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ELEMENTARY FRENCH

THE ESSENTIALS OF FRENCH GRAMMAR WITH EXERCISES

BY

FRED DAVIS ALDRICH, A.M.

//

SENIOR MASTER IN WORCESTER ACADEMY

IRVING LYSANDER FOSTER, Litt.D.

PROFESSOR OF THE ROMANCE LANGUAGES IN THE PENNSYLVANIA STATE COLLEGE

AND

CLAUDE ROULE

ASSISTANT PROFESSOR OF FRENCH IN DARTMOUTH COLLEGE

REVISED EDITION

GINN AND COMPANY

BOSTON • NEW YORK • CHICAGO • LONDON ATLANTA • DALLAS • COLUMBUS • SAN FRANCISCO

COPYRIGHT, 1922, BY FRED DAVIS ALDRICH IRVING LYSANDER FOSTER AND CLAUDE ROULE

ALL RIGHTS RESERVED

322.4

1 • •■

:• : .

EDUCATION DEFT*

Cfte gtftenaum ffrtgg

G1NN AND COMPANY- PRO- PRIETORS • BOSTON • U.S.A.

PREFACE

During the European war old pupils of the authors, in service in France, repeatedly wrote for copies of the former edition of this book, that they might furbish up their rusty knowledge of French from its familiar pages. Others reported finding grimy copies passing from hand to hand in the bomb- proofs of the first-line trenches. Such continued loyalty from former pupils has given the greatest satisfaction to the authors of this book. These friends, and the many others who as teachers or pupils have used " Elementary French " since it was published fifteen years ago, have encouraged them to prepare this new edition, entirely rewritten and containing several new features of promise.

The general plan of the former volume, which has com- mended itself so widely, is rigorously retained. As before, the work in content covers the elementary French requirement as generally understood. The book is adapted either to serve in a secondary school or to constitute the nucleus of the first year's work in a college course that does not demand French for entrance. Pupils in the third year of the high school or at a more advanced stage can complete the work in a single year, and have sufficient time left for the reading of simple French texts.

The modifications that characterize this revision lie along three lines. By further subdividing certain topics, especially at the start and when dealing with critical subjects, and by post- poning certain exceptions in syntax to later supplementary

iii

889455

iv ELEMENTARY FRENCH

pages, the ground covered by separate lessons is reduced. The admission into the Models of a larger and more varied vocabulary, especially of everyday words and phrases, per- mits much greater flexibility and vividness in the French employed. Pictures and other forms of illustration, drawn to an unusual degree from scenes of daily life, bring to the pupil the characteristic atmosphere of the vivacious and intellectual people whose language he is learning.

Special attention is called to the following features, most of which this edition shares with its predecessor :

i. Unity and system are secured by grouping the succes- sive lessons in natural relations around a common topic, such as the verb, the pronoun, etc.

2. The statement of principles of grammar is adapted to the point of view of the English-speaking pupil, without assuming, however, that he is a master of English syntax.

3. The French text of each lesson consists of a connected paragraph, narrative or descriptive, v dealing more and more, as facility increases, with the situations of everyday life.

4". Each Model is the center of abundant exercises, which continually emphasize the essential points of the lesson. These are set in a great variety of forms, including exercises for thorough drill and in supplying omitted words and in making the substitutions that are today considered so valuable, and also giving a considerable amount of connected discourse. Every task propounded has a definite aim. Plenty of material is offered for constant and effective review.

5. A serious effort is made to teach the inflection of the verb by developing it from the principal parts. For the use of those who prefer to memorize from visualizing, the para- digms and the irregular verbs are given in full in the Appendix.

PREFACE * v

6. The sentences and other matter taken directly from college papers will prove of great assistance in preparing for entrance examinations.

v 7. The illustrations are connected in nearly every instance with the subject matter with which they are placed, forming thus an integral part of the course. Each is explained by a paragraph in ordinary French. No attempt is made to limit the phraseology of these explanations to words that the pupil has at the time mastered. It is believed that many a student, at times out of mere curiosity, will be tempted by the pictures to set himself at unraveling the meaning of the attached para- graphs. For this purpose the general vocabulary is ample. These paragraphs can also be assigned at the end of the course for additional translation.

8. To bring the flavor of French life and thought more fully before the pupil, the pictures are supplemented by proverbs, by a menu, by French posted signs, by models of correspond- ence, by classroom phrases, and by other similar matter.

9. Not only the illustrative material mentioned in the last paragraphs but also the theme and construction of the main exercises readily lend themselves to the molding hand of the instructor who strives to impart a practical command of the living language. Oral exercises form a part of each lesson.

10. The phonetic alphabet of the International Phonetic Association is fully developed in the Introduction, and abun- dant material for practice is placed in the Appendix, including the phonetic reproduction of the first twelve models. The body of the book and the vocabularies are free from this notation, except to indicate the sound of words pronounced irregularly.

1 1 . The completeness and analytical clearness of the English-French vocabulary will prevent many an error in the pupil's work.

vi ELEMENTARY FRENCH

Only the more mature and energetic classes will find it practicable to take a whole lesson at a single session. A con- venient point of division into two parts is at the end of the Model ; into three, after the Drill and the Theme. A con- cise and yet thoroughly complete and unified course can be secured by assigning only the Resume, in connection with the grammar. Some, on the contrary, may prefer to omit the Resumes until a certain portion, or even the whole book, has been covered, and then assign them in connection with the review work. Such a plan, moreover, easily adapts the book to serve as a text for a second review course.

The authors, themselves bringing to their task long experi- ence, partly in college and partly in secondary schools, and combining in their equipment both a native and an acquired knowledge of the language, have been aided by multifold suggestions from numerous colleagues and friends. They desire to acknowledge with gratitude the valuable aid fur- nished among others by Professor Sidney C. Hazelton of Dartmouth College and by Professor H. H. Arnold of the Pennsylvania State College. They are much indebted also to the accurate scholarship and resourceful suggestions placed at their command by the editorial department of the publishers.

THE AUTHORS

CONTENTS

PAGE

List of Abbreviations x

Introduction i

LESSON

I. Gender — The Articles 25

II. Contraction — Possession 29

III. Verb and Subject — Etre 33

Review — Lessons I-1 1 1 38

IV. The Negative — Avoir 39

V. Interrogative Forms 44

VI. Present Tense Forms 48

Review — Lessons IV- VI 53

VII. Plural of Nouns 55

VIII. Agreement of Adjectives 60

IX. Position of Adjectives 64

X. Irregular Adjectives 71

Review — Lessons VI I-X 75

XL Comparison of Adjectives yj

XII. Adverbs and their Comparison 82

XIII. The Partitive Construction 89

XIV. Uses of the Articles 94

Review — Lessons XI-XIV 99

XV. Regular Conjugations — Present Indicative 102

XVI. Principal Parts — The Imperfect 107

XVII. The Past Definite 115

Review — Lessons XV-X VI I 122

XVIII. The Future 124

XIX. The Conditional 129

XX. The Imperative 135

XXI. Subjunctive — Simple Verbs Completed 140

Review — Lessons XVIII-XXI 147

vii

Vlll

ELEMENTARY FRENCH

LESSON PAGE

XXII. Inflection and Use of Avoir 149

XXIII. A voir in Perfect Tenses 155

XXIV. Etre in Perfect Tenses 163

XXV. Agreement of Participles 167

Review — Lessons XXI I-XXV 174

XXVI. Interrogation 177

XXVII. Negation 183

Review — Lessons XXVI, XXVII 190

- XXVIII. Conjunctive Personal Pronouns 192

XXIX. Disjunctive Personal Pronouns 199

— XXX. V and En 204

-» XXXI. Possessives 211

Review — Lessons XXVIII-XXXI 219

XXXII. Demonstratives 221

XXXIII. Relative Pronouns 229

XXXIV. Relative Pronouns (continued) 237

XXXV. Interrogatives 244

Review — Lessons XXXI I-XXXV . . ... . . 250

XXXVI. Numerals — Cardinals 253

XXXVII. Numerals— Ordinals 258

XXXVIII. Numerals in Expressions of Time, etc 263

Review— Lessons XXX VI-XXXVI 1 1 .... 270

- XXXIX. Reflexive Verbs 273

_^, XL. Passive Voice 280

XLI. Special Uses of the Passive and the Reflexive . . 286

Review— Lessons XXXI X-XLI ...... 292

XLI I. Orthographic Changes in the First Conjugation . . 294

XLIII. Irregular Verbs in er 300

XLIV. Irregular Verbs in ir 308

Review — Lessons XLI I-XLIV 314

XLV. Irregular Verbs in oir 316

XLVI. Irregular Verbs in oir 322

XLVII. Irregular Verbs in re 328

XLVIII. Irregular Verbs in re 334

XLIX. Faire and its Construction 339

CONTENTS ix

LESSON PAGE

Review — Lessons XLV-XLIX 346

L. Dependent Infinitives 348

LI. The Subjunctive Mood 355

LII. The Subjunctive in Object and Adjective Clauses . . . 361

LIII. The Subjunctive in Adverbial Clauses 368

Review — Lessons L-LIII 375

LIV. Supplementary — Inflection 378

LV. Supplementary — Articles, Pronouns 383

LVI. Supplementary — Word Order, etc 388

Sentences for General Review 395

Appendixes

I. Drill Sentences from College Papers 399

II. Material for Phonetic Practice 415

III. Gender of Nouns • 428

IV. Plural of Nouns 429

V. Formation of Adverbs 430

VI. Verbal Endings 431

VII. Regular Conjugations 432

VIII. Irregular Verbs 440

Vocabularies

French-English 457

English-French 502

General Index 533

LIST OF ABBREVIATIONS

adj. sb adjective

adv. = adverb

ant. = anterior

art. = article

cond. = conditional

conj. sa conjunction

conj. pron. = conjunctive pronoun

def. = definite

dir. = direct

disj. = disjunctive

f. = feminine

Fr. s= French

fut. = future

imp. = imperfect

imv. = imperative

ind. =53 indicative

indef. = indefinite

indir. = indirect

inf. SB infinitive

int. =s interrogative

inten. = intensive

intj. ss interjection

intr. ss intransitive

irr. ss irregular

m. s= masculine

n. ss noun neg. = negative num. = numeral obj. = object p. ss page part. = participle pass. =s passive per. 53 person perf. = perfect pers. = personal pi. (plu.) = plural pluperf . = pluperfect poss. =s possessive prep. =B preposition pres. = present pret. = preterit pron. ss pronoun refl. = reflexive rel. = relative Sec. ss Section sing. = singular sub. = subject subj. = subjunctive tr. ss transitive v. = verb

ELEMENTARY FRENCH

INTRODUCTION

THE FRENCH LANGUAGE

1. French and Latin. The French language is one of the forms of modern Latin now spoken in those parts of Europe which the Romans conquered, colonized, and ruled in the days of Julius Caesar and his successors. These forms, called collectively the Romanic or Romance languages, com- prise French, Italian, Spanish, and Portuguese, the four most important ; Provencal, the old language of the south of France ; Rhaetian, used in parts of the Alps ; and the speech of Rumania. There is an unbroken continuity between the Latin of the Roman Empire and these languages, so much so that one cannot tell just where Latin leaves off and the others begin. French, therefore, is Latin as it has been modified, on the soil of France, by twenty centuries of influences, internal and external.

The student of French who is familiar with Latin will see many obvious resemblances between the two languages ; others are apparent when suggested. Of the elaborate Latin inflection not much remains except in the verb. The great essential qualities that characterized Latin persist, however, and the pupil will realize more and more that in French he has a language unsurpassed for clearness of expression and for artistic value.

2 ELEMENTARY FRENCH

TEE ALPHABET

2. The Alphabet. The letters of the French alphabet are the same as those of the English. K and w are used only in a few words borrowed or formed from other languages.

3. The French Names of the Letters are

a	a	h	ache	0	0	V	ve
b	bt	i	i	P	pe	w	double ve
c	ce	J	P	q	ku	X	iks
d	de	k	ka	r	erre	y	i grec
e	e	1	die	s	esse	z	zcde
f	effe	m	em?ne	t	te
g	ge	n	enne	u	u

Note. In oral spelling the consonants are sometimes pronounced with the sound of mute e. Thus d is pronounced de ; g, gue orje ; etc.

4. Vowels and Consonants. The alphabet is divided into vowels and consonants.

The letters a, e, i, o, u, and y are vowels ; the rest are consonants.

Note. I, o, u, and y often have the value of consonants when they precede a vowel sound. See Sees. 34-37.

CAPITALS

5. Capitalization. The French use of capital letters is the same as the English, except that proper adjectives, the names of months and days, titles of rank or office, and the personal pronoun je (I) are not capitalized.

Note. In titles of books, names of corporations, and the like, French aims to capitalize one main word, generally the first noun unless it is preceded by a preposition. To this one capital there is added a capital on any adjective preceding the noun, on nouns connected coordinately

INTRODUCTION 3

with the capitalized noun, and on any adjective preceding this second noun. If an article is used as the first word of a title, it is not capitalized unless it begins a sentence.

ORTHOGRAPHIC MARKS

6. Accent Marks. There are certain marks in written French, called accents, placed over vowels. These are not used, as in English, to indicate that the syllable where they stand is to be pronounced more strongly, but they serve in general to distinguish the sounds of the vowels.

7. The Three Accents. There are three accents : the acute (aigu) ('), the grave {grave) (*), and the circumflex (circonflexe) (") : 6tant, pere, tete.

Note i. The acute accent occurs only on e; the grave on e, and rarely on a or u to distinguish words otherwise spelled alike; the circumflex on any vowel (except y).

Note 2. The circumflex accent is usually a sign of contraction in the formation of the word, especially of the omission of an s : for example, fete, from Latin festa; compare English "feast."

Note 3. Vowels, except e, usually omit their accent when capitalized.

8. The Other Orthographic Marks are

a. The cedilla (cidille) (J, placed under c to indicate a soft sound : 5a.

b. The diaeresis (trema) (*"), placed over the second of two consecutive vowels to denote that it does not unite with the first to form a digraph, but is pronounced separately : Noel.

Note. A diaeresis over an i crowds out the dot : hair.

c. The apostrophe (apostrophe) ('), which indicates the omission of a vowel : j'ai.

d. The hyphen (trait d'union) (-), which is used to join words in close connection : avez-vous ?

4 ELEMENTARY FRENCH

SYLLABLES

9. Syllabication. The correct division of words into syllables is more important in French than in English, because it not only shows where words are to be divided at the end of lines, but it also often determines how a letter or group of letters is pronounced.

10. Number of Syllables. There are as many syllables in a word as there are vowels (or digraphs) : a-mi, par-lent, cou-pe-rai, vic-toi-re, pro-pri-£-tai-re.

Note i. E and u, when added as explained in Sec. 50, &, Note, do not form a syllable : man-gea, guer-re.

Note 2. A mute e (Sec. 22) in the middle of a word, following a vowel, does not form a syllable: joue-rai.

Note 3. I, y, 0, ou, and u, when preceding other vowels, are often sounded as consonants (Sec. 4, Note; Sees. 34-37), and then do not form a syllable : bien, 6-tions, yeux, loin, fouet-ter, lui, 6-cuel-le.

Note 4. Observe that final mute e, though usually not pronounced, is regarded as forming a syllable : no-te, ra-re, pat-te. It has full syllabic value in the meter of poetry and songs.

11. A Single Consonant (except x) at the point of division belongs to the following syllable : a-mi, a-vant, pa-ro-les, i-nS-ga-li-te" ; but, ex-a-men.

Note. At the end of a line in writing or printing, division is usually avoided between x and a vowel. See Sec. 62.

12. Treatment of Two Consonants. When there are two consonants at the point of division, the break is generally made between them : ad-mi-ra, es-poir, par-la, don-nai.

