THE WHOLE FRENCH LANGUAGE. BY T. ROBERTSON. EDITED AND ENLARGED, WITH A SYNOPTICAL FRENCH GRAMMAR, IN ACCORDANCE WITH THE ROBERTSONIAN SYSTEM, LOUIS ERNST. .»^^^f9*f. NEW YORK: ^^^^ ROE LOCKWOOD & SON, LIBRAIRIE AM:feRICAINE ET 6TRANGERE, BROADWAY, No. 411. 1858. -f 71?^ Entered according to Act of Congress, in the year 1S5S, by EOE LOCKWOOD & SON, In the Clerk's Office of the District Court of the United States for the Southern District of New York. A KEY to the Exercises o^ this Grammar has been published in a separate Volume. PREFACE. The great success whicli the Eobeetsonian System of TEACHING MoDEEN Langtjag-es has obtained throiighoui Europe, is well known in this conntrj, and a Series of French Lessons prepared by Peofessok Robertson him- self^ and based entirely upon the same principles as those of his Celebrated English Course, will no donbt be hailed with pleasm^e by every Student and Teacher of that language. In presenting this work to the American public, how- ever, it may not be uninteresting to say a few words of its more prominent features, and especially of those which appear to have contributed most to sustain, during the last thirty years, the immense popularity of the author as an instructor in Paris. Among these the Text would seem to deserve partic- ular notice, being not only an original and attractive narrative, but also one so singularly imagined as to offer in turn, and in the course of a few pages only, all the various grammatical and idiomatical peculiarities of the French language, together with a complete vocabulary of the words likely to occur in familiar discom^se. A portion of this text is taken up at each lesson, and read over carefully, until the pronunciation and mean- ing of the expressions contained in it have been fully mastered, when sundry questions, exclusively made up PREFACE. of the words already seen, and readily answered with small fragments of the text, will be found to establish from the first a short bnt aitoviated dialogue between the master and student, and to remove, in a veiy inge- nious manner, the difficulties usually met with in begin ning CONYEESATIOX. J^ot content with this, however, and feeling the im- portance of an early habit of composition, a number of Sentences for Oral Teanslation, also devoid of ex- pressions not previously explained, have been added; and these, prepared with an especial view to display the many ways in which the words learned may be trans- posed so as to express new ideas, caimot fail to prove an excellent exercise to accustom the pupil to speak French, and to understand the language when spoken. They conclude the Fiest Paet of each Lesson, which is inva- riably kept so far exclusively practical, in its natm^e being especially intended for those who feel impatient to speak as speedily as possible. The Second Past, on the contrary, is dedicated to a more profound analysis of the language, and explains, in a series of clear and easy rules, all the difficulties ol French Grammar and Syntax. It contains also E"u- MEROTJS Progressive Exercises for home practice, and a Key by which many thousand new words may be ac- quired with facility, and in a very short time. This is perhaps one of the happiest illustrations of Professor Robertson's Method, for whilst it encom-ages consider- ably the early efforts of a beginner, it at the same time tends materially to smooth his first steps by doing away entirely with the necessity of referring to the dictionaiy, a plan which will be fully appreciated by those who PREFACE. V have experienced the many perplexing doubts usually attending such consultations. As to the BEST PLAN TO BE PTJESTJED in studying this book, it has been sufficiently laid out in the copious notes added for that purpose to the First and Second Lessons, and it will be well to refer to them faithfully, until a familiarity with the system shall have rendered such aid unnecessary. We would, however, improve this oppor- tunity to recommend once more to favorable notice the observation on page 3, line 29, particularly in cases where small children are to be taught, or persons whose chief desire is to secure, in as short a time as possible, a sufficient knowledge of French to be able to make them- selves understood, without entering into the minute details of the principles of the language. The General Index has been prepared with great care, and can be fully appreciated only by frequent use. In conclusion, we have the strongest confidence that this Fkench Cotjese wiU. take the same high position here, which is held by the Celebkated English Course in Paris. L. E. A Key to the System is published in a separate volume. CONTENTS PAGE Preface iii Introductory Lesson — Pronunciation vii First Forty Lessons, for learning to read, write, and speak French 1 Text of the first Forty Lessons, brought into one view for the convenience of reference 509 Concluding Lessons, from 4:1st to 60th, for Translation and Idioms 527 Synoptical Tables of the Pronouns' and Adjectives 569 Eecapitulation of the two auxiliaries, and models of the three regular forms of conjugation 572 General Index and Alphabetical Grammar, comprising aU the Eules, Observations, and Exceptions contained in this work, and giving a complete List of the Eadical Irregular Verbs 573 INTRODUCTORY LESSON* ALPHABET. There are 25 letters in French, viz. : A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, X, Y, Z. NAMES OF THE LETTERS. The vowels are called as they are pronounced, for which see Table on next page, and the consonants usually take some vowel sound either before or after them, thus : Ba, sa, da, eflP, zaf ash, zee,f kah, ell, emm, enn, pa, ku,]; err, ess, ta, va, eeks, egrec, zedd. PRONUNCIATION. French, in this respect, does not differ from English as much as is generally imagined ; and to show it in as clear a light as possible, the following Table, containing all the peculiarities of French pronunciation in alphabetical order, has been prepared. This table is, however, not intended to be learned at once by heart, but rather to be used as a sheet of reference. It will be well, nevertheless, to read it over a few times before attempting the difiiculties indicated for immediate study in observation on page X. * Much of this chapter has been extracted from a little book, by the Edi- tor, called " A Curious Inquiry into the French and English Lexicology^'''' a work which could not fail to prove a valuable assistant to the student of the Eobertsonian System, containing as it does, among other things, a complete collection of all the words alike or nearly so in both languages. t z should be here sounded as z in azure. X u should be here sounded as w in sweet. See Table on next page. VIU ALPHABETICAL TABLE OF ALL THE PECULIARITIES OF FRENCH PRO]S"UNCIATION A* AX* Unless followed by final d, r. s, or t when it .is sounded as B* C* AIL AIN$ AM$ AN^ AU* a ah-i an' en CH* hard before a, ng.\ Hauteur. Feu (fire). Parlez (speak); read parte. FaUe. ' Gazette.gondo- lier, guttiiral, \ globe, grdce. ' General, Gibraltar, \ gymnasium. Ifignonnette. Thomas. Marine. Simple. Satin. Jovial. Koran, Long. Bouillon. Illegal. Muse. Noble. Oh! Olive. Reservoir. Sombre. Concert. Boutine. Page. Phenix. Antique. Hose. Six. Table. Institution. Suite. \ Guide, ques' ' Hon, Humble. Un (one). Valve. Crayon. Zone. * 4^ § See 1st, .3d, and 4th notes on previous page. INTEODUCTOET LESSON. OBSERVATION. We have seen, in the preceding Table, that most letters are alike or nearly so in both languages, and that the difficulties of French pronunciation are chiefly confined to the voices u, eu, and the nasals. It would, therefore, seem best to familiarize one's self at once with these sounds, rather than lose time in the review of such as, by their simiHtude to the English, present no particular field for practice. To efiect this successfully, they should be re- hearsed daily for some time, first singly, thus : u, eu^ an, in, on, un, and then united to other letters, using for that purpose some of the examples given, as : Suite, Hauteur, Feu, Ample, Simple, Somhre, Un^ etc. ; the word Le (the) could also be added to these as an appropriate study of the indistinct e. Among the consonants there are only two requiring especial at- tention, soft g and j, which ought both to be pronounced as z in Azure. Many people, however, acquire the bad habit of prefixing a c? to them, saying dgeneral, djovial ; this d should be strictly avoided. RULES FOR READING. Our remarks till now have been in the main limited to isolate letters or combinations ; to read whole words or sentences, how- ever, there are yet two verj?- important things to be noticed. Istly, That the French never sound any final consonant except c, /, I, r, nor the e when at the end of a word unless accented ; and, secondly, that an s when the mark of the plural or of certain persons in verbs does not cause the preceding letter to be pro- nounced. Part should therefore be read as if spelled Par, Belle „ „ „ „ JSdl. Tables „ „ „ „ Table. Vends (sell) „ „ „ „ Vend. As to the custom of slurring every final consonant to the nexl word if beginning with a vowel or an h mute, the practice is not at all obligatory, and it will be best, in this respect, to consult one's own ear, or the opinion of some person of taste, as is done in English. mTRODTJOTOKY LESSON. XI IRREGULAR WORDS. The following list comprises such expressions as deviate from the above rules. Those marked with an asterisk (*) will be re- quired in the earl}^ lessons of the Robertson : PKOKOimCED PBONOTJNCED Amer, Bitter, Amere^ Les,* The, Ze. Atlas, Atlas, Atlace. Mars, March, Jfarc^ Automne, Autumn, Autonne. Ifer, Sea, Mere. BapUme, Baptism, Bateme. 3fes,* My, Mi. Banc, Bench, Bam. 3Iille, 1,000, Mile. Blanc, White, Blan. Mo&urs, Hahits, Meurce. Ces,* These or Those, a. Monsieur, Sir, Mr., Mocieu. Ohaos, Chaos, Kao. (EU, Eye, Euil. Cher,* Dear, cure. Oignon, Onion, Onion. Olef, Key, CIS. Orchestre, Orchester, Orhestre. Compte, Account, Conte. Ours, Bear, Ource. Cuiller, Spoon, Cuillere. OuUl, Tool, OuU. Des,* Of the or from the, m. Phenix, Phenix, Phenixe. Deuxieme,* 2d. DeuzUme. Qitadrupede, Quadruped , Eouadrupide. I)ix,t 10, Diss. Second,* 2d, Segond. Dixieme, 10th, Diziime. Sept,% r. Sett. :Doigt, Finger, Doit. Ses,* His, her, its, ss. JEclio, Echo, tko. Six,t 6, Siss. Enmd, Ennui, En-nui. Sixieme,* 6th, Sizieme. Es,* Art (thou), d Soixante, 60, Soissante. Est,* Is, e. Tact, Tact, Tacte. Femme,* "Woman, Famme. Tahac, Tobacco, Taia. Fer, Iron, Fere. Temps, Time, weather, Temp. Fier, Proud, Fiere. Tes,* Thy, Ti. FiU,* Son, Fiss. Tranquille, Quiet, Tranquile. Flanc, Flank, Flan. TVeX Yery, TrL Franc, Franc, Fran. Trono, Trimk, Tron. Fusil, Gun, Fusi, Ville, Town, Vile. Oeniil, Pretty, Genu. F47i<7#, 20, Vin. Euit, 8, mtt. Vis, Screw, Viss. t The pronunciation has been here given in French, because the student can by this time most likely understand it, and, if not, it will prove an excellent reading exercise. i The x\nDix and Six is, however, sounded like z. when these numbers are followed by a word be- ginning with a vowel or an h mute, and it is always silent before a consonant or an A aspirate. § Sept is pronounced Si before a word beginning with a consonant or an A aspirate. THE WHOLE FEENCH LANGUAGE. FIRST LESSON. FIEST DIVISION. PRACTICAL PAET. TEXT.* LITERAL TRANSLATION. I - First lesson. liC jeuiie Alexis^ Helatoiir etait iiii assez The young Alexis Delatour was an enough fjon garden, qui n'aTait ^M'iiii seitl defaiit, good boy who — had but one single fault la paresse. Mais, comMen de ibis la'a-t-on the laziness. But how many of times — has — one pas dit 4|iie ce vice donnc laaissaiace a tons not said that this vice gives birth to all les aiitres ? €'est iiii proverbe, TOits le the others ? It is a proverb you it savez. Or, noias peiisoiis 4|iie les provei'lies know. Now we think ** ** ** somt ^eiieraletneiit vrai§. are generally true. * Before making any attempt to read the text, the student should, if pos- Bible, hear it five or six times from the mouth of cither a native or some per- son well versed in French pronunciation ; and then familiarize himself thor- oughly with the spelling and meaning of each word. To promote the latter in particular, it will he well to transcribe once or twice from dictation, and from memory, the whole of the literal translation, in small fragments of a few expressions at a time ; such exercise being highly calculated to form the eye and ear. ** When the translation of a word has been given, and that word occura again, it ceases to be translated, unless it has another acceptation. a FIRST LESSON. THE SAJfE IJf GOOD BI^aZISK • Young Alexis Delatour was a good sort of fellow, who had but one fault, laziness. But how often has it not been said that this vice gives birth to all othei-s ? It is a proverb, you know. ISTow, we think that proverbs are generally true. QUESTIONS AND ANSWERS EOR CONVERSATION.* What lesson is this ? Qui etait un assez hon garden ?** What sort of a lad was young Alexis Delatour ? Oombien de defauts avait Alexis? What was his only fault ? Qui n'avait qu'un seul defaut ? What gives bu'th to all other vices ? To what does this vice give bu-th? What has been said many times ? What is laziness ? What do we think of proverbs ? What are generally true? O'est la premiere legon. Le jeune Alexis Delatom*. C etait un assez bon garpon — or, Alexis etait un assez bon gar- Qon. Alexis n'avait qu'un seul defaut. La paresse. Le jeune Alexis Delatour. Ce vice — or, La paresse. Ce vice donne naissance k tons les autres. Que la paresse donne naissance a tons les autres vices. C'est un vice. Que les proverbes sont genera- lement vrais. Les proverbes. * These are intendea to accustom tlie scholar to speak French, and to un- derstand the language when it is spoken to liim. The questions have heen so calculated as to be readily answered in French, either verbally or in wri- ting, by any one who has studied diligently the preceding text; and the an- swers should therefore be covered during the recitation. ** We shall put our questions in French whenever we can compose them of expressions and interrogative forms that are known. FIEST LESSON. SENTENCES FOR ORAL TRANSLATION * TO BE TUENED INTO ENGLISH. Alexis etait jeune. Alexis etait bon. Alexis avait un defaut. Alexis avait un vice. Alexis avait tons les vices. Ce gar^on est jeune. Ce gar 9 on est bon. Ce gar^on est assez bon. Ce gargon a un defaut. Ce jeune gar^on a un defaut. La paresse est un defaut. La paresse est un vice. La paresse donne naissance a tons les vices. Yous savez la premiere legon. Savez-vous la premiere legon? Combien de lemons savez-vous ? Combien deproverbes savez-vous? Nous pensons que le proverbe est vrai. JSTous pensons que les proverbes sont vrais. ISTous pensons que la paresse est un vice. l^ous pensons que vous savez la premiere legon. TO BE TURNED INTO FEENOH. Alexis was young. Alexis was good. Alexis had a fault. Alexis had a vice. Alexis had all the vices. That boy is young. That boy is good. That boy is pretty good. That boy has a fault. That young boy has a fault. Laziness is a fault. Laziness is a vice. Laziness gives birth to every vice. You know the first lesson. Do you know the first lesson ? How many lessons do you know ? How many proverbs do you know? "We think that the proverb is true. "We think that proverbs are true. "We think that laziness is a vice. We think that first lesson. you know the We here conclude that part of our lesson which is merely practical. Those persons who are impatient to understand and speak as speedily as possible will find it sufficient ; and we would advise them to postpone the perusal of the second division of each lesson until they have gone through all the prac- tical exercises 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. * No new word being introduced in any of these phrases, they can and should be answered without referring to the opposite column. 4: FIEST LESSON. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PECULIAEITIES IN THE TEXT. Premiere is the feminine form of the adjective* premier^ first. The principal derivatives of this word are, primaire, pri- mary ; primitif, primitive ; primo, firstly. 1. ^'^^ Adjectives as well as substantives are of two genders : the masculine and the feminine. 2. Adjectives generally form their feminine by the addition of e mute. 3. In forming the feminine of adjectives ending in er, by the addition of e, the preceding e takes the grave accent (^). LEgoN is feminine ; although it should be mascuHne, according to analogy, as will be hereafter explained (14**). 4. h^ jeune Alexis — Lkparesse — Les proverbes. The French article varies in gender and number. 5. Le is masculine and singular. La is feminine and sin- gular. Les is plural and of both genders. Jeune, from the Latin juvenis, as the derivative juvenile^ young, clearly shows, is an adjective of both genders. 6. Adjectives ending in e mute are of both genders. Etait is the third person singular of the imperfect tense of the indicative mood of the verb etre, to be, which is iiTegular, but not in this tense. 7. Un and its feminine une signify a, an, and one. The principal derivatives of un are, unite, unity ; unir, to unite ; uni- forme, uniform ; unanimite, unanimity, etc. Assez, means also sometimes, tolerably. BoN comes from the Latin bonus, good. The feminine of hon is bonne. * In our grammatical explanations we take it for granted that our readers have already some notions of general grammar, and we shall therefore omit the definition of aU the terms commonly used. Those who learn a foreign language probably know their own ; if they do not, it wiU become the task of their master to supply the deficiency. ** Every observation of importance and every rule bears a number, bv means of which we refer to it= FIRST LESSON. O Gar^on is masculine. 8. All the names of males are masculine, whatever may be their termination ; and all the names of females are feminine. 9. Qui is a relative pronoun generally corresponding to the English words loho, whom, wJiich, that, and sometimes lohat. It is also used as an absolute pronoun, particularly in interrogations, as, " Qui avait un defaut ? Who had a fault ? Qui aimez-vous ? Whom do you love." In this case it only refers to persons. JST'avait stands for ne avait. 10. Ne is a particle used in almost all negative phrases, either alone or joined to some word which in English would be negative by itself, as, ne . . . pas, ne . . . point, not ; ne . . . rien, nothing ; ne . . . jamais, never ; ne . . . que, but. I ] . When ne precedes a word beginning with a vowel or an h mute, the vowel e is suppressed and an apostrophe substi- tuted for it. The same rule is apphcable to the monosyllables je, I; me, me; te, thee; se, one's self; que, ce, le, de, which will be successively seen and explained. La likewise loses its vowel in the same case. Avait is the third person singular of the imperfect tense of the indicative 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 hut in its restrictive sense of only, save, or except. Seul comes from the Latin solus, alone. Defaut, formerly spelled default, is of the masculine gen- der. Faute, fault, is feminine. 12. All the substantives in the French language are either masculine or feminine. There is no neuter gender. 13. 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 pointed out. Paresse is of the feminme gender. 6 FEBST LESSON. 15. Substantives ending in e mute are generally feminine. Mats is a conjunction. CoMBiEN corresponds to hoiv, hoio much, and hoiv many. 16. De is one of the most important among the French prepositions. It generally corresponds to of and from in Eng- lish ; but besides it is often rendered by to, with, hy, on, in, or by the sign of the possessive case ('5). Fois is feminine, and therefore is an exception (14). It is either singular or plural, without any alteration in its spelling. 17. Substantives ending in s do not change their termination in the plural. N'a stands for ne a (11). A is the third person singular of the present tense of the in- dicative mood of avoir, to have, which is irregular. See avait. 18. On is an indefinite pronoun, which generally corresponds to the English word one ; sometimes to people or they, as, *' On (lit, People say, or They say ;" and moreover is often rendered in English by a different construction, as will be seen hereafter. 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 signify not (10). DiT is the past participle of the irregular verb dire, to say, to tell. Que, when used as a conjunction, corresponds to the Enghsh word that. 19. Ce is sometimes a demonstrative pronoun, and some- times a demonstrative adjective. It is only as an adjective that we are to consider it here. Ce 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 cet. The feminine is cette. The plm-al of both genders is ces, these and those. Vice is masculine, though, from its termination, it should be feminine, according to the general rule (15). 20. Substantives ending in ice are mascuhne. They are for the most part the same in both languages, as, office, service, sacrifice, edifice, etc. FIRST LESSON. I 21. The exceptions to this rule, or rather the words which, according to analogy, remain feminine, are, avarice ; cicatrice, scar ; ejnce, spice ; immondice, filth ; justice ; iv justice ; lice, lists ; malice ; matrice : milice, militia ; notice ; police ; premices ; varice, varix. Donne is the third person singular of the present tense of the indicative mood of the verb donner, to give. 22. The third person singular of the present tense of the indicative mood of verbs ending in er in the infinitive, is formed by changing this termination into e. Naissance comes from the verb naitre, to be born. The prin- cipal derivatives of this word are Natif, native ; nativite, na- tivity, etc. 23. The termination ance generally makes a substantive of a verb, and about 80 of the words in which it is found are the same, or very nearly the same, in both languages, as alliance from allier, to ally ; perseverance from perseverer, to persevere ; assurance from assurer, to assui'e ; assistance from assister, to assist, etc. 24. A, is, like de, one of the most important French prepo- sitions. It corresponds generally to the English prepositions to and at ; and moreover it is often rendered by in, on, by, with, for, and by the sign of the possessive case ('6'). As a preposi- tion, a is distinguished from a, the verb has, by a grave ac- cent (^), but without any difference in the sound of the vowel. Tous is the irregular plural of the adjective tout. The femi- nine toute is regularly formed (2). Tout corresponds to all, whole, every, each, and any. It is also used as a substantive, for whole, and as an adverb for wholly, quite. AuTRES is the plural of autre, from the Lathi alter. Autre is of both genders (6). 25. The plural of adjectives, like that of substantives, is regularly formed by adding s to the singular. C'est stands for ce est [11). 26. Ce, as a pronoun, generally corresponds to it. It is followed by the verb ^tre or by a relative pronoun. Though the neuter gender is not acknowledged by French grammarians, and indeed does not exist in substantives, this pronoun presents the 8 FIRST LESSON. characteristics of neutrality. When we say, '' C^est un homme. It is a man ; Cest une femme, It is a woman," ce is no more masculine in the first case and feminine in the second, than it is in English. Ce may also be rendered by this, that, those, he, she, and they, as wiU be seen later. Est is the third person singular of the present tense of the indicative mood of Hre. Proverbe, verbe, and ad^t:rbe, which ought to be feminine accordmg to their termination (15), are of the masculine gender. Vous is invariable like the Enghsh pronoun you, whether it is a subject, an object, or regimen. Le, in the phrase " Vous le savez," ceases to be called an arti- cle, it becomes a personal pronoun. It is the same with la and les, 27. Xj8, la, les, which are used as articles before sub- stantives (4, 5), become pronouns before veros. When pro- nouns, le usually corresponds to him or it ; la to her or it ; and les to them. Savez is the second person plural of the present tense of the indicative mood of savoir, to know, which is an irregular verb. Though savoir is hregular, we may for the present avail our- selves of the example in savez to observe that, in the greater part of the French verbs, the second person plural of the pres- ent tense is formed by changing the termination of the infinitive mood into ez. IlTous corresponds to we and us. It is invariable, whether used as a subject, an object, or a regimen. Pexsoxs is the first person plural of the present tense of the indicative mood of penser, to think. 28. The first person plural of the present tense of the indica- tive mood of verbs ending in er in the infinitive, is formed by changing this termination into ons. Proverbes is the plural oi proverbe. 29. The plural of substantives is regularly formed by adding S to the singular. SoNT is the third person plural of the present tense of the in- dicative mood of ^tre. GfeNfeRALEMENT comes from general. 30. There are 260 adjectives ending in al which are the FIEST LESSON. ^ 9 same, or very nearly the same, in both languages, as general, total, natal, verbal, proverbial, etc. 31. A considerable number of adverbs of quality are formed from adjectives, by the addition of the termination ment, which corresponds to the English termination ly, as in generalement, generally; totalement, totally; verbalement, verbally; prover- bialement, proverbiall37-, etc. 32. This termination ment is added to the feminine form, unless the adjective ends with a vowel, as vrai, in which case ment is added to the masculine termination, as, vraiment. Yrais is the plural of vrai (25). SYNTAX. Premiere le^on. — Les proverbes sont vrais. Premiere is feminine because legon is feminine. Vrais is plu- ral because proverhes is plural. 33. The adjective always agrees in gender and number with the substantive. Le jeune Alexis — La paresse — Les autres. 34. The article likewise agrees in gender and number with the substantive. In English, in the first of the foregoing examples, the article might be suppressed, and in the second it should be suppressed, 35. In French, the substantive, whether used in a definite oi an indefinite sense, is generally preceded by the article, unles? there be some other determinative word annexed to it, such ar un or ce, as, " Un g argon, Ce vice.^^ Un assez hon gargon. In English, the adverb enough usually follows the adjective, the adverb, or the substantive which it modifies, as, " Good enough. Well enough, We have time enough." 36. The adverb assez, literally corresponding to enough, and sometimes rendered by tolerably, pretty, and rather, precedes the adjective, the adverb, or the substantive which it modifies. 10 FIRST LESSON. Un garcon qui avait, etc. 37. — § 1- Qui, when it is relative, that is, when it has an an- tecedent, may be a subject or an indirect regimen. When it is a subject, it may refer to persons or to things ; as, " Un garcon qui, A boy who ; La parcsse qui, The laziness which." But when it is an indirect regimen, preceded by a preposition, it re- fers only to persons. § 2. A relative pronoun always takes the gender, number, and person of the antecedent, and the verb agrees with it ac- cordingly. Alexis xHavait qyHun defaut. Alexis nUavait pas un defaut. 38. In restrictive or negative sentences, the word ne usually precedes the verb, and the second part of the negation fol- lows it. Comhien de fois. 39. Adverbs of quantity require the preposition de, when placed before a substantive. A-t-on? 40. The interrogative construction, when the subject is a pro- noun, is formed by placing the subject after the verb. We should accordingly translate " Do you know," by " Savez-vous,"* and " Do we think," by " Pensons-nous.'^ The verb and pronoun in this case are joined by a hyphen. 41. It has been seen already, that the t in a-t-on is mereiy euphonic ; it is introduced when the verb in the third person sino'ular ends with a vowel. N^ a-t-on pas. 42. This is a model of the combined form, interrogative and negative, when the subject is a pronoun : 1st. The negative ne. 2d. The verb. 3d. The pronoun. 4th. The second part of the negative. We should, according to this model, translate " Was he not ?" by " JSPetait-il pas T' " Don't you know ?" by " Ne savez-vous pas .^" FIRST LESSON. 11 Vous le savez. 43. The personal pronoun precedes the verb, not only when it is the subject, as vous, but also when it is its regimen, whelier direct, as le, or indirect. LEXICOLOGY. Substantives ending with ice, are alike in both languages. Ex. Vice. See Obs. 20. About 80 words ending with ance, are alike in both languages. Ex. Alliance. See Obs. 23. About 250 words ending with al, are alike in both languages. Ex. General. See Obs. 30. A considerable number of adverbs of quahty are formed from adjectives by the addition of ment or ement, which corre- sponds to the English ending li/. Ex. Generalement, generally^ See Obs. 31 and 32. ADDITIONAL W0BD8* Bonbon., Bonbon, sweetmeat. Pensif, Pensive. Bonte, Goodness. Solitaire., Solitary. Dictionnaire , Dictionary Solitude., Solitude. Electeur, Elector. Surtout., OveraU. Generality Generality. Totalite, Totality. Genereux., Generous. Unanime., Unanimous. Lecteur., Eeader. Uniformite., Uniformity. Lecture. Eeading. Union., Union. mif. Ingenuous. Unique., Unique. Naivete., Ingenuousness. Unisson., Unison. Nation^ Nation. Unimrsel Universal. Nature^ Nature. Universite^ University. Naturel., Natural. Verite, Truth. Pardon., Pardon. Vicieux^ Vicious. * Under this head will be found such new and useful expressions as, by their analogy with those of the text, or their resemblance to the English, can be easily learned. 12 FIKST LESSON. EXERCISES UPOiSr THE GEAMMATICAL OBSEEVATIONS AND UPON THE ETJT.ES OF SYNTAX,* 1. Form the feminine of the following adjectives, according to these models: Premiere — Jeune. See Obs. Nos. 2 and 6. — Electoral — Unique — Seul — Solitaire — Na tal — Na tiona I. 2. Translate the following, according to these models : Le jeune Alexis — La paresse — Les proverbes. See Obs. Nos. 5 and 34. — The lesson — The lessons — The elections — The boy — The solitude — The vice — The vices — The birth. 3. Models : Un gargon — Une legon. See Obs. No. 7. — A vice — A birth — A verb — An adverb — One proverb. 4. Models : Un garQon qui avait — Une legon qui etait. See Obs. No. 9, and Syntax, No. 37. — The lesson which — The elections that — The general who. 5. Models : Ce vice — Get autre — Cette legon. See Obs. No. 19.— This boy— This adverb— That fault. 6. Model: Vice. See Obs. No. 20. — This service — This sacrifice — An office — An edifice — The caprice — The precipice. 7. Model: Donne, from donner. See Obs. No. 22. — One thinks, 8. Form the plural of the following adjectives, according to this model : Autres. See Obs. No. 25. — Seul — Solitaire. 9. Translate according to this model : C'est un proverhe. See Obs. No. 26. — It is a lesson— It is an election — It is good- It is a boy — It is a fault. 10. Model: Vous le aavez. See Obs. No. 2*7, and Syntax, No. 43. — You give it — You think it — You give her — You give them. 11. Model: Nous pensons. See Obs. No. 28. — We give. 12. Form the plural of the following substantives, according to this model: Proverbes. See Obs. No. 29. — Legon — Elec- tion — Gargon — Befaut — Vice. * No dictionary is required for these studies, because all the words intro- duced have been given in the text, or in the course of our explanations, or under the head of Lexicology, among the additional words. See page 11. The student should also abstain from using the key to these exercises, tintil he has ■v^Titten his own translation. FIEST LESSON. 13 13. Form adverbs from the following adjectives, according to tliis model: Generalement, from general. See Obs. ISTos. 31, 32. — Seul — Autre — Premier — Vrai— Total — Verlal — Prover- bial — Final — Mora I. 14. Translate according to these models : Premiere legon — Les i^roverhes sont vrais. See Syntax, No. 33. — A single lesson — The good boys — The young boys. 15. Models: La par esse, Laziness — Les proverhes, Proverbs See Syntax, No. 35. — The boys are in sohtude — Vice is fatal. 16. Model: Un assez hon gargon. Syntax, No. 36. — Young enough. 1*7. Model : Alexis i^i'avait pas un defaut. Syntax, No. 38. — You do not know — We do not think — One was not — One had not — We do not give. 18. Model: Combien b-e fois. Syntax, No. 39. — How many lessons — Verbs enough — Boys enough. 19. Model: A-t-on? Syntax, No. 40. — Do you know? — Do we think ? — Do you give ? 20. Model: N'a-t-on pas? Syntax, No. 42. — Do you not know ? — Do we not think ? — Do you not give ? PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO EEEiSTOH. 1. The first fault gives bu-th to all others— 5, 33, 34.** 2. You know a single lesson — 2, Y, 33. 3. Alexis had a vice — 7, 20. 4. You know this lesson, which is the first — 19, 37. 5. Alexis, who was good, had but a single fault — 37, 11, 38. 6. That fault, which was fatal, was laziness — 37, 35. 7. You know that this sacrifice is good — 20. 8. All these edifices are uniform — 20, 19, 33. 9. Alexis thinks that proverbs are not true — 22, 35, 38, 33. 10. It is Alexis who thinks that laziness is a fault — 26, 37, 22. * * These sentences ouglit to be prepared, at home, and written down carefully in a book. ** The figures after each phrase refer to the rules contained in the Second Division. See pages 4, 5, 6, &c. 14 FIRST LESSON. 11. I^ is a lesson that we give — 26, 28. 12. We give you a lesson — 28, 43. 13. You give us a lesson — 43. 14. To whom does one give that lesson? — 3*7, 40, 41. 15. One gives it to those young boys — 2*7, 43. 16. That boy is young enough — 36. IT. Laziness was not the fault of Alexis — 38. 18. We do not give a single lesson — 38. 19. How many proverbs do you know?— 39. 20. Do you not know that laziness is a vice ? — 42. 21. Do you not think that you know the first lesson? — 42. SECOND LESSON. 15 SECOHD LESSON.* FIEST DIVISION. ^PRACTICAL PABT. TEXT.** LITERAL TBAirSLATION. Beuxi^me le^on. Second lie p^re d'Alexiis, homme isitelli^ent et father of man intelligent and actir, exer^ait la prolession de menui- active, exercised profession joiner sier. On le voyait presque toiijours a him saw almost always at son ^taMi, I'oeil anime, les manchei^ Ms bench the eye animated sleeves retroussees jusqu'au coude, et la scie on tucked up until to the elbow saw or le rabot si la main. plane hand. THE SAME IN GOOD ENGLISH. The father of Alexis, an intelligent and active man, was a joiner. He was almost always to be seen at his bench, with his eye bright, his sleeves tucked up to his elbows, and with a saw or a plane in his hand. * At the beginning of each new lesson, the student should rehearse the text and literal translation of all previous ones, so as to be sure of having fully mastered every word that has preceded. The best mode of effecting this would seem to be, for the teacher to read aloud, in small fragments, both the English and the French, making the pupil translate them. ** The directions given in note * on page 1, are ao important that they would be hero again earnestly recommended, as never to be omitted. 16 SECOND LESSON. QTJESTIONS AND ANSWERS FOR CONVERSATION* "What lesson is this ? Qui etait un homme inteUigent et actif? Tv'hat sort of a man was the fa- ther of Alexis ? Qui exei-Qait la profession de me- nuisier ? "What was his trade ? 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 his hand ? What was animated ? What were tucked up ? Qui voyait-on presque toujours k son etabli? O'est la deuxieme lepon. Le pere d' Alexis. Un homme intelligent et actif. Le pere d'Alexis. La profession de menuisier. Le pere d' Alexis exer^ait la pro- fession de menuisier. Presque toujours. A son etabli. Anime. Eetroussees jusqu'au coude. La scie ou le rabot. Son ceil. Ses manches. Le menuisier- -(?r, Le pere d'A- SENTENOES FOR ORAL TRANSLATION.* TO BE TUENED INTO ENGLISH. Le pere etait actif. Le gargon etait intelligent. Le pere etait un menuisier. Le pere etait toujours a son eta- bli. Le gar9on n'etait pas actif. Le pere avait I'oeil anime, Le menuisier avait les manches retroussees. TO BE TUENED INTO FEENGH. The father was active. The boy was intelligent. The father was a joiner. The father was always at his bench. The boy was not active. The father had a bright eye. The joiner had his sleeves tucked up. * See notes at the bottom of pp. 2 and 8. It will be well to refer to all tbe notes of the first lesson, until a familiarity with the system shall have rendered such aid unnecessary. SECOND LESSON. 17 Le garQon avait une scie k la main. Le p6re avait im rabot k la main, Le pere voyait son gar^on. Le gargon ne voyait pas son pere. Le menuisier est a son etabli. Le menuisier n'est pas a son eta- bli. Le pere donne nne legon k son gar- Qon. Le pere donnait une legon k son garQon. Son ceil est anime, Oombien de lemons savez-vous ? Nous savons la premiere legon. Ne savez-vous que la premiere ? Nous savons la deuxieme le9on. The boy had a saw in Ms hand. The father had a plane in his hand. The father saw his boy. The boy did not see his father. The joiner is at his bench. The joiner is not at his bench. The father gives a lesson to his boy. The father gave a lesson to his boy. His eye is bright. How many lessons do you know ? We know the first lesson. Do you know but the first ? We know the second lesson. Once more, we recommend the learner who is anxious to speak and understand as speedily as possible, to devote all his exertions to the study of this first division of each lesson, and to pass ovei the theoretical part of it. SECOND DIVISION. -THEOEETICAL PAET. ANALYTICAL STUDY OF THE GRAMMATICAL PEOULIAPJTIES IN THE TEXT. Of what gender is pere ?* — 8.^"^ Why do we say '' i>' Alexis," and not "de Alexis?" — 11. Of what gender is homme ? — 8. * The questions here introduced are confined to such, things as have already been explained in our previous instructions. Their principal object is to furnish an opportunity of seeing whether the student has well under- stood all the remarks that have been made. ** The figures refer to the observations in second division of each lesson See pp. 4, 5, 6, &c. 18 SECOND LESSON. Of what gender is menuisier? — 8, 14. Of what gender is etahli? — 14. Of what gender is ceil? — 14. Why do we say ''-L'oeil,'" and not ''le oeiW — 11. Of what gender is manche? — 15. Why is there an s added to the word manche ? — 29. Of what gender is scie? — 15. Of what gender is robot? — 14. Deuxieme comes from deux^ two, from the Latin Dko. 44. The termination ieme is added to the cardinal numbers, to form the ordinal numbers. Pere comes from the Latin pater, father, as can be seen from the derivatives paternel, paternal, fatherly ; 'paternite^ paternity. D' Alexis stands for de Alexis (11). Homme comes from the Latin homo^ man, as can be seen from the derivative homicide. Intelligent is alike in French and English. 45. The termination ent is found in adjectives and substan- tives, about 130 of which are the same in both languages: as, intelligent^ diligent^ prudent^ accent.^ accident^ etc. Et comes from the Latin et^ and. AcTiF is an adjective, derived from the verb Agir^ to act. 46. The termination if is proper to adjectives, 229 of which end in ive in English, without any other diflference, as : pcrsuasif, persuasive ; decisif^ decisive ; pensif^ pensive ; corrosif^ corrosive ; passif, passive, etc. ExERgAiT is the third person singular of the imperfect tense of the indicative mood of the verb exercer, to exercise. 47. The third person singular of the imperfect tense of verbs ending in the infinitive mood in er is formed by changing this termination into ait. 48. Verbs ending in the infinitive mood in cer, as exercer^ take a cedilla under the c (9) before the vowels a and 0, in order that the c may preserve the sound of s ; otherwise it should be pronounced as h. SECOND LESSON. 19 Profession is feminine ; it comes from tlie verb professer, to profess, which has also given the word professeur, professor. 49. Substantives ending in ion are very numerous. About 1,100 of them are the same in both languages, SiS, profession, ac- tion, union, ambition, conversation, etc. 50. Substantives ending in sion, as profession, are feminine. Menuisier is of the masculine gender (8). VoTAiT is the third person singular of the imperfect tense of the indicative mood of the irregular verb voir, to see, which comes from the Latin videre, to see. Presque is formed of pres, near, and que. ToujouRS is formed of tons, all, and jours, the plural of jour, day. The principal derivatives of jour are journal, journal ; journaliste, journalist ; journellement, daily ; ajourner, to adjourn ; aujourd'hui, to-day ; bonjour, good day. 51. Son, from the Latin suus, corresponds to his, her, its, and one's. It is masculine and singular. Its feminine is sa, and the plural ses. Etabli is of the masculine gender (14). L'geil stands for le ceil (11). Anime, used here as an adjective, is the past participle of the verb animer, to animate. 52. The past participle of verbs ending in er in the infinitive mood is formed by changing this termination into 4. Manche, from the Latin manica, sleeve, is of the feminine gender. The principal derivatives of manche are, manchon, muff; and manchette, ruffle. The word manche, as will be seen later, signifies also handle, coming from the Latin manus, hand, in which case it is mascu- line. Retrousse is the past participle of the verb retrousser, to tuck up (52). Retro ussEES is the feminine and plural form oi retrousse, 53. Participles form their feminine and plural in the same manner as adjectives (2, 25). Jusqu'au stands iorjusque au. 54. Jusque comes from the Latin usque, until, so far as. It does not refer merely to time, as till or until in English, but de- aU SECOND LESSON. notes distance, and often corresponds to as far as, to, unto, up to, down to, and even. The final e of j usque is cut off before the words a, au, aux (plural of au), and ici, here. Au stands for a le. 55. The two words a le (to the) are always contracted into au, before a word beginning with a consonant. But when the next word begins with a vowel or an h mute, they remain sepa- rate, and the e of le is cut off (11), as, " a Vetahli, to the bench ; a Vhomme, to the man." CouDE is masculine notwithstanding its feminine termina- tion (15). Ou comes from the Italian or the Spanish o, or. It corre- sponds to either and oi\ Rabot is masculine (14). Main comes from the Latin manus, hand. It is feminine not- withstanding its masculine termination. The genders are the most puzzling difficulty to an English learner, and as this arises principally from the number of the excep- tions, care should be taken to become familiarized 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. WOEDS THAT AEE MASOITLINE, THOUGH HAVESTG- A FEMHsmSTE TEEMEsTATION. The names of males, such as pere, Jiomme. Nouns ending in ice, as mce. Coude. Manche (handle). Yer'be, adverbe, prover'be. WOSDS THAT AEE FEMESTNE THOUGH HAVESTG A MASOXJLmE TEEMIN"ATIO]Sr. The names of females. IsTouns ending in sion, as profes- sion. Legon. Fois. Main. The whole text of our lesson comprises all the exceptions ; so that when the student has gone through it, his hst will be com- plete. SECOND LESSON. 21 SYNTAX. Why do we say "Le ^ere," and not "La pere,^^ or "Les ^rer'— 34.* Why do we say " La profession,'^ and not " Le profession ? " — 34, 50. Why is le before the verb, in the phrase " On le voyait ? " — 43. Why do we say " Les manches,'" and not " La manches ? " — 34. Le p^re 6! Alexis. This can be rendered in English by, " The father of Alexis," or, "Alexis's father." 56. There is no such thing in French as the possessive case. When it occurs in English, it should be rendered according to tbe above model. Le ph^e d'' Alexis, homme actif, exergait, etc. The English construction would require the article a before man. 57. In incidental clauses, like the above, where homme actif is a sort of parenthesis, the word un or une is very often omit- ted. Homme intelligent et actif. 58. The place of the adjective in French can hardly be sub- jected 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 gen- eral remark, that when two or more adjectives belong to one substantive, it is surer to place them after it. * See notes at the bottom of page 17. SECOND LESSON. 59. We can saj in English, "An intelligent, active man," or, '* An intelligent and active man." In French, the conjunction et must not be suppressed. Za profession de menuisier. The profession of a joiner. 60. The article a or an is not expressed before a substantive which is used adjectively, that is, which qualifies either the sub- ject or the regimen of a verb. We should therefore render " He is a joiner," by " H est me- nuisier,^' because menuisier qualifies il, and we should translate "A joiner has a plane," by " Un menuisier a un rahot,'" be- cause neither menuimer nor rahot qualifies any other word — the one being the subject, and the other the regimen of the verb a. On le voyait. One saw him. He was seen. 61. The indefinite pronoun on is much more frequently used m French than the word one is in English. It often corresponds to the passive form (18). Tj osil anirne. — Le rahot a \2i main. His eye animated. — A plane in his hand. 62. The article le, la, les, is used instead of a possessive adjective, before a regimen, when the sense clearly shows who the possessor is. Voeil anime. — Les manches retroussees. 63. When the past participle is used as an adjective, it fol- lows the rule of the adjective, and agrees in gender and numbei with the substantive. SECOND LESSON. 23 LEXICOLOGY. About 130 words ending with ent are alike in both lan- guages. Ex. Intelligent. See Obs. 45. 229 adjectives ending with ive in English, become French by changing ive into if. Ex. Active, actif. See Obs. 46. About 1,100 substantives ending with ion are alike in both languages. Ex. Profession. See Obs. 49. ADDITIONAL WORDS* Acte^ Act. Odieux^ Odious. Acteur^ Actor. Fardoiiner^ To pardon. Activite, Activity. Patrie^ Fatherland. Actuel^ Actual. Patriate^ Patriot. Argent, Agent. Prevoir^ To foresee. Agilite, Agility. Prevoyance^ Foresight. Agiter^ To agitate. Raboter^ To plane. Apres, After. Retablir^ To re-establish. Liminuer^ To diminish. Bevoir^ To see again. Double^ Double. Eevue^ Review. Doubler, To double. Scier^ To saw. EtaUir^ To establish. Table, Table. Exacts Exact. Tableau, Picture. Ge7itilhomme^ Gentleman. Vis-d-vis, Opposite. Humain^ Humane. Visible, Visible. Sumanite^ Humanity. Visite, Visit. Intellectuel^ Intellectual. Visiter, To visit. Intelligence^ Intelligence. Void, Behold, here is, Manier^ To handle. or here are. Manuel^ Handbook. Voild, Behold, there is, Moins, Less. or there are. EXEECISES UPON THE GRAMMATICAL 0BSEEVATI0N8 AND UPON THE EULES OF SYNTAX.** 1. Translate the following adjectives into French. See Obs, 46. — Adoptive — AflBrmative — Attentive — Collective — Commu nicative — Convulsive — Corrosive — Descriptive — Destructive-— Digestive — Excessive-^Fugitive — Imitative — Pensive. * See note on page 11. ** See note on page 12. 24 SECOND LESSON. 2. Model : Le p^re exercait. See Obs. 47. — -The actor ani- mated — The man gave — The joiner planed — The boy sawed. 3. Model: La profession. See Obs. 50. — The collision — The conclusion — The decision-— The profusion — The vision — The convulsion — The pension — The version — The compassion — The discussion — The permission — The possession. 4. Model: Son ^tahli. See Obs. 51. — His agent — Its han- dle — One's journal — Her boy. 5. Model : Anime. See Obs. 52. — Handled — Planed — Sawn — Visited — Adjourned — Agitated — Given — Diminished. 6. Model : Retroussees, Give the feminine and plm'al forms to the above participles. See Obs. 53. 7. Model : Au coude, for a le coude. See Obs. 55. — To the vice — To the boy — To the gentleman — To the journal — To the joiner — To the father. 8. Model : Le p^re -d* Alexis, for " Alexis's father." Syntax 56. — The gentleman's agent — The animal's agihty — The elector's activity — The father's action — The actor's animation. 9. Model : La profession de menuisier. Syntax 60. — Bela- tour is a joiner — This joiner is an elector — The elector was a patriot — The actor is a father. 10. Model: On le voyait, for "He was seen." Syntax 61. — He was agitated — He was animated — He is given — It is dimin- ished — He is exercised — We are exercised — It was sawn — You were visited. 11. Model : Le rahot a la main, for " The plane in his hand." Syntax 62. — We give our hand — ^Alexis gives his hand. PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO FEENOH. 1. The joiner has two boys — 44. 2. You know that Delatour is a good father — 60. 3. The father is prudent and attentive — 45, 46. 4. The father is persuasive and indulgent — 45, 46. 6. We exercise the profession of his father — 28, 48. * See uotB * on page 18. SECOND LESSON. 25 6. We exercise another profession — 28, 48. 7. Passion is not always a vice — 35, 38. 8. The professor gives us the permission — 22, 43, 50. 9. The procession was seen — 50, 61. 10. His eye is animated — 51. 11. His plane was good — 51. 12. The lesson is given — 53, 63. 13. The actor had exercised his eye — 52. 14. We give a saw to the boy — 28, 55. 15. We give a plane to the joiner — 55. 16. Do you know Delatour's profession ? — 56. 17. Alexis's sleeve was tucked up — 56. 18. Laziness, an odious vice, was his only fault — 57. 19. Delatour, a good joiner, had but one fault — 57. 20. His agent is an impertinent, brutal man — 45, 30, 59. 21. It is a true, expressive, good proverb — 58, 59, 46. 22. The joiner is a good, dihgent man — 58, 59. 23. His father is an actor — 60. 24. You know that Delatour is a joiner — 60. 25. A man who is a father is indulgent — 60. 26. The joiner was seen at his bench — 61. 27. Were the actors seen? — 61, 40. 28. You were not visited — 61, 38, 43. 29. It has been said that laziness gives birth to all vices — 61. 30. A lesson has been given — 61, 52. 31. We give you our hand — 62. 32. This boy gives us his hand — 65. 33. The actor is agitated — 63. 34. The two first lessons are given — 63. 2 26 THIRD LESSON. THIRD LESSON.* FIEST DIVISIOI>", -PRACTICAL PAET. TEXT.** LITERAL TRA27SLATIOir. Troisi^iMe le^on. Third II se desolait, parce qti'il iie pouTalt He himself grieved because could obtefiiir de son His qii'il sitiTit son exeiiaple. to obtain son should follow {subj.) example. '' ^wel faineant !" di§ait-il. ^' Ou va-t-il ? TVhat drone said "Where goes $iue lait-il? A qiioi eel idiot pa§se-t-ii What does what that idiot passes son temps? Est-ce qii'il ne se corrigera time Is it that will correct jamais ? €omn^ent done lui faire en- never How then to him to make to tendre raison ? " hear reason. TEE SAME IN GOOD ENGLISS. 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 ?" * See first note on page 15. See note on page 1. THIRD LESSON. 27 QUESTIONS AND ANSWEES FOR CONVERSATION.* "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 ? "Why did he grieve ? Que disait-il? What was his first question ? What was his second question ? W^hat 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'est-ce que son fils n'entendait pas? What did the father want to do ? O'est la troisieme legon. Le menuisier — oi\ Le pere d'A- lexis. II se desolait. Qu'ii suivit son exemple. De son fils. Parce qu'il ne pouvait obtenir de son fils qu'il suivit son exemple. Quel faineant ! Ou va-t-il ? Quefait-il? Get idiot. A quoi cet temps ? idiot passe-t-il son Est-ce qu'il ne se corrigera ja- mais ? II n'entendait pas raison. Lui faire entendre raison. SENTENCES FOR ORAL TRANSLATION.** TO BE TimiS^ED ESTTO ENGLISH. Le faineant desolait son pere. Comment savez-vous qu'il deso- lait son pere. Parce que son pere le disait. Son pere 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. Est-il intelligent ? n n'est pas intelligent. TO BE TUE]S"ED IXTO FEEISTOH. The drone grieved his father. HoAv 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. Is he intelligent ? He is not intelligent. See note on page 2. *■* See note on page 8. 28 THIKD LESSON. II est idiot. Ou va le menuisier ? n ya a son etabli. Que fait-il a son etabli? n retrousse ses manches. 11 a une scie a la main. II n'est pas faineant. Que donne-t-il a son fils ? II lui donne I'exemple. Que pensez-vous de cet exem- ple? Nous pensons qu'il est bon. Combien de fils a cet homme ? II a trois gargons. Le premier est un faineant. Le deuxieme est un idiot. Mais le troisieme est intelligent. Que savez-vous ? Nous savons la troisieme leQon. Mais ce n'est pas assez. He is an idiot. Where is the joiner going ? He is going to his bench. What is he doing at his bench ? He is tucking up his sleeves. He has a saw in his hand. He is not a drone. What does he give his son ? He gives him an example. What do you think of that ex- ample ? We think that it is good. How many sons has that man ? He has three boys. The first is a drone. The second is an idiot. But the third is intelligent. What do you know ? We know the third lesson. But it is not enough. SECOND DIVISION. -THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PECULIAEITIES IN THE TEXT. What is the radical syllable of the word troisieme?* — 44. What is the meaning of trois ? What does the termination ait denote in desolait ? — 47. What is the plural oifils?—\1. Why do we say quil. and not que il ? — 1 1 . Of what gender is fils ? — 8. Of what gender {^faineant? — 14. Why is there a t in va-t-il and passe-t-il ? — 41. Why, in fait-il, is there no t hetween fait and il? — 41. Of what gender is idiot? — 14. Of what gender is temps? — 14. * See notes on page 17. THIRD LESSON. Troisieme comes from irois, three (44). 64. H is a personal pronoun, corresponding to he and it. It IS masculine and singular, and is always a subject. Its plural is ils, corresponding to they, and, like the singular, always mascu- line, and used as a subject. 65. Se, from the Latin se, 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 ; il se voyait, he saw himself," Se corresponds also to to himself, to herself etc., as an indirect regimen, thus : " Se dire, to say to one's self ; il se disait, he said to him- self." D]fesoLAiT is a form of the verb desoler (47), to desolate, which sometimes takes the reflective form {se desoler), and signifies to grieve, or to he grieved. 66. Many verbs, which become neuter 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." 67. Parce que is a combination of three words : 2mr, by ; ce, that ; que, which. When combined as above, it signifies, be- cause ; but when the three words remain separate, they retain their original meaning, as : " Par ce Qu'^7 voyait, il 2^ensait que son fils etait 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 irregular verb pouvoir, to be able. Obtenir comes from the irregular verb tenir, to hold, to keep, from the Latin tenere. 68. Ob is a Latin preposition, signifying before or against. In French, it is an inseparable particle, beginning words which are generally the same, or nearly the same in English, as : obtenir, to obtain ; ohliger, to oblige ; objecter, to object ; obstacle, obsta- cle. In French as well as in English, ob is changed into oc, of, op, according to the consonant which begins the radical word, as : occasion, occasion ; occurrence, occurrence ; offenser, to offend ; offrir, to offer ; opposer, to oppose ; oppresseur, oppressor. 30 THIRD LESSON. 69. — ir is one of the three terminations of the infinitive mood of French verbs. Tenir enters into the formation of quite a number of verbs, the principal of which are : s'ahstenir, to abstain ; ap-partenir^ to appertain, to belong ; contenir, to contain ; detenir, to detain ; entretenir, to entertain ; maintenir, to maintain ; retenir^ to retain ; soutenir, to sustain ; and these in turn give rise to many more derivatives, as abstinence, detention, etc., etc. FiLS comes from the Latin Jllius, son. Its most important derivative is fdle, daughter, girl. SuiviT is the third person singular of the past tense of the subjunctive mood of the verb suivre, from the Latin sequi, to fol- low. This verb is irregular, but its irregularity does not extend to the subjunctive mood. 70. The third person singular of the past tense of the sub- junctive mood of verbs ending in re in the infinitive, is formed by changing this termination into it. The most important derivatives of suivre are : suite, suite, se- quel ; poursuite, pursuit ; and 2^oursuivre, to pursue. ExEMPLE comes from the Latin exemplum. It is masculine, notwithstanding its termination (15). 71. Quel, from the Latin quails, what, is a pronominal ad- jective, generally corresponding to what ; sometimes to which. Its feminine is quelle ; its plural masculine quels, and its plural feminine qiielles. Faineant is a combination of the two words, /a^^, does, and neant, naught or nothing. DiSAiT is the third person singular of the imperfect tense ol the irregular verb dire, already seen. Ou, from the Latin uU, where, is distinguished from ou, the conjunction or, by the grave accent placed over the u. The accent, however, has no influence on the sound of the word. Va, from the Latin vadere, to go, is the third person singular of the present tense of the indicative mood of the irregular verb aller, to go. 72. Que, when used as a pronoun, is either absolute or rela- tive. When absolute, it corresponds to what, as in this lesson ; THIRD LESSON. 31 when relative, it signifies whom, ivhich, or that. In both cases it is almost invariably a direct regimen. Fait is the third person singular of the present tense of the indicative mood of the irregular verb /aire, to do, to make, to perform, from the Latin /acerg. Among the numerous derivatives of this verb the principal are : affaire, affair, business ; contrefaire, to counterfeit ; defaire^ to undo; defaite, defeat; faisahle, feasable ; refaire, to do over again ; satisfaction, satisfaction ; satisfaire, to satisfy ; satisfai- sant, satisfactory ; satis/ait, satisfied, etc. 73. Quoi, as well as que, may be either absolute or relative. This pronoun refers to things and not to persons. When ab- solute, it corresponds to what, or what thing, and is generally governed by a preposition. When a relative, which seldom hap- pens, it signifies ivhich, and is always an indirect regimen. Get has the same meaning as ce. See 19. Idiot comes from the Greek iSr^rrig, unskilled. Passe is the third person singular of the present tense of th« indicative mood (22) of the verh passe?-, to pass. Temps, from the Latin temjjus, time, has two significations in French, time and weather. Corrigera is the third person singular of the future tense of the verb corriger, to rule. 74. The third person singular of the future tense of verbs ending in er in the infinitive mood is formed by adding a to this termination. The Latin word corrigere, from which the French corriger comes, is formed of the preposition cwn, with, and the verb regere, to rule. Its proper meaning is, to make even with the RULE, to bring within the rule. 75. Co or con is an inseparable particle, coming from the Latin preposition ciLm, with. It denotes association, concord, gathering, putting together. It begins words which are generally the same, or nearly the same, in English, as : coalition, coalition ; coefficient, coeflScient ; conceder, to concede ; conclusion, conclu- sion. In French, as well as in English, CO or con is changed into col, com, cor, according to the letter which begins the 32 THIRD LESSON. radical word, as : collateral, collateral ; colVegue, colleague ; com- mission, commission; com'parer, to compare; correct, correct; corroder, to corrode. 76. Jamais comes from the Spanish jamas, never. It is generally negative, and consequently generally preceded or fol- lowed by NE, as : II the se corrigera jamais ; or, Jamais il NE se corrigera. But sometimes, when used without ne, it be- comes aflBrmative, and corresponds to ever, as: Ouhlier pour jamais, to forget forever. Comment comes from the Latin quomodo, how, in what man- ner. DoNC comes from the Itahan adunque, then. 77. Lui, from il, already seen, is a personal pronoun cor- responding to he, him, sometimes to it. It is particularly used as an indirect regimen, and signifies either to him or to her. In this case it refers to persons only. Faire is an irregular verb already mentioned as the root of numerous derivatives. See fait above, on page 31, hne 3. Entendre has three significations in French : to intend, to un- derstand, and to hear. 78. — re is one of the three terminations of the infinitive mood of French verbs. Kaison, from the Latin ratio, reason, is feminine. 79. All the substantives ending in aison are feminine. SYNTAX. In the phrase, " II ne pouvait^^ what word is understood after pouvait? — 38.* Why is the phrase, " Where does he go,^^ expressed by " Ou va-t-il r'—iO, 4:1. Why do we say, " II ne se corrigera,"*^ and not, " H ne corrigera SE?"— 43. * See notes on page 17. THIRD LESSON, 33 H ne pouvait ohtenir, TL ne pouvait pas obtenir. 80. In negative sentences, the word pas may be suppressed after the verbs cesser, to cease; oser, to dare; pouvoir, to be able ; and savoir, to know, especially when these verbs govern an infinitive. II ne pouvait obtenir de son Jils Qu'il sulvit smi exemple. QuHl suivit is the past tense of the subjunctive mood. 81. The subjunctive mood generally expresses that the action of the subject is wished, wanted, or required by another person. In the present instance, the father wanted his son to follow his example. 82. The tense of the subjunctive mood is determined by the tense of the preceding verb. 83. The past tense of the subjunctive is employed after the past tenses of the indicative mood. faineant I What a drone! 84. In exclamations, the words a, an, must not be rendered after what. Que fait-il ? This phrase can be rendered in English by, What does he do ? or What is he doing ? 85. The use of the present participle, to signify that the action is instantaneous, is very uncommon in French ; nor is there any such word as do or did, to give greater strength to an affirmation ; so that these three modes of expression, He gives, He is giving, and He does give, have but one translation in French : II donne. Get Idiot passe-t-W son temps ? It has been seen (40) that the interrogation, when the subject is a pronoun, is formed by placing the subject after the verb. 2* 34 THIRD LESSOX. 86. 'i^^i€7i the subject is a substantive, in interrogative phrases, it is generally placed before the verb, and repeated after it in the form of a pronoun. !Est-oe qu'il se corrigera ? This is another model of interrogation, not unexampled in English, as the following line in Julius Caesar shows : " What is it that yon would impart to me ? " 87. Interrogations, in French, are often formed by placing est-ce que before the subject, followed by the verb, as : " Est-ce que son jils se corrigera ? Will his son mend ? Est-ce que vous savez ? Do you knovv ? Est-ce que nous pensons ? Do we think ? " This form is more familiar than the preceding. Comment faire? How to do ? HoAv shall I do ? 88. After comment, how; ^?/?, what ; ow, where ; 2Murquoi, why, and a few more words used like these in interrogations, the infinitive mood is often substituted for the indicative, when it can be done without rendering the sense obscure. We can express : " What is to be done ? " by " Que faire ? " " Where are we to go ? " by " Oil aller ? " " What shall I say ? " by " Que dire ? " Comment lui faire entendre raison. In this phrase, lui is the indirect regimen of the verb faire : it signifies to him, whereas in the English translation, '■'• How shall I make him listen to reason?''^ him is a direct regimen. 89. When the verb/a^>e is followed by an infinitive, it requires an indirect regimen if the infinitive has a direct one, as is the case in entendre raison. The regimen oi faire would be direct, if the following infinitive had no such regimen, as in this example : II ne pouvait pas le faire entendre, 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 THIRD LESSON. 35 verb, which is always active. Now, an active verb cannot have more than one direct regimen ; so that if there are two regimens, one of them must of course be indirect. An Enghsh example will make this more evident. To make see (in French /aire voir) is sometimes an equivalent to to show. When we say, Show him, for Make (ics) see him, the pronoun is the direct regimen ; but when we say, Show him a book, the word hook is the direct regimen, and him the indirect regimen, signifying to him. LEXICOLOGY. Words beginning with ob, CO, or con, are generally much the same in both languages. Ex. Obstacle, coalition, conclusion ; ohtenir, to obtain ; conceder, to concede. See Obs. 68 and Y5. ADDITIONAL WORDS.* Affecter, To affect. Frofit, Profit. Bienfaiteur^ Benefactor. Frofiter, To profit. Continent, Continent. Faisonnable, Reasonable. Continuel, Continual. Eaisonner, To reason. ContinueTy To continue. Regime, Regimen. Diddle, Difficult. Regiment, Regiment. Direct, Direct. Regie, Rule. Diriger^ To direct. Regler, To regulate. Wet, Effect. Regner, To reign. Effectuer, To effect. Regulier, Regular. Ensidte, Afterwards. Reine, Queen. Facile, Easy. Roi, King. Faciliter, To facilitate. Royal, Royal. Intem2oerance, Intemperance. Royaliste, Royalist. Lire, To read. Royaume, Kingdom. Long temps. Long time. Royaute, Royalty. Maintenant, Now. Suivant, Following. Obstine, Obstinate. Sur passer. To surpass. Officier, Officer. Tout de suite. Immediately. Far fait, Perfect. Triangle, Triangle. Fassable, Passable. Tricolor e^ Tri-color. Persecuter, To persecute. Trinite, Trinity. Feut-Hre, Perhaps. Trio, Three. * See note on page 11. 86 THIRD LESSON. EXEBGISES ITPOlSr THE GEAMMATICAl, OBSERVATIONS AND UPON THE EULES OF SYNTAX. 1. Model : II se desolait. See Obs. 64, 65, 4*7. — He gave himself — It doubled itself — He exercised himself — He forgave himself — He surpassed himself. 2. Translate the following verbs into English, and say in what mood they are. Model : Obtenir. See Obs. 69. — S^ahstenir — Appartenir — Contenir — Detenir — Entretenir — Maintenir — Re- tenir — Soutenir — Tenii- — Unir — Reunir — Etahlir. 3. Model : QiCil suivif. See Obs. 70. — That he might pur- sue — That he might hear. 4. Model: Quel faineant? See Obs. 71.— What father?— What affair ? — What continents ? — What daughters ? 5. Model : QvKfait-iU See Obs. 12. — What do you know? — The man whom he saw — The lesson which you know — The time that we pass. 6. Model : A Quoi passe-t-il son temps ? See Obs. 73. — [To] What do you think o/.?— [To] What is that good for .?— [Of ] What does he grieve at ? 7. Model: Cet idiot. See Obs. 19.— This example— Thai effect— This eye— That office— This officer. 8. Model: II corrigera. See Obs. 74. — He will continue — He will desolate — He will direct — He will exercise — He will facilitate — He will pass — He will persecute — He will profit — He wall surpass — He will visit. 9. Model : II ne se corrigera jamais. See Obs. 76, 38. — He never had— He never has — He never gives — He never grieved — He never said — He never was — One never is — He never exercised — He never does — We never think — He never could — He never passes — You never know — They are never. 10. Model : Luifaire. See Obs. 77.— To appertain to him— To give him— To tell her— To make (to) her— To read to her. 11. Translate the following verbs into Enghsh, and say in what mood they are. Model: Entendre, See Obs. 78. — Satis- faire — Dire — Faire — Lire — Poursuivre — Refaire — Suivre. THIED LESSON. 37 10,. Model: U ne pouvait obtenir. See Syntax, 80. — He could not continue — He could not correct — He could not tell — He could not hear — He could not do — He could not read — He could not maintain — He could not pass — He could not follow. 13. Model : Quel faineant ! Syntax, 84. — What an actor ! — What an animal ! — What a fault ! — What an example ! — What a daughter ! — What a boy ! — What a lesson ! — What a hand ! 14. Model: Que fait-il? Syntax, 85. — He is going — We are giving — He was saying — Was he saying? — We are think- ing — He is passing — Is he giving ? — He is not giving. 15. Model: Get idiot passe-t-il son temps? Syntax, 86. — Had the joiner a good plane ? — Has this man another 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 ? 16. Model : Est-ce Qu'^7 se corrigera ? — Syntax, 87. — 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 ? 17. Model: Comment faire? Syntax, 88. — What is to be done ? — How can one correct him ? — What is to be said ? — How shall we pass the time ? PHRASES FOR COMPOSITION TO BE TEAN8LATED INTO FEENOH. 1. He grieves because his father corrects him — 22, 2. That man could not forgive himself /or his ignorance — 80, 65. 8. He said to himself that he was intelligent — 65. 4, The father could not get [obtain from*] his son to listen to [that he should hear] reason — 80, 70. * The words in italics are not to be translated, those between brackets [ ] having to be substituted instead, because required by the French construc- tion. 38 THIRD LESSON. 5. By what [that wliich] we give, you know how much he will give— 67, 28, 74. 6. By ivhat [that which] he had done, one saw what [that which] he could do — 67. 7. What example will he give to his son ? — 7l, 74, 40. 8. What affair agitates you? — 7l, 15, 22, 43. 9. You do not know what men the joiner saw — 7l, 29. 10. You know where he is, or you do not [know it] — 38, 43. 11. What could he say to a man v/hom he did not see — 72, 11, 38. 12. What do you think of this [cet] obstacle? — 72, 40. 13. The lesson which you know is difficult enough — 72, 36. 14. Do you know [to] what this journal is good /or ? — 73. 15. The father will never give a good example to his son — 76. 16. He will never tuck up his sleeves to the elbow — 76. 17. The son will never surpass his father — 76. 18. The reason that he gives is not the true one — 79. 19. The joiner had but one saw, which he could not give [to] his son — 38, 72, 11, 80. 20. He was at his bench, and could not hear what [that which] his son said to his daughter — 80. 21. What an example he gives to his son ! — 84. 22. Do you know what [that which] the joiner is doing ? — 85. 23. He is making a table — 85. 24. He is going to read a lesson — 85. 25. The professor is giWng a lesson to those young boys — 85. 26. We do think that the example which we give is good — 85. 27. He did say that his son was an idiot — 85. 28. Is that man active? — 86 or 87. 29. Did his father give him a good example? — 86 or 87. 30. Could the father correct his son? — 86 or 87. 31. Will that man pass alone? — 86 or 87. 32. What are we to think of this vice ? — 72 88. 33. How is this interview to be obtained ? — 88. 34. He could not make him see his fault — 89. 35. He is going to make him follow his own profession — 89. 36. How shall we make him pass ? — 89. FOUKTH LESSON. 39 FOURTH LESSOM.* FIRST DrVISION. PKACTICAL PAET. TEXT.** LITERAL TRANSLATION. Fourth lie ferave li^iniMe, ^vk\^€ psti' de fkia§§es worthy guided by some false idees de ^FaedeMir, aTait eii le toi't, par- ideas grandeur had wrong par- doMiiafele sails doiite, de votiloir «|iie s@ii donable without doubt to will eiilaiat fttt pltt§ ^iie lot, et qii'il esit iiiie child were more than he had an should have ^diiesitioii siiperleMre a celle qti'il avait education superior that re^tie Itti-ineme de sosi p^re et de sa received himself his m^re. mother. 5^57? >S'^iJf^ IN 00 OB ENGLISH. The honest man, guided by false notions of grandeur, had committed the fault, a pardonable one undoubtedly, to deter- mine that his child should be greater than he, and that he should have an education superior to that which he himself had received of his father and mother. * See notes on page 15. ** See first note on page 1. 40 FOURTH LESSON QTTESTIONS AND ANSWERS FOR CONVERSATION.* What lesson is this ? Qui avait eu un tort*? Quel brave homme ? Par quoi etait-il guide ? Quel tort avait-il eu ? Ce tort est-il pardonnable ? Qui etait son enfant? De qui le brave homme avait-il reQU pon education? Qu'avait-il regu de son pere et de sa mere? Quelle education voulait-il don- ner a son enfant ? How came he to commit this fault? C'est la quatri^me. Le brave homme. Le p6re d' Alexis — or, Le menui- sier. Par de fausses idees de grandeur. II avait eu le tort de vouloir que son enfant fiit plus que lui. Sans doute. Alexis — or^ Le jeune Alexis. De son pere et de sa m^re. Son education. Une education superieure a ceUe qu'il avait regue lui-meme. Parce qu'il etait guide par de fausses idees de grandeur. SENTENCES FOR ORAL TRANSLATION.** TO BE TUElSnED INTO ENGLISH. La m6re avait raison. Le pere avait tort. Le brave homme est guide par son enfant. Alexis est guide par son p^re. Son pere lui donne une education superieure a celle qu'il a regue. n a tort, mais il est pardonnable. Que pensez-vous de cet homme ? Nous pensons qu'il n'a pas re^u une education superieure. Par quoi est-il guide ? E est guide par de fausses idees. n est jeune ; il se corrigera. TO BE TUENED 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 re ceived. He is wrong, but he is pardonable. 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. * See notes on page 2. ** See note on page S. FOURTH LESSON. 4:1 II lie se corrigera jamais. Son pere est un brave homme. Sa m^re est intelligente. Qu'est-ce que son pere pense de lui? II pense que c'est un faineant. A-t-il raison ? Nous pensons qu'il n'a pas tort. 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. SECOND DIVISION. -THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PECULIARITIES IN THE TEXT. What is the feminine of hrave ?* — 6. What is the infinitive oi guide ? — 52. Of what gender is idee ? — 15. Of what gender is tort ? — 14. What is the feminine of 2^ci,'>'<^onnable ? — 6. Why do we say quHl, instead of qiie il? — 11. What is the masculine of superieure ? — 2. Of what gender is mere ? — 8. QuatriI:me comes from quatre, four (44), from the Latin quatuor. 90. When a termination beginning with a vowel, as ieme, is added to a word ending in e mute, as quatre, the e mute is sup- pressed. Brave, in this lesson, signifies worthy, good, or honest ; but when this adjective follows the substantive, it has the same mean- ing as in English, that is, valiant or courageous. * See notes on page 17. 42 FOURTH LESSON. 91. Some French adjectives vary in their meaning, according as thej are placed before or after the substantive. The following are those which most frequently occur : Un ton Tiomme^ a simple man. Un Iraxe liomme^ an honest man. Tine certaine cTiose^ a certain (par- ticular) thing. Un galant homme^ a gentleman, Un grand homme, a great man, Une grossefemme^ a stout woman. Un Tionnete Jiomme^ an honest man, Un plaisant homme^ a ridicu- lous man, Un 2)etit Jiomme^ a small man, a short man. Les 'pro'pres termes^ the very words, Une mge-femme^ a midwife (a sa- pient woman). Un Jiomme don, a kind man. Un homone drave, a brave man. Une chose certaine, a certain (undoubted) thing. Un homme galant, a man polite to the ladies. Un Jiomme grand, a tall man. Une femme grosse, a pregnant woman. Un homme honnete, a civil man. Un homme plaisant, a humorous man, Uii homme petit, a mean fellow, Des termes propres, proper terms, or proper language, Une femme sage, a virtuous woman. Guide is the j^ast participle of the verb guider, to guide (52), which is derived from the substantive guide, guide. 92. Par, from the Greek 'Trapa, or the Latin per, is one of the most important French prepositions. It generally corresponds to hy ; but sometimes to through, from, out of, %vith. It denotes the means, the agent, the cause or the w^ay through. 93. De, already seen as a preposition (16), is also used as a determinative, 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 113, 143. Fausse is the irregular feminine (2) of the adjective /az^ar. It comes from the Latin falsus, false, as can be seen from the df^- v\v2i\Ave^ falsifier and fausser, to falsify, to warp. Idee comes from the Greek ISsa, image. Its principal deriv- atives are : ideal, ideal ; idealiser, to idealize, etc. FOURTH LESSON. 43 Grandeur comes from the adjective grand, grand, great, large, or tall. 94. The termination eur, 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, ugly ; prof ondeur, depth, from profond, deep ; longueur, length, from long, long ; hauteur, height, from haut, high. 95. Abstract substantives, ending in eur, are feminine. The exceptions are : bonheur, happiness ; malheur, misfor- tune ; labeur, labor. ^ The principal derivatives of grand are, agrandir, to aggrandize ; grandiose, grand ; agrandissement, aggrandizement ; grandir, to grow great or large. Eu is the past participle of the auxiliary verb avoir, which is irregular. 98. Avait eu — The compound tenses in French are formed in the same manner as in English, by means of the aux- iliary verb avoir, to have. Tort comes from the adjective tors, twisted, crooked, wry, from the Latin torsus, twisted. The principal derivatives of tors are : contorsion, contortion ; distorsion, distortion ; extorsion, extortion ; tordre, to twist ; tort, wrong ; tortu, crooked, etc. Pardonnable has been seen among the derivatives of donner. 97. The termination able 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 par- donnable, that is, liable, apt, or fit to be pardoned. About 200 adjectives in able are the same in both languages, as : admirable, blmnable, comparable, desirable, passable, payable, variable. From these adjectives, the corresponding verbs may generally be obtained by changing the termination able into that of the infin- itive, which, in the great majority of French verbs, is er, thus : admirKBiM, admirEK, to admire ; bldmABLE, bldmER, to blame ; compar ABLE, com.par'ER, to compare. 98. 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. 44 FOURTH LESSON. DouTE comes from the Latin duhium, doubt, or dubitare, tc doubt. It is masculine, notwithstanding its feminine termination Its principal derivatives are: douteux, doubtful ; doicter, to doubt; indubitable, indubitable. VouLoiR, from the Latin velle, to will, is an irregular verb (see 117) signifying to will, and often corresponding to the Eng- lish verbs to wish, to want, to mean, to intend. Enfant, from the Latin infans, signifies not only infant, but also child. It is of both genders. We say, un enfant, a male child ; UNE enfant, a female child (8). FuT is the third person singular of the past tense of the sub- junctive mood of Hre, to be, which is irregular. Plus, from the Latin plus, signifies more and most. Its prin- cipal derivatives are : plusieurs, several ; plutdt, rather ; pluriel, plural ; surplus, surplus, etc. EuT is the third person singular of the past tense of the sub- junctive 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 is feminine. 99. Substantives ending in tion are feminine. Bastion is the only exception (50). Sup:erieure is the feminine of the adjective superieur (2). It comes from the Latin superior, as can be seen from the deriv- ative superiorite, superiority. Celle is the feminine of celui. 100. Celui, formed of ce and lui, is a demonstrative pronoun, corresponding, as well as its feminine, celle, to this and that. The plural is ceux for the masculine, and celles for the femi- nine, both corresponding to these and those. Recue is the feminine of re^u, the past participle of the irreg- ular verb recevoir, to receive. 101. Mieme is an adjective coiTesponding to same, self very, or self-same, very same. Combined with the personal pronouns, as a sign of identity, it corresponds to self as in lui-meme, him- self ; nous-memes, ourselves ; vous-memes, yourselves ; but it does not follow the possessive adjectives as self does in English. FOUKTH LESSON. 45 This will be more amply explained hereafter. Meme is also an adverb, meaning even. In this sense it is indeclinable. Sa is the feminine of son (51), and, hke son, corresponds to his, her, its, and one-s. In this lesson it agi>ees with mere. Mere comes from the Latin mater, as can be seen from the derivatives maternel, maternal ; maiernite, maternity. SYNTAX. Why is ^^ false notions " rendered by " fausses idees,^^ and not by " FAUX idees .^"*--33, 15. Why is the subjunctive employed in the phrase, "(ie vouloir que son enfant fut plus que lui, et qu'il eut ? " — 81. Why should we not say " un education supiiRiEURE ? " — 33, 99. I>e fausses idees. It has been seen (93) that the words some and awy are often rendered in French by de, with the article. For instance, we should translate Some reason, by De la raison ; Some lessons, by Des lemons ; Any vices, by Des vices. 102. 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 lemons, to give lessons ; Donner de V importance, to give importance ; Avoir des idees, to have ideas. 103. The article is suppressed, and de alone is employed, when the substantive is preceded by an adjective, as in the above ex- ample, "De fausses idees.^'' In transposing the adjective, wo should say, "Des idees fausses.^'' * See notes pn page 17. 46 FOURTH LESSON. .... 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. 104. II, ^vhich is always a subject, cannot be separated from the verb ; whereas lui, when a subject, is employed when the verb is understood. L' education quHl avait re cue. The participle regue^ having the feminine termination, agrees with education, which is feminine, or rather with the relative pronoun que, which is its representative, and is the direct regi- men of the verb recevoir. 105. The past participle, when accompanied with the verb avoir, agrees in gender and number with its direct regimen, if that regimen precedes it. II avait recu V education. b 106. But the past participle remains invariable, when its regimen follows it. Son pere et sa mere. The words son and sa here correspond to his. Pere, bemg mascuhne, must be preceded by the masculine adjective son. Mere, being feminine, requires the feminine adjective sa. 107. The possessive adjective agrees in gender and number with the substantive that follows it. It might be supposed thsit pere and mere, being joined, form a plural, and that therefore ses 2^ere et mere would be correct and more concise than son pere et sa mere ; but though indeed the expression is sometimes heard, yet it is universally blamed. 108. The possessive adjective must be repeated before each substantive. De son pere et de sa mere. Here the repetition of de is necessary. 109. The prepositions a, de, and en must be repeated before each substantive, adjective, pronoun, or verb which they govern. FOURTH LESSON. 4:7 LEXICOLOGY. About 200 adjectives ending with able are the same in both languages ; and from these nearly as many verbs may be readily formed. Ex. Admirable, admirer, to admire. See Obs. 97. ADDITIONAL WOEDS* Accepter.^ Apercevoir, A queduc, Bramr, Bravoure, Captiver, Conducteur, Conduire, Conduite, Deduire, Due, Duclie, Ducliesse, Enfance, Enfantin, Excepte, Excepter, Introduire, Occuper, Participe, ■Participer, To accept. To anticipate. To perceive. Aqueduct. To brave. Bravery. To captivate. Conductor. To conduct. Conduct. To deduct. Duke. Duchy. Duchess. Childhood. Childish. Except. To except. To introduce. To occupy. Participle. To participate. Precept e, Precepteur, Producteur, Produire, Produit, Quadrille, Quadrupede, Quart, Quartier, Beduire, Seduire, Seduisant, Torture, Torturer, Tourment, Tourmenter, Traducteur, Traduction, Traduire, Volonte, Volontiers, Precept. Preceptor. Producer. To produce. Produce. Quadrille. Quadruped. Fourth part. Quarter. To reduce. To seduce. Seducing. Susceptible. Torture. To torture. Torment. To torment. Translator. Translation. To translate. WiU. Willingly. EXEECISES UPON THE GEAMMATIOAL OBSEEVATIONS AND UPON THE EULES OF SYNTAX.** 1. Model : I>e fausses idees. See Obs. 93. — Some children — Any exceptions — Any grandeur — Some men — Any profit. 2. Model : Avail eu. See Obs. 96. — He has had — He has accepted — He had accepted — He has corrected — He had cor- rected — He has captivated — He had captivated — He has given — He had given — He has doubted — He had doubted. * See note on page 11. See note on page 12. 48 FOUETH LESSON. 3. Model: PardonnABh^, FardonniEiR. See Obs. 97. — [Form verbs from the following adjectives] — Alterable — Acceptable — Profitable — Passable — Visitable. 4. Model : Une education. See Obs. 99. — A conversation — The circulation — A collection — The composition — A condition — A description — The fabrication. 5. Model: De fausses idees. Syntax 102, 103. — [Place the adjective before the substantive.] — Other men — Good boys — Some brave children — Any simple interpretations — Great men — Some young oflScers — Some good lessons. 6. [Place the adjective after the substantive.] — Some active men — Any brave men — Incorrigible children — Any evident ex- amples — Simple lessons — Some intelligent boys. 1. Model: Plus que lui et qu'iL eilt. Syntax 104. — 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: L^education quHl avait REguE. Syntax 105. — 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 plane which he had received — His sleeve which he had tucked up — The days which he had passed. 9. Model : II avait REgu V education. Syntax 106. — He has tormented the animal — He has exercised the profession — He has corrected the children — He has given the lessons — He had re- ceived the plane — He had tucked up his sleeve — He had passed some days. 10. Model: Son j^ere ets,K mere. Syntax 107, 108. — His son and daughter — His saw and plane. PHRASES FOR COMPOSITION* TO BE TRANSLATED INTO FEENOH. 1. His father was a brave man — 91. 2. That joiner is a worthy man — 91. 3. That general was a great man — 91. * See notes on page 18. FOURTH LESSON. iS 4. His son is a tall man — 91. 5. The proverb is false. 6. True grandeur is always indulgent — 95. V. He has tucked up his sleeves — 96, 106. 8. His boy has received a superior education — 96, 106. 9. The professor has given you four lessons — 96, 106. 10. His laziness had given birth to all his other vices — 96, 106. 11. That man is implacable — 97. 12. His mother is inconsolable — 97. 13. This fault (defect)'^ is intolerable— 97. 14. He had a doubt. 15. He will pass from the first section to the second — 74, 99. 16. The satisfaction of his mother is more sincere [true]* than that of his father — 99. 17. The prediction is false — 99. 18. He has some grandeur — 102. 19. He had received some lessons — 102. 20. You know some proverbs — 102. 21. Do you know any proverbs? — 102. 22. He has corrected some children — 102. 23. We give examples — 102. 24. He had good children — 103. 25. He gives other examples — 103. 26. He gives less than we — 104. 27. We give more than he — 104. 28. Who will correct that drone? — He — 104. 29. It is not you, but it is he — 104. 30. You know the lesson that he has given you — 105. 31. What examples we have had ! — 105. 32. He has corrected the faults of his children — 106. 33. The father corrects his son — 22, 107. 34. The mother corrects her son — 107. 35. How many drones and idiots ! — 109. * See note on page 37. 50 FIFTH LESSON. FIPTH LESSON.* FIEST DIVISION. PRACTICAL PART. TEXT.** LITERAL TRANSLATION. Cinqui^ine le^on. Fifth C9e§t poMrqi«oi It l^avait mis d'abord It is why (therefore) him put at first dans line des mellleiirei^ institutions de in of the best institutions Paris, desirant qai'il reunit tontes sortes desiring sliould collect all sorts de connaissances. II voulait siirtout qu'il knowledge willed above all swt le ^rec et le latin, sans exa- should know Greek Latin to exa- miner s'i! ne serait pas plus iitiie qii'il mine if it would not be useful possedat bien la langue fran^aise, cette should possess well tongue French that lan^ue etant la sienne. being his. * EA^ery new lessou should still be preceded as indicated in note *, on page 15, by a full rehearsal of the text and translation of all previous ones. lu consequence of the accumulation of matter, however, and to prevent this exercise from engrossing too much time, the following modification in the moC3 of reviewing would be here suggested: Translate the first only from the French into English ; the second, only from the English into French, and so on. ** S^e note * on page 1, FIFTH LESSON. 51 TEE SAME IN GOOD ENGLISR. He had therefore placed him at first in one of the best acade- mies in Paris, wishing him to be versed in every branch of knowledge. He desired above all that he should know Greek and Latin, without considering whether it would not be more useful for him to be master of the Fi-ench language, which was his own. QUESTIONS AND ANSWERS FOR CONVERSATION.* Quelle est cette legon ? Pourquoi avait-il mis son fils dans une des meilleures institutions de Paris ? "When had he placed his son in an institution ? Oil avait-il mis son fils d'abord ? Que desirait-il qu'il reunit ? Que voulait-il surtout qu'il sM ? Qu'est-ce que le pere voulait sur- tout? Qu'est-ce que le grec ? Qu'est-ce que le latin ? Quelle etait la langue d' Alexis ? Quelle langue etait-il utile qu'il possedS,t ? Qu'est-ce que le pere n'examinait Pourquoi etait-il utile qu'il posse- d^t bien la langue fran^aise ? Comment etait I'institution oil Delatour avait mis son fils ? Oil etait I'institution oil il avait mis son fils ? O'est la cinqui^me. Parce qu'il voulait qu'il eut une education superieure a ceUe qu'il avait regue. 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. O'est une langue. O'est une autre langue. La langue franpaise. La langue frangaise — or, La sienne. S'il ne serait pas plus utile que son fils possed^t bien la langue frangaise. Parce que cette langue etait la sienne. O'etait une des meilleures de Paris. Dans Paris — or. A Paris. See notes on page 2. 52 FIFTH LESSON. SENTENCES FOR ORAL TRANSLATION* TO BE TURNED INTO EXGLISH. Savez-vous le grec ? Savez-vous le latin ? Nous ne savons pas le.grec. IS'oiis ne savons pas le latin. Que savez-vous ? Nous savons le frangais. C'est plus utile. Le savez-vous bien ? Nous ne le savons pas bien. Mais nous desirous posseder cette langue. Cette langue nous serait utile. Nous desirous nous exercer dans cette langue. Youlez-vous nous donner des legons ? Nous ne le pouvons pas. Mais cet homme vous donnera des leQons. n a toutes sortes de connais- sances. II a re^u la meilleure education. Est-il rran5ais ? n est Frangais. Ou est-n ? H est a Paris. n est dans une institution. Quefait-il? H donne des lemons. TO BE TUEXED ZXTO FEEXCn. 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. He is in an institution. What does he do ? He gives lessons. See note on page 3, FIFTH LESSON. 53 SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PECULIARITIES IN THE TEXT. Why do we say " c'est^ favait, quHl" and not " ce est, le avait, QUE il ? " — 1 1 .'^ Of wliat gender is institution? — 99. What does the termination it, in reunit, denote ? — 70. 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 masculine oifrangaise ? — 2. CiNQUiEME comes from cinq, five (44). In cinquieme, the vowel u is interposed between the radical cinq, and the termination ieme. 110. The letter q, when it is not final, is always followed byu. C'est pourquoi is an adverb composed of four words : ce, it ; est, is ; pour, for ; quoi, what. The first, second, and fourth have been seen already. 111. Pour is a preposition corresponding to for, to, in order to. Mis is the past participle of the irregular verb mettre, coming from the Latin mittere, to send, and to put. The principal de- rivatives of mettre are : Admettre, to admit ; commettre, to com- mit ; compromettre, to compromise ; demettre, to remove, to dis- miss ; emettre, to emit ; omettre, to omit ; permettre, to permit ; * See notes on page 17. 54: FIFTH LESSON. promettre, to promise ; remettre, to remit, to deliver ; s'entre- mettre, to intervene, to interfere ; soumettre, to submit ; trans- mettre, to transmit; and a number of substantives and adjectives formed from the above verbs, as mission, admission, admissible, permission, etc., which will be found explained among the words alike, or nearly so, in both languages. D'abord is an adverb formed of the preposition de, and the substantive a6orc?, approach or access. It signifies a^^rs^. The radical word is hord, border, verge, edge, or bank, from the Celtic hord, bank or shore. The principal derivatives of bord are : border, to border ; aborder, to board, to accost ; deborder, to run over, to take off the border from, etc. 112. Dans is a preposition corresponding to in, into, and vjithin, 113. Des is the contraction of de les, and like au (55) is called a compound article. Meilleures is the feminine plural of meilleur (2, 25). It comes from the Latin melior, better, as can be seen from the de- rivatives amelioration, and ameliorer, to ameliorate. Meilleur is the comparative and superlative of bon, already seen. Plus bon, more good, would not be correct. 114. The degrees of comparison are not usually formed in French by means of a termination ; but by placing before the adjective one of the following adverbs : aussi, as ; plus, more, most ; moins, less, least ; tres, fort, bien, very. For instance : aussi jeune, as young; plus jeune, younger; le plus jeune, the youngest ; moins jeune, less young ; tres jeune, fort jeune, bien jeune, very young. Meilleur is therefore an exception. Institution is the same in both languages (49). Desirant is the present participle of the verb desirer, which comes from desir, from the Latin desiderium, desire, wish. 115. The present participle of verbs ending in er in the infinitive mood, is formed by changing this termination into ant. ReunIt is the third person singular of the past tense of the subjunctive mood of the verb reunir, to reunite, to collect, to get toofether. FIFTH LESSOIT. 55 116. The third person singular of the past tense of the sub- junctive mood of verbs ending in ir in the infinitive, is formed by changing this termination into it (TO). SoRTE comes from so7't, from the Latin sois, fate, lot, condi- tion, rank, or class. The principal derivatives of sort are, assoriir, to suit, to match ; and assortiment, assortment. CoNNAissANCE comes from the verb connaitre, to know (23), from the Latin cognoscere. The principal derivatives of con- naitre are : connaisseur^ a word often used in English to express a person well versed in any subject; meconnaitre^ not to recog- nize, to disregard ; reconnaitre, to recognize, etc. VouLAiT is the third person singular of the imperfect tense of the indicative mood of the irregular verb vouloir, seen in the fourth lesson. 117. The verbs in oir 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. SuRTOUT is formed of sur, above, and tout all. Tout has al ready been explained in the 1st lesson. 118. Sur, from the Latin swper, is a preposition coi-respond- ing to on, upon, over, and above. 119. Sur is also used as an inseparable particle, and denotes situation upon or over, pre-eminence, 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 sur- charge ; surface, surface ; surmonter, to surmount ; surpasses, tu surpass. SuT is the third person singular of the past tense of the sub- junctive mood of the irregular verb savoir, mentioned in the first lesson. Greg comes from the Latin word grcecus. It is an adjective used as a substantive. Its feminine is irregular; it is grecque. Latin, from latinus, is also an adjective used substantively. Greg and Latin are both masculine. 120. The names of languages are masculine, unless they are employed as adjectives with the word langue, as : La langue fran<;^aise ; la langue grecque. 56 FIFTH LESSON. Examiner comes from the Latin examinare, to weigh, to pon- der, to examine. It is in the infinitive mood, which is denoted by the termination er. 121. The infinitive mood of all the French verbs ends in er, ir, or re. The verbs in er are by far the most numerous. The verbs in ir differ from those in er in their forms of conjuga- tion. Those in re have some of their tenses formed in con- formity with the first, and some with the second class ; so that there are indeed but two forms of conjugation. We must state, however, that the past participle of verbs in re has a peculiar ter- mination, which will be explained later. We have now seen the three forms of the infinitive mood, in examirieT, obteniT, and entendre. S'lL stands for si il. 122. Bi, coming from the Latin, is a conjunction correspond- ing to if and 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, signifying so, so very, so much, and sometimes yes. Seraii' is the third person singular of the conditional mood of the irregular verb etre, to be. See etant, page 57. Utile comes from the verb user, from the Latin uti, to use. The principal derivatives of user are : dbus, abuse ; abuser, to abuse ; usage, usage ; usuel, usual ; usiire, usury ; utilite, utility ; utiliser, to make use of; inutile, useless ; and a number of others already introduced or about to be explained among the words alike, or nearly so, in both languages, as : utilement, usefully (see Obs. 31 and 32); abusif, abusive (46), etc. 123. The terminations il and lie, in adjectives, denote what is endowed with the quality, the property, or the faculty expressed by the radical. Some of these adjectives are the same in both languages, as : civil, docile, fertile, etc. PossfiDAT is the third person singular of the past tense of the subjunctive mood of the vQxh -posseder, from the Latin possidere, to possess. 124. The third person singular of the past tense of the sub- junctive mood of verbs ending in er in the infinitive, is formed by changing this termination into at. Examples have now been seen of the third person singular ol FIFTH LESSON. 57 the past tense of the subjunctive mood, in the three regular forms of conjugation, and the two auxiliary verbs in the following phrases : " S''il ne serait pas plus utile qiCil p)ossed^\, Men la langue fran^aise!'' — 5th lesson. " Desirant quHl rewiit toutes sortes de connaissances.''^ — 5tQ lesson. "/? ne pouvait obtenir quHl suivit son exempUy — 3d lesson. " Vouloir que son enfant f\xt plus que lui^ — 4th lesson. " Vouloir quHl eut une education superieure^ — 4th lesson. BiEN comes from the Latin hene^ well, and means also very^ as: Bien jeiLne^ very young. Langue comes from the Latin lingua, tongue. Its principal derivatives are : Langage^ language ; linguiste, linguist ; and linguistique, linguistic. FRAN9AISE is the feminine o{ frangais, coming from /rawc, a word of Celtic origin, signifying free, and now used in the sense of frank or sincere. The principal derivatives of franc are : Franc, franc (a coin) ; Francais, French, a Frenchman : franche- ment, frankly ; franchise, frankness, freedom, exemption ; affran- chir, to free, to pay the postage. Cette is the feminine of ce and cet (19). Etant is the present participle of etre. 125. Etre, formerly ester, comes from two Latin verbs : esse, to be, and stare, 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. Etre is one of the two auxiKaries. It serves to form the passive voice, as : II est corrige, 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 him- self. 126. Sienne is the feminine of sien, and hke son, sa, ses, is derived from se (51, 65). The masculine plural is siens, and the feminine plural siennes. Each of these forms corresponds to the English words his, hers, its, and one''s and is always pre- ceded by le, la, or les, thus : Le sien, la sienne, les siens, les siennes. This pronoun must not be confounded with son^ 3-^ 58 FIFTH LESSON. which is an adjective always followed by a substantive. The same distinction exists between the other possessive adjective. and pronouns of the first and second persons singular and plural. SYNTAX. Why do we say, " 11 i^ avail mis^'' and not, " IL avail mis LE?"— 43.* Why should we not say, " meilleur institutions?^'' — 33. In the phrases, " Desiranl quHl reunite and II voulait quHl sitt,''^ why are the verbs reunit and sut in the subjunctive mood ?— 81. Why should we not say, " lui reunite lui voulait, lui s^^," instead of " II reunil, il voulait, il sul P^ — 104. Why is the article le placed before ffrec and latin? — 35. C^est pourquoi il Vavait mis. This can be rendered into English by " Therefore he had put him,''^ or, " ITe had there/ore put him" indiflferently. 127. In French, the adverbial form C'est pourquoi must be placed at the beginning of a sentence or of a clause of a sen- tence. ITne des meilleures institutions de Paris. One of the best institutions in Paris. 128. The preposition in, required in English after a superla- tive, and before the name of a place, is rendered by de, and not by dans. Sans examiner. Without examining. 129. The French prepositions govern the infinitive mood. En, in, is the only one that governs the present participle. * See notes on page 17. FIFTH LFSSON. 59 Tl serait utile qu'il possedat. 130. The subjunctive mood is required after a verb used im- personally, in such phrases as the following : "/if is fit, It is proper^ It is necessary^ It is time, It is convenient,^'' etc. 131. The past tense of the subjunctive mood is required after the conditional. Cette langue etant la sienne. 132. The possessive pronoun agrees in gender and number vi^ith the object possessed, and not with the possessor, as the EngKsh pronoun does. LEXICOLOGY. A number of derivatives formed by means of the particle sur, are the same, or nearly the same, in both languages. Ex. Sur- face ; surpasser, to surpass. See Obs. 119. Some words ending with il and ile are alike in French and English. Ex. Civil, docile, fertile. See Obs. 123. ADDITIONAL WORDS.* Bientot, Soon. Inconnu, Unknown. Biewceillance, Benevolence. Installer, To instal. Biewceillant, Benevolent. Instant, Instant. Bienvenu, Welcome. Instituer, To institute. Cinquante, Fifty. Institut, Institute. Circonstance, Circumstance. Mieux, Better. Commis, Clerk. Oljstacle, Obstacle. Constance, Constancy. Outil, Tool. Constitu&r, To constitute. Peut-etre, Perhaps,may be. Constitutionnel , Constitutional. Pourquoi, Why. Contraste, Contrast. Pourtant, However. Contraster, To contrast. Promesse, Promise. De sorte que. So that Restituer, To restitute. Dessus, On, upon. Statue, Statue. Exister, To exist. Suistituer, To substitute. Ignorer, Not to know. Usite, In use. Incognito, Incognito. Vstensile, UtensU. * See note on page 11. 60 FIFTH LESSOaS". EXEECISES UPON THE GEAiLMATICAL 0B5EETATI0XS AXD UPOX THE ETJLES OF STXTAX* 1. Model : Des^ for de les. See Obs. 113. — One of the amelio- rations — 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: Plus jeune, younger or youngest. See Obs. 114. — More active — The most active — Braver — The bravest- — Falser — The falsest — Greater — The greatest — More intelligent — The most intelligent — Truer — The truest. 3. Model: Desirant. See Obs. 115. — Animating — Giving — Desolating — Exercising — Examining — Existing — Excepting — Guiding — Thinking — Passing — Tucking up — Visiting. 4. Model: Qu'^il reunit. See Obs. 116.— That he might estabhsh — That he might unite. 5. Model: II voulait. See Obs. llV. — He received— He knew. 6. Model: QuHl imsscddt. See Obs. 124. — That he might animate — 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 visit. 7. Model: CestiJourquoiilVavaitmis. Syntax, 127. — He will therefore correct him — This vice therefore gives birth to all [the] others — The father was therefore grieved — He therefore exam- ined — He was therefore guided — He could not therefore obtain — We therefore think — He therefore passes his time — His sleeves are therefore tucked up — You therefore know — It would there- fore be useful. 8. Model : line des meilleures institutions de Paris. Syntax, 128. — The most generous boy in this institution — The most * See note on page 12. FIFTH LESSON. 61 learned in the imiversity — The most ignorant in the university — The best in the universe. 9. Model : Sa7is exa7niner. Syntax, 129. — Without having — Of correcting — Of giving- — For wishing — Without hearing — Of exercising — Without doing — For guiding — Of obtaining — With- out thinking — Of receiving — Without knowing — Without fol- lowing. 10. Model: II serait utile quHl posseddt Syntax, 130, 131. — It would be well for him to accept — It would be difficult for him to give — It would be natural for him to guide — It would be time for him to think — It would be possible for him to pass. 11. Model: Cette langue etant la sienne. Syntax, 132, and Obs. 126. — That plane is his — That saw was his — Those chil- dren are his — Those ideas are his — That bench is hers — This hand is hers — These tools are hers — Those statues are hers. PHEASES FOR COMPOSITION* TO BE TEANSLATED INTO FEENOH. 1. What do you think of the ideas of that man ? — 113. 2. That man is the best of fathers — 113. 3. His mother is the best of mothers — 113. 4. Alexis was the youngest of his sons — 114. 5. His mother is younger than his father — 114. 6. French is more useful than Greek — 35, 114. 7. He wished that his son should know the Latin language, thinking that this language was useful — 81, 115. 8. The father, giving all his time to the education of his chil- dren, could not exercise his profession — 115, 80. 9. How did he receive the exhortations of his father and mother?— 117. 10. He knew the Greek language — 117. 11. Where is that drone? — 19. 12. That child is intelhgent — 19. * See note * on page 18. 62 FTFTH LESSON. 13. This institution is better than the other — 19. 14. He has therefore put his children into this institution — 127 15. His fault (defect) is not pardonable; he shall therefore he corrected [one will therefore correct him] — 127. 16. That child is the most intelligent in the whole [all the] institution — 128. 17. He [It] is the bravest man [the bravest] in France — 128. 18. He has the satisfaction of being useful — 129. 19. How could he hear us without seeing us? — 129. 20. He passes without hearing you — 129. 21. It would not be good for him to grieve — 130, 124. 22. It would be good he should think o/[to] us— 130, 124. 23. It would be well for him to. go to Paris — 130, 124. 24. It would be useful for him to hear his mother — 130, 70. 25. One blames the faults (defects) of others, without thinking o/[to] one's own— 129, 126, 132. 26. The joiner has a plane, but it is not his oivn — 126, 132. 27. This saw is not large enough; the joiner will give you his— 126, 132. 28. Children are not always good, but a mother thinks that hers are perfect — 126, 132. 29. The father gives his lessons to his sons, and the mother gives hers to her daughters — 126, 132. SIXTH LESSON. 63 SIXTH LESSON.* FIKST DIVISION. PRACTICAL PAET. TEXT.** LITERAL TRANSLATION. Sixth liC sweeps ne repoiidit pas aux aaubi- success answered to the ambi- tieuses esperances du pauvre oiivrier. tious hopes of the poor workman. Aw feotit de qiielques iiiois des revers de At the end some months some reverses fortune as§aillireiit jflonsieua* Ilelafotir. fortune assailed Mr. l>eux iiiaisoiis de coiniuerce, oil il avait Two houses commerce place ses eparg^nes, suspendiresit leurs placed savings suspended their paiemeiits ; peu apr^s, elles firent payments little after they made banqueroute, et donn^rent cinq pour bankruptcy gave five for cent a leurs nombreux creanciers. hundred numerous creditors. THE SAME IN GOOD ENGLISH. The ambitious hopes of the poor workman were not crowned with success. After a few months, misfortunes befell Mr. Dela- tour. Two commercial houses, in which he had placed his savings, stopped payment ; a short time afterwards they failed, and paid five per cent to their numerous creditors. * See notes on pages 15 and 50. ** See first note on page 1. 64 SIXTH LESSON. aiTESTIONS AND ANSWERS FOE CONVESSATION * Quelle est cette let^on ? Qui avait des esperances ? Quelles esperances avait-il ? Qu'est-ce qui ne repondit pas a ses ambitieuses esperances ? A quoi le succes ne repondit-il pas? When did misfortunes befall Mr. Delatour ? Qui des revers de fortune assail- lirent-ils ? Ou avait-il place ses epargnes ? Qu'avait-il place dans deux mai- sons de commerce ? Qu'est-ce que les deux maisons de commerce suspendirent ? Que firent les deux maisons de commerce ? "When did they fail? Combien donnerent-elles k leurs creanciers ? A qui donnerent-elles cinq pour cent? C'est la sixieme. Le pauvre ouvrier. D'ambitieuses esperances. Le succes. Aux ambitieuses esperances du pauvre ouvrier. Au bout de quelques mois. Monsieur Delatour. Dans deux maisons de commerce. Ses epargnes. Leurs paiements. Elles firent banqneroute. Pen apr^s. Cinq pour cent. A leurs nombreux creanciers. SENTENCES FOE OEAL TSANSL ATION.** TO BE TUEiSTED INTO ENGLISH. Le p^re de ce jeune homme est nn brave ouvrier. II a place ses epargnes dans une maison de commerce. A-t-il de la fortune ? II a des esperances. II est actif et laborieux. A-t-il des enfants ? H a trois gargons. TO BE TUEiSTED INTO FEENOH. The father of that young man is an honest W' 'rkman. He has placed his savings in a commercial house. Has he any fortune ? He has some expectations. He is active and laborious. Has he any children ? He has three boys. See notes on page 2. ** See note on page 8. SIXTH LESSOJSr. 65 Le premier desole son pdre et sa mere. Le deiixieme est assez intelligent. Mais il n'est pas actif. Le plus jeune est le plus ambi- tieux. II fait plus a lui seul que les deux autres. Son pere le placera dans une maison de commerce. Pourquoi le premier desole-t-il son pere et sa m^re ? Parce que c'est un faineant. Pourquoi son pere ne le corrige- t-il pas ? Parce qu'il est bon et indulgent. Mais nous pensons qu'il a tort. ISTe le pensez-vous pas ? Sans doute. Et le deuxi^me, que fait-il ? H est ouvrier comme son p^re. Quelle profession exerce-t-il ? La profession de menuisier. The first distresses liis father and mother. The second is intelligent enough. But he is not active. The youngest is the most ambi- tious. He does more by himself than the other two. His father will place him in a commercial house. Why does the first distress his father and mother ? Because he is a drone. Why does not his father correct him? Because he is good and indulgent. But we think that, he is wrong. Don't you think so ? Without doubt. And what does the second do ? He is a workman, like his father. What trade does he follow ? The trade of a joiner. SECOND DIVISION. -THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PECULIAEITIES IN THE TEXT. Of what gender are the words succes, bout, mois, revers, pate ment, and creancier ? — 14.* Of what gender are ouvrier and monsieur? — 8. Of what gender are esperance, foi'tune, epargne, and hanque- route? — 15. Of what gender is maison ? — 79. What is the feminine of pauvre ? — 6. * See notes on page 17. 66 i UPON THE EULE8 OF SYNTAX.* 1. Model : Resultat. See Obs. 163. — (To be translated into English.) — Candidal — Certificat — Decemvirat — Magistral — Senat — Triumvirat — Doctoral — Secretariat — Vicariate 2. Model: Notre petit paresseux. See Obs. 164. — Our fortress — Our force-:— Our plane — Our prisons — Our pencil-cases — Our pocket-books — Our propensities. 3. Model: Sa pension dans laquelle. See Obs. 165. — 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 lyH:^ [of] which he has profited — The proverbs [to] which we think of — The circumstances to which he alludes [makes allu- sion]. 4. Model : Appris (past participle of apprendre). — Taken — Understood — Undertaken — Surprised. b. Model : Indolence. See Obs. 167. — (Translate into English.) — Presidence — Regence — Urgence — Frequence — Circonference. 6. Model : Indigne. See Obs. 1 70. — (Translate into English.) — Inanime — Incertain — Incivil — Inclenience — Incomplet — Incre- dule — Infatigahle — Injuste — Inutile — Immortel — Imparfait — Irreligieux. 1. Model: Un paresseux. Syntax, l7l. — A brave man — A Frenchman — A French woman — The poor man — The poor little fellow — An officious man. 8. Models : Tin garcon qui n'avait qu^un defaut — L' education QUE son pere lui donne — Sa pension dans laquelle, etc. Syn- tax, 172, l73. — 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 workman to whom we give a plane — His mother with whom he is — Her children for whom she does every thing m * See note on page 12. ** See note on page 37. SEVENTH LESSON. 89 9. Models : Vous le savez — II lui disait (He said to him) — Indigne de lui. Syntax, 175. — His father will correct him — He gives it (masc.) — They gave it (masc.) — He forces him — He an- swered [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. PHEASES FOR COMPOSITION* TO BE TEANSLATED INTO FEENOH. 1. Why do you force those children to answer? — 19. 2. What do you think of these things ? — 19. 3. Our trade is useful — 164. 4. Our idleness is unworthy of us — 164. 5. This is the house in which he has placed his children — 165, 174. 6. You know the reason for which he removes his son from his school — 165, 174. 7. What did he answer to the creditors by whom he was be- set (assailed) ? — 174. 8. What is he to do in the circumstances in which he is placed?— 88, 174. 9. It is a fault of which he will never correct himself — 174. 10. He has vices of which he will never correct himself — 165, 174. 11. It is an example of [to] which we think — 165, l74. 12. His creditors, to whom he gave little (peu de chose), as- sailed him — 174. 13. He asks [makes] you some questions [to] which you can answer — 165, 174. 14. He could do something [of] good and [of] useful — 166. 15. We are thinking of [to] something [of] serious — 166. 16. He has something [of] low in his propensities — 166. 17. It is useless to [of] answer — 170. 18. The lesson is incomplete — 170. * See notes on page 1 3. 90 SEVENTH LESSON. , 19. An ambitious man thinks but of [to] one thing — iVl. 20. A [the] poor man hopes to make a fortune — l7l. 21. The lazy fellow would not learn his lesson — l7l. 22. That Frenchman does not pronounce [well] his own lan- guage well — lYl. 23. The workman who gives an [some] education to his chil- dren, is an honorable man — 173. 24. His mother, whom you wish to see, is in the house — lY3. 25. Alexis, whom his father will correct, is a little lazy fel- low— 173. 26. This reverse of fortune forces him to stop payment — 175. 27. Why do you look at him without answering [to] him ? — 175. 28. What do you bring back to him ? — 175. 29. Whv do you force him to answer? — 175. 30. And this joiner^s bench, where do you place it? — 175. EIGHTH LESSON. 91 EIGHTH LESSON.* FIKST DIVISION. PKACTICAL PAET. TEXT.** LITERAL TRANSLATION'. Mtiiti^ene le^^si. Eighth Alexis, quand il Tut chez son p^re, when was in the house of ces§a totalemesit d'elwdier, et s^afTraii- ceased totally to study himself freed cliit de toute contrainte. II eiit lileiitof constraint had soon onMie le peu qu'il savait. Tows les jours forgotten knew days it Hanait dans les rues, ou sur les boule- loitered streets on boule- vards, qui etaient ses proauieBiades vards were walks laTorites. II s'arretait souvent en con- favorite stopped often con- templation muette devant les plus belles templation dumb before beautiful" boutiques. shops. TEE SAME IN GOOD ENGLISH. When Alexis was at home again at his father's, he gave 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 boulevards, which was his favorite walk. He often stopped in mute contemplation before the finest shops. * See notes on pages 15 and 50. ** See first note on page 1. EIGHTH LESSON. aUESTIONS AND ANSWEES FOR CONVERSATION." Quelle est cette leQon ? Qui est-ce qui cessa totalement d'etudier ? Quand cessa-t-il d'etndier ? Oomment cessa-t-il d'etudier ? Qu'est-ce qu' Alexis cessa defaire? De quoi s'affranchit-il ? Qu'est-ce qu'il eut bientot oublie ? Quand oublia-t-il le peu qu'il sa- vait? Quand flanait-il dans les rues, ou sur les boulevards ? Ou flanait-il tous les jours ? Quelles etaient ses promenades favorites ? Ou s'arretait-il souvent, en con- templation muette ? Quand s'arretait-il devant les plus belles boutiques ? Comment regardait-il les plus beUes boutiques ? C'est la buitieme. Alexis. Quand il fut cbez son p^re. Totalement. II cessa d'etudier. II s'affranchit de toute contrainte. Le peu qu'il savait. Bientdt. Tous les jours. Dans les rues, ou sur les boule- vards. Les boulevards. Devant les plus belles boutiques, Souvent. En contemplation muette. SENTENCES FOR ORAL TRANSLATION.** TO BE TUE]!^D INTO ENGLISH. Quel est ce jeune homme ? O'est le fils d'un brave ouvrier. Quefait-il? n fl^ne dans les rues. Est-ce qu'il n'etudie jamais? II n'etudie pas souvent. Pourquoi done? Parce qu'il n'est pas bien guide. TO BE TUEXED INTO FEEJTCH. Who is that young man ? He is the son of an honest work- man. What does he do ? He loiters about the streets. Does he never study ? He does not often study. Why not? Because he is not properly guided. * See notes on page 2. See note on page 3. EIGHTH LESSON. 93 II n'a que sa m^re. Et elle est muette. Mais ii est fort jeune. II a le temps d'apprendre. Desirez-vous faire une prome- nade? ISTous Yous 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. O'est notre promenade favorite. Nous flanons souvent sur les bou- levards. Oette boutique est fort beUe. Mais, oil est notre petit gar^on ? II etait devant nous. ISTous ne le voyons plus. Par oil a-t-il passe ? II est dans cette boutique de me- nuisier. Le petit curieux ! II nous avait oubli6s. He has but Ms mother. And she is dumb. But he is very young. He has time to learn. Do you wish to take a walk ? We foUow you. You must be our guide. What a fine street ! It is not a street. What is it then? It is a boulevard. It is our favorite 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 feUow he is ! He had forgotten us. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PECULIARITIES IN THE TEXT. Of what gender are contrainte, rue, promenade, and bou' .?*— 15. Of what gender are jour and boulevard? — 14. Of what gender is contemplation ? — 99. In what mood is etudier ? — 121. See notes on page 17. 94 EIGHTH LESSON. How would you form the present participle of this verb? —115. How would you form the past participle? — 52 Give the French for: ''He studies {22)— We study (28)— ITe studied or was studying (47) — They did study (IS*?) — He will study (74) — That he should or might study (124)." Why do we say '' s'affranchit,^' and not "se afranchit?" —11. What is the infinitive of oublie? — 52. What is the infinitive oi savait? — 117. What is the singular of tous ? What is the infinitive oijldnait? — 47. In the phrase " les boulevards qui etaient" what word could we substitute for qui? — 165, l73. What is the infinitive of arretait ? — 47. HuiTi^ME comes from hiiit, eight (44), from the Latin octo, as can be seen in the derivative octohre, October. 