunday, we shall have boiled meat, and moreover the gizzard of a turkey, some horse-radish, Jerusalem artichokes , and maca- roons. » This last word attracted the in- fant's notice, who, sticky with jam, came frisking between the legs of Alexis, crying out : « Macaroons , that's something nice. I want something nice, and I want to ride a cock-horse on your knees. .- « Hold your tongue, brat, and go and tell your mamma to blow Rocambole, a species of garlic — Aromatiser, fr. arome, flavour — Zeste is masc. by exc. (IS). A la poulette, with a sort of white sauce. Poulette, pullet, young hen. Hachis, fr. hacher, to chop, to hash, to mince. R. hache, axe. The ft is aspirate — A la maitre d'hdtel. A sauce in which butter and parsley are the chief ingredients. Pot-au-feu. According to the Acadimie, this compound subst. does not vary in the pi. — Dinde, turkey-hen, fern, of dindoK, turkey-cock. Poissi, fr. poiic, pilch— Se trimousserh familiar— iVanan, a childish word for sweetmeats or any thing that is good to eat —Dada is childish. LESSON 103. 367 mouche, peiit drdle. Ce petit goln- fre-la ne songe qu'a boulFer. Ou en 6tais-je? Ah! nous parlions cui- sine, et vous avezpujuger qu'on \it ici comme en pays de Cocagne. Je ne suis pas chiche, moi. Je ne trouve rien d'odleux comme la ly- sine; et, pour ine servir d'une expression un peu triviale , j'aiue qu'on ait de tout a gogo. Quant aux conditions, elles ne seraient pas onfireuses : mille francs par an, cela fait quatre-vingt-trois francs trente-trois centimes et un tiers par niois, Vous me dlrez qu'il n'y a pas de tiers de centime ; U est deplorable en effet qu'on ne fractionne pas davautage la nion- naie de billon. Les centimes meme sont rares ; nous dirions done qua- tre-vingt-trois francs et sept sous, payables de mois en mois et d'a- vance. ■403-"C'est une affaire con- clile, — dit Alexis. —Nous aliens, s'il vous plait, r6gler ce compte a Tinstant. M. Mathieu, qui ne demandait pas mieux, prit un crayon, chercha dans son agenda une page blanche, your nose, imp. That little gorman- dizer thinks of nothing but cram- ming himself. What was I saying ? Oh ! we were talking about cook- ery, and you have been able to j udge that we live here as in alandofmilk and honey. I am not a niggard. I find nothing so odious as stinginess; and, to make use of a vulgarism, I like to see my family live in clover. » « As for the terms, they would not be onerous : a thousand francs a year , that makes eighty three francs, thirty three centimes and a third a month. You will tell me there are no thirds of a centime ; indeed it is to be lamented that copper coin is not divided into more fractions. Even centimes are scarce; we should therefore say eighty three francs and seven sous, payable monthly and in advance. » 103 — « It is a bargain, » said Alexis. «We will. If you please^ settle this account immediately. » Mr. Mathew, who had not the slightest objection, took a pencil, looked for a blank page in his me- Moucher, to blow the nose, to snufl"(lhe candle) — Goinfre is low — Bouffer, in the sense of eating, is low. lis proper meaning is to swell, or to puff — Nous parlions cuisine, for, Nous parlions de cuisine. The suppression of de belween parler and the thing talked about is familiar — Cocagne, an imaginary coun- try where every thing is to be had in abundance and without labour — Chiche is familiar — yt gogo, in profusion, is familiar. Onereuse, fem. of ou&eux (156) — Fractionner, fr. fraction, fraction. Conclu, fem. conclue, pa. part, of the v. irr. conclure. See Index. — Compte is masc. by exc. (IS). Agenda. The letters en in this word are pronounced like in in French — Page, page (of a book) is fem. (i42) — 36S LESSON 103. et se livra longuement a diverges operations de I'aritlinietique , en alignant cbacun de ses chiffres avec precaution. Quand il se fut bien assure que la souiine qu'il avail a rendre etait de deux cent quatre- vingt-onze francs soixante-cinq cen- times, il lira de sa poche un trous- seau de petites clefs, alia clopin- clopant a son secretaire, y deposa soigneusement le billet, apr^s I'a- voir bien palpe, et I'avoir souniis a un contrOle severe, et y prit uu sac d'argent, doni il etala le con- tenu sur la table. Au son des pifeces de cent sous, le marmot accourut tout joyeux, grimpa sur un tabouret, se jeta sur I'argent, I'eparpilla, et se disposait a en emporter deux poignees quand son aieul lui fit lacher prise avec une tape et le chassa, aprfes avoir regarde s'il n'avait pas de la glu aux mains. L'enfantcourut en brail- lant dans les bras de sa mere, qui le prit dans son giron, le dodina, le morandum book, and, for. a length of time, applied himself to various operations of arithmetic, ranging each of his figures with great care. When he had made himself quite sure that the sum he had to return was two hundred and ninety one francs, sixty five centimes, he drew from his pocket a bunch of small keys, hobbled to his desk, laid the note carefully by, after having felt it and examined it scrupulously, and took a bag of money, the contents of which he displayed on the table. At the sound of the five franc pieces, the urchin ran up quite de- lighted, climbed on a stool, poun- ced down upon the money, scatter- ed it about, and was preparing to carry off two handfuls of it, when his grand-father made him quit his hold with a slap and drove him away, after looking to see whether he had not any bird's lime on his fingers. The child ran squalling out Longuement, adv. fr. long, fem. longue (31,32) — Op^rof ion is fem. (108) — Aligner, fr. llgne, line — Chiffre is inasc. by exc. (lb) — Clef is fem. by exc. (14). The final f is quiescent, and the word pronounced like the English word clay. Il is sometimes spelled cle — Clopin-clopanl is familiar — Secre- taire, secretary, or scrutoire, a kind of cabinet or desk, with a door or lid folding downwards for the convenience of writing upon it. It is masc. in both senses (8, 283) — Soigneusement, adv. fr. ■soigneux (31, 32). R. soin, care — Soumis, pa. part, of the v. irr. soumettre, fr. metlre. See Index — Cuntrdle, control, is masc. by exc. US) — Conlenu, subst. fr. contenu, pa. part, of the v. irr. contenir. Pieces de cent sous, lit. pieces of a hundred sous, for pieces of five francs — Accourut, form of the v. irr. accourir, fr. courir. See Index — Joyeux, fr. joie, joy — Poignie, fr. poing, fist — Aieul, pi. aieuls or aieux, according to the sense (581) Prhe, fr. prendre, to lake — Glu is fem. by exc. (U) — Brailler is familiar Dodiner is familiar and childish — LESSON 104— N° 838 ber^a el lui flt faire dodo. 369 — Maintenant, — dit le proprl6- taire, — je vais vous donner quit- tance du terme qui dcherra le pre- mier avril prochain a midi. Souve- nez-vous de cette date. II se mit a griffonner sa quit- tance, et quand il y eut appose sa signature et son parafe, il la remit a Alexis, qui fourra cet autographe dans son calepin, sans le lire, et de- mauda a quelle heure on dtnait. 10/1 —A cinq heures, mon bon ami, —dit Thdte a son convive fu- tur, — et nous somraes fort ponc- tuels. A quatre heures et demie Ton met le convert, et quand I'heure Sonne, la soupe est sur la table. into the arms of his mother, who took him in her lap, fondled him, rocked him and sent him to sleep. (I Now, » said the landlord, « I will give you a receipt for the quar- ter's rent which will expire on the first of Aprilnext, at noon. Remem- ber the date. » He set abo ut scribbling his receipt, and when he had affixed his signa- ture and flourish to it, he handed it to Alexis, who thrust the autograph Into his pocket-book, without read- ing it, and asked at what o'clock they dined. 1041— « At five o'clock, my good friend, » said the host to bis future guest, « and we are very punctual. At half past four the cloth is laid, and when the clock strikes, the soup is on the table. » Dodo, lullaby, is childish. Quittance, ir. quitte, quit — tlcherra, form of the v. irr. Mioir. See Index. The r is pronounced as double — Avril. According to the French Academy, the I has the sound of y in ye, in this word ; but this decision is not uni- versally assented to — Le premier avril. See 820. Griffonner, fr. griffe, claw — Apposer, fr. poser, to set, to lay (162) — Parafe, sometimes spelled paropfte, is masc. by exc. (15) — Autographe vihen employed as a subst. is masc. (461). 838. § 1. A quatre heures et demie. In speaking of time, as measured by the clock, the number of hours is mentioned first, and followed by the frac- tion denoting the portion of lime which precedes or follows the full number, thus : Quatre heures cinq minutes, five minutes past four ; quatre heures et un quart, or more commonly, quatre heures un quart, a quarter past four ; cinq heures mains un quart, a quarter to five ; cinq heures mains dix minutes, ten minutes to five. § 2. The last examples show that the portion of lime wanting to make up the full number is preceded by mains, less — Le convert, fr. couvrir, to cover, all that is laid on the table before serving up dinner, as the clothj napkins, plates, knives, forks, spoons, etc. — Vheure sonne, lit. the hour rings, for, the clock strikes. — p. II 2& 370 LESSON 104. — C'est bon. Je reviendrai a cinq heures moins cinq minutes. — C'est cela, — dit le vieiilard.— Je ne vous reconduis pas, car je ne suis pas ingambe. — Ne vous d^rangez pas, mon- sieur. A tantOt, —dit Alexis, en fer- mant la porte. II ne lui restait pas tout a fait trois cents francs pour garnir sa boutique, mais sonterme 6tait pay6 d'avance, et 11 avait sa nourriture assur^e pour un mois. Sans perdre un seal instant, 11 se rendit chez un marchand en gros, pour y faire ses achats. La se trouvalent rassembl^s tons les prodults de Tart c^ramique, de- puis les jarres colossales jusqu'aux figurines les plus d61icates. Des cristaux admirablement tallies re- fl^taient les couleurs de I'arc-en- ciel. II y avait des services de por- celaine du plus bel §mail; des sur- touts splendides; de beaux vases en tons genres : les uns en forme d'urnes, oil les dorures <5taient re- hauss6es par un fond mat, les autres a long col et a goulot 6troit , rap- pelant la fable de la cigogne. « Good. I shall come back at five minutes to five. » « All right, » said the old man. « I do not see you out, for I am not very limber. ■• ~ Don't trouble yourself, sir. Good bye, » said Alexis, shutting the door. Se had not quite three hundred francs left to fit up his shop with ; but his quarter's rent was paid in advance, and he had his board as- sured for a month. Without losing a single instant, he repaired to a wholesale merchant's, to make his purchases. There were found collected to- gether all the products of the fictile art, from colossal jars to the most delicate small figures. Crystal-glass beautifully cut reflected the colours of the rain-bow. There were sets of china of the finest enamel; splendid epergnes ; handsome vases of every description ; some in the shape of urns, on which the gilding was heightened by a dead ground, others with long and narrow necks, reminding you of the fable of the stork and the fox. Cinq heures moins cinq minutes. See 838 — Reconduis, form of the v. irr. reconduire, fr. conduire, to conduct. See Index — A tantSt, lit. till by and by — Nourriture, food, fr. nourrir, to feed — Achat, fr. acheter, to buj. Figurine, diminutive of figure — Cristaux, pi. of cristal {iSO) — Arc-en- ciel, lit. bow in sky. The pi. of this compound subst. is arcs-en-ciel, pro- nounced like the sing, as if spelled (in French) arUanciel — Bel, toi beau, because the following subst. begins with a vowel — £mail, pi. Smatcx (610)— Vase, vase, is masc. by exc. (IS); vase, slime, is fem, — Rehausser, fr. haul, high — Mat, the final t is pronounced by exc. (531). This word must not be ■confounded with mdt, mast, in which the a is grave and the final t quies- cent — Col, the same as cou, neck, but more properly used'in speaking of bottles, vases, etc. — Goulot, lit. gullet. LESSON 4 05. 371 Alexis se promil d'accaparer tout cela quand ses finances le !ui per- meltraient. En attendant, il lui fal- lut se contenter de quelques petits articles faeiles a detainer : tels que des th6iferes , des cafetiferes , des sucriers, des soucoupes, des ea- nettes, des godets et des coque- tiers. 11 aeheta aussi un grand pla- teau verni, et fit mettre le tout dans une manne sans anses. Ce colis fut imm^diatemeut port6 a son nouveau glto, avec la facture ae- quitt^e. 105 — II r^ussit a d^baller ses marchandises sansles toquer. Il les tria et y coUa des Etiquettes, pour se rappeler le prix net, sur lequel il baserait I'augraentation a faire subir a Tacheteur. Ensuite il retourna la manne sur le fond de Jaqnelle il posa son pla- teau bien horizontaleraent au moyen de quelques cales. Sur cette base assez peu solide, il rangea d'abord les pbjets EvasEs, opaques et d'un certain poids, comme les jattes el les bols, qui a leur tour servirent de points d'appui aux articles plus fragiles. Quand le tout lui parut Alexis promised himself to buy up all these when bis finances would allow him to do it. In the mean time, he was obliged to content himself with a few trifting articles easily retailed : such as tea-pots, coffee-pots, sugar-basins, saucers, mugs, small bowls and egg-cups. He also bought a large varnished tray, and ordered the whole to be put into a basket without handles. This package was immediately car- ried to his new abode, with the invoice receipted. 105— He succeeded in unpack- ing bis wares without chipping tbem. He sorted them and pasted tickets on them , in order to re- member the net price, on which he was to ground the increased price to be charged to the purchasei-. He afterwards turned the basket upside down, and on the bottom of it placed his tray horizontally by means of a few wedges. On this somewhat unsolid basis, he disposed first the wide opaque objects of a certain weight, such as basins and bowls, which, in their turn served as points of support for the more brittle articles. When the whole Detainer, fr. ditail, detail, retail — Tft^^re, fr. thi, tea— Cafetiire, fr. cafi, coffee— SMcn«r,fr . mere, sugar — Soacoupe, fr. sous, under, and coupe, cup— Coquetier, egg-merchant, poulterer, and egg-cup, fr. eoque, shell, egg-shell — Plateau, fr. the adj. plat, flat— In mame, basket, hamper, the a has its short acute sound ; but in manne signifying manna, the a is long and grave. — Gite is masc. by exc. (lb. ) DSaller, fr. balle, bale— iV««. The final t is pronounced, exc. (531). Baser, fr. base, basis. The a has its long grave sound— ilvosi. The a has its long grave sound — 372 LESSON 4 05— N"' 839, 840. etre dans un ^quilibre satisfaisant, il mlt un si6ge derrifere ce petit 6ta- lage et s'assit avec voluptd ; car il 6tait ext6nu6, apr^s avoir fait tant de choses en si peu de temps, lui, ordinairement si lambin. II fourra ses mains dans ses poches et s'ap- puya le dos contre le mur, en at- tendant les chalands. Comme il 6lait dans cette pos- ture, il tomba dans une de ces t6. veries qui lui ^talent famili^res, et pendant lesquelles il lui arrivait souvent de se livrer a des soliloques prolong6s. Si quelques sceptiques trouvent le fait invraisemblable et nous de- mandent si nous en avons (5t6 t6- moin, nous avoueronsque nous ne le rapportons que par oui-dire. Mais, en revanche, au theatre, nous avons tant de fois entendu de longs monologues ou des apart^s appeared to him to be satisfactorily equipoised, he placed a scat behind this little stall, and sat down with extreme pleasure; for he was spent with fatigue, after having done so many things in so short a lime, he who was usually such a dawdle. He thrust bis bands into his pockets and leaned his back against the wall, in expectation of customers. As he sat in this posture, he fell into one of those reveries which were familiar to him, and during which he was wont to abandon him- self to long soliloquies. If any sceptics find the fact im- probable, and ask us whether we witnessed it, we shall confess that we relate it only from hear-say. But, to make amends, we bave so many times heard long monologues on the stage, or words spoken aside, by which the actor conde- Satisfaisant, fr. the v. irr. satisfaire. R. faire — Sidge is masc. by exc. (15) — AssitjfoTOi of the v. irr. asseoir. See Index — Volupt^, voluptuousness, is fem. (270) — Lambin was the name of a professor of Greek in Paris in 1361. Hallam observes : «He has been reproached with a prolixity and tediousness, which has naturalized the verb lambiner in the French lan- guage. » Riverie, fr. r&ve, dream — Soiiio{«e is masc. hy exc. (15) — Prolong^, fr. long, long. Sceptique is pronounced like septic, but with the accent on the second syllable — Invraisemblable, fr. tirai, true, and semblable, like — 839. Nous avons M Ti5Mom. When the pron. nous stands for je or moi, the adj., subst., or part, corresponding to it must be employed in the singular number — Tdmoin is always masc. Even in speaking of a woman, we say le timoin — Oui-dire, formed of out, pa. part, of the v. irr. and obsolescent ouir, to hear and dire, to say. This compound subst. is masc. and invariable in the pi. — 840. Compound substantives are masculine when the first component part is a verb — Monologue is masc. by exc. (\S) — Aparti, fr. the Lat. aparte, according to the Acad^mie, does not laUe an .s in the plural ; but the best LESSON lOe-N"' 841 , 842. 373 par lesquels Tacteur voiilait bien instruire I'auditoire de ses senti- ments et de ses affaires, que la chose nous parait toute naturelle. On ne trouvera done pas Strange que nous nous pr6valions du privi- lege que se sont arrog6 les auteurs dramatiques. 106 — Or, la cloison qui s6pa- rait Alexis de son voisin 6tait peu ^paissc. A I'aide d'une vrille, I'in- discret barbier y avail pratique plu- sieurs ouvertures. Se glissant tout contrc la parol, il se tint col, preta roreille, et recueilllt ce qui suit. — Voila un assorliment qui me coiite deux cent quatre-vingt-onze francs, y compris deux pourboires. Je n'ai plus le sou. Mais qu'est-ce que cela me fait ? Ne suis-je pas siir d'etre hdbergfi pendant un mois? Avant que la quinzalne soit expi- scended to acquaint the audience witii his sentiments and his con- cerns, that the thing seems to us quite natural. It will not therefore be found strange that we should avail ourselves of the privilege which dramatists have arrogated to themselves. 106— Now, the partition which separated Alexis from his neigh- bour was not thick. By means of a gimlet, the prying barber had made several holes in it. Creeping close to the wall, he stood still, lent an ear, and heard what follows, « Here is an assortment that costs me two hundred and ninety one francs, including two gratuities. I have not a penny left. But what is that to me? Am I not sure to be boarded and lodged for a month? Before a fortnight has elapsed, I grammarians considering it as a single word now naturalized, write apartis in the pi. —841. Substantives borrowed from foreign languages generally begin by being invariable; but when, by gradual assimilation, they are in common use, they follow the general rule. — Auditoire is masc. (701) — Toute naturelle. See 793 — Pre'iialions, form of the v. irr. privalo'ir. See In- dex — Privilege is masc. by exc. (tS). Le privilege que se sont AHROci. The participle arrogi agrees with priviUge (670) and not with se, referring lo auteurs dramatiques, because this pronoun is an indirect regimen (671, § 2). Cloison \s fem. by exc. {\i)—t:paisse, irr. fern, of epais — VriUe. Pro- nounce II like y in ye (452) — Ouverture, fr. ouvrir, to open —Parol is fem. by exc. (14) — Coi, irr. fem. eoite, scarcely ever used. The masc. is only used in the phrase, se tenir coi, or demeurer coi — Recueillit, form of the v. irr. recueilUr, to gather, to collect, fr. cueillir. See Index. Assortiment, subst. fr. sorte, sort — Pourboire, drink-money, formed of pour and boire, for drinking, was first spelled pour-boire and was invariable. It has now become a single subst. and follows the general rule — Biiberger. The h is mute — 842. Avant que la quinzaine son expiree. The v. expirer takes the auxil. y. avoir in speaking of persons and animals ; and the v. (tre in speaking of things— ^ 374 LESSON 106. v6e, j'aurai fait six cents francs de cette marchandise, en la vendant en detail. C'est tout simple : un objet qui est cot6 a trois francs sur le tarif de la fabrique, finit souveat par en couter trente et plus, en pas- sant par les mains des d^bitanlB. Tout le sortil^e du commerce cob- siste a acheter a has prix, a profiler des bonnes aubaines, et a vendre aussi cher que possible. Mes sis cents francs s'616TeroBt ais^ment a douze cents, qui, avec le temps, en produiront douze mille. Une fois possesseur de douze mille francs, jemonterai peut-6tre unjoU magasin de mercerie et de passe- menterie, pour varier et ne pas me blaser. J'aurai un commis , peur auner les rubans, la valencienne, la ganse, le lacet, la gaze, le ruban de CI, et caetera. Je ferai disposer plusieurs rangs de tiroirs en bois de cfedre, afin de classer m6thodique- ment le canevas, les cabas en ta- pisserie, les bandes de feston, les buses, les pelotes, les bobines, les ^cheveaux de fil, les d6s a coudre. shall have made six hundred francs of these wares, by selling them in retail. It is very simple : an article which is quoted three francs in the list of prices of the manufactory, often costs thirty and upwards, after passing through the hands of re- tailers. The whole secret of com- merce consists in buying cheap, profiting by good occasions, and selling as dear as possible. » oMy six hundred francs will easily rise to twelve hundred, which, iji time, will produce twelve thousand. When I am master of twelve thou- sand francs, I shall perhaps open a handsome shop of haberdashery and lace-embroidery, for variety's sake and in order not to be palled. I shall havea shopman, to measure ribbons, lace, cord, laces, gauze, tape, et cxtera. I shall have several rows of cedar-wood drawers fitted up, in order to assign regular places for canvass, work-bags in tapestry, slips of festoon, busks, pin-cush- ions , bobbins , skeins of thread , thimbles, needles, pins, and other DMtant, fr. dait, sale, or utterance; dibiter, to sell, to retail, or to utter — SortiUge, sorcery, is masc. by esc. (15). Ais^ment, adv. fr. aisi, easy — Mercerie, fr. mercier, haberdasher, mercer — Passementerie, fr. passement, lace, embroidery. R. passer — Auner, fr. aune, ell, a measure now superseded by the metre — Valencienne , a sort of lace so called from being (or having been) manufaclured in Valenciennes — Gaze. The a has its long grave sound — Et cmtera. Here the t of et is pronounced — Tiroir, fr. tirer, to draw — Cedre is masc. (341) — Classer, to class, fr. classe, class. The a has its long grave sound — Me'thodiquement, methodically, fr. mithode, method — Canevas, canvass for tapestry — Cahai does not vary in the pi. (17) — Tapisserie, fr. tapis, carpet — D^, thimble, or die. To avoid ambiguity, one says de a coudrefov thimble, and di hjouer, for die — Coudre, to sew, is irr. See Index — LESSON 107 — N° 843. 375 les aiguilles, les jingles et autres v^tilles de la meme cat^gorie. lOy — Cela m'amusera pendant quelque temps, et bient^t j'aurai acquis un capital assez considerable pour me permettre de prendre l'^- tat de bijoutier. Bien entendu, je prendrai pour cela une boutique plus spacieuse ; ce qui m'61oignera de ce maudit perruquier, qui m'as- somme de ses sottes questions, de ses pourqnoi, de ses comment, et qui, avec tous ses contes, toutes ses b^tlses et son galimatias, m'a I'air d'etre le plus grand hableur qui soit au monde. Je le prendrai en grippe, ce grand squeletle, ce grand escogrifle a mine cbafouine. Toujours a persifler; faisant la cri- tique ou plutdt la satire de tout le monde. Quel dfiluge de paroles ! 