BY JULIEN TULARD, B. A., OF THE UNIVERSITY OF FRANCE. EX-MAÎTRE DE PENSION AT VERSAILLES LONDON: WILLIAM ALLAN, 13 PATERNOSTER ROW. 1855. 303. c. 140. PREFACE. "A great book is a great evil."—Dr. Samuel Johnson. Ar the present time, when London and Paris, those two great capitals of the two first nations of the civilized world, may be reached within a few hours—when an alliance between Great Britain and France, as glorious as it is desirable, so happily exists-and the conviction is established that public safety, peace, the arts, industrial and commercial interests depend upon this mutual and whole-hearted amity, the knowledge of the language of both countries not only becomes of paramount importance, but a positive necessity. If the English language has become the language of commerce by reason of the immense extent of the British possessions, the French language, by its richness, its elegance, and its softness, has become the language of courts and of diplomacy, and is, accordingly, cultivated by men of letters, and by people of every rank and profession in Europe. In Great Britain, where instruction is so extensive and so liberal, the study of the French language is considered as an indispensable branch. Such as are desirous of acquiring the French, or any other language, solely with the view of understanding and translating simple books, may do so in a very limited period, with the aid of a grammar and a dictionary; but those who would become capable of understanding a language when it is spoken, and to be understood themselves, that is, those who would desire fluency and ease in conversation, can alone effect that object by colloquial practice. A thorough knowledge of the theory and construction of any language alone, will prove insufficient for that purpose. A method, therefore, which tends to abridge the student's labour, by combining theory with practice, and leading, in a comparatively short period, to the acquirement of both, must, it is opined, find most favour in a country where time is considered of more value than gold. These desiderata, the author ventures to hope, will be found in the method developed in this volume. To the genius of Mr. ROBERTSON, an eminent professor of the English language in Paris, the origin of this system is due. The plan has been found so simple and natural that it has been adopted by the professors of almost every language. Among those most known to fame, we may cite Messrs. Savoye, Martelli, Dussert, Monteith, Léonce Mallefille, Vimercati, Eugène Balbi, &c. The object of this system, observes Mr. Robertson, is :— 1st, To teach the greatest number of words in the shortest possible space of time. 2d, To teach practically, still more than by rules, the manner of putting the words in order, that is to say, to construct phrases according to the laws established by custom, and required by the genius of the language. 3d, To address every understanding, giving to each student the kind of exercise for which he is most adapted; to some, theory, to others, analysis or synthesis, to all, practice. Each lesson is then divided into three parts, namely:- The first contains, 1st, A French text which is read and translated. 2d, A conversation made upon that text. 3d, An alternate translation of French into English, and English into French, of sentences of which the words are found in the text, and which ought to serve as dictation and orthographical exercises. The second part, called Lexicography, contains: 1st, The analysis and etymology of each word of the text as much as it has been possible for us to establish it, with rules of grammar and their derivatives which are connected with it. 2d, Syntax, where are given the rules of Syntax which are to be met with in the lesson. The third part, in short, contains a composition, that is, phrases founded upon rules which have been learned, and composed of words known or easily found, without being obliged to have recourse to a dictionary. As may be seen, the pupil has no effort of memory to make, since the whole consists in applying what he has before him, as all the rules are treated of, and the difficulties removed in proportion as they are met with. The study of 500 or 600 rules of grammar, accompanied by exceptions and extreme difficulties, which fatigue, frighten, and often discourage the student, becomes agreeable and easy as soon as acquired, without torturing the memory. The method subjoined will be divided into three parts, of twenty lessons each. In the first, all parts of the discourse will be analysed; all the conjugative forms studied; all the pronouns and the principal adverbs will be known, and a few of the most essential rules of Syntax will be learned. In a word, it will include all the elements of the knowledge of the language. In the second and third parts, the Syntax will be completed, a great number of ordinary words will be found, and the roots of the most important given. |