176. Quand 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 irregular verb etre. 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. 177. Chez is a preposition, which comes from the Italian casa, house. It signifies at or in the house of. It also corres- ponds to home, as : " II va chez lui, he is going home ; 77 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." EIGHTH LESSON. 95 Cessa is the third person singular of the past tense definite of the verb cesser. 178. The third person singular of the past tense definite of verbs ending in er in the infinitive mood is formed by changing this termination into a. ToTALEMENT comes from iotale, the feminine of the adjective total, which is English as well as French (30, 31, 32). Etudier comes from etude, study, from the. Latin studium, the principal derivatives of which are : Etudiant^ student ; and studieux, studious. Affranchit is the third person singular of the past tense definite of affranchir. 179. The third person singular of the past tense definite of verbs ending in ir in the infinitive mood is formed by changing this termination into it. The same person of the past tense of the subjunctive mood differs from it only by having a circum- flex accent placed over the ^, as in reunit. S'affranchir is called a pronominal or a reflective verb : pro- nominal^ because it is conjugated with two pronouns of the same person, as: '■'■Nous nous affra7)chisso7is, we h-ee ourselves', Vous vous affranchissez, you free yourselves ; lis or Elles s'affran- chissent, they free themselves ;" — rejlective, because the same per- son 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. 180. 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 : Je me (I, me) ; Tu te (thou, thee) ; II se, E-Ue se ; Nous nous ; Vous vous; lis se, Elles se. CoNTRAiNTE is of the feminine gender (15). EuT is the third person singular of the past tense definite of the irregular verb avoir. The same person of the past tense of the subjunctive mood (seen in the 4th lesson) diflers from it only by having a circumflex accent placed over the u. Examples have now been seen of the third person singular of yb EIGHTH LESSON. the past tense definite, in the three regular forms of conjugation and the two auxiliary verbs, in the following phrases : "/Z cess A totalement d^etudiery — 8th lesson. "/Z s''affranchu: de toute contj-ainte.'''' — 8th lesson. "Ze succes ne reioondm pas aux esperancesP — 6th lesson. " Quand il fut chez son p^reP — 8th lesson. "i7 E.UT hientbt ouhliey — 8th lesson. BiENTOT is formed of hien^ well or very, and tbt^ ea-rly, the latter word enters into the formation of several others, as : Aussitot, as soon, immediately; plus tot, sooner; plutot, rather; si tdt, so soon ; tantdt, presently, by and by, etc. OuBLiE is the past participle oi ouhlier (52), to forget. Le peu. The adverb peu is sometimes used as a substantive, as in the present lesson, in which case it is masculine. 181. Those parts of speech which, without being substantives, are accidentally used as such, are masculine, as : Un etre, a being; le savoir, knowledge; lefaux, falsehood; V utile, the use- ful ; un mais, a but. Savait is a form of the verb savoir, already mentioned. Jour has been mentioned in the second lesson as the radical of toujour s. Flanait is a form of the Y&rh Jldner (47). This expression is familiar, but very often used. Rue is of the feminine gender (15). Boulevard comes from the German holliverh (whence the English huhoark). It has no derivatives. Etaient is the third person plural of the imperfect tense of the verb etre. This verb is irregular, but not in the imperfect tense. Promenade comes from mener, to lead, from the Latin minare, to drive, or to lead. The principal derivatives of mener are : Ainener, to bring ; emmener, to take away ; promener, to lead about ; se promener, to walk, to take a walk, a ride, a drive, an airing, etc. 182. Pro is a Latin preposition, meaning before, forth or forward^ and for. In French it is an inseparable participle denoting progress, moving outwardly, lengthening, or diffusion ; Promener strictly signifies to lead forth. This particle exists in many words which are the same, or nearly the same, in both EIGHTH LESSON. 97 languages, as : Proceder, to proceed ; proclamer^ to proclaim ; productif, productive ; projet, project. Favorite is the irregular feminine of the adjective /a2;ori (2), derived horn faveur, favor, from the Latin /ai;or. The principal derivatives are : Favorable ; favoriser, to fevor ; defavorahle^ un- favorable. Arr]&tait is a form of the verb arreter (47), derived from rester, to remain, from the Latin restare, to stop, to stay, to remain. The root may be traced still farther ; it is stare, to stand. The principal derivatives are : Arrestation, arrest ; arret^ sentence, judgment ; arreter, to stop, to arrest, to fasten, to resolve; s'arreter, to stop, to pause; reste, rest, remainder; retif, restive, etc. SouvENT comes from the Latin subinde, successively, inces- santly. 183. En is a preposition coming from the Greek iv 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, 191, 192. Contemplation comes from temple, derived from the Latin templum, temple (originally an open place). The derivatives of TEMPLE are : Contempler, to behold, to contemplate ; contempla- tion, contemplation ; contemplatif, contemplative ; contemplateur, contemplator, etc. MuETTE is the feminine of the adjective muet, dumb or mute. 184. Adjectives ending in el, eil, et, ten, and on, form their feminine by doubling the final consonant, and adding e mute. 185. The exceptions to this rule are: Complet ; concret, con- crete ; discret, discrete ; inquiet, uneasy ; rephf, lusty, fat ; secret, secret ; the feminine of which is complete, concrete, discrete, in- quiete, replete, and secrete. 186. Devant comes from avant, derived from the Latin ab, 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 ; avance^, to advance ; avancement, ad- vancement, etc. 5 98 EIGHTH LESSOJ^. Belle is the feminine of the adjective bel (184) or beau, which comes from the Latin hellus, handsome. Bel is employed only before a substantive beginning with a vowel or an h mute, as : Un BEL exemple, Tin bel homme. In any other case, beau is the proper w^ord. Its principal derivatives are : Beaute, beauty ; emhellir, to embellish ; embellissement, embellishment, etc. Boutique comes from the Greek a<7ro^rjxr], repository. It is of the feminine gender (15). SYNTAX. What is the difference between : Quand ilfut and Quand il etait ; II fidna, and II fidnait ; H s'arreta, and II s'arretait ? — 134, 135.* Why is it better to say, " Les boulevards qui etaient" than Les boulevards lesquels etaient'''' ? — 173. II cessa ^etudier. Forcer h. retirer. Faire entendre. The three verbs, cesser, forcer, and faire, are each of them fol- lowed by another verb in the infinitive mood : the first with the preposition de ; the second with the preposition a ; the third without a preposition. 187. Some verbs govern other verbs in the infinitive mood, without a preposition. The following is a list of them : Aimer mieux, to like better, to prefer. AUer, to go. Comjyter, 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 in- finitive 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. * See notes on page 17. EIGHTH LESSON. 99 Fense>% to think, to believe, to trust, Pouvoir, to be able ; can, may. Preferer, to prefer. Pretendre, to mean, to intend. Sdvoir; to know how to. Sembler^ to seem. Sentir, to feel. S'imagmer, to imagine. Souliaiter, to wish. Valoir inieux, to be better. Venir\ to come. This verb may be fol- lowed by de, but the meaning is differ- ent ; it is to have just, as .• II venaii de parler\ he had just spoken. Voir, to see. Vouloir, to will, to wish, to want. 188. Some verbs govern other verbs in the infinitive raood, with the preposition k. The following is a list of them : S'abaisser, to stoop. Aboutir, to come out, to end. S'accorder, to agree, to coincide, S'acharner, to be infuriated, to be im- placable. 8'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 sel£ Apprendre, to learn, to teach. Appreter, to prepare. Aspirer, to aspire, to aim. Assigner, to asfign, to summon. Assi0ettlr, to subject. S' attacker, to apply one's self, to strive. S'attendre, 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 delight. Concourir, to concur. Condamner, to condemn. Consentir, to consent Consister, to consist. Conspir&r, to conspire, to concur. Conswner, to consume, to waste. Contribicer, to contribute. Convier, to invite. This verb is some- times followed by de. 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. Eneeigner, to teach. S'entendre, to be skilful, to be a judge, to know (how to). S'itudier, to make it one's study. S'enertuer, to exert one's self, to strive. This verb may be followed \>j pour. Exceller, to excel. Exciter, to excite. S'exercer, to exercise one's self. Exhorter, to exhort. Entreprendre, to undertake. S'etonner, to wonder. Etre itonne, to be astonished. Eviter, to avoid. Rair, to hate. Se hasarder, to venture. Hesiter, to hesitate. InstrvAre, to instruct, to teach. Interesser, to interest. Inviter, to invite. Mettre, to put — when followed by a sub- stantive as a direct regimen. Se m,ettre, to begin, to set about. Montrer, to teach. S'oTystiner, to be obstinate. S'offrir, to offer, to propose one's self. Avoir peine, to be scarcely able, to bo hardly able. Pencher, to incline, to be inclined. Penser, to think. Perstotrer, to persevere. Persister, to persist. Se plaire, to take delight. Prendre plaisir, to find pleasure, to de- light. Se plier, to bend, to bow, to comply. Preparer, to prepare. Pretendre, to lay claim, to sue. When this verb signifies to mean, to intend, it governs the infinitive without a prepo- sition. Provoquer, to provoke. Reduire, to reduce. Renoncer, to renounce. Ripugner. to be repugnant^ 100 EIGHTH LESSON. iS'e risigner, to be resigned. Rcsoudre, to resolve. Heussir, to succeed. Servir, to serve. Sanger, to dream, to think, to mean, to purpose. Siiffire, to suffice. This verb may govern pou7\ 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: II me tarde de le voir, I long to eee him. Tendre, to tend. Tenir, to bo anxious. TravaUler, to work, to labor, Viser, to aim. 189. Some verbs govern oilier verbs in the infinitive mood, with the preposition de. The following is a list of them : S'abaUnir, to abstain. Accuser, to accuse. AcTiever, to complete, to finish. Affecter, to affect. Etre affiige, to be grieved. S'affliger, to grieve, to mourn. S'agir, to be in question, to be the mat- ter, to be at stake. Ei^e iien aise, to be glad. Ambitionner, to be ambitious, to aspire. Appartenir, to pertain, to behoove, to be- come — when used impersonally. S'applaudir, to applaud one's self. Apprehender, to be apprehensive, to fear. Averiir, to warn. S'aviser, to think, to take it into one's head. JBldmer, to blame. £rulei\ to burn. Cesser, to cease. Charger, to commission. Se churger, to undertake, to take charge. Choisir, to choose. Commander, to command. Conjurer, to conjure, to entreat Conseiller, to advise. Se contenter, to be contented. Convonir, to agree, to be becoming. Corriger, to correct. Avoir coutume, to be in the habit Craindre, to fear. Dedaigner, to disdain, to scorn. Dtfendre, to forbid. Desaocoutv/mer, to disaccustom. Desesperer, to despair. Desirer, to desire. The preposition de is often omitted after this verb. Se desoler, to be grieved. Detester, to detest The preposition de may be omitted. Se devoir, to owe it to one's s«l£. Diffirer, to defer, to delay. Lire, to tell, to bid. DiSaonvenir, to disown, to deny. DisconUnuer, to discontinue. Dispenser, to dispense, to exempt Disculper, to exculpate. Dissuader, to dissuade. Douter, to doubt Empecher, to prevent. Enrager, to be enraged. Entreprendre, to undertake. S' etonner, to wonder. Etre etonne, to be astonished. Eviter, to avoid. S'excitser, to apologize. Feindre, to feign. Feliciter, to congratulate. Se flatter, to flatter one's self. Fremir, to shudder. ]Sr avoir garde, to beware, to forbear Se garder, to beware, to forbear. Gemir, to moan, to lament. Se glorifler, to glory, to boast Rendre grdce, to thank. Easarder, to hazard, to risk. Observo that se hasa/rder requires the preposi- tion a. Se hater, to make haste. Avoir honte, to be ashamed. Tmputer, to impute. S'indigner, to be indignant. S'ingerer, to intermeddle. Inspirer, to inspire. Jurer, to swear. Mediter, to contemplate, to project Se raeler, to concern one's sel£ Menacer, to threaten. Meriter, to deserve. Negliger, to neglect Nier, to deny. Ordonner, to order. Oublier, to forget Pardonner, to forgive. Parler, to speak. Permettre, to permit EIGHTH LESSON. 101 Persuader, to persuade. Avoir peur, to be afraid. Se piquer, to pride one's self. Se plaindre, to complain. Se /aire un plaisir, to esteem it a plea- sure. Prescrire, to prescribe. Presser, to press. Sepresser, to hasten. Presumer, to presume. Prier, to pray. Promettre, to promise. Proposer, to propose. Se proposer, to purpose. Protester, to protest. Pv/nir, to punish. 'o- beir, it is for the master to command, it is for the servant to obey. Foi'cer, to force, to compel. Laisser, to leave — when used in the sense of transmitting, is followed by a ; when in the sense of ceasing or abstaining, by de. "We have said already that, in the sense of permitting (to let), it gov- erns the next verb without a preposi- tion (1ST). Manquer, to Ml, to escape, or to have like.— In the latter sense, it always takes de; in the former, it is sometimes 102 EIGHTH LESSON. followed T)y 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 think of, to concern one's self, to take no- tice. 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 favor, de always precedes the infinitive. Tdcher, to endeavor. — After this verb, de is more frequently used than a. Etisayer, to try. — When this verb is pro^ nominal (s'essayer), it requires a ; other- wise it may be followed by d or de. Venir — when meaning that a thing has jitst been done, is followed by de. En venir, to come, to proceed, requires d. Dans les rues. En contemplation. Both the prepositions dans and en are expressed in English by the same word, in. 191. IDans has a precise and determined sense. It is usually followed by an article, unless some other determinative comes after it, as ce, cette, un, une, etc. — En has a vague and indefinite sense, being very seldom followed by the article. II est en boutique signifies " He is a shopkeeper," and II est dans la boutique, " He is in the shop." 192. En is moreover the only preposition that immediately precedes the present participle, as : En passant, en Jldnant, in passing, in lounging. II s'arretait SOUVent. 193. 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 iarretait as well as H s'arretait souvent. But it would not be proper to say, H souvent iarrttait.^ because the adverb must not be placed between the subject and the verb. EIGHTS LESSON. 103 LEXICOLOGY. Words beginning with" the prefix Pro are the same or neai-ly BO in both languages: Ex. Promenade. See Obs. 182. ADDITIONAL WORDS* Axsantage^ Avantageux, Beaitcoup, Beau-Jils^ Beau-frere^ Beau-pere.^ Belle-Jille^ Belle-mere^ Belle-soeur^ Beheder. Advantage. Advantageous. Much, many. Son-in-law, Brother-in-law. Father-in-law. Daughter-in-law. Mother-in-law. Sister-in-law. Belvidere. Ci-devant., Oontraindre, Bavantage, Besavantage., Besavantageux, Betresse^ Betroit, Bistrict., Octogone^ Be7nener^ Above, formerly. To constrain. More. Disadvantage. Disadvantageous. Distress. Strait. District. Octagon. To take back. EXEBCISES UPON THE GEAMMATICAL OBSEEVATIONS AND UPON THE PvlTLES OF SYNTAX.** 1. Model: Chez son per e. See Obs. 177. — 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. See Obs. I'ZS. — He stopped [him- self] — She gave — He grieved [himself] — She wished — He exercised — She examined — He studied — She forced — He forgot She thought — He passed — She pronounced — He looked — She went — He placed — She guided. 3. Model : // affranchit. See Obs. 179. — He assailed — She established — He re-established — She united — He reunited. 4. Model: II se desolait — II ^''affranchit. See Obs. 180. — He will correct himself — She corrects herself — We give our- * See note on page 11. See notes on pages 12 and 87. 104 EIGHTH LESSON. selves — We are grieyed (We grieve ourselves) — You exercise yourselves — You examine yourselves — They forced themselves. 5. Model: Muette, feminine of 77met. See Obs. 184. — (Form the feminine of the following adjectives) — Bon — Continuel — ■ Gardien — Intellectuel — Maternel — Naturel — Universel — Violet. 6. Model: Faire entendre. Syntax, IST. — To go and see — To think one is [to be] — He heard you pronounce — We hope to see you — She makes you examine — He thinks he is able [to be able] — She could pronounce — You can [know how to] unite — He could see us pass — She wanted [willed] to see you. Y. Model: Forcer k retirer. Syntax, 188. — He has learned to give — What has he to say ? — She had a lesson to learn — We give you a lesson to learn — H^e made it his study [studied him- self] to follow that example. 8. Model: II cessa D^etudmr. Syntax, 189. — She ceases to study — They ceased to look — He used to bid [to] his son follow him — He has undertaken to examine you — You have forgotten to answer. 9. Models: Dass les i-ues — En contemplation. Syntax, 191, 192. — In this circumstance — To be in fault — To answer like a [in] child — To answer like a [in] man — In the day — In this les- son — In Latin — In Greek — In the Latin language — In the Greek language — In one month — Within a month [from this day) — He is at [in] school — He is in the school. 10. Model: II s'^arretait souvent. Syntax, 193. — 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. EIGHTH LESSON. 105 PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO EEENCH. 1. He went to see his mother, but she was not at home — 177. 2. Is our father at home ? — 177. 3. You can study at home — 177. 4. What have you learned in his house? — 177. 5. His son was in the joiner's house — 177. 6. We have received him into our house — 177. 7. He is going to the joiner's — 177. 8. Is he not at his mother's ? — 177. 9. The poor boy gave us all [that which] he had — 178. 10. He called [passed] the other day, because he wished to see us — 178. 11. When she had learned the jBrst lesson, she wished to know the second — 178. 12. In one month, he forgot all [that which] he had learned —178. 13. We exercise ourselves in pronouncing — 180. 14. You do not know how to free yourselves — 180. 15. The children placed themselves before us — 180. 16. You forget yourselves — 180. 17. He [It] is a lazy being — 181. 18. What is agreeable [The agreeable] is good, but wAa^ zs useful [the useful] is better — 181. 19. Our father has a favorite proverb. 20. His son is dumb, but his daughter is not [dumb] — 184. 21. Our mother is good — 184. 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 — 187. * ^^ee notes on pages 18 and 87. 5^- 106 EIGHTH LESSON. 27. They heard you pronounce — 187. 28. She makes us pronounce — 187. 29. He could study, but he was lazy — 187. 30. She knew how to answer — 187. 31. He wanted [willed] to learn, but he was unwilling [willed not] to study — 187. 32. You have learned to pronounce — 188. 33. He has something to tell you — 188. 34. What has he to say ? — 188. 35. He thinks of learning [the] French — 188. 36. She ceased to grieve [herself] when she had her child with her— 189. 37. He grieves [himself] to see that his son is a lazy fellow —189. 38. Will you tell him to stop [himself] ?— 189. 39. You have forgotten to answer — 189. 40. Was he not forced to answer ? — 190. 41. What have you learned in the lesson of to [this] day? —191. 42. What has he learned in that school [pension] ? — 191. 43. What has he learned at school? — 191. 44. In ceasing to study, he forgot what [that which] he had learned — 192. 45. We always think ©/"[to] you, and you never think of [to] us — 193. NINTH LESSON. 107 NINTH LESSON.* FIKST DIVISION. PEACTIGAL PAET. TEXT.** ^ LITERAL TEANSLATION. Ninth II s'eteMdalt qwelqiierois smf wit liaiic, extended (stretched) sometimes bench dans le jardin des Tfaiierles, on dans celiii garden that du liiixemboiirs:, et il s' y assoupissait. there drowsed II fre<|ueiitait aiissi Ses qiiais et les poiats, frequented also quays bri( et desneiirait de loiigees heures, appiiye dwelled long hours leaned sur uu parapet, a re^arder I'eaw coialep. parapet look water flow II appelait cela usie doiice et iitolle re- called that sweet soft rev- Terie, une nonchaSaiice poetique. ery carelessness poetical. THE SAME IN GOOD ENGLISM. He would sometimes stretch himself on a bench, in the gar- den of the Tuileries, or the Luxembourg, and there slumber. He used also to 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. * See notes on pages 15 and 50. ** See note on page 1. 108 NINTH LESSON. QUESTIONS AND ANSWERS FOR CONVERSATION.* Quelle est cette legon ? Quand s'etendait-il sur un banc ? Sur quoi s'etendait-il quelque- fois? Od etait le banc sur lequel il s'e- tendait ? TThat vrould he sometimes do ? Comment y passait-il son temps ? Que frequentait-il aussi ? Combien de temps demeurait-il appuye sur un parapet ? Ou demeurait-il appuye ? Que regardait-il ? Comment appelait-il cela ? C'est la neuvieme. Quelquefois. Sur un banc. Dans le jardin des Tuileries, ou dans celui du Luxembourg. II s'ttendait sur un banc. II s'y assoupissait. Les quais et les ponts. n y demeurait de longues henres. Sur un parapet. H regardait I'eau couler. Une douce et molle reverie, una nonchalance poetique. SENTENCES FOR ORAL TRANSLATION.** TO BE TUEIfED Il^TO ENGLISH. Oil demeurez-vous ? ISTous demeurons sur le quai. iN'ous y avons une maison. Avez-vous un jardin ? Nous avons un jardin, mais il est fort petit. La maison est-eUe a vous ? Elle est a notre pere. Voulez-vous la voir ? ITous ne pouvons pas. IsTous n'avons pas le temps. Quelle heure est-il ? II est huit heures. Comment appelez-vous ce jardin? O'est le jardin des Tuileries. O'est une bien beUe promenade. TO BE TUENED INTO FEENOH. 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 time. What o'clock is it ? It is eight o'clock. How do you caU this garden ? It is the garden of the Tuileries. It is a beautiful place for a walk. See notes on page 2. See note on page 3. NINTH LESSON, 109 Quel est ce beau pont que nous voyons ? O'est le Pont-Royal. Desirez-vous vous arr6ter un ;peu? Si vous le voulez bien. Yoyez-vous ce monsieur appuye sur le parapet ? Comment s'appelle-t-il ? II s'appelle Alexis. Que fait-il ? II regarde I'eau couler. What fine bridge is that we see ? It is the Pont-Eoyal. Do you wish to stop a little ? If you please. Do you see that gentleman lean- ing on the parapet ? What is his name ? His name is Alexis. What is he doing ? He is looking at the course of the water. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOIJLIAEITIES IN THE TEXT. Of what gender are hanc^ jardin^ pont, quai, and parapet ? * —14. Of what gender are heure, reverie, and nonchalance? — 15. What does the letter s denote at the end of the words quais, ponts, and heures? — 29. In what tense are the verbs frequentait, demeurait, and ap- pelant?— 41. What is the infinitive of appuye? — 52. In what mood are regarder and couler? — 121. Why do we say '■' V eau,^'' and not "Za eau .^" — 11. Why does not the adjective poetique take an additional e in the feminine ? — 6. * See notes on page 17. llO mwrn LESSON. NeuviIime comes fi'om neuf, nine (44), derived from the Latin novem, as can be seen in the derivative novemhre, November. Etendait is the third person singular of the imperfect tense of itendre, derived from tendre, to stretch, and to tend. 194. The third person singular of the imperfect tense of verbs ending in re in the infinitiv^e mood is formed by changing this termination into ait (4'7). QuELQUEFois is an adverb formed of two words already seen : quelques and fois. The s, which marks the plural in quelques^ is dropped in this compound. Banc is the radical oihanque and hanqueroute, seen in the sixth lesson. Jardin comes from the German garten, garden. It is mas- culine (14). TuiLERiEs comes from tuile, tile. The Palais des Tuileries is so called because it was built in a tile-field. Celui. See 100, in the fourth lesson. 195. Y 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^ coming from the Latin word sopor, sleep, as can be seen in the derivative soporifique, soporific. 196. § 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 iss-ait. § 2. — The syllable iss, incorporated into the terminations of several tenses and persons, characterizes the conjugation of the verbs in ir, and forms the principal difference between these verbs and those in er (47). 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 : " Tl exerpAiT la profession de menuisier.^^ — 2d lesson. '* 77 s'y assoupissAiT.''^ — 9th lesson. " II s'e7mc?AiT sur un banc.^^ — 9th lesson. "77 etAiT assez hon gargon^ — 1st lesson. "77 n^avAiT qu'un seul defauV — 1st lesson. The verbs assaillir and obtenir, already seen, and the radical NINTH LESSON. Ill of the latter, tenir, are irregular, the third person singular of their imperfect tense being : II asmillait, II obtenait, II tenait, instead of: II assaillissait, II ohtenissait, II tenissaif. Frequentait is a form of the verb frequenter (4*7), derived from the adjective frequent, frequent, from the Latin frequens. 197. Aussi is 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 adjec- tives and adverbs, it denotes equality, and requires que after the adjective or the adverb, as: ^^ Aussi bon que, as good as; aussi Men que, as well as." QuAi is a word of doubtful origin. Its only derivative is quayage, wharfage. Pont comes from the Latin pons, bridge. It signifies bridge and deck. Demeurait is a form (47) of the verb demeuret , coming from the Latin demorari, to stay, to remain. This verb is frequently used in the sense of to dwell, to live, to reside. LoNGUE is the irregular feminine (2) of the adjective long, coming from the Latin longus. Its principal derivatives are : Allonger, to lengthen; longitude, longitude; long-temps, long time ; longueur, length ; oblong, oblong ; prolonger, to pro- long, etc. Heure comes from the Latin hora, hour. It is feminine (15). Appuye is a form (52) of the verb appuyer, coming from the substantive appui, support, prop, derived from the Latin podium, support, rail. Parapet comes from the Italian parapetto, having the same meaning, and formed of parare, to guard, and petto, breast ; its literal meaning is therefore (a wall) guarding the breast, or breast high. Regarder has been mentioned in the seventh lesson. Eau is feminine, and is therefore an exception (14). It comes from the Latin aqua, as can be seen in the derivatives Aquarelle, water-color ; aqua-tinta, aquatinta ; aquatique, aquatic ; aqueduc, aqueduct, etc. CouLER is a verb in the infinitive mood (121). Appelait is a form (47) of the verb appeler, to call. The 112 NINTH LESSON. principal derivatives of this word are : Appel, call, appeal ; rap- pel, recall, drums beating to arms ; and rappeler, to call again, to call back, to remind, to remember. 198. Cela, formed of ce and la, that there, is a demonstrative pronoun corresponding to th.at, and sometimes to this and to it. It refers to things only. It has no feminine and no plural, in which it differs from celui and celle (100). In famihar language, chiefly in conversation, it is contracted into pa. Douce is the irregular feminine of doux (2), v/hich signifies mild, sweet, or gentle, and comes from the Latin dulcis. Its principal derivatives are : Doucement, sweetly, softly, gently, slowly ; douceur, mildness, sweetness, gentleness ; and adoucir, to soften, to smooth, sweeten, relieve, etc. MoLLE is the irregular feminine of the adjective w,ou (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 edre- don, the soft eider-down." REVERIE is derived from r^ve, dream, or rever, to dream. It is often used in English. 199., The termination ie is common to substantives, about four hundred of which end in English in y, without any or scarcely any other difierence of spelling, as : Maladie, malady ; anarchie, anarchy ; astrologie, astrology ; hatterie, battery ; hro- derie, broidery, embroidery; cavalerie, cavalry; coquetterie, co- quetry ; Jlatterie, flattery. Nonchalance comes from the old verb chaloir, to care, to be concerned, now out of use. Po^TiQUE comes from poeme, derived from the Greek ^o/yj/xa, poem, the principal derivatives of which are : Poesie, poetry ; poete, poet, etc. 200. The termination ique is found in a great number of words, some of which are substantives, but the greater part ad- jectives. Most of these words are nearly the same in both lan- guages, and difi"er only by the termination, which in English is ic for the substantives, and ic or ical for the adjectives, as : Mu- siquBj music ; logique, logic ; comique, comic or comical ; tra- gique, tragic or tragical ; historique, historic or historical. NINTH LESSON. 113 SYNTAX. Why should we not say, "/Z s'etendit quelquefois,^' rather than ''II 5'etendait quelquefois ?^ — 134, 135, 186, 137. Why is it not correct to say, " En le jardin des Tuileries ? " — 191, 192. Why should we not say, "// etendait se," instead of "// s'etendait ^ " — 43. Why should we not say, "// Aussi freqzientait P^ — 193. Why should we not say, " Des longues heures ? " — 103. II s'y assoupissait. 201. Y, whether used as an adverb or as a pronoun, precedes the verb in all the moods, except the imperative. Les quais et les ponts. 202. The article must be repeated before each substantive. II etait a regarder. He was looking. it has been seen (85) that the present participle is not com- monly 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. 203. The foregoing example shows, however, that there is a way of attaining the same precision as in English, when neces- sary, the English participle being rendered by the infinitive, with the preposition a. Thus, we can translate " He is stud^/ing" by " II est a 6tudier ; " " He was lounging " by " // etait a fianerT * See notes on page 17. 114 NINTH LESSON. LEXICOLOGY. About 400 substantives ending with y in English change y into ie in French. Ex. Revery, reverie. See Obs. 199. A great number of words ending with ic or ical in English become French by changing these terminations to ique. Ex. Poetic or poetical, ^oe^fig'z^e. See Obs. 200. ADDITIONAL WORDS.* Amadou.^ Tinder. Sorloger., "Watchmaker. Attendre^ To wait, expect. Jardiner^ To garden. Content., Contented. Jardinier., Gardener. Contentement., Content. Mecontent., Discontented Contenter., To content. Moelle, Marrow, pith Eau de Cologne Cologne water. Ponton., Pontoon. Eau-de-x>ie^ Brandy. Pretendant., Pretender. Epeler, To spell. Pretendre., To pretend. Etendard^ Standard. Tendance., Tendency. Horloge., Clock. Tente, Tent. EXEBCISES IJPON THE GRAMMATICAL OBSERVATIONS AIST) UPON THE RULES OF SYNTAX.** 1. Model: II etendait. See Obs. 194. — He heard — He an- swered — He suspended — He followed — He pursued — He put. 2. Model: II s'assoupissait. See Obs. 196. — He freed him- self—He reunited — He established — He re-established — He umited. 3. Model: Reverie. See Obs. 199. — (Translate into English.) Geographie — Lithographie — Philosophie — Antipathie — Sym- jathie — Infamie — Economie — Anatomie — Astronomie — Tyran- nic — Symplionie — Harmonie — Philanthropie — Mimnthropie — Galerie — Draperie — Theorie — Idoldtrie — Industrie — Dynastie. * See note on pa^e 11 *^ See note on page 12. NINTH LESSON. 116 4. Model: Poetiqite. See Obs. 200. — Cuhique — Spasmo- dique — Pacifique — Specijique — Logique — Repuhlique — Caiho- lique — Panique — Botanique — Laconique — Tonique — Hero'ique — Classique — Fanatique — Pathetique — Athletique — Critique. 5. Model : U s'y assoupissait. Syntax, 201. — He is there — She was there — He has learned something there — She stopped there — The water flows there — We live (dwell) there — His chil- dren made a fortune there — He forgot there what (that which) he knew — We pass our time there — She was received there. 6. Model: Les quais et les ponts. Syntax, 202. — The house and shop — The hand and elbow — Fortune and grandeur — Greek and Latin — The father and mother — The days and hours — The saw and plane. 7. Model : U etait a regarder. Syntax, 203. — He is ex- amining — She is studying — They (masc.) were guiding — They (fem.) were learning. PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO IFEENOH. 1. He wishes to stretch himself on a bench — 189. 2. He will pass some hours with us — 14. 3. On which bench is his father ? — On that which is at the end of the garden — 100. 4. He heard us, but he did not answer us — 194. 5. The little boy followed his father, when his mother told [it to]** him— 194, 47, 175. 6. The joiner would sometimes assemble [reunite] all his workmen in the garden — 196. 7. That lazy fellow used to free himself from all constraint —196. 8. His father used to obtain more by his example than by his exhortations. * See note on page 13. ** See note on page 87. 116 -^ NINTH LESSON. 9. This bridge is very long — 19. 10. This street is very long — 19. 11. Is that water good ? — 19. 12. Why does he look at that?— 198. 13. Do you know that? — 198. 14. Their father is a very mild man. 15. Flattery is sweet, but it is dangerous — 141. 16. He is making a fortune by his industry — 199. 17. She has learned arithmetic — 200. 18. His mother gives lessons of music — 200. 19. The second division of our lesson is analytical — 200. 20. He wishes to see Paris, and he is going thither — 201. 21. You see that house? We live [dwell] there — 201. 22. He stopped in the garden, and there [he] stretched him- self on a bench — 201. 23. The boulevards are his favorite walk; he lounges there every day — 201. 24. The father and mother lived [dwelled] with their chil- dren-^202. 25. The streets and public gardens were his favorite walks —202. 26. He has forgotten the day and hour — 202. 2*7. He was studying Greek and Latin — 202, 203. 28. He is lounging in the garden — 203. 29. They were studying in the shop — 203. TENTH LESSON. 117 TENTH LESSON.* FIEST DIVISION. PEACTICAL PAET. TEXT.** LITERAL TBANSLATIOI^. l>ixi^iiie le^on. Tenth I^a plupart des paresseux pretendent most part pretend etre poetes ou artistes ; beaiicotip d'entre to be poets or artists many between eux finissent meine par se persuader them finish even to themselves to persuade qii'ils le sont. Nous iie voulons pas dire they will to say que tous les poetes soient des paresseux. be A ©ieu ne plaise que nous ayons une God please have pareille pens^e ! lia justice veut que like thought justice wills nous rendions hominage au ^enie r^el. render homage genius real * As it is desirable to limit the time to be spent ia the review indicated in note * on page 15 to a quarter of an hour at the utmost, it would be per- haps well now, in addition to the modification already suggested in note * on page 50, to cease, by degrees, to rehearse the first lessons, the text of which, by this time, may be supposed to have been thoroughly mastered. This observation, however, is not intended to recommend a total neglect of them, but rather a systematical omission of a portion, in the following order, leaving out to begin with the first three, then the 2d, 3d, 4:th, and 80 on. ** The exercises pointed out in note * on page 1 continue as important as ever, and should be faithfully attended to. The writing portion of them, though, could now be entirely prepared at home. 118 TENTH LESSON. Ati§§i aduiirons-nous ce admire siililiiiie et de touctiaiit dans le§ sublime touching diictions de I'art et de la poesie. ductions art poetry. qu'il y a de there is pro- pro- THE SAME IN GOOD ENGLISH. Most idlers 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 ; and we admire all that is sublime and affecting in the productions of art and poetry. QUESTIONS AND ANSWERS FOR CONVERSATION.* Quelle est cette le9on? Quels sont les hommes qui pre- tendent etre poetes ou artistes ? Que pretendent la plupart des paresseux ? Sont-ils persuades qu'ils sont poetes ou artistes ? Qu'est-ce que nous ne voulons pas dire ? Pensez-vous que tons les poetes soient des paresseux ? A quoi rendons-nous hommage? Pourquoi lui rendons-nous hom- mage? Que rendons-nous au genie reel ? Dans quelles productions y a-t-il quelque chose de sublime et de touchant ? C'est la dixieme. La plupart des paresseux. lis pretendent etre poetes ou artistes. Beaucoup d'entre eux finissent par se persuader qu'ils le sont. Que tons les poetes soient des paresseux. A Dieu ne plaise que nous ayons une pareille pensee ! Au genie reel. Parce que la justice le vent. Nous lui rendons hommage. Dans les productions de I'art et de la poesie. * See notes on page 2. For the sake of making the questions in French, without using any other words than those known to the student, the pre- ceptor is identified with the author ; and the sentiments of the latter are regarded as received axioms. TENTH LESSON. iia Qu'y a-t-il dans les productions de I'art et de la poesie ? Qu'est-ce que nous admirons ? II y a quelque chose de sublime et de touchant. ~ Ce qu'il y a de sublime et do touchant dans les productions de I'art et de la poesie. SENTENCES FOR ORAL TRANSLATION.* TO BE TURNED INTO ENGLISH. Que regardez-vous ? Nous regardons ce monument. N'est-ce pas qu'il est admirable ? Sans doute. Mais U a des de- fauts. L'avez-vous bien examine ? Pourquoi cette question? Parce que les premiers artistes pretendent qa'ii est sans de- faut. Ce n'est pas notre optuion. Vous ne rendez pas justice au genie. t^Tous ne possedons pas beaucoup de monuments pareils. Nous ne savons que repondre. Vous nous avez persuades. Vous repondez ironiquement. A Dieu ne plaise ! Ou sont les enfants ? lis sont dans le jardin. Pourquoi ne les appelez-vous pas ? Parce qu'ils sont fort bien dans le jardin. O'est vrai. Vous avez raison. Voulez-vous entendre de la poe- sie? Si vous le voulez bien. TO BE TUENED INTO FEENOH. 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 vehat to answer. Y'6u 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 weU in the garden. It is true. You are right. Do you wish to hear some poetry ? If you please. See note on page 8. 120 TENTH LESSON. Quelle tonchante description ! Quelles belles pensees I Ce poete est sublime. C'est un bomme de seme. What an affecting description ! Wbat beantifiil tbougbts ! Tbis poet is sublime. He is a man of genius. SECOND DIYISIOy. THEOEETICAL PAST. ANALYTICAL STITDY OF THE qEAT^rsrATICAL PECrLIAEITIES ES" THE TEXT. Of what gender are Dieu and art? ^ — 14. Of wbat gender are pensee and poesie ? — 15. Of what gender \s justice? — 21. Of what gender is production ? — 99. Why do we say cTentre, and not de entre? — 11. In wbat mood \& persuader ? — 121. TVliat does au stand for ? — 55. What is the feminine oiparesseux? — 142. What is the feminine of touchant ? — 2. What is the feminine of sublime? — 6. DixiliME comes from dix, ten (44), from the Latin decern^ as can be seen in the derivative dece7Jihre, December. 204. Plupart is formed of two words : plus, more, most, already seen, and part, part, fi-om the Latin pars. It is femi- nine, and always preceded by the article la. According to its formation, la plupart signifies the most part, the greatest or the major part, the generality. It is called a partitive collec- tive. See Syntax, Nos. 220, 221, 222. 205. There are two sorts of collective words : the general and the partitive. The general collective words are those which * See notes on page 17. TENTH LESSON. 121 denote the whole of the persons or things spoken of, as : the army, the multitude, the people, the crowd. The partitive collec- tive 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 ; heaucoup, many ; assez, enough ; moins, less ; plus, more, etc. 206. The same word may be generally or partially collective, according as it is used, as : " Le nomhre de ses enfants, the num- ber of his children ; Un 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. Pr^tendent is the third person plural of the present tense of the indicative mood of the verb pretendre, derived from tendre, already mentioned. 207. The third person plural of the present tense of the in- dicative mood of verbs ending in re in the infinitive is formed by changing this termination into ent. These last three letters are mute. 208. Pre, from the Latin prce, before, is, in French, an in- separable 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 : Preamhule, preamble ; precau- tion, precaution ; predominer, to predominate ; preferer, to pre- fer. Sometimes it corresponds to the English prefix fore, as : Prevoir, to foresee ; predire, 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 as2nre ; 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 preposition a (ISV, 188). Etre has been mentioned in the fifth lesson. PoisTE, mentioned in the ninth lesson, is masculine, notwith- standing its termination (15), even when it refers to a woman. Ou is a conjunction corresponding to or, either, or else. It differs from the adverb om, where, in not having an accent over the u. The pronunciation of both words is the same. 122 TENTH LESSON. Artiste is derived from art, from the Latin ars, artis, art. It is masculine or feminine according as it is used in speaking of a man or of a woman. The principal derivatives of art are : Ar- tifice, artifice, art, contrivance; artificiel, artificial; artificieux, artful ; artisan, artisan, mechanic ; artistique, artist-like, etc. 209. The termination iste is found in many woi'ds which are the same in both languages, except that the e mute, used in French, is suppressed in English, as : Sophiste, journaliste, mora- liste, naturaliste, fataliste, royaliste, fahuliste, ocuUste. This termination generally denotes a member of a sect or of a corpo- ration, whether literary, religious, or political ; or one given to some intellectual or mechanical occupation, expressed by the radical. Beaucoup is an adverb of quantity, corresponding to muck and many, and is used either in the singular or the plural. 210. Entre, from the Latin inter, between, is a preposition corresponding to between, betwixt, among, and amongst. The ehsion of the final e in this word is authorized only in com- pounds, such as : Entr'^acte, interval between the acts ; s''entr''ai- der, to help one another. It would be improper to writ« entr''eux, as entre and eux do not form a compound word. 211. Eux is a personal pronoun, generally corresponding to them and sometimes to they. It is masculine and plural. FiNissEXT is the third person plural of the present tense of the indicative mood of the verb finir, to finish, derived from fin, end, from the Latin finis. The principal derivatives of fin are : Afin, in order, to the end ; enfin, finally, at last, in fine ; defini, definite; definir, to define; indefini, indefinite; infini, m^mto,', and a number of others which will be found explained amongst the words alike or nearly so in both languages, as : Affinite, afianity ; infinitif, infinitive ; definition, etc., etc. 212. The third person plural of the present tense of the indic- ative mood of verbs ending in ir in the infinitive is formed by changing this termination into issent (196, § 2). Meme, seen in the fourth lesson as an adjective, is an adverb in this lesson (101). Se, in this lesson, signifies to themselves (65). Persuader comes from the Latin persuadere, to persuader. TENTH LESSON. 123 from suadere^ to advise. Its derivatives are: Persuasif^ per- suasive ; dissuader, to dissuade ; dissuasion, persuasion, etc. 213. Per is a Latin preposition, signifying 6y, for, on, or through. It is used in French as an inseparable particle, gen- erally meaning thoroughly/ or completely ; persuader is literally to advise thoroughly, or beyond the possibility of a doubt. It is often altered into par, and forms derivatives, many of which are nearly the same in French as in English, as : Perccvoir, to perceive ; perforer, to perforate ; parfumer, to perfume ; per- secuter, to persecute ; parfait, perfect ; perfection. Ils is the plural of il, seen in the third lesson (64). VouLONS is the first person plural of the present tense of the indicative mood of the irregular verb vouloir, seen in the fourth lesson. Dire is the infinitive of dii 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 subjunctive mood of etre. DiEU comes from the Latin Deus, God. Its derivative adieu- is, often used in English. Plaise is the third person singular of the present tense of the subjunctive mood of the irregular verb plaire, coming from the Latin placere, to please, the principal derivatives of which are : Deplaire, to displease ; plaisir, pleasure ; deplaisir, displeasure ; plaisant, comical ; plaisantei^ie, pleasantry, jest, joke ; complai- sance, complaisant, etc. A DIEU NE PLAISE is a galHcism, signifying literally Let it not please God, and corresponding to God forbid. Ayons is the first person plural of the present tense of the subjunctive mood of avoir. Pareille is the feminine of pa.reil, formed by doubling the final consonant and adding e mute, on account of its termination eil (184). The derivative nonioareil, unequalled, is often used in English. Pensee is derived from the verb penser, to think, seen in the first lesson. Justice is derived from the adjective j^iste, just, coming from the hditm Justus. It is feminine, notwithstanding its termination 124 TENTH LESSON. ice (21), The principal derivatives of juste are: Ajuste- ment, adjustment ; ajuster, to adjust ; injuste, unjust ; justesse, justness; justifier^ to justify; and a number of other words which will be found explained amongst the words ahke or nearly so in both languages, as : Injustice, justification, justificatifi jus- tificative, etc., etc. Veut is the third person singular of the present tense of tlie indicative mood of the irregular verb vouloir, seen in the fourth lesson. Rendions is the first person plural of the present tense of the subjunctive mood of the verb rendre, coming from the Latin reddere. Its derivative rendez-vous is often used in English. 214. The first person plural of the present tense of the sub- junctive mood of verbs ending in re in the infinitive is formed by changing this termination into ions. HoMMAGE is derived from homme, seen in the second lesson. It is masculine. 215. The termination age enters into the formation of nu- merous substantives, many of which are the same, or nearly the same, in both languages, as : Courage, equipage, outrage, •patronage, presage, milage, avantage, advantage ; dommage, damage ; langage, language. The substantives in age are masculine. 216. The exceptions to the foregoing rule are: Ambages, cir- cumlocutions in speech; cage, cage; image, image; nage, swim- ming ; page, page (of a book) ; plage, beach ; and rage, rage, madness, hydrophobia ; which are feminine. Genie comes from the Latin genius. It is masculine, and therefore is an exception (15). Its principal derivatives are: Ingenieux, ingenious ; ingenu, ingenuous ; ingenuite, ingenuous- ness, etc. Rl2EL comes from the Latin realis, real, derived from res, thing. Its principal derivatives are : Realiser, to realize ; reali- sation, realisable, realite, reality ; reellement, really, etc. 217. 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 ; continuel, continual ; eternel, eternal ; addi- TENTH LESSON. 125 tionnel, additional ; conditionnel, conditional ; ponctuel, punc- tual 30. Admirons is the first person plural of the present tense of the indicative 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 : Admirable, admiration, ad- mirateur, admirer; miroir, mirror, looking-glass, etc. 218. II y a is the present tense of the indicative mood of the impersonal verb y avoir, there to be. II y a signifies there is or there are ; il y avait, there was or there were. Throughout the whole conjugation, the verb avoir is used in- steiid of the verb etre, and is pi-eceded by il y. In interroga- tions, y remains before the verb and il is placed after it, as : Y a-t-il, is there or are there; y avait-il, was there or were there. Sublime comes from the Latin sublimis. It is the same in both lanffuagres. Touch ANT is derived from the verb toucher, to touch, from the Italian toccare, 219. The termination ant, already seen as that of the pres ent participle (115), serves to form a great number of adjectives, called verbal adjectives. In other v;ords, the present participle is often used as an adjective, in French as well as in English. Production is derived from duire (182), mentioned in the fourth lesson. PoESiE has been mentioned in the ninth lesson. SYNTAX. Why do we say " Se persuader,^'' and not " Persuader se ? " * —43. Why do we say "iVows ne voulons pas," and not ^^ jVotis voulons NE PAS ? " — 38. Why do we say " Tous les poetes, la justice veut, hommage * See notes on page 17. 126 TENTH LESSON. Au genie^ -L'art, la poesie,^'' and not " Tous poetes, justice veut^ hommage a genie, art^ poesie? " — 35. Why is rendre in the subjunctive mood in the phrase " La justice veat que nous rendionsP^ — 81. La plapart des paresseux pretendent. Beaucoup de paresseux finissent. Beaucoup d'entre eux finissent. The verbs pretendent and finissent agree with the substantive paresseux, which is in the plural number. 220. When a partitive collective noun, as la plupart (204, 205), or an ndverb of quantity, as beaucoup (205), is followed by de and a substantive, the verb, adjective, participle, and pro- noun agree with the latter substantive or with the pronoun Avhich supplies its place, as in " Beaucoup d'entre eux finissent^ Beaucoup de paresseux. Tin grand nomhre de paresseux. La plupa^rt des paresseux. 221. After an adverb of quantity or a partitive collective noun, the preposition de is commonly used loithout 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. 222. X^a plupart is sometimes employed elliptically with- out a substantive after it. In this case, the following verb is always in the plural number, agreeing with a plural subject un- derstood. Beaucoup d'entre eux. 223. Some prepositions may govern others. De sometimes governs apres, after ; avec, with ; en, in ; entre, between ; cliez^ in the house of ; par, by ; pres, aupres, near. TENTH LESSON. 127 Us jinissent par se persuader quails le sont (i. e., quHls sont poetes ou artistes). 224. The pronoun le may represent either a substantive, or an adjective, or a verb, or a preposition. In the first case only it is variable, and takes the gender and number of the substan- tive which it represents : it then becomes la in the feminine and leg in the plural of both genders (27). In the other cases, and particularly when it represents an adjective, or even a substan- tive used adjectively, as poetes and artistes in the above ex- ample, it is invariable. To these questions : Istly, Are they poets ? 2dly, Are they the poets that we know ? we should, in consequence, answer: Istly, lis le sont ; 2dly, lis les sont. Nous ne voulons pas dire quHls soient. 225. When a verb is subjoined to a negative or an interroga- tive preposition, the subjunctive mood is generally required, un less this subjoined verb expresses a positive, incontestable fact. Thus : " Nous ne voulons pas dire quHls soient paresseux,'"' sig- nifies. We do not mean to say that they are idle (they may be so or not) ; and " Nous ne voulons pas dire qu'ils sont pa- resseux,^'' implies that We know they are idle, but We will not say that they are so. La justice veut que nous rendions. 226. 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 substan- tive must be preceded by the article. The above phrase pre- sents one of these exceptions. 227. 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 128 TENTH LESSON. hommage, to do homage, to reverence ; entendre raison, to hear reason, to be sensible. Aussi adiJiirons-nOflS, Aussi nous admirons. 228. A personal pronoun, used as a subject, generally pre- cedes the verb. It may follow it, however, after the words aussi^ also ; peut-etre, perhaps ; encore^ yet, still ; toujours, still ; en vain, in vain ; du moins, au moins, at least. LEXICOLOGY. Alany words beginning with pr^ or per are the same or nearly the same in French and in English. Ex. Pretendre, to pretend, />er5Mac?er, to persuade, etc. See Obs. 208 and 213. The termination iste is found in a great number of substan- tives and adjectives which are alike in both languages, except that the final e mute used in French is suppressed in English. Ex. Artiste, artist. See Obs. 209. A number of substantives ending with age are alike or nearly so in both languages. Ex. Hommage, homage, courage, cour- aore, etc. See Obs. 215. About 90 adjectives ending with al in English become French by changing al into el. Ex. Real, reel. See Obs. 2lY. ADDITIONAL WORDS* Ajouter, A part, Appartement, Comparaison, Comparer, Coriipliraenter, Decimer, Depart, Deviner, Divin, Impair, Ingenieur, To add. Miracle, Apart, aside. Pair, Apartment. Paire, Comparison. Partage, To compare. Partager, To compliment. Participe, To decimate. Participer, Departure. Particule, To guess. Partir, Divine. Plaisanter, Odd, uneven. Repartie, Engineer. Separer, * See note on page 11. Miracle. Peer. Pair, couple. Share. To share. Participle. To participate. Particle. To depart. To jest. Repartee. To separate. TENTH LESSON. 129 EXERCISES UPON THE GEAMMATIOAL OBSEKYATIOISrS AND UPON THE i;DLES OF SYNTAX* 1. Model: lis pretendent. See Obs. 207. — They hear — They put — They answer — They render — They follow — They suspend. 2. Model: PrHendre, See Obs. 208. — {To he translated into English?j — Preceder — Precepteur — Precipiter — Predestiner — Predire — Preluder — Preoccuper — Preparer — Preserver — Pre- sider — Presomptueux — Preventif. 3. Model: Artiste. See Obs. 209. — {To be translated into English.) — Genealogiste — Chronologiste — JSfaturaliste — Evan- geliste — Oculiste — Physionomiste — Chimiste — Organiste — Op- timiste — Copiste — Coloriste — Ego'iste — Linguiste. 4. Model: lis finissent. See Obs. 212.— They free— They fall asleep — They reunite — They establish — They re-establish. 5. Model : Persuader. See Obs. 213. — {To be translated into English.) — Perjidie — Perforateur — Perpendiculairement — Per- secuteur — Per severer — Per sister. 6. Model: Que nous rendions. See Obs. 214. — That we may or should hear — That we may or should put — That we may or should answer — That we may or should follow — That we may or should suspend — That we may or should pretend. 1. Model: Un hommage. See Obs. 215. — An adage — A bandage — An assemblage — The pillage — The village — The plu- mage — The suffrage — An outrage — His courage — His passage — His message — His voyage. 8. Model: Reel. See Obs. 21 7. — [Translate into English) — Materiel — Substantiel — Providentiel — Essentiel — Formel — Criminel — Constitutionnel — Proportionnel — Personnel — Pater- nel — Maternel. 9. Model : II y a. See Obs. 218.— There is a man— There are two 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 ? * See note on page 12. 6* 130 TENTH LESSON. PHRASES FOS COMPOSITION* TO BE TEANSLATED INTO FREISTOH. 1. The major part of those men do [render] you justice —204, 220. 2. Most of those idlers hear you, but do not answer you — 204, 220. 3. The major part of those commercial houses stopped [sus- pended] their payments — 204, 220. 4. Most of those children answer well — 204, 220. 5. Many men answer without thinking — 205, 220. 6. Many woi-hmen make a fortune in the end [finish by making a fortune] — 205, 220. v. Few men free themselves from all restraint — 205, 220. 8. This poet has much success. 9. We do not study much, because we have not much time. 10. There are a great m.any shops in this street — 218. 11. There are many benches in the garden — 218. 12. Is there a bridge at the end of the street? — 218. 13. Are there many fine houses on the boulevards ? — 218. 14. Are there any workmen in the garden ? — 218. 15. There are some poets without genius — 218. 16. There was some water in the shop — 218. lY. There were some payments to he made [to make] — 218. 18. There were some childi-en before the shop — 218. 19. Is there any genius in an idiot ? — 218. 20. Are there any fine thoughts in that poem? — 218. 21. Were there many children in that school ? — 218. 22. Is there a joiner in the street? — 218. 23. Was there a plane on the joiner's bench ? — 218. 24. He has but one son, and he places him in a commercial house — 224. 25. He looks at his mother as if he saw her for the first time —224. * See notes on page IS. TENTH LESSON. 331* 26. She stops before the shops, and she looks at them atten- tively— 224. 2*7. Those men are active; you know that they are so — 224. 28. They pretend that their shops are fine, but they are not so — 224. 29. We do not think that these shops are large enough — 225, 226. 30. He does not think that we have forgotten him — 225, 226. 31. He does not wish that we should hear him — 225, 226. 32. Does he think that we shall answer him ? — 225, 226. 33. Does he wish that we should follow his example? — 225, 226. 34. He passes his time in lounging about the streets ; conse- quently [also] he is looked upon as an idler — 203, 228. '132 ELEVENTH LESSON. ELEVENTH LESSON.* FIEST DIVISION. PRACTICAL PAET. TEXT.** LITERAL TRANSLATION. Oitsi^iiae le^on. Eleventh ISeiilenient nous aTons remarque que Only have remarked foien des g'ens s'iiii a fluent avoir le feu many people imagine to have fire sacre, et sentir "dii del VinMuence Bacred to feel heaven influence secrete^^^ poor pen qu' ils aient fearlbotiille secret if ever so little have daubed qwelques leiiiiles de papier et qit'ils sheets paper aiment a se promeBier les toras croises love walk about arms crossed (folded) et le nez touriae vers les cieux. €cs nose turned tov^ards heavens ifiisignifiaitts personna^es, | Men qu' | Us insignificant personages though croupissent dans i'isiactioEi et qu'ils ne vp-aUow inaction rendent aucuit service a la society, render no (not any) service society re^ardemt les travailleMrs comine inSiii* look upon laborers infinite- meiit I aM-de§soiis d' | eiix. ly below * See 1st note on page 117. ** See 2d note on page 117. ELEVENTH LESSON. 133 THE SAME IN GOOD ENGLISH. But we have observed 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. QUESTIONS AND ANSWERS FOR CONVERSATION* C'est la onzi^me. Bien des gens. Quelle est cette le^on? Qui est-ce qui s'imagine avoir le feu sacre ? Qu'est-ce que bien des gens s'ima- ginent avoir ? Qu'est-ce que bien des gens s'ima- ginent sentir ? Qu'est-ce que ces gens barbouil- lenf? En quelle occasion ces gens s'ima- ginent-ils avoir le feu sacre ? Que tournent-ils vers les cieux ? Vers quoi tournent-ils le nez ? Qu'aiment-ils a faire, les bras croises et le nez tourne vers les cieux ? Comment aiment-ils k se prome- ner? Ces personnages sont-ils utiles ? Dans quoi oroupissent-ils ? Quels sont les hommes qui crou- pissent dans I'inaction ? A qui ne rendent-ils aucun ser- vice? Qui regardent-ils comme infini- ment au-dessous d'eux ? Comment regardent-ils les tra- vailleurs ? Le feu sacre. Du ciel I'influence secrete. Quelques feuilles de papier. Pour peu qu'ils aient barbouille quelques feuilles de papier. Le nez. Vers les cieux. lis aiment k se promener. Les bras croises et le nez tourne vers les cieux. lis sont insignifiants. Dans I'inaction. Ces insignifiants personnages. A la societe. Les travailleurs. Comme d'eux. infiniment au-dessous See notes on page 2. 13tt ELEVENTH LESSON. SENTENCES FOR ORAL TRANSLATION.* TO BE TUENED HfTO ENGLISH. II y a une citation dans cette leQon. Sentir ^lu ciel I'inflnence secrete est une inversion poetique. C'est nne esjDression de Boileau. Boilean est un poete fran^ais. C'est un bon poete. C'est un des meilleurs poetes frangais. Son Art poetique est excellent. Mais ce poete n'est pas un genie sublime. H n'est pas m6me touchant. Qu'est-il done ? II est surtout satirique. n y a de basses flatteries dans quelques-unes de ses composi- tions. C'est indigne d'un horn me de genie. Aimez-vous la poesie? Beaucoup. Nous avons etudie les meiUeurs poetes. ISTous avons meme barbouiUe quelques feuiUes de papier. Aimez-vous a vous promener les bras croises? Quelquefois. Ou vous promenez-vous ? Dans notre jardin. Fous y passons trois ou quatre heures tons les jours. Voulez-vous suivre notre exem- ple? Pas pour cette fois. TO BE TUENED ES^TO FEEIS'OH. Tliere is a citation (quotation) in this lesson. To feel of heaven the secret influ- ence is a poetical inversion. It is an expression of Boileau's. Boileau is a French poet. He is a good poet. He is one of the best French poets. His " Art of Poetry " is excellent. But this poet is not a sublime genius. He is not even afifecting. What is he then? He is principally satirical. There is base flattery in some of his compositions. It is unworthy 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. Are you fond of walking about with your arms folded ? Sometimes. Where do you walk ? In our garden. We pass three or four hours there every day. Will you follow our examp.e ? Not for this time. See note on page 8. Un autre jour, si vous le voulez bien. Nona ne pouvons pas demeurer plus longtemps. Quelle heure est-il done? II est onze heures. Adieu. ELEVENTH LESSON. 135 Another day, if you please. We cannot remain longer. What o'clock is it then ? It is eleven o'clock. Farewell. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GRAMMATICAL PE0IJLIAEITIE8 IN THE TEXT. Of what gender are feu, del, papier, bras, and nez?* — 14. Of what gender is peisonnage ? — 215. Of what gender is service? — 20. Of what gender are influence dindifeuille? — 15. Of what gender is inaction ? — 99. What is the radical oi seulement? — 32. What is the infinitive of barhouille ? — 52. What is the singular offeuilles ? — 29. What is the singular masculine of croises ? — 53. What is the plural feminine oicroise? — 53. What is the feminine of insignifiant ? — 2. What is the feminine of aucun ? — 2. What is the radical of infiniment ? — lYO, 31. Why do we say "D'ewa?," and not "de euxP'' — 11. Onzij^me is derived from onze, eleven (44). 229. There is a peculiarity in the word onze and its deriv ative onzi^me : although they begin with a vowel, the elision * See notes on page 17. 136 ELEVEi!^TH LESSON. Of suppression of e in que^ /e, Za, or de^ when any of these words precede them, does not take place. Instead of saying " ^onzieme legon,'^ or, "7Z n^avait a2:)pris Qjj^onze legons,''^ we say "la onzieme lecon^ n for "Et potjk pbu Qu'iZs aimenV * See notes on page 17. 142 ELEVENTH LESSON. LEXICOLOGY. About 250 substantives ending with ty in English become French by changing ty into te. Ex. Society, society. See Obs. 241. ADDITIONAL WORDS* Assermr^ To enslave. Indigene^ Native. Conservei\ To keep. Narine^ Nostril. Croisee^ Window. Observer^ To observe. Degenerei\ To degenerate. Preserver^ To preserve. Dessein^ Design, plan. Regenerer^ To regenerate JEngendrer^ To engender. Reserver^ To reserve. Ennemi^ Enemy. Reservoir^ Eeservoir. Enseigne7\ To teach. Sacre^ Sacred, holy. Entourer^ To surround. Sacristie^ Yestry. Fleuve, Eiver. Secretaire^ Secretary. Flot, Wave, billow. Sense^ Sensible. Flotte, Elect. Serf, Serf. Flotter, To float. Servante^ Maid-servant. Ftuide^ Fluid. Serviteur, Servant. Gendre^ Son-in-law. Tourne-vis, Screw-driver. EXEEGISES UPON THE GEAMMAnOAL OBSEEVATIONS AND UPON THE EULES 01 SYNTAX.** 1. Model: La onzieme. See Obs. 229. — The eleventh day — The eleventh lesson — He saw but eleven men — He stops at the eleventh bridge. 2. Model : Bien des gens. See Obs. 230. — Much aversion — Many shops — Many things — Many hopes — Much genius — Much indolence — Much influence — Much time. 3. Model: lis imaginent. See Obs. 231. — They stop — They admire — They love — They daub — They correct — They flow — * See note on page 11. See note on page 12. ELEVENTH LESSON. 143 They give — They desire — They dwell — They exercise — -They ex- amine — They study — They force — They loiter — They frequent — They guide — They forget — They think — They pass — They pos- sess — They pronounce — They persuade — They turn. 4. Model : Influence. See Obs. 234. — [Translate into Eng- lish.) — Inaugurer — Incarcerer — Incisif — Incliner — Inclusive- ment — Inflammahili te — Infuser — Ini tie r — Inondation. 5. Model : Pour peu quHls aiment. See Obs. 235, 236. — If they stop at all— If they love ever so little — If they give at all — If they desire at all — If they study ever so little — If they loiter ever so little — If they think at all. 6. Model : Bien qu'ils croupissent claiis Vinaction et quHls ne RENDENT aucun service. See Obs. 238, 239. — Though they free themselves — Though they slumber — Though they hear — Though they stretch themselves — Though they finish — Though they put — Though they pretend — Though they reunite — Though they answer — Though they follow — Though they suspend. 7. Model: La societe. See Obs. 241. — An absurdity — Her beauty — His brutality — This calamity — The capacity — A cavity — The city — His civility — Her credulity — What curiosity ! — No difficulty — What impiety ! — His majesty — Her quality. 8. Model: Travailleur. See Obs. 243. — (^Translate into English.) — Barhouilleur-^Donneur — Flaneur — Penseur — Pro- meneur — Receveur — Tourneur. PHRASES FOU COMPOSITION* TO BE TRANSLATED INTO FRENCH. 1. Do you know all the lessons, from the first to the elev- enth ?— 229. 2. Do you know that this lesson is the eleventh ? — 229. 3. He stopped on the eleventh day — 229. * See notes on page 13. J 44 ELEVENTH LESSON. 4. He had many lessons to learn — 230. 5. That boy has many faults — 230. 6. There are many workmen that are laborious — 230, 141. 1. You have a great [much] aversion to [for] that trade — 230. 8. They walk about in silence — 231. 9. Those children love their father and mother — 231. 10. Fathers who love their children correct them — 231. 11. Joiners exercise their arms — 231. 12. His sons study their lessons — 231. 13. All mothers admire their children — 231. 14. Fires were seen [one saw fires] on the bridges — 232. 15. The heavens were on [in] fire — 233. 16. They doze if they stop ever so little — 212, 235, 236. IV. We do not believe that they will forget their lessons, if they study ever so little — 225, 235, 236. 18. They tuck up their sleeves, if they work ever so httle — 231, 235, 236. 19. All their [the] noses were turned towards the sky — 237. 20. Beauty is not her sole quality — 241. 21. Curiosity is not always a fault — 241. 22. Where is the difficulty? — 241. 23. What is the difficulty that stops you ? — 241. 24. That man is not an artist ; he is a dauber — 243. 25. Th^ turner's shop is at the end of the street — 243, 56. 26. They do not like that poet, though they like poetry — 231,236, 244 27. They do not answer, though they hear ttie question — 207, 239, 244. 28. They are not lazy, though they free themselves from all restraint— 238, 244. 29. We do not think that they will finish that house, though they unite all their efforts — 225, 238, 244. TWELFTH LESSON. 14:5 TWELFTH LESSON.* FIEST DIVISION. PKACTICAL PAKT. TEXT.** LITERAL TRANSLATION Twelfth Pluisieiirs des coinpa^nons d' Alexis, Several companions ayant le meme caract^re que liii, coiitri- having same character as contrib- Ibuaient a I'entreteBiir dans ces dispo- uted keep dispo- sitions oisives, '^ Notts serious Men fotts," sitions idle should be very foolish disaient-ils, " de toailler sitr des ^ram- said to yawn gram- maires et des dictionnaires, comme notis mars dictionaries le iaisions a i'ecole, oti notis perissions did school were perishing d'enniti, noircissant nos cahiers de mots ennui blackening our copy-books words que nous n'entendions §^u^i*e, et attendant understood but little waiting inipatiemment I'heure de la recreation. '^ impatiently recreation. * See 1st note on page 117. ** See 2d note on page 117. 7 U6 TWELFTH LESSON. THE SAME IN GOOD ENGLISH. 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 ; blotting our copy-books with words that we scarcely understood, and waiting impatiently for the hour of play." QUESTIONS AND ANSWEES FOR CONVERSATION. Quelle est cette legon ? Qui est-ce qui avait le meme ca- ractere qu' Alexis ? Quel caractere avaient plusieurs de ses compagnons ? A quoi contribuaient-ils ? Qui est-ce quidisait: "i^ous se- rions bien fous de bailler sur des grammau'es et des diction- naires ? " Sur quoi seraient-ils fous de bail- ler? Oil bS.illaient-ils sur des gram- m aires et des dictionnaires ? /De quoi perissaient-ils a I'ecole? Qu'est-ce qu'ils noircissaient ? De quoi noircissaient-ils leurs ca- hiers ? Qu'est-ce qu'ils attendaient impa- tiemment ? Comment attendaient-ils I'heure de la recreation ? I C'est la douzi^me. I Plusieurs de ses compagnons. Le meme caractere que lui. A I'entretenir dans ces disposi- tions oisives. Les compagnons d' Alexis; — oi\ Plusieurs compagnons d' Alexis. Sur des grammaires et des dic- tionnaires. A I'ecole. lis perissaient d'ennui. Leurs cahiers. De mots qu'ils n'entendaient guere. L'heure de la recreation. Impatiemment. * See notes on page 2. TWELFTH LESSON. 14:7 SENTENCES FOE ORAL TRANSLATION.* TO BE TUEISTED INTO ENGLISH. Ou sont nos compagnons ? lis sont a I'ecole. Comment passent-ils leur temps? lis etudient le grec et le latin, lis noircissent lenrs caliiers de mots qu'ils n'entendent guere. Aiment-ils cette occupation ? Us perissent d'ennui. lis sont toiijours k bailler. Pauvres jeunes gens! lis sont bien tristes. lis n'aiment pas la grammaire, bien qu'ils ne soient pas pares- seux. Quand ils etaient chez eux, ils n'etaient jamais oisifs. On les voyait toujours faire quel- que chose. Yous savez qu'ils sont fort intel- ligents. Pourquoi done ne sont-ils plus de m^me ? II y a pour cela plusieurs raisons. La premiere, c'est qu'ils n' etaient pas forces de travailler. lis etaient seulement guides par leur p^re, qui etait bien bon pour eux. lis etudiaient des cboses moins serieuses que la grammaire. Vous avez bien de I'aversion pour la grammaire. TO BE TURNED INTO FEENOH. 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 under- stand but little. Do they like this occupation ? They are dying with ennui. They are always yawning. Poor young pcQple! 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 intelli- gent. Why then are they no longer the same? There are several reasons for it. The first is, they were not com- pelled 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. * See note on page 3. 148 TWELFTH LESSON. SECOND DIVISION. THEOEETICAL PART. ANALYTICAL STUDY OF THE GEA3IMATI0AL PECTJLIAEITIES IX THE TEXT. Of what gender are compagnon, ennui, cahier, and 7not? * — 14. Of what gender are ecole and heure^ — 15. Of what gender are disposition and recreation? — 99. "Why do we say " h'entretenir" and not "le entretenirV — 11. In what mood are entretenir and hdiller? — 121. What is the singular of grammaires^ dictionnaires, cahiers, and mots ? — 29. What does L^co^e stand for? — 11. What does j)' ennui stand for ? — 11. What does i^'heure stand for? — 11. DouziEME is derived from douze, twelve (44). Another very important derivative of this word is douzaine, dozen. 245. Plusieurs is an adjective, invariable, plural, and of both genders. It corresponds to several, some, many, and is sometimes used as an indefinite pronoun, thus : " Plusieurs pen- sent, some think, several (persons) think." CoMPAGNON is always of the masculine gender, the French of a female companion being compagne. The principal derivatives of this word are : Compagnie, company ; accompagner, to accom- pany; accompagnateur, accompanist; and accompagnement^ ac- companiment. Ayant is the present participle of the irregular verb avoir. CaractIire is masculine, notwithstanding the e mute which terminates it. Its derivatives are : Caracteriser, to characterize, and caracteristique, characteristic. * See notes on page 17. TWELFTH LESSON. 149 246. Substantives ending in tere are masculine. 247. 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 {^5). The principal derivatives of tribu are : Attribuer, to attribute ; dis- tribuer, to distribute ; r^tribuer, to remunerate ; and a number of other words alike, or nearly so, in both languages, as : Tribut, tribute; attribut, attribute; tributaire, tributary; contribution^ distribution, etc., etc. 248. The third person plural of the imperfect tense of verbs ending in er in the infinitive, is formed by changing this termi- nation into aieut. Entretenir is one of the derivatives of tenir^ mentioned in the third lesson. 249. The preposition entre (210) which sometimes retains its Latin spelling, inter, forms various compounds, some of which being nearly similar in English will serve as an exemplifi- cation of the rest: Entreprise, enterprise; intercider, to inter- cede ; entrelacer, to interlace ; entrelarder, to interlard ; entrevue^ interview ; interposer, to interpose. Dispositions is derived from the verb poser, to place, to set, to lay, a verb which enters into the formation of a number of others, as : Composer, to compose ; decomposer, to decompose ; d^poser, to depose ; disposer, to dispose ; exposer, to expose, to exhibit ; imposer, to impose ; opposer, to oppose ; proposer, to propose ; reposer, to place again, to rest, to repose ; supposer, to suppose ; transposer, to transpose, etc. ; and these in turn give rise to many more words alike, or nearly so, in both languages, as : Compositeur, composer, compositor ; d^positaire, depositary ; positif, positive ; repos, repose ; position, composition, decompo- sition, exposition, imposition, indisposition, opposition, preposi- tion, proposition, supposition, transposition, etc., etc. 250. Dis is an inseparable particle, which has two very differ- ent 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 distendre, to distend, from tendre, to stretch. It is some- 150 TWELFTH LESSON. times shortened into di, as in diminuer, to diminish ; and some- times changed into c?^/*, when the radical begins with /, as in difforme, deformed, from forme, form. Among the derivatives formed by means of this particle, many are nearly the same in French and in EngHsh. OisivES is the plural oi oisive (25), the feminine of oisif. 251. Adjectives ending in f, as oisif, form their feminine by changing this termination into ve. Serions is the first person plural of the conditional mood of the irregular verb etre. Fou was formerly spelled fol, and this old form is still used before a substantive beginning with a vowel, or an h mute, as: " Un fol espoir, a vain hope ; Un fol hommage, a foolish hom- mage." The feminine oi fou and/o^ is folle. Its principal de- rivative is folie, madness, folly, insanity. DiSAiENT is the third person plural of the imperfect tense of the irregular verb dire, mentioned in the 1st, 3d, and 10th les- sons. BliLLER is a verb in the infinitive mood (121). Grammaire is of the feminine gender, though substantives ending with a^>e are generally masculine (254). DiCTiONNAiRE is mascuHnc, notwithstanding the final e mute. 252. The termination aire is common to substantives and adjectives, many of which end in English in ari/, or in ar, as : Secondaire, secondary ; plagiaire, plagiary ; salaire, salary ; vo- cabulaire, vocabulary ; mercenaire, mercenary ; ordinaire, ordi- nary ; contraire, contrary ; notaire, notary ; vulgaire, vulgar ; similaire, similar ; populaire, popular, etc. 253. Substantives ending in aire are masculine. 254. This rule is subject however to a few exceptions, the principal of which are : Affaire, affair ; chaire, pulpit ; circulaire, circular; grammaire, gYSim.m.a.r ', jiidiciaire, judgment; jugulaire, jugular ; paire, pair ; and the names of some plants but seldom met with in ordinary conversation, like : Cicutaire, water-hem- lock; cymhalaire, snapdragon; dentaire, dentaria; linaire, toad- flax ; ?Mr^a^Ve, moon- wort ; pulmonaire, lung- wort, etc., etc. Faisions is the first person plural of the imperfect tense of the irregular y^rhfaire, seen in the third lesson. TWELFTH LESSON. 151 EcoLE comes from the Latin bchola, school. Its principal de- rivatives are : Ecolier^ scholar ; scolaire, academic ; scolastique, scholastic, etc. Perissions is the first person plural of the imperfect tense of p^rir, which comes from the Latin perire, to go through, to per- ish, and the principal derivatives of which are : D^p^rir^ to with- er, to die away ; perissable, perishable ; imperissahle, imperish- able, etc. 255. The first person plural of the imperfect tense of verbs ending in ir in the infinitive mood, is formed by changing this termination into iss-ions (196). Ennui is a word often met with in English. Its principal de- rivatives are : Ennuyer^ to weary, to annoy, to tease ; s'ennuyer, to^row tired, to be wearied ; ennuyant, annoying, tiresome ; and ennuyeux, tedious, tiresome. NoiRCissANT is the present participle of the verb noircir, to blacken, derived from the adjective noir, black, coming from the Latin nig€7% black ; also the root of negre, negro. 256. The present participle of verbs ending in ir in the infin- itive mood, is formed by changing this termination into iss-ant (115, 196). 257. A great portion of the verbs in ir come from adjectives, as : Majeunir, to grow younger, from jeune, young ; unir, to unite, to make one, from un, one; appauvrii\ to make poor, from pauvre, poor ; emhellir^ to embellish, from helle, fair ; adou- cir, to soften, from doux, douce, soft. Others, of a difierent formation, end in English in ish, as : P^rir, to perish ; abolir, to abolish ; demolir, to demolish ; accomplir, to accomi^lisli ; ^9z^?2W', to punish ; Jinir, to finish. Nos is the plural of no^re (164). Cahiers is the plural of cahicr (29). Mot comes from the Italian motto, word, bon-mot. Its only derivative is 7notet, motet. Entendions is the first person plural of the imperfect tense of entendi-e, seen in the third lesson. 258. The first person plural of the imperfect tense of verbs ending in re in the infinitive mood, is formed by changing this termination into ions. 162 TWELFTH LESSON. GuERE comes from the Italian guari, much. It is always pre- ceded by the negative ne^ with which it signifies not miich^ not very, hut little, but few. Attendant is the present participle of attendre, derived from teiidre, mentioned in the ninth lesson. 259. The present participle of verbs ending in re in the in- finitive mood is formed by changing this termination into ant (115). Examples have now been seen of the present participle in the three regular forms of conjugation, and the two auxiliary verbs, in the following phrases : "i)m>ANT qu'il reunit toutes sortes de connaissances^ — 5th lesson. " i\^ozVcissANT nos cahiers de mots.'''' — 12th lesson. '■'- Attend x.'KT Vheure de la recreation^ — 12th lesson. • " Cette langue I:tant la sienne^ — 5th lesson. " Atant le meme caracterey — 1 2th lesson. Impatiemment is derived from impatient, impatient. 260. It has been seen (31) that adverbs of quality are de- rived from adjectives, by adding the termination ment. When the adjective ends in ent, the adverb is formed by changing this termination into eminent, and when the adjective ends in ant, the adverb is formed by changing this termination into amment. In emment, the first e has the sound of a ; so that both these terminations, eminent and amment, are pronounced exactly alike. 261. The exceptions to the foregoing rule are: Lentement, slowly, from lent, lente, slow ; presentement, at present, now, from •present, presente, present ; and vehementement, vehemently, from vehement, vehemente, vehement. RfiCR^ATioN is derived from the verb creer, to create, which comes from the Latin creare, to create. The principal derivatives of creer are : Recreer, to re-create, to create anew ; recreer, to recreate, to divert, to refresh; createur, creator; creation, crea- ture, etc., etc. 262. Verbs may be formed from almost all the substantives ending in ation, by changing this termination into er, as: Creation, crier, to create ; accusation, accuser, to accuse ; agita- tion, agiter, to agitate; augmentation, augmenter, to augment; TWELFTH LESSON. 153 circulation, circuler, to circulate ; compensation, compenser, to compensate ; consolation, consoler, to console ; continuation, con- tinuer, to continue ; decoration, d€corer, to decorate ; prepara- tion, preparer, to prepare, etc. The substantives in ation being very numerous, and being, for the most part, the same in the two languages (49), the fore- going remark will enable the student to find out the signification of many verbs at first sight. SYNTAX. Why should we not say " La mtme caractere ? " * — 246, 34. Why should we not say " Entretenir lui," instead of " Centre- tenirr'—4:3. Why should we not say " Ces dispositions oisifsP^ — 99, 33. Why is des necessary before grammaires and dictionnaires ? — 102. Why do we say " A HecoW,'' and not " A icole ? " — 35. Why do we say " Nos cahiers,'"' and not, " Notre cahiers V — 164, 107. Bailler sur des grammaires et des dictionnaires. 263. It has been seen (109) 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 totally different, or express contrary ideas. Comme nous le faisions h Vicole. 264. It has been seen (224) that the pronoun le may repre- sent either a substantive, or an adjective, or sl verb, or a preposi- tion. This pronoun must be used, whether it has an equivalent * See notes on page 17. 154 TWELFTH LESSON. in the English construction or the pronoun with its antecedent, C'est un pro verba, vous le savez. II est plus ambitieux que vous ne LE pensez Est-il ambitieux ? — II L'est. Est-il ouvrier ? — II L'est. Pouvons-nous le voir ? — Nous le pouvons. Youlez-vous etudier? — Nous le voulons. not. A few phrases, containing will elucidate the rule. It is a proverb, you know (that IT IS A peoveeb). He is more ambitious than you think (he is). Is he ambitious? — He is (ambi- tious). Is he a workman? — He is (a woekman). Can we see him ? — We can (see him). Will you study ? — We will (study). Nous perissions ^ ennui. JVoircissant nos cahiers de mots. In these examples de corresponds to the Enghsh preposition WITH. In the first of them, ennui is the cause of that state expressed by the verb yious perissions. In the second, mots designates the things used to blacken the copy-books with. 265. 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 ren- dered in French by de (16). The article is not employed be- tween de and the substantive that follows, unless the sense of the substantive be modified by some restrictive clause. LEXICOLOGY. The preposition entre, which sometimes retains its Latin spelling inter, forms a number of compounds which are alike, or nearly so, in French and in English. Ex. Untretenir, to keep, to entertain ; intercede?', to intercede, etc. See Obs. 249. TWELFTH LESSON. 165 Words beginning with the prefix dis are generally much the same in both languages. Ex. Disposition. See Obs. 250. Many substantives and adjectives ending with ary in English become French by changing ary into aire. Ex. Dictionary, JDic- tionnairffi See Obs. 252. Some verbs ending with ish in English change ish into ir in French. Ex. To finish, //iir. See Obs. 257. Verbs may be formed from almost all substantives ending with ation, by changing this termination into er. Ex. Recreation, recreer, to recreate. See Obs, 262. ADDITIONAL WOBDS.* Apathie^ Apathy. Imposant., Imposing. A propos, To the purpose. Imposteur., Impostor. Bdillon^ Gag. Imposture., Imposture. Compassion., Compassion. Impdt., Tax. Compatissant., Compassionate. Loisir., Leisure. Depot, Depot. Oisivete, Idleness. Disponible., Disposable. Fathetique, Pathetic. Entrepot., Warehouse. Pause., Pause, Epigramme., Epigram. Pose, Posture. Foldtre, Playful. Programme, Programme. Foldtrer, To sport, play. SympatJiie, Sympathy. Grammairien, Grammarian. SympatUser, To sympathize EXEECISES ^ UPON THE GRAMMATICAL OBSEEYATIONS AND UPON THE EULES OF syntax:.** 1. Model: Ds contribuaient. See Obs. 248. — They turned — They looked — They thought — They passed — They possessed — They placed — Th«y 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. See Obs. 249. — (Translate into Eng- * See note on page 11. See note on page 12. 166 TWELFTH LESSON. lish.) — Entr'acte — S^entr^ aimer— S^en tre-croiser — S'entre-regar- der — S''entre-repondre — Entrevue — Interceder — Intercesseur — Interdire — Interrogatif. 3. Model: Disposition. See Obs. 250. — (Translate into Eng- lish.) — Differer — Difficulte — Diffus — Diminutif — Discerner — Discontinuer — Discrediter — Disperser — Distorsion. 4. Model: Oisive. See Obs. 251. — (Form the feminine of the following adjectives.) — Actif — Persuasif — Decisif — Pensif — Massif — Posi tif — Nega tif — Rela tif — Productif — Instructif — Fugitif — Attentif — Captif. 5. Model: Dictionnaire. See Obs. 252, 253. — An anniversa- ry — An antiquary — The commentary — A dignitary — His itin- erary — The janissary — A missionary — The notary — Her salary — The sanctuary — A vocabulary. 6. Model : N'ous p>erissions. See Obs, 255. — We freed — We finished — We blackened — We reunited — We established. 7. Model: Noircissant. See Obs. 256. — Freeing — Finishing — Perishing — Reuniting — Establishing. 8. Model: Perir. See Obs. 257. — (Translate the following verbs into English.) — Aholir — Demolir — Polir — Accomplir — Bannir — Finir — Garnir — Fonrnir — Punir — Fleurir — Nour- rir — Languir. 9. Model: Nos cahiers. See Obs. 164. — Our aversion — Our shops — Our commerce — Our creditors — Our companion — Our dispositions — Our child — Our hopes — Our school — Our sons — Our fortune — Our grammars. 10. Model: JVous entendions. See Obs. 258. — We waited — We stretched — We put — We pretended — We answered — We rendered — We followed — We suspended. 11. Model: Attendant. See Obs. 259. — Hearing — Stretching — Putting — Pretending — Answering — Rendering — Following — Suspending. 12. Model: Impatiemment. See Obs. 260. — Elegantly — Constantly — Decently — Recently — Innocently — Evidently — • Prudently — Neghgently — Insolently — Differently. 13. Models : Recreation — Recreer. See Obs. 262. — (Form French verbs from the following substantives.) — Obligation — Association — Concilia tion — Expiation — Variation — Desolation TWELFTH LESSON. 157 — Declamation — Prodamaiion — Affirmation — Formation — Transformation — Inclination — Dissipation — Usurpation — Se- paration — Occupation — Moderation — Operation — Penetration — Habitation. 14. Model : Sur des grammaires et des dictionnaires. Syn- tax, 263. — 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 lazi- ness — For Latin and Greek. 15. Models: Nous perissions ji* ennui — Noircissant nos cahiers DE mots. Syntax, 265. — To daub (or to smear) with black — To be animated with ambition. PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO FEENOH. 1. That boy has studied several grammars — 245. 2. Several of these dictionaries are good — 245. 3. The mother and daughters (Jllles, see 3d lesson, page 30, line 10) were looking at the shops — 248. 4. They forgot that we were waiting /or them — 248, 258. 5. They did not think of [to] us— 248. 6. The mother, above all, was very attentive — 251. Y. Our father's conversation is instructive — 56, 251. 8. She was sad and pensive — 251. 9. Our children do not follow the foolish example of their companions — 207. 10. That man has foohsh ideas — 102, 103. 11. He gives a good salary to his workmen — 252, 253. 12. The vocabulary of the words that you know \b, pretty long [enough]— 252, 253, 36. 13. We were waiting for the notary — 258, 252. 14. We were finishing our lesson — 255. * See notes on page 13. 158 TWELFTH ^ESSON. 15. By freeing himself from all restraint, Alexis grieved his father— 192, 256. 16. He fell asleep after finishing his lesson — 179, 180, 192, 256. 17. The example of his companions softened his character — 257, 196. 18. The workmen are preparing [themselves] to demolish the bridge— 262, 180, 257. 19. Where are om* copy-books? — 164. 20. They are with our grammars — 164. 21. We were waiting /or our companions — 258. 22. He does not pronounce well, in answering [to] our ques- tions — 259. 23. He could make a fortune by following the trade of his fa- ther— 192, 259. 24. Has he forgotten what he [has] learned recently ? — 260. 25. She wishes ardently to see you — 260, 187. 26. He is [has] evidently right [reason] — 260. 27. The house was elegantly decorated — 260, 262. 28. We continue to learn words — 262. 29. You know words enough to [for] converse with us — 36, 39, 129, 262. 30. Is he determined to go to Paris ? — 262, 52. 31. Does he still occupy [always] the same house? — 262, 22, 40, 41. 32. All the houses were illuminated — 262, 53, 63. 33. He used to stop before the houses and shops — 137, 263. 34. With his character and disposition [dispositions] he would be useful to society — 263. 35. He does not loiter as he did — 264. 36. We like to see him study as he does — 264. 37. Could he answer you ? — He could — 264. 38. That man is ambitious, as you know — 264. 39. Children, we believe, do not like to go to school — 264. 40. She thinks that they are blamable, but we believe that they are not — 264. 41. The poor boys were yawning with ennui — 248, 265. 42. The workmen's sleeves were smeared with black — 56, 265. THIRTEENTH LESSON. 169 THIRTEENTH LESSON.* FIEST DIVISION. PRACTICAL PAET. TEXT.** LITERAL TRANSLATION. Treizi^me le^ou. Thirteentli " ]\os niaitres voulaient que nous masters willed eussions du ^out pour I'etiide ; ils vou- had (subj.) study laient que nous en sentissions les of it felt (sudj.) avanta^^es et que nous y trouvassions du advantages to it found {subj.) plaisir ; niais ils ne saTalent pas la rendre pleasure knew to render attrayante. lis s'etonnaient que nous attractive wondered r^pondissions mal a de s^ches questions answered (subj.) badly dry questions auxquelles nous ne comprenions raen to which understood nothing I du tout. I lis exi^eaient que nous at aU demanded iVissions attentifs, et ils ne nous parlalent were {subj.) attentive to us spoke que de choses ennuyeuses." but tedious * See 1st note on page 117. ** See 2d note on page 117. 160 THIRTEENTH LESSON. THE SAME I2f GOOD ENGLISH. " Our masters wished us to have 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 making wrong answers to dry questions that we did not under- stand at all. They insisted on our being attentive, though they spoke to us only on tedious subjects." QUESTIONS AND ANSWERS FOR CONVERSATION.* Quelle est cette lecon ? Pour quoi les compagnons d'A- lexis n'avaient-ils pas de gout ? Qui est-ce qui n'avait pas de gout pour I'etude ? Qui est-ce qui voulait forcer ces jeunes gens a avoir du gout pour I'etude? Que voulaient-ils faire sentu- a ces jeunes gens? A quoi ces jeunes gens ne trou- vaient-ils pas de plaisir ? Que trouve-t-on dans I'etude, quand eUe est attrayante? Qu'est-ce que les maitres de ces jeunes gens ne savaient pas faire? Comment les compagnons d'A- lexis repondait-Us aux questions de leurs maitres ? Comment etaient ces questions ? Les comprenaient-ils ? A quoi repondaient-ils mal ? De quelles choses leurs maitres parlaient-ils ? Pourquoi ces jeunes gens n'e- taient-ils pas attentife ? C'est la treizieme. Pour I'etude. Les compagnons d' Alexis. Leurs maitres. Les avantages de I'etude. A I'etude. Du plaisir. lis ne savaient pas rendre I'etude attrayante. Mal. Seches. lis n'y comprenaient rien du tout. A de seches questions auxquelles ils ne comprenaient rien du tout. De choses ennuyeuses. Parce que leurs maitres ne par- laient que de choses ennuyeuses. See notes on page 2. THIRTEENTH LESSON. 161 SENTENCES FOR ORAL TRANSLATION." TO BE TUENED INTO ENGLISH. Quelle heure est-il ? II est quatre heures. II est temps de suspendre notre etude. Youlez-vous faire une prome- nade? Avec plaisir. Aimez-vous la promenade ? Beaucoup. Vous voyez bien cette maison? O'est celle de notre maitre d'e- cole. Nous y avons passe bien des heures ennuyeuses. O'etait un bien brave homme que notre maitre. Mais il ne savait pas rendre I'e- tude attrayante. II voulait que nous eussions tou- jours la grammaire a la main. Eien n'est ennuyeux comme la grammaire. C'est que vous n'avez pas le goiit de r etude. Ne croyez pas cela. Nous aimons tons T etude, quand elle est attrayante. Mais nous ne pouvons pas 1' aimer, quand elle est secbe et en- nuyeuse. Trouvez-vous du plaisir a etudier la langue frangaise ? Quelquefois, quand la legon n'est pas longue. TO BE TUEISTED INTO FRENCH . 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? Yery. You see that house? It is our schoolmaster'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 wanted us always to have our grammar in our hands. Nothing is so tedious as grammar. It is because you have no taste for study. Do not believe that. We all like study, when it is at- tractive, it we cai dry and tedious. Do you find any pleasure in studying the French language ? Sometimes, when the lesson is not long. * See note on page 3. 162 THIRTEENTH LESSON. Comprenez-vons toutes les ques- tions qu'on vous fait en fran- Qais ? Presque toutes, quand on parle doucement. Do you understand all the ques- tions which are put to you in French ? Ahnost all of them, when they are pronounced slowly. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GRAMMATICAL PECTJLIAEITIES IjST THE TEXT. Of what gender is maitre ? * — 8. Of what gender are gout and plaisir ? — 14. Of what gender are etude and chose ? — 15. Of what gender is avantage? — 215. Of what gender is question ? — 09. What is the singular oinos? — 164. In what tense and of what person are etonnaient and par- laient? — 250, What are the infinitives of etonnaient and parlaient ? — 248. In what tense and of what person is voulaient? — 117. What is the infinitive of voulaient? — 11 7. What is the infinitive of savaient? — ll7. In what mood is rendre ? — 1 21. What is the masculine of attrayante? — 2. What is the feminine of attentif? — 251. What is the masculine of ennuyeuses ? — 142. Treizieme is derived from treize^ thirteen (44). MaItre, 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, * See notes on page 17. THIRTEENTH LESSON. 163 the letters gi have been suppressed from magister. In French, the lett-Ar 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. 266. The circumflex accent if) 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 : Foret^ forest; tempete, tempest; ile, isle; mat, mast; htte, host, etc. 267. There are also many French words ending in re, which have become English, sometimes with the same orthography, as : sabre, fibre, massacre, theatre, spectre, mitre, autre ; and sometimes by transposing the final letters, as : Ambre, amber ; chambre, chamber ; membre, member ; cidre, cider ; ordre, order ; offre, offer; tigre, tiger; ministre, minister; monstre, monster; lettre, letter, etc. Mistress is translated in French by maitresse, unless used as a title before the name of a person, when madame is the proper word. Ex. Mrs. B . . . , Madame B ... VouLAiENT. See 11 7, 248. EussiONS is the first person plural of the past tense of the sub- junctive mood of avoir. Gout comes from the Latin gustus, taste. Its principal de- rivatives are : The verb gotiter, to taste ; the substantive goiiter, luncheon ; degoM, disgust ; de goiiter, to disgust ; degoutant, dis- gusting ; and ragout, made dish. Etude is the radical of etudier, seen in the eighth lesson. 268. § 1. En is a relative pronoun, which sometimes refers to persons, but is more frequently applied to things. It is invariable and of both genders and numbers. § 2. It is generally equivalent to de la, de cela, de lui, d'elle, d^eux, d'elles, and in consequence is rendered in English by thence, of that, of him, of her, of it, of them, or, from that, by that, with that, etc. § 3. In speaking of things, it is often substituted for the pos- sessive adjectives son, sa, ses, leur, and leurs, and then it cor- responds to its and their. 164 THIRTEENTH LESSON. § 4. It is sometimes partitive and signifies some or any^ as : " 7Z en avait, lie had some ; H t^'en avait pas, he had not any." Sentis SIGNS is the first person plural of the past tense of the subjunctive mood of sentir, seen in the eleventh lesson. Sentir is irregular in some of its forms, but not in the past tense of the subjunctive. 269. The first person plural of the past tense of the subjunctive mood of verbs ending in ir in the infinitive, is formed by chang- ing this termination into iss-ions (196, § 2). AvANTAGE is of the mascuHne gender (215). 270. Y, as a relative pronoun (195), is of both genders and numbers. It signifies to that, to him, to her, to it, to them, or in that, on that (24). It is more especially used in speaking of things, and very seldom refers to persons. -Trouvassions is the first person plural of the past tense of the subjunctive mood of trouver, which comes from the Italian tro- vare, to find. 271. The first person plural of the past tense of the sub- nmctive mood of verbs ending in er in the infinitive, is formed by changing this termination into assions. Plaisir is one of the derivatives of plaire, seen in the tenth Savaient is a form oi savoir (llT, 248). La, before the verb rendre, is the feminine of the pronoun le (27). Rendre has been seen in the tenth lesson. Attrayant is derived from the old verb attraire, which is now obsolete, having been supplanted by attirer, to attract, allure, en- gage. S'etonnaient is a form of the verb s^tonner, to wonder (248), derived from tonner, to thunder, from the Latin tonare, to thun- der, the principal derivatives of which are : Etonnant, astonish- ing ; etonnement, astonishment ; detoner, to detonate ; and ton- nerre, thunder. RfipONDissioNS is the first person plural of the past tense of the subjunctive mood of repondre, seen in the sixth lesson. 272. The first person plural of the past tense of the sub- THIRTEENTH LESSON. 165 iunctive mood of verbs ending in re in the infinitive, is formed by changing this termination into issions (269, 271, 121). Mal, ill, or badly, comes from the substantive mal^ evil, ill, harm, mischief, pain, ache, sore, disease, from the Latin malum, evil. Seche is the irregular feminine of the adjective sec, coming from the Latin siccus, dry. Question is derived from the old verb querir, to fetch, which comes from the Latin quoerere, to seek. The principal derivatives of querir are : Acquerir, to acquire ; conquerir, to conquer ; re- querir, to require ; and a numbeir of other words alike, or nearly so, in both languages, as : Questionner, to question ; quete, quest, search ; eonquete, conquest; enquete, inquest ; inquisiteur, inquis- itor ; acquisition, inquisition, requisition, etc. AuxQUELLEs is a combination of the compound article aux (140) with the pronominal adjective quelles (Vl). See also 165. CoMPRENioNS is the first person plural of the imperfect tense of comprendre, which is derived from prendre, to take, men- tioned in the seventh lesson. Prendre is an irregular verb. Li the imperfect tense, its irregularity consists in the suppression of the letter d, thus : nous pr en-ions, instead of nous prend-ions, we took (258). Comprendre (75), being derived from prendre, has the same irregularity. 273. The derivatives of irregular verbs are generally conju- gated like their radicals. EiEN comes from the Latin res, thing. When used without the negative ne, it usually corresponds to thing, or any thing, as : " Y a-t-il RiEN de plus beau ? Is there any thing more beauti- ful ? " But it is much more frequently used with ne, and signi- fies nothing. Du TOUT, formed of the compound article du (143) and the substantive tout, mentioned in the first lesson, is an adverbial form, joined to pas, point, not, and rien, to render the negative more emphatic. It corresponds to at all. ExiGEAiENT is the third person plural of the imperfect tense of exiger (248). In this verb, the vowel e, which is mute, is inter- posed between the radical part exig and the termination aient — exigeaient instead of exigaient — in order to preserve the soft 166 THIRTEENTH LESSON. sound of g^ this letter being hard before the vowels a, o, u in French as in English. 274. In the conjugation of verbs ending in ger, the g is always followed by e mute before the vowels a, O. FussiONS is the first person plural of the past tense of the sub- junctive mood of Hre. In this lesson, examples have been seen of the first person plural of the past tense of the subjunctive mood, in the three regular forms of conjugation, and the auxiliary verbs, in the phrases : " Us voulaient que nous y trouv Assioi^iS du plaisirP " lis voulaient que nous senti&^iOB^ les avantagesP " lis ieionnaient que nous repowiiissiONS wza^." " iZs exigeaient que nous fussions attentifsr " Us voulaient que nous eussions du goiit^ Attentif is one of those adjectives which become English by changing ^/into ^ve (46). Nous, which has hitherto been translated by we^ signifies to us in the phrase " lis nous parlaient.^^ 275. Nous is an invariable personal pronoun, which is some- times the subject, sometimes the direct, and sometimes the indi- rect regimen of the verb. It corresponds to we, us, to us, our- selves, to ourselves. Parlaient is the imperfect tense of parler (248), which comes from the Italian parlare, to speak. The principal derivatives of parler are : Farleur, speaker ; parloir, parlor ; parole, word, pa role ; parlant, speaking, expressive ; parlement, parliament ; par- lementer, to parley, to come to terms ; and parlementaire, parlia- mentary. Ennuyeuses is derived from ennui, seen in the twelfth lesson. THTBTEENTH LESSON. 167 SYNTAX. Why are the verbs eussions, sentissions, trouvassions and fussions in the subjunctive mood ?* — 81. Why are they in the past tense of the subjunctive ? — 83. Why do we say ^'- Du gout pour i.^ etude,'''' and not "i)w goilt pour etude ? " — 35. WTiy is y placed before trouvassions ? — 201. Why is la placed before rendre ? — 43. Why is the adjective attrayant used with its feminine form, attrayante? — 33. Why would it be incorrect to substitute a qui for auxquelles in the phrase : " De seches questions auxquelles nous ne compre- nions rien du toutV — 1Y2. Why are the verbs voulaient, savaient, s"* ^tonnaient, compre- nions, exigeaient, and parlaient, in the imperfect tense and not in the past tense definite? — 134, 137. Why is nous hefore parlaient ? — 43. Why is it not correct to say "Des seches questions .^" — 103, How should the words in this phrase be disposed, in order to employ des correctly ? — 103. iV^os maitres voulaient. 276. The verb vouloir is much more frequently used than its English equivalent to will. It often corresponds to the verbs to want and to wish, as : " Que voulez-vous ? What do you want? Voulez-vous hii parler? Do you wish to speak to him?" lis voulaient que nous en sentissions les avantages This can be rendered by " They wanted us to feel its advan- tages. * See notes on page 17. 168 THIRTEENTH LESSON. 277. When its and their refer to a thing which is not the sub- ject of the proposition, they are rendered by en. 278. En, when it is a pronoun (268, §§ 2, 3, 4), is always placed before the verb, except in the imperative mood. L'itude a ses avantages. 279. When the thing to which its or their relates is the sub- ject of the phrase, these words are rendered by son^ sa, ses, leur^ or leurs. Nous parlous de ses avantages. Let us suppose that in this phrase ses refers to etude. This substantive is not the subject; nevertheless, ses is employed instead of en, because it is preceded by the preposition de. 280. Even when the thing is not the subject of the phrase, its and their must be rendered by son, sa, ses, leur^ or leurs, when they are governed by a preposition. Its ne savaient pas la rendre attrayante. 281. " To know how to do a thing " is generally expressed in French by " Savoir faire une choseP The adverb comment, which would be the translation of how, is usually omitted. Sa- voir, followed by an infinitive, is often used also when can or could is employed in English, as : " Savez-vous lire ? Can you read ? Nous savons parler, we can speak " (188). lis s^etonnaient que nous repondissions mal. 282. The subjunctive mood is used after verbs which, in a principal proposition, express surprise, admiration, doubt, or fear. THIRTEENTH LESSON. 169 LEXICOLOGY. Many words ending with re are the same in both languages, and those ending with er generally change er into re in French. Ex. Fibre, /6re; letter, Uttre. See Obs. 267. ADDITIONAL WORDS* Encan^ Auction. Mechant, Wicked. Exquis^ Exquisite. Mecontent, Discontented. Magistrate Magistrate. Mecontenter^ To dissatisfy. Maire, Mayor. Medire, To slander. Maitre-d'Utel, Steward. Medisance, Slander. Maitre es-arts^ Master of arts. Me/lance^ Mistrust. Malade^ Ill, sick. Mepris, Contempt. Maladie^ Malady. Meprise, Mistake. Maladresse, Awkwardness. Mepriser^ To despise. Maladroit^ Awkward. Mesalliance^ Misalliance. Malheur^ Misfortune. Paratonnerre^ Lightning-rod. Malheureux^ Unhappy. Petit-maitre, Fop, coxcomb Mauvais, Bad. Secher, To dry. Mechancete, Wickedness. SecJieresse^ Drought. EXEBCISES UPON THE GEAMMATIOAL OBSERVATIONS AND UPON THE RULES OF SYNTAX.** 1. Model: Maitre. See Obs. 266. — (Translate into Enghsh.) — ConquUe — Foret — Hate — Honnete — Hdpital — H6te — Interet — He — Mat — Pate — Pldtre — Tempete, 2. Model: Maitre. See Obs. 267. — (Translate into French.) — Amber — Chamber — September — October — November — De- cember — Member — Sober — Cider — Tender — Cylinder — Order — Offer — Coffer — Tiger — Proper — Diameter — Barometer — Arbiter — Filter — Minister — Letter — Neuter. See note on page 11. ** See note on pa^e 13. 170 THIRTEENTH LESSON. 3. Model : En. See Obs. 268, §§ 2, 3, 4.— He was 'drawn from thence — "We speak of that — He freed himself from it — He speaks of him — We speak of her — They speak of them — We ad- mire its shops — We understood their influence — We have some — Has he any ? — He does not give any. 4. Model : Que nous sentissions. See Obs. 269. — That we should or might assail — That we should or might free — That we should or might finish — That we should or might blacken — That we should or might perish — That we should or might re- unite. 5. Model : T. See Obs. 270.— He has contributed to it— He lives (dwells) in it — We think of that — He finds some pleas- ure in them. 6. Model: Que nous trouvassions. See Obs. 27 1. — That we should or might call — That we should or might admire — That we should or might love — That we should or might cease — That we should or might give — That we should or might desire — That we should or might examine — That we should or might study — That we should or might imagine — That we should or mio'ht foro'et. 7. Model: Que nous repondissions. See Obs. 272. — That we should or might wait — That we should or might hear — That we should or might stretch — That we should or might pretend — That we should or might render — That we should or might fol- low — That we should or might suspend. 8. Models: JVous comprenions — Appris. See Obs. 273 (and 7th lesson, page 83, from line 13.) — AYe took — We learned — We undertook — We took back — We surprised — Taken — Under- stood — Undertaken — Taken back — Surprised. 9. Model: Exigeaient. See Obs. 274. — Correcting — We cor- rect — He corrected (imperfect tense) — They corrected (imperfect tense) — He corrected (past t. definite) — That he might correct (past t. of the subj.) — That we might correct. 10. Model : lis nous parlaient. See Obs. 275. — We speak — She saw us — He speaks to us — We love ourselves — We talk to ourselves. 11. Model: Nos maitres voulaient. Syntax, 276. — He wanted to see you — We wish to learn our lesson — He wants THIKTEENTH LESSON. lYl to be the master at home — They wished to take [to make] a walk. 12. Model : lis ne savaient pas la rendre attrayante. Syntax, 281. — You know how to persuade her — He knew how to find the necessary things [necessary] — ^They knew how to please [to] their masters — What can you do ? — He could do all sorts of things. 13. Model: lis s^etonnaient que nous repondissionsmal. Syn- tax, 282. — He wonders that we do not render justice to this poet — He wondered that we did not render him justice — They wonder that we have faults — They wondered that we had faults. PHRASES FOR COMPOSITION* TO BE TEANSLATED ESTTO EEENOH. 1. Our host was superstitious — 266, 141. 2. There was a house in the forest — 218, 266. 3. He said that there were spectres in that house — 218, 26T. 4. Where is our chamber? — 267. 5. Our companion is going to the theatre — 85, 267. 6. What does he think of this offer— 267. 7. Our fathers wanted us to finish our studies — 276, 269. 8. They did not know that we were dying with [perishing of] ennui— 269. 9. He loves study; he finds pleasure in it, because he appre- ciates its advantages — 270, 277, 278, 262. 10. He loves his master, because he appreciates his qualities — 262. 11. She heard our questions and she answered [to] them — 270. 12. This dictionary is good ; we find all the words in it — 270. 13. Our master wanted us to speak French — 276, 271. 14. They wanted us to wait for them — 276, 272. * See notes on page 13. 172 THIRTEENTH LESSON. 15. He did not think that we heard him — 272. 16. They wanted us to follow them into all the shops — 276, 272. 17. We took that young man for an artist — 273 (and 7th les- son, page 83, from line 13). 18. We were learning our lesson — 273 (and 7th lesson, page 83, from line 13). 19. We used to undertake many things that we did not finish — 273 (and 7th lesson, page 83, from line 13.) 20. We correct our children — 274. 21. By correcting them, we make [render] them better — 192, 274. 22. If we require [exact] more than that, he will give us noth- ing— 274, 275. 23. Why does he not answer us? — 275. 24. We wish to persuade ourselves that we have a taste for '• idy— 276, 275. 25. There is a gentleman who wants to speak to you — 218, 276. 26. Does he wish to see the house? — 276. 27. This poem is sublime ; we admire its beauties — 277, 278. 28. He studies the French language ; but he does not like its .''i^culties— 277, 278. 29. That poet thought that his compositions were sublime ; ^ i did not see their faults— 277, 278. 30. This poem has its beauties — 279. SI. The French language has its difficulties — 279. 32. His compositions had their faults — 279. 33. We admire this poem ; we like to speak of its beauties — 188, 280. 34. He likes the French language; he is not stopped by its lifficulties— 280. 35. She did not know how to persuade him — 281. 36. You do not know how to guide the workmen — 281. 37. Can you read Greek? — 281. 38. Can you speak French ? — 281 FOUETEENTH LESSON. 173 FOURTEENTH LESSON.* FIKST DIVISION. PEACTICAL PAKT. TEXT.** LITERAL TRANSLATION, rourteenth ^^ IVous Toila libres ! Oui, nof&s le isomines Us beliold free Yes we so are eiifin ! Pourquoi ne jotiirions-nous pas de at length should enjoy nos beaux jours ? Pourquoi perdrioMS- fine should lose nous des uiomeiits precieux ? TVous aurions moments precious should have ^raiid tort. Faut-il etre g"rave et raisoaiiia- great Must it grave reasona- ble a tout age ? iVoii, iion ! lliTertissoiis- ble age No Let us divert nous. i¥os parents ont eu leur temps ; ourselves parents have their aujourd^Iiui c'est | le notre. | Wattendons to-day ours Let us not wait pas que nous soyons trop Tieux pour till be too old pouter une tranche gaiete. N'ayons nulle taste frank mirth Let us have no autre pensee que celle de nous amuser." than to amuse * See 1st note on page 117. ** See 2d note on page 117. 174 FOURTEENTH LESSON. THE SAME IN GOOD ENGLISH. " JS'ow we are free ! Yes, we are so at last ! Why should we not enjoy our happy days ? Why should we waste our pre- cious 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 un- feigned mirth. Let us have no other thought than that of enjoying ourselves." QUESTIONS AND ANSWEES FOR CONVERSATION.* Quelle est cette le^on ? Les compagnons d' Alexis etaient- ils libres ? Comment etaient les compagnons d' Alexis? De quoi vonlaient-ils jouir ? Qu'est-ce qu'ils ne voulaient pas perdre ? Comment trouvaient - ils leurs jours ? Comment trouvaient-ils leurs mo- ments ? Pensaient-ils qu'il fiit bon de per- dre leurs moments precieux 'i Comment ne faut-il pas ^txe k tout ^ge? Que repondaient-ils k cette ques- tion : Faut-il ^tre grave et rai- sonnable a tout age ? Quelles etaient les personnes qui avaient eu leur temps ? Qu'est-ce que leurs parents avaient eu ? C'est la quatorzieme. Oui, ils I'etaient enfin. lis etaient libres. De leurs beaux jours. Des moments precieux. lis les trouvaient beaux. lis les trouvaient precieux. Won, ils pensaient qu'ils auraient grand tort de les perdre. Grave et raisonnable. Non, non! Divertissons-nous. Leurs parents. Us avaient eu leur temps. * See notes on page 2. FOURTEENTH LESSON. 175 Que disaient les compagnons d' Alexis, a cette occasion ? Qu'est-ce qu'on ne goute pas, quand on est trop vieiix ? Quand ne goute-t-on pas ime franche gaiete ? Quelle etait la seule pensee qu'ils voulaient avoir ? Aujourd'hui c'est le n6tre. Une franche gaiete. Quand on est trop vieux. Oelle de s'amuser. SENTENCES FOE ORAL TRANSLATION.* TO BE TUENED INTO ENGLISH. Bonjour, monsieur, comment cela va-t-il? Bien, et vous ? Assez bien. Et comment va mon- sieur Delatour? II a eu une petite indisposition I'autre jour, mais il va bien au- jourd'hui. 11 fait bien beau. Oui, il fait un temps superbe. Est-ce que vous demeurez a Paris? iTon, nous y sommes seulement en passant. Vous y amusez-vous ? Oui, beaucoup. Nous y passons notre temps a nous divertir. Nous frequentons toutes les pro- menades et tons les theatres. Nous nous perdons quelquefois dans les rues. Mais nous savons nous faire com- prendre. Vous parlez fort bien. TO BE TTJENED INTO FKENOH. 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 fine weather. Yes, the weather is beautiful. Do you live in Paris ? No, we are here but momenta- rily. Are you amused here ? Yes, very much. We speud our time here in diverting our- selves. We visit all the public walks and the theatres. We sometimes lose our way in the streets. But we know how to make our- selves understood. You speak very well. * See note on page 3. 176 FOURTEENTH LESSON. Vous avez beanconp d'indul- gence. Non, vraiment. Ce n'est pas un compliment. Monsieur, que voila, est un com- pagnon de voyage. Parle-t-il frangais ? II le parle un peu. Si vous lui parlez, il vous repon- dra, Parlez- vous fran^ais, monsieur ? Fort mal, monsieur. Comprenez-vous notre conversa- tion? Oui, monsieur, parce que vous parlez doucement. Y a-t-il longtemps que vous ap- prenez le frangais. Non, monsieur, il n'y a pas long- temps. Vous avez un compagnon de voyage qui, sans doute, vous donne des lemons ? Oui, monsieur. Nous parlons fran^ais une liem-e tons les jours. C'est la meilleure des legons. Ton are very indulgent. No, indeed. It is not a compli- ment. That gentleman is a fellow-trav- eller. Does he speak French ? He speaks it a little. If you speak to him, he will an- swer 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. You have a travelling companion who gives you some lessons undoubtedly ? Yes, Sir. "We speak French for an hour every day. It is the best lesson. SECOND DIVISION, -THEOKETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PEOULIAEITIES IN THE TEXT. Of what gender are jours^ tort, and temps?* — 14. Of what gender is pensee ? — 15. Of what gender is age ? — 215. Of what gender is gaiete ? — 241. * See notes on page 17. FOUKTEENTH LESSON. 17T What is the feminine of libre, grave^ and raisonnahle ? — 6. Why do not precieux and vieux take an s in the plural ? — 158. W^hat is the feminine oi grand? — 2. What is the plural of temps? — 17. In what mood are etre^ goiiter, and amuser ? — 121. How do you know that Ze is a pronoun and not the article in " nous LE sommes ? " — 27. What is the singular oinos? — 164. QuATORZi^ME comes from quatorze, fourteen (44). 283. 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 frequent use ; it is a contraction of vois id, be- hold 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 voila, there she is ; Le voild sur le pont, behold him on the bridge." Sometimes they require a different construction in English, as : " Voild une heure que nous parlons, we have been speaking this hour." But this will be seen later. Libre comes from the Latin liber, free. Its principal deriva- tives are : Lih^rer, to liberate ; liberty, liberty ; lib^raliti, liberal- ity ; liberateur, liberator ; liberal, liberation, etc., etc. Oui is derived from the old verb ouir, to hear, which comes from the Latin audire, probably through the Spanish oir, to hear. The literal sense of oui is therefore heard, the past parti- ciple of ou'ir. It is now used as the adverb of affirmation yes. By a singular coincidence, oyez, the second person of the imper- ative mood of ou'ir, used in England at the commencement of a proclamation, is pronounced yes. Sommes is the first person plural of the present tense of the in- dicative mood of etre. 8* 178 FOURTEENTH LESSON. Enfin is formed of en^ in, and fin^ end, mentioned in the tenth lesson. It corresponds to at lengthy at last, and in short. JouiRioNS is the first person plural of the conditional mood of jouir, the principal derivatives of which ai-e : Joie, joy ; jouis- sance, enjoyment ; jovial, jovial, jocund ; joyeux, joyous ; se re- jouir, to rejoice ; and rijouissance, rejoicing, merry-making. 284. The first person plural of the conditional mood of verbs ending in ir in the infinitive is formed by adding ions to this termination. Jouir is a neuter verb in French ; it requires the preposition de after it. Beaux is the plural of heau, the masculine of helle, seen in the eighth lesson. 285. Adjectives ending in au form their plural in x instead ofs (232). Perdrions is the first person plural of the conditional mood of perdre. 286. 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 (284). Moment comes from the Latin momentum. It is the same in both languages (45). Precieux is derived from prix, price, cost, value, worth, prize, reward, which comes fi-om the Latin pretium, price. AuRiONS is the first person plural of the conditional mood of 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 indicative mood of falloir, must, or to be necessary, to be requi- site, which comes from the Latin fallere^ to be missing or wanting. 