11 m'a faitperdre une heure ce matin, avec son fatras. Cauchemar, va! Tu n'as qu'a te porter candidat pour n'importe quoi, tu es bien sur de n'avoir pas mon vote. trifles of the same category. 107— "This will amuse me for some time, and I shall soon have acquired a capital considerable enough to enable me to follow the trade of a jeweller. Of course, I shall take a larger shop for that ; which will remove me from that cursed peruke-maker, who plagues me to death with his foolish ques- tions, his whys, his hows, and who, with all his tales, his nonsense, and balderdash, seems to me the great- est boaster in the world. I shall take a loathing to that tall skeleton, that tall shark with bis weazel face. Always quizzing , censuring or rather satirizing every body. What a chatterbox ! He made me lose an hour this morning, with his rigma- role. Eugh ! he is a downright bore! He has but to stand can- didate for no matter what, he may be certain not to have my vote. » Aiguille. The u is pronounced and forms a diphlhong with thei. The linal letters lie are pronounced like y in ye — V^tilles rhymes with aiguilles. Acquis, pa. part, of the v. irr. acquirir. See Index — Bijoutier , fr. bijou, jewel — Spacieuse, i&m. of spacieux (1S6). R. espace, space. See 714. — Eloi- gner, fr. loin, far — Maudit, adj. fr. the v. irr. maudire. See Index — Perru- quier, ft. perruque, viig — Sotte, irr. fem. oisot — Sii. Ses pourquoi, ses com- ment. Uninflected parts of speech, when accidentally used as substantives, remain invariable — Conte is masc. by exc. (15) — BMise, fr. bite, stupid — Hdbleur. The ft is aspirate — Le plus grand hdbleur qui son. See 817 — Squelette is masc. by exc. (15) — Escogriffe is masc. as being applicable only to a man (8) — Satire, satire, is fem. (15); satyre, satyr, is masc. (8) —D^ luge, deluge, flood, is masc. by exc. (15) — Cauchemar, lit. nightmare. It is used in the sense of anything insupportable. In this word au is sbort as o in not- — Vote is masc. by exc. (15) — Va is the imperative of the v. alter, to go, but here used as an interjection, Eugh ! 376 LESSON 108. En ce moment, un 6ternument formidable ibranla la cloison, ou dtt moins la fit vibrer avec force. Nous avons dit que le coiffeur avail, en tapinois, appliqu6 son oreille a une petite ouverture qui le mettait a meme de guetter et d'eniendre le plus 16ger chuchotement, a plus forte raison les paroles que son Toisin prof6rait a demi-voix. Mais nous avons omis de dire qu'un plu- meau 6tait accrochd a peu de di- stance de sa tete, et qu'unebarbe de ce plumeau, frolant son visage, luichatouillait lesnarines sans qu'il put se decider a changer de posi- tion, tant il craignait de perdre un mot du discours d'Alexis. Agac6, crisps, retenant fortement sa res- piration, il retarda I'explosion, mais elle n'en fat que plus violente. 108 — Heureusementpourlui, son jeune voisin 6tait trop pr6oc- cup6 pour se laisser distraire, et aprfes sa boutade , suivie d'une pause employee a I'uminer en si- lence, il reprit : Me voiladonc joalllier, vendant des bijoux, des gemmes ou pierre- ries en tous genres. Cela me mettra Here, a tremendous sneeze shook the partition, or at least made it vibrate violently. We have said that the hair-dresse» had slily applied his ear to a small opening which enabled him to watch and to hear the lowest whisper, and still more easily the words which his neigh- bour uttered in an under-tone. But we have omitted to say that a feather-broom was hanging a little over his head, and that a feather of this broom, touching his face, was tickling his nostrils, without his being induced to change his pos- ture, so great was his fear of losing one word of the discourse of Alexis. Annoyed, fidgetty, striving to hold his breath, he deferred the explosion, but it was only the more violent for it. 108 — Luckily for him, his young neighbour was too deeply preoccupied to suffer himself to be interrupted in his thoughts, and after his sally, followed by a pause during which he had been musing in silence,^ he resumed : « Behold me now a jeweller, selling, jewels, gems or precious stones of all kinds. This will lead Sternument, subst. fr. iternuer,io sneeze — En tapinois, adv. fr. se tapir, to crouch — Chuchotement, subst. fr. chuchoter, to whisper — A plus forte raison, a fortiori — Omis, pa. part, of the v. irr. ometlve, fr. mettre. See In- dex — Plvmeau, fr. plume, feather — Craignait, form of the v. irr. craindre. See Index — Fortement, strongly, forcibly, fr. fort (31, 32) — Respiration, fr. respirer, to breathe, is fem. (108) — Retarder, fr. tard, lale — Explosion is fem. (53). Pr^occupe', fr. occuper, to occupy — Distraire, v. irr. See Index. Joaillier, h. joijau, jewel — Bi/owx, pi. of Mjou (787) —Pierrmes, fr. pierre, stone '— LESSON 108. 377 en rapport avec beaucoup de per- sonnes comme il faut, et je ferai de belles connaissances ; d'autant plus que, pour aitirer une clientele choi- sie, je veux avoir le monopole de tout ce qui sera pr^cieux et a la mode. 3'aurai les plus beaux ca- rafes. L'or de raes cbatnes, de mes bracelets, de mes colliers et de mes tabaliferes guilloch^es sera a vingt- quatre carats. Mes perles seront de la plus belle eau. Les lapidaires les plus experts a diver et a polir le diamant brut, me preteront leur concours. Les grenats, les opales, les am6lbystes, les turquoises, les ^meraudes, les topazes, les saphirs etlesrubisse combineront et ser- penteront sous les formes diaprdes les plus sdduisantes. Je veux que les monarques mfimes me chargent de leur fournir leurs diadtmes, leurs couronnes et leurs sceptres. Une fois parvenu au dernier p6- riode de ma prosp^rii6 commer- ciale, a I'apog^e, au zenith, comme disaient nos pMants du lyc^e, je me to an intercourse with many fashionable persons, and I shall make flne acquaintances; especially as , in order to acquire a distin- guished connection , I shall mono- polize all that is valuable and fash- ionable. I shall bave the finest cameos. The gold of my chains, bracelets, necklaces and engine- turned snuff-boxes, will be of twenty four carats. My pearls will be of the finest water. The lapida* ries most expert in cleaving and polishing rough diamonds, will lend me their cooperation. Garnets, opals, amethysts, turquoises, eme- ralds, topazes, sapphires and ru- bies, will combine and twine in the most seducing diapered forms. I expect that monarchs themselves will order me to supply them with their diadems, crowns and scep- tres. » « When I have reached the highest period of my commercial prosperity, when I am at the apogee, at the zenith, as our pedants of the Clientele, fr. client, client — Monopoleis masc.by exc. ([S)—Mode, fashion, is fem. (15) ; mode , mode, or mood, is masc. by exc, — Cam^e is masc. by exc. (15) — Collier, fr. col, neck — Tabatiire, fr. tabac , tobacco , snuff — Carat, a weight formerly used in France by goldsmiths and jewellers in weighing precious stones and pearls. Also, the weight that expresses the fineness of gold. The whole mass of gold is divided into 2i equal parts, and as many 24lh parts as it contains of pure gold, it is called gold of so many carats. Thus gold of twenty two pans of pure metal, is gold of twenty two carats — Brut. The final t is pronounced by exc. (531)— Serpenter, fr. ser- pent, serpent — Monar que is masc. — Diadime is masc. (479) — Sceptre is masc. (386). Pe'riode is masc. by exc. (15), when it is employed in the sense of the highest point that can be reached, or the last point. Otherwise it is fem. and regular — Prospiriti is fem. (270) — Apogie is masc. by exc. (IS) — Zenith. The th is pronounced like t — Lycie, lyceum, is masc. by exc. (13) — 378 LESSONS 108, 109— N" 844, 845. prendrai mon essor et je mfenerai une vie de d^lices. Toutes les re- gions de la terre pourvoironta mon luxe. L'Angleterre m'enverra les produitsde ses manufactures ; I'Es- pagne ses vins, conserves dans des outies; ritalie ses tableaux; la Russie ses fourrures; la Havane son tabac, quejefumerai dans des pipes turques, et ses excellents ci- gares. Des vaisseaux, charges des tr&ors de I'lnde, m'apporteront leurs tributs. 109 — Duss6-je passer pour fat, je donnerai tous mes soins a ma toilette, et je serai difficile sur le choix de mon tailleur, de mon bottler, de mon chapelier et de mon bonnetier ; car 11 y a dans le faste un prestige qui tient lieu du Trai m6rite. Celui qui est bien mis, fut-il un automate , un paltoquet ou un cretin, impose au vulgaire grammar school used to say, I shall come out in the world and lead a life of delight. All the regions of the earth will supply my luxury. Eng- land will' send me the products of her manufactories; Spain her wines, preserved in leathern bottles; Italy her pictures; Russia her furs; Ha- vannah her tobacco, that 1 shall smoke in Turkish pipes, and her excellent cigars. Vessels, laden with the treasures of India, will bring me thdr tributes. » 109 — « At the risk of passing for a coxcomb, I shall be very careful about my dress, and be particular in the choice of my tailor , boot-maker , hatter and hosier ; for there is a fascination in display , which makes up for real merit. He who is well dressed, though be were an automaton, a loot or an idiot , overawes the DSlice is masc. in the sing, and fem. In the pi. — Region, is fem. by exc. (li) — Ponrvolront, form of the v. irr. pourvoir. See Index — Ltixe is masc. by exc. (IS) — Enverra, form of the v. irr. envoyerl See Index. — Oulre is fem. (387) 844. VAngleterre, i^'Espagne , etc. Proper names of countries, kingdoms, etc. take the article — Tabac. The final c is quiescent — Turquct irr. fem. of ture — Cigare is masc. by exc. (15). Dtisse, past tense, subjunctive mood of devoir. See Index. This tense of de^ voir is sometimes used for though or though even, as, Duss^-je passer, though even I were to pass — 845. Duss^je. In interrogative phrases and others, iu which the proa.je follows a verb ending in e mute, this e takes the acute ac- cent before je — Fat, foppish. This adj. has no fem. The final t is pronounced — Tailleur, fr. tailler, to c\ii— Bottler, fr. botte, boot — Chapelier, fr. cfi«- peau, hSil — Bonnetier, tr. bonnet, ap. — Faste, pomp, ostentation, display, is masc. by exc. (\5)— Prestige is masc. by exc. (15)— Mf?n«e is masc. by exc. (15) — Celui qui est bien mis. See 484. Mis, pa. part, of mettre, is used for dressed ; and raise, subst. for dress, toilet— Aufomafe is masc. by exc. (15) — Imposer, when used absolutely, signifies to awe, to overawe; and en impour, to impose upon,to deceive— yw^ffoire, when used substantively is masc (461). LESSON 109— N"- 846. 379 et souvent meme a des gens qui valem mieiix que lui. Le moyen d'etre bien regu partoul, c'est d'avoir un costume recherche. Gomme je me reagorgerai , comme je me pavanerai d'un air crane, avec un frac bien ^han- crg, des escarping vernis, un man- teau d'hermine et une toque de veloui's ! Lc nombre de mes amis, de I'un et de Tautre sexe, croStra avec ma fortune. De meme que la plus laidc p^core, que la migbre la plus acariatre, trouvent des adora- teurs quand elles sont riches , de mfime les plus grands fourbes, les larrons les pins tar^s et les plus dignes du gibet, sont absous, en- tour^s de pros61jtes, T6v6r6s et flagorn^s, s'ils mfenent grand train, s'ils o»t de beaux attelages et sur- tout s'ils tiennent table ouverte. Cela ne m'empechera pas d'etre en garde contre le pi6ge de la Oalterie, Je connais I'apologue du corbeau et du renard, et celui de common herd and sometimes even people more worthy than him- self. The way to be well received everywhere is to be elegantly dre^ed. » « How high I shall carry my head, how blu&teringly I shall strut about, with a cut away dress coat, varnished pumps, an eraiine cloak and a velvet cap ! - The number of my friends of both sexes will increase with my fortune. As the ugliest dowdy, the most cross-grained vixen, find suitors when they are rich, so the greatest knaves, the most blemish- ed and gallows-deserving thieves, are excused, surrounded with pro- selytes, revered and cajoled , if they live at a fine rate, if they have handsome teams of horses, and above all if they keep open house.* « This will not prevent me from being on my guard against the snare oi flattery. I know the fable of the raven and the fox, and that Valent, form of the v. irr. voloir. See Index — Costume is masc. by exe. (lb). Se rengorger, to bridle up, to carry one's head high, fr. gorge, throat, is one of the essentially pronominal verbs (413) — Pavaner, fr. paon, peacock — Crdne, adj. swaggering, blustering — ^Termine. The ft is mule. 846. De I'un et de Vautre sexe. The subst. which follows Vun et Vavtre is used in the sing. — Sexe is masc. by exc. (1^) — Croitra, form of the v. irr. crotlre. See Index — Adorateur, fr. adorer, to adore — Larron. The a has its long grave sound — Absous, pa. part, of the v. irr. absoudre, lo absolve. See Index — Attelage is masc. (241), fr. atteler, to yoke, to put the horses to. Pi^ge is masc. by exc. (lb) — Flatterie, fr. flatter, to flatter — Apologue is masc. by exc. (lb) — 380 la cigale et de la tourmi : bien fin qui me fera prendre le change. LESSON MO. of the grasshopper and the ant : he that will impose upon me must be very cunning. » llO — Jeme laisserai aduler par les courtisans au ton patelin, qui me prendront pour leur cory- phee ou pour leur amphitryon et paieront leur 6cot en courbettes. J'^couterai leurs 61oges ampoules, mals je ne m'y flerai pas. Je ne serai dupe ni de leurs momeries, ni de Icars simagr^es, et je ne serai pas assez sot pour me laisser gruger par cette cohorte d'dcorni- flcurs. Je continuerai a faire le com- merce sans aucun relache, jus- qu'a ce que je sois devenu archi- millionnaire. Mors je r^aliserai le rfive de toute ma vie. Je feral Tacquisition du plus somptueux chateau que je puisse trouver : non pas une de ces bastilles ou de ces 110— « I shall suffer myself to be adulated by the mealy-mouth- ed courtiers , who will take me for their leader or their entertain- er, and will pay their shot in bowing and scraping. I shall listen to their bombastic praises, but without trusting them. I shall not be duped by their mummeries and affectation, nor shall I be foolish enough to allow that troop of para- sites to live at my expense. » n 1 shall go on with my trade without any intermission, until I am worth many millions. Then will I realize the dream of my whole life. I shall make a purchase of the most gorgeous castle that I can find : not one of those strong-holds or fortresses of the middle ages. Fourmi is fem. by exc. (14) — Change is masc. by exc. (IS). Faire prendre le change is an idiomatic locution signifying to impose upon, or to put on ihe wrong scent. Courtisan, masc. courtier, fr. cour, court ; courtisane, fem. courtesan — Coryphee is masc. by exc. (t 5j — ]&cot, scon;, reckoning — £l.oge is masc. by exc. (IS) — AmpouU, fr. ampoule, bladder, blister — Se (ler, to trust, fr. foi, faith — Dupe is always fem. (IS), even when it refers to a man — Mome- rie. The o has its long grave sound— SoJ, irr. fem. sotte. Reldche, intermission, relaxation, is masc. by exc. (IS) ; reldche, putting into a port, calling, touching at a port, is fem. — Archimillionnaire. Archi, when arbitrarily employed, as in this instance, is a familiar way of express- ing the highest degree that can be attained. It is a sort of superlative form as arch-Bend, arch-enemy, in English — Miniorenairej fr. million — RMiser, fr. rM, real — B^i/e is masc. by exc. (IS) — Acquisition, fr. acquirir, to ac- quire, is fem. (108) — Puisse, form of the v. irr. pouvoir. See Index, and also Z\l —Baslille. The II liquid (4S2) — Tour, tower, is fem. by exc. (14) ; tour, turn, is masc. — LESSON in, 38t forteresses du moyen age, flan- qu^es de grosses tours, entour^es de fosses, avec un donjon, un bef- fiol, des cr6neaux et des gardes arm^s d'arbal^tes; non pas un de ces repaires ou,, sur la brune, on voyail voltiger les chouettes et les chauves-souris, mais une residence dfilicieuse, un veritable Eden, avec des terres, des fermes, des futaies et des pacagcs. Bref, je me metlrai sur le pied d'un grand seigneur. Je veux faire crever de d6pit tous les petits hobereaux de mon dfipartement. Je veux que, dans un espace de dix lieues a la ronde, il n'y ait pas un hectare, pas une acre, pas un pouce de terrain qui ne fasse partie de mon domaine. Ill — Je veux qu'un Stran- ger ne puisse demander : — A qui sont ces pr6s verdoyants ? — sans qu'on lui rSponde : — Au marquis Delatour. — A qui ceschamps si bien cuUi- v6s ? — Au marquis Delatour. flanked with big towers, surroun- ded with moats, with a keep, a bel- fry, battlements and guards armed with crossbows ; not one of those dens where owls and bats were seen to flutter at dusk, but a de- lightful mansion, a real Eden, with lands, farms, forests, and pasture- lands. In a word, I shall set myself on the footing of great lord. > " I am determined to make all the little country squires of my department burst with spite. I am determined that, within a space of ten leagues round, there shall not be an hectare, not an acre, not an inch of ground but what belongs to my estate. » 111 — « I am determined that when a stranger asks, ' Whose ver- dant meadows are these ? ' no other answer shall be made but, ' Mar- quis Delatour's.' ' Who possesses those fields so I well tilled ? ' ' Marquis Delatour. * Foss^. Tlie has its long grave sound — Crineaux, pi. oicrineau (261) — Repaire is masc. (283j — Brune, subst. dusk, fr. brune, adj. fem. of br'un, brown — Chauves-souris, pi. of the compound subst. chmwe-souris, bat, lit. bald mouse — Dilicieuse, fem. of de'Ucieux (156) — £den. The letters en not nasal, but pronounced as in English — Pacageis masc. (241). Hobereaux. pi. of hobereau (261). The h is aspirate — Lipartement. ter- ritorial division of France; as shire in England — Espace is masc. by exc. (IS) ; however, in typographical language, it is fem. — Hectare, a measure corresponding to about two acres and a half, is masc. (392) — Pouce, inch, and thumb, is masc. by exc. (IS) —Fasse, form of the v. irr. faire. See In- dex — Domaine i& masc. by exc. (15). Verdoyant. fr. vert, green. 382 LESSON 111. — A qui ces vignobles charges de pampres verts? — Au marquis Delatour. — A qui ces belles ggnisses et toutle b^tail 6pars dans ces gras paturages ? — Au marquis Dela- tour. Toujoursau marquis Delatour, a rinstar de ce que j'ai lu dans rhistoire du Chat botte. Je ferai dficorer mes apparte- ments avec la splendeur des sfirails de rOrient ou des palais enchan- t6s si bien d^crits dans les contes de f^es. Les parquets , les van- taux des portes, les jalousies, les persiennes et les volets seront fails de bois prficieux, tels que Tacajou, le palissandre, le citronnier et r^bfene. Les gonds et les verrous seront faits d'acier c^ment^, in- crust^ d'or. L'ivoir^ et le marbre seront prodigil^s de tous c6t6s ; et le lampas, la mousselinc, le satin et le velours, artistement entre- melfo, 6blouiront I'ceil par les tein- tes les plus brillantes. Je m'enten- drai a ce sujet avec mon tapissier. Je veux qu'il y ait a profusion des 'Whose vineyards are these, that are loaded with green vine- branches ? ' ' Marquis Delatour's. ' ' Whose beautiful heiffers are those, and all the cattle dispersed over those fat pastures?' ' Mar- quis Delatour's. ' Always ' Marquis Delatour's, ' like what I have read in the story of Puss in boots. » « I shall have my apartments fitted up with the splendour of eastern seraglios, or of the enchan- ted palaces so well described in fairy tales. The floors, the leaves of the folding doors , the Venetian blinds and shutters will be made of precious wood, such as mahogany, rose-wood, citron-wood and ebony. The hinges and bolts will be made of cemented steel, inlaid with gold. Ivory and marble will be lavished on all sides; and lampas, muslin, satin and velvet, skilfully inter- woven, will dazde the eye with the most brilliant hues. I shall con- fer on this subject with my up- holsterer. I mean to have large frounced draperies, fringes, scut- Yigwoble is masc. by exe. (15) — - Pampre is masc. by exc, {1&) — B^tail, pi. bestiaux — Gras^ irr. fem. grasse — Paturage is masc. (241) — BotU, booted, fr. botte, boot. Splendeur is fem. (104)— S^raii*, pi. of seVaiJ (610)— P«teis, pi. 113— " The cloth and napkins are as white as snow and glazed with the mangle. The glasses, de- canters, salt-cellars, mustard pots and oil and vinegar cruets, are of the purest crystal. The knives, forks and spoons are master-pieces of cutlery and of the goldsmith's . and the silversmith's art. My cipher has been delineated on them by the burin of the most skilful engraver. Every plate is a work 'of art. » " What a contrast for me who have so long fed upon brown bread , clotted milk , cloves of garlic, treacle, sour berries, acrid or sleepy pears, and other items of the same sort, what a contrast between that epoch of scarcity and privations, and ihe exuberance Exquis does not vary in the pi. — Boisson is fem. by exc. (14) — Soif is fem. by exc. (14). Lustrer, fr. lustre, lustre — SaK^re, fr. sel, salt — Moutardier, it.mou- tarde, muslard — Vina'gre is masc. by exc. (lb) — Couteaux, pi. of couteau (261) — Fourchette, diminutive of fourche , fork, pitch-fork (390) — Cuiller is fem. by exc. (14) ; but it is also spelled cuillire, and then is regular — Chefs-d'oeuvre, pi. of chef-d'osuvre. In this compound siibst. the ^ in the sing, and fs in the pi. are quiescent — Coutellerie, fr. coutelier, culler. R. couteau — Orf^vrerie, fr. orfevre, goldsmith, silversmith — Chiffre is masc. by exc. (l^) — Habile. The h is mule — Graveur, fr. graver, to engrave — OEuvre is commonly fem., bul in the sense of collection of the works of a musician or an engraver, or Ibe pursuit of alchemists after the philosopher's stone, or in short in pompous language, it is masc. in the sing. Contraste is masc. by exc. (IS) — Ail, pi. aulx, nearly obsolete, and ails IngrSdient, The letters tent in this word are pronounced like ien in bien, rien — Phase, the a has its long grave souni — Privation is fem. (108) — 25 asc LE6SUS '! I i. ranee des richesses culiiiaires amas- sdes sur ma table ! Des pains de gruau, doi'6s par la cuisson, des ortolans, des becfigues, des pin- tades, des gdlinoties, des bisques, des fricassees, des ragoius succu- lents, dont I'arorae seal allecherait restomac le plus languissant; des ananas, des sorbets, des gelees, des compotes a foison, et des vins des meilleurs crQs. Je me metsa table ;maisles bien- s^ances veulent que j'use de ces cxcellentes choses avec sobri6t6. Je ne suis pas un despote, mais je tiens a ce que nies gens'aient pour moi la v6n6ralion du nfegre pour son Ktiche ; c'est ma marotte , a moi. El puis , je suis esclave du qu'en dira-t-on ; pour rien au mondeje ne voudrais que celte troupe de valets meregardat comme un ivrogne ou un gourmand. Ce serait un opprobre pour moi. 114 — Je bois done si peu que mon ^chanson en a I'air tout mor- tifi6, et j€ me garde bien de man- ger jusqu'a sati6t6 ; sauf a me of culinary riches heaped upon my table ! Loaves of the finest wheat Hour, nicely browned in ba- king, ortolans, fig-peckers, Guinea- hens, hazel-hens, bisks, fricassees, rich ragouts, the mere flavour of which would stimulate the most fastidious stomach ; pine-apples, sherbets, jellies, slewed fruils in plenty, and wines of the best growths. " « I sit down to table ; but deco- rum requires thai 1 should partake of these excellent things with so- briety. I am Roi a despot, but I expect that my attendants should have the same veneration for me which the negro has for his fetich; it is a whim of my own. Besides I am a slave to gentility ; I would not for worlds be looked upon as a drunkard or a glutton by that troop Cff valets. It would be a shame for me. 1) 114 — «l therefore drink so little that my cup-bearer looks quite mortified at it, and I forbear eatiOg to satiety ; reserving -to Richesie, fr. ric/je, rich (o08) — Amasser, tr. amas heap— Cuisson is (em. by exc. {H)— Becftgue is masc. by exc. I,ib)— Succulent, ft. sue, juice — Aromeis inasc. by exc. (ISj.Theohas its long grave sound — Foison isfem. by exc. (14) — Cr&, fr. croUre\ to grow. SnbrUU, fr. sobre, sober, frugal, is fem. (270)— ygniration isfem. (108) — Mgre, masc. lis fem. is nigretse — Fetiche is masc. by exc. (lo) -^ Esclave is of both genders — le qiCen dira-t-on, lit. the what will one say of it, an idiomatic locution for, the opinion of others — Hue cette troupe de valets me regarddt. See SiQ— Ivrogne, inivre, drunk — OpproAre is mast, by exc. (15). • Jebois, form of the v. irr. boire. See Index— SaliMd is fem. ("270), The first t fe pi'oaouiiccd liko s-(!iOfli — . ,■ - , i i LESSON 14 4. 