Childs Illustrate 00 Keet

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    LIBRARY OF CONGRESS.V

    ,'apjrigli Ifc+Shelf. .

    UNITED STATES OF AMEEICA.

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    Digitized by the Internet Archivein 2011 with funding fromThe Library of Congress

    http://www.archive.org/details/childsillustrateOOkeet

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    AChild'sIIItisfrated

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    | QjlJGf-1879. */ET /PEOR JEAN GUSTAVE KEETELS,AUTHOR OP "ANALYTICAL AND PRACTICAL FRENCH GRAMMAR,""ELEMENTARY FRENCH GRAMMAR,' 1 ETC., ETC., ETC.A NEW EDITION, REVISED AND ENLARGED.

    NEW YORK:CLARK & MAYNARD, PUBLISHERS,Xo. 5 Barclay Street.

    1880.

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    Peof. Keetels' French Series.... . ' ' '"' I i u

    IT351. A Child's Illustrated First Book in French.

    144 pages, 12mo, handsomely bound in cloth. Newly revised.The aim of this book is to make the Study of the French language attractive

    and interesting to children, who have no knowledge of the English grammar.The object-lesson plan has been adopted. For this purpose, the volume is hand-somely illustrated by engravings especially prepared for the book.

    2. An Elementary French Grammar. 264 pages, i2mo.This work is designed for students of the grammar department. Its purpose is

    to train them in the principles of French grammar, and to accustom them by oralinstruction to the use of the French language.

    3. An Analytical and Practical French Grammar.524 pages, 12mo.

    This book, containing the advantage of the oral and the analytical method ofinstruction, comprises all that is necessary to teach the French language succes-fully, both theoretically and practically. It is a complete grammar, in which theprinciples of the language are developed in a logical and efficient manner.

    4. A Key to the English Exercises in the Analyticaland Practical French Grammar. i2mo. cloth. 75 cents.5. A Collegiate Course in the French Language,

    comprising a complete Grammar, in two parts. Arranged and prepared for theStudy of French in Colleges and Collegiate Institutions. Part First : A Treatiseon French Pronunciation ; Rules on Gender ; Etymology ; Exercises for Transla-tion ; the Latin Elements common to both the French and the English. PartSecond : Syntax ; a Collection of Idioms ; Exercises for Translation, and Voca-bulary.

    6. A Key to the English Exercises, in Part second ofA Collegiate Course in the French Language. (For Teachers only.)7. An Analytical French Reader; with English Exercises

    for Translation and Oral Exercises for Practice in Speaking ; Questions on Gram-mar, with References to the Author's several Grammars. Notes and Vocabulary.In Two Parts. Part First : Selections of Fables, Anecdotes, and Short Stories.Part Second : Selections from the best Modern Writers. 320 pages, 12mo. Forintroduction, 1.

    Copyright, 1879, BY Clark & Mayxard.

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    PREFACE.This volume takes its appropriate place, as A Child's

    First Book in French, by the side of my Elementary FrenchGrammar, and my Analytical and Practical French Gram-mar. The three works are not necessarily connected; eachtakes up the subject at its first principles, but in each a dif-ferent mode of instruction is adopted, suited to the differentages of the scholars for whom the books are written.The present work is intended for children who can read,

    but who have not yet any knowledge of the grammar oftheir own language. For this class of scholars object-teach-ing seems the most suitable ; that is, connecting the instruc-tion with an object presented to the eye. This mode hasbeen generally followed in the lessons in this book. Pictureshave been prepared for the purpose, and the lessons, in PartFirst, directly refer to the objects in the pictures. Eachlesson is headed by a name, which, in connection with theillustration, helps to impress the subject-matter of the les-son upon the mind, enables the student to recall it morereadily, and creates a more lively interest.

    In Part; Second, the lessons refer to the illustrations inPart First, recall the name of each picture, enlarge uponthe subject, and, by associating new ideas with it, keep alivethe interest.The English is given in all the reading lessons, word for

    word, underneath the French, so that the students mayknow the meaning of each word which they pronounce,without referring to the vocabularies. This plan possesses.

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    4 PREFACE.besides, the advantage of showing the difference in the con-struction of the two languages. A correct English versionof the French exercises follows in Part Third.

    Finally, Part Fourth contains a glance at the parts ofspeech, with paradigms of the auxiliary verbs and of thefour regular conjugations, as an introduction to the studyof grammar.The lessons are progressive. Beginning with the simple

    elements, they gradually advance, and develop, in a practicalcourse, the first principles, which are the groundwork ofgrammar.