287. Falloir 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 H fallait (ill). The past tense definite Ilfallut. The future tense Bfaudra. rOUETEENTH LESSON. 179 * The conditional mood ...... Ilfaudrait. The present tense, subjunctive mood . Qu'il faille. The past tense QuHl fallttt. It has no present participle and no imperative mood. Grave is the same in French as in English, and means in both languages serious and low. The latter signification is, how- ever, more particularly confined to music, speaking of the deep bass notes of the human voice, or of an instrument. Raisonnable is one of the derivatives of raison, seen in the third lesson. 288. In the derivatives of words ending in on, the n is doubled, as in raisonnable^ from raison ; pardonnable^ from par- don. Age comes from the Latin cevum, time, duration, or the Greek aiwv, age. Its only derivative is dge^ aged, old. 289. Non, from the Latin non^ no, is the adverb of negation, and signifies no^ not. The negation ne and the conjunction ni, neither, nor, are only different forms of non. NoN corresponds also to the prefixes un, in, non, and as such enters into the formation of a number of words which can be easily understood, as : Non-paiement, non-payment ; nonpareil, unequalled ; non-residence, non-residence ; non-sens, nonsense, etc., etc. DiVERTissoNS is the first person plural of the imperative mood of divertir. 290. The fii-st person plural of the imperative mood of verbs ending in ir is formed by changing this termination into iss-ons (196, § 2). It is similar to the same person of the pres- ent tense of the indicative mood. Parent comes from the Latin parens, parent. It is used in French, not only in the English sense oi parent, but also of rela- tion or kinsman. Ont is the third person plural of the present tense of the in- dicative 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 : 180 FOURTEENTH LESSON. " Bien des gens s'imagin^sT avoir le feu sacr^r — llth lesson. '-'' Beaucowp d'entre eux ^jiissent par se persuader^ — 10th lesson. "Za plupart des paresseux pretendENj Hre poetesP — 10th lesson. ^^ Zes proverbes sont g^n^ralement vraisy — 1st lesson. ^'' Nos parents ont eu leiir tempsP — 14th lesson. The two words ont ew, corresponding to have had in English, form a compound tense, called in French grammar the past tense indefinite, and in English grammar the perfect tense. It has been seen already (96) 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 imder consideration is the only one which presents any difficulty to an English student. 291. The past tense indefinite is used not only in speaking indefinitely of any thing past, or of an action done at a period of time which is not completed, as the English perfect tense is used, when we say : " / 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 entirely elapsed. It is not there- fore incorrect, as it would be in English, to say : " 7? a vc son ami hier, he has seen his friend yesterday ] U lui k parli: Vautre jour, he has spoken to him the other day" (139). Leur is the singular of leurs, seen in the sixth lesson (152). Aujourd'hui is an adverb formed of four words : Au jour de hui, at the day of to-day. The last word hui, which is obso- lete, comes from the Latin hodie, to-day. Aujourd^hui is not al- ways used for this very day ; ' it often signifies now, at the p)resent time. 292. Notre is a possessive pronoun, derived from the pos- sessive adjective notre (164). It is almost invariably preceded by le, la, or les, according to the gender or number of the substan tive to which it refers (132), thus: le notre, la ndtre, les nbtres. These three forms correspond to the English word ours (126). Attendons is the first person plural of the imperative mood of attendre. 293. The first person plural of the imperative mood of verbs FOURTEENTH LESSON. 181 ending in re in the infinitive, is formed by changing this termi- nation into ons. It is similar to the same person of the pres- ent tense of the indicative mood (290). SoYONS is the first person plural of the present tense of the subjunctive mood of Hre. Trop, from the Italian troppo^ excessive, is an adverb cor- responding to too, too much, and too many. ViEux comes- from the Latin vetus^ old. This adjective has another form, vieil, which is sometimes, but not invariably, used before a substantive beginning with a vowel or an h mute, as : " Un vieil ami, an old friend ; un vieil homme, an old man." Its feminine is vieille. The iprincipal derivatives are : Vieillard, old man ; vieillesse, old age ; and vieillir, to grow old. GouTER is derived from gotit, seen in the thirteenth lesson. Franche is the irregular feminine of franc, mentioned in the fifth lesson. Gaiet^, which is also spelled gait^, is derived from the adjec- tive gai, which comes from the Italian gaio, gay. Ayons is the first person plural of the imperative mood of avoir. NuLLE is the irregular feminine of the adjective nul, which comes from the Latin nullus, no. This adjective, corresponding to no, not any^ none, nobody, is often used as a synonym of au- cun (240). The French say indifi'erently : ^'- Wayons aucune autre pens^e,^^ or " JV^ayons nulle autre pens^e." Nul also sig- nifies null, void, or invalid. Amuser is derived from muser, to loiter, to trifle, which comes fi'om the Italian musare, having the same meaning. Its prin- cipal derivatives are Amusant, amusing, and amusement, which is the same in both languages (45). 182 FOUETEENTH LESSe)N. SYNTAX. Why would it be incorrect to say " Nous les sommes,^^ instead of " JVous LE sommes ? " * — 224. Why is nous placed after jouirions and perdrions in the phrases " Pourquoi ne jouirions-nous pas, Pourquoi perdrions- nous ? "—40. Why do we not say " Jouirions-nous ne pas,"*^ instead of " JVe jouirions-nous pas ? " — 42. Why is heaux in the plural ? — 33. • Why is des, and not de, used before moments pr^cieux ? — 103. Would it be correct to say " des pricieux moments ? " — 103. Why is the verb etre in the subjunctive mood in the phrase " Nattendons pas que nous sotons trop vieux ? " — 244. Why do we employ the infinitive, and not the present participle of the verb amuser, in the phrase " Que celle de nous amuser ? " —129. Nous voila. 294. The personal pronoun which precedes voila and void, is the regimen of these words, which signify heliold (283) : conse- quently we say, le voila, la voila, there he is, there she is, and not, il voila, elle voila. This is not apparent with the pro- nouns nous and vous, which are invariable (275). JVous aurions tort. 295. There are various states, dispositions, and sensations both of body and mind, expressed in Enghsh by the verb to be, joined to an adjective, which are generally rendered in French by * See notes on page 17. FOUKTEENTH LESSON. 183 means of tlie verb avoir, with a substantive, as : To be wrong, avoir tort ; to be right, avoir raison ; to be warm, avoir chaud ; to be cold, avoir froid ; to be hungry, avoir faim ; to be thirsty, avoir soif ; to be ashamed, avoir honte ; to be afraid, avoir peur. Faut-il qu'on soit grave? Faut-il etre grave ? 296. The verb falloir, being impersonal, is generally followed by the subjunctive mood (130). However, in phrases in which the subject is undefined and may be anybody, the verb that fol- lows falloir may be employed in the infinitive mood, or in the subjunctive, with the indefinite pronoun on (61) as a subject. Even when the subject is the person speaking or spoken to, the infinitive is sometimes used, as : " Faut-il attendre ? Must I wait, or. Must we wait? Mfaut attendre, you must wait." Divertissons-nous. 297. In the imperative mood, the personal pronoun, which is the regimen of the verb, is placed after it, when the phrase is not negative. Ne nous divertissons pas. 298. But when the phrase is negative, the pronoun precedes the verb. LEXICOLOGY. A number of words beginning with the prefix non, which corresponds to un, in, and on in Enghsh, can be easily under- stood. Ex. JVon-paiement, non-payment ; nonpareil, unequalled, etc. See Obs. 289. 184 FOUETEENTH LESSON. ADDITIONAL WORDS.* Aneantir^ To aimiliilate. Mgliger, To neglect. Aneantissement, Annihilation. Negoce^ Trade, business. Annihiler, To annihilate. Negociant., Merchant. An7iuler^ To annul. Negociateur.^ Negociator. Apprecier., To appreciate. Negocier^ To negociate. Depreoier^ To depreciate. m. Neither, nor. Egayer^ To enhven. Niei\ To deny. Enjoue^ Playful. Oui-dire., Hearsay. Enjouemejii^ Sprighthness. Ouie^ Hearing (faculty) Eperdu.^ Distracted. Earente^ Kindred. Eperdument^ Desperately. Perte, Loss. Momentane., Momentary. Sinon^ If not. EXERCISES UPON THE GEAMMATICAL OBSEEVATIONS AJSTD TTPON THE EULES OF SYNTAX.** 1. Model: Voila, void. See Obs. 283, and Syntax, 294. — There is a poet — Here are the boulevards — There is a shop — There are some benches — Here is a thing — These are our com- panions — Those are our copy-books — This is a child — Those are his savings — Here he is — Here she is — Here they are — There he is — There she is — There they are. 2. Model: Nous jouirions. See Obs. 284. — "We should free — We should divert — We should finish — We should blacken — We should perish — We should reunite — We should feel. 3. Model: Nous per drions. See Obs. 286. — We should learn — We should wait — We should understand — We should say — We should hear — We should stretch — We should put — We should pretend — We should please — We should answer — We should render — We should follow — We should suspend. 4. Model : Raiso^sahle^ from raison. See Obs. 288. — Vis- * See note on page 11. ** See note on page 12, FOUETEEK^TH LESSON. 185 ionary — Missionary — Conditional* — Exceptional"^' — Propor- tional.* 5, Model : Divertissons. See Obs. 290. — Let us free — Let us enjoy — Let us finish — Let us blacken — Let us perish — Let us reunite. 6. Modid : Ndtre. See Obs. 292. — This saw is ours — This plane is ours — These papers are ours — These houses are ours — This garden is ours — This grammar is ours^-These savings are ours. Vc Model: Attendons. See Obs. 293. — Let us lose — Let us hear — Let us stretch— Let us put — Let us pretend — Let us an- swer — Let us render — Let us follow — Let us suspend. 8. Model: Nous aurions tort. Syntax, 295. — She is right — He is wrong — He was right — She was wrong — They (masc.) are right — They (fern.) are wrong — They (fem.) were right — They (masc.) were wrong. 9. Model : Divertissons-nous. Syntax 297. — Let us finish them — Let us blacken them — Let us free him — Let us wait for her — Let us stretch ourselves. 10. Model: Ne nous divertissons pas. Syntax, 298. — Let us not lose them — Let us not answer him — Let us not follow her — Let us not free them— Let us not free ourselves. PHRASES FOR COMPOSITION** TO BE TEANSLATED INTO FEENOH, 1. Here is a sheet of paper — 283. 2. There is a fine shop— 28 d. 3. Here are our relations — 283. 4. These are our dictionaries — 283. 5. This is a letter [to] which must be answered — 283, 296. * In Conditional, Exceptional, and Proportional, the a must also be con- verted into an e in French (217). See notes on page 13. ** 186 FOTJETEENTH LESSON. 6. That is a study which we do not like — 283. v. These are words which are not in the dictionary — 283. 8. Those are people who are very brave — 283. 9. Where is the little boy ? — Here he is — 294. 10. He was speaking- of his mother; there she is — 294. 11. Where are the children ? — Here they are — 294. 12. Behold them diverting [who divert] themselves — 294. 13. We should enjoy their conversation, if they were more reasonable — 284. 14. Why should we not divert ourselves ? — 284. 15. We should answer you, if we understood you— 286. 16. We should hear them with pleasure — 286. 17. Why should we suspend our studies ? — 286. 18. He has a fine house and a fine garden. 19. It is his taste, but it is not ours — 292. 20. Their pleasures are ours — 292. 21. This grammar is better than ours — 292. 22. Let us enjoy our liberty — 290. 23. Let us finish our lesson — 290. 24. Let us answer [to] their questions — 293. 25. Let us follow our companions — 293. 26. Where are they ? — There they are — 294. 27. Where is she? — Here she is — 294. 28. We do not know who is right or who is wrong — 295. 29. Must one lose one's time? — 296. 30. The French language must be studied — 296. 31. Must I speak to him ?— 296. 32. You must not speak to him — 296. 33. You must hear him without answering him — 296. 34. We must divert ourselves — 296. 35. You must divert yourselves — 296. 36. What must I do ?— 296. 37. You must speak French — 296. 38. Our companions are calling us, let us follow them — 293, 297. 39. Let us render ourselves useful — 293, 297. 40. Time is precious, let us not lose it — 293, 298. 41. She goes too slowly [softly], let us not follow her — 298. FIFTEENTH LESSON. 187 FIFTEENTH LESSON.* FIKST DIVISION. PKACTICAL PAET. TEXT.** LITERAL TRANSLATION. Quinzi^me le^on. Fifteenth €es ^tourdis avaient toujour^ here, hemisphere ; kemicycle, semicircle, etc. Equivaut is the third person singular of the present tense of the indicative mood of equivaloir, derived from valoir, to be worth, to be as good as, which comes from the Latin valere, to be worth. Valoir is an irregular verb. LiVRE, in the sense of pound, a weight, comes from the Latin libra, pound. It is also the old name of a coin equal to twenty cents in value, and now superseded by the franc. In both these senses livi^e is feminine, and accordingly regular ; but this word has a third meaning, book, from the Latin liber, and in this sense it is masculine. VendImes is the iirst person plural of the past tense definite of vendre, which comes from the Latin vendere, to sell. 348. The first person plural of the past tense definite of verbs ending in re in the infinitive mood is formed by changing this termination into imes (346). Examples have now been seen of the first person plural of the past tense definite in the three regular forms of conjugation and the two auxiliaries, in the following phrases : " iVow5 ^jassAMES une jour nee tres-agreabler — 16th lesson. " Nou^s remplihm^ un paniery — 1*7 th lesson. " Nous en vendtM-RS, la moitiS." — iTth lesson. " JVous fumes recompenses.^^ — lYth lesson. " JVous EUMES de la. patience.'' — lYth lesson. SEVENTEENTH LESSON. 225 MoiTiE is feminine- by exception. Moitie and demi are both rendered in English by the same word, half; but moitie is a sub- stantive, and demi an adjective. Je doute is the first person singular of the present tense of douter, derived from doute, which has been seen in the fourth lesson. 349. The first person singular of the present tense of the in- dicative mood of verbs ending in er is formed by changing this termination into e mute (310, 325). It is similar to the third person singular of the same tense and mood (22), to the second person singular of the imperative mood, and to the first and third persons singular of the present tense of the subjunctive. RifiussissioNS is the first person plural of the present tense of the subjunctive mood of reussir, which comes from the Italian riuscire, to come out again, to succeed. The only derivative of this verb is reussite, success or issue. 350. The first person plural of the present tense of the sub- junctive mood of verbs ending in ir is formed by changing this termination into iss-ions (196, § 2). It is similar to the same pei-son of the past tense of this mood, and to the same pei^on of the imperfect tense of the indicative. Encore usually corresponds to again, yet, still, and is occa- sionally used in the sense of besides, moreover, more, longer, else, and even. 351. Ci is the abbreviation of the adverb ici, here, from the Latin hie, here. It is sometimes added to substantives which come after the demonstrative adjectives ce, cet, cette, and ces, as an expletive denoting nearness, in opposition to la, which marks remoteness, as: Cette fois-ci, this time; cette fois-la, that time. Ci and la are joined to the preceding word by a hyphen. 352. Ci and la are likewise added to the demonstrative pro- nouns, celui, cells, ceux, and celles (100), thus : Celui-ci,\h\s, one; celui-la, that one, etc. 353. Ci is sometimes prefixed to adjectives, as : Ci-joint, an- nexed ; ci-inclus, herein inclosed ; and it forma adverbial ex- pressions with the following prepositions : 10* 226 SEVENTEENTH LESSON. Ci-aprds, hereafter. Ci-contre, herewith, on the other side. Ci-dessus, above. Ci-dessous, underneath, below, hereafter. Ci-devant^ before, previously, formerly, former. SYNTAX. Why do we say, " JSFous ne vimes rien,''^ instead of " JVous vimes rien,^^ or, " JVous vimes ne rien ? " * — 38. Why do we say, " Nous eumes de la patience,'^ instead of " Nous eumes patience ? " — 102. Why is en before fiimes in " Nous en fiimes recompenses ; " before remplimes in " Nous en remplimes un panier^'' and before vendimes in '■'■Nous en vendimes la moitie V — 268, 278. Why do we say " Tant de goujons''' and not " Tant goujons ?" —39. Why is de repeated before ahlettes and menu fretin ? — 109. Why is ne before the verb in " Je ne doute pas? " — 38. Why is the participle dorees feminine and plural ? — 63. Why is there no preposition between vimes and venir, between voulumes and savoir? — 187. Nous fiimes recompenses. Here recompenses has the plural masculine termination. It agrees with its subject, nous. 354. The past participle, when conjugated with the verb etre^ agrees in gender and number with its subject. There is an exception to this rule : when the verb has the re- flective or pronominal form, as will be explained later. * See notes on page 17. SEVENTEENTH LESSON. 227 Carpes dorees. 355. The past participle, when used as an adjective, is almost invariably placed after the substantive. line anguille qui avait trois pieds de longueur. 356. In English, the usual manner of expressing dimensions is to employ the verb to he^ with the noun of measure followed by an adjective, as : An eel which was three feet long. In French, the verb etre may also be employed, with the adjective and the preposition de preceding the measure, thus : line anguille qui :feTAiT LONGUE DE trois pieds ; but the construction with the verb avoir is more commonly used. The measure, as in the above example, immediately follows avoir and precedes de and a sub- stantive of dimension. Une anguille longue de trois pieds. line anguille de trois pieds de longueur. line anguille de trois pieds de long. 357. When neither etre nor avoir is used, an adjective of di- mension with de may precede the measure, as in the first of the above examples ; or the measure with de before and after it may precede a substantive of dimension, as in the second example. The third example is only intended to show that an adjective of dimension may in such case be used substantively. Quinze kilogrammes et demi. Quinze livres et demie. 358. When the adjective demi follows a substantive, it takes its gender, but always remains in the singular number. The reason of this is obvious ; for demi^ after quinze kilogrammes or quinze livres, does not mean the half of fifteen kilograms or pounds, but the half of one kilogram, of one pound. SEVENTEENTH LESSON. Trente et ?^we livres. 359. After vingt^ twenty ; trente^ thirty ; quarante, forty ; cinquante, fifty ; soixanfe, sixty ; and mille, thousand, the nu- meral adjective un requires the conjunction et before it. Dix requires it only after soixante. In any other combination of num- bers the conjunction et is not employed. Je ne doute pas que nous ne r^ussissions. 360, After the verb douter, used in the negative form, the particle ne precedes the next verb. LEXICOLOGY. About 100 substantives ending with ure are the same, or very nearly the same, in both languages. Ex. Mesure, measure ; na- ture, nature. See Obs. 340. The termination ette is a diminutive found in about 300 substantives, some of which have their correspondents in English ending in et. Ex. Lancette, lancet. See Obs. 345. Bipkle, Gontre-poids, EmpecJier, JEquilibre, Expedient, Expedier, Expediteur, Expedition, Lorsque^ ADDITIONAL WOBDS.* Antipode. Granger, Orange-tree. Biped. Orangerie, Orange-grove Counterpoise. Parmi, Among. To prevent. Pedale, Pedal. Eqnilibrinm. Pesant, Heavy. Expedient, shift. Pesanteur, Heaviness. To expedite. Piedestal, Pedestal. Sender, shipper. Piege, Snare. Expedition. Quadrupede, Quadruped. When. Tandis, Whilst. Orange. Vente, Sale. * See note ou page 11. SEVENTEENTH LESSON. 229 EXERCISES nPON THE GEAMMATIOAL OBSEEYATIONS AND UPOlSr THE EULES OF SYNTAX.* 1. Model : Nous fumes recompenses. See Obs. 338, and Syntax, 354. — I am called — He is admired — She is loved — We are cor- rected — Tliey are charged — He was exercised — She was aston- ' ished — We were (imperfect) forced — He was (past t. def.) guided — She was (past t. def.) put — We shall be forgotten — You (sing, masc.) will be placed — You (sing, fem.) will be persuaded — You (plur. fem.) will be looked at. 2. Model: Un metre. See Obs. 26'7, 341. — The diameter — A. thermometer — A chronometer — This barometer — The register — That monster. 3. Model : Tant de goujons. See Obs. 344. — So much aver- sion — So many shops — So many boats — So much constraint — So much credit — So much ennui — So many children — So much genius — So many cakes. 4. Model : Nous remplimes. See Obs. 346. — We assailed — We freed — We diverted — We furnished — We enjoyed — We blackened — We reunited — We succeeded — We felt. 5. Model : Nous vendimes. See Obs. 348. — We waited — We heard — We bit — We pretended — We answered — We rendered — We followed — We suspended. 6. Model : Je doute. See Obs. 349. — I admire — I love — I bring — I yawn — I give — I desire — I dwell — I study — I imagine —I forget — I think — I possess — I speak — I look — I find. 7. Model : Que nous reussissions. See Obs. 350. — That we may free — That we may divert — That we may finish — That we may furnish — That we may enjoy — That we may blacken — ■ That we may reunite. 8. Model : Cette fois-ci. — Cette fois-\.k. See Obs. 351, 352. — This boulevard — This shop — This thing — This copy-book — That character — That defect — That disposition — That dictionary * See note on page 12. 230 SEVKN^rEENTH LESSON. — These examples — These children — These leaves (or sheets) — These people — Those grammars — Those men — Those days — Those gardens. This one (masculine) — This one (feminine) — That one (raasc.) — That one (fern.) — These (masc.) — These (fem.) — Those (masc.) —Those (fem.). 9. Model : Carpes dorees. Syntax, 355. — The lessons learned — The admired poets — The folded arms — Some exercised work- men — Some forgotten words. 10. Model: Quinze Jcllogrammes et demi. Syntax, 358. — One hour and a half — Two hours and a half — Three days and a half — Ten pounds and a half — One month and a half — Four meters and a half. PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO FRENCH. 1. Seventeen is the half of thirty-four — 337. 2. This thermometer is very good — 341. 3. We have an excellent barometer — 341. 4. They have so much patience that they will soon learn [soon] — 344. 5. They sold so many cakes that they made a fortune — 151, 344. 6. They had so much fish that they did not know what to do with it— 344, 72, 80, 268, 278. 7. He ashs [makes] us so many questions that we cannot answer [to] them — 344, 80, 270. 8. We felt that our friend was right — 346, 295. 9. We finished our lesson at four o'clock — 346. 10. If we succeeded, it was not without great difficulties — 346, 102, 103, 241. 11. A gram is the weight of a cubic centimeter [cube]** of water— 347. 12. A pound is the half of a kilogram — 347. * See note on page 18. ** See note on page 37. SEVENTEENTH LESSON. 231 13. We waited for them two days, and we lost our time — 348. 14. We returned them the half of what they had given us —348, 317, 52. 15. We heard him when he called us, but we did not answer [to] him— 348, 1Y8, 11. 16. I pass through [in] that street three times a [by] day — 349. 11. I lend you this net on [at] condition that you will return it to-morrow — 349, 307. 18. I speak French as often as possible — 349, 197. 19. When I am in the street, I look at all the shops — 349. 20. We must free ourselves— 296, 350. 21. I doubt whether we shall fill this basket— 282, 350. 22. They doubt whether we shall finish to-day — 282, 350. 23. These copy-books are corrected — 351. 24. Those people are very extraordinary — 351, 252. 25. The basket is weighed — 354. 26. The gudgeons are weighed — 354. 27. The meat is weighed — 354. ^ 28. The eels are weighed — 354. 29. James was rewarded /or [of] his patience — 354. 30. The patience of James was rewarded — 354. 31. The river is bordered with willows — 354, 265. 32. Our lessons will not be forgotten — 354. 33. li requires [must] an exercised hand [for] to do that — 355. 34. He gave us some blotted paper which could not serve — 355. 35. The bridge was a hundred feet long — 356. 36. The joiner's bench is three meters long — 5Q, 356. 37. We saw a carp thirty centimeters long— 357. 38. We shall be at your house in two hours and a half — —177, 358. 39. There are thirty-one or thirty- two shops in this street — 218, 359. 40. I do not doubt but we shall sell our fish — 225, 360. 41. I do not doubt but we shall fill this basket — 360. 42. He does not doubt but we shall be rewarded — 360. 43. We do not doubt but they have studied — 360. 44. They did not doubt but we spoke French — 360. 45. We do not doubt but they study their lesson — 360. 232 EIGHTEENTH LESSON. EIGHTEENTH LESSON.* FIKST DIVISION PEACTICAL PAET. TEXT.** LITER J L TRANSLATION. Bix-liuiti^me le^on. Eighteenth Un autre jour, des apprentis d« Toisi- apprentices neighbor- na^e se reaim§saieiit poisr aller se prome- hood reunited to go walk ner dans le§ cluamps. " l>ites done, eaina- fields Say com- rade," s'ecriaient-ils en apercevant Alexis, rade exclaimed perceiving " TOWS viendrez | tout a i'heure | faire will come presently un tour avec nous, n'est-ce pas ? Nous turn attendrons que vous soyez pret. Mous will wait till be (subj.) ready partirons tous ensemble, naais depeehez- will depart together speed Fous 5 soyez un peu pflus alerte que de be (imper.) quick than coutume.'' — " Ou allez-Tous ? " demandait custom (usually) go asked celui-ei. — ''Nous jsk'^eiA saTons rien," r€- know an- * See 1st note on page 187. ** See 2d note on page 117. EIGHTEENTH LESSON. 233 pondaient-ils swered " Qu'iEiaporte, pourTu que matters provided nous noiiis aii£ii§io]is f amuse (snbj.) THE SAME m GOOD ElfGLISS. Another day, some apprentices of the neighborhood met to- gether for the purpose of going to take a walk in the fields. " Halloo, comrade," exclaimed 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." " Where are you going ? " inquired the latter. " We do not know," an- swered they. " What matters, provided we enjoy ourselves ? " QUESTIONS AND ANSWEES FOR CONVERSATION.* Quelle est cette legon ? Quand des apprentis du voisi- nage se reunissaient-ils ? Quels etaient les jeunes gens qui se reunissaient un autre jour ? Pourquoi se reunissaient-ils ? Quand s'ecriaient-ils : " Dites done, camarade?" Par quelle exclamation appelaient- ils Tattention d' Alexis. Que lui proposaient-ils ? Que voulaient-ils attendre ? Comment voulaient-ils partir ? Que lui demandaient-ils ? Que demandait Alexis ? Que repondaient-ils ? Que disaient-ils encore ? O'est la dix-huitieme. Un autre jour. Des apprentis du voisinage. Pour aller se promener dans les champs. En apercevant Alexis. Dites done, camarade ! De faire un tour avec eux. Qu' Alexis fdt pret. Tons ensemble. De se dep^cher et d'etre un pen plus alerte que de coutume. Ou allez-vous ? Nous n'en savons rien. Qu'importe, pourvu que nous nous amusions? * See notes on page 2. 234 EIGHTEENTH LESSON. SENTENCES FOR ORAL TRANSLATION.* TO BE TTJENED INTO ENGLISH. Yous m'avez dit I'autre jour que nous reparlerions des poids et des mesures. C'est vrai ; et je suis pr6t a vous donner les explications que vous me demanderez, Parlons aujourd'hui des poids, si voiis le voulez bien. J'attends vos questions. Qu'est-ce qu'un kilogramme ? O'est mille grammes. Qu'est-ce qu'un gramme ? O'est le poids d'un centimetre cube d'eau distillee. Pourquoi distillee ? Parce que le poids de I'eau dis- tillee est invariable. Un kilogramme est done le poids d'un decimetre cube d'eau dis- tillee ? Precisement. Auquel de nos poids le kilogram- me equivaut-il? A un pen plus de deux livres. L'autre jour, un homme deman- dait un pain de deux livres. Vous avez done aussi des li- vres? La livre actuelle est seulement nominale : c'est une autre ex- pression pour cinq cents gram- mes, ou un demi-kilogramme. Quelles sont les subdivisions du gramme ? TO BE TUENED INTO FEENOH. You told me the other day that we should talk again of weights and measures. It is true; and I am ready to give you the explanations that you may require. Let us talk of weights to-day, if you please. I am ready to hear your ques- tions. . What is a kilogram ? It is a thousand grams. What is a gram ? It is the weight of a cubic centi- meter of distilled water. Why distilled ? Because the weight of distilled w^ater is invariable. A kilogram is the weight of a cubic decimeter of distilled water, then ? Exactly so. To which of our weights does the kilogram correspond ? It is a little more than two pounds. The other day, a man asked for a two-pound loaf. Do you then make use of pounds also ? The pound, at present, is only nominal : it is another expres- sion for five hundred grams, or half a kilogram. What are the subdivisions of the See note on page 8. EIGHTEENTH LESSON. 235 Le decigramme, le centigramme et le milligramme. Comprenez-vous ce que cela veut dire? Oui, tr^s-bien: la dixieme, la centieme et la milli^me partie du gramme. Comment le savez-vous ? Parce que vous m'avez parle I'au- tre jour du decimetre, du cen- timetre et du millimetre. Et comme vous m'avez dit tout k I'heure que le kilogramme equivaut k mille grammes, je suppose que les autres multi- ples sont: le decagramme, I'hectogramme et le myria- gramme. C'est cela meme. Yous avez une excellente me- moire. Je trouve qu'il j a une grande simplicite dans votre syst^me metrique. Oui. Et il y a aussi une grande stabilite. Comment cela ? Nos mesures ayant pour base le globe lui-meme, il est impos- sible qu'elles se perdent. C'est vrai. Mais il y a encore les mesures de capacite, de superficie et de solidite. Ont-elles, comme les poids, le metre pour base ? Oui, sans doute. Nous en parle- rons un de ces jours. The decigram, the centigram, and the milligram. Do you understand what these mean? Yes, very well : the tenth, the hundredth, and the thousandth part of a gram. How do you know that ? Because you spoke to me the other day of the decimeter, the centimeter, and the miUimeter. And as you told me just now that the kilogram is a thousand grams, I suppose that the other multiples are : the deca- gram, the hectogram, and the myriagram. Just so. You have an excellent memory. I find great simplicity in your metrical system. Yes. And there is also great stability in it. How so ? Our measures having the globe itself for their basis, it is im- possible they can be lost. That is true. But there are still the measures of capacity, the superficial and solid measures. Are they, like the weights, founded on the meter ? Yes, undoubtedly. We shall speak of them one of these days. 236 EIGHTEENTH LESSON. SECOND DIVISION. THEOKETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PEOULIAETTEES IN THE TEXT. Of what gender arejou?', champ, and tour ? * — 14. Of what gender are heure and coutume ? — 15. Of what gender is voisinage ? — 215. Of what gender are the adjectives autre and alerte ? — 6. In what mood are the verbs aller, promener, and/a^Ve ? — 121. What is the meaning of se before promener, and what sort of verb does it denote it to be? — Q5, QQ, 180. In what tense and of what person is ^criaient, and what is the infinitive mood of this verb ? — 248. What is the feminine of j!??'e^.^ — 2. What is the singular of tous ? In what tense and of what person is demandait^ and what is the infinitive mood of this verb ? — 47. What does ci denote after celui? — 351, 352. Why is nous used twice before amusions? — 180. Why would it be incorrect to say : se ecriaient, la heure, ne est-ce pas, nous ne en savons rien, que imported — 11. Dix-HuiTiliME is derived from dix, seen in the tenth lesson, and huit, seen in the eighth. Apprenti is of the masculine gender according to analogy (8). VoisiNAGE is of the masculine gender, though it ends with an e mute (215). Keunissaient is the third person plural of the imperfect tense of reunir, to reunite, to assemble. 361. The third person plural of the imperfect tense of verbs * See notes on page 17. EIGHTEENTH LESSON. 237 ending in ir in the infinitive mood is formed by changing this termination into iss-aient (196, § 2). Aller is an irregular verb already mentioned. See " Ou va- t-il,''^ in the third lesson, and " JVous irons,'''' in the fifteenth. Champ is of the masculine gender according to analogy (14). DiTEs is the second person plural of the imperative mood of the irregular verb dire, seen in the first lesson. It is similar to the same person of the present tense of the indicative mood. DiTES DONG is a familiar way of calling a person's attention to what you are going to say to him. It corresponds to the Eng- lish expression, / say ! Camarade is applicable to persons of either sex, and is there- fore of both genders. 362. The termination ade is found in about 150 substantives, a third of which have become English, some without any alter- ation, as : Balustrade, barricade, cavalcade, brigade, arcade^ parade ; and some presenting a slight difierence, as : Camarade^ comrade ; embuscade, - ambuscade ; limonade, lemonade ; mas- car ade, masquerade. S'ecriaient is a form (248) of the verb s* eerier, which is al- ways pronominal in the sense of to exclaim. This verb is derived from cri, cry, shout, scream, shriek. The principal derivatives of cri are : Crier, to cry, to cry out, to shout, to scream, to shriek ; criant, crying (notorious) ; criard, clamorous, shrill ; d eerier, to decry, etc. 363. The inseparable particle 6 or ex, from the Latin e, ex, signifies from, out of ; it generally denotes extraction or deriva- tion. 'Most of the words into which it is incorporated have their correspondents in English, nearly similar, as : Exclusif exclusive ; excursion, excursion ; expatrier, to expatriate ; duder, to elude ; imaner, to emanate; ^nerver, to enervate; echanger, to ex- change ; expulser, to expel, or to throw out ; extraire, to extract, or to draw out. 364. Among the French pronominal verbs (180) some are accidentally so, and others are invariably conjugated with a double pronoun. The former are called accidental and the latter essential pronominal verbs. The accidental pronominal verbs, by taking this form, express that the same person is at once the 238 EIGHTEENTH LESSON. subject and the object of the action, as : "77 s'affranchit, he freed himself ; " or that the action is reciprocal, as : " Nous nous aimons^ we love each other ; " or they correspond to the English neuter form, as : "// se d^solait (66), il se promenait, he grieved, he walked." The number of these verbs is unlimited. As to the essen- tial pronominal verbs, they are as follows. It will be noticed that many of them have already appeared in the course of our studies. S'dbstenir, to abstain. S''accouder, to lean on one's elbow. S'accroupir, to cower, to squat. S'adonner, to give one's self, to apply one's self. S'agenouiller, to kneel. S^agrifer, to cling (by its claws). S'aheurter, to be stubborn (in). S'arroge.}\ to arrogate. Se hlottir, to cower, to squat down. Se cal>rer, to rear, to prance, to fly out. Se demener, to throw one's self about, to struggle. Se desister, to desist. S'ehahir, to be amazed, to wonder. S'ebattre. to sport, to frolic, to gambol. S'ecrier, to exclaim, to cry out. Secrouler, to fall down, to fall to pieces. S''emparer, to take possession, to seize, to get hold. S'empresser, to hasten, to be eager. S'en aller, to go away. S'enfuii\ to flee, to run away. S''e'nqueHr, to inquire. S'enquiter, to inquire. S'^en retournet', to go back. S^estomaquer, to take offense. S'evader, to escape. Sevanouir, to faint, to swoon, to vanish. Severtuer, to exert one's self, to strive. Sextasier, to be in extasy. Seformaliser, to take offense. Se gargariser, to gargle. S'ingenier, to tax one's ingenuity. Se mefier, to mistrust. Se mejrrendre, to mistake. Se moquer, to mock, to deride, to laugh. Se parjurer, to forswear one's self, to be perjured. Se prosterner, to prostrate one's self, to fall down. _ Se ratnUner\ to shrivel. Se raviser, to alter one's mind, to think better of it. Se reseller, to rebel. Se rehequer, to be insolent. Se recrier, to exclaim, to cry out, Se redimer, to redeem one's self. Se ref)'ogne7% or se 7'enfrogner, to frown, to scowl. Se refugier, to take refuge, to take shelter. Se rengo7'ger, to bridle up. Se repentir, to repent. Se ressowvenir, to remember. Se sowvenir, to remember. Se soucier, to care, to be concerned. 365. The following verbs, though not essentially pronominal, require a particular mention, on account of the different meaning which they acquire by being used in the pronominal form. Acharner, to flesh, to excite, to set on. S'acharner, to be infuriated, to be im- placable. Attacker, to fasten, to tie, to attach. S^attacher, to stick, to cleave, to en- deavor, to apply one's sel£ Attend/re, to wait. S'aitend/re i, to expect. A'viser, to perceive, to inform. Saviser, to bethink one's self, to take It into one's head. Carrer, to square. Se carrer, to strut Comporter, to admit of, to allow Se comporter, to behave. Defier, to defy, to challenge. EIGHTEENTH LESSON. 239 Se defiei\ to distrust:. Depccher, to dispatch. Se depecher, to make haste. Disputer, to dispute, ta contend for. Se disputer, to quarrel. Douter, to doubt. Se doiiter\ to suspect. Gendarmer, to dragoon. Se gendarmer, to resist, to fly out. Ingerer, to ingest. S'ingerer, to intermeddle. Zouer, to praise. Se loiier, to congratulate one's self. Mecompter, to strike vrxong (in speaking of clocks). Se mecompter, to miscalculate. Passer, to pass. Se passer de, to do without Plaindre, to pity. 8e plaindre, to complain. Prevaloir, to prevail. Se prevaloir, to take advantage (of). Sewir, to serve. ^Se servir, to make use of. Ta^>e, to suppress, to conceal. Se taire, to be silent Apercevant is the present participle of the irregular verb apercevoir, to perceive, to see. ViENDREZ is the second person plural of the future tense of venir^ seen in the fifteenth lesson. Tout A l'heure is an adverbial expression which corresponds to just now, presently, and hy and by. It refers to past time as well as to future time, as : "77 est venu tout a Vheure^ he came just now ; H viendra tout a Vheure, he will come presently." Tour is the radical of tourne, seen in the eleventh lesson. It signifies turn, trip, tour, circuit, trick, and turning -lathe. In all these senses, it is masculine, according to its termination (14). Tour signifies also a tower ; in this acceptation it is feminine. Attendrons is the first person plural of the future tense of attendre, to wait, to expect. 366. The first person plural of the future tense of verbs end- ing in re in the infinitive mood is formed by changing the final e into ons. SoYEZ is the second person plural of the present tense of the subjunctive mood of etre. It is also the second person plural of the imperative mood of this verb. Pret comes from the Latin pra^sto, ready. Its principal de rivatives are : ApprH, preparation, affectation, cooking, dressing ; and appreter, to get ready, to prepare. Partirons is the first person plural of the future tense oi par- tir, which is an irregular verb, but the irregularity does not extend to the future tense. 367. The first person plural of the future tense of verbs ending 240 EIGHTEENTH LESSON. in ir in the infinitive mood is formed by adding ons to this t^- mination. Examples have now been seen of the first person plural of the future tense in the three regular forms of conjugation and the two auxiharies, in the following phrases : "^^ la 710US pech^RONS.^^ — 15th lesson. ^^ JS^ous pa7'tiRo^s tous ensemble.^'' — 18th lesson. '"'■Nous attendRQ-s^ que vous soyez prHJ'' — 18th lesson. ''''Nous SERON's de bonne heure au rendez-vous^ — 16th lesson. '"'■ Nous AURONS de bonnes amorces!''' — loth lesson. Ensemble is derived from sembler, which comes from the Latin simulare, to make like, derived from similis, like. The principal derivatives of sembler are : Assembler, to assemble ; rassembler^ to reassemble, to collect, to gather ; ressembler, to resemble, to be like ; simuler, to feign ; dissimuler, to dissemble ; semblable, similar ; semblant, seeming ; ressemblance, resem- blance, likeness ; ressemblanf, like, alike ; vraisemblable, likely, probable ; vraisemblance, likelihood ; assemblage, similitude, dissimilitude, assimulation, dissimulation, etc., etc. D^p^chez is the second person plural of the imperative mood of depecher. 368. The second person plural of the imperative mood of verbs ending in er in the infinitive is formed by changing this termina- tion into ez. It is similar to the same person of the present tense of the indicative mood. Alerte is an adjective, the same in the masculine as in the feminine (6). CouTUME comes from the Italian costume, custom. Its prin- cipal derivatives are : Accoutumer, to accustom ; accoutume, ac- customed ; desaccoutumer, to disaccustom ; and inaccoutume, unaccustomed, unusual. Allez is the second person plural- of the present tense of the indicative mood of the verb aller, already mentioned. It is simi- lar to the same person of the imperative mood (368). Demandait is a form (4'7) of the verb demander, derived from mander, to send, to send for, to write, which comes from the Latin mandare, to enjoin, to inform, to send. The principal derivatives of mander are : Mandat, mandate, order, check ; EIGHTEENTH LESSON. 241 commandant, commander; commande, order; commandement, command, bidding ; commander, to command ; contremander, to countermand ; demande, demand, claim, question, request, suit ; recommandation, recommendation ; recommander, to recommend ; reprimande, reprimand ; reprimander, to reprimand, etc. Savons is the first person plural of the present tense of the indicative mood of the irregular verb savoir, seen in the first lesson. K^poNDAiENT is the third person plural of the imperfect tense of repondre, already seen. 369. The third person plural of the imperfect tense of verbs ending in re in the infinitive mood is formed by changing this termination into aiexit. Examples have novr been seen of the third person plural of the imperfect tense in the three regular forms of conjugation' and the two auxiliaries, in the following phrases : '•'■ Plusieurs de ses compagnons contribu aibnt." — 12th lesson. ^^ Des apprentis se re?missAiENT." — 18th lesson. ^^ JVous n^en savo7is rien, repondAi^iST-ihy — 18th lesson. "Xes boulevards etaient ses promenades favorites.'''' — 8th lesson. " Ces etourdis avaient toujours quelque nouvelle parties — 15th lesson. Importe is a form (22) of the verb importer, one of the de- rivatives oi porter, mentioned in the seventh lesson. PouRvu QUE is one of the conjunctions which require the sub- junctive mood (244). It is formed of the past participle of pourvoir, to provide, and the conjunction que, that. Amusions is the first person plural of the present tense of the subjunctive mood of amuser. 370. The first person plural of the present tense of the sub- junctive mood of verbs ending in er in the infinitive is formed by changing this termination into ions. It is similar to the same person of the imperfect tense (214). The consequence of this rule is that if the termination of the verb is ier in the infini- tive, as in etudier, oublier, the i is doubled, thus : Que nous etu- diions, que nous oubliions. Examples have now been seen of the first person plural of the 11 242 EIGHTEENTH LESSON. present tense of the subjunctive in the three regular forms of con jugation and the two auxiliaries, in the following phrases : " Qy^iiwporte^jpourvu qiie nous nous amusioi^s ? " — 18th lesson. "t/e ne doute pas que nous ne rewssissioNS." — lYth lesson. '■'■ La justice veut que nous rendio^& hommager — 10th lesson. '"'' N''attendons pas que nous sotons trop vieux.^^ — 14th lesson. " A Dieu ne plaise que nous ayons une pareille pens^e ! " — 10th lesson. SYNTAX. Why is se before reunissaient and promener ? * — 43. Why is there no preposition between aller and se promener ? —187. Why do we say " Dans les champs,^'' and not " En les champs ? " —191. Why do we say " En apercevant^'' and not '■''Dans apercevant ? " —192. Why is there no preposition between vous viendrez and faired —187. Why is eire in the subjunctive mood in " iVbw5 attendrons que (till) vous soYEz pret ? " — 244. Why is vous after depechez ? — 297. Why is the pronoun after the verb in " Ou allez-vous ? " — 40. Why is en before the verb in " Nous n''en savons rien ? " — 43. Why is amuser in the subjunctive mood in '•'' Pourvu que nous nous AMUSIONS ? " — 244. In the phrase " Pourvu que nous nous amusions,'* why is nous employed twice ? — 180. Se reunissaient pour aller. 371. When the English preposition to, before the infinitive mood, signifies in order to, it is rendered in French by pour. * See notes on page 17. EIGHTEENTH LESSON. 243 Pour alter 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. 372. The verb which follows a verb of motion in French is in the infinitive mood, and requires no conjunction before it. The preceding examples should therefore be translated : Aller se PROMENER ; Allons nous promener ; Nous irons nous promener. S^ecriaient-ils. Demandait celui-ci. Repondaient-ils. 373. The subject is placed after the verb in the incidental phrase by which we designate the person whose words are quoted. En apercevant Alexis. 374. The preposition on, used in the English before the present participle to denote the time at which any thing happens, is rendered in French by en. Vous viendrez faire un tour. 375. The verb faire is commonly employed in phrases which denote that distance or space is gone over, as : " Faire un pas, to take a step ; Faire un tour, to take a turn, a trip ; Faire une promenade, to take a walk ; Faire un voyage, to perform a jour- ney ; Faire un mille a pied, to walk a mile ; Faire une lieue a cheval, to ride a league." Vous viendrez avec nous, n'est-ce pas ? 376. 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 24:4 EIGHTEENTH LESSON. many ways as there are different signs or auxiliary verbs. In French this form is invariably n'est-ce pas ? thus : " Vous viendrez, riest-ce pas ? 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 ? // riest past venu, n'est-ce pas ? he is not come, is he ? II parlait Men, 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. 377. There are two ways of forming the comparative degree in English, when it denotes superiority, as brisker, or more brisk ; there is but one in French : the adverb plus is placed be- fore the adjective or the adverb. When in English the con- junction than follows, it is rendered by que. The same con- junction follows moins, less, when the comparative denotes inferiority, as ; " Moins alerte que de coutume, less brisk than usual" (197). LEXICOLOGY. About 50 substantives ending with ade are alike or nearly so in both languages. Ex. Camarade, comrade ; balustrade, caval- cade, brigade, etc. See Obs. 362. Most of the words beginning with the prefix e or ex are nearly the same in French and in English. Ex. Exclusif, exclu- sive ; excursion, excursion, etc. See Obs. 363. ADDITIONAL WORDS* AnticJiambre, Assemblee, Avoisiner, Chambellan, Chamhre, Commandite, Mandataire, Antechamber. Assembly. To assimilate. To be near. Chamberlain. Chamber, room. Partnership. Proxy. Preste, Prestige, Passemblement, Pedemander, Similaire, Simulacre, Simultane, Nimble, quick. Prestige, illusion. Gathering. To ask again. Similar. Feint, image. Simultaneous. Neighborhood. See note on page 11. EIGHTEENTH LESSON. 245 EXEECISES UPON THE GEAMMATIOAL OBSERYATIONS AND UPON THE EULES OP SYNTAX.* 1. Model : lis r^unissaient. See Obs. 361. — They freed — They warned — They diverted — They finished — They furnished — They blackened — They perished — They filled — They succeeded. 2. Model : lis s'ecriaient. See Obs. 364, 180. — To abstain *-^* — I hasten — We escape — He took possession — You are going away — They are going back — You will remember. 3. Model: Se promener. See Obs. 365, 180. — I expect** to see him — He will behave well — We shall make haste — You will suspect — They will make use of that. 4. Model : Vous viendrez. See Obs, 273. — (Translate by verbs derived from venir in the second person plural of the fu- ture tense) — You will agree — You will disown — You will trans- gress — You will become — You will intervene — You will attain — You will prevent — You will come again. 5. Model : Nous attendrons. See Obs. 366. — We shall learn —We shall understand — We shall say — We shall hear — W^ 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 follow — We shall suspend — We shall sell. 6. Model : Nous par tirons. See Obs. 367. — We shall assail — We shall free — We shall warn — We shall divert — We shall finish — We shall furnish — We shall blacken — We shall perish — We shall reunite — We shall fill — We shall succeed — We shall feel. v. Model : Bepkhez. See Obs. 368.— Stop — Call — Admire — Love — Bring — Go — Charge — Give — Ask — Examine — Study — Imagine — Forget — Think — Pass — Pronounce — Speak — Pro- uose — Lend — Look — Turn — Find. 8. Model : lis r^pondaient. See Obs. 369. — They heard — They put — They bit — They pretended — They lost — They an- * See notes on page 12. ** These verbs will be found among those in the lists on pages 238 and 289. 246 EIGHTEENTH LESSON. swered — They rendered — They laughed — They followed — They suspended — They sold. 9. Model: Pourvu que nous amusions. See Obs. 370. — Pro- vided we admire — Provided we love — Provided we bring — Pro- vided we go — Provided we charge — Provided we give — Provided we ask — Provided we examine — Provided we imagine — Provided we think — Provided we pass — Provided we pronounce — Pro- vided we speak — Provided we look — Provided we find. 10. Model : En apercevant. Syntax, 374. — On calling — On looking — On turning — On finding — On finishing — On filling — On hearing — On putting. 11. Model : Plus alerte que. Syntax, 377. — More active than — More ambitious than — More attentive than — Finer (masc.) than — Finer (fem.) than — Dearer than — Sweeter than — Falser (masc.) than — Falser (fem.) than — Cooler (masc.) than — Cooler (fem.) than. PHRASES FOR COMPOSITION* TO BE TEANSLATED INTO FEENOH. 1. They were filling their basket with cakes — 361, 2ob. 2. Our friends were diverting thefiiseives — 361. 3. I say ! we shall give them a serenade — 317, 304, 362. 4. You will remember [of] what we have said — 364. 5. You did not expect [to] our visit, did yoa? — 365, 376. 6. If they make haste, they will be on the bridge before you —365. 7. We shall answer [to] all your questions — 366. 8. We shall sell our boat — 366. 9. If you speak slowly [softly], I think that we shall under stand you — 366. 10. Where shall we put our fish ? — 366. 11. You will put it into this basket — 307. 12. We shall divert ourselves in the fields — 367. * See notes on page 13. EIGHTEENTH LESSON. 247 13. We shall finish this story another day — 367. 14. If we are not victorious, we will perish together — 141, 367. 15. Amuse yourselves, my clear children — 368, 297. 16. Weigh your bread and meat — 368, 108. 17. Reward your children — 368. 18. Lend me your dictionary — 368, 297, 299. 19. They heard without understanding — 369, 129. 20. They laughed without knowing why — 369, 129. 21. They were losing their time in looking at the shops — 369, 203. 22. It is necessary that we should take [bring] some provi- sions — 370. 23. They talk to exercise themselves — 371. 24. We are going into the fields to take a walk — 37l, 375. 25. I am come to see you — 371. 26. Come and see the bridge — 372. 27. Go and speak to your mother — 372. 28. You will often come [often] and see us — 372. 29. " Where are our friends ? " said (dit) James — 373. 30. " They are in the fields," answered William — 373. 31. "Where are we ? " asked Alexis— 373. 32. " On the boulevard," answered his comrade — 373. 33. On hearing these words he stopped — 374, 66. 34. On putting his feet into the water, he felt an eel — 374. 35. We have learned many words, have we not ? — 376. 36. Your comrades like fish, do they not? — 376. 37. We should not have time to go and see them, should we? —372, 376. 38. We shall wait /or our friends, shall we not ? — 376. 39. She Avas studying her lesson, was she not ? — 376. 40. They have not forgotten us, have they ? — 376. 41. James was more active than William — 377. 42. This shop is finer than the other — 377. 43. Meat is dearer than bread — 377. 44. WilHam was younger than his brother — 377. 45. This lesson is not longer than the seventeenth — 377. •24:8 NINETEENTH LESSON. NINETEENTH LESSON.* FIEST DIVISION. PRACTICAL PART. TEXT.** LITERAL TRANSLATION. I>ix-ifieMTi^iiie le^OHf JSTineteenth " IVotis €.i>iiFroii§, iioits saiiteroiis, nous shall run shall leap joueroiis attx fjarres, an clieTal fbiidu et shall play prisoners' base horse raelted a d'aetres Jetix. C^^ariiissez t©s poches, games Stock pockets si T©es le posivez. §i voii§ ii'avez pas can have d^ar^ent, | ii^importe | ; siiiTes-noiis ton- money no matter follow jouFs et ii'ayez aMCtiii §oiici dii reste." have care rest Toittes les iiiTitatioM§ dti meme g'eore invitations kind etaieiftt j©yeM§eiiieiit acceptees, eii qtielqise joyfully accepted whatever moBiieiit qu'elles arrivasseiit, ^iielqwe arrived (snbj.) however litopportttiies qii^elies fosseiit, qtielques untimely were (suhj.) whatever * See 1st note on page 187 ** See 2d note on page 117. NINETEENTH LESSON. 249 pres§aiit€S occtipations qu'elles iiiterrom- pres3ing occupations inter- |jis§eiit5 quelqaies mcoiaveiiients qai'elles rupted (subj.) whatever inconverLiences eu§seiit, et 1 quels que | fussesBt ceux qui had (subj.) whoever were those les raisaient, pourvu qu'ils eussent I'air them made had air de bonis enfants. THE SAME IN GOOD ENGLISH. " We shall run and jump and play at prisoners' base, at leap frog, and other games. Line your pockets, if you can. K 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 they might be who made them, provided they looked like good fel- lows. QTTESTIONS AND ANSWERS FOR CONVERSATION.* C'est la dix-neuvieme. Quelle est cette legon ? Que feront les camarades d' Alexis ? A quels jeux joueront-ils ? Qu'est-ce que c'est que le cheval fondu ? Us courront, ils sauteront, ils joueront. Aux barres, au cheval fondu et k d'autres jeux. C'est un jeu. * See notes on page 2. 11^ 250 NINETEENTH LESSON. Quelle recommandation les ap- prentis faisaient-ils k Alexis ? Etait-il indispensable qu'il eut de I'argent ? Que lui disaient-ils encore ? Comment toutes les invitations du meme gem-e etaient-elles acceptees ? Qu'est-ce qui etait joyeusement accepte ? En quel moment etaient-elles joyeusement acceptees ? Ces invitations etaient-elles tou- jours opportunes ? Etaient-elles acceptees de meme, quand elles etaient inoppor- tunes ? Qu'est-ce que ces invitations in- terrompaient quelquefois ? Comment etaient-elles revues, quand elles avaient des incon- venieDts ? Acceptait-il ces invitations quels que fassent ceux qui les fai- saient ? De garnir ses poches, s'il le pou- vait. IsTon; 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 etaient joyeusement accep- tees. Toutes les invitations du meme genre. En quelque moment qu'elles ar- rivassent. Non. Elles etaient quelquefois inopportunes. Oui ; quelque inopportunes qu'el- les fussent. Elles interrompaient de pres- santes occupations. Elles etaient joyeusement accep tees, quelques inconvenients qu'elles eussent. Oui, pourvu qu'ils eussent I'air de bons enfants. SENTENCES FOR ORAL TRANSLATION.* TO BE TFENED INTO ENGLISH. Avez-vous encore des explica- tions a me demander sur le systeme nietrique ? Oui, certainement. Et d'abord sur les mesures en usage pour les liquides, les grains, et cetera. TO BE TUENED INTO FEENOH. Have you any more explanations to ask me on the metrical s^^s- tem? To be sure, I have. And firstly, on the measures used for liquids, grains, and so forth. >ee note on page 3. NINETEENTH LESSON. 251 Nous les appelons mesures de capacite. O'est comme chez nous. L'unite de mesure est le litre. C'est un decimetre 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 deraande pas la deno- mination des autres mesures de capacite : je la trouverai tout seui. Un de mes amis a un champ de deux hectares ; combien d'acres cela fait-il ? Environ cinq acres. Je suppose que le mot hectare est pour hectoare^ c'est-a-dire cent ares. Vous avez raison: Tare est l'u- nite des mesures de superficie. Un are est une surface de cent metres carres. Je ne comprends pas le mot carres. Le carre est une surface limitee par quatre lignes de la meme longueur, formant quatre an- gles pareils. Cette feuille de papier a quatre angles pareils : est-elle carree ? Non, pas exactement ; parce que ses quatre bords ne sont pas de la meme longueur. Quelle est l'unite de mesure pour les solides ? Le st^re, ou le metre cube. N'avons-nous rien oublie ? Nous n'avons pas parle de la | monnaie. We call them measures of ca- pacity. It is the same in our country. The unity of measure is the liter, 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 find them out by myself. A friend of mine has a field of two hectares ; how m.any acres does that make ? About five acres. I suppose that the word hectare is for liectoare^ that is one hun- dred a^^es. You are right : the are is the unity of superficial measures. An are is a surface of one hun- dred square meters. 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 simi- lar 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 meter. Have we forgotten nothing 1 We have not spoken of coins. 252 NINETEENTH LESSON. Comprenez-Yous le mot mon- naie? Oui, par sa ressemblance avec notre mot money. Le franc est rimite. O'est une piece d'argent dn poids de cinq grammes. A qiioi cela equivaut-il ? A vingt sons. Y a-t-il des decifrancs, des deca- fi-ancs et des centifrancs ? Non, ces denominations ne sont pas en usage. Les subdivisions du fi*anc sont appelees centimes. Un centime est le centieme d'un franc. II y a des pieces de cinq cen- times, ou des sous. n y a des pieces de dix, de vingt et de cinqnante centimes. II y a aussi des pieces de deux fe-ancs et de cinq fi-ancs. De quel metal sont-elles faites ? D'argent. N'avez-vous pas de pieces d'or? i^Tous avons des pieces de dix fr-ancs, de vingt fi-ancs et de quarante francs. Je vous suis bien oblige de vos explications. Do you understand the word monnaie ? Yes, fi'om its resemblance to our word money. The fr-anc is the unity. It is a piece of silver weighing five grams. What is it equivalent to ? To twenty cents, or sous. Are there any decifrancs, deca- fi-ancs, and centifrancs ? No, these denominations are not used. The subdivisions of the franc are called centimes. A centime is the hundredth part of a franc. There are pieces of five centimes, or sous. There are pieces of ten, twenty, and fifty centimes. And there are pieces of two fi-ancs 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 fi-ancs. I am much obhged to yon for your explanations. NINETEENTH LESSON. 253 SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PECTJLIAEITIES EST THE TEXT. Of what gender are cheval, jeu, argent, souci, moment, and «tr;*— 14. Of what gender are harre andpoche? — 15. Of what gender are invitation and occupation ? — 99. In what tense and of what person are sauterons a,nd jouerons ? —304. Why is there an s added to poche, inconvenient, and enfant ? -29. Why is the plural of jeu formed with an x instead of an s ? —232. What does aux stand for ? — 140. What does au stand for ? — 55. What is the singular of vos? — 308. What does du stand for ? — 143 From what adjective h joyeusement derived? — 31, 32. What is the mascuHne oijoyeuse ? — 141, 142. Of what gender and number is the participle acceptees ? — ■ 53, 2, 25. What is the infinitive of accepte ? — 52. Of what gender and number is the participle pressantes ? — 53, 2, 25. What is the infinitive oipressant ? — 115. What is the singular masculine of inopportunes ? — 2, 25. What is the feminine of hon ? — 184. Dix-NEuviEME is derived from dix and neuf, already seen. CouRRONS is the first person plural of the future tense of courir, which comes from the Latin currere, to run. This verb is irreg- * See notes on page 17. 254 NINETEENTH LESSON. ular (318). Its principal derivatives are : Accourir^ to ran up ; concourir, to concur, to compete ; discourir, to discourse, to descant ; encourir, to incur ; parcourir, to go over, to look over, to run over ; recowri?-, to run again, to have recourse ; secourir, to succor, to relieve, to help ; and these give rise to a number of other words nearly the same in both languages, as : Coiicours, concourse, concurrence, competition ; concurrence^ competition ; concurrent^ competitor ; courrier, courier, post-boy, messenger, mail, post ; cours, course, current, way, currency, rate ; course, running, race, career, course, trip, errand ; coursier, steed, cour- ser ; discours, discourse, speech ; recows, recourse ; secours, suc- cor, relief, etc. Sauterons is a form (304) of the verb sauter, to leap, to jump, to skip. JouERONS is a form (304) of the worh jouer, to play. Barre, from the Spanish harra, or the Italian sbarra, bar, cor- responds to the English word bar. In the sense of bccse or pris- oners^ base, it is always plural. Cheval fondu, Hterally, horse melted, is an idiomatic ex- pression, signifying leap-frog. Cheval comes from the Greek xa§a,XXr]f, horse. Its plural is chevaux. 378. Besides the adjectives in al (30), there are about 60 substantives having this termination, 40 of which are the same, or very nearly the same, in both languages, as : Metal, vassal, animal, arsenal, amiral, admiral ; caporal, corporal ; cristal, crystal ; hdpital, hospital. 379. Substantives ending in al form their plural by changing this termination into aux, as : Cheval, chevaux ; canal, canaux ; signal, signaux. 380. The principal exceptions are : Bals, balls ; carnavals, car- nivals ; and regals, treats. The principal derivatives of cheval are : Chevalier, knight ; chevalerie, knighthood, chivalry ; chevaleresque, knightly, chival- rous ; cavalcade, cavalcade ; cavale, mare ; cavalerie, cavalry^ horse ; cavalier, horseman, rider, trooper, cavalier, gentleman ; cavalier, (adj.), easy, free ; and cavalierement, cavalierly. Fondu is the past participle of fondre, to melt, which comes from the Jjatiu fundere, to cause to flow, to make fluid. NmETEENTH LESSON. 255 381. The past participle of verbs ending in re in the infinitive mood is formed by changing this termination into u. The principal derivatives of fondre are : Fonderie^ foundry ; fondeur, founder, melter ; fonte, melting, casting, cast-iron, cast ; fuser, to expand, to liquefy ; fusible ; fusion ; diffus, diflfuse ; confondre, to confound, to blend, to confuse ; confus, confused, confounded ; confusion^ diffusion^ infusion, etc. Jeux is the plural of jeu (232), mentioned in this lesson. Garnissez is the second person plural of the imperative mood oi garnir, to furnish, to stock, to decorate, to trim, to garnish. 382. 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 (196). PocHE comes from the Saxon pocca, pocket. It is feminine according to analogy (15). PouvEz is the second person plural of the present tense of the indicative mood of the irregular verb pouvoir, seen in the third lesson. AvEZ is the second person plural of the present tense of the indicative mood of avoir. Argent, silver, money, comes from the Latin argentum, silver. Its principal derivatives are : Argenier, to silver over, to plate ; argenteur, silverer ; argenterie, silver-plate, silver ; argentin, sil- very ; argenture, silvering ; and vif-argent, quicksilver. 383. N'importe, being in frequent use, and giving rise to several idiomatic locutions, requires a particular mention. It is the negative form of il importe, it 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 infinitive or in the third person singular, with the impersonal pronoun il. NHmporte means no matter, never mind, it does not signify. Its principal combinations are : N'importe lequel, no matter which, be it which it may. N'importe oil, anywhere. Nimporte qiiand, at any time. Nimporte qui, any one, whoever you like. Nim- porte quoi, no matter what. SuiVEz is the second person plural of the imperative mood of suivre seen in the third lesson. 256 NINETEENTH LESSON. 384. The second person plural of the imperative mood of verbs ending in re in the infinitive is formed by changing this ter- mination into ez. It is similar to the same person of the pres- ent tense of the indicative mood (368). Ayez is the second person plural of the imperative mood of avoir. Examples have now been seen of the second person plural of the imperative mood, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases ; " Depech^z-vousy — 18th lesson. " 6^arrassEz vos pockesy — 19th lesson. " SuivBZ-nous.''^ — 19th lesson. " QoYBZ plus alerte que de coutumer — 18th lesson. "iyATEZ aucun souci^ — 19th lesson. 385. Pas d'argent, Aucun souci. Pas de, like aucun, corresponds to no or not any (240) ; but it diflfers from aucun, inasmuch as it refers to- the plural as well as the singu- lar, and has besides a more indefinite sense. Aucun usually means not one : thus, we say indifferently, " N'ayez pas de souci ^'' or " N''ayez aucun souci ; " but we cannot say, " Vous n'avez AUCUN argent,'^ for " Vous n^avez pas Ti'argentP Souci is contracted from the Latin sollicitudo, care. Its prin- cipal derivatives are : Sans souci, careless ; se soucier, to care, to concern one's self; soucieux, anxious, full of care; insouciance^ carelessness ; and insouciant, careless. Reste, mentioned in the eighth lesson, is masculine by excep- tion (15). Invitation is derived from inviter, to invite. It is the same in French and in English (49). Genre is masculine by exception (15). Joyeusement comes from joie (141, 142, 31, 32), mentioned in the fourteenth lesson as one of the derivatives ofjouir. Accepter, to accept, is much the same in both languages (262, 303). 386. Quelque (144) followed by que, corresponds to what- ever and however. Arrivassent is the third person plural of the past tense of the subjunctive mood of arriver. NINETEENTH LESSON. 267 387. The third person plural of the past tense of the sub- junctive mood of verbs ending in er in the infinitive is formed by changing this termination into assent. Inopportun is one of the derivatives oi porter (1'70, 68), men- tioned 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 of pressant, the pres- ent participle ofpresser (115), which comes from the Latm pres- sare, premere, to press. The principal derivatives of presser are : Pressoir, press, wine-press ; pression, pressure ; empressSy eager, earnest ; s'empresser, to be eager ; comprimer, to compress, to restrain ; d^primer, to depress ; exprimer, to express ; im- primer^ to imprint, to impress, to print ; opprimer, to oppress ; reprimer, to repress, to check ; supprimer, to suppress ; and these in turn give rise to a number of other words alike, or nearly so, in both languages, as : Expressif^ expressive ; oppressif^ op- pressive ; compression, compressible^ depression, expression, im pression, oppression, suppression, etc. Occupation is alike in both languages (68, 49). Interrompissent is the third person plural of the past tense of the subjunctive mood of interrompre, derived from rompre (249), to break, which comes from the Latin rumpere, to break, to tear in pieces. 388. The third person plural of the past tense of the subjunc- tive mood of verbs ending in re in the infinitive is formed by changing this termination into issent. Inconvenient is the same in French and in Enghsh (45). Eussent is the third person plural of the past tense of the subjunctive mood of avoir. Ceux is the plural masculine of celui (100). Faisaient is the third person plural of the imperfect tense of the irregular verb faire, already mentioned. Air comes from the Greek aiip, air. Its principal derivatives are : Aerien, aerial, airy ; aeriforme, aeriform ; aerolithe, aero- lite ; a^ronaute, aeronaut ; aerostat, air-balloon, etc. Avoir l'air, word for word. To have the air, signifies to looJc, to look like, to seem. NINETEENTH LESSON. SYNTAX. Why would it not be correct to say, " Nous jouerons a barres, a cheval fondu ? " * — 35. Why do we say " Ti'autres jeux,^^ and not " des autres jeux ? " —102. What does the pronoun le represent in " Si vous le pou- vezP'—264:. Why is nous after suivez ? — 297. Why does the participle acceptees agree with its subject invita- tions ? — 354. Why is les hdore faisaient ? — 43. Why is the verb in the subjunctive mood in the phrase " Pourvu qu''ils eussent Vair de hons enfants ? " — 244. Nous courrons, nous sauterons, nouS jouerons. 389. It would not be incorrect to say, " Nous courrons, saute- rons, jouerons,^'' etc. The repetition of the subject pronoun de- pends rather on the taste of the speaker 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 nJavez pas d'^argent. 390. The article is generally suppressed before a substantive following a verb in a negative phrase, unless this substantive be modified by some words annexed to it. K the phrase were affirmative or interrogative, we should say, ^'■Vous avez de \! argent — Avez-vous de HargentV (93, 102). 391. 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 : " Vous n'avez pas * See notes on page 17. lONETEENTH LESSON. 259 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." JEJn qiielque mome^it qyHelles arrivassent. QuelCLues inconvenients qp?elles eussent. 392. Quelque, followed by que, may be joined to a sub- stantive, to an adjective, or to an adverb. — Quelque may also be joined to a verb, but then it is not followed by que (396). 393. Quelque, joined to a substantive and signifying what- ever or whatsoever, is an adjective, and agrees in number with the substantive to which it is joined, as, quelque moment que, quel- ques inconvenients que. The word que follows the substantive, as soever sometimes does in English, as : What moment soever. Quelque inopportunes c^elles fussent. 394. Quelque joined to an adjective or an adverb, and sig- nifying however or howsoever, is an adverb, and therefore in variable. Quelques pressantes occupations qu^elles interrompissent. 395. But when the adjective which comes after quelque is connected with a substantive, quelque agrees with that substan- tive, according to rule 393. Quels que fussent ceux qui les faisaient. 396. Quel que, followed by a verb, signifies whoever or whatever. 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. 397. The subjunctive mood is required after these expressions quelque . . . que, quel que, qui que, quoi que, corresponding to whatever, however, whoever, and whichever. 260 NmETEENTH LESSON. Pressantes occupations, 398. When the present participle is used as an adjective, it follows the rule of the adjective, and agrees in gender and num- ber with the substantive. LEXICOLOGY. About 40 substantives ending with al are the same, or very nearly the same, in both languages. See Obs. 378. Ex. Metal, vassal, etc ADDITIONAL WOUDS.* Abrupt, Abrupt. Corsaire, Corsair. Bcirreau, Bar. Courtier, Broker. Barricade, Barricade. Bebarras, Eiddance. Barricader, To barricade. Bebarrasser, To rid, to clear. Barriere, Barrier, fence. Erabarras, Embarrassment. Bijou, Jewel, trinket. Embarrassant, Embarrassing. Bijouterie, Jewelry. Emharrasser, To embarrass. Bijoutier, Jeweller. Empoclier, To pocket. Corridor, Gallery passage. Expres (adv.), On purpose. Corrompre, To corrupt. Ga/rnison, Garrison. Corrupteur, Briber. Roture, Plebeian state. Corruption, Bribery. Boturier, Plebeian. EXERCISES - UPON THE GEAMMATIOAL OBSEEVATIONS AND UPON THE EULES OP SYNTAX ** 1. Model : Chevaux, plural of cheval. See Obs. 378, 379. — Animals — Arsenals — Canals — Cardinals — Generals — Journals — Metals — Minerals — Originals — Signals — Tribunals — Vassals. 2. Model : Fondu, past participle oifondre. See Obs. 381. — • * See note on page 11. See note on page 12. NINETEENTH LESSON. 261 Waited — Heard — Bitten — Pretended — Lost — Answered — Ren- dered — Su spend ed — Sold. 3. Model : Oarnissez. See Obs. 382. — Free — Warn — Divert — Finish — Furnish — Enjoy — Blacken — Perish — Reunite — Fill. 4. Model: Suivez. See Obs. 384. — Wait — Hear — Melt — Bite — Pretend — Lose — Answer — Render — Suspend — Sell. 5. Model : Arrivassent. See Obs. 387. — That they might call — That they might love — That they might bring — That they might accept — That tley might give — That they might desire — That they might ask — That they might examine — That they might study — That they might imagine — That they might play. 6. Model: Interrompissent See Obs. 388. — That they might wait — That they might hear — That they 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 n^avez pas (T argent. Syntax, 390. — 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, 393, 397. — Whatever aversion we may have — Whatever advan- tages they may have — In whatever circumstances we may find ourselves — Whatever faults they may have. 9. Model : Quelque inopportunes qu^elles fussent. Syntax, 394. — However active we may be — However attentive you may be — However grave he might be — However young we might be — However poor they might be. 10. Model: Occupations pressantes. Syntax, 398. — An amus- ing game — An amusing study — The diverting stories — The as- tonishing examples — A pressing letter — A smiling [laughing] air — The following words. 262 NINETEENTH LESSON. PHEASES FOE COMPOSITION* TO BE TEAlSrSLATED INTO FEENOH, 1. Come and see the generals — 3 72, 378, 379. 2. Silver is one of the precious metals — 3*78, 379. 3. The children were playing with the animals — 378, 379. 4. Here are two journals and several other publications — 378, 379. 5. They were making signals, but we did not understand them— 378, 379. 6. We have answered [to] all your questions — 381. 7. We are waited /or by our friends — 381, 354. 8. The tradesmen have sold all their provisions — 381, 106. 9. Have you heard his question ? — 381. 10. Assemble [reunite] all your comrades — 382. 11. Succeed if you can — 882, 264. 12. Fill their baskets with provisions — 382, 265. 13. Divert yourselves whilst you can — 382, 297, 264. 14. Enjoy [of] your moments of recreation — 382. 15. Finish that story~382. 16. Put your basket into the boat — 384. 17. Sell me your horse — 384, 299, 297. 18. We have no meat. But no matter, we have some bread —385, 390, 383. 19. We shall not play at any game — 385. 20. He has no comrades — 385. 21. They do not study, because they have no books — 386. 22. You will follow them and play with them — 389. 23. He has no occupation — 390. 24. Have you any occupation ? — 390. 25. They have money, but they have no bread — 390. 26. Have you any books ? — No, we have no books — 390. 27. Has she any friends ? — No, she has no fi-iends — 390. 28. Has he any patience ? — No, he has no patience — 390. * See notes on page 13. NINETEENTH LESSON. 263 29. We have no eels, but we have some gudgeons — 390. 30. He has no occupations like yours — 391. 31. He does not ash [make] any questions of that kind — 391, 32. Do not give them any examples that are (subj.) danger- ous— 298, 317, 391, 141. 33. Whatever [thing] they might ask /or, they were sure to have it— 392, 397, 387. 34. Whatever services they might render, they were never re- warded — 392, 397, 388. 35. They were never sorry, whatever money they might lose —392, 397, 388. 36. They will make you laugh, however serious you may be —394. 37. He is attentive to all the lessons, however tedious they may be — 394. 38. They have some bread, meat, and fish, however poor they may be — 394. 39. Come with your friends, whoever they maybe — 396, 397. 40. Whatever might be the invitation, it was accepted — 396, 397. 41. All books were studied, whatever they might be — 396, 397. 42. They ashed [made] us the following question — 398. 43. We have heard an amusing story — 381, 398. 44. He gave us the following examples — 398. 45. She has received two very pressing letters — 398. 264 TWENTIETH LESSON. TWENTIETH LESSON.* FIKST DIVISION. PRACTICAL PART. TEXT.** LITERAL TRANSLATION. Ving'ti^iiie le^oo. Twentieth I It y aTait, | paFiiii £es ancieniies con- There was among old ac- naissaiftces d'Alexlis^ un etndiant austere quaintances student austere et froid, qui le seriiiosinait de teiup^ en cold lectured teoips, et qui, la derni^re fbis quails se last each other rencontr^rent, iui tint | a pen pr^§ | ce met held nearly lang'a^e : " Croyez-moi, clier condl§cipIe : language Believe feUow-student fuyez les flatteuses seductions de cette shun flattering seductions compagnie frivole et corruptrice. Quand company frivolous corrupting Though nienie vous auriez de la fortune, tous even should have seriez a Mamer de ne son^er qu'a boire, would be to blame to dream drink a manner, a doriiiir et a tuer le temps, eat sleep kiU * See 1st note on page 187. ** See 2d note on page 117. TWENTIETH LESSON. 265 sans rieii iaire de profiiafele. ¥oiis finlrez profitable will finish par vous lasser de cette vie dissipee, et to tire life dissipated VOUS em reconsiaitrez le vide 5 isiais tie of it will acknowledge empty (emptiness) sera-t-il pas trop tard ? " will be late THE SAME IN GOOD ENGLI8H. 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 friv- olous 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?" QUESTIONS AND ANSWERS FOR CONVERSATION* Quelle est cette leQon ? Qui est-ce qui sermonnait Alexis ? Quand le sermonnait-il ? Quel etait le caract^re de cet etudiant ? Etait-ce un ami d' Alexis ? Que faisait-il de temps en temps ? Quand lui dit-il: "Oroyez-moi, cher condisciple ? " Oomment appelait-il Alexis ? O'est la vingti^me. Tin etudiant. De temps en temps. II etait austere et froid. C'etait une de ses anciennes con- naissances. H sermonnait Alexis. La derni^re fois qu'ils se rencon- tr^rent. Cher condisciple. * See notes on page 2. 12 266 TWENTIETH LESSON. Que pensait-il de la compagnie que frequentait Alexis ? Avec quelles expressions lui parla- t-il de cette compagnie ? De quoi nn homme serait-il a blimer, quand meme il aurait de la fortune ? Comment I'etudiant parla-t-il de la vie dissipee d' Alexis ? Que c'etait une compagnie fri- vole et corruptrice. " Fuyez les flatteuses seductions de cette compagnie frivole et corruptrice." II serait a blamer de ne songer qu'a boire, k manger, a dormir et k tuer le temps, sans rien faire de profitable. " Yous finirez par vous lasser de cette vie dissipee, et vous en reconnaitrez le vide ; mais ne sera-t-il pas trop tard ? " SENTENCES FOR ORAL TRANSLATION.* TO BE THENED ES^TO ENGLISH. Que pensez-vous de cette his- toire ? De quelle histoire voulez-vous parler ? De celle d'Alexis Delatour. Faut-il vous parler franchement ? Oui, sans doute. Je ne la trouve pas fort amu- sante. Quel defaut y trouvez-vous ? D'abord, il n'y a guere d'inci- dents. C'est vrai. A tout moment la narration est interrompue par des reflexions et des conversations. Yous avez raison. Nous serious plus attentifs si rhistoire etait plus attrayante. Avez-vous d'autres observations a faire ? TO BE TUENED INTO FRENCH. What do you tbink of this story ? What story do you mean? This of Alexis Delatour. Must 1 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 conversations. You are right. We should be more attentive if the story were more attractive. Have you any other observations to make ? * See note on page 3. TWENTIETH LESSON. 267 Je pense q ae c'est bien assez. Je suis force de dire d'abord que vos observations sont tres-jus- tes. Cela me fait plaisir, Mais soyez assez bon pour re- pondre k quelqnes questions. Je suis pret a vous entendre et k vous repondre. Ou. avez-vous appris les mots que vous venez de prononcer ? Dans I'histoire d' Alexis. Quand je vous parle, vous com- prenez tons les mots que je pro- nonce, n'est-ce pas? Oui, monsieur. Et quand vous avez quelque chose k dire, vous trouvez des expressions pour rendre votre pensee 1 Pas toujours ; mais sou vent. Ou avez-vous appris toates ces expressions ? Dans Thistoire d' Alexis. S'il n'y avait pas de conver- sations dans cette histoire, croyez-vous qu'ii vous serait possible de trouver tant d'ex- pressions ? Je ne le pense pas. Dans une conversation, I'on parle k la premiere et k la seconde personne. Dans une narration non inter- rompue, nous n'apprendrions que la troisieme personne. Et nous n'aurions les verbes qu'au passe. Yoila ce qui fait que cette his- toire n'est pas tres-amusante. Mais nous avons une compensa- tion. 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. Where have you learned the words that you have just pro- nounced ? In the story of Alexis. When I speak to you, you un- derstand every word I pro- nounce, don't you ? Yes, sir. And when you have something to say, you find expressions to render your thought ? ]!^ot always ; but often 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. 268 TWENTIETH LESSON. ^ous pouvons nous entendre en franpais. L partir de la vingt et uni^me jegon, je ne vons parlerai plus anglais. Et vous croyez que nous vous comprendrons ? J'en suis sur. Yous savez assez de mots pour cela. Yoyez quelle longue conversa- tion nous avons eue aujour- d'hui! We can understand each other in French. From the twenty-first lesson, I shall no longer speak EngHsh to you. And do you believe that we shall understand you ? I am sure of it. You know words enough for that. See what a long conversation we have had to-day ! SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES IN THE TEXT. Of what gender is etudiant ? * — 14. Of what gender is condisciple ? — 8. Of what gender are connaissance, compagnie, and fortune? — 15. Of what gender is langage ? — 215. Of what gender is seduction ? — 99. What is the present tense oi H y avait ? — 218. Of what gender is the adjective austere ? — 6. What is the feminine oifroid ? — 2. What is the feminine of cher ? — 3. In what tense and of what person is sermonnait^ and what is its infinitive ? — 47. What is the masculine of derniere ? — 3. In what tense and of what person is rencontrerent^ and what is the infinitive mood of this verb ? — 157. * See notes on page 17. TWENTIETH LESSON. 269 In what mood are the verbs hldmer^ songer^ hoire, manger, dor- mir, iuer,faire, and lasser ? — 121. What is the plural of temps ? — 17. Of what gender is the adjective profitable ? — 6. What is the masculine of dissipee ? — 53. What is the infinitive of dissip^ ? — 52. In what tense and of what person is reconnaitrez, and what is the infinitive mood of this verb ? — 307. Why is il placed after sera ? — 40. What is the use of t between sera and il ? — 41. ViNGTifiME is derived from vingt, twenty (44). Parmi is a preposition which means, among, amongst, and amid, amidst. Anciennes is the plural feminine of ancien (184). CoNNAissANCE, sccn in the fifth lesson translated by knowledge, signifies 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 connaissances" Etudiant is one of the deiivatives of etudier, seen in the eighth lesson. 399. The present participle sometimes becomes a substantive, as : Etudiant, student, from the verb etudier ; commandant, com- mander, from the verb commander, to command ; pretendant, pretender, from the verb pretend re, to pretend ; mendiant, beg- gar, from the verb mendier, to beg. AusTfeRE is an adjective which does not change in the fem- inine (6). Froid is one of the derivatives, or rather co-derivatives oifrais, seen in the fifteenth lesson. Sermonnait is a form (47) of the verb sermonner, derived from sermon (303, 288), which comes from the Latin sermo, speech, discourse. 270 TWENTIETH LESSON. De temps en temps is an adverbial expression corresponding to now and then, every now and then, ever and anon. Derniere is the feminine of the adjective dernier (3). Rexcontrerent is a form (15 7) of the verb rencontrer, de- rived from contre, against, which comes from the Latin contra. The principal derivatives of contre are : Contraire, contrary ; au cojitraire, on the contrary ; contrarier, to contradict, to counter- act, to thwart ; contrariant, provoking, annoying ; contrariete, contrariety, annoyance, vexation ; rencontre, meeting, adventure, encounter; cow ^ras ^6, contrast ; contraster, to conivaiSi', contralto, contralto ; and a contre coeur, unwillingly. Se rencontrer is a pronominal verb (364) denoting reci- procity. 400. The idea of a reciprocal or mutual action, expressed in English by adding the pronouns each-other or one-another to the verb, is rendered in French by means of two pronouns of the same person : nous nous, vous vous, Us se, placed before the verb; that is, by the pronominal form (180), 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 — Us se hlament — may consequently mean : We love each-other, or. We love ourselves ; You see each-other, or, You see yourselves ; They blame each- other, or. They blame themselves. When the rest of the con- struction does not clearly show the sense, ambiguity is avoided by the addition of the pronouns Pun Vautre, les U7is les autres, when the action is reciprocal ; and nous-memes, vous-memes, eux- memes, elles-memes, when it is reflective. Tint is the third person singular of the past tense definite 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 : ac- cordingly, the third person singular of the past tense definite of venir is il vint ; and the past participle of venir being venu, the past participle of tenir is tenu. Pres, near, has been mentioned in the second lesson. A PEU PRES is an adverbial expression signifying nearly, al- most, or pretty much. TWENTIETH LESSON. 271 Lan&age has been mentioned in the fifth lesson. Cboyez is the second person plural of the imperative mood of croire, to believe. CoNDisciPLE is derived from disciple (75), which comes from the Latin discijmlus, disciple. The principal derivatives of dis- ciple are : Discipline, disciplined ; discipline?', to discipline ; and a few other words, alike or nearly so in both languages, as r Discipline, disciplinable, indisciplinable, disciplinaire, disci- plinary ; etc. FuYEZ is the second person plural of the imperative mood of the irregular verb fui?', which comes from the Latin fugere, to flee. The principal derivatives of fuir are : Shnfuir, to flee, to run away ; fuite, flight, leakage ; se refugier, to take refuge ; refugie, refugee ; refuge, subterfuge, etc. Flatteuses is the plural feminine of the adjective flatteur, derived from the verb flatter, to flatter. The derivatives of flat- ter are the substantives Flatteur, flatterer, and flatterie, flat- tery. 401. Adjectives ending in eur have their feminine in euse when they can be derived from a present participle, by changing the termination ant into eur, as flattXT>iT, fattEUR, from the verb flatter. Seduction is a word alike in both languages (49). CoMPAGNiE is one of the derivatives of comp)agnon, seen in the twelfth lesson (199). Frivole comes from the Latin frivolus, trifling. It is of both genders (6). Its only derivative is frivolity, frivolousness, trifle. Corruptrice is the feminine of the adjective corruptcur, allied to the verb corrompre, to corrupt, one of the derivatives of rom- pre {*15), mentioned in the nineteenth lesson. 402. Adjectives ending in teur form their feminine by chan- ging this termination into trice, when they cannot be derived from a present participle, as corruptcur, the participle of the corresponding verb, corrompre, being corrompant and not cor- ruptant, 403. There are about 260 adjectives and substantives ending in teur, most of which have preserved in English their Latin 272 TWENTIETH LESSON. termination tor, as : Acteur, actor ; auditeur, auditor ; createur, creator ; moderateur, moderator, etc., etc. QuAND, seen in the eighth lesson as an adverb meaning when (1*76), is employed in this lesson as a conjunction, and signifies though. With this sense it is often followed by meme, and some- times by Men meme, which serves only to make it more em- phatic, without altering the sense : Quand Men meme corresponds to though even in English. AuRiEz is the second person plural of the conciitional mood of avoir. Seriez is the second person plural of the conditional mood of etre. Blamer is derived from the substantive hldme (303), slander, invective. SoNGER, which properly means to dream, is often used in the sense of to thinJc. It is derived from songe, dream (303), which is supposed to come from the Latin somnium. BoiRE comes from the Latin Mhere. It is an irregular verb. Its principal derivatives are : Boisson, beverage, drink ; MivaMe, drinkable ; buveur, drinker ; and imMbe?, to imbibe. Manger comes from the Latin mandere, to chew, or mandu- care, to chew, to eat. Its principal derivatives are : Mangeoire, manger, crib ; mangeable, eatable ; mangeur, eater ; blanc-manger, blanc-mange ; and garde-manger, pantry, buttery, safe. DoRMiR comes from the Latin dormire, to sleep. It is an ir- regular verb. Its principal derivatives are : Dormant, sleeping, stagnant, dull ; dormeur, sleeper ; dormeuse, carriage adapted for sleeping ; endormir, to lull, to send to sleep ; endormi, asleep ; dortoire, dormitory, etc. TuER, to kill, or to slay, comes from the Greek &jziv, to sacri- fice. Its principal derivative is tueur, killer. Profitable, derived ft'om the verb profiter, to profit, is a word alike in both languages (97). Finirez is the second person plural of the future tense of finir, seen in the tenth lesson. 404. The second person plural of the future tense of verbs ending in ir in the infinitive mood is formed by adding ez to this termination (321, 307). TWENTIETH LESSON. 273 Lasser is derived from the adjective las, fatigued, tired, weary, ■which comes from the Latin lassus, fatigued. The principal de- rivatives of LAS are : Lassitude, weariness ; delassement, repose from fatigue, relaxation, recreation ; delasser, to refresh, to un- weary. Vie comes from the Latin vita, life. Its principal derivatives are : Vif, quick, lively, vivacious ; vivant, alive, living ; vivifier, to vivify, to quicken ; vivre, to live ; revivre, to return to life, to be alive again ; survivre, to survive ; convive, guest, table-com- panion ; savoir-vivre, good breeding, genteel manners ; and a number of other words alike, or nearly so, in both languages, as ': Vivacite, vivacity ; vitalite, vitality ; vital ; vivat, hurra ; qui vive ? who goes there ? etc. DissiPEE is a form (52, 53) of the verb dissiper, to dissipate. ReconnaItrez is a form (SOY) of the verb reconnaitre, to know again, to recognize, to acknowledge, which is one of the deriva- tives of connaitre, mentioned in the fifth lesson. Vide, emptiness, nothingness, vacuum, is derived from the ad- jective vide, empty, vacant, void, coming from the Latin viduus, deprived. It is masculine. 405. When adjectives are employed as substantives, or when they become real substantives, they are of the mascuhne gender (181). Sera is the third person singular of the future tense of etre. Tard comes from the Latin tarde, slowly. Its principal de- rivatives are : Tarder, to delay, to defer, to linger ; tardif, tardy, late, slow ; retard, delay, slowness *, and retarder^ to delay, to defer, to retard, to go too slow. SYNTAX. Why is the imperfect tense employed, and not the past tense definite, in the phrase " i7 y avait un etudiant qui le sermon- NAIT?"* — 134. Why is the past tense definite employed, and not the imperfect * See notes on page 17. 12* 274 TWENTIETH LESSON. tense, in "Za derniere fois quHls se rencontrerent," and "Xwe TINT ce langage ? " — 135. Why is le placed before sermonnait, se before rencontrerent^ lui before tint, vous before lasser, and en before reconnaitrez ? —43. Why is moi placed after croyez? — 297. Why is it proper to employ de la hehi'Q fortune ? — 102. Why is songer preceded by de ? — 189. Why is boire preceded by a ? — 188. Why is a repeated before manger, dormir, and tuer ? — 109. Why is " without doing " rendered by " sans faire ? " — 129. Why would it not be correct to place dissipie before vie ? — 355. According to what example is the following phrase con- structed : " Ne sera-t-il pas trop tard ? " — 42. Croyez-xaoi. 406. In the imperative mood, moi is used instead of me after the verb, when the phrase is not negative. There is an exception to this rule, when the word en follows, in which case there is a contraction, thus : " Donnez-uCen, give me some." Ne me croyez pas. 407. But when the phrase is negative, me, instead of moi, is placed before the verb (297, 298). Quand meme vous auriez de la fortune. 408. When quand signifies though, although, it is always fol- lowed by a verb in the conditional mood. Quand must not be confounded with quoique, which signifies though, although, but requires the subjunctive mood after it (244), TWENTIETH LESSON. 275 Vous seriez a "blamer. You would he to blaaie. 409. In this particular example, the construction is the same in both languages. In French this construction is perfectly regu- lar ; but in English, it is exceptional, the passive form being the usual corresponding construction, as will be seen by the following examples : II est A PLAINDRE. Fautes k corriger. Cest une chose k voir. II y a quelque chose k faire. He is TO BE PITIED. Faults TO BE CORRECTED. It is a thing to be seen. There is something to be done. Sans rien faire. The privative sans in this phrase equals the negation r^e, which should otherwise accompany rien. 410. After -the preposition saius, the negaiiyes ne, pas, pointy are not used. Sans rien /aire de profitable. 411. The preposition de must be prefixed to an adjective which follows RIEN or an indefinite expression such as : quelque chose, something, any thing ; quoi que ce soit, any thing whatever. LEXICOLOGY. There are about 260 adjectives and substantives ending witli or in English, which become French by changing or into eur, Ex. Actor, a^teur ; creator, createur, etc. See Obs. 403. 276 TWENTIETH LESSON. ADDITIONAL WORDS* Ancetres^ Antique^ €onmei\ Bemungeaison^ Demanger^ Be rencontre^ DevideuT^ Devidoir. Ancestors. Antique. To invite. Itching. To itch. Second-hand. To wind. Winder, Winder, reel Fugue^ Fuyard^ Sermonnew\ Sermonner^ Vegeter^ Vider^ Vivandiere^ Vigoureux^ Vigueur, Fugue. Fugitive. Sermonizer. To lecture. To vegetate. To empty. Sutler. Vigorous. Vigor. EXERCISES rPON THE GEAMMATIOAL OBSEEVATIONS AKD TTPON THE ETJLES OF — JJn assaillant — Un Un perdant — Un re- 1. Model: Uri ^tudiant. See Obs. 399.- mordant — Un passant — Un pretendant — pondant — Une suivante. 2. Model : Tls se rencontrerent. See Obs. 400. — We call each- other — You will admire each-other — They love each-other — We blame each-other — You will correct each-other. 3. Model : H tint. See the observation after tint, p. 2Y0, also the derivatives of veni?' in fifteenth lesson, p. 191. — Hold (imper. 2d. pers. plur.) — Held (past part.) — You will hold — Obtain — Obtained — You will obtain — He came (past t. def.) — He came back — He became — He intervened. 4. Model : FloMeuse, feminine of fiatteur. See Obs. 401. — (Translate the following by French adjectives of the feminine gender) — Dauber — Sleeper — Lounger — Eater — Lender — Laugh- er — Seller. 5. Model : Corruptrice, feminine of corrupteur. See Obs. 402, 403. — (Translate the follo^ang by French adjectives of the femi- nine gender) — Creator — Mediator — Conciliator — Spectator — In- spector — Director — Con ductor. See note on page 11. See note on page 12. TWENTIETH LESSON. 277 6. Model: Vous finirez. See Obs. 404. — You will warn — You will divert — You will sleep — You will finish — You will fur- nish — You will enjoy — You will blacken — You will perish — You will fill — You will succeed — You will feel. Y. Model : Le vide. See Obs. 405. — The sublime — The grave style — The sweet tone — The useful — The useful and the agree- able. 8. Model : Croyez-M.oi. Syntax, 406. — Call me — Love me — "Wait for me — Warn me — Correct me — Give me — Tell me — Hear me — Furnish me. 9. Model : Ne me croyez pas. Syntax, 40*7. — Do not bite me — ^Do not blacken me- — Do not forget me — Do not speak to me — Do not answer me. 10. QuAND vous AURiEZ de la fortune. Syntax, 408. — Though you were my son — Though he were at home — Though we were attentive — Though we had forgotten some words — Though you had children — Though we should wait an hour — Though we drank water. 11. Model: Vous seriez a hldmer. Syntax, 409. — There is a lesson to be learned — There was no water to be had [drunk] * — It is to be wished — Is there any thing to be done ? — That society is not to be frequented — Here are some words to be pro- nounced — There is no time to be lost — Here is an example to be followed. 12. Model: RienD^ profitable. Syntax, 411. — Nothing good — Nothing attractive — Nothing agreeable — Nothing low — Some- thing handsome — Something dear — Something grave^Some- thing insignificant. PHRASES FOR COMPOSITION** TO BE TRANSLATED INTO FEENOH. 1. I am looking at the passers-6y — 399. 2. All those suitors [pretendants] are ambitious — 399. 3. They love each-other like two brothers — 400. * See note on page 37. ** See notes on page 18. 278 TWENTIETH LESSON. 4. We looked at each other, but we did not speak to each- other — 328, 400. 5. What shall you say to each-other, when you meet ? — 40, 334, 321, 400. 6. I think that your friends are flatterers — 102. *7. I accept your flattering invitation — 401. 8. She is the directress of that institution — 402. 9. Do you understand the French actors when they play ? —403. 10. The doctor came [is come] during our absence — 403. 11. You will sleep well after this long walk — 404. 12. You will warn us when the boat passes — 404, 334, 74. 13. Boileau recommends to poets to pass from the grave style to the gay [sweet] — 405. 14. Give me some bread and water — 406. 15. Do not give me any meat — 407. 16. Interrupt me when you do [will] not understand me —406. 17. Speak to me very slowly [softly] — 406. 18. Do not forget me, when you are in [at] Paris — 407, 334. 19. Though we were poorer than we are, we should not sell this house— 408, 3'7'7, 264, 286. 20. Though we had more time than we have [of it], we should not finish to-day— 408, 268, 278. 21. There is a composition to be made — 409. 22. This is one thing to be wished — 409. 23. There are many words to be learned — 409. 24. We passed the whole [all the] day without eating any thing— 410. 25. We heard them without understanding any thing — 410. 26. Do you know any thing new ? — 411, 166. 27. IS'o, we know nothing new — 411. 28. We shall eat something good — 411. 29. There is soraething tedious in that poem — 411. TWENTY-FIRST LESSON. 279 TWENTY-FIRST LESSON.* FIEST DIVISION. ^PEACTICAL PART. TEXT. LITERAL TRANSLATION. Vingt et imi^me le^on. first " Si vous poursuiTiez tos etudes, elles pursned Toiis conduiraient loin; car vous ne would conduct far manquez ni de memoire ni de jag-ement. lack memory judgment Vous apprendriez facilement et vous would learn easily trouveriez bien vite I'occasioo d'utiliser would find quickly to profit by votre savoir et vos talents. Alors vous knowledge Then adouciriez la position de votre p^re, qui might alleviate which n'est pas heureuse. Vous souvenez-vous happy Do you remember quHin jour, a notre pension, le maitre * We now cease to refer to the notes given in the early lessons as a guide to the manner of studying them, practice having most Hkely hy this time rendered any furtlier aid of that kind unnecessary. We would, how- ever, improve this opportunity to recommend once more a close observance of the plan laid down, especially to those who would make rapid progress. 280 TWENTY-FIEST LESSON. pFoiitit line semaine de cong^e ^ celui qui promised week holiday ferait le meilleuF tti^me et la nieilleiii'e woTild make exercise TersioEi ? '' translation TEE SAME IN GOOD EN-QLISH. " 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 fa- ther's position, which is not a happy one. Do you remember that one day, at your school, the master promised a week's holiday to him who should make the best exercise and translation ? " QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette legon ? Qu'arriverait-il si Alexis ponrsui- vait ses etudes ? A quelle condition Alexis pou- vait-il aller loin ? Qu'est-ce qui pouvait le conduu-e loin? De quo! ne manquait-il pas ? Comment apprendi-ait-il ? Pourquoi apprendrait-il facile- ment? Que faut-il avoir pour apprendre facilement ? Quelle occasion Alexis trouve- rait-il bien vite ? Qu'adoucirait-il alors ? Comment etait la position de son p^re? C'est la vingt et unidme. Elles le conduiraient loin. A condition qu'il poursuivit ses etudes. Ses etudes. De memoire ni de jugement. Facilement Farce 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 p^re. EUe n'etait pas heureuse. TWENTT-FIKST LESSON". 281 Qiiand le maitre promit-il nne semaine de conge ? Qu'est-ce que le maitre promit un jour ? Ou. promit-il cela ? A qui promit-il cela? Un jour. Une semaine de conge. A leur pension. A celui qui ferait le meilleur thdme et la meilleure version. SENTENCES FOR ORAL TRANSLATION. TO BE TUENED INTO ENGLISH. 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 au- jourd'hui. Comment va monsieur votre p6re? II ne va pas tres-bien. Vraiment! Qu'est-ce qu'il a done? n a bien des infirmites. II est bien vieux, n'est-ce pas ? II a quatre-vingts ans. Que fait votre frdre ? II est dans le commerce. Est-il toujours aussi etourdi ? Non, il est un pen plus raisonna- ble. Passerez-vous quelques jours avec nous ? Oui, j'ai un conge de huit jours. Que je suis heureux de vous voir ! Oroyez que je suis bien heureux moi-meme. H y a bien longtemps que je vous attends. TO BE TUENED INTO FEENOH. 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. Shah you spend a few days with us? Yes, I have leave of absence for a week. How happy I am to see you ! Beheve me, I am very happy too. I have been expecting you a very long time. 282 TWENTT-FIEST LESSON. Eh bien! comment ntiliserons- nous notre temps ? D'abord, nous irons voir toutes les curiosites. On dit qu'il y en a beaucoup a voir. Oh ! je vous en reponds. Mais, j'oubhais de vous demander si vous voulez prendre quelque chose. Kon, je vous suis bien oblige. Yous ne voulez pas goiter de mon vin avec quelques gateaux? Plus tard, si vous le voulez bien. II me serait impossible de boire ou de manger a present. Je pense que vous ne feriez pas de ceremonies 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. IN"©, 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 me to eat or drink at present. I think you would not stand on ceremonies with me. 1^0, indeed. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PEOULIAEITIES IN THE TEXT.* Unieme is one of the derivatives of un^ seen in the first lesson. For the difference between unieme smd premier, see Syntax, 421. PouRsuiviEz is the second person plural of the imperfect tense •:)f poursuivre, one of the derivatives of suivre, seen in the third iesson. * The test questions which have hitherto preceded these observations will be henceforth omitted. They have not become useless, however, and it will be for the teacher in future to supply the deficiency, the examples ^iven in previous lessons being suflB.cient to show how this exercise is to be continued. See page 17 from line 25, and page 21 from line 2. i TWENTT-FIEST LESSON. 283 412. The second person plural of the imperfect tense of verbs ending in re in the infinitive mood, is formed by changing this termination into iez. It is similar to the same person of the present tense of the subjunctive mood. CoNDUiRAiENT is the third person plural of the conditional mood of conduire, which is an irregular verb, but the irregularity does not extend to the conditional mood. 413. The third person plural of the conditional mood of verbs ending in re in the infinitive is. formed by changing the final e into aient. Loin is an adverb corresponding to the word 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. When manquer signifies to want, or to stand in need of, it re- quires the preposition de before its regimen. 414. The second person plural of the present tense of the in- dicative mood of verbs ending in er in the infinitive is formed by changing this termination into ez. It is similar to the same person of the imperative mood (368). Ni, neither, nor, is one of the forms of the negative non, seen in the fourteenth lesson (289.) M^MOiRE comes from the Latin memoria. In its primary sense of memory, remembrance, or recollection, it is feminine. Memoire signifies also memorandum, memorial, memoir, bill, ac- count. With these acceptations it is masculine. JuGEMENT is nearly alike in French and in English (153). Apprendriez is the second person plural of the conditional mood of apprendre, already seen. 415. The second person plural of the conditional mood of verbs ending in re in the infinitive is formed by changing the final e into iez. Facilement is an adverb derived ivom. facile, easy (31). Trouveriez is the second person plural of the conditional mood of trouver, seen in the thirteenth lesson. 416. The second person plural of the conditional mood of verbs ending in er in the infinitive mood is formed by adding iez to this termination (415). ViTE is here an adjective used adverbially. 284 TWENTY-JFIEST IxESSON. Occasion is a word alike in French and in English (49, 68). Utiliser is one of the derivatives of utile, seen in the fifth lesson. 417. The termination iser is common to many 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 ; familiariser, to familiarize ; reviser, to revise, etc. Savoir, seen in the seventeenth lesson as a verb, is employed here as a substantive. 418. The infinitive mood of verbs is sometimes used substan- tively 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 manger, le rife, 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 Vheure, formerly used in the same sense. Adouciriez is the second person plural of the conditional mood of adoucir, one of the derivatives of doux, douce, seen in the ninth lesson (257). 419. The second person plural of the conditional mood of verbs ending in ir in the infinitive is formed by adding iez to this termination (415, 416). 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 : "Fows trouvERiKZ VoccasionP — 21st lesson. "Vous adouciRTKZ la position de voire yere^ — 21st lesson. '■'■Vous apprend-Ri&z facilement.'''' — 21st lesson. '■'■Vous seriez a hldmer." — 20th lesson. '■'■Vous AURiEz de la fortune.'''' — 20th lesson. Position is one of the derivatives of poser, mentioned in the twelfth lesson. Heureuse is the feminine of the adjective heureux (142), de- rived fi'om heur, luck, hap. SouvENEz is the second person plural of the present tense of TWENTT-FIEST LESSON. 285 the indicative mood of se souvenir, one of the derivatives of venh\ mentioned in the fifteenth lesson. This verb is always pronomi- nal (364). Promit is the third person singular of the past tense definite o( promettre, one of the derivatives of mett7'e, mentioned in the fifth lesson. Semaine comes from the Italian settimana, week. It is fem- inine according to analogy (15). Cong6 comes from the Italian congedo, leave, and is masculine according to analogy (14). Ferait is the third person singular of the conditional mood of the irregular verh /aire, seen in the third lesson. Theme comes from the Greek ^t'juia, that which is laid down. It is masculine. 420. § 1. Substantives ending in ^me or eme are masculine. § 2. The exceptions are hireme, bireme ; trireme, trireme ; and creme, cream, which are feminine. Version is a word ahke in French and in English (49). SYNTAX.* Vinfft et unieme. 421. The adjective Jirsf, when it is not preceded by another number, is translated by premier, premiere, as has been seen in the first lesson ; but when preceded by vingt, twenty ; trente, thirty ; quarante, forty ; cinquante, fifty ; soixante, sixty ; quatre-vingt, eighty ; cent, hundred ; and mille, thousand, it is rendered by unieme. For the use of the conjunction et between vingt and unieme^ see 359. * See note on page 282. 286 ^rWTSNTY-FIEST LESSON. Si vous poursuiviez vos etudes. The verb poursuiviez, here, is in the imperfect tense, and may be literally rendered thus : If you pursued you?' 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 condi- tional mood in this case would be improper. 4.22. When the conjunction si corresponds to the English word if and signifies supposing that, the verb 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 conjunc- tion is followed by the imperfect tense, with the second verb in the conditional mood, as in these examples : " Si vous me parlez, je vous REPONDRAi, if you (shall) speak to me, I shall answer you ; Si vous me parliez, je vous rIipondrais, if you should speak to me, I should answer you." It ne savait pas si vous poursuivriez "vos etudes. 423. But when si corresponds to the Enghsh conjunction whether, and expresses doubt, it may be followed by the condi- tional mood or the future tense, according to the sense of the sen- tence. Vous ne manquez ni de memoire ni de jugement. 424. The conjunction ni corresponds to the two words neither and nor, or to either and or, with not, as : You do not want either memory or judgment. The negative words pas and 'point must not be employed when the conjunction ni is repeated in a phrase^ La position de votre pere, qui n'est pas heureuse. The pronoun qui referring to persons as well as to things, it might be doubtful here whether it is ih.^ position, or ih.Q father, TWENTY-FIRST LESSON. 287 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 elegant, has been in- troduced only as affording an opportunity to insist on a remark already made (1'73), that the relative pronoun, when a subject, is generally expressed by qui, and that lequel, laquelle, etc., are seldom used in this case, unless they become necessary to avoid ambiguity. A celui qui ferait. To Mm who should make. 425. When Ae, him, she, her, they, them, do not refer to any person or persons mentioned before, but are used in an indefinite sense, they must be rendered by the demonstrative pronouns, CELUI, CELLE, CEux, CELLES, instead of the personal pronouns, il, lui, elle, la, ils, eux, elles, as : " He who does not work, celui qui ne travaille pas ; She whom I love., celle que j'aime ; They who have memory, ceux qui ont ae la memoire." Le meilleur theme. 426. It has been seen already (377, 197) that the degrees of comparison in French are not expressed by means of terminations added to adjectives or adverbs, but with the help of the words aussi, plus, and moins. There are but three exceptions, or three adjectives, which by themselves express comparison ; they are : lyEeilleur, better or best, the comparative and superlative of bon, good ; IVEoindre, less or least, the comparative and superla- tive of petit, little ; Pire, worse or worst, the comparative and superlative of mauvais bad. Le meilleur theme et la meiUeure version. The best exercise and (the best) translation. 427. The comparative adjectives meilleur, moindre, and pire, must be repeated before each substantive which they modify ; 288 TWENTY-FIRST LESSON. as also tiie adverbs of comparisoE si, aussi, tant, autanf, plus, and moins, must be repeated before each adjective, verb, or adverb which they modify. LEXICOLOGY. This branch of study will after this cease to appear sep- arately, the few remaining rules being comparatively of less importance, and sufficiently explained among the Theoretical Observations in the Second Part of each lesson. See page 284, No. 41 Y. EXERCISES. UPON THE GEAMMATIOAL OBSEEVATIONa AKD UPON THE ETTLES OF ] ■ SYNTAX. 1. Model : Vous poursuivlez. See Obs. 412. — You waited — ^ou heard — You put — You pretended — You lost — You promised — You answered — You rendered — You laughed — You followed —You suspended — You sold. 2. Model : Mies conduiraient. See Obs. 413. — (Use the fem- inine pronoun.) — They would wait — They would hear — They would put — 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 seU. 3. Model : Vous manquez. See Obs. 414. — You call — You love — You bring — You accept — You arrive — You blame — You cease — You give — You ask — You study — You taste — You play — You eat — You forget. 4. Model: Vous apprendriez. — See Obs. 415. — You would wait — You would hear — You would put — You would pretend — You would lose — You would promise — You would answer — You TWENTY-FIKST LESSON. 289 would render — You would laugh — You would follow — You would suspend — You would sell. 5. Model : Vous trouveriez. See Obs. 416. — You would think — You would pass — You would possess — You would place — You would pronounce — You would speak — You would propose — You would lend — You would look. 6. Model : Utiliser. See Obs. 417. — (Translate into English.) — Sympathiser — Realiser — Legaliser — Immortaliser — Civiliser — Organiser — Pulveriser — Coloniser. T. Model: Vous adouciriez. See Obs. 419. — You would sleep — You would finish — You would furnish — You would blacken — You would perish — You would succeed — You would feel. 8. Model : Vous vous souvenez. See Obs. 273. — (Translate the following by venir and its derivatives: see page 191, from line 23.) — You come — You agree — You disown — You become — You attain — You prevent — You come again. 9. Model : II promit. See Obs. 273. — (Translate the follow- ing by mettre and its derivatives : see page 53, from line 23.) — He put — He admitted — He committed — He dislocated — He omitted — He permitted — He compromised — He put back — He submitted — He transmitted. 10. Model : Vingt et unieme. Syntax, 421. — The first month — The twenty-first day — The thirty-first week. 11. Model: Sivous poursuiviez. Syntax, 422. — 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. 12. Model: Si vous pour suivriez. Syntax, 423. — He did not know whether she would be — Whether we should enjoy — Whether we should lose — Whether you would find — Whether they would learn. 13. Model: Nimemoire^ijugement. Syntax, 424. — Neither shops nor houses — N'either friends nor acquaintances — Neither grammar 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, 425. — We admire him who speaks — You call her who arrives — He stops them (or those) 13 290 TWENTT-FIEST LESSON. who pass — He who blames us — She who gives — They who doubt. 15. Model : Le meilleur theme et la meilleure version. Syn- tax, 427. — The best poet and artist — The largest houses and gardens — The greatest and most detestable faults — The sweetest and most flattering hopes. PHRASES FOE COMPOSITION TO BE TEANSLATED INTO FRENCH. 1. Why did you not follow our example ? — 412. 2. Did you not hear our question ? — 412. 3. They would drink if they had water — 413. 4. Your friends would laugh if they heard you — 413. 5. You always stop us [always] when we are speaking — 414. 6. Do you accept what he proposes ? — 414. 7. Would you believe that this child is [has] fifteen years Old?— 4:15. 8. Would you understand her if she spoke fast ? — 415. 9. Should you like the trade of a joiner ? — 416. 10. Why would you not play at leap-frog ? — 416. 11. Your talent will immortalize you — 417. 12. Our hopes will be realized — 41 7. 13. Laughing is sometimes a good thing — 418. 14. Your occupations will make you forget drinking and eat- ing— 418. 15. You would sleep well in [at] the shade — 419. 16. Why would you not enjoy [of] your hberty ? — 419. 17. Do you remember [of] the first lesson? — 421. 18. My son is in his twenty-first year — 421. 19. In twenty-one lessons, we have learned many things — 359. 20. Our friends will be in [at] Paris in twenty-four houra —359. 21. If you ate too much, you would be blamable — 422. TWENTY-FIRST LESSON. 291 22. If they should accept, we should be happy — 422. 23. If we followed that example, we should be mad — 422. 24. We did not know whether we should catch [take] any fish— 423. 25. We did not know whether we should finish in [at] time —423. 26. He wanted [willed] to know whether you would wait for him — 423. 27. We have neither friends nor acquaintances in [at] Paris —424. 28. They have neither bread nor money — 424. 29. He that is not attentive, forgets his lessons — 425. 30. She who is speaking to you is a flatterer — 425. 31. They who want memory do not always want judgment —425. 32. We did not understand them (or those) who spoke fast —425. 33. Do not interrupt him who speaks — 425. 34. Follow her whom you love — 425. 35. He that will not work shall not eat — 425. 36. He is as good and handsome as his mother — 427. 37. That street will be the longest and finest in [of] Paris -427. 38. There is the most serious and austere of my friends — 427. 292 TWENTY-SECOND LESSON. TWENTY-SECOND LESSON. FIEST DIVISION. PRACTICAL PAKT. TEXT. LITERAL TRANSLATION. Vingt-deuxi^nie le^on. "Tous etiez, je crois, le uioins avance were believe least advanced de la clause. Vou^ langitissiez dans I'obs- class ■ languished ob- cwrite. Jamais vows n'aviez ol]»tenii le scurity had obtained moindre prix. Cependant, stimule par least prize However stimulated une si charEtiaiitc perspective, vous files charming prospect did des prodiges. Tons travaillates avec une prodigies worked ardeur telle que vous vous rendites ma- ardor such rendered lade. Vous finites votre taclie avant tous ill finished task vos rivaux, et vous futes vainqueur. Voila rivals were victorious ce que vous eutes le courage d'accomplir 5 had courage accomplish et ce courage, vous I'aurez toutes les fbis will have que vous le voudrez." TWENTY-SECOND LESSON. THE SAME Iir GOOD EUTGLISH, " 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 worked with such ardor 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." QUESTIONS AND ANSWEES FOR CONVERSATION. Quelle est cette leQon ? Alexis etait-il avance ? Etait-il remarque ? Qu'est-ce qu'il n'avait jamais ob- tenu? Par quoi fut-il stimule cepen- dant? Quelle charmante perspective ? Que fit Alexis, stimule par cette perspective ? Comment travailla-t-il ? TravaiUa-t-il avec beaucoup d'ar- deur? Que finit-il avant tous ses rivaux ? Quand finit-il sa t^che ? Quel fut le resultat de ses efforts ? Qui est-ce qui fut vanqueur ? Que dit I'etudiant, aprds avoir parle de cette circonstance ? O'est la vingt-deuxi^me. II etait le moins avance de la classe. ISTon, il languissait dans I'obscu- rite. n n'avait jamais obtenu le moin- dre prix. Par une si charmante perspective. Oelle d'une semaine do conge. II fit des prodiges. II travailla avec ardeur. II travailla avec une ardeur telle qu'il se rendit malade. Sa t^che. Avant tous ses rivaux. n fut vainqueur. Alexis. Yoil^ ce que vous elites le cou- rage d'accomplir; et ce cou- rage vous I'aurez toutes les fois que vous le voudrez. 