387 d^dommager de inon jeune plus tardiSaos t^muins ni importiins. Mon repas fini, je me remcts en marche, pour continue!' Texameii de mon logis. J'entre dans un salon octogone dont Pameublement est cramoisi et or. Un large divan rfegne autour de rappanlement. Ses moelleux cous- sins , ^lastiques comme le caout- chouc, semblent vous iiivite'r au re- pos.Les liuit pans, ou, pour mieux dire, les huit faces de I'enceinte sont alternativement occupies par 4es crois6es en ogive et par.dcs trumeaux garnis de glaces gigan- tesques qui , le soir, muUiplieront a rinlini Ifis feux d'un lustre sus- pepclu dans I'axe d'une immense coiipple, et ceux,(|e mille , bougies pontes par de gracieux cand6la- bres d'or. Dans le jour, la cou- P()je, qui est bleue, dinphane et parsem^e d'^loiles, repr6sente la vodte c61este, npn pas cpnime un siniulacre imparfait, mais de ma- ni^re a prodiiire une illusion com- plete. Les teniures, les rideaux et les portieres sont de velours brod^ d'or. .Des cippes <§li£gauts, des con- indemnify myself for my fast later, without any witnesses or intruders. » « My meal being over, I resume my walk, to follow up the survey of my abode. « « I enter an octagonal drawing- room the furniture of which is crimson and gold. An ample divan runs round the apartment. Its soft cushions, as elastic as India-rubher, seem to invite you to rest. The eight sides, or rather the eight,faces in the inside are alternately oc- cupied by ogive windows and by piers covered with gigantic plaic- looking-glasses which, at night, will multiply to inllnity the blaze of a chandelier bunging in the axis of an immense cupola, together with that of a thousand wax-lights, sup- ported by graceful gold sconces. By day, the cupola, which is blue, transparent and studded with stars, reprcients the canopy pf heaven, not like an imperfect imitatipp, b|;t so as to produce a copiplete illu- sion. The hangings and curtains are of velvet embroidered with gold. Elegant columns, pier-tables admu-ably sculptured, support. hidommager, fr. dommage, damage — Je^e is masc. by exe. (IS); «f<,bas its long grave sound in this word. Ameublement, fr. meuble, piece of furniture — Rigne, form of the v. re- gner (657), lit. to reign — Moelleux, pi. of moelleux (172), fr. moeUe, mar- row— En ogive, arched — Trumeaux, ,p\. o{ trumeau .(i6\) , the space be- tween two viiado\\s — Gigantesque,fT.g^ant, giant — Lus/re is masc (386) — ;l;>^is masc. by exc. (15) — Gracieux, fr. grdce, grace, does not vary in the pi. (iV2) — CmMlabre is masc. by exc. {\S) — Parsemer, fr. temer, to sow — Si.twulacre is masc. ,by exc. (15) — Illusion is, hta. (S3)— Tenlure, -fr. ^ndre, ^o stretch put — AedeatM;, pi. of ri(^eau (261), curtain, in general — Portiire, dooiMiurUun— Ci;!])e!, cip|>us^A low column, is masc, bjae, (tli)— < 188 LUSSON soles d'une sculpture admirable, supportent, les uns des cassolettes ou briilent les parfums les plus suaves de I'Arabie, les autres des jardinieres garnies de mousse fral- che et bigarr^es de fleurs indigenes et de plantes exotiques. Un orcliestre invisible , plac6 dans une trav6e, fait entendre les plus brillantes symphonies des grands mattres. Toutes ces richesses sent prof6- gdes par un paratonnerre plac6 sur le ddme de I'^diGce. 115 — Dans un charmant bou- doir, attenant au salon, je recevrai mes amis intimes en petit comity. L'ottomane , les causeuses et les draperies y sontgris de perle, et la lumifere y esttamis^e par des stores transparents. Sur une grande table oblongue sont des albums, des re- cueils de musique, de gravures et de lithographies, des journaux, les brochures les plus nouvelles et les livraisons des publications p6rio- some, perfuming pans in which the sweetest perfumes of Arabia burn; others, flower-stands trimmed with fresh moss and variegated with na- tive flowers and exotic plants. • « An invisible band of music, placed behind a row of balusters, performs the most brillant sym- phonies of the great masters. » « All these riches are protected by a lightning-rod placed on the dome of the edifice. » 115 — « In a charming bou- doir, adjoining the drawing-room, I shall receive my Intimate friends in select coterie. The ottoman, sofas and draperies are pearl-gray, and day-light is intercepted by trans- parent blinds. On a large oblong table are albums, collections of music, of engravings and litho- graphic prints, newspapers, the latest pamphlets and the numbers of the periodicals^ to which I shall Sculpture. Thep in this word is quiescent — Parfum. The letters urn are nasal — Jardiniire, female gardener, or flower-stand, ir. jariln, garden — Mousse, moss, is fem. (13) ; but mousse, ship-boy is masc. (8). Orchestre, orchestra, or band of musicians, is masc. (386). The ch in this word is pronounced like h, as in English. Paratonnerre is masc. by exc. (15) — Ddme ismasc. byexc. (lb) — Edifice is masc. ("20). Attenant, fr*. tenir, to hold, to keep— Comity is masc. (271) — Causeuse, ft. causer, to talk — Les draperies sont gris de perle. Here gris being quali- fied by de perle , is used substantively and accordingly cannot agree with draperies— Tamiser, fr. tamis, sieve— Store is masc. by exc. (lb) — Oblon- gue, irr. fem. of oblong &)— Album. The second syllable is pronounced bom —Reoueil. Pronounce the termination ueil like the subst. mil—Journmr, pi. oS journal (430) — livraiionjr.livrer, to deliver up, is fem. (8E>)-i-P«- klieation, fr, ptiblier, to — ••'•■-«-'.■"«•«■" /jao\ LESi?ON 1 1 ' 389 diques auxquelles je m'abonnerai, pourvu qu'elles soient sur papier v(Slin satin6, et illustr^es de neu- rons, de culs-de-lampe et de vi- gnettes. J'arrive a la rhanibre a coucher. Le lit est snrraont6 d'un superbe baldaquin. Je ne veux pas qu'il ait la forme d'un c^notaphe ou d'un catafalque, selon le gout de certai- nes gens : un niausol6e ne me paralt convenablement plar(5 que dans un cimetifere. Les maleias sont en laine de vigogne. Le traversin et I'oreiller renfcrment, non pas de I'ddredon, maisducrin blen carde; j'ai eniendn dire que cela dchauffe moins la tete. Les draps sont en batiste, ainsi que la taie d'oreil- ler, et les couvertures sont faites d'un tissu de cachemire provenant de la toison des chfevresdu Thibet, Surune pareille couche, lespavols de Morpli(5e ne sauiaient man- quer d'appesaniir mes panpiferes, comnie dirait un rbdteur. Le pied foule presque a regret uD £pais tapis d'Aubusson et de be a subscriber, provided they are printed on hot-pressed wove paper, and illustrated with flourishes, tail- pieces and vignettes." B I come to the sleeping-chamber. The bed is surmounted by a superb baldaquin. I will not have it in the shape of a cenotaph or a catafalco, according to the taste of certain people : the only fit place for a mausoleum, in my opinion, is a cemetery. The mattresses are of alpaca wool. The bolster and pillow arestuOed, not with eider-down, but with well carded horse-hair; I have heard that it preserves the head from being overheated. The shceisare of cambric, as well as the pillow-case , and the blankets are made of Cashmere tissue furnished by the fleece of Thibetian goats. On such a couch, the poppies of Morpheus cannot fail to weigh down my eye-lids, as a rhetorician would say. » « The foot almost unwillingly treads a thick carpet of Aubusson llluslrer. Tbe I is pronounced twice — Culs-de-lampe, pi. of the compound subst. cul-de-lampe. Cinotaplie is masc. by exc. (15) — Catafalque, a funeral decoration in honour of a deceased person, is masc. by exc. (lo) — Certaines gens. See 629 — iWa«io//e, is masc. by exc. (15) — Convenablement, Utly, fr. convena- ble, tit. R. venir — Cimetidre is masc. by exc. (15) —Malelasdoes not vary in the pi. (17) — Vigogne, a quadruped of South America, whose wool is very fine and soft — tlchuuffer, lo heat, to chafe, fr. chaud, warm, hot — Drop. The p is quiescent. — Caohemire is masc. by exc. (15) — Toison is fem. by exc. (H) — Pareille, fem. ot pareil (202) — Appesantir, tr.pe^er, to weigh .-• PaupiHre. In this word au has the short sound of o in not, ppais, irr. fem. ^paisse—^ 390 LESSON 1 1 6. belles peaux de lions, de tigres, de panih^res et de leopards. 116 — Au foyer d'une grande cheminde dent le chambraiile est dn plus bel albStre, des chenets d'airain bien poll soutiennent cinq ou six grosses bflcbos qui, joinles a quelques fflorceaux de charbon de terre, coinposent un brasier Tif et p6lillant. Un garde-feu de bronze mat et d'acier bruni garantlt Je parquet des invasions du com- bustible enflamm^. La pelle et les pincettes sont en platine forg6. Le soufllct est en beau laque de la Chine et en cuir de Russie. Une pendule et deux grands vases du plus beau jaspe ornent le dessus de la chemin^e. . Au lieu de veilleuses, des 1am- pes d'argent avec des mfeches d'a- miante pur, aliment^es d'un liquide parfumS et surmoni6es d'abat-jour opaques, r^pandent dans cette pai- sible retraite un doux cr^puscule favorable au sommeil. Les fauteuils and fine skins of lions, tigers, iliers and leopards. » pan- 1 1 6— «0n the hearth of a large fire-place the mantle-piece of which is of the finest alabaster, fire-dogs of highly polished brass support five or six massy logs of wood which, joined to a few lumps of coal, form a lively crackling fire. A fender of dead bronze and burnished steel protects the Door from the in- vasions of the blazing fuel. The shovel and tongs are of forged pla- tina. The bellows are of fine China lacker and Russian leather. A clock and two large vases of the most beautiful jasper adorn the mantle- shelf. » « Instead of the ordinary night- lights, silver lamps with wicks of pure amianthus, fed with perfumed liquid and surmounted with opaque shades, diffuse a soft twilight through this quiet retreat and in- vite you to sleep. The arm-chairs Peaux, pi. oi peau (261), which is fern, by exc. {H) — Tigre is masc. by exc. (IS). The fem. is tigresse. Chambranle is masc. by exc. (lb) — ^ZW/re is masc. (386) — Brasier, fr. Srfl!«e, embers — Garde-feu, lit. keep fire. This compound subst. does not vary in the pi. — Bronze is masc. by exc. (15)— /?(«asioB is fem. (S3) —Com- bustible, being an adj. used substantively, is masc. (461) — Eiiflammi, fr. flamme, fljme, blaze — Pincettes, diminutive o( pinces, tongs, pincers — Pla- tine, platinum, a metal, is masc. (716); platine, plate, screw-plate, etc. is fem. (IS) — Laque, A Chinese varnish, is masc. by exc. (IS); laque, lac or gum-lac is fem. — Jaspe is masc. by exc. (IS). Veilleuse, fr. veiller, to watch — Amiante is masc. by exc. (IS) — Liquide, being au adj. used substantively, is masc. (461) — Parfumer, fr. parfum, per- fume. R. famge, smoke — Abat-jour. This compound subst. does not vary in the p\. — Paisible, peaceful, tr.paix, peace —DoMa:, irr. fem. douce— Cr^ puscule is masc, by exc. (IS). (D O) CO CL (Ji CQ Tl (Q CD Missing Page Missing Page Missing Page 396 LESSON 120. du cylindre et de la sphere, on de d^cbiflTrer les bi^roglyphes obscurs d'un ob^lisque? En serais-je plus avancg qaand je pourrais dire si la lune est un satellite ou un m^t^ore ; si c'est un disque ou une boule, si eon orbe est grand ou petit; si les nulls et les jours sont.ggaus dans le premier 6quii)oxe cotnme dans le second ? Est-ce que je veux me faire astronome ? 130 — Quand j'assiste h un concert, qu'ai-je besoin de savoir si c'est un b^carre, un bdmol, ou un difese qui flatte mon oreille, ou qui r^corche ? Pourquoi done ap- prendrais-je la gamme ou le sol- Uge ? Quand je saurais ce que c'est que le pdlale, la corolle et l'6tamine d'une fleur, cette lleur aurait-elle pour cela plus d'6clat? A quoi sert la botanique, si ce n'est a farcir la mdmoire de mots baroques? Sije veux savoir le nom d'une plante, je le demnnderai a mon jardinier. Si je veux connattre I'dtendue de mes propri^tds, je ferai venir un gdorafeire ou un arpenteur. Si un fournisseur m'appone un m6moire. sphere, or to decipher the obscure hieroglyphics of an obelisk? Shall I be any the wiser for knowing whether the moon is a satellite or a meteor; whether it is a disk or a ball, whether its orb is large or small ; whether the nights and days are equal in the first equinox as well as in the second ? Do I want to turn astronomer? >i 1 80 — « When I assist at a con- cert, whatdo Icareto knowwhether it is a natural, a flat, or a sharp that flatters my ear, or grates upon it? Why then should I learn the gamut or solfaing? Though I should know what the petal, corolla and stamen of a flower are, would the flower look the more blooming for it? What is the use of botany, if not to stuff the memory with queer words? Ifl want to know the name of a plant, I shall ask it of my gardener. If I want to know the extent of my estates, I shall send for a geometrician or a land-sur- veyor. If a purveyor brings me a bill, my steward will verify it, as Cylindre is masc. by exc. (IS) — D^chiffrer, fr. chiffre, cipher, figure — Hi&oglyphe is masc. by exc. (15). The h is mule— Obilisque is masc. by exc. (15) — Satellite is masc. by exc. (15) — M^ore is masc. by exc. (IS) — Disque is masc. by exc. (IS — Orbe is masc- by exc. (15) — Squinoxe is masc. by exc. (lb). Tlie « is mule (470)j Bicarre is masc. by exc. (15) ~ Diise is masc. by exc. (15)— Solf^ge is masc. by exc. (15) — P^Za/e is masc. by exc. (15) — Barogwe is familiar — Jardinier. fr. jardin, garden (173) — Arpenteur, fp. arpenter, to survey or measure land. R. arpent, Acre — Fournisseur, fr. fournir, to furnish, to pro- vide — Jlf^moire, bill, memorand^In, memoir, is masc. by exc. (15); p^- wojre, memory, is fem. — ■ LESSON 12 'I ^9t luon intendant le v^riliera, aiiisi que los baux, les chepiels, ei les droits a payer au fisc, puisque son affaire sera de g^rer tnes domaines, d'affcrmer mes terres ou de les amodier, et de percevoir mes reve- nus. Enfin, s'il me prend fantaisie de voyager, j'aurai des truclieinans ou des iiiterprfeles qui m'expiique- ront le baragouin des Strangers. Sans filre un aigle, sans 6tre un ph^nomfene d'^rudition, j'en saurai toujours assez pour me tirer d'af- falre, et mon esprit d'observatioii me vaudia mieux que le savoir qu'on acquiert a I'dcole. J'ai connu un juif, un rabbin trfes-fort sur la langue hfibraique, la langue grecque, I'analyse, les math^maiiques et notamment Tal- gfebre, qui ne savait pas comment on moud le h\6, comment il pa^se de la tr^inie sous la meule , ni comment on blute la farine ! 181—11 ignorait que le tan est well as tiie leases of houses or cat' tie, and the duties to be paid to the public treasury, since it will be his business to admluister my do- mains, to rent or farm out my lands, and to collect my revenue. And lastly, if I have a fancy to travel, I shall have interpreters, who will explain to me the jabber of foreigners. » « Without being an eagle, vrith- out being a phenomenon of erudi- tion, I shall always know enough to bring myself through, and my observing disposition will be more useful to me than the knowledge which is acquired at school. » « I know a Jew, a rabbin deeply versed in the Hebrew and Greek languages, in analysis, in mathema- tics and particularly in algebra, who did not know in what manner corn is ground and bow it passes from the hopper under the mill- stone, nor how meal is bolted! » 181— «He did not know that Baux,p\. o( bail (610), lease of houses, tenements, etc. — Cheptel, lease of cattle. The p is mute. Pronounce this word as if spelled (in French) cft«W — Affermer, iv. ferme, farm — Percevoir, v. irr. See Index — Trueheman, also spelled truchement, is not so often used as interprite. The meaning is the same — Baragouin is familiar. Aigle is masc. by exc. (1 5) ; but in heraldic language or in the sense of en- sign, it is I'eni. — Phenomine is masc. by exc. (tb) — &rudilion is fem. (108) — J'EN saurai assez. See 706 — Saurai, lorm of the v. irr. savoir. See Index — Ohservation is fem. (108) — Vaudra, form of the v. irr. valoir. See Index — Acquiert, formof Ihev. irr. acquirir. See Index. Hibraique, adj of both genders (6), synonyme of Mhreu, which has no feminine form. The ft is mute— Grecque, fem. of grec — La langue hibraique et la langue grecque. II would not be correct to say : Les langues hebraHque et greeque. See 799 — Moud, form of the v. irr. moudre, to grind. See Index. — Mettle. The digraph eu ha» its long grave sound. 398 LESSON 121, del'^corce de cheoe moulue. II nc se doutaitpasduproc6d6par lequel on rouit le lin et le phayvre. On dit que les trois quarts des savants en sont la. C'est bien la peine de passer sa vie a rfisoiudre des pro- blames ardus ! Toutes les autres parties de ma demeure, depuis les fondationsjiis- qu'a la giroueite qui dominera le falte, seront sur le meine pied d'6- l^gance. Cette gir.ouetle, pendant que j'y pense, repr^sentera un fajs- ceau de jayelots ou de flfech,es em- penp6es. J'en ferai oindre la tige et la doujille tous les Ijiiit jours, pour qu'elle pivote librement et qu'elle ne s'encrasse pas. Dans la salle fie bain, la bai- gnoire argent^o, et non 6tam6e, s'emplira et se videra sans bruit au moyen de siphons. 11 y aura aussi line etuve, oil Ton iiitroduira la va- peur en ouvrant un robinet, et un appareil pour prendre des douches, avec un baquct, des Sponges et tout I'aitirail nrdinairie. Aulour de la salle de billard seront disposdes de larges ban- quettes, non a Deur de terre, mais en esira^e, pour la commodity des tan is the bruised and broken bai)i of the oak. He liad no notion 9f% process by which Hax 3^(^ i^pip are retted. It is said that 4lir?e ((at of four scholars are no wi^gr- Is it worth while to spend oqe'sJifeJp solving arduous problems?)) « All tt^e olb.er parts ol myjnan- sion, from the fonqdations 40 tii; weathercock ;that will crown ,lhe summit, willI>eon the same footing of eleg^ce. This weaihei;cO;(;k, while I think of it, shall re,prese((t a sheaf of javelins, or of .feaih(!i;ed arrows. I shfill have its rqd aD(l socket greased every !»(eek, tbat^t may freely turn on i is pivot mlhout ever getting dirty. )> « la the bath-room, the bath it- self, silyered, and not tinned, will be fillfid and emptied wilhout noise by means of siphons. T|here will be a sweating-room also, intoyhich steam will beinirodured by turning a cock, and a shower-bath,, with.a bucket, sponges and all the neces- sary appendages. » "Round the billiard-room, lai^e benches will be disposed, not on a level with the floor, but raised above it, for the conveijience of the Chine is masc. (Sll) — Mpulu, forip of the v. irr. mou^re.S^e jtndex — — Chanvre is masc. by exc. (IS) —Problime is jb^sc. (479). Fondation is fern. {\08) —Falte is masc. by exc. (iS)— Empenni. fr. penne, feather'— Oi?Jt(re, v. irr, gee lodex. Seldom used, andjnserled only to complete the list — Pivoter, fr. pivot, pivot, hinge— Encrasser , fr. crasse, tilth, rust, squalidness. Baignoire, ' f r. ba\gner, to ba!,he. p. bain, bath— ^f«»f?r, fr. dtain, toT- niierly^taim, tin, pewter — yap^wrisfem. (J04). Banmme, fr. banc, bench — Cffmwpifif^, fy. cqpi^fle, cpmmodious, con- Tement, is fem. j'(270) — i.tssoN m. 399 gpectateurs. Le billard sera splen- dideincDt 6clair6 par des quinquets a r^flecteurs Cliaqae fois qu'une bille tombera dans la blouse, un mouvenient de bascule meitra en jeu un instrument cacli6 qui fera entendre un petit air. Les queues seront en frene ou en merisier, a moins pourtant que le cormier ou le cornouiller ne vaille mieux. Des s6biles en pallssandre contiendront la craie. Les bandes seront bien rembourr^es; c'est important pour faire le doubl6 et le carambolage. 122. — 11 y aura une salle de concerts bien sonore et sans 6cho, dans laquelle je veux r^unir tons les instruments connus, tant acor- des de boyau ou de mfital , qu'a veiit, a anclies ousans anches, et a percussion; et depuis les plus grandes dimensions, commc la grosse caisse, les timbales et la contre-basse, jusqu'aux plus peliles, comme le fifre, les castagneltes et le pipeau rusiique. Les pupiires seront bien espacfe, pour que les executants aient leurs coud6,es franches. 11 y aura le spectators. The billiard-table will be splendidly illuminated by lamps with reflectors. Every time a ball falls into a pocket, a lever will set a-going an invisible mechanism that will play a short tune. The cues will be made of ash or wild- cherrytree wood, unless however sorb or dogwood be better. Some bowls of rose-wood will contain the chalk. The cushions must be well stuffed ; it is material for doubling and cannoning. » 122 — « There will be a con- cert-room very sonorous and with- out any echo, in which I intend' to collect all known instruments, stringed Instruments of cat-gut or metal, as well as wind instruments, with or without reeds, andpulsatile instruments; and all these from the largest size, as the big drum, the kettle-drum and the double- buse, to the smallest, as the fife, the castaneis and the rural pipes. » « A proper space will be left betweenthe music-stands, in order that the performers may have Quinquet, a lamp so calleJ from the name of its inventor — BiUe. Pro- nounce lie like y in ye— Bascule, lit. see-saw — Cacft^, pa. part, ofcacher, to conceal — Queue, tail, and cue. The u after q is liiute. The digraph eu has its long grave sound — Frine is masc. (341) —Merisier, fr. merise, wild- cherry (173) — Vai»e, form of the v. irr. valoir. See lns.inth^, wormwood — Vflri^/^ is fem. (270) — Liquide, when used substantively, ip masc. (461) — Rogomme is low — Liqueur is fem. (lOi) ^- Punch is pronoun- ced as if spelled (in Fretich) poricfie. Velte, an ancient measure and an instrument for gauging casks — R0dH(.- tion is fem. {lOS]— Setier, an old measure differing accordiBig to the locality. Basse-cour, lit. low yard, is fem. by exc. (14). The pi. of this conopoiuid subst. is basses-cours. 849. When a compound subst. is formed of an a(ij, anda subst. they both take the plural form if the sense requires it— Tefre- plein, seen in the 91st lesson, is an exception, its pi. being terre-pleins — Cloaque is masc. by exc. (15) — Bourbeux, fr. bourbe, mire — LESSON 427. 