Combinations of two consonants, however, which can be pronounced together, are not divided. Such pairs are treated as a single consonant and so go with the following syllable : ta-ble, mai-grir, cou-vrit, a-che-ta, ga-gna.

INTRODUCTION 5

Note i . Such pairs are those ending in 1 or r (but not rl, lr), and ch, ph, th, and gn.

Note 2. Since h, unless aspirate (Sec. 52), has no consonantal value, a preceding consonant is put with such an h in the syllable that follows : si-lhouet-te.

13. Three Consonants. In groups of three (or more) consonants, the last consonant, or the last two when they form one of the special combinations mentioned in Sec. 12, go with the syllable that follows : trans-po-ser, com-bla, per-dre.

PRONUNCIATION

14. Pronouncing French. One of the elements involved in pronouncing French is the ability to utter the sounds correctly. Few of these sounds have an exact counterpart in English ; many are strikingly strange. The task, for one whose habits of speech are formed, demands persistent and well-guided effort. It is necessary to hear and imitate a person who pronounces the language correctly. An understanding of the positions assumed by the vocal organs is also a great aid.

15. Characteristics of Spoken French, important for the attention of an English-speaking pupil, include

a. More energetic action of the vocal organs, especially of the lips and tongue.

b. Pure vowel sounds. Many English vowels are not pure, but begin with one sound and glide into another at the end. That is, they are really diphthongs. The i in "bite," for example, is a combination of a in "far" and e in "meet"

c. The grouping of a medial consonant with the following syllable. The impression upon the ear of the French ci-t6 is very different from the English cit-y. See Sec. 1 1 .

d. The absence of strongly accented syllables in words and word-groups.

6

ELEMENTARY FRENCH

16. Sounds of Letters. Another element in pronunciation is knowledge of what sounds the various French letters represent in their different positions. French has greater regularity in this respect than English ; still there are numerous exceptions to the rules.

17. A Phonetic Alphabet, in which a certain written character always represents a certain sound, obviates the diffi- culties involved in an ordinary unphonetic alphabet. The following alphabet of the International Phonetic Association is in general use, and is employed here to supplement the discussion of sounds and to indicate irregular pronunciations.

The " Description of Sound " in the list below is only approximate ; later sections give more accurate descriptions.

THE INTERNATIONAL PHONETIC ALPHABET

Symbol	Description of Sound	Regularly Represented by
a. Pure Vowels
M	open a ; between a in " father " and a in " fat "	a, Sec. 1 8, a
w	closed a ; a in " father "	a, a, Sec. 18, b
[e]	closed e ; a in " fate "	4, Sec. 19 ; final er, Sec. 21, Note 1; ai, Sec. 29, a
W	open e\ e in " met "	e, e, Sec. 20; e, Sec. 21 ; ai, Sec. 29, b\ ei, Sec. 30
M	mute e\ e in "the man"	e, Sec. 22
m	i in " machine n	i, Sec. 23 ; y, Sec. 27
[o]	closed o ; o in " holy "	6, Sec. 24 ; 0, Sec. 25, a ; au, Sec. 31
M	open o ; o in " wholly "	0, Sec. 2 5 , £ ; au, Sec. 3 1 , Note
w	oo in " moon "	ou, Sec. 33

INTRODUCTION

Symbol	Description of	Sound	Regularly Represented by
b. Rounded Vowels
W	rounded [e]		eu, Sec. 32, a
r«i	rounded [e]		eu, Sec. 32, b
[y]	rounded [i]		u, Sec. 26
c. Nasal Vowels
M	nasal [a]		an, en, etc., Sec. 40
m	nasal [e]		in, etc., Sec. 40
M	nasal [o]		on, etc., Sec. 40
[•]	nasal [oe]		un, etc., Sec. 40
	d.	Consonantal Vowels
[j]	y in " yes "		h y, Sec. 35 ; 1, Sec. 54
[w]	w in " was "		ou-, 0-, Sec. 37
w	French u before vowel	u-, Sec. 36
e. Consonants
w	b in " bad "		b
M	d in M dim "		d, Sec. 48
w	/in "fan"		f
[g]	g in " get "		g, Sec. 50, b
Ed	s in " measure	»	g, Sec. so, a- j, Sec. 53
M	k in M kit "		c, Sec. 46, b ; qu, Sec. 58
[•]	/ in M lid "		1, Sees. 48, 54, Note, 55
M	m in " man "		m
M	n in " nap "		n, Sec. 48
[P]	p in " pie "		P
r*i	r trilled		r, Sec. 59
w	j- in M so "		s, Sec. 60 ; c, 9, Sec. 46, a ; t, Sec. 61
w	/in "tin"		t, Sea 48
M	p in " vine "		V
[«]	s in " rose "		s, Sec. 60 ; z

ELEMENTARY FRENCH

Symbol	Description of Sound	Regularly Represented by
in	sh in M shall " ny in " canyon "	ch, Sec. 47 gn, Sec. 51
/. Quantity
[0	a long vowel	This symbol is placed after the vowel af- fected; Sec. 42

Note 1 . Phonetic symbols in this book are inclosed in brackets.

Note 2. In this volume, to aid the beginner, a hyphen is used to separate the syllables of a word or word-group, a usage not general in technical works on phonetics.

SOUNDS OF VOWELS

18. A has two sounds.

a. It usually has a sound between a in "father" and a in "fat" : ami, malle, malade, page, table, la.

This is known as open a. The mouth is widely open, and the tongue lies flat. Its phonetic symbol is [a]. Thus : ami [a-mi], malle [mal], malade [ma-lad], page [pa^], table [tabl], la [la].

b. When it has the circumflex accent, or is followed by s, it usually has a sound much like a in " father " : ame, batir, base, classe, pas.

This is known as closed a. The mouth is less open than for open a, and the tongue is drawn farther back. Its phonetic symbol is [a]. Thus: ame [a:m], batir [ba-ti:r], base [ba:z], classe [kla:s], pas [pa].

Note i. A is closed also before ille: paille [pa:j]. Note 2. A circumflex in the verb endings ames, ates, at is open : donnames [do-nam], donnat [do-na]. Note 3. A is silent in aout [u].

INTRODUCTION 9

19. E acute (e) has the sound of a in li fate," without the vanishing sound of e in "meet" which is heard in. long a in English : 6t6, c6da.

This is known as closed e (eferme). Its phonetic symbol is [e]. Thus : 6te" [e-te], c6da [se-da].

20. E grave (e) and e circumflex (e) have a sound much like e in "met," often somewhat prolonged : leve, tete.

This sound is known as open e (e ouverf). Its phonetic symbol is [e]. Thus : leve [lev], tete [te:t].

21. E unaccented, when not at the end of a syllable, has the same sound as e (e in " met," Sec. 20): tel, pressa, mer, cadet.

Thus : tel [tel], pressa [pre-sa], mer [me:r], cadet [ka-de].

Note i . Er, when final in words of more than one syllable, has the sound of closed e (Sec. 19), the r being silent. Thus: parler [par-le], dernier [der-nje]. In the following words, however, final r is sounded and the e is open (Sec. 20): amer [a-me:r], cuiller [kqi-je:r], enfer [a-fe:r].

Note 2. E is closed (Sec. 1 9) in final ez, and, among other words, in the final sounds of pied [pje], assied(s) [a-sje], clef [kle], and et [e].

Note 3. E in femme has the sound of French open a [fam].

22. E mute. Unaccented e at the end of a syllable is sounded as little as possible, whatever sound it has approxi- mating that of e in the expression " the man " when fluently pronounced. This sound is known as mute e (e muef).

The phonetic symbol for mute e is [9].

Three positions in which mute e occurs must be noted. a. At the end of a word of one syllable it is sounded fully : le, me.

Note. When such words as le and me are closely connected in thought with other words, as is almost always the case, the e is more or less obscured. Thus in le pere the e in le is sounded but slightly. In je le fais the e in le is silent when the expression is uttered fluently [3al-fe].

IO ELEMENTARY FRENCH

b. At the end of a word of more than one syllable it is silent : malle, apporte, table.

c. When it is not at the end of a word, the fullness of its pronunciation is determined by the character of the sounds that precede and follow it. It is sounded rather clearly in regarda, pesa ; it is sounded slightly in petit, sera ; it is silent in samedi, appela.

Phonetically, the examples above are represented as follows : le [b] apporte [a-port] pesa [pa-za] samedi [sam-di]

me [ma] table [tabl] petit [pa-ti] appela [a-pla]

malle [mal] regarda [re-gar-da] sera [s9-ra]

Note i. In es at the end of a word of more than one syllable, and in ent at the end of the third person plural of verbs, the e is mute, and the final consonants are silent : tetes [te:t], paries [pari], parlent [pari].

Note 2. See Sec. 50, Note, for silent e after g.

23. I (with or without accent) has the sound of i in " machine " : il, ile, midi.

Avoid the vanishing sound of y in "yet" usually heard in English. The corners of the mouth should be drawn out. The phonetic symbol of this sound is [i]. Thus : il [il], ile [il], midi [mi-di].

24. 0 circumflex (6) has the sound of 0 in " holy," without the vanishing sound of 00 in " moon " heard in long 0 in English : cote, notre.

This sound is known as closed 0. The lips are tensely rounded (puckered) and protruded. The phonetic symbol is [o]. Thus : cdte [kot], notre [no:tr].

25. 0 unaccented has two sounds.

a. When it is the final sound of a word, it has the sound of 6 (0 in "holy," Sec. 24) : mot, cachot.

Phonetically : mot [mo], cachot [ka-Jo].

INTRODUCTION 1 1

b. When it is not the final sound of a word, it has a more open sound, somewhat like o in the Yankee pro- nunciation of M wholly " : fol, robe, notre, or.

This sound is known as open o. The lips are less strongly- rounded than in closed o; the back of the tongue is lower. The phonetic symbol is [o]. Thus: fol [fol], robe [rob], notre [notr], or [o:r].

Note. 0 is closed (Sec. 24) in the terminations ome and one, before the ending tion, and before the sound of z [z]: tome [torn], notion [no-sj5], chose [Jo:z].

26. U (with or without accent) has no equivalent in English. To produce its sound, round or pucker the lips as if to pronounce 00 in " moon," and then try to pronounce e in M meet " : du, sucre, mur.

The phonetic symbol is [y]. Thus: du [dy], sucre [sykr], mur [my:r].

Note. See Sec. 50, Note, for silent u after g.

27. Y has the sound of French i: 'style.

Phonetically : style [stil].

Note. Y between vowels, and in pays and derivatives, is equivalent to i-i. The first i goes with the preceding vowel (Sec. 28); the second, ex- cept in pays etc., is consonantal (Sec. 35): asseyant {assei-yant [a-se-ja]), appuyai (appui-yai [a-pqi-je]), pays {pai-i [pe-i]).

SOUNDS OF DIGRAPHS

28. The Digraphs. The vowels in the common groups ai, ei, au (eau), eu (ceu), ou, however, are not sounded as above, but each group represents a single sound. These are called compound vowels or digraphs (or, when there are three, trigraphs).

12 ELEMENTARY FRENCH

29. Ai has two sounds.

a. When final in verbs, it has the sound of e* (a in "fate," Sec. 19) : parlai.

Phonetically : parlai [par-le].

Note. Ai has the sound of e" also in gai [ge], quai [ke], sais, sait [se].

b. Elsewhere it has the sound of e (e in "met," Sec. 20) : vrai, faible, mais, parlais, aimer.

Phonetically: vrai [vre], faible [fe:bl], mais [me], parlais [par-le], aimer [e-me].

Note. In faisant and derived forms ai has the sound of mute e (Sec. 22, c): faisant [fa-za].

30. Ei has the sound of e (e in "met," Sec. 20) : reine. Phonetically : reine [rem].

31. Au and eau usually have the sound of 6 (o in " holy," Sec. 24) : autre, chaud, beau.

Phonetically: autre [otr], chaud [Jo], beau [bo].

Note. Au has the sound of open 0 (Sec. 25, b) in mauvais [mo-ve], and in aurai [o-re] and related forms.

32. Eu and oeu have a sound somewhat like 11 in " fur." More exactly, they have two distinct sounds, formed as follows :

a. When they are the final sound in a word, or are before t or a z sound, round the lips as if to pronounce o in " holy " (Sec. 24) and pronounce e* (a in " fate," Sec. 19) : feu, veux, meute, creuser.

The phonetic symbol is [0]. Thus : feu [f0], veux [v0], meute [m0:t], creuser [kr0-ze].

INTRODUCTION 1 3

b. When they precede a pronounced consonant (except t or one that has the sound of z), round the lips as if to pronounce 0 in " holy " (Sec. 24) and pronounce e (e in " met," Sec. 20) : neuf, jeune, sceur.

The phonetic symbol is [ce]. Thus : neuf [noef], jeune [3cen], soeur [soe:r].

Note i. Eu, and also oe and ue, when before the liquid sound (Sec. 54), have the sound [ce]: feuille [fce:j], ceil [ce:j], orgueil [or-gce:j], cueillir [kce-ji:r].

Note 2. Eu in all forms of the verb avoir has the sound of the French u (Sec. 26) : eut [y], eussions [y-sj5].

33. Ou (with or without accent) has the sound of 00 in " moon " : tour, gout.

The lips are tensely rounded. Avoid carefully the vanishing sound of u in "must." The phonetic symbol is [u]. Thus: tour [tu:r], gout [gu].

CONSONANTAL VOWELS

34. Consonantal Vowels. When i (or y), 0, u, or ou

precede a strongly uttered vowel sound, they take on a value approaching that of a consonant. They then give rise to three well-distinguished sounds.

Note. These sounds are often called semivowels. Observe that these letters (except 0 in ou) cannot begin a digraph.

35. Consonantal i or y gives a sound much like y in *' yes " : viande, ciel, yeux.

The sound is formed by blending naturally the sound of i with the following vowel. The phonetic symbol is [j]. Thus : viande [vja:d], ciel [sjel], yeux [J0].

14 ELEMENTARY FRENCH

36. Consonantal u has nothing corresponding to it in English. The sound is almost inevitably formed when the French u is blended with a following vowel : lui, suis.

The phonetic symbol is [q]. Thus: lui [lip], suis [suj]. The rounded characteristic of the u must be preserved.

37. Consonantal ou or o gives a sound much like w in " was " : oui, nouer, oasis.

The sound is formed by blending naturally the sound of ou or o with the following vowel. The phonetic symbol is [w]. Thus : oui [wi], nouer [nwe], oasis [wa-zis].

38. Oi is conveniently classed with the consonantal vowels. It has the sound of wa> the a being usually open (Sec. 18, a) : moi, poire.

Phonetically it is represented by [wa]. Thus: moi [mwa], poire [pwa:r].

NASAL VOWELS

39. Nasal Vowels. A vowel or digraph followed im- mediately in the same syllable by a single m or n acquires a nasal quality. The m and n are silent : bon, mon-trer, temps, faim.

The nasal quality is produced by leaving the opening from the pharynx to the nasal passage open, thus allowing a part of the air of expiration to escape through the nose.

Note i. From the rule for dividing words into syllables (Sec. ii), it will be seen that (disregarding a few exceptions) m or n must be final or followed by a consonant to produce the nasal sound.

Note 2. If the m or the n is doubled, the preceding vowel is usually not nasal : bonne [bon].

INTRODUCTION

40. The Four Nasal Vowels are represented and sounded as follows :

an	am
en	em
in	im
yn	ym
ain	aim
ein	eim

Have the sound of a in M far " (more exactly, the sound of a of Sec. 18, b) pronounced through the nose : dans, chambre, enfant, temple.