294 TWENTY-SECOND LESSON. SENTENCES FOE OEAL TRANSLATION. TO BE TUEXED INTO EXGLISH. Que ferons-nous aujourd'hiui ? Tout ce que vous voudrez. Voulez-vous faii'e une prome- nade? Oui, vraiment. Ou irons-nons ? AUons aussi loin que possible. Eh bien, alors, nous ii'ons au vil- lage ou demeure notre ami, Savez-vous ou c'est ? Pas tres-bien, mais nous deman- derons. Je crois que ce sera trop loin pour moi. Non, non, vons ponvez aller beaucoup plus loin. Vous savez que je suis encore nn peu malade. La promenade vons fera du bien. Croyez-vous ? J'en suis sur. Notre ami ne sera pas facbe de nous voir. Je votis reponds qu'il sera bien joyeux. Mais, s'il n'etait pas cbez lui ? n y sera, soyez-en bien sur. H n'est henreux que dans son jar- din. Sommes-nous encore bien loin du village ? Non, nous arriverons avant dix minutes. Vous voyez bien ces sanies de- vant une petite maison ? Oui, tres-bien. C'est Ik qu'il demeure. TO BE TURNED INTO FEENOH. What shall we do to-day ? Whatever you please. Will you take a walk? To be sm-e, I will. Where shall we go ? Let ns go as far as possible. Well, then, we will go to that vil- lage where our friend lives. Do you know where it is ? Not very well, but we shall in- quire. I beheve it wUl be too far for me. No, no, you can go much farther. You know I am still rather un- well. Walking will do you good. 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 vil- lage ? 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. TWENTY-SECOND LESSON. 295 SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATICAL PECULIAEITIES IN THE TEXT.* Etiez is the second person plural of the imperfect tense of etre. Je crois is tlie first person singular of the present tense of the indicative mood of croire, mentioned in the sixth lesson, and of which another form [croyez) has been seen in the twentieth lesson. 428. l^oins is an adverb corresponding to less and least. It is the comparative of peti, little, few. Before adjectives and adverbs, it denotes inferiority in the comparative and superlative degrees (19 7, 311). AvANCE is the past participle, used adjectively, of the verb avancer, to advance, to forward. Classe, from the Latin classis, class, is feminine according to analogy (15). Languissiez is the second person plural of the imperfect tense of languir. 429. The second person plural of the imperfect tense of verbs ending in ir in the infinitive mood is formed by changing this termination into issiez. It is similar to the same person of the present and past tenses of the subjunctive mood. Obscurit]^, derived from ohscur^ obscure, dark, is feminine (241.) AviEz is the second person plural of the imperfect tense of avoir. Obtenu is the past participle oi ohtenir^ one of the derivatives of the irregular verb tenir, mentioned in the third lesson. It has been seen already that the irregularities of conjugation of tenir and venir are the same. MoiNDRE, less or least, is one of the three adjectives which, by themselves, express comparison (426). * See note on page 282. 296 TWENTY-SECOND LESSON. Prix has been mentioned in the fourteenth lesson, as the radi- cal oiprecieux. It signifies price, cost, and prize or reward. It takes no additional termination in the plural. 430. Substantives, as well as adjectives, ending in x do not change their termination in the plural (158). Cependant is one of the derivatives of pendre, seen 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, meanwhile. It signifies also, yet, still, however, never- theless. Stimuli is the past participle (52) of stimuler, coming from the Latin stimulare, to goad, to stimulate. Charmante is the feminine of charmant (2), derived from charme, charm or spell. Perspective is derived from spectacle, coming from the Latin spectare, to look at. It is feminine according to analogy (15). FiTEs is the second person plural of the past tense definite oifaire. Prodige comes from the Latin prodigium. It is masculine by exception (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. 431. 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. Ardeur is of the feminine gender (95). Telle is the feminine of the adjective tel, such (184). RendItes is the second person plural of the past tense definite of rendre, seen in the thirteenth lesson. 432. The second person plural of the past tense definite of verbs ending in re in the infinitive mood, is formed by changing this termination into ites (433.) Malade is an adjective which does not change in the femi- nine (6). FinItes is the second person plural of the past tense definite oifinir, one of the derivatives oi fin, seen in the tenth lesson. 433. The second person plural of the past tense definite of I TWENTY-SECOND LESSON. 29T verbs ending in ir in the infinitive mood is formed by changing this termination into ites (432). Tache is feminine according to analogy (15). RivAux is the plural o? rival, rival (379). Fi&TES is the second person plural of the past tense definite of etre. Vainqueur is derived from the verb vaincre, to vanquish, to conquer, which comes from the Latin vincere, having the same meaning. EuTES is the second person plural of the past tense definite of avoir. Examples have been seen in this lesson of the second person plural of the past tense definite in the three regular forms of con- jugation and the two auxiliaries, in the following phrases : " Vous ti-availlATES avec ardeur." Vous JinlTES voire tdche.^^ " Vous vous rendiTES malade." " Vous FUTES vainqueur.'^ " Vous EUTES le courage^ Courage is a word alike in French and in English (215). 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 auxiliaries, in the following phrases : "Fows apport^u^z ce que vous voudrez^ — 16th lesson. *^ Vous finiKKz par vous lasserT — 20th lesson. ^^ Vous prendiiEZ la vbtreV — 15th lesson. "Fo^*s AUREZ ce courage^ — 22d lesson. ''''Vous ne SEREZ^as/d;cAe." — 16th lesson. SYNTAX.* Une si charmante perspective. 434. In English, after the adverbs so, as, too, and how, the word A is placed between the next adjective and substantive. In * See note on page 282. 13* 298 TWENTY-SECOND LESSON. French, the first three of these adverbs, rendered by si, aussi, and trop, are preceded by un, une. As for the place of the adjective it is often optional : We may say : " Une perspective si charmante,^^ as well as ^^Une si charmante pei^spective ;'^'' ^^ Une perspective trop charmante" or " Une trop charmante perspective." The adverb how — in French, comment or comhien — cannot be preceded by un, and requires a different construction or a differ- ent expression, as : " How charming a prospect ! Quelle charmante perspective ! ''^ or, " Que cette perspective est charmante!'''' Et ce courage, vous Vaurez. 435. The regular construction would be, -EJt vous aurez ce courage, and the pronoun le would be useless and even im- proper. But in inversive phrases, in which the regimen precedes the verb, this regimen must be repeated in the form of a pronoun, which is generally le, la, or les, according to the sense, as : " Ce qu'il dit, je L^ferai, what he says, I will perform ; Cette personne, je LA connais, that person I know ; Ces procliges, nous les avons vus, those prodigies we have seen." EXERCISES UPON THE GEAMMATIOAL OBSEEYATIONS AND UPON THE EULES OF SYNTAX. 1. Model: Moins avance. SeeObs. 428. — The least active — Less ambitious than — 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. See Obs. 429. — You freed — You softened — You accomplished — You diverted — You enjoyed — You blackened — You perished — You filled — You succeeded — You united. 8. Model : Vousfites. See Obs. 273.— (Translate the follow- TWENTY-SECOND LESSON. 29& ing by derivatives of faire : see page 31, line 6.) — You undid — You counterfeited — You did again — You satisfied. 4. Model : Vous travailldtes. See Obs. 431. — 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. See Obs. 432. — You waited — You heard — You stretched — You melted — You interrupted — You bit — You pretended — You lost — You pursued — You answered — You followed — You suspended — You sold. 6. Model : Vous Jinites. See Obs. 433. — You assailed — You freed yourselves — You alleviated — You accomplished — You di- verted — You slept — You enjoyed — You languished — You black- ened — You perished — You departed — You filled — You suc- ceeded. 7. Model : Une si charmante perspective. Syntax, 434. — So great an aversion — As agreeable an invitation — Too ambitious a poet — So good a fellow [boy] — As worthy a man — Too insig- nificant a personage. PHRASES FOR COMPOSITION TO BE TEAIISLATED INTO FEENOH. 1. Your brother is less ambitious than you — 428. 2. She is not less attentive than she was the first time — 428. 3. That young man was the least attentive of students — 428. 4. The least tedious of these poems is still very tedious — 428. 5. You were finishing your exercise, when he arrived — 429 6. You always succeeded in finishing [to finish] your task before us — 429. 7. Were you not filling your basket with provisions, when we passed ? — 429. 8. Do you remember that you used to divert us with your stories — 429. 9. You were sick, because you ate too much fish — 431. 300 TWENTY-SECOND LESSON. 10. On that day, you spoke with energy — 431, 199. 11. You did not want courage — 431. 12. You found the task a tedious one — 431. 13. Why did you not answer him ? — 432. 14. You followed your friend's example — 432. 15. You pursued your studies, and you did not lose your time — 482. 16. To whom did you sell your horse? — 432. 17. ^ow [what] did you feel, when you were in the water? —433. 18. You slept six hours — 433. 19. You departed at five o'clock in the morning — 433. 20. You will never have so fair an opportunity/ [occasion] --434. 21. He will not accept so tedious a task — 434. 22. "Where will you find as good a friend ? — 434. 23. Too long a story makes us yawn — 434. 24. You have too good an opinion of him — 434. 25. WTiat he was at [in] that time, he is still — 435. 26. What we have heard, we will not tell — 435. 27. What you have told us, we shall never forget — 435. 28. This task we will fulfil— 435. 29. That prize which you have obtained, you will not accept —435. TWENTT-THIED LESSOli. 301 TWENTY-THIRD LESSON. FIRST DIVISION. PEACTICAL PART. TEXT. LITERAL TRANSLATION. Tingrt-troisi^Hie le^on. " Je ne dis pas qu'il soit necessaire que say be necessary Tous Tous rendiez malade, que tohs render (subj.) passiez des niiits a ecrire, ou que vous pass (snbj.) nights to write jaunissiez sur des livres. Je Toudrais seule- grow yellow (subj.) books would ment que tous perdissiez moins de temps, lost (subj.) que TOUS sentissiez ee dont vous etes ca- felt (subj.) of which are ca- pable, et que tous eussiez de I'amMtioii." pable had (subj.) ambition. Alexis reeonnut peut-etre la justesse de acknowledged perhaps justness ces obserTations ; luais il it'aimait pas les observations liked remoiitranees, et il repondit brusquement remonstrances abruptly at ce sage eonseiller : " Je Toudrais, moi, wis© counsellor 302 TWENTY-THIRD LESSON. que Tous l\t$§iez moiiis serieux, ou, §mon, were (subj.) serious if not 4|ue vous oie laissassies traiiqmlle." left (subj.) quiet TMB SAME IN GOOD, ENGLISH. " I do not say that it is necessary you should make yourself ill, sit up for whole nights writing, or pore over books till you turn yellow. I only wish you would lose less time, and that you could feel what you are capable of, and that you had some am- bition." Alexis probably felt the justness of these observations, but he disliked remonstrances, and abruptly replied to his sage adviser : " I wish you would be less serious, or else that you would let me alone." QUESTIONS AND ANSWEKS FOR CONVERSATION. Quelle est cette legon ? L'etudiant voulait-il qu' Alexis se rendit malade ? A qnoi ne voulait-il pas qu'il pas- s^t des nuits ? Sur quoi ne voulait-il pas qu'il jaunlt ? Qu'est-ce qui n'etait pas neces- saire? L'etudiant voulait-il qu'Alexis perdit son temps ? Que voulait-il qu'U sentit ? Que voulait-il- qu'il eM ? Qu'est-ce qu'Alexis reconnut peut-etre ? Que n'aimait-il pas ? A qui repondit-il brusquement ? O'est la vingt-troisieme. Non, il ne disait pas que cela fiit necessaire. A ecrire. Sur des livres. Qu'Alexis se rendit malade, qu'il pass^t des nuits k ecrire, ou qu'n jaunit sur des hvres. ISTon, il voulait qu'il perdit moins de temps. n voulait qu'il sentit ce dont il etait capable. E voulait qu'U etit de I'ambition. La justesse de ces observations. n n'aimait pas les remontrances. A ce sage conseiller I \ TWENTT-THERD LESSON. 303 Comment repondit-il a ce sage conseiller ? Que repondit-il ? Ponrquoi repondit-il si brusque- ment et si sechement ? II lui repondit brusquement. " Je voudi-ais, moi, que vous fus- siez moins serieux, ou, sinon. me tran- que vous quille." Parce qu'il n'aimait pas les re- montrances. SENTENCES TOR ORAL TRANSLATION. TO BE TUENED INTO ENGLISH. Pardon, monsieur, si je vous ar- rete. N'etes-vous pas M. De- latour ? Oui, monsieur. Vous ne me reconnaissez pas ? Mais, non, monsieur. Yous ne vous souvenez pas du petit Jacques, I'ami de votre fils? Quoi ! c'est vous ? Oui, vraiment. Comme vous voila grand ! Savez-vous qu'il j a bien long- temps que nous ne nous som- mes rencontres ? Oui ; vous etiez alors un enfant. J'espere que mon ami va bien. Tres-bien. II sera charme 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 journee. TO BE TUENED INTO FRENCH. I beg pardon, sir, for stopping you. Are you not Mr. Dela- tour ? Yes, sir. You don't remember me ? Why, no, sir. You do not remember little James, your son's friend ? 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. Yery 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 ? He is in trade. Does he work much ? Yes, all day long. 304: TWENTY-THIED LESSON. Je voudrais cependant bien le voir. II faut venir de tr^s-bonne heure. A quelle beure le trou"verai-je? Venez k sept heures dn matin. C'est que je suis bien paresseux. Eh bien, il passera chez vous. Cela me ferait grand plaisir. Ou demeurez-vous ? Sur le quai, tout pr^s du pont. Je le lui dirai. Au plaisir de vous revoir. 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 DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GBAMMATIOAL PECULIAEITIES IN THE TEXT.* Je dis is the first person singular of the present tense of the indicative mood of dire^ of which various forms have been seen in lessons 1, 3, 10, 12, and 18. SoiT is the third person singular of the present tense of the subjunctive mood of etre. N]6 CESS AIRE is a word nearly the same in both languages (252). Rendiez is the second person plural of the present tense of the subjunctive mood of rendre, seen in the thirteenth lesson. 436. The second person plural of the present tense of the sub- junctive mood of verbs ending in re in the infinitive is formed by changing this termination into iez. It is similar to the same person of the imperfect tense (412). * See note on page 282. TWENTY-THIED LESSON. 305 Passiez is the second person plural of the present tense of the subjunctive mood of passer, seen in the third lesson. 437. § 1. The second 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 iez (436). It is simi- lar to the same person of the imperfect tense. § 2. According to this rule, when a verb ends in ier in the infinitive, the vowel i is doubled : " Que vous oubliiez, that you may forget." NuiT comes from the Latin nox, noctis, night. It is feminine by exception (14). EcRiRE, formerly escrire, from the Latin scribere, to write, is an irregular verb. Its principal derivatives, which are like- wise irregular, are : Circonscrire, to circumscribe ; decrire, to describe ; inscrire, to inscribe, to enter, to record ; prescrire, to prescribe ; proscrire, to proscribe ; r^crire, to write again ; sozis- crire^ to subscribe ; and transcrire, to transcribe. Jaunissiez is the second person plural of the present tense of the subjunctive mood oijaunir, derived fromjaune,je\\ow (257), which comes from the Italian giallo, having the same meaning. 438. The second person plural of the present tense of the sub- juctive mood of verbs ending in ir in the infinitive is formed by changing this termination into issiez (436, 437, 196). It is similar to the same person of the imperfect tense of the indicative (429) and of the past tense of the subjunctive. LivRE, when it signifies hooJc^ is masculine, notwithstanding its termination (15). See livre in the seventeenth lesson. VouDRAis is the first person singular of the conditional mood of the irregular verb vouloir, seen in the fourth lesson. Perdissiez is the second person plural of the past tense of the subjunctive mood oi perdre, seen in the fourteenth lesson. 439. The second person plural of the past tense of the sub- junctive mood of verbs ending in re in the infinitive is formed by changing this termination into issiez. Sentissiez is the second person plural of the past tense of the subjunctive mood of sentir^ seen in the eleventh lesson. It has already been said that, though sentir is an irregular verb, its ir- regularity does not extend to the past tense of this mood. 306 TWENTY-THIED LESSON. 440. The second person plural of the past tense of the sub- junctive mood of verbs ending in ir in the infinitive is formed by changing this termination into isslez. It is similar to the same person of the present tense of the subjunctive (438), and of the imperfect tense of the indicative (429). 441. Dont comes, through the Italian donde, from the Latin de unde, having the same meaning. It is a relative pronoun of both genders and nunibers. It is used in speaking of persons or of things. It has the different significations of de qui^ de qiioi, duquel^ de laquelle^ desquels, and desquelles ; and therefore corre- sponds to the English expressions whose^ of whom, from whom^ of which, from which (37, 165, 174). Although these pronouns have the same meaning as dont, they cannot be used indiscrim inately for it, as will be explained later. All the relative pronouns have now been seen respectively in the following phrases : " Un hon gar^on, qui n^ avail qu'un seul defauV — 1st lesson. " Les boulevards, qui etaient ses promenades favorites.''^ — 8th lesson. " Que fait-il f "—3d lesson. " Celle Q,v''il avait re^ue^ — 4th lesson. "X>^5 mots QUE nous n'entendions guere.'''' — 12th lesson. '■'■A quoicet idiot passe-t-il son temps?'' — 3d lesson. "t/e voudrais que vous sentissiez ce dont vous etes capable.''^ — 23d lesson. " Deux maisons de commerce ou il avait place ses ipargnesV — 6th lesson. " Sa pension D'otr il ne rapportait qu'un penchant^ — 7th lesson. " Sa pension dans laquelle il avait appris fort peu de chose.^'' — 7th lesson. " De s^ches questions auxquelles nous ne comprenions rien^ — 13th lesson. "Ce qui ^quivaut a trente et une livres.^^ — l7th lesson. ^^Vous apporterez ce que vous voudrezV — 16th lesson. Etes is the second person plural of the present tense of the in- dicative mood of etre. Capable is a word alike in French and in English (97). TWENTY-THIED LESSON. 307 EussiEZ is the second person plural of the past tense of the subjunctive mood of avoir. Ambition is a word alike in both languages (49). Reconnut is the third person singular of the past tense definite of the irregular verb reconnaitre, one of the derivatives of con- naitre, mentioned in the fifth lesson. Peut-I;tre is an adverb formed of the two words peut and etre, exactly as may be, in EngHsh. Peut is the third person singular of the present tense of the indicative mood of the irregular verb pouvoir, already seen. JusTESSE is one of the derivatives oi juste, mentioned in the tenth lesson. 442. The termination esse is added to about 40 adjectives, to form thera into substantives, as : Justesse, from juste, just ; delicatesse, delicacy, from delicat, delicate ; faiblesse, weakness, from faihle, weak ; hardiesse, boldness, from hardi, bold. It de- notes the abstract of that which is expressed by the radical. Observation is a word the same in French and in English m- Aim ait is a form of the verb aimer (4*7) seen in the eleventh lesson. Remontrance (23, 146) is derived from montrer, to show, which comes from the Latin monstrare, to show, to point out. BrUsquement is derived from brusque, abrupt, sharp, grufi'(31). Sage is an adjective which does not change in the feminine (6). Conseiller is derived from conseil, advice, counsel, or coun- cil, which comes from the Latin consilium, having the same sig- nifications. Fdssiez is the second person plural of the past tense of the subjunctive mood of etre. Serieux comes from the Latin serius, serious ; its feminine is serieuse (142). SiNON is formed of the two words si (122) and non (289). It is a conjunction corresponding to if not, otherwise, or else, except^ save, but, unless. Laissassiez is the second person plural of the past tense of the subjunctive mood of laisser, to leave, and to let. 443. The second person plural of the past tense of the sub- 308 TWENTY-THIRD LESSON. junctive mood of verbs ending in er in the infinitive is formed by changing this termination into asslez. 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 fol- lowing phrases : " Je voudrais que vous me laiss assiez.''^ " Je voudrais que vous sentissiEZ.^' " Je voudrais que vous perdissiEZ." " Je voudrais que vous fussiez/' " Je voudrais que vous eussiez." Tranquille comes from the Latin tranquillus^ calm. Zatsser tranquille is often used for to let alone. SYNTAX* Ce dont votis etes capable. In this phrase, dont is equivalent to de quoi, of what, of which ; Ce DONT vous Hes capable^ signifying, That of which you are capable, or. What you are capable of. But, Ce de quoi vous etes capable, would sound harshly. 444. 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 Hes capa- ble de, or, Quoi vous etes capable de. 445. The inversive construction, so frequent in English, by which the preposition governing a relative pronoun is thrown to the end of a phrase, never takes place in French. See note on page 282. TWENTY-THIRD LESSON. 309 EXEBCISES UPON THE GEAMMATIOAL OBSEEYATIONS AND UPON THE EXILES OF SYNTAX. 1. Model : Qice vous rendiez. See Obs. 436. — That you may wait — That you may hear — That you may put — That you may pretend — That you may lose — That you may pursue — That you may promise — That you may answer — That you may laugh — That you may follow — That you may suspend — That you may sell. 2. Model; Que vous passiez. See Obs. 43V. — 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. 3. Model : Que vous jaunissiez. See Obs. 438. — That you may alleviate — That you may accomplish — That you may finish — That you may furnish — That you may enjoy — That you may languish — That you may blacken — That you may perish. 4. Model : Que vous perdissiez. See Obs. 439. — That you might wait — That you might hear — That you might pretend — That you might pursue — That you might answer — That you might follow — That you might sell. 5. Model : Que vous sentissiez. See Obs. 440. — That you might soften — That you might accomplish — That you might fin- ish — That you might enjoy — That you might languish — That you might blacken — That you might perish. 6. Model: Dont vous etes capable. See Obs. 441. — 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 profit. v. Model : Justesse, fi-om juste. See Obs. 442. — Baseness — Youth — Littleness — Wisdom — Sadness — Quickness. 8. Model : Que vous laissassiez. See Obs. 443. — That you might give — That you might wish — That you might doubt — That you might ask — That you might examine — That you might 310 TWENTY-THIRD LESSON. taste — That you might imagine — That you might play — That you might forget — ^That you might think — That you might speak. PHEASES FOR COMPOSITION TO BE TEANSLATED INTO FEENOH. ' 1. Is it prudent that you should lose your time ? — 436. 2. It is necessary that you should hear us — 436. 3. It is just that you should reward the students — 437. 4. I desire that you may find this book useful — 437. 5. I do not believe that you will finish your task to-day — 438 6. We do not doubt but you will succeed — 438. 7. That book is too serious. 8. The eel weighed one pound. 9. I wish [would] that you would return me my book — 439. 10. It was necessary for you to pursue your studies — 439. 11. I wish [would] that you would finish your task — 440. 12. It would be necessary for you to alleviate the position of your father — 440. 13. It would be possible for you to succeed — 440. 14. The observation of which you speak is not just — 441. 15. The man of whom I speak is wise and serious — 441. 16. There is the shop of the man whose [the] cakes are so good — 441. 17. Youth is generous — 442. 18. We admire th« wisdom of your father — 442. 19. I loish [would] that you would love study — 443. 20. I wish [would] that you would examine that book — 443. 21. You do not know what he is capable of — 444, 445. 22. Do you know what they were speaking of? — 444, 445. 23. Whom do you speak to ? — 445. 24. We have a house which we can dispose of — 441, 445. 25. It is a circumstance which I am not sorry for [of]— 441, 445. TWENTY-FOURTH LESSON. 311 TWENTY-FOURTH LESSON. FIEST DIVISION. PEACTICAL PART. TEXT. LITERAL TRANSLATION. Viiig^t-quatri^me le^on. Delatour commeii^ait a deveiiir vieiix. began become £1 se plai^iiait de plus en plus ani^Fenieiit complained bitterly de I'apathie de son His. " Mechaiat eii- apatby Wicked rant," disait-il, ^' il semMe que tu aies it seems thou have(subj.) resolu de ine faire mourir de clia^rin. Je resolved to die sorrow veux que tu m'ecoutes a la ^ja^ et que tu will listen (subj.) end iM'ofoeisses. Apr^s tout ce que j'ai fait obey (subj.) I have done pour toi, je veux que tu te rendes utile thee thee render (subj.) d'une maui^re queleonque ; et tu le feras, manner whatever wUt do a moins que tu ne sois un in^rat. Tu ne unless be (subj.) ungrateful reilecliis done jamais ? Tu n'as done point reflectest hast not de souci de I'avenir?" future 312 T WEN T iT-FO UKTH I. ESSOX. TEE SAME IN GOOD ENGLISff. Delatour began to grow old. He .complained more and more bitterly of his son's apatliy. "You wicked 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 ? " QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette legon ? Delatour etait-il vieux ? Qui est-ce qui commengait a de- venir vieux ? Qui etait-ce que Delatour ? De quoi se plaignait-il de plus en plus am^rement ? Comment se plaignait-il de I'apa- thie de son fils ? Comment appelait-il son fils 1 Que semblait-il que son fils eut resolu ? Que voulait Delatour ? Comment le lui disait-il ? Que voulait-il encore, apr^s ce qu'il avait fait pour lui ? De quelle mani^re voulait-il qu'il se rendit utile ? Comment le lui disait-il ? Que lui disait-il pour rendre son exhortation plus pressante ? Quelles questions lui faisait-il ? C'est la vingt-quatri6me. II commenQait a devenir vieux, or, II commengait k le devenir. Delatour. C'etait le pere d' Alexis. De I'apathie de son fils. De plus en plus am^rement. Mechant enfant. De le faire mourir de chagrin. II voulait que son fils I'ecoutat, k la fin, et qu'il lui obeit. " Je veux que tu m'ecoutes, k la fin, et que tu m'obeisses." II voulait qu'il se rendit utile. D'une maniere quelconque. " Je veux que tu te rendes utile d'une maniere quelconque." " Et tu le feras, k moins que tu ne sois un ingrat." " Tu ne reflechis done jamais ? Tu n'as done point de souci de I'avenir ? " TWENTY-FOURTH LESSON. SIS- SENTENCES FOE ORAL TRANSLATIO: TO BE TTJENED INTO ENGLISH. Parlons un peu de nos anciens camarades. 11 y en avait trois on quatre ponr lesquels nous avions beaucoup d'affection. Oui: le petit Charles, le gi'os Kobert, le grand GuiUaume, et encore un autre. Que fait le premier ? n est dans le commerce, n a toujours aime les specula- tions. Fait-il fortune? Mais, je pense que oui. Vous savez combien il est actif. Oui ; mais ce n'est pas toujours une raison pour reussir. Dans le commerce, on est expose k des revers inattendus. Je pense comme vous. Et le second ? Qui ? le gros Eobert ? Oui. II est poete. Pas possible ! O'est tr^s-vrai. H compose en ce moment une tragedie. Quoi ! ce gros gar^on si jovial ? O'est k n'y pas croire ! II n'est plus le meme aujourd'bui. n est tranquille et grave. H passe les nuits k barbouiller du papier. A-t-il du talent, au moins ? On le dit ; mais j'en doute. Et le grand GuiUaume? Est-il toujours aussi bon enfant ? Oui, vraiment. Nous nous voyons presque tons les jours. TO BE TTJENED INTO FEENOH. Let us talk a little about our old comrades. There were three or four of them that we were very fond of. Yes: little Charles, fat Robert, tail William, and another. What is the first doing 1 He is in trade. He was always fond of specula- tions. Is he making a fortune ? Why, I think he is. You know how active he is. Yes; but that does not always insure success. In trade, one is exposed to un- foreseen mischances. I think as you do. And the second ? Who? fat Eobert? Yes. He is a poet. Impossible ! It is very true. He is now com- posing a tragedy. What ! 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 he stiU the same good fellow ? Oh! yes. We see each-other I almost every day. 14 314 TWENTY-FOURTH LESSON. Que fait-il ? II est artiste, et se fait une belle reputation. Mais, quel etait done le qua- trieme de nos camarades ? C'etait Martin, le paresseux. Le voyez-vous toujours ? Non, nous avons cesse de nous voir. Pourquoi cela ? Parce que son pere lui a laisse une grande fortune, et qu'il re- garde ses anciennes connais- sances comme au-dessous de lui. O'est un ingrat. 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 stiU see him ? Fo, 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 SECOND DIVISION. -THEOEETICAL PAKT. ANALYTICAL STUDY OF THE GEAMMATIOAL PECTJLIAEITIES IN THE TEXT.* C0MMEN9AIT is a form (47, 48) of the verb commencer, to be- gin. This verb generally governs d before the infinitive mood (190). 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 signifies to hewail, to pity. It is an irregulai verb. Se plaindre means to complain (194). 446. All the verbs ending in indre undergo a change of the letters nd into gn : 1st, in the three persons plural of the present tense of the indicative mood ; 2dly, throughout the imperfect tense; 3dly, throughout the past tense definite ; 4thly, in the first and second persons plural of the imperative mood ; 5thly, * See note on page 282, TWENTT-FOUETH LESSON. " 315 throughout the subjunctive mood, present and past ; 6thly, in the present participle. Am^rement is derived from amer^ bitter (31, 32). Apathie, from the Greek d'Tra^sja, is feminine according to analogy (lo). Mechant is an adjective which signifies wicked^ had, naughty. Its feminine mechanU is formed regularly (2). Semble is a form (22) of the verb sembler, mentioned in the eighteenth lesson. 447. Tu, from the Latin tu, thou, is a personal pronoun of the second person singular and of both genders. It is always a sub- ject, and generally placed before the verb. 448. The use of the second person singular is much more fre- quent 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 subjunctive mood of avoir. Resolu is the past participle of the irregular verb resoudre, to resolve. MouRiR, from the Latin mori, to die, is an irregular verb. Chagrin. This substantive is often used as an adjective, meaning sorrowful or peevish. Je veux is the first person singular of the present tense of the indicative mood of vouloir, seen in the fourth lesson. EcouTES is the second person singular of the present tense of the subjunctive mood of ecouter. 449. The second person singular of the present tense of the subjunctive mood of verbs ending in er in the infinitive, is formed by changing this termination into es. It is similar to the same person of the present tense of the indicative mood. Fin has been mentioned in the tenth lesson as being the radi- cal o^ finir, Obeiisses is the second person singular of the present tense of the subjunctive mood of oheir, to obey. 450. The second person singular of the present tense of the subjunctive mood of verbs ending in ir in the infinitive, is formed 316 * TWENTY-FOURTH LESSON. 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 in- dicative mood of avoir. Fait is the past participle of the irregular verb faire, seen in the third lesson. 451. Toi, derived from tu^ is a personal pronoun of the sec- ond person singular, and of both genders. It is commonly used as a regimen, either direct or indirect, and corresponds to the Enghsh pronoun thee, or to thee. Sometimes it is a subject, and signifies thou. 452. Te, derived from tu, is a personal pronoun of the second person singular, and of both genders. It is never used as a sub- ject. It is sometimes a direct and sometimes an indirect regi- men, corresponding to thee, to thee, thyself, to thyself. It always precedes the verb. It is one of the words in which the elision of the e takes place (11). Rendes is the second person singular of the present tense of the subjunctive mood of rendre, seen in the thirteenth lesson. 453. The second person singular of the present tense of the subjunctive mood of verbs ending in re in the infinitive, is formed by changing this termination into es (449, 450). ManiIire is feminine according to analogy (15). QuELCONQUE is formcd of quel, seen in the third lesson, and conque, altered from the Latin particle cumque, or cunque, deno- ting universality, and corresponding to ever, or soever. It is an adjective of both genders, which signifies whatever, or any. It is always placed after a substantive. Feras is the second person singular of the future tense of faire, already seen. A Moixs que is one of the conjunctions which require the sub- junctive mood after them (244). Sois is the second person singular of the present tense of the subjunctive mood of etre. 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 auxiUaries, in the fol- lowing phrases : TWENTY-FOUETH LESSOIT. 31 Y "t/e veux que tu m'ecowtes." "t/e veux que tu w'oSeissES." " tTe veux que tu te rendES utile^ " A moins que tu ne sois un ingraty " n semhle que tu aies resolu^ Ingrat comes from the Latin ingratus^ ungrateful. It is an adjective, which in this lesson is used substantively (l*?!). Tu rI;fl]echis is the second person singular of the present tense of the indicative mood of r^Jlechir, to reflect. 454. The second person singular of the present tense of the indicative 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 (325), to the first and second persons singular of the past tense definite, and to the second per- son singular of the imperative mood. Tu AS is the second person singular of the present tense of the indicative mood of avoir. The whole of the present tense of this verb has now been seen : J^ai, Tu as, U a, JVous avons, Vous avez, Us 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 (10). JVe point is more emphatically negative than ne pas. AvENiR is one of the derivatives of venir^ seen in the fifteenth lesson. SYNTAX.* De plus en plus, 455. This may be taken as a model of construction for ad- verbial phrases marking augmentation or diminution, by the repetition of the comparative. Less and less should therefore be translated by de moins en moins ; farther and farther, by de plus en plus loin, etc. * See note on page 282. 318 TWENTT-FOTJETH LESSON. II semhle que tu aies r^solu. 456. After il semhle, the subjunctive mood is generally re- quired ; but this rule is not absolute ; thus, when the verb sem- Uer is preceded by one of the pronouns, me, te, lui, nous, vous, leur, and used affirmatively, as : II me semhle, il te semhle, etc., the indicative mood is necessary, as : " II me semhle que tu as risolu, it seems to me that thou hast resolved." Ce que fai fait pour toi. 77 faut que tu te rendes utile. 457. 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, tu, te, toi (305, 313, 319, 333, 406, 407). A moins que tu ne sois. 458. The negative ne always follows a moins que, unless. EXEECISES ■UPON THE GEAMMATIOAL OBSERVATIONS AND UPON THE EULES OF SYNTAX. 1. Models : Venez — Venu — Vous viendrez. See Obs. 273. — Become (imper.) — Become (past part.) — You will become. 2. Model: Plaignait. See Obs. 446. — They pity — We pitied (imperf.) — You pitied — They pitied — He pitied (past t. ^ef.) — We pitied — You pitied — They pitied — Let us pity — Pity — Provided thou pity — ^Provided we pity — -Provided he pitied — Provided you pitied. 3. Model : Je veux que tu I;coutes. See Obs. 449. — That thou mayest admire — That thou mayest love — That thou mayest accept — That thou mayest blame — That thou mayest correct— TWENTY-FOrHTH LESSON. 319 That thou mayest begin — That thou mayest give — That thou mayest ask. 4. Model: Que tu ob^isses. See Obs. 450. — That thou mayest warn — That thou mayest accoraphsh — That thou mayest finish — That thou mayest furnish — That thou mayest enjoy — That thou mayest perish — That thou mayest fill — That thou mayest succeed — That thou mayest reflect. 5. Model: Pour toi. See Obs. 451, and Syntax, 457. — To thee — After thee — With thee- — Before thee — Of thee — By thee — Without thee — On thee — Under thee — Towards thee. 6. Model : Que tu rendes. See Obs. 453. — That thou may- est wait — That thou mayest hear — That thou mayest bite — That thou mayest pretend — That thou mayest lose — That thou mayest pursue. Y. Model : Tu reflechis. See Obs. 454. — Thou freest — Thou accomplishest — Thou finishest — Thou furnish est — Thou enjoy est — Thou languishest — Thou blackenest — Thou obeyest — Thou perishest — Thou fiUest — Thou succeedest. 8. Model: II faut que tu te rendes. See Obs. 452, and Syntax, 457. — I give thee — He speaks to thee — Thou freest thy- self — We ask thee — They hsten to thee — He warned thee (imperf) — We obeyed thee (imperf) — He answered thee (past t. def.) — ■ They will surprise thee. 9. Model : A moins que tu ne sois. Syntax, 458. — 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 you felt. PHRASES FOE COMPOSITION TO BE TEAIf SLATED INTO FBENOH. 1. We do not pity the ungrateful — 446. 2. He always complained without reason — 446. 3. We complained of our poverty — QQ, 180, 446. 4. You complained of the laziness of your son — 66, 180, 446. 6. They pitied us when it was too late — 135, 446. 320 TWENTY-FOIJETH LESSON. 6. Let us pity those who want memory — 446. v. Pity us, for we are to be pitied — 446, 409. 8. He wished that you would pity him — 83, 446. 9. Thou must begin to study — 449. 10. I do not think that thou likest remonstrances — 449. 11. I will reward thee, provided thou wilt study — 449. 12. I desire that thou wilt reflect on what we have said — 450. 13. Thou must finish thy task to-day — 450. ' 14. I do not doubt but thou wilt succeed — 450. 15. I do not listen to thee — 452. 16. He will be ungrateful, whatever service thou may est ren- der him — 453. 17. I will have thee answer me in a few words — 453. 18. I will not have thee interrupt me — 453. 19. Why dost thou not obey ? — 454. 20. Thou never finishest what thou hast begun — 38, 454. 21. Why dost thou not fill this basket?— 454. 22. Thou hast said that! — 457, 333. 23. I do not listen to him, but I do listen to thee — 457, 333. 24. We will go with thee— 457, 313. 25. We give thee our books — 452, 457. 26. Work more and more — 455. 27. She studies less and less — 455. 28. It seems that you are displeased — 456. 29. It seems that observations are useless — 456. 30. It seems to me that you arrive very late — 456. 31. It seems to me that I understand more easily — 456. 32. Does it seem to you that this man is happy ? — 456. 33. He is always eating, unless he is sick — 458. 34. You will be victorious, unless you want courage — 458 35. We shall hsten to their observations, unless they are too tedious — 458. 36. We shall finish our task, unless'we are interrupted — 458. TWENTY-FIFTH LESSON. 321 TWENTY-FIFTH LESSON. FIEST DIVISION. PEACTICAL PAET. TEXT. LITERAL TRANSLATION. Ying^t-ciiKiiii^iiie le^on. " A quoi peiise§-tu ? Parle. Commeiit thinkest speak peux-tu esperer de faire ton clieiMiii, si tu canst to hope thy way perds ton teamps | coittnie cela | ? Com- losest thus meiit te deiendras-tM de la mis^re, quand thyself wilt defend misery je ne serai plus ? IJuelles ressources shall be no more What resources auras -tu. quand tu seras oblig-e de te wilt have wilt be obhged to thyself sufiire a toi-meiaie ? Repoiids. ]\e te to suffice thyself Answer repentiras-tu pas alors ? Jette les yeux wilt repent Cast eyes sur les enfaiits de laies confreres. lis sont my brethren (fellows) tes e^aux, song^es-y bien. ]\e les vois-tw thy equals think to it well seest pas h I'ouTrage depuis le matin jusqu'au work since (from) tUl soir ? ]\9es-tu pas aussi fort qu'eux ? lis evening art strong 14* 322 TWEin'Y-FIFTH LESSON. se serTent de leurs bras ^ pourquoi ne themselves serve te sers-tu pas des tiens ? '' servest thine TEE SAME m GOOD ENGLISH. " What are you thinking of ? Speak. How can you hope to thrive, if you waste your time thus ? How will you save your- self from beggary, when I 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 ? " QUESTIONS AND ANSWEES FOR CONVERSATION. Quelle est cette legon ? Par quelle question cette le^on commence-t-elle ? Qui faisait cette question ? A qui faisait-il cette question ? Qu'est-ce que le fils ne pouvait pas esperer, s'il perdait son temps ? Que perdait-il ? De quoi sera-t-il oblige de se de- fendre, quand son pere ne sera plus? Quand sera-t-il obhge de se de- fendre de la misere ? Quand manquera-t-il de ressour- ces? O'est la vingt-cinqui6me. "A quoi penses-tu ? " Le pere d' Alexis. A son fils. II ne pouvait pas esperer de faire son chemin. n perdait son temps. II sera oblige de se defendre de la misere. Quand son pere ne sera plus. Quand il sera obhge de se suffire a lui-meme. TWENTY-FIFTH LESSON. 323 Qu'arrivera-t-il probablement, quand il manquera de ressour- ces? Sur qui son pere lui disait-il de Jeter les yeux ? Oes enfants etaient-ils les supe- rieurs ou les inferieurs d'Alexis ? Que faisaient-ils depuis le matin jusqu'au soir ? Quand travaillaient-ils ? Alexis etait-il moins fort qu'eux ? De quoi ces enfants se servaient- Us? Quelle question le p^re faisait-il, apres avoir dit qu'ils se ser- vaient de leurs bras ? II se repentira. Sur les enfants de ses confreres. lis etaient ses egaux. lis travaillaient — oi\ lis etaient k I'ouvrage. Depuis le matin jusqu'au soir. II etait aussi fort qu'eux. lis se servaient de leurs bras. " Pour quoi ne te sers-tu pas des tiens ? " SENTENCES FOR ORAL TRANSLATION. TO BE TTJENED INTO ENGLISH. Bonjour, camarade. Bonjour, mon ami. Comment cela va-t-il ? Toujours de memo. Et toi ? Mais, assez bien. Tu as I'air triste. Je le suis aussi. Pourquoi done ? J'ai perdu mon p^re. Pauvre garpon! Tu es bien k plaindre. C'etait un brave et digne homme. T'a-t-il laisse de la fortune ? Bien du tout, mon cber. As-tu des ressources ? Quand un homme est jeune, fort et actif, il a toujours des res- Bources. TO BE TUENED INTO FRENCH. Good morning, comrade. Good morning, my dear fellow. How are you ? Always the same. And how are you? Why, pretty 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, my dear fellow. Have you any resources ? When a man is young, strong, and active, he always has re- sources. 824: TWENTY-FIFTH LESSON. Que fais-tu ? Je travaille chez un menuisier. Quoi ! tu es ouvrier ? Pourquoi pas ? Tu as cependant regu une belle education. O'est vrai ; mais pour utiliser une belle education, il faut de I'ar- gent ou des protections. De r argent, nous en avons k ton service. Je te suis oblige, mais je n'en veux pas. Et des protections, tu peux en avoir bien facilement. Oui, mais il faut les demander, et c'est ce que je n'aime pas faire. Tu es un original. Je me tronve heureux comme cela. "What are you doing ? I work at a joiner's. "What ! are you a workman ? 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 pro- tection. 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. Yes, but I must beg for it, and that is what I do not like to do. You are an eccentric fellow. I am happy such as I am. SECOND DIVISION. THEOEETICAL PART. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES IIST THE TEXT.* pENSES is the second person singular of the present tense of the indicative mood of penser, seen in the first lesson. 459. The second person singular of the present tense of the indicative mood of verbs ending in er in the infinitive, is formed by changing this termination into eS. It is similar to the same person of the present tense of the subjunctive mood (449). The whole of the present tense of the indicative mood of verbs * See note on page 282. TWENTY-FIFTH LESSON. 325 in er has now been seen : Je doutB, tu pensES, il donn^, nous ^ewsoNS, vous manquEZ, Us imaginE^T. Parle is the second person singular of the imperative mood of parler, seen in the thirteenth lesson. 460. The second person singular of the imperative mood is similar to the first person singular of the present tense of the in- dicative mood, in all the regular verbs, whether in er, ir, or re. Peux is the second person singular of the present tense of the indicative mood of pouvoir, seen in the third lesson. This verb governs the infinitive without a preposition (187). EsPERER is the radical of esp^rance, seen in the sixth lesson. When in the infinitive mood and followed by another infinitive, it generally requires the preposition de (IS'Z) ; but this rule is not absolute. In any other mood, esperer governs the infinitive without a preposition (IS'?). 461. Ton is a possessive adjective, masculine and singular; its feminine is ta ; the plural of both genders is tes. These three forms, ton, ta, tes, correspond to thy (51, 107, 306). Chemin comes from the Italian cammino, way. It is mascu- line according to analogy (14). Perds is the second person singular of the present tense of the indicative mood ofperdre, seen in the fourteenth lesson. 462. The second person singular of the present tense of the indicative mood of verbs ending in re in the infinitive, is formed by changing this termination into s. It is similar to the first person singular of the same tense and mood (310). Comme gel a, or in familiar language, comme ca, is often used for thus, in that way, in this way. D^FENDRAs is the second person singular of the future tense of defendre, which comes from the Latin defender e, to defend, and to hinder. Defendre signifies to defend, and to forbid ; with the latter meaning, it requires de before an infinitive (189). 463. 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. MiSERE comes from the Latin miseria, misery. It is feminine according to analogy (15). Serai is the first person singular of the future tense of Hre. 326 TWENTY-FIFTH LESSON. ' QuELLES is the plural feminine of quel (71). Ressource is derived from source, som'ce (146). Auras is the second person singular of the future tense of avoir. Seras is the second person singular of the future tense of etre. The whole of the future tense of etre has now been seen : Je serai, tu seras, il sera, nous serons, vous serez, ils seront. Oblig:6 is the past participle of ohliger, to oblige. SuFFiRE, from the Latin sujfficere, to be sufficient, is an irregu- lar verb. Toi-MEME is a combination of the two words, toi, thee, and meme, same, or self. 464. The personal pronouns, moi, toi, lui, elle, soi, nous, vous, eux, elles, combine with the adjective meme, and acquire the following significations : Moi-meme, myself ; toi- mhne, thyself ; lui-m^me, himself, itself (masc.) ; elle-meme, her- self, itself (fem.) ; soi-meme, one's self ; nous-meme, ourself ; nows-mme^, oui^elves ; vows-TTzme, yourself ; vous-memes, your- selves ; eux-memes, themselves (masc.) ; elles-memes, themselves, (fem.). Reponds 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 indicative mood (310, 460). The whole of the imperative mood of verbs in re has now been seen : Reponds, attendons, suivez. 465. The imperative mood in French verbs has no first person singular, and no third person either singular or plural. The English forms, let me answer, let him wait, let them follow, are rendered in French by the subjunctive, thus : Que je reponde, quHl attends, quails suivent. Repentiras is the second person singular of the future tense of se repentir, to repent, which is always pronominal (364). This verb is irregular, but the irregularity does not extend to the future tense. 466. The second person singular of the future tense of verbs ending in ir in the infinitive, is formed by adding as to this ter- mination (463). TWENTY-FIFTH LESSON. 327 Jette is the second person singular of the imperative mood oi Jeter, to throw. 467. § 1. Verbs ending in eter and eler, as jeter, appeler, double the consonant t or I before e mute, as : Je jette, fappelle, nous jetterons, nous appellerons. § 2. According to the French Academy, the following verbs are excepted : Acheter, to buy ; becqueter, to peck ; bourreler, to torture ; celer, to conceal ; deceler, to disclose ; degeler, to thaw ; decolleter, to bare the neck ; geler, to freeze ; harceler, to harass ; peler, to peel ; racheter, to redeem. In these the t or I is not doubled, but a grave accent modifies the sound of the first e, just as a double consonant would do ; thus : J'achete, il gele. This arbitrary departure from the general rule is blamed by many grammarians. § 3. The verbs ending in eter and eler must not be con- founded with those in 6ter and 61er, as inquieter, to disquiet ; reveler, to reveal. In the latter, the acute accent ( ' ) is changed into a grave accent, without doubling the consonant before e mute ; thus : JHnquiete, je revele. Yeux is the irregular plural of oeil, seen in the second lesson. 468. The word ceil is sometimes used to denote other objects than the organ of sight, in which case its plural is often formed regularly, as : Des cEii,s-de-boeuf, circular-windows, or bull's-eyes ; des CEILS de perdrix, soft corns (on the feet). Mes is the plural of mon and ma (306). Confrere is one of the derivatives oifrere, seen in the fifteenth lesson. Tes is the plural of ton and ta (461). Egaux is the plural of egal, which comes from the Latin cequalis, equal. 469. Adjectives ending in al generally form their plural by changing al into aux. There are some exceptions, as fatals, finals, nasals. SoNGEs is the second person singular of the imperative mood of songer, seen in the twentieth lesson. The first person singular of the present tense of the indicative mood being je songe (394), this second person should be, and is indeed, songe, when followed by any other word than y or the pronoun en. 328 TWENTY-FIFTH LESSON. 470. When the second person singular of the imperative mood ends in e mute, and is followed by the pronoun y or the pronoun EN, a euphonic 5 is added to it, to prevent the hiatus, as : Son- ges-y^ donnes-en. Yois is the second person singular of the present tense of the indicative mood of voir, seen in the second lesson. OuvRAGE is one of the derivatives of oeuvre, mentioned in the sixth lesson. It is masculine (215). Depuis is a preposition formed of de, from, and puis, then, or next. It corresponds to from, since, and after. SoiR comes from the Latin serus, late. It is masculine accord- ing to analogy (14). Es is the second person singular of the present tense of the indicative mood of etre. The whole of this tense has now been seen : Je suis, tu es, il est, nous sommes, voiis etes, ils sont. Examples have now been seen of the second person singular of the present tense of the indicative mood, in the three regular forms of conjugation and the two auxiliaries, in the following- phrases : '■^ A quoi pensES-tu P^ — 25th lesson. " Tu ne refechis done jamais ? " — 24th lesson. " Si tu perds ton temps." — 25th lesson. " iV'ES-^M ^a5 aussifort qu'eux?^^ — 25th lesson. " Tu n\s done point de souci de Vavenir ? " — 24th lesson. Fort is the radical oi forcer, seen in the seventh lesson. Servent is the third person plural of the present tense of the indicative mood of servir, which is an irregular verb. Servir signifies to serve ; se servir signifies to use, to employ, to make use (of). Sers is the second person singular of the present tense of the indicative mood of servir. TiENS, or rather les tiens, is the plural masculine of le tien. 471. The possessive pronoun of the second person singular, corresponding to the possessive adjective ton, is le tien. The singular feminine is la tienne ; the plural masculine, les tiens, and the plural feminine, les tiennes. All these forms correspond to thine (126). TWENTY-FIFTH LESSON. 329 SYNTAX* Quand je ne serai plus. 472. When a verb is preceded by an adverb or a conjunction of time, as when, while, as soon as, etc., and when the future tense is implied from the reference of that verb to another verb in the future tense (334) or in the imperative mood, the present tense, generally employed in English, musf be rendered by the future tense in French. Te suffire a toi-meme. 473, In this phrase, a toi-meme is not indispensable, for it has precisely the same meaning as te, placed before the verb. The pronouns moi-meme, toi-meme, nous-memes, etc., sometimes neces- sary to avoid ambiguity (400), may also be used as mere exple- tives, for the sake of emphasis. I Songes-y bien. 474. The adverb bien is often used redundantly, and cannot be either translated literally, or even be translated at all, into English, as in the following instances : Pouvez-vous bien dire cela ! Can you say that ! Je me doutais bien de cela, I did sus- pect it ; Je le veux bien, I will ; Allez-y, ou bien nous irons nous-memes, Go thither, or we shall go ; Voila bien les amis ! See what friends are 1 Vous voudrez bien /aire cela. You will please to do that. ITes-tu pas aussi fort qvHeux ? or, IPes-tu pas si fort c^eux ? 475. In the comparative of equality, the word as is expressed by aussi before the adjective, the participle, or the adverb, and by que after it (19*7). In negative phrases the adverb so, be- * See note on page 282. 330 TWENTY-FIFTH LESSON. fore the adjective, the participle, or the adverb, may be rendered either by aussi or by si. Aussi fort qu^eMK. Aussi fort qu'ilB le sont. 476. The pronouns /, thou^ he^ she, it, we, you, they, are ren- dered by MCI, TGI, Lui, ELLE, NOUS, vous, Eux, ELLES, after a conjunction, when the verb which they govern is understood. But when the verb is expressed, the subject pronouns are : Je, TU, IL, ELLE, NOUS, VOUS, ILS, ELLES. EXERCISES UPON THE GEAMMATIOAL OBSERVATIONS AND UPON THE EULES OF SYNTAX. 1. Model: Tu penses. See Obs. 459. — ^Thou workest — Thou findest — Thou seemest — Thou meetest — Thou speakest. 2. Models : Parle — Avertis — Reponds. See Obs. 460. — Bring — Accept — Finish — Obey — Wait — Learn — Drink — Believe. 3. Models : Ton temps — Ta mere — Tes egaux. See Obs. 461. — Thy money — Thy shop — Thy arms — Thy elbow — Thy sorrow — Thy hopes — Thy son — Thy fortune — Thy brothers. 4. Model : Tu perds. See Obs. 462. — Thou learnest — Thou waitest — Thou drinkest — Thou believest — Thou sayest — Thou defendest — Thou hearest — Thou writest. 5. Model : Tu defendras. See Obs. 463. — Thou wilt hear — Thou wilt write — Thou wilt interrupt — Thou wilt bite — Thou wilt lose — Thou wilt take — Thou wilt pursue. 6. Model: Tu te repentiras. See Obs. 466. — Thou wilt serve —Thou wilt feel— Thou wilt reflect— Thou wilt fill— Thou wilt depart — Thou wilt perish — Thou wilt obey — Thou wilt languish. Y. Models: Jette, ivom jeter — Appelle, from appeler. See Obs. 467. — I throw — Thou throwest — He throws — They throw — I shall throw — He will throw — We shall throw — You will throw — You would throw — I call — Thou callest — He calls — They call — ^-I shall call — He will call — We shall call — You would call. TWENTY-FIFTH LESSON. 831 8. Model : Egaux, plural of egal. See Obs. 469. — (Form the plural of the following adjectives.) — Brutal — General — Liberal — Loyal — Mineral — National — Original — Principal — Rival. 9. Model: Songes-y. See Obs. 4*70. See also 268, § 2 and 4, and 270. — Bring some — Accept some — Give some — Study [of itj the half of it — Listen to [of it] a part of it — Taste some — Taste [to] it — Play at it — Eat some — Think of [to] it — Speak of it — Look to it — Work at it. 10. Model : Pourquoi ne te sers-tu pas des tiens. See Obs. 471. — This money is thine — This eel is thine — These boats are thine — These carps are thine — This horse will be thine — This school will be thine — These gardens will be thine. 11. Model: Pas avssi fort qjje, or Pas si fort qjje. Syntax, 475. — Not so active as — Not so ambitious as — Not so agreeable as — Not so good as — Not so dear as — Not so cold as — Not so great as — Not so big as. 12. Model: Nes-tu pas aussi fort g-w'Eux ? Syntax, 476. — I am as active as thou — Thou art as attentive as I — He is as brave as she — She is as young as he — We are as happy as you — You are as ungrateful as they (masc.) — You are as wicked as they (fern.) — They are as free as we. PHRASES FOR COMPOSITION TO BE TEANSLATED INTO FEENOH. 1. Thou workest much — 459. 2. Thou obligest an ungrateful man — 459. 3. What dost thou hope /or .^ — 459. 4. Thou dost not listen to me — 459. 5. Work whilst thou art young — 460. 6. Think of our conversation — 460. 7. Bring thy fshing-hooks — 460, 461. 8. Finish thy task — 460, 461. 9. Obey [to] thy father— 460, 461. 10. Defend thy friends— 460, 461. 11. Do not lose thy books — 460, 461. ' 33^ TWENTY-FIFTH LESSON. 12. Thou learnest easily — 462. 13. Dost thou understand what I say ? — 462. 14. Thou dost not drink enough — 462. 15. Thou wilt not lose thy time — 463. 16. When wilt thou write to thy friends ? — 463. 17. I love him as I do myself — 464. 18. Thou art in contradiction with thyself — 464. 19. He was talking to himself — 464. 20. Let us answer all together — 465. 21. Let him be our friend — 465. 22. Let them sell their fish — 465. 23. Thou wilt reflect on [to] that— 466. 24. Wilt thou obey without hesitation ? — 466. 25. Call thy comrade — 467. 26. Hast thou called him ? 27. You will come when I call you — 467, 472. 28. Do you call me ? — Yes, I call you — 467. 29. Those men are brutal — 469. 30. The principal works of this poet are sublime — 469. 31. Thou hast money, give some to thy brother — 470, 268. 32. Do not forget that, speak of it to thy friends — 470, 268. 33. This example is good, think of it every day — 470, 270. 34. This is my book, and that is thine — 471. 35. My position is not better than thine — 471. 36. My comrades are not thine — 471. 37. I have made my invitations, hast thou made thine ? — 471. 38. It will be too late when thou repentest — 472. 39. We shall answer [to] him when he speaks to us — 472. 40. When he was alone, he used to talk to himself— 473. 41. You do not blame me, but I blame myself — 473. 42. Will you come with me ? — I will — 474. 43. The son is not so active as the father— 475. 44. William is not so ungrateful as James — 475, 45. She was not so happy as her mother — 475. 46. Thy comrade is as serious as thou — 476. 47. You pronounce as well as he — 476. 48. You are younger than I — 476. TWENTY-SIXTH LESSON. 333 TWENTY-SIXTH LESSON. FIKST DIVISION. ^PEACTICAL PAKT. TEXT. LITERAL TRANSLATION. Vingt-sixi^me le^on. "Ijorsque j'etais a moai aisej je iiour- When was ease nour- rissais I'espoir de te voir occwper dans le ished hope to see to occupy moiide un ran^ plus brillaiit que le mien. world rank brilliant than mine Je desirais q[iie tu t'elevasses | au-dessus desired rose (subj.) above de I ta fainille, et <|ue tu en fusses I'org'ueil thy family of it wert pride et I'appui. II iailalt pour cela que tu support must (imperf.) eusses de I'instruetion ; aueun sacrifice hadst (subj.) instruction sacrifice ne m'a coute pour te ntettre a meme ^'^ei^^ cost to put in condition some acquerir. Ton excellente m^re, dont je to acquire excellent whose ne cesse de pleurer la perte, avait cease to weep loss combattu mes projets 5 mais j'avais fini fought (contended) projects had finished 334 TWENTY-SIXTH LESSON. par les lui faire partag-er. to her to share J'attendais de expected ton elevation le bonheur de ma Tieillesse." elevation happiness old age. THE SAME IN GOOD ENGLISH. " When I was in easy circumstances, I entertained a hope of seeing you hold in the world a more brilliant station than mine. I wished you might rise above your family, to be our pride and support. For this, it was necessary you should have learn- ing ; I grudged no sacrifice to enable you to acquire it. Your excellent mother, whose loss I incessantly lament, opposed my projects ; but I had at last prevailed on her to adopt them. I relied on your advancement for the happiness of my old age." QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette legon ? Quel rangDelatour desirait-il que son fils occup^t dans le monde ? Ou desirait-il qu'il occup&t un rang plus brillant que le sien ? Quel espoir nourrissait-U ? Quand nourrissait-il cet espoir ? Que desirait-il encore ? Que fallait-il pour cela ? Le pdre avail-il fait quelque chose pour le mettre k meme d'en acquerir % Pourquoi le p6re avait-il fait des sacrifices ? C'est la vingt-sixieme. TJn rang plus brillant que le sien. Dans le monde. L'espoir de voir son fils occuper dans le monde un rang plus brillant que le sien. Lorsqu'il etait a son aise. Que son fils s'elevat au-dessus de sa famille, et qu'il en fiit I'or- gueil et I'appui. II fallait que son fils {or qu' Alexis) etit de I'instruction. Aucun sacrifice ne lui avait coAte pour cela. Pour mettre son fils k meme d'ac- querir de I'instruction. Qui est-ce qui ayait combattu ses projets ? Qu'est-ce qu'elle avait combattu ? Les avait-elle toujours combat- tus? Alexis avait-H encore sa mdre ? Qu'est-ce que Delatour attendait de I'elevation de son fils ? De quoi attendait-il le bonheur de sa vieillesse ? TWENTY-SIXTH LESSON. 335 L'excellente mere d' Alexis. Les projets de Monsieur Dela- tour. Non. II avait fini par les lui faire partager. Non ; car Delatour ne cessait de pleurer sa perte. II en attendait le bonheur de sa vieillesse. De I'elevation de son fils. SENTENCES FOR DEAL TRANSLATION. TO BE TURNED INTO ENGLISH. Eh bien, mon cher monsieur, ou en sommes-nous de nos etudes ? Est-ce de I'etude du frauQais que vous voulez parler ? Oui. Oela va sans dire. Mais, j'avance petit a petit. Vous prononcez tr^s-bien, Yous avez bien de ] 'indulgence. Non. Je vous dis ce que je pense. Je parle plus facilement que je ne comprends. Mais vous me comprenez bien, cependant. Quand vous me parlez, je com- prends tout ce que vous dites. Mais quand vous parlez avec vos amis, je m'imagine quelquefois que ce n'est plus la meme lan- gue. O'est que je ne parle pas aussi doucement avec eux qu'avec vous. TO BE TUENED INTO FEENOH. Well, my dear sir, how do we get on with our studies ? Do you mean the study of the French language ? Of course, I do. Well, I am getting forward by degrees. You pronounce very well. You are very indulgent. No. I say what I think. I speak more easily than I under- stand. But you understand me very well, however. When you speak to me, I under- stand every word you say. But when you are talking with your friends, I sometimes im- agine it is not the same lan- guage. That is because I do not speak so slowly with them as I do with you. 336 TWENTY-SIXTH LESSON. Je m'en donte bien. Combien y a-t-il que vous ap- prenez ? n y a quatre mois. Vous n'avez pas perdu votre temps. Mon ami, qui a commence bien plus tard, parle plus facilement que moi. H travaille sans doute plus que vous ? IsTon. n ne travaille pas du tout. Alors, c'est qu'il a beaucoup de memoire. C'est possible. Prenez-vous beaucoup de lemons ? J'en prends une tons les huit jours. Oe n'est pas assez. Vous croyez ? J'en suis stir. Vous avez le temps d'oublier d'une le9on k I'autre ce que vous avez appris. Je crois que vous avez raison. n faut prendi-e une le§on tons les deux jours. Bien. Mais, je voudrais savoir si vous 6tes tr^s-attentif pendant votre leQon. II me semble que oui. Est-ce que vous ne pensez jamais a autre chose ? Pourquoi cette question ? Parce-que nous appelons souvent manque de memoire ou de ca- pacite ce qui est seulement manque d'attention. Quand vous prenez votre le9on, il ne faut penser qu'a votre le- (jon. I suppose tbat is it. How long have you been learn- ing? Four months. You have not lost your time. My friend, who began much later, speaks more easily than I do. He probably works more than you? No. He does not work at all. Then, he must have a very good memory. It may be. Do you take many lessons ? I take one every week. It is not enough. You believe it is not ? I am positive. You have time between one lesson and another to forget what you have learned. I believe you are right. You must take a lesson every other day. Very weU. But I should like to know whether you are very attentive during your lesson. I think I am. Do you never think of any thing else? "Wherefore this question ? Because we often call want of memory or capacity what is merely want of attention. When you are taking your lesson, you should think of nothing but your lesson. TWENTY-SIXTH LESSON. 337 SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES IN THE TEXT.* LoRSQUE is derived from lors^ mentioned in the twenty-first lesson. It has the same meaning as quand^ when, l)ut cannot be used in interrogations. The elision of its final vowel takes place before ^7, elle, on, un, une. J'^TAis is the first person singular of the imperfect tense of etre. AisE, ease, is feminine, though preceded by mon (483). NouRRissAis is the first person singular of the imperfect tense of nourrir, to feed, to nourish, which comes from the Latin nu- trire, to feed. 477. The first person singular of the imperfect tense of verbs ending in ir in the infinitive mood, is formed by changing this termination into iss-ais. It is similar to the second person sin- gular of the same tense. EspoiR. is one of the derivatives of esp&er, mentioned in the sixth lesson. It is a synonym of esperance, which denotes an habitual disposition, while espoir is rather applicable to a deter- mined object. Esjp^rance is the virtue ; espoir, the presenti- ment, the trust we have of the fulfilment of our wishes. Voir is an irregular verb, two forms of which have been seen : on voyait, in the second lesson, and vois-tu, in the twenty-fifth. It is one of the verbs which govern the infinitive mood without a preposition (187). OccuPER, in Latin occupare, is a word nearly the same in French and in English (262). Monde, from the Latin mundus, world, is masculine by excep- tion (15). Rang, from the German rang, rank, is masculine according to analogy (14). * See note on page 282, 15 338 TWENTY-SIXTH LESSON. Brillant is derived from the verb briller^ to shiDe. 478. Le xaien is the possessive pronoun of the first person singular, corresponding to the possessive adjective, mon. The singular feminine is la mlenne ; the plural masculine, les miens ; and the plural feminine, les zniennes. All these forms correspond to mine (126, 471). D:&siRAis is the first person singular of the imperfect tense of desirer, derived from d^sir, mentioned in the fifth lesson. 479. The first person singular of the imperfect tense of verbs ending in er in the infinitive mood, is formed by changing this termination into ais. It is similar to the second person singular of the same tense. Elevasses is the second person singular of the past tense of the subjunctive mood of elever, derived from lever, to raise (363). Elever signifies to raise, or to bring up ; and s'elever, to rise, to arise. 480. The second person singular of the past tense of the sub- junctive mood of verbs ending in er in the infinitive, is formed by changing this termination into asses. Au-DESSus DE is a compound preposition derived from sur, seen in the fifth lesson. Ta is the feminine of ton (461). All the possessive adjectives have now been seen in the fol- lowing phrases : "Mon cher, vous apporterez, etc.^^ — 16th lesson. '•''Xaurai ma ligner — 15th lesson, " Les enfants de mes confreresr — 25tli lesson. " Tu perds ton temps!''' — 25th lesson. '''• Au-dessus de tk families — 26th lesson. "/Zs sont TES egaux^ — 25th lesson. " On le voyait a son etahli.'* — 2d lesson. " V education quHl avait regue de son pere et de sa mere."-— 4th lesson. " II avait place ses epargnesP — 6th lesson. " Notre petit paresseuxr — 7th lesson. '"'• Noircissant nos cahiersr — 12th lesson. " VoTRE ami, le gros Guillaumey — 15th lesson. '''• Ainsi que vos hamegons." — 15th lesson. TWENTY-SIXTH LESSON. 339 ^^ JVos parents ont eu leur tempsy — 14tli lesson. " Leurs nomhreux creanciers.^^ — 6th lesson. Famille comes from the Latin /am*7m, family. It is feminine according to analogy (15). Fusses is the second person singular of the past tense of the subjunctive mood of etre. Orgueil comes from the Greek 0^701, pride, arrogance. It is masculine according to analogy (14). Appui is the radical of appuyer, seen in the ninth lesson. Fallait is the imperfect tense of the irregular impersonal verb falloir (287). EussES is the second person singular of the past tense of the subjunctive mood of avoir. Instruction is derived from the verb instruire, to instruct, to teach. It is feminine (99). Sacrifice, from the Latin sacrijlcium, is masculine (20). Cout:^ is the past participle of couter, to cost (52). Mettre is the infinitive mood of mis, seen in the fifth lesson. Mettre 1 mI:me is an idiomatic locution, which signifies to enable. AcQUERiR is one of the derivatives of qu^rir, mentioned in the thirteenth lesson. It is an irregular verb. ExcELLENTE is the feminine of excellent (2). Cesse is a form (349) of cesser, one of the derivatives of cycler, mentioned in the sixth lesson. It is one of the verbs after which pas may be suppressed (80). It governs the infinitive mood with the preposition de (189). Pleurer comes from the Latin plorare, to weep, to bewail. Perte is one of the derivatives of perdre, mentioned in the fourteenth lesson. Combattu is the past participle of combattre (381), to fight, to contend, derived from the irregular verb battre {15), to beat. The irregularity of battre and its derivatives is very slight. It consists in not doubling the t in the three persons singular of the present tense of the indicative : Je bats, tu bats, il bat, instead of je baits, etc. (310). Projet is derived from jeter (182), seen in the twenty-fifth 340 TWENTY-SIXTH LESSON. J'avais is the first person singular of the imperfect tense of avoir. FiNi is the past participle of jinir, one of the derivatives of fin^ mentioned in the tenth lesson. 481. The past participle of verbs ending in ir in the infinitive mood, is formed by changing this termination into i. Partager is one of the derivatives of part, mentioned in the tenth lesson. J'attendais is the first person singular of the imperfect tense of attendre, seen in the twelfth lesson. 482. The first person singular of the imperfect tense of verbs ending in re in the infinitive mood, is formed by changing this termination into ais. It is similar to the second person singular of the same tense (479). Examples have been seen in this lesson of the first person sin gular of the imperfect tense in the three regular forms of conju- gation, and the two auxiliaries, in the following phrases : " Je desir AIS que tu felevasses^ " Je nourrissAis Vespoir.^^ '"'•J'' attend MS le honheur.^'' " Lorsque ftTAis a mon aise^ ^^ J' AY Ais Jini par les lui fair e par tag er^ Elevation is derived from elever, seen in this lesson. It is feminine (^9) though preceded by ton (483). BoNHEUR 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 (442). SYNTAX.* lyCon aise — Ton elevation. Ton excellente mere. 483. Before a feminine substantive or adjective beginning with a vowel or an h mute, the possessive adjectives mon, ton, * See note on page 282. TWENTY-SIXTH LESSON. 341 son, are substituted for ma, ta, sa, in order to avoid the hiatus. Pour te mettre a meme c^'eil acquerir. The literal translation of this phrase is : To enable thee to ac- quire SOME. The pronoun some is the direct regimen of acquire. 484. When some or any is the direct regimen of a verb, it is rendered by en, placed before the verb, except in the imperative mood (268, § 4, and 278). Dont je ne cesse de pleurer la perte. In this phrase, dont signifies whose. It determines the sub- stantive jperte^ which is the regimen of pleurer^ and is preceded by the article la. 485. When dont signifies whose, and accordingly determines the sense of a substantive, that substantive must always be pre- ceded 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 Enghsh, when we say : Whose loss / do not cease to lament. Dont la perte me d^sole. Whose loss grieves me 486. 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 lui faire par tag er. In this phrase, lui is the indirect regimen of faire partager (89). It refers to mere^ and signifies a elle^ to her. 487. The pronoun Itii never refers to a feminine substantive except when it is an indirect regimen. 84:2 TWENTY-SIXTH LESSON. Les lui faire partager. 488. Wlien several objective pronouns precede a verb, le, la^ les are placed before lui and leur^ and after me^ te, se, nous, and vous. EXERCISES UPON THE GEAMMATIOAL OBSEEVATIONS AND UPON THE EULES OF SYNTAX. 1. Model : Je nourrissais. See Obs. 477. — I warned — I soft- ened — I accomplished — I diverted — I finished — I enjoyed — I languished — I obeyed — I perished — I filled — I reflected. 2. Model : Un rang plus hrillant que le mien. See Obs. 478. — 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. J. Model : Je desirais. See Obs. 479. — I worked — I found — I seemed — I shared — I wept — I spoke — I thought — I occu- pied — I obliged — I left — I threw — I hoped — I listened. 4. Model : Que tu filevasses. See Obs. 480. — That thou mightest 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. See Obs. 481. — Assailed — Freed — Warned — Softened — Accomplished — Furnished — Blackened — Obeyed — Perished — Departed — Felt — Served. 6. Model : J^attendais. See Obs. 482. — I defended — I heard — I interrupted — I put — I pretended — I lost — I pursued — I promised — I answered — I rendered — I laughed — I followed — I sold. 7. Model : Mon aise. Syntax, 483. — My aversion — Thy aw- bition — His apathy — My education — Thy hope — His school — My study — Thy story — His hour — My idea — Thy influence — ^His invitation. TWENTY-SIXTH LESSON. 343 8. Model : A meme (7'en acquerir. Syntax, 484. — I have some — Have you any ? — He has not any — She brings some — They have not given any — Ask for some — Leave some — Put some. 9. Model : Les lui /aire partager. Syntax, 488. — He gives it to me — He leaves her to thee — You give it him — They restore her to us — We bring them to you — We sold it to them. PHRASES FOB COMPOSITION TO BE TRANSLATED INTO FEENOH. 1. I reflected little when I was young — 477. 2. I did not obey [to] my masters — 477. 3. But I diverted myself very much — 477. 4. James is your friend, but he is not mine — 478. 6. I love her children as if they were mine — 478. 6. Your resources are greater than mine — 478. 7. I employed [occupied] several workmen — 479. 8. I often worked with them — 479. 9. I listened to all their observations — 479. 10. I wish [would] thou wouldst share my provisions — 480. 11. I would not have thee weep — 480. 12. I would have thee forget thy sorrow — 480. 13. Have you reflected on this project ? — 481. 14. The father is not obeyed hy [of] all his children— 481. 15. You have alleviated our position — 481. 16. I was so giddy that I used to answer before I had [of to 'iive] reflected — 482. 17. I used to interrupt those who were speaking — 482. 18. I used to promise things which I could not give — 482, 102. 19. My ambition is great — 483. 20. Thy observation is just — 483. 21. His apathy will be fatal to him — 483. 22. Dost thou accept my invitation ? — 483. 23. Yes, I accept thy invitation — 483. 344: TWENTT-SrXTH LESSON. 24. His history will not be long — 483. 25. If you want money, I have some at your service — 484. 26. You are very kind [well good], but I do not want any —484. 27. My father has given me some — 484. 28. The man, whose support you have promised me, is grave and austere — 485. 29. I will not go with a man whose companions are madcaps —486. 30. My friend, whose companions you do not like, is however a good fellow — 485. 31. I render justice to your friend, whose character I admire —485. 32. But I will not see his comrades, whose defects are great —486. 33. When shall I speak to her ? — 487. 34. What have you to say to her? — 487. 35. She says that you never speak to her, that you forget her, and that you do not render her happy — 487. 36. It seems to her that you do not love her — 487. 37. These books are dear to him, because you gave [have given] them to him — 488. 38. We shall not be ungrateful, you will tell them so — 488, 224. 39. You believe it, because he tells it to you — 488. 40. They have my dictionary, and they do not return [render] it to me— 488. 41. They wished to have that net; 8o my brother gave it to them— 488. TWENTY-SEYENTH LESSON. 34:5 TWENTY-SEVENTH LESSON. riEST DIVISION. PEACTICAL PAET. TEXT. LITERAL TRANSLATION. Tingt-septi^me le^on. " Quelqiie place qtie tit reiuplisses, je ne Whatever place filledst (subj.) doutais pas ^ite tu iie I'epoiidisses a luoii doubted answeredst (subj.) atteute. Moii fils, me disais-je, atira les expectation said will have professeiirs les plus distin^iies ; il s'ins- professors most distinguished will truira, devieiidra cei^M'e, et iiie besiira instruct will become celebrated wih bless de Itii avoir oiiTert la carri^re de la vraie to him opened career gloire, de celle que I'oii tieiit de soi-stieiiie glory holds one's seh' et non de ses asetix. Mais, tii le sais, des not one's ancestors knowest some persoimes siir I'hoiiKeiii' desqiieOes je persons honor of whom croyais powToir compter, tratairent ma believed to be able to rely betrayed conflance de la mani^re la plus hoaiteuse trust in shamefol et la plus infame. Je perdis sul)itesiieiit infamous lost suddenly le fruit de trente ans de travail.'' fr^t years labor 15^ 346 TWEt^TY-SEVENTH LESSON. THE SAME IN GOOD ENGLISB. " Whatever place you might occupy, I did not doubt but you would realize my expectations. My son, thought I, will have the most eminent professors ; he will acquire learning, will become a celebrated man, and bless me for having pointed out to him the path of true glory ; that glory for which we are indebted to our- selves and not to our ancestors. But, you know, some persons, on whose honor I thought I might rely, betrayed my trust in the most shameful and infamous manner. I suddenly lost the fruit of thirty years' labor." QUESTIONS AND ANSWERS FOE CONVERSATION. Quelle est cette lepon ? De quoi Delatour ne doutait-il pas? Dites cela avec les expressions de Delatoui'. Pour parler encore comme Dela- tour, quels professeurs son fils aura-t-il ? Que fera-t-il avec I'assistance de ces professeurs ? Que deviendra-t-il ? Qui benira-t-il ? De quoi le benira-t-il ? Quelle est la vraie gloiro ? Quelles etaient les personnes qui trahirent la confiance de Dela- tour? Que firent ces personnes ? De quelle mani^re trahirent-elles sa confiance % Qu'est-ce que Delatour perdit su- bitement ? ne C'est la vingt-septi^me. II ne doutait pas que son fils repondit k son attente. " Quelque place que tu remplisses, je ne doiiluis pas que tu ne re- pondisses a mon attente." Les professeurs les plus distin- gues. n s'instruira. n deviendra cel^bre. II benira son p^re. De lui avoii* ouvert la carri^re de la vraie gloire. Oelle que Ton tient de soi-meme, et non de ses aieux. Des personnes sur I'honneur des- q uelles il croyait pouvoir comp- ter. EUes trahirent sa confiance. De la maniere la plus honteuse et la plus infame. Le fruit de trente ans de travail. TWENTY-SEVENTH LESSON. 847 Perdit-il en plusieurs fois le fruit de son travail ? Savez-vous comment il le perdit ? Pendant combien de temps De- latour avait-il travaille, quand il perdit ses epargnes ? Non ; il le perdit snbitement. Oui; ce fut par la banqueroute de denx maisons de commerce. Pendant trente ans. SENTENCES FOB OEAL TBANSLATION. TO BE TTJENED INTO ENGLISH. Je snis alle chez vous hier, mais vous n'y etiez pas. On me I'a dit. Je suis bien facbe de ne pas m'y etre trouve. J'ai un projet dont je desire vous entretenir. Je suis a votre disposition. J'ai quelques epargnes que je vou- drais utiliser. C'est bien facile. Pas si facile que vous le croyez. Comment done cela ? Je ne voudrais pas m'exposer k perdre mon argent. Bien entendu. Et cependant je voudrais en re- tirer le plus possible. Vous avez raison. Je ne veux pas faire de specula- tions, parce que je n'y entends rien. Mais alors, que comptez-vous faire ? Si je placjais mon argent dans une maison de commerce ? Vous feriez peut-etre bien. Connaissez-vous la maison Jac- ques, Guillaume et compagnie ? J'en ai entendu parler. TO BE TTJENED INTO FEENOH. I called on you yesterday, but you were not at home. So I 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. Not so easy as you think. How so ? I should not like to run 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 not speculate, because I am unfit for it. Well, then, what do you intend to do? Suppose I were to place my money in a commercial house ? Perhaps you would do well. Do you know the firm of James, William and company ? I have heard of it. 348 TWENTY-SEVENTH LESSON. Est-elle bonne ? Je le crois. On me dit que si j'y place mon argent, il me rapportera de dix k douze pour cent. Oela ne m'etonne pas. Que me conseillez-vous ? Je vous conseille de ne pas trop vous presser. Yous pensez done que la maison n'est pas sure ? Je ne dis pas cela. Mais je pren- drai des informations. Vous etes bien bon. Ou vous retrouverai-je ? Ou vous voudrez. Donnez-moi un rendez-vous. Eh bien, chez moi, demain, k deux beures. J'y serai. Is it solvent ? I believe it is. They tell me that if I place my money there, it wiU produce between ten and twelve per cent. I should not be surprised if it did. What do you advise me to do ? I advise you not to be too hasty. So, you think the house 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 ? Wliere you please. Make an ap- pointment. Well, at my place, to-morrow, at two o'clock. I will be there. SECOND DIVISION. -THEOEETICAL PAET. ANALYTICAL STUDY OF THE G-EAMMATICAL PE0ULIAEITIE8 IN THE TEXT.* Place is the radical of placer, seen in the sixth lesson. Remplisses is the second person singular of the past tense of the subjunctive mood of rempUr, seen in the seventeenth lesson. 489. The second person singular of the past tense of the sub- junctive 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 present tense of the same mood. This remark however is not applicable to the verb sentir, given as an example in the 13th and 23d lessons; because this verb, * See note on page 282. TWENTY-SEVENTH LESSON. 349 thoiigli regular in the past tense, is irregular in the present tense of the subjunctive. DouTAis is a form (479) of douter, seen in the seventeenth lesson. It has been said (360) that after this verb, used in the negative form, the particle ne precedes the next verb. Repondisses is the second person singular of the past tense of the subjunctive mood of repondre, seen in the sixth lesson. 490. The second person singular of the past tense of the sub- junctives mood of verbs ending in re in the infinitive, is formed by changing this 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 the following phrases : " Je desirais que tu felevASS-ES.^^ — 26th lesson. " Quelque place que tu remplmsiis" — 2'7th lesson. "t/e ne doutais p>cis que tu, ne repo7zc?issES." — 2'7th lesson. " Que tu en russES VorgueilT — 26th lesson. " II fallait que tu eusses de V instruction!''' — 26th lesson. Attente is feminine according to analogy (15). It is pre- ceded by mon, instead of ma, because it begins with a vowel (483). DisAis-jE is the first person singular of the imperfect tense oi 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 : Xaurai^ tu auras, il aura, nous aurons, vous aurez, ils auront. Professeur is one of the derivatives of professer, mentioned in the second lesson. Distingue is the past participle, used adjectively, of the verb distinguer, to distinguish. Instruira is the third person singular of the future tense of instruire, 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. Deviendra is the third person singular of the future tense of devenir, seen in the twenty-fourth lesson. C^LEBRE is an adjective which does not change in the fem- inine (6). 350 TWENTY-SEVENTH LESSON. BfeNiRA'is the third person singular of the future tense of b^nir^ to bless. To bless for is rendered by benir de. 491. 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 (74, 311). Examples have now been seen of the third person singular of the future tense in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : " Est-ce qu'il ne se corriffERA jamais ? " — 3d lesson. " Mon Jils me beniRxr — 27th lesson. " Je vous reponds que le poisson mordnA.^^ — 15th lesson. "iVe SERA-t-il pas trop tard ?" — 20th lesson. ^^ Mon Jils AURA les professeurs.^'' — 27th lesson. Odvert is the past participle of the irregular verb ouvrir. Carriere is one of the derivatives of char, mentioned in the sixteenth lesson. Gloire comes from the Latin gloria, glory (322). In l'on, the letter l is merely euphonic (497). TiENT is the third person singular of the present tense of the indicative mood of the irregular verb tenir, seen in the twentieth lesson, and mentioned in the third, as being the radical of obtenir. 492. Soi, one^s self, sometimes himself, herself, itself, is a per- sonal pronoun of the third person singular. It is of both genders and refers to things as well as to persons. It is generally used in an undetermined sense, as a correlative of an indefinite pro- noun, such as : On, one ; quiconque, whoever ; aucun, any one, etc. (65). Soi-mI:me has the same meaning as soi ; only it is more em- phatic (101). All the personal pronouns have now been seen, in the following phrases ; * *' Je vous reponds — Taurai ma ligneP — 15th lesson. "t7e ME chargerai du pain^ — 16th lesson. '''•Venez avec moi demain^ — 15th lesson. "e/e veux que tu m^ecoutes^ — 24th lesson. * The pronoun ellb has been seen only in its plural form, elles, but the sense of the singular is clearly inferred from that of the plural. TWENTY-SEVENTH LESSON. 351 "Je veux que tu te rendes utile." — 24tli lesson. " Tout ce que fai fait pour toi." — 24tli lesson. " II se d^solaity — 3d lesson. *' Vous LE savez." — 1st lesson. " Comment ujifaire entendre raison?" — 3d lesson. " Que son enfant filt plus que lui." — 4th lesson. " Une chose indigne de lui." — 7th lesson. ^'•J'avaisfinipar les ixi f aire par tag erT — 26th lesson. "775 ne savaient pas la rendre." — 13th lesson. " Celle que Von tient de soi." — 27th lesson. " Nous pensons que les proverbes sont vrais." — 1st lesson. "7?5 1^ o\JS parlaient de choses ennuyeuses.'^ — 13th lesson. " Divertissons-soT]^." — 14th lesson. " Vous le savez." — 1st lesson. "Je Yous reponds que le poisson mordra^ — loth lesson. " Se persuader gw'iLS le sont'' — 10th lesson. " Z)es marchands qui les connaissent." — 16th lesson. "Z>es gateaux que lbjjr fourniront des marchands." — 16th lesson. '•'• Beaucoup d'entre -kxjx flnissent." — 10th lesson. " Elles firent hanqueroutej' — 6th lesson. " Quels que fussent ceux qui l-es faisaient." — 19th lesson. "i75 voulaient que nous en sentissions les avantages et que nous Y trouvassions du plaisirT — 13th lesson. AiEUx is the irregular plural of aieul. 493. Aieul has two forms in the plural : aiefls and aieux. The first is used only for grandfathers. Aieux signiiies ancestors or forefathers. Tu sAis is the second person singular of the present tense of the indicative mood of savoir, seen in the first lesson. Persoxxe has been mentioned in the eleventh lesson, as being the radical of personnage. As a substantive, personne is always feminine, even when it is used to denote persons of the male sex. So, in speak: hr of a man, we should not say, Cest un excellent personne^ but, Cest une excellente personne, he is an excellent per- son. Personne is not always a substantive. It will be seen later as an indefinite pronoun, signifying nohody, anybody, in which case it is always masculine and singular. 352 TWENTY'SEYENTH LESSON. HoNNEUR comes from the Latin honor, lionor. It is masculine, and has been overlooked in the list of exceptions to rule (95). Desquelles is formed of the compound article des and quelles, the plural feminine of quel (165). Je croyais is the first person singular of the imperfect tense of croire, mentioned in the sixth lesson. It is one of the verbs which govern the infinitive mood without a preposition (187). PouvoiR is an irregular verb, seen in the imperfect tense in the third lesson, and in the present tense in the nineteenth and twenty-fifth lessons. It is one of the verbs which govern the infinitive mood without a preposition (187). Compter comes from the Latin computare, to reckon. It sig- nifies to count, to reckon, to calculate, and to rely. Trahirent is a form (147) of the verb trahir, to betray. CoNFiANCE is derived from j^er, to trust (7o, 23). Honteuse is the feminine of honteux (136). Infame is an adjective alike in the masculine and feminine (2). Je perdis is the first person singular of the past tense definite oi perdre, seen in the fom"teenth lesson. 494. The first person singular of the past tense definite of verbs ending in re in the infinitive mood, is formed by changing this termination into is. It is similar to the second person sin- gular of the same tense. Sdbitement is derived from the adjective suhit (31, 32), which comes from the Latin suhitus, sudden. Eruit, from the Latin fructus, fruit, is a word alike in French and in English. An, from the Latin annus, year, is masculine according to analogy (14). Travail has been mentioned in the eleventh lesson, as being the radical of travailleur and travailler. The plural of this word, when it signifies labor or work, which is its usual accepta- tion, is travaux ; but when it means brake or trave, its plural is regular. TWENTY-SEVENTH LESSON. 353 SYNTAX* Les professeurs les plus distingues. 495. Wlien an adjective, in the superlative degree, precedes the substantive, one article, serves for both, as : Les plus celehres professeurs ; but when the adjective follows, the article must be repeated before it. In this example, distingues is placed after the substantive, be- cause it is a participle used adjectively (355). De la maniere la plus honteuse et la plus infame. 496. When there are several adjectives, the article is repeated each time before the words plus^ more ; moins, less ; mieux, better. Celle que I'on tient. 497. The r before on is merely euphonic, and used after et, SI, ou, que, and qui, to avoid the hiatus. It may however be omitted after que, this word being contracted into qu^ before a vowel. We might accordingly say Oelle qu'on tient. Et non de ses a'ieux. 498. Non is often used for not, instead of ne pas, particularly in elliptical phrases where the verb is not repeated, as in this in- stance : La gloire que Von tient de soi-meme et non de ses a'ieux^ which stands for La gloire que Von tient de soi-meme et que Von NE tient PAS de ses a'ieux. Des personnes sur Vhonneur desquelles. Some persons on whose honor. 499. Dont is never preceded by a preposition. Accordingly, when whose follows a preposition, it must be rendered by duquel, * See note ou page 282. 354 TWENTT-SEVEiqTH LESSON. de laquelle, desqiiels, or desquelles, place.d after the substantive in connection with whose. Je croyais pouvoir compter. 500, Two verbs in the infinitive mood are often placed in suc- cession, the second being the regimen of the first. Je perdis subitexnent le fruit, 501. Contrary to the rule observed in Enghsh construction, the adverb is often placed between the verb and its regimen EXEBCISES TTPOK THE GRAMMATICAL OBSERVATIONS AISTD UPON THE RULES OF SYNTAX. 1. Model : Que tu remplisses. See Obs. 489. — That thou mightest accomplish — That thou mightest sleep — That thou mightest finish — That thou mightest open — That thou mightest reflect. 2. Model : Que tu repondisses. See Obs. 490. — That thou mightest wait — That thou mightest defend — That thou mightest lose — That thou mightest pursue — That thou mightest render — That thou mightest follow — That thou mightest sell. 3. Model: IlMnira. See Obs. 491. — He will serve — He will feei — He will perish — He will obey — He will languish — He will furnish — He will sleep. 4. Model : II tient. See Obs. 273. (See also tint in the twentieth lesson, page 270, line 29, and translate by venir, tenir, and their derivatives, in the present tense.) — He comes — He agrees — He becomes — He attains — He prevents — He comes again - — He remembers [himself] — He obtains — He contains — He de- tains — He entertains — He sustains— He maintains. 6. Model : II deviendra. See Obs. 273. (See also tintj as TWENTY-SEVENTH LESSON. 355 above, and translate by venir, tenir, and tbeir derivatives, in the future tense.) — He will come — He will agree — He will attain — He will prevent — He will come again — He will remember [him- self] — He will hold — He will obtain — He will contain — He will detain — He will entertain — He will sustain — He will maintain. 6. Model : Soi. See Obs. 492.— To think but of [to] one's self — To have nothing of one's own [to one's self] — To rely on one's self — To be at home (1^1) — To study for one's self. 1. Model : Je perdis. See Obs. 494. — I waited — I defended — I heard — I pursued — I pretended — I answered — I rendered — I followed — I suspended — I sold. 8. Model : Les professeurs les plus distingues. Syntax, 495, 496. — (Place the adjectives after the substantive.) — The most at- tentive students — The longest lessons — The bravest and most ambitious men — The most frivolous and giddy person — The largest (biggest) and best fruits. 9. Model : Je croyais pouvoir compter. Syntax, 500. — I believe I shall be able to come — He wishes to go and play — Do you think you can -write ? PHRASES FOR COMPOSITION TO BE TRANSLATED INTO FRENCH. 1. Thy mother did not doubt but thou wouldst obey [to] her— 489. 2. I did not doubt but thou wouldst succeed — 489. 3. It was necessary for thee to sleep after thy labor — 489. 4. Thou wast sorry, though thou pretendedst the contrary —490. 5. He was victorious, though thou defendedst thyself with courage — 490. 6. He would be ungrateful, whatever service thou mightest render him — 490. 7. That man is a false friend ; he will betray you — 491. 8. He will enjoy [of] the fruit of your labor— 491. 9. How will that man feed his numerous children ? — 491. 856 TWENTY-SEVENTH LESSON. 10. One thinks of one's self before one thinks [of to think] of others — 492. 11. One labors for one's self and for one's children — 492. 12. iSTo condition is mean in itself — 492. 13. When I say his two grandfathers, I mean [will say] his father's father and his mother's father — 493. 14. Our forefathers were not wiser than we — 493. 15. I waited /or him two hours, but he did not come — 494. 16. The other day, your friends asked [made] me several questions [to] which I answered- — 494. 17. They have had the most sublime courage — 495. 18. You have ^iven [made] us the most flattering invitation —495. 19. You have obtained the most decided [complete] approba- tion — 495. 20. Your father is the best, the bravest, and most generous of men — 496. 21. We shall hear the most distinguished and celebrated ar- tists — 496. 22. One is ambitious if one loves glory — 497. 23. One likes to know to whom one is speaking — 497. 24. He asks /or money and not /or bread — 498. 25. I have lost my fortune, but not my cheerfulness — 498.' 26. Is that man ambitious or not? — 498. 27. There was a merchant before whose shop he often used to stop— 499. 28. He has a good mother for whose happiness he spares no sacrifice [costs him] — 499. 29. Go with those gentlemen, in whose company you find so much pleasure — 499. 30. I hope I shall be able to go with them — 500. 31. 1 fancied [believed] I could understand their conversation —500. 32. He loves his children too much — 501. 33. He does not love his parents enough — 501. 34. We have had a long conversation to-day — 501. TWENTY-EIGHTH LESSON. 357 TWENTY-EIGHTH LESSON. FIKST DIVISION. PEACTICAL PAET. TEXT. LITERAL TBAN8LATI0ir. Ting^t-huiti^eie le^on. "^uaiad tit reviBis an domicile patei'Mel, returnedst domicile paternal tu pretendis que tw n'etais pas fail; posii* pretendedst wast made maitiea' des outils. Tat m'assMras que tu to handle tools assuredst refflechissais awx moyens de tirer parti de reflectedst means to draw advantage tes laautes iaceltes 5 car tii preteaadais etre high faculties pretendedst propre a toittj et pesrsoame la'etait flMteMX proper nobody better dispose que OAoi a te croire. Tu llsiis par to believe finishedst me demamder du temps pour te decider to ask to decide sur le choix d'un etat, B'autresj a ma choice state (condition) place, auraient ete durs et sev^res. Tu place would have been hard severe sais pourtant avec quelle iudulg-eiace tu however what indulgence fus ecoute. Tu n'eus pas de peine a wast listened (to) hadst pain (difficulty) 358 TWENTY-EIGHTH LESSON. obtenir de ma tendresse les delais que tu tenderness souhaitais/' \vishedst THE SAME IN GOOD ENGLISH. " When you were again under the paternal roof, you said that you were not made to handle tools. You assured me that you were musing on the best way of employing your eminent facul- ties ; for you boasted of being fit for any thing, and no one was better disposed than I to beheve you. At last, you begged T would grant you time to make up your mind as to the choice of •1 profession. Others, in ray place, would have been harsh and severe. You know, however, with what indulgence you were listened to. You had no difficulty to obtain from my fondness ihe delay you wished for." QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette leQon ? Quand Alexis pretendit-il qu'il n'etait pas fait pour manier des OQtils? Que pretendit-il, quand il revint au domicile paternel ? A quoi reflechissait-il, quand il revint au domicile paternel ? En etes-vous sto ? A quoi pretendait-il 6tre propre ? Delatour etait-il dispose k le croire ? PourqDoi Alexis demanda-t-il du temps ? Que demanda-t-il, pour se deci- der sur le choix d'un etat ? O'est la vingt-huitieme. Quand il revint au domicile pa- ternel. Qu'il n'etait pas fait pour manier des outils. Aux moyens de tirer parti de ses hautes facultes. Non. Mais il assura k son p6re qu'il y reflechissait. A tout. Personne n'etait mieux dispose que lui k le croire. Pour se decider sur le choix d'lm etat. n demanda du temps. TWENTY-EIGHTH LESSON. 359 Comment d'autres, a la place dn p^re, auraient-ils ete ? Comment Alexis fiit-U ecoute ? Par qui fut-il ecoute avec indul- gence ? Qu'est-ce qu'il n'eut pas de peine a obtenir de son p6re ? Lui fat-il difficile d'obtenir les de- lais qu'il souhaitait ? Par quel sentiment son pdre fut-il guide ? lis auraient ete durs et sev^res. Avec indulgence. Par son p6re. Les delais qu'il souhaitait. ITon. H n'eut pas de peine k les obtenir. Par la tendresse. SENTENCES FOR ORAL TRANSLATION. TO BE TTJENED INTO ENGLISH. Yous avez I'air bien serieux. A quoi pensez-vous ? Je pense k aller en France. Quand vous proposez-vous d'y aller? Aussit6t qu'il me sera possible de me faire comprendre. Oroyez-vous que ce sera bientdt ? Mais, oui, je I'espere. Vous etes plus avance que moi. Je ne sais pas. Mais je commence k trouver des mots avec plus de facilite. Je trouve qu'il est plus facile de parler que de comprendre. Moi aussi. Les FrauQais parlent trop vite. Nous nous imaginons cela, parce que nous n'avons pas I'habitude de les entendre. Us ne parlent pas plus vite que nous. Ne trouvez-vons pas que notre TO BE TUENED INTO FRENCH. You look very serious. What are you thinking about ? I am thinking of going to France. When do you purpose going thither ? As soon as I can make myself understood. Do you think it will be soon ? Why, yes, I hope it will. You are more advanced than I am. I don't know that. But I begin to find words with greater fa- cility. I find it more easy to speak than to understand. So do I. The French speak too fast. We imagine so, because we have not the habit of hearing them. They do not speak faster than we. Don't you find that our friend 360 TWENTY-EIGHTH LESSON. ami Jacques parle tres-distinc- tement ? Oni. J'entends tout ce qu'il dit. C'est qu'il a la complaisance de parlor doucemeut. Si vous voulez, nous ferons en- semble le voyage de France. Avec le plus grand plaisir. Oe sera un voyage tres-agreable. Et tr^s-instructif en meme temps. Nous irons d'abord k Boulogne, oil nous passerons quelques jours. Est-ce que vous y avez des con- naissances ? Oui, j'y ai des amis qui nous fe- ront une bonne reception. De Ik nous nous rendrons k Paris en six ou sept beures. Oe sera cbarmant, Quand parti- rons-nous ? " Dans quinze jours, si vous voulez. Je serai pret. Eh bien, c'est entendu. James speaks very distinctly ? Yes. I understand aU that he says. It is because he has the kindness to speak slowly. If you are disposed, we will take our trip to France together. With the greatest pleasure. It will be a very agreeable jour- ney. And a very instructive one, at the same time. We shall first go to Boulogne, where we shall spend a few days. Have you any acquaintances there ? Yes, I have some friends there, who will give us a good recep- tion. From there we shall reach Paris in sis or seven hours. It will be charming. When shall we start ? In a fortnight, if you will, I shall be ready. Well, it is agreed on. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE aEAMMATIOAL PEOTJLIAEITIES IN TBCE TEXT.* Tu REViNS is the second person singular of the past tense defi- nite of revenir, derived from venir (146), and irregular like its radical (273). Domicile, from the Latin domicilium, domicile, is masculine. See note on page 282. TWENTY-EIGHTH LESSON. 361 502. § 1. Substantives ending in ile or yle are masculine. § 2. The following words are feminine by exception, or Tather follow the general rule (15) : Argile^ clay ; hile, bile ; file, row ; huile, oil ; ile, island ; pile, pile ; sehile, wooden-bowl ; tuile, tile ; vigile, vigil. Paternel is one of the derivatives oipere, seen in the second lesson {217). Tu PRETENDis is the second person singular of the past tense definite oi pretendre, already seen. 503. The second person singular of the past tense definite of verbs ending in re in the infinitive mood is formed by changing this termination into is. It is similar to the first person singu- lar of the same tense (499). The whole of this tense in the verbs in re has now been seen : Je perdis, tu pretendm, il repondiT, nous vendtuES, vous rendtTES, Us sus2>endiRE'^T!. Etais is the second person singular of the imperfect tense of etre. The whole of the imperfect tense of this verb has now been seen : J^^tais, tu etais, il etait, nous etions, vous ^tiez, Us etaient. Manier is one of the derivatives of main, seen in the second lesson. OuTiL, tool, is masculine according to analogy (14). AssuRAs is the second person singular of the past tense definite of assurer, derived from sur, which has been seen in the sixteenth lesson. 504. The second person singular of the past tense definite of verbs ending in er in the infinitive mood is formed by changing this termination into as. R6fl6chissais is the second person singular of the imperfect tense of reflechir, seen in the twenty-fourth lesson. 505. The second person singular of the imperfect tense of verbs ending in ir in the infinitive mood is formed by changing this termination into iss-ais. It is similar to the first person singular of the same tense (4*77). The whole of this tense in the verbs in ir has now been seen : Je wowmssAis, tu refiechissAis, il assoupissAiT, nous j^mssiONS, vous languissiEZ, Us reunissAiEi^iT. 16 362 TWENTY-EiaHTH LESSON. MoYEN. The feminine oi moyen is moyenne (184). 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 feminine (241). Pretend Ais is the second person singular of the imperfect tense of pretendre, already seen. 506. The second person singular of the imperfect tense of verbs ending in re in the infinitive mood is formed by changing this termination into ais. It is similar to the first person singu- lar of the same tense (482). The whole of this tense in the verbs in re has now been seen : tPattendAis, tu pretendAiB, il etendhii, nous entendioiss, vous poursuiviEZ, Us rejwndAiKi^T. Propre comes from the Latin proprius. This adjective has a variety of acceptations in French, the principal of which are, proper. Jit, own, right, and clean. 507. Personne, as an indefinite pronoun, is always mascu- line, singular, and used without an article or any determinate word. With the negative 7ie it signifies no one, none, nobody. Without the negative, it corresponds to any one or anybody. 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 best ; while meilleur, which is rendered by the same words, is the comparative and the superlative of bon, good. Dispose is a form (52) of the verb disposer, one of the deriva- tives oi looser, mentioned in the twelfth lesson. Croire is an irregular verb, seen in the imperative mood in the twentieth lesson, in the present tense in the twenty-second, and in the imperfect tense in the twenty-seventh. Tu FINIS is the second person singular of the past tense defi- nite of finir, already seen. 508. The second person singular of the past tense definite of verbs ending in ir in the infinitive mood is formed by changing this termination into is. It is similar : to the first person sin- TWENTY-EIGHTH LESSON. 363 gular of the same tense ; to the first and second persons singular of the present tense of the indicative mood (325, 454) ; and to the second person singular of the imperative mood (460). Demander is the infinitive mood of demandait^ seen in the eighteenth lesson. DECIDER comes from the Latin decidere, to decide. Choix is derived from the verb choisir, to choose, and does not change in the plural (492). Etat is mascuHne according to analogy (14). AuRAiENT is the third person plural of the conditional mood of avoir. EtI: is the past participle of etre. Examples have now been seen of the past participle in the three regular forms of conjugation, and the two auxiliaries, in the fol- lowing phrases : " On le voyait, Voeil animty — 2d lesson. ^'- J\avais Jim par les lui fair e par tag erT — 26 th lesson. '•'' Nous jouerons au cheval fond\5 T — 19th lesson. ^'■D'autres auraient tTt durs^ — 28th lesson. " Le brave homme avail eu le tort." — 4th lesson. DuR comes from the Latin durus, hard. Severe, from the Latin severus, severe, is an adjective which does not change in the feminine (6). PoTJRTANT is formed of the two words pour and tant, both of which have been seen. Its most literal translation is for so much, or fo? ad that. It corresponds to however, nevertheless^ still, yet, and is a synonym of cependant, already seen. Quelle is the feminine of quel (Yl). Indulgence is a word alike in French and in English (16*7). Fus is the second person singular of the past tense definite of etre. EcouT^ is a form (52) of the verb ^couter, seen in the sub- junctive mood in the twenty-fourth lesson. Eus is the second person singular of the past tense definite of avoir. Examples have been seen in this lesson of the second person singular of this tense in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : 364 TWENTY-EIGHTH LESSON. " Tu rrCassuTKB, que tu rejlechissaisr *' Tu Jims par me demander" " Tu pretendis que tu 7i^^tais pas fait." " Tu Fus ecoute." " Tu n'EUS pas de peine." Peine is feminine according to analogy (15). Texdresse is derived from the adjective tendre, tender (267 442). Delai, from the Latin dilatio, delay, is masculine according to analogy (14). SouHAiTAis is the second person singular of the imperfect tense of souhaiter, derived from souhait, wish, a word of uncertain origin. 509. The second person singular of the imperfect tense of verbs ending in er in the infinitive mood is formed by changing this termination into ais. It is similar to the first person sin- gular of the same tense (479). SYNTAX* Personne ri'etait mieux dispose. Une personne etait mieux dispos^e. 510. It has been seen (507) that personne, as an indefinite pronoun, signifying no one^ nobody, any one, anybody, is always masculine and singular; and that personne (27th lesson), as a substantive, signifying person, is always feminine. Accordingly the participle which refers to the pronoun personne always re- mains invariable, and the participle which refers to the substan- tive personne or personnes agTees with it in gender and number, in the cases determined by rules 63, 105, 354, and 398. jyautres auraient 6te durs. 511. The participle ^t^ is always invariable. * See note on page 282. TWEIJTT-EIGHTH LESSON. 365 EXERCISES UPON THE GEAMMATIOAL OBSEEYATIONS AND UPON THE ETJLES OF SYNTAX. 1. Model: Tu revins. See Obs. 273. (See also tint in the 20tli lesson, page 2Y0, and translate by venir, tenir, and their de- rivatives * in the past tense definite.) — Thou earnest — Thou didst agree — Thou becamest — Thou attain edst — Thou preventedst — Thou rememberedst [thyself] — Thou heldest — Thou obtainedst — Thou containedst — Thou detainedst — Thou entertainedst — Thou sustainedst — Thou belongedst — Thou maintainedst. 2. Model : Tic pretendis. See Obs. 503. Thou waitedst — Thou foughtest — Thou defendedst — Thou didst hear — Thou didst interrupt — Thou didst bite — Thou didst lose — Thou didst an- swer — Thou didst render — Thou didst follow — Thou didst sell. 3. Model: Tu assuras. See Obs. 504. — Thou didst love — Thou didst arrive — Thou didst accept — 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 refiechissais. See Obs. 505. — Thou wast fin- ishing — Thou wast languishing — Thou wast obeying — Thou was+ filling — Thou wast betraying. 5. Model : Tu pretendais. See Obs. 506. — Thou wast wait- ing — Thou wast defending — Thou was hearing — Thou wast put- ting — Thou wast losing — Thou wast pursuing — Thou wast answering — Thou wast selling. 6. Model : Tu finis. See Obs. 508. — Thou didst accomplish — Thou didst soften — Thou didst sleep — Thou didst furnish — Thou didst enjoy — Thou didst open — Thou didst depart — Thou didst reflect — Thou didst fill. 7. Model : Tu souhaitais. See Obs. 509. — Thou wast work- ing — Thou wast finding — Thou wast turning — Thou wast seem- ing — Thou wast dreaming — Thou wast rewarding — Thou wast looking — Thou wast sharing — Thou wast talking. * On pp. 30 and 191. 366 TWENTY-EIGHTH LESSON. PHRASES FOR COMPOSITION TO BE TEANSLATED INTO FEENOH. 1. Do you like the style of this poet ? — 502. 2. What didst thou answer, when he had finished ? — 503. 3. On that day [there] thou didst lose all thy money — 503. 4. Defend me as thou didst defend thy comrade — 503. 5. One day thou didst share thy bread with the poor — 504. 6. Thou didst occupy an important place — 504. 7. Why didst thou not work on that day [there] ? — 504. 8. Thou didst not obey [to] thy parents, when thou wast young — 505. 9. Thou wast finishing thy task when we arrived — 505. 10. I knew that thou wast waiting for me — 506. 11. He would be sorry if thou shouldst interrupt him — 506. 12. I thought that thou wast losing money by this transac- tion— 506. 13. Thou knowest that better than any one — 507. 14. We arrived without having met anybody — 50 7. 15. He saw nobody, and nobody saw him — 507. 16. There is nobody in the house — 507. 17. I am sure that thou didst sleep well the following night —508. 18. Why wast thou weeping this morning ? — 509. 19. What wast thou thinking of ?— 509, 445. 20. What wast thou looking at? — 509. 21. Nobody was invited, but the persons who arrived were well received — 510. 22. Nobody has been forgotten — 510, 511. 23. Several persons have been forgotten — 510, 511. 24. There is one person who has been forgotten — 610, 511. TWENTY-NINTH LESSON. 367 TWENTY-NINTH LESSON. FIEST DIVISION. PEACTICAL PAET TEXT. LITERAL TRANSLATION. " Qiiaed dosic te deci€lera§-tii ? Si tw thyself wilt decide arais dit cceur, t"^ tie sottlTrirats pas qtie hadst heart (spirit) wouldst suifer toBi p^re epuisat potii' te faire ^'Itfc ce exhausted (subj.) to live qui lot re§te de vigitetiF et de saute. Tit to him remains vigor health t'eiiipresserai§ ati coiitFaire de le soiiiager wouldst hasten contrary to relieve dans tons les details de ses tra¥asix. To particulars labors la 5 attend rats pas qii^il t?esi priat. Tti wouldst wait till of it prayed (subj.) serais lieiiretix de diiMiiitieF se§ latinises wouldst be happy to diminish fatigues en en presiaiit ta part. Esaliii, t\\ in (by) of them taking share aiirais ll>esol§i de V acq&iitter de ce iitie wouldst have want thyself to acquit t« Isii dots. AII011S5 aie de la fei'iiiete, to him o west Let us go (come) have firmness 368 TWENTY-NINTH LESSON. d€g"oiiF€lis - toij et gois remove numbness from be mon soutien, support ail lieti d'etre line claarge pour moi.'' instead burden THE SAME IN GOOD ENGLISH. " But when will you have made up your mind ? If you were a lad of any spirit, you would not suffer your father to exhausu the remainder of his health and vigor to sustain you. You would on the contrary have at heart to relieve him in thB different branches of his business. You would not wait for his asking. You would be happy to lessen his fatigues by taking your share of them. In short, you would feel that you ought to repay the obligations you are under to him. Come, a little resolution, stir yourself, and be my support, instead of being a burden to me." QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette IcQon ? Par quelle question cette IcQon commence-t-elle ? A qui cette question est-elle faite ? Par qui ost-elle faite ? Si Alexis avait du coeur, qu'est-ce qu'il ne souffrirait pas 2 En quoi s'empresserait-il de sou- lager son pere ? Que s'empresserait-il de faire ? Que n'attendrait-il pas ? Que serait-il heureux de faire ' C'est la vingt-neuvi^me. Quand done te decideras-tu ? A Alexis. Par son p^re. Que son pere epuisat pour le faire vivre ce qui lui reste de vigueur et de sante. Dans tons les details de ses tra- vaux. II s'empresserait de soulager son p6re dans tous les details de ses travaux. II n'attendrait pas que son p^re Ten priit. De diminuer les fatigues de son p^re. TWENTY-NINTH LESSON. 369 Comment dimimierait-il les fati- gues de son pere ? Quel besoin a-t-on quand on doit quelque chose et qu'on a du coeur ? De quoi Alexis aurait-il besoin, s'il avait du coeur ? Pour qui Alexis etait-il une charge ? Un fils doit il etre une charge pour son p^re ? Par quelles exhortations le pere finit-U ? En en prenant sa part. On a besoin de s'acquitter. De s'acquitter de ce qu'il doit k son p^re. Pour son p6re. Non. Il doit etre son soutien, "Allons, aie de la fermete, de- gourdis-toi, et sois mon soutien, au lieu d'etre une charge pour moi." SENTENCES FOR ORAL TRANSLATION. TO BE TUENED INTO ENGLISH. Quelle heure est-il ? II est quatre heures et demie. Nos amis arrivent a cinq heures, n'est-ce pas ? Oui, et vous savez qu'ils sont tres-ponctuels. Que ferons-nous en attendant ? Ce que vous voudrez. Voulez-vous faire une petite pro- menade ? Nous n'en aurions pas le temps ; il est trop tard. Jouons a quelque jeu. A quel jeu voulez-vous jouer ? Je n'en sais rien. Youlez-vous un livre ? 11 n'y en a pas. En voici un. Je n'en veux pas. Pourquoi b§,illez-vou8 ? 1 TO BE TUENED INTO FEENOH. What o'clock is it ? It is half past four. Our friends arrive at five o'clock, don't they ? Yes, and you know they are very punctual. What shall we do in the mean time? What you please. Will you take a little walk ? We should not have time ; it is too late. Let us play at some game. At what game will you play ? I don't know. Will you have a book ? There are none. Here is one. Thank you, not for me. Why do you yawn ? 6* 370 TWENTY-NINTH LESSON. C'est que je suis assoupi. Mais d'oii cela vient-il? O'est ce livre qui me fait baiUer. II s'y trouve une liistoire en- nuyeuse. Quelle histoire ? Oelle d' Alexis Delatour, Qu'est-ce que c'est qu' Alexis De- latour ? C'est un paresseux. Que fait-il ? II ne fait rien. Tin de ses amis lui fait un sermon. II le prie de le laisser tranquiUe. Son pere lui fait un autre sermon. Cette histoire est-elle longue ? EUe n'en finit pas. II est cinq heures. Nos amis ne sont pas loin. Aliens a leur rencontre. 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 lecture. 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. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GRAMMATICAL PEOULIAEITIES IN THE TEXT.* DficiDERAs is the second person singular of the future tense of decider, seen in the twenty-eighth lesson. 512. The second person singular of the future tense of verbs ending in er in the infinitive mood is formed by adding as to this termination (463, 466). Examples have now been seen of the second person singular * See note on page 282. TWENTY-NINTH LESSON. 371 of the future tense, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : " Quand done te decidERAs-tu V — 29th lesson. "iVe te repentiRK^-tu pas alorsP'' — 25th lesson. " Comment te defendRks,-tu V — 25th lesson. " Quand tu seras oblige ^ — 25th lesson. " Quelles ressources auras-^w.^" — 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 : Tavais^ tu avais, il avait^ nous avions, vous aviez, its avaient. CcEUR means literally heart ; but it is often used in the figura- tive sense of courage or spirit. SouFFRiRAis is the second person singular of the conditional mood of souffrir, to bear, to suffer. This verb is iri-egular in some of its tenses, but not in the conditional mood. 513. 