407 tare gisent au milieu de mares d'eau sale et puante, sera sabl^e et entour^e de cages, de clapiers et de colombiers. La population herbivore de ces cellules sera tou- jours bien approvisionn6e de ihyra, de serpolet et de bourgeons ten- dres. La vesce et plusieurs autres graines seront prodigu6es aux bi- sets et aux tourterelles. Deux grands bassins, pleins d'une eau limpide incessamment renou- vel6e par des rigoleg, abreuveront mes volaliles, les prfeerveront.de la p6pie et serviront aux 6bats des canes, des canards, des oies, des cygnes et de queiques amphibies, aunombre desquels je n'admettrai pas la loutre, qui est nuisible. 197 — Cette cour sera un ve- ritable paradis pour les poulets, les dindons et les faisans. J'y ferai mettre up paon : c'est, dit-on, le symbole de I'orgueil. Je ne sais pas si la chair de ce bipfede est bonne a manger, mais il r6cr6e la vue, ainsi que le coq, que j'aime a voir every description lie in the midst of pools of dirly stinking water, will be gravelled and surrounded with cages, hutches and dove- houses. The herbivorous popula- tion of these cells will always be plentifully supplied with thyme, wild thyme and tender shoots. Vetch and several other grains will be given in abundance to the rock- doves and turtle-doves. •• " Two large basins, full of limpid water incessantly renewed by ri- vulets, will quench my winged animals, preserve them from the pip and serve for the sports of ducks, drakes, geese, swans and some amphibia, among which I shall not admit the otter, which is hurtful. » 127 — « This yard will be a real paradise for chickens, turkeys and pheasants. I shall have a peacock in it : they say it is the symbol of pride. I do not know whether the flesh of that biped is good to eat, but it recreates the sight, and so does the cock, that I Gisent, form of the v. irr. g^sir. See iRdex — .fuant, adj. fr. puer, to stink — Sailer, fr. sable, sand — Cage is fem. (212) — Colombier, fr. co- lombe, &o\e — Population is fern. (108) — Approvisionner , fr. provision, provision. R. pourvoir, to provide — Thym. Pronounce as if the word were spelled (in French) tin. Incessamment, fr. incessant (290), K. cesser, to cease — Renouveler, fr. nouveau, new — Volatile, when used as a subst. is masc. (461) — Cygne is masc. by exe. (13) — Amphibie, when used as a subst. is masc. (-iei) — Loutre is fe(n. (387) — Nuisible, adj. fr. the v. irr. nuire, tohurt^ to offend. Dindoji. The fem. Is dinde — Paon is pronounced as if spelled (in French pan — Symbole is masc. hy exc. (13) — Chair is fem. by exc. (1-i) — Bipide is masc. by exc. (IS). 408 LESSON 127. se dresser avec liert6 sur ses er- gots. Le poulailler sera trfes-bien tenu. Les poules pourront y pondre et y couver a I'dcart, sans eire moles- t6es. J'aime a voir 6clore les pous- sins, pendant que la m6re glousse autour d'eux avec soUicitude. Toutes les precautions seront pri- ses pour prot^ger cette d^bile pro- g^niture centre les audacieuses at- taques des faucons, des ^perviers, des ^mouchets et des milans. Les gorels seront tenus en char- tre priv6e ; ou du moins ils seront rel6gu6s et claquemurfedans un enclos a part. Je suis r6volt6 quand je vois ces animaux goulus fouir de leur groin hideux les amas d'im- mondices, Le cochon ne devrait jamais paraltre ailleurs que sur la table. Jeveuxquele chenil renferme una meute d'61ite et que mes limiers fas- sent I'admiration des chasseurs. En outre, j'aurai une collection des es- pfeces canines les plus renonam^es: des chiens de Terre-Neuve, des bas- sets, des barbets, des bouledogues, am fond of seeing standing proudly on its spurs. » « The poultry house will be very well kept. The hens will lay their eggs and brood in lonely places, without being molested. I like to see the chicklings hatched while their dam cackles round them with solicitude. Every precaution will be taken to protect this feeble offspring from the bold attacks of falcons, hawks, sparrow-hawks and kites. « « The pigs will be kept pri- soners; or at least they will be secluded and shut up in a separate inclosure. I am shocked when I see those gluttonous animals turn- ing up with their hideous snout the heap of offals. The hog should never appear anywhere save on the table. » « I will have in the dog-kennel a select pack of lime-hounds that will be the admiration of hunters. Besides, I shall have a collection of the most renowned canine species : Newfoundland-dogs, ter- riers , water-spaniels , bull-dogs, £clore, v. irr. See Index — Audacieuse, fern, of audacieux (136), fr. au- dace, audacity, boldness. Chartre, prison, or charter, is fem. (387). It is obsolete in the first sense except iu the phrase en chartre privie , lit. illegally imprisoned in a private house — Enclos, fr. clore, to shut, v. irr. ^ Hideux. The ft is aspirate — Immondices is fem. (21) — Devrait, form of the v. irr. devoir. See Index. Chenil. The final lis quiescent — Meute. The digraph «a has its long grave sound — Admiration is fem. (108) — Chasseur, fr. chasse, hunting; chasser, to hunt — Collection is fem. (108) — Renomm£, fr. nom, name — Terre-Neuve, lit. new land. Neuve, fem. oineuf, new (281) — Dogue, and its derivative bouledogue, are masc. by exc. (13) — LESSON 128. 409 des ^pagneuls , des matins et des braques. La buanderie et la lingerie fe- ront plalsir a voir. On fera la les- sive tous les qulnze jours, et Ton n'^pargriera pas I'eau de javelle. Mon verger r6unira tous les ar- bres fruitiers qui peuvent croilre en pleine terre, sans s'^tioler sous notre zone tempdr^e. La gretfe y multipliera les fruits les plus ex- quis. 128 — J'y apprendrai a enter et a marcotter, si ce n'est pas trop dilficile. Les inurs de cet enclos se- ront couverts de sarments de vi- gne et de larges espaliers. L'arse- nic, la t6r6benlhine, les trdbuchets, tous les raoyens de destruction connus , seront employds pour faire pdrir les raoineaux, les grives, les loriots, les geais, les pies, les taupes, les guSpes, les chenilles et les scarabdes ; mais on respectera certaines espfeces de papillons, a cause de la beautd de leurs cou- leurs, et les abeilles, malgrd leurs spaniels, mastifls and brachs. » « The wash-house and the laundry will delight the eye. There will be a washing every fortnight and the eaude javelle will not be spared. » « My orchard will contain all the fruit trees that can grow in the open ground, without degenerating under our temperate zone. Grafting will multiply the most exquisite fruits there. » 198 — « There I shall learn to graft and set layers, if it is not too difficult. The walls of this enclosure will be covered with vine-shoots and broad espaliers. Arsenic, tur- pentine, bird-traps, all the known means of destruction, will be employed to exterminate sparrows, thrushes, orioles, jays, magpies, moles a wasps, caterpillars and beetles ; but certain species of butter- flies will be respected on account of their beautiful colours, as also bees, notwithstanding their stings and their buzzing, for the sake of Mdtin, in which the a is long and grave (590), must not be confounded with matin, morning, in which it is short and acute (H) — Braque is of both genders. Buanderie, it. the obsolete bii^e, lye, washing — Lingerie, it. linge, linen — Lessive, lye, washing in Ije, lixivium— £ff« de javelle, a solution of chlo- ride of potash. tllioler, lit. to etiolate. The t preserves its usual sound, though followed by i and another vowel. See bOO — Zone. The o has its long grave sound — Greffe, grafting, is fem. and regular; but greffe, record-office, is masc. by exc. (15). Marcotter, fr. marcotte, layer, shoot or twig of a plant, laid under ground for growth or propagation- — Destruction is fem. (108) — Moineaux, ^\. oi moineau (261) — Geai. Pronounce it like the v. j'ai (605, § 3.) — Scarabie is masc. by exc. (15) — 410 LESSON 128 N° 850. aiguillons et lenr boiirdonnement, en faveur de leur miel. On placera les ruches de ces diligentes ouvrife- res dans le voisinage des fleurs ou elles aiment a picorer. J'aurai soin que le potager four- nisse en abondance des laitues, des chicories , des choux-fleurs, des concqmbres, des carottes, des navets, des champignons, du cer- feuil et du persil. Des baches bien entretenues permettront d'avoir de tout cela en toute saison. II est certaines plantes dont je ne tol^re- rai pas la presence , comme les poireaux et le fenouil, qui me r6- pugnent, et la morelle et la eigne, qui sont v^n^neuses. II y aura des serres ou les ar- bustes d^licats fleuriront a I'abri du givre et de la geMe. Des serins, des chardonnerets, des tarins, et quantity d'autres chantres ail6s, s'y trouveront bien mieux que dans une volifere. J'irai quelquefois leur distribuer le millet, le chfenevis et la navette; ils me remercieront their honey. The hives of those diligent workers will be placed in the vicinity of the flowers where they are fond of pickeering, » « I, shall take care that the kitchen garden produce a plentiful store of lettuces, succories, cauli- flowers, -cucumbers, carrots, turn- ips,mushrpoms,chervil and parj^ley. Hot-bed-frames in good condition will render it possible to have some of all these in any season. There are certain plants which I will not suOfer to grow there, such as leeks and fennel, which I can't abide, and night-shade and hem- lock, which are venomous. » « There will be green-houses in which delicate shrubs will bloom sheltered from the rime and frost. Canary-birds, goldfinches, tarins, and many more winged songsters, will find themselves far better there than in an aviary. I shall sometimes go and distribute to them millet, hemp-seed and rape-seed; for Aiguillon. The a is pronounced as la aiguille, needle, already seen — Bour- donnement, it. bourdonner, to hum, to buzz. Potager, fr. potage, soup, B. pot, pot — Choux-fleurs, pi. of the compound subst. chou-fleur, lit. cabbage flower. 850. When a compound subst. Is formed of two substantives joined by a hyphen, each of the component parts takes the plural form, when the sense requires it. — Concombre is masc. by exc. (IS) — Persil. The final I is quiescent — Poireaux, pi. ot poireau (261) —Feriouil. Pronounce il like y inye — Cigue. Pronounce the u (637) — Vindneuse, fem. of vinineux (1S6), venomous, in speaking of plants; but venomous, in speak- ing of animals, is rendered by venimeux. Arbttste is masc. (341) — Fleurir,it. flew, flower, bloom — Git)r« is masc. by exc. {\^)—Gel4e, fr. geler, to iveeie. — Chardonneret , fr. chardon, thistle , because it frequents places In which thistles grow — Chantre, fr. chanter, to sing, is masc. (386) — Ailg, fr, aile, wing— Vomrej fr. voler, to fly — Navette, ir. timet, lamip. — LESSON 129. 4n par lenr gazouillement m61odieux. Les espfeces qui vivent d'insectes n'y manqueront pas de vermisseaux. Quand on ouvrira les chassis, de I6gers r^seaux de sole verte empfi- cheront mes capiife de s'envoler. 129 — La facade post^rieure de mon palais donnera surun d61i- cieuxjardin anglais. Devantles fe- nfitres une belle peloijse, 6maill6e de marguerites, de pens6es, de primevferesetdeviolettes, sera par- sem^e de massifs ou se meleront dans une confusion apparente toutes sortes d'arbrisseaux et de fleurs : le myrte, le genet, le su- reau, le tamarinier, le glaieul, la jacinthe, la tulipe, le souci, le narcisse.... Mais je m'apercois que je n'en ilnirais pas si je voulais aller jusqu'au bout, Ajoutons seulement qu'on verra sourdre de la tcrre un ruisseau bouillonnant et roulant ses Hots argent^s avec un doux murmure 5ur un lit de sable fin. Aprfes avoir forrn^ de capricieux m^andrcs , which they will thank me with their melodious warbling. Those species that live on insects will not lack small worms there. ^Vhen the sashes are opened , a light net- work of green silk will prevent my captives from flying away. » 129— « The back front of my palace will overlook a delightful English garden. Facing the win- dows a beautiful lawn, enamelled with daisies, pansies, primroses and violets , will be strewn with clumps of shrubs and flowers of every description, intermingled in apparent confusion : the myrtle, the furze, the elder, the tamarind, the gladiole, the hyacinth, the tu- lip, the marigold, the dafl'odil — But I perceive I should never end if I attempted to mention them all. » « I shall merely add that a brook wDl be seen springing from the ground, bubbling and rolling its silverstre am with a gentle murmur over a bed of fine sand. After wind- ing about in fanciful meanders, the Reinercier, fr. merci, thanks — Gazouillement, subst. fr. gazouiller, to warble, to twitter — Vermisseaux, pi. of vermisseau (261), diminutive of ver, worm — Chdssis, frame or sash, does not vary in the pi. (17 ) — Re'seaux, pi . of r^seau (261) — S'envoler, fr. voler, to fly. Massif, subst. group, clump of trees, shrubs or flowers, fr. masse, mass — ArVrisseaux, pi. of arbrisseau (261), diminutive of arSre, tree — Myrte \s masc. (3il) — Jacinthe. The Ih is sounded like t — Narcisse is masc. by exc. (IS) — Apergois, form of the v. irr. apereevoir. See Index. Sourdre, to spring out, to gush out, is employed but in speaking of water, and only in the infinitive mood and the third person sing, of the pres, tense, indie, mood — Bouillonner, to bubble, to ripple, fr. bouilUr, to boil — Jtf«r- mure is masc. by exc. (IS) — Capricieux, fr. caprice, does not vary in the pi. (172) — Me'anUreis masc, by exc. (15) — 412 LESSON 130. cette onde pure retombera en cascade dans une large conque, d'ou elle ira se perdre dans un gouffre artiflciel. Par une belle matinee dumois de mai, je viendrai m'y soustraire au tumulte du monde, et mMgarer dans le labyrinthe des allies si- nueuses, bord^es de muguet, de mauve, de marjolaine, de perven- che et de val6riane. Je me repose- rai tantdt dans un kiosque, au fond d'un bosquet, tantdt dans une grotte taiil^e dans un rocherdur comme le basalte, tantfit sur un tertre a I'ombre d'un berceau dont le treiilage disparaitra sous les lianes, le lierre et la cl6maUte. La je humeral le soufQe du z^phire qui, doucement tamisfi par le feuil- lage, m'apporlera les parfums de roeillet, de Tiris, de la giroflfie, du jasmin, du r^s^da, de la verveiiie odorante et de rhfiUotrope violet. ISO — Je m'y laisserai bercer par le chant du rossignol, de la fauvette, du rouge-gorge, du merle pure water will fall in the form of a cascade into a wide shell, from whence it will disappear by an ar- tificial gulf. II « On a fine May morning, I shall go thither to shun the tumult of the world, and wander through the maze of the winding walks, bor- dered with lilies of the valley, mallows , sweet marjoram , peri- winkle and valerian. I shall rest myself sometimes in a kiosk, at the end of a grove, sometimes in a grotto hewn out of a rock as hard as basalt, sometimes on a knoll, in the shade of a bower the lattice of which will be concealed under the bindweed, the ivy and the clema- tis. There I shall inhale the breath of the zephyr, gently intercepted by the leaves, and wafting the per- fumes of the pink, the iris, the gillyflower, the jessamine, the mi- gnonette, the fragrant vervain and the violet heliotropium. » 130 — « There, I shaU be luU- ed by the song of the nightingale, the warbler, the red-breast, the Gouffre is masc. by exc. (13). Matinee, fr. maiin , morning (371) — Soustraire, v. irr. conjugated like traire. See Index. — Tumulte is masc. by exc. (15) — Labyrinthe, is masc. by exo. (15). Thefftis sounded like t — Sinueuse, fem. ofsinueux (156) — Kios- que, a Turkish summer-house, is masc. by exc. (15) — Basalte is masc. by exc. (15) — Tertre is masc. (386) — Berceau, bower, andalso cradle, fr. tercer, to rock — Treiilage is masc. (241) — Lierre is masc. by exc. (15) — Humer. The h is aspirate. — Souffle is masc. by exc. (15) — Z^phire, the western breeze, is masc. by exc. (15). With a different spelling, zfifphyr- signifies more generally any mild wind or zephyr — Feuillage is masc. (241) — Iris. The final s is pronounced — Heliotrope is masc. by exc. (15). The ft is mute. Bercer, to rock, and to \\i\\— Rouge-gorge is masc. by exc. (15). The pi. is rouges-gorges — Merle is masc. by exc. (15) — LESSON 130 N° 851. 413 et de toute la gent emplum^e. Ce cantique universel, s'dlevant dfes I'aurore vers le Crdateur, me plait beaucoup plus qu'une aubade ou qu'un hymne guerrier. D'autres fois, couverld'un feutre a larges bords, pour me garantir du hale, vetu d'une casaque de basin et arm6 d'an gourdin, j'irai voir les travaux de mes fermiers. J'aurai I'air d'un colon en tournde. Jfencouragerai par ma presence la lailifere, trayant ses vaches dans ratable, ou faisant ses fromages dans la laiterie. De la j'irai voir le berser, fai- sant paitre son troupeau ou ton- dant ses brebis. Nous causerons ensemble de sa houlette neuve, de son boiler favori et des bergeron- nettes famili&res qui suivent les pas vagabonds du bouc, de la bique et blackbird and all the feathered tribe. This universal carol, begin- ning with the dawn of day and rising towards the Creator, pleases tne much better than a serenade or a warlike hymn. » « At other times , wearing a broad-brimmed beaver, to screen me from the scorching sun, clad in a dimity jacket and armed with a cudgel, I shall go and see the la- bours of my farmers. I shall look like a planter making his rounds. » «I shall cheer by my presence the dairy-maid, milking her cows in the cow-house, or making her cheeses in the dairy. « ((From thence, I shall go and see the shepherd, feeding his flock or shearing his ewes. We shall talk together about his new crook, his favourite ram and the tame wag- tails that follow the wandering steps of the he-goat, the she-goat Gent, race, tribe, nation, is fem. by exc. (14). It Is seldom used, except in jest or in familiar poetry. For the plural gens, see 629 — Emplumi, fr. plume, feather — Cantique is masc. by exc. (15) — Criateur, fr. cr^er, lo create — Aubade, a concert given in the open air at day-break, fr. aube, dawu — Hymne is masc. by exc. (15). However, when it designates the hymns sung ia church, it is fem. — Guerrier, fr. guerre, war. Feutre, felt, is masc. (386) — Bdle is masc. by exc. (IS). The ft is aspirate — Fermier, fr. ferme, farm (173) — Colon, radical of colonie, colony. 851. J'encouragerai par ma presence la laitiire trayant ses vaches dans ratable. The indirect regimen must be placed hrst, when the direct reg. is a subst. followed by some words that cannot be separated from it; and, in general, when the sense requires it, to avoid ambiguity or obscurity. See also 760 — Laitiire, fr. lait, milk — Trayant, form of the v. irr. traire. See Index — Fromage \s mAic. (241) — Laiterie, fr. lait, milk. Paitre, to graze, v. irr. See Index — Troupeau, fr. troupe, troop — Brebif is fem. (8). It does not vary in the pi. (17) — Houlette. Ttie ft is aspirate — Neuve, fem. of n«M/'(281) — Bergeronnette, fr. berger, shepherd. So named from its being fond of haunting the places where shepherds tend their flocks — ii4 LESSON 131 . da cabrl. Ce sera tout a fait pasto- ral. Le faucheur viendra prendre part a notre conversation, tout en aiguisant sa faux. Je les qiiilterai pour aller suivre les operations du laboureur, te- nant le manche de la charrue, trai- nee par des boeufs gras et vigou- reux; ousemant le seigle, I'^pautre, le froment, le sarrasin etle ma'is, ou r^coltant la jaune molsson, ramas- sant les javelles et liant les gerbes. J'irai aussi voir les robusies gar- cons de ferme, au moment oil, r6unis dans I'aire de la grange, ils feront tomber en cadence leurs fl6aux sur le bl6; et je veux que tous les meuniers des alentours me fassent compliment sur la beauts de mes c6r6ales. lai — Je ne me bornerai pas a pr6sider aux travaux de ces braves gens : j'assisterai sans morgue a leurs delassements. Je les excite- rai a jouer a colin-maillard et a la main chaude ; je leur apprendrai a danser une gigue ou un rigo- and the kid. It vrill be quite pas- toral. The mower will come and join in our conversation, while he sharpens his scythe. » « I shall leave them to go and observe the operations of the hus- bandman, holding the stilts of the plough, drawn by fat and lusty oxen ; or sowing rye, spelt, wheat, buck-wheat and maize, or reaping the yellow harvest, collecting the swath and binding the sheaves. » ((I shall also go and see the stout farm-labourers, at the time when, assembled on the barn-floor, they make their flails fall on the corn in keeping time; and I expect that all the millers in the neighbour- hood will pay me compliments on the beauty of my crops. » 131 — - « I will not confine myself to presiding over the labours of these good people : I shall assist at their recreations without haugh- tiness. I shall excite them to play at blindman's bulTandhot cockles; I shall instruct them how to dance a Faucheur, fr. faucher, to mow, R. faux, scythe — Conversation is fern. {IQS)—Aiguiser, to whet, to sharpen, fr. aigu, acute. The vowels ui form a diphthong in this word — Faux, formerly spelled fauloc, is fem. by exc. (14). Laboureur, fr. labourer, to till, to plough — Manche., handle, is masc. by exc. (15); but manche, sleeve, is fem. — Boeuf, ox and beet. The fis quies- cent in the pi. In the sing, it is quiescent only in Le boeuf gras, the fat ox — Seigle is masc. by exc. (13) — Bpeautre is masc. (386) — Mais. The final » is pronounced. The diaresis shows that the word forms two syllables — Ricolter, fr. r^colte, crop, harvest — Moisson is fem. by exc. (14) — Javelle, the quantity of corn cut at one stroke of the sickle. Fldaux, pi. of fl^au (261), flail, scourge, and beam (of a balance) — Jtfe»- nier. The digraph eu has its grave sound — CSriales, corn-crops, fr. Ceres. Dilassement, from delasser (167), to un weary, to refresh, R. lot, weary, tired. LESSON 131. 4U don, et je paierai les m6netriers. Un pavilion portatlf, dont toutes les pifeces s'ajusteront en un clin d'oeil, a I'aide de reperes exacts, me permettra d'aller camper suc- cessivement et par etapes sur tons les points de mes propri6t6s. Cela m'6pargnera les inconv^riients des auberges qui, dans les bourgs et les villages, ne sont souvent que des bouges malpropres. Avec un treuilouunvindas, quelques pieux et quelques poteaux, mes gens m'improviseront cette tenle, ou plutdt cette maisonnette, qui sera bien calfeutr6e et tout a fait a I'abri de la ros6e. Quelquefois aussi, je monterai men coursier favori, un cheval pur sang, fringant, hennissant et ron- geant son frein, mais docile et par- failenient dress6. Ses fers.son mors etsa gourmette seront d'argent mas- sif, ainsi que les (^triers. La selle, la bride et le bridon sortiront des magasins du premier seilier de la capitale. Mes 6perons seront do- r^s, et la t6te de ma cravache sera garnie de pierreries. jig or a rigadcon, and I shall pay tbe fiddlers. » A portable pavilion, all the pieces of which will be adjusted in the twinklijig of an eye, by means of accurate marks, will enable me to encamp by successive stages on every point of my estates. I shall thus be spared the inconveniences of inns, which, in small towns and I villages, are often but dirty holes. I ^ith a winch or a windlass and a few slakes and posts, my attendants will readily erect this tent, or ra- ther this small house, which will be wind and water tight, and quite sheltered from the dew. •> « Sometimes also, I shall mount my favourite steed, a thorough bred horse, frisky , neighing and champing his bit, but docile and perfectly well trained. His shoes, bit and curb-chain will be of mass- ive silver, as well as the stirrups. The saddle, bridle and snaffle will come from the workshops of the first saddler in the metropolis. My spurs will be gilt, and the head of my horse-whip will be adorned with precious stones. » Portatif, fr. porter, to csttvy — Rep^re is masc.by exc. (15) — Bourg. Ac- cording to the Acadimie, the g in this word is pronounced like k; but many persons make it quiescent — Village is masc. (241) — Bouge is masc. by exc. (IS) — Malpropre, fr. propre, clean — TreuH rhymes with osil—Vindas. The Onal s is pronounced — Pieux, pi. olpieu 1:261) — Poteaux, pi. oSpoteau (261) — Maisonnette, diminutive of maison, house (390) — Calfeutrer, to stop up the chinks, to shut out the wind. Coursier, fr. course, race, K. courir, to run — Pur sang, lit. pure blood —Hennir, to neigh. The h is aspirate; the e is pronounced like a in fat — Fer, iron and horse-shoe— Jtfor«, fr. mordre, to bite. The « is quiescent — Seilier, fr. selle, saddle. 