Have the sound of a in w fan" (more exactly, the sound of e, Sec. 20) pronounced through the nose : fin, simple, nymphe, pain, faim, plein.

on

om

Have the sound of aw in " fawn " (more exactly, the sound of 0 of Sec. 25, b) pronounced through the nose : Don, nom, tromper.

un eun

um eum

Have the sound of u in M fur " (more exactly, the sound of eu of Sec. 32, b) pronounced through the nose : brun, humble, jeun.

No trace of the m or n should appear in the pronunci- ation of the nasal vowels, except in liaison (Sec. 65, Note).

The phonetic symbols of the four nasal vowels are respectively [a] [e] [5] [«].

Thus, the examples above are represented as follows : dans [da] fin [fe] faim [fe] tromper [tr5-pe]

chambre [Ja:br] simple [se:pl] plein [pie] brun [brde] enfant [a-fa] nymphe [ne:f] bon [b5] humble [ce:bl]

temple [ta:pl] pain [pe] nom [n5] jeun [362]

Note i. Final en after i or y has the sound of the nasal in; also nasal en after i everywhere in the verbs tenir and venir: bien [bje], moyen [mwa-je] ; tiens [tje], viendra [vje-dra].

Note 2. Before the nasal in, 0 has its consonantal sound of w in "was ' (Sec. 37): loin [lwe], moins [mwe].

Note 3. On in monsieur has the sound of mute e : [ma-sje].

Note 4. For final ent in verbs, see Sec. 22, c, Note 1.

1 6 ELEMENTARY FRENCH

QUANTITY OF VOWELS

41. Quantity. The extent to which a vowel sound is prolonged is called its quantity. It varies according to its position, and is styled long or short.

Note i. Similar variations occur in English, though less markedly. Compare " I am sad " (the a short in quantity) with " I am mad " (the a longer in quantity).

Note 2. The length of vowels is not so important for the attention of a beginner as getting the correct and pure sounds.

42. The Phonetic Symbol for a long vowel is [:], placed after the vowel affected : reine [re:n], Mtir [ba-ti:r].

43. Rules for Quantity. Long vowels occur only in the last stressed (Sec. 63) or clearly pronounced syllable of a word. Hence short vowels predominate.

The following vowels are long :

a. Vowels in final syllables before an r pronounced : fer [fe:r], finir [fi-ni:r], fort [foir], noir [nwa:r].

b. Certain vowels in the next to the last syllable of words that end in a mute e syllable, namely :

(1) Vowels with a circumflex accent: ame [a:m], tete [te:t], notre [no:tr].

(2) Nasal vowels: chambre [ja:br], prince [pre:s], ronde [ro:d], humble [ce:bl].

(3) Vowels when followed by the sounds [v], [z], [3], [j], [r] : rive [ri:v], chaise [Je:z], rouge [111:3], fille [fi:j], terre [ten:].

Note i. The vowels [o], [0], [a], and [e] are often long in the situ- ation of b even when other consonants than those of (3) follow them : faute [fo:t], meule [mo:l], tasse [ta:s], reine [re:n], dixieme [di-zje:m].

Note 2. Vowels other than those mentioned in a and b above are usually short. In particular, vowels that constitute the final sound of a word are short : donne" [do-ne], chat [Ja], enfant [a-fa].

INTRODUCTION 1 7

SOUNDS OF CONSONANTS

44. Consonants in General have approximately the same sounds as in English. The principal differences are given below.

45. Final Consonants are not sounded except c, f, 1, and r. Likewise of final groups of consonants only c, f, 1, and r are sounded : nid, trop, des (silent) ; sec, vif, nul, pour (sounded) ; neufs (f sounded) ; corps (r sounded).

Phonetically :

nid [ni]	sec [sek]	pour [pur]
trop [tro]	vif [vif]	neufs [noef]
des [de]	nul [nyl]	corps [ko:r]

46. a. C before e, i, and y, and likewise 9, have the sound of c in " certain " : cette, ca.

This is the soft c. The phonetic symbol is [s] : cette [set], ca [sa].

b. C in other positions (except in ch) has the sound of c in M cast " : col, avec.

This is the hard c. The phonetic symbol is [k] : col [kol], avec [a-vek].

Note i . Final c, usually sounded, is silent after nasal n : blanc [bla] ; also in clerc [kle:r], estomac [es-to-ma], pore [po:r], tabac [ta-ba], and in a few other words.

Note 2. C in second has the sound of g (Sec. 50, b) [so-g5].

v 47. Ch usually has the sound of sh in " shall " or ch in " machine " : chat, chercher.

The phonetic symbol is [j] : chat [Ja], chercher [Jer-Je].

Note. In some words, mostly those derived from Greek, ch has the sound of k : chr6tien [kre-tje], dcho [e-ko].

1 8 ELEMENTARY FRENCH

48. In pronouncing the English d, 1, n, and t, the tip of the tongue is placed against the hard palate some distance back of the roots of the upper teeth. In French it is generally placed against the upper teeth. An appreciably different sound is produced : dame [dam], ronde [r5:d], les [le], aller [a-le], nette [net], donner [do-ne], tete [tat].

49. Final f, usually sounded, is silent in clef [kle], and' in the plurals bceufs [b0], nerfs [ne:r], ceufs [0].

50. a. G before e, i, and y has the sound of s in " meas- ure " : geler, large, gilet.

The phonetic symbol is [3] : geler [sjS-le], large parg], gilet [3i-le].

b. G in other positions (except in gn) has the sound of g in "get": gai, grand.

The phonetic symbol is [g] : gai [ge], grand [gra].

Note. After g, e is often inserted before a, 0, and u, to indicate the first sound of g ; u is often inserted before e, i, and y, to indicate the second. The e and the u are silent : mangea [ma-3a] ; guerre [ge:r].

51. Gn represents a single sound, much like the last part of ny in " canyon " : gagner. •

The phonetic symbol is [p] : gagner [ga-ne].

52. H is never sounded : homme, the\

In some words, however, initial h has sufficient force to prevent elision and linking, as in huit, haut. The h is then called aspirate ; otherwise it is called mute.

Phonetically: homme [5m], the" [te] ; le huit [te-qit], le haut [b-o].

Note. Among the commonest words beginning with aspirate h are

haine hardi haut honte

hair haricot Havre hors

halle hasard hlros huit

hangar hate hibou hurler

Consult a lexicon for others.

INTRODUCTION 19

53. J has the sound of s in " measure " : je, jardin.

The phonetic symbol is [3] : je [39], jardin [3ar-de].

54. Liquid L. Final il preceded by a vowel has the so- called liquid sound. In this position il is sounded much like the English consonant y in " yes." The preceding vowel (or digraph) does not unite with the i, but retains its indi- vidual sound, the e of the ending eil having the sound of e ([e], Sec. 20) : travail, sommeil, seuil.

This is called liquid 1 (1 mouille). The phonetic symbol is [j] : travail [tra-va:j], sommeil [sD-me:j], seuil [soe:j].

Ill, when not initial, has also in most words the liquid sound explained above, that of English y : veille, fille.

Phonetically : veille [ve:j], fille [fi:j].

Note. In the following words ill is not liquid: mille [mil], ville [vil], tranquille [tra-kil].

55. In Final il preceded by a consonant, the 1 is some- times sounded, as in fil, mil, civil; sometimes silent, as in gentil, fusil.

Phonetically: fil [fil], mil [mil], civil [si-vil] ; gentil [3a-ti], fusil [fy-zi].

Note i. For the tongue position in 1, see Sec. 48. Note 2. In fils (meaning " son ") 1 is silent : [fis].

56. M is silent in automne [o-ton]. For m and n nasal, see Sees. 39 and 40. For the tongue position in n, see Sec. 48.

1

57. P is silent in sept [set] and compter [k5-te].

58. Qu generally has the sound of k : quel, quoique.

Phonetically : quel [kel] ; quoique [kwa-ka].

20 ELEMENTARY FRENCH

59. R is pronounced more prominently than in English : rose, tres, tenir, irai.

Phonetically : rose [ro:z], tres [tre], tenir [ta-ni:r], irai [i-re].

Note i. Two different sounds of r are in common use in France. One is a trill of the tip of the tongue, the other a trill of the extremity of the soft palate. Either is correct, though the best usage perhaps now favors the latter.

Note 2. R is silent in monsieur [ma-sje].

Note 3. For final er, see Sec. 21, Note 1.

60. S is usually sounded like English initial s, but between two vowels it has the sound of z : salle, pense, classe ; rose, maison.

Phonetically : salle [sal], pense [pais], classe [kla:s] ; rose [ro:z], maison [me-z5].

Note. Final s, usually silent, is sounded in fils [fis] lis [lis] {usually) ours [urs]

heias [e-la:s] mars [mars] sens [sa:s] {usually)

jadis [3a-dis] mceurs [mcers] tous [tus] {as a pronoun)

61. T in the combinations tion, tial, tiel, tieux, and tie usually has the sound of s. This is true especially in words

L'INSTITUT ET LE PONT DES ARTS. Pour conserver les belles traditions de la langue frangaise et pour l'embellir (y compris meme les questions d'or- thographe, d'accentuation, etc.), il y a une fameuse institution connue sous le nom d'Academie frangaise, reconnue par le parlement en 1637. Elle est composee de 40 membres, generalement connus sous le nom d' « immortels ». lis sont ordinairement choisis a cause de leur talent litteraire, et, quand un membre meurt, les survivants elisent son successeur. Les ecrivains francais se considerent tres honores d'etre admis au sein de cette assemblee. L'Aca- demie publie le Dictionnaire, code de la langue frangaise.

Les seances de cette Academie ont lieu au palais de l'lnstitut, situe sur la rive de la Seine, en face du pont des Arts. Dans le meme edifice se reunissent aussi les quatre Academies consacrees aux arts et aux sciences, lesquelles avec l'Academie frangaise forment l'lnstitut de France.

22 ELEMENTARY FRENCH

that correspond in form and meaning to English words in which t has the sound of sh (not ch), or is represented by soft c : nation, partial, essentiel, ambitieux, democratic

Phonetically : nation [na-sjo], partial [par-sjal], essentiel [e-sa-sjel], ambitieux [d-bi-sj'0], democratic [de-mo-kra-si].

Note i. Final t, usually silent, is sounded in dot [dot], est [est] (point of compass), net [net], ouest [west].

Note 2. For the tongue position in t, see Sec. 48.

Note 3. Since h is always silent, th is sounded like t: the* [te].

62. X usually has the sound of ks: luxe, exposer. It has the sound of gz in ex initial before a vowel or mute h : exemple, exhaler.

Phonetically: luxe [lyks], exposer [eks-po-ze] ; exemple [eg-za:pl], exhaler [eg-za-le].

Note. X has the sound of s in six [sis], dix [dis], soixante [swa-sa:t], Bruxelles [bry-sel] ; the sound of z in dix-huit [di-zqit], dix-neuf [diz-ncef ], deuxieme [d0-zje:m], sixieme [si-zje:m], dixieme [di-zje:m].

STRESS

63. Stress. As indicated in Sec. 15, d, French words do not, like English, have a strong accent, but each syllable (ex- cept those containing mute e) is clearly pronounced. There is, however, an apparent stress of voice that normally falls on the last syllable. Phrases likewise have a stress falling on the last syllable of their last word.

LIAISON

64. Liaison. A final consonant before an initial vowel sound is often pronounced with this vowel sound when the two words are closely connected in thought. The

INTRODUCTION 23

result of this is that the words are run together and pro- nounced as one. This is called linking (in French, liaison) : beaucoup"a faire, es£il.

Phonetically: beaucoup a faire [bo-ku-pa-fe:r], est-il [e-til].

65. Consonant Changes in Liaison. When carried over, a final d is sounded like t : gramTenfant ;

a final f is sounded like v : neufhommes ;

a final g is sounded like k : longpiiver ;

a final s or x is sounded like 2 : les"amis, dixlunis.

Phonetically: grand enfant [gra-ta-fa], neuf hommes [noe-vom], long hiver [l5-ki-ve:r], les amis [le-za-mi], dix amis [di-za-mi].

Note. M and n in nasal groups are carried over. The nasal quality of the vowel is then largely lost, except in un and a few other words. Monlimi [mo-na-mi], un~nomme [ce-nom].

66. Omission of Liaison. Some words, notably et, and, never permit their final consonant to be carried over to a following word.

ELISION

67. Elision. A final vowel is often dropped before an initial vowel or mute h, an apostrophe taking its place. This is called elision : j'ai, s'ils, l'homme.

68. Cases of Elision. The following words alone, undergo elision :

a. All monosyllables ending in mute e. p. Jusque ; also lorsque, puisque, and quoique before il, ils, elle, elles, on, and un.

c. La, both the article and the pronoun.

d. Si, before il and ils.

e. A few special cases, such as quelqu'un.

24

ELEMENTARY FRENCH

PUNCTUATION

69. Punctuation in French follows in the main the same principles as in English.

The use of the dash ( — ) to denote a change of speaker in a conversation is to be noted. The whole conversation quoted may then be inclosed in quotation marks. For many purposes the place of the dash is taken by les points suspensifs (. . .).

70. The French Names

marks are —

the period

the comma

the semicolon

the colon

the dash

the quotation marks

the interrogation point

the exclamation point

for the common punctuation

le point

la virgule

le point et virgule

les deux points

le tiret

les guillemets

le point d' interrogation

le point d' exclamation

LESSON ONE

GENDER -THE ARTICLES

71. Gender of Nouns. In French all nouns, whether the names of persons, animals, or things, are either masculine or feminine. There is no neuter gender. The gender of names of persons or animals of definite sex is determined, as in English, by that sex. The gender of other nouns seems arbitrary, and must be learned for each word.

Note i. Nouns ending in certain letters are apt to have the same gender; likewise the names of certain classes of things. See page 427.

Note 2. French nouns derived from Latin masculines and neuters are regularly masculine in French ; those from Latin feminines are regularly feminine.

72. The Definite Article the is expressed

a. With masculine nouns in the singular by le.

b. With feminine nouns in the singular by la.

c. With all nouns in the plural by les.

the father, leph-e the fathers, lesperes

the mother, la mere the mothers, les meres

73. L' in Elision. Before words beginning with a vowel or mute h, le and la become P.

the child, Venfant the children, les enfatits

the man, Vhomme the men, les hommes

Notei This dropping of a final vowel before an initial vowel sound for the sake of euphony, and the substitution of the apostrophe, is called elision. It takes place in several other short words ; for example, de, of. See Sec. 68.

25

26 ELEMENTARY FRENCH

74. The Indefinite Article a or an is expressed

a. With masculine nouns by un.

b. With feminine nouns by une.

a brother, unfrere a sister, une sceur

75. Repetition of Articles. The definite and indefinite articles are repeated before each noun to which they belong.

the father and brother, le pere et lefrere a brother and sister, unfrere et une soeur

76. The Plural of Nouns is regularly formed by adding s to the singular.

le mari, the husband les maris, the husbands

la femme, the wife les femmes, the wives

l'enfant, the child les enfants, the children

VOCABULARY

a, has le frere, the brother

aussi, also le garcon, the boy avec, with l'homme, the man

de, of le mari, the husband

deux, two la mere, the mother l'enfant m.f, the child ont, have

est [e], is ou, where

et [e], and le parent m.f, the parent

la famille, the family le pere, the father

la femme [fam], the woman, the qui, who

wife la sceur, the sister

la fille, the girl sont, are

Drift EXERCISE

I . Prefix to the following nouns the proper word for the : pere garcons filles parents homme

mere enfant mari sceur hommes

. GENDER — THE ARTICLES 27

2. Prefix to the following nouns the proper word for a :

garc,on enfant homme

soeur mere parent

3. Change to the plural form —

le frere la femme la soeur

le mari l'homme l'enfant

4. Translate into French —

two boys of the man

two girls also a father and mother

the brother has a man is

the brothers have the men are

who has a sister ? where is the boy ?

of the girl where are the children ?

of a girl the husband and wife

of a husband with the women

Model

Une Famille

Un gargon et une fille sont avec un homme et une femme. Le gargon est le frere de la fille. Le gargon a une soeur. La fille a un frere. Le gargon est le frere de la soeur. La fille et le gargon ont deux parents. L'homme et la femme sont les parents. Les parents ont deux enfants. Les enfants de l'homme et de la femme sont le gargon et la fille. Les enfants ont un pere et une mere. La mere est la femme de l'homme. L'homme a une femme. La femme de l'homme est la mere de la fille. Le frere de la fille est aussi l'enfant de la mere. Le mari de la mere est le pere. Le pere et la mere sont les deux parents. Ou est le pere? Le pere est avec la mere. Oil sont les enfants ? Les enfants sont avec les parents. Qui sont les enfants? Le gargon et la fille sont les enfants. Qui sont les parents?