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. Epuisat is a form (124) of the verb epuiser, derived from puiser (363), to draw (from a well, etc.). The radical word is puits, well, which comes from the Latin puteus. ViVRE is one of the derivatives of vie, seen in the twentieth lesson. It is an irregular verb. Reste is a form (22) of the verb rester, which has been men- tioned in the eighth lesson as being the radical of arreter. Vigueur is of the feminine gender (95). Sant^ is derived from sain, sound, healthy, wholesome, which comes from the Latin sanus, sound. It is feminine (241). Tu t'empresserais is the second person singular of the con- ditional mood of s''empresser, to be ardent, to be eager, to hasten, which is always pronominal (364). It is one of the verbs which govern the infinitive mood with either a or de (190). 514. The second person singular of the conditional mood of verbs ending in er in the infinitive is formed by adding ais to this termination. It is similar to the first person singular of the same mood (513). 372 TWENTY-NINTH LESSON. In empresser, the syllable em is a prefix used for en. 515. § 1. En, seen as a preposition (183) and as a pronoun (268), is also used as a prefix or an inseparable particle, almost identical with m, when in is not negative (234). It serves to form verbs, some of which are nearly the same in both languages, as : Enchainer^ to enchain, from chaine, chain ; encourager^ to encourage, from courage, etc. § 2. En becomes em before 5, m, and p, as : Emhaller, to embale, to pack up ; emharquer, to embark ; emmelei-, to entan- gle, from meler, to mix ; empiler, to pile up, from pile, pile, etc. § 8. It is sometimes redundant, or at least used when no cor- responding syllable is added in English, as in : Endommager, to damage, from dommage, damage ; empoisonner, to poison, from poiso7i, poison, etc. CoNTRAiRE is OBC of the derivatives of contre, mentioned in the twentieth lesson (252). SouLAGER, to relieve, is a verb of the first conjugation (121). Detail is masculine according to analogy (14). Travaux is the irregular plural of travail, seen in the twenty seventh lesson. 516. The following substantives, ending in ail, form their plural by changing this termination into aux : Bail, lease ; corail, coral ; email, enamel ; plumail, feather-broom ; soupirail, air- hole ; travail, labor ; vantail, folding-door ; ventail, ventail. The other substantives in ail form their plural regularly, like ditail, details. Attendrais is the second person singular of the conditional mood of attendre, already seen. 517. The second 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 first person singular of the same mood (513, 514). Priat is a form (124) of the YQxh prier, to pray. Tu SERAIS is the second person singular of the conditional mood of etre. Heureux is the masculine of heureuse (142), seen in the twenty-first lesson. DiMiNUER is a verb of the first conjugation (121, 250). TWENTY-NINTH LESSON. 373 Fatigue comes from the Latin fatigare^ to weary. The cor- responding verb i^fatiguer (303). Prenant is the present participle of the irregular verb prendre, ali-eady seen. Part has been mentioned in the tenth Icvsson, as being the rad- ical oiplupart. It is feminine by exception (14). Tu AURAis 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 f empressER Ais de le soulagerT " Tu ne sou^rmAis pas que ton pere^"^ etc. " Tu n* attendr M^ pas quHl fen pridt.''^ " Tu SERAIS heureux." " Tu AURAIS besoin de facquitter." Besoin comes from the Italian bisogno, want. Avoir besoin corresponds to the English verb to want or to need. AcQUiTTER is derived from the adjective quitte (148), quit, free, clear, which comes from the Latin quietus, quiet. Dois is the second person singular of the present tense of the indicative mood of devoir, signifying to owe, and corresponding besides to ought, must, and should. This verb is irregular (117). Allons is the first person plural of the imperative mood of aller, already seen. 518. The first person plural of the imperative mood of verbs ending in er in the infinitive is formed by changing this ter- mination into ons. It is similar to the same person of the pres- ent tense of the indicative mood (28, 290, 293). The whole of this mood in the verbs in er has now been seen : ParlE, aZZoNS, dejjechEz (465). AiE is the second person singular of the imperative mood of avoir. The whole of this mood in the verb avoir has now been seen : Aie, ayons, ayez. Fermete is derived from the adjective /erwe, firm, which comes from the Latin firmus. It is feminine (241). Degourdis is the second person singular of the imperative 374 TWENTY-NINTH LESSON. mood of degourdir (460, 454). JEngourdir is to benumb (257, 506), and degourdir^ to remove numbness. 519. § 1. D^ is an inseparable particle, often negative like dis (250), but sometimes having the sense of the preposition de^ from, and denoting extraction or removing, as : Dehourser^ to disburse, from bourse, purse ; d^tourner, to turn away, to draw aside, from tourner, to turn ; etc. § 2. It becomes d^S before a vowel, as in desagreable, dis- agreeable ; desohstruer, to clear from obstruction. The whole of the imperative mood in the verbs in ir has now been seen : Degourdir, divertissoss, garnissBZ (465). Sois is the second person singular of the imperative mood of eh-e. 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 quoi penses-tu ? Parl^^ — 25th lesson. " Degourd\^-toir — 29th lesson. '•'- R^yond^. Ne te repentiras-tu pas P^ — 25th lesson. "Sois 7non soutieny — 29th lesson. "AiE de lafermeur — 29th lesson. SouTiEN is one of the derivatives of tenir, 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 lesson. SYNTAX.* Tu serais heureus de diminuer. 520. Adjectives, as well as verbs, are often followed by certain prepositions, the use of which cannot always be determined by * See note on page 282. TWENTY-NINTH LESSON. 375 rules. The following list comprises the most of such adjectives, with the prepositions they govern. Absent de, absent from (in speaking of places, not of persons). Accessible d, accessible to. Accoutume d, accustomed to. Adherent d, adherent to. Adroit d, dexterous in. Affable d, envers, afiEable to. Agreable d, agreeable to. Aise de, glad of, at. Alarmant pour, alarming to. AmbUieux de, ambitious of. Amoureux de, enamored of, in love with. Analogue d, analogous to. Anterieur d, prior to. Applicable d, applicable to. Apre d, eager for. Ardent d, ardent for. Assidu d, assiduous in, to— aupres de, to. Attentifd, attentive to, intent on, mindfiil of. Aveugle sur, blind to. Avide de, greedy of, eager for. Capable de, capable of, to. O/ier d, dear to. Civil envers, d regard de, civil to. Commun d, avec, common to. Comparable d, avec, comparable to. Compatible avec, compatible with. Complice de, accessory to, instrumental in. Conforme d, consonant to, vrith ; conforma- ble to. Connu de, known to. Consola/rd pour, consolatory to. Constant dans, en, constant to. Content de, pleased with, to ; glad of, to. Contigu d, contiguous to. Contraire d, contrary to ; averse to, from. Convenable d, suitable to, for. Coupable de, guilty of. Cruel d, envers, cruel to. Curieux de, curious of, after, to — en, in. Dangereux pour (before substantives and pronouns), dangerous to — d (before the infinitive mood), to. Dedaigneux de, disdainful of, to. Desagreahle d, disagreeable to. Desireux de, desirous of, to; anxious for, to. Depourvu de, destitute of. Different de, different from. Difficile d, difficult to. Digne de, worthy of, to. Docile d, docile to. Dur d, hard to. Egal d, equal to, with. Enclin d, prone to. Endurci d, contre, dans, hardened to ; in- ured to ; callous to, Envieux de, envious of, at. Equivalent d, equivalent to. Stranger en, dans, d, foreign to, from ; alienate from. Esclave de, slave to. Exact d, exact in, to. Exempt de, exempt, free from. Expert en, expert in, at. Facile de, sorry for, to ; angry at — contre, angry with. Facile d, easy to. Faihle de, en, deficient in. Fameux par, famous for — dans, en, re- nowned in. Familier avec, d, familiar with, to. Favorable d, favorable to. Fecond en, pregnant with, fruitful in. Fertile en, fertile in. Fidele d, faithful to ; true to. Fier de, proud of, to. Formidable d, formidable to. Fort en, de, strong by — en, sur, d, skilled in. Fou de, mad after, for ; doting on. Funeste d, fatal to. Furieux de, enraged at. Glorieux de, proud of, to. Or OS de, big with ; full of. Habile d, en, dans, skilful, clever in, at, to. Heureux d, en, dans, happy at — de, to. Eonteux de, ashamed of, to. Idoldtre de, doting on. IgnoroMt en, sur, de, ignorant in, of ImpatAent de, impatient at, for, of, under, to. Impenetrable d, impenetrable to. Importun d, importunate, troublesome to. Inabordable d, inaccessible to. Inaccessible d, inaccessible to. Incapable de, incapable of, unable to. Incertain de, uncertain of, to. Incommode d, inconvenient to. Incompatible avec, incompatible with. Inconcevable d,pour, inconceivable to. Inconciliable aA)ec, irreconcilable to, with. Inconnu d, unknown to. Inconsolable de, inconsolable for. Independant de, independent o^ on. 376 TWENTY-NIXTH LESSON. Indigne de, unworthy of, to. Indocile d, indocile to. Jndulffent d, pour, envers, indulgent to. Liebranlalle d, contre, dans, immovable, steadfast in. Inexorable d, inexorable to. Inexplicable d, unaccountable to. InfatigaMe d, indefatigable in. Inferieur d, e??, inferior to, in. Injidele d, unfaithful to. Ingmieux jjour, d, ingenious in, to. Ingrat eiwers, ungrateful to — d, ungrate- ful for, unprofitable for. Injurieux d, pour, injurious to, hurtful to, insulting to. Inquiet de, sur, anxious for, about; un- easy at, about, to. Insatiahle d^, insatiable in. Insensible d, insensible of, to. Inseparable de, inseparable from. Insolent avec, insolent to. Insouciant de, careless of. I7ivincible a, invincible, not to be van- quished by. Invisible d, pour, invisible to. Invulnerable d, invulnerable to. Issu de, descended from. Ivre de, intoxicated with. Jaloux, de, jealous of, to. Justiciable de, amenable to. Las de, weary of, to. Lent dans (before subst.), d (before verbs), slow in. Libre de, free from, at liberty to. Liberal de, envers, liberal of, to, towards. Mecontent de, dissatisfied with. Menager de, sparing o^ carefal of. Misericordieux envers, mercifal to. JsTecessaire d,pour (before subst.), neces- sary to, foT^pour (before verbs), neces- sary to. Ifuisible d, hurtful to. Obeissant d, obedient to. Odieux d, odious to. Offlcieux ewvers, ofiicious to. Orgueilleux de, proud of, to. Paresseux d, slow in. Particulier d, peculiar to. Patient dans, d Vegard de, patient o^ with. Penible d, painful to. Plein de, full of. Precieux d, precious to. Preferable d, preferable to. Prit d, ready for, to. Prodigue de, en, envers, prodigal of, to. Profitable d, profitable to. Prompt d, prompt to, ready to. Propice d, propitious to. Propre d, proper for, to ; fit for, to ; suitecJ to. Rebelle d, rebellious to. Reconnaissant de, grateful for— a, envers, grateful to. Eedevable de, indebted for — d, indebted to. Redoutable d, redoubtable to. Respectable par, d, respectable on account of, to. Responsable de, d, envers, accountable for, to. Riche en, de, rich in. Semblahle d, similar to. Sensible d, sensible of, to. Severe pour, envers, d Vegard de, severe to. Soigneux de, careful of, for, to. Sourd d, deaf to. Sujet d, subject to ; liable to. Supportable d, supportable to, for. Sur de, sure of, to. Surpris de, surprised at, to. Tributaire de, tributary to. Utile d, useful for, to. Verse dans, conversant in, with, about Victorieux de, victorious over. Vide de, void of, destitute of Vifd, quick in, to. Voisin de, neighboring to ; bordering on. An example will be seen in the next lesson, showing when the preposition that follows an adjective is determined by a rule. En en prenant ta part. The word en, which is repeated in this phrase, has two differ- ent meanings. The first time it is a preposition, corresponding TWENTY-NINTH LESSON. 377 to hy. The second time, it is a pronoun, signifying of tJiem, and already explained (268). 521. The preposition by, used in English before the present participle, to denote the means or the manner of doing any thing, is rendered in French by en. EXERCISES UPON THE GEAMMATIOAL OBSEEVATIOISrS AND UPON THE EUT.ES OF SYNTAX. 1. Model: Tu decideras. See Obs. 512. — Thou wilt blame — Thou wilt cease — Thou wilt diminish — Thou wilt ask — Thou wilt throw — Thou wilt occupy. 2. Model : Tu souffrirais. See Obs. 513. — Thou wouldst sleep — Thou wouldst finish — Thou wouldst languish — Thou wouldst obey — Thou wouldst open — Thou wouldst serve. 3. Model: Tu fempresserais. See Obs. 514. — Thou wouldst stop [thyself] — Thou wouldst admire thyself — Thou wouldst amuse thyself — Thou wouldst acquit thyself — Thou wouldst blame thyself — Thou wouldst give thyself — Thou wouldst throw thyself. 4. Model: Tu attendrais. See Obs. 511. — Thou wouldst learn — Thou wouldst drink — Thou wouldst understand — Thou wouldst know — Thou wouldst believe — Thou wouldst say — Thou wouldst write — Thou wouldst instruct — Thou wouldst take — Thou wouldst please — Thou wouldst live. 5. Model : Allons. See Obs. 518. — Let us work — Let us find — Let us remain — Let us reward — Let us look — Let us w«ep — Let us speak — Let us pass — Let us pronounce — Let us forget. 6. Model : Heureux de. Syntax, 520. — Ambitious of glory — Agreeable to the victor — Attentive to the lesson — Dear to his parents — Ashamed of his faults — Happy to see you — Ungrateful to their father — Free from all constraint — At liberty to speak— Necessary to your friends — Necessary to know — Ready to speak. 378 TWENTY-NINTH LESSON. PHBASES FOE COIIFOSITION TO BE TEANSLATED INTO FEEXOH. 1. Thou wilt pass before the shop, but thou wilt not stop [thyself]— 512. 2. If thou seest thy comrade, thou wilt call him — 512. 3. If thou hadst children, how wouldst thou feed them ? — 513. 4. Thou wouldst sleep better, if thou exercisedst thy arms —513. 5. Wouldst thou pay [acquit thyself], if thou hadst money ? —514. 6. How wouldst thou dispose of thy money ? — 514. 7. Encourage your workmen by your example — 515. 8. He pockets his money — 515. 9. Why wouldst thou not write to thy mother ? — 51*7. 10. Thou wouldst understand, if thou wast attentive — 51 Y 11. Let us eat some bread and meat — 518. 12. Let us play at leap-frog — 518. 13. The one undoes what the other does — 519. 14. Have we said any thing that displeases you ? — 519. 15. My books are not in [at] their place ; you have displaced them— 519. 16. Is that child able to understand us ? — 520. 17. Are you ready to answer me ? — 520, 18. You are at liberty to say what you think — 520. 19. By rewarding your children, you will render them atten- tive— 521. 20. It is not by weeping that you will free yourselves from op- pression — 521. 21. Give an [the] example of moderation, by forgetting our offense [wrongs] — 521. J THIRTIETH LESSON. 379 THIRTIETH LESSON. FIRST DIVISION. PEACTICAL PAET. TEXT. LITERAL TBAirSLATIONy Trenti^iBie le^on. Thirtieth IVIais Alexis restait soiird a ces exhorta- remained deaf exhorta- tions. " ITIoit p^re," se disait-il, " est en tions to himself ceci comme tontes les vieilies gens, qui ne this like old people veiilent pas qu'on se divertisse, parce will one's self divert (subj.) que rien ne les distrait, et qit^il lewir est distracts to them difficile de connprendre nne enani^re de difficult to understand voir difflerente de | la lenr. | II s'etonne different theirs wonders que je sois comme toMs les jetines g:ens. be II ne se plaindrait pas tant s'il etait would complain so much moins age. II sentirait lui-meiiie le lie- aged would feel soin de distractions, • et n'exigerait pas distractions would require que ie fusse plus range qu'il ne I'a pcut- were (subj.) sedate 380 THIRTIETH LESSON. etre ete autrefois. II se peut qo'il ait formerly It may (be) have (siibj.) raison au ibiid^ quoiqu'il poiisse trop loin h push (subj.) toah ! iiiVil attende. rigidity pshaw wait (subj.) •F'aurai hlen le teaiipg de pioclier quand shall have to dig (to fag) il le taudra al>sol»iiieiit.'' must (in the future) absolutely la bottom rig'idite. Mais, TRU SAME IN- GOOD ENGLISH. But i^lexis turned a deaf ear to 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 too far. But, no matter, let him wait. I shall have plenty of time to fag, when it be- comes absolutely necessary." QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette legon ? A quoi Alexis restait-il sourd ? Alexis etait-il sensible aux exhor- tations de son p6re ? Que disait-il de son p^re ? Qu'est-ce que les vieilles gens ne veulent pas ? Qu'est-ce qui les distrait ? O'est la trentieme. A ces exhortations. JSTon. II y restait sourd. " Mon pere est comme toutes les vieilles gens." lis ne veulent pas qu'on se diver- tisse. Eien ne les distrait. THIBTIETH LESSON. 381 Qn'est-ce qu'il leur est difficile de comprendre ? De quoi s'etonne le pere d' Alexis ? Qu'est-ce qu'il ne ferait pas s'il etait moins ^ge ? 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 decide-t-il k obeir k son pere? Quand aura-t-il le temps de pio- cher? Que fera-t-il quand il le faudi-a absolument ? Dites-moi la meme chose, en vous servant d'une autre expression. Une maniere de voir differente de la leur. II s'etonne que son fils soit comme tous les jeunes gens. II ne se plaindrait pas tant. II sentirait le besoin de distrac- tions. II n'exigerait pas que son fils fut plus range qu'il ne I'a peut-etre ete autrefois. IsTon. II se pent qu'il ait raison au fond. La rigidite. ISTon. II s'ecrie: "Bah! qu'il attende." Quand il le faudi-a absolument. II piochera. II travaillera. SENTENCES FOR ORAL TRANSLATION. TO BE TUENED INTO ENGLISH. Savez-vous votre legon ? Je crois la savoir assez bien. Oombien y a-t-il de genres en frangais ? II y en a trois. Non, monsieur, il n'y en a que deux. Ah, oui, c'est vrai : le masculin et le feminin. De quel genre sont les mots qui ne finissent pas par un e muet ? lis sont du genre masculin. De quel genre sont ceux qui fiuis- sent par un e muet ? TO BE TUENED INTO FEENOH. Do you know your lesson ? I think I know it pretty well. How many genders are there in French? There are three. No, sir, there are but two. Oh, yes, that's true : the mascu- Mne and the feminine. 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 mute ? 382 THIRTIETH LESSON. lis sont necessairement feminins. Pourqiioi avez-yous dit necessai- rement ? Comme il n'y a que deux genres, tout mot qui n'est pas mascu- lin est necessairement feminin. O'est juste. Est-ce que tons les mots qui finis- sent par un e muet sont femi- nins ? Noil. II y a beaucoup d'excep- tions. Quelles sont les principales excep- tions ? Vous en souvenez-vous ? Non. Je les oublie toujours. Soyez assez bon pour me les redire. Les mots en ice sont masculins, comme tice^ sertice. Oeux en age^ comme village,, courage. Ceux en aire sont masculins aussi. Voulez-vous m'en donner des exemples ? Yous ne repondez pas ? Je YOUS demande pardon, je pen- sais a autre chose. II me semble que cette etude ne vous amuse pas beaucoup. A vous parler franchement, je la trouve fort ennuyeuse. Pourquoi done prenez-vous des lemons ? Parce que mes parents le veulent. Alors il faut avoir du courage. J'en aurai. Yous en serez recompense par le succes. They are of course feminine. Why do you say of course ? As there are but two genders, every word that is not mascu- line is feminine of course. Eight. Are all the words ending in e mute feminine ? ]S"o. There are many exceptions. What are the principal excep- tions ? Do you remember 1 No. I always forget them. Be so kind as to repeat them to me. Words in ice are masculine, as mce^ service. Those in age., as village., courage. Again, those in aire are mascu- line. Can you give me some examples ? You do not answer? I beg your pardon ; I was think- ing of something else. I think this study does not amuse you very much. To speak the truth, I find it very tedious. Why then do you take lessons ? Because my parents wish it. Then you must have courage. IwiU. Success will be your reward. THIRTIETH LESSON. 383 SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAJIMATIOAL PEOULIAEITIES IE THE TEXT.* Trentieme is derived from trente, already seen (44, 90). Eestait is a form (4'7) of the verb Tester^ seen in the twenty- ninth lesson. SouRD comes from the Latin surdus, deaf, which has also given rise to the English words surd, deaf, and surdity, deafness. Exhortation, derived from the verb exhorter, to exhort, is feminine (99). 522. Oeci, formed of ce and ci, this here, is a demonstrative pronoun, corresponding to this. It refers to things only. It has no feminine and no plural. See cela (198), and ci (351, 352.) YiEiLLES is the plural feminine of vieux, vieil, seen in the four- teenth lesson. Veulent is the third person plural of the present tense of the indicative 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. 523. The third person singular of the present tense of the sub- junctive 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 indicative mood of the irregular verb distraire. Difficile is an adjective which does not change in the femi- nine (6). CoMPRENDRE has been seen in the imperfect tense in the thir teenth lesson. Different is an adjective derived from the verb differer, to differ. It governs the preposition de (520). 524- Leur, seen as a possessive adjective (152), becomes a * See note on page 282. 384 THIRTIETH LESSON. possessive pronoun, when preceded by the article. Le leur is mascuHne and singular ; la leur, feminine and singular ; les leurs, plural of both genders. These three forms correspond to theirs. Etonne is a form (22) of the verb etonner, seen in the imper- fect tense in the thirteenth lesson. Je sois is the first person singular of the present tense of the subjunctive mood of Hre. The whole of this tense of the verb etre has now been seen : Je sois, tu sois, il soit, nous soyons, vous soyez, ils soient. Plaindrait is the third person singular of the conditional mood of plaindre, seen in the imperfect tense in the twenty- fourth lesson. 525. 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. Age is derived from dge, seen in the fourteenth lesson. Sentirait is the third person singular of the conditional mood of sentir, already seen. 526. The third person singular of the conditional mood of verbs ending in ir in the infinitive, is formed by adding ait to this termination (525, 527). 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 oi confusio7i 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. 527. The third person singular of the conditional mood of verbs ending in er in the infinitive, is formed by adding ait to this termination (525, 526). Je fusse is the first person singular of the past tense of the subjunctive mood of etre. The whole of this tense of the verb etre has now been seen : Je fusse, tu fusses, ilfiit, nous fussions, vous fussiez, ils fussent. E,ang6 is the past participle of ranger, to range, to arrange, to set in order, derived from 7'ang, seen in the twenty-sixth lesson. When range is used adjectively, it corresponds to sedate or steady. THIRTIETH LESSON. 38i5 Autrefois is an adverb formed of autre and/oz5, both of which have been seen. Peut is the third person singular of the present tense of the indicative mood ofpouvoir, 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 is of the masculine gender according to analogy (14). 528. Quoic^ue, formed of quoi and que, is one of the con- junctions after which the subjunctive mood is required (244). It must not be confounded with quoi que, in two separate words, signifying whatever. The elision of the e in quoique is admitted only before il, elle, on, un, une. Pousse is the third person singular of the present tense of the subjunctive mood of pousser, to push, to thrust, to drive on, to shoot forth, to grow, which comes from the Latin pulsare, to push. 529. The third person singular of the present tense of the sub- junctive mood of verbs ending in er in the infinitive, is formed by changing this termination into e. It is similar : to the first person singular of the same tense and mood ; to the first and third persons singular of the present tense of the indicative ; and to the second person singular of the imperative mood. RigiditI: is feminine (241). Attende is the third person singular of the present tense of the subjunctive mood of attendre, already seen. 530. The third person singular of the present tense of the sub- junctive mood of verbs ending in re in the infinitive mood, is formed by changing this termination into e. It is similar to the first person singular of the same tense and mood. Examples have now been seen of the third 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 : " Quoiqu'il poussE trop loin la rigidite^ — 30th lesson. " Qui ne veulent pas qu'on se divertissE.''^ — 30th lesson. " Quit attends.''^ — 30th lesson. "t/e ne dis pas quHl soit necessairer — 23d lesson. "i7 se peut quHl ait raisow."— 30th lesson. IT THIRTIETH LESSON. Pi CHER is derived from piocJie, pickaxe, a word of unknown origin. The literal sense of piocher is to dig. When used for fagging or working hard, it is familiar. Faudra is the future tense oifalloir (28Y). Absolument is the adverb corresponding to the adjective ahsolu, absolute (31). 531. Ab is an inseparable particle which comes from the Latin and signifies from. It denotes extraction 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 abstrait, abstract, etc. SYNTAX.* Toutes les vieilles gens. Tous les jeunes gens. 532. § 1. The substantive gens is masculine (11th lesson); but, by an arbitrary exception, the adjective which precedes it takes the feminine form when its termination is not e mute. And if this adjective is itself preceded by a definitive, as un, tout, or certain, the definitive also takes the feminine form. Thus, we say : " Une de ces vieilles gens, Toutes ces bonnes gens, Certaines mechantes gensP § 2. The adjective takes the feminine gender only when it pre- cedes gens, and never when it follows it ; accordingly we say : " Les vieilles gens sont serieux," and not s6rieuses. § 3. When the adjective placed immediately before gens ends in e mute, and therefore presents no difference between the mas- culine and the feminine gender, the definitive which precedes it remains masculine, as in the phrase, "Tous les jeunes gens.^^ * See note on page 282. THIRTIETH LESSON. 387 II est difficile de comprendre. The adjective difficile has been seen in the twenty -ninth lesson (520) as governing the preposition a. In this lesson, however, it is followed by de. 533. In impersonal phrases, such as : II est difficile, II est necessaire, II semble utile, H devient facile, etc., the adjective takes de before the infinitive that follows. Plus range quHl ne Va He. 534. After plus, moins, mieux, meilleur, autre, and autrement, in comparative phrases, the word que must be followed by the negative ne, particularly when the principal proposition is af- firmative, as : II exige que je sois plus range quHl ne Va ete. 535. When the principal proposition is negative, the word ne is usually omitted after que, if the compared quality is not denied or doubtful, as : Ha ete range, et je ne le serai pas moins quHl Va ete ; because here the quality of being sedate is not doubtful. But when the quality is not taken for granted, the negative ne is required in the second clause of the proposition, as in this ex- ample : II Vbcxigerait pas que je fusse plus rangi quHl ne Va peut-etre ^te, which implies a doubt of the father's steadiness. Plus rang^ quHl ne Va He. 536. In comparative phrases constructed with aussi, autant^ plus, moins, and other similar adverbs, the verb which follows que must be preceded by the pronoun le (264). Qu^il attende. 537. It has been seen (465) that the imperative mood is used only in the second person, singular and plural, and in the first person plural ; and that such English forms as : Let me wait, let him wait, let them wait, are rendered by the subjunctive mood. In such phrases, a verb expressing desire or volition is understood, thus : Je souhaite quHl attende, Je veux quHl attende. 388 THIRTIETH LESSON. EXERCISES TJPON THE GEAMMATICAL OBSERVATIONS AND UPON THE ETJLES OF SYNTAX. 1. Model ; QuHl divertisse. See Obs. 523. — That he may warn — That he may finish — That he may enjoy — That he may languish — That he may obey — That he may betray. 2. Model : La leur. See Obs. 524. — 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. Model: II plaindrait. See Obs. 525. — He would wait — He would drink — He would believe — He would write — He would instruct — He would put — He would lose — He would live. 4. Model : II sentirait. See Obs. 526. — He would accompHsh — He would sleep — He would open — He would depart — He would succeed — He would sufier — He would serve. 5. Model: II exigerait. See Obs. 52Y. — He would blame — He would reckon — He would diminish — He would astonish — He would taste — He would throw — He would leave — He would eat — He would occupy — He would remain. 6. Model: QuoiquHl pousse. See Obs. 528, 529. — Though he ssures — Though she loves — Though one blames — Though he Bckons — Though she decides — Though one listens — Whatever ae may taste — Whatever one may think. Y. Model : QuHl attende. See Obs. 530, and Syntax, 537. — 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, 532, § 1. — One of these good people — Certain tedious people — All these excellent people — All these wicked people. 9. Model : Des gens serieux. Syntax, 532, § 2. — (Place the adjective after the substantive.) — Some aged people — Some giddy people — Some happy people — Some intelligent people — Some attentive people. 10. Model : Tons les jeunes gens. Syntax, 532, § 3. — One of these young people — ^All these honest [brave] people — ^All those poor people. THIRTIETH LESSON. 389 PHRASES FOR COMPOSITION TO BE TEANSLATED INTO FEENOH. 1. What do you think of this ?— 522. 2. Leave that, and eat this — 522. 3. Do you believe that your friend betrays you ? — 523. 4. I wonder at his blushing at [of] his profession — 523. 5. We have our books, and you have yours ; but our com- rades have not found theirs — 524. 6. We have finished our task, but they have not finished theirs — 524. 7. Our project is better than theirs — 524. 8. He would write if he had paper — 525. 9. Would your horse drink, if I gave him some water ? — 525. 10. My brother would understand better, if he were [was] more attentive — 525. 11. Your mother would depart to-morrow, if she had money —526. 12. If that man remained with us, he would divert the whole [all the] company — 526. 13. Would he remain, if he were [was] invited ? — 527. 14. Yes, and he would astonish you — 527. 15. He would talk from morning till night — 527. 16. She does not seem to understand, though she listens very attentively — 528, 529. 17. He is not strong, though he eats much — 528, 529. 18. He does not advance, though he works with ardor — 528, 529. 19. If he wants money, let him sell his house — 530, 537. 20. Let him defend himself, if he is assailed — 530, 537. 21. Let him follow us, if he will not remain alone — 530, 537. 22. Those merchants are good people — 532. 23. One of those old people has made us a sermon — 532. 24. One of those young people is my friend — 532. 25. All those poor people are to be pitied — 532. 26. Those good people are deaf to our remonstrances — 532. 27. It is not agreeable to speak to a deaf marj— 533. 390 THTRTIETH LESSON. 28. It is necessary to work — 533. 29. It is wise to reflect before one speaks [to speak] — 533. 30. It is sad to think that we oblige ungrateful ^eopZe — 533. 31. It is useful to know the French language — 533. 32. His manners are more genteel [distinguished] than they were — 534, 636. 33. Remonstrances are less necessary to-day than they were yesterday— 534, 536. 34. He is not less deaf than he was — 535, 536. 35. The son is not more giddy than his father was in his youth —535, 536. 36. One cannot be more ungrateful than he is — 535, 536. THIRTT-FIKST LESSON. 391 THIRTY-FIRST LESSON. FIEST DIVISION. PKACTICAL PAET. TEXT. LITERAL TRANSLATION. Treiite et iini^iiie le^on. li'honnete artisaii moiiriit pauvre, ne honest mechanic died laissant a soia Ills que la §oiiiiiie exi^ue de leaving sum scanty cinq cents francs, pour tout patrimoine. hundred francs patrimony Apr^s I'enterreMieiit, et quaiid les pre- burial miers transports de la douleur furent transports grief were calmes, Alexis se desnanda comment il calmed to himself asked pourrait faire fructilier son faiMe capital. could to be fruitful feeble capital " Me voila livre a moi-ineMie,^? se dit-iS. delivered up myself said "II faut que je gagne de quoi Tivre, ou earn (subj.) wherev/ith que je meure de faam. II est grand tesMps die (subj.) hunger que j'aie de la resolution et que j'agisse. have (subj.) resolution act (subj.) Je fws insensible aux Ibonnes paroles de was insensible words 392 THIETY-FIRST LESSON. luon p^re^ tant qu^il Tecut. Je n'euis point so long as lived had egard a se§ pri^res, et je m' eodurcis dans regard prayers myself hardened inoii egoisMie. Malistenant, je gemis de egotism Now groan n'avoir pas tenn coMipte de ses aTis, dont kept accomit advices of which jc sesis la sagesse.^' feel wisdom te:e same 12^ good EIsFGLISE, The honest mechanic died poor, leaving his son no other pat- rimony than a small sum of five hundred francs. After the burial, and when the first burst of grief had subsided, Alexis con- sidered how he could make his little capital most productive. " Here I am," thought he, " left to my own resources. 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. I^ow, I lament having slighted his advice, for I feel the wisdom of it." QUESTIONS AND ANSWERS FOR CONVERSATION Quelle est cette legon 1 Qui est-ce qui mourut pauvre ? A qui laissa-t-il la somme de cinq cents francs ? Que laissa-t-il a son fils ? Restait-il k Alexis autre chose que cette somme ? O'est la trente et unieme. L'honnete artisan. A son fils. La somme exigue de cinq cents francs. IsTon. O'etait tout sonpatrimoine. THIRTY-FIRST LESSON. 393 Apres quoi Alexis se demanda-t-il comment il pourrait faire fructi- fier son faible capital ? Est-ce que ce fut longtemps apr^s I'enterrement ? Que se demanda-t-il ? Dans quelle position se trouvait- 11? Que fallait-il quHl fit, s'il ne vou- lait pas mourir de faim ? A quoi etait-il expose, s'U 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 p^re vecut ? Quand fut-il insensible aux bonnes paroles de son pere? A quoi n'eut-il point egard 1 Dans quelle disposition s'endur- cit-il? De quoi gemit-il apres avoir perdu son pere ? Apr^s I'enterrement. Ce fut quand les premiers trans- ports de la douleur furent cal- mes. Comment il pourrait faire fructi- fier son faible capital. II se trouvait livre k lui-meme. II fallait qu'il gagnat de quoi vivre. A mourir de faim. Non. II etait grand temps qu'il eut de la resolution et qu'il agit. Aux bonnes paroles de son p6re. Taut que son pere vecut. Aux pri^res de son p6re. Dans son egoisme. De n'avoir pas tenu compte de ses avis — or^ des avis de son p^re SENTENCES FOR ORAL TRANSLATION. TO BE TTJENED INTO ENGLISH. D'ou venez-vous, mon cher ? De chez votre creancier. Ah! Avant tout, je m'empresse de vous dire qu'il accepte votre proposition. Cela me fait bien plaisir. J'ai eu de la peine h trouver sa maison. TO BE TURNED INTO ERENOH. Where do you come from, my dear fellow ? From your creditor's. Oh! First of all, I hasten to teU you that he accepts your proposal. I am happy to hear it. It was diflBcult for me to find his house. 17* 394 THIETY-FIRST LESSON. Bah? Oui, vous in'aviez bien dit que c'etait rue du Temple. Eh bien? Mais la rue du Temple est longue. Je vous avals dit pres du boule- vard. Je I'avais oublie. Comment avez-vous fait ? J'ai demande a un jeune homme, dans une boutique. Par un heureux hasard, il con- naissait M. Leroux. II a eu la bonte de me conduire jusqu'a sa maison. M. Leroux est-il jeune ou vieux ? O'est un homme d'un certain ^ge. Quel air a-t-il ? II a I'air d'un fort brave homme. II etait k ecrire devant un bon feu. H vous a bien regu ? On ne pent mieux. On m'avait dit qu'il etait dur et austere. Pas le moins du monde. Seulement, il est un peu sourd, de sorte que j'ai ete oblige de parler tres-haut. Nous nous sommes entretenus de votre affaire, et, comme je vous I'ai dit, il n'a fait aucune diffi- cult e. Yous 6tes un excellent gar^on, et je vous suis bien oblige. Indeed ? Yes, you told me it was in Temple street. WeU? But Temple street is long. 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. JSTot in the least. Only, he is rather deaf, so that I was obhged to speak very loud. We talked about your affair, and, as I told you, he made no diffi- culty. You are an excellent fellow, and I am much obliged to you. THIETT-FIRST LESSON. 395 SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PECULIAEITIES IK THE TEXT * HoNN^TE, from the Latin honesties, honest, is an adjective which does not change in the feminine (6, 266). Artisan is one of the derivatives of art, mentioned in the 10th lesson. MouRUT is the third person singular of the past tense definite of the irregular verb mourir, seen in the 24th lesson. SoMME, from the Latin summa, sum, signifies sum, amount, or burden ; and with these acceptations it is feminine according to analogy (15). Somme has, however, a third signification, viz., a nap, and it is then masculine ; but in this sense its etymon is the Latin word somnus, sleep. ExiGUE is the feminine of exigu, small (2). 538. The dioeresis (••) is placed over the letters e, i, u, to show that they are to be pronounced distinctly from the vowels by which they may be accompanied. In exigue it indicates that the u has to be sounded. Franc, a fi-anc, is the unity of French coins. It is a piece of silver, weighing five grammes (see iTth lesson), and worth 20 sous, or 18 cents and 6 mills. Patrimoine, from the Latin patrimonium, patrimony, is mas- culine by exception (15). Enterrement is derived fi"om terre, earth, which comes from the Latin terra (515, 153). Transport is one of the derivatives of porter, mentioned in the seventh lesson. 539. § 1. Trans is a Latin preposition signifying heyond, across, or over. In French it is an inseparable particle, common to words which are the same, or nearly the same, in English, as : * See note on page 282. 396 THIRTY-FmST LESSON. Transporter^ to transport ; transcrire, to transcribe ; transferer, to transfer, etc. § 2. It is sometimes shortened into tra, as in : Tradition, tra- dition; traducteur, translator; trajet, traject, etc. DouLEUE, is of tlie feminine gender, altliougli it does not end with an e mute (95). FuRENT is the third person phiral of the past tense definite of etre. Examples have now been seen of the third person plm-al of the past tense definite, in the three regular forms of conjugation, and the two auxiliaries, in the following phrases : " Elles donn%KE.^T cinq i^our centr — 6th lesson. " Des revers assailliKE^T Monsieur DelatourT — 6th lesson. " Elles suspendiu'EisT leurs paiements." — 6th lesson. " Ze5 transports furent calmest'' — 31st lesson. " Ces circonstances eurent ^oz^r resultat.^'' — Vth lesson. Calm^s is a form (52, 354) of the verb calmer, derived fi-om the substantive calme, calm. Demander, with the reflective form se demander, to inquire of one's self, signifies to cogitate, to consider, and sometimes to wonder. PouRRAiT is the third person singular of the conditional mood of pouvoir. In the future tense and in the conditional mood, the irregularity of this verb consists in the suppression of the letters voi and the reduplication of the final consonant, thus : Tu poxir- ras, il pourra, etc., tu pourrais, nous pourrions, etc. Fructifier is derived {rom fruit, seen in the 27th lesson. 540. The termination fier, from the Latin feri, to become, or facere, to make, corresponds to the English termination /y, as in : Justifier, to justify ; fortifier, to fortify ; signifier, to signify, etc. Faible, feeble, weak, is an adjective which does not change in the feminine (6). Capital is a word alike in French and in English (30). Me voilA (294). LrvRE is a form (52) of the verb livrer. Dn, in this lesson^ is the third person singular of the past tense definite of dire. It is similar to the same person of the present THIETT-FIEST LESSON. 897 tense of the indicative mood, and to the past participle, seen in the first lesson, Gagne is the first person singular of the present tense of the subjunctive mood oi gagner, to get, to gain, to earn, to win. 541. The first person singular of the present tense of the sub- junctive 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 (529) ; to the first and third persons singular of the present tense of the indic- ative (349, 22) ; and to the second person singular of the im- perative (460). The whole of this tense of the verbs in er has now been seen '- Que je gagne, que tu ecoutes, quHl pousse, que nous amusions, que vous passiez, qu'ils aiment. De quoi, literally of what, is an idiomatic locution correspond- ing to wherewith. Meure is the first person singular of the present tense of the subjunctive mood of mourir. It is similar to the third person singular of the same tense and mood. Faim, from the Latin fames, hunger, is feminine by excep- tion (14). J'aie is the first person singular of the present tense of the subjunctive mood of avoir. E^soLUTiON is a word alike in French and in English (49). It is feminine (99). J'agisse is the first person singular of the present tense of the subjunctive mood oi agir, to act. 542. The first person singular of the present tense of the subjunctive mood of verbs ending in ir 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 (523), and to the first pei-son 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 Hre. 398 THIRTY-FIRST LESSON. The whole of this tense of the verb etre has now been seen : Je fus, tufus, ilfut, nous fumes, vous futes, Us fu7'ent. Insensible is one of the derivatives of sens, mentioned in the 11th lesson (lYO). 643. The termination ible, like able (9Y), denotes aptness or fitness. It serves to form adjectives, about half of which are the same in both languages, as : Sensible, insensible, possible, terrible. Parole is one of the derivatives of parler, seen in the 13th lesson. Tant que, when it refers to time, signifies so long as, as long as (344). V^cuT 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 : J^eus, tu eus, il cut, nous eiimes, vous eiltes, Us eurent. Egard is of the masculine gender according to analogy (14). pRiERE is derived from the verb^mr, seen in the 29th lesson. J'endurcis is the first person singular of the past tense definite of endurcir, derived from dur, seen in the 28th lesson (257, 515). 544. The first person singular of the past tense definite of verbs ending in ir in the infinitive mood, is formed by changing this termination into is. It is similar : to the second person sin- gular of the same tense (508) ; to the first and second persons singular of the present tense of the indicative (325, 454) ; and to the second person singular of the imperative mood (460). The whole of this tense in the verbs in ir has now been seen : J''endurcis, tu finis, il affranchit, nous remplimes, vous finites, Us assaillirent. Egoisme comes from the Latin ego, I. It is masculine (538). 545. § 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 : Egoisme, egotism ; ma- gnitisme, magnetism ; mecanisme, mechanism, etc. § 2. Substantives ending in isme are masculine. Maintenant is one of the derivatives of tenir, mentioned in the third lesson. THIKTY-FIEST LESSON. 399 Ge:mis is a form (325) 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 20th lesson. CoMPTE, computation, reckoning, account, is derived from the verb compter^ seen in the 27th lesson. It is mascuHne by excep- tion (15). Tenir compte de is an idiomatic locution signifying to regard, to appreciate. Avis is a word which does not change in the plural (1*7). Je sens is the first person singular of the present tense of the indicative mood of the irregular verb sentir, already seen. Sagesse is derived from sage, seen in the 23d lesson (442). SYNTAX.* Cinq cents francs. 546. The numeral adjectives cent and vingt are the only ones that take the mark of the plural, and that only when pre ceded by another number which multiplies them, as when we say : Deux cents, trois cents, quatre-vingts. 547. But when cent and vingt are followed by another number, they are invariable, thus : Deux cent trente, quatre- vingt- trois, quatre-vingt-dix. D pourrait faire fructifier son capital. The literal translation of this phrase would be : ITe could make bear fruit his capital ; which would be scarcely intelligible, the proper place of the words his capital being between make and bear fruit. It has been seen (89) that the verb faire identifies itself with * See note on page 282. 400 THIRTT-FIEST LESSON. the next verb in tiie infinitive mood, and that both together seem to make but one verb. This accounts for the following rule. 548. § 1. When faire is followed by an infinitive, the regi- men must not be placed between the two verbs. If it is a pro- noun, it must precede faire (43) ; and 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 and the next verb, thus : Faites-le fructifler (297). De n^avoir pas tenu compte. or, De ne pas avoir tenu compte. 549. In negative phrases, ne invariably precedes the verb ; it likewise precedes the object pronoun if there be one joined to the verb. The place of pas and point varies. They may precede or follow the verb in the infinitive mood ; yet, they are more commonly placed before the infinitive than after it. Dont je sens la sagesse. 550. When of which is used in the sense of whose, and ren- dered by dont, the construction is the same as that pointed out by rules 485 and 486 ; and this pronoun must never follow the substantive which it determines, as of which does when we say " The wisdom of which I feel.'* EXERCISES UPON THE GEAMMATIOAL OBSERYATIOXS AND UPON THE EULES OF SYNTAX. 1. Model : Fructifier. See Obs. 540. — To pacify — To specify — To edify — To modify — To qualify — To personify — To glorify —To terrify — To petrify — To purify — To rectify. 2. Model : Queje gagne. See Obs. 541. — That I may blame THIRTT-FIRST LESSON. 401 — 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: Quefagisse. See Obs. 542. — 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. See Obs. 544. — I accomplished — I slept — I finished — I enjoyed — t languished — I obeyed — I de- parted—I filled— I felt. PHRASES FOR COMPOSITION TO BE TEANSLATED INTO FEEISTOH. 1. He thinks [dreams] of modifying his projects — 540. 2. They want [will] to terrify you — 540. 3. Do you wish me to leave him that sum ? — 541. 4. I will not be ungrateful, whatever place I may occupy -541. 5. It is necessary I should finish my work — 542. 6. Do you doubt that I shall succeed? — 542. 7. Will you be insensible to his grief? — 543. 8. The place was inaccessible — 543. 9. I departed at seven o'clock in the morning — 544. 10. I filled my basket with [of] provisions — 544. 11. What do you think of magnetism? — 545. 12. Patriotism is a generous passion — 545. 13. Is it with a sophism that he hopes to persuade you ? — 545. 14. He had seven hundred francs, and he gave me [of them] three hundred and fifty — 546, 547. 15. My father died at the age of fourscore [years] — 546. 16. He found ninety [fourscore ten] gudgeons in his net — 547. 17. He makes honest people blush — 548. 402 THIRTT-FTRST LESSON. 18. He makes his workmen labor from morning till night —548. 19. You have made me lose my time — 548. 20. The parents made their children play — 548. 21. He pretended not to have understood — 549. 22. I desire not to be interrupted — 549. 23. He has resolved not to answer — 549, 187. 24. You have learned a language the study of which is diffi- cult— 550. 25. We saw a bridge the length of which astonished us — 550. 90. He had a cake half of which he gave to his brother — 550. THIETY-SECOND LESSON. 403 THIRTY-SECOND LESSON. FIEST DIVISION. PKACTICAL PAET. TEXT. LITERAL TBAirSLATION. Trente-deuxi^me le^on. ^^ 8i nous ecoutionsi ceux qui ont de I'ex- listened ex- perience, que de regrets nous nous perienoe how many regrets to ourselves eparg'nerions ! Mais nous haissons tout should spare hate ce qui contrarie nos penchants ou nos counteracts grouts. I^es conseiis nous obs^dent, et counsels (advice) tease nous les entendons avec ennui, sinon avec hear mepris. £t puis, quand Tiennent les ca» contempt then come ca- lamites que nous nous sommes attirees lamities to ourselves attracted par notre propre faute, nous nous ecrions : own fault exclaim ' C'est bien dommage que nous n'ayons pas damage (pity) cru ce qu'on nous disait I '> Quoi qu'il en believed Whatever of it soit, il ne s'agit pas de se lamenter. may be acts lament 404 THIRTT-SECOND LESSOIT. 8oyo]is homiue. Je Let us be (Let me be) naturel. JT'essaierai de nature will try Tamcrai mon will conquer m^appliquer a myself apply qvielque chose de serieux 5 je linirai par will finish m' J accotitumeF, et mes effbrts me myself to it accustom efforts ni^iieront a la fortune.'' will lead TEE SAME IN GOOD ENGLISH. " 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, and we receive it with reluctance, if not with contempt. And after- wards, when calamities befall us, that we have drawn upon our- selves 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 for- tune." aXTESTIONS AND ANSWERS FOE CONVERSATION. Quelle est cette le^on ? Que nous cpargnerions-nous, si nous ecoutions ceux qui ont de Texperience ? Que faudrait-il faire pour nous epargner des regrets ? Que haissons-nous ? C'est la trente-deuxieme. Nous nous epargnerions des re- grets—or, beaucoup de regrets — 6>r, bien des regrets. II faudrait ecouter ceux qui ont de I'experience, Nous haissons tout ce qui contra- rie nos penchants ou nos gotits. THIETT-SECOND LESSON. 405 Qu'est-ce qui nous obs^de ? Comment les en tendons-nous ? Qu'est-ce que nous nous attirons par notre propre faute? Que disons-nous, quand viennent ces calamites? Quand nous ecrions-nous : " O'est bien dommage ? " De quoi ne s'agit-il pas dans la position d' Alexis ? Quelle exhortation Alexis se fait- il k lui-m6me ? Que vaincra-t-il ? Qu'essaiera-t-il de faire ? S'y accoutumera-t-il? A quoi ses efforts le m^neront-ils 1 Qu'est-ce qui le menera k la for- tune? Les conseUs. Nous les entendons avec ennui, sinon avec mepris. Nous nous attirons des calamites. Nous nous ecrions : " O'est bien dommage que nous n'ayons pas cru ce qu'on nous disait." Quand viennent les calamites que nous nous sommes attirees par notre propre faute. II ne s'agit pas de se lamenter II se dit : " Soyons homme." II vaincra son naturel. II essaiera de s'appliquer k quel- que chose de serieux. H dit qu'il finira par s'y accoutu- mer. lis le meneront a la fortune. Ses efforts. SENTENCES FOR ORAL TRANSLATION. TO BE TUKNED IFTO ENGLISH. Oroiriez-vous que je ne suis pas encore bien accoutume k la monnaie de France ? O'est pourtant bien simple ; nous n'avons que des francs et des centimes. Je sais bien que vous m'avez dit cela. Eh bien ? Eh bien, j'entends parler tous les jours de louis, de livres, de sous et de liards. TO BE TURNED INTO FEENOH. Would you believe it ? I am not yet weU used to French money. It is very simple, however; we have only francs and centimes. I know you told me so. Wein WeU, I every day hear of louis, of hvres, sous, and farthings. 406 THIRTY-SECOND LESSON. Oe sont de vieilles denominations dont on se sert encore quelque- fois. Hier, un jeune homme m'a pro- pose de jouer vingt-cinq lonis. Que lui avez-vous repondu ? Je lui ai repondu que je n'aimais pas le jeu, Mais qu'est-ce que c'est que vingt-cinq louis 1 Cela vent dire six cents francs, parce qu'autrefois un louis valait vingt-quatre livres, ou vingt-quatre francs. Une autre personne me disait dernierement qu'elle avait dix mille livres de rente. Cela veut dire un revenu de dix mille francs par an. Moi,j 'avals compris ten thousand pounds. C'est bien different. Comment rendriez-vous en fran- 9ais, ten thousand a year ? Nous dirions, dix mille livres ster- ling de revenu, ou bien deux cent cinquante mille francs de rente. Pourquoi dit-on quelquefois un livre, et quelquefois une livre ? Ce sont deux mots tout k fait dif- fe rents. Ce dictionnaire est un livre. Une livre est, comme je vous I'ai dit, un vieux mot pour un franc, ou bien encore pour la moitie d'un kilogramme. Maintenant, qu'est-ce quo c'est qu'une pi^ce de cent sous 1 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 thou- sand livres de rente. It signifies ten thousand francs a year. I understood it to be ten thou- sand pounds. There is a wide difference. 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 TIN livre^ and sometimes une They are two very different words. This dictionary is jm livre, a book. A hvre is, as I told you, an oH. word for a franc; or for a pound (weight), the half of a kilogram. Now, what is a piece of a hun- dred sous? THIETY-SECOND LESSON. 407 O'est une pi^ce de cinq francs, qui equivaut au cinqni^me d'une livre sterling. 1] me reste encore une question k vous faire. Voyons. L'autre jour, j'ai entendu dire: ^' Qa ne vaut pas deux liards." J'ai compris qu'on parlait avec mepris de quelque chose. Mais qu'est-ce que c'est qu'un liard ? O'etait autrefois le quart d'un sou. Je vous suis bien oblige. It is a piece of five francs, vs^hich is equal to the fifth part of 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. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PECULIAEITIES IN THE TEXT.* EcouTioNS is the first person plural of the imperfect tense of icouter^ seen in the 24th lesson. 551. 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 subjunctive mood (3Y0). The consequence of this rule is that, if the termination of the verb is ier in the in- finitive, as in Hudier^ the i is doubled, thus : Nous etudiions. Examples have now been seen of the first person plural of the imperfect tense, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : " Si nous ecoutioyis ceux qui out de V experience.'''' — 32d lesson. " i\rows ^eVissioNS d' ennui.'''' — 1 2th lesson. ^^ Mots que nous n'entendio^s guere^ — 12th lesson. See note on page 282. 4:08 THIBTT-SECOND LESSON. '"'• Nous y 6TI0NS avant six heures^ — 16tli lesson. ''^ Nous AvioNS un filet P — 16th lesson. Experience is a word alike in French and in English (IGV). It is used for experience and experiment. 552. Que is used for comhien in exclamative phrases, and corresponds to how, how much, and how many. When placed before a substantive, it requires de (39), thus : Que de regrets. Regret is a word masculine according to analogy (14). Epargnerions is the first person plural of the conditional mood of epargner, derived from epargne, which has been seen in the 6th lesson. 553. The first person plural of the conditional mood of verbs ending in er in the infinitive, is formed by adding ions to this termination. Examples have now been seen of the first person plural of the conditional mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : " Que de regrets nous nous epargnEnioi^s ! " — 3 2d lesson. " Pourquoi ne jouiuio^s-nous pas de nos beaux jours ? " — 14th lesson. ^^ Pourquoi perdnio'NS-nous des moments?'''' — 14th lesson. "Nous SERiONS hienfous.^'' — 12th lesson. "Nous AURiONS grand tort.^^ — 14th lesson. Haissons is the first person plural of the present tense of the indicative mood of the irregular verb hair, to hate. The only irregularity of this verb consists in suppressing the dioeresis (538) in the three persons singular of the present tense and in the second person singular of the imperative mood. 554. The first person plural of the present tense of the indica- tive mood of verbs ending in ir in the infinitive, is formed by changing this termination into iss-OHS. CoNTRARiE is a form (22) of the verb contrarier, one of the derivatives of contre, mentioned in the 20th lesson. CoNSEiL has been mentioned in the 23d lesson, as being the radical of conseiller. Obsedent is a form of the verb obseder, to beset. It must be observed that the acute accent over the first e in obseder is changed into a grave accent in obsedent. THIRTY-SECOND LESSON. 409 555. § 1. Verbs in er in which the final syllable of the in- finitive mood is preceded by e with an acute accent, as obseder, posseder, esperer, change this accent into a grave one before a syllable containing an e mute, thus : lis obsedentjje possede. § 2. Verbs in eger, as proteger, to protect, and in 6er, as creer, to create, are excepted, and retain the acute accent in all their forms. Entendons is the first person plural of the present tense of the indicative mood of entendre, already seen. 556. The first person plural of the present tense of the indica- tive mood of verbs ending in re in the infinitive, is formed by changing this termination into ons (28, 554). Examples have 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 : " i\row5 joerzsoNS que les proverhes sont vrais.'^ — 1st lesson. " JVous AaissoNS tout ce qui contrarie.^^ — 32d lesson. '■'' Nous les entendons avec ennuis — 32d lesson. '■'• Nous le SOMMES enfinJ' — 14th lesson. ^'■Nous AVONS remarquey — 11th lesson. Mepris is of the masculine gender according to analogy. Puis has been mentioned in the 25th lesson, as being the rad- ical of depuis. ViENNENT is the third person plural of the present tense of the in(iicative mood of venir, already seen. Calamite, from the Latin calamitas, calamity, is feminine (241). Attirees is a form (52, 53) of the verb attirer, one of the de- rivatives of tirer, mentioned in the Yth lesson. Faute is feminine according to analogy. See 1st lesson. EcRiONS is a form (28) of the pronominal verb s^ eerier, seen in the 18th lesson. DoMMAGE is masculine although ending with an e mute (215). C'est dommage is an idiomatic locution signifying it is a pity. Cru is the past participle of the irregular verb croire, already seen. Quoi Qu'iL en soit, literally whatever it may he of it, is an idiomatic locution corresponding to he it as it may, however^ 18 410 THIRTY-SECOND LESSON. nevertheless. The two words quoi que remain separate. See quoique, 528. Agit is the third person singular of the present tense of the indicative mood of agir, to act. - 557. The third person singular of the present tense of the in- dicative mood of verbs ending in ir in the infinitive, is formed by changing this termination into it. It is similar to the same person of the past tense definite (1'79). Agir is to act ; but s''agir is an impersonal pronominal verb signifying to he in question, to he the matter, to he at staTce. Lamenter comes from the Latin lamentari, to lament. SoTONS is the first person plural of the imperative mood of etre. Examples have now been seen of the first person plural of the imperative mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : "^?ZoNS, aie de lafermet^T — 29th lesson. " Diver ti'&'&oi^^'nousr — 14th lesson. " N''attendo^^ pas que nous soyons trop vieux^ — 14tli lesson. " Soyons hommeP — 3 2d lesson. "ATatons nulle autre pens ee^ — 14th 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. 558. The imperative mood is formed by changing the termination of the infinitive into the following terminations : "Verbs iu er. Verbs in ir. Verbs in 2d pers. sing. e is S 1st pers. plur. ons iss-ons ons 2d. pers. plur. ez iss-ez ez It must be observed that the literal translation of soyons is let us he ; but in this lesson it signifies let me he. 559. 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 THIRTY-SECOND LESSON. 4:11 one's self, one says : Allans, divertissons, attendons, soyons, ayons, for : Let me go, let me divert, let me wait, let me be, let me have. Vaincrai is the first person singular of the future tense of vaincre, to vanquish, to overcome, which is an irregular verb; but its irregularity does not extend to the future tense. 560. The first person singular of the future tense of verbs end- ing in re in the infinitive, is formed by changing the final e into ai. The whole of the future tense in the verbs in re has now been seen : Je vaincRAi, tu defenduAS, il morduA, nous attendnonis, vous prendREZ, ils surprendRO^T. Naturel is sometimes a substantive and sometimes an adjec- tive. As a substantive it corresponds to nature or temper ; as an adjective it signifies natural (2 17). EssAiERAi is the first person singular of the future tense of essayer, to try. According to rule 320, this first person of the future tense should be spelled essayerai. 561. Verbs ending in yer, as essayer, appuyer, change the vowel y into i before an e mute, thus : J^essaie, tu appuies, il essaiera, nous appuierons. QuELQUE CHOSE, whcn taken as a single word signifying some- thing or any thing, is masculine (166). FiNiRAi is the first person singular of the future tense oi finir^ already seen. 562. The first person singular of the future tense of verbs end- ing in ir in the infinitive mood, is formed by adding ai to this termination (320, 560). Examples have now been seen of the first person singular of the future tense, in the three regular forms of conjugation and the two auxiharies, in the following phrases : " Je me chargERAi du painy — 16th lesson. ^'' Je finiRAi par m'y accoutumerT — 32d lesson. "t/e vaincR AI mon naturel.''^ — 3 2d lesson. " Quandje ne serai plus.^^ — 25th lesson, " ./'aurai ma ligneP — 15th lesson. The whole of the future tense in the verbs in ir has now been seen : Je finiRAi, tu te repentiRAS, il beniRA, nous par^iRONS, vous JiniRE,z, ils ybwrniRONT. 412 THIRTY-SECOND LESSON. AccouTUMER is One of the derivatives of coutume, seen in the 18th lesson. Effort is one of the derivatives oifort, mentioned in the '7th lesson. Meneront is the third person plural of the future tense of me- ner^ mentioned in the 8th lesson. 563. The third person plural of the future tense of verbs end- ing 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. 564. § 1. In verbs in er, the unaccented e which precedes the termination of the infinitive takes the grave accent before a sylla- ble containing an e mute, preceded by a single consonant, as in these forms of mener : Je mene, Je mener ai, Je menerais, § 2. But when the consonant is doubled, as in jeter^ je jette, the accent is unnecessary (467). Examples have now been seen of the third person plural of the future tense, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : '•^ Mes efforts me me?iERONT a la fortuned — 32d lesson. *' Que leur fournmo^T des marchandsr — 16th lesson. "i)e5 histoires qui vous surprendKO'Sny — 16th lesson. " Vos amis seront des nbtresP — 15th lesson. "TZs AURONT du Champagne^ — 16th lesson. The whole of the future tense in the verbs in er has now been seen : Je chargERAi, tu decidERAs, il corrigERA, nous pechERONS, vous apportEREz, ils mewERONT. The whole of this tense in the three regular forms of conjuga- tion has now been seen, and the eighteen different observations by which its terminations have been pointed out may be con- densed into one general rule. 565. The future tense is formed by adding the following terminations to that of the infinitive mood, the final e being sup- pressed in the verbs in re : ai, as, a, ons, ez, ont. THIRTY-SECOND LESSON. 413 SYNTAX.* Quand viennent les calamites. JO. this phrase, les calamites, which is the subject, follows the verb viennent. No direct regimen could be placed after viennent. 566. The subject, when it is a substantive, may follow the verb, if the sense excludes a direct regimen. Les catamites que nous nous soxnmes attir^es. 567. The compound tenses of pronominal verbs (1 80) are in variably formed with the help of the auxiliary verb etre. Les calamites que nous nous sommes attir^es. 568. Of the two pronouns which precede a pronominal verb, the second may be a direct or an indirect regimen. If indirect, as in the present instance in which it means to ourselves^ the past participle, instead of agreeing with the subject (354), agrees with the direct regimen, provided that regimen precedes it, as it does in this example. And when the direct regimen follows, the participle remains invariable, thus : Nous nous sommes attire les calamites. Nous nous sommes attires. We have attracted each-other. 569. § 1. If the second of the two pronouns which precede a pronominal verb is a direct regimen, the past participle agrees with it. Admitting therefore that the pronoun nous in this phrase refers to men or even to persons of both sexes, we write attires. If nous should refer to women only, the participle should be spelled attirees. * See note on page 282. ^14: THIETY-SEOOND LESSON. § 2. In the verbs which are accidentally pronominal, the sense shows whether the second pronoun is a direct, or an indirect regimen. In those that are essentially pronominal, of which a list has been given (364), the pronoun is always a direct regi- men ; * and accordingly the participle always agrees with it. Soyons Jiomme. 570. When the first person plural of the imperative mood is used in the sense of let me (559), the adjective, or the substantive used adj ecti vely, which follows it, must of course be put in the singular. Quelque chose de serieux. 571. When quelque chose, in the sense of something or any thing (166), is followed by an adjective, it requires the prep- osition de before the adjective, which retains the masculine ter- mination. EXERCISES UPON THE GEAMMATIOAL OBSEEVATIONS AND UPON THE EULES OF SYNTAX. 1. Model : Nous ^coutions. See Obs. 551. — We accustomed — We decided — We studied — We played — We forgot. 2. Model: Que de regrets! See Obs. 552. — How many ad- vantages ! — How much money ! — How many calamities ! — How many efforts ! — How much glory ! — How many words ! 3. Model : Nous epargnerions. See Obs. 553. — We should try — We should throw — We should eat — We should occupy — • We should seem — We should find. 4. Model : Nous haissons. See Obs. 554. — We act — We fin- ish — We enjoy — We feed — We obey — We reflect. * The only exception is s'arroger, to arrogate, where the pronoun is an iudirect regimen. THIKTT-SECOND LESSON. ^ 415 5. Model : ObsMent, from obs^der. See Obs. 555. — I hope — Thou hopest — He hopes — They hope — I shall possess — Thou wilt possess — He will possess — We shall possess — You will pos- sess — That I may possess. 6. Model : JVous entendons. See Obs. 556. — We wait — We defend — We put — We pretend — We lose — We answer. 7. Model : II agit. See Obs. 557. — He warns — He furnishes — He enjoys — He feeds — He obeys — He perishes. 8. See Obs. 558. — Bring {thou) — Let us cease — Begin {you) — Finish {thou) — Let us put — Lose {you). 9. Model : Soyons, let me be. See Obs. 559. — Let me study — Let me forget — Let me work — Let me try — Let me eat — Let me finish — Let me wait — Let me put — Let me answer. 10. Model : Je vaincrai. See Obs. 560. — I shall learn — I shall wait — I shall drink — I shall understand — I shall believe — I shall say — I shall hear — I shall write — I shall put. IL Model: J'essaierai. See Obs. 561. — I try — Thou triest — He tries — They try — Thou wilt try — He will try — We shall try — You will try — Try {thou). 12. Model : Je Jinirai. See Obs. 562. — I shall free myself — I shall sleep — I shall hate — I shall feed — I shall open. 13. Model: lis meneront. See Obs. 563. — They will begin — They will give — They will listen — They will taste — They will play — They will forget — They will think. 14. Model: Meneront, from mener. See Obs. 564. — I raise — He raises — They raise — We shall raise — You would raise. 15. See Obs. 565. — I shall love — Thou wilt admire — He will bring — We shall arrive — You will accept — They shall sleep — They will finish — I shall write — He will bite— We shall put. PHRASES FOR COMPOSITION TO BE TEANSLATED INTO FRENCH. 1. We were examining the tools of the workmen — 551. 2. We hoped to have the pleasure of seeing you — 551. 3. How much trouble you give yourself! — 552. 416 THIRTY-SECOND LESSON. 4. How many persons come to your house ! — 552. 5. Why should we not listen to their observations ? — 553. 6. We should work if we had tools — 553. 7. We are finishing the thirty-second lesson — 554. 8. We do not betray our friends — 554. 9. I hope you will come and [to] see me — 555. 10. Those young people will possess a large fortune — 555. 11. We expect several friends — 556. 12. We lose a large sum of money — 556. 13. He finishes his task to-day — 557. 14. He blesses his children — 557. 15. Let me finish this task — 559. 16. Let me see what I have to do — 559. 17. I think that I shall understand you easily — 560. 18. I shall wait for your comrades — 560. 19. I must try to [of] write in French — 561. 20. Do not lean [thyself] on the parapet — 561. 21. I will act with firmness — 562. 22. I will not betray my friends — 562. 23. They will accustom themselves to fatigue — 563. 24. They will forget their grief — 563. 25. I always weigh my bread and meat — 564. 26. He will rise, because he has ambition — 564. 27. Do you know where that child is going ? — 566. 28. There is the house where your friend dwells — 566. 29. The question which I have put [made] to myself is a serious one — 567, 568. 30. I am sorry for the trouble which you have tahen [given yourself] — 567, 568. 31. He has stretched himself ow^ on a bench — 567, 569. 32. She has thrown herself into the river — 567, 569. 33. You (masc.) have forgotten yourselves — 567, 569. 34. They (fem.) have placed themselves near the house — 567, 569. 35. I must he [Let me be] kind — 570. 36. Let me not be ungrateful — 570. 37. Give me something good — 571. 38. Do you know any thing new ? — 571. THIRTY-THIRD LESSON. 417 THIRTY-THIRD LESSON. FIRST DIVISION. PRACTICAL PART. TEXT. LITERAL TRANSLATION. Trente-troisi^me le^on. " Passons en revue les principales pro- Let us (me) pass review principal fessions, et Toyons si je n' en trouverai let us see of them shall find pas line que je puisse embrasser sans may (subj.) embrace m'assujetir a des devoirs trop penibles. to subject duties painful "Jje dessin, la ^ravure, la peinture et drawing engraving painting la musique demanderaient des etudes que music would demand je ne me soucie pas d'entreprendre. Si care to undertake j'apprenais le droit, je pourrais devenir learned law might avoue, huissier, avocat ou notaire. JTe attorney bailiff barrister notary serais peut-etre un jour ma^istrat, jugre, should be magistrate judge le^islateur.... Oui, mais il faudrait que legislator must (conditional) j9 eusse de quoi subsister en attendant^ had (subj.) to subsist in the mean t^ioae 1:8^ 418 THIKTY-THIRB LESSON. et puis que Je suiTisse des cours, que followed (subj.) courses (of lectures) je passaisse des examens, que je subisse passed (subj.) examinations underwent (subj.) des epreuves ri^oureuses. Je sens Men trials rigorous que je ne reussirais pas." should succeed THE SAME IJ^ GOOD ENGLISH. " Let us examine tbe principal professions, and see whether I cannot find one that I might follow without subjecting myself to arduous duties. " Drawing, engraving, painting, and music would require studies which I am nowise inclined to undertake. If I should study the law, I might become an attorney, a bailiff, a barrister, or a notary. Perhaps I should one day be a magistrate, a judge, a legislator .... Yes, but I must have wherewith to subsist in the mean time ; and besides, I should be obliged to attend lectures, to pass examinations, and undergo the rudest trials. I feel I should never succeed." QUESTIONS AND ANSWERS FOB CONVERSATION. Quelle est cette legon ? Qu'est-que le jeune Alexis va passer en revue ? A. quoi ne voudrait-il pas s'assu- jetir ? Pourquoi veut-il passer en revue les principales professions ? C'est la trente-troisieme. Les principales professions. A des devoirs trop penibles. Pour voir s'il n'en trouvera pas une qu'il puisse embrasser sans s'assujetu" k des devoirs trop penibles. Que fera-t-il s'il en trouve une ? i H I'embrassera probablement. THIKTY-THIRD LESSON. 419 Qu'est-ce qui demanderait des etudes qu'il ne se soucie pas d'entreprendre ? Que demanderaient le dessin, la gravure, la peinture et la mu- sique ? Que faudrait-il qu'il apprit pour devenir avoue, huissier, avocat ou notaire ? Que pourrait-il devenir s'il ap- prenait le droit ? Que serait-il peut-^tre un jour ? Que taudrait-il qu'il etit pour cela? Que faudrait-il qu'il suivit ? Que faudrait-il qu'il passat? Que faudrait-il qu'il subit ? Pense-t-il qu'il reussirait ? Le dessin, la gravure, la peinture et la musique. Des etudes qu'il ne se soucie pas d'entreprendre. 11 faudrait qu'il apprit le droit. II pourrait devenir avoue, huis- sier, avocat ou notaire. II serait peut-etre magistrat, juge ou legislateur. II faudrait qu'il eut de quoi sub- sister en attendant. II faudrait qu'il suivit des cours. Des examens. Des epreuves rigoureuses. Non ; il sent bien qu'il ne reus- sirait pas. SENTENCES FOE ORAL TRANSLATION. TO BE TUENED INTO ENGLISH. tPai k vous demander un service. De quoi s'agit-il ? Pouvez-vous me preter cent cin- quante francs ? Mon Dieu, non. Je suis absolu- ment sans argent. N'importe. Je suis bien fache de ne pouvoir vous obliger. Bien, bien, n'en parlous plus. Si vous voulez venir jusque chez mon fr^re, il pourra sans doute vous donner cette somme. JN"cn. Je peux m'en passer. Venez avec moi, je vous en prie. TO BE TURNED INTO FEENOH. I have a service to beg of you. What is the matter ? Can you lend me a hundred and fifty francs ? Dear me, no. I have no money at all. No matter. I am very sorry not to be able to oblige you. WeU, well, say no more about it. If you will just come to my brother's, he will probably be able to give you that sum. No. I can do without it. Come with me, pray. 420 THIRTY-THIKD LESSON. Je ne veux pas vous donner cette peine. Je vous assure que ce ne sera pas du tout une peine. Justement, le void. Bonjour, messieurs. Bonjoui', mon frere. Dis done, as-tu cent cinquante francs k preter a monsieur ? Je ne crois pas avoir tant que cela sur moi. En verite, monsieur, je suis de- sole de mon indiscretion. Attendez, voici quatre pieces de vingt francs, une de dix et trois pieces de cinq francs. (Jela fait cent cinq francs. Ah ! j'ai encore vingt-cinq francs dans une autre poche. Cela ne fait toujours que cent trente francs. Croyez-vous que vous aurez as- sez de cela? Oui, cela me suffira. Je vous le rendrai dans quinze jours. Quand vous voudrez. I will not give you that trouble. I assure you it will be no trouble at all. Positively, here he comes. Good morning, gentlemen. Good morning, brother. I say, have you a hundred and fifty francs to lend to this gen- tleman ? I don't think I have so much as that about me. Indeed, sir, I deeply regret my indiscretion. Stop, here are four pieces of twenty francs, one often francs, and three pieces of five francs. It makes a hundred and five francs. Oh! I have twenty-five francs more in another pocket. StUl it makes only a hundi-ed and thirty francs. Do you think that will be suffi- cient ? Yes, that will do. I wiU return it to you in a fortnight. When you please. SECOND DIVISION. THEOKETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES IN THE TEXT.* Passons is a form (518) of the verb passer, already seen. Its literal meaning is let us pass ; but, in this lesson, it is used for let me pass (559). See note on page 282. THLRTY-THIED LESSOiSr. 421 Revue is one of the derivatives of voir, mentioned in the 2d lesson. Principal is a word alike in French and in English (30). VoYONS is the first person plural of the imperative mood of voir, already seen. It is used in this lesson for let me see (559). Trouverai is a form (320) of the verb trouver, already seen. PuissE is the first person singular of the present tense of the subjunctive mood oi pouvoir. Embrasser is one of the derivatives of bras, seen in the 11th lesson (303, 515). Its literal meaning is to take in one's arms. It corresponds to the verbs to embrace, to encompass, to comprise, and is also used for to kiss. AssujETiR, which is also spelled assujettir, is derived from sujet, subject (148). Devoir, as a substantive, is derived from the verb devoir, to owe, to be obliged, ought, must. Penible is derived ivom peine, seen in the 28th lesson (543). Dessin, drawing, is a word of the masculine gender according to analogy (14). Gravure, engraving, is derived from the verb graver, to en- grave. Peinture, painting, is derived from the verb peindre, to paint. MusiQUE comes from the Latin musica, music (200). Demanderaient is the third person plural of the conditional mood of demander, already seen. 572, The third person plural of the conditional mood of verbs ending in er in the infinitive, is formed by adding aient to this termination. Je me soucie is a form (349) of the verb se soucier, which is one of the derivatives of souci, seen in the 19th lesson. This verb is always pronominal (364). Entreprendre is one of the derivatives of prendre, mentioned in the 1th. lesson (249). J'apprenais is the first person singular of the imperfect tense of apprendre, already seen. Droit, as a substantive, is derived from the adjective droit, straight, right, upright, which comes from the Latin directus, straight. The primary sense of the substantive droit is right 422 THIRTY-THIRD LESSON. It is often used, as in this lesson, for jurisprudence. The literal translation of the English word law is loi. Je pourrais is the first person singular of the conditional mood ofpouvoir. See pourrait in the 31st lesson, page 396. Avou6 is derived from the verb avouer (52), to avow, to ac- knowledge, to own, which comes from the Latin advocare, to call in, to call in aid. AvocAT comes also from advocare. This word corresponds, however, more particularly to barrister, counsel, or counsellor. HuissiER signifies usher, tipstaff, bailiff. NoTAiRE is a word nearly the same in French and in English (252). Je serais is the first person singular of the conditional mood of etre. Magistrat is one of the derivatives of maitre, mentioned in the 13th lesson (163). JuGE has been mentioned in the 21st lesson as being the radi- cal oijugement. L^GisLATEUR is a word much the same in Frencb and in Eng- lish (403). Faudrait is the conditional mood oifalloir (287). EussE is the first person singular of the past tense of the sub- junctive mood of avoir. The whole of this tense of avoir has now been seen : Teusse, tu eusses, il ettt, nous eussions, vous eussiez, ils eussent. SuBsiSTER comes from the Latin subsistere, to subsist, formed of sub, under, and sistere, to stand. SuivissE is the first person singular of the past tense of the subjunctive mood of suivre, already seen. 573. The first person singular of the past tense of the sub- junctive mood of verbs ending in re in the infinitive, is formed by changing this termination into isse. The whole of this tense of the verbs in re has now been seen : Je swivissE, tu repondmsB3, il suivtT, nous repondissiONS, vous perdissiEZ, ils interrompi^^^'si. CouRS, in Latin cursus, is one of the derivatives of courir, mentioned in the 19th lesson. It takes no additional letter in the plural (lY). THIKTT-THIRD LESSON. 423 Passasse is the first person singular of the past tense of the subjunctive mood of passer, ah-eady seen. 574. The first person singular of the past tense of the sub- junctive mood of verbs ending in er in the infinitive, is formed by changing this termination into asse. The whole of this tense of the verbs in er has now been seen : Je passAssE, tu elevAssES, il poss^dlT, nous trouv Assioi^is, vous laissAssiEz, Us arnvASSENT. Ex AMEN is one of the derivatives of examiner, seen in the 5 th lesson. SuBissE is the first person singular of the past tense of the sub- junctive mood of subir, which comes from the Latin subire, formed of sub, under, and ire, to go ; accordingly, the formation of 5w6^V and ?m(?e>*^o is exactly the same. 575. The first 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 isse. It is similar to the first and third persons singular of the present tense of the same mood. This similarity is peculiar to the verbs in ir. Examples have now been seen of the first person singular of the past tense of the subjunctive mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : '"'- n faudrait que je pass a^^e des examensT — 33d lesson. ^'' II faudrait que je subissK des epreuves." — 33d lesson. ^'' n faudrait que je suivissE des cours.'* — 33d lesson. "// n'exigerait pas que je fvsse plus ranged — 30th lesson. '''' II faudrait que j'eusse de quoi subsisterP — 33d lesson. Epreuve is derived from the verb prouver, to prove, which comes from the Latin probare, to approve or to prove. It signi- fies trial, test, ov proof . Rigoureuses is the plural feminine of rigoureux (141, 142). R^ussiRAis is the first person singular of the conditional mood oireussir, seen in the l7th lesson. 576. The first 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 second person singular of the same mood. 424 THIRTT-THIED LESSON. YNTAX.* Je Ti'en trouverai pas ime. The translation of this phrase is : / shall not find one. The proBOun EN, referrijig here to professions^ and signifying of them ^ is not rendered, being considered superfluous with th^ numeral adjective «we, one. , , The same omission would take place with an adverb of quan- tity, thus : ^' T^^ trouverai beaucoup, I shall find many." 577. The pronoun en, signifying of it, of that, of them, is employed in French, with adjectives of number or adverbs of quantity, when there is f^n antecedent in the phrase. Une profession que je puisse embrasser. Je puisse is the subjunctive mood. The indicative is je puis OY je peux. The phrase expresses doubt. 578. When the subjoined phrase is connected with the prin- cipal one by a relative pronoun, as qui, que, dont, oil, and de- notes something doubtful or uncertain, the subjunctive mood is properly employed. II y a une profession que je puis emhrasser. 579. But if the subjoined phrase admits of no doubt, the in dicative mood must be employed. La peinture et la musique deixianderaient. La peinture, la musique demajideraient. 580. When the verb has several subjects in the singular, either substantives or pronouns of the third person, joined by the con- junction et, expressed or understood, it takes the plural form. * See note on page 282. THIKTY-THIRD LESSON. 426 EXEBCISES UPON THE GEAMMATICAL OBSEEVATIOKS AND UPON THE EULES OF SYNTAX. 1. Model : lis demanderaient. See Obs. 572. — They would accustom — They would embrace — They would throw — They would occupy — They would remain — They would subsist. 2. Model: Que je suivisse. See Obs. 573. — That I might wait — That I might hear — That I might lose — That I might an- swer — That I might sell. 3. Model : Que je passasse. See Obs. 574. — That I might decide — That I might embrace — That I might oblige- — That I might remain — That I might subsist — That I mjght find. 4. Model : Que) je subisse. See Obs. 575,— That I might subject — That I might sleep — That I might hate — That I might open — That I might succeed — That I might feel. 5. Model : Je reussirais. See Obs. 576. — I should warn — I should finish — I should enjoy — I should languish — I should obey — I should perish — I should suffer — I should undergo. 6. Model : Je 9z'en trouverai pas une. Syntax, 577. — I have one — Thou hast two — He has three — We have four — You have five — They have six — I shall give you many — We shall ac- cept one. PHRASES FOR COMPOSITION TO BE TEANSLATED INTO PEENOH. 1. If he ivere [was] a barrister, the judges would listen to him with pleasure — 572. 2. Children would like this study, if it were [was] more at- tractive — 572. 3. He was indulgent, though I answered badly — 573. 4. I heard them, though I pretended to be deaf — 573. 5. My parents wished I should distinguish myself — 574. 6. You understood me, though I spoke very fast — 574 426 THTRTY-THIED LESSON. 7. They required me to betray my friends — 5*75. 8. It was impossible for me to obey them — 575. 9. I should sleep, if I had nothing to do — 576. 10. I should finish my task, if you did not interrupt me — 576. 11. If you have no place, I have one to give you — 577. 12. He has learned two lessons, and his brother has learned three — 577. 13. How many words do you know? — I have not reckoned them, but I know a great many — 577. 14. Do you like this fish ? — Yes, but you have given me too much — 577. 15. Do not give any more fruit to this little boy; he has enough — 577. 16. Tell me something that I can understand — 578. 17. You have pronounced several words that I can understand —579. 18. Ask /or a book that will amuse you — 578. 19. I will give you a book that will amuse you, I am sure [of it]— 579. 20. I hope to find a friend that will not be ungrateful — 578. 21. I have found a friend that will not be ungrateful — 579. 22. I wish /or a place that is agreeable — 578. 23. I wish /or that place, which is an agreeable one — 579. 24. My father and m.other are in the garden — 580. 25. James and his brother will depart together — 580. 26. He and she will speak to you — 580. 27. The attorney, the counsel, the judge, think that that man is innocent — 580. THIRTY-FOURTH LESSON. 427 THIRTY-FOURTH LESSON. FIKST DIVISION. -PEACTICAL PAKT. TEXT. LITERAL TRANSLATION. Trente-quatri^nie le^on. ••^ D'ailleurs, j'ai horreur de la chicane. Besides horror cliicanery A chaque d^bat oiV je prendrais part, je every debate in which should take craiudrais d'etre reduit au silence par les; should fear reduced silence subtilitesi de mes adversaires ; et jamais je Bubtilities adversaries ne saurais prouver que le noir est blanc. should know to prove black white " J'aimerais assez les fbnctions de me- Should like functions phy- decin. Celles-la ne doivent pas etre Men sician Those ought fati^antes. Pour peu que rous ayez de fatiguing have (subj.) la reputation, vous achetez une Toiture et reputation buy coa.ch des chcTaux. D^s lors, tout le monde a horses From then confiance en tous, et tous tachez de endeavor meriter cette confiance. | Tous tous to deserve You re- 428 THIRTY-FOURTH LESSON. rendez | cliez tos malades en cabriolet oil pair patients cabriolet en coupe. On vous revolt avec autant chariot receives as much d'eiupresseinent que si tous apportiez eagerness infailliblement la g^uerison. infallibly cure ecowte comme un oracle." listens ' oracle brought On Tons THE SAME m GOOD ENGLISH. " Besides, I abhor chicanery. In every argument I should be engaged in, I should fear to be nonplused by the subtilities of my adversaries ; and I should never be able to prove that black is white. " The practice of a physician would please me well enough. This cannot be very arduous. If you get into the least reputa- tion, 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." QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette letjon ? De quoi Alexis a-t-il horreur ? Alexis aime-t-il la chicane ? Dans quelle circonstance crain- drait-il d'etre reduit au silence ? Par quoi craindrait-il d'etre re- duit au silence ? C'est la trente-quatrieme. De la chicane. ]^on ; U en a horreur. A chaque debat ou U prendrait part. Par les subtilites de ses adver- saires. THIETT-FOUETH LESSON. 429 Que craindrait-il h chaque debat oil il prendrait part ? Qu'est-ce qu'il ne saurait jamais prouver ? Qiielles fonctions aimerait-il as- sez? Pourquoi les aimerait-il assez ? Que fait-on pom- peu qu'on ait de la reputation dans cette pro- fession ? Qu'arrive-t-U d6s lors ? Que t^che-t-on de meriter ? Comment le medecin se rend-il chez ses malades ? Chez qui se rend-il en cabriolet ou en coupe ? Comment le regoit-on ? Comment I'ecoute-t-on ? D'etre reduit au silence par les subtilites de ses adversaires. Que le noir est blanc. Les fonctions de medecin. Parce qu'il pense qu'elles ne doi- vent pas etre bien fatigantes. On achete une voiture et des che- vaux — or, Vous acbetez une voiture et des chevaux. Que tout le monde a confiance en vous. Cette confiance. En cabriolet ou en coupe. Chez ses malades. Avec autant d'erapressement que s'il apportait infaiUiblement la guerison. Comme un oracle. SENTENCES FOR ORAL TRANSLATION. TO BE TUENED INTO ENGLISH. J'ai besoin de toutes sortes de choses. Youlez-vous venir avec moi les acheter ? Je le veux bien. Vous m'obligerez beaucoup. Quelles sont les choses dont vous avez besoin ? D'abord, des livres et du papier. Quels livres vous faut-il ? Des livres de droit et de medecine. Est-ce que vous avez le projet d'exercer deux professions h la fois? TO BE TUENED INTO FEENOH. I want a variety of things. Will you come with me to buy them? Willingly. You will obhge 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 two professions at the same time? 430 THIRTY-FOURTH LESSON. Je n'ai pas cette pretention. Mon pere veut que je sois avo- cat ; c'est pourquoi je fais mon droit. Bon. Mais je ne siiis pas f:&.che d'ac- qiierir qnelques notions de me- decine pour ma propre satis- faction. J'entends. Que vous faut-il en- core? Des outils de menuisier. Pourquoi faire ? Pour en faire usage. Vous-meme? Oui. Pourquoi pas ? Quelle occupation ! Je vous assure que c'est une oc- cupation tres-attrayante. Est-ce tout ce qu'il vous faut ? Non. Je voudrais acheter aussi des lignes et des hamegons. Je comprends mieux ce gotit-la. O'est que vous le partagez, peut- etre? H y a sur les quais plusieurs bou- tiques ou nous trouverons tout ce qu'il faut pour la p^che. Eh bien, commen^ons par 1^. I have no such pretension. My father vt^ishes 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 ovrn satisfaction. I understand. What do you want next? Some joiner's tools. 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 shops in which we shall find all that is requisite for fishing. Well, let us go there first. SECOND DIVISION. THEOKETICAL PART. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOTJLIAEITIES IN THE TEXT. D'ailleurs is formed of de and ailleurs, elsewhere. It cor- responds to the English adverb besides. * See note on page 282. THIKTY-FOTJRTH LESSON. 431 HoRREUR comes jfrom the Latin horror. It is feminine (95). Chicane is feminine according to analogy (15). Chaque is an indefinite pronominal adjective. All the indefinite pronominal adjectives have now been seen, in the following phrases : "/Zs ne rendent aucun serviced — 11th lesson, "^ chaque dehat oii je prendrais part.^'' — 34th lesson. " Celle quil avait 7'e<^ue lui-Mku^^ — 4th lesson. ^'- N'ayons NUL^e attire pewseV— 14th lesson. "Plusieurs des compagnons d^Alexis^ — 12th lesson. " Quel faineant / " — 3d lesson. " D''une maniere quelconque." — 24th lesson. "^?< bout de quelques mois.''^ — 6th lesson. " Vous travaillates avec une ardeur tel?^." — 22d lesson. '■'' JRaisonnahle a tout dgey — 14th lesson. D^BAT is derived from battre, mentioned in the 26th lesson as being the radical of combattre. The verb corresponding to debat is debattre^ to debate. Prendrais is the first person singular of the conditional mood oi prendre, already seen. Craindrais is J,he first person singular of the conditional mood of craindre, to fear. This verb is one of those in which the let- ters nd are changed into gn in some of the tenses (446). 581. 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 craindRAis, tu attendRAis, il plaindRAiT, nous perdRioias, vous apprendRiEZ, Us conduiR aie^t. E^DUiT is the past participle of the irregular verb reduire, to reduce. Silence comes from the Latin silentium, silence. It is mas- cuhne by exception (15). SuBTiLiTfe is derived from the adjective subtil, subtile, subtle, which comes from the Latin subtilis, thin. It is feminine (241). Adversaire is a word much the same in French and in Eng- lish (252). 4:32 THmTT-FOTJKTH LESSON. Saurais is the first person singular of the conditional mood of savoir. Prouver has been mentioned in the 33d lesson as being the radical of epreuve. NoiR has been mentioned in the 12th lesson as being the radi- cal of noii'cir, to blacken. Blanc comes from the German blank, or from the Spanish bianco, white. 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 first person singular of the conditional mood of aimer, already seen. 582. The first person singular of the conditional mood of verbs ending in er in the infinitive, is formed by adding ais to this termination. It is similar to the second person singular of the same mood* (576, 581). The whole of this mood of the verbs in er has now been seen : J'aimERAis, tu fempress^^RAis, il exiffEHAiT, nous e^ar^wERioNs, vous trouvEHiEZ, Us demandER AiK'NT. FoNCTioN comes from the Latin functio, performance, practice. It is feminine (99). Medecin comes from the Latin medicus, physician. Celles is the plural of celle, seen in the 4th lesson (100). All the demonstrative pronouns have now been seen, in the following phrases : " Cest un proverbe." — 1st lesson. "^s^CE qu'il ne se corrigera jamais ? ''"' — 3d lesson. " Mon ph'e est en ceci comme toutes les vieilles pens." — 30th lesson. " U appelait oela une douce et molle reverie.^' — 9th lesson. " Ou dans celui du Luxembourg." — 9th lesson. " Superienre a celle quHl avait recueP — 4th lesson. " Quels que fussent oeux qui les faisaient^ — 19th lesson. "CELLES-Za ne doivent pas etre fatigantes." — 34th lesson. For the combination of celles and la, see 352. Doivent is the third person plural of the present tense of the indicative mood of devoir, seen in the 29th lesson. Fatigant is derived from fatigue, seen in the 29th lesson. THIRTY-FOTJRTH LESSON. 4:33 Atez is the second person plural of the present tense of the subjunctive mood of avoir. The whole of this tense of avoir has now been seen : J'aie, tu aies, il ait, nous ayons, vous ayez, Us aient. Examples have now been seen of the second person plural of the present tense of the subjunctive mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : " Je ne dis pas quHl soit n^cessaire que vous passiEZ des nuitsP — 23d lesson. " Que vous jaunissiEz sur des livres."" — 23d lesson. " Que vous vous rendi&z malader — 23d lesson. '''■Nous attendrons que vous soyez pret."" — 18th lesson. " Pour peu que vous ayez de la reputation." — 34th lesson. REPUTATION comes from the Latin reputatio, reckoning, con- sideration, derived from the Yevh putare, to estimate. It is fem- inine (99). AcHETEZ is a form (414) of the verb acheter, to buy. VoiTURE, from the Latin vectura, carriage, is feminine accord- ing to analogy (15). Chevaux is the plural of cheval (3*79), seen in the 19th lesson. Des is a preposition signifying /row. LoRS has been mentioned in the 21st lesson as being the radi- cal of alors. Tout le monde, literally all the world, is often used for every body. Tachez is a form (414) of the verb tdcher, which is derived from tdche, seen in the^ 2 2d lesson. MEriter is derived from merite (303), merit, desert. Rendez is the second person plural of the present tense of the indicative mood of rendre, seen in several lessons in the sense of to render or to make. With the pronominal form, se rendre sig- nifies either to repair, to go, or to yield, to submit. 583. The second person plural of the present tense of the in- dicative 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 imperative mood. Re^oit is the third person singular of the present tense of the 19 434: THIRTY-FOUETH LESSON. indicative mood of the irregular verb recevoir, seen in tlie 4tli lesson. 584. Autant, derived from tant, is an adverb denoting equality, and corresponding to as much, as many, so much, so many. The conjunction as, following these adverbs, is rendered by que. Empressement is derived from the verb s'em'presser, seen in the 29th lesson (153). Apportiez is the second person plural of the imperfect tense of apporter, seen in the 1 6th lesson, and one of the derivatives of porter, mentioned in the Vth lesson. 585. The second person plural of the imperfect tense of verbs ending in er in the infinitive, is formed by changing this ter- mination into iez. It is similar to the same person of the pres- ent tense of the subjunctive mood (43 Y). The whole of this tense of the verbs in er has now been seen : Je desirAis, tu souhaitAis, il exergAiT, nous ecoutio^s, vous ap- portiez, Us contribuAiEwr. Examples have now been seen of the second person plural of the imperfect tense, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : " Autant d'' empressement que si vous apporti&z la ffuerison^ — 34th lesson. " Vous lanyuissiEZ dans Vohscuritir — 22d lesson. " Si vous pour suiviKz vos etudes.'''' — 21st lesson. '■'■Vous ]&TiEZ le moins avanceP — 22d lesson. '•'•Jamais vous ?^'AVIEz ohtenu^ — 22d lesson. The whole of the imperfect tense in the three regular forms of conjugation has now been seen, and the eighteen different ob- servations by which its terminations have been pointed out may be condensed into one general rule. 586. § 1. The terminations of the imperfect tense are ais, ais, ait, ions, iez, aient, substituted for those of the infinitive in verbs in er and in re. § 2. In verbs in ir, the above terminations are added to the invariable syllable iss, substituted for ir, thus : issais, issais, issait, issions, issiez, issaient. THIRTY-FOtJRTH LESSON. 4:35 § 3. The first and second persons singular of this tense pre- sent no difference between them. § 4. The first and second persons plural of this tense are simi- lar to the same persons of the present tense of the subjunctive mood. § 5. A consequence of this rule is, that in the verbs ending in ier, as etudier, ouhlier, prier, the letter i must be doubled in the first and second persons plural ; and that, in the verbs ending in yer, as appuyei\ essayer^ the y must be followed by i in the same persons. Infailliblement is one of the derivatives offaillir, mentioned in the first lesson (170, 543, 31). GuERisoN is derived from the verb guerir, to cure. It is fem- inine by exception (14). EcouTE is a form (22) of the verb ecouter, already seen. Oracle comes from the Latin oraculum^ oracle. It is mas- culine. 587. § 1. Substantives ending in cle are masculine. Some of them are the same in both languages, as Oracle, miracle, spec- tacle, etc. § 2. The following are feminine by exception, or rather they follow the general rule (15) : Besides, eye-glass, spectacles ; houcle, buckle ; debacle, breaking up (of the ice) ; escarhoucle, carbuncle ; made, water-caltrop ; manide, hand-leather ; sanicle, sanicle. SYNTAX.* Tout le monde a conjlance en vous, et vous tdchez de meriter cette confiance. In the first part of this sentence, the substantive confiance ex- presses but one idea with the verb avoir ; avoir confiance signi- fying to trust, as avoir horreur signifies to loathe, and as prendre part signifies to share or to participate. It is accordingly em- ployed without an article (227). * See note on page 282. 4:36 THIRTT-FOUKTH LESSON. The repetition of this substantive in the second clause of the sentence is obligatory ; it would be improper to substitute a pro- noun for it, and to say : Et vous tdchez de la meriter. 588. § 1. A pronoun cannot represent a substantive used in an undetermined sense, without an article or any other deter- minative, such as ce, un, mon^ plusieurs, etc., especially when this substantive is combined with a verb or a preposition with which it expresses a single idea. § 2. To render the use of a pronoun correct in such phrases, the construction must be so disposed as to restrict the sense of the substantive by means of a definitive, as for instance : Tout le monde a en vous une confiance que vous tdchez de meriter ; or, Tout le monde a en vous une grande confiance, et vous tdchez de LA meriter. EXERCISES UPON THE GEAMMATIOAL OBSERVATIONS AND UPON THE EULES OF SYNTAX. 1. Model : Je craindrais. See Obs, 581. — I should learn — I should drink — I should believe — I should write — I should put — I should reduce — I should follow. 2. Model : J''aimerais. See Obs. 582. — I should buy — I should embrace — I should gain — I should throw — I should leave — I should deserve — I should occupy — I should prove — I should re- main — I should subsist — I should endeavor. 3. Model : Vous rendez. See Obs. 583. — You live — You sell — ^You follow — You answer — You pity — You put — You bite — You interrupt — You melt — You hear — You defend — You fear — You wait. 4. Model : Vous apportiez. See Obs. 585. — You called — You loved — You blamed — You reckoned — You gave — You studied — You gained — You played — You ate — You forgot — You praye-d — You looked — You found. 6. See Obs. 586. — I stopped — Thou calledst — He loved — We brought — You accepted — They arrived — We finished — You fur- THrRTY-FOTIETH LESSON. 437 nished — I interrupted — Thou wast putting — He pretended — We lost — You promised — They answered. 6. Model : Un oracle. See Obs. 587. — A spectacle — A mira- cle — The tabernacle — This obstacle — This receptacle — This article — A muscle. PHRASES FOR COMPOSITION. TO BE TRANSLATED INTO FRENCH. 1. I should live happy in this house — 581. 2. I should follow you with pleasure — 581. 3. I think [that] I should understand all your questions, but I should not answer [to] them well — 581. 4. I should work from morning till night — 582. 5. If you had any fish, I should eat some with pleasure — 582. 6. I should accept your services, if I wanted them — 582. 7. Are you waiting for the coach ? — 583. 8. Why do you not follow your comrades ? — 583. 9. If you hear him, why do you not answer him ? — 583. 10. I have as much patience as you — 584. 11. My physician has as many patients as yours — 584. 12. Thou hast not so much experience as he — 584. 13. You have not so many tools as the joiner — 584. 14. Have you as many horses as your friend has? — 584. 15. You do not eat so much as your brother — 584. 16. There is the man of whom you were speaking — 585. 17. What were you looking at on that bridge ? — 585. 18. Did you know that I should arrive to-day? — 585. 19. We saw a fine spectacle — 587. 20. We fear to meet with an obstacle — 587. 21. He is accustomed [He has custom] to take a walk every morning, and I think it good — 588. 438 THIETY FIFTH LESSON. THIRTY-FIFTH LESSON. FIEST DIVISION. PEACTICAL PAET. TEXT. LITERAL TBAirSLATION. Trente-ciiiqui^me le^on. "A peine etes-vous eiatre, que le malade Scarcely entered when !se sent niieux. Vous liii tatez le pouls, feels to liim feel pulse en tirant une inontre a seconder de votre drawing watch seconds goiisset. VoMS le priez ensuite de vous fob pray afterwards montrea* sa lang'ue. Toit§ lui desiiandez to show tongue ask Oil il soulTre, comment 11 dort, s'il a de suffers sleeps I'appetit. Tons lui laites quelqiies aiitres appetite make questions 5 apr^s quoi tous prenes la which take plume. Vous prescrivea, selon le cas, la pen prescribe according to case di^te, la sai^nee 011 les sang-sues ; oil Men diet bleeding leeches un cataplasme, un v^sicatoire, un empla- poultice blister pias- tre ; oil Men encore de I'emetique, une ter emetic THTRTY-FIFTH LESSON. 439 tisane, eitiiii le remade qui vous parait le ptisan in short remedy appears plus coiivemaliie. Et vous gu^rissez quel- fit cure queibis. Malheure useme ittj pour eai ar- Unfortunately ar- river la, il laut encore etiidiea% II laiit rive connaitre I'anatoniie, la physiologie, la know anatomy physiology tliex*apeuti<|ite .... que sais-je ? " therapeutics what know TEE SAME IN GOOD ENGLISH. " You are scarcely shown in when the patient finds himself better. 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 appe- tite. 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 poultice, 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. Unfor- tunately, to arrive at all this, it is still necessary to study. One must know anatomy, physiology, therapeutics, and I know not what." QUESTIONS AND ANSWEES FOR CONVERSATION. Quelle est cette le^on ? Comment le malade se sent-il quand le medecin est a peine entre ? Quand le malade se sent-il mieux ? C'est la trente-cinquieme. II se sent mieux. Quand le medecin est k peine entre. 4:4:0 THIRTY-FIFTH LESSON Que fait le medecin? Que fait-il en meme temps ? Que fait-il ensuite ? Que lui demande-t-il apres cela ? Est-ce tout ce qu'il lui demande ? Que fait-il apr^s cela ? Que prescrit-il selon le cas ? Peut-il prescrire autre chose ? Que peut-il prescrire encore? Lequel de ces remedes prescrit-il de preference ? Le medecin guerit-il toujours? Que faut-il faii-e, pour en arriver la? Que faut-il connaitre ? H lui tate le pouls — or, H ta.te le pouls du malade. II tire une montre a secondes de son gousset. II prie le malade de lui montrer sa langue. n lui demande ou il souffre, com- ment il dort, et s'il a de I'appe- tit. II lui fait quelques autres ques- tions. II prend la plume. La diete, la saignee, ou les sang- sues. Oui: un cataplasme, un vesica- toire ou un empl^tre. De I'emetique ou une tisane. Celui qui lui parait le plus con- venable. n guerit quelquefois. E faut etudier. II faut connaitre I'anatomie, la physiologic, la therapeutique, et beaucoup d'autres cboses. SENTENCES FOR ORAL TRANSLATION. TO BE TUENED ESTTO ENGLISH. Comment vous trouvez-vous au- jourd'bui? Mai, docteur; je n'ai pas dormi de la nuit. Avez-vous pris votre potion ? Oui, mais cela ne m'a pas calme. Ou souffrez-vous ? J'ai des douleurs dans tons les membres. Yoyons votre langue. TO BE TTJENED INTO FEENOH. How do you feel to-day ? But poorly, doctor ; I bad not a wink of sleep all night. Did you take your draught ? Yes, but it did not compose me. Where do you suffer ? All my limbs ache. Let me see your tongue. THIETT-FrBTH LESSON. 441 Yous la trouvez bien blanche, n'est-ce pas ? Non, pas trop. Je me sens bien faible. C'est le resultat de la saignee d'hier. n me semble que si je mangeais, cela me ferait du bien. Cela vous ferait beaucoup de mal, au contraire. La diete la plus severe est indis- pensable. Yous me trouvez done bien ma- lade, docteur? Je ne vous dis pas cela. Je dis seulement qu'il ne faut pas faire d'imprudence. Je trouve ma tisane bien am^re. Dans deux ou trois jours, je vous en donnerai une autre. Faudra-t-il prendre encore une potion ce soil- ? Oui. Et cette fois, je pense que vous dormirez bien. Croyez-vous que cette maladie sera longue ? Non. Je vous reponds que vous serez bient6t gueri. You find it very white, don't you? No, not very. I feel very weak. It is owing to the bleeding of yesterday. It seems to me that if I ate, it would do me good. It would, on the contrary, do you a great deal of harm. The strictest diet is indispensable. Do you then think I am very ill, doctor ? I do not say so. I only say you must not act imprudently. I find my ptisan very bitter. In two or three days, I wiU give you another. Must I take another draught to- night ? Yes. And this time, I think you will sleep well. Do you beheve this illness will last long ? IsTo. I warrant you will soon be cured. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES IN THE TEXT.* A PEINE, formed of two words already seen, is an adverbial locution, corresponding to scarcely or hardly. It has been omitted by oversight in the enumeration of the adverbs after which the subject pronoun may follow the verb (228). * See note on page 282. 19* 442 THmTY-FTFTH LESSON. Entr]^ is a form (52) of the verb entrer, to enter. Sent is the third person singular of the present tense of the Indicative mood of sentir, already seen. Tatez is a form (414) of the verb tdter. Tdter and sentir are both translated by to feel ; but the sense of tdter is much more restricted : it is to feel by touching or handling gently. PouLs comes from the Latin pulsus, beating, derived from the verb pulsare, to beat, as can be seen by the derivative pulsation^ a beat. TiRANT is a form (115) of the verb tirer, seen in the 28th lesson. MoNTRE is derived from the verb montrer, to show, which has been mentioned in the 23d lesson as being the radical of remon- trance. It has the following acceptations : show, sample, show- glass or show-window, and watch or time-piece. It is feminine, though ending in tre (342). Seconde is a substantive. It is feminine according to anal- ogy (15). Gousset is masculine according to analogy (14). ■ Priez is a form (414) of the wevb prier, already seen. Ensuite, formed of the two words en, in, and suite, sequel, is one of the derivatives of suivre, mentioned in the 3d lesson. Demandez is a form (414) of the verb demander, already seen. SouFFRE is the third person singular of the present tense of the indicative mood of the irregular verb souffrir, seen in the 29th lesson. DoRT is the third person singular of the present tense of the indicative mood of the irregular verb dormir, seen in the 20th lesson. Appetit comes from the Latin appetitus, longing, desire, de- rived from petere, to seek. It is masculine according to analogy (14). Faites is the second person plural of the present tense of the indicative mood of faire. Remark that, in French, they say : " To make a question, /aire une question^ Prenez is the second person plural of the present tense of the indicative mood oi prendre. THIETY-FIFTH LESSON. 443 Plume comes from the Latin pluma, down or feather. It cor- responds to the EngHsh words, feather, quill, smd pen. Prescrivez is the second person singular of the present tense, indicative mood, oi prescrire, one of the derivatives of ecrire, seen in the 23d lesson. It is irregular like the radical. Selon is a preposition which corresponds to according to. Cas is a word which does not change in the plural (1'7). Di^TE comes from the Latin diceta, diet. Its primary sense is the same as that of the English word diet ; but it is more com- monly used for strict diet, or fasting. Saignee is allied to the verb saigner^ to bleed, derived from sang, blood, which comes from the Latin sanguis, blood. Sangsue is also derived from sang. The second syllable, sue, is the contraction of suce, sucks, a form of the verb sucer ^ to suck. Cataplasme, from the Greek xcLroLntXaMii.a, poultice, is mas- culine. 589. Substantives ending in assne are masculine. V:i;sicATOiRE, derived from vessie, bladder, blister, is masculine. 590. § 1. Substantives ending in toire are masculine. § 2. The following are feminine by exception, or rather follow the general rule (15) : Decrottoire, hard brush ; echappatoire, sub- terfuge ; ecritoire, inkstand ; eupatoire, eupatory ; kistoire, his- tory (16th lesson); imperatoire, master-wort; victoire, victory. Emplatre comes from the Greek i'|X'7rXa(j''rpov, plaster. It must not be confounded with pldtre, which signifies plaster only in the sense of gypsum. It is masculine (341). EM:fcTiQUE, from the Greek si^srixog, vomitory, is masculine by exception (15). Tisane, from the Greek irrKfdav/], barley-broth, is feminine according to analogy (15). Remede, from the Latin remedium, remedy, is masculine by exception (15). ParaIt is the third person singular of the present tense of the indicative mood of the irregular verb paraitre, to appear. Convenable is one of the derivatives of venir, mentioned in the 15th lesson. GujgiRissEz is the second person plural of the present tense of 444: THIETY-FIFTH LESSON. the indicative mood of guerir, mentioned in the 34th lesson as being the radical of guerison. 591. The second person plural of the present tense of the in- dicative mood of verbs ending in ir in the infinitive, is formed by changing this termination into issez. It is similar to the same person of the imperative mood (382). The whole of this tense of verbs in ir has now been seen : J'avertiB, tu rejlechis, il agiT, nous AaissoNS, vous guerissEz, Us yirassENT. Examples have now been seen of the second person plural of the present tense, indicative mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : '''•Vous ne manquY^z pas de mimoirer — 21st lesson. " Vous gueri'&S'E.z quelquefoisy — 35th lesson. ^^Vous vous rendwL chez vos malades." — 34th lesson. " Ce dont vous etes capable^ — 23d lesson. " Si vous n' AYEZ pas d'' argent.^'' — 19th lesson. Arriver has been seen in the past tense of the subjunctive mood, in the 19th lesson. ConnaItre is an irregular verb, mentioned in the 5th lesson as being the radical of connaissance. It has been seen also in the present tense of the indicative mood, in the 16th lesson. Anatomie, from the Greek avarofx/a, dissection, anatomy, is a word nearly the same in French and in English (199). Physiologie, from the Greek cpv(ftoXoyia, physiology, is a word nearly the same in French and in English (199). Th^rapeutique comes from the Greek ^spoL'n'svrixos, disposed to heal. 592. The names of sciences which have in English the plural termination ics, as therapeutics, optics, mechanics, etc., end ir French in ique, and are employed in the singular. There ' one exception, viz. les mathematiques, mathematics. THIETY-FTFTH LESSON. 445 SYNTAX.* Vous lui tdtez le pouls. 593. § !• It has been seen (62) that the article Ze, la^ les may be substituted for a possessive adjective before a regimen. This substitution is particularly proper before the name of a part of the body, or of a mental faculty ; but, in order to avoid am- biguity, care must be taken to make use of a pronoun showing who the possessor is. § 2. This pronoun is an indirect regimen when the substantive is a direct one, as in the phrase, " Vous lui tdtez le pouls ; " and a direct regimen when tl^e substantive is an indirect one, thus : " Vous LE prenez par la main, you take him by the hand," — just as in English. § 3. The necessity of employing a pronoun denoting who the possessor is often gives the verb the form of a reflective verb, thus : " Je me tdte le pouls, I feel my pulse ; Je me suis mordu (5 6*7) LA langue, I have bit my tongue." § 4. The pronoun showing who the possessor is may sometimes be the subject, thus : " J'az mal au hras, I have a pain in my arm." Montr e a second es. 594. In English, a substantive which qualifies another sub- stantive is generally placed first, as, second-watch, steamboat, etc. In French, the qualifying substantive follows the name of the qualified object, and the two nouns are connected by means of a preposition, generally d or de, or of a compound article, thus : Montre 1 secondes, second-watch ; hateau A vapeur, steamboat ; pot AU lait, milk-pot ; chemin de fer, railway ; poisson de riviere^ river-fish ; vent du nord, north wind. Pour en arriver Id. 595. The pronoun en is sometimes employed without refer- -^ See note on page 282. 446 THIRTY-FIFTH LESSON. euce to any thing clearly defined, and is in fact a mere expletive. The English expressions, To make a night of it, To have the worst OF IT, may serve to explain this redundancy. Que sais-je7 596. § 1. It is often improper, in interrogative phrases, to place the pronoun je after the verb, particularly when this verb has but one syllable, or when its termination combined with^e would offend a delicate ear. For instance, a correct speaker would not say : Dors-je, mords-je, perds-je^ dgis-je^ rejlechis-je. This is avoided by changing the con^Jruction, thus : Est-ce que je dors, est-ce que je mords, etc. § 2. The following combinations however are authorized: Suis-je, am I ; ai-je, have I ; fais-je, do I ; dis-je^ say I ; dois-je, must I ; sais-je, do I know ; vais-je, do I go. EXERCISES UPON THE GBAMMATICAL 0BSEEVATI0N8 AjSTD UPON THE EULES OF SYNTAX. 1. Model: Vous prenez. See Obs. 273. — (Translate by verbs derived from prendre : see Vth lesson, page 83, from line 13.) — You learn — You understand — You undertake — You take back — You surprise. 2. Model: Vous prescrivez. See Obs. 2*73. — (Translate by verbs derived from icrire: see 23d lesson, page 305, from line 14.) — You describe — You inscribe — You proscribe — You sub- scribe — You transcribe. 3. Model: Tin cataplasme. See Obs. 589. — This enthusiasm — A miasm — A pleonasm — A sarcasm — A spasm. 4. Model : Un v^sicatoire. See Obs. 590 and 322. — An in- terrogatory — A laboratory — An observatory — A conservatory — A refectory — A territory — A promontory — A repertory. THIETY-FIFTH LESSON. U7 5. Model: Vous guerissez. See Obs. 591. You finisli — You Jiate — You enjoy — You languish — You feed — You obey — You succeed — You reflect — You undergo — You betray. 6. Model : La therapeutique. See Obs. 592. — Physics — Op- tics — Acoustics — Statistics — Tactics — Mechanics — Hydraulics — Hydrostatics. 7. Model : Montre a secondes. Syntax, 594. — (Use the prepo- sition a.) — Fruit-basket — A one-horse carriage — Repeating [Rep- etition] watch — Drawing-paper — Letter-paper. (Use the preposi- tion de.) — Class-books — Cab-horse — School-master — Garden- bench — Silver watch. PHRASES FOE COMPOSITION TO BE TEANSLATED mTO FEENOH. 1. Do you learn easily? — 2,13, 2. You surprise me — 21 3. 3. You do not write enough — 273. 4. Those miasms are dangerous — 589. 5. A sarcasm is not an argument — 589. 6. The spasm is over [passed] — 589. 1. Your laboratory is very large — 590. 8. I have a little observatory at the end of my garden -590. 9. Do you see the promontory ? — 590. 10. You never finish what you begin — 591. 11. You do not enjoy the fruit of your labors — 591. 12. Why do you not reflect before [of] acting? — 591. 13. Catoptrics and dioptrics are subdivisions of physics — 592. 14. You take his hand — 593. 15. You take him by the hand — 593. 16. You have opened their eyes — 593. 17. Thou wilt take his arm and [thou wilt] stop him — 593. 18. I have blackened my hands — 593. 448 THIKTT-FIFTH LESSON. 19. He feels his pulse [for] to know whether he is sick ^593. 20. What sort of paper will you have ? — Some letter-paper —594. 21. His father has given him a fine repeater [repeating-watch] —594. 22. Our old school-master was an excellent man — 594. 23. Do I lose my time ? — 596. 24. Do I not render you justice? — 596. 25. What do I fear?— 596. THIETT-SIXTH LESSON. 449 THIRTY-SIXTH LESSON. FIEST DIVISION. PEACTICAL PART. TEXT. LITERAL TRANSLATION. Trente-sixi^me le^on. " Je me souviens qu'iin jour j>a^i§istai remember assisted £1 une le^on du docteur Auzoux. II de- doctor Auzoux dis- monta pi^ee a pi^ce uii liomnie artificiel, jointed piece artificial et nous fit voir successivement chaeun des us made successively each visc^res : le cerveau, les poumon!^, le viscera brain lungs cceur, I'estoinac, le foie, la rate, les in- stomach liver spleen in- testine. II nous dit le noni des os, des testines told name bones muscles, des veines, des art^res et des muscles veins arteries nerfs. Je n'ai jamais rien vu d'aussi corn- nerves seen com- plilessure? Tous mes dressing wound instants seraient pris, et les soins que je instants would be taken cares prodi^uerais a la sante d'autrui finiraient should lavish other people would finish par na' oter la mienne. Decidement, to take away mine Decidedly je ne me lerai pas medecin.'' will make TRi; SAME IN GOOD ENGLISH. " 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 vio- lent cough, sends to beseech me to leave every thing else, and come and relieve his sufierings. Another time. Baroness such a one is in a fit of hysterics, or her sister has sprained her an- kle, and her anxious family beg I will come to her on that very minute. " Or else, who knows but I may be waked up in th-e middle of the night (I who am such a sound sleeper !) either for an operation 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." 