    It may perhaps be urged as an objection that the develop-ment is too rapid, and that the lessons towards the end ofPart Second are too complicated. This ground of objectionis more apparent than real. The book contains matter fora two years' course of instruction, which may even be ex-tended beyond that period. Students who enter upon thecourse at nine or ten years of age, will not have completedit before they are twelve or thirteen. The average intellectof that age can understand all the English in the exercises,and hence can acquire a practical knowledge of the same inFrench.The favor with which my former works of this series havebeen received by eminent teachers in New York and othercities, and by an appreciative public in general, leads me tobelieve that this volume will meet with a kind reception,and will readily secure for itself a careful inspection. Mythanks are due in advance to all who, after a thoroughexamination of it, will express a candid criticism.

    THE AUTHOB.Brooklyn", March, 1875.

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    CONTENTS.PagePreface 3

    Contents.. 5To Teachers 7

    Introduction 9Alphabet 9Orthographic Signs 10Vowel-Sounds 10Diphthoi gs 11Consonants 11Liquid Letters 12Final Letters 12Division of Words into Syllables. ... 1$Elision 12Exercises in Pronouncing 13

    44 on Words Common to bothLanguages 15

    Proper Names of Persons and ofCities 18Part First 19

    Charles and Mary 20Papa and Mamma 21Father, Mother and Child 22The Gate of the Garden 23Henry's Boat 24My Uncle and Aunt 25The Dog Turco 26The Friends 27TheWTalk 28The Uncle and the Little One 29The Nursery 30Studying 31To School 32The Days of the Week 33In the Parlor 34The Present. . . 35At Breakfast 36After the Meal 37

    PageAt a Picnic 38At the Banquet 3J)The Dance on the Sward 40The Return 41At Work 42The Canary Birds 43Under tLe Trees 44The Race 45Mine and Thine 4bThe New Clothes 47The Choice 43These and Those 49The Salutation 50An Acquaintance 51The Visit 52On Horseback and in a Carriage 53Sunrise 54TheDepaiture 55On the Ice 56The Weather 57Mamma's Birthday 58The Evening Party 59The Governess 60

    Part Second 61Charles and Mary, Continued 63Father, Mother and Child " 64Henry's Boat 44 65The Dog Turco 4 < 66Tie Walk " 67The Nursery " 68To School 44 69In the Parlor 44 70At Breakfast " 71At a Picnic 44 72The Dance on the Sward ' 4 73At Work 44 74Under the Trees 44 75

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    6 CONTENTS.Page

    Mine and Thine Continued 76The Choice " 77The Salutation " 78The Visit " 79Sunrise " 80On the Ice " 81Mamma's Birthday " 82A Visit to the Market 83Our House 85The Parlor. 88The Library 91The Dining-room 93The Kitchen 95My Room 98Part Third 119A Correct English Version of the

    French Exercises in Part Firstand Part Second 121

    PagePart Fourth 147A Glance at the Parts of Speech 147Definitions of the Parts of Speech.. 147The Noun 143The Article 149The Adj ective 149The Pronoun 154The Verb 156Avoir, to have 156!Etre, to be 158Parler, to speak 159Finir, to finish 161Recevoir, to receive 162Vendre, to sell 164The Adverb 165The Preposition 166The Conjunction 1G7The Interjection 167

    At the suggestion of many of the friends of this little volume,the author has added the following

    HISTORIETTES.Text.

    1. Les Peches X. Marmier 1012. Les Fraises Schmid 1033. Les Cerises " 1044. Les Prunes " 1065. Le Pot de Miel " 1076. Le Navet " 1097. La Probite Re'compensee Maritan 1108. L'Ogre Schmid 1139. La Mendiante " 115

    10. La Cigale et la Fourmi La Fontaine 118

    Notes.139140140141142142143144145146

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    TO TEAOHEES.This work contains Four Parts and an Introduction.The Introduction treats of the letters and their sounds, and gives a

    few exercises in pronouncing. The explanations on the sounds ofthe letters are not written for the children.The scholars should learn the names of the letters, either the new

    names or the old. The exercises in pronouncing may at first be omit-ted. It is not deemed expedient to teach pronunciation to childrenby means of abstract sounds. The better way is to teach them topronounce short words of simple import, the names of objects withwhich they are acquainted. The first lessons in Part First havebeen framed with this view; take, for instance, the following sen-tence, which contains six pure vowel sounds

    Ou est le de de Marie ?9. 4. 2. 3. 2. 1. 5. (p. 10.)

    When they can pronounce such a sentence well, they should betaught to give the simple vowel-sounds which it contains, and bereferred to the part of the introduction that treats of them.While students are progressing in the course, it will be found ben-eficial to resort from time to time to the exercises in pronouncing,and to keep up this practice throughout.