28 ELEMENTARY FRENCH .

Theme

A man is with a boy and a girl. The boy and the girl are the children of the man. The boy is the brother of the girl. The boy has a sister. The girl is the sister. The girl has a mother. The mother of the girl is the wife of the man. The man has a wife. The wife of the man is the mother of the girl. The father of the girl is the husband of the woman. The father and mother have two children. The children are the boy and girl. Who is the brother of the girl ? The boy. The man has two children. Where is the sister of the child ? The girl is with the boy. The children are with the man. W7ho is the man ? The man is the husband of the woman. The father and mother are the parents of the girl. The boy and the girl have a father and mother.

Oral

i. Qui est avec l'homme ? 2. Qui est le frere de la fille ? 3. Qui a une sceur? 4. Oil est la sceur? 5. Qui a deux parents? 6. Qui sont les parents ? 7. Qui a deux enfants ? 8. Qui sont les enfants de la femme? 9. Qui est le pere de la fille? 10. Qui a une femme? 11. Qui est le mari de la mere? 12. Oil sont les enfants ? 13. Oil est le frere de la fille ? 14. Qui a un pere et une mere ? 15. Oil sont le garcon et la fille ?

Resume

1. The boy has a sister. 2. The woman has a husband. 3. The boy and girl are the children. 4. Wiho are the parents of the child ? 5. Where is the child of the man ? 6. The father and mother are the parents of the child. 7. The boy has a brother and sister. 8. Who is the girl with the woman ? 9. The man has two children. 10. The children have a father and mother. 11. Who is the brojher of the girl? 12. The man is the father of two children. 13. The woman is with the boy and girl. 14. Where is the mother of the child? 15. The two children have a brother and sister.

CONTRACTION — POSSESSION 29

LESSON TWO

CONTRACTION - POSSESSION

77. Contraction with the Article. Whenever the prepo- sitions de and a directly precede the articles le and les, they contract as follows :

de + le = du a + le = au

de + les = des a 4- les = aux

of the father, dupere to the father, aupere

of the fathers, des per es to the fathers, aux pe res

the son of the father, lefils dupere

Note. No contraction takes place before la and 1\

of the family, de lafamille to the man, a Vhomme

78. Possession is not expressed in French by 's, but by the preposition de, of.

John's friend, Pami de Jean the girl's father, le pere de lafille the boy's sister, la sceur du gar con the children's uncle, Poticle des en/ants

79. Some Possessive Adjectives. Possessive adjectives, like the articles, change in form according to the gender and number of the nouns they modify. Among them are

			Before	Before	Before
			Masc. Sing.	Fem. Sing.	Pl.
my			mon	ma	mes
his, her			son	sa	ses
your			votre	votre	vos
Note. Possessive	adjectives, like articles, are repeated before each
noun they modify.
	my	father and mother,	mon ph~e et ma mere

3o

ELEMENTARY FRENCH VOCABULARY

a, to

l'ami m., the friend Berthe, Bertha cher, dear le cousin, the cousin dans, in

la fille, the daughter, girl le fils [fis], the son

Jean, John

Marie, Mary l'oncle, the uncle la tante, the aunt

Drill

EXERCISE

I. Prefix to the nouns below the proper form for (a) my (b) your, (c) his, (d) the, (e) her :

famille oncle

2. Express in French

of the father, of the mother of the child of the children to the father to the mother to the child

freres homme

sceurs pere

to the children of the uncle to the son to the men of the sisters of a wife to an aunt*

UNE HUMBLE FAMILLE DE PAYSANS. Dans la gravure, a l'autre page, assise sur le tronc d'arbre, est la grand'mere, un fichu sur la tete, coiffure plutot commune des femmes de la campagne. A cote d'elle est sa bru, la femme de son fils, l'homme qui se tient debout a ses cotes. C'est la fin d'une dure journee de travail, et ils se reposent dans la cour de la ferme avec leurs enfants, apres le repas du soir. Face a leurs parents et a leur grand'mere nous voyons la fille la plus agee, son frere sur les genoux et sa petite soeur a cote d'elle. La famille est pauvre, et cependant c'est par le labeur de ces gens honnetes et economes que la France est ce qu'elle est.

32 ELEMENTARY FRENCH

3. Translate into French —

my brother your aunt

my father's brother the boy's aunt

my cousin's brother a friend's wife

my cousins' brother dear to the son

the child's brother dear to her son

John's brother dear to his mother

Ma Famille

Dans une famille le fils et la fllle sont les enfants du pere et de la mere. Le fils est cher au pere et a la mere aussi. Le fils est cher aux deux parents. Les parents sont le pere et la mere. La mere est la femme du pere. Le pere et la mere sont les parents des enfants. Dans ma famille mes parents ont deux filles et un fils. Mon pere a une femme. Sa femme est ma mere. Mon pere est le mari de ma mere. Mon pere et ma mere sont mes parents. Mes sceurs, Marie et Berthe, sont les filles de mes parents. Mon pere a une sceur. Ma tante est la sceur de mon pere. Ma tante a un mari. Son mari est mon oncle. Les enfants de mon oncle sont mes cousins. Mon cousin Jean est cher au frere de mon oncle.

Theme

John is my friend. My friend has a father and mother. His father and mother are his parents. My friend has two sisters, Mary and Bertha. The sisters are the children of the parents. John's father is my mother's friend. My mother has a brother. My mother's brother is my uncle. Who is your uncle's wife ? My aunt is my uncle's wife. My uncle and aunt have a son. An uncle's son is a cousin. John has a cousin also. The cousin's mother is John's aunt. John is dear to the cousin and to the cousin's family. The girls with John are his sisters. Who is dear to John's sisters ?

CONTRACTION — POSSESSION 33

Oral

1. Qui sont les enfants ? 2. Qui sont les parents ? 3. Qui est la femme de votre pere ? 4. Qui sont les parents des enfants ? 5. Qui est votre pere ? 6. Qui a une femme ? 7. Qui est votre mere ? 8. Qui sont les filles de votre mere ? 9. Qui sont Marie et Berthe ? 1 o. Qui est la femme de votre oncle ? 1 r . Qui est votre cousin? 12. Qui est la mere de votre ami ? 13. Qui est le fils de votre oncle? 14. Qui sont les parents de votre cousin? 15. Qui est cher aux parents ?

Resume

1. My friend has an uncle. 2. His uncle's wife is his aunt. 3. My cousin has two children, a son and a daughter. 4. My uncle is my father's brother. 5. My friend's wife is your mother's sister. 6. The children of John's parents are my cousins. 7. The son is dear to the father. 8. The son is dear to the friends of his family also. 9. Who is the father of the boys? 10. The boys are with my cousin John. 11. Where are the children's parents? 12. My friend has a boy and girl in his family. 13. The child is dear to the mother. 14. The boy is the son of my father's sister. 15. Mary and Bertha are the daughters of my brother's friend.

LESSON THREE

VERB AND SUBJECT - &TRE

80. Present Tense of itre, to be.

je suis, I am nous sommes, we are

tu es, thou art vous etes, you are

il (elle) est, he (she) is ils (elles) sont, they are

Note i. This tense illustrates the fact that in French, as in English, the form of a verb changes with the person and number of its subject. Note 2. Observe that je is not capitalized. See Sec. 5.

34 ELEMENTARY FRENCH

81. It and They, French, having no neuter gender, has no special form for the subject pronoun it. II or elle is used according to the gender of the word to which the it refers. Likewise they is ils or elles as the gender demands.

I have a book ; it is here. J'ai tin livre ; il est ici.

I have a pen ; it is here. fai une plume ; elle est ici.

She has two pencils ; they are Elle a deux crayons ; ils sont ici.

here.

He has two pens ; they are here. 77 a deux plumes ; elles sont ici.

82. Subject Noun. When the subject of an affirmative sentence is a noun expressed, a subject pronoun does not accompany the verb.

My brother has two books. Monfrere a deux livres.

The men are here. Les hommes sont ici.

VOCABULARY

a, at, to la fenetre, the window fe banc [ba], the bench, settee ici, here

le bureau, the desk (of the le livre, the book

teacher) le maitre d'&ole, the school- le cahier [ka-je], the notebook teacher m.

la classe, the class la maitresse, the teacher f.

le crayon, the pencil la plume, the pen

dans, in, into la porte, the door derriere, behind pour, for

devant, before, in front of le pupitre, the desk (of the l'e*cole/, the school pupil)

al'&ole, at school quatre, four

l'eleve m.f., the pupil la salle de classe, the classroom etes-vous, are you sur, on

le fauteuil, the armchair, chair le tableau, the blackboard

(of the teacher) un, une, (as a numeral) one

VERB AND SUBJECT— ETRE

35

Drill

i. Translate into French —

a. of the boy of the girl cf the man of the men to the boy to the girl to the man to the men

b. the teacher

the school-teacher

to the teacher

the desk (of the teacher)

the desk (of the pupil)

the class

c. the armchair, it is here a pen, it is here

one pen

one of the windows

2. Give the full tense of —

of the parents

to the teachers

of the pens

to the book

of the pupil

at the blackboard

at the window

at one window

the classroom

of the classroom

the school

at school

in the school

on the blackboard

the notebooks, they are

here the pens, they are here the pens are here

Model

je suis ici, tu es ici, etc.

je suis a l'ecole

je suis devant la fenetre

Ma Salle de Classe

Je suis a l'ecole avec mon frere. Nous sommes ici. Nous sommes dans la salle de classe. Elle a deux portes et quatre fenetres. Le fauteuil et le bureau devant le tableau sont pour le maitre d'ecole ; les bancs et les pupitres pour les eleves de la classe. Les livres et les crayons du maitre sont sur le bureau. Ses plumes sont aussi

36 ELEMENTARY FRENCH

sur son bureau. Les cahiers des e'leves sont sur les pupitres. Le maitre est au tableau derriere son bureau. Une eleve est devant le bureau du maitre. Deux des eleves sont aux fenetres. «Ou sont vos livres ? — * lis sont sur le pupitre de mon frere. — Oil sont vos plumes ? — Elles sont sur mon pupitre. »

Theme

We are at school. The teacher and the pupils are in the class- room. The classroom has four windows. It has also two doors. One pupil is at the board. The teacher has the pupil's notebook. I am in front of the teacher. " Who has my books ? " " I have my books. They are here on the teacher's desk." The pupils' pens and pencils are in the desks. The teacher has his book on his desk. The teacher's desk and chair are in front of the blackboard. The blackboard is behind the teacher. Are you behind the teacher ?

Oral

i. Ou etes-vous? 2. Sommes-nous dans la salle de classe? 3. Ou est le fauteuil du maitre? 4. Qui a un pupitre? 5. Qui a un bureau? 6. Ou sont les livres du maitre? 7. Oil est le crayon de l'eleve ? 8. Qui a vos livres ? 9. Ou sont les cahiers des eleves? 10. Etes-vous a. l'ecole ? 11. Qui est au tableau? 12. Qui a la plume? 13. Etes-vous dans le fauteuil? 14. Oil est votre livre ? 15. Qui est dans la salle de classe ?

1 A dash in French usually indicates a change of speaker. See Sec. 69.

UNE SALLE DE CLASSE. Cette gravure represente une salle de classe dans une ecole primaire, oil les petits garcons sont generalement en tablier noir, en pantalon court, et portent des chaussettes. Ici Tun d'eux, debout entre son banc et le pupitre, et le livre a la main, lit pendant que les autres suivent. Son voisin de droite, cependant, cherche quelque chose dans son pupitre ouvert. Derriere eux, au mur, nous voyons une couple de cartes, et des gravures pour venir en aide aux descriptions que pourra leur faire le maitre. Les petits Francais apprennent tous le dessin, et le relief en platre est la pour servir de modele.

UNE SALLE DE CLASSE

38 ELEMENTARY FRENCH

Resume

i. Are you also at school with your brother and sister? 2. The two windows of the classroom are behind the teacher's desk. 3. The pupil's pen and pencil are here. 4. Four of the books are ■for the school-teacher. 5. We are at the blackboard behind the door. 6. The pupils have the notebooks on the benches. 7. The man's son and daughter are at school. 8. I have her pencils ; they are on my desk. 9. One of the pupils of the class is his sister. 10. Where is the pen? It is in my desk. 11. I am the teacher's son. 12. The classroom has four windows and two doors. 13. Who is the man at the window? 14. Where are the notebooks? They are on your desk with the books. 15. The teacher has her chair before her desk.

REVIEW

(Lessons One to Three) A. General Drill

1 . Give all forms of the French words for the, a, my, his, your, her.

2. Give the gender of the following nouns and state in each case how the gender is known :

pere fille famille

plume eleve livre

3. Place before the nouns below the proper form for (a) the, (b) his, (c) to the, (d) your, (e) of the. Also, when the number allows, for (f) a, (g) two.

sceur tantes e'leve

tableau fen£tre livres

4. Illustrate by examples elision and contraction.

THE NEGATIVE— AVOIR 39

5. Continue je suis a l'ecole, tu es a Pecole, etc.

6. Fill in the blanks :

Ou est livre ? est sur bureau. Ou est

plume? est sur pupitre. Ou est oncle?

est avec femme. Oil sont enfants? sont sur

bancs. Nous dans salle. Vous devant -

fenetre. Le cahier garcon. Les cahiers Aleves.

, B. Translate into French

1. Mary has a brother and sister. 2. Her father and mother are her parents. 3. The man and woman have a family of two children. 4. The child is dear to the father. 5. My brother and sister are at school. 6. The school-teacher is dear to the pupils. 7. The boys are at the windows. 8. Where are Bertha's pens? They are on her desk. 9. The pupil has one pen ; it is here. 10. The boys' notebooks are on the desk. 11. Four of the pupils at the blackboard have a book. 12. Who is at school with the children ? 13. The teachers have the books and pencils. 14. Where are the girls? They are behind the armchair. 15. Who is at the door ? My uncle and aunt.

LESSON FOUR

THE NEGATIVE- A VOIR

83. The Negative ne . . . pas. The ordinary form for not with a verb is ne . . . pas, ne before the verb and pas after it.

I am not in the yard. Je ne suis pas dans la cour.

He has not the pen. // n*a pas la plume.

The men are not seated. Les homtnes ne sont pas assis.

Note. Observe that ne undergoes elision.

40

ELEMENTARY FRENCH

84. Present Tense of erre, Negatively.

je ne suis pas, / am not nous ne sommes pas, we are not

tu n'es pas etc. vous n'etes pas etc.

il (elle) n'est pas ils (elles) ne sont pas

85. Present Tense of avoir.

a. Affirmatively :

j'ai, I have

tu as, thou hast

il (elle) a, he (she) has

b. Negatively :

je n'ai pas, I have not tu n'as pas etc. il (elle) n'a pas

nous avons, we have vous avez, you have ils (elles) ont, they have

nous n'avons pas, we have not vous n'avez pas etc.

ils (elles) n'ont pas

86. The Present of avoir with Past Participles of other verbs forms a compound tense, the past indefinite, which represents sometimes the English perfect, sometimes the English simple past.