4T4 THIiRTY-EIGHTH LESSON. QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette legon ? A quel moment Alexis suppose- t-il qu'on sonne ? Qu'arrive-t-il k la premiere cuille- ree de soupe qu'il avale? Qui est-ce qui est saisi d'un acc^s de goutte ou d'une toux vio- lente ? De quoi monsieur le comte un tel est-il saisi ? Pourquoi fait-il supplier le doc- teur de tout quitter ? Qu'est-ce que le comte fait de- mander au docteur 1 Qu'arrive-t-il une autre fois a ma- dame la baronue une telle 1 Qui a une attaque de nerfs ? Qui est-ce qui s'est donne une entorse ? Qu'est-il arrive k mademoiselle sa soeur ? Qui demande que le docteur se rende aupres d'elle 1 Que demande sa famille inquiete ? Quand viendrait-on peut-etre eveiller le docteur ? Que pourrait-il arriver au milieu de la nuit ? Pourquoi viendrait-on I'eveiller ? Comment Alexis dort-il ? Croit-il qu'il pourrait disposer de quelques instants, s'il etait doc- teur? Qu'est-ce qui finirait par lui oter la sante 1 O'est la trente-huitieme. A la premiere cuilleree de soupe qu'il avale. On sonne. Monsieur le comte un tel. D'un acc^s de goutte ou d'une toux violente. Pour apaiser ses souffrances. De tout quitter pour apaiser ses souffrances. Elle a une attaque de nerfs. Madame la baronne une telle. Mademoiselle sa sceur. Elle s'est donne une entorse. Sa famille inquiete. Que le docteur se rende aupres d'elle, k la minute meme. Au milieu de la nuit. Qu'on viendrait I'eveiller. Pom- une operation ou pour le pansement d'une blessure. n dort d'un sommeil profond — or, II dort profondement. Non ; il dit que tons ses instants seraient pris. Les soins qu'il prodiguerait k celle d'autrui. THIETY-EIGHTH LESSON. m Quel serait le resultat des soins qu'il prodiguerait k la sante d'autrui ? Quelle decision prend-il ? Ces soins finiraient par lui 6ter la sienne. II prend la decision de ne pas se faire medecin — or, II dit : " De- cidement, je ne me ferai pas medecin." SENTENCES FOR ORAL TRANSLATION. TO BE TURNED INTO ENaLISH. Monsieur le comte est-il cliez lui ? Oui, monsieur; mais il dort en- core. Je croyais qu'il s'eveiUait tou- jours de bonne heure. Oui, monsieur ; mais il est rentre fort tard hier au soir. Et puis il a travaille jusqu'a deux heures du matin. Savez-vous s'il a reiju la visite de son avocat ? Je ne sais pas, monsieur. Mais son avoue est venu hier. Madame la comtesse est-elle vi- sible? ISTon, monsieur. EUe a sa mi- graine. Et madame la baronne, sa soeur 1 Elle est partie ce matin avec ses enfants. n n'y a done personne de la fa- mUle a qui je puisse parler ? Le p^re de monsieur le comte est ehez lui ; mais il est tr^s-souf- frant. Qu'a-t-il done ? n a la goutte. Allez lui demander s'il pent me recevoir. TO BE TUENED INTO FEENOH. Is the count at home ? Yes, sir ; but he is stiH 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 the baroness, her sister ? She started this morning with her children. So, there is no one of the family that 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. 476 THIETT-EIGHTH LESSON. A I'instant, monsieur. Eh bien, que vous a-t-il dit ? II dit qu'O aura le plaisir de re- cevoir monsieur. Bien. Si monsieur veut bien me suivre, je lui montrerai le cbemin. 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 wiU show you the way. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITEES IN TEtE TEXT.* CuiLLEREE is derived from cuiller or cuillere, spoon (329). SouPE comes from the German suppe^ soup. It is feminine according to analogy (15). AvALE is a form (349) of the verb avaler, 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 sonus, having the same meaning. CoMTE comes from the Latin comes, comitis, companion, or upper officer. The feminine is comtesse. Tel has been seen in its feminine form in the 2 2d lesson. Un tel, une telle, is used in the place of a proper name, as such a one, or so and so, in English. Saisi is a form (481) of the verb saisir, to seize. AccES is masculine according^to analogy (14). GouTTE, from the Latin gutta, is feminine according to anal- ogy (15). It signifies drop and gout. Toux, from the Latin tussis, cough, is feminine by exception Supplier is a verb of the first conjugation and in the infini- tive mood (121). Quitter is derived from the adjective quitte, mentioned in the 29th lesson as being the radical of acquitter. * See note ob page 282. THIETY-EIGHTH LESSON. 477 Apaiser is derived from paix, peace (148), which comes from the Latin pax, peace. SouFFRANCE is derived from the verb soufrir, seen in the 29th lesson (23). 618. Bladame is formed of ma, the possessive adjective, and dame, lady. It corresponds to Mrs. and to Lady, before a proper name ; and to Madame or Mylady, in addressing a woman. The plural is mesdames. 619. Though the possessive adjective is inseparable in monsieur and messieurs (149), it is not so in madame and mesdames; ac- cordingly, a lady, some ladies, should be rendered by une dame, des dames, and not by une madame, des mesdames ; though we say, un monsieur, des messieurs. Baronne is the feminine of haron, a baron. 620. Substantives denoting titles, qualities, or professions which may belong to either sex, often produce feminine deriva- tives, by means of the same terminations that adjectives take to form their feminine, as: Baron, baronne (184); marquis, mar- quise (2) ; musicien, musicienne (184) ; glaneur, glaneuse, gleaner (401) ; acteur, actrice (402) ; juif, jew,juive, Jewess (251). 621. JVEademoiselle is formed of the possessive adjective ma, and demoiselle, young lady. It corresponds to. Miss, before a proper name ; and to Miss or Madam, in addressing a girl or an unmarried woman. The plm-al is mesdemoiselles. 622. Without the possessive adjective, demoiselle signifies ffirl, young lady (unmarried), single woman, spinster (149, 619). ScEUR, from the Latin soror, sister, is feminine (8). DoNNfe is the past participle of the verb donner, already seen. In the phrase. Qui s^est donn6 une entorse, the participle does not agree with the subject, because the verb is pronominal (354), nor with the pronoun se, because it is an indirect regimen (568). Entorse is feminine according to analogy (15). Inquiete is the feminine of the adjective inquiet (185). Demande is a form (22) of the verb demander, already seen. Rende is the first person singular of the present tense of the subjunctive mood of rendre, already seen. 623. The first person singular of the present tense of the sub- junctive mood of verbs ending in re in the infinitive, is formed 4:78 THIETY-EIGHTH LESSON. by changing this termination into e mute. It is similar to the third person singular of the same tense and mood (530). Examples have now been seen of the first 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 : ^''Mfaut queje gagn^ de quoi vivreP — 31st lesson. " II est grand temps que fagisss.^'' — 31st lesson. '■'■ La famille demande queje me rend^.'''' — 38th lesson. "/Z s'^tonne que je sois comme tons les jeunes gensj^ — 30th lesson. "// est grand temps que /aie de la resolution^ — 31st lesson. The whole of the present tense of the subjunctive mood of verbs in re has now been seen : Je rend^^ tu rendES, il attend^^ nous rendio'NS, vous rendiEz, Us r^wc?ENT. The whole of this tense has been seen in the three regular forms of conjugation, and the eighteen different observations by which its terminations have been pointed out, may be condensed into one general rule. 624. § 1. The present tense of the subjunctive mood is formed by changing the termination of the infinitive as follows : er and re into e, es, e, ions, iez, ent ; and ir inte isse, isses, isse, issions, issiez, issent. § 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 per- sons of the present tense, indicative mood ; while in verbs in ir and re the similarity exists but in the third person plural. § 4. 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. In 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 6th lesson (156). Milieu, mentioned in the lYth lesson as one of the derivatives of mi, is formed of this word and of lieu, seen in the 29th lesson. THIRTY-EIGHTH LESSON. 4:79 Sait is the third person singular of the present tense of the indicative mood of savoir, to know. ViENDRAiT is the third person singular of the conditional mood of venir. EvEiLLER is derived from veille, watch, watching, vigil, which comes from the Latin vigilia, watching. Dors is the first person singular of the present tense, indica- tive mood, of the irregular verb dormir^ already seen. SoMMEiL is mascuhne according to analogy (14). Profond is derived ivovafond (182), seen in the 30th lesson. SoiT, as a conjunction, is derived from soit^ the third person singular of the present tense, subjunctive mood, of etre. It cor- responds to either and or. With que after it, it signifies whether. Operation is a word alike in French and in English (49). Pansement is derived from the verb panser, to dress (a wound), or to groom (horses), a word of unknown origin. Blessure is derived from the verb blesser, to wound, to hurt. Instant is masculine according to analogy (14). Seraient is the third person plural of the conditional mood of etre. The whole of this mood of the verb etre has now been seen : Je serais, tu serais, il serait, nous serious, vous seriez, ils seraient. Pris is the past participle of prendre. In the text of this lesson, it agrees with instants, which is masculine and plural (354); but its final letter being s, it does not difi'er from the sin- gular (53). Prodiguerais is a form (582) of the verb prodiguer, derived from prodigue, prodigal, which comes from the Latin prodigus. AuTRUi, derived from autre, is an indefinite pronoun, signifying another, others, or other people, but always employed in the sin- gular. Finiraient is the third person plural of the conditional mood oifinir, already seen. 625. The third person plural of the conditional mood of verbs ending in ir in the infinitive, is formed by adding aient to this termination. Examples have now been seen of the third person plural of the 480 THIETY-EIGHTH LESSON. conditional mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : " La peinture et la musique demandE^AmsT des etudes." — 33d lesson. "Xes soins JlniRAi-E-ufT par ni'dfer, etc." — 38th lesson. '■'■ Elles vous co?^c?w^RAIENT loin." — 21st lesson. " Tous mes instants sERAiENT^m." — 38th lesson. '■'■ D''autres auraient et^ duo^s." — 28th lesson. The whole of the conditional mood of verbs in ir has now been seen : Je reussiRAis, tu souJi-irais, il sentiRAiT, nous jouiRiois^, vous adoUCIRIEZ, 275 ^?ziraient. Oter is supposed to come from the Latin ohstare, to oppose, to hinder. It signifies to remove or to take away. La mienne is the feminine of le mien, seen in the 26th lesson. Examples have now been seen of all the possessive pronouns in the following phrases : ^''Un rang plus brillant que le mien." — 26th lesson '■^ Finiraient par m'bter la mienne." — 38th lesson. '•'• Pourquoi ne te sers-tu pas des tiens ? " — 25th lesson. " Cette langue ^tant la sienne." — 5th lesson. ^^Aujourd^hui c'est le notre." — 14th lesson. ^'■Vous prendrez la votre." — 15th lesson. '•'■Tine maniere de voir differente de la leur." — 30th lesson. Decidemen.t is derived from decider^ seen in the 28th lesson. Ferai is the first person singular of the future tense of /aire. This verb is often employed with the reflective or pronominal form, as in the text of this lesson, for to turn or to become. SYNTAX.* Monsieur le comte. Madame la haronne» Mademoiselle sa sceur. 626. Titles are preceded by Monsieur, Madame, or Made- * See note on page 282. THIRTY-EIGHTH LESSON. 4:81 moiselle, with the article, in emphatic or ceremonious language. The possessive adjective before names of kindred is preceded by the same epithets. H me fait supplier. 627. Various examples have been seen already oi faire fol- lowed by an infinitive. One of the most frequent meanings of such combinations is, To cause something to he done, To order it to he done, To have, or. To get it done, as in the above example, II me fait supplier, that is, He causes me to be entreated. II me fait supplier de tOUt quitter, 628. When the indefinite pronoun tout, all, every thing, any thing, is a direct regimen, it generally precedes the verb in the infinitive mood ; and in the compound tenses it is placed between the auxiHary and the participle, as : J'ai tout quitte, I have left all. But it follows the verb in the simple tenses, as : Je quitte tout, I leave all. The same observations are applicable to rien. La famille demaude. This might be translated by The family asks, or by The fam- ily ash, according to this rule of English grammar, that a noun of multitude may 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. 629. A noun of multitude in the singular number re- quires that the verb or pronoun should agree with it in the sin- gular number, unless it be employed as a partitive collective noun. (See for this restriction 205, 206, 220.) A la minute meme. At the VEET minute. 630. The word very, when it precedes an adjective or an ad- 21 4:82 THIRTY-EIGHTH LESSON. verb, is rendered by tres, bien, or fort, as has been seen in the following examples : tres-agreahle,bienfous,fortpeu; but when it precedes a substantive, it is generally rendered by mj&me, placed after the substantive. EXEECISES UPON THE GEAMMATIOAL OBSEEVATIONS AND TJPON THE EULES OF SYNTAX. 1. Model : Madame. See Obs. 618 and 619. — Yes, madam — No, madam — Mrs. Delatour — Lady Delatour — Good day, ladies — A lady — Those ladies. 2. Model : Baronne. See Obs. 620. — (Translate the follow- ing by feminine substantives.) — Apprentice — Comrade — Fellow- student — Student — Merchant, or tradeswoman — Workwoman — Rival. 3. Model: Mademoiselle. See Obs. 621 and 622. — Miss, or Madam — Miss Delatour — The Misses Delatour — A young lady — She is single — Two young ladies (unmarried). 4. Model : Que je rende. See Obs. 623. — That I may wait — That I may fight — That I may defend — That I may hear — 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. See Obs. 624. — That I may admire — That thou mayest bring — That he may accept — That w^e may arrive — That you may advance — That they may assure — That I may free — That thou mayest warn — That he may accomplish — That we may act — That you may bless — That they may divert — That I may de- fend — That thou mayest hear — That he may melt — That we may interrupt — That you may bite — That they may put. 6. Model: Us jiniraient. See Obs. 625. — They would soften — They would sleep — They would enjoy — They would open — They would perish — They would reflect — They would suffer. THIRTY-EIGHTH LESSON. 483 PHRASES FOR COMPOSITION TO BE TEANSLATED INTO FEENOH. 1. Madam, are you Mrs. DeJatour? — 618. 2. No, madam, I am her sister — 618. 3. Ladies, we are happy to receive you — 618. 4. What does that lady want [ask] ? — 619. 5. She inquires after [asks] some ladies who live [dwell] in the house — 619. 6. Here is another lady who inquires after them also — 619. Y. Ladies, if you will follow me, I will show you the way —618. 8. His sister is an honest workwoman — 620. 9. My mother is your creditor — 620. 10. My sister and yours are friends — 620. 11. Is your father at home, Miss? — 621. 12. Where is Miss Charlotte ?— 621. 13. She is in the garden with another young lady — 622. 14. Why did you say [have you said] Madam in addressing [speaking to] the sister of our friend ? — 618. 15. Is she not a married lady [Is it not a lady] ? — 619. 16. No, you know [well] she is single [spinster] — 622. 17. I must sell my house — 623. 18. Must I lose so much as that? — 623. 19. Would [will] you have me wait? — 623. 20. What would [will] you have me answer ? — 623. 21. Must I follow them ?— 623. 22. They would sleep till to-morrow morning — 625. 23. The doctor says that some leeches would cure you — 625. 24. He thinks that his comrades would betray him — 625. 25. Can I see your father? — 626. 26. Is your mother in good health ? — 626. 27. Shall I have the pleasure of seeing your sister? — 626. 28. He orders soup to be given to the poor — 627. 29. I shall have some provisions brought — 627. 481 THIRTY-EIGHTH LESSON. 30. If you cannot act yourself, get a friend to act for yoxi — 627. 31. You have caused him to be blamed by his father — 627. 82. He knows every thing — 628. 33. They have eaten all — 628. 34. We have seen every thing — 628. 35. You may say all — 628. 36. They have learned nothing — 628. 37. He knows nothing — 628. 38. The family are assembled [reunited] — 629. 39. The multitude were uneasy — 629. 40. It is the very thing which we want — 630. 41. There is the very person that we were speaking of — 630. 42. It is the very name that I had forgotten — 630. 43. You shall be served on [at] the very instant — 630. THIRTT-NINTH LESSON. 485 THIRTY-NINTH LESSON. FIKST DIVISION. PEACTICAL PAET. TEXT. LITERAL TRAirSLATION, Trente-neuvi^me le^on. " Si je m' enga^eais ? On Tit Men dans engaged (enlisted) lives une bonne ^arnison ; et I'on n'a pas be- garrison soin d'etre savant pour se faire soldat. learned soldier Toiiteibis, saehant deja lire, ecrire et IsTevertheless knowing already to read compter, j'aurais plus de chances d'avan- calculate chances pro- cement que bien d'autres. Je pourrais motion many parrenir au grade de g-eneral. Cela se attain grade general Foit en France, oil quiconque sert la sees France -whoever serves patrie porte dans sa giberne le baton country bears cartridge-box stick (truncheon) de inarechal et la croix d'honneur. C'est field-marshal cross domniage qu'il faille se battre. Cette must (subj.) to fight obligation ne me plairait pas 5 car je obhgation would please suis d'humeur benigne et pacifique. humor benign pacific 486 THIRTY-NrNTH IJESSON. " Je n'aimerais pas non plus les neither corvees, ni les inarches forcees, ni di'udgeries (extra-duty) marches forced tous les desa^rements qui les aecouipa- unpleasantness accom- g'ueut. Tantot tous ^relottez par un froid pany Sometimes shiver cold de dix de§^res au-dessous de zero ; tantot, ten degrees below zero e erase sous le poids de votre equipenient, crushed accoutrement TOUS TOUS traiuez, le sac sur le dos et le drag knapsack back fusil sur I'epaule, par une chaleur etouf- musket shoulder heat suffo- iante; ou Men tous en^ncez jusqu'sl, eating sink mi-janibe dans des niarais jTang'eux.'' mid-leg marshes miry TJIJS SAME 12^ GOOD ENGLISH. " Supposing I was to enlist ? A garrison life is very agree- able, 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 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 trun- cheon of a field-marshal and the cross of the legion of honor 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 disagreeable accompaniments which attend them. Some- THIETT-NTNTH LESSON. 487 times shivering in tlie 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 suffocating heat, or else sunk up to the middle of your legs in miry marshes." QUESTIONS AND ANSWERS FOR CONVERSATION. Quelle est cette legon ? Que dit Alexis au commencement de cette le9on ? 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 deja, toutefois ? Quelles chances aurait-il ? Pourquoi aurait-il plus de chances d'avancement que bien d'au- tres ? A quel grade pourrait-il parvenir ? Ou cela se voit-il ? Que porte dans sa giberne qui- conque sert la patrie ? Quelle est I'obligation qui ne plairait pas k Alexis ? Pourquoi cette obligation ne lui plairait-elle pas ? Qu'est-ce qu'il n'aimerait pas non plus? Que fait un soldat par un froid de dix degres? C'est la trente-neuvi^me. " Si je m'engageais? " On vit bien. Dans une bonne garnison. Pour se faire soldat. On n'a pas besoin d'etre savant. II sait lire, ecrire et compter. II aurait plus de chances d'avan- cement que bien d'autres. Parce qu'il sait Hre, ecrire et compter. Au grade de general. En France. Le baton de marechal et la croix d'honneur. L'obligation de se battre. Parce qu'il est d'humeur benigne et pacifique. Les corvees, ni les marches for- cees, ni tons les desagrements qui les accompagnent. II grelotte. 488 THIETT-NINTH LESSON. Par qnel froid grelotte-t-il quel- qnefois ? Sous quel poids se trouve-t-il quelquefois e erase ? Qu'a-t-il sur le dos ? Qu'a-t-il sur I'epaule? Comment porte-t-il le sac ? Comment porte-t-il le fusil ? Que fait-il quelquefois par une chaleur etouffante? Par quelle temperature se traine- t-il ainsi ? Jusqu'ou enfonce-t-il dans des marais fangeux ? Dans quoi enfonce-t-il jusqu'^ mi-jambe ? Par un froid de dix degres au- dessous de zero. Sous le poids de son equipement. Le sac — or, Son sac. Le fusil — or, Son fusil. Sur le dos. Sur I'epaule. II se traine, le sac sur le dos et le fusil sur I'epaule. Par une clialeur etouffante. Jusqu'a mi-jambe. Dans des marais fangeux. SENTENCES FOR OEAL TRANSLATION. TO BE TUENIED DfTO ENGLISH. n fait bien beau aujourd'hui. Vous trouvez ? Pour moi, la cha- leur me semble etouffante. H n'y a pourtant que vingt-deux degres. Je ne comprends rien k votre tbermom^tre. Je ne connais que celui de Fahrenheit. Le n6tre me parait plus simple. O'est peut-etre parce que vous y etes accoutume. C'est bien possible. .Nous autres, par vingt-deux de- gres, nous ehtendrions une tem- perature tres-froide. Et nous aussi, si nous disions vingt-deux degres au-dessous de zerOo TO BE TITRNED ESTTO FEENOH. 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. For us, twenty-two degrees would be a very cold temperature. And for us too, if we said twenty- two degrees below zero. THIKTY-NINTH LESSON. 489 Quelle temperature entendez- vous done par zero ? Oelle de la congelation de I'eau. Bien. L'espace entre ce point et celui de I'ebullition de I'eau est gra- due en cent divisions ou parties egales. Je comprends maintenant pour- quoi vous appelez votre ther- mometre centigrade. Mais n'en avez-vous pas encore un autre? Oui; celui de Eeaumur, dans lequel le meme espace est gra- due en quatre-vingts divisions, au lieu de cent. Duquel se sert-on le plus ? Du thermometre centigrade. On n'emploie guere I'autre au- jourd'hui. Quelle est la plus haute tempera- ture que vous ayez k 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-vingt-dix. Oe doit 6tre insupportable. Je vois que vous n'aimez pas la chaleur. Non, j'y suis plus sensible qu'au froid. 21* What temperature, then, do you mean by zero ? Freezing-point. I understand. The space between that and the degree at which water boUs is graduated into a hundred divi- sions or equal parts. Now I understand why you give the name of centigrade to your thermometer. But have you not another ? Yes; Keaumur'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 thii-ty de- 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 than cold. me more 490 THIETY-NINTH LESSON. SECOND DIVISION. THEOEETICAL PAET. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES EST THE TEXT.* Engageais is a form (479, 274) of the verb engager, to engage. ViT is the third person singular of the present tense, indicative mood, of the irregular verb vivre^ seen in the 29th lesson. Garnison is one of the derivatives oi garnir, mentioned in the 19th lesson. It is feminine by exception (14). Savant is an adjective, often used substantively. It is de- rived from savoir, to know, but should not be confounded with sachant, explained below. SoLDAT 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. Dl: jA comes from the Latin jam, now, already. Lire is an irregular verb. Chance is feminine according to analogy (15). Avancement is derived from the verb avancer, seen in the 22d lesson (153). Parvenir is one of the derivatives of venir, mentioned in the 15 th lesson. Grade, fi-om the Latin gradus, step, degree, is masculine by exception (15). General is a word alike in French and in English (30). VoiT is the third person singular of the present tense, indica- tive mood, of voir. 631. Quiconque, formed of qui and the old word onque, ever, from the Latin unquam, is an indefinite pronoun, signifying * See note on page 282. THIRTY-NINTH LESSON. 491 whoever. It is generally masculine and always singular. It re- fers to persons only. Sert is the third person singular of the present tense, indica- tive mood, of the irregular verb servir, already seen. Patrie is feminine according to analogy (15). Porte is a form (22) of the yerh porter, which has been men- tioned in the 'Zth lesson as being the radical of rapporter. Giberne is feminine according to analogy (15). Baton is masculine according to analogy (14). Marechal comes, probably through the Spanish mariscal, from the Celtic mm^c^ horse, and scal^ servant. Both the French and the Spanish words signify marshal 2i\\di farrier. Croix has been mentioned in the 11th lesson as being the radical oi croiser. It is feminine by exception (14). Faille is the present tense of the subjunctive mood of falloir (28V). Battre has been mentioned in the 26th lesson as being the radical of comhattre. It is an irregular verb. Battre signifies to beat, and, with the pronominal form, se battre signifies to fight. Obligation is a word ahke in French and in English (49). It is feminine (50, 99). Plairait is a form (525) of the irregular verb plaire, seen in the subjunctive mood in the 10th lesson. The irregularity of this verb does not extend to the conditional mood. Humeur comes from the Latin humor, moisture. It is femi- nine (95). B^NiGNE is the irregular feminine of the adjective h^nin, which comes from the Latin benignus, kind. Pacifique is derived ivovn paix, mentioned in the 38th lesson as being the radical of apaiser (200). 632. Non plus is opposed to aussi, also, hkewise. It is used in the negative, when aussi is employed in the correspond- ing affirmative sentences, as: Cette obligation me plairait ; f ai- mer ais aussi les corvees, etc. Corvee is feminine according to analogy (15). Marc HE is derived from the verb marcher, to walk, to tread, and to march. 492 THIETT-NINTH LESSON. FoRc:&ES is a form (52, 53) of the verb/orcer, seen in the Yth lesson. D^SAGREMENT is One of the derivatives of gre^ mentioned in the 16 th lesson. See page 210, line 3. AccoMPAGNENT is a form (231) of the verb accompagner^ one of the derivatives oi compagnon^ seen in the 12th lesson. Tantot is formed of tant (344) and tdt^ mentioned in the 8th lesson as being the radical of bientdt. This adverb generally denotes an indefinite time, either past or future, and corresponds to in the course of the day, hy and by, soon, sometimes, and now. 633. § 1. When tot is joined to the adverbs aussi, bien, si^ it forms a single word v/ith them, thus : Aussitdt, as soon, im- mediately ; bientdt, soon ; sitdt, so soon. § 2. It forms a similar combination with tant and plus, in sup- pressing the final consonant of these adverbs, thus : Tant6t,plutdt. But plutdt is only employed in the sense of rather, denoting preference, and must not be confounded with plus tdt, sooner, earlier. Grelottez is a form (414) of the verb grelotter, derived from grelot, small bell or rattle. DEGRi: is derived from grade^ seen in this lesson. 634. Dessous, already seen in the 11th 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 regi- men. The same observations are applicable to dessus, au-des- sus, and au-dessus de, seen in the 26th lesson. Zero vcomes from the Arabic. It is masculine according to analogy (14). EcRAs^ is a form (52) of the verb ^eraser, to crush. Equipement is derived from the verb equiper (153), to equip, to fit out. TraInez is a form (414) of the verb trainer, to drag, to draw along, which comes from the Latin trahere, to draw. With the pronominal form, se trainer signifies to crawl, to trudge, to pro- ceed with difficulty- THIETT-NINTH LESSON. 493 Sac, from the Latin saccus, sack or bag, is masculine according to analogy (14). Dos comes from the Latin dorsum, back. It undergoes no change of termination in the plural (l*?). 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. Epaule is feminine according to analogy (15). Chaleur is derived from chaud, hot or warm, which comes from the Latin calidus, hot. It is feminine (95). Etouffant is derived from the verb 6touffer, to stifle, to smother, to suffocate. Enfoncez is a form (414) of the verb enfoncer, derived from fond, seen in the 30th lesson. 635. Mi, mentioned in the lYth 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. 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 Jimus, dung. This adjective takes no additional termination in the plural (158). SYNTAX.* Cela se voit. That is seen 636. 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 example. This idiomatic construction will not sur- prise an English student, if he considers that in his own language * See note on page 282. 494 THIRTY-NINTH LESSON. an equivalent impropriety exists, when we say : The door opens, for, The door is opeiied ; The hooks never sold, for, The hooks were never sold. These phrases would be rendered by, La porte s^ouvre ^ Les livres ne se vendire^it jamais. U porte dans sa giherne le hdton de mar^chal. 637. 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 precedes the longer. Le sac sur le dos. — Le fusil sur Vepaule. 638. The preposition avec, with, is here understood, and its ellipsis is common to all similar phrases. EXEBCISES UPON THE G-RAMMATIOAL OBSEEVATIOlsrS AND UPON THE ETJLES OP SYNTAX. 1. See Obs. 631. — Whoever is— Whoever has — Whoever had — Whoever was — Whoever spoke — Whoever shall sell — Who- ever would finish. 2. Model : Cela se voit Syntax, 636. — That is said — That is eaten — That is drunk — ^That is understood — That is sold — That is carried — That is lost — That was said — That was eaten — That was drunk — That was understood — That was sold — That was carried — That was lost — That will be said — That could be said. THTBTT-NINTH LESSON. 4:95 PHRASES FOR COMPOSITION TO BE TEANSLATED mTO FEENOH. 1. Whoever flatters his friends betrays them — 631. 2. Whoever has no courage is not a man — 631. 3. Whoever is envious and wicked is naturally sad — 631. 4. We have no bread, and we have no money either —632. 5. His father will not come, nor will his mother — 632. 6. I do not like the cold, nor the heat neither — 632. 7. I hope you will soon come — 633. 8. I will come as soon as I am free — 633. 9. I did not expect you so soon — 633. 10. You will answer him by and by — 633. 11. He is the friend of his workmen, rather than their masta* —633. 12. They [are] arrived sooner than we did — 633. 13. The bread was not on the table ; we [have] found it under 27—634. 14. Did you know that it was under the table ? — 300. 15. No, for its place is upon and not under it — 634. 16. We were placed below them in the amphitheatre — 634, 267. 17. There is a half-way house [at mid-way] — 635. 18. You will wake me at midnight — 635. 19. His grief cannot be appeased — 636. 20. The obstacles will be removed [levelled] — 636. 21. You will read a very extraordinary story in that book —63V. 22. I have put all the provisions necessary for dinner upon the table— 637. 23. You prescribe unpleasant and useless remedies to your patients — 637. 24. We have proved the sincerity of our assertions to every- body [all the world] — 637. 49 O THTRTT-NINTH LESSON. 25. The notary is waiting for us, with a [the] pen in [atj his hand— 638. 26. He always sleeps with his mouth open — 638. 27. He is waiting for his dinner, with his elbows on the table -638. FOETIETH LESSON. 497 FORTIETH LESSON. FIRST DIVISION. PRACTICAL PART. TEXT. LITERAL TRANSLATION. Quaranti^me le^on. Fortieth '' Ma foi, je I'avoue, sans etre poltroia, faith own coward je n'ai pas I'esprit belliqueux de uion spirit warhke cousin Jean-Pierre, qui servit dans la cousin John Peter served guerre d'Afrique, et qui fut tue dans une war Africa killed bataille livree h une tribu d'Arabes. battle tribe Arabs Fauvre Jean-Pierre ! II y a deux ans qu'il est mort. Quand il aurait pu dead would have been able mener une existence si paisible au to lead existence peaceable oniiieu des siens, il aima mieux cher- his liked to Cher fortune ailleurs. seek elsewhere ^^11 quitta le pays il y a six ans, pour left country courir les arentures. II s'enrola k Cons- to run adventures enlisted Oon- 498 FOETIETH LESSON. tantine, et it y aTait dix-huit mois qu'il stantine etait dans I'armee, ch€ri de ses camarades army beloved et estiine de ses chefs, quand il eut la esteemed cMefe cuisse traversee par une balle et le crane thigh traversed ball (buUet) skull fendu d'un coup de sabre. Je tiens ces cleft stroke sabre hold details de quelqu'un de Teridique et de somebody veracious bien inrorme.^' informed TEH SAME IN GOOD ENGLISH. *' In faith, I confess that, without being a coward, I have not the warlike spirit of my cousin John Peter, who served in the war of Africa, and was killed in a battle fought against a tribe of Arabs. Poor John Peter ! He has been dead these two years. Although he could have led such a peaceable life among his friends and relations, he preferred trying his luck elsewhere. " He left the country six years ago to seek for adventures. He enlisted at Constantine, and had been eighteen months in the army, beloved by his comrades and esteemed by his chiefs, when he had his thigh shot through with a bullet and his skull laid open with the cut of a sabre. I received these particulars from a credible person well acquainted with the facts." FORTIETH LESSON. 499 QUESTIONS AND ANSWEES FOR CONVEESATION. Quelle est cette le^on ? Comment s'appelait le cousin d' Alexis? Qui s'appelait Jean-Pierre ? Quel esprit avait-il ? Qu'est-ce qu' Alexis avoue? Ou son cousin Jean-Pierre ser- vit-il? Ou fut-il tue ? A qui cette bataille fut-elle li- vree? Au moment ou Alexis parle, com- bien y a-t-H que son cousin est mort? Ou aurait-il pu mener une exis- tence paisible ? Qu'aurait-U pu mener au milieu des siens ? Qu'aima-t-il mieux faire ? Au moment ou Alexis parle, combien j a-t-il que son cousin, quitta le pays ? Que fit-il il y a six ans ? Pourquoi quitta-t-il le pays 1 Ou s'enr6la-t-il ? Que fit-il k Constantine ? Combien y avait-il qu'il etait dans I'armee, quand il fut tue ? De qui etait-il cheri ? De qui etait-il estime ? De quelle mani^re perit-il ? De qui Alexis tient-il ces details ? C'est la quarantieme. II s'appelait Jean-Pierre. Le cousin d' Alexis. Tin esprit belliqueux. II avoue que, sans etre poltron, il n'a pas I'esprit belliqueux de son cousin Jean-Pierre. n servit dans la guerre d'Afrique. Dans une bataiUe. A une tribu d'Arabes. E y a deux ans. Au milieu des siens. Une existence paisible. II aima mieux cbercber fortune ailleurs. II y a six ans. H quitta le pays. Pour courir les aventures. A Constantine. II s'enrola. II y avait dix-buit mois. De ses camarades. De ses chefs. II eut la cuisse traversee par une balle et le cr^ne fendu d'un coup de sabre. De quelqu'un de veridique et do bien informe. soo FORTIETH LESSON. SENTENCES FOR ORAL TRANSLATION TO BE TTJENED INTO ENGLISH. Est-il vrai que votre cousin se soit engage ? Oui, il s'est fait soldat. y a-t-il longtemps ? H y a trois ans. Ou est-il maintenant ? n est en Afrique. Comment ses parents ont-ils pu le laisser partir ? n a quitte la maison paternelle sans rien dire k personne. Que ces jeunes gens sont etour- dis! II n'est pas si jeune que vous le croyez. Quel age a-t-il done ? II a vingt-huit ans. Je croyais qu'il n'avait pas vingt ans. Vous vous trompiez. A-t-il du gout pour I'etat mili- taire ? Oui, beaucoup. II est d'un ca- ractere tres-beUiqueux. S'est-il deja battu depuis qu'il est en Afrique ? Ob ! bien des fois. Yraiment ? II a commence par se battre avec plusieurs de ses camarades. Bab! Ensuite il a tue beaucoup d'Ara- bes. Quelle beUe cbose que la guerre I Vous trouvez ? Ma foi, oui. J'aime la gloire. TO BE TIIENED INTO EEENOH. Is it true that your cousin has enlisted? 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 depart ? He left his paternal roof with- out saying a word to any- body. 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. I 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 aU, he fought with sev eral 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. FOETIETH LESSON. 501 O'est done bien glorieux de tuer beaucoup d'bommes ? II faut bien le croire, car o'est I'opinion de tout le monde. Si vous etiez dans une maison de fous, vous vous croiriez done oblige de devenir fou vous- meme? Allez, vous etes un original. Is it so very glorious to slay a great many men ? We must believe so ; for it is the opinion of every-body. If you were 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. -THEOEETICAL PAKT. ANALYTICAL STUDY OF THE GEAMMATIOAL PEOULIAEITIES IN THE TEXT.* Foi, from the Latin fides, trust, faith, is feminine by exception (14). Ma foi is a familiar expression for by my faith, upon my faith, in faith. AvouE is a form (349) of the verb avouer, mentioned in the 33d lesson. PoLTRON, from the Italian poUrone, coward, is used as an ad jective and as a substantive. Esprit comes from the Latin spiritus, breath or spirit (600). Belliqueux is an adjective which does not change in the plural (158). Cousin is masculine (8). Its feminine is cousine. Servit is the third person singular of the past tense definite 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 woer. 639. The letter g in French is sometimes substituted for VT in words which have the same meaning and the same origin in * See note on page 282. 602 FOKTIETH LESSON. both languages, as : Guerre^ war ; garde, ward ; gager^ to wager ; gages, wages ; garenne, warren. Tjjt is a form (52) of the verb tuer, to slay, to kill. Bataille is derived from hattre, seen in the 39th lesson. Tribu has been mentioned in the 12th lesson as being the rad- ical of contrihuer. It is feminine by exception (14), MoRT is the past participle of the irregular verb mourir^ al- ready seen. This verb, in its compound tenses, always takes etre as an auxiliary. AuRAiT is the third person singular of the conditional mood of avoir. Examples have now been seen of this person of the condi- tional mood, in the three regular forms of conjugation and the two auxiliaries, in the following phrases : "77 v) exigwB.KiT pas que je fusse plus rang^P — 30th lesson. "// sentYSikiT le besoin de distractions^ — 30th lesson. "// ne se plaindRAiT pas tant?'' — 30th lesson. " S'il ne SERAiT pas plus utile. ^'' — 5th lesson. " Quand il atjrait pu mener.^' — 40th lesson. The whole of the conditional mood of avoir has now been seen . fPaurais, 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 eigh- teen different observations by which its terminations have been pointed out, may be condensed into one general rule. 640. § 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, bji being substituted for that of the infinitive mood (586). 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 pouvoir, already FOKTIETH LESSON. 503 Mener has been seen in the future tense in the 3 2d lesson. Existence is a word alike in French and in English (167). Patsible is derived from, paix, mentioned in the 38th lesson as being the radical of apaiser. SiENS is the plural of sien (126). It has been used in this lesson for his family, his relations, or his friends. 641. 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 miens^ les tiens, les siens, les ndtres, les vdtres, les leurs. AiMA is a form (1*78) of the verb aimer, already seen. Chercher is a verb of the first conjugation and in the infini tive mood (121). AiJuLeurs has been mentioned in the 34th lesson as being the radical of d'ailleurs. QuiTTA is a form (178) of the verb quitter, seen in the 38th lesson. Pats comes from the Latin pagus, village, district, or com- munity. It is masculine according to analogy (14). CouRiR has been seen in the future tense in the 1 9th lesson. Aventure is one of the derivatives of venir, mentioned in the 15th lesson (340). Enrol A is a form (178) of the verb enrdler, to enlist. Armee is feminine according to analogy (15). Cheri is a form (481) of the verb cherir, one of the derivatives oi cher, mentioned in the 16th lesson. Estim6 is a form (52) of the verb estimer, which comes from the Latin cestimare, to rate, to estimate, and to esteem, and has the same acceptations. TRAVERSi:E is a form (52, 53) of the verb traverser, to cross, to go through, to traverse. Balle, from the German hall, is feminine according to anal- ogy (15). Crane, from the Greek xpavjov, head, skull, is masculine by exception (15). Fendu is a form (381) of the w^rhfendre, to cleave, to split. Coup, from the Italian colpo, blow, is masculine according to analogy (14). 504 FORTIETH LESSON. Sabre, from the German sabel, sabre, is masculine by excep- tion (15). TiENS is the first person singular of the present tense of the indicative mood of the irregular verb tenir, already seen. 642. § 1. Quelqu'un, formed of quelque and un, both of which have been seen, is an indefinite pronoun. When used in an absolute sense, that is, without any reference to a substantive, it corresponds to some one, somebody, any one, anybody. In this sense, it is used only in speaking of persons, and is always mas- culine. It may take the plural form, quelques-uns, but only when it is a subject. § 2. When it is not absolute and refers to a substantive, it corresponds to some and any, and may relate to things as well as to persons. In this sense it takes the feminine and plural forms, quelqu'une, quelques-uns, quelques-unes. Examples have now been seen of all the indefinite pronouns in the following phrases : " Ce vice donne naissance a tous les autres." — 1st lesson. "Za sante c?'autrui." — 38th lesson. "7? nous fit voir chacun des visceres^ — 36th lesson. " L'uN d''eux, par exemple.''^ — 15th lesson. " Combien defois n'a-t-oi^! pas dit ? " — 1st lesson. " Personne rCetait mieux disposed — 28th lesson. " Quelqu'un de v^ridique." — ^40th lesson. "QuicoNQUE sert la patrie.'' — 39th lesson. Quelqu'un being followed by an adjective requires de before this adjective (411). Yeridique is one of the derivatives of vrai, seen in the first lesson. Inform:^ is the past participle of informer, to inform. FORTIETH LESSON. 605 SYNTAX.* II y a deux ans qjjUil est mort. II y avait dix-huit mois quHl Stait dans Varmee. 643. § 1. The verb y avoir, there to be, is frequently used before words denoting the time elapsed since an event took place, or the time during which a state or an action has been continued. The que which follows signifies since ; thus, the literal transla- tion 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 in stead of y avoir in similar phrases, thus : 77 est mort depuis deux ans ; II etait dans Varmee depuis dix-huit mois. n est mort. — He has been dead. 644. 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 accord- ingly translate, We have been hei-e this hour, by, II y a une heure que nous sommes id, and. We have been waiting /or 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 pres ent tense, because mort is used as an adjective. The literal translation of He has been dead, by, H a ete mo7-t, would seem absurd in French, as meaning, He was dead, and is alive again (291). II etait dans Varmee. — He had been in the army. 645. As a consequence of the preceding observation, when the pluperfect tense denotes that a state or an action was con- tinuing, it is rendered by the imperfect tense in French (134). * Su"i note on page 282. 22 506 FORTIETH LESSON, II quitta le pays il y a six ans. 646. When il y a, denoting time elapsed, precedes the prin- cipal verb, the word q_ue, signifying since, is required ; but when the principal verb is placed first, que is of course unneces- sary. II aurait pu mourir. 647. Among the irregular verbs already seen, there are three, the English equivalents of which are defective and have no past participle, viz. devoir, pouvoir, and vouloir. The past partici- ples of these verbs are, du, pu, and voulu. The absence of equivalent forms in English gives rise to difierent 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 infinitive, 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. T wish I had been there ; o?', I should have liked to have been there. We have been able to speak to him. You should not have done that. 11 AURAIT PU mener. n AURAIT DU vivre. n AURAIT VOULU oller. Vous AVEZ PU entendre. 12 A Bt voir. t/^AURAis VOULU etre Id. Nous AVONS PU lui parler. Vous n'AVRiEzpas Bufaire cela. Estime de ses chefs. It would not sound so well, biit still it would be correct, to say : Cheri par ses camarades et estimi par ses chefs. The choice bet\A''een de and par after a passive verb is sometimes a cause of doubt, even for the French. FORTIETH LESSON. 607 648. 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 ex- presses an action, as : " II etait hattu par ses camarades et puni PAR ses chefs, he was beaten by his comrades, and punished by his chiefs." EXERCISES UPON THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OF SYNTAX. 1. See Obs. 640. — 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. 2. Model: II aurait pu mener. Syntax, 647. — I 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 : Estim^ de ses chefs — Battu par ses camarades. Syntax, 648. — Admired by his friends — Loved by his father — Brought by a workman — Defended by his companions — Hated by poets — Bitten by a horse. PHRASES FOR COMPOSITION TO BE TRANSLATED INTO FRENCH. 1. Somebody wants [wills] to speak to you — 642. 2. Have you seen any one ? — 642. 3. If anybody comes, you will tell [it] me — 642. 4. Do you expect anybody ? — Yes, I expect somebody — 642. ^'iOS FORTIETH LESSON. 5. Some blame him ; but his friends admire him — 642. 6. My pens are very good ; will you have some of them ? —642, 268. 7. I have seen some of your comrades — 642. 8. I have been waiting for you this hour — 643, 644. 9. We have been in [at] Paris these ten days — 643, 644. 10. He came to see us for the first time a month ago— 643, 646. 11. I spoke [have spoken] to him a few days ago — 643, 646. 12. Is it long [time] since you saw [have seen] him ? — 643. 13. We saw [have seen] him six months ago — 646. 14. He has been sleeping these two hours — 643, 644. 15. He has been a soldier these three months — 643, 644. 16. He had been a physician two years — 645. 17. The barrister had been speaking three hours — 645. 18. You could have gone to the village with your child — 647. 19. I would have spoken, but I did not know what to say —647. 20. Could you have believed [a] such a thing? — 647. 21. You ought not to have answered thus — 647. 22. You cannot have believed that — 647. 23. Your sister is loved by all those who know her — 648. 24. The poor animal was crushed by a carriage — 648. 25. The general is feared by all the soldiers — 648. 26. He is hated by many of [between] them — 648. 27. They affirm [pretend] that they have been betrayed by him— 648. TEXT OP THE PIEST FOETY LESSONS BEOUGHT INTO ONE YIEW, FOB THE CONVENIENCE OF EEFEEENOE. 1. Le jeune Alexis Delatour etait un assez bon gar^on, qni n'avait qu'un seul defaut, la pa- resse. Mais combien de fois n'a-t-on pas dit que ce vice donne naissance a tons les autres ? O'est un proverbe, vous le savez. Or, nous pensons que les proverbes sont generalement vrais. 2. Le pere d' Alexis, homme intelligent et actif, exergait la pro- fession de menuisier. On le voyait presque toujours k son etabli, I'oeil anime, les manches retroussees jusqu'au coude, et la scie ou le rabot a la main. 3. II se desolait, parce qu'il ne pouvait obtenir de son fils qu'il suivit son exemple. "Quel fai- neant I " disait-il, " Ou va-t-il ? Que fait-il? A quoi cet idiot passe-t-il son temps? Est-ce qu'il ne se corrigera jamais? Comment done lui faire entendre raison ? " 4. Le brave homme, guide par de fausses idees de grandeur, avait eu le tort, pardonnable sans doute, de vouloir que son 1 . Young Alexis Delatour was a good sort of fellow, who had but one fault, laziness. But how often has it not been said that this vice gives birth to all others ? It is a proverb, you know. Now, we think that proverbs are gen- erally true. 2. The father of Alexis, an in- telligent and active man, was a joiner. He was almost always to be seen at his bench, with his eye bright, his sleeves tucked up to his elbows, and with a saw or a plane in his hand. 3. 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 ? " 4. The honest man, guided by false notions of grandeur, had committed the fault, a pardona- ble one undoubtedly, to determine MO TEXT OF THE FIEST FOETY LESSONS. enfant fiit plus que lui, et qu'il ! that his child should be greater eut une education superieure k than he, and that he should have celle qu'il avait regue lui-meme an education superior to that de son p^re et de sa mere. which he himself had received o/ his father and mother. 5. O'est pourquoi il I'avait mis d'abord dans une des meilleures institutions de Paris, de sir ant qu'il reunit toutes sortes de connais- sances. II voulait surtout qu'il sut le grec et le latin, sans exami- ner s'il ne serait pas plus utile qu'il posse dat bien la langue fran- gaise, cette langue etant la sienne. 6. Le succes ne repondit pas aux ambitieuses esperances du pauvre ouvrier. Au bout de quelques mois, des revers de for- tune assaillirent Monsieur Dela- tour. Deux maisons de com- merce, ou il avait place ses epargnes, suspendirent leurs paie- ments ; peu apres, elles firent bauqueroute, et donnerent cinq pour cent a leurs nombreux cre- anciers. •y. Ces tristes circonstances eu- rent pour resultat de forcer M. Delatour a retirer notre petit pa- resseux de sa pension, dans la- quelle il avait appris fort peu de chose, et d'ou il ne rapportait qu'un penchant un peu plus pro- nonce pour I'indolence, avec une aversion complete pour le metier de son pere, qu'il regardait comme une chose basse et indigne de lui. 5. 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 considering wheth- er it would not be more useful for him to be master of the French language, which was his own. 6. The ambitious hopes of the poor workman were not crowned with success. After a few months, misfortunes befell Mr. Delatour. Two commercial hou- ses, in which he had placed his savings, stopped payment; a short time afterwards they failed, and paid a shilling in the pound to their numerous creditors. 7, The consequence of these untoward occurrences was, that Mr. Delatour 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. TEXT OF THE FIEST FORTY LESSONS. 511 8. Alexis, quand il fut chez son j'*ire, cessa totalement d'etudier, et s'aifranchit de toute contrainte. ll eut bientdt oublie le peu qu'il savait. Tons les jours il fl^nait dans les rnes, on sur les boule- vards, qui etaient ses promenades favorites. II s'arretait sonvent en contemplation muette devant les plus belles boutiques. 9. II s'etendait quelquefois sur nn banc, dans le jardin des j Tuileries, on dans celui du Luxem- i bourg, et il s'y assoupissait. II j frequentait aussi les quais et les ! ponts, et demeurait de lougues heures appuye sur nn parapet, a regarder I'eau couler. II appelait cela une douce et moUe reverie, une nonchalance poetique. 10. La plupart des paresseux pretendent etre poetes on artis- tes; beaucoup d'entre eux finis- sent meme par se persuader qu'ils le sont. Nous ne voulons pas dire que tons les poetes soient des paresseux. A Dieu ne plaise que nous ayons une pareille pensee! La justice veut que nous rendions hommage au genie reel. Aussi admirons-nous ce qu'il y a de su- blime et de touchant dans les pro- ductions de I'art et de la poesie. 11. Seulement, nous avons re- marque que bien des gens s'ima- ginent avoir le feu sacre, et sentir " du ciel I'influence secrete," pour peu qu'ils aient barbouille quel- 8. When Alexis was at home again at his father's, he gave up studying altogether, and freed himself from aU restraint. He soon forgot the little he knew. Every day he used to loiter about the streets, or on the boulevards, which was his favorite walk. He often stopped in mute con- templation before the finest shops. 9. He would sometimes stretch himself on a bench, in the garden of the Tuileries, or the Luxem- bourg, and there slumber. He used also to 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 gen- tle and soft revery, a poetical heedlessness. 10. Most idlers pretend that they are either poets or artists ; and many of them persuade them- selves 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 ; and we admne aU that is sublime and affecting in the productions of art and poetry. 11. But we have observed that many people imagine they possess the sacred fire, and fancy they feel the secret influence of heaveu, because they have scrib- 512 TEXT OF THE FIKST FORTY LESSONS. ques feuilles de papier, et qu'ils aiment a se proinener les bras croises et le nez tourne vers les cieux. Ces insignifiants person- nages, bien qu'ils croupissent dans rinaction et qu'ils ne rendent aucun service k la societe, regar- dent les travailleurs comme in- finiment au-dessous d'eux. 12. Plusieurs des compagnons d' Alexis, aj'ant le meme caractere que lui, contribuaient a I'entre- tenir dans ces dispositions oisives. "Nous serious bienfous," disaient- ils, " de baiUer sur des gram- maires et des dictionnaires, comme nous le faisions a I'ecole, ou nous perissions d'ennui ; noircissant nos cahiers de mots que nous n'entendions guere, et attendant impatiemment I'heure de la recre- ation." 13. "Nos maitres voulaieut que nous eussions du gout pour 1' etude ; ils voulaient que nous en sentissions les avantages et que nous J trouvassions du plaisir; mais ils ne savaient pas la rendre attrayante. lis s'etonnaient que nous repondissions mal a de seches questions auxqueUes nous ne com- prenions rien du tout, lis exi- geaient que nous fussions attentifs, et ils ne nous parlaient que de choses ennuyeuses." 14. " Nous voila libres ! Oui, nous le sommes enfin ! Pourquoi ne jouirions-nous pas de nos beaux j ours ? Pourquoi perdrions- bled 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 soci- ety, look upon pains-taking men as far below them. 12. Several of the companions of Alexis, having the same char- acter as himseh", contributed to maintain him in this idle disposi- tion, " We should be very fool- ish," said they, "to be yawning over grammai-s and dictionaries, as we used to do at school, where we were ready to die with ennui ; blotting om* copy-books with words that we scarcely under- stood, and waiting impatiently for the hour of play." 13. "Our masters wished us to have 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 making wrong answers to dry questions that we did not under- stand at all. They insisted on our being attentive, though they spoke to us only on tedious sub- jects." 14. " Now we are fi-ee ! Yes, we are so at length ! Why should we not enjoy our happy days? Why should we waste our pre- TEXT OF THE FIEST FORTY LESSONS. 513 nous des moments precienx? Nous aurions grand tort. Faut-il etre grave et raisonnable k tout age? Fon, non! Divertissons- nous. ISTos parents ont eu leur temps ; aujourd'liui c'est le notre. N'attendons pas que nous soyons trop vieux pour gouter une franche gaiete. N'ayons nulle autre pensee que celle de nous amuser." 15. Oes etourdis avaient tou- jours quelque nouvelle partie a lui proposer. L'un d'eux, par exemple, lui disait un jour : " Yenez avec moi demain. Nous irons en bateau sous I'ombre fraiclie des grands saules qui bor- dent la riviere, et la nous p^che- rons. J'aurai ma ligne; vous prendrez la v6tre, ainsi que vos hamepons. Nous aurons de bon- nes amorces, et je vous reponds que le poisson mordra. Yotre ami, le gros GuUlaume, et son frere, Jacques le roux, seront des n6tres." 16. " lis auront du Cham- pagne, des gateaux et d'autres friandises que leur fourniront k credit des marchands qui les con- naissent. Moi, je me chargerai du pain et de la viande. Quant a vous, mon cher, vous apporterez ce que vous voudrez. Ces mes- sieurs savent des histoires qui vous surprendront et qui vous feront rire. Je suis stir que vous ne serez pas fache d'etre venu. Je vous avertis que nous serons 22* cious moments? We should be very wrong to do so. Is it ne- cessary to be grave and steady at every age ? No, no ! Let us di- vert 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 than that of enjoying ourselves." 15. These madcaps had al- ways some new party to propose to him. One of them, for in- stance, 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 Avill take yours, together with your hooks. We will have some good bait, and I warrant you the fish will bite. Your fi-iend, 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 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 shall be early 514 TEXT OF THE FIEST FORTY LESSONS. de bonne henre au rendez-vous. Hier, nous j etions avant six heures du matin. Nous avions un filet qu'on nous avait prete. Nous pass&,mes une journee tres- agreable."' ±7, " n est vrai que, pendant plusieurs heures, nous ne vimes rien venir. Mais nous eumes de ia patience, et nous en fdmes recompenses outre mesure ; car nous piimes quatre grosses carpes dorees, une anguille qui avait un metre, c'est-a-dire environ trois pieds, de longueur, et tant de goujons, d'ablettes et de menu fretin que nous en remplimes un panier. Nous vouliimes savoir le poids de notre peclie. Le tout pesait quinze kilogrammes et de- mi, ce qui equivaut a trente et -ane livres. Nous en vendimes la moitie. Je ne doute pas que nous ne reussissions encore cette fois-ci." 1§. Un autre jour, des appren- tis du voisinage se reunissaient pour aller se promener dans les champs. " Dites done, cama- rade," s'ecriaient-ils en aperce- vant Alexis, " Vous viendrez tout k I'heure faire un tour avec nous, n'est-ce pas? Nous attendrons que vous soyez pret. Nous par- tirons tons ensemble; mais de- pechez-vous; soyez un peu plus alerte que de coutume." — "Ou allez-vous?" demandait celui-ci. — "Nous n'en savons rien," re- pondaient - ils. " Qu'importe, I at the place of rendezvous. Yes- terday we Tv^ere there before six o'clock in the morning. We had a net which was lent us. We spent a very pleasant day." IT. "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 meter, that is, about three feet long, and so many gud- geons, bleaks, and small fry, that we filled a basket with them. We wanted to know 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 suc- ceed this time also." 1§. Another day, some ap- prentices of the neighborhood met together for the purpose of going to take a walk in the fields. " Halloo ! comrade," exclaimed 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." — " Where are you go- ing ? " inquned the latter. — " We do not know," answered they. " What matters, provided we en- TEXT OF THE FIEST FOETY LESSONS. 515 pourvu que nous nous amu- Bions? " 19o "Nous courrons, nous sauterons, nous jouerons aux bar- res, au cheval fondu et a d'autres jeux. Garnissez vos poches, si vous le pouvez. Si vous n'avez pas d'argent, n'importe; suivez- nous toujours et n'ayez aucun souci du reste." Toutes les invitations du meme genre etaient joyeusement accep- tees, en quelque moment qu'elles arrivassent ; quelque inoppor- tunes qu'elles fussent ; quelques pressantes occupations qu'elles in- terrompissent ; quelques inconve- nients qu'elles eussent, et quels que fussent ceux qui les faisaient, pourvu qu'ils eussent I'air de bons enfants. 20. II y avait, parmi les an- ciennes connaissances d' Alexis, un etudiant austere et froid, qui le sermonnait de temps en temps, et qui, la derniere fois qu'ils se ren- contr^rent, lui tint k pen pr^s ce langage: " Croyez-moi, cher con- disciple; fayez les flatteuses se- ductions de cette compagnie fri- vole et corruptrice. Quand meme vous auriez de la fortune, vous seriez a blamer de ne songer qu'a boire, a manger, k dormir et k tuer le temps, sans rien faire de profitable. Vous finirez par vous lasser de cette vie dissipee, et vous en reconnaitrez le vide ; mais sera-t-il pas trop tard? " joy ourselves' 19» " We shall run and jump and play at prisoners' base, at leap-fi'og 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 joyfuUy accepted, at what- ever moment they migl^t arrive ; however untimely they might be ; whatever pressing occupations they might interrupt ; whatever inconveniences might attend them, and whoever they might be who made them, provided they looked like good fellows. 20. There was, among the old acquaintances of Alexis, an aus- tere and frigid student, who lec- tured him now and then, and who, the last time they met, spoke to him nearly as follows : " Take my advice, dear feUow-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 drink- ing, and sleeping and killing time, without doing any thing profita- ble. You wUl at last get tired of this life of dissipation, and you will acknowledge the futility of it ; but will it not be too late?" 516 TEXT OF THE FIRST FORTY LESSONS. 21. "Si vous poursuiviez vos etudes, elles vous conduiraient loin ; car vous ne manquez ni de memoire ni de jugement. Vous apprendriez facilement et vous trouveriez bien vite I'occasion d'utiliser votre savoir et vos ta- lents. Alors vous adouciriez la position de votre pere, qui n'est pas heureuse. Vous souvenez- vous qu'un jour, a notre pension, le maitre promit une semaine de conge a celui qui ferait le meOleur theme etja meilleure version ? " 22. "Yous etiez, je crois, le moins avance de la classe. Yous languissiez dans I'obscurite. Ja- mais vous n'aviez obtenu le moin- dre prix. Oependant, stimule par une si cLarmante perspective, vous fites des prodiges. Yous travaiU^tes avec une ardeur telle que vous vous rendites malade. Yous finites votre tache avant tons vos rivaux, et vous futes vainqueur. YoUa ce que vous eutes le courage d'accomplir; et ce courage vous I'aurez toutes les fois que vous le voudrez." 23. "Je ne dis pas qu'il soit necessaire que vous vous rendiez malade, que vous passiez des nuits a ecrire, on que vous jaunissiez 8ur des livres. Je voudrais seule- ment que vous perdissiez moins de temps, que vous sentissiez ce dont vous etes capable, et que vous eussiez de I'ambition." Alexis reconnut peut-etre la 21. "If you pursued your studies, they would advance you in the world ; for you want nei- ther memory nor judgment. You would learn easily, and would soon find an opportunity of profit- ing by your learning and tal- ents. You might then alleviate your father's position, which is not a happy one. Do you re- member that one day, at our school, the master promised a Aveek'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. However, stimulated by such a charming prospect, you did won- ders. You worked with such ardor that you made yourself ill. You completed your task be- fore all your rivals, and were vic- torious. This you had the CDur age to perform ; and that courage you will have whenever you 2S. " I do not say that it is necessary you should make your- self ill, sit up for whole nights writing, or pore over books tiU you turn yellow. I only wish you would lose less time, and that you could feel what you are ca- pable of, and that you had some ambition," Alexis probably felt the just- TEXT OF THE FIEST FOETY LESSONS. 517 justesse de ces observations ; mais il n'aimait pas les remontrances, et il repondit brusquement a ce sage conseiller : " Je voudrais, moi, que voiis fussiez moins serieux, ou sinon, que vous me laissassiez tranquille." 24. Delatour commen9ait k devenir vieux. II se plaignait de plus en plus amerement de I'apa- thie de son fils. " Mediant en- fant," disait-il, "il semble que tu aies resolu de me faire mourir de cbagrin. Jeveuxquetum'ecoutes k la fin, et que tu m'obeisses. Apres tout ce que j'ai fait pour toi, je veux que tu te rendes utile, d'une maniere quelconque ; et tu le feras, a moins que tu ne sois un ingrat. Tu ne reflechis done jamais ? Tu n'as done point de souci de I'avenir ? " 25. " A quoi penses-tu ? Parle. Comment peux-tu esperer de faire ton chemin, si tu perds ton temps comme cela? Comment te de- fendras-tu de la misere, quand je ne serai plus ? Quelles ressources auras-tu, quand tu seras oblige de te suffire k toi-meme? Ee- ponds. IsTe te repentiras-tu pas alors ? Jette les yeux sur les enfants de mes confreres. lis sont tes egaux, songes-y bien. IsTe les vois-tu pas k I'ouvrage depuis le matin jusqu'au soir ? N'es-tu pas aussi fort qu'eux ? lis se ser- vent de leurs bras ; pourquoi ne te sers-tu pas des tiens ? " ness of these observations, but be disliked remonstrances, and ab- ruptly replied to his sage adviser : " / wish you would be less seri- ous, or else, that you would let me alone." 24. Delatour began to grow old. He complained more and more bitterly of his son's apathy. " You wicked boy," said he, " you seem to have resolved to make me die with sorrow. But jou shall listen to me at last, and obey me. After all I have done for you, you shall make yourself use- ful in one way or another ; and you will, if you are not an un- grateful boy. Do you never reflect? Have you no care of the future?" 25. " "What are you thinking of? Speak. How can you hope to thrive, if you waste your time thus ? How will you save your- seh from beggary, when I 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, remem- ber ; 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 ? " 518 TEXT OF THE FIRST FORTY LESSONS. S6. "Lorsque j'etais a mon aise, je nourrissais I'espoir de te voir occuper dans le moude un rang plus brillant que le mien. Je desirais que tu t'elevasses au- dessus de ta fainille, et que tu en fusses Torgueil et I'appui. II fal- lait pour cela que tu eusses de I'instruction ; aucun sacrifice ne ni'a coute pour te mettre a meme d'en acquerir. Ton excellente mere, dont je ne cesse de pleurer la perte, avait combattu mes pro- jets ; mais j'avais fini par les lui faii'e partager, J'attendais de ton elevation le bonheur de ma vieillesse." 27. " Quelque place que tu remplisses, je ne doutais pas que tu ne repondisses a mon attente. Mon fils, rae disais-je, aura les professeurs les plus distingues ; il s'instruira, deviendra celebre, et me benira de lui avoir ouvert la carriere de la vraie gloire ; de celle que I'on tient de soi-meme et non de ses aieux. Mais, tu le sais, des personnes sur I'honneur desquelles je croyais pouvoir compter, trabirent ma confiance, de la maniere la plus honteuse et la plus infame. Je perdis subite- ment le fruit de trente ans de travail." 2§. " Quand tu revins au do- micile paternel, tu pretendis qne tu n'etais pas fait pour manier def? ontils. Tu m'assuras que tu re- flecbissais aux moyens de tirer parti de tes hautes facultes ; car 26. " Wben I was in easy cir- cumstances, I entertained a hope of seeing you bold in the world a more brilliant station than mine. I wished you might rise above your family, to be our pride and support. For this it was neces- sary you should have learning ; I grudged no sacrifice to enable you to acquire it. Your excellent mother, whose loss I incessantly lament, opposed my projects ; but I had at last prevailed on her to adopt them. I rehed on your advancement for the happiness of my old age." 27. " Whatever place you might occupy, I did not doubt but you would realize my expec- tations. My son, thought I, will have the most eminent professors ; he will acquire learning, will be- come a celebrated man, and bless me for having pointed out to him the path of true glory ; that glory for which we are indebted to ourselves and not to our ances- tors. But, you know, some per- sons, on whose honor I thought I might rely, betrayed my trust in the most shameful and infamous manner. I suddenly lost the fruit of thirty years' labor." 2§. "When you were again under the paternal roof, you said that you were not made to handle tools. You assured me that you were musing on the best way of employing your eminent faculties ; TEXT OF THE FIEST FORTY LESSONS. 519 tu pretendais etre propre a tout, et personne n'etait mieux dispose que moi a te croire. Tu finis par rae demander du temps pour te decider sur le clioix d'un etat. D'autres, a ma place, auraient ete durs et severes. Tu sais pourtant avec quelle indulgence tu fas ecoute. Tu n'eus pas de peine k obtenir de ma tendresse les delais que tu souhaitais." 29. " Quand done te decide- ras-tu ? Si tu avals du cceur, tu ne souffrirais pas que ton p^re epuisat pour te faire vivre ce qui lui reste de vigueur et de sante. Tu t'empresserais au contraire de le soulager dans tons les details de ses travaux. Tu n'attendrais pas qu'il t'en priat. Tu serais heu- reux de diminuer ses fatigues en en prenant ta part. Enfin, tu aurais besoin de t'acquitter de ce que tu lui dois. Allons, aie de la fermete, degourdis-toi, et sols mon soutien, au lieu d'etre une charge pour moi." 30. Mais Alexis restait sourd 1 ces exhortations. " Mon p^re," se disait-il, "est en ceci oomme toutes les vieilles gens, qui ne veulent pas qu'on se divertisse, parce que rien ne les distrait, et qu'n leur est difficile de compren- dre une maniere de voir differente de la leur. II s'etonne que je sois for you boasted on being fit for any thing, and no one was better disposed than I to believe you. At last you begged I would grant you time to make up your mind as to the choice of a profession. Others, in my place, would have been harsh and severe. You know, however, with what in- dulgence you were hstened to. You had no difficulty to obtain from my fondness the delay you wished for." 29. " But when will you have made up your mind? If you were a lad of any spirit, you would not sufier your father to exhaust the remainder of his health and vigor to sustain you. You would, on the contrary, have at heart to relieve him in the dif- ferent branches of his business. You would not wait for his ask- ing. You would be happy to lessen his fatigues by taking your share of them. In short, you would feel that you ought to re- pay the obligations you are under to him. Come, a little resolution, stir yourself, and be my support,, instead of being a burden to me." 30. But Alexis turned a deaf ear to 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 won- ders at my being like all young 520 TEXT OF THE FIKST FORIY LESSONS. comme tons les jeiines gens. II ne se plaindrait pas tant s'il etait moins age. II sentirait lui-meme le besoin de distractions, et n'exi- gerait pas que je fusse plus range qu'il ne I'a peut-etre ete autrefois. n se peut qu'il ait raison au fond, qnoiqu'il ponsse trop loin la rigi- dite. Mais, bah ! qu'il attende. J'aurai bien le temps de piocher, quand il le faudra absolument." 31. L'honnete artisan mourut pauvre, ne laissant a son fils que la somme exigue de cinq cents francs, pour tout patrimoine. Apres I'enterrement, et quand les premiers transports de la douleur furent calmes, Alexis se demanda comment il pourrait faire fructi- fier son faible capital. " Me voilk livi-e a moi-meme," se dit-il. " II faut que je gagne de quoi vivi-e, ou que je meure de faim. II est grand temps que j'aie de la reso- lution et que j'agisse. Je fus in- sensible aux bonnes paroles de mon pere tant qu'il vecut. Je n'eus point egard a ses prieres, et je m'endurcis dans mon egoisme. Maintenant, je gemis de n'avoir pas tenu compte de ses avis, dont je sens la sagesse." 32. "Si nous ecoutions ccux qui ont de I'experience, que de regrets nous nous epargnerions ! Mais nous haissons tout ce qui contrarie nos penchants ou nos gouts. Les conseils nous obse- dent, et nous les ent^ndons avec ennui, sinon avec mepris. Et 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 too far. But, no matter, let him wait. I shall have plenty of time to fag, when it becomes absolutely necessary." 31. 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 con- sidered how he could make his httle capital most productive. "Here I am," thought he, "left to my own resources. I must either earn a livehhood, 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 hved. I dis- regarded his entreaties, and was obdurate in my selfishness. ISTow I lament having shghted his ad- vice, for I feel the wisdom of it '^ 32. "Did we but hsten to those who have had experience, what regrets we should spare ourselves! Yet, we hate every thing that thwarts our inclina- tions or om- tastes. Advice an- noys us, and we receive it with reluctance, if not with contempt TEXT OF THE FIKST FOETr LESSONS. 521 pm8, quand viennent Lss calamites que nous nous sommes attirees par notre propre faute, nous nous ecrions : C'est bien dommage que nous n'ayons pas cru ce qu'on nous disait ! Quoi qu'il en soit, il lie Skagit pas de se lamenter. Soyons homme. Je vainorai mon naturel. J'essaierai de m'appli- quer a quelque chose de serieux ; je finirai par m'j accoutumer, et mes efforts me meneront a la fortune," 33. " Passons en revue les principales professions, et voyons si je n'en trouverai pas une que je puisse embrasser sans m'assujetir a des devoirs trop penibles. " Le dessin, la gravure, la peiu- ture et la musique demanderaient des etudes que je ne me soucie pas d'entreprendre. Si j'appre- nais le droit, je pourrais devenir avoue, huissier, avocat ou notaire. Je serais peut-etre un jour magis- trat, juge, ou legislateur.... Oui, mais il faudrait que j'eusse de quoi subsister en attendant; et puis que je suivisse des cours, que je passasse des examens, que je subisse des epreuves rigoureuses. Je sens bien que je ne reussirais pas." 34. " D'ailleurs, j'ai horreur de la chicane. A chaque debat oil je prendrais part, je craindrais d'etre reduit au silence par les subtilites de mes adversaires; et jamais je ne saurais prouver que le noir est blano. befall 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 some- thing serious ; I shall get mto the habit of it with time, and my exertions will lead me to for- tune." 33. " Let us examine the prin- cipal professions, and see whether I cannot find one that I might follow without subjecting myself to arduous duties. " Drawing, engraving, painting, and music would require studies which I am nowise inclined to undertake. If I should study the law, I might become an attorney, a bailiff, a barrister, or a notary. Perhaps I should one day be a magistrate, a judge, a legislator : — Yes, but I must have wliere- with to subsist in the mean time ; and besides, I should be obliged to attend lectures, to pass exam- inations, and undergo the rudest trials. I feel I should never suc- ceed." 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. 522- TEXT OF THE FIEST FORTY LESSONS. " J'aimerais assez les fonctions de medecin. Celles-la ne doivent pas etre bien fatigantes. Pour peu que vous ayez de la reputa- tion, vous achetez une voiture et des chevaux. Des lors, tout le monde a confiance en vous, et vous t^cliez de meriter cette con- fiance. Vous vous rendez chez vos malades en cabriolet ou en coupe. On vous re<;oit avec au- tant d'empressement que si vous apportiez infailliblement la gueri- son. On vous ecoute comme un oracle." 35. " A peine etes-vous entre, que le malade se sent mieux. Vous lui tatez le pouls, en tirant une montre a secondes de votre gousset. Vous le priez ensuite de vous montrer sa langue. Vous lui demandez ou il souiire, com- ment il dort, s'il a de I'appetit. Vous lui faites quelques autres questions; apres quoi vous pre- nez la plume. Vous prescrivez, selon le cas, la di^te, la saignee ou les sangsues ; ou bien un cata- plasme, un vesicatoire, un empla- tre ; ou bien encore de I'emetique, une tisane, enfin le remede qui vous parait le plus convenable, Et vous guerissez quelquefois. Malbeureusement, pour en arriver 1^, il faut encore etudier. H faut connaitre I'anatomie, la physio- logie, la tberapeutique. Que sais- je?" 36. "Je me souviens qu'un jour j'assistai h. une legon du doc- " The practice of a physician would please me weR enough. This cannot be very arduous. K you get into the least reputa- tion, 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 youi- patients. You are received with as much welcome as if you were the bearer of an infallible cure. You are hstened to like an oracle." 35. " You are scarcely shown in, when the patient finds himself better. 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, sti'ict diet, bleeding, leeches ; or a poultice, a bhster, 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, physi- ology, therapeutics, and, I know not what." 36. " I recollect that one day I attended a lecture of Doctor TEXT OF THE FIEST FORTY LESSONS. 52? teur Auzonx. II demonta piece a piece un homme artificiel, et nous fit voir successivement clia- cun des visceres : le cerveau, les poumons, le coeur, I'estomac, le foie, la rate, les intestins. II nous dit le nom des os, des mus- cles, des veines, des art^res et des nerfs, Je n'ai jamais rien vu d'aussi complique que Tinterieur du corps humain. " Ne faut-il pas en outre qu'un medecin connaisse la chimie? qu'il sache se servir k propos de I'oxygene, de I'azote et des autres gaz ? qu'il emploie avec discerne- ment un acide, un alcali, un sel, un sulfite, un chlorure ou un car- bonate? Comment se rappeler tant de choses ? " 37. " Ensuite, comment recon- uaitre toutes les maladies, depuis le simple mal de tete ou la migraine jusqu'a I'apoplexie fou- drovante? Si j'allais prendre la coqueluche pom- une fluxion de poitrine, un rliume pour un asthme ou pour un catarrhe, la rougeole pour la petite verole, une engelure pour un ulcere, une fievre maligne pour une fievre tierce, ou la jaunisse pour la peste, il en pourrait resulter de fatals accidents. "A supposer que tons les obstacles s'aplanissent et que je fusse certain de ne pas me trom- per, aurais-je au moins atteint men but? Me voilk medecin. Auzoux. He took to pieces the mechanical 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. Her told us the names of the bones, the muscles, the veins, the ar- teries, 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 ac- quainted with the properties of an acid, an alkali, a salt, a sul- phite, a chloride, or a carbonate ? How is it possible to remember so many things ? " 37. "Besides, how can one distinguish the difterent diseases fi'om one another, from a mere headache or a megrim to fulmi- nant apoplexy ? If I should mis- take the hooping-cough for an inflammation on the chest, a cold for an asthma or a catarrh, the measles for the smaU-pox, a chil- blain for an ulcer, a mahgnant fever for a tertian fever, or the jaundice for the plague, fatal ac- cidents might result from it. "Even supposing that all ob stacles 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 : — 524 TEXT OF THE FIRST FORTY LESSONS. bon. Je rentre chez moi,- apr^s avoir fait iiies visites. Un bon diner m'attend aupr^s d'un bon feu. Je me mets k table, mourant de faim." S§. "Ala premiere ciiilleree de soupe que j'avale, on sonne. Monsieur le corate un tel, saisi d'un acces 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 made- moiselle sa soeur, qui s'est donne une entorse, et dont la famille inquiete demande que je me rende aupr^s d'elle a la minute meme. " Ou bien encore, au milieu de la nuit, qui salt si Ton ne vien- drait pas m'eveiller (moi qui dors d'un sommeil si profond!) soit pour une operation, soit pour le pansement d'une blessure? Tons mes instants seraient pris, et les soins que je prodiguerais a la sante d'autrui finiraient par m'6- ter la mienne. Decidement, je ne me ferai pas medecin." S9. " Si je m'engageais? On vit bien dans une bonne garnison ; et Ton n'a pas besoin d'etre sa- \ ant pour se faire soldat. Toute- fois, sachant dejk lire, ecrire et compter, j'aurais plus de chances d'avancement que bien d'autres. Je pourrais parvenir au grade de general. Oela se voit en Well and good. I return home after visiting my patients. A nice dinner is ready for me be- fore a comfortable fire. I sit down to it, with a ravenous ap- petite." 3§. " 1 have but just swal- lowed 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 relieve his sufferings. Another time, Baroness such a one is in a fit of hysterics, 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 waked up in the mid- dle of the night (I who am such a sound sleeper!) either for an operation, 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." 39. " Supposing I was to en- list? 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 pro- motion than many others. I might rise to the rank of a gen- TEXT OF THE FIRST FORTY LESSONS. 525 France, ou quiconque sert la pa- trie porte dans sa giberne le b5.ton de marechal et la croix d'hon- neur. O'est dommage qu'il faille se battre. Cette obligation ne \ne plairait pas ; car je suis d'hu- meur benigne et pacifique. "Je n'aimerais pas non plus les corvees, ni les marches force es, ni tons les desagrements qui les accompagnent. Tantot vous gre- lottez par un froid de dix degres au-dessous de zero ; tantot, ecrase sous le poids de votre equipement, vous vous trainez, le sac sur le dos et le fusil sur I'epaule, par une chaleur etouffante; ou bien vous enfoncez jusqu'k mi-jambe dans des marais fangeux." 40. " Ma foi, je I'avoue, sans etre poltron, je n'ai pas I'esprit belliqueux de mon cousin Jean- Pierre, qui servit dans la guerre d'Afrique, et qui fut tue dans une bataille livree a une tribu d'A- rabes. Pauvre Jean-Pierre ! II y a deux ans qu'il est mort. Quand il aurait pu mener une existence si paisible au milieu des siens, il aima mieux chercher for- tune ailleurs. " II quitta le pays il y a six ans, pour courir les aventures. II s'enrola k Oonstantine, et il y avait dix-huit mois qu'il etait dans I'armee, cheri de ses camarades eral. Such things are seen in France, where every man who serves his country has the trun- cheon of a field-marshal and the cross of the legion of honor within his grasp. Only it is a pity one is obliged to fight. I should not like this obhgation; for I am of a mild and peaceful disposi- tion. "Neither should I like extra duty, nor forced marches, nor aU the disagreeable accompaniments which attend them. Sometimes shivering in the cold ten degrees below the freezing-point; some- times, crushed with the weight of your accoutrements, you drag yourself along, with your knap- sack on your back and your mus- ket on your shoulder, in a suffo- cating heat ; or else sunk up to the middle of your legs in miry marshes." 40. " In faith, I confess that, without beii^g a coward, I have not the wai3ike spirit of my cousin John PeL-er, who served in the war of Africa, and was killed in a battle fought against a tribe of Arabs. Poor John Peter! He has been dead these twc years. Although he could have led such a peaceable life among his friends and relations, he pre- ferred trying his luck elsewhere. " He left the country six years ago, to seek for adventures. He enlisted at Oonstantine, and had been eighteen months in the ar- my, beloved by his comrades and 526 TEXT OF THE FIEST FORTY LESSONS. et estime de ses chefs, quand i] eut la cuisse traversee par une balle, et le cr^ne fendu d'un coup de sabre. Je tiens ces details de quelqii'un de veridiqne et de bien informe." esteemed by his chiefs, when he had his thigh shot through -with a bullet, and his skull laid open with the cut of a sabre. I re- ceived these particulars from a credible person well acquainted with the facts." CONCLUDING LESSONS, TO BE TEANSLATED ALTERNATELY FEOM FEENOH INTO ENGLISH, AND FEOM ENGLISH INTO FEENOH. Explanation of the abbreviations used in the notes below. adj. stands for Adjective. adv. " " Adverb. Pl. ' " Plural, art. " " Article. pres, part ' " Present participle. conj. " " Conjunction. prep. ' " Preposition. ex, " " Example. pron. ' " Pronoun. exc. " " Exception, r. ' " Eoot, radical. fem. " " Feminine. sing. ' " Singular. fr. " From, derived from. Bubst. ' " Substantive. lit. " Literally, in i strict sense. V. ' " Yerb. masc. " " Masculine. V, irr. ' " Irregular verb. pa, part, stands for Past participle. The small figures refer to the rules already seen, but the large ones indicate that some- thing new is under consideration. 41. La vie d'un matelot a aussi ses fatigues et ses dangers. Combien de vaisseaux, battus par la tempete, portes par des vagues enflees, avec leurs voiles dechirees par le vent, se sont brises sur des rochers, ou ont fait naiifrage sur des rivages eloignes et inconnus, ou ont ete surpris entre les montagnes de glace de la mer polaire, et y sont restes attaches pour toujours ! ISTon, je le jure, ce ne sera jamais mon sort d'etre marin, si je puis I'eviter. Que ceux qui aiment la gloire se pre- 41. A sailor's life also has its fatigues and dangers. How many a storm-beaten vessel, borne on swelling waves, with her sails' shred by the wind, has split on rocks, or has been wrecked on distant and unknown shores, or has been caught among the icy mountains of the polar sea ; and stuck there forever ! No, I swear it shall never be my lot to be a seaman, if I can help it. Let such as love glory rush into peril, and exhaust their strength with fa- tigues. As for me, I prefer a JBatPu, pa. part, of the v. irr. tattre. See Index.— ^azi, pa. part of the v. irr. faire. See Index. — iVaM/r«e'e is masc. {21b). — Rivage is masc. {21b). — Surpris, pa. part of the v, irr, swprendre.~Puis, form of the v. irr. pouvoir. See Index.— 528 rORTY-riEST LESSON. cipitent dans le peril, et qu'ils epuisent leur force par les fati- gues. Quant a moi, je pref^re une vie tranquille. Apr^s tout, je crois que le commerce est la chose qui me convient le mieux. II avait k peine pris son parti qu'U s'elanQa de sa chaise, brossa son humble et unique redingote, la boutonna, mit son chapeau et sortit precipitamment, k la re- cherche d'une petite boutique qui put convenir k son dessein. En- fin il en trouva une tres-petite, qui excita son attention. Elle etait presque carree, ayant douze pieds de long sur onze de large, avec une petite arriere-boutique. " O'est exactement ce qu'il me faut," se dit-il a lui-meme. II entra dans la boutique contigue, qui etait -occupee par un coiffeur, homme grand, maigre, a la tete quiet life. Upon the whole, I think that trade is the thing that suits me best. He had scarcely made up his mind, when he sprang from his chair, brushed his humble and only fi'ock-coat, buttoned it, put his hat on, and sallied forth in search of a little shop that might suit his purpose. At length he found a very small one, that hit his fancy. It was almost square, being twelve feet long by eleven wide, with a little back shop. " This is the very thing I want," said he to himself. He entered the adjoining shop, which was occupied by a hair-dresser, a tall, lean, bald-headed man, with a shrewd countenance and a prying Quant must not be confounded with guand, when, or though. Quant is always followed by d, with which it signifies, as for, in regard to, with respect to. — Commerce is masc. by exc. (15). 649. J^<^ chose qui me convient le mieux. Before •plus., rtiohvi, mieux, used in the superlative of comparison, the article le, la, les agrees in gen- der and number with the substantive which is the object of comparison. In the super- lative absolute, however, that is to say, when no comparison is expressed, the article le re- mains invariable, thus : La chose qui me convient le miewx, the thing that suits me best. — Convient, form of the v. irr. convenir, fr. venir. See Index. Pris, pa. part, of the v. irr. prendre. See Index. 650. Son huinble etunique redingote. § 1. When two or more adjectives qualify the same subst., the definitive is not repeated before each adj. § 2. By definitives are meant such words as le, la, les, ten, une, mon, ton, son, etc. It would, however, be wrong to say Une grande et petite redingote, for in this example the adj. grande and petite evidently refer to different coats. That redlngoin does not take the plural form in such a case, is because the subst. gives the law to the adj. but never receives it ft-om M.— Sortit, form of the v. irr. sortir. See Index.— P«!!, form of the V. v!x.pov/coir. See Index. 651. Arriere-boutique is a compound of arriere. preposition, and boutique, substantive. Its plural is arriere-Jjoutiques. In compound words those component parts which are neither subst. nor adj. are always invariable. This rulc'is subject to the following exception: If one of the component parts is a word that has ceased to be used alone, as houtani in arc-boutant, which is formed of arc, arch, bow, and the pres. part, of the old v. bouter, to put, to push, it is considered as an adj., and takes the plural when the sense requires it. — I'aut, form of the V. ivT.falloir. See Index. — Dit, form of the \. irr. dire. See Index. — Coijeur, r. coiffer, to dress hair. 1X>RTY-SEC0ND LESSON. 529 chauve, k la physionomie rusee, et an regard curieux ; et demanda I'adresse du proprietaire de la maison. Le coiffeur ne la lui doiiDa pas avant de lui avoir fait beaucoup de questions, et de lui avoir ra- conte quelqnes details touchant le dernier locataire de la boutique. Enfin il lui donna I'adresse du proprietaire, M. MatMeu: Rue Belleohasse, numero deux cent, pres de la place Louis XY . ; et, pour conclure, il demanda la per- mission d'assurer a son jeune voisin futur que son peigne et son rasoir etaient toujours a son service. 42. Aussit6t qu' Alexis put se debarrasser de ce bavard, U se rendit en hUe a la maison du proprietaire. II frappa a la porte, qui fut ouverte par une jolie servante. "M. Mathieu est-il chez lui ? " lui demanda- t-il. " Oui, monsieur ; veuillez entrer." Et, passant la pre- miere dans un etroit corridor, elle gagna la porte d'une salle basse, qu'elle entr'ouvrit ; et, avan^ant la tete dans I'interieur, elle dit : " II y a un monsieur look, and begged to be directed to the owner of the house. This the hair-dresser did not do before he had asked him ar great many questions, and related to him a few particulars about the last tenant of the shop. At length he gave him the landlord's address: Mr. Mathiew, Belle-- chasse-street, No. two hundred^ near the Place Lewis XY. ; and, in conclusion, begged leave to assure his future young neighbor that his comb and razor were always at his service. 42. As soon as Alexis could get rid of this talkative feUow, he repaired in haste to the house of the landlord. He knocked at the door, which was opened- by a pretty maid-servant. " Is Mr. Mathiew at home ? " he in- quired of her. " Yes, sir. Please to walk in." And, leading the way through a narrow passage, she came to a parlor -door, which she half opened ; and, peeping in, she said : " There is a gentleman without, who Fait, pa. part, of the v. irr. /aire. See Index. 652. -^u nxtmero dettco cent. The adjectives oent and vingt are iuvariable, when they stand for the ordinal adjectives centUme and vingtieme (546, 547). 653. § 1. Loiois quinze. The cardinal numbers stand for the ordinal ones, for the sake of brevity,— 1st, after the names of sovereigns; — 2dly, after certain words denoting the divisions or subdivisions of a work, as chapitre, page, etc. ;— 3dly, before the names of the months, without the prep, de, as, Le deux septeriibre, the second of September. § 2. P)'emier, however, cannot be replaced by un. We say, Charles premier, chapitre premier, le premier septemhre, and not, > Charles im, etc.— Peigne is masc. by exc. (15).— Serviee is masc. by exc. (15). Put, form of the v. irr. pouvoir. See Index.— Ouverte, fern, of ouvert, pa. part of the V. irr. ov/vrir. See Index.— Veuillez. form of the v. irr. vouloir. See Index. 23 530 FOKTY-SEOOND LESSON. deliors, qni veut vous parler, monsieur." " Qu'il entre," dit ■QDe vols em'onee et dure ; et Alexis fut introduit dans la cham- bre, ou un vieillard k mine re- frognee etait assis au coin du feu, en bonnet de nuit et en pan- toufles. Le vieux monsieur dirigea un regard irrite sur Alexis, et dit en frongant le sourcil : ' ' Eh bien, monsieur, que voulez-vous ? " Ce dernier, un peu intimide par cette reception peu aimable, dit en balbutiant : " Monsieur, vous avez une boutique k louer?" " Oui, vraiment," dit le proprietaire, d'un air radoucL "Je viens de la voir, elle me convient, et je voudrais savoir quelles sont vos conditions." " Oh ! asseyez-vous, jeune homme, je vous en prie, asseyez-vous pres du feu, il fait fi-oid aujourd'hui. ISTous disons done que ma boutique vous a convenu, et que vous desirez la prendre ? " " Oui, monsieur, si le loyer n^en est pas trop cher." "Elle ne coute que cinq cents francs par an. Oe n'est pas un prix trop eleve, n'est-ce pas?" " Mais je ne trouve pas que ce Boit tres-bon marche," dit Alexis ; wants to speak to you, sir." " Let him come in," said a hoarse, rough voice; and Alexis was ushered into the room, where a gruif-looking old liian sat by the fireside, in his nightcap and slip- pers. The old gentleman bent an an- gry look on Alexis, and said with a frown : " Well, sir, what do you want ? " The latter, some- what startled at this ungentle reception, stammered out : " Sir, you have a shop to let ? " "I have indeed," said the landlord, smoothing his brow. " I have just seen it, it suits me, and I should like to know what your terms are." " Oh ! sit down, young man, pray sit down by the fire; it is cold to-day. And so you say that my shop suits you, that you wish to take it ? " " Yes, sir, if the rent is not too high." " It is only five hundred francs a year. That's not too high a price, is it?" "Why I don't think 'tis very cheap," said Alexis ; " however I'll take it." " But then, the first quarter must be paid beforehand, as I have not the pleasure of knowing you." Veut, form of the v. irr. vouloir. See In^ex.— Introduit, pa. part, of the v. irr. intro- didre. See l\\Aex.— Vieilla7^d, from xieux, Tieil. — Befrogne is also spelled renfrognt. — A.'isis, pa. part, of the v. irr. asseoir. See Indes. DU, form of the v. irr. dii'e. See Index. — Vbules, form of the v. irr. vouloir. See Index. — Viens, form of the v. irr. venir. See Index. — Con'oient, form of the V. irr. convenir, fr. 'venir. See Index. — Condition is fem. (99). Asseyez, form of the V. irr. afsseoir. See Index. ,654. II fait froid. Faire is employed impersonally, or rather in the third person ' singular, as to 5e is used in English in speaking of the weather or of the temperature, thus: II fait heau tempn. It is fine weather U fait chaud. It is warm weather; II fait froid, It is cold, etc. 655. J^fa ioutique ixma A OONVENU. The v. convenir, when it signifies to suit, to be becoming, takes FOETY-THIRD LESSON. 531 " cependant je la prendrai." " Alors, il faut que le premier quartier soit paye d'avance, car je n'ai pas le plaisir de vous connaitre." " O'est trop juste," dit Alexis, en I'interrompant et en tirant de son carnet son billet de cinq cents francs qu'il posa sur la table. " Veuillez vous payer et me donner ma monnaie." 43. M. Mathieu, voyant qu'il se rendait si facilement a sa de- mande, aurait voulu en avoir exige davantage. II dit qu'il avait k louer, dans la meme raaison, deux chambres bien meublees, dont il pourrait disposer k des conditions moderees, et qu'il se- rait bien aise si Alexis voulait louer I'une ou 1' autre, ou toutes les deux. " Ni I'une ni I'autre, a present ne m'est necessaire," dit Alexis, " mais plus tard je compte pouvoir les prendre. En atten- dant, ne puis-je pas me mettre en pension chez vous ? " " Assure- ment, vous le pouvez," repondit M. Mathieu. " Cela vous coiltera mille francs par an, cela fait quatre-vingt-trois francs trente- trois centimes et un tiers par mois. Yous me direz qu'il n'y a pas de tiers de centime ; il est deplorable " It is perfectly right," said Alexis, interrupting him and drawing from his note-book his five hun- dred franc note, which he laid on the table. "Please to pay yourself and to return me my change." 43. Mr. Mathiew, seeing him comply so readily with his de- mand, wished he had exacted more. He said that he had two nicely-furnished rooms to let, in the same house, that he could dispose of on moderate terms, and he should be glad if he would hire either or both. " JSTeither, at present," said Alexis, " but later, I trust, I shall be able to take them. In the mean time, can't I board in your house ? " "To be sure you can," answered Mr. Mathiew. " It will cost you 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; in- deed it is to be lamented that copper-coin is not divided into more fractions. Even centimes avoir in its compound tenses. It takes etre, when used in the sense of to agree, or to acknowledge. — Prendrai, form of the v. irr. prendre. See Index. — Faut, form of the V. irr. falloir. See Index. — Veuillez, form of the v. irr. vouloir. See Index. Voyant, form of the v. irr. voir. See Index. — Vouht, pa. part, of the v. irr. vou- loir. See Index. — Pourrait, form of the v. irr. pouvoir. See Index. 656. N^i Ihone 7ii I'autre ne m'EST necessaire ; or, Hi rune ni r autre ne me sont necessaires. 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 plural. The best writers have given numerous e.xamples of both forms.— GenUme is masc. by cxc, (15). — Direz, form of the, v. irr. dire. See Index. — 532 FOKTY-THIRD LESSON. en effet qu'on ne fractionne pas davantage la monnaie de billon. Les centimes meme sont rares; nous dirions done quatre-vingt- trois francs et sept sous, payables de mois en mois et d'avance." " C'est une affaire conclue," dit Alexis. "Nous allons, s'il vous plait, regler ce compte k I'in- stant." Le ptoprietaire apr^s avoir bien palpe le billet, rendit la monnaie, et dit : " Oommencerez-vous au- jourd'hui?" "Oui. A quelle heure dinez-vous ? " "A cinq heures, mon cber monsieur; et nous sommes si ponctuels, qu'au moment ou I'heure sonne, le diner est servi." " Tres-bien, je revien- drai k quatre heures et demie." "Faites," dit le vieillard, "j'in- formerai madame Mathieu de votre venue. JSTous devons avoir du boeuf rdti, un p^te de veau et de jamb on, les restes d'un gigot de mouton, a vec des pommes de terre et des epinards, et une tete de mouton bouillie. Aimez-vous la tete de mouton?" "Pas beau- coup," repondit Alexis, " ni les epinards non plus; mais n'im- porte ; j'aime le bosuf et les pom- mes de terre, ainsi cela fera com- are scarce; we should therefore say eighty-three francs and seven sous, payable monthly and in ad- vance." "It is a bargain," said Alexis. " We will, if you please, settle this account immediately." The landlord, after having felt and examined scrupulously the bill, returned the change and said : "Will you begin to-day?" "I will. At what o'clock do you dine?" "At five o'clock, my dear sir ; and we are so punctual, that the moment the clock strikes, the dinner is served up." " Yery well, I shall come back at half- past four." "Do," said the old man; "I shall apprise Mrs. Mathiew of your coming. We are to have roast-beef, a veal and ham-pie, the remains of a leg of mutton, with potatoes and spinage, and a sodden sheep's head. Do you like sheep's head ? " " JSTot very much," returned Alexis, " nor spinage neither ; but no matter; I like beef and potatoes, so it will make amends. I rejoice to see that I am not Fractionner, from, fraction, fraction. — Conelu, fem. conclue, pa. part, of the v. irr. co^v- clure. See Index. — Compte is masc. by exc. (15). Servi, pa. part, of tlie v. irr. servir. See Index.— Beviendrai, form of the v. irr. re- venir, from venir. See Index. — L'heure sonne, lit. the hour rings, for, the clock strikes. 657. § 1- -4 quatre heures et demie. In speaking of time, as measured by the clock, the number of hours is mentioned first, and followed by the fraction denoting the por- tion of time which precedes or follows the full number, thus : Quatre hetvres cinq •minutes, five minutes past four ; quatre heures et un quart, or more commonly, quatre heures un quart, a quarter past four ; cinq heures moins un quart, a quarter to five ; cinq heures movn,s dix minutes, ten minutes to five. § 2. The last examples show that the portion of time wanting to make up the full number is preceded by moins, less.— Fera, FORTY-FOURTH LESSON. 633 pensation. Je me rejonis de voir que je ne mourrai vraisemblable- ment pas de faim chez vous, si vons me faites faire la meme bonne chere tons les jours. Au revoir, monsieur." 44; II restait alors k Alexis deux cent quatre - vingt - onze francs soixante cinq centimes, pour garnir sa boutique. O'est pourquoi sa premiere demarche, en quittant M. Mathieu fut de depenser cet argent en verres, en bouteilles, en theyeres, en pots au lait, en sucriers, en tasses, en soucoupes, et en autre poterie fine. II empila ces choses dans un large panier ouvert, mettant la poterie par-dessous et les verres par-dessus. Puis il plaga le pa- nier k ses pieds, s'assit sur un tabouret, enfonpa ses mains dans ses poches, et s'appuya le dos contre le mur, en attendant les cbalands. Oomme il etait assis dans cette posture, les yeux sur le panier, il tomba dans une de ces reveries qui lui etaient fa- milieres, et pendant lesquelles il lui arrivait souvent de se livrer k des soliloques prolonges ; car I'es- prit des paresseux ne participe pas toujours de I'engourdissement de leurs membres. Or, la cloison qui separait likely to starve in your house, if you give me the same good fare every day. Good-by, sir." 44. Alexis had now two hun- dred and ninety-one francs, sixty- five centimes left, to fit up his shop with. His next step, there- fore, on leaving Mr. Mathiew, was to lay it out in glasses, bottles, tea-pots, milk-pots, sugar-basins, cups, saucers, and other fine earth- enware. These he piled up in a wide, open basket, putting the crockery undermost and the glasses uppermost. He then placed the basket at his feet, sat down on a stool, thrust his hands into his pockets, and leaned his back against the wall, in expecta- tion of customers. As he sat in this posture, with his eyes on the basket, he fell into one of those reveries which were familiar to him, and during which he was wont to abandon himself to long soliloquies; for the mind of the idle does not always partake of the drowsiness of their limbs. ISTow, the partition which sep- form of the v. irr, faire. See Index. — Mourrai, form of the v. irr. mourir. See la- dex.—Faim is fera. by exc. (14). Verre is masc. by exc. (15).— Ouvert, pa. part, of the v. irr. ouvrir. See Index.— Mettant, form of the v. irr. mettre. See Index. — Assit, form of the v. irr. asseoir. See Index. — Main is fem. by exc. (14).— JReverie, fr. rive, dream.— Soliloque is masc. by exc, (lb).— Prolong e, fr. long, long.— Membre is masc, by exc. (15).— Cloison is fem. by 634 FOETY-FIFTH LESSON. Alexis de son voisin etait peu epaisse. A I'aide d'une vrille, Pindiscret barbier j avait pra- tique plusieurs ouvertures. Se glissant tout contre la parol, il se tint coi, preta Toreille, et re- cueillit ce qui suit. " Yoilk un assortiment qui me coute deux cent quatre-vingt-onze francs, y compris deux pourboires. Je n'ai plus le sou. Mais qu'est-ce que cela me fait ? IsTe suis-je pas siir d'etre heberge pendant un mois? Avant que la quinzaine soit expiree, j'aurai fait six cents francs de cette marchandise en la vendant en detail. O'est tout simple: un objet qui est cote k trois francs sur le tarif de la fabrique finit souvent par en cotiter trente et plus en passant par les mains des debitants. Tout le sortilege du commerce consiste k acheter a bas prix, k profiter des bonnes aubaines, et A vendre aussi cber que possible." 45. " Mes six cents francs s'e- leveront aisement k douze cents, qui, avec le temps, en produiront douze mille. line fois possesseur de douze mille francs, je mettrai arated Alexis from his neighbor was not thick. By means of a gimlet, the prying barber had made several holes in it. Creep- ing 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 gratu ities. I have not a penny left. But what is that to me ? Am I not sure to be boarded and lodged for a month 1 Before a fortnight has elapsed, I 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 retailers. The whole secret of commerce consists in buying cheap, profiting by good occasions, and selling as dear as possible." 4:5, "My six hundred francs will easily rise to twelve hundred, which, in time, will produce twelve thousand. When I am master of twelve thousand francs, exc. (14). — I}pais6e, irr. fem. of epais.—Ouverture, fr. otwnr, to open. — Parol is fem. by exc. (14). — Cot, irr. fem. coite, scarcely ever used. The masc. is only used in the phrase, se tenir coi, or demeurer coi. — Recueillit, form of the v. irr. recueillir, to gather, to collect, fr. cueillir. See Index. Assortiment, subst. fr. sorte, sort— Povrdoire, drink-money, formed of potir and hoire, for drinking, -was first spelled pour-ioire, and was invariable. It has now become a single subst. and follows the general rule. — Heherger. The A is mute. 658, Avant que la quinzaine soit expiree. The v. expirer takes the auxiL v. avoir in speaking of persons and animals ; and the v. ^tre in vspeaking of things. — Debitant, fr. deMt, sale, or utterance ; debiter, to sell, to retail, or to mHqx.— Sortilege, sorcery, is masc. by exc. (15). Aisement, adv. fr. aise, easy. — Produiront, form of the v. m.prodipire. See Index. — Fois is fem. by exc (14). — Possesseur, fr. posscder, to possess. — 3feUrai. form of the v. Irr. FOETY-FIFTH LESSON. 635 de c6te mou metier de marchand de verres, et je me ferai mercier. Je prendrai naturellement une plus grande boutique, et je m'eloi- gnerai de ce vilain barbier, qui me semble etre le plus grand babillard que j'aie jamais connu, et qu'on pourrait surnommer le Figaro de Paris. Je n'entendrai plus alors ni cet ennuyeux per- sonnage, ni I'avare et bourru M. Mathieu ; double plaisir que de s'eloigner a la fois d'un voisinage et d'un proprietaire, qui sont egalement desagreables ; car je hais les faiseurs de commerages et les avares autant que je les meprise. Je vendrai alors des aiguilles, des epingles, du fil, du coton, du ruban de fil, des des, des ciseaux, des gants, et csetera, jusqu'a ce que j'aie gagne assez d'argent pour devenir joaillier et faire le commerce de diamants, de perles, de bijoux d'or et d'ar- gent, et de pierres precieuses de toute esp^ce. " Ceci me fera faire connais- sance avec des personnes du plus haut rang et de la plus haute con- dition dans le monde, que j'atti- rerai en n'ayant que des articles precieux et k la mode. Quand je serai parvenu a ce degre de pros- peri te, je commencerai a mener I shall lay aside my trade of a glassraan, and turn haberdasher. I shall of course take a larger shop, and remove from that ugly barber, who seems to me to be the greatest babbler thajt I ever knev^r, and who might be sur- named the Figaro of Paris. I shall then no longer hear either that tedious fellow, or the peevish and covetous Mr. Mathiew : a double pleasure, to get away at once from a neighborhood and a landlord that are alike disagreea- ble ; for I hate as much as I de- spise gossips and misers. I shall now sell needles, pins, thread, cotton, tape, thimbles, scissors, gloves, and so forth, until I have got cash enough to become a jeweller, and deal in diamonds, pearls, gold and silver trinkets, and precious stones of every spe- cies. " This will make me ac- quainted with people of the high- est rank and standing in the world, to attract whom I shall have no other articles than valu- able and fashionable ones. When I have thriven thus far, I shall begin to lead a happy life, and mettre. See Index.— Ferai, form of the v. irr. faire. See Index. — Prendrai, form of the V. irr. prendre. See Index. — N^aUcrellement, adv. fr. naturel. — Pourrait, form of the V. irr. pov/ooir. See Index. — Faiseur, ft. faire, to make — Voisinage is masc. by exc. (15). — Bais, form of the v. irr. hair. See Index. — Commerage is masc. hy exc. (15). — Bijoux, plur. otMjoii. 659. The following substantives ending in oM,form their plural with 83 instead of s, by exception : Bijou, jewel ; caillou, pebble, flint ; chou, cabbage ; ge- nou, knee ; hibou, owl ; joujou, plaything ; jpou, louse. — Precieuses, fern. pi. of ^/ Monde is masc. by exc. (15). — Pai'venio, pa. ptu-t. of the v. irr. parvenir, fr. 536 FOKTT-FIFTH LESSON. une heureiise vie et a faire du bruit dans le royaume. La France, I'Espagne et le Portugal me four- niront leurs vins ; la Eussie ses fourrures. Bien plus, des navires, charges des tresors des Indes, m'apporteront leurs tributs. " Dusse-je passer pour fat, je donnerai tous mes soins a ma toilette, et je serai difficUe sur le choix de mon tailleur, de mon bottler, de mon chapelier et de mon bonnetier ; car il y a dans le faste un prestige qui tient lieu du vrai merite. Oelui qui est bien mis, fut-il un automate, un palto- quet ou un cretin, impose au vulgaire et souvent meme a des gens qui valent mieux que lui. Le moyen d'etre bien re§u par- tout, c'est d'avoir un costume recherche. " Le nombre de mes amis, de I'un et de I'autre sexe, augmentera avec ma fortune, car les riches, quelques vicieux qu'ils soient, sont absous, entoures de proselytes, reveres et flagornes, s'ils menent grand train, s'ils ont de beaux attelages. make a noise in the kingdom. France, Spain, and Portugal will furnish me with their wines; Kussia with her furs. Nay, ships, laden with the treasures of the Indies, will bring me their trib- utes. " 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 he were an automaton, a lout, or an idiot, overawes the common herd, and sometimes even people more worthy than himself. The way to be well received every- where, is to be elegantly dressed. "The number of my friends, both male and female, will in- crease with my fortune, for the rich, how vicious soever they may be, are excused, surrounded with proselytes, revered and ca- joled, if they hve at a fine rate, if they have handsome teams of See Index.— Boyaume is masc. by exc. (15). 660. 'L'Angleterre, j.^ Espagne, etc. Proper names of countries, kingdoms, etc., take tlie article. — Navire is masc. by exc. (15). Dusse^ past tense, subjunctive mood of devoir. See Index. This tense of devoir is some- times used for though or though even, as, Dusse-je passer, though even I were to pass, 661. Dusse-je. In interrogative phrases and others, in which the pron.^e follows a verb ending in e mute, this e takes the acute accent before j^. — Fat, foppish. This adj. has no fem. — Tailleur, fr. tailler, to cut. — Bottler, fr. hotte, boot. — Chapelier, fr. chapeau, hat. — Bonnetier, fr. 'bonnet, cap. — Faste, pomp, ostentation, display, is masc. by exc. (15). — Prestige is masc. by exc. {lb).— Tient, form of the v. irr. tenir. See Index.— J/e'rz7e is masc. by exc. (15). — Celui qui est bien mis (425). Mis, pa. part, of meitre, is used for dressed ; and mise, subst., for dress, toilet. — Automate is masc. by exc. (15). — Imposer, when used absolutely, signifies to awe, to overawe ; and en imposer, to impose upon, to AeaeivQ.— Vulgaire, when used substantively, is masc. (405). — Valent, form, ot tli& v. irr. valoir. See Index. — Costume is masc. by exc. (15). 662. J^e Vun et de Vautre sexe. The subst. which follows Vun et Vautre is used in the sin^.— Absous, pa. part, of the v. irr. ahsoudre. See Index.— Attelage is masc. (215), fr. atteler, to yoke, to put the horses to. FOETT-SIXTH LESSON. 537 et surtout s'ils tiennent table ouverte." 46. " Je continuerai cependant a faire le commerce sans aucun relache, jusqu'a ce que je sois devenu archimillionnaire. Alors je realiserai le reve de toute ma vie, Je ferai I'acquisition de la plus belle maison que je pourrai trouver ; avec des terres et des fermes, un pare et un verger. Enfin, je me mettrai sur le pied d'un seigneur. Et qui sait si je n'en deviendrai pas un ? Je veux que, dans un espace de dix lieues a la ronde, il n'y ait pas un hec- tare, pas une acre, pas un pouce de terrain qui ne fasse partie de mon domaine. " Je veux qu'un etranger ne puisse demander : ' A qui sont ces pres verdoyants ? ' sans qu'on lui reponde : ' Au marquis Delatour.' " ' A qui ces champs si bien cultives ? ' ' Au marquis Dela- tour.' horses, and, above all, if they keep open house." 4rDE. The pron. on is generally mascur line and singular. However, when the sense clearly shows that it refers to a woman, or to certain persons, it is followed by adjectives, participles, or substantives, either feminine or plural, according to the sense. Ex. Quand on est jettnb et jOiiB c^m'n^ •cous, madame, When one is young and beautiful as you are, madam. 23^ 538 FOETT-SIXTII LESSON. " ' A. qui ces vignobles charges de pampres verts ? ' ' Au mar- quis Delatour.' " ' A qui ces belles genisses et tout le betail epars dans ces gras paturages V ' Au marquis Dela- tour.' Toujours ' au marquis De- latour,' a I'instar de ce que j'ai lu dans I'histoire du Chat botte. " Peu de maisons seront raieux meublees que la mienne. Je fe- ral decorer mes appartements avec la splendeur des serails de rOrient ou des palais enchantes si bien decrits dans les contes de fees. Les parquets, les vantaux des portes, les jalousies, les per- siennes et les volets seront faits de bois precieux, tels que I'acajou, le palissandre, le citronnier et I'ebene. Les gonds et les ver- rous seront faits d'acier cemente, incruste d'or. L'ivoire et le " ' Whose vineyards are these, that are loaded with green vine- branches ? ' ' Marquis Delatour's.' '■'■ ' Whose beautiful heifers are those, and ah the cattle dispersed over those fat pastures ] ' ' Mar- quis Delatour's.' Always 'Mar- quis Delatour's,' like what I have read in the story of Puss in Boots. "Few houses shall be better famished than mine. I shall have my apartments fitted up with the splendor of eastern seraglios, or of the enchanted palaces so well described in fairy tales. The floors, the leaves of the folding-doors, the Vene- tian 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 ce- mented steel, inlaid with a;old. Vignoble is masc. by exc. {lb).—Pampre is masc. by exc. (15). Betail, pi. bestiaiix.—G-ras, irr. fern, grasse. — Pdturage is masc. {21h).— Botte, booted, fr. botte, boot. 664. P6U de maisons seront mieuxmeuMees. § 1. When adverbs of quantity, such as peu, beaucoup, asses, are employed as collective nouns (205), the v. agrees with the subst. that foUoM'S them. § 2. When the subst. is understood, the v. agrees with it nevertheless. Ex. Beaucoup le seront moins bien. Many shall be less so. — Splendeur is fern. {^0).— Serails, pi. of «e>a^Z (516).— PaZais, pi. of palais (\1).—D€crit, pa. part, of the V. irr. decrire, fr. ecrire. See Index. — Vantaux, pi. of vantail {51&).— Jalousies and persiennes are both called Venetian blinds in English, but the former are drawn up by means of cords and pulleys, while the latter open and shut like shutters. 665. -L&'S PEKSiEXNES et les VOLETS sei^ojit FAITS. § 1. When a participle (105, 354) or an adjective refers to two or more substantives or pronouns, either singular or plural and of difterent genders, it takes the plural form and the masculine gender. § 2. If the substantives are of different genders, for the sake of euphony, the masculine one ought to be placed last, if possible. § 3. This rule should, however, not be construed so as to interfere with the following : 666. When an adjective or a verb is preceded by two or more substantives which are synonymous and not connected by et, it agrees with the last only. Ex. JJnJlot, une lame moxstrtjeusk, A billow, a monstrous surge; La cons- tanoe, la perseverance lui a suffl, Steadiness and perseverance have been suflBcient for Mm.^Faits, pi. of fait, pa. part, of the v. irr. /aire. See Index.— Palissandre is masc. by exc. {15).— Citronnier, fr. citron, citron, lemon.—JEbene is masc, by exc. (15), —Jnci'uster^ fr. croute, crxist—Ivoire is masc, by esc. (15),— FOETY'SEVENTH LESSON. 539 marbre seront prodigues de tous cotes ; et le lampas, la moiisseline, le satin et le velours, artistemeiit entremeles, eblouiront I'oeil par les teiutes les plus brillautes. Je m'entendrai a ce sujet avec mon tapissier. "Je me figure le moment ou .fii-ai faire I'inspection de ma nouvelle demeure, quand elle sera iiiise en etat de me recevoir. J 'arrive en calecbe, Le Suisse, fort comme un colosse et droit comme un cierge, a ouvert la grille d'entree, et d'un coup de cloche il a donne le branle k tout le personnel de ma maison." 47. " Mes chevaux ont tra- verse la cour au galop ; mon cocher vient d'arreter devant le perron abrite par une marquise. Le valet de pied ouvre la portiere et baisse le marcbepied. Je des- cends de voiture, je traverse un beau portique et j'entre dans un vestibule pave de marbre blanc et orne de piliers, de cariatides et de bas-reliefs. Je monte lente- ment I'escalier, en m'appuyant sur une rampe superieurement ciselee. A droite et a gauche du palier, des vitraux demi-transparents et Ivory and marble will be lavished on all sides ; and lampas, muslin, satin, and velvet, skilfully inter- woven, will dazzle the eye with the most brilhant hues. I shall confer on this subject with my upholsterer. " I figure to myself the moment when I shall go and take a sur- vey of my new residence, as soon as it is ready to receive me. I arrive in an open carriage. The porter, strong as a colossus and straight as a wax-taper, has open- ed the iron-gate, and, with a ring of the bell, has put all ray domes- tics in motion." 47. " My horses have galloped across the court-yard ; my coach- man has just pulled up before the flight of steps sheltered by an awning. The footman opens the coach-door and lets down the steps. I ahght from my car- riage, cross a beautiful portico, and enter a hall paved with Avhite marble and adorned with pillars, caryatides, and basso-relievos. I slowly ascend the staircase, lean- ing on a baluster superbly carved. On the right and left of the land- ing-place, half-transparent and — Marbre is masc. by exc. {15).— Lampas, a silk stuff. Pronounce the final s. — Tapis- sier, fr. tapisserie, tapestry, banging. E. tapis, carpet. Inspection is fem. (99). — Suisse, lit Swiss. — Colosse is masc. by exc. (15). — Cierge is masc. by exc. (15). — Cloclie, a large bell. — Branle is masc. by exc. (15). Cour is fem. by exc. (14). — Marquise, marchioness, and awning, or a sort of tent, — Portique is masc. by exc. (15). — Vestibule is masc. by exc. (15). — Bas-reliefs, pi. of bas- reli'^f.—Lentement, adv., fr. lent, slow {2Q\).— Superieurement, fr. the adj. superieur. The fem. of this adj. is superieure. 667. Adjectives ending in erieur, form their fem. according t( the general rule {2).—Ciseler, fr. ciseau, chisel.