416 JLESSON 4 32. Ainsi mont6, je parcourrai nion pare , quelquefois au trot , mais plus souvent a Tamble, qui est plus doux. Au sein de cette retraite Tivront dans une paix profonde le chevreuil, le daim, la biche,"le faon, toutes les b6tes fauves, agiles et timides qui peuplent les bois. 139— Le chene majestueux, cliargi5 de glands, le haul peuplier, le m^lfeze pyramidal, le sorbier touffu, r^rable, le bouleau, le cou- drier, le platane et le tilleul 6tale- ront a Tenvi les nuances de leur feuillage , en contraste avec les teintes plus graves du pin, du sapin, de I'if, de I'yeuse et du cy- pres. Les plantations, dispos^es avec art , forraeront ici un quin- conce , la un bocage ou une oasis, plus loin une for^t impenetrable aux rayons du soleil. Un ravin impraticable et de hau- tes murailles me pr6serveront des larcins des braconniers et des maraudeurs. De plus, j'aurai des « Thus mounted, I shall ride across my park , sometimes trot- ting, but more frequently ambling, which is easier. In the midst of this retreat will live in undisturbed peace the roe-buck, the deer, the hind, the fawn, all the nimble and timid fallow animals that people the woods. » 132 — « The majestic oak, loaded with acorns, the lofty pop- lar, the pyramidal larch, the tufted sorb-tree, the maple, the birch, the hazel, the plane-tree and the lime, will emulously display the hues of their foliage, forming a contrast to the more sober tints of the pine, the fir, the yew, the holm-oak and the cypress. The plantations, artfully disposed, will form here a quincunx, there a grove or an oasis, farther on a forest impervious to the beams of the sun. » « An impassable ravine and lofty walls will defend me from the pilfer- ing of poachers and marauders. Besides, I shall have some game- Parcourrai. Pronounce rr as double — Amble is masc. by exc, (15) — Paac Is fem. by exc. (14) — Chevreuil rhymes with ceil — Daim is pronounced as if spelled (in French) din. — Faon is pronounced as if spelled (in French) fan — Peupler, to people, fr. peuple, people (343). MeUze is maic.{3il) — Toulfu,sidj. fr. touffe, t.\ih — £rable is masc. (341) — Platane, is masc. (311) — A i'envi, Ais. emulously, in emulation of each-other, vying with each-other, fr. envie, envy — Yeuse is fem. by exc. (342) — Plantation, fr. planter, to plant, is fem. (108) — Quinconoe, is masc. by exc. (15) — Bocage is masc. (241) — Oasis is fem. by exc. (14). The final s is pronounced — Impenetrable, fr. p^netrer, to penetrate. Impraticable, tv.praticable, practicable, passable, R. pratique, practice— LESSON 132— N" 8oi, 417 gardes-chasse qui happeront les dfillnquants, s'il s'en irouve; car je ne veux pas 6lre \6s6. Quand la cbaleur sera pass^e, aprfes avoir graduellement aug- ineni6 , puis diminu6 , dans une longue journ6e du mois de juin, j'irai respirer I'air du soir dans les prairies nouvellement faucli6es et jonch^es de trefle, de sainfoin et de luzerne. Jamais on n'y trouvera un seul brin de colchique, car c'est uii toxique dangereux qu'on u'y laissera pas germer. Puisencore, quand il fera cbaud, je nagerai et je plongerai coinme un vrai pboque, oii comme un hip- popotame. On dil qu'on pent ap- prendre la n\tation sans aucun risque, avec du li^ge adapts a une sangle qui passe sous les ais- seiles. Le bain froid est salutaire ; il est tonique etil rafl'eruiitles pores. C'c- keepers who will catch the offend- ers, if there be any j for I will not be wronged. -> « When the heat is over, after having gradually increased and then decreased, on a long day of the month of June, I shall go aiid breathe the evening air in the new-mown meadows, strewn with clover, sainfoin and lucern grass. Never will a single blade of col- chicum be found there, for it is a dangerous poison which shall not be allowed to spring up. » « Again, when the weather is warm, I shall swim and dive like a seal or a river-horse. It is said that swimming may be learned without anj risk, with some cork fastened to a strap which passes under the arm-pits. » « Balhing in cold water is a wholesome practice; it is tonic and Gardes-chasse , pi. of the compound subst. garde-chasse. Graniiiiariaiis are not unanimous as to Ihe plural form of this word ; some give it as in- variable; oUiers add an s lo each of the component parts. AVe adhere to the opinion oiLaveaux, who considers garde, not as a verlj [garder, lokeep), but as a subslanlive (guard or keeper); and cliasse as a general expres- sion, which ought lo remain invariable, as game in English. The Acad^mie gives no example of the pi. — Sapper. The ft is aspirate. — bdinquant, fr. d^lit, offence. 852. Quand la chaleur sera pass^«, apris avoir graduellement augmente, puis DiMiiNufi. Some neuter verbs take ilre as an auxiliary in their compound tenses, when they express a slate, and avoir, when they express an action — Nouvellement, Sl<\\. ft. nouveau, fern, uouvelle (3\, 32) — f aMcfter, to mow, fr. faux, scjlhe — Trifle is masc. by exc. ()5) — Colchique is inasc. by exc. (to) — Toxique is masc. by exc. (lo) — Dangeretu:, adj. fr. danger, danger — Germer, v. fr. germe, germ, which is masc. by exc. (lb). Phoque is masc. by exc. (IS)— Uippopotame is masc. by exc. (lo) — Nata- tion is fem. (108) — Li^ge is masc. by exc. (15). Haffermir, fr. ferme, firm — Pore is masc. by exc. (15) — p. II. 27 418 LESSON 133 — N° 853. tail un des prficeptes, un des axio- mes de notre bon docteur, quivou- lait surtoul qu'on se mouillat bien la lete. Aussi mon pfere n'a jamais pass6 un 6i6 sans aller se plonger dans le fleuve une tois par semaine. 138 — J'aurai done soin que mon chateau soil situ6 pres d'une belle rivifere, ou j'aurai un embar- cadere, avec une grande barque pavois6e, dont je serai le nocher les jours ou j'aurai nombreuse com- pagiiie a promener sur I'eau ; mais pour mon usage particulier, je me servirai d'une nacelle 16gfere, avec des pagaies au lieu d'avirons. Si, par hasard, je ne trouvais pas le site que je desire, je ferals venir des pionniers et des lerras- siers, qui creuseraicnt dans mon parcun canal, ou mieux encore, un petit lac, gu^abla en cerlains en- droits, embelli par des lies, des presqu'iles, des ponts chinois, des pirogues et d'autrcs esquifs. Ce lac serait aliments, soil par un puits art^sien, soil par des dtangs dont on Ifeverait la bonde de temps en braces the pores. It was one of the precepts and axioms of our good doctor, who especially re- commended that the head should be completely wetted. And so my father never passed a summer without going to take a plunge in the river once a week. » 133 — « I shall therefore take care to have my mansion situated near a fine river, where I shall have a wharf, with a great barge adorn- ed with flags, and I shall be the pilot on the days when I have a numerous company to take out on the water ; but for my own private use, I shall employ a light wherry, with paddles instead of oars. » « If I should not happen to find the site I desire, I should send for pioneers and diggers, who would dig a canal through my park, or better than that, a small lake, fordable in. certain places, em- bellished with islands, peninsulas, Chinese bridges, pirogues and other skifis. This lake would be supplied, either by an artesian-well, or by some ponds the sluices of which would be opened now -and Pr^cepte is raasc. byexc, (IS) — Axiomeis masc. byexc. (15). The o has its long grave sound — 853. II n\ jamais PASsfi urt M. When a verb usually neu- ter is employed with the active form, it lakes avoir as an auxiliary in its com- pound tenses— j6<^, summer, is masc. (271) — Fieawe is masc. by exc. (13). ^mbarcaMre, landing, or terminus of a railway , is masc. by exc. (IS) — Nocher is chiefly used in poetry- iVomJreM«e, fern, oi nomhreux {\^&), fr. nombre, number. Terrassierjv. terrasse, terrace or earth-work. R, terre, earth — Gu^aWe, jfr. guS, ford — Presqu'tle is fem. — ArWien , fr. Artois , the province where this mode of boring for water was first practised — LESSON 134. 419 temps, soil par des sources dont on cl6iournerait le cours au moyen de batarileaux et d'ecluses. De toute nianiere, je m'arrange- rai pour avoir une belle nappe d'eau, ou je puisse paiiner quand il gfelera. Je me ferai donner les pre- miers principes de Part par unHol- landais, qui me fournira en outre de bons patins avec des laniferes ou des courroies bii'n solldes. On dit que Ics Hollandais sont d'excellents patineurs. J'aurai aussi mon tral- ncau, au(|uel sera attel(5 un renne. Je ne veux me priver d'aucun des piaisirs de la campagne. Je me vols allant a la cliasse, avec un joli fusil a deux coups, de petit cali- bre, bien juste ct bien l^ger. Les canons en sont ruban6s, la crosse est vernie, la ballerie-6tincelante el la dfitenle trfes-douce. f 84 — Dans les poches de ma veste de chasse, j'ai ma poire a poudre bien pleine, mon petit plomb et une bolte de capsules. Je porle ma carnassifere en bandou- lifere et je suis accompagn6 de mes chiens d'arret. Je passe ainsi ma then, or by some springs diverted from llieir course by means of cofferdams and locks. » « One way or another, I shall manage to have a fine sheet of water, to skate upon when it freezes. I shall be taught the first principles of the art by a Dutch- man, who will supply me besides with good skates with solid thongs or straps. It is said that the Dutch are excellent skaters. I shall also have my sledge, drawn by a rein- deer. » « I don't mean to deprive myself of any of ihc sports of the field. Behold me when I am going a shooting, with a handsome double- barrelled fowling-piece, of a small caliber, very accurate and very light. The barrels arc twisted, the stock is varnished, the lock bright and the trigger very soft. - 134 — « In the pockets of my ' shooting-jacket, I have my powder llask well filled, my shot and a box of caps. I carry my game-bag slung over my shoulder, and I am ac- companied by my pointers. I spend the day thus and return home in the Dilourner, to turn away, iv. tour,Xvitn —Batardeanx,p\. olbatardeau (261). S'arranger, to manage, to make arrangements, fr. arranger, to arrange, ranger, to range. R. rang, rank, row— Prlneipe is masc. by exc. (IS) — Hollandais, Ir. liollande, Holland. The h is aspirate in the radical and deri- vative— Traineau, fr. Iratner, to drag — Atteler, to yoke, to put to (a car- riage) — Renne is masc. by exc. (IS). Calibre is masc. by exc. (ISj — Etincelant, fr. dtineeUe, spM-k — Detente, it. tendre, to stretch. Carnassi^re, fr. chair, flesh — ArrM, fr. ar niter, to stop — 420 ' LKSSOM journ^e et je rentre le soir, apres avoir fait un massacre de perdrix, de cailles, d'alouettes et de M- casses. Ou l)ien encore, je prendrai avec moi une laisse de levriers, que je lancerai a la poursuite du lifevre et du lapin. Ou, suivi de quelques piqueurs, j'irai courre le cerf et voirdonnerla cur6e. Maisjem'abs- tiendrai de poursuivre le sanglier, le marcassin, et en g^n^ral touies les betes farouches et velues, qui rugissent, qui hurlent, et assouvis- sent quelquefois'lcur fureur sur le chasseur malencontreux. Je trouve que c'est un passe-temps bien sca- breux que d'aller chercher les ani- maux feroces jusque daus leur re- paire ou leur tanifere. Faisanttreve aux plaisirs bruyants de la cliasse, dont on revient bale- tantet moulu de fatigue, j'irai plus frfiquemnieut tendre le tramail ou disposer la nasse dans un vaste vi- vier entour6 d'aunes et horde de roseaux. J'y prendrai a coup siir des iruiies, des saumons et quan- 134. evening, after making a slaughter of partridges, quails, larks and woodcocks. » « Or again, I shall take a leash of greyhounds, that I shall start in pursuit of the hare and the rabbit. Or , followed by a few huntsmen, I shall hunt the stag and see the quarry given to the hounds. But I shall abstain from pursuing the wild boar, old or young, and in general all the shaggy wild beasts, that roar, and howl, and sometimes glut their rage on the luckless hunter. I think it a very precarious pastime to go and seek lierce animals in their very lairs or their dens, « « Leaving the noisy pleasures of the chase, from which one returns panting and tired to death, I shall more frequently go and spread the drag-net or dispose the bow-net in a vast nurse-pond surrounded wiih alders and bordered with reeds. There I shall be sure to catch trout. Massacre is masc. by exc. (13) — Perdru is fern, by exc. (13). The final x is silent (332, § 2). L^vrier, fr. lidvre, hare — Poursuite, fr. poursuivre, to pursue. R. suivre, to follow — Lievre is masc. by exc. (15) — Cowrre is conjugated like courir. Ills used only in the language of hunters — /e m'abstiendrai, form of the v. irr. s'abstenir, it. tenir. See Index. This verb is always pronominal (il3) — Sunglier, wild boar — Marcassin, young wild boar — Hurler. The h is aspirate — Malencontreux, fr. mal and enconlre or rencontre, rencounter — Passe- lemps. This compound subst. is invariable — Repaire is masc. (283). Faisant trSiie, lit. nvMog trace — Bruyant, adj. fr. bruit, noise— Haleter- The ft is aspirate — MomZm, lit. ground, pa. part, of the v. irr. moudre, to grind. See Index— Fr^quemment, adv. fr. frequent (290) — Aane, formerly spelled aulne, alder, is masc. (341); but [aune, ell, is fern. — Roseaux, pi, of roseau (261) — LESSON 13:5. 421 tit6 d'autres poissons que j'y aurai fait placer d'avance; mais je me garderai d'y laisser mettre des bro- chets; car ces voraces requins d'eau douce sont les fl^aux de tout ce qui porte des nageoires. 135 — II sera bon que je rfegle I'emploi de mon temps. Je me Ife- verai a neuf heures et demie du mniio, c'esl-a-dire une demi-Iieure aprfes le moment ou j'ai I'liabitude de m'6veiller. J'ai toujours eu hor- reur des reveille-matin , dont I'af- freux carillon vous arrache en sur- saut aux douceurs du sommeil. Je m'habillerai a loisir, et vers onze heures moins un quart, je d^jeunc- rai avec un homard, ou des 6cre- visses, des crevettes, des oeufs frais, des rognons sautes , si j'ai grand'- faim. Mais si je n'ai pas beaucoup d'app6iit, je me contenterai d'une tasse de iM ou de chocolat. Je ferai mon second dejeuner a une heure, etje dinerai a cinq. A dix heures, je souperai de beigneis ou de crepes bien chaudes , car la friture ligde estindigeste; etpuisj'irai me coucher a onze heures. salmon and a great deal of other fish that 1 shall have ordered to be placed there beforehand; but I shall certainly not permit any pike to be put among them; for those greedy fresh-water-sharks are the scourges of the linny tribe. » IS 5 — « Tt will be proper for me to regulate tlie employment of my time. I shall rise at half past nine o'clock in the morning, that is half an hour after the lime when I usually awake. I have always detested alarm-clocks, the dreadful din of which snatches you with a start from the enjoyment of sleep. I shall dress myself leisurely, and at about a quarter to eleven, I shall breakfast on a lobster, or craw- fishes, shrimps, new laid eggs, stewed kidneys, if I am very hungry. But if my appetite is moderate, I shall content myself with a cup of tea or chocolate. I shall lunch at one o'clock and dine at five. At ten o'clock, 1 shall sup on fritters, or pancakes, very warm, for co- agulated grease is indigestible; and then I shall go to bed at eleven. » Fldaiix, pi. oi (lilau (261) — Nageoire, fin, fr. tiager, to swim. Neuf hemes et demie, Une demi-heure. See403and800. — Reveille-matin. This compound subst. is invariable. — Douceur, fr. doux, douce, sweet, is fern. (104) — Habiller, fr. habit, dress. The h is mute — Onze heures moins un quart. See 838 — Howard. The h is aspirate — OEufs. The fis pronoun- ced in the sing, and quiescent in the pi. — Grand'faim, lit. great hunger. See 332 and grand'chose in the Slst lesson — Th^. The th is pronounced like t — Cripe, pancake, is fern. (1 b) ; but cripe, crape, is masc. by exc — Friture, frying, thing fried, butler, oil or grease for frying, fr. frire, tofry — Indigeste, fr. digirer, to digest. 422 LESSON 136. Ce mode de distribution du temps vaut mieux, a men avis, que celui qui consiste a faire du jour la nuit eldela nuit lejour. Cependant, je ne me bannirai pas a tout jamais de la soci^t^. Je ne resterai pas con- siamment enfoui dans mes lerres comrae en exil. 11 me si^rait mal de bonder le monde. J'irai done quel- quefois en soirde ou au bal, pourvu que ce ne soit pas en aoiit, car je n'aimerais gufere a danser pendant la canicule, comme c'est, dit-on, la mode a Londres. •J 36 _ II me semble que je ne figurerai pas trop mal dans un qua- drille, surtout avec un beau cos- tume de faniaisie, comme par exem- ple une toge avec une fraise bien empes6e et des bottes a rScuyfere. Que de jolis ddmons, que de ravis- sanls lutins en domino, viendront m'intriguer avec la verve spirituelle et pleine d'abandon que donne le masque aux personnes les plus r6- serv^cs ! 11 faudra aussi que j'aie une slalle a rOp^ra et une aux Italiens. Je liens a 6lre cit6 parmi les dilettanti. De plus.j'aurai une loge a I'ann^e, soit au Th6aire-Fran9ais, soit au « This mode of dividing time is ijetter, in my opinion, than that which consists in turning day into night and night into day. However, I will not banish myself for ever from society. I will not remain perpetually buried in my estates as in exile. It would ill become me to take the world in grudge. I shall therefore go to an evening party or a ball sometimes, provided it be not in August, for I should not like to dance in the dog-days, as people say it is the fashion in London. » 136 — « Methinks I shall cut a pretty figure enough in a quadrille, especially in a fine fancy dress, as for instance, a toga wiih a stiff starched ruff and Hessian boots. How many pretty tormentors, how many bewitching elves in domi- noes, will try to tease me with the witty unconstrained animation which a mask imparts to the most reserved persons ! » « I must also have a stall at the Opera and one at the Italian theatre. I am anxious to be cited among the dilettanti. Besides, I shall have my box all the year Distribution isfera. (108) — Eiifouir, fr. fouir, to dig the earth — Si^rait, form of the v. irr. seoir. See InJpx — Bonder, lit. to pout, to be sulky — Solrie, fr. soir, evening (37)) — Ao&t. The n is mute. Quadrille is niasc. by exc. (\^);ll liquid, 452 — Emjie.ser, fr. empois, starch — Spirituelle, fern, ofspiriluel (202), fr. esprit, wit. See 714, § 3. OpAa, formerly invariable, now lakes llie regular form of the plural. See 8il — Dilettanti is the Italian plural ot dilettante, connoisseur or admirer of the fine arts. This word, being considered as foreign, is not yet submitted to the general rule — LESSON 137. 423 Cirque ou au Vaudeville. Comme on doit se carrer. h Tavant-scfene des premiferes ou au balcon, sur- tout quand on n'a jamais 6t6 qu'au parterre ! Au reste, je ne crois pas que j'aille trfes-souvent au spectacle, s' ce n'est auxjours de premiferes re- presentations, pour entendre sif- fler, crier, demander bis, et pour m'amuser des efforts de la cabale. Le socque et le cothurne ont peu d'attraits pour moi. J'aiuie assez un intermfede ouun ballet, quand il est court; mais un lugubre drame, un tissu de forfaits, avec prologue el Epilogue, ne manque jamais de m'endormir. Je m'amuserai davantage en res- tant chez moi lesoir, ajoueravec mes connaissancesadiff^rents jeux, tcis que les carles, les dds, les do- minos, les tehees et les dames. 137 — Je n'ai jamais jou6 qu'au nainjaune, oil les cartes importan- tes sont : le sept de carreau, le roi round, either at the French theatre, or at the Circus or the Vaudeville. How dashing one must look in the stage-box on the flrstlier, or in the dress circle, especially when one never was but in the pit before ! » « However, I don't think I shall very often go to the play, except on nights of first performances, to hear people hiss, shout, cry encore, and to be amused with the struggles of a cabal. The sock and buskin have but few allurements for me. I like an interlude or a ballet well enough, when it is short ; but a mournful drama, a complication of crimes, with a prologue and an epilogue, never fails to send me to sleep. » « 1 shall find greater amusement in remaining at home of an even- ing, and playing with my acquaint- ances at various games, such as cards, dice, dominoes, chess and draughts. » 187 — « I never played at any other game than Pope Joan, where the important cards are : Cirque is masc. by exc. (15) — Vaudeville is masc. by exc. (1 3) ; U not liquid — Avant-scine. Some lexicographers make this compound subst. invariable, others write avant-scines. The Acaddmie gives no example of the plural t^. Balcon, lit. balcony — Parterre is masc. by exc. (15). J'aille. Form of the v. irr. aller. See Index — Spectacle is masc. (695) — Representation is fern. (108) — Bis. The Dual s is pronounced in this word, when it signifies twice or encore; it is mute in Ms signifying brown — Socque is masc. by exc. (13) — Cothurne is masc. by exc. (iS) —IntermMe is masc. by exc. (,]S) — Ballet, diminutive of bal, ball —Drame Is masc. by e^c. (15^ — Prologue is masc. by exc. (IS) — Epilogue is masc. by exc. (15). £checs in the sense of chess is always plural, and the c in the lermination is quiescent. But in ^ctiec, check, repulse, foil, the final c is pronounced. Nain jaune, lit. yellow dwarf — 424 LESSON 137. de coeur, la daaie de pique et le valet de trfefle ; mais qu'est-ce que ca fait ? Les jeux s'apprennent bien vite. Ah ! je sais aussi le nom des pifeces d'un 6chiquier i il y a le roi, la dame, les tours, les fous, les ca- valiers et les pioDS. C'est deja quel- que chose. Le ditnanchc et les jours f^ri^s que la religion consacre au repos, j'inviterai tous les membres de ma famille. II est probable que je passerai la saison des brouillards a la ville, ct quej'habiterai la campagne depuis le printemps jusqu'a Tautorane. De temps a autre, j'irai faire une ex- cursion en Angleterre, en AUema- gne, ou en Bclgique. On' voyage si vite dans notre sifecle, et sans au- cun encombre, grace a la vapeur! J'irai voir aussi les raontagnes che- nues de la Suisse, mais je ne les gravirai pas jusqu'a la cime, De ccite manifere, je passerai des jours sereins, des jours dont la trame sera ourdie d'or et de soie, comme disait un de nos profes- seurs, et je jouirai de la vie de gar- con pendantquelques annfies, avant de songer au lien conjugal. Je ne serai nullement press6 de m'occu- per de layettes, ni de voir des en- the seven of diamonds, the king of hearts, the queen of spades and the knave of clubs ; but what of that? Games are very quickly learned. Oh ! but I also know the names of the pieces of a chess- board : the king, the queen , the castles, the bishops, the knights and the pawns. That is somcthing.» « On Sundays and holidays which religion consecrates to rest, I shall invite all the members of my fa- mily. » « Ishall probably spend the foggy season' in town, and reside in the country from spring till autumn. Occasionally, 1 shall take a trip to England, Germany or Belgium. Journeys are so speedily made In the present age, and without any impediment, thanks to steam ! I shall go and see the hoary moun- tains of Switzerland also, but I shall not climb up to their tops. » «In this manner, I shall pass days woven with gold and silk, as one of our teachers used to say, and I shall enjoy a bachelor's life for some years, before I think of the matrimonial bond. I shall by no means be in a hurry to think about baby linen, or to see infants in swaddling-clothes and at the breast. La dame de pique. At cards, the queen is called lu dame; but llie French for queen is r erne -rT our, &% a chess-man, is fern. Religion is fem. by exc. (t-i) — Membre is masc. by exc. (15). Brouillard, fog. — Automueh of both genders; but many writers make it masc. The m is quiescent. — SiMe is masc. (693) — Encombre is masc. by exc. (IS). Trame, weft, woof — Ourdir, to yarp — Lien, fr. Her, to bind, to tie — Nullement, adv. fr. nul, null (31, 32) — LESSON 138— N°' 854, 855. 