J'ai trouve" la regie. P211e a trouve" sa plume. Nous n'avons pas apporte les livres.

/ have found (I found) the ruler. She has found {she found) her pen. We have not brought (did not bring) the books.

Note. Observe the position of pas, directly after the form of avoir and preceding the past participle.

apportS, brought

apres, after

assis, seated, sitting le bras, the arm la carte, the map

VOCABULARY

la cloche, the bell la cour, the yard debout, standing donne, give, gives l'encre /., the ink

THE NEGATIVE — AVOIR

41

l'encrier [a-kri-e] m., the ink- stand la France, France la lecon, the lesson mais, but

montre, shows, is showing le porte-plume, the penholder

quand, when la regie, the ruler sonne, rings sous, under trouve\ found voici, here is vont, go ( 3dpi.)

EXERCISE

Drill

1. Translate into French —

a.	I am	he has	you are
	I have	he is	the man has
	they have	she is	the men are
	they are	we have	we are
b.	I have found	we brought	she gives
	I found	they have found	they go
	we have brought	they brought	he gives

2. Put into French negatively, the expressions in 1 , a and b.

3. Continue —

j'ai un encrier je ne suis pas debout

je n'ai pas le porte-plume j'ai trouve' un crayon

4. Read the Model below, making the affirmative sen- tences negative, and the negative affirmative. Make no change in the questions, nor in expressions beginning with voici.

Model

Une Salle de Classe

Le maitre est avec ses e'leves dans la classe. II n'est pas assis. II est debout devant ses eleves. II a une regie sous le bras ; un eleve est au tableau. Le maitre montre une carte de France a l'eleve. Deux eleves sont assis devant le tableau. lis ont un porte- plume et un cahier. L'encre est dans l'encrier. Nous sommes assis.

42 ELEMENTARY FRENCH

Je donne une plume a un eleve. II a un porte-plume. Je n'ai pas mon cahier. II n'est pas ici. Void un cahier. « Avez-vous un crayon? — Je n'ai pas trouve mon crayon, mais j'ai apporte ma plume. Elle est dans mon pupitre. » Apres la lecon, la cloche sonne. Les eleves vont dans la cour. « Ou est la cour ? — Elle est derriere l'ecole. Nous ne sommes pas dans la cour. »

Theme

11 Who is in the yard ? " M The pupils are in the yard. The yard is not in front of the school. We are not with the teacher." M Where is the teacher ? " " He is at the window of the class- room." The bell rings. When it rings, the pupils go into the class. The teacher is standing at the blackboard. He has his ruler. He is showing the map to the pupils. The pupils are not at the blackboard. My uncle's son is not at school. He has not his books. I have brought my books, but I did not bring my pencil. I have found a penholder on the teacher's desk. Where is the inkstand ? The teacher has not his book. A pupil gives a book to the teacher.

Oral

i. Avez-vous trouve le maitre dans la gravure (picture) ? 2. Qui est dans la salle de classe ? 3. Qui est debout ? 4. Qui a une regie sous le bras? 5. Qui est au tableau? 6. Qui montre la carte? 7. A qui (whom) ? 8. Ou sont les eleves ? 9. Qui a un porte- plume ? 1 o. Ou est l'encre ? 11. Avez-vous apporte vos livres ? 12. Ou vont les eleves apres la classe? 13. Oil est la cour? 14. Qui est dans la cour quand la cloche sonne? 15. Qui est avec les e'leves dans la cour ?

Resume

1. The ink is in the inkstand on the pupil's desk. 2. My sister gives a penholder to her son. 3. The pupils are standing behind the armchair in the classroom. 4. The children are not in the yard

UNE SALLE DE CLASSE EN ALSACE

Le maitre demande a l'eleve t « Quel est le pays represente au tableau ? — La France, monsieur » , repond l'eleve

44 ELEMENTARY FRENCH

with your brother. 5. We found his pen, but we did not find her notebook. 6. Here is the woman; she brought the books to the teacher. 7. The teacher is showing the map to the pupils. 8. The boy and girl go into the classroom when the bell rings. 9. She has found the ruler. It is on her desk. 1 o. Who has John's pencils ? They are not on the bench. 11. Two of the men are seated at the window. 12. Who is the man standing in front of the blackboard ?

13. Mary did not find her father and mother after the lesson.

14. Here is the teacher's son; he rings the bell. 15. The school- teacher gives a lesson to the class.

LESSON FIVE

INTERROGATIVE FORMS

87. The Interrogative Form of a sentence with a personal pronoun as subject is made by placing the pronoun after the verb and joining the two words by a hyphen.

Is he in the room ? Est-il da?is la chambre f

Have you not two brothers ? JV'avez-vous pas deux freres ? Have you found a pen ? Avez-vous trouve une plume ?

88. Present Tense of itre> Interrogatively.

o. Affirmatively :

suis-je ? am I? sommes-nous ? are we ?

es-tu ? etc. etes-vous ? etc.

est-il(elle) ? sont-ils(elles) ?

b. Negatively :

ne suis-je pas? am I not? ne sommes-nous pas? are we not?

n'es-tu pas ? etc. n'etes-vous pas ? * etc.

n 'est-il (elle) pas ? ne sont-ils(elles) pas ?

INTERROGATIVE FORMS

45

89. Present Tense of avoir, Interrogatively. a. Affirmatively :

ai-je ? have I? as-tu ? etc. a-t-il(elle) ?

b. Negatively :

n 'ai-je pas ? have I not ? etc.

avons-nous ? have we ? avez-vous ? etc. ont-ils(elles) ?

n'avons-nous pas ? have we not 1 etc.

Note. The presence of t in the forms a-t-il and a-t-elle is in order to prevent the succession of two vowels.

90. Interrogative Form with Subject Nouns. A sentence whose subject is a noun is made interrogative, among other ways, by placing the subject first, and repeating it by the proper form of the subject pronoun placed after the verb.

Are the men in the room ?

Has his sister found the two

pens? Have not your sisters my book ?

Les hommes sont-ils dans la

chambre ? Sa sceur a-t-elle trouve les deux

plumes 1 Vos saeurs n'ont-elles pas mon

livre ?

VOCABULARY

aujourd'hui, today la chaise, the chair la chambre, the room la grand' mere, the grandmother le grand-pere, the grandfather le jardin, the garden la maison, the house

le neveu, the nephew la niece, the niece

non, no
ou, or
oui, yes
qui, who,	whom,	which
table, the table

a la maison, at home, at the house

46 ELEMENTARY FRENCH

Drill EXERCISE

i. Translate into French —

have you a cousin ? the inkstands are not here

has John a cousin ? are not the inkstands here ?

has John's father a cousin ? has she ?

is she at home ? are they not ?

is Mary at home ? am I not ?

is your sister at home ? have I not ?

is Mary's sister at home ? have they not found ?

the children are here the men who are here

are the children here ? the tables which are here

2. Change into questions —

Marie est debout Nous ne sommes pas k la maison

La niece de Jean a une sceur Son tils n'est pas ici

3. Continue —

Suis-je a la maison ? Ne suis-je pas avec Marie ?

N'ai-je pas une table ? Ai-je trouve le crayon ?

4. Change, in the Model below, the affirmative sentences (except voici . . .) into negative, omitting the words oui, non, and mais.

Model LA Famille a la Maison

« Etes-vous a. Pe'cole aujourd'hui ? — Non, nous ne sommes pas a l'ecole ; nous sommes a la maison. — Vos parents sont-ils avec vous ? — Oui, ils sont aussi a la maison. — Oil sont-ils ? — lis sont dans ma chambre. Voici ma chambre. — A-t-elle une table ? — Oui, elle a une table, deux chaises et un fauteuil. J'ai aussi un bureau dans ma chambre. — Etes-vous debout devant votre bureau ? — Non, je suis assis dans mon fauteuil. — Votre grand- pere est-il dans la maison ? — Non, il est assis dans le jardin avec mon cousin Jean. — Votre cousin est-il l'enfant de votre oncle?

INTERROGATIVE FORMS 47

— Oui, et il est aussi le neveu de mon pere. — Votre cousin n'a-t-il pas une ou deux sceurs ? — II a deux soeurs qui sont les nieces de mon pere. — Ne sont-elles pas dans la cour qui est derriere la maison ? — Marie est dans la cour, mais sa sceur est ici avec sa grand 'mere. »

Theme

" Has your grandmother a husband ? " M My grandmother has a husband, who is my grandfather." "Is not your grandfather seated with his wife on a bench in the garden ? " " No, he is in my brother's room. My grandmother is with my cousin in front of the house." M Is not your cousin at school today ? " M No, my cousin John, and Mary, John's sister, are at home today. John is my father's nephew ; Mary is my father's niece." M Is the family at home ? " M Yes, it is at home." M Are not your uncle and your cousin John in the yard ? " M Yes, they are in the yard which is in front of the house." "Has your room an armchair? Has it a blackboard ? "

Oral

1. Etes-vous a l'e'cole aujourd'hui ? 2. Ou sont vos parents? 3. Ou est votre chambre ? 4. Votre chambre a-t-elle une table ? 5. N'a-t-elle pas aussi deux chaises ? 6. Avez-vous un pupitre dans votre chambre? 7. Votre grand-pere est-il a la maison? 8. Votre grand-pere a-t-il une femme ? 9. Qui est le neveu de votre pere ? 10. Votre maison a-t-elle une cour? 11. La cour n'est-elle pas derriere la maison? 12. Marie est-elle dans la cour? 13. Qui est Jean ? 14. Ou est Jean ? 15. Jean est-il le frere de Marie ?

Resume

1. My mother is at home with her children. 2. My father's mother is one of my grandmothers. 3. Here is John's chair behind the door in my room. 4. Is Mary in the house with her cousin ? No, she is here in the garden. 5. Where is your nephew's

48 ELEMENTARY FRENCH

penholder? It is in my desk. 6. Who is the man who rings the bell at school? 7. My uncle is my aunt's husband, and he has a son and daughter. 8. Are you seated before the class or standing at the blackboard ? 9. Are not my books on the table which is in John's room? 10. Mary, John's niece, is his brother's daughter. 1 1. Has he not brought the pens to his uncle's children? 12. Did the pupil bring a pencil and a notebook to school today ? 13. Yes, and he found also the teacher's inkstand on his desk. 14. Is my grandfather's chair in front of the window? 15. The teacher is showing a map of France to his class.

LESSON SIX

PRESENT TENSE FORMS

91. The Present Tense (indicative) is treated in full later. In the majority of verbs it follows the model below.

je donne, I give nous donnons, we give

tu donnes, thou givest vous donnez, you give

il donne, he gives ils donnent, they give

Note i. The pupil is already familiar with the irregular presents of etre and avoir. Others will be given from time to time in the lesson vocabularies.

Note 2. Interrogative forms of the present are made in accordance with Lesson Five. Thus :

nous donnons	becomes	donnons-nous ?
il ecrit	becomes	ecrit-il ?
il donne	becomes	donne-t-il ?
l'eleve lit	becomes	l'eleve lit-il ?

92. Auxiliary Forms in English often correspond to the French simple present. Thus :

je donne, I give, I am giving, I do give

PRESENT TENSE FORMS 49

Likewise, in negative and interrogative forms :

il ne donne pas, he is not giving, he does not give

donne-t-il ? is he giving ? does he. give t

ne donne-t-il pas ? is he not giving ? does he not give ?

VOCABULARY

la craie, the chalk mademoiselle, Miss

difficile, difficult monsieur [mo-sjo], Mr., sir

l'exemple m., the example, illus- je montre, etc., I show, etc.

trative sentence montrez-moi, show me

facile, easy le morceau, the piece

francais, French la phrase, the sentence

la grammaire, the grammar la regie, the rule

la lecture, the reading au tableau, on (at) the blackboard

madame, Mrs., madam je trouve, etc., I find, etc.

lecon de grammaire, grammar lesson lecon de lecture, reading lesson livre de francais, French book

Note i . These last three phrases illustrate a common French usage in which two nouns connected by de correspond in English to a noun preceded by an adjective.

Note 2. Livre de francais means a book of French, that is, a French textbook ; livre francais. an expression with which we are soon to become familiar, means a book that is printed in French or that has some French characteristic.

Irregular Presents

je lis, / read nous lisons, we read

tu lis, thou readest vous lisez, you read

il lit, he reads ils lisent, they read

j'ecris, I write nous ecrivons, we write

tu ecris, thou writest vous e'crivez, you write

il ecrit, he writes ils ecrivent, they write

5o

ELEMENTARY FRENCH

EXERCISE

Drill

i . Translate into French —

a. he shows she reads he writes we give

we are giving are we giving ? do we give ?

b. a book

a French book a reading book

c. Mr. Lacour Mrs. Lacour

Miss Lacour

yes, sir

no, sir

I am here, sir

are we not giving ? does he read ? does the pupil read ? are they showing ? have I found ? did he find ? does he find ?

the grammar lesson the grammar rules my French lesson

yes, Mrs. Lacour ! no, Miss Lacour yes, Mr. Lacour

2. Continue — je montre

je donne les regies je ne donne pas je lis la lecon

3. Fill the blanks : nous montr— la phrase

montrent carte

elle donn regies

vous lis--- grammaire

je trouve

je n'ecris pas mes phrases n'ai-je pas trouve la grammaire ? suis-je au tableau ?

don— elle cahier?

ils lis lecon

_ enfants ecriv-- la regie

je ne donn deux legons

4. Replace in the following Model the subjects of the verbs by je, whenever the meaning allows, making the corresponding changes in the verbs. Replace them likewise by vous ; elles.

1 In conversation the French say oui, madame, not out, Madame Lacour \ similarly with mademoiselle and monsieur.

PRESENT TENSE FORMS 51

Model La Leqon

« N'avez-vous pas votre livre de francais ? — Oui, monsieur, il est sur mon pupitre. » Le maitre donne une leQon de grammaire aux e'leves. 11 lit les regies, et il e'crit les exemples au tableau avec un morceau de craie. II montre les exemples aux eleves. J'e'cris dans mon cahier avec ma plume. Nous ecrivons les phrases qui sont sur le tableau. Mon frere n'ecrit pas les exemples. II a sa grammaire, mais il n'a pas apporte son cahier. « Montrez-moi la lecon. La lecon est-elle difficile ? — Non, elle est facile. » Apres la lecon de grammaire nous avons la le^on de lecture. Les e'leves n'e'crivent pas. Le maitre lit devant les e'leves. Nous lisons apres le maitre, et nous ecrivons les exercices a la maison.

Theme

Today we have a reading lesson. The teacher is standing in front of the class. We read the lesson with the teacher. My cousin is not at his desk. He is at the board and he is writing the exercise. "Is not your brother writing with the chalk ? " M Yes, sir ; he is writing with a piece of chalk." " Have we not a grammar lesson ? " M Yes, sir." The teacher gives the rules of the lesson to the pupils and they write the examples in a notebook. M Where are the examples ? " " They are on the blackboard." " Show me the examples." After the lesson the children go home and write the exercises. We show the exercises to the teacher. M Show me your notebook."

Oral

1. Montrez-moi votre livre de francais. 2. Oil est-il? 3. Qui donne la lecon de grammaire? 4. Le maitre ecrit-il les regies au tableau? 5. ficrit-il les regies au tableau avec un crayon? 6. Les enfants lisent-ils les regies ? 7. Votre frere a-t-il apporte sa grammaire? 8. La lecon de grammaire n'est-elle pas difficile?