— Vitraux, pi. of viirail^ omitted in the list of exceptions (516), because it is obsolete in the sing. 668. Bemi- transparentes. In compound adj. beginning with mi, demi, and s«mi, these three 540 FOETY-SEVENTH LESSON. diversement colores reposent dou- cement la vue et montrent le paysage exterieiir avec tons les effets du prisme. " Je trouve dans Taiitichambre une foule de laquais et d'estafiers formant la haie et s'inclmant res- pectueusement devant moi. Je pourrais leur faire flechir le genou, comme le faisaient les vassaux de- vant lenr suzerain, sous le regime feodal ; mais on dirait que je suis arrogant et altier. Je ne veux pas m'attirer ce blame, ni fournir un pretexte aux pamphlets, aux dia- tribes et aux mecbants libelles des envieux, toujours prets a gloser. " A propos ! De quelle couleur sera ma livree? L'ecarlate me plairait assez, ou le pourpre. O'est une chose k resoudre. Mais nous verrons cela plus tard. " J'arrive k la salle k manger, oil m'attend un ambigu magni- lique. La decoration de ce vaste refectoire est dans le style indien. Les sieges sont en bam- bou. Le buffet est charge de tout ce qui pent flatter la vue et I'odorat. La table, couverte de variously colored glass- windows gently relieve the eyes and show the landscape on the outside with the play of colors of the prism. " I find in the antechamber a crowd of lackeys and footmen ranged in a line and bowing re- spectfully before me. I might make them bend the knee as vas- sals did before their liege lord, in the times of feudalism ; but peo- ple would say that I am arrogant and haughty. I will not draw this blame upon myself, or afford a pretext for the pamphlets, in- vectives, and malicious lampoons of the envious, always ready to carp. " Now I think of it ! Of what color shall my livery be ? Scarlet would please me well enough, or purple. I must positively make up my mind as to that, but it will be time to think about it later. " I come to the dining-room, in which a magnificent collation is prepared for me. The decoration of this vast refectory is in the In- dian style. The seats are of bam- boo-cane. The sideboard is loaded with every thing that can gratify the visual and olfactory senses. words, signifying half, remain invariable. — Paysage, fr. pays, country, is masc. (215). — Prisme is masc. (545). Laquais does not vary in the pi. (17).— Haie. The h is aspira,te.—Pespeeiueusement, adv., fr. respectueux, respectful (31, ^T).— Genou, pi. genoux (J^b).— Vassaux, pi. of vassal (379). — Regime is masc. by exc. {\b).—Bldme is masc. by exc. {\?>).— Pretexte ia masc. by exc. (;).^).—Li'beUe is masc. by exc. {15).— Envieux, pi. of envieux (158). Pourpre, a color, and a disease (purples), is masc. by exc. (15) ; but pourpre, dye, or regal robes, is fem, AmMgu, subst., an entertainment consisting of a medley of dishes. —Refectoire is masc. (590).— /S^Ze is masc. (502).— (?(^ora;f, smell, ft-, oclenr, odor. In odeur, the o has FOETY-EIGHTH LESSON. 641 mets exquis et de boissons deli- cieuses, provoque la faim et la soif. " Quel contraste pour moi qui me suis si longtemps nourri de pain bis, de lait caille, et de gousses d'ail. " Je me mets k table ; mais les bienseances veulent que j'use de ces excellentes choses avec sobrie- te. Je ne suis pas un despote, mais je tiens k ce que mes gens aient pour moi de la veneration. Et puis, je suis esclave du qu'en dira-t-on ; pour rien au monde je ne voudrais que cette troupe de valets me regardat comme un ivrogne ou un gourmand. Oe serait me couvrir d'opprobre." 4§. " Je bois done si pen que mon echanson en a Pair tout mortifie, et je me garde bien de manger jusqu'a satiete; sauf a me dedommager de mon jeune plus tard, sans temoins ni im- portuns. The table, covered with exquisite viands and dehcious beverages, provokes hunger and thirst. " What a contrast for me, who have so long fed upon brown bread, clotted milk, and cloves of garlic ! " I sit down to table ; but de- corum requires that 1 should par- take of these excellent things with sobriety. I am not a despot, but I expect that my attendants should have veneration for me. Besides, I am a slave to gentility ; I would not for worlds be looked upon as a drunkard or a glutton by that troop of valets. It would be covering myself with shame." 4§. "I therefore drink so lit- tle that my cup-bearer looks quite mortified at it, and I for- bear eating to satiety ; reserving to indemnify myself for my fast later, without any witnesses or intruders. its long grave sound ; but in odorat, it is short and acute. — Mets does not vary in the pi. (11).— Exquis does not vary in the T^lnT.—£oisson is fem. by exc. (1^).— Soif is tern. by exc. (14). Contraste is masc. by exc. (15). 669. Pour moi qui me stris si longtemps nourri. In French as well as in English, the relative pronoun takes the gender, number, and per- son of its antecedent. — Ail, pi. aulx, nearly obsolete, and mis. Mets, form of the v. irr. mettre. See Index. — Sohriete, fr. sohre, sober, frugal, is fem. (241). — Veneration is fem. (99). — Esclave is, of both genders. — Le qu'en dira- t-on, lit. the what will one say of it, an idiomatic locution for, the opinion of others. -^Que cette teoupe de valets me kegardat. 670. "When a general collective noun is followed by de and a substantive, the verb, adjective, pronoun, and participle agree with the collective noun.— Monde is masc. by exc. (15). — Ivrogne, fr. ivre, drunk. 671. It would be covering myself with shame, Ce serait me cottveie d' opproire. When the present participle, in English, is either the subject or the regimen of a verb, it is rendered by the infinitive in French.— Opproire is masc. by exc. (15). Je bois, form of the v. irr. ioire. See Inciex.— Satiete is fem. (2il).— Dedommager, fr. dommage, damage.— Jeune is masc. by exc. (15). 642 FORTY-EIGHTH LESSON. "Mon repas fini, je me remets en marclie, et j'entre dans le salon, oil se deploie une splendeur qui frappe et eblouit les yeux, et qui ne pent etre egalee que par I'ou- vrage surnaturel des genies, dont on pent lire la description dans les contes de fees. J'arrive en- suite a la cliambre a coucher, dont I'ameublement est moins somptu- eux, mais non moins ricbe. Le lit est de bois etranger ; les mate- las sont de la laine la plus douce ; le traversin et I'oreiller forment un riche monceau de duvet ; les di-aps sont en batiste, et les cou- vertures sont aussi blancbes que les agneaux qui porterent la toison dont elles sont faites. Le parquet est convert d'un tapis si epais que le pas le plus lourd ne pom-rait etre entendu. "Mon cabinet de travail ren- ferme une grando bibliotbeque, les volumes sont relies en basane, en veau, ou en maroquin, selon leur importance. Les plus precieux sont dores sur trancbe. Les in- folio occupent le bas de la biblio- tbeque, ensuite viennent les in- quarto, puis les in-octavo, et ainsi de suite. Mais je lirai rarement excepte les ouvrages de Beranger et de Dumas. " My meal being over, I resume my walk, and enter tbe drawing- room, which displays a splendor that smites and dazzles the eye, and can only be matched by the supernatural performance of the genii, to be read of in fairy tales. I come next to the sleeping- chamber, the furniture of which is less showy, but not less rich. The bedstead is of foreign wood ; the mattresses are of the softest wool; the bolster and piUow richly heaped with down; the sheets of cambric, and the blankets as white as the lambs which bore the fleece that made them. The floor is covered with so thick a carpet that the heaviest tread cannot be heard. " My study contains an exten- sive hbrary of books, the volumes are bound in sheep, calf, or mo- rocco leather, according to their importance. The most valuable are gilt-edged. The folios occupy the lower shelves of the book- cases, next come the quartos, then the octavos, and so forth. But I shall seldom read, save Beran- ger's and Dumas's works. Bemets, form of the v. irr. remettre, fr. mettre. See InHe^.Splendeur is fern. (95). — Yevjx is the pi. irr. of mU.—Peut, form of the v. irr. pouvoir. See Index. — Outrage is masc. (215).— Description is fern. {99).—Co7ite is masc. by exc. (15).— Douce is the fern. irr. of the adj. doux. — Toiso?i is fem. by exc. (li).— Faites, fern. pi. of fait, pa. part, of the Y. irr. /aire. See Index. — Convert, pa. part, of the v. irr. couvrir. See Index. Volume is masc. by exc. (15). 673. § 1- Les in-folio. Substantives borro-n-ed from foreign languages, and consisting of t-u-o or more words joined by a hyphen, are invaria- ble. § 2. By analogy, in-douze, in-seize, etc., are invariable also. — Lirai, form of the 7. irr. lire. See Index. 673. Excepte les ouvrages. The past participles attendu, •o\vdeT.---Pdtisserie, fr. pdte, -paste.— File)' and egriiger are both translated by to pound. FilerU the general expression ; egrugef is to pound in a wooden mortar only. It is particularly said in speaking of salt— -Se- daine is familiar. OJice, in the sense of pantry, is fbm, ; otherwise it is masc. {20).— Bego7'ger, fr. gorge, throai.— Comestible, being an adj. used substantively, is masc. (■i05).— Frais, tem./raiche. 546 FIFTIETH LESSON. "Les celliers seront parfaite- ment sees et bien aeres. Le sol en sera salpetre, car on dit que le nitre mele a la terre la rend impermeable a I'humidite. On n'y verra ni nn cloporte ni nne araignee. Plus de cinquante tonneaux et autant de casiers, garnis de bouteilles de tous les vins fins, rouges, blancs, mous- seux, liquoreux ou sees, seront plaees sous la surveillanee de mon sommelier, que je punirai severe- ment si jamais il arrive sur ma table un seul flacon qui sente le fat, le bouchon ou la lie. " J'aurai quelques feuillettes d'exeellent eidre de l^ormandie, et de la biere importee d'An- gleterre, si toutefois cela peut se faire sans entraves, car je ne connais pas les reglements de la douane, ni eeux de I'octroi. On dit que la bonne qualite de la biere anglaise tient au mode de preparation de la dr^ehe ; je n'en sais rien. " II y aura des compartiments " The eellars will be perfectly dry and well ventilated. The ground will be impregnated with saltpetre, for it is said that nitre mingled with earth makes it im- pervious to dampness. There will be seen neither a wood-louse nor a spider. More than fifty casks and as many bins, stocked with bottles of all sorts of fine wines, red, white, sparkling, sweet, or natural, will be placed under the superintendence of my butler, whom I shaU severely punish if ever a single flagon tasting of the cask, or of cork or dregs, is brought upon my table. "I shall have some casks of excellent eider of Normandy, and some beer imported from Eng- land, if however it can be done without impediment, for I do not know the regulations of the cus- toms, nor those of the excise. It is said that the excellence of Eng- lish beer is owing to the mode of preparation of the malt ; I don't know. " There will be divisions for Aerer^ fr. az>, air. — Nitre is masc. (341). — HiiraidiU, fr. Tiumide^ damp, wet, is fern. (241). The h is mute. — Cloporte is masc. by exc. (15). 676. Plus de cinquante ton- neaux. The word than is rendered by de instead oique afler jjIus, more, and moiiis, less, when these adverbs are followed by a numeral adjective or a substantive. — Tonneaux, pi. of tonneaxo (232). — Caster, fr, case, compartment, division. — Mousseux, fr. mousse, foam, froth, does not vary in the pi. (15S). — Liquoreux, fr. liqueur, liquor, does not vary in the pi. (15S). — Surveillance, fr. surveiller, to superintend, to overlook, R. veille, watching. 677. Un setjl j^aco?^ qui sente. The subjunctive mood is generally em- ployed after a relative pronoun, preceded by le seul, un seul, le plus, le moins, le mievjx,, le tneilleur, lepire, le moi7idre, anipeu. — Bouchon, cork, or stopper, fr, Voucher, to stop. Feuillette, a cask holding about 35 gallons. — Cidre is masc. by exc. (15). — Reglement, fr. regler, to regulate, to settle. — Douane, customs, custom-duty, custom-house. — Octroi, lit. town-due. — Mode, mode, mood, is masc. by exc (15) ; but mode, fashion, is fern. FIFTY-FIRST LESSON. 547 pour r eau-de-vie, le genievre, le rlium, le kirsch, I'absiuthe et toutes les varietes de liquide fer- mente qu'on appelle vulgairement rogomme. II y en aura d'autres pour les liqueurs, comme I'ani- sette, le curagao, le noyau, le sir op de punch et le marasquin." 51. " Mon verger reunira tous les arbres fi-uitiers qui peuvent croitre en pleine terre, sous notre zone temperee. La greffe y multipliera les fruits les plus exquis. "J'aurai soin que le potager fournisse en abondance des lai- tues, des cMcorees, des choux- fleurs, des concombres, des ca- rottes, des navets, des champi- gnons, du cerfeuil et du persil. Des b§.ches bien entretenues per- mettront d'avoir de tout cela en toute saison. II est certaines plantes dont je ne tolererai pas la presence, comme les poireaux et brandy, gin, rum, kirsch-v^asser, bitters, and aU the varieties of fermented liquors that are com- monly caUed spirits. There will be others for cordials, hke ani- seed, curapao, noyau, syrup of punch, and maraschino." 51. " My orchard will contain aU the fruit-trees that can grow in the open ground, under our temperate zone. Grafting wiU multiply the most exquisite fruits there. "I shall take care that the kitchen-garden produce a plenti- ful store of lettuces, succories, cauliflowers, cucumbers, carrots, turnips, mushrooms, chervil, and parsley. Hot-bed frames in good condition will render it possible to have some of aU these in any season. There are certain' plants which I will not suffer to grow there, such as leeks and fennel, Genievre is masc. by exc. (15). — Ehum. Pronounce rom. — Absinthe, wormwood. — VarieU is fern. (241). — Liquide, when used substantively, is masc. (405). — Rogomme is low. — Liqueur is fem. (95). — Punch is pronounced as if spelled (in French) ponche. Arhre is masc. by exc. (15). — Peiwent, form of the v. irr. pouvoir. See Index. — Greffe, grafting, is fem. and regular; but greffe, record-office, is masc. by exc. (15). Potager, fr. potage, soup, E. pot, -pot.— Choux-fleurs, pi. of the compound word chou-Jieur, lit. cabbage-flower. 678. When a compound is formed of two substantives joined by a hyphen, each of the component parts takes the mark of the plural when the sense requires it. This is but a natural consequence of rule 651, which gives rise besides to several others, as : 679. If a compound word is formed of a substantive and an adjective, both take the mark of the plural. Ex. Tine basse-cour, a poultry-yard, lit. a low-yard; pi. des hasses-cours, poultry-yards. 680. When a compound is formed of two adjec- tives, both agree in gender and number with the word to which they refer, be it ex- pressed or understood. Ex. Un 80urd-m,uet, a deaf-mute; dea sourds-imiets, deaf- mutes; etc. For the exceptions to these rules see 668, 672, 691, 692, 698, andi^eiiin Index.— Concom&re is masc. by exc. (15).— Persil. The final I is quiescent. 681, H est certaines plantes, or il y a certaines plantes. II est is sometimes used with the impersonal signification of II y a (218), but denotes a more general statement, and be- sides it is less familiar.— Poireawa;, pi. of poireau (232).— 54:8 FIFTT-FIKST LESSON. le fenouil, qui me repugnent, et la morelle et la eigne, qui sont veneneuses. " II y aura des serres ou les ar- bustes delicats fleuriront k I'abri du givre et de la gelee. Des serins, des chardonnerets, des tarins, et quantite d'autres chan- tres ailes, s'y trouveront bien mieux que dans une voliere. J'irai quelquefois leur distribuer le millet, le chenevis et la na- vette ; et ils me remercieront par leur gazouUlement melodieus. Les especes qui vivent d'insectes n'y manqueront pas de vermisseaux. Quand on ouvrira les chassis, de legers reseaux desoie verte empe- cheront mes captifs de s'envoler. "Par une belle matinee du mois de mai, je viendrai m'y soustraire au tumulte du monde, et m'egarer dans le labyrinthe des allees sinueuses, bordees de muguet, de mauve, de marjolaine, de pervenche et de valeriane. Je me reposerai et me rafraichirai ■whicb I can't abide, and night- shade and hemlock, which are venomous. " There will be green-houses in which delicate shrubs wiU 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 which they wiU thank me with their melodious warbling. Those species that live on insects will not lack small worms there. When the sashes are opened, a light network of green silk will prevent my captives fi*om flying away. " On a fine May morning, I shall go thither to shun the tu- mult of the world, and wander through the maze of the winding- walks, bordered with hlies of the valley, mallows, sweet marjoram, periwinkle, and valerian. I shall rest and refresh myself sometimes Cigue. Pronounce the u (5SS).— Veneneuse, fern, of 'veneneux (142), venomous, in speaking of plants ; but venomous, in speaking of animals, is rendered by veni- Ar'bu'^te is masc. (301). — Fleurir, fr. fleur, flower, bloom. — Givre is masc. by exc. (15). — Gelee, fr. geler, to freeze. — Chardonneret, fr. chardon, thistle, because it fre- quents places in which thistles grow. — Chantre, fr. chanter, to sing, is masc. (341). — AiU, fr. aile, wing. — Voliire, fr. 'voler, to fly. — Nanette, fr. na/vet, turnip. — Bemercier, fr. merci, thanks. — GazouUlement, subst, fr. gazouiller, to warble, to twitter. — Ver- misseaux, pi. ot vermisseau (232), diminutive of ver, worm. — Chdssis, frame or sash, does not vary in the pi. {XJ).—Resea%tx, pi. of reseau {22,'2,).—S'envoler, fr. voler, to fly. Matinee, fr. matin, morning {^1^).— Soustraire, v. irr., conjugated like traire. See Index. — Tumulte is masc. by exc. {\b).— Labyrinthe is masc. by exc. (15). The th is sounded like t. — Sinueuse, fem. of sinuexix (142). 683. J^ me reposerai et jie rot- fraichirai. The personal pronoun, when a regimen, must be repeated before each verb in its simple tenses ; and even in its compound tenses unless the auxiliary be suppressed. FTFTT-SECOND LESSON. 549 tant6t dans un Mosque, au fond d'un bosquet, tant6t dans une grotte taillee dans un rocher dur comme le basalte, tantot sur un tertre k I'ombre d'un berceau dont le treillage disparaitra sous les lianes, le lierre et la clematite. La je humeral le souffle du ze- phire qui, doucement tamise par le feuillage, m'apportera les par- fums de I'oeillet, de I'iris, de la giroflee, du jasmin, du reseda, de la verveine odorante et de I'helio- trope violet. " Je m'y laisserai bercer par la melodie du rossignol, de la fau- vette, du rouge-gorge, du merle et de toute la gent emplumee ; car ce qui me plait le plus, c'est le chant des oiseaux." 52. "D'autres fois, convert d'un feutre a larges bords, pour me garantir du hale, vetu d'une in a kiosk, at the end of a grove, sometimes in a grotto hewn out of a rock as hard as basalt, some- times on a knoll, in the shade of a bower the lattice of which will be concealed under the bindweed, the ivy, and the clematis. There I shall inhale the breath of the zephyr, gently intercepted by the leaves, and wafting the perfumes of the pink, the iris, the gilly- flower, the jessamine, the migno- nette, the fragrant vervain, and the violet heliotropium. " There I shall be lulled by the notes of the nightingale, the war- bler, the redbreast, the blackbird, and all the feathered tribe; for what pleases me above all, is the song of the birds." 52. "At other times, wearmg a broad-brimmed beaver, to screen me from the scorching sun, clad —Kiosque, a Turkish summer-house, is masc. by exc. (15). — Basalte is masc. by exc. (15). — Tertre is masc. (341). — Berceau, bower, and also cradle, fr. dercer, to rock. — Treillage is masc. (215). — Lierre is masc. by esc. (15). — Rumer. The h is aspirate. — Souffle is masc. by exc. (15). — Zephire, the western breeze, is masc. by exc. (15). With a different spelling, zephyr signifies more generally any mild wind or zephyr. — Feuillage is masc. (215).— /Ws. The final s is pronounced.— J?e^ioirope is masc. by exc. (15). The h is mute. Bercer, to rock, and to lull. — Rouge-gorge is masc. by exc. (15). The pi. is rouges- gorges (679). — Merle is masc. by exc. (15). — 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 532. Emphcme, fr. plume. — Plait, form of the v. irr. plaire. See Index. 683. Oe qui me plait leplus, c'est le chant. When ge before a relative pronoun, as qui, que, dont, etc., begins a phrase, and is followed by the v. etre with another verb, it must be repeated before Hre. This pronoun ofi'ers in addition the following peculiarities: 684- The pron. ce must always be placed before the v. etre, when this v. is preceded and followed by an infinitive. Ex. 3fe demander un service, c'est me faire plaisir, to ask a service of me, is to do me a pleasure. 685- "When two or more infinitives are the subjects of the verb etre, followed by a substantive, they are generally summed up by the pronoun ce, with which the verb etre agrees. Ex. Donner des reyiseignements et EENDRE service, c'est m.on plus grand plaisir, to communicate information or to render a service, is my greatest pleasure. Couvert, pa part, of the v. irr. couvrir. See Index.— Feutre, felt, is masc. (341). — ffdla FIFTY-SECOND LESSON. casaque de basin et arme d'un gonrdin, j'irai voir les travaux de mes fermiers. J'aurai I'air d'un colon en tournee. " J'encouragerai par ma pre- sence la laitiere, trayant ses vaches dans I'etable, ou faisant ses fro- mages dans la laiterie. " De la j'irai voii' le berger, fai- sant paitre son troupeau ou ton- dant ses brebis. Nous causerons ensemble de sa houlette neuve, de son belier favori et des bergeron- nettes familieres qui suivent les pas vagabonds du bouc, de la bique et du cabri. Oe sera tout a fait pastoral. Le faucheur viendra prendre part a notre con- versation, tout en aiguisant sa faux. " Je les quitterai pour aller sui- vre^les operations du laboureur, tenant le manche de la charrue, trainee par des boeufs gras et vigoureux; ou semant le seigle, I'epeautre, le froment, le sarrasin et le mais, ou recoltant la jaune in a dimity jacket and armed with a cudgel, I shall go and see the labors 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 cowhouse, 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 favorite ram, and the tame wagtails that follow the wander- ing steps of the he-goat, the she- goat, and the kid. It will be quite pastoral. 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, buckwheat, and maize, or reaping the yellow harvest, collecting the is masc. by exc. (15). The Ji is aspirate. — Fermier, fr. ferme, farm (159). — Colon, radical of colonie, colony. 686- J'encouragerai par ma presence la laiUere, trayant ses vaches dans Vetahle. The indirect regimen must be placed first, 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 637. — Frontage is masc. (215). — Laiterie, fr. lait, milk. Paitre, to gi-aae, v. irr. See Index. — Troupeaio, fr. troupe, troop. — Brebis is fem. (8). It does not vary in the pi. (IT). — Houlette. The h is aspirate. — Neuve, fem. of neAtJ" (251). — Bergeronnette, fr. Merger, shepherd. So named from its being fond of haunting the places where shepherds tend their flocks. — Faucheur, it. faucher, to mow, R./ft-ziCC, scythe. — Conversation is fem. (99). — Aiguiser, to whet, to sharpen, fr, aigu, acute. The vowels ui form a diphthong in this word.— J^awa;, formerly spelled faulx, is fem. by exc. (14). Laboureur, fr. labourer, to till, to plough. — Manche, handle, is masc. by exc. (15); but manche, sleeve, is fem. — Bo&uf, ox: and beef The/is quiescent in the pi. In the sing, it is quiescent only in Le bo&iif gras, the fat ox. — Seigle is masc. by exc. (15). — Epeautre is masc. (341). — Mais. The final s is pronounced. The diaeresis shows that the word forms two &j\\&\A6h.—Becolter, fr. recolte, crop, harvest.— FIFTY-THIRD LESSON. 551 moisson, ramassant les javelles et liant les gerbes, " J'irai aussi voir les robustes gargons de ferme, au moment ou, rennis dans I'aire de la grange, ils feront tomber en cadence leurs fleaiix sur le ble ; et je veux que tons les meuniers des alentours me fassent compliment sur la beaute de mes cereales. " Je ne me bornerai pas a pre- sider aux travaux de ces braves gens : j'assisterai sans morgue a leurs delassements. Je les excite- rai k jouer a colin-maillard et a la main chaude; je leur appren- drai k danser une gigue ou un rigodon, et je paierai les mene- triers. " Quelquefois aussi, je monterai mon coursier favori, un cheval pur sang, fringant, hennissant et rongeant son frein, mais docile et parfaitement dresse. Ses fers, son mors et sa gourmette seront d'ar- gent massif, ainsi que les etriers. La selle, la bride et le bridon sor- tlront des magasins du premier sellier de la capitale. Mes eperons seront dores, et la t6te de ma cravache sera garnie de pier- reries." 53. " Ainsi monte, je parcour- rai mon pare, quelquefois au trot. swath, and binding the sheaves. "I shall also go and see the stout farm-laborers, 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 neighborhood will pay me compli- ments on the beauty of my crops. " I will not confine myself to presiding over the labors of these good people : I shall assist at their recreations without haughti- ness. I shall excite them to play at blindman's buff and hot cockles ; I shall instruct them how to dance a jig or a rigadoon, and I shall pay the fiddlers. " Sometimes also, I shall mount my favorite 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 mas- sive silver, as well as the stirrups. The saddle, bridle, and snaffle will come from the workshops ot the first saddler in the metropolis. My spurs will be gilt, and the head of my horse-whip will be adorned with precious stones." 5S. " Thus mounted, I shall ride across my park, sometimes Iloisson is fem. by exc. (14). — Javelie, the quantity of corn cut at one stroke of the sickle. Meaux, pi. of Jleau (232), flail, scourge, and beam (of a balance). Cereales, corn- crops, fr. Ceres. Belassement, fr. delasser (153), to unweary, to refresh, E. las, weary, tired. Coursier, fr. course, race, R. courir, to run. — Pur sang, lit. pure blood. — Hennir, to neigh. The li is aspirate.— i^er, iron and horse-shoe.— -/Ifors, fr. mordro, to bite. The 8 is quiescent. — Sellier, fr. selle, saddle. Farcotirrai, form of the v. irr. 2)oi'rcourir, fr. courir. See Index.— Pronounce rr 552 FIFTY-TUIED LESSON. mais plus souvent k I'amble, qui est plus doux. Au sein de cette retraite vivront dans une paix profonde le chevreuil, le daim, la biche, le faon, toutes les betes fauves, agiles et timides qui peu- plent les bois. " Un ravin impraticable et de hautes murailles me preserveront des larcins des braconniers et des maraudeurs. De plus, j 'aurai des gardes-chasse qui happeront les delinquants, s'il s'en trouve.; car je ne veux pas 6tre lese. " Quand la chaleur sera passee, apr^s avoir graduellement aug- mente, puis diminue, dans une longue journee du mois de juin, j'irai respirer Fair du soir dans les prairies nouvellemeut fauchees et jonchees de trefle, de sainfoin et de luzerne. Jamais on n' j trou- vera un seul brin de colcMque, car c'est un toxique dangereux qu'on n'y laissera pas germer. " Puis encore, quand il fera trotting, but more frequently am- bling, which is easier. In the midst of this retreat will live in undisturbed peace the roebuck, the deer, the hind, the fawn, all the nimble and timid fallow ani- mals that people the woods. " An impassable ravine and lofty w^ails w^ill defend me from the pilfering of poachers and ma- rauders. Besides, I shall have some game-keepers who wiU catch the offenders, if there be any ; 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 and 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 as double. — Ambleisvaasc. by exc. (15). — Paix is fern, by exc, (14). — Ch&oreuil rhymes with oS/U.—Daiin is pronounced as if spelled (in French) din. — Faon is pronounced as if spelled (in French) /a?i. — Peuple); to people fr. peuple, people (303). Impraticable, fr. praticaMe, practicable, passable, E. pratique, practice.— Gardes- chasse, pi. of the compound subst. garde-chasse. Grammarians are not unanimous as to the plural form of this word : some give it as invariable ; others add an s to each of the component parts. "We adhere to the opinion of Laveatux, who considers garde not as a verb {garder, to keep), but as a substantive (guard or keeper) ; and cJiasse as a, general expression, which ought to remain invariable, as game in English. The Academie gives no example of the pi. — Happer. The h is aspirate. — Delinguant, fr. delit, offence. 687- Quand la chaleur seua passee. apres atoie graduellement aitgmente, puis DLMiNTJE. Some neuter verbs take eire as an auxiliary in their compound tenses, when they express a state, and avoir when they express an action. — Nowoelleinent, adv., fr, nouveau, fern, nowoelle (31, 82). — Faucher, to mow, fr. faux, scythe. — Trefle is masc. by exc. (15). — Colchique is masc. by exc. (15).— Tbajigwe is masc. by exc. (15).— i>aw- gereux, adj., fr. danger, da,Tager.—Oerme}\ v., fr. germ£, germ, which is masc. by exc, (15). FIFTY-FOURTH LESSON. 553 chaud, je nagerai et je plongerai comme nn vrai phoque, ou comme un hippopotame. On dit qu'on peut apprendre la natation sans aucun risque, avec du liege adapte k une sangle qui passe sous les " Le bain froid est salutaire ; il est tonique et 11 raffermit les pores. C'etait un des preceptes, un des axiomes de notre bon docteur, qui voulait surtout qu'on se mouillat bien la tete. Aussi mon pere n'a jamais passe un ete sans aller se plonger dans le fleuve une fois par semaine. "J'aurai done soin que mon chateau soit situe pres d'une belle riviere, ou j 'aural un embarcadere, avec une grande barque pavoisee, dont je serai le nocber les jours ou j' aural nombreuse compagnie h. promener sur I'eau ; mais pour mon usage particulier, je me ser- virai d'une nacelle legere, avec des pagaies au lieu d'avirons." 54. " Si, par basard, je ne trouvais pas le site que je desire, je ferais venir des piouniers et des terrassiers, qui creuseraient dans mon pare un canal ou.un petit warm, I shall swim and dive like a seal or a river-horse. It is said that swimming may be learned without any risk, with some cork fastened to a strap which passes under the arm-pits. "Bathing in cold water is a wholesome practice; it is tonic and braces the pores. It was one of the precepts and axioms of our good doctor, who especially recommended 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. " I shah therefore take care to have my mansion situated near a fine river, where I shall have a wharf, with a great barge adorned with flags, and I shall be the pilot on the days when I have a nu- merous company to take on the water ; but for my own private use, I shall employ a light wherry, with paddles instead of oars." 54. " If I should not happen to find the site I desire, I should send for pioneers and diggers, who would dig a canal or a small lake through my park, fordable in Plwque is masc. by exc. (15). — Hippopotame is masc. by exc. (15;. — Natation is fem. (99). — Liege is masc. by exc. (15). Baffermir, fr. ferme, firm. — Pore is masc. by exc. (15). — Precepte is masc. by exc. {iS).—Axiome is masc. by exc. (15). The o Ijas its long grave sound. 688- H ^'a jamais passe un etc. When a verb usually neuter is employed with the active form, it takes avoir as an auxiliary in its compound tenses. Embarcadere, landing, or terminus of a railway, is masc. by exc. {lS)—]Sroe7ier is chiefly used in poetry.— iVom&rewse, fem. of nombreux (141), fr. nombre^ number. Terrassier, fr. terrasse, terrace or earth-work, E. terre, earth. 689. f7?i canal ou 24 554 FIFTY-FOURTH LESSON. lac, gaeable en certains endroits, embelli par des iles, des presqu'- lles, des ponts chinois, des pi- rogues et d'autres esquifs. Oe lac serait alimente, soit par un puits artesien, soit par des etangs dont on leverait la bonde de temps en temps, soit par des sources dont on detonrnerait le cours au mojen de batardeaux et d'ecluses. " De tonte maniere, je m'ar- rangerai ponr avoir une belle nappe d'ean, ou je puisse patiner quand il gelera. Je me ferai don- ner les premiers principes de I'art par un Hollandais, qui me four- nira en outre de bons patins avec des lanieres ou des courroies bien solides. On dit que les Hollan- dais sont d'excellents patineurs. J'aurai aussi mon traineau, auquel sera attele un renne. " Je ne veux me priver d'aucun des plaisirs de la campagne. Je me vois allant k la cbasse, avec un joli fusil a deux coups, de petit calibre, bien juste et bien leger. Les canons en sont rubanes, la crosse est vernie, la batterie etin- celante et la detente tres-douce. " Dans les poches de ma veste certain places, embellisbed with islands, peninsulas, Chinese brid- ges, pirogues, and other skiffs. This lake would be supphed, either by an artesian- well, or by some ponds the sluices of which would be opened now and then, or by some springs diverted from their course by means of coffer- dams 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 Dutchman, 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 reindeer. " I don't mean to deprive my- seff of any of the sports of the field. Behold me when I am going a shooting, with a handsome double-barrelled fowhng-piece, of a small cahbre, very accurate and very light. The barrels are twisted. The stock is varnished, the lock bright, and the trigger very soft. " In the pockets of my shoot- ViTi petit lac gueable. An adjective which follows two or more subgtantlves, coimectefl by o2i>, agrees with the last only. — Gueable, fr. gue, ford. — PresqiCxte is fern; — Artesie^i, fr. Artois, the province where this mode of boring for water was first practised. — Z>e- touvner, to turn away, fr. tour, turn. — Batardeaux, pi. of batardeaio (232). S^arrunger, to manage, to make arrangements, fr. arranger, to arrange, ranger, to range, K. rang, rank, row. — Principe is masc. by exc. (1.5). — Hollandais, fr. Hollande, Holland. The 1i is aspirate in the radical and derivative.— r/'ai?ieaw, fr. train&r, to drag. — Atteler, to yoke, to put to (a carriage). — Benne is masc. by exc. (15). Calibre is masc. by exc. (15). — Etincelant, fr. etincelle, spai'k. — Detente, £r. tendre to stretch. FIFTY-FIFTH LESSON. 555 de chasse, j'ai ma poire k poudre bien pleine, mon petit plomb et line boite de capsules. Je porte ma carnassiere en bandouliere et je suis accompagne de mes cbiens d'arret. Je passe ainsi ma jour- nee et je rentre le soir, apres avoir farit un massacre de perdrix, de cailles, d'alouettes et de be- casses. " Ou bien encore, je prendrai avec moi une laisse de levriers, que je lancerai a la poursuite du lievre et du lapin. Ou, suivi de quelques piqueurs, j'irai courre le cerf et voir donner la curee. Mais je m'abstiendrai de pour- suivre le sanglier, le marcassin, et en general toutes les betes fa- rouches et velues, qui rugissent, qui liurlent, et assouvissent quel- quefois leur fureur sur le chasseur malencontreux. Je trouve que c'est un passe-temps bien scabreux que d'aller cbercber les animaux feroces j usque dans leur repaire ou leur taniere." 55. " Faisant treve aux plaisirs bruyants de la chasse, dont on revient haletant et moulu de fa- ing-jacket, I have my powder- flask well filled, my shot, and a box of caps. I carry my game- bag slung over my shoulder, and I am accompanied by my point- ers. I spend the day thus, and return home in the 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. 1 think it a very precarious pastime to go and seek fierce animals in their very lairs or their dens." 55. " Leaving the noisy pleas- ures of the chase, from which one returns panting and tired to Carnassiere, fr. chair, Q.Q^h.— Arret, fr. arreter, to sto-p.— Massacre is masc. by exc. (15).— Perdrix is fern, by exc. (15). Zevrier, fr. lievre, hare. — Fottrsuite, fr. poursuivre, E. suivre, to follow. — ZiSvre is masc. by exc. (15). — Coxirre is conjugated like courir. It is used only in the language of hunters.— i]gv\m.—3fartre is fem. {S4:2).—3fouchoir, fr. raoucher, to blow the nose. Manchette, diminutive of manche, sleeve (345). — Collerette, fr. col, neck, collar.— Txdle is masc. by exc. (15). — CMle is masc. by exc. (15).— Voile, veil, is masc. by exc. (15); but voile, sail, is fem. 700- Linge, chaussure, etc. cela ne me eegakdeea pa«. When several subject subst. are simimed up in one word, as, tout, rien, personne, -hacAtn, cela, etc., the verb agi-ees with this last subject only. — Linge is masc. by exc. 564 FTFTT-XINTH LESSON. ne me regardera pas ; ce sera Taffaire de ma belle-mere." . 59. " Apres renvoi de mes pre- sents, j'irai faii-e nne yisite a ma future, en carrosse a qnatre che- vaux, et avec nn cortege nom- brenx. " Enfin, je vols arriver le jom- qui doit mettre le comble a men bonheur. Je vais rejoindre la famille assemblee cbez le due, et nous partons pour la municipaiite. Le maire nous unit ; puis nous aliens k I'eglise ou nous recevons la benediction nuptiale, et me Toila I'beureux epoux de la cliar- mante Anna. " Comme il est de mauvais ton de manifester ses impressions, je m'efforcerai de caclier mes trans- ports sons nne froideur affectee. " A notre retour, nous trouve- rons une collation toute splendide preparee par les ordres expres de mon beau-pere. Au dessert, je ferai apporter un grand coffre rempli de cadeaux pour tons mes nonveaux parents, comme gages de ma sincere amitie. II j aura de riches tabatieres pour le grand of mine ; it will be my mother- in-law's business." 59. " After sending my pres- ents, I shall pay a visit to my intended bride, in a carriage and four, and with a numerous reti- nue. "At length I see the day ar- rive which is to crown my hap - piness. I meet the family as- sembled at the duke's, and we start for the mayoralty-house. The mayor unites us ; we then repair to the church where we receive the nuptial blessing, and I am made the happy husband of the charming Anna. "As it is ungenteel to mani- fest one's impressions, I shall strive to hide m}- raptures under affected coolness. " On our return home, we shall find quite a splendid collation pre- pared by the express orders of my father-in-law. At the des- sert, I shall order a large box to be brought in, filled with gifts for aU my new relations, as pledges of my sincere friendship. There vvtU be rich snuff-boxes for the (15). — Belle-raere. The adj. ieau, fern, telle, placed before certain names of kindred, corresponds to the words i'li-law, placed after them in English. Carrosse is masc. by exc. (15) ; the a has its long gi-ave sound.— Co rfe'gf^ is masc. by esc. (15). Rejoindre, v. irr., fr. joindre. See Index.— Municipaiite is fem. {2il).—Be7iediction is fem. (99). — Epoux, spouse, fem. epoiise. Impression is fem. (50). — Froideur, fx.froid,, cold, is fem. (95). Collation is fem. (99). 701. Une collation toute splendide. When tout signifies all, quite, or entirely, it is an adrerb, and accordingly remains invariable, except when it precedes an adjective of the feminine gender, beginning with a consonant or an as- pirate h, in which position it takes the gender and number of this adjective for the sake of euphony (675).— (9rfZ/'e is masc. by exc. {lb).— Expres. The irregulai- fem. is ex- pre&se.— Coffre is masc. by exc. (15).— Gage is masc. (215).— FIFTY-NINTH LESSON. 565 papa, les oncles et les consins, des parures pour les tantes et les cousines, des cerceaux, des cordes a saiiter, des toupies, des sabots, des cerfs-volants et une multitude d'autres joujoux pour les neveux et les nieces. Les domestiques ne seront pas oublies ; ils au- ront leur ample part de mes lar- "Dans I'apres-midi, il y aura une ascension en ballon. L'ae- rostat sera muni d'une soupape et garni de lest. Un parachute s'en detachera et ramenera I'aeronaute sain et sauf. "Le soir, on tirera un superbe feu d'artifice, avec petards, fusees, boites et cbandelles romaines. Et pour qu'un incendie ne soit pas k redouter, des pompiers se tien- dront tout prets avec une pompe et des seaux. " Quand j'aurai installe ma jeune epouse chez moi, je com- mencerai par lui inspii-er une sorte de crainte respectueuse qui me donnera un grand empire sm- elle, afin qu'elle ne m'en aime que mieux plus tard. A cette fin, je la conduirai ceremonieusement k son appartement, et la je lui ferai grandfather, the uncles, and male cousins ; sets of ornaments for the aunts and female cousins ; hoops, skipping-ropes, tops, whip-tops, kites, and a multitude of other playthings for the nephews and nieces. The servants will not be forgotten ; they will have their ample share of my bounty. " In the afternoon, there will be an ascent in a balloon. The aerostat will be provided with a valve and stocked with ballast. A parachute will be detached from it, and bring down the aeronaut safe and sound. " At night, splendid fire- works will be let ofi^, with crackers, rockets, fire-boxes, and Roman candles. And in order that a conflagration may not be dread- ed, some firemen will stand in readiness with a fire-engine and buckets. " When I have installed my young bride in my house, I shall begin by inspiring her with a sort of awe which will give me a great empire over her, that she may love me the better for it after- wards. To this end, I shall lead her ceremoniously to her apart- ments, and there make her a low, Cerceaux^ pi. of cerceau {^Zi).— Cerfs-volants, pi. of cerf-volant. In this compound subst. the/ in the sing, and/s in the pi. are quiescent. — Joujoux, pi. of joujou (559). — Neveux, pi. of neveu (232). — Largesse, fr. large, wide, broad, large (442). Apres-midi is fern, according to the Academie, though several writers make it masc. This compound subst. is invariable. — Ascension is fern. (50). — Lest The t is pronounced. — Parachute is masc. by exc. (15). — Sain, sound, healthy, wholesome. Incendie is masc. by exc. (lb).— Pompier, fr. pompe, ^nva^.—Seatix, pi. of seau Empire is masc. by exc. (15).- 666 un salut profond et glacial en me retirant." 60, " Cela occasionnera un grand scandale. Ses femmes vien- dront me representer qu'elle a le coeur navre ; qu'eUe se tord les mains, et qu'a la suite d'une crise nerveuse elle est tombee dans I'abattement. Elles me snpplie- ront avec larmes de ne pas aflQi- ger ainsi lem* maitresse par ma froideur et ma durete ; mais je les ferai taire et je resterai in- flexible. " Le lendemain, la duchesse m'amenera sa fille, pendant que je serai noncbalamment coucbe sur nn sofa. La pauvre enfant, pleurant, sanglotant et poussant de profonds soupirs, se jettera k mes pieds. " ' O ! monsieur,' me dira-t-elle, ' qu'ai-je done fait pour que yous me traitiez ainsi? Dites-le-moi, je YOUs en conjure.' " Alors, comme energique et derniere epreuYe, je la repousserai soudain sans aucune pitie." SIXTIETH LESSOX. frigid bow as I retire." 60. " This will occasion great scandal. Her women will come and represent to me that she is broken-hearted ; that she wrings her hands, and that, after a ner- vous fit, she has fallen into a state of dejection. 'They wiU beseech me with tears not to grieve their mistress in that way, by my cool- ness and unkindness ; but I shall silence them and remain inflexi- ble. " The next day, the duchess will bring her daughter to me, while I am carelessly lying on a sofa. The poor gnl, weeping, sobbing, and heaving deep sighs, will fling herself at my feet. " ' ! sir,' will she say, ' what have I done that you should use me thus ? TeU me, I entreat you.' " Then will I, to put her to the last and strongest test, spurn her from me without any pity." Glacial, fr. glace, ice. According to the Academie, this adj. has no pi. masc. How- ever, the astronomer Bailly has written Des ve7its glacials (469). Scandale is masc. by exc. (15). — Xerveuse, fern, of nerveux (142), fr. nerf. nerve. — Elle est toriihee. The v. torriber almost invariably takes Ure as an auxiliary, in its com- pound tenses.— J.&a«effie?i^, fr. atattre, to beat down, E. battre.— Durete, fr. dur, hard, is fern. (241). Amener, fr. mener, to lead. — Xonclialamrnent, fr. nonchalant (260), mentioned in the 9th lesson. — Enfant, in the sing, is of either gender, according to the sex of the child referred to (8) ; but in the pi. it is always ma.sc.— San gloter, fr. sanglot, sob. 702. -Di'^es-LE-iiOL When a verb in the imperative mood is followed by two object pronouns, the one direct and the other indirect, the direct regimen is placed before tho indirect. For the sake of euphony, however, the pron. rnoi, toi, le, la, when direct regimens, are placed after y. Ex. Envoyez-y-moi, send me thither. But this construc- tion is forced, and it is better to avoid it. 703, Soudain, sudden, for soud ai7iement, suddenly. Adjectives are sometimes em- ployed as adverbs ; in this case they are invariable. — Pitie is fem. by exc. (14). SIXTIETH LESSON. 567 Alexis etait si completement absorbe dans ce songe qu'il fai- sait tout eveille, que, saisi d'un vertige irresistible, il ne put s'empecher d'executer avec son pied Facte brutal qu'il avait dans la pensee ; de sorte qu'il re- poussa brusquement son panier de fragile marchandise, base de toutes ses grandeurs imagin aires, et que ses verres allerent tomber dans la rue, ou ils se bris^rent en mille morceaux. " Hola ! " s'ecria le coiffeur, qui accourut en riant k gorge de- ployed " II parait qu'il y a du grabuge et de la brouille dans le menage. Yoila bien du tinta- marre. A qui cette vaisselle cassee? — Au marquis Delatour! Ah ! quel esclandre, et quel de- boire ! Oh ! I'arrogant imbecile ! le niais ! la buse ! qui ne connait pas de meilleur moyen de se faire aimer de sa femme que de la re- cevoir a coups de pied! Une petite femme jolie comme un ange et douce comme un mouton ! Fi done ! Ah ! vous n'aimez pas les pourquoi, et les comment, vous haissez les bavards, dites- vous ? Eh bien, moi, je hais les sots bouffis de vanite. Yous u'avez que ce que vous meritez, Alexis was so completely swal lowed up in this waking dream, that, seized with an irresistible vertigo, he could not forbear per- forming with his foot the brutal act which he-had in his thoughts ; so that he abruptly kicked 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. " Halloa ! " cried the hair-dres- ser, running in and laughing im- moderately. " It seems that there is a jarring and wrangling be- tween the husband and wife. Here is a pother ! Whose broken crockery is this ? — Marquis Dela- tour's — Oh ! what a subject for scandal, and what a mortifica- tion ! Oh ! the supercilious block- head ! the dunce ! the idiot ! who knows no better way of gaining the love of his wife than receiving her with kicks! Such a httle wife, as pretty as an angel and as mild as a lamb ! Fie upon you ! Ah ! you do not like the whys and hows ; and you hate gossips, you say? Well, / hate fools puffed up with vanity. You are rightly served, my fine feUow, Songe is masc. by exc. (15).— Vertige is masc. by exc. (lb).—Acte is masc. by exc. (15).— Grandeur, fr. grand, is fern. (95). Deploy er, lit. to unfold, to display. — Qrabuge is masc. by exc. (15). It is familiar. — Tintamarre is masc. by exc. (15). — Esclandre is masc. by exc. (15). — Deboire is masc. by exc. (15). — Ange is masc. even when applied as an epittiet to a woman. 704. Les POTJRQiroi, et les comment. Uninflected parts of speech, when accidentally used as sub- stantives, remain invariable.— Vanite is fem. (241). 705. Vous n^avez qive ce que voua meritez, mon chek. § 1. When the pron. nous stands for je or moi, the adjective, sub. 568 SIXTIETH LESSON. mon cher, et vous apprenez a vos depens a quoi mene la manie de faire des chateaux en Espagne," and yon now see to your cost the folly of building castles in the air." stantive, or participle corresponding to it, mnst be employed in the singular number. § 2. This observation applies also to totts used for tu or toi. GENERAL INDEX ALPHABETICAL GEAMMAE, COMPRISING ALL THE RULES, OBSERVATIONS, AND EXCEPTIONS CON- TAINED IN THIS WORK, AND GIVING A COMPLETE LIST OF THE RADICAL IRREGULAR VERBS. The abbreviations are tlie same which have been explained page 5if» The figures refer, not to the pages, bat to the observations or rules, when no indication is prefixed to them ; and to the lessons, when preceded by the letter L. A , prep. — Corresponds generally to the Eng- lish prep, to and at ; and moreover is often rendered by in, on, hy, loith, for, and by the sign of the possessive case Qs). As a prep, h is distinguished from a, the v. lias, by a grave accent, but without any difference in the sonnd of the vowel, 24.— It must be repeated before each subst. adj. or v. which it governs, 109.— It must not be suppressed before the indirect regimen of a v. when that regimen is a subst. 160.— List of verbs wliich govern the infinitive with the prep, h, 188.— List of verbs which govern the infin. with either h or de, 190. — Tlie infinitive mood, preceded by this prep, some- times corresponds to the English pres. part, indicating the action as tailing place, 203. A, An, English article. — This article is not expressed before a subst. which is used ad- ject! vely, that is, which qualifies either the subject or the regimen of a verb, 60. — It mxist not be rendered after wTiat in exclamations, 84. A13, prefix.— Inseparable particle, which comes from the Latin and signifies from. It denotes extraction or separation, and is com- mon to many words which are nearly the same in French and in English. It becomes abs before t, 531. ASIiE. — This termination denotes apt- ness, fitness. It is joined to verbs of Vv^hich it makes adjectives. It signifies the liability to undergo the action expressed by the verb. About two hundred adj. in able are the same in both languages, 97- ABS, prefix.— See ab. Atosoiidre, to absolve. — V. irr. Pres. ^B,\-t.Absoloant. — Pa. part. Absous,^era. Absoute. —Pres. tense, indie, mood : J'absous, tu ab- sous, il absout, nous absolvons, vous absolvez, iJs absolvent. — Imperfect tense : J'absolvais, tu absolvais, il absolvait, nous absolvions, vaus ab- eohnez. ils absoloaient. — No past tense definite. — Future tense and conditional mood, regular. See 565 and 640. — Imperative mood, like the T OS. tense, indicative mood. — Subjunctive uiood, pres. tense : Que f absolve, que tu ab- solves, qu'il absolve, que nous absolvions, que voits ahsolviez, qu'ils absolvent.— No past tense. Accent. — In the sense of the particular stress or force laid upon a syllable, there is scarcely any accent in French ; at least it is far from having the importance of the English accent. In general, the stress is laid on the last syllable, or the last but one if the word ends with e mute. As orthographic signs, there are three accents : the acute ('), the grave (^) and the circumflex C^). They serve either to mod- ify the sound of certain vowels (3), or to denote the suppression of some consonants (266), or to contradistinguish a few paronymous words, ■ such as & (the prep, to) and a (the v. has) ; ou (where) and ou (or). Acqiierii', to acquire.— V. irr. Pres. part. Acqudrant.— Pa., part. Acquis. — Pres. tense, indicative mood: J'acquiers, tu acquiers, il acquiert, nous acqudrons, vous acqudrez, ils acquihrent. — Imperfect tense : J'acqudrais, tu acqv4rais, il acqudrait, nous acqudrions, vous acqudriez, ils acqudraient. — Past tense definite : J^acquis, tu acquis, il acquit, nous acquimes, vous acquite.'), ils acquirent. — Future tense : J'' acquerrai, tu acquerras, il acquerra, nous acquerrons, vous acquerrez, ils arquerront. The r is pronounced as double. — Conditional mood : J'acquerrais, tu acquerrais, il acquer- rait, nous acquerrions, vous acquerriez, ils ac- querraienf. The r is pronounced as double. — Imperative mood, like the pres. tense, indie, mood. — Subjunctive mood, pres. tense : Que facquihre, que tu acquikres, quHl acquihre, que nous acqudrions, que vous acqudriez, qu'ils ac- qui&rerit.— Fast tense : Que facquisse, que tu acquisses, qu'il acquit, que nous acquissions, que vous acquissiez, qu'ils acquissent. AD, prefix. — Inseparable particle, which comes from the Latin, and signifies at, to, to- wards. In French, as well as in English, it denotes tendency, drawing near, bringing to- gether. Most of the words in which it is com- bined are nearly the same in both languages. The d of ad is often changed into the same let- ter as that which begins the radical. But some- times the d is cut off, 148. ADE, termination. — Found in about 150 substantives, a third of which have become or IKDEA English, some vrithoiit s..)y alteration, and some presenting a slight difl'erence, 362. Adjectives. — The adj. always agrees in gender and number with the subst. to which it relates, 33, 1. 25. Adjectives generally form their fem. by the addition of e mute, 2. — In forming the fem. of adj. ending in er, by the addition of e, the pre- ceding e takes the grave accent ('). 3. — Adj. ending in e mute are of both genders, 6.— Adj. ending in x form their fem. by changing x into «e, 142. — Adj. ending in e?, ei7, et, ien, and on, form their fem. by doubling the final consonant and adding e mute, 184. — Adj. ending in /form their fem. by changing this termination into ve, 251. — Adj. ending in eiir have their fem. in euse, when they can be derived from a pres. part, by changing the termination ant into eur, 401.— Adj. ending in (eiv form their fem. by changing this termination into trice, when they cannot be derived from a pres. part. 402. — Adj. ending in erieur form their fem. according to the general rule (2), 667. — The principal excep- tions are : CompTet, complUe. Jumeau, jumelle. Diycret, discrete. Beau, belle. Inquiet, inquihte. Nouveau, nouvelle. Nul, nulle. Fou, folle. Gentil, gentille. Mou, moVe. Sot, soti-e. Blanc, blanche. Bas, bafne. Franc, franclie. Gras, ffrasse. Sec, seche. Las, lasse. Frais,fraiche. Spais, ipaisse. Picblic, puhlique. Gros, groxse. Caduc, caduque. Tiers, tierce. Turc, ivrque, Doux, douce. Grec, grecque. Faux, faitsse. Long, tongue. Eoux, rousse. Malin, mah'gne. Vieux, vieille. Favori, favorite. The plural of adj. like that of subst. is reg- aiarly formed by adding s to the sing. 25. — Adj. ending in « or x do not change their ter- mination in the pi. 158.— Adj. ending in au form their pi. with x instead of s, 285. — Adj. ending in al generally form their pi. by changing al into aux. There are some exceptions, 469. The degrees of comparison are not usually formed in French by means of a termination ; but by placing before the adj. one of the follow- ing adverbs : aussi, as ; plus, more, most ; moinf, less, least ; tr&s, fort, bien, very, 114, 197, 377. When an adj. refers to two or more stibst. or pron. either sing, or pi. and of different gen- ders, it takes the pi. form and themasc. gender, 665.— TThen two or more subst. of different genders are qualified by the same adj., for the sake of euphony, the subst. of the masc. gen- der should be placed last if possible, 665. — An adj. which follows two or more subst. not con- nected by et, agrees with the last only, when the subst. are synonymous, 666. — An adj. which follows two or more subst. connected by ou, agrees with the last only, 689. — The subst. gives the law to the adj. but never receives it from it, 650. — When two adj. form a compound, in which the first is used adverbially and qual- ifies the second, the first adj. is invariable, and the second agrees with the subst. 698, S 2.— When two adj. form a compound, in which the second qualifies the first, they are both invaria- ble, 698. — When a componnd word is formed of two adj. they are both variable, except in sundry exceptional cases, 680.— See also the adj. demi (358), feii, and ?iu in their alphabetic place. The place of the adj. in French can hardly be subjected to rules. It sometimes precedes find somptjmes follows the »*bst. without any precise reason, and often according to 1heta>i, or caprice of the speaker, 58.— Some adj vary in their meaning, according as they are placed before or after the subst. 91. French adj. are often used as subst. in the sing, as wellas in the pi. 171- When the first person pi. of the imperative mood is used in the sense of let me (559) the adj. or fhe subst. used adjectively, which follows it, must of course be put in the sing. 570. Adjectives are sometimes employed as ad- verbs ; in this case, they are invariable, 703. Adjectives are often followed by certain prepositions, the use of which cannot always be determined by rules, 520. — In impersonal phrases, such as, 11 est difficile, II estnecessairc, II semble utile, II devient facile, etc., the adj takes de before the infinitive that follows, 533. The Possessive Adjectives are : vion, ma, mes, my, 306 ■,—ton, ta, tes, thy, 461 •,—son, sa, ses, his, her, its, one's, 51 ; — notre, nos, our, 164 ■,—i-oire, vox, your, 308 ■,—leur, leurs, their, 152.— The possessive adj. agrees in gender and number with the subst. that follows it, 107.— Must be repeated before each subst. 108. — The article le, la, Us, is used instead of a posses>i\e adj. before a regimen, when the sense clearly shows who the possessor is, 62. — This substitu- tion is particularly proper before the name of a part of the body, or of a mental faculty ; but care must be taken to make use of a pronoun showing who the possessor is. 593, g§ 1, 2, 3, 4. The Demonstrative Adjectives are : ce cet. cette. ces, this, that, these, those, 19. The Indefinite Pronominal Adjectives are: aucun, any, etc. 240; chaque, each; ynetne, same, self, 101 ; ntd, no, none, etc. ; plusieurs, several, 245 ; quel, what, 71 ; quel- conqitf, whatever ; quelque, some, any, etc. 144 : tel. such ; tout, all, every, etc. Aclverlj.q. — A considerable number oi adverbs of qualit}- are formed from adjectives, by the addition of the termination ment, which corresponds to the English termination It/, 31. — This termination is added to the feminine form, unless the adj. ends with a vowel, in which case ment is added to the masc. termi- , nation, 32.— When the adj. ends in ent. the adv. is formed by changing this termination into eminent, and when the adj. ends in ant, the adv. is formed by chaugir.g this termination into amrnent. In emme'nt the first e has the sound of a, so that both these terminations eminent and amrnent are pronounced exactly alike, 260. —The exceptions to the foregoing rule are : lentement, slowly ; presentenient, at present ; and vehimenternent, vehemently, 261. Adverbs of quantity require the prep, de, when placed before a subst. 39. The place of the adv. is variable in French as in English. The adv. often follows the v. and sometimes precedes it. It must not be placed between the subject and the v. 193. — Contrary to the rule observed in English construction, the adv. is often placed between the v. and its regimen, 501.— When a v. is in a compound tense, the adv. is generally placed between tlie auxiliary and the participle ; but this rule is not absolute, 608.— The adverbial form Cesf pourquoi, therefore, must be placed at the be- ginning of a sentence or of a clause of a sen- tence, 127.— The adv. y, there, precedes the v. in all the moods, except the imperative, 201. Model of construction for adverbial phrases marking augmentation or diminution, by the repetition of the comparative, 455. The following adv. offer also some peculiari- ties : Apris, 155 : — assez, 30 ; — aussi, 197 ;— Wen, 230 ■,—comme, 169 ■,—devant, 186 ;— Jamais, 76 —meme, 101 ;— outre, 339 ;— peit, 164 -f—quand. 176 \—tajit, 344 -.—y, 195. INDEX. 671 Affirmation.— Tb ere is no such word in French as do or did, joined to a verb in order to give greater strength to an affirma- tion, 85. Afin que, in order that.— Conj. which requires the subjunctive mood, 244. Age.— This termination enters into the formation of numerous substantives, many of which are the same, or nearly the same in both languages. Subst. in age are masc. 215.— Ex- cept ambages, cage, hi/pallage, image, nage, page, plage, ra^e,' which are fen:., n^. Aleiil, ancestor.— Has two fon-.s in the pi.: ai'eids and aieiix. The first is used only for grandfathers. Aieux signifies ancestors or forefathers, 493. Ai^'le, eagle.— Masc. by exc. 15; but in heraldic language, or in the sense of ensign, it is fem. AI]V.— Termination belonging to a small class of adjectives differing slightly from the English, 601. Aijisi que, as well as.— One of the con- nectives after which the v. agrees with the first of its subjects only, 675. AIRE . — Termination common to substan- tives and adjectives, many of which end in English in ary or in ar, 252.— Substantives ending in aire are masculine, 253.— The follow- ing are fem. by exc. affaire, aire, chaire, cir- ctdaire, glaire, granimaire, haire, judic.iaire, jugulaire, paire, urticaire, vimaire, and the names of plants in aire, 254. AISOIV.— Termination. Substantives end- ing in aison are fem. 79. Ali. — Termination. There are 250 adjec- tives ending in al, which are the same, or very nearly the same, in both languages, 30— There are besides 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, 217. Adjectives ending in al generally form their plural by changing al into aux. There are some exceptions, 469. Besides the adjectives in al, there are about 60 substantives having this termination, 40 of which are nearly the same in both languages, 378. Substantives ending in al form their pi. by changing this termination into aux, 379. — The exceptions are : bals, carnavals, regals, cals, avalx, cantals, nopalf, pals, charals, sei'vals, 3S0. Allei', to go. — V. irr. Pres. part, regular. Pa. part, regular. — Indicative mood, pres. tense : Je vais, iu vas, il va, nous allons, i^ous allez, ih vont. — Imperfect tense, regular. — Past tense definite, regular.— Future tense : J'irai, til iras, il ira, 7iou$ irons, vous irez, ils iront. — Conditional mood : J'irais, tu irais, il irait, nous irions, vous iriez, ils t?aje/if.— Imperative mood : Va, allons, o??ea.— Subjunctive mood, pres. tense : Quej'aiHe, que tu allies, qu'il aille, que nous allions, que vous alliez, qu'ils aillent. — Past tense, regular. This v. is always conjugated with etre in its compound tenses, 335. — Governs the infinitive without a prep. 187- Aller (s'en). to go away.— Is conjugated like aller, the particle en being placed imme- diately before the v. in its simple tenses, and before the auxiliary in its compound tenses, thus : Je m'en vais, Je m'en suis alU. Except the imperative mood : Va-Ven, allons-nous-en, allez-vons-en. A iTioins que, unless.— Conj. followed by the subjunctive mood, 244.— Always fol- lowed by the negative ne, 4,58. Amour , love.— Masc. in the sing, and pi. In plain lang ,iage. Fem. by exc. (14) in the pi. In poetical lan^^ago. AWCE. — Tem-ination which generally makes a subst. of a v. About SO words ending in ance are the same in both languages, 23. ANT. — Termination of the pres. part. 115. —Serves to form a great number of adjectives, called verbal adjectives, 219. Any.— Is often rendered by the partitive art. de, du, de la, des, 93. — When the direct regimen of a v. it is rendered by en, placed before the v. except in the imperative mood, 484. A peine, scarcely.— One of the adv. aftei which the subject pronoun may follow the V. 228. Apei'cevoir, to perceive.— V. irr. Pres. part. Apercevant. — Pa. part. Aperpu. — Indica- tive mood, pres. tense : J-apergois, tu aper gois, il apergoU, nous apercevons, votes aper cevez, ihapergoivent. — Imperfect tense: J'aper cevais, tu apcrcevais, il apercevait, nous aper cevions, vous aperceviez, ils apercevaient. — Past tense definite : J'aper gus, tu apergus, il aperput, nous apergitmes, vous apergutes, ils apergurent. — Future tense : J'apercevrai, tu apercevras, il apercevra, nous aperrevrons, vous apercevrez, ils aper cevront. — Conditional mood: J'apercevrais, tu apercevrais, il apercevrait, nous apercevrions, vous apercevriez, ils aperce- vrajeni. —Imperative mood : Apergois, aperce- vons, apercevez. — Subjunctive mood, present tense : Que f aper goive, que tu apergoives, quHl apergoive, que nous apercevions, que vous aper- ceviez, qu'ils apergoivent. — Past tense: Que fapergusse, que tu apergusses, qu'il apergut, que nous apergussions, que vous apergussiez, qu'ils apergussent. The verbs concevoir, decevoir, percevoir, re- cevoir, devoir, and redevoir, are conjugated like apercevoir, Api'fes, after.— Prep, and adv. correspond- ing to after, next, next to, and afterwards, { 55. — May be governed by de, 223. Articles.- The French art. varies in gender and number, 4. — Le is masc. and sing. La' is fem. and sing. Les is pi. and of both genders, 5. — The art. agrees in gender and number with the subst. 34. The subst. whether used in a definite or an indefinite sense, is generally preceded by the art. unless there be some other determinative word annexed to it, such as un or ce, 35.— The art. must be repeated before each subst. 202. — The art. which is often omitted in English be- fore an adj. or a title preceding a proper name, must not be suppressed in French, 314, 607.— "When an adj. in the superlative degree, pre- cedes the subst. one art. serves for both ; but when the adj. follows, the art. must be re- peated before it, 495.— When there are several adj. the art. is repeated each time before the words plus, mains, mieux, 496.— Before plus, mains, niieux, used in the superlative of com- parison, the art. le, la, les, agrees in gender and number with the subst. which is the object of comparison, 649, § 1. — In the superlative ab solute, that is, when no comparison is expressed, the art. le remains invariable, 649, § 2. — Proper names of countries, kingdoms, etc., take the art. 660. When one subst. determines the sense of an- other, it is used without the art. provided it be not in its turn qualified by some other words, 161.— The art. is not used when subst. are com- bined with certain v. as : avoir, faire, rendre, entendre, and a few more, with which they ex- press a single idea, 227.— The art. is generallv suppressed before a subst. following a v. iu v, negative phrase ; unless this subst. be modi- fied by some words annexed to it, 390. — When the sense of the subs, which follows a v. in a negative phrase, is modified or restricted by some additional words, it takes the art. 391. 572 INDEX. "When un is used as a pron. it often takes the art. If un is joined or opposed to autre, the art. is indispensable before each of these pron. If un is not followed by autre, but is determined by de or des, the art. may be nsed or omitted before it, according as the sense of this pron. is more or less restricted by the con- struction of the phrase, 312. The art. le. hi, les, is used instead of a pos- sessive adj. before a regimen, when the sense clearly shows who the possessor is, 62.— This substitution is particularly proper before the name of a part of the body, or of a mental fticulty; but, in order to avoid ambiguity, care m^ust be taken to make nse of a pron. showing who the possessor is, 593. The prep, a and de combine with le and lea, with which they form the compounds au, 55 ; aux, 140 ; du, 143 ; and de^, 113. De is often a definitive, either alone or com- bined with the art. le, la, les, and is then called a partitive article, corresponding to the Eng- lish words some and ara/. The two words de le are contracted into one word, du ; and de les Ave contracted into des ; but the words de la remain separate, 93. — The use of this partitive art. is much more frequent in French than is the use oi some and any in English, and occtirs when these words are understood or altogether suppressed, 102. — The art. is suppressed, and de alone is employed, when the subst. is pre- ceded by an adj. 103. — The partitive art. de. du, de la, def:, corresponding to some or ani/, must be repeated before each subst. as well as the simple art. 331. AS3IE.— Termination. SubSv, -snding in asme are masc. 5S9. Assaillii*, to assail.— Y. irr. Pres. part. A-waillant. — Fa. part. Assailli. — Indicative mood, pres. tense : J^assaille, tu assailles, il ussaille, HOiM assaillons, vous assaillez, Us as- saillenl. — Imperfect tense : tPassaillais, tu as- saillais, il assaiUait, nous assaillions, vous as- sailUez. Us assaUlaient. — Past tense definite, regular. — Future tense, regular. — Conditional mood, regular. — Imperative mood : Assaille, assaUlons. assaillez. — Subjunctive mood, pres. tense : Que j'assaiUe, que tu assailles, qu'il as- saille. que nous assai/lions, que vous assailliez, qu'ils assaiUeiit. — Past tense, regular. Asseoir, to seat. — V. irr. Pres. part. Ass>:i/ayit. — Pa. part, ^wis.- Indicative mood, pres. tense : tPas-oiuen<.— Imperfect : Je buoais, tu buvais, il bunait, noun biioions, vous buviez, ils huvaient.—'Pa.st tense definite : .le bus, tu bus, il but, nous biime^, vous biites, ils burent. — Fu- ture tense, regular.— Conditional mood, regu- lar.— Imperative mood : Bois, buvons, buvez.— Subjunctive mood, pres. tense : Qu« je boive. que tu boives, quHl boive, que noics buvions, que vous buviez, qu'ils boivent. — Past tense : Que je busse, que tu busses, quHllmt, que nousbussiom, que vous bussiez, qu'ils hussent. Bouillir, to boil.— V. irr. Pres. part. Bouillant. — Pa. part, Bouilli.— Indie, mood, pres. tense : Je bous, tu bous, il bout, nous bouillons, vous bouillez, ilsbouille.nt. — Imperfect tense : Je bouillais, tu bouillais, il bouillait, nous bouillions, vous bouilliez, ils houillaient. — Past tense definite, regular. — Future tense, regular. — Conditional mood, regular. — Impera- tive mood : Bous, bouillons, bouillez. — Subjunc- tive mood, pres. tense. Que je bouifle, que tu bouilles, qu'il bouille, que nous bouillions, que vous bouilliez, qu'ils bouillent. — Past tense, regular. Braire, to bray.— V. irr. conjugated like traire, but scarcely ever used otherwise than in the third person, sing, and pi., and in the infinitive. Bi'uire, to make a noise.— V. irr. and defective, employed only in the infinitive mood ; in the third person sing, ot the pres. tense, indie, mood : // b7-uit ; and in the third persons sing, and pi. of the imperfect : II bru- yait, ils hruyaient. By.— This prep, when used in English be- fore the pres. part, to denote the means or the manner of doing any thing, is rendered in French by en, 521. c. C a. —Familiar abbreviation of cela, which see. Can. — Eng. v. — Sometimes rendered by savoir, 281. Ce. — Is sometimes a demonstrative pro- noun, and sometimes a demonstrative adjec- tive. As an adj. it signifies this and that. It is masc. and sing. It always precedes a subst. It is placed before words beginning with a con- sonant. Before a vowel, it becomes cet. The fem. is cette. The pi. of both genders is ces, these and those, 19. Ce, as a pronoun, generally corresponds to it. It is followed by the v. etre or bj' a rela- tive pron. Though the neuter gender is not acknov/ledged by French grammarians, and indeed does not exist in substantives, this pro- noun presents the characteristics of neutrality, 26.— When it precedes a word beginning with a vowel or an h mute, the vowel e is suppress- ed and an apostrophe substituted for it, 11.— When ce, before a relative pron. as qui, que, dont, etc., begins a phrase, and is followed by the V. etre with another v., ce must be repeat- ed before Hre, 683. — When two or more infini- tives are the subjects of the v. etre followed by a subst. they are generally summed up by the pron. ce, with which the v. Hre agrees, 685.— The pron. ce must always be placed before the V. etre, when this v. is preceded and followed by an infinitive, 684.— In inversive phrases, in which ce, the v. etre, and the regimen precede the subject, que is employed as a connective, when both the subject and regimen are sub- stantives, 690. — Ce, before the v. etre, requires this V. to be in the singular, unless it be fol- lowed by a third person of the pi. number, 694, § 1.— Before a third person pi. the major part of writers employ the v. etre in the pi. 694, § 2. — Ce is often employed for he, she, or they, as the subject of a proposition, the predicate of which is a subst. or a pron. 696. Cecl, this.— Demonstrative pron. formed of ce and ci, here. Refera to things on],y. Has no fem. and no pi. 622. 574 INDEX. Cedilla. — A small mark placed under the letter c (thus q), in order to give it the Koiuxl of ,t before a, o, and ii. See Introductory Lesson.— Verbs ending in the infinitive mood in ccr take a cedilla under the c before the vowels a and o, 48. Ceiiitlre, to circle.— V. irr. conjugated like cKiindre. See also Verbs in indre. Ce3a, that. — Demonstrative pron. formed ofceand la, there. Corresponds to tliat, and sometimes to thi>i and to it. Refers to things only. Has no fem. and no pi. In familiar lan- guage, chiefly in conversation, is contracted into f«, 198. Celwi, this, that. — Demonstrative pro- noun. The fem. is celle. The pi. is ceux for the masc. and celles for the fem., both corres- ponding to these and thnse, 100. Cent, hundred.— Takes the mark of the pi. when preceded by another number which mul- tiplies it, thus : deux cents, trois cents, 546.— But when followed by another number, it is invariable, thus : de\ix cent trente, bil . — In- variable also when it stands for centieme, 652. CEK.. Termination. — Verbs ending in the inliuitive mood in cer take a cedilla under the c, before the vowels a and o, in order that the c may preserve the sound of .9, 48. C'est pou.rqvioi, therefore. — This adv. must be placed at the beginning of a sen- tence or of a clause of a sentence, 127. Cet. Stands for ce, before a word beginning with a vowel or an h mute, 19. Cliacun. — Indefinite pron. formed of chuque, every, and un, one. Corresponds to each, every one, everybody. Its fem. is cha- cune. It has no pi. ' When used in a general sense, it refers only to persons and is always masc. When it relates to some determined object, it takes either of the genders, and is used in speaking of things as well as of persons. Before a subst. or a pron. it is followed by de, 599. Cliez .—Prep, signifying at or in the howc of. It also corresponds to home. This prep, is also used in the sense of among, loiih, or in, 177- May be governed by de, 223. Clioix*, to fall. — V. irr. and defective, used only in the infinitive, and sometimes in the pa. part, chn, with the auxil. etre, 335. Clxose, thing.— Is a fem. subst. 15. But Pea de chose, little, and Quelque chose, some- thing, anything, are adverbial forms which are masc. 166. Ci. — Abbreviation of the adv. ici, here. Is sometimes added to substantives which come after the demonstrative adjectives ce, cet, cctte, and ces, as an expletive denoting nearness, in opposition to Va, which marks remoteness. Ci is joined to the preceding word by a hyphen, 351. Ci is likewise added to the demonstrative pronouns, celui, celle, ceux, and celles, 352. — Ci is sometimes prefixed to adjectives ; and it forms adverbial expressions with the preposi- tions, aprhs, contre, dessous, dessus, and de- oant, 353. Ciel, heaven. — Has tv/o forms in the pi. dels and cieux. dels is used only in the fol- lowing instances : dels de tableaux, skies in painting ; dels de lit, testers of a bed : dels de carrihre, the first layers or strata in a quarry ; dels, climates. In any other case, deux is employed, 233. CIS.CON. — Inseparable preposition, fr. the Latin circurn, signifying about, around. The derivatives formed by means of this prefix are very nearly the same in both languages ; the Latin spelling of circum being preserved in English, and slightly altered in French, 162. Clrconcire, to circumcise. — V. irr. Pres. part. Circmcisant.—Fa,. part. Circoncis.— Indicative mood, pres. tense : Je circoncis, tu circoncis, il circondt, nou.s circondsons, coug circoncisez. Us circondsent. — Imperfect : Je circondsnis, tu circoncisais, il circondsait, nous circoncisions, vous d rcondsiez,ils circondsaient. — Past tense definite : Je circoncis, tu circonds, il circoncit, nous drconcimes, vous circoncites. Us circoncirent. — Future tense, regular. — Con- ditional mood, regular. — Imperative mood : Circonds, circondsons, circondsez. — Subjunc- tive mood, pres. tense : Que je cirroncise, que tu rirconcises, qu'il cii'concise, que nous circon- cisions, que vous drconcisiez, qu' Us circondsent. —Past tense : Que je drconcisse, que tu circon- cisses, qu'il circondt, que nous circoncissions, que vous circoncissiez, qu'ils circonrissent. CLiE .—Termination. Substantives ending ill cJe are masc. Some of them are the same in both languages, 587, § 1.— The following are fem. by exc. or rather they follow the general rule (15) : besides, boucle, debacle, escarboucle, marie, manicle, sanicle, 587, § 2. Clore, to close.— V. irr. and defective, used only : in the three persons sing, of the pres. tense, indicative mood, Je clos, tu clos, il clot ; in the future tense, which is regular ; in the conditional mood, which is regular ; and in the compound tenses. The pa. part, is clos. CO.— Prefix. See Con. COIJ .—Prefix. Stands for con before words primarily beginning with I, 75. The I is pro- nounced as double in such words. Collective iioiuts. —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 arm.y. the multitude, 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 spfcies, a sort. Among the latter are included the adverbs of quantity, as : peu, few ; beaucoup, many, etc. 205.— The same word may be generally or par- tially collective, according as it is used, as : Le nombre de ses en/ants, The number of his children ■,— Un grand nombre d''enf ants, A great number of children, or many children. When a collective substantive is preceded by un or une, it is commonly partitive, 206.— When a partitive collective noun, as la plupart, or an adv. of quantity, as beaucoup, is followed by de and asubst.,the v.,adj.,part.,andpron. agree with the latter subst. or with the pron. which supplies its place, 220. — After an adv. of quan- tity or a partitive collective noun, the prep. de is commonly used without the article, unless the next subst. be determined by some inciden- tal clause. But la plupart is an exception, and requires the compound article after it, 221.— — La plupart is sometimes employed elliptic- ally without a subst. after it. In this case the following V. is always in the plural number, agreeing with a pi. subject understood, 222.— A noun of multitude in the sing, number re- quires that the v. or pron. should agree with it in the sing, number ; unless it be employed as a partitive collective noun, 629.— When a gen- eral collective notm is followed by de and a subst. the v., adj., part., and pron. agree with the collective noun, 670. — When adverbs of quantity, such as peu, beaucoup, assez, are em- ployed as collective words, the v. agrees with the subst. that follows them, 664, § 1.— If this subst. is understood, the v. nevertheless agrees with it, 664, § 2. ComlJieii. — Adv. corresponding to 7ioic, how -inurh, and how many. See Lesson 1. Comme.— Adv. andconj. corresponding to as, like, and how, 169. Comparative.— There are two ways INDEX. 675 of forming the comparative degree in English, when it denotes superiority, as : brisker or more hj-isk ; there is hut one in French : the adv. pJtisis placed hefore the adj. ortiie adv. When ill English the conjunction than follows, it is rendered by que. The same conj. follows moms, Itjss, when the comparative denotes inferiority, 220.— In the comparative of equality, the word M.«!s expressed by awssi before the adj., the part., or the adv., and by que after it (197). In nega- iive phrases the adv. so, before the adj., the part., or the adv., may be rendered either by (> II ■•■si or by si, i"] 5. CoMtipoxind tenses.— See Tenses. Cou or Co.— Prefix, or inseparable par- ticle, IV. the Latin cum, with. It denotes asso- cialion, concord, gathering, putting together. It begins words which are' generally the same, or nearly the same, in English. In French, as well as in English, co or con is changed into cnl, com, cor, according to the letter which be- gins the radical word, 75. Coiicevoir, to conceive.— V. irr. conju- gated like apercevoir. Conclui'e, to conclude. — V. irr. Pres. piivt. Concluant. — Pa. part. Co/ic?w.— Indicative mood, pres. tense : Je conclus, tu conchis, il conclut, nous concluons, vous coticluez, ils con- c^ifeni.— Imperfect tense, regular. — Past tense definite : Je conclus, tu conclus, il conclut, nous concluines, voiis concliUes, ils conclure7it. — Fu- ture tense, regular. — Conditional mood, regu- lar.— Imperative mood : Conclus, concluons, ro(!ci«e,3.— Subjunctive mood, pres. tense, reg- ular. — Past tense : Queje conclusse, que tu con- clusses, qu'il conclilt, que nous conclussions, que vous ronclussiez, qu''ils conclussent. Couclltioiial liioofl.— This mood is formed by adding the following terminations to that of the infinitive, the final e being sup- pressed in the verbs in re : — ais, ais, ait, ions, iez, aient, 6t0, § 1.— 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, 640, § 2.— When quand signifies though, al- though, it is always followed by a v. in the conditional mood, 408.— When the conj. si cor- responds to the English word •//', and signifies supposing that, the verb that follows the conj. is used in the pres. tense of the indicative with tlie correlative v. of the phrase in the future ; or the conj. is followed by the imperfect tense, with the second v. in the conditional mood, 422. —But when si corresponds to the English conj. whHher, anrl expresses doubt, it may be fol- lowed by the conditional mood or the future tense, according to the sense of the sentence, 423. Conclxiirc, to conduct. — V. irr. Pres. part. Co7iduisant.—YA. part. ConriM-(7.— Indica- tive mood, pres. tense : Je conduis, tu conduis, il conduit, nous conduisons, vous conduisez, ils con dui sent.— Imperfect tense : Je conduiaais, tu conduisais, il conduisait, nous conduisions, vous conduisiez, its conduisaient. — Past tense definite : Je conduisis, tu conduisis, il condui- sit, nous conduisimes, vous conduisifes. ils con- duisirent. — Future tense, regular. — Conditional mood, regular.— Imperative mood : Conduis, c,onduisons,conduisez. — Subjunctive mood, pres. tense : Que je conduise, que tu conduises, qu'il conduise, que nous conduisions, que vous con- duisiez, quHls conduisent. — Past tense : Que je conduisisse, que tu conduisisses, qu'il conduislt, que nous coniluieissions, que vous conduisissiez, qu'ils condaisisxent. Confi re, to preserve.— V. irr. Pres. part. Confbiant.~V il. part. Cori/ii.— Indicative mood, pres tense : Je confis, tu confis, il con/it, nous amjisons, voxts confisez, ila conj^seni.— Imperfect tense : Je confisais, tu confisais, il confisait, nous conjisions, vous confisiez, ils conjisaient- Past tense definite :.Je confis, tu confis, ilconfit, nous con/imes, vous confitc.s, ils confirent. — Fii ture tense, regular. — Conditional mood, regu- lar. — Imperative mood : Confis, confisons, con- ^■«e2.— Subjunctive mood, pres. tense : Que je confise, que tu confises, qu'il confise, que nous confisions, que vous confisiez, qu'ils confisent. — Past tense, not in use. CoityiigatioJis.- See Synoptical Ta- ble, page 572. See also Verbs and Tenses. Conjunctions.— The principal conj. are : ainsi que, h moins que, car, comine, done, et, lorsque, mais, ni, or, ou, pourvu que, parce que, pendant que, quand, que, quoique, si, si- non, soil que, tandis que. Those which present any peculiarity will be found in their respect- ive places. ^ Coiinaitre, to know.— V. irr. Pres. part. Connaissant. Pa. part. Connu. — Indica tive mood, pres. tense : Je connais, tu connais, il connait, nous connaissons, vous connaissez, ■ils ronnaissent. — Imperfect tense : Je connais- sais, tu connaissais, il connaissuit, nous con naissions, vous connaissiez, ils connaissaient. — Past tense definite : Je connus, tu connus, il connut, nous connimies, vous connittes, ils con- nurent.—FvLtxwe tense, regular.— Conditional mood, regular. — Imperative mood : Connais, connaissons, connaissez. — Subjunctive mood : Que je connaisse, que tii connaisses, qu'il con- naisse, que nous connaissions, que vous connais- siez, qu'ils connaissent. — Past tense : Que je connusse, que tu connusses, qu'il connut, que nous connussions, que vous connussiez, qu'ils connussent. Constriiire, to construct. — V. irr. conjugated like conduirr.. ContraindLre, to constrain.— V. irr. conjugated like craindre. Coticlvc, to sew. — V. irr. Pres. part. Cou- sant.—V-A. part. Cou.su.— Indicative mood, pres. tense : Je couds, tu couds, il coud, nous cousons, vous couscz, ils cousent. — Imperfect tense : Jt cousais, tu cousais, il cou-sait, nous cousions, vous cousiez, ils c.ousaient. — Past tense definite : Je cousis. tu cousis, il cousit, nous couslines, vous cousiles, ils cousirent.— Future tense, reg- ular.— Conditional mood, regular.— Imperative mood : Couds, cousons, coM.«e«.— Subjunctive mood, pres. tense : Que je cause, que tu couses, qu'il cause, que nous cousions, que vous cousiez, qu'ils cousent. — Past tense : Queje cousisse, que tu cousisses, qu'il cousit, que nous cousissions, que vous cousissiez, qu'ils cousissent. Coxiple, couple. — Masc. by exc. 15, when it signifies two animated beings acting in con- cert, or two persons or animals of different sexes ; but when couple s\gni&es only two things of the same kind, it is fem. Coviirii', to run. — V. irr. Pres. part. Cou- rant.—F-A. part. Coi/rit.- Indicativemood, pres. tense : Je cours, tu cours, il court, nous courons, vous courez, ils cc»«-e?i«.— Imperfect tense : Je courais, tu courais, il courait, nous courions, vous couriez, ils couraient.— Pant tense definite : Je courus, tu courus, il courut, nous couriimes, vous courutes, ils coururent.—VviUxre tense : Je caurrai, tu courras, il caurra, nous courrons, vous courrez, ils courront. Pronounce rr as double.— Conditional mood : Je courrais, tu courrais, il courrail, nous courrions, vous cour- riez, ils courraient. — Pronounce rr as double. — Imperative mood : Cours, courons, courez. — Subjunctive mood, pres. tense: Que je coure, que tu coures, qu'il coure, que nous courions, que vous couriez, qu'ils courenl. — Past tense : Que je courv^se, que tu courvsses, qu'il couriit, que nous courussions, que vous courussiez, qu'ila courussent. 576 INDEX. Cotirre, to run, to hnnt. — V. irr. conju- gated like courir. Seldom used, except in the lang:uage of hunters. Couvrir, to cover.— V. irr. conjugated like ouvrir. Craindre, to fear.— V. irr. Pres. part. Craignant. — Pa. pirt. Craint. — Indicative mood, pres. tense : Jecrainn, iu crains, it craint, noun craignonx, vous craignez, ilx craignent. — Imperfect: Je craignaix/tu craignnis, il crai- gnait, nous craignions, vous craignies, Us crai- gnaient. — Past tense definite : Je craignis, tu craignis, il craignit, nous craigmm.e.% vous crni- gnltes, its craignirent. — Future tense, regular. — Conditional mood, regular. — Imperative mood : Crains,craignons,craignez. — Subjunctive mood, pres. tense : Que je craigne, que tu craignes, qu'il craigne, que nous craignions, que vous ' craigniez, quails craignent. — Past tense : Queje ci-aignisse, queta craignisses, qii^il craignit, que nous ciaignissions, que vous craignissiez, qu'ils craignissent. All verbs ending in indre are conjugated like cruindre. Croire, to believe. — V. irr. Pres. part. Crnyunt. — Pa. part. Cru. — Indicative mood, pres. tense : Je crois, tu crois, il croit, nous crayons, vous croyez. Us craient. — Imperfect : Je croyais, tu croyais, il croyait, nous croi/ions, vous croyiez, ils croyaient. —Fdst tense definite : Je crus, tu crus, il crut, nous criimfs, vous criites, ih crurent. — Future tense, regular. — Conditional mood, regular. — Imperative mood : Crois, crayons, croyez. — Subjunctive mood, pres. tense : Que je croie, que tu croies, qn'^il croie, que nous croyions, que vous croyiez, quails croient. — Past tense: Que je crusse, que tu crusses, qu'il criif, que nous erussions, que VGUS crussiez, qu'ils crussent. Ci'Oitre, to grow. — Y. irr. Pres. part. Croissant. — Pa. part. Crii. — Indicative mood, pres. tense : Je crois, tu crois, il cro'it. nous crois-.sons, vous croissez, ils croisseiit. — Imper- fect. Je croissais, tu croissais, il croissait, nous croissions, vous croissiez, ih croissoienf. — Past tense definite : Je criis, tu criis, il criit, nous criimes, xous crutr-s, ils criirent. — Future tense, regular. — Conditional mood, regular. — Imper- ative mood : Crois, croissons, c)'0!.sse~.— Sub- junctive mood, pres. tense : Que je croi^se, que tu croisses, qu'il croisse, que nous crois>,ions, que vous croissiez, qu'ils croissent. —Fast tense : Que je crusse, que tu crusses, qu'il criit, que now.s erussions, que vous crussiez, qu' ils crussent. Cueillir, to gather. — V. irr. Pro- nounced as if spelled (in French) lieuillir. — Pres. part. CueiUant.—Fa.. part. Cueilli. — In- dicative mood, present tense : Je cueille, tu cueilles, il cueille, 7ious cueillons, vous cueillez, ils cwei7?e)it— Imperfect : Je cueillais, tu cueil- lais, il cueillait, nous cueillions, vous cueilliez, ils cueillaienf.—PASt tense definite : Je cueiUis, tu, cueillis, il cueillit, yious cueillhnw, vous cueil- lites, ils cueillirent. — Future tense : Je cueille- rai, iu cueilleras, il cueillera, nous cueillerons, votis cueillerez, ils cueilleront. — Conditional mood: Je cueillerais, tu cueillerais, il cueille- rait, nous cueillerions, vous cueiUeriez, ils cueil- leraient. — Imperative mood : Cueille, cueillons, cuejVZea.— Subjtmctive mood, pres. tense : Que je cueille, que tu cueilles, qu'il cueille, que noics cueillions, que vous cueilliez, qu'ils cueillent. — Past tense : Que je cueillisse. que tu cueillisses, qu'il cueillit, que nous cueillissions, que vous cueillissiez, qu'ils cueillissent. Accueillir and recucillir are conjugated like cueillir. Cxiire, to cook.— V. irr. conjugated like Gonduire, D. Dame, lady.— See Madame, or 618, 619. Dans. — Preposition corresponding to in, into, and icithin, 112. — Has a precise and deter- mined sense. Isusually followed by an article, unless some other definitive comes after it, as ce, rette, vn, une, etc. 191. De.— Prep. One of the most important among the French prep. Generally corres- ponds to of and from in English ; but besides is often rendered by to, uiih, by, on, in, or by the sign of the possessive case ('.cf aillir, to faint. — V. irr. used only in the following forms. Pres. part. D6faillant. — Pa. part. 2)e7a?'??i.— Indicative mood, pres. tense : Nous dkfaillons, vous difailleZy Us dS- faillent. — Imperfect : Je dSfailiais, tu de/ail- lais, it dAfaiUait, nous defaillioni, vous difail- liez. Us dd/aiUaient. — Past tense definite : Je defaillis, tu de/ailHs, il defaillit, nous defail- limes, vous defaiUites, Us defailUrent. — In the past tense indefinite : J'ai de/ailli, etc., and in the infinitive. Degi-ees of comparison.— Are not usually formed in French by means of a termination ; but by placing before the adj. or adv. one of the following adv. : aussi, as ; plus, more, most ; moins, less, least ; tris,fort, Men, very, 114. Delicc, delight.— Masc. in the sing, by exc. 15 ; fem. in the pi. De meme que, in the same manner as. — After this connective placed between two subject subst. the verb agrees with the first subject only, 675. JOenie iirer, to dwell.— Conjugated with avoir, when the subject has ceased to be in a place ; with etre, when the subject is still in the same place or condition. Demi, half.— When this adj. follows a subst. it takes its gender, but always remains in the sing. 358.— It is invariable : before a Bubst. 691 ; — and in compound adjectives, 668. Demoiselle, lady. —See Mademoi- selle, or 621, 622. Demonstrative.— See Adjectives and Pronouns. De peur que, lest.— Conj. followed by the subjunctive mood, 244. Des.— Art. pi.— Contraction oi de les, 113. Dessous.— Is either an adv. signifying under or below, or a subst. signifying under part. It is seldom used as a prep. Au-dessous, under, beneath, below, is always an adv. un- less it be followed by de, in which case it be- comes a prep, and requires a i-egimen. The same observations are applicable to dessus, 634. Dessus, on.— See Dessods. Detrxiii'e, to destroy.— V. irr. Conjuga- ted like conduire. Deva»it, before. — Prep, denoting place and corresponding to before, in front of, oppo- site to, aJiead of. It is also used as an adv. 186.— Must not be confounded with avant, 327. Devoii', to owe, ought. — V. irr. Pres. part. Dfvant. — Pa. part.JDw. — Indicative mood, pres. tense : Je dois, tu dois, il doit, nous de- vons, vous devez. Us doivent. — Imperfect : Je devais, tu devais, il devait, nous devious, vous deoiez, ih deuaient.— Fast tense definite : Je dus, tu dus, U dut, nous diimes, vous dutes. Us durent. — Future tense : Je devrai, tu devras, il devra, nous devrons, vous devrez. Us devront. —Conditional mood : Je denrais, tu devrais, il devrait, nous devrions, vous devriez. Us de- vraient. — Imperative mood : jDo7.ir, fr. the v. ^Hatter, 401. See also the terminations eritur and teitr. EUX.— Termination. Found in a great number of adjectives, about 200 of which end in 0!(s in English, without any, or with scarcely any other difference, 141.— The fem. of these adj. ends in euse, 142. E ux.— Personal pron. generally corre- sponding to thevi, and sometimes to they. It is masc. and pi. 211. EX.— Prefix. See !& or 363. Excepte, except,— Pa. part, of the v. excepter, employed as a prep, and as such pre- cedes the subst. which it governs and is inva- riable, 673. F.— Termination. Adjectives ending in / form their fem. by changing this termtnation into ve, 251. Faillli-, to fail. — V. irr. Pres. part. JFa!77a«<.— Pa. part. /a?7?i.— Indicative mood, pres. tense : Je faux, tu faux, il faut, nous faillans, vous faillez,ils faiUent. Scarcely ever used. — Imperfect : Je 'faiVais, tu faillais, il faillait, notis faUlions, vans failliez, Us fail- laient. Scarcely ever used.— Past tense defi- nite : JefaiUis, tu failUs, il faillit, nous faiUl- mes, rous faiUites, Us faiUirent. The other simple tenses are not in use. Falre, to do, to make. V. irr. Pres. part. Faisant. — Pa. part. Fait. — Indicative mood, pres. tense : Je/ais, tufais, il/ait, nousfaisom, voiis faites, 77s/o«^— Imperfect : Je faisais, tu faisais, il faisait, nous faisions, vous faisiez. Us faisaient. — Past tense definite : Jejis, tujis, iljit, nou^ fimes, vous fites. Us ./i?e?((.— Future tense : Je ferai, tuferas, il fera, nous f'erons, coi« ferez. Us /erojiS.— Conditional mood : Je ferais, tu ferais, il ferait, nous ferions, vous feriez. Us feraient. — Imperative mood : Fais, faisons, faites. — Subjunctive mood, pres. tense : Quejefa-sse, que tufasses, qu'il fasse, que nous fassions, que vous fassiez, quHU f assent. — Past tense : Quejefisse, que tu Jisses, qu'il fit, que nous ^fissions, que vous fissiez, quails Jissent.- Many persons pronounce the vowels ai like the ein father, in faisant, faisons, and in the whole of the imperfect tense. Faire is commonly employed in phrases which denote that distance or space is gone over, as : faire un pas, to take a step, etc., 375. Faire corresponds to the v. to he, when em- ployed impersonally in speaking of the weath- er, as : Jlfaitfroid, it is cold, 654. Faire, followed by an infinitive, often signi- fies To cause something to be done, To order it tobe done. To have, or to get it done, 627. When/an-e is followed by an infinitive, it re- quires an indirect regimen if the infinitive has a direct one. The regimen of /a?7-e would be direct, if the following infinitive had no such regimen. The reason of this is, that the v. faire so identifies itself with the next v., that both together are considered as one v., which is always active. Now, an active v. cannot have more than one direct regimen ; so that if there are two regimens, one of them must of course be indirect, 89. V^hen faire is followed by an infinitive, the regimen must not be placed between the two verbs. If it is a pron. it must precede faire ; and if a subst. it must follow the second verb, 548, S 1.— The imperative is the only mood i-a which the regimen, if a pron., is placed be- tween /a? re and the next verb, 548, § 2. Falloir, must. — Y. irr. used only in the third person sing.— N"o pres. part.— Pa. part. Fallu. — Indicative mood, pres. tense: II faut — Imperfect tense : Ilfallait. — Past tense deii nite: II faUut.— F-oXvixe tense: II faudra. — Conditional mood: Ilfaudrait. — No imperative mood. — Subjunctive mood, pres. tense : Qum faille.— Past tense : Qu'il falliit, 287. This verb, being impersonal, is generally fol lowed by the subjunctive mood, 130. — How ever, in phrases in which the subject is unde- fined and may be anybody, the v. that follows falloirmajhe employed in the infinitive mood, or in the subjunctive, with the indefinite pron. on as a subject, 296. Feinclx'e, to fe^'gn. — V. irr. conjugated like craindre. — Governs the infinitive with de, 189. Feminine.— See Genders. Fell, late. — The adj. feu, deceased, de- funct, late, varies in gender only, not in num- ber, when preceded by the article or a posses- sive adj. Otherwise it is invariable. It never follows the subst. and is seldom used in collo- quial language. FIE K,.— Termination. Fr. the Latin .^«?, to become, ov facere, to make. Corresponds to the English termination /jy, as in justifier, to justifv, 540. Flevirii', to bloom. — This v. is regular in the sense of to bloom ; but in the sense of to l>eflou?-isJn>ig, the third person sing, of the im- perfect is fiorissait, and the pres. part.yZoris- sant. Foi't. — As an adj. signifies strong. As an adv. is often used in the sense of very, as a synonym of trhs and bien, 114. Fow, mad.— Formerly fol, which is still INDEX. 581 used before a subst. beginning with a Towel or an h mute. The fem. of fou and/o/ is foUe. Frire, to fry. — V. irr. and defective.— No pres. part.-Pa. part. /Vi<.— Indicative mood, pres. tense, in the sing, only : Jef/i.% tu fris, il frit. — No imperfect tense. — Iso past tense definite. — Future tense, regular. — Conditional mood, regular. — Imperative mood, in the second person sing, only : Fris. — No subjunc- tive mood. The forms which are wanting are supplied by means of/ni;e before //tVe, thus : NouH faisons frire, we fry. Fuir, to flee.— v. irr. Pres. part. Fuyant.— Pa. part. Fui. — Indicative mood, pres. tense : Jefuis, tu fids, il fait, nousfayons, vousfuyez, ils fuient.— Imperfect : Je fuyais, tu fuyais, il fuyait, nous fuyions, vous fuyicz, ils fayaient. — Past tense definite regular. — Future tense, reg- ular. — Conditional mood, regular. — Impera- tive mood ; Fuis, fuyons, fuyez. — Subjunctive mood, pres. tense : Que je fuie, que tu fuies, qu'il fuie, que nous fuyions, que vous fuyiez, qu'iJsfuient.— FASt tense, regular. Ifu-tiire tense.— This tense is formed by adding the following terminations to that of the infinitive mood, the final e being suppressed in the verbs in re : — ai, as, a, ons, ez, ont, 565. —The present tense, used in English to point out the relative time of a future action, must be rendered in French by the future, 334. — When a v. is preceded by an adv. or a conj. of time, as when, while, as soon as, etc. and when the future tense is implied from the reference of that V. to another v. in the future tense (334) or in the imperative mood, the present tense, generally employed in English, must be ren- dered by the future in French, 472. G. G- en tiers. —There are two genders: the masculine and the feminine, 1.— All the sub- stantives in the French language are either masc. or fem. There is no neuter gender, 12. —The gender of substantives is determined eitlier by the sex or by the termination, 13. All the names of males are masc. whatever may be their termination, and all the names of females are feminine, 8. Substantives ending in any other termina- tion than e mitte are generally masc. 14. — Sub- stantives ending in e mute are generally fem. 15. Subst. ending in ice are masc. They are for the most part the same in both languages, 20. — The following words are fem. by exc. : avu- rire, cirMtriee, epice, helice, imraondice, justice, injustice, lice, malice, matrice, inilice, notice, office (pantry), police, premices, varice, 21. The names of languages are masc. unless they are employed as adjectives with the word langue, 120. Those parts of speech, which, without being substantives, are accidentally used as such, are masc. 181. Subst. ending in age are masc. 215.— The following are fem. by exc.: ambages, cage, hypallage, image, nage, page, plage,' rage, 216. Subst. ending in tire are masc. 246.— the fol- lowing are fem. by exc: artere, estire, pa- Ure, 247. Suljst. ending- in aire are masc. 253.— The following are fem. by exc: affaire, aire, chaire, circulaire, glaire, grammoire, huire, judiciuire, jugulaire, pair'e, vimaire, and the names of plants ending in aire, 254. The names of trees and shrubs are masc. 301. —The following are fem. by exc: hourdaine, epine, ronce, vigne, viorne, yeuse, 302. Subst. ending in tre are masc. 341.— The fol- lowing are fem. by exc: chartre, dartre, 4pt- tre, fenetre, guetre, hultre, lettre, lontre, mitre, Tnontre, outre, piastre, poutre, rencontre, vi- tre, 342. In the system of weights, measures, and coins now established in France, all the words in the nomenclature are masc. 347. When adjectives are employed as substan- tives, or when they become real sttbstantives, they are of the masc. gender, 405. Subst. ending in em.e or erne are masc. 420, § 1.— The following are fem. by exc: hireme, trirhne, crime, 420, § 2. Subst. ending in He or yle are masc. 502, § 1. — The following are fem. by exc: argile, bile, file, huile, lie, pile, sebile, tuile, vigile, 502, § 2, Subst. ending in isme are masc. 545, § 2. Subst. ending in cle are masc. 545, § 1. — The following are fem. by exc. : besides, boucle, debacle, escarboucle, made, manicle, sanicle, 545, § 2. Subst. ending in asme are masc 589. Subst. ending in toire are masc. 590, § 1. — The following are fem. by exc: decrottoire, echappatoire, ecritoire, eupatoire, histoire, im- peratoire, victoire, 590, § 2. All the names of simple bodies or chemical elements are masc. 602, § 1.— Those which end in e mute and which accordingly form excep- tions to the general rule (15) are : Oxygene, hy- droghne, azote or nilroghne, souf're, tellure, chlore, brdme, iode, phosphor e, carbone, bore, lantane, didyme, Tnanganise, chrome, tungsthne, molybdhne, cuivre, mercure, titane, tantale, an- iimoine, platine, 602, § 2.— To these must be added the generic words, melalloide and ox- yde, 602, § 3. The names of salts ending in ite are masc. 604. The names of chemical compounds ending in lire are masc. 605. The names of salts ending in ate are masc 606. Compound words are masc. when the first component is a verb, 699. Substantives ending in sion are fem. 50. Subst. ending in aison are fem. 79. Abstract subst. ending in eur are fem. 95. — The following are masc by exc: bonheur, malheur, honneur, deshonneur, labeur. Subst. ending in tion are fem. 99. Bastion is the only exc. Subst. ending in te are fem. 241.— The follow- ing are masc. by exc: apart^, arrete, benedi- cite, corrdti, comte, cote, depute, etc, jete, pate, precipite, traite, 242. When a proper name is used to specify some peculiar production of a place, it takes the gen- der of the subst. which is understood, 315. Substantives denoting titles, qualities, or pro- fessions which may belong to either sex, often produce feminine derivatives, by means of the same terminations that adjectives take to form their fem. 620. For the genders of adjectives, see Adjectives. G-ens, people.— This subst. is masc, but, by an arbitrary exception, the adj. which pre- cedes it takes the fem. form, when its termina- tion is not e mute. And if this adj. is itself preceded by a definitive, as un tout or certain, the definitive also takes the fem. form, 532, § 1. — The adj. takes the fem. gender only when it precedes gens, and never when it follows it, 5.32, § 2.— When the adj. placed immediately before gens ends in c mute, and therefore presents no difference between the masc. and the fem. gen der, the definitive which precedes it remains masc. 5.32, § 3. GER,.— Termination. In the conjugation of verbs ending in ger, the .9 is alwaj's followed by e mute before the vowels o, o, 274. Gesli', to lie. — V. irr. and defective. The infinitive is obsolete.— Pres. part, Gisant -No 582 INDEX. pa. part. — Indicative mood, pres. tense ; II git, nous gisons, vous gisez, ils gisent.— Imperfect : Jegisais, tugisais, il gisait, Jioiis gisions, vou/s gisiez, ils gisaient.— The other tenses and moods are out of use. H. The principal words in which the initial h is aspirate, are : Hache Hareng Metre Haie Haricot Heurter Haine Hnrnais Hihou Hatr Harpe Hideux Halle Harpie Hollande Halte Hasard Honte Mameau Hater Horde Hanche Haut Hotte Hanter Hauteur Houlette Harangue Havre Huguenot Harasser Hiraut Huit Hardi Heros Hussar d. Hair, to hate.— V. irr. The irregularity of this V. consists : — in suppressing the dieresis in the three persons sing, of the pres. tense, in- die, mood, and pronouncing the v. in one syl- lable : Je haift, tu haU, il hait ; — in suppressing it also in the second person sing, of the imper- ative mood, Halt ; — in substituting the diere- sis for the circumflex accent in the first and second persons pi. of the past tense definite, nous haimes, vous haites ; and in the third person sing, of the past tense of the subjunc- tive mood, qu.'il hait. Heure, hour. — The distinction made in English between six hours and six o'clock has no equivalent in French ; the word heure being used indifferently to express an interval of sixty minutes, or that moment of time which the clock indicates. In consequence, we render " Six hours a day'' by " Six heures par jour," and " It is six o' clocTc" by '• II est six heures," 336.— In speaking of time, as measured by the clock, the number of hours is mentioned first, and followed by the fraction denoting the por- tion of time which precedes or follows the full number, thus : Quatre heures cinq minutes, five minutes past four ; quatre heures un quart, a quarter past four ; cinq heures mains un quart, a quarter to five ; cinq heures mains dix minu- tes, ten minutes to five, 657, § 1.— The last ex- amples show that the portion of time wanting to make up the full number is preceded by mains, less, 657, § 2. Hymne, hymn.— Usually masc. by exe. 15 ; but fern, when applied to sacred music. Hypli.en .—Serves to connect :— The verb and the subject pronoun, in interrogative phras- es, 40 ;— the radicals forming a compound word, 326, the adv. ti-es and the word that follows it, 330 ; — two numbers, when the latter does not exceed ten. It is also used in quatre-vingts and quinze-vingts, 337 ;— words combined to form an idiomatic locution, as : c'est-h-dire, 343. — The adv. ci and Iti are also joined to the preceding word by a hyphen, 351. IBIiE .—This termination, like able (97), denotes aptness or fitness. It serves to form adjectives, about half of which are the same in both languages, .543. ICE . Termination. — Substantives ending in ice are masc. They are for the most part the same in both languages, 20.— The following are fern, by exc. : avarice, cicatrice, ipice, M- lice, immondice, justice, injustice, lice, malice, matrice, milice, notice, office (pantry), police, premices, varice, 21. IDE . — Termination common to adjectives, about fifty of which end in id in English, 603. IE . — The termination ie is common to sub- stantives, about four hundred of which end in English in y with scarcely any other difference of spelling, 190. IE ME .-Termination added to the card! nal numbers, to form the ordinal numbers, 44. IE JV.— Adjectives ending in ien form their feminine by doubling the final consonant, and adding e mute, 184. IE R.— The termination ier or er, in adjec tives 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. It serves be- sides, when added to the name of a fruit, to de- signate the tree bearing such fruit. In a limit- ed number of words, it denotes the utensil, the vessel, or the place destined for the use of the thing expressed by the radical, 159.— In the verbs ending in ier the letter i is doubled in the first and second persons pi. of the imperfect tense, indie, mood, and of the pres. tense, sub- junctive mood, 586, § 5. IP. — Termination of adjectives ending for the most part in ive in English, without any other difference, 46.— The fem. of these adj. ends in ive, 251. Ili, IliE. — Termination. In adjectives, denotes what is endowed with the quality, the property, or the facultyexpressed by the radical. Some of these adj. are the same in both lan- guages, as civil, docile, 123. — Substantives end- ing in He, are masc. 502, § 1. — The following are fem. by exc. : argile, bile, fie, huile. He, pile, sebile, tuile, vigile, 502, § 2.— The final I takes the sound of y in ye in the following substan- tives in il : avril, babil, fenil, grisil, mil (mil- let), piriL—Ihe final I is quiescent in the fol- lowing substantives in il : baril, chenil, coutil, fournil, fusil, gril, nombril, outil, persil, soiil, sourcil ; and in the adj. gentil. 11^, he.— Personal p'ron. corresponding to he and it. It is masc. and sing, and is always a subject. Its pi. is ils, corresponding to they, and, like the sing, always masc. and used as a subj. 94.— It cannot be separated from the v. 104. II est. — Sometimes used with the imper- sonal signification of JZ y a (there is, there are), but denotes a more general statement, and be- sides is less familiar, 681. See y avoir. II seittljle, it seems. — Generally re- quires the subjunctive mood ; but this rule is not absolute ; thus when the v. sembler is pre- ceded by one of the pronouns, me, te, lui, nous, vous, leur, and used aflSrmatively, the indica- tive mood is necessary, 456. II y a, there is, there are.— See y avoir. Imperative mood.— This mood in French verbs has no first pers. sing., and no third person either sing, or pi. The English forms. Let me answer, let him wait. Let them follow, are rendered in French by the subjunc- tive, thus : Queje riponde, qu'il attende, qu'ils suivent, 465, 537. — Tbe imperative mood is formed by changing the termination of the in- finitive as follows : er into e, ons, ez ; — ir into is, issons, issez ; — re into s, ons, ez, 558. — This mood, in French, having no special form for the first person sing, the deficiency is some- times supplied by means of the first person pi. 559 — The second person sing, of the imperative mood is always similar to the first pers. sing, of the pres. tense, indicative mood, 460.— The first and second persons pi. are always similar to the same persons of the pres. tense, indica- INDEX. 683 tivo mood, 290, 293, 368, 382, 384, 518.— In this mood, the personal pronoun, which is the re- gimen of the v., is placed after it, when the phrase is not negative, 297.— But when the phrase is negative, the pron. precedes the v. 298. — When the second person sing, of this mood ends in e mute, and is followed by the pron. y or the pron. e«, a euphonic s is added to it, to prevent the hiatus, 470. Impex'fect tense. — The termina- tions 01 this tense are : ais, ais, ait, io)i.i, iez, aient, substituted for those of the infinitive in verbs in er and in re, 586, § 1. — In verbs in ir, the above terminations are added to the inva- riable syllable iss, substituted for ir, thus : issaia, isftaif, issail, isHons, issiez, issaient, 586, § 2. — The first and second persons sing, of this tense present no difference between them, 586, § 3.— The first and second persons pi. of this tense are similar to tlie same persons of the pres. tense, subjunctive mood, 586, § 4.— A con- sequence of this rule is, that in the verbs end- ing in ier the letter i must be doubled in the first and second persons pi.; and that, in the verbs ending in yer, the ?/ must be followed by i in the same persons, 586, § 5. The imperfect tense represents an action or a state as ah-eady begun or existing, and going on or continuing, without expressing when it ceased, or whether it did cease, 134. — It must be used to render the English v. in the pres. part, with the auxiliary v. to he, 136. — It must also be used to express an habitual action, as : She used to answer, she would answer, EUe rS- pondait, 137. —When the conj. si corresponds to the English word if, and signifies supposing that, the v. that follows the conj. is used in the pres. tense of the indicative with the correlative V. of the phrase in the future ; or the conj. is followed by the imperfect tense, with the second V. in the conditional mood, 422.— But when si corresponds to the English conj. whether, and expresses doubt, it may be followed by the con- ditional mood or the future tense, according to the sense, 423. IIV. — Prefix. This inseparable particle is generally negative, as in English in irivisible. It corresponds to the English inseparable par- ticles in and un, and sometimes to the termina- tion fess, as in inutile, useless. It is changed into im before 6, m, and p. It is changed into il before I, and ir before r, 170.— Jn is not al- ways negative. It is often a mere transforma- tion of en, signifying in, within, and correspond- ing to the same particle in English, 234. Indefinite (Past tense). — See Indica- tive, and Past tense. Indicative mood. — The simple ten- ses of this mood are : the present, the imperfect, the past tense definite, and the future. The com- pound tenses, usually corresponding to the same tenses in Englisli, require no particular notice, except the past tense indefinite, which see. — When a subjoined phrase is connected with the principal one by a relative pron., as qui, que, doni, ou, and denotes something doubtful or uncertain, the subjunctive mood is properly employed, ,578 ; but if the subjoined phrase admits of no doubt, the indicative mood must be employed, 579. Indre. — Termination. All the verbs end- ing in indre undergo a change of the letters nd into gn .-—in the three persons pi. of the pres. tense, indicative mood :— throughout the im- perfect tense ;— throughout the past tense def- inite ;— in the first and second persons pi. of the imperative mood ;— throughout the sub- junctive mood, pres. and past ;— in the pres. part. 446. — They form their past part, by changing dre into t, 512.— The three persons sing, of the pres. tense, indicative mood, end in ins, ins, int. — See the v. Craindre, given in this index as a model. Infinitive mood. — The infinitive mood of all the French verbs ends in er, ir, or re. The verbs in er are by far the most numer- ous. The verbs in ir 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 conjuga- tion, 121. After comment, qxie, ou, pourquoi, and a few more words used like these in interrogations, the infinitive mood is often substituted for the indicative, when it can be done without render- ing the sense obscure, 88. The French prepositions govern the infinitive mood. En, in, is the only one that governs the present participle, 129. List of verbs which govern the infinitive without a prep. 187. — List of verbs which gov- ern the infinitive with the prep, a, 188.— List of verbs which govern the infinitive with the prep, de, 189. — List of verbs which govern the infinitive with either h or de, 190. The infim'tive, preceded by the prep, h, some- times corresponds to the English pres. part, denoting an action as taking place, or continu- ing, 203. In phrases in which the subject is undefined and may be anybody, the v. that follows fal~ loir may be employed in the infinitive mood, or in the subjunctive, with the indefinite pron. on as a subject, 296. The V. which follows a v. of motion in French is in the infinitive mood, and requires no conj. before it, 372. The passive form used in English, to ex- press that something is to be done or under- gone, is rendered in French by the infinitive preceded by the prep, h, thus : lie is to be piti- ed, II est h plaindre, 409. The infinitive mood of verbs is sometimes nsed substantively. In this case, it is deter- mined by the article or by pronouns and adjec- tives, like any other subst. 418. Two verbs in the infinitive mood are often placed in succession, the second being the re- gimen of the first, 500. Instruii'e, to instruct. — V. irr. conjuga- ted like conduire. Interrogation . — The interrogative construction, when the subject is a pron., is formed by placing the subject after the v. and connecting them by a hyjihen, 40.— A euphonic t is introduced between the v. and pron. when the V. in the third person sing, ends with a vowel, 41.— When the construction is at once interrogative and negative, and the subject a pron. the words are placed in the following order : the negative we, the verb, the pronoun, the second part of the negative (pas, jamais, etc.), 42.— When the subject is a substantive, in interrogative phrases, it is generally placed before the verb, and repeated after it in the form of a pron. 86. — Interrogations are often formed by placing est-ce que before the subject, followed by the verb. This form is more fa- miliar than the preceding, 87-— The interroga- tive form annexed to .a proposition, in order to know whether it is assented to, varies in Eng- lish, 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-cepas? 376. Introduire, to introduce.— V. irr. con- jugated like conduire. lOlV .—Termination of numerous substan- tives about eleven hundred of which are the same in both languages, 49.— Substantives end- ing in sion, Hon, are fem. 50. 99. 584 INDEX. IQ,XjE .—Termination common to a great imrnber of words, some of -whicli are substan- tives, bnt the greater part adjectives. Slost of these words are nearly the same in both lan- guages, and differ only by the termination, which, in English, is ic for the substantives, and ic or ical for the adjectives, 200. — The names of sciences which have in English the plural termination ics, end in French in ique, and are employed in the singular. There is one exc. viz. le'^ mathimatique^, 592. lit. — One of the three terminations of the iufinicive mood of French verbs, 69. — A great portion of the verbs in ir come from adjectives, as appauvrir, fr. pauvre. Others, of a differ- ent formation, end in English in ish, as pSrir, to perish, 257. ISE. — Termination, which, added to cer- tain adjectives, makes substantives of them, as in Mttise, fr. sot, 316. ISEii.— Termination common to verbs, about eighty of which terminate in English in ize or ise, without any other difference in their spelling, 417. ISMI5. — Termination which serves to form abstract substantives, most of which end in ism in English, with scarcely any other differ- ence, 5i5, § 1. — Substantives ending in isme are masc. 545, § 2. ISS. — This syllable, incorporated into the terminations of several tenses and persons, cliaracterizes the conjugation of the verbs in ir, and forms the principal difference between these verbs and those in er, 196, § 2. ISTE .—Termination common to many words which are the same in both languages, except that the e mute, used in French, is sup- pressed in English. This termination generally denotes a member of a sect or of a corporation, whether literary, religious, or political ; or one given to some mtelleotual or mechanical occu- pation, expressed by the radical. Most of the words of this termination are given in the Dic- tionnaire de VAcademie as masculine, being- used especially to designate men (8) ; but they may be applied to women, 209. ITE.