495 fants au maillot el a la mamelle, mewling and puking in the nur- vagissant et bavant dans les bras de leur nourrice. D'aiUenrs, il est Imprudent de se marier de bonne heure, depuis que le divorce est aboli. 138 — Lorsque enfin je serai las duc^libatje briguerairalliancc de quelque noble famille, comme celle des Noircastels, par exemple, ces antiques souiiensdutr6ne etde I'autel : c'est une famille dont la gdndalogie reraonte a Tdpoque de la fondalion du royaume. La jeune personne que je de- manderal en manage sera naiurelle- ment le type de la grace et de la beauts. Nous ferons un couple bien assort!. Voici comme je me la re- prfeente : «e'« arms. Besides, it is imprudent to marry early, since divorce has been abolished. » 1 38— « When at last I ara tired of the single state , I shall court an alliance in some noble family, such as that of the Noircastels, for inslance, those ancient supporters of ihe Ihrone and altar : they are a family whose genealogy is traced up to the epoch of the foundation of the kingdom. » c( The young lady whom I shall ask in marriage will of course be the type of grace and beauty. We shall be a well matched couple. I fancy I see her, » Vagir. The Acad^mie gives the subst. vagissement, wailing, mewling ; bm omils the verb, which is however employed by good writers — Nourrice, fr. nourrir, to feed — Divorce is masc. by exc. (lb). Las. The fern, is tasse, by exc. (2) — 854. Comme celle des Noircastels. § 1 . Most grammarians are of opinion that proper names should always be invari- able, unless enijiloyed as common substantives : they would accordingly write, Les Ncircaslel; the judicious Lemare, however, shows by numerous examples that ihe best writers give the plural form to propemames belonge- ing to several individuals. § 2. A proper name is invariable wheu il desig- nates a single person and is nevertheless preceded by les or another de6ni- tivein the plural, in such idiomatic phrases as the following : «Les Corneille et h^s Racine ont illustri la scdne frangaise, Corneille and Racine have illus- trated the French stage. » — Tr^ne is masc. by exc. (IS) — 855. C'est une famille. The pron. ce is often employed for fte, she or they, as the subject of a proposition, the predicate of which is a subst. or a pron. See also 832 — iJo^awme is masc. by exc. (15). Type is masc. by exc. (15) as well as its derivatives, prototype, daguerreo- type, etc. — Couple is masc. by exc. (IS) when il signifies two animated beings acting in concerl, or two persons or animals of different sexes; but when couple signifies only two things of the same kind, ilisfem. — Moyenne, fern, oimoyen (202), mean, middle, middling. 426 LESSON 4 38— N" 856. EUe est de moyenue stature. Sa taille est svelte et cambrde. EUe a des yeux noirs, un nez grec, des Ifevres vermeilles, des dents comme deux rang(5es de perles et une pe- tite fossette au milieu du menton. Ses jouessontanimSes du plus doux incarnat , et les belles boucles de ses cheveux ciiatain clair ilottent sur ses ^paules. Elle a une petite main, dcsdoigts elQI^s et des onglcs roses. Son pied cut faitlionte a Cen- drillon. Les perfections de son ame ne le cfedent en rien a ceilcs de sa per- sonne. Ses connaissances la font admirer comme uu prodige. Elle chanie et danse a ravir. Elle salt dessiner, peindre et brodcr; elle parle anglais, italien, espagiiol et allemand. Elle est vers^e dans I'histoire et la gdographie. Elle salt coudre et tricoter et se sert de la quenouille , du fuseau et du rouct aussi bien qu'une fermifere. Loin d'avoir I'orgueil de certaines per- soiines de sa caste, elle rend de frfiquentes visites aux pauvres, dont elle allege les souflrances el dont elle est adorde. Son pan6gyriqne est dans toutes les bouclies. Enfrn e'est le raodfele des vertus. u She is middle-sized. Her shape is slender and flexible. She has black eyes, a Grecian nose, ruddy lips, teeth like two rows of pearls and a small dimple in the middle of her chin. Her cheeks glow with the softest blush, and the beautiful locks of her light nut-brown hair flow on her shoulders. She has a small hand, slender fingers and rosy nails. Her foot would have shamed Cinderella. •> (I The perfections of her mind are nowise inferior to those of her person. Her knowledge makes her admired as a prodigy. She sings and dances delightfully. She can draw, paint and embroider ; she speaks English, Italian, Spanish and German. She is versed in history and geography. She can sew and knit and she employs the distaff, thi; spindle and spinning- wheel as well as a farmer's wife, Far from having the haughtiness of certain persons of her caste, she pays frequent visits to the poor, whose sufferings she alleviates and by whom she is adored. Every body sings her praises. In a word, she is the model of virtues. » Svelte. The s is pronounced like z (188, § 2) — Fossette, diminutive of fosse, pit, hole (390) — Incarnat, carnation colour, fr. chair, flesh — Bouele is fem. (693, § 2) — 856. Ses cheveux chdtain clair. When two artjectivcs form a compound in which the second qualifies the first, they are both in- variable — EfflM, fr. fil, thread — Honte. The ft is aspirate. Perfection is fem. (108) — Ame, lit. soul — Ses connaissances la font ad- mirer. See G48 and 747 — Prodige is masc. liy e.\e. (15) — Dessiner, v. fr. dessin, drawing (343) — Coudre, v. irr. See Index — Rouet, fr. roue, wheel — Fermihe, fem. of fermier (740) — Pan^gyrique is masc. by exc. (IS) — , Vertu is fem. by exc. (14). LESSON 139. 427 189 — Pour amadouer le due son pfere, et pour qu'il ne croie pas ddchoir en donnant sa fiUe a un parvenu, je lui dcrirai que je ne demande pas de dot. Une offre aussi d6sinl6ress6e est une chose trop rare pour n'^tre pas accept^e sur- le-champ. Aussi rnon gentilhorame, tout fier qu'il est de ses litres et de son rang, ajournera toute autre alTaire pour conclure ce pacte, et me donnera un rendez-vous. II me recevra de la mani<;re la plus affa- ble , avec tout le proiocole des compliments d'usage. Ma harangue sera courte, car je ne suis pas fort disert; je n'ai pas la faconde d'un avocat, et je finis par bredouiller quand Je p6rore irop longtemps. Aprfes avoir entamfi I'affaire par un petit pr^ambule, je lui propo- serai de rfiglcr les clauses du con- trat, qui scront tellement avanta- geuses pour sa (ilie, qu'il n'6lfevera aucune objection et qu'il sera en- 139— «In order to coax over the duke her father, and to pre- vent him from considering it a disparagement to give his daughter to an upstart, I shall write to him that I do not aslc for a portion. Such a disinterested offer is too rare a thing not to be accepted directly. So my nobleman, proud as he is of bis titles and rank, will postpone every other busi- ness to conclude this compact, and will make me an appointment. He will receive me with the greatest affability, and with the usual pack of compliments. My harangue will be short, for I am not very voluble; I have not the loquacity of a bar- rister, and I always finish by stuttering, when 1 speechify too much. » Glacial, fp. glace, ice. According to the Aeadimie, this adj has no pi. masc. However the astronomer Bailly has written Bes vents glacials (346). Scandale is masc. by exc. (15) — Nerveuse, fern, of nerveux (156), fr. nerf, nerve — Elle esttombie. The v. tomber almost invariably lakes ^/re as an auxiliary, in its compound lenses — Abattement, fr. abattre, to beat down. R. battre — Burets, fr. dur, hard, is feni. (270). Amener, fr. mener, to lead — Nonchalamment, fr. nonchalant (290) men- tioned in the 9lh lesson — Enfant, in the sing, is of either gender, accord- ing to the sex of the child referred to (8); but in the pi. it is always masc, — Sangloter, fr. sanglot, sob. Conduite, subst. fr. se conduire, to behave. inergique, fr. Anergic, energy. 432 LESSON 14^. 143 — Alexis 6laitsi compl6le- ment absorb^ dans ce songe qu'il faisait tout 6veill6, que, saisi d'ua vertige irresistible, il ne put s'cm- pgcher d'ex6cuter avec son pied I'acte brutal qu'il avait dans la pen- s6e ; de sorte qu'il repoussa brus- quementsonpanierde fragile mar- chandise, base de toutes ses gran- deurs imaginaires, et que ses verres allferent tombcr dans la rue, oil ils se briserent en mille morceaux. Hola ! — s'6cria le coiffeur, qui accourut en riant a gorge d6ploy6e. — II paralt qu'il y a du grabuge et de la brouiile dans le menage. Voila bien du tiniamarre. A qui cette vaisselle cass6e ? — Au marquis De- latour! — Ah! quel esclandre, et quel d6boire! Oh! I'arrogant im- becile ! le niais ! la buse ! qui ne connait pas de meilleur moyen de se faire aimer de Sa femme que de la recevoir a coups de pied ! One petite femme jolie comme un ange et douce comme un mouton ! Fi done ! Ah! vous haissez les bavards, dites-vOus? Eh bien , moi, je hais les sots bouiDs de vanitd. Vous n'avez que ce que vous m6rilez , nion cher, ct \ous apprenez a vos dSpens a quoi mfene la nianie de faire des chateaux en Espagne. 142 —Alexis was so complete- ly swallowed up in this waking dream that, seized with an irresist- ible vertigo , he could not forbear performing wiih his foot the bru- tal act which he had in his thoughts; so that he abruptly kicl^cd his basket of brittle ware, the basis of all his imaginary grandeur, and his glasses fell down into the street, where they were broken into a thousand pieces. a Halloa ! » cried the hair-dres- ser, running in and laughing immo- derately. « It seems that there is a jarring and wrangling between the husband and wife. Here is a pother ! Whose broken crockery is this! — Marquis Delalour's! — Oh ! what a subject for scandal, and what a mortification ! Oh ! the su- percilious blockhead ! the dunce! the idiot! who knows no better way of gaining the love of his wife than receiving her with kicks ! Such a litilc wife, as pretty as an angel and as mild as a lamb ! Fie upon you! Ah! you hate gossips, you say ? Well, / hate fools puffed up with vanity. You are rightly served, my fine fellow , and you now see to your cost the folly of building castles in the air. » Pi< j^ is fem. by exc. (14). Songe ismasc. by exc. (15)— Veriigeis masc. by exc. (IS) — Ae/<;ismasc. by exc. (15) — Grandeur, it. grand, is fern. (104). D^ployer, l\t. to unfold, to display. — Crabuge is masc.h^ exc. (15). It is familiar — Tmtamarre is masc. by exc. (15) —Esclandre is masc. by exc. (IS) — J)6bolre is masc. by exc. (IS) — Ange is masc. even when applied as an epithet to a woman — Vauiti is fem. (270j. KlY TO THE EXERCISES CONTAINED IN THE SECOND VOLUME OF THE WHOLE FRENCH LANGUAGE. TWENTY FIRST LESSON. PBEPABATOBY EXEBCISE. 1 — Vous attendiez — Vous enteodiez — Vous etendiez — Vous fon- diez — Vous interrompiez — Vous mettiez — Vous mordiez — Vous prfitendiez — Vous perdiez — Vous promettiez — Vous r6pondiez — Vous rendiez — Vous riiez — Vous suiviez — Vous suspendiez — Vous Tendiez. 2 — Elles attendraient — EUes entendraient — Elles 6tendiaient — Elles fondraient — Elles interrompraient — Elles mettraient — Elles mordraient— Elles prfitendraient — Elles perdraient-- Elles promet- traient — Elles r6pondraient — Elles rendraient — Elles riraient — Elles suivraient — Elles suspendraient — Elles vendraient. 3 — Vous appuyez (or, Vous vous appuyez) —Vous appelez — Vous aimez — Vous apportez — Vous acceptez — Vous arrivez — Vous bla- mez — Vous cessez — Vous donnez — Vous d^sirez — Vous demandez — Vous 6tudiez — Vous goutez — Vous jouez — Vous mangez — Vous oubliez. U — Vous aitendriez — Vous entendriez — Vous 6tendriez — Voiis fondriez — Vous interrompriez — Vous mettriez — Vous mordrlez — Vous pr^tendriez — Vous perdriez — Vous promettriez — Vous rfipon- drlez — Vous rendriez — Vous ririez — Vous suivriez — Vous suspen- driez — Vous vendriez. 5 — Vous penseriez — Vous passeriez — Vous poss6derlez — Vous placeriez — Vous prononceriez — Vous parleriez — Vous proposeriez — Vous prfitertez — Vous regarderiez — Vous sauteriez. 6 — To sympathize — To realize — To legalize — To immortalize — To brutalize — To volatilize — To civilize — To organize — To parti- cularize — To singularize- — To pulverize — To exorcise — To colonize — To temporize. 7 — Vous avertiriez — Vous divertiriez — Vous dormiriez — Vous finiriez — Vous fourniriez — Vous fuiriez — Vous jouiriez — Vous noir- ciriez — Vous pdririez — Vous partiriez — Vous rempliriez — Vous r6us- siriez — Vous sentiriez. Key to the Esctrtites. F> II> 1 2 KEY TO THE EXERCISES. 8 — vous venea ^ Vous convehez — Vous jisConvenl^ «— Vous con- irevenez — Vous circonvenez — Vous devenez — Vous redevenez — Vous intervenez — Vous parvenez — Vous pr^vejjez — ypHsprovenez — Vous revenez — Vous survenez — Vous subvenez. 9 — 11 mit — II admit — II commit — II deutt ^ II emit — II &m\xt- mit — II omit — II permit — II promit — Ilcompromit — II repromlt — II remit — 11 soumit Ifir, H se soumit) — II transmit. 10 — Le premier mois — Le vingt et unifeme jour — La trente et unieme semaine. 11 — S'il parlait — S'il finissait — S'il r^pondait — Bi nous p6rissions — Si nous entendions — Si vous pr^tendiez — S'ils oubliaient — S'ils rSussissaient — S'ils r^pohdaieht. 12 — II ne savait pas si elle serait — Si nous jouirions '- Si nous per- drions — Si vous trouveriez — Si vous adouciriez — Si voils apprendriez — S'ils (or. Si elles) conduiraieni. 13 — Ni boutiques ni maisons — Ni amis ni connaissances — Ni gram- maire ni dictionnaire — Ni le premier ni le dernier — Ni aujourd'bui ni demain — Ni grand ni petit — Ni bien ni mal. 14 — Nous admirons celui qui parle — Vous appelez celle qui arrive — II arrete ceux {or celles) qui passent — Geluiqui nous blame — Celle quidonne — Ceux (or Celles) qui doutent. 15 — Le meilleur pofete et le mellleur artiste — Les plus grandes mai- sons et les plus grands jardins — Les plus grands et les plus d^testables defauts— Les plus douc^s el les plus flatteuses esp^rances. COMPOSITION. 1 — Pourquoi ne suiviez-vous pas notre exemple ? 2 — Pourquoi ne r6pondiez-vous pas a nqtre question? 3 — N'entendiez-vous pas notre question ? k — Des enfanis comprendraient cela. 5 — lis {or Elles) boiraient s'ils [or si elles) avaient del'ean. 6 — Les goujons mordraientsi nous avionsde bonnes amorces. 7 — Vos amis riraient s'ils vous entendaient. 8 — Vous manquez d'argent, mais vous ne manqaez pas de pain. 9 — Vous nous arretez toujours quand nous parlons. 10 — Vous ne pouvezpas le voir; vous arriveztrop tard. 11 — Vous ne pensez qu'a manger et a boire. 12 — Acceptez-vous ce qu'il propose ? 13 — Croiriez-vous que cet (or cette) enfant a quinze ans? Ik — La comprendriez-voussi elle parlait vite ? 16 — En pareille circonstance, que diriez-yousj . 16 — Aimeriez-vousle metier de raenuisier? TWENTT FIRST tESSON. 3 17 — Vous oublieriez vos lemons si vous interrompiez vos Etudes. 18 — Pourquoi ne joueriez-vons pas au cheval fondu "i* 19 — Vous serez bieiitdt famlliaBs^ {or famiUarisde, familiarises, fa- miliaris6es) avec les nouveaux mots que vous avez appris. 20 — Le jour arrivera ou toutes les nations fraterniseront ensemble. 21 — Votre talent tous immortalisera. 22 — Nos esp6rances seront r^alis^es. 23 — Vous dormiriez bien a Tombre. 24 — A sa place vous vous diverliriez comme lui. 25 — Pourquoi ne jouiriez-vous pas de votre liberty? 26 — Vous souvenez-vous de la premiere lecon ? 27 — Mon fils est dans sa vingt et unifeme ann6e. 28 — Le rire est quelquefois une bonne cbose. 29 — Vos occupations vous feront oublier le boire et le manger. 80 — Cette petite maison est tout son avoir. 31 — Nous ne perdrons jamais le souvenir de ce jour. 32 — En vingt et une legons, nous avons appris beaucoup de {or bien des) chosest 33 — Nos amis seront a Paris dans vingt-quatre heures. Zli — Vous ne seriez pas pardonnable si vous n'utilisiez pas vos ta- lents. 35 — 11 disait que si vous trouviez des provisions, vous les apporteriez. 3(> — Si vous mangiez trop vous seriez blamable {or blamables). 37 — S'il les pressait, ils {or elles) accepteraient. 38 — S'ils {or Si elles) acceptaient, nous serions lieureux.. 39 — Si nous suivious cet exemple, nous serions fous. 40 — Nous ne savions pas si nous prendrions du poisson. 41 — Nous ne savions pas si nous tinirions h temps. 42 — 11 voulait savoirsi vous Tattendriez. 43 — Nous n'avons ni amis ni connaissances a Paris. 44 — lis {or lilies) n'ont ni pain ni argent. 46 — Celui qui n'est pas altentif oublie ses legons. 46 — Celle qui vous parle est une flatteuse. 47 — Ceux qui manquent de m6moire ne manqueut pas toujouis de Jugement. 48 — Nous ne comprenions pas ceux qui parlaient vite. 49 — N'iDterrompez pas celui qui parle. &0 — Suivez celle que vous aimez< 51 — Celui qui ne travaillera pas ne mangera pas. b'l — 11 est aussi bon et aussi beau que sa m^re. 63 _ cetie rue sera la plus longue et la plus belle de Paris. l)[^ — voila le plus s^rieux el le plus austere de mes amis. KEY TO THE EXKRCISES. TWENTY SECOND LESSON. PKEPARA.TORY ESEIiCISE. 1 — Le moias actif — Moins ambitieux que — Le moins atlrayant — Moins attentif que — Le moins ennuyeux — Moins cher que — Le moins froid — Moins flatteur que — Le moins nombreux — Moins malade que. 2 — Vous affrancliissiez — Vous avertissiez — Vous adoucissiez— Vous accomplissiez — Vous divertissiez — Vous jouissiez — Vous noircissiez — Vous p6rissiez — Vous remplissiez — Vous rSussissiez — Vous unissiez, 3 — Vous d6fltes — Vous red6fites — Vous contrefites — Vous refltes — Vous satisflies. 4 — Vous appelates — Vous aimates — Vous apportates — Vous allates — Vous acceptates — Vous donnates — Vous demandates — Vous 6tadiates — Vous goutates— Vous jouates— Vous mangeates — Vous oubliates— Vous passates — Vous parlates. 5 —Vous attendites— Vous entendltes— Vous 6tendltes— Vous fondltes — Vous interrompltes — Vous mordites— Vous pr6tendites— Vous perdltes — Vous poursuivites— Vous r6pondltes — Vous suivltes— Vous suspendites — Vous vendites. 6— Vous assaillltes — Vous vous afifranchiltes — Vous avertltes — Vous adoucltes — Vous aceomplites — Vous divertltes — Vous dormltes— Vous joultes— Vous langultes— Vous noircltes— Vous pyrites— Vous partlles— Vous remplites — Vous r^ussites. 7 — Uue si grande aversion {or, Une aversion si grande) — Une aussi agr6able invitation {or. One invitation aussi agr6able) — Dn po^te trop ambitieux— Un si bon garfon— Un aussi digne homme — Un trop insigni- flant personnage {or, Un personnage trop insignifiant). COMPOSITION. 1 — Votre frfere est moins ambitieux que vous, 2 — Elle n'est pas moins attentive que la premifere fois. 3 — Cejeune liomme 6tait le moins attentif des 6tudialj{s. U — Le moins ennuyeux de ces pofemes est encore tr^s-ennuyeux. 6 — Vous finUsiez votre thfeme, quand il arriva. 6 — Vous rfiussissiez toujours a finir votre tache avant nous. 7 — Ne remplissiez-vous pas votre panier de provisions, quand nous passames ? 8 — Vous souvenez-vous que vous nous divertissiez avec vos histoires? 9 — Vous futes malade, parce que vous mangeates trop de poissou. 10 — Ge jour-la, vous parlStes avec Anergic. TWENrr THIRD LESSON. 6 11 — Vous ne manquates pas de courage. 12 — Vous trouvates la tache ennuyeuse. 13 — Pourquoi ne lui r6pondltes-vous pas ? 14 — Vous suivites Texemple de votre ami. 15 — Vous poursulvltes vos Etudes, et vous ne perdltes pas votre temps. 16 — A qui vendltes-vous votre cheval? 17 — Que sentltes-vous, quand vous futes dans I'eau ? 48 — Vpus dormltes six heures. 19 — Vous partltes a cinq heures du matin. 20 — ,Vous n'aurez jamais une si belle occasion. 21 — II n'acceptera pas une si ennuyeuse tache {or, une tache si ennuyeuse). 22 — Oil trouverez-vous un aussi bon ami? [or, un ami aussi bon? ) 23 — Une histoire trop longne nous fait bailler ( or. One trop longue histoire). 24 — Vous avez une trop bonne opinion de lui. 25 — Ce qu'il 6tait dans ce temps-la, il Test encore. 26 — Ce que nous avons entendu, nous ne le dironspas. 27 — Ce que vous nous avez dit, nous ne I'oublierons jamais. 28 — Cette tache nous la remplirons. 29 — Ce prix que vous avez obtenu, vous ne I'accepterez pas. TWENTY THIRD LESSON. PHEPiBATORY EXERCISE. 1 — Je me d6dis — Je contredis — J'interdis — Je prfidis — Je pedis — Je m6dis — Je maudis. 2 — Que vous attendiez — Que vous entendiez — Que vous 6ten- diez — Que vous fondiez — Que vous interrompiez — Que vous raet- tiez — Que vous mordiez — Que vous pr^tendiez — Que vous perdiez — Que vous poupsuiviez — Que vous promettiez — Que vous r§pon- diez — Que vous riiez — Que vous suivlez — Que vous suspendiez — Que vous vendiez. 3 — Que vous arr^tiez [or. Que vous vous arretiez) — Que vous ap- peliez — Que vous aimiez — Que vous alliez — Que vous acceptiez — Que vous arriviez — Que vous avanciez — Que vous blamiez — Que vous corrigiez — Que vous cessiez — Que vous chargiez. U — Que vous avertissiez — Que vous adoucissiez — Que vous ac- complissiez — Que vous divertissiez — Que vous finissiez — Que vous fournissiez — Que vous jouissiez — Que vous ianguissiez — Que vous e, KEY TO TH£ KXEBCISES. noircissiez — Que vous pgrissiM — Que votts remplissiez — Que vous r^ussissiez. 5 — Que vous attendissiez — Que vous entendissiez — Que vous fondissiez — Que vous interrompissiez — Que vous taordissiez — Que vous pr6tendissiez — Que vous poursuivissiez — Que vous F^pondissiez — Que vous suivissiez — Que vous vendissiez. 6 — Que vous avertissiez — Que vous adoucissiez — Que vous ac- complissiez — Que vous divertissiez — Que vous finissiez — Que vous jouissiez — Que vous languissiez — Que vous noircissiez — Que vous p6rissiez — Que vous remplissiez — Que vous r^ussissiez. 7 — Alexis dont le pfere 6tait vieux — L'artiste dont Jes productions sont admir^es — L'ami dont nous parlons — La boutique dont vous parlez — Son metier dont il tire un grand profit — Vos camarades dont vous vous souvenez. 8 — Bassesse — Jeunesse — Mollesse — Petitesse — Sagesse — Tristesse — Vieillesse — Vitesse. 9. — Que vous donnassiez — Que vous d^sirassiez — Que vous dou- tassiez — Que vous demandassiez — Que vous examinassiez — Que vous godtassieK — Que vous imaginassiez — Que vous jouassiez — Que vous oubtiassiez — Que vous pensassiez — Que vous parlassiez. COMPOSITION. 1 — Est-il n6cessaire que vous perdiez votre temps? 2 — JTexige que vous me r^pondiez. 3 — 11 est juste que vous nous entendiez. U — Je desire que vous le laissiez parler. 5 — 11 est juste que vous r^compensiez les ^tudiants. 6 — Je desire que vous trouviez ce livre utile. 7 — Je ne crois pas que vous finissiez votre tache aujourd'hui. 8 — Nous ne doutons pas que vous ne r^ussissiez. 9 — Ce livre est trop s^rieux. 10 — L'anguille pesait une livre. 11 — Je voudrais que vous me rendissiez mon livre. 12 — II 6tait n^cessaire que vous poursuivissiez vos etudes. 13 — Je voudrais que vous finissiez votre tkhe. 14 — II serait n€c8ssaire que vous adoucissiez la position de votre pfere. 