52

ELEMENTARY FRENCH

9. Avons-nous une le- c,on de lecture aujour- d'hui ? 1 o. Qui lit apres le maitre? 11. Ou sont les exemples de la lecon? 12. Les eleves ecrivent-ils au tableau ?

13. ficrivez-vous vos exercices a l'ecole ?

14. A qui (whom) les eleves donnent-ils les exercices ? 15. Les en- fants vont-ils dans la cour apres la lecbn ?

Resume

1. The pupils are writing the grammar lesson on the black- board. 2. When does he give the French lesson to the children? ' 3. I am giving a map of France to my sister's son. 4. The teacher is reading the rules of grammar to his class. 5. Is the lesson for today easy? No,

1 L'histoire d'Alphonse Daudet, La Demttre Classe, dont nous repro- duisons ici quelques paragraphes, est un incident de cette epoque :

« Mes enfants, c'est la derniere fois que je vous fais la classe. Le nouveau maitre arrive demain. Aujourd'hui, c'est votre derniere lecon de francais. »

Tout a coup l'horloge de 1'eglise sonna midi, puis PAngelus. Au meme moment, les trompettes des Prussiens qui revenaient de l'exercice ecla- terent sous nos fenetres. . . . M. Hamel se leva, tout pale, dans sa chaire.

« Mes amis, dit-il, mes amis, je . . . je . . . » Mais quelque chose l'etourrait. II ne pouvait pas achever sa phrase. Alors il se tourna vers le tableau, prit un morceau de craie, et, en appuyant de toutes ses forces, il ecrivit aussi gros qu'il put : « Vive la France ! »

LA DERNIERE CLASSE

A la suite de la guerre de 1 870, l'Alsace et la Lor- raine devinrent allemandes, et la langue fran- caise cessa d'etre enseignee dans les ecoles1

PRESENT TENSE FORMS 53

sir, it is difficult. 6. Do you read the reading lesson after the teacher ? 7. Yes, Miss Hamel, but we write the exercises at home. 8. Miss Riou writes the sentences in her notebook. 9. At school the teachers write the examples with a piece of chalk. 10. After the lesson the boys and girls go into the yard. 11. Mr. and Mrs. Riou, John's father and mother, are in the house. 12. Show me the French books which are on your desk. 13. Mary is showing her French exercises to the pupils. 14. When the bell rings, my brother and sister go to school. 15. Here is the man who found the pencils ; they are on the table.

REVIEW

(Lessons Four to Six) A. General Drill

1. Complete the present indicative of (a) je montre, (b) j'&ris (neg.), (c) j'ai (neg.-int), (d) je suis (int.).

2. Express in French —

(7. she gives she has found she writes

she has she found she is

b. did she bring ? does she bring ? is she giving ? has she brought ? is she ? is she reading?

c. we are not showing we do not show we did not show we have not found

d. do you not read ? did you not find ?

have you not found ? are you not giving ?

3. Change to the interrogative —

vous etes il n'a pas trouve

les chaises sont le maitre lit

les hommes ont la fille n'e'crit pas

54 ELEMENTARY FRENCH

4. Translate into French —

he is reading the grandfather or the grand- he is sitting in the chair mother we are standing she is at home they go to school a grammar lesson yes or no .a French grammar here is a penholder show me the map where is it ? a map of France

5 . Replace, below, je by il ; by nous ; vous ; elles ; l'61eve ; ses freres. Then, with each subject, change to the negative form ; to the interrogative ; negative-interrogative.

je suis a l'e'oole je lis la lecon

j'ai un livre je montre la carte aux eleves

j'ecris les exercices

B. Translate into French

1. John is not with his brother and sister. 2. Are you writing the grammar lesson on the blackboard? 3. Here is the girl who found the teacher's pencils. 4. The school-teacher is showing his map of France to the pupils. 5. Where did you find my pen? It is here on my desk. 6. Where is the French lesson ? We have a reading lesson today. 7. The man who rings the bell is not my uncle. 8% Show me your notebook ; I am writing my French exercise. 9. Did the boy bring his French book to school today ? 10. Are you reading the book which is on your desk? 11. Do you write your exercises with a pen or with a pencil? 12. Are the children at home today? No, sir, they are at school. 13. The pupil who is sitting on the bench is reading his grammar lesson. 1 4. The girl who is standing in front of the teacher's desk is your niece. 15. Mr. and Mrs. Lebon, Mary's father and mother, are standing at the window.

PLURAL OF NOUNS 55

LESSON SEVEN

PLURAL OF NOUNS

93. Irregular Plurals. It has been stated in Sec. y6 that nouns in French regularly form their plural by the addition of 8.. The following exceptions are important :

a. Nouns ending in s, x, or z remain unchanged.

le fils, the son les fils, the sons

la noix, the nut les noix, the nuts

le nez, the nose les nez, the noses

b. Nouns ending in au and eu, and seven in ou, add x.

Poiseau, the bird les oiseaux, the birds

le neveu, the nephew les neveux, the nephews

le bijou, the jewel les bijoux, the jewels

The seven nouns in ou are

le bijou, the jewel le hibou, the owl

le caillou, the pebble le joujou, the plaything

le chou, the cabbage le pou, the louse

le genou, the knee

Note i. The h in hibou is aspirate : therefore, le hibou. See Sec. 52. Note 2. Other nouns in ou add s.

le trou, the hole les trous, the holes

c. Most nouns ending in al change this termination to aux. le cheval, the horse les chevaux, the horses

Note. For exceptions to this see Sec. 311.

d. The following nouns have irregular plural forms :

le del, the sky les cieux, the skies

Poeil, the eye les yeux, the eyes

56

ELEMENTARY FRENCH

VOCABULARY

l'all<§e/., the path l'animal m., the animal l'arbre m., the tree

le bois, the wood

la bonne, the maid, nursemaid

le chapeau, the hat

le gateau, the cake

gns, gray le journal, the newspaper le manteau, the cloak le monsieur [ma-sjo], the gentle- man le pare [park], the park le sac, the bag

je chante, etc., I sing, etc.

a cote* de, beside

en face de, opposite

voila, there is (are) {calling attention to an object)

il y a, there is (are) (merely stating existence of an object)

Note. Other words used in the exercises below will be foui
in Sec. 93.
Drin EXERCISE
I. Give the plural of —
le nez la niece	Foiseau
le journal votre fils	le ciel
la noix le caillou	son ceil
le fils l'homme	un bijou
le neveu mon animal	le chapeau de Jean
2. Give the singular of —
ses chevaux mes yeux les hiboux	ves manteaux
les enfants les nez deux bras	les sacs

3. Continue —

j'ai deux yeux

je n'ai pas deux nez

je donne un sac de noix

je ne chante pas

je lis les journaux

ne suis-je pas dans les bois ?

PLURAL OF NOUNS 57

4. Translate into French —

there 's my horse he is singing

there is a horse in the park does he sing ?

behind the trees the owl is gray

beside the tree the owl's hole

opposite the park the owls' holes

5. Take from the Model below each noun with the modi- fying word (if any) that precedes it, and then change each from the singular to the plural and vice versa (change un to deux, deux to un).

Model Le Parc

Je suis dans le parc avec les neveux de mon pere. Le parc est en face de ma maison. Les oiseaux chantent dans les arbres. Dans le bois il y a deux hiboux. Le hibou est un oiseau. Voila un homme qui lit ses journaux sur le banc. A cote de l'homme il y a une bonne et les fils de l'homme. Un des fils est sur les genoux du monsieur. Les yeux de l'enfant sont gris. Son chapeau est derriere le banc sur les cailloux de l'allee. Les joujoux et les manteaux des enfants sont dans les bras de la bonne. Elle donne aux enfants les noix et les gateaux qui sont dans son sac. Dans l'allee pour les chevaux il y a un homme et son cheval.

Theme

There is a park opposite my house. In the woods there is a path for the horses. The two horses of my nephews are not in the park. There is a bench! On the bench a maid is reading a book to a child. The child's eyes are gray. He is in the arms of the maid and he has two cakes. The maid reads the lesson on the animals and birds. M Here are two owls. The owl is a bird." Beside the maid, on the bench, are the children's cloaks, hats, and playthings. There 's a gentleman and his sons. He is reading his newspapers.

58 ELEMENTARY FRENCH

Oral

i. Le pare est-il en face de votre maison ? 2. Les oiseaux sont- ils dans les arbres ? 3. Ou sont les arbres ? 4. Le hibou est-il un animal? 5. Lisez-vous les journaux? 6. Ou est la bonne? 7. Qui est sur les genoux de la bonne ? 8. L'enfant est-il dans les bras de la bonne ? 9. 0 11 est l'allee pour les chevaux ? 10. Votre livre est-il sur vos genoux? 11. Vos yeux sont-ils gris? 12. Les chapeaux des eleves sont-ils dans la classe ? 13. Vous et votre frere etes-vous les fils de vos parents? 14. Avez-vous deux genoux? 15. Avez- vous deux nez?

Resume

1. The maid who is on the settee is reading a French book. 2. The man gives the nuts to the children. 3. My nephews found the birds in the trees of my uncle's garden. 4. My aunt is giving the jewels to my sister. 5. My father's horses are in the woods which are opposite his house. 6. Has the man two noses? No, sir, but he has two eyes and two knees. 7. The skies are gray, and the children are not going (vont) to school. 8. There are two owls in the holes of the trees in front of our house. 9. There is the gentleman who brought the cakes and playthings to the pupils.

10. The reading lesson is on the animals and it is not difficult.

1 1. The maid is singing to the child who is in her arms. 12. Where

LA FONTAINE DE MEDiCIS. Paris est fameux pour ses pares, dont 1'un des mieux connus et des plus beaux est celui du Luxembourg. II est situe pres du Quartier Latin, oil demeurent beaucoup des etudiants de Paris, et est tres frequente par les etudiants eux-memes ainsi que par les enfants du voisinage, ces derniers visitant surtout la partie du pare reservee pour leurs jeux. Le jardin est orne de statues et d'autres oeuvres d'art, parmi lesquelles se detache la fontaine de Medicis, encadree de grands arbres, que vous voyez dans la gravure d'a cote. Le batiment que Ton distingue derriere est le palais du Luxembourg, ou le Senat tient ses seances. Ce palais fut construit de 1615 a 1620 pour Marie de Medicis, femme de Henri IV, et fut habite par divers princes et princesses jusqu'a la Revolution.

LA FONTAINE DE M^DICIS

60 ELEMENTARY FRENCH

are the children's hats and cloaks? They are not here. 13. Did not the boy find the cabbages in the gentleman's garden ? 1 4. My son is standing on the pebbles in the path and is singing to his mother. 15. Here is the gentleman who reads his newspapers in the park. 16. He has also a bag of nuts for the animals. 17. Is the French teacher giving a reading lesson or a grammar lesson to his class today? 18. Did you give the French books to the pupils who are seated on the benches? 19. The boys found the nuts which are on the table. 20. Here is the park ; are the birds singing in the woods ?

LESSON EIGHT

AGREEMENT OF ADJECTIVES

94. Agreement of Adjectives. Adjectives in French vary in form to agree with the gender and number of the words they modify.

95. The Feminine of Adjectives is regularly formed by adding mute e to the masculine.

le grand jardin, the large garden la grancle cour, the large yard

96. The Plural of Adjectives is generally formed in the same way as the plural of nouns of similar ending.

le petit garc,on, the little boy les petits gargons, the little boys

le gros chien, the big dog les gros chiens, the big dogs

la grande ville, the large city les grandes villes, the large cities

Note i. Bleu, blue, however, takes s in the plural.

Note 2. An adjective has, therefore, normally four forms : masculine singular and plural, feminine singular and plural ; for example, grand, grands, grande, grandes.

AGREEMENT OF ADJECTIVES 6 1

97. Double Agreement. When the same adjective modi- fies nouns of different gender, it takes the masculine form. His son and daughter are small. Sonjils et sajille sont petits.

98. Feminine of Nouns. A few nouns which may be applied to either sex have a feminine form made in the same way as the feminine of adjectives.

le cousin, la cousine, the cousin un ami, une amie, a friend

Note. Enfant and many other nouns of this type have the same form for both genders.

VOCABULARY

l'ami (/. amie), the friend je joue, etc., I play, etc. beau, beautiful, handsome long, long

bleu, blue parce que, because

charmant, attractive petit, small, little

le chien, the dog la piece, the room

le ciel, the sky plein, full

content, glad pourquoi, why

la cuisine, the kitchen je represents, etc., I represent,^.

je demeure, etc., I dwell, live, etc. le rideau, the curtain

la feuille, the leaf rond, round

la fleur, the flower la rue, the street

gai, cheerful le salon, the parlor grand, large seul, only, alone

gros, big le tableau, the picture, blackboard

haut (Note), high le vase, the vase l'herbe/, the grass vert, green

joli, pretty la ville [vjl], the city

la chambre a coucher, the bedroom la salle a manger, the dining-room etre de retour, to be back de quelle couleur ? of what color ?

Note. The h in haut. is aspirate; see Sec. 52.

62 ELEMENTARY FRENCH

Drin EXERCISE

i. Give all forms (both numbers and genders) of —

petit le votre son

joli charmant bleu mauvais

francais plein seul gai

2. Translate into French —

a large table a big dog

the window is round two beautiful curtains

the pretty leaves the skies are blue

his cousin (/) is attractive full of pictures

the grass is green your friend (/) is glad

the flower is blue the boy and girl are pretty

my little room his brother and sister

3. Replace in the following sentences, making all neces- sary changes in agreement, Jean by Marie ; by vos neveux ; by mes cou sines.

Jean est mon petit ami. II n'est pas grand, mais il est bon. II est ici. II a deux gros chiens. Est-il seul ?

Model _ _.

La Maison

Jean est de retour a la maison. Son oncle a une grande maison parce qu'il a une grande famille. Le salon est tres joli. II a deux grandes et hautes fenetres. Les longs rideaux des fenetres sont tres beaux. Voici une petite table. Elle est ronde. Un tableau represente un jardin. Le ciel du tableau est tres bleu. II y a deux charmants enfants dans le tableau. Le garcon est debout et joue avec un gros chien. La petite fille est assise sur l'herbe. L'herbe est tres verte. Les arbres et les feuilles sont verts aussi. Le jardin est plein de jolies fleurs. Le salon n'est pas la seule piece de la

AGREEMENT OF ADJECTIVES 63

maison. II y a aussi une salle a manger et une cuisine. Les chambres a coucher sont petites mais gaies. La cousine de Jean a apporte un vase de fleurs.

Theme

My aunt is your friend. My uncle's large family lives in a street where the houses are high. We are back at home. Here is the parlor. It is large and has two large and high windows. The long curtains are very beautiful. On the table, which is round, there is a pretty flower in a little vase. The flower is blue. The dining-room and kitchen are small. My bedroom is very cheerful. We are back in the parlor. There 's a beautiful picture ! It repre- sents two children, a little boy and a little girl, who are in a garden full of pretty flowers. On the grass the boy is playing with a big dog. The little girl is seated in the grass under the trees.

Oral

1. Oil l'oncle de Jean est-il? 2. Pourquoi l'oncle de Jean a-t-il une grande maison? 3. De'crivez (describe) les rideaux du salon.

4. Decrivez la table. 5. Oil est le beau tableau? 6. Le tableau represente-t-il un pare? 7. Qui est dans le jardin de l'oncle? 8. Le jardin est-il petit? 9. Avec qui le petit garcon joue-t-il? 10. Nommez (name) les pieces de la maison. 11. Votre maison est-elle haute ? 12. Votre pere a-t-il une grande famille ? 1 3. Avons- nous une table dans la classe ? 1 4. De quelle couleur est le ciel ? 15. De quelle couleur est l'herbe?