— Termination. The names of salts ending in ite are masc. 604. Its.— Pron. When ite and their refer to a thing which is not the subject of the phrase, they are rendered by en, Til. — When the thing to which its or their relates is the subject of the phrase, these words are rendered by son, sa, ses, lew, or leurs, 279.— Even when the thing is not the subject of the phrase, its and their must be rendered by son, sa, ses, leur or leurs, when they are governed by a prep. 280. Jamais, never. — It is generally negative, and consequently generally preceded or fol- lowed by ?^e. But sometimes, when tised with- out ne, it becomes affirmative and corresponds to ever, 76. Je, I.— Personal pron. of the first person sing, and of both genders. It is always a sub- ject, and generally placed before the v. 305. — When the v. begins with a vowel, the elision of the e takes place, 11.— It is often improper, in interrogative phrases, to place the pron. je after the v. particularly when this v. has but one syllable, or when its termination combined with je would offend a delicate ear. P'or in- stance, a correct speaker would not say : dors- je, mords-je, agis-je. This is avoided by chang- ing the construction, thus : Est-ce que je dors, Est-ce que je viords, etc. 596, § 1.— The follow- ing combinations however are authorized: suis- je, ai-je, fais-je, di$-je, dnis-je, sais-je, vnis-je, 506, § 2. — In interrogative phrases and others, in which the pron. je follows a v. ending in e mute, this e takes the acute accent before je, 661. Joindre, to Join. — V. irr. conjugated like craindre. See also verbs in indre. Jiisque, till.— Does not refer merely to time, as till or until in English, but denotes dis- tance, and often corresponds to as far as, to, unto, up to, doicn to, and even. The final e or jusque is cut off before the words it, au, aux, and ici, 54. Jusqu.'k ce que, till. — Connective followed by the subjunctive mood, 244. K. K. — This letter very seldom occurs in French words. L. lia, the, her, it.— Fem. of the art. le, 5. - Fem. of the pron. le, 27. — The elision of the vowel a takes place before a word beginning with a vowel or an h mute, 11. IjeI, there. — Adv. of place, distinguished from the art. la, the, and from the pron. la, her, by the grave accent over the a, but with- out making any difference in the prontinciation. —ia is sometimes added to substantives which come after the demonstrative adjectives ce, cet, cette, and ces, as an expletive denoting remote- ness, in opposition to ci, which marks near- ness. It is joined to the preceding word by a hyphen, 351.- It is likewise added to the de- monstrative pronouns, celui, celle, ceux, celles, thus : celnidci, that one, etc. 352. Lie, the. — Article. Varies in gender and number, 4.— ie is masc. and sing. La is fem. and sing. Zes is pi. and of both genders, 5. — The final vowel of le and la is suppressed, and an apostrophe substituted for it, before words beginning with a vowel or an h mute, 11. — See also Articles. li e , him, it. — Personal pron. Its fem. is 7a, her or it ; the pi. of both genders is les, them, 27. — Zeis always a direct regimen, and, except in the imperative mood, always placed before the v. 175. The pron. le may represent either a subst., or an adj., or a v., or a preposition. In the first case only it is variable and takes the gender and number of the subst. which it represents : it then becomes la in the fem. and les in the pi. of both genders. In the other cases, and par- ticularly when it represents an adj., or even a subst. used adjectively, it is invariable, 224. — This pron. must be used, whether it has an equivalent in the English construction or not, 264. In inversive phrases, in which the regimen precedes the v. , this regimen must be repeated in the form of a pron. which is generally le, la, or les, according to the sense, 436. When several objective pronouns precede a v., le, la, les are placed before lui and leur, and after me, te, se, nous, and vous, 488. In comparative phrases constructed with aic^si, autant, plus, moins, and other similar adverbs, the v. which follows que must be prex;eded by the pron. le, 636. See also 264. Le ieiir, theirs, if'!/;-, their, a possessive adj. (152), becomes a possessive pron. when preceded by the art. Le leur is masc. and sing. La leur, fem. and sing. Les leurs, pi. of both genders. These three forms correspond to theirs, 624. INDEX. 685 liC mien, mine. Is the possessive pron. of the first person sing, corresponding to the possessive adj. mon. The sing. fem. is la mienne ; the pi. masc. les miens, and the pi. fem. les miennes. All these forms correspond to mine, 478. liC notre, ours.— Possessive pron. of the first person pi. The sing. fem. is la notre ; the pi. of both genders, les nbtres. These three forms correspond to ours, 292. Iieqnel.— Relative pron. corresponding to wTio, ichom, which, and that. It is masc. and sing. Sing. fem. laquelle ; pi. masc. lesquels ; pi. fem. lesquelles, 165. Lequel, laquelle, etc. are seldom used as sub- jects or as direct regimens, unless they become necessary to avoid ambiguity. The subject is generally represented by qui, and the direct regimen by que, 173. If the relative pron. is governed by a prep, it is generally expressed by qui, when it refers to persons, and by lequel, laquelle, lesquels, lesquelles, when it refers to things, 174. XjCS, the, them. — Tl. of the art. le, la. — PI. of the pron. le, la. Tie sien, his, hers. —Possessive pron. of the third person sing. The sing. fem. is la sienne ; pi. masc. les siens ; pl. fem. les siernies. Each of these forms corresponds to the English words ?ns, hers, its, and one^s, 126. Lei"S.— See Plural.- The cardinal numbers stand for the ordinal ones, for the sake of brevity :— after the names of sovereigns; — after certain words deuotiug the divisions or subdivisions of a -work, as cJi'ipilre, patjc, etc.; — before the names of the months, without the prep, de, as, le deux septeuilre, 653, § 1. — Pre- mier, however, cannot be replaced by un, 653, § 2. o. OS. — Inseparable particle, beginning words which are generally the same, or nearly the same in English. Ob is changed into oc, of, op, according to the consonant which begins the radical word, G8. CEll, eye. — Is pronounced as if .spelled (in French) euil. The pi. is yeax. The word a;il is sometimes used to denote other objects than the organ of sight, in which case its pi. is often formed regularly, as : Des ails-de-bceuf, circular windows, or bull's eves, 468. Offrir, to offer.— V. irf. Pres. part. Of- frant. — Pa. part. Offert. — Indicative mood, pres. tense : J'offre, tn off res, il off re, nous of- frons, vous offrez, ih off rent. — Imperfect tense: J'offrais, tu offrais, il off mil, nous offrions, vous offriez. Us offruifnt. —Fiist tense delinite, regular. — Future tense, regular. — Conditional mood, regular. — Imperative mood: Off re, of- frons, o/'?e2;.— Subjunctive mood, pres. tense : Que j^offre, que tu offrrs, qu'il offre, que nous offrions, que vous ojfriez, qu'ils off' rent. — Past tense, regular. Oin(lre, to anoint.— V. irr. conjugated like craindre. See also verbs in indre. Sel- dom used. Om.— Termination of verbs which are ir- regular, 117. — Many grammars give a model of conjugation in oir ; but this model is applica- ble only to devoir, redevoir, apercenoir, <:once- voir, decevoir, percemir, and recevoir. Termination of nnmeroiis sttbstantives de- rived from verbs, as lavoir, fr. laver ; tiroir, fr. tirer, etc. OIK-E .—Termination common to substan- tives and adjectives, about 100 of ■which end in English in orij, S32. ON.— Termination. Adjectives ending in on form their fern, by doubling the h and add- ing e mute, 184. In the derivatives of words ending in on, the n is doubled, 288. Oil .—Pron. Indefinite pronoun which gen- erally corresponds to the English word one ; sometimes to people or they ; and moreover is often rendered in English by a different con- struction, 18. — This pron. is much more fre- quently used in French than the word one is in English. It often corresponds to the passive form, as : On le voyait. He was seen, 61. In phrases in which the subject is undefined and may be anybody, the v. that follows fal- loir may be employed in the subjunctive mood, with on as a subject, 296. A euphonic I' precedes on, after et, si, ou, que, and qui, to avoid the hiatus, 497. The pron. on is generally masc. and sing. However, when the sense clearly shows that "it refers to a woman, or to certain persons, it is followed by adjectives, participles, or substan- tives, either fern, or pi. according to the sense, 663. On retains its nasal sound, even when the n coalesces with the initial vowel of another word. On.— Eng. prep. The prep, on, used in English before the pres. part, to denote tlie time at which any thing happens, is rendered in French by en, 374. On ze, eleven. — There is a peculiarity in the word onze and its derivative onzihne : 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, 229. Ordinal numbers.— Formed from the cardinal numbers by adding the termina- tion ihne, 44. Ox'gue, organ. — Masc. in the sing, by exc. (15). Fem. in the pi. Oser, to dare. — In negative sentences, the word pas may be suppressed after oscr, es- pecially when this v. governs an infinitive, 80. Oil, or.— When two subject substantives are joined by this conj. the v. agrees with the last only. This rule is sometimes violated, even by good writers, 693. Oil., where. — Adv. of place, distinguished from the conj. ou, or, by the grave accent over the u. — Ou is also used as a relative pron. sig- nifying in xcMch, or to which. It may be pre- ceded by de and par. The pronouns ou, d'ou, par ou, refer to things only, and are properly used when the sense conveys an idea of lo- caliry. whether positive or abstract, 150. Ouir, to hear. — V. irr. Pres. part. Oyant. — Pa. part. Oui. — Indicative mood, pres. tense : J'ois, tu ois, il oit, nous oyons, vous oyez, ils oient. — Imperfect tense : J'oyais, tu oy/. When placed before a substantive, it requires de, 562. —In inversive phrases in which ce, the v. etre, and the regimen, precede the subject, que is em- ployed as a connective, when both the subject and regimen are subst. 690. — The elision of the e in que takes place before a vowel or an h mute, 11. Q,uel. — Pronominal adj. generally corres- ponding to what ; sometimes to 2clnch. Its fern, is quelle ; its pi. masc. quels, and its pi. fern, quelles, 71. — Is not followed by im, une, in exclamations, when the English word (oAai re- quires a, an after it, 84.— Combined with the article, simple or compound, it forms the rela- tive pronoun lequel, laquelle, etc. 165. Q,uelconque. — Indefinite adj. corres- ponding to whatever or any. Q, u e 1 qu e ,— Indefinite adj . corresponding to some, tt/u/, and a few. When used in the sing, it denotes an undetermined person or thing ; and in the pi. an xmdetermined number of persons or things, 144. Quelque, followed by que, corresponds to whatever and however, 386. Quelque, followed by que, may be joined to a subst., to an adj., or to an adv. 392. Quelque, joined to a subst., and signifying whatever or whatsoever, is an adj., and agrees in number with the subst. to which it is joined. The word que follows the subst. as soever some- times does in English, 393. Quelque, joined to an adj. or an adv., and sig- nifying however or howsoever, is an adv., and therefore invariable, 394.— But when the adj. which comes after quelque is connected with a subst., quelque agrees with that subst. 395. The elision of the final e in quelque is admit- ted only before the words un and autre, 145. Q,uel que.— Followed by a v. signifies whoever or whatever. It forms two words, the first of which is an adj. agreeing in gender and number with the subject of the v. 398. Qiuelque clxose, something. — Chose is a fem. subst. 15 ; but quelque chose, signifying something or any thing, is an adverbial form, which is masc. 166. — When quelque chose, in the sense of something or any thing, is followed by an adj., it requires the prep, de before the adj., which retains the masc. termination, 571. Q,iielqu'ui». — Indefinite pron. When used in an absolute sense, that is, without any reference to a subst. , it corresponds to so)ne one, ■somebody, any one, any body. In this sense, it is used only in speaking of persons, and is al- ways masc. It may take the pi. form, quel- ques-uns, but only when it is a subject, 642, § 1. — When it is not absolute and refers to a subst., it corresponds to some and any , and may relate to things as well as to persons. In this sense it takes the fem. and pi. forms, quel qu^une, quelques-uns, quelques-icnes, 642, § 2. Q,xiei'ii', to fetch. — V. defective. Is used only in the infinitive, with the verbs aller, ve- nir, and envoy er. The French Academy writes querir. The other lexicographers are unani- mous in writing querir, with the acute accent, as the Academy itself writes the derivatives acquerir, conquerir, requerir. Q^ui .—Relative pron. generally correspond- ing to the English words who, whom, which, that, and sometimes what. It is also used as an absolute pron., particularly in interroga- tions ; in this case it refers only to persons, 9. — Qui, when it is relative, that is, when it has an antecedent, may be a subject or an indirect regimen. "When it is a subject, it may refer to persons or to things. But when it is an indi- rect regimen, preceded by a prep. , it refers only to persons, or to personified things, in poetical language, 37, § 1, 172.— It always takes the gender, number, and person of the antecedent, and the v. agrees with it accordingly, 37, § 2. — The subject is much more frequently represent- ed by qui than by lequel, 173.— If the relative pron. is governed by a prep., it is generally ex- 594 INDEX. pressed by qui, when it refers to persons, and by lequel, laquelle, etc., when it refers to things, Q^uiconque, whoever. — Indefinite pron. generally masc. and always sing. It re- ■'' fers to persons only, 631. Q,lloi.— Pron. Maybe either absolute or relative. Refers to things and not to persons. When absolute it corresponds to ichat, or what thing, and is generally governed by a prep. When relative, which seldom happens, it sig- nifies which, and is always an indirect regi- men, 73. Q,iioiqTie, though.— One of the conjunc- tions after which the subjunctive mood is re- quired, 244. — Must not be^nfounded with quoi que, in two separate words, signifying ichatever. The elision of the e in quoique is admitted only before il, elle, on, un, une, 528. K. REj . prefix. — Inseparable particle, deno- ting repetition, reduplication, doing or begin- ning over again ; — or coming or going back ; — or, lastly, gradual increase or completion. The e of this particle is sometimes cut off, 146. RE . termination.— One of the three termi- nations of the infinitive mood of French verbs, 78. There are also many French words ending in re, which have become English, sometimes with the same orthography, and sometimes by transposing the final letters, 267. Recevoir, to receive. — V. irr. conju- gated like aptrcti-oir. R^duire, to reduce. — V. irr. conjugated like conduire. Reflective Verbs.— See Pronomi- nal, under the head Verbs. Regimen.— The subst. which is the re- gimen of a V. generally follows it. The personal pron. which is the regimen of a V. precedes it (except in the imperative mood), 43. When several objective pronouns precede a v., le, la, les are placed before lui and leur, and after me, te, se, nowt, and vous, 488. Personal pronouns, when they are regimens, must be repeated with each v. in its simple tenses ; and even in its compound tenses unless the auxiliary be suppressed, 699. The pron., when a regimen, is placed before its V. (43) ; but when an infinitive is governed by another v., the pron. referring to this infini- tive may be placed before either verb. How- ever, it is more conformable to general custom to place the pron. regimen before the v. that governs it, 616. In the imperative mood, the personal pron. which is the regimen of the v. is placed after it, when the phrase is not negative, 297. — But when the phrase is negative, the pron. precedes the V. 298. When a v. in the imperative mood is followed by two object pronouns, the one direct, and the other indirect, the direct regimen is placed first, 702. — As an exception to the preceding rule, and for the sake of euphony, the pronouns moi, toi, le, la, when direct regimens, are placed after y. JBut this construction is forced, and it is better to avoid it, 702. When a v. 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 precedes the longer, 637.— The indirect regimen must be placed first, when the direct regimen is a subst. followed by some I words that cannot be separated from it ; and, I in general, when the sense requires it, to avoid ambiguity or obscurity, 686. In inversive phrases, in which the regimen precedes the v., this regimen must be repeated in the form of a pron., which is generally le, la, or les, according to the sense, 435. When /aire is followed by an infinitive, the regimen must not be placed between the two verbs. If it is a pron. it must precede ./'(jf re (43) ; and if a subst. it must follow the second- V. 548, § 1.— The imperative is the only mood in which the regimen, if a pron., is placed be- tween /aire and the next v. 548, § 2. The personal pron. which precedes voila and void, is the regimen of these words : conse- quently we say, le yojte, and not II voilh, 294. Repentir (Se), to repent.— V. irr. con- jugated like sentir. Always pronominal, 364. R^SOTxdi'e, to resolve. — V. irr. Pres. part. Riaolvant.—P-a.. part. Resolu, or re.wus.— Indicative mood, pres. tense : Je riaoun, tu rf.- ■sous, il rSsout, nous rdsolvons, vovs ri&oltfz. Us resolvent.— Imperfect tense : Je resolvais, tu re- solvaif, il resolvait, nous rSsolvion.t, vous resol- viez, ils riwlvaient. Past tense definite : Je ri- solus, tu resolus, il risnlut, nous resolumes, vous resoiate.i, i7.s resolurent. — Future tense, regular. — Conditional mood, regular. — Imperative mood : Resous, resolcons, rdsolvez. — Subjunctive mood, pres. tense : Que je resolve, que tu, ri- solve, tu tus, il tut, nous tiimes, vous, tiites, Us turent.— Future tense, regular.— Conditional mood, regular. — Imperative mood: Tais, tai- sons, towea.- Subjunctive mood, pres. tense: Que je taise, quetutaises, qu'il taise, que nous taisions, que vous taisiez, qu'Us taisent. — Past tense: Queje tusse, que tu tusses, qu'il tiit, que nous tussions, que vous tussiez, qu'ils tussent. — With the pronominal form, se taire signifies to be silent. Tant. — Adv. of quantity, corresponding to so much, as much, so many, as many, so/ar, as far, so long, as long, to such a degree. Be- fore a subst. it takes the prep, de, 344.— As an adv. of comparison, it must be repeated before each V. or part, which it modifies, 427. Tantot.-SeeToT. Te.— Personal pron. of the second person sing, and of both genders.— It is never used as a subject. It is sometimes a direct, and some- times an indirect regimen, corresponding to thee, to thee, thyself, to thyself. It always pre- cedes the V. It is one of the words in which the elision of the e takes place before a vowel or an h mute, 452.— All the observations made on the pron. ine are applicable to te, 457. t6. — Termination. Substantives ending in te are very numerous in French ; most of them have their correspondents in English in ty. They are fem. 241. — The following words ending iu te are masc. by exc: Aparte, arrete, benediciti, comite, comte, cote, depute, ete, jete, pate, precipitd, traite, veloufe, 242. Teinttre, to dye.— V. irr. conjugated like craindre. See also Verbs in indre. Teiiir, to hold.— V. irr. Pres. part. Tenant. — Pa. part. Tenu. — Indicative mood, pres. tense : Je tiens, tu Hens, il tient, nous tenons, vous tenez. Us tiennent. — Imperfect tense : Je tenais, tu tenais, il tennit, nous tenions, vous teniez, Us tenaient. — Past tense definite : Je tins, tu tins, il tint, nous tlnmes, vous tiittes, il3 tinrent. — Future tense : Je tiendrai, tu tiendras, U tiendra, nous tiendrons, vous tiendrez, Us iiendront. — Conditional mood : Je tiendrais, tu tiendrais, il tiendrait, nous tiendrions, vous tiendriez, iU tiendraient. — Imperative mood : Tiens, tenons, tenez. — Subjunctive mood, pres. tense : Queje tienne, que tu tiennes, qu'il tienne, que nous tenions, que vous teniez, qu'ils tiennent. -^Past tense : Queje tinsse, que tu tinsses, qu'il tint, que nous tinssioits, que vous tinssiez, qu'ils tinssent.— In all the forms in which the letters ien are not followed by ?i, these letters are pro- nounced as iu bien, rien. Tenses. See Present tense. Imperfect tense, Past tense definite. Past tense indefinite. Future tense, and Subjunctive MOOD. The compound tenses in French are general- ly formed in the same manner as in English, by means of the auxiliary v. avoir, 96. The compound tenses of pronominal verbs are invariably formed with the help of the auxiliary v. etre, .567. The major part of neuter verbs form their compound tenses with avoir, 335. Some neuter verbs take etre as an auxiliary in their compound tenses, when they express a state ; and aooir when they express an ac- tion, 687. When a v. usually neuter is employed with the active form, it takes avoir in its compound tenses, 688. 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 pres- 598 INDEX. ent tense in French, 644. — As a consequence of the preceding observation, when the pluperfect tense denotes that a state or an action was con- tinuing, it is rendered bv the imperfect tense in French, 645. TifeliE.— Termination. Substantives end- ing in iei e are masc. 246. — The following are fem. bv exc. : Arthif.. estere, padre. Tes, thy.— PI. of ton. TEXJR. — Termination. Adjectives ending in tear form their fem. by changing this ter- mination into trice, when they cannot be de- rived from a pres. part. 402. There are about 260 adjectives and substan- tive.s ending in ieur, most of which have pre- served in English their Latin termination tor, 403. Tlieir .— "RTien their refers to a thingwhich is not the subject of the proposition, it is ren- dered by en, 277. TMien the thing to which their relates is the subject of the phrase, their is rendered by leur or ?e»r.s-. — Even when the thing is not the subject of the phrase, their must be rendered by teur or leurs, when it is governed by a prep. 280. Tien, thine. — See Le tie??. TION. — Termination. Substantives end- ing in tion are fem. 99. To. — This prep., which is often omitted in English before the indirect regimen of a v., must always be rendered in French, when that regimen is"a subst., by a, or by the contraction of a with the art. : an, aux, 160.— When to, be- fore the infinitive mood, signifies in order to, it is rendered in French hy pour, 371. Tol.— Personal pron. of the second person sing, and of both genders. It is commonly used as a regimen, either direct or indirect, and corresponds to the Engli.sh pron. thee or to thee. Sometimes it is a subject, and signifies thott, 451. — All the observations made on the pron. lyioi are applicable to toi, 457. TOIRE. — Termination. Substantives ending in toire are masc. 690, § 1. — The follow- ing are fem. by exc: Deaoiloire, echappatoire, ecritoire, eupatoire, histoire, imperatoire, tra- jerfoire, vietoire, 590, § 2. Ton.— Possessive adj. masc. and sing. Its fem. is ta ; the pi. of both genders is tex. These three forms, ton, ta, ?e«, correspond to thy, 461. — This adj. agrees in gender and number with the subst. that follows it, 10"-— It must be re- peated before each subst. 108.— Before a fem. subst. or adj. beginning with a vowel or an h mute, ton is substituted for ta, in order to avoid the hiatus, 483, § 1. In this case, the letters on in ton continue to be nasal, though the ii coalesces with the next vowel, 483, § 2. Tot, soon, early. — When this adv. is joined to the adverbs aussi. Men, si. it forms a single word with them, thus : ai/.^f^itot, as soon ; bien- tbt, soon ; ,<.■^■<6^ so soon, 633, § 1. — It forms a similar combination with tant 3.ni plus, in sup- pressing the final consonant of these adverbs, thus ; iantof, plutot. But phitof is only employ- ed in the sense of rather, denoting preference, and must not be confounded with plus tot, soon- er, earlier, 633, § 2. ToiijOllX'S, always.— After this adv. the subject pron. may follow the v. 228. Tout, all.— Adj., subst., pron., and adv. PI. masc. tons. — When the indefinite pron. tout, all, everything, anything, is a direct regimen, it generally precedes the v. in the infinitive mood ; and in the compound tenses it is placed between the auxiliary and the part. But it follows the V. in the simple tenses, 628.— When tout signifies all, quite, or entirely, it is an adv., and accordingly remains invariable, except when it precedes an adj. of the fem. gender, beginning with a consonant or an aspirate h. in which position it takes the gender and mim- ber of this adj. for the sake of euphony, 675.— But it remains invariable before an adj. begin- ning with a vowel or an h mute, 675. Tradnii'e, to translate.— V. irr. conju- gated like conduire. Traire, to milk. — V. irr. Pres. part. Trayant.—Fa.. part. Trait. Indicative mood, pres. tense : Je trais, tu trait-; il trait, noiis trayons, vous trayez, iU traient. — Imperfect tense : Je Irayais. tu trayais, il trayait, nov» trayions. reus trayiez, its trayaient.—'So past tense definite. — Future tense, regular. — Condi- tional mood, regular. — Imperative mood: Trais, trayons, trayez. — Subjunctive mood, pres. tense : Que je traie, que tu traies, qu'il traie, que nous trayions, que vous trayiez, qu'ils traient. —So past tense. TRAKS. — Prefix. Inseparable particle signifying beyond, across, or over. Common to words which are nearly the same in English, 539, § 1.— It is sometimes shortened into tra, 539, g 2.— The s of trans sounds like z before a vowel, except in transir, transi, in which it is sharp. TRE . — Termination. Substantives ending iu tre are masc. 341.— The following are fem. by exc. : chartre, dartre, ep'itre, fenetre, gue- tre, huitre, lettre, loiUre, martre, mitre, montre, outre, pia.'itre. poutre, rencontre, ritre, 342. Ti'i^S, very.— One of the signs of the super- lative of eminence, 114. — Is joined to the word that follows it by a hyphen, 330. Ti-essaillir, to start. — T. irr. Pres. part. Tressaillant. — Pa. part, regular. — Indic- ative mood, pres. tense : Je tre^saille, tu tres- saille-o, il tressaille, yiou.s tressaillons, vous tres- saillez, ils tressaillent. — Imperfect tense : Je tressaillais, tu tre.ssaillai-',; il tref.^aiUait, nous tres.saillion-t, vous tressailHez, ils tressaillaient. — Past tense definite, regular. — Future tense, regular. — Conditional mood, regular.— Imper- ative mood : Tressaille, tressaillojis, tre.vaillez. — Subjunctive mood, pres. tense : Que je tres- saille, que tu tressailles, qu'il tressaille, que nou.s tre^.taillions, que vous tressailliez, qu'ils tres.taillent. — Past tense, regular. Ti'Op. — Adv. signifying too, too much, too many. The p is quiescent before a consonant. —In' English, after the adv. too, the art. a, an, is placed between the next adj. and subst. In French, the adv. trop is preceded by un, une. As for the place of the adj. it is often optional, 434. Tu, thou. — Personal pron. of the second person sing, and of both genders. It is always ' a subject, and generally placed before the v. 447. — The use of the second person sing, 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, 448.— The ob- servations made on je, are applicable to tu, 4SJ. u. Un.— Subst., adj., and pron., signifying a, an, and one, ".—Is often omitted in incidental clauses, 57.— When un is used as a pron. it often takes the art. If un is joined or opposed to autre, the art. is indispensable before each of these pronouns. If un is not followed by autre, but is determined by de or des, the art. may be used or omitted before it, according as the sense of this pron. is more or less restrict- ed by the construction of the phrase. The use of the art. before un de is sometimes merely euphonic and sometimes optional, 312.— Aftet INDEX. 599 vingt, trente, quarante, cinquanie, soixante, and mi'lle, the numeral adj. un requires the conj. et before it, 359. — In English, after the adverbs so, a.9, too, and ho^o, the word a is placed be- tween the next adj. and subst. In French, the first three of these adverbs, rendered by si, aus- s), and trop, are preceded by «n, une. As for the place of the adj. it is often optional. The adv. how, in French comment or combinn, can- not be preceded by im, and requires a different construction or a different expression, AM.~Un retains its nasal sound, even when the n coa- lesces with the initial vowel of the next word. See also L'uN l' autre, L'un et l' autre. Uifiieme, first.— The adj. fin^t, when it is not preceded by another number, is translated by jvemier, prendhe ; but when preceded by vingt, trente, quarante, cinqvMnte, soixante, quatre-vingt, cent, and mille, it is rendered by uvi&me, 421. UR.E .—Termination. Common to about 100 subst., which are nearly the same in both languages, 340.— The names of chemical com- pounds ending in ure are masc, 606. Vainci'e, to conquer. — V. irr. Pres. part. Vainquant. — Pa. part. Vahicu. — Indicative mood, pres. tense: Je vaincs, tu vaincs, il vainr, houx vainquons, vous vainqnez, Us vain- quent. — Imperfect tense : Je vainquais, tu vainquais, il vabiquait, noun uainquions, vous vainquiez, ils vainquaient. — Past tense definite: Je vainqnis, tu vainquis, il vaiiiquit, nous vain- qulines, vous vainquites, ils vmnquireiit. — Fu- ture tense, regular. — Conditional mood, regu- lar. — linperativemood : Vainquons. No second person. — Subjunctive mood, pres. tense : Qaeje vainque, qw- tu vainqiies, qu'il vainque, que nous vainqaions, quevous vainquiez, qu'ilsvcdii- queni. — Past tense : que je vainquisse, que tu, vainquisses, qu'il vainquit, que nous vainquLs- eions, que vous vainquissiez, qu'ils vainquisseyit. Valoir, to be worth.— V. irr Pres. part. Valant. — Pa. part. Valu.— Indicative mood, pres. tense : Je vaux, tu vaux, il vaut, nous valons, vous valez, ils valent. — Imperfect tense : Je valais, tu valuis, il valait, nous valions, vous valiez, ils valnient. — Past tense definite : Je vahis, tu valus, il valut, notxs valiiuies, vous valiUes, ils valurent. —Fntuvetense: Jevaudrai, tu vaudras, il vaudra, nous vaudrons, vous vaudrez, ils vaudront.—Conditlonul mood : Je vaudruis, tu vaudrais, il vaudraif, nous vau- drions, vous vaudriez, ils vaudraient. — Impera- tive mood: Vaux, talons, »a?ez.— Subjunctive mood, pres. tense : Queje vaille, que tu vaiUes, qu'il vaille, que nous valions, que vous valiez, qu'ils vaillent. — Past tense : Queje vulusse, que tu valusses, qu'il naliit, que nous valussions, que vous valussiez, qu'ils valussent. Veiiir, to come. — V. irr. Pres. part. Venant.— Pa., part. Vena.— Indicative mood, pres. tense : Je viens, tu viens, il vient, nous venons, vous venez, ils viennent. — Imperfect tense : Je venais, tu venais, il venait, nou.s oe- nions, vous veniez, ils venaient. — Past tense definite : Je vins, tu vins, il vint, nous vinmes, vous_ vlntes, ils vinrent. — Future tense : Je vien- drai, tu viendras, il viendra, nous viendrons, vous viendrez, ils viendront. — Conditional mood : Je viendrais, tu viendrais, il viendrait, nous viendrions, vous viend.riez, ils viendraient. — Imperative mood : Viens, venons, venez.— Subjunctive mood, pres. tense : Que je vienne, que tu viennes, qu'il vienne, que nous venions, que vous veniez, qu'ils viennent.— Pti&t tense : Queje vinese, que tu vinases, qu'il vint, que nous vin.ssiom, que vous vinssiez, qu'ils vinssent. — In all the forms in which the letters ien are not followed by n, these letters are pronounced as in bien. Hen. — Venir takes etre in its compound tenses, 335. VerlJS. — French verbs are classed accord- ing to their terminations in the infinitive mood. These terminations are, er, ir, and re. For the conjugation of verbs, see Present PARTICIPLE, Past participle, Present tense. Imperfect tense, Past tense defi- nite, Future tense, Conditional mood, Imperative mood, and Subjunctive mood. The verbs in er are by far the most numer- ous. Many of them are derived from substan- tives, as scier, fr. scie; rabofer, fr. rabnt, etc. .303. — Others may be formed from almost all the substantives ending in ation, by changing this termination into er, as, creer, fr. creation ; ac- cuser, fr. accusation, etc. 262. — Verbs ending in cer take a cedilla under the c before the vowels a, o, in order that the c may preserve the sound of .5 throughout the conjugation, 48. — In the conjugation of verbs ending in ger, the g is always followed by « mute before the vowels a, o, 274. — Verbs ending in elerauA eler, double the consonant t or I before e mute, 467, § 1.— The following are excepted : acheter, becqueter, bourreler, celer, deceler, degeler, decoUeter, geler, harceler, peler, racheter, 467, § 2. — The verbs ending in eter and eler, must not be con- founded with those in iter and eler. In the latter, the acute accent is changed into a grave accent, without doubling the consonant before e mute, 467, § 3. — Verbs in er, in which the final syllable of the infinitive mood is preceded by e with an accute accent, change this accent into a grave one before a syllable containing an e mute, 555, § 1. — Verbs in eger and in eer are excepted, and retain the acute acceqt in all their forms, 555, § 2.— Verbs ending in yer, change the vowel y into i before an e mute, 561. — In verbs in er, the unaccented e which pre- cedes the termination of the infinitive takes the grave accent before a syllable containing an e mute, preceded by a single consonant, 564, § 1. — But when the consonant is doubled (see eter, eler), the accent is unnecessary, 564, § 2.— The only irregular verbs in er, are aller, envot/er, and r envoy er. A great'portion of the verbs in ir come from adjectives, as rajeunir, fr. jeune ; enrichir, fr. riche, etc. Others, of a different formation, end in English in ish, as, pArir, to perish ; pu- nir, to punish, etc. 257. — The syllable iss, in- corporated into the terminations of several tenses and persons, characterizes the conjuga- tion of the verbs in ir, and forms the principal diflference between these verbs and those in er, 196, § 2. — The radical irregular verbs in ir are : acqvArir, assaillir, bouillir, courir, couvrir, cueillir, dormir, faillir, ferir, fleurir, fuir, gisir, hair, nientir, mourir, offfir, oui'r, ouvrir, partir, se repentir, saillir, sentir, servir, sortir, . sonffrir, tenir, tressaillir, venir, vetir, and all the verbs in oir. — Each of them will be found in its alphabetical place. Many grammarians make a particular class of the verbs in oir, but their model of conjuga- tion is applicable to seven verbs only. " See apercevoir and devoir. The verbs in re have some of their tenses formed in conformity with those in er, and some with those in ir ; so that there are indeed but two forms of conjugation, 121.— The irreg- ular verbs in re are : First, all those in indre ; the conjugation of craindre is given in this In dex as a model.— See also iridre ; — Secondly, the following and their derivatives : absoudre, battre, boire, hraire, bruire, circonch-e, clore, conclure, conduire, confire, connaitre, conatru- 600 INDEX. ire, coudre, croire, croitre, cuire, dire, dissou- dre. More, dcrire, lire, exclure, /aire, frire, lire, luire, maudire, meltre, moudre, naitre, nuire, paitre, paraltre, plaire, prendre, resou- dre, rire, rompre, sourdre, suffire, suivre, taire, iraire, vaincre, vivre. — Each of them will be fouud in its alphabetical place. The derivatives of irregular verbs are gene- rally conjugated like their radicals, 273. Active verbs are conjugated with the auxil- iary V. avoir in their compound tenses, 96. Passive verbs are conjugated with the aux- iliary V. etre, 338. 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 v. acoir. Among the remainder, some take either etre or avoir, ac- cording as they express a state or an action, and the following invariably require etre : al- ter, arriver, choir, decider, eclore,mourir, nai- tre, tomher, venir, devenir, interve/iir, par- venir, recenir, 335. Many verbs which become neuter or passive in English, remain active in French with the reflective or pronominal form, 66. A pronominal v. is conjugated with two pro- nouns of the same person, both placedjbefore it, except in the imperative mood, the first be- ing the subject, and the second the regimen. The corresponding pronouns for each person are : Je me, tu te, il se, nous 7ioi/.«, vous vous, ils se, elles se, 180. — Among the French prono- minal verbs, some are accidentally so, and others are invariably conjugated with a double pron. The former are called accidenUd, and the latter essential pronominal verbs. The ac- cidental pronominal verbs, by taking this form, express : — that the same person is at once the subject and the object of the action : or, that the action is reciprocal ; — or, they corre- spond to the English neuter form. The num- ber of these verbs is unlimited. As to the es- sential pronominal verbs, a list of them is given under No. 364. — Another list, under No. 365, is given of verbs which are not essen- tially pronoininal, but which require a particu- lar mention, on account of the diflferent mean- ning which they acquire by being used in the pronominal form. The idea of a reciprocal or mutual action, expressed in English by adding the pronouns each-other, or one-another to the v., is rendered in French by the pronominal form (180), which is likewise employed with reflective verbs ; the only difference being that reciprocal verbs of course are only used in the plural number. When the rest of the construction does not clearly show the sense, ambiguity is avoided by the addition of the pronouns Vuii V autre, les uns les autres, when the action is reciprocal ; and nous-rnemes, vouji-memes, eux-memes, elles- memes, when it is reflective, 400. The compound tenses of pronominal verbs are invariably formed with the help of the auxiliary v. etre, 567. The passi ve 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, 636. The V. which follows a v. of motion in French is in the infinitive mood, and requires no conj. before it, 372. List of verbs which govern other verbs in the infinitive mood, without a prep. 187.— I-ist of verbs which govern the infinitive mood with the prep, ii, 188.— List of verbs which govern the infinitive mood with the prep, de, 189.— List of verbs which govern the infinitive mood, with either ti or de, 190. For the concord of the verb with its subject, see Subject. See also Past participle and Regimen. "Very.— When this word precedes an adj. or an adv. it is rendered .by tris, bien, or fort ; but when it precedes a subst. it is generally rendered by meme, placed after the subst. 630. Vetir, to clothe. — V. irr. Pres. part. Ve- tant. — Pa. part. Vetu. — Indicative mood, pres. tense ; Je vets, tu vets, il vet, nous vetons, vous vetez, ils vetmt.— Imperfect tense : Je vetais, tu vetais, il vetait, nous vetions, vous vetiez, lis vetaient.—P-ASt tense definite, regular. — Future tense, regular. — Conditional mood, regular. — Imperative mood : Vets, vetons, vetea. — Sub- junctive mood, pres. tense : Que je vete, que tu vetes, qu'il vete, que nous vetions, que vous ve- tiez, qu'ils vetent.— Fust tense, regular. Vingt, twenty. — Vingt takes the mark of the plural only when preceded by another number which multiplies it, as in quatre-viii/jts, eighty, 546.— But when it is followed by another number, it is invariable, thus : quatre-vingt- trois, quatre-vingt-dix, 547. — It is invariable also when it stands for vingtieme, 652. Vivi'e, to live.— V. irr. Pres. part, reg- ular. — Pa. part. Vecu. — Indicative mood, pres. tense : Je vis, tu vis, il vit, nous vivons, vous vivez, ils vivent. — Imperfect tense, regular. — Past tense definite ■ Je vecus, tu vecus, il vicut, nous veciimes, vous vecutes, ils vScurent. — Fu- ture tense, regular. — Conditional mood, reg- ular. — Imperative mood : Vis, vivons, vivez. — Subjunctive mood, pres. tense, regular. — Past tense : Que je vecusse, que tu vecusses, qu'il v6- cut, que nous vecussions, que vous vecussiez, qu'ils vecuKsent. Voici. — See VoilI. Voila . — Is a contraction of two words : vols, the second person sing, of the imperative mood of voir, to see, to behold, and la, there : so that its literal meaning is, behold there, Tbere is a correspon>ling word, voici, which is also in frequent use ; it is a contraction of vois ici, behol d here. These expressions correspond to there is, there are, here i.s, here are, this is, that is, these are, those are, or behold, 283. — The personal pron. which precedes voila and voici, is the regimen of these words: conse- quently we say, ie voj'to, le voici, la voila, la voici, there he is, here he is, and not II voila, die voila, 294. Voir, to see.— V. irr. Pres. part. Voyant. —Pa. part. Vu. — Indicative mood, pres. tense : Je vois, tu vois, il toit, nous voyons, vous voyez, iU voient. — Imperfect tense : Je voyais, tu voyais, il voyait, nous voyions, vous voyiez, ils voyaient. — Past tense definite : Je vis, tu vis, il vit, nous vhnes, vous v'ltes, ils virent. — Future tense : Je verrai, tu verras, il verra, nous ver- rons, vous verrez, ils verront. — Conditional mood : Je verrais, tu verrais, il verrait, nous verrions, vous verriez, ils verraient. — Impera- tive mood : Vois, voyons, voyez. — Subjunctive mood, pres. tense : Que je voie, que tu voies, qu'il voie, que nous voyions, que vous voyiez, qu'ile voient.— Fast tense : Que je visse, que tu visses, qu'il vit, que nous vissions, que vous vis- siez, quHls vissent. Votre, your.— Possessive adj. of both gen- ders and of the singular number. Its pi. like- wise of both genders is vos. These two forms correspond to your, 309. Votre, yours.— See Le votre. Voilloir, to will. — V. irr. Pres part. Voidant.—F-A. part. Ff»;ZM.— Indicative mood, pres. tense : Je veux, tu veux, il rent, nous vou- lons, vous voulez, ils veulenL—lvapeYiect tense: Je voulais, tu voulais, il voulait, nous voulions, vous vouliez, ils voulaient. — Past tense defi- nite : Je voulus, tu voulus, il voulut, nous vouW INDEX. 601 mes, vous voulutes, ils voulurent. — Future tense : Je voudrai, tu voudras, il voudra, nous voudrons, vous voudrez, ils voudront. — Condi- tional mood ; Je voudrais, tu voudrais, il vou- drait, nous voudrions, vous voudriez, ils vou- draient.— Imperative mood : Veux, voulons, voulez, or veuillez, in the sense of, Please to, Be so kind as to.— Subjunctive mood, pres. tense : Que je veuille, que tu veuilles, qu'il veuille, que nous voulions, que vous vouliez, qu'ils veuillent. — Past tense : Que je voulusse, que tu voulusses, qu'il vouliit, que nous voulus- sions, que vous voulussiez, quHls voulussent— This V. is much more frequently used than its English equivalent, to will. It often corres- ponds to the verbs to want, and to wish, 276. — The absence of an English form equivalent to the pa. part, voulu, gives rise vo different con- structions, which may all be reduced to a single one in French : Voulu forming a com- poimd tense with the auxiliary v. avoir, and being followed by an infinitive, thus ; II aurait voulu oiler. He would have gone. He would have liked to go, He wished to go, 647. Vous. — Invariable personal pron. which is sometimes the subject, sometimes the direct, and sometimes the indirect regimen of the v. It corresponds to you, yourself, yourselves, to you, to yourself, to yourselves, 323. Vn. — Pa. part, of the v. irr. voir, is some- times employed as a prep, in the sense of seeing. With this signification, it precedes the subst. which it governs, and is invariable, 673. w. "W. — This consonant occurs in a few words borrowed from foreign languages, and is pro- nounced as in English. The letter g in French is sometimes substi- tuted for w in words which have the same meaning, and the same origin in both lan- guages, 639, X.— Termination, Adjectives ending in x, form their fem. by changing x into se, 142. — Adjectives and substantives ending in x do not change their termination iu the pi, 158, 430, Y. Y. — Is sometimes an adv. and sometimes a pron. As an adv. it corresponds to there, or thither, and denotes a place, 195. — As a pron. it is of both genders and numbers. It signifies to that, to him, to her, to it, to them, or in that, on that. It is more especially used iu speaking of things, and very seldom refers to persons, 270. — Whether used as an adv. or a pron., it precedes the v. in all the moods, except the imperative, 201. — When a v. in the imper- ative mood is followed by y, and by one of the pronouns, moi, toi, le, la, as a direct regi- men, y is placed first. But this construction is forced, and it is better to avoid it, 702. YjER. — Termination, "Verbs ending in yer, change the vowel y into i before an e mute, 661. — In these verbs the y is followed by i in the first and second persons pi. of the imperfect tense, indie, mood, and in the same persons of the pres. tense, subjunctive mood, 586, § 5.— 624, § 5. Yeux.— Pi. of 0317, which see, YliE . — Termination, Substantives ending in yle are masc. 602, § 1. Z . — Termination. Substantives ending in a do not change their termination in the pl. 237- SYNOPTICAL FRENCH GEAMIAR, IN ACCOEDANCE WITH THE ROBERTSONIAN SYSTEM. For the abbreviations used in this work, see page 527. The figures refer, unless otherwise indicated, not to the pages, but to the rules or observations given in the lessons, under the heading of Analytical Study, and beginning on p. 4. PARTS OF SPEECH. "WoEDS are divided, in French, into ten classes or parts of speech : Articles, Nouns or Siibstantives, Adjectives, Pronouns, Verds, Parti- ciples, Adverds, Prepositions, Conjunctions, and Interjections. OF THE ARTICLE, AND OF THE WOEDS SOME OE AJSTY, AND A OE AN. The is the only word recognized as an article in French. It is translated by Hie before a word niasc. sing. Zia '^ " " fern. sing. les " '' " plural of either gender. Ex. Le pere, la mere, les p>eres, les meres. The father, the mother, the fathers, the mothers. The article is subject to EHsion and Contraction. By EiJsioN 1' is used instead of le and la before a word begin- ning with a vowel or an h mute. Ex. Vhommc. The mnn. 604 SYNOPTICAL FEENCH GEAMMAK. By ooNTEACTioN Be le must invariably be contracted into du. a le " " " au. " '' de les " " " des. " " a les " " " aux. Ex. Bu pere^ au pere. Of or from the father, to the father. Des peres^ aux peres. Of or from the fathers, to the fathers. But Be la^ a la^ de l\ d l\ are never contracted. Ex. Be la mere^ d la mere. Of or from the mother, to the mother. Be Vhomme^ d VJiomme. Of or from the man, to the man. Some or any is translated like of the or from the^ by du, de la, de 1', des ; unless joined to an adjective which has to be placed before the noun in French, when de only is used. Ex. Bu pain^ de la viande^ de Veau^ Some or any bread, some or any meat, some or any water, des pommes^ de don pain, de donnes pommes. some or any apples, some or any good bread, some or any good apples. A or AN is translated by un before a word masc. sing., and by une before a word fem. sing. Ex. Uh monsieur, une dame. A gentleman, a lady. Of ov from a or an is translated by d'un for the masc, and d''une for the fem. [For the Syntax of the Article, its use and omission, etc., see Artiole^ in Index, page 575.] SYNOPTICAL FJKENCK GKAMMAK. 605 THE NOUN OR SUBSTANTIVE. Substantives are either masculine, feminine, singular, or plural. OF THE GENDER OF SUBSTANTIVES. In French, as in English, the names of males are masculine, and the names of females are feminine. Ex. Le pere^ la mere. The father, the mother. But there is no neuter gender in French, and the names of the inanimate objects are therefore like those of the animate, either mas- culine or feminine. To determine which, recourse is generally had to the termination, the principal rule being that — Substantives ending otherwise than with an e mute., are mascu- line ; and those ending with an e mute., are feminine. This observation is, however, by no means a general one, and it might be well to remark here, that the genders are one of the most puzzling difficulties to an English learner, chiefly owing to the many words deviating from the above rule. It would, therefore, perhaps, be best to keep, from the first, a copy-book, with each page divided into two columns, and to transcribe into it every exception as soon as it occurs, according to the model given on page 20, line 23. The following additional rules may also prove of service, especially the first four : Abstract subst. ending in eur are fem. 95. — The following are masc. by exc. : tonlieur., happiness ; malheur., misfortune ; honneur., honor; deshonneur, dishonor; labeur., labor. Subst. ending in tion are fem. 99. Bastion is the only exception. Subst. ending in t6 are fem. 241. — The following are masc. by exc. : aparte., words spoken aside ; arrete., resolution ; tenedicite., blessing ; comite., committee ; comte., county ; cote., side ; depute., deputy ; eie, summer ; jete., jete (in dancing) ; pdte., pie ; precipite., precipitate; traite., treaty, 242. Those parts of speech, w^hich, without being substantives, are ac- cidentally used as such, are masc. 181. The names of trees and shrubs are masc. 301. — The following are fem. by exc. : lourdaine., berry -bearing buckthorn ; epine., thorn ; Tonce., brier, bramble; mgne., vine; viorne, white bryony; yeuse, holly, holm hoik, 302. 606 SYNOPTICAL FRENCH GRAMMAR. The names of languages are masc. unless they are employed as ad- jectives Avith the word langue^ 120. All the names of simple bodies or chemical elements are masc. 602, § 1. — Those which end in e mute, and which accordingly form exceptions to the general rule (15), are: Oxygene, hydrogene^ azote or nitrogene^ soufre^ tellure^ chlore^ hrdme^ iode^ phospliore^ carhone^ l)ore^ lantane^ didyme^ manganese^ chrome^ tungstene^ molyl)dene^ cuivre^ mercure, titane^ tantale^ antimoine^ platine^ 602, § 2. — To these must be added the generic words, metalloide and oxyde. The names of salts ending in ite are masc. 60^. The names of chemical compounds ending in ure are masc. 605. Tlie names of salts ending in ate are masc. 606. In the system of weights, measures, and coins now established in France, all the words in the nomenclature are masc. 847. Subst. ending in age are masc. 215. — The following are fem. by exc. : ambages^ cage^ liypallage^ image^ nage^ page^ plage^ rage^ 216. Subst. ending in tere are masc. 246. — The following are fem. by exc. : artere^ estere^ patere^ 247. Subst. ending in aire are masc. 253. — The following are fem. by exc. : affaire^ aire^ chaii^e^ circulaire^ glaire^ grammaire^ haire^ ju- diciaire^ jugulaire^ paire^ mmaire^ and the names of plants ending in aire^ 254. Subst. ending in erne or erne are masc. 420, § 1. — The following are fem. by exc. : Mreme^ trireme^ creme^ 420, § 2. Subst. ending in He or yle are masc. 502, § 1. — The following are fem. by exc. : argile^ Mle^ Jile^ Jcuile, He, pile, sebile, tuile, vigile, 502, § 2. Subst. ending in asme are masc. 589. Subst. ending in isme are masc. 545, § 2. Subst. ending in cle are masc. 587, § 1. — The following are fem, by exc. : tesicles, 'boucle, debacle, escarboucle, made, manicle, sanicle, 587, § 2. Subst. ending in toire are masc. 590, § 1. — The following are fem. by exc. : decrottoire, echappatoire^ ecritoire, eupatoire, histaire, im~ peraioire, mctoire, 590, § 2. Subst. ending in ice are masc. They are for the most part the same in both languages, 20, — The following words are fem. by exc. : avarice, cicatrice, eprice, lielice, immondice, justice, injustice, lice, malice, matrice, milice, notice, office (pantry), police^ premices, varice, 21. Subst. ending in sion are fem. 50. SYNOPTICAL FRENCH GRAMMAR. 60T Snbst. ending in aison are fem. 79. Siibst. ending in tre are masc. 341. — The following are fem. by exc. : cliartre^ dartre^ epitre^ fenetre^ guetre^ huitre^ lettre^ loutre, mitre, montre, outre, piastre, poutre, rencontre, vitre, 342. Compound words are masc. when the first component is a verb, 699. FORMATION OF THE PLUEAL OF SUBSTANTIVES. The plural of substantives is regularly formed by adding s to the singular. Ex. Unfrere, desfreres. A brother, some brothers. Substantives ending in s, X, or z, do not change then* termination in the plural. Ex. TInfils, desfils. A son, some sons. Substantives ending in eu and ail form their plural with z in- stead of S. Ex. Le chapeau, les cfiapeaux. The hat, the hats. Substantives ending in al form their plural by changing this ter- mination into auz. Ex. Le cheval, les cTievaux. The horse, the horses. The exceptions to the above rules are : The following substantives ending in al, which take simply an s: Bals, balls; carnavals, carnivals; regals, treats; cals, callosities; (mals, guaranties ; cantah, Auvergne cheeses ; nopals, nopals ; pals, pales ; chacals, jackals ; servals, servals. Also a few ending in ail, which form their plural by changing ail into aux, instead of taking an s : Bail, lease ; corail, coral ; email, enamel; plumail, feather-broom; soupirail, air-hole; travail, la- bor ; vantail, folding-door ; ventail, ventail. And the following, ending in ou, which form their plural with an X instead of an s : Bijoux, jewels ; cailloux, pebbles, flints ; choux, cabbages ; genoux, knees ; hihoux, owls ; joujoux, playthings. See also del, heaven ; Aieul, grandfather ; (Eil, eye ; and Plural^ in Index. 608 SYNOPTICAL FRENCH GRAMMAR. OF THE ADJECTIVE. QUALIFICATIYE and DETERMmATIVE. In Freucli the adjective always agrees in gender and number with the substantive to which it relates. Ex. Le petit gargon^ la petite Jllle. The httle boy, the little girl. Les petits gargons, les petitesjilles. The httle boys, the little gh-ls. FORMATION OF THE FEMINIKE OF ADJECTIVES. Adjectives generally form their feminine by the addition of an © mute. Ex. Le petit gar gon^ la petite fille. The little boy, the little girl. Adjectives ending with an e mute in the masc. do not change in the feminine. Ex. Un h'ave homme, une trave femme. A worthy man, a worthy woman. Adjectives ending with el, eil, et, ieiij on, double their final consonant and take an e mute. Ex. Un 1)011 oncle^ une tonne tante. A good uncle, a good aunt. Adjectives ending with f, change f into ve. Ex. Actif^ active; active. Adjectives ending with x, change s into se. Ex. Heureux., Jieureuse; happy. Adjectives ending in eur have their feminine in euse, when they can be derived from a pres. part, by changing the termination ant into ewr, 401. Ex. Flatteur.^ flatteuse ; flattering, from flattan% pres. part, of Jiatter^ to flatter. Adjectives ending in teur form their feminine by changing this termination into trice, when they cannot be derived from a pres. part. 402. Ex. Corrupteur.^ corruptrice ; corrupting, from corrompre., to cor- rupt ; of which the pres. part, is corrompant and not corruptant. SYNOPTICAL FRENCH GKAMMAR. 609 Adjectives ending in erieur form their feminine according to the general rule (2), 667. Ex. Swperieur^ superieure ; superior. The following adjectives form their feminine irregularly : Complete complete; complete. Juoneau^ jumelle ; twin. Discrete discrete ; discreet. Beau, ielle; beautiful. Inquiet, inquiete; uneasy. Nouveau, nouvelle ; new. Nul, nulle ; null, not any. Fou, folle ; mad. Gentil, gentille ; pretty. Mou, molle ; soft. Sot, sotte ; foolish. Blanc, MancTie ; white. Bas, dasse; low. Franc, franclie ; frank. Gras, grasse ; fat. Sec, sec he ; dry. Las, lasse ; tired. Frais, fraiche ; fresh. Epais, epaisse ; thick. Public, publique ; public. Gros, grosse ; big. Caduc, caduque ; decaying. Tiers, tierce: third. Turc, turque ; Turkish. Doux, douce; gentle. Grec, grecque ; Greek. Faux,fausse; false. L&ng, longue ; long. Roux, rousse ; red, russet. Malin, maligne ; cunning. Vieux, vieille ; old. Favori, favorite ; favorite. FOEMATIOF OF THE PLURAL OF ADJECTIVES. The plural of adjectives, like that of substantives, is regularly formed by adding s to the singular. Ex. Les petits garpons, les petites Jilles. The little boys, the little girls. Adjectives ending with s or X in the singular do not change in the plural. Ex. Tin vieux cJiapeau, les vieux chapeaux. An old hat, the old hats. Adjectives ending in au form their plural with an X instead of an s. Ex. Beau, beaux ; beautiful. Most adjectives ending in al change al into aux ; but there are some exceptions, as fatals, finals, nasals. They will be found indi- cated in the Dictionary. 610 SYNOPTICAL FRENCH GRAMMAR. POSITION OF THE ADJECTIVES. The place of the adjective in French can hardly be subjected to rules. It sometimes precedes and sometimes follows the substan- tive, 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. For the convenience of learners, however, it may be said here, that all adjectives can be placed after the substantive, except the following, which, when used in a literal sense, are generally put before : Beau^ fine, handsome ; hon^ good ; Irave^ brave ; cher^ dear (be- loved); chetif^ mean; grand^ tall; gros^ large; jeune^ young; joli^ pretty ; mauvaw^ bad ; mechant^ wicked ; meilleur^ better ; moindre, less ; petit^ small ; saint, holy ; vieux, old ; vrai, true. [For a list of the adjectives which vary in their meaning according as they are placed before or after the substantive, see page 42.] OF THE DEGREES OF COMPAEISON. There are two ways of forming the degrees of comparison in English, as: hrislcer or more trisTc. In French there is but one; by placing before the adjective one of the following adverbs : aussi, as; plus, more, most; moins, less, least; tres, fort, bien, very; etc. Ex. Le plus grand des deux, le plus petit des trois. The taller of the two, the smallest of the three. "When in English the conjunction than follows, it is rendered by que. Ex. Moins que lui, plus que moi. Less than he, more than I. In the comparative of equality, the word as is expressed by aussi before the adjective, and. que after it. Ex. Aussi aimatle qu'elle. As amiable as she. [For a list of the adjectives that require certain prepositions after them, see pages 375 and 376.] SYNOPTICAL FRENCH GRAMMAR. 611 OF THE DETEKMINATIVE ADJECTIVES. Determinative adjectives are either Possessive^ Demonstrative^ Indefinite^ or Numeral. THE POSSESSIVE. Masculine. Feminine. Plur. of both genders. SAon, ma, mes, ony. Ton, ta, tes, tJiy. Son, sa, ses, Us, her, its. SSTotre, notre. nos, oitr. Votre, votre, vos, your. Iieur, leur. leurs, their. 3MCon, ton, son ; are used instead of ma, ta, sa ; before words beginning with a vowel or h mute. These adjectives agree, in French, with the object possessed, and not, as in English, with the possessor of the same. Ex. Son ip ere. Sa mere. His or her father. His or her mother. THE DEMOis^STKATIVE. Ce, this, or that, before a word masc. sing, beginning with a consonant or li aspirate. Cet, " " before a word masc. sing, beginning with a vowel or h mute. Cette, " " before a word feminine. Ces, these, or those. Each of these is susceptible of being made to indicate more par- ticularly, the proximity or distance, of the person or thing spoken of, by the addition of ci or la placed after the substantive. Ex. Ce livre-ci, ce livre-ld. This book, that book. THE INDEFINITE. Aucun, not any, no one; Quel, what ; Chaque, every, each; Quelconque, whatever; ^/Leme,same; Quelqne, some ; Nul, no ; Tel, such ; Flusieurs, several; Tout, all. Such of these adjectives as are variable agree in gender and num- ber with the substantive before which they stand. 612 SYNOPTICAL FRENCH GRAMMAR. The fem. of aucun is aucune. Quel makes, in the fem. sing., quelle; in the plur. masc, quels; and in the phir. fem., quelles. Tel undergoes the same changes. The fem. of tout is toute ; and the phiral of meme is memes. Besides the above observations, each of these words requiring particular mention, will be found fully explained in its alphabetical place in Index. THE mJMERAL. There are two kinds of numeral adjectives : the Cardinal, indi- cating simply tlie number or quantity, without reference to order; and the Ordinal, marking the order or rank which persons and things occupy. THE CARDINAL NUMBERS. 1. un^ une. 40. quarante. 2. deux. 41. quarante-et-un. 3. trois. 42. quarante-deux. 4z. quatre. 50. cin/quante. 5. cinq. 51. cinquante-et-un. 6. six. 52. cinquante-deux. 7. sept. 60. soixante. 8. Jiuit. 61. soixante-et-un. 9. neuf. 62. soixante-deux. 10. dix. 70. soixante-dix. 11. onze. 71. soixante-et-onze. 12. douze. 72. soixante-douze. 13. treize. 80. quatre-vingts. 14. quatorze. 81. quatre-vingt-un. 15. quinze. 82. quatre-mngt-deux. 16. seize. 90. quatre-mngt-dix. 17. dix-sept. 91. quatre-mngt-onze. 18. dix-Tiuit. 92. quatre-mngUdouze. 19. dix-neuf. 100. cent. 20. mngt. 101. cent-un. 21. mngt-et-un. 200. deux-cents. 22i. vingt-deux. 1.000. mille. 30. trente. 2,000. deiLx-mille. 31. trente- et-un. 1,000,000. un million. 32. trente-deux. 2,000,000. deux millions^ etc. [For Syntax of Z7n, 1; Vingt, 20; its alphabetical place in Index.] Cent, 100; Mille, 1,000, see each of these words in SYNOPTICAL FRENCH GKAMMAE. 613 THE ORDINAL NUMBERS. 1st. premier. 16th. seizieme. 2d. second.^ or deuxieme. I7th. dix-septieme. 3tL troisieme. 18th. dix-huitieme. 4:th. quatrieme. 19th. dix-neumeme. 5th. cinquieme. 20th. mngtieme. 6th. sixieme. 21st. vingt-et-unieme. Tth. septieme. 22d. mngt-deuxieme, 8th. liuitieme. 80th. trentieme. 9th. neuvieme. 40th. quarantieme. 10th. dixieme. 50th. cinqvantieme. 11th. onzieme. 60th. soixantieme. 12th. douzieme. 70th. soixante-dixieme. 13th. treizieme. 80th. quatre-vingtieme. 14:th. quatorzieme. 90th. quatre-vingt-dixieme. 15th. quinzieme. 100th. centieme^ etc. It will be observed that the ordinal numbers are formed from the cardinal by adding the termination ieme. The cardinal numbers are used instead of the ordinal, in speaking of the days of the month, and of sovereigns and princes. Ex. Xe quatre Juillet^ Henri quatre^ The fourth of July, Henry the Fourth. OF THE PRONOUN. There are five sorts of pronouns : ifAe personal ; tJie possessive ; the demonstrative ; the relative; and ^Ae indefinite. THE PEESONAL PEONOUNS. The personal pronouns for the nominative case are — Je, /; tu, thou; il, he or it; elle, she or zi; nous, we; VOUS, you; ils, masc, elles, fem., they. 3MCoi, toi, lui, eux, are used instead of je, tU, il, ils ; when the verb which the pronoun governs is understood. That is to say, chiefly after C'est, it is ; and que, meaning only., than., or as. Ex. Cest moi. Aussi grand que lui. It is I. As tall as he. 614 SYNOPTICAL FRENCH GRAMMAR. For the objective case the personal pronouns are — WLe, me or to me; te, thee or to thee; le, him or it; la, her or it; lui, to him or to her ; nous, us or to us; V011S, you or to you: les, them; leur, to them. These are generally placed before the verb, except in affirmative imperative sentences, when they should invariably be put after it, and moi and toi be used instead of me and te. Ex. Voulez-vous me donner f Donnez-moi. "Will you give me? Give me. IMEoi, toi, lui, elle, nous, vous, eux, dies, must also be used to render me., thee., him., her., us., you., them:, when these are pre- ceded by a conjunction or a preposition, which occurs most often after c'est, it is ; and que, meaning only., than., or as. Ex. Cestaxousquejeparle., jf eiais mec eux. It is to you I speak, I was with them. It, when it can be replaced by this or that., is translated by ce. Them, plural of it, " " les. Of or FEOM it or them, " " en. To IT or TO THEM, " " y. [For (he pronouns used in pronominal verbs, see Model on page 621. Besides the above observations, each of these words requiring particular mention will be found fully explained in its alphabetical place, and under the general heading of Pronoun in Index.] THE POSSESSIVE PKONOUNS Masc. Sing. Fern. Sing. Plur. Masc. Plur. Fem. lie mien, la mienne, les miens, les miennes, mine. lie tien, la tienne. Zie sien, la sienne, ]De notre, la n6tre, lie votre, la votre, Zae leur, la leur. les tiens, les tiennes. thine. les siens, les siennes, his.Jiers.,its. les notre s les notres. ours. les v6tres, les votres. yours. les leurs, les leurs, theirs. These pronouns agree in gender and number with the object pos- sessed, and not with the possessor of the same. Ex. Ce chapeau est le sien. This hat is his or hers. SYNOPTICAL FRENCH GRAMMAR. 615 THE DEMONSTEATIVE PRONOUNS. Masc. Fem. Celui, celle, this or that. Ceux, celles, these or those. Each of these pronouns is susceptible of being made to indicate more particularly the proximity or remoteness of the object referred to, by the addition of ci or 1^. Ex. Celui-ci^ celle-la. this one, that one. Ceciy this^ and cela, that.^ are but modifications of ce, it^ this, or that, seen before. They have no plural, and do not refer to a word expressed before, but serve only to point out objects. Ex. Vous voyez ceci, cela est heau. You see this^ that is fine. THE RELATIVE PRONOUNS. Who, qui. Whom, que. Except at the beginning of a sentence, or preceded by a preposition, when who and whom are both rendered by qui. Ex. Qui est la f Qui avez-vous vu f Who is there ? Whom have you seen 1 Of or FEOM Whom, de qui or dont. De qui at the beginning of a sentence, and dont in the middle. Ex. De qui parlez-wus ? Of whom are you speaking ? Dhomme dont vous m'avez parle. The man of whom you have spoken to me. To WHOM, k qui. Which or what, que or quoi. Quoi when preceded by a preposition. Of or FEOM which or what, de quoi or dont. Dont is used only in the middle of a sentence. To WHICH or WHAT, a quoi. What, when it can be replaced by that which or the thing lohich, should be rendered by ce que. Ex. Ce que vous me dites. What you tell me. 616 SYNOPTICAL FRENCH GRAMMAR. The following pronouns are seldom used, unless they become necessary to avoid ambiguity : Xsequel, laquelle, lesquels, lesquelles, wJio^ wMcTi. Suquel, de laquelle, desquels, desquelles, o/or/rom^Aow or which. Auquel, a laquelle, auxquels, auzquelles, to whom or which. [For Fand En, see Personal Pronouns, also Index.] THE INDEFIMTE PEO:^OUNS. iLutrui, others; applied only to persons. Chacun, every one ; the feminine is chacune ; it has no plural. On, one^ 'people^ they ; requii-es the verb in the 3d pers. sing. Quelqu'un, some one., som^elody. Quiconque, whoever. 2[i'un I'autre, one anotlier ; the fem. sing, is Vune V autre; the masc. plur., les uns les autres ; and the fem. plur., les unes les autres. Tel, such ; the fem. is telle. Tout, every thing. [For additional observations on these words, see each in its alphabetical place in Index.] OF THE VERB. Verbs are either active., passive^ neuter., pronominal., or uniper- sonal. Active veebs are conjugated with the auxiliary avoir in their compound tenses. Passive verbs are composed of the past part, of an active verb, and the auxiliary etre. 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 etre or avoir as an auxiliary, according to the sense in which they are used, and the following invariably re- quire etre : Aller., to go; Arriver, to arrive, to happen; Choir, to fall; De- cider , to decease ; Eclore., to hatch ; Mourir.^ to die ; Naitre., to be SYNOPTICAL FRENCH GEAMMAR. 617 born ; Tomter^ to fall ; Venir^ to come ; Devenii\ to become, to grow ; Intervenh\ to intervene; Parvenh\ to reach, to succeed; Eevenii\ to come back, to return. Observe that not all the derivatives of venir^ but only four of them, are included in this list. Peonominal veebs are conjugated with two pronouns of the same person, both placed before the verb, except in the imperative mood ; the first being the subject, and the second the regimen. The compound tenses of pronominal verbs are invariably formed with the help of the auxihary verb etre. Unipeesonal veebs are used only in the third pers. sing. ; as, II l^leut^ it rains. OF THE CONJUGATION'S. French verbs are classed according to their terminations in the infinitive mood. These terminations are er, ir, and re. Many grammarians make a particular class of the verbs in oir, but their model of conjugation being applicable to seven verbs only, it has been omitted throi^hout this work. The verbs in oir will be found explained among the irregular verbs, page 624. [For a list of the verbs which govern other verbs in the infinitive mood, without a preposition, and for those which require de or di see pages 98, 99, 100, 101, and 102.] 618 SYNOPTICAL FKENCH GEAIVOIAE. THE TWO AUXILIAEIES, Avoir AND Etre, AND MODELS TxVKisi- TIVE. I Avoir, to have. fitre, to be. Pres. Part. ^ Ayant, having. fitant, being. Past Part. S.U, had. £t6. been. tive Pres. Tense. fj'ai, Tu as, , 11 a. ' Nous avons, 1 Vous avez, Ulsont, I have, thou hast, he has. we have, you have, they have. Je suis, Tues, 11 est, Nous sommes, Vous etes, lis sont. lam. thou art. he is. we are. you are. they are. Imper- fect Tense. f J'avais, 1 Tu avals, I 11 avait, ) Nous avions, Vous aviez, Uls avaient. I had or was having. thou hadst. he had. we had. you had. they had. J'etais, Tu 6tais, II etait, Nous etions, Vous etiez, lis 6taient, I was or used to be. thou wast. he was. we were. you were. they were. Past Tense Defi- MITE. f J'eus, 1 Tu eus, I 11 eut, 1 Nous eumes, 1 Vous eutes, 1.11s eurent. I had or did have. thou hadst. he had. we had. you had. they had. Je fus, Tu fus, Ilfut, Nous fumes, Vous futes, lis furent. I was. thou wast, he was. we were, you were, they were. Future Tense. ■J'aurai, Tu auras, 11 aura, 1 Nous aurons, 1 Vous aurez, (.lis auront, I shall or will have, thou shall have, he shall have, we shall have. you shall have, they shall have. Je serai, Tu seras, 11 sera. Nous serons, Vous serez, lis seront, I shall or will be. thou Shalt be. he shall be. we shall be. you shall be. they shall be. Condi- tional Mood. f J'aurais, I Tu aurais, j 11 aurait, 1 Nous aurions, 1 Vous auriez, LIls auraient. I should or would hav€ thou shouldst have, he should have. we should have, you should have, they should have. . Je serais, Tu serais, 11 serait, Nous serions, Vous seriez, lis seraient. I should or would be thou shouldst be. he should be. we should be. you should be. they should be. Impera- tive. (Aie, ] Ayons, ( Ayez, have (thou), let us have, have (you). Sois, Soyons, Soyez, be (thou), let us be. be (you). Subjunc- tive Tresent 'Qnej'aie, Que tu aies, Qu'il ait, ■ Que nous ayons, Que vous ayez, Qu'ils aient, that I may have, that thou mayst have, that he may have, that we may have, that you may have, that they may have. Que je sois, Que tu sois, Qu'il soit, Que nous soyons, Que vous soyez, Qu'ils soient. that I may be. that thou mayst be. that he may be. that we may be. that you may be. that they may be. Subjunc- tive Past. 'Que j'eusse, that I might have. Que je fusse, that I might be. Que tu eusses, that thou mightst have. Que tu fusses, that thou raightstbe. Qu'il eut, that he might have. Qu'il fut, that he might be. Que nous eussions, that we might have. Que nous fussions, that we might be. Que vous eussiez, that you might have. Que vous fussiez, that you might be. Qu'ils eussent, that they might have. Qu'ils fussent, that they might be. For the Compowid Tenses, see Tenses in Index ; and page 616. SYNOPTICAL FRENCH GRAMMAR. 619 OF THE THREE REGULAR FORMS OF CONJUGATION. Parler, to speak. FimV, to finish. Vendre, to sell. ParlanJ, speaking. Finissant, finishing. Yendant, selling. spoken. Je parl^i, Tu paries, 11 parle, Nous parlon.s, Vous parl'-z, lis pai'lenf, Je finis, Tu finrs, II Qmt, Nous flnrssons, Vous Guissez, lis &nissent. ki Je vends, Tu vends, II vend, Nous vendons Vous vendez, | lis vendeni, J Je parlajs, Tu parlajs, II parla?7, Nous parb'ons, Vous parh'ez, lis parlai'eHf, Je fin I'ssnrs, Tu fin jssafs II Quisamx, Nous finissjons, Vous Qnissie lis &nvisaient zF Je vendaM, Tu vendais, II venda?<, Nous vendions, Vous Yendiez. lis vendai'enL Je parlai, Tu parlas, II parla, Nous parlawes, Vous parla, 11 vend/<, Nous vendimes. __ Vous vendiies, | o lis rendirent, J ^ 1^ Je pavle/a), 1 .^ Je fini';ai, 1«l Je vendrai, 1 . Tu pavlerrts, | c 1 Tu finiras, Tuvendras, od 11 parl^rrt, 1;= Nous parlerojis, f J Oi 11 fin?>(7, l^cS Ilvendra, 1 = g Nous fin/rons. 1= Nous vendJ-ons, 'Js V^ous parlerez, "" lis parleroTij, J ^ S Vous fin^'res, Vous vend/e«, "" '2 lis vendro/ii!, J '"^ > lis fintVont, '-''i Je parlerais, Je fimVms, -BTJ Je vend?-afs, "1 ^ _J Tu parlp?-a?>. ■*s . Tu finirafs, Tu vendmis, 1 °% 11 parlsraii, ss-S lis finira,^, 11 vend rart, !?" Nous parle?-?o)(s, 1==! Nous fiTijr("o?is, Nous vendWo«s, f 52 Vous parleriez, Vous finzHez, M O Vous vendrj'es, 1 "S o lis vend7-a?e;(<, J m ^ lis parlerrtiew^, lis flniraient, Parle, speak (thou). Finis, 3nish (thou). Vends, sell (thou). Parlons, let us sneak. Fin ?ssons, let us finish. Vendons, let us sell. Paries, speak (you). Finishes, auish (you). Vender;, sell (you). Que je parle. !i Que je flnwse. li- Que je vende, "j >, Que tu paries, Que tu finrsses, Que tu vendes, g Qu'il vende, l S Qu'il parle. Qu'il finjsse, Que nous parh'ons. Que nous fin?ssio«s, f "'3 Que nous vendtons, ' "^ g Que vous parh'es. jl" Que vous finrsstes, | g* Que vous vendies, * Qu'ils vendenf, J * Qu'ils parlen<. Qu'ils flnisseni J- Que je parlasse. IS Que je finjsse. IS Que je vendwse, "j ^ Que tu parlasses, !.^j Que tu fim'sses. I.SP • Que tu vendisses, .5? Qu'il parldi, a-^ Qu'il finii, s-S Qu'il vendii, l Ss Que nous parlassiWis, f m g_ Que nous fin?ssio?is, [^"Z Que nous vendissfwis, ' m g Que vous parlas.sje« . jr Que vous finissjes, 1 rt'"^ Que vous vendt'ssiea, ts Qu'ils vendmen^ J 5 Qn'ils parlassen<. Qu'ils fim'sseni J5 For the verbs ending in oir, see Verhs in Index ; page 617. 620 SYNOPTICAL FRENCH GRAMMAR. MODELS OF THE INTERROGATIYE, NEaATIYE, NEGATIYE- FOEMS OF ISFIXITIVE. N'avoir pas. PRES. Part. N'arant pas. Past Part. Pas eu. fAi-je? i As-tu? Je n'ai pas, *i N'ai -je pas? T** °" Tu u'as pas, N'as-tupas? 1 Indicatite J A-t-il? 1 Avons-nons? -se ' 5 Nous n'avons pas. \i N'avons-nous pas? ' 1 Avez-vous? J Tous n'avez pas, N'avez-vouspas? Jl LOiit-ils? J lis n'ont pas, N'ont-ils pas ? fAvais-je? 1 Je n'avais pas. N'avais-je pas? 1:: Avais-tu ? ^ Tu n'avais pas. ■© N'avais-tu pas? 1 ° Imperfect Avait-il? h 11 n'avait pas, -5 N'avait-il pas? « Tense. 1 Avions-nous ? f" 5 Nous n'avions pas, "e N'avions-nous pas? T!^ 1 Avjez-Tons ? tAvaient-ils? M Vous n'aviez pas. •^ N'aviez -TOUS pas? 1 s J lis n'avaient pas, J- N'avaient-ils pas ? h fEus-je? lEus-tu? 1 Je n'eus pas, "l N'eus-je pas ? "1- Tu n'eus pas, N'eus-tu pas ? 9 Past Tense 1 Eut-il ? 1 Eumes-nous >-i 11 n'eut pas, a N'ent-ilpas? a Definite. ■ ci Nous n'eumes pas "S N'eumes-nous pasi ^M 1 Eutes-vous? LEuient-ils? 1^ Tous n'eutes pas. .a N'eutes-vous pas? jl J lis n'eurent pas. N'eurent-ils pas ? 'Aurai-je? " 1 Je n'aurai pas, a . N'am-ai-je pas ? ■ -s Auras-tu? Tu n'auras pas, N'auras-tn pas? Future Aura-t-il? J 11 n'aura pas, •If N'aura-t-il pas ? ? l-^ Tekse. 1 Anrons-nons Nous n'aurons pas N'aurons-nous pas 1 Aurez-vous? "3 Tons n'aurez pas. N'aurez-Tous pas ? Jl LAuront-Us? . -S lis n'auront pas. N'auront-ils pas? rAurais-je? ") Je n'anrais pas, "jo N'aurais-je pas? I Aurais-tu ? 1'"'^ Tu n'aurais pas, |^ . N'aurais-tu pas? Conditional I Aurait-il ? (2® II n'aurait pas, l-s> N'anrait-il pas? Mood. 1 Aurions-nous? f § 2 Nous n'aurions pas, f g g N'aurions-nous pas? I Auriez-vous? -g"^ Tous n'auriez pas, \ ~'~' N'auriez-vous pas? LAuraient-ils? j lis n'auraient pas, J _, N'auraient-ils pas ? lilPERATIVE, N'aie pas. have (thou) not. N'ayons pas. let us not have. N'ayez pas. have you not. Subjunctive Present. Que je n'aie pas. Que tu n'aies pas, Qu'il n'ait pas, Que nous n'ayons pas, Que vous n'ayez pas, I S Qu'ils n'aient pas, J S "I >> • I a >- Subjunctite Past. Que je n'eusse pas, Que tu n'eusses pas, Qu'il n'eut pas, Que nous n'eussions pas, Que vous n'eussiez pas, Qu'ils n'eussent pas. i, S3 SYNOPTICAL FRENCH GEAMMAR. 621 INTEREOaATIVE, PRONOMINAL, AND UNIPEESONAL CONJUGATION. Se flatter, flatter one's self. Pleavoir, to rain. Se flattant^ Flatt§, flattering one's self, flattered. Pleuvant, raining. Flu, rained. Je me flatte, Tu te flattes, II se flatte, Nous nous flattens, Vous Tous flattez, lis se flattent, I flatter myself, thou flatterest thyself, he flatters himself, we flatter ourselves, you flatter yourselves, they flatter themselves. II plant, Je me flattais, Tu te flattais, II se flattait. Nous nous flattions, Vous vous flattiez, lis se flattaient, I flattered mrself. thou flatteredst thyself, he flattered himself, •we flattered ourselves, you flattered yourselves, they flattered themselves. II pleuvait, it rained. Je me flattai, Tu te fiattas, II se flatta. Nous nous flattames, Vous vous flattates, lis se flatterent, I flattered myself, thou flatteredst thyself, he flattered himself, we flattered ourselves, you flattered yourselves, they flattered themselves n pint, Je me flatterai, Tu te fiatteras, II se flattera, Nous nous flatterons, Vous vous flatterez, lis se flatteront, I shall flatter myself, thou Shalt flatter thyself, he shall flatter himself, we shall flatter ourselves, you shall flatter yourselves, they shall flatter themselves. II plenvra, it shall rain. Je me flatterais, Tu te flatterais, II se flatterait, Nous nous flatterions, Vous vous flatteriez, lis se flatteraient. I should flatter myself, thou shouldst flatter thyself, he should flatter himself, we should flatter ourselves, you should ll;;tter yourselves, they should flatter themselves. n plenviait, it shonld rain. Flatte-toi, Flattons-noni Flattez-Tous, flatter thyself. let us flatter ourselves. flatter yourselves. Que je me flatte, Qaetu te flattes, Qu'il se flatte. Que nous nous flattions, Que vous vous flattiez, Qu'ils se flattent. that I may flatter myself, that thou mayst flatter thyself, that he may flatter himself, that we may flatter ourselves, that you may flatter yourselves. that they may flatter themselves. Qu'il plenve, that it may rain. Que je me flattasse. Que tu te flattasses, Qn'il se flattat, Que nous nous flattassions. Que vous vous flattassiez, Qu'ils se flattassent, that I might flatter myself, that thou mightst flatter thyself, that he might flatter himself, that we might flatter ourselves, that you might flatter yourselves, that they might flatter themselves. Qu'il plut, that it might rain. 622 SYNOPTICAL FRENCH GRAMMAR. REMARKS ON THE VERBS. The verbs in er are by far the most numerous. The syllable iss, incorporated into the terminations of several tenses and persons, characterizes the conjugation of the verbs in ir. The verbs in re have some of their tenses formed in conformity with those in er, and some with those in ir. FORMATION OF THE TENSES. The present of the infinitive, the present participle, the past par- ticiple, the indicative present, and past tense definite, are called primitive, because they serve to form the other tenses. The imperfect tense is formed from the pres. part, by changing ant into ais. Ex. Parlant^ speaking ; je parlais^ I spoke. The future tense and conditional mood are formed by adding the terminations ai and ais to that of the infinitive mood, the final e being suppressed in the verbs in re, Ex. Parlei\ to speak ; je parlerai, I shall speak ; je parlerais^ I should speak ; vendre^ to sell ; je vendrai^ I shall sell ; je vendrais, I should sell. The imperative is like the indicative present, leaving out the pro- nouns. Ex. Tu vends^ thou sellest; nous vendons, we sell; wus vendez^ you sell; vends^ sell (thou); vendons^ let us sell; vendez^ sell (you). But the verbs ending in es in the 2d pers. sing, of the indicative pres., drop the s in the imperative. Ex. Tu paries^ thou speakest ; parle^ speak (thou) ; parlous^ let us speak; parlez^ speak (ye). The subjunctive present is formed from the pres. part, by changing ant into ais. Ex. Parlant^ speaking ; que je parle^ that I may speak. The subjunctive past is formed from the past tense definite by changing, for the verbs in er, ai into asse, and by adding se to the ending is for the others. Ex. Je parlai^ I spoke ; que je parlasse^ that I might speak : je vendis, I sold ; queje vendisse^ that I might sell. SYNOPTICAL FRENCH GRAMMAR. 623 The exceptions to these rules have been fully explained in the List of the irregular verbs, page 624. OF THE IKREGULAR VERBS. There are in French, as in English, about three hundred irregular verbs. Most of these, hovrever, are only derivatives or compounds of a certain number of radical ones, the knowledge of which will suffice to conjugate any exceptional word. In the following list, therefore, the radical irregular verbs alone have been given with any degree of completeness ; and decoudre^ to unsew ; recoudre^ to sew again ; will be conjugated like coudre^ to sew : entreprendre^ to un- dertake ; reprendre^ to retake ; like prendre^ to take ; etc. "Words of a similar termination being generally conjugated alike, some advantage has also been taken of this peculiarity, to bring the collection into as small a compass as possible, without endangering its usefulness. The latter observation applies specially to the verbs ending in uire, which are all conjugated hke cuire^ to cook; and those ending with a-indre e-indre or o-indre, all of which follow the same model, eraindre, to fear. 624 SYNOPTICAL FEENCH GKAMMAE. A LIST OF THE Infinitive TTwrTTsn Present Past Indicative Mood. Imperfect Mood. ij-nui^ish. Participle. Participle. Present Tense. Tense. Abattre, To beat down Conj. like Battre. Absoodre, To absolve. Absolvant. Absou-s, te. J'absou-s, s, t ; J'absolvais, absolv-ons, ez, ent. The radical Soudre being now obsolete, Absoudre has been selected as a model for the com- pounds and derivatives of this verb. S' Absteuir, To abstain Conj. like Tenir. Abstraire, To abstract Conj. like Traire, Little used except in the compound tenses. Accom-ir, To run up Conj. like Courir. Takes either aomr or etre in its compound tenses : avoir, when it expresses an action ; lire when it expresses a state. Accroitre, To increase Conj. like Croiire. Takes elre in its compound tenses. Accueillir, To receive Conj. like Ctieillir. AcQUERiR, To acquire. Acquerant. Acquis. J'acquier-s, s, t ; J'acqu^rais, acqu-erons, erez, acqu-ierent. The radical Querir being now obsolete, Acquirir has been selected as a model for the com- pounds and derivatives of this verb. Admettre, To admit Conj. like Meitre. Aller, To go. Allant. A116. Je vais, vas, va ; J'allais, aliens, allez, vont. This verb is always conjugated with etre in its compound tenses. Apercevoir, To perceive. Apercevant. Aperju. J'aperQoi-s, s, t ; J'apercevais, aperc-evons, evez, aperg-oivent. Many grammars give a model of conjugation in oir, but this model is applicable to seven verbs only. Decoir, Bedevoir, Concevoir, Deceoair, Pereevair, and Hecevoir are conju- gated like Apercevoir. See page 617. Apparaitre, To appear Conj. like Paraitre. Takes etre or avoir as an auxiliary in the compound tenses, according as it expresses a state or an action. Appartenir, To belong Conj. like Tenir. Apprendre, To learn Conj. like Prendre. AsSAiLLiR, To assail. Assaillant. Assailli. J'assaill-e, es, e ; J'assaillais, assaill-ons, ez, ent. The radical Saillir being now obsolete, Assaillir has been selected as a model for the com- pounds and derivatives of this verb. Assentir, To assent Conj. like Sentir. Almost obsolete. S'Asseoir, To sit down. S'Asseyant. Assis. Jem'assie-ds, ds, d; Je m'asseyais, asse-yons, yez, ient. This verb may also be conjugated as follows : S'Asseoir, To sit down. S'Assoyant. Assis. Je m'assoi-s, s, t ; Je m'assoyais, asso-yons, yez, ient. Astreindre, To compel Conj. like Craindre. For the Compound Tenses, see Index. SYNOPTICAL FRENCH GKAMMAK. 625 IRREGULAR VERiBS. Past Tense Future Conditional Imperative Definite. Tense. Mood. Mood. SUBJUNCTITB Present. Subjunctive Past. J'absoudrai, J'absoudrais Absous ; Que j'absolve, Absolv-ons, ez. j'acquis, J'acquerrai, J'acquerrais, Acquievs ; Que j'acquier-e, Que J'acquJsse. Acqu-6rons, 6rez. acqu-erions, eriez, acqu-ierent. J'allai, J'irai, J'irais, Va ; Que j'aill-e, es, e ; Que j'allasse. allons, allez. all-ions, iez, aillent. J'aper^us, J'apercevrai, J'apercevrais, AperQois; Que j'aperfoiv-e, Quej'apercusse, aperc-evons, evez. aperc-evions, eviez, aperg-oivent. J'assaillis, J'assaillirai, J'assaillirais, AssalHe ; Que j'assaille. Quej'assaillisse. assaill-ons, ez. Jem'assis, Je m'assi^rai, Je m'assi^rals, Assieds-toi ; Quejei asseyons*nona, asseyez-vous. 'asseie, Que Je m'assisse. Jem'assis, Je m'assolrai, Je m'assoirais, Assois-toi ; Queje assoyons-nous, assoyez-vous. 'assoie, Queje m'assisse. means wanting. 626 SYNOPTICAL FRENCH GRAMMAR. Infinitive fvptt*;?! Present Past Indicative Mood. Imperfect Mood. jj-i^i^i^ish. participle. Participle. Present Tense. Tense. Atteindre, To attain Conj. like Craindre. Attraire, To attract Conj. like Traire. But used only in the infinitive. A veindre. To take out Conj. like Craindre. Avenir, To happen Conj. like Venir. But used only in the 3d pers. sing., and in the infinitive mood. Avoir, To have. Ayant. Eu. J'ai, as, a ; J'avais, avons, avez, ont. Battre, To beat. Battant. Battu. Je bats, bats, bat ; Je battais, batt-ons, ez, ent. BoiKE, To drink. Buvant. Bu. Je boi-s, s, t ; Je buvais, buv-ons, ez, boivent. BO01LLIR, To boil. Bouillant. Bouilli. Je bou-s, s, t ; Je bouillals, bouill-ons, ez, ent. Braire, To bray Conj. like Traire. But scarcely ever used otherwise than in the 3d person, sing, and plur., and in the infinitive. Bruire, To make a Bruyant. 11 bruit. 11 bruyait, noise. ils bruyaient. Ceindre, To circle Conj. like Craindre. Choir, To fall. Chu. Takes the auxiliary etre in its compound tenses. Circoncire, To circumcise. Circoncisant. Circoncis. Je circonci-s, s, t ; Je circoncisais, circoncis-ons, ez, circoncis- ent. Circonscrire, To circumscribe Conj. like £crire. Circonvenir, To circumvent Conj. like Venir. Clore, To close. Clos. Je clo-s, s, t. Combattre, To fight Conj. like Satire. Commettre, To commit Conj. like Mettre. Comparaitre, To appear Conj. like Paraltre. Complaire, To humor Conj. like Plaire. This verb is often pronominal, and used in the sense of To take delight in, Comprendre, To imderstand Conj. like Prendre. ConcevoJr, To conceive Conj. like Apercevoir. CoNCLURE. To conclude. Concluant, Conclu. Je conclu-s, s, t ; Je concluals, Conclu-ons, ez, ent. Concourir. To concur Conj. like Courir. CONDUIRE, To conduct Conj. like Cuire. CoNFiKE, To preserve. Confisant. Confit. Je confi-s, s, t ; Je confisais, confis-ons, ez, ent. Conjoindre, To conjoin Conj. like Joindre. CoNNAiTRB, To know. Connaissant. Connu. Je conna-is, is. It ; Je connaissaifl, connaiss-ons, ez, ent. Conquerir, To conquer Conj. like AeqvArir. Used chiefly in the infinitive, the past tense definite, and the compound tenses. Consentir, To consent Conj. like Sentir. SYNOPTICAL FEENCH GRAMMAR. 627 Past Tekse Future Conditional Impkkative Definite. Tense. Mood. Mood. Subjunctive Subjunctive Present. Past. J'eus, J'aurai, J'aurais, Je battis, Je battrai, Je battrais, Je bus, Je boirai, Je boirais, Aie; ayotts, ayez. Bats; batt-ons, ez. Bois ; buv-ons, ez. Que j'ai-e, es, t ; Que j'eusse. ayons, ayez, aient. Que je batte. Que je battisse. Que je boiv-e, es, e ; Que je busse. uvions, buviez, boiveiit. Je bouillis, Je bouillirai, Je bouillirai^, Bous; Que je bouille, Q. je bouillisse. bouill-ons, ez. Je circoncis,Jecirconcirai, Je cii-concirais, Circoncis ; circoncis-o Que je circoncise, Q. je circoncisse. Je clorai, Je clorais, Je conclus, Je conclurai, Je conclurais, Conclus ; Que je conclue, Q. je conclusse. conclu-ons, ez. Je confis, Je confirai, Je confirais, Confis ; Que je confise, Confis-ons, ez. Je connus, Jeconnaitrai, Je connaltrais, Connais ; Que je coimaisse, Que je connusso, conuaiss-ons, ez. 628 SYNOPTICAL FRENCH GRAMMAR. Infinitive ^NriTSH Present Past Indicative Mood. Imperfect Mood. i!-nt.Li&a. participle. Participle. Present Tense. Tense. Construire, To construct Conj. like Cuire. CoDtenir, To contain Conj. like Tenir. Contraindrej To constrain Conj. like Craindre. Contredire, To contradict Conj. like Bire. Except that the 2d pers. pi. of the present tense, indicative mood, and the same person of the imperative, is contredisez, instead of contredites. Contrefaire, To counterfeit Conj. like Faire. Contrevenir, To transgress Conj. like Venir, Convaincre, To convince Conj. like Vaincre, Con venir, To agree, to suit Conj. like Venir. Is conjugated with ilre in the sense of to agree, and with avcnr in the sense of to suit. Corrompre, To corrupt Conj. like Bonipre. CouDRE, To sew. Cousant. Cousu. Je cou-ds, ds, d ; Je cousais, cous-ons, ez, ent. COURIR, To run. Courant. Couru. Je cour-s, s, t ; Je courais, cour-ons, ez, ent. CouvRiK, To cover. Couvrant. Couvert. Je couvr-e, es, e ; Je couvrais, couvr-ons, ez, ent. Craindre, To fear. Craignant. Craint. Je crain-s, s, t ; Je craignais, craign-ons, ez, ent. There are about 28 verbs ending in a-indre, e-indre, or o-indre ; they are all conj. like Craindre. Croire, To believe. Croyant. Cru. Je croi-s, s, t ; Je croyais, cro-yons, yez, ient. CboItre, To grow. Croissant. Cru. Je cro-is, is, it ; Je croissais, croiss-ons, ez, ent. CUEiLUR, To gather. Cueillant. Cueilli. Je cueill-e, es, e ; Je cueillais, eueill-ons, ez, ent. Cuire, To cook. Cuisant. Cuit. Je cui-s, s, t ; Je cuisais, cuis-ons, ez, ent. There are about 25 verbs ending in uire, all of which, except Luire, Reluire, and Nuire, are conjugated like Cuire. Debattre, To debate Conj. like Battre. Decevoir, To deceive Conj. like Apercevoir. Dechoir, To decline. D^chu. Je d6choi-s, s, t ; d6cho-yons, yez, ient. This verb is conjugated with avoir when it expresses an action, and with etre when it ex- presses a state. Declore, To unclose Conj. like Clore. Deconfire, To discomfit Conj. like Confire. D6coudre, To unsew Conj. like Coudre. Decouvrir, To discover. Conj. like Couvrir. Decrire, To describe Conj. like JEcrire. Decroitre, To decrease Conj. like Crmfre. Dedire, To gainsay Conj. like Dire. Except that the 2d pers. pi. of the present tense, indicative mood, and the same person of the imperative mood, is dedisez, instead of dddites. Deduire, To deduct Conj. like Cuire. Defaire, To undo Conj. like Faire. SYNOPTICAL FRENCH GKAMitAE. 629 Past Tense Future Conditional Imperative Definite. Tense. Mood. Mood. Subjunctive Present. Subjunctive Past. Je cousis, Je coudrai, Je coudrais, Couds ; cous-ons, ez. Je courus, Je courrai, Je courrais, Cours ; cour-ons, ez. Je couvris, Je couvrirai, Je couvrirais, Couvre ; couvr-ons, ez. Je craignis Je craindrai, Je craindrais, Grains ; craign-ons, ez. Je crus, Je croirai, Je croirais, Crois ; croy-ons, ez. Je crus, Je croitrai, Je croltrais, Crois ; croiss-ons, ez. Je cueiUis, Je cueillerai Je cueillerais, Cueille ; cueill-ons, ez. Je cuisis, Je cuirai. Je cuirais, Cuis ; cujs-ons, ez. Que je couse, Que je cousisse. Que je coure, Que je courusee. Que je couvre, Que je couvrisse. Que je craigne, Q. je craignisse. Que je croi-e, es, e ; Que je crusse. ci-o-yions, yiez, lent. Que je croisse, Que je crusse. Que je cueille, Quejecueillisse. Que je cuise Que je cuisisse. Je dechus, Je d^cherrai, Je d^cherrais, D4chois ; Que je d^choie, Que je dSchusse. d^cho-yons, yez. 630 SYNOPTICAL FRENCH GKAMMAE. Infinitive ri„„,,oTT Present Past Indicative Mood. Imperfect Mood. i!-JMiri.iBii. Participle. Participle. Present Tense. Tense. Dejoindre, To disjoin Conj. like Joindre, upon Craindre. Dementir, To belie Conj. like Mentir. Demettre, To dislocate Conj. like Mettre. Departir, To distribute Conj. like Pa?t?V. D6peindre, To depict Conj. like Peindre, upon Craindre. Dgplaire, To displease Conj. like Plaire, D6pourvoir, To unprovide Conj. like Pourvoir. Desapprendre, To unlearn Conj. like Prendre. D6teindre, To take out the color of Conj. like Teindre, upon Craindre. D6tenir, To detain Conj. like Tenir. D6truire, To destroy Conj. like Cuire. Devenir, To become Conj. like Venir. Takes etre as an auxiliary in its compound tenses. D6vetir, To undress Conj. like Vetir. Is almost always pronominal. Devoir, To owe, ought Conj. like Apercevoir. Dire, To say. Disant. Dit. Je di-s, s, t ; Je disais. disons, dites, disent. Disconvenir, To deny Conj. like Venir. Discourir, To discourse Conj. like Courir. Disparaitre, To disappear Conj. like Paraitre. Generally takes avoir in its compound tenses ; it may, however, take etre when it expresses a state. Dissoudre, To dissolve Conj. like Absoudre. Distraire, To divert Conj. like Traire. DORMiE, To sleep. Donnant. Dormi. Je dor-s, s, t ; Je dormais, dorm-ons, ez, ent. S'flbattre, To sport Conj. like Battre. Little used. fibouillir. To boil away Conj. like Bouillir. Scarcely ever used otherwise than in the infinitive and past participle. ificHOiE, To fall due. ficheant. !]llchu. J'echoi-s, s, t ; To become due. echo-yons, yez, ient. £conduire, To show out Conj. like Conduire, upon Cuire. :&CEiRE, To write. ficrivant. ^ficrit. J'6cri-s, s, t ; J'^crivais. #criv-ona, ez, ent. ilLiRE, To elect Conj. like Lire. fimettre. To emit Conj. like Mettre. ;6moudre. To grind Conj. like Moudre. flmouvoir. To move Conj. like Mouvoir. Empreindre, To imprint Conj. like Craindre. Enceindre, To encompass Conj. like Ceindre, upon Craindre. Enclore, To inclose Conj. like Clore. Encouru-, To incur Conj. like Courir, SYNOPTICAL FRENCH GRAMMAR. 631 Fast Tense Future Conditional Impkrative Definite. Tense. Mood. Mood. Subjunctive Subjunctite Present. Past. Je dis, Je dirai, Je dirais, Dis ; Quejedise, Quejedisse. disons, dites. Jedormis, Je dormirai, Je dormirais, Dors; Quejedorme, Que je dormiss* dorm-ona, ez. J'echus, J'4cherrai, J'6cherj:ais, Que j'dchusse. J'6crivis, J'6crirai, J'^crirais, Ecris ; ^criv-ons. Que j'^crive, Que j'^crivisse. 632 SYNOPTICAL FRENCH GRAMMAE. Infinitive VvrTT^w Present Past Indicative Mood. Imperfect Mood. r<«t,Lis.H. participle. Participle. Present Tense. Tense. Endormir, To send to sleep Conj. like Dormir, Enduire, To lay over Conj. like Caire. Entreindre, To infringe Conj. like Craindre. S'Enfuir, To run away Conj. like Fuir. Enjoindre, To enjoin Conj. like Joindre, upon Craindre S'Enqu^rir, To inquire Conj. like Acqu€rir, S'Entremettre, To interfere Conj. like Mettre. Entreprendre, To undertake Conj. like Prendrt. Entretenir, To entertain Conj. like Tenir. Entrevoir, To see imperfectly Conj. like Voir. EnvofeRj To send. Envoyant. Envoy6. J'envoi>-e, es, e ; J'envoyais, envo-yons, yez, lent. iBpreindre, To squeeze out Conj. like Craindre, fiqui valoir, To be equivalent Conj. like Valoir. The u is silent in this verb. flteindre, To extinguish Conj. like Craindre. £tre, To be. :6tant. f;t§. Je suis, es, est ; J'^tais, sommes, etes, sont. ^treindre, To clasp Conj. like Craindre, Exclure, To exclude Conj. like Conclure. Extraire, To extract Conj. like Traire. Faillir, To fail. Faillant. Failli. Je faux, x, t ; Je faillais, faill-ons, ez, ent, (Little used.) (Little used.) Faire, To do, to make. Faisant. Fait. Je fai-s, s, t ; Je faisais, faisons, faites, font. Falloir, Must. Fallu. 11 faut, 11 fallait, Feindre, To feign Conj. like Craindre. Forfaire, To transgress Conj. like Faire. Used only in the infinitive and the compound tenses. Frire, To fry. Frit. Je fri-s, s, t ; The forms which are wanting are supplied by means of /aire, before /7iVe ; thus, Nous fai- sons frire, we fry, etc. Fdir, To flee. Fuyant. Fui. Je fui-s, s, t ; Je fuyais, fu-yons, yez, lent. Geindre, To moan Conj. like Craindre. Gesir, To lie. Gisant. II git ; Je gisais. gis-ons, ez, ent. Hair, To hate. Haissant. Hai'. Jehai-s, s, t; Je haissais, hai'ss-ons, ez, ent. Induire, To induce Conj. like Cuire. Inscrire, To inscribe Conj. like Eerire. Instruire, To instruct Conj. like Cuire. luterdire. To interdict Conj. like Dire. Except that the 2d pers. plur. of the present tense, indicative mood, and the imperative, is interdisez instead of interdites. SYNOPTICAL FRENCH GEAMMAE. 633 Past Tense Future Conditional Impekatite Subjunctite Subjunctite Definite. Tense. Mood. Mood. Present. Past. J'envoyai, J'enverrai, J'enverrais, Envoie ; Que j'envoie. Q. j'envoyasse. envo-yons, yez. Je fus, Je serai, Je serais, Sois ; Que je soi-s, s, t ; Que je fusse. soyons, soyez. so-yons, yez, ient. Je fis, Je ferai, Je ferais, Fais ; Que je fasse, Que je fisse, faisons, faites. li fallut, II faudra, II faudrait, Ju'il faille, Qu'il faUtit. Je frirai, Je frirais, Fris ; Je fuis, Je fuirai, Je fuirais, Fnis ; Que je foie, Que je fuisse. fu-yons, yez. Je hais, Je bairai, Je hai'rals, Hais, Que Je haisse, Que je haisse. liaiss-ona, ei. 634 SYNOPTICAL FRENCH GRAMMAR. Infinitive ^ Present Past Indicative Mood. Imperfect Mood. i ui. » . Participle. Participle. Present Tense. Tense Interrompre, To interrupt Cocj. like Rompre. Intervenir, To intervene Conj. like Venir. Takes etre as an auxiliary in its compound tenses. Introduire, To introduce Conj. like Cuire. Joindre, To join Conj. like Craindre. Lire, To read. Lisant. Lu. Je li-s, s, t ; Je lisais, lis-ons, ez, ent. Luire, To shine. Luisant. Lui. Je lui-s, s, t ; Je luisais, luis-ons, ez, ent. Maintenir, To maintain Conj. like Tenir. Maudire, To curse. Maudissant. Maudit. Je maudi-s, s, t ; Je maudissais, maudiss-ons, ez, ent. Meconaaitre, Not to recognize Conj. like Connaitre. Medire, To slander Conj. like Dire. Except that the 2d pers. plur. of the ind. pres., and the same pers. of the imper., is m6disez instead of medites. Mentir, To lie. Mentant. Menti. Je men-s, s, t ; Je mentais, ment-ons, ez, ent. Se Meprendre, To mistake Conj. like Prendre. Mettre, To put. Mettant. Mis. Je me-ts, ts, t ; Je mettais, mett-ons, ez, ent. MORDRE, To bite. Mordant. Mordu. Je mor-ds, ds, d ; Je mordais, mord-ons, ez, ent. MouDRE. To grind. Moulant. Moulu. Je mou-ds, ds, d ; Je moulais, moul-ons, ez, ent. MoURiR, To die. Mourant. Mort. Je meur-s, s, t ; Je mourais, mourons, mourez," meurent. This verb is always conjugated with etre in its compound tenses. MoDVOiR, To move. Mouvant. Mti. Je meu-s, s, t ; Je mouvais, mouvons, mouvez, meuvent. Several of these tenses are used in didactical language only. NaItre, To be bom. Naissant. N6. Je na-is, is. It ; Je naissais, naiss-ons, ez, ent. This verb is conjugated with etre in its compound tenses. Nuire, To injure. Nuisant. Nui. Je nui-s, s, t ; Je nuisais, nuis-ons, ez, ent, Obtenir, To obtain Conj. like Tenir. Offrir, To offer. OfErant. Oflfert. J'offr-e, es, e ; J'offrais, offr-ons, ez, ent. Oindre, To anoint Conj, like Craindre. Seldom used. Omettre, To omit Conj. like Mettre. OuiR, To hear. Oyant. Oui, J'oi-s, s, t ; J'oyais, oyons, oyez, oient. Almost all these forms are obsolete. This verb is used only in the infinitive and in the compound tenses. OuvRiR, To open. Ouvrant. Ouvert. J'ouvr-e, es, e ; J'ouvrais, ouvr-ons, ez, ent. Paitrb, To graze. Paissant. Pu, Je pa-is, is, it ; Je paissais, paiss-ons, ez, ent. SYNOPTICAL FRENCH GEAMMAE. 635 Past Tense Fcture Conditional Imperative Definite. Tense. Mood Mood. Subjunctive Subjunctive Fresent, Past. Je lus, Je lirai, Je lirais, Je lulrai, Je luirais. Lis; lis-ons, ez. Luis ; uis-ons, ez. Que je lise, Que je luise, Que je lusse. Jemaudis, Je maudirai, Je maudirais, Maudis; Que je maudisse, Quejemaudisse. maudiss-ons, ez. Je mentis, Je mentirai, Je mentirais, Mens ; Que je mente, Que je mentisse. ment-ons, ez. Je mis, Je mettrai, Je mettrais, Je mordis, Je mordrai, Je mordrais, Je moulus, Je moudrai, Je moudrais, Je mourns, Je mourrai, Je mourrais, Mets ; Que je mette, Que je misse. mett-ons, ez. Mords ; Quejemorde, Quejemordisse. mord-ons, ez. Mouds ; Que je moule, Q. je moulusse . moul-ons, ez. Meurs ; Que je meur-e, es, e; Q. je mourusse. mourons, mourez, mourions, mouriez, meurent. Je mus, Je mouvrai, Je mouvrais, Mens ; Que je meuv-e, es, e ; Que je masse, mouvons, mouvez.mouvions, mouviez, meuvent. Je naquis, Je naitrai, Je naltrais, Je nuisis, Je nuirai, Je nuirais Nais ; Que je naisse, Que je naquisse. naiss-ons, ez. Nuis ; Que je nuise, Que je nuisisse. nuis-ons, ez J'oflfris, J'offrirai, J'ofFrirais, Offre; Quej'ofifre, ofFr-ons, ez. Que j'ofii-isse. J'onis, J'oirai, J'oirais, Oie ; oyons, oyez. Que j'oie, Quej'ouisse. J'ouvris, J'ouvrirai, J'ouvrirais, Ouvie; Quej'ouvie, ouvr-ons, ez. Je paitral, Je paltrais. Pais ; Que je paisse, paiss-ons, ez. Que j'ouvrisse. 636 SYNOPTICAL FRENCH GRAMMAR. Infinitive p, „ Present Past Indicative Mood. iMPERrECT Mood. iiiNtLi&u. Participle. Participle. Present Tense. Tense. Paraitre, To appear. Paraissant. Paru. Je para-is, is, it ; Je paraissais, paraiss-ons, ez, ent. Pareourir, To go over Conj. like Courir. Partir, To depart. Partant. Parti. Je par-s, s, t ; Je partais, part-ons, ez, ent. This verb is conjugated with etre, when it denotes a state ; and with avoir, when it denotes an action. Parvenir, To attain Conj. like Venir. Takes etre in its compound tenses. Peindre, To paint Conj. like Craindre. Plaindre, To pity Conj. like Craindre. When pronominal, se plaindre means to complain. Plaire, To please. Plaisant. Plu. Je pla-is, is, it ; Je plaisais, plais-ons, ez, ent. Pleuvoir, To rain. Pleuvant. Plu. II pleut, II pleuvait, Poindre, To dawn Conj. like Craindre. But scarcely ever used otherwise than in the infinitive mood and future tense. Poursuivre, To pursue Conj. like Suiore. POURVOIB, To provide. Pourvoyant. Pourvu. Je pourvoi-s, s, t ; Je pourvoyais, pourvo-yons,yez,ient. PotJTOiE, To be able. 'Pouvant. Pu. Je peu-x, x, t ; Je pouvais, pouvons, pouvez, peuveut. Pr6dire, To foretell Conj. like Dire. Except that the 2d pers. plur. of the indicative and imperative mood is predisez instead of predites. Prendre To take. Prenant. Pris. Je pren-ds, ds, d ; Je prenais, pren-ons, ez, nent. Prescrire, To prescribe Conj. like Ecrire. Pressentir, To have a presentiment of Conj. like Sentir. Pr6valoir, To prevail Conj. like Valoir. Except in the subjunctive present, which is Que je privale. Pr^venir, To prevent, to forewarn Conj. like Venir. Prevoir, To foresee Conj. like Voir. Except in the future tense and conditional mood, which are Je pr6voirai, Jepr^voirais, and not Je pr6verrai, Je preverrais. Produire, To produce Conj. like Cuire. Promettre, To promise Conj. like Mettre. Proscrire, To proscribe Conj. like Ecrire. Provenir, To proceed Conj. like Venir. QuiiRiR, To fetch. Used in the infinitive only. Rabattre, To beat down Conj. like Battre. Rapprendre, To learn again Conj. like Prendre. Rasseoir, To reseat Conj. like Asseoir. Ratteindre, To overtake again Conj. like Atieindre, upon Craindre. Ravoir, To have again Conj. like Avoir. Used in the infinitive only. SYNOPTICAL FEENCH GRAMMAR. 637 Past Tense Future Conditional Imperative Definite. Tense. Mood. Mood. Subjunctive Subjunctive Present. Past. Je parus, Je paraltrai, Je paraitrais, Parais ; Que je paraisse, Que je parusse. paraiss-ons, ez. Je partis, Je partirai, Je partirais, Pars ; part-ons, ez. Que je parte, Que je partisse. Je plus, Je plairai, Je plairais, Plais ; Que je plaise, plais-ons, ez. II plut, n pleuvra, II pleuvrait, Qu'il pleuve, Que je plusse. Qu'il pint. Je pourvus, Je pourvoirai, Je pourvoirais, Pourvois ; Que je pourvoie, Q. je pourvusse. pourvo-yons, yez. Je pus, Je pourrai, Je pourrais, Que je puisse, Que je pusse. Je pris, Je prendrai, Je prendrais, Prends ; pren-ons, ez. Que je prenne, Que je prisse. 638 SYNOPTICAL FKENCH GRAMMAK. Infinitive FNrTisTT Present Past Indicative Mood. Imperfect Mood. iti-i»«. Participle. Participle. Present Tense. Tense. Rebattre, To beat again , Conj. like Battre. Rebouillir, To boil again Conj. like Bouillir. Recevoir, To receive Conj. like Apercevoir. Reconduire, To reconduct Conj. like Conduire, upon Cuire. Reeonnaitre, To recognize Conj. like Co^maitre. Reconquerir, To reconquer Conj. like Conquerir, upon Acquirir. Reconstruire, To rebuild Conj. like Construire, upon Cuire. Recoudre, To sew again Conj. like Coudre. Recourir, To run again Conj. like Courir. Recouvrir, To cover again Conj. like Couvrir. This verb must not be confounded with recouvrer, to recover, to get again, which is regular. Recrire, To write again Conj. like JEcrire. Recroitre, To grow again Conj. like Croitre. Recueillir, To collect Conj. like Cueillir. Recuire, To cook again Conj. like Cuire. Red6faire, To undo again Conj. like Faire. Redevenir, To become again Conj. like Venir. Redevoir, To owe still , Conj. like Devoir, upon Apercevoir. Redire, To say again Conj. like Dire. Rfiduire, To reduce Conj. like Cuire. R661ire, To re-elect Conj. like Lire. Refaire, To do again Conj. like Faire. Rejoindre, To rejoin Conj. like Joindre, upon Oraindre. Relire, To read again Conj. like Lire. Reluire, To shine Conj. like Luire. Remettre, To put back Conj. like MeUre. Remoudre, To grind again Conj. \\)s.& Moudre. Renaitre, To revive Conj. like Naitre. Rendormir, To lay asleep again Conj. like Dormir. Repaitre, To feed Conj. like Paitre. Reparaltre, To reappear Conj. like Faraitre. Repartir, To depart again Conj. like Partir. Repeindre, To paint again Conj. like Peindre, upon Craindre. Se Repentir, To repent, Se Repentant. Repenti. Je me repen-s, s, t ; Je me repentais, repent-ons, ez, ent. Reprendre, To take again Conj. like Prendre. Reproduire. To reproduce Conj. like Produire, upon Cuire. Requerir, To require Conj. like Acquirir. R^soudre, To resolve Conj. like Absoudre. Ressentir, To feel Conj. like Sentir. SYNOPTICAL FRENCH GRAMMAR. 639 Past Tense FnTURB Conditional Imperative Subjunctive Subjunctive Definite. Tense. Mood. Mood. Present. Past. Je me re- Jemerepen- Jemerepenti- Repens-toi ; Que Je me repente, Quejemerepen pentis, tirai, rais, repentons-nons, tisse. repentez-vous. 640 SYNOPTICAL FRENCH GRAMMAR. iNFmiTiTE FvrrTSTT Present Past Indicative Mood. Imperfect Mood. - ^^''"^- Participle. Participle. Present Tense. Tense. Ressortir, To go out again Conj. like Sortir. Se Ressonvenir, To remember Conj. like Venir. Restreindre, To restrain Conj. like Craindre. Reteindre, To dye again Conj . like Tei?idre, upon Craindre. Retenir, To retain Conj. like Tenir. Revenir, To come again Conj. like Venir. Takes ttre, as an auxiliary in its compound tenses. Revfetir, To clothe Conj. like Vitir. Revivre, To be alive again Conj. like Vivre. Revoir, To see again Conj. like Voir, Rire, To laugb. Riant. Ri. Jeri-s, s, t; Je rials, ri-ons, ez, ent. Rompre, To break. Rompant. Rompu. Je romp-s, s, t ; Je rompais, romp-ons, ez, ent. Rouvrir, To open again Conj. like Ouvrir. Saillir, To jut out. Saillant. Sailli. II saille ; II saillait, ils saillent. ils saillaient. This verb is regular in the sense of To gush out, or to leap ; but is used only in the infinitive and in the 3d persons. Satisfaire, To satisfy Conj. like Faire. Savoik, To know. Sachant. Su. Je sai-s, s, t ; Je savais, sav-ons, ez, ent. Secourir, To succor Conj. like Courir. Seduire, To seduce Conj. like Cuire. Sentir, To feel. Sentant. Senti. Je sen-s, s, t ; Je sentais, sent-ons, ez, ent. Seoir, To sit. Seant. Sis. Seoir, To be becoming. S6yant. II sied ; II s6yait, ils sieent. ils s6yaient. Servir, To serve. Servant. Servi. Je ser-s, s, t ; Je servais, serv-ons, ez, ent. Sortir, To go out. Sortant. Sorti. Je sor-s, s, t ; Je sortais, sort-ons, ez, ent. This verb generally takes etre as an auxiliary ; avoir may, however, be used when sortir expresses an action. SouFFRiK, To suffer. Souffrant. SoufFert. Je souffr-e, es, e ; Je souffrais, souffr-ons, ez, ent. Soumettre, To submit Conj. like Mettre. Sourire, To smile Conj. like Rire. Souscrire, To subscribe Conj. like Ecrire. Soustraire, To take away Conj. like Traire. Soutenir, To sustain Conj. like Tenir. Se Souvenir, To remember Conj. like Venir. Subvenir, To provide Conj. like Venir. SuFFiRK, To suffice. Stiffisant. Suffi. Je sufB-s, s, t ; Je suffisais, suffis-ons, ez. ent. SYNOPTICAL FRENCH GRAMMAR. 641 Past Tense Future Definite. Tense. Conditional Mood, Imperative Mood. Subjunctive Subjunctive Present. Past. Je rirai, Je rirais, Ris; ri-ons, ez. Que je rie, Que je risse. Je romprai. Je romprais, Eomps ; romp-ons, ez. Que jerompe, Que je lompisse. 11 saillera, ils sailleront 11 saillerait, ils sailleraient. Qu'il saille, qu'ils saillent. Qu'il saiUit, Q. ils saillissent. Je sus, Je saurai, Je gaurais, Sache ; Que je sache, Que je susse, sach-ons, ez. Je sentis, Je sentirai, Je sentirais, Seus ; Bent-ODS, Que je sente, Que je sentisse. II si6ra, II si^rait, ils sieront. ils si6raient. Je servis, Je servirai, Je servirais, Sers ; serv-ons, Je sortis, Je sortirai, Je sortirais, Sors ; sort-ous, Qu'il si6e, qu'ils si6ent. Que je serve, Que je sorte, Que je servisse. Qu« je sortisse. Je souflria, Je souffrirai, Je souflfrirais, Souffre ; souffr-ons, Quo je souffre, Que je souffrisse. Je suffis, Je suffirai. Je suffirais, SufHs ; Buffis-ons, ez. Que je suflSse, Que je sufEsse. 642 SYNOPTICAL FEENCH GRAMMAR. Ih'FisiTiTE -pvpTisTT Present Past Indicative Mood. Mood. h-^hiji-i^h. Participle. Participle. Present Tense. SuiTRE, To follow. Suivant. Suivi. Je sui-s, s, t ; suiv-ons, ez, ent. Surfaire, To overcharge Conj. like Fairs. Surprendre, To surprise Conj. like Prendre. Survenir, To arrive unexpectedly Conj. like Venir. But takes avoir instead of etre as an auxiliary in its compound tenses. Taire, Not to say. Taisant. Tu. Je tai-s, s, t ; tais-ons, ez, ent. With the pronominal form, se taire signifies to be silent. Teindre, To dye Conj. like Craindre. Texir, To hold. Tenant. Tenu. Je tienr-s, s, t ; ten-ons, ez, tiennent. Tistre, To weave. Tissu. Tradulre, To translate Conj. like Cuire. Teaiee, To milk. Trayant. Trait. Je trai-s, s, t ; tra-yons, yez, ient. Transcrire, To transcribe Conj, like Ecrire. Transmettre, To transmit Conj. like Metire. Tressaillir, To start Conj. like Assaillir. Vaincre, To conquer. Yainquant. Taincu. Je vain-cs, cs, c ; vainqu-ons, ez, ent. Yaloir, To be worth. Yalant. Valu. Jevau-x,x, t; val-ons, ez, ent. Yenir, To come. Yenant. Venn. Je vien-s, s, t ; venons, venez, viennent. This verb takes etre, in its compound tenses. Y£tir, To clothe. Yetant. Yetu. Je ve-ts, ts, t ; vet-ons, ez, ent. YivRE, To live. Yivant. Y6cn. Je vi-s, s, t ; viv-ons, ez, ent. YoiR, To see. Voyant. Yu. Je voi-s, s, t ; voy ons, voyez, voient YOULOIE, To will. Vonlant. Youlu. Je veu-x, x, t ; voulons, voulez, veulent. Imperfect Tense. Je trayais, Je vainquais, Je valais, Je venais, Je v§tais, Je vivais, Je voyais, Je voulais, SYNOPTICAL FRENCH GRAMMAR. 643 Past Tense FtrriTRE Conditional Impekatite Definite. Tense. Mood. Mood. SuBjuNCTiTE Subjunctive Present. Past. Je STiivis, Je suivrai, Je suivrais, Suis ; suiv-ons, ez. Jue je suivisse. Je tus, Je tairai, Je tairais, Tais ; tais-ons, ez. Que je taise, Que je tusse. Je tins, Je tiendrai, Je tiendrais, Tieus ; ten-ons, ez. Que je tienne, Que je tinsse. Je trairai, Je trairais, Trais ; Que je traie, tray-ons, ez. Je vainquis, Je vainerai, Je vaincrais, Vaincs ; Tainqu-ons, Je valus, Je Taudrai, Je vaudrais, Yaux ; val-ons, ez. Je vins, Je riendrai, Je viendrais, Viens ; ven-ons, ez. Que je vainque. Q. je vainquisse. Que je vaille, Que je valusse. Quejevienn-e,es,e; Que je vinsse. venions, veniez, viennent. Je vfetis, Je Tetirai, Je vetirais, Vets ; vet-ons, ez. Je v6cus, Je vivrai, Je vivrais, Vis ; viv-ons, ez. Je vis, Je verrai, Je verrais, Je voulus, Je voudrai, Je voudrais, Vois; voy-ons, ez. Que je vete, Que je vetisse. Que je vive, Que je v6cusse. Que je voi-e, es, e ; Que je visse. vo-yions, yiez, ient. Quejeveuill-e, es,e;Que je voulusse. voulions, vouliez, veuillent. 644 SYNOPTICAL FRENCH GEAIIJIAR. OF THE PARTICIPLE. There are two kinds of participles — the present and past. The present participle is invariable, and always ends in ant. Ex. Parlant^ speaking : finissant^ finishing. The past participles form their feminine and plural in the same manner as the adjectives. 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, 63. — It is then almost invariably placed after the sub- stantive, 355. The past participle, when accompanied with the verb avoi')\ agrees in gender and number with its direct regimen, if that regi- men precedes it, 105. — But it remains invariable, when its regimen follows it, 106. The past participle, when conjugated with the verb etre, agrees in gender and number with its subject, 354. — There is an exception to the preceding rule : when the verb has the reflective or pronominal form. — Of the two pronouns which precede a pronominal verb, the second may be a direct or an indirect regimen. If indirect, the past participle, instead of agreeing with the subject (354), agrees with the direct regimen, provided that regimen precedes it. And when the direct regimen follows, the participle remains invariable, 568. — If the second of the two pronouns which precede a pronomi- nal verb is a direct regimen, the past participle agrees witli it, 569, § 1. — In the verbs which are accidentally pronominal, the sense shows whether the second pronoun is a direct or an indirect regi- men. In those that are essentially pronominal, of which a list has been given (364), the pronoun is always a direct regimen, and ac- cordingly the participle always agrees with it. The only exception is s'arrogei\ to arrogate, where the pronoun is an indirect regimen, 569, § 2. The past participle, when conjugated with the verb etre^ agrees with its subject (354), even when this subject follows it by inversion. The past participle which refers to the pronoun personne^ nobody, always remains invariable, and the participle which refers to the substantive personne or personnes^ person, persons, agrees with it in gender and number (in the cases determined by rules, 63, 105, 354, and 398), 510. SYNOPTICAL FKENCH GRAMMAR. 64:5 The past participle ete is invariable, 511. The past participles attendu^ excepie^ passe, suppose, and vu, are sometimes employed as prepositions, and, as such, they precede the substantive which they govern, and are invariable, 673. OF THE ADVERB. A considerable number of adverbs of quality are formed from ad- jectives, by the addition of the termination ment, which corre- sponds to the English termination ly, as in generalement, generally. This termination ment is added to the feminine form, unless the adjective ends with a vowel, as vrai, true ; in which case ment is added to the masculine termination, as, vraiment, truly. "When the adjective ends in ent, the adverb is formed by changing this termination into emment ; and when the adjective ends in ant, the adverb is formed by changing this termination into amment. In emment, the first e has the sound of a; so that both these terminations, emment and amment, are pronounced ex- actly alike. The exceptions to the foregoing rule are : Lentement, slowly, from lent, lente, slow ; presentement, at present, now, from present, pre- sente, present ; and Tehementement, vehemently, from vehement, vehemente, vehement. Beaucoup, much or many ; pen, little or few ; assez, enough ; au- tant, as much or as many as ; plus, more ; moins, less ; comhien, how much or how many ; trc>p, too much, too many ; and all ad- verbs of quantity require the preposition de, when placed before a substantive. Ex. ComMen de fois, peu de pommes. How many times, few apples. The adverb may generally be placed after the verb, and before every other kind of words. Ex. II parle leaucoup, il a peu dit. He speaks much, he has said little. The adverbial form Cest pourquoi, therefore, must be placed at the beginning of a sentence or of a clause of a sentence, 127. — The adverb y, there, precedes the verb in all the moods except the im- perative, 201. For the formation of the degrees of comparison, see Adjectives^ page 610. 64:6 SYNOPTICAL FKENCH GRAMMAR. The following may be taken as a model of construction for ad- verbial phrases marking augmentation or diminution, by the repeti- tion of the comparative : de moins en moins, less and less ; de plus en plus loin^ farther and farther. Apres^ after, ; — assez^ enough ; — aussi^ also, as ; — lien^ well, very ; — comme^ as ; — devant^ before ; — jamais^ never ; — meme^ even ; — ou- tre^ besides ;—^ew, little, few; — quand^ when; — tant^ so much, so many ; — y^ there ; offer some peculiarities, explained in Index. See also ne, and Adverl^ in Index. OF THE PREPOSITION. Tke principal prepositions ar< ^, to, at ; Hors, out; Apres^ after ; Malgre, in spite ; Attendu^ in consideration of; Moyennant, by means' of; Amnt^ before ; N'onobstant, nevertheless; Avec^ with ; Outre, beyond ; Chez, at or in the house of; Par, by; Contre, against ; Parmi, among ; Dans, in, into, within; Pendant, during ; De, of or from ; Pour, for; Depuis, since ; Sans, without ; Derriere, behmd ; Sauf, except ; Des, from, as soon ; Selon, according ; Bevant, before; Sous, under ; Durant, during ; Suivant, following ; En, in; Sur, upon; Entre, between ; Touchant, concerning ; Envers, towards ; Vers, towards ; Hormis, except ; Vis-d-vis, opposite. Those which require particular notice will be found explained, each in its alphabetical place, in Index. The prepositions a, de, en, must be repeated before each substan- tive, adjective, pronoun, or verb which they govern, 109. — The others need not be repeated, unless the regimens have meanings totally different, or express contrary ideas, 263. Prepositions govern the infinitive mood. En is the only one that governs the present participle, 129. SYNOPTICAL FEENCH GRAMMAR. 647 Ex. Sans examiner^ en parlant. "Without examining, in speaking. 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^ aux, 160. Ex. II repondit aux esperances^ II disait d son pere. He answered the hopes, he told his father. ■ [For a list of adjectives, with the prepositions which they govern, see pages 875 and 376, For a list of the verbs which require de or a before an infinitive, see pages 98 to 102. Adverbs of quantity require de when placed before a substantive. See page 645.] OF THE CONJUNCTION. The principal conjunctions are — AJin que^ in order that ; Ou, or; Ainsi que^ as well as ; Pourvu que, provided ; A moins que^ unless ; Parce que. because ; Car, for, because; Pendant que. whilst ; Comme, as, like, how ; Quand, when; Done, then; Que, that; Et, and; Quoique, although ; Lorsque, when; Si, if, whether Mais, but; Si non, if not; M, neither, nor ; Soit que. whether ; Or, now; Tandis que. whilst. Those which present any peculiarity will be found explained in their respective alphabetical places in Index. OF THE INTERJECTION. princi pal interjections are- - Ah! ah! He Men ! now then ! Aie! eigh! Helas! alas! Chut / silence! hush! Hold! holla! Fi! fy! Oh! ho! Ha! ha! THE Paix! END. silence 1 Deacidifjed using the Bookkeeper process. 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