15 — II serait possible que vous r^ussissiez. 16 — L'oI)servation dont vous parlez n'est pas juste. 17 -^ Le pofeme dont vous avez entendu le commencement est trfes- ennuyeux. ■fWEMTV FOURTH LESSON. 7 18 — L'homme dont Jg parle est sag« et s(5rienj5. 19 — Ce catnarade donl vous vous souvenez manque d'intelligence et de (n^moire. 20 — Voila la boutique de rhomme dont les gateaux sont si bons. 21 — La jeunesse est g^n^reuse. 22 — Nous admiroDs la sagesse de votre pere. 23 — Je voudrais que vous aimassiez I'^tude. 2& — Je Toudrais que vous examinassiez ce livre. 25 — Vous ne savez pas ce dont il est capable. 26 — Savez-vous ce dont Us parlalent? 27 — A qui parlez-vous? 28 — Nous avons une maison dont nous pouvons disposer. 29 — C'est une circbnstance dont je ne suis pas fSch€. TWENTY FOURTH LESSON. PBEPAR4T0BY EXERCISE. 1 — Devenez — DeVenu — Vous deviendrez. 2 — lis plaignent — Nous plaignions -^ Vous plaigniez — lis plai- gnaient — II plaignit -*- Nous plaigntmes — Vous plaignites — lis plai- gnirent — Plaignons — Plaigaez — Pourvu que tu plaignes — Pourvu que nous plaignions — Pourvu qu'il plaignit — Pourvu que vous plai- gnissiez. 3 — Que tu admires — Que tu aimes — Que tu acceptes — Que tu blames — Que tu corriges — Que tu commences — Que tu donnes — Que tu demandes. U — Que tu avertisses — Que tu accomplisses — Que tu finisses — que tu fonrnisses — Que tu jouisses — Que tu p^risscs — Que tu rem- plisses — Que tu r6ussisses — Que tu r6fl6cijisses. 5 — A toi — Aprte toi — Avec toi — Devant (or Avant) toi — De toi — Par toi — Sans toi — Sur toi — Sous toi — Vers toi. 6 — Que tu attendes — Que tu entendes — Que tu fondes — Que tu interrompes — Que tu mordes — Que tu pr6tendes — Que tu perdes — Que tu poursuives — Que tu promettes. 7 — Tu affranchis — Tu avertis — Tu accomplis — Tu divertis — Tu finis — Tu fournis — Tu jouis — TU languis — Tu noircis — Tu ob(5is — Tu p6rls — Tu remplis — Tu r^ussis. 8 — Je te donne — II te parle — Tu t'affranchis — Nous tu demau- dons — lis t'6coutent — II t'avertissalt — Nous rob^issioiis — 11 le re- pondit-^Us te surprendront. 9 — A raoins que tu n'aies — A raoins qu'il ue soil— A moins que g EET TO THE EXERCISES. nous n'^coutions — A moins que vous ne passie« — A moins qu'ils ne r^ussissent — A moins que nous n'interrompions — A moins qu'il ne poss^dat — A moins que nous ne trouvassions — A moins que vous ne sentissiez. COMPOSITION. 1 — Nous ne plaignons pas les ingrats. 2 — II se plaignait toujours san^ raison. 3 — Nous nous plaignions de notre pauvret6. , U — Vous vous plaigniez de la paresse de votre fils. 5 — lis nous plaignirent quand il fut trop tard. ' 6 — Plaignons ceux qui manquent de m^moire. 7 — Plaignez-nous, car nous sommes a plaindre. 8 — II d6sirait que vous le plaignissiez. 9 — II faut que tu commences a 6tudier. 10 — Je ne pense pas que tu aimes les remontrances. 11 — Je te rficompenserai, pourvu que tu studies. 12 — Je d6sire que tu r6fl6cliisses sur ce que nous avons dit. 13 — II faut que tu finisses ta tache aujourd'bui. 14 — Je ne doute pas que tu ne r6usslsses. 15 — II sera ingrat, quelque service que tu lui rendes. 16 — Je veux que tu me r^pondes en pen de mots. 17 — Je ne veus pas que tu m'interrompes. 18 — Je ne t'^coute pas. 19 — Pourquoi n'ob6is-tu pas? 20 — Tu ne finis jamais ce que tu as commence. 21 — Pourquoi ne remplis-tu pas ce panier? 22 — Tu as dit cela, toi ! 23 — Je ne I'^coute pas, mais loi, je t'^coute (or, mais je t'^conte, toi) . 24 — Nous irons avec toi. 25 — Nous te donnons nos livfes. 26 — Travaille de plus en plus. 27 — Elle 6tudie de moins en moins. 28 — II semble que vous soyez fach6. 29 — II semble que les observations soienl inutiles. 30 — II me semble que vous arrivez fort tard. 31 — II me semble que je comprends plus facilement. '32 — Vous semble-t-il que cet homme soit heureux? 33 — II mange toujours [or, II est toujours a manger), a moins qu'il ne soit malade. 34 — Vous serez vainqueur (or vainqueurs); a moins que vous ne man- quiez de courage. TWENTY FIFTH LESSON. 9 35 — Nous ^couterons leurs observations, a moins qu'elles ne soient trop ennuyeuses. 36 — Nous finirons notre tache, a moins que nous ne soyons inter- rompus. TWENTY FIFTH LESSON. PEEPAEATORY EXERCISE. 1 — Tu travailles — Tu trouves — Tu sembles — Tu rencontres — Tu paries — Tu obliges — Tu manques — Tu manges — Tu laisses — Tu jettes. 2 — Arrete (or Arr6te-toi)— Admire — Aime — Apporte — Accepte — Avance — Divertis — Finis — Jouis — Noircis — Obfiis — Attends — Apprends — Bois — Crois — Dls — Defends — ficris. 3 — Ton argent — Ta boutique — Tes bras — Ton coude — Ta com- pagnie — Tes conseillers — Ton chagrin — Ta disposition — Tesespfi- rances— Ton flls— Ta fortune— Tes Mres— Ton gateau— Ta grammaire — Tes livres. U — Tu apprends— Tu attends— Tu bois— Tu comprends— Tu crois — Tu conduis — Tu dis — Tu defends— Tu entends — Tu 6cris. 5 — Tu entendras — Tu ficriras — Ta fondras — Tu interrompras — Tu mordras — Tu perdras — Tu prendras — Tu poursuivras. 6 — Tu ser.viras — Tu sentiras — Tu r^fl^cliiras — Tu rempliras — Tu partiras — Tu p6riras — Tu ob^iras — Tu languiras — Tu jouiras. 7 — Je jette— Tu jettes— II jette — lis jettent— Je jetterai— 11 jettera —Nous jetterons— Vous jetterez — Vous jetteriez— J'appelle— Tu ap- pelles — II appelle — lis appellent — J'appellerai — II appellera — Nous appellerons— Vous appellerez— Vous appelleriez. 8 — Brutaux— Collat^raux — Conjugaux- filectoraux— G6n6raux— Gutturaux — Lib^raux — Loyaux — Moraux — Min^raux — Nationaux — Orientaux — Originaux — Principaux — Rivaux — Sociaux. 9 — Apportes-en — Acceptes-en — Donnes-en— fitudies-en la moiti6 — ficoutes-en une partie— Goiites-en — Goutes-y— Joues-y — Manges-en — Penses-y — Parles-en — Regardes-y — Travailles-y. 10 — Get argent est le tien — Cette anguille est la tienne — Ces ba- teaux sont les tiens — Ces carpes sont les tiennes — Ce cheval sera le tien — Cette 6cole sera la tienne— Ces jardins seront les tiens— Ces id6es seront les tiennes. 11 — Pasaussi (or si) actifque — Pas aussi (or si) ambitieux que — Pas aussi [or si) agr^able que — Pas aussi (or si) bon que — Pas aussi [or si) cher que— Pas aussi {or si) froid que — Pas aussi {or si) grandjque — Pas aussi {or si) gros que. 1 KET TO THE BXEBCISES. 12 — Je suis aussi actif que tot— Tu es anssi attentif {or aiteuliTe) que moi— II est aussi brave qu'elle— EUe est aussi jeune que lui— Nous som- mes aussi beureux (or heure^^es) que voas~-Vous etes aussi ii^rat (or in- grate, ingrats, ingrates) qu'eux — Vous etes aussi m^chant (or m^chante, m^chants, m^chantes) qu'elles— lis (or Elles) sont aussi libres que nous. coMPOdifior). 1 — Tu travailles beaucoup. 2 — Tu obliges un ingrat. 3 — Qtt'esp6res-tu? — or, Ou*est-ce que tu espferes? 4 — Tu ne m'6coutes pas. 5- — Travaille pendautque tu es Jeune. 6 — Pense a notre conversation. 7 — Apporte tes hame?ons. 8 — Finis ta tache. 9 — Bemplls le panier. 10 — Ob6is it ton pfere. 11 — R6ponds a nos questions. 13 — Defends tes amis. 13 — Ne perds pas tes livres. Vi — Tu apprends facilement. 15 — Goinprends-ta ce que je dis ? 16 — Tu ne boispas assez. 17 — Tu luir^pondras, si tu corapreUds sa question. 18 — Tu ne perdras pas ton temps. 19 — Quand ^criras-tu a tes amis? 2(^ — Je Paime comme moi-m§me. 21 — Tu es en contradiction avec tot-meme. 22 — II se parlait a lui-mSme^ 23 — R6pondons tons ensemble. 24 — Qu'ilsoit notre ami. 25 — Qn'ils {or Qu'elles) vendent leur poisson. 26 — Tu rgfl^chirasa cela. 27 — Ob^iras-tusans hfeitation? 28 — Ne jouiras-tu pas de la fortune de ton pfere ? 29 — Appelle ton camarade. 30 — L'as-tuappeie? 31 — Vous viendrez quand je vous appellerai. 33 — M'appelez-vous ? — Qui, je vous appelle. 33 — Ges hommes sontbrutaux. 34 — LCS pflnctpaux ouvrages de ce pofete sont sublimes. 35 — Tu as de I'argent, donnes-en a ton ff fere. TWEWTIf SIXTH LESSON. H 86 — N'oublie pas cette circonstance, parles-en a tes amis. 37 — Get exemple est bon, penses-y tous les jours. 88 — Voicr mon livre, et voila le tien. 39 — Ma position n'estpas meilJeure que la tienne. 40 — Mes camarades ne sont pas les tiens. 41 — J'ai fait mes invitations, as-tu fait les tiennes ? 42 — II seratroptard quand tu te repentiras. 43 — Nous lui r^pondrons quand il nous parlera. till — Je serai heureux de vous voir quand vous viendrez a Paris. 45 — Quand il 6tait seul , il se parlait a lui-meme. 46 ^ Vous ne me blamez pas, mais je me bUme moi-mSme. 47 — Voulez-vous venir avec moi? — Je le veux bien, 48 — Le fils n'est pas aussi {or si) actif que le pire. 49 — Guillaume n'est pas aussi (or si) ingrat que Jacques. 50 — EUe n'^tait pas aussi {or si) beureuseque sa mfere. 61 — Ton camarade est aussi s^rieux que toi, 62 — Vous prononcez aussi bien que lui. 53 — Vous 6tes plus jeune que moi. TWENTY SIXTH LESSON. PREPARATORY EXERCISE. 1 — J'avertissais — J'adoucissais — J'accomplissais — Je divertissais— Je finissais — Je jouissais — Je languissais — J'ob^issais — Je p^rissais — Je remplissais — Je r^fl^chissais. 2 — Ton ami et le mien — Ta boutique et la mienne — Tes bras et les miens — Tes 6pargnes et les miennes — Get enfant est le mien — Cette famille est la mienne — Ges filets sont les miens — Ges poches sont les miennes. 3 — Je travailiais — Jetrouvais — Je tournais— Je semblai&^Je parta- geais— Je pleurals — Je parlais— Je pensais— J'occupais— J'obligeais — Je laissais — Je jetais — J'6levais — J'esp^rais — J'^coutais — Je com- men^ais. 4 — Que tu commen?a8S?s — Que tu ^coutasses — Que tu esp^rasses — Que tujetasses— Que tu laissasses— Que tuobligeasses — Que tu occa- passes — Que tu onbliasses. 5 — Assailli — Affranchi — A verti — Adouci — Accompli — Diverti — Dormi— Fourni — Fui — Joui — Langui — Noirci— Ob6i—P6n —Parti— Rempli— R6fl6chi— Repenti— Senti— Servi. 6 — Je combattais — Je d^fendais — J'entendais — J'6tendais -^ Je fondais — J'inlerrompais— Je mordais— Je mettais — Je pr^tendais— Je 4 2 KEY TO THE EXERCISES. perdais— Je poursuivais— Je promettais— Je plaignais — Je r^pondais— Je rendais — Je riais — Je suivais — Je vendais. 7 — Mon aversion— Ton ambition— Son apatWe — Mon Education- Ton espErance — Son 6cole;— Mon Etude — Ton histoire — Son heure — Mon idEe — Ton influence — Son invitation — Mon ombre— Ton observa- tion — Son occupation. 8 — J'en ai — En avez-vous ? — II n'en a pas — Elle en apporte — En altend-elle?— lis n'en ont pas donnE — Demandez-en — Laissez-en— Mettez-en. 9 — II me le donne (or, II me la donne) — II te la laisse — II se les prononce — Vous le {or la) lui donnez— Us nous la rendent — Nous vous les apportons — Nous le {or la^ leur vendlmes. COMPOSITION. 1 — Je finissais ma legon quand il arriva. 2 — Je rEflEcliissais peu quand j'Etais jeune. 3 — Je n'obEissais pas a mes maltres. U — Mais je me divertissais beaucoup. 5 — Jacques est votre ami, mais il n'est pas le mien. 6 — Votrevieillesse sera plus heureuse que la mienne. 7 — J'aime ses enfants commes'ils Etaient les miens. 8 — Vos ressources sont plus grandes que les miennes. 9 — J'occupais plusieurs ouvriers. 10 -^ Je travaillais souvent avec eux. 11 — J'Ecoutais toutes leurs observations. 12 — Je voudrais que tu partageasses mes provisions. 13 — Je ne voudrais pas que tu pleurasses. 14 — Je voudrais que tu oubliasses ton chagrin. 15 — Avez-vous rEflEchi sur ce projet? 16 — Le pfere n'est pas obEi de tons ses enfants. 17 — Vous avez adouci notre position. 18 — J'Etais si Etourdi que je rEpondais avant d' avoir rEflechi. 19 — J'interrompais ceux qui parlaient. 20 — Je promettais des choses que je ne pouvais pas donner {or, que je ne pouvais donner). 21 — Mon ambition est grande. 22 — Ton observation est juste. 23 — Son apatbie lui sera fatale. 21 — Acceptes-tu mon invitation ? 25 — Oui.j'accepte ton invitation. 26 — Son histoire ne sera pas longue. TWENTY SEVENTH LESSON. 1 3 27 — Si vous manquez d'argent, j'en ai a votre service. 28 — Vous 6tes bien bon, mais je n'en ai pas besoin. 29 — Mon p6re m'en a donn6. 30 — L'liomme dont vous m'avez promis le soutien est grave et austere. 31 — Je n'irai pas avec un homme dont les compagnOns aont des ^tourdis. 32 — Mon ami, dont vous n'aimez pas les compagnons, est cependant un bon enfant. 33 — Je rends justice a votre ami, dont j'admire le caractire. 34 — Mais je ne veux pas voir ses camarades, dont les d6fauts sent grands. 35 — Quand lui parlerai-je? 36 — Qu'avez-vous a lui dire ? 37 — Elle ditque vous ne lui parlez jamais, que vous I'oubliez, et que vous ne la rendez pas heureuse. 38 — 11 lui semble que vous ne I'aimez pas. 39 — Ces livres lui sont chers, parce que vous les lui avez donnas. 40 — Nous ne serous pas ingrats, vous le leur direz. , 41 — Vous le croyez, parce qu'il vous le dit. 42 — Us out moa dictionnaiie et ils ne me le rendent pas. 43 — Ils dfisiraient [or d6sirferent) avoir ce filet; mon frfere le leur donua. TWENTY SEVENTH LESSON. PREPARATOny EXERCISE. 1 — Que tu accomplisses — Que tu adoucisses — Que tu avertisses — Que tu btoisses — Que tu dormisses — Que tu finisses — Que lu nour- risses — Que tu ouvrisses — Que tu te repeutisses — Que tu r^fldchisses — Que tu trabisses. 2 — Que tu altendisses — Que tu combattisses — Que tu d^fendisses — Que tu mordisses — Que tu perdisses — Que tu poursuivisses — Que tu rendisses— Que tu suivisses — Que tu vendisses. 3—11 trahira — U servira — U sentira — II remplira — II partira — II p6rira — II ob61ra — 11 nourrira — II lauguira — II jouira — U fuira— II fournira — II dormira. 4 — 11 vient — II convient — II disconvient — II contrevient — II cir- convient — Ildevient — 11 redevient — II intervient — II parvient— 11 pr6vient — II provient — Ilrevieut— II se souvient — II survient— U obtient — U s'abslient — II conlient — 11 d6tient — II entretieut — il soutient — Il appartient — II maintient. I 4 KEY TO THE EXERGIS8S. 5—11 viendra — II conviendra — II disconviendra — 11 contrevieildra — II circonviendra — U redeviendra —II interviendra — II parviiendra— II pr6viendra — II proviendra — II reviendrd — II se souvietdra — U surviendra — II tiendra — II obtiendra — II s'abstiendra — II eoiitiendra — II d^tiendra — U entretiendra — II soutieiidra — II appartiendra — II main tiendra. 6 — Ne penser qu'a soi — N'avoir rien a soi — Compter sur sdi — £tre Chez soi — titudier pour soi; 7 — J'attendis — Je combattis — Je d^fendis — J'entendis — J'inter- rompls — Je mordis — Je poursuivis — Je prftendis — Je r^pondis -^ Je rendis — Je suivis — Je susp^ndis — Je vendis. 8 — Les ^tndiants les plus attentifs — Les legons les plus longues — Les hommes les plus braves et les plus ambiliedx —La personne la plus frivole et la plus ^tourdle — La gaiety la plus franche — Les conseillers les plus graves — Les fruits les plus gros et les meilleurs. 9 — Je crois pouvoir venir— Je compte le voir arriver — II desire aller jouer — Pensez-vous pouvoir 6crire ? COMPOSITION. i — Ta m6re ne doutait pas que tu ne lui ob^isses. 2 — Je ne doutais pas que tu ne r^ussisses. 3—11 6tait n6cessaire que tu dormisses aprfes ton travail. U — Tu 6tais fach6, bien que tu prfitendisses le contraire. 5 — II fut vainqueur, bien que tu te d^fendisses avec courage. 6 — 11 serait ingrat, quelque service que tu lui rendisses. 7 — Get homme est un faux ami ; il vous trahira. 8 — 11 jouira du fruit de votre travail. 9 — Comment cet homme nourrira-t-il ses nombreux enfants ? 10 — On pense a soi avant de penser aux autres. 11 — On travaille pour soi et pour ses enfants. 12 — Aucune condition n'est basse en soi. 13 — On fait pour soi ce qu'on ne fait pas pour les autres. 14 — Quand je dis ses deux aieuls, je veux dire le pfere de son p6re, et le p6re de sa m^re. 15 — Nos a'ieux n'^taient pas plus sages que nous. 16 — Je I'attendis deux heures, mais il ne vint pas. 17 — L'autre jour, vos amis me firent plusieurs questions auxquelles je r^pondis. 18 — lis me parlferent de leurs projets, que je combattis. 19 — lis ont eu le courage le plus sublime. 20 — Vous nousavez fait I'invitation la plus flatteuse. TWENTY EitiStB LESSON. 15 21 — VOttS aVezobKnu t^ap^i^obatiofi Id jplus cftmplfeW. 33 — Votre pfete est le meilleur, le plus brave fet le plus g^ngreux des hommes. 25 — Nous entendrobs les artistes le& plus disttngu^s let les t)lus c6- \hbres, 24 — On est ambitieus si Ton aime la gloire. 26 — On aime h savoir a qui roa parle. ^6<^ II deitiande Ae Targent et non du pain. 27 — Pourquoi r6ponds-tu a son observation et non a la mienhe? 28 — J'ai perdu ma fortune, mais non ma gaiety. 29 — Get homme est-il ambitieux ou non ? 30 — Vous avez un ami sur I'appui duquel vous pouvez compter. 31 — II y avait un marchand devant la boutique duquel il s'arrgtait souvent. 32 — II a une bonne m^re, pour le boniieur de laquelle aucun sacri- fice ne lui coQte. 33 — Mlez avec ces messieurs, dans la corapagnie desquels voiis trou- vez tant de plaisir. 34 — J'espfere pouvoir aller avec eux. 35 — Je croyais pouvQir comprendre leur conversation. 36 — Nous avons eu aujourd'hui une tongue conveusation. 37—11 se repentit amferement de ce qu'il avait fait. 38 — II aime trop ses enfants. 39 —II n'aime pas assez ses parents. TWENTY EIGHTH LESSON. PREPABATOBY EXERCISE. 1 _ Tu vins — Tu convins — Tu disconvins — Tu contrevins — Tu circonvins— Tu devins — Tu redevins — Tu intervins— Tu parvins— Tu pr^vins — Tu te souvins— Tu survins— Tu tins — Tu obiins — Tu t'abstins— Tu contins — Tu d6iins — Tu entretins — Tu soutins— Tu appartins — Tu maintins. 2 — Tu attendis — Tu combattis— Tu d6fendis— Tu entendis— Tu interrompis — Tu mordis— Tu perdis — Tu r(5pondis — Tu rendis — Tu suivis — Tu vendis. 8 — Tu aimas — Tu arrivas — Tu acceptas — Tu comptas — Tu d6ci- das — Tu disposas — Tu 6coutas — Tu goutas — Tu jetas — Tu laissas — Tu occupas — Tu partageas. il— Tu avertissais — Tu b6nissais — Tu finissais — Tu languissais — Tu nourrissais — Tu ob6issais — Tu rAnplissais— Tu trahissais. H 5 KEI TO THE EXERCISES. 5 _ Tu attendais — Tu combattais — Tu d^fendais — Tu entendais— Tuinterrompais — Tumordais — Tumettais— Tu perdais— Tu pour- suivais — Tu r^pondais — Tu vendais. 6— Tuaccomplis— Tu adoucis — Tu b^nis— Tu dormis— Tu four- nis _ Tu jouls — Tu nouiris— Tu ouvris — Tu partis — Tu r6fl6cMs— Tu remplis. 7 — Tu tirais — Tu travaillais — Tu trouvais — Tu tournais — Tu sem- blais — Tu songeais — Tu recompensais — Tu regardais — Tu partageais — Tuparlais. COMPOSITION. 1 — Aimez-vous le style de ce pofete ? 2 — Que r6pondis-tu, quand il eut fini ? 3— Ce jour-la tu perdls tout ton argent. 4 — D^fends-moi comme tu d^fendis ton camarade. 5 — Un jour tu parlageas ton pain avec les pauvres. 6 — Tu occupas una place importante. 7 — Poui-quoi ne travaillas-tu pas ce jour-la? 8 — Tu n'ob^issais pas a tes parents, quand tu 6tais jeune. 9 — Tu finissais ta tache quand nous arrivames. 10 — Tu as perdu cette fortune dont tu ne jouissais pas. 11 — Je savais que tu m'attendais. 12 — II serait fach6 si tu I'interrompais. 13— Je pensais que tu perdais de I'argent par cette transaction. Ik — Tu sais cela mieux que personne. 15 — Nous arri\ames sans avoir rencontrg personne. 16 — II ne voyait personne, et personne ne le voyait. 17 — II n'y a personne dans la maison. 18— Tu b6nis ton conseiller le jour ou tu jouis du fruit de ton travail, 19 — Je suis siir que tu dormis bien la nuit suivaute. 20 — Pourquoi pleurais-tu ce matin ? 21 — A quoi pensais-tu? 22 — Que regardais-tu? 23 — Personne n'est averli de ce que nous voulons faire. 2k — Personne n'^tait invito, mais les personnes qui arrivaient 6taient bien revues. 25— Personne n'a €t6 oubli6. 26 — Plusieurs personnes ont 6l6 oubli^es. 27 — II y a une personne qui a 6t6 oubli^e. TWENTY NINTH LESSON. TWENTY NINTH LESSON. PBEPARATORY EXERCISE. 1 — Tu t'acquitteras — Tu blameras — Tu compteras — Tu cesseras — Tu dimiimeras — Tu demanderas — Tu ^puiseras — Tu jetleras — Tu laisseras — Tu manieras — Tu occuperas — Tu prieras — Tu reste- ras — Tu soulageras. 2 — Tu accomplirais — Tu bdnirais — Tu dormirais — Tu Gnirais — Tu jouirais — Tu languirais — Tu nourrirais — Tu ob6irais — Tu ou- vrirais — Tu r6fl6chirais — Tu servirais — Tu trahirais. 3 — Tu t'arreterais — Tu t'admirerais — Tu t'amuserais — Tu t'ac- quinerais — Tu te blamerais — Tu te donnerais — Tu te disposerais — Tu iMcrierais — Tu te jetterais. 4 — Tu apprendrais — Tu boirais — Tu comprendrais — Tu connai- trais — Tu croirais — Tu conduirais — Tu coinbattrais — Tu dirais — Tu 6crirais — Tu instruirais — Tu preodrais — Tu plairais — Tu vivrais. 5 — Travaillons — Trouvons — Tournons — Sautoas — Restons — R6- compensons — Regardons — Partageons — Pleurons — Parlous — P as- sons— PrononQons — Oublions. 6 — Ambitieux de gloire — Agr6able au vainqueur — Attentif a la legon — Cherases parents— Capable de comprendre — Honieux de ses dgfauts— Heureux de vous voir— Indigne de vLvre — Ingrats envers leur ptre— Libre de toate contrainle— Libre de parler— N6cessaire a vos amis — N6cessaire a savoir — Prel a parler. COMPOSITION. 1 _ Xu passeras devant la boutique, mais tu ne t'arr§teras pas . 2 _ Tu resteras sur le pont, et tu regarderas les bateaux. 3 — Si tu vols ton camarade, tu Tappelleras. 4— Si tu avais dcs enfants, comment les nourrirais-tu? 6— Si tu 6tais raisonaable, tu rSfl^chirais sur les observations de tes amis. 6 — Tu dormirais mieux, si tu exer^ais les bras. 7 — T'acquilter.ais-tu, si tu avais de I'argent ? 8 —Comment disposerais-tu de ton argent? 9— Si turesiais avec ton pfere, tu ne raanquerais de rien. 10— Encouragez vos ouvriers par votre exemple. 11 — 11 empoche son argent, 12 — Pourquoi n'6crirais-tu pas a ta mfere ? Key to the Exercises. P. 11, ^ 18 K£r TO THE EXERCISES. 13 — Tu comprendrais si tu 6tais attentif. 14 —Ta ne perdrais pas an seal mot de notre conversation. IS — Sautons dans le bateaa et partons. 16 — Mangeons du pain et de la vjande. 17 — Jouons an cheval fonda. 18 — L'un d^fait ce que I'aatre fait. 19 — Avons-nous dlt quelque chose qui vous d§plaise? 20 — Mes livres ne sont pas a leur place ; vous les avez d^plac^s. 21 — Get enfant est-il capable de nous comprendre ? 22 — fites-vous prSt a me r^pondre ? 23 — Vous 6tes libre de dire ce que vous pensez. 24 — En r^compensant vos enfants, vous les rendrez attentifs. 25 — Ce n'est pas en pleurant que vous vous affranciiirez de Toppres- sion. 26 — Donnez I'exemple de la moderation, en oubliant nos torts. THIRTIETH LESSON. PREPARATORY EXERCISE. 1 — Qu'il avertisse — Qu'il b6nisse — Qu'il finisse — Qu'il jouisse — Qu'il lapguisse— Qu'il nourrisse— Qu'il ob6iss£— Qu'il rempiisse— Qu'il traliisse. 2 — Get argent est le leur — Cette boutique est la leur — Ges cahiers sont les leurs — Ce dictionnaire 6lait le leur— Cette 6cole 6|;ajt la Jeur— Ges ^pargnes 6taient les leurs. 3 — 11 attenclrail— II boirait— II croirait— II distrairait— II ^crrrait— U fondrait— 11 instruirait— II mettrait— II perdrait— II suffirait— II vivrait. 4 — 11 accomplirait— 11 bSnirait— 11 dormirait— II fuirait— II noircirait — U ouvrirait — II partirait — II r^ussirait — U soulTrirait — II servirait. 5—11 acquitterait— II blamerait — 11 compterait— II diminuerait— n 6tonnerait— Ilgouterait — Iljetterait— Illaisserait— II mangerait — II occuperait — II pioclierait — II resterait. 6 — Quoiqu'il assure — Quoiqu'elle aime — Quoiqu'on blame — Quoi- qu'il compte— Quoiqu'elle decide— Quoiqu'on ^coute — Quoi qu'il goute — Quoi qu'elle imagine — Quoi qu'on pense. 7 — Qu'il combatte — Qu'il d6fende — Qu'il entende — Qu'il mette — Qu'il perde — Qu'il r^ponde — Qu'il vende.. 8 — Une de ces bonnes gens — Certaines ennuyeuses gens — Toutes ces excellentes gens — Toutes ces m^chantes gens. 9 — Des gens ag6s — Des gens 6tourdis — Des gens heureux — Des gens inieUigents — Des gens attentifs. THiailETH LBSSON. < ^ 10 — On de ces jeiines geos — Tous ces bravgs gens — Tqus ?cs pauvres gens. COMPOSITION. 