Resume

1. The gardens of the city are small, but the grass in the park is green. 2. Did you find the boy's big dog in the street? 3. The sky is blue today and the little boys are going to school. 4. The beautiful birds are singing in the large trees of the woods.

5. The windows of my cousin's bedroom are high, but the cur- tains are not long. 6. I live in a house which has a large kitchen

64 ELEMENTARY FRENCH

and an attractive dining-room. 7. There is a vase full of pretty flowers on the table of the parlor. 8. We are back at home, and are glad because the rooms are very cheerful. 9. The picture rep- resents a large room with four windows and a table. 10. The table is round; a little girl is sitting in an armchair. 11. The leaves of the trees in the yard are very green. 12. A boy is standing under the trees and is playing with a small dog. 13. My friend lives alone in an attractive house of four rooms. 14. Here is the man who found the horses ; they are behind the house. 15. Of what color are your mother's jewels? They are blue and green. 16. The curtains for the windows of Mary's room are blue. 17. The bedrooms of my uncle's house are not large, but they are cheerful. 1 8. Why are the pupils going to the woods today ? 19. The flowers in the girl's garden are blue ; she is giving a flower to her teacher. 20. We are playing in the park, where the grass is high.

LESSON NINE

POSITION OF ADJECTIVES

99. Position of Adjectives. Qualifying adjectives, as a rule, follow the word they modify.

l'arbre vert, the green tree

les tables rondes, the round tables

100. Thirteen Adjectives that Precede. Several of the most common adjectives regularly precede their noun. Among the most important are

beau, beautiful grand, large vieux, old

joli, pretty gros, big jeune, young

vilain, homely petit, little nouveau, new

bon, good long, long

mauvais, bad court, short

POSITION OF ADJECTIVES 65

une jolie femme, a pretty woman deux petits enfants, two tittle children

Note. The position of adjectives is further discussed in Sec. 326. The beginner should put every adjective after its noun unless he knows a definite reason to the contrary.

101. Tout and tel. The irregular adjectives tout (tous, //.; toute, toutes, /.), all, every, and tel (telle, /.), such, require special attention in regard to their position when used with an article.

tout le pays, the whole country, all the country tous les arbres, every tree, all (the) trees tout le monde, everybody (all the world) un tel homme, such a man une telle femme, such a woman

102. Adjectives used as Nouns. The noun which an adjective modifies is often omitted, and the adjective, pre- ceded by an article, then stands alone, taking the gender and number of the noun it represents. This construction is most frequent with nouns that denote persons.

Le Francais est ici. The Frenchman is here.

Une Francaise est ici. A Frenchwoman is here.

Les Francais ont un beau pays. The French (people) have a

beautiful country.

II est avec la petite. He is with the little girl.

J'ai deux pommes ; une verte et / have two apples ; a green one une rouge. and a red one.

Note. Proper adjectives are not capitalized in French when used as adjectives ; they are capitalized when used as nouns. See Sec. 5.

les enfants francais, the French children les Francais, the French (people)

66

ELEMENTARY FRENCH

VOCABULARY

j 'admire, etc., I admire, etc. l'arbre (m.) fruitier, fruit tree

bon, good la campagne, the country (Note) la cerise, the cherry le cerisier, the cherry tree le chemin, the road

chez, at (to) the house of la ferme, the farm le feuillage, the foliage en fleur, in bloom la foret, the forest le gout, the taste

jeune, young

maintenant, now

mauvais [mo-ve], bad le monde, the world

mur, ripe

nouveau, new le noyer, the walnut tree

le pays [pe-i], the country (Note)

plusieurs, several la poire, the pear le poirier, the pear tree la pomme, the apple le pommier, the apple tree il pousse, etc., it grows, etc.

rouge, red je sSpare, etc., I separate, etc. souvent, often

tel (/ telle), such (Sec. 101) tendre, delicate, tender tout (m. pi. tous), all, every

(Sec. 101) tree, very le verger, the orchard le vert, the green vieux, old vilain, homely le village [vi-laig], the village

tout le monde, everybody a la campagne, in the country chez son oncle, at (to) his uncle's

Note. Pays, a geographical unit ; campagne, the rural district, n6t the city.

Driu EXERCISE

I. Give the four forms of the French words for

bad such all blue

ripe glad round green

short

French

round high

my

•POSITION OF ADJECTIVES

67

2. Give the French for — the round window

a green forest

the French children

my good uncle

3. Translate into French —

a. he lives in a beautiful country he lives in the country

the apples on the apple trees we admire his farm the country is in bloom the pears are not ripe

b. all the trees the whole forest every orchard everybody

4. Continue —

the red apples a delicate green a new teacher a very green pear

several roads .

several streets

it has a good taste

at John's house

at my friend's (house)

at John's father's

such a picture

such a flower

all flowers

all my friends

Model

j 'admire un grand arbre

je ne demeure pas a la campagne

suis-je chez ma tante ?

je ne suis pas grand

je lis dans la foret

A la Campagne

Aujourd'hui Jean est a la campagne. Tout le pays est en fleur. Son ami a une grande ferme dans un joli petit village. II y a deux hommes chez son ami, un vieux et un jeune. Le jeune est francais. Le Francois n'est pas ici. II est maintenant dans les bois. Le chemin separe la ferme de la foret. Nous admirons souvent les beaux arbres qui ont un feuillage d'un vert tres tendre. Tout le monde admire une telle foret. Les arbres fruitiers ne poussent pas dans les bois. lis poussent dans le verger. Dans le verger il

68 ELEMENTARY FRENCH

yaun cerisier, un gros noyer, plusieurs pommiers et un poirier. Toutes les cerises sont rouges. Elles ont un bon gout quand elles sont mures. Elles ont un mauvais gout quand elles sont vertes. Les noix dans ma poche sont les noix du* noyer qui est devant vous. Les gros arbres du verger sont tres vieux.

Theme

John is with a young Frenchman at my friend's farm. The French have a beautiful country, but the little village where my friend has his little farm is beautiful also. The whole country is now in bloom. My friend's apple trees, pear trees, and little cherry trees are in the orchard behind the barn, but the big walnut trees are in the forest. There is a ripe pear. It has a good taste. Everybody admires such a pear. Are his pears large or small ? The cherries on the table are red. The old walnut tree produces (gives) the nuts which are on the table of the dining-room. There 's a bad nut, but all the nuts are not bad. The walnut tree is a fruit tree which grows in the woods. The foliage of the beautiful trees beside the road that separates the forest from the farm is of a very delicate green.

Oral

i.Jean est-il a l'ecole aujourd'hui? 2. Le pays est-il beau? 3. Oil est la grande ferme de l'ami de Jean ? 4. Qui est a. la ferme ? 5. Le Francais n'est-il pas dans le bois ? 6. De quelle

LA CAMPAGNE — VUE PRISE D'UN AEROPLANE. Nous avons ici une photographie prise d'un aeroplane, laquelle represente a la lettre un pay- sage tel qu'on ne manque pas, pour ainsi dire, de voir a quelque endroit de la France qu'on aille. Les ecuries, les etables, les hangars forment generale- ment un groupe au centre duquel se trouve la cour, l'abreuvoir, etc. La photo montre bien le morcellement considerable de la propriete en France, beau- coup de ces lots separes les uns des autres par les routes nombreuses qui sillonnent le pays. Tout le terrain est cultive, et, sauf les vergers et une foret par-ci par-la, il n'y a pas d'espaces cultivables qui ne soient pas utilises.

fO ELEMENTARY FRENCH

couleur est le feuillage des arbres? 7. Ou les1 arbres fruitiers poussent-ils ? 8. Les * noyers ne poussent-ils pas aussi dans le verger? 9. Les1 pommes vertes ont-elles un bon gout? 10. De quelle couleur sontles * cerises mures ? 1 1 - Toutes les fleurs sont-elles rouges? 12. Le Francais est-il vieux ou jeune? 13. Les Francois n'ont-ils pas un beau pays ? 1 4. Etes-vous chez votre oncle ? 15. Jean n'est-il pas chez son ami avec le Frangais? 16. Admirez-vous le pays des Francois ? 17. Demeurez-vous a la campagne ?

Resume

1. In every country all the orchards are full of fruit trees.

2. There are, in his orchard, several trees which are now in bloom.

3. All the good pupils write the French exercises at home. 4. When the apples are green, they have a bad taste. 5. Of what color are (the) cherries when they are ripe ? 6. The old curtains which sepa- rate the parlor from the dining-room are very homely. 7. Who gave to the teacher the pretty flowers in the vase which is on her table ? 8. The little girl found the large nuts in the forest under the old walnut trees. 9. All the houses in the little French village are very attractive. 1 o. Do you not admire my sister's pretty cloaks ? 1 1. All her children are now at her father's in the country. 1 2. John's teacher often2 reads the French lesson to his pupils. 13. Such a teacher is dear to the pupils of every school. 14. In my new orchard every pear tree is full of pears. 15. Everybody admires the cherry tree which is growing in our yard. 16. There is a big tree beside the path which separates the garden from the yard. 17. He found the apples under the apple tree, a green one and a ripe one. 18. I admire the delicate green of the foliage of the apple trees. 19. Are they going to school today? No, sir, they are going to his uncle's. 20. There is the Frenchman who gave th French books to John's brother.

1 See Sec. 119. 2 See Sec. no.

IRREGULAR ADJECTIVES 7 1

LESSON TEN

IRREGULAR ADJECTIVES

103. Irregular Feminines. French adjectives regularly form their feminine, as stated in Sec. 95, by the addition of mute e. The following exceptions are important :

a. Adjectives already ending in mute e remain unchanged.

le jeune homme, the young man la jeune femme, the young woman

b. Adjectives ending in f change the f to v on adding e.

II est actif. He is active.

Elle est active. She is active.

c. Most adjectives ending in x change the x to 8 on adding e.

II est heureux. He is happy.

Elle est heureuse. She is happy.

d. The following adjectives, among many others, present special irregularities :

Masculine	Feminine
bas	basse	low
gros	grosse	big, stout
dpais	e'paisse	thick
bon	bonne	good
cher	chere	dear
sec	seche	dry
blanc	blanche	white
long	longue	long
frais	fraiche	fresh
doux	douce	sweet, gentle

72

ELEMENTARY FRENCH

Note i. The first four of these adjectives, as well as those of Sec. 1 04 below, illustrate a common tendency to double a final consonant on the addition of the e.

Note 2. For a more complete list of irregular feminines see Sec. 3 1 2.

104. Two Masculine Forms. The following adjectives, among other irregularities, have two forms in the masculine singular. Of these two forms, the first is used before words beginning with a consonant ; the second, before words be- ginning with a vowel sound.

Masculine
Sing.	Plu.
beau, bel	beaux
nouveau, nouvel	nouveaux
vieux, vieil	vieux
fou, fol	fous
mou, mol	mous

Feminine Sing. Plu.

belle belles

nouvelle nouvelles

vieille vieilles

folle folles

molle molles

un beau tableau, a beautiful picture un bel arbre, a beautiful tree

beautiful

new

old

crazy

soft

VOCABULARY l'air m., the air

l'ecurie/., the stable (for horses) ratable/., the stable (for cattle) la ferme, the farmhouse, farm fort, strong, loud large, broad

neuf, new (Note 2)

noir, black le pr6, the field, pasture

pur, pure la vache, the cow la voix, the voice

de qui ? of (by) whom ? whose ?

a haute voix, aloud

a voix basse, in a low voice

Note i . For other adjectives used in this lesson see Sees. 1 03 and 1 04. Note 2. Neuf, new, in the sense of newly made ; nouveau, new, in the sense of different, newly acquired.

IRREGULAR ADJECTIVES

73

Drill

i. Give all forms of the French words for dry thick . old young

2. Give a French sentence or phrase containing — blanches nouvel jeune deux

broad	white	low
long	seated	dear
big	gentle	good
new {two words)	high	all

heureuse neuve

chere beaux

3. Translate into French —

the cow's stable a thick leaf

the horses' stable she is reading aloud

a large farm a dry nut

a broad path a new friend

4. Continue —

je suis heureux

je chante a voix basse

je ne demeure pas dans une e'curie

je n'admire pas tout le monde

n'ai-je pas trouve une pomme rouge ?

telle	bonne
doux	vieille
	a new house
ud	a dear 1 aunt
	an old aunt
	an active aunt

Model

A la Ferme

La ferme de M. Leblanc, le bon ami de Jean, est une belle maison blanche. Elle est neuve. Dans la cour, qui est longue et large, sont les grandes etables pour les grosses vaches et les ecuries pour les beaux chevaux de la ferme. A cote du verger le gros cheval noir de M. Leblanc est dans le pre oil T'herbe

1 Dear precedes its noun when it means beloved.

74 ELEMENTARY FRENCH

est e'paisse. La petite fille de M. Leblanc est sous le feuillage epais du vieil arbre de la cour. Elle lit a haute voix le nouveau livre d'Anatole France, et elle est heureuse. La petite, assise sur une chaise basse, a une voix tres douce et est Pamie de tout le monde. Son pere est vieux et gros, mais il est tres actif. Sa mere n'est pas tres vieille, et elle est active aussi. lis sont heureux.

Theme

M Where is the little daughter of Mr. Lebon ? " M She is in the yard seated with her mother on a very low bench." Mary is a good little girl. She is very beautiful and gentle. Mary is everybody's friend. Under the thick foliage of the old tree of the yard she is reading aloud to her mother the new book by (of) Anatole France. The mother of the little girl is an active woman ; she is not old. Her husband is old. He is stout, but he is active also. Mr. Lebon's farmhouse is new. It has a beautiful yard. The big cows are not in the stable, which is long and low. They are in the thick, green (thick and green) .grass of the field. Two of the cows are black. The air of the country is dry and pure.

Oral

i. De quelle couleur est la maison de M. Leblanc? 2. Est-elle vieille ou neuve? 3. Oil sont les etables de la ferme? 4. Les beaux chevaux de M. Leblanc sont-ils a l'ecurie? 5. M. Leblanc a-t-il un enfant ? 6. Ou est sa petite ? 7. Lit-elle a haute voix ou a voix basse? 8. De qui est le livre? 9. A qui lit-elle? 10. Pour- quoi la petite est-elle heureuse ? 11. A-t-elle une forte voix ? 1 2. Sa mere est-elle jeune? 13. Votre pere est-il vieux? 14. Etes-vous assis sur une chaise basse ? 15. Votre mere est-elle active ?

Resume

1. In the orchard the leaves of the trees are fresh and green.

2. My uncle's black cows are in the pasture behind the farmhouse.

3, My friend's new house is in a pretty French village beside an

IRREGULAR ADJECTIVES 75

attractive road. 4. Mr. Lebon's daughter has a sweet voice ; she is reading aloud to her father. 5. A Frenchman gave (to) my nephews the white horses which are in the stable. 6. In the country all children are strong because the air is pure. 7. My dear mother often sings to her children when they are at home. 8. The old man who is standing at the window is the friend of all the animals.

9. A crazy woman lives in the white house behind the woods.

10. The apples which are on the trees are red, but they are not ripe. 1 1. Show me the new book by (of) Rend Bazin which is on the round table. 12. The little boy sitting in front of the low table is everybody's friend. 13. We have two big cows in the stable, a red one and a white one. 1 4. John's sisters are now writing the long French exercises. 15. In the field the grass is green and thick. 16. My aunt lives in a small house, but she is happy and cheer- ful. 17. Where did you find the red flowers? They are very beautiful. 18. The Frenchwoman is not young, but she is strong and active. 19. He is reading the French lesson in a low voice before the class. 20. The old owls are in the holes of the old tree.