    Part First contains twenty illustrations. There are connected witheach illustration two French reading exercises, with the English,word for word, underneath the French. The sentences, which aresimple, but progressive, refer to the objects in the pictures. Eachexercise is preceded by a vocabulary, which contains the words thatare used for the first time in these lessons.The students should learn to pronounce the words in the vocabu-

    laries from the teacher, who should recite them with the class, untilthey can pronounce each word correctly.The French sentences of the exercise should be read to the class

    the scholars should, in turn, follow the pronunciation of the teacher.They should understand the French when the teacher pronounces it,and be able to translate it, without looking in the book.

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    8 TO TEACHERS.After a lesson lias been learned, the teacher should refer to Part

    Third, and call the attention of the students to any difference whichexists in the construction of the two languages.The facts indicative of principles in Etymology are given in thevocabularies, and afterwards illustrated in the exercises. The teachershould call the attention of the class to these facts, and explainthem, as far as the students are able to understand them. Thesefacts gradually unfold the leading principles in Etymology. Thetreatment of the verb does not extend beyond the tenses of the indic-ative mode, the infinitive and the imperative.When the class has reached the end of Part First, the study of

    which ought to occupy them for the term of one school-year, theyshould review, by translating the correct English version in PartThird into French, and, if practicable, they should write the sentenceson the blackboard.Part Second contains no further development of principles. The

    Exercises refer to the illustrations in Part First, explore the groundmore thoroughly, add to the knowledge of words, and generallyassume the form of conversations, by questions and answers. Whenthis part is reached, the teacher may vary the sentences in the les-son, by incorporating the known elements in new forms of expres-sion. It is the intention of the author to have the illustrationsenlarged for wall-tableaux, to be used with the class for such a pur-pose.Part Second is to be treated in the same manner as Part First,

    and is to occupy the class another year.At the close of the second year, the scholars are supposed to besufficiently advanced in their English studies to begin the study ofGrammar, in Part Fourth. As they become gradually acquaintedwith the different parts of speech, they should learn to distinguishthem in their reading exercises. For this purpose, a section of a lesson,towards the close of Part Second, beginning with the Market, forinstance, may be selected, from which they should write down, inFrench and English, first, all the nouns, then the adjectives, pro>nouns, etc. They may afterwards write the same exercises fromdictation, compose similar exercises, and use the same elements in avariety of ways. It is one of the secrets of the profession, to varythe food, in order to excite the appetite ; to which may be addedanother one, expressed in the Latin adage,

    Festina lente.

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    INTKODTJOTIOKThe French Alphabet.

    Old Names. New Names. 3A, a,B, b,C, c,D, d,E, e,F, f,G, g,H, b,I, i,J, j,K, k,L, 1,M, m,

    ah,bay,say,day,eh,eff,jay 1,ash,ee,jee1,kah,el,emm,

    be.se.de.e3 .fe.gue.he.

    je-ke.le.me.

    N, n,0, o,

    a,

    Old Names.enii,o,pay,

    New Names. 3ne.

    err,ess,tay,

    S, s,T, t,U, u,V, v, vay,W, w, double vay,X, x, ix,Y, y, ee-greck,Z, z, zed,

    pe.que.re.

    se.te.

    ve.ye.kze.

    ze.

    Of the above letters six are vowels ; viz.a, e, i, o, u, y. 5

    The others are consonants.The to is not a French letter. It is found in a few for.

    eign words which have been introduced into the Frenchlanguage, and is pronounced the same as the v.

    1 Thej is pronounced with a soft breathing, the same as s in pleasure.2 The q and u have no corresponding sounds in English.3 The e in this column has nearly the sound of u in burr.4 Old name.6 The y has the same sound as the i.

    i*

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    10 INTROD UGTIOK

    1. Orthographic Signs.The written language has accents, cedilla, diceresis, apostrophe,

    hyphen, and the ordinary punctuation marks.There are three accents :The acute accent (') ; as, e ;The gram accent () ; as, e, a, u ;The circumflex accent ( A ) ; as, a, e, i, 6, u.An accent over the vowel e indicates a modification of its sound :The e {acute) has the sound of the English letter a ;The e (grave) has the sound of ai in fairThe e {circumflex) has the same sound as e, but broader.The cedilla ( A ) is placed under the c (c) when c has the sound of s

    before a, o,u; otherwise, it sounds, before these vowels, the sameas k.The diceresis (") is placed over a vowel which begins a new sylla-

    ble after another vowel ; as, ma'is (ma-is).The apostrophe (') indicates the suppression of a vowel ; as, l'ami

    for le ami ; l'homme for le homme.The hyphen (-) serves to connect two or more words, or parts of a

    word ; as, ai-je ; arc-en-ciel.

    2. Vo...

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