1 — Que pensez-vous de ceci? 2 — Laissez cela, et mangez ceci. 3 — Nous souhaitoDs que notre enfant b6nisse noire mSmoire. U — Croyez-vous que voire amivoustrahisse? 5 — Je m'6lonne qu'il rougisse de sa profession. 6 — Nous avons nos livres, et vous avez les v6tres ; mais nos cama- radcs n'ont pas trouv6 les lears. 7 — Nous avons fini notre tache, mais ils n'ont pas fini la leur. 8 -r Noire projet est meilleur que le leur. 9 — 11 ^crirait s'il avail du papier. 10 — Voire cheval boirail-il si je lui donnais de I'eau? 11 — Hlon frfere comprendrait mieux, s'il 6tait plus attentif. 1^ — Voire mfere pariirait demain, si elle avail de I'argent. 13 — Pourqubi ce jeune homme rougirait-il de la profession desop pfere? 14 — Si cet homine restait avec nous, U divertirail touie la compagnie* ( 15 — Reslerait-il, s'il 6iail invil6 ? 16 — Qui, et il vous ^tbnnerait. 17 — 11 parlerait depuis le matin jusqu'au soir. 18 — Elle ne semble pas comprendre, quolqu'elle ^coute tr6s-aiten- tivement. 19 — H n'est pas fort, quoiqu'il mange beaucoup. 20 — 11 n'avance pas, quoiqu'il travaille avec ardeur. 21 — S'il manque d'argeni [or, S'il a besoin d'^rgept), qu'il vend^ sa maison. 22 — Qu'il se d6fende, s'il est assailli. 23 — Qu'il nous suive, s'il ne yeut pas resler seul. 24 — Ces marchands sent de bonnes gens, 25 — Toutes ces ennuyeuses gens nous ont fait perdre ootre teqips. 26 — Une de ces vieiljes gens nous a fait uu sermon. 27 — Un de ces jeuncs gens est mon amj. 28 — Tons ces pauyres geiissont a plaindre. 29 Ces bonnes gens sonl gourds a nos rcmonlrances. 30 — II u'esi pas agreable de parler a un sourd. 31 — 11 est uiSeessaire de iravailler. 32 II est sage de ri5116chir avant de parler. 33 U est irisie de peuser que nous obligeons des ingrats. 34 — 11 est utile de savoir (or connallre) la langue frang^ise. 20 KEY TO TBE EXERCrSES. 35 — Ses maniferes soat plus dislingufies qu'e]les ne I'^taient. 86 — Les remontrances soiit moins nficessaires aujourd'hui qu'elles ne l'6taient hier. 37 — 11 n'est pas moins sourd qu'il I'^tait. 38 — Le Ills n'est pas plus 6tourdi que son p6re I'^tait {or, que I'dtait sonpfere) dans sajeunesse. 39 — On ne pent pas 6tre plus ingrat qa'il Test. THIRTY FIRST LESSON. PREPARATORY EXERCISE. 1 — Liqu^fier — PaciCer — Specifier — J5difier — Modifier — D^ifier— Qualifier— PersonniDer — Glorifier — Terrifier — P6trifier — Purifier — Falsifier — Ratifier — Rectifier. 2 — Queje blame— Queje compte — Que je demande — Quej'6tonne — Queje goflte — Queje jette — Quej'occupe — Queje pousse — Que je reste — Que je soulage — Queje tire. 3 — Que je bfinisse — Que je diveriisse — Que j'endurcisse — Que je gdmisse — Que je nourrisse — Que j'ob6isse — Queje r6fl6chisse — Que je trahisse. k — J'accomplis — Jedormis — Je finis— Je jouis—'Je languis — J'ob6is — Je partis — Je remplis — Je sentis. COMPOSITION. i — II songe a modifier ses projets. 2 — Si ses idfies sont fausses.il fautles rectifier (or, il faut qu'elles soient rectifiges). 3 — lis veulent vous terrifler. 4 — lis veulent que je commence ma tache ce ra atin. 5 — D6sirez-vous queje lui laisse cette somme? 6 — Je ne serai pas ingrat, quelque place que j'occupe . 7 — 11 est n^cessaire queje fitiisse raon ouvrage. 8 — Doutez-vousque je r^ussisse ? 9 — II cstJHste queje jouisse de la fortune que j'ai gagn6e. 10 — ?prez-vons insensible a sa douleur? il — Cesgens sont incorrigibles. 42 — La place 6taitinaccessible, 13 — Je partis a sept heures du matin. 14 — Je b^nis le jour oii tu revins. 15 — Je remplis mon panier de provisious. THIRTY SECOND LESSON. i'' 16 — Que pensez-vousdu magn^tisme ? 17 — Le patrlotisme est unegdn6reuse passion (or, une passion g6n6- reuse). 18 — Est-ce avec un sophisme qu'il espfere vous persuader ;* 19 — 11 avail sept cents francs, et il m'en donna trois cent cinquante. 20 — Mon pfere mouratal'agede quatre-vingtsans. 21 — II trouva quatre-vingl-dix goujons dans son filet. 22 — 11 fait rouglr les honnetes gens. 23 — II fait travailler sesouvriersdepnisle matin jusqu'ausoir. 24 — Vous m'avez fait perdre mon temps. 25 — Les parents faisaient (or fireni) jouer leurs enfants. 26 — Ilpr6tendait [or pr6iendit) n'avoir pas compris [or, ne pas avoir compris) . 27 — Je desire rie pas fitre interrompu [or, n'eire pas inlerrompu). 28 — 11 a rfoolu de nepasrfipondre. 29 — Vous avez appris une langue dontl'dtude estdiOTicile. 30 — NOHSvimes un pontdontla longueur nous ^tonna. 31 — II avail un gateau, dont il donna la mnitie a son frfere. THIRTY SECOND LESSON. PREPARATORY EXERCISE. 1 — Nous accoutumions — Nous appliquions — Nous contrariions — Nous d^cidions — Nous 6tudiions — Nous nous 6criions — Nous gagnions — Nous jonions— Nous menions— Nous oubliions— Nous restions — Nous soulagions — Nous travaillions. 2 _ Que d'avantages ! — Que d'argent ! — Que de calamit^s ! — Que d'efforls ! — Que de gloire ! — Que de paroles {or mots) ! — Que de questions ! 3 — fjous attirerions — Nous compterions — Nous diminuerions — Nous essaierions— Nous jetterions— Nous laisserions — Nous mangerions Nous occuperions — Nous pleurerions — Nous semblerions — Nouf trouverions, li — Nous agissons— Nous b^nissons — Nous divertissons— Nous endur- cissons — Nous finissons — Nous g6missons — Nous jouissons — Nouf- languissons — Nous nourrissons — Nous ob^issons — Nous r^fl^chissons — Nous trahissons. 5 _ j'espfere — Tu espferes — II espfere — lis espferent — Je poss6- (lerai — Tu possfederas — II possfedera — Nous possederons — Vous possfe- (lerez— Tu obsfederais — II obs^derait — Nous obsederions— Que j'obsfcdc, 6 — Nous attendons — Nous combattons — !Nous d6fendons— Koi $2 KEY TO THE EXERCISES. mettons — Nous mordons — Nous pr^fendons — NOusperdons — Nous r^pbndons — Nous rendons— Nous suivons — Nousvivons. 7 — 11 averlit— 11 b(5nit— 11 divcrlit— II fournit— II gdmit— II jouit— II noircit-11 nourrit— II 6b6U— II pdrit— 11 remplit— 11 traWt. 8 — Apporte—Cessons—Commcncez— Finis— G^missons — Jooiil^ez — Inlerromps— Meltons— Perdez. 9 — l5ludions — Oublions — TravSillons — ESsayons— Mangeons — Aglssons — FinissoDS — Jouissons — Altendons — MettoDs — tl^pondons. 10 — J'apprfftdral — J'attendrai — Je boirai — Je comprehdrai — Je croirai — Je dirai — J'entendrai — J'gcrlrai — J'instruirai — Je meitrai Je plaindrai. 11 — J'essaic — Tuessaies— Ilessaie— llsessaient — Tu essaieras— II essalera — Nous essaierons — Vous essaierez — Essaie. 12 — Je m'alTranchirai — J'agirai— Je bgfiirai — Je diverlil-ai— Jedor- mlrai — Je g^aiirai — Jehairai — Je nourrirai — J'oavrirai — Je partirai. 13 — lis arrfiteront— lis bailleront— lis comfnenceront- lis donheront —lis 6couteront— lis gouteront- lis joueront— lis Oublieront— Ilspen- seront — lis tourneront. Ik — J'^leve — II 61eve — Us ^Ifevent — Nous flfeverons- Vous flfeveriez. 15 — raimerai — Tu admireras — II apportera — Nous arriverons — Vous acceplerez— Us appliqueront— J'avertirai- Tu bSuiras— II diver- tira — Nous dormirons — Vous endufcirez— lis iiiiiront — J'Scrirai — Tu interrompras — U mordra — Nous mettrons — Vous pr^tendrez — lis plaindroQt. COMPOSITION. 1 — Nous examinions les oulils des ouvriers. 2 — Nous esp6rions avoir le plaisir de vous voir. 3 — Nbus pensions a vous. h — Que de peine vous vous donnez ! 5 — Que de personnes viennent chez vous ! 6 — Que d'argent vous avez re?u ! 7 — Pourquoi n'^couterions-nous pas leurs observations ? 8 — Nous partagerions notre pain avec vous. 9 — Nous travaillerions avec plaisir, si nouS avions de bons outils. 10 — Nous finissons latrente-deuxifeme legon. 11 — Nous nous nourrissons de viande et de poisson. 12 — Nous ne trahissons pas nos amis. 13 — J'espfere que vousviendrez me voir. 14 — Getbomme m'obsfede depuis le matin jusqu'au soir. 15 — CeS jeunes gens possfederont unegrande fortune un jour. i6 — Nous attendons plusieurs amis. THIRTY SECOND LESSON. 23 17 — Nousne vousinterrompons jamais qaand voas parlez. 18 — Nous perdons une grande {or grosse) soinme d'argenU 19 — 11 finitsa tache aujourd'hui. 20 — 11 bfinit ses enfants, qui sont la consolation de sa vieiJlesse. 21 — Ce papier jaunit. 22 — Finlssons cette tache. 23 — Essayons d'6crire. 24 — Voyons ce que j'ai a faire. 25 — Je pense que je vous comprendrai facilement. 26 — J'attendrai vos camarades. 27 — J'examinerai ce diclionnaire. . 28 — 11 faut que j'essaie d'ficrire en fran^ais. 29 — Ne t'appulc pas sur ie parapet. 30 — J'agirai avec fermet6. 31 — Je ne trahirai pas mes amis. 32 — Je ne me repenlirai pas de ce que j'ai fait. 33 — lis travailleront dcpuis le matin jusqu'au soir. 34 — ilss'accoutumerontala fatigue. 35 — lis oublierontleurdouleur. 36 — Je pfese toujours mon pain et ma viande. 37 — II s'616vera, parce qu'il a de I'ambition. 38 — II mfene une heureuse vie {or, une vie henreuse). 39 — Savez-vous oil va cet enfant ? 40 — Quand vientla nuit, nous nousretirons. 41 — Voila la maison ou demeure votre ami {or amie). 42 — La question que je me suis faite ests6rieuse. 43 — Je suis fach6 de la peine que vous vous etes donnde. 44 — C'est un regret que nous nous sommes ^pargn£. 45 — Ils'est^tendu sur un banc. 46 — Elle s'est jet6e dans la rivifere. 47 — Vous vous 6tes oublifis {or oubli^es, in addressing females) en r^pondant comme Vous I'avez fait. 48 — Elles se sont placdes prfes de la maison. 49 — Sbyons bon (or bonne, if a woman speaks). 60 — Ne soyons pas ingrat {or ingrate, etc.). 51 — Soyons sourd (or sourde) a ses priferes. 52 — Donnez-moiquelque chose de bon. 53 — Dites-nous quelque chose de vrai. 54 — Sa*ez-vous quelque chose denouveau? KEY TO THE EXERCISES. THIRTY THIRD LESSON. PREPARATORY EXERCISE. 1 — lis accoutumeraient — lis appliqueraient — lis compteraient— lis dimiiiueraient — lis embrasseraient — lis jetteraient — lis mfeneraient — lis occuperaient — lis resteraient — lis subsl-'teraient. 2 — Cr^ateur — Propagateur— Navigateur— intPrrogateur — M^dialeur — Ventilateur — Calculateur — Adulateur — R(5gulaieur— Mod^rateur— Op^rateur — Conspirateur — Orateiir— Dictateur — Agitateiir. 3 — Quej'attendisse— Que je combattisse— Que j'entendisse — Que je fondisse — Quej'interrompisse — Queje mordisse — Que je perdisse — Queje r^pondisse — Que je vendisse. 4 — Quej'appliquasse — Quejecontrariasse — Que jedficidasse — Que j'enibrassasse — Que je gagnasse — Que je jetasse — Que j'obligeasse — Que jepoussasse — Que jerestasse — Queje subsisiasse — Que jetrou- vasse. 5 — Que j'assujetiisse — Que je bdnisse— Que je dormisse— Que j'en- durcisse — Queje g^misse — Que je haisse — Que j'ouvrisse— Que je r^us- sisse — Queje sentlsse. 6 — J'avertirais— Je divertirais— Je finirais — Je jouirais— Je languirais — Je noircirais — J'obfiirais — Je p^rirais — Je remplirais — Je soufTrirais — Je subirais. 7 — J'en ai un (or une) — Tu en a deux— 11 en a trois — Nous en avons quatre — Vous en avez cinq — lis en ont six — Je vous en donnerai beau- coup — Nous en accepterons un [or une). COMPOSITION. 1 — S'il 6tait avocat, les juges I'^couteraient avec plaisir. "2 — Les enfantsaimeraientcette 6tude, si elle 6taitplus attrayanie. 3 — N'6coutez pas ces gens-la ;ils vous obsfederaient de leurs priferes. k — Vous aurez beaucoup d'imituteurs. 5 — Vous parlez en orate ur. 6 — Tons les speclateurs sont charm^s. 7 — H 6tait nficessaire que je I'attendisse. 8 — 11 6tait (or, II fut) indulgent, quoique je repondisse mal. 9 — Je les entendais [or enlendis), quoique je prttendisse etre sourd. 10 — Mes parents d^siraient queje me distinguasse. 11 — Je ne pouvais rien obtenir, a moins queje ne le deinandasse. 12 — Vous me compreniez, quoique je parlasse tr6s-vite. THIRTX FOURTH LESSON. 2^ 13 — Je fus (or J'^tais) bllin^, quoique j'agisse honnetemeiu. 14 — Us exigeaient que je trahisse mes amis. 15 — II 6tait impossible que je leur ob^isse. 16 — Je dormirais, si je n'avais rien a faire. 17 — Je IJnirais ma lache, si vous ne m'interrompiez pas. 18 — A votre place, je rougirais d'etre si faible, et j'agirais avec fermetfi. 19 — Si vous n'avez pas de place, j'en ai une a vous donner. 20 — 11 a appris deux lecons, et son frfere en a appris trois. 21 — Combien de mots savez-vous ? — Je ne les ai pas comptfo, mais j'en sais beaucoup. 22 — Aimez-vous ce poisson ? — Oui, mais vous m'en avez donn6 trop. 23 — Ne donnez plus de fruit a ce petit gargon ; il en a assez. 24 — Dites-moi quelque chose que je puisse comprendi-p. 25 — Vous avez prononc6 plusleurs mots que je puis comprendre. 26 — Demandezun livre qui vous amuse. 27 — Je vous donnerai un livre qui vous amusera, j'en suis sur. 28 — J'espfere trouver un ami qui ne soit pas ingrat. 29 — J'ai trouv6 un ami qui ne sera pas ingrat. 30 — Je d6sire une place qui soit agr6able. 31 — Je desire cette place, qui est agr^able. 32 — Mon pfere et ma mhre sont dans le jardin. 33 — Jacques et son fr^re partiront ensemble. 34 — Lui et elle vous parleront. 35 — L'avou6, 1'avocat, le juge, pensent que cet homme est innocent. THIRTY FOURTH LESSON. PREPARATORY EXERCISE. 1 — J'apprendrais — Je boirais — Je croirais — J'entreprendrais — J'6crirais — J'instruirais — Jemettrais— Je r^duirais— Je suivrais — Je vaincrais. 2 — J'achfeterais— J'embrasserais — Je gagnerais— Je jetterais — Je laisserais— Je m6riterais— J'occuperais— Je prouverais — Je resierais — Je subsisterais— Je tacherais. 3 — Vous vivez — Vous vendez —Vous suivez — Vous rdpondez— Vous plaignez — Vous mettez— Vous mordez— Vous interrompez — Vous fondez Vous entendez— Vous d^fendez — Vous craignez— Vous atiendez. li — Vous appeliez— Vous aimiez— Vous blamiez — Vous comptiez — Vousdonniez — Vous ^tudiiez — Vous gagniez— Vous jouiez— Vous man- gier— Vous oubliiez— Vous priiez —Vous regardiez— Vous vous souciiei —Vous trouviez. 26 KEY TO THE EXERCISES. 6 — J'arretais (or, Je m'arr6tais) — Tu appelais— II aimait— Nous ap- portions— Vous accepiiez— lis arrivaient- Je Wnissais— Tu endurcissais — Ildivertissait — JNous fniissions — Vous fourriissiez— lis g^missaient — finterrompais-Tu metials— II pr^tendait— Nous perdions— Vous pro- mettiez — lis l-gpondaietit. 6 — Un spectacle — Dn thiracle— Le tabernacle — Cef obstacle — Ce receptacle — Get article — Un muscle. .COMPOSITION, 1 — Je vivrais heureux dans cette maison. 2 — Je vous suivrais avec plaisir. • 3 — Je pense que je comprendrais toutes vos questions, mais je n'y r^pondrais pas bien. 4 — Je travaillerais depuls le matin jusqu'au soir. 5 — Si vous avifz du poisson, j'en mangerais avec plaisir. 6 — J'accepterais vos services, si j'en avals besoin. 7 — Attendez-vous la voiture? 8 — Pourquoi ne suivez-vous pas vos camarades? 9 — Si vous I'entendez, pourquoi nelui r6pondez-vouspas? 10 — J'ai autant de patience que vous. 11 — Mon m^decin a autant de malades que le v6tre. 12 — Tu n'as pas autant d'exp6rience que lui. 13 — Vous n'avez pas autant d'outlls que le menuisier. 14 — Avez-vous autant de chevaux qUe votre ami? 15 — Vous ne mangez pas autant que voire frfere. 16 — Voila rhomme donl vous parliez. 17 — Que regardiez-vous sur ce pont? 18 — Saviez-vous que j'arriverais aujourd'hui ? 19 — Nous vimes un beau spectacle. 20 — Nous craignons de rencontrer uri obsfacle. 21 — II a coutujiie de faire une promenade chaqiie inaiin (or, tons les matins), et je pense que cette coutume est bonne. THIRTY FIFTH LESSON. PBEPARATOBY EXERCISE. 1 — Vous apprenez — Vous d^sapprenez — Vous comprenez —Vous entreprenez— Vous vous mdprenez— Vous reprenez —Vous surprenez. 2 — Vous cirConscrivez — Vous dficrivez — Vous Insctivez — Vous pro- scrivez — Vous souscrivez — Vous transcrivez. tHIRTT FIFTH LESSON. 27 3 — Get enthousiasrae— Dn m6taplasme— Un miasme— Un pl6onasme — Dn sarcasme — Un spasme. U — Un interrogatoire— Un purgatoire — Un oratoire — Un laboratoire — Un observatoire— Un conservaioire — Un r6fectoire — Un territoire — Un promonioire — Un r^perloire. 5 — Vous agissez — Vous bdnissez — Vous endurrissez — Vous flnis- sez — Vous gdmisscz — Vous haissez — Vous jouissez — Vous languisscz — Vous nouriissez — Vous ob^issez— Vous rdussisscz — Vous rdfldchissez — Vous subissez— Vous trahissez. 6 — La physique — L'optique — L'acoustique — La stalique — La slatislique — La tactique— La m^canique — L'hydraulique — L'hydrosla- tique. 7 — Panier a fruit — Voiture a un cheval. — Montre a r6p6tiiion — Papier a dessin— Papier a leiires— Livres dc classe— Cheval de caliriolet. — Matire d'^cole— Banc de jardln— Montre d'argent— Argent de poche. COMPOSITION. 1 — Apprenez-vous facilement ? 2 — Comprenez-vous la question qu'elle vous fait ? 3 — Vous me surprenez. U — Vous n'^crivez pas assez, 5 — Ces miasmes sont dangereux. (5 — Un sarcasme n'est pas un argument. 7 — .he spasme est pass^. 8 _ Votre laboratoire est trfes-grand. 9 — J'ai un petit observatoire au bout de mon jardin. 10 — Voyez-vous le promontoire ? 11 _ Vous ne finissez jamais ce que vous commencez. 12 — Vous ne jouissez pas du fruit de vos travaux. 13 _ pourquoi ne r6fl6chissez-vous pas avant d'agir? 14 La catoptriqne et la dioptrique sont des subdivisions de la phy- sique. 15 — Vous lui prenez la main. 16 — Vous le prenez par la main. 17 _ Vous leur avez ouvert les yeux. 18 Tu lui prehdras le bras et tu I'arrSteras. 19 — Je me suis noirci les mains. 20 — II se tate le pouls pour savoir s'il est malade. 21 _ Quelle sorte de papier voulez-vous? — Du papier a lettres. 22 — Son pfere lui a donn6 une belle montre a r6p6tition. 23 — Notre vieuxmaltre d'6cole 6tait un excellent homme. 28 KBY TO THE EXERCISES. 24 — Est-ce que je perds mon temps ? 25 — Est-ce que je ne vous rends pas justice? 26 — Qu'est-ce que je crains? THIRTY SIXTH LESSON. PREPARATORY EXERCISE. 1 — J'arrivai— Je comptai— Je demandai — J'employai— Je forgai— Je gagnai— Je jetai — Je inonirai— J'ocrupai— Je prouvai — Je tirai. 2 — J'appoi'tai — Tu achPtas — 11 blama — Nous cessames — Vous d^ci- dates — llsembrasserent — Je finis — Tngu^ris— 11 gemit — Nouslanguimes Vousjouites — lis nonrrirent— Je prttendis — Tu repoudis — II suivit — >ious atleiidSmes — Vous vendlles — lis combattirent. 3 — Chacrn est attentif — Chacun est lieureux — Chacuii estmuet — Chacun de nous— Chacune de nous — Chacun de ces messieurs — Chacune de ces maisons. k — Afiicain — Americain — Inhumain — Mexicain — R6publicain — Romain. 5 — Le nitrogfene— Le soufre— Le chlore— Le br6me— Le phospbore — Le carbone— Le manganfese— Le cuivre— Le mercure— Le platine— L'antimoine. 6 — Morbide — Placide — Lucide — Splendide — Sordide — Rigide — Solide — Timide — Sapide — Intrfipide — Limpide — Liquide — Livide. 7 — ■ Un azotite — Dn phosphite — Un arsenite — Un s616nite — Un chrOmite. 8 — Un sulfure — Un iodure — Dn fluorure — Un phosphure — Ur carbure. 9 — Un azotate {ou un nitrate) — Un sulfate — Un chlorate — Uii phosphate — Un silicate. 10 — Je n'ai pas parl6 — Tu n'as pas assez r6fl6chi — II a beaucoup 6tudi6 — Nous aurons bientfit fini — Vous avez facileraent compris — Us ont mieux r6pondu. COMPOSITION. 1 — Hier, je d^montai une machine, pour en comprendre le m6ca- nisme. 2 — J'employai pour cela les outils que vous m'avez pretfe. 3 — J'6tudiai cetie machine avec une grande attention. 1 — Je la monirai a plusieurs amis. o — Voire mere est si bonne que chacun I'aime. 6 — Chacun a de I'indulgence pour ses propres d6fauts. THIRTY SEVENTH LESSON. 29 7 — Chacun s'imagine avoir du gdnie. 8 — Les paniers furent pesds ; cliacim pesait quinze kilogrammes. 9 — Votts examinerez chacune de ccs feuilles de papier. 10 — Voici trois 6tudiants. Cbacun d'eui rfipondra a son tour. 11 — Celte action est inhamaine. 12 — VoQS 6tudiez I'histoire romaine. 13 — Le manganese est un m6ial. 14 — L'oxygfene est appel6 un 61(5ment, parce qu'il ne pent pas «tre d^compos^. 15 — L'acide muriatique est maintenant appel^ acide chlorhydrique. 16 — Le raercure est un liquide. 17 — Nos camarades sont intr^pides. 18 — Cette maison n'est pas solide. 19 — Gethyposullite n'est pas bon pour la photographie . 20 — Le chlorure d'iode fut employ^ avec succfes par Ctaudei. 21 — Le nitrate d'argent est un caustique violent. 22 — Le gSndral Guillaume a 6l6 lu6. 23 — Le professeur Auzoux est un homrae d 'un grand talent. 24 — Vous avez a peine mang6. 25 — Je n'aipas bien entendu. 26 — lis n'ont pas beaucoup (5tudi6. 27 — Vous aurez cependant joui de votre fortune. THIRTY SEVENTH LESSON. PBEP4BAT0RY EXERCISE. 1 — La complexion — La connexion — La flexion . 2 — Sublunaire — Submerger— Subsequent — Subsister — Substantiel— Subsiantif— Sullocaiion— Suggesiion — Supplanler— Supporter. 3 — Qu'ils agissent — Qu'ils b6nissent — Qu'ils dormissent — Qu'ils eniiurcissent — Qu'ils (inissent — Qu'ils gu6rissei)t — Qu'ils languissent Qu'ils nourrissent — Qu'ils obeissent — Qu'ils partisseut — Qu'ils r6us- sissent. 4 — Quej'iillasse — Que tu arrivasses — Qu'il apportat — Que nous achetassions — Que vous aimassicz — Qu'ils appliquassent — Que je Jiveriisse — Que lu clormisses — Qu'il finit — Que nous fournissions — (^ue vous gut^rissii'z — Qu'ils g6missent — Que j'interrompisse — Que ui mordisses — Qu'il pr6iendlt — Que nous perdissions — Que vous poursuivissiez — Qu'ils suivisseni. 5 — Adjoint — Conjoint— Gontniint—Craint—Enjoint—Isteint— Feint —Joint— Peint— Plaint— Teint. 30 KEY TO THE EXERCISES. 6 — 11 apprend — II comprend — II defend — II emend — II entre- prend — II fon d — II mord — U pretend — II perd —II prend — H paralt — II r^pond — U rend — II suspend — II surprend — II vend. 7 — J'arrete— Tu appelles— II admire — Nous aimons— Voas amusez —lis apportent— J'adoucis— Tu avertis— II accomplU— Nous agissons— Vous assujettissez— lis aplanissent— J'attends— Tucoinprends— II defend — Nous entendons — Vous fondez — lis interrompent. 8 — Aprfes avoir jou6— Aprfes avoir mang6 — Aprfes avoir parl^ — Aprfes avoir perdu— Aprte avoir pris — Aprfes avoir rfipondu — Apr^s avoir regard^. COMPOSITION. . 1 — Nous ne yoypns pas de connexion {or, No)iis ne ypyons aucune connexion) entre ces piloses. 2 — Certains muscles servent a la flexion des membres. 3 — Je ne doutais pas que ces remfedes ne gu^rissent le malade. U — Je d^sirais qu'ils finissent leur tache aujourd'hui. 5 — lis furent {or. Us dtaient) blames, quoiqu'ils agissent honnete- ment. 6 — lis ob^irent {or, lis obfiissaient) a leur maitre, quoiqu'ils le ha'issent. 7 — II m'a plaint, mais il ne m'a pas soulag€. 8 — II est craint, mais il n'est pas aim6. 9 — Avez-vous peint votre bateau ? 10 — 11 entend, mais il ne r6pond pas. 11 — Je suis sur qu'il vous comprend. 12 — II vous rend I'argent que vous lui avez prgt6. 13 — Mon flls apprend le frap^ais et le latin. 14 — Venez prfes de moi {or, Venez aupr6s de moi ). 15 — Venez plus prte. 16 — Vous etes trop prfes maintenant. 17 — Le m6decin est aupris du malade. 18 — Je sais quelque chose, mais je ne veux pas le dire {or, Je ne le veux pas dire). 19 — Ne leur proposez pas de recompenses ; ils ne doivent pas en accepter {or, lis n'en doivent pas accepter). 20 — 11 savaitbien ses lecons, mais il ne pouvait en apprendre qu'une par jour (or, 11 n'en puuvait apprendre qu'une par jour). 21 — Aprfes avoir linisa tachc, il dorniit deux hcitres. 22 — Aprfes avoir eniendu ses remontrances, elle pleura am^rement. 23 — Apres avoir mang^ son poisson, il demanda de la viande. THIRTT EIGHTH LBSSON. 31 THIRTY EIGHTH LESSON. PREPARATOKY EXERCISE. 1 — Oul, madame — Non, madame — Madame Delatour — Madame Delatoar — Bonjour, mesdames — Une dame — Ces dames. 2 — Apprentie — Cr6ancifere — Camarade — Condisciple — Conseil- Ifere — ^tudiante — Marchande — Ouvrifere — Parente — Rivale — Tra- vailleuse. 3 — Mademoiselle — Mademoiselle Delatour — Mesdemoiselles Dela- tour — Dne demoiselle — Elle est demoiselle — Deux demoiselles. 4 — Quej'attende— Que je combatte— Que je d^fende— Quej'enten