REVIEW

(Lessons Seven to Ten) A. General Drill

1. Give the exceptions to the regular formation of the plural of nouns and adjectives. Illustrate.

2. Give the list of nouns ending in ou that form the plural by adding x.

3. Give the plural of —

homme ciel genou joli votre

bras trou ceil tout nez

doux animal heureux beau assis

76

ELEMENTARY FRENCH

4. Give the feminine singular of — jeune actif le

cher sec bon

fou tel vieux

5. Give all the forms of — mauvais vieux tout rouge blanc nouveau

6. Express in French — a young man the white horse your pretty house

7. Translate into French the leaves are green two eyes a French picture every house

bas mou

a low voice a new friend my dear friend

tout

doux

ami

heureux votre

frais

enfant

epais

beau joli

a new house a short road a long lesson

such a house all houses all the house everybody the old woman

the new cloak and the old one

we are back

a house of four rooms

a beautiful dining-room

the white owl

there is a boy

here is a good pear

there 's a bad pear

there is a tree in the yard

parentheses by the correct

8. Replace the words in French forms :

Le (old) homme est (happy). (His good) femme est (old), mais elle est (beautiful). (Her) fils a (two young) filles. (They) sont (small), mais tres (sweet) et (pretty). (The whole) famille demeure dans une (new white) maison sous un (old green) arbre.

B. Translate into French

1. The old woman lives alone in the white house. 2. Such a girl is everybody's friend. 3. All the pupils are reading the French lesson aloud. 4. Is the stable for the horses in the yard ? 5. All

COMPARISON OF ADJECTIVES 77

the birds are now in the thick forest. 6. Where are the child's playthings ? 7. Do you not write the French exercises at home ? 8. In my new orchard all the cherry trees are in bloom. 9. There are two cows in the pasture, a white' and a black one. 10. When the apples are ripe they are of a red color. 11. Everybody admires her beautiful black eyes. 12. We are writing the long grammar lesson on the blackboard. 13. Such a woman is a friend of all the children of the village. 14. In the country the grass is now fresh and green. 15. The Frenchman is showing the French books to his friends. 1 6. John's father and mother are old, but they are very active. 17. The leaves of the pear tree are dry, but the pears are sweet and good. 18. All the girls are back at home and they are happy. 19. Show me the old owls which are in the old walnut tree. 20. The maid is singing in a low voice to the children.

LESSON ELEVEN

COMPARISON OF ADJECTIVES

105. Regular Comparison. The comparative degree of adjectives is regularly formed by prefixing plus, more ; the superlative, by prefixing the proper form of the definite article to the comparative. Thus : grand, plus grand, le plus grand, large, larger, largest.

grand cheval, large horse

plus grand cheval, larger horse

le plus grand cheval, largest horse

une belle dame, a beautiful lady

une plus belle dame, a more beautiful lady

la plus belle dame, the most beautiful lady

deux jolis enfants, two pretty children deux plus jolis enfants, two prettier children les plus jolis enfants, the prettiest children

78 ELEMENTARY FRENCH

Note i. The prettier picture of two and the prettiest picture of more than two are alike in French, le plus joli tableau.

Note 2. An adjective that follows its noun in the positive follows

it also in the comparative and superlative. Observe the repetition of

the article.

le ciel le plus bleu, the bluest sky

Note 3. When a possessive adjective is used before a superlative, the definite article is not required.

mon plus cher ami, my dearest friend

106. Irregular Comparison. The following three adjec- tives are usually compared irregularly :

bon, good meilleur, better le meilleur, best

mauvais, bad pire, worse le pire, worst

petit, little moindre, less le moindre, least

Note. Petit is compared regularly when it means small in size. My house is smaller. Ma maison est plus petite.

But the least occasion la moindre occasion

107. Comparison Downward. To express less and least degrees, moins, less, and le moins, least, are prefixed.

II est moins poli. He is less polite.

Son frere est le moins poli. His brother is least polite.

108. Comparative Connectives. In comparative sentences than is expressed by que, as ... as by aussi . . . que, so . . . as, in negative expressions, by si . . . que.

The boy is taller than his sister. Le gar con est plus grand que sa

sceur. He is as rich as his brother. II est aussi riche que son frere.

She is not so beautiful as her Elle n'est pas si belle que sa mother. mere.

Note. In after superlative expressions is de. The most beautiful woman in (of) La plus belle femme de la ville. the city.

COMPARISON OF ADJECTIVES 79

VOCABULARY

Page m., the age malade, sick

ag£, old (in years) (Note) meilleur (le), better (best)

agreable, pleasant moindre (le), less (least)

aimable, kind naturellement, naturally, of

attentif , attentive course

avanc£, advanced l'occasion/., the occasion

le camarade, the chum, comrade paresseux, lazy

cependant, however pire (le), worse (worst)

enclasse, in class poli, polite

aucontraire, on the contrary riche, rich

different, different robuste, sturdy

gai, cheerful, merry studieux, studious

grand, tall, large je tombe, etc., I fall, etc.

intelligent, bright toujours, always

Jeanne, Jane vif, lively bien (mal) 61ev6, well-bred (ill-bred) a la moindre occasion, on the least occasion

Note. Age" is used to define anyone's age, whether old or young; vieux means advanced in years, not young.

jy ... EXERCISE

i. Compare upward and also downward — grand beau cher avance

petit bonne mauvais vive

2. Compare (upward simply) —

vieille dame belles filles un homme aimable

mauvais garcon la chambre haute ma petite sceur

3. Form sentences or phrases in French containing — moins belle si grand que meilleurs agee aussi petit que bien e'levees la pire plus polis

80 ELEMENTARY FRENCH

4. Translate into French —

he is better than you she has a better book than you

he is not so good as you she has the best book

the best boy in the class the pretty house

she is not so attractive as your the prettier house (of the two)

friend the prettiest house (of all)

John is older than Charles my best friends

5. Continue —

je suis plus grand que l'enfant

suis-je aussi robuste que vous ?

je ne suis pas si riche que son frere

j'ai le banc le plus bas de la salle de classe

Model les Deux Camarades d'Ecole

J'ai deux camarades, Jean et Charles. Jean demeure a Paris, la plus belle ville du monde. Charles demeure dans une ville plus grande mais moins belle. Jean est riche ; ses parents ont une grande maison. Charles n'est pas si riche que Jean. Sa maison est moins grande ; elle est cependant aussi belle. Elle n'est pas si vieille. Jean est plus age que Charles. II est grand et robuste. Charles est aussi grand mais moins fort. II est bien eleve, poli, et toujours aimable. Jean, au contraire, est mal eleve. II n'est pas si agreable que son camarade et est moins poli. En classe il est paresseux. Charles est plus studieux. Jean est naturellement moins avance' parce qu'il n'est pas si attentif en classe. II est cependant aussi in- telligent que Charles. Charles est le meilleur des deux et mon plus cher ami. Jean n'est pas cependant le pire des garcons de son age.

Theme

Jane and Mary are two well-bred girls, but very different. Jane is very merry and lively ; Mary is not so pleasant. Jane is the younger and the less strong. She is less sturdy than Mary, who

COMPARISON OF ADJECTIVES 8 1

is the taller and also the elder of the two. Mary is not so kind as Jane, who is more attractive than she. Jane is, however, less handsome. The two girls sing well. Mary has the stronger voice, but her voice is less pleasing. Jane's voice is less strong. Jane is not so sturdy as Mary. She falls sick on the least occasion. Mary is the brighter of the two, but she is not the best pupil in her class. She is, however, not so attentive as Jane, who is always more studious. They live in the most beautiful street in the city.

Oral

i. Jean n'est-il pas riche? 2. Qui est le plus riche, Jean ou Charles? 3. La maison de Charles est-elle aussi grande que la maison de son camarade ? 4. Qui est le plus age, Jean ou Charles ? 5. Charles n'est-il pas le plus jeune? 6. Est-il plus grand que Jean ? 7. Jean est-il aussi bien eleve que Charles ? 8. Qui est le moins studieux, Jean ou Charles ? 9. Jean n'est-il pas aussi avance que Charles ? 1 o. Qui est le meilleur des eleves, Jean ou Charles ? 1 1. Pourquoi Charles est-il plus avance que Jean ? 12. Demeurez- vous dans la plus belle rue de la ville? 13. Etes-vous aussi age que le maitre ? 14. Tombez-vous malade souvent ? 15. Etes-vous tou jours attentif en classe ?

Resume

1. His sons are better than his nephews. 2. Who has the most beautiful jewels in the city ? 3. He falls sick when the teacher gives a long French lesson. 4. The boys are younger than the girls and are also more active. 5. The grass is greener in the meadow than in the forest. 6. Is she more attentive in class than your daughter? 7. Jane is less studious than Mary, but more lively. 8. Her sons, on the contrary, are lazier than your children. 9. Bertha is the least intelligent girl in the whole class. 10. Natu- rally she is less advanced than the girls of her age. 1 1. The French woman is as tall as my mother. 12. Mary is the elder of the two

82 ELEMENTARY FRENCH

sisters. 13. My chum is, however, the eldest in the family. 14. Jane is very different from her younger sister. 15. His horses are the largest in the world. 16. On the least occasion he reads aloud his grammar lesson. 1 7 . Everybody admires a well-bred child. 18. Such a son is, of course, dear to his parents. 19. The best nuts are dry when they are ripe. 20. The merriest pupils are not always the brightest.

LESSON TWELVE

ADVERBS AND THEIR COMPARISON

109. Formation of Adverbs. Many French adverbs are formed by adding ment to an adjective.

This syllable ment is added

a. To the masculine of an adjective when it ends in a vowel.

joli, pretty joliment, prettily

b. To the feminine when the masculine ends in a consonant.

doux, douce, sweet doucement, sweetly

Note. French has, of course, many adverbs not thus formed from adjectives; for example, bien, well) tre3, very.

110. Position of Adverbs. An adverb modifying a finite verb usually directly follows it ; it never directly precedes it, as it does sometimes in English.

He writes at the board well. 77 ecrit bien au tableau.

We often read. Nous lisons souvent

Note. In a compound tense, as the past indefinite, short, simple adverbs are usually placed between the form of avoir and the past participle.

You wrote well. Vous avez bien ecrit.

You wrote at length. Vous avez ecrit longuement.

ADVERBS AND THEIR COMPARISON

83

111. Comparison of Adverbs. Adverbs are compared in the same way as adjectives. As they undergo no variation for agreement, the form of the article in the superlative is always le.

souvent, plus souvent, le plus souvent, often, qftener, oftenest

112. Irregular Comparison. The following four adverbs are compared irregularly :

beaucoup, plus, le plus bien, mieux, le mieux mal, pis, le pis peu, moins, le moins

much, more, most well, better, best badly, worse, worst little, less, least

113. Adverbs of Quantity. The following common ad- verbs denoting quantity are often used with the force of nouns. In this construction they take de before a following noun.

assez, enough

autant, as much, as many

beaucoup, much, many, a great

deal combien? how much? how many?

Le maitre a beaucoup d'eleves. Elle a trop d' argent. II a autant de fils que de filles. J'ai assez d'argent.

J'ai peu de livres.

moins, less, fewer

peu, little, few

plus, more

tant, so much, so many

trop, too much, too many

The teacher has many pupils. She has too much money. He has as many sons as daughters. I have money enough {enough of

money). I have few books.

Note. When these words are used in a strictly adverbial sense, without a dependent noun, they do not require de.

II ecrit trop souvent. II lit assez bien.

He writes too often. He reads well enough.

84

ELEMENTARY FRENCH

VOCABULARY

l'argent m., the money

autre, other le chateau, the castle la chose, the thing la croix, the cross

donne\ given de droite, right-hand

encore, still, yet

fier [fje:r] (/. fiere), proud en France, in France

g6ne*ral, general

g6ne>eux, generous la guerre, the war

jaloux, jealous

leur {pi. leurs), their la page, the page

Note. For additional words

pauvre, poor

pendant, during je pense, etc., I think, etc. le plaisir, the pleasure

que, that (conj.)

quelquefois, sometimes

rare, rare la robe, the dress

seulement, only le soldat, the soldier

sur, sure la tour, the tower je travaille, etc., I work, etc.

travail^, worked

un, one, a les vetements m., the clothes

see Sec. 113.

Drill

1. Compare

EXERCISE

bien souvent petit beaucoup mal
bon peu sur mauvais rarement
2. Form the adverbs meaning —
actively dearly	generally
prettily surely	proudly
3. Express in French —
he reads much more friends	less money
much money more attractive	fewer benches
a little money apples enough	as much money
a little boy less attractive	too many rules
how much money a great deal of chalk	too surely

ADVERBS AND THEIR COMPARISON 85

4. Translate into French —

she is better than Mary on the left-hand page

she is the best girl in the city he rarely works

she rarely reads he worked well

she gives generously she is sure of her friend

she has several dresses she surely is jealous

she has many dresses I have too many pleasures

she has money enough I am too poor

they are proud of their clothes you are less advanced

in France you have less ink

5. Continue —

j'ai trop de leQons

n'ai-je pas assez d'amis ?

je suis le meilleur e'leve de la classe

je travaille le mieux

Model LES Riches et les Pauvres

Dans tous les pays il y a generalement beaucoup de pauvres et peu de riches. Les pauvres ont peu d'argent ; les riches ont beaucoup d'argent. Les riches ont plus d'argent que les pauvres. Les pauvres ont moins d'argent que les riches. Les pauvres n'ont pas assez d'argent. lis pensent quelquefois que les riches ont trop d'argent, de maisons et de beaux vetements. lis sont jaloux des riches. Les pauvres ont souvent autant d'amis que les riches, mais ils n'ont pas tant de plaisirs. Les pauvres sont souvent aussi heureux que les riches; ils ne sont pas cependant si fiers. Les femmes des riches ont beaucoup de beaux bijoux et de belles robes. Les enfants des pauvres ont moins de joujoux que les enfants des riches. Les riches donnent beaucoup de joujoux et d'autres choses aux petits enfants des pauvres. Pendant la grande guerre les riches et les pauvres ont donne tres ge'nereusement aux soldats et aussi a la Croix-Rouge. Naturellement les riches

86 ELEMENTARY FRENCH

ont donne plus que les pauvres. Les petits ont donne moins que leurs parents. En France les riches ont beaucoup de chateaux. Voici, sur la page de droite, un des grands chateaux. Combien de tours a-t-il ? Est-il plus beau que les maisons de votre pays ?

Theme

The rich live most often in the prettiest houses in the city. They do not always work the most; they have, however, more money than the poor. The poor have naturally fewer pleasures because they have not so much money. They have generally not enough money. They have very often a large family, and have rarely too much money. Happily the rich, who are sometimes generous, give much to the children of the poor. The children of the poor have few playthings, and their mothers have still fewer jewels, but they are happy and have as many friends as the rich. On the other page there is a castle. It is surely very beautiful. Has it enough towers? How many towers has it? The richest man in my country has a castle also. He has given a great deal to the soldiers during the great war.

Oral

i. Qui a le plus d'argent, les riches ou les pauvres? 2. Les pauvres ont-ils plus de vetements que les riches ? 3. Ne sont-ils pas jaloux des riches ? 4. Ont-ils moins d'amis que les riches ? 5. Ont-ils autant de plaisirs? 6. Les femmes des riches ont-elles

LE CHATEAU DE CHAUMONT. La France est parsemee, particulierement au centre, d'un grand nombre de chateaux. Quelques-uns de ces chateaux etaient autrefois des forteresses, mais furent plus tard amenages pour servir de residences. lis furent construits, pour la plupart, aux quinzieme et seizieme siecles. Leur exterieur imposant et l'interieur richement decore ont ete une inspiration aux architectes, un grand nombre de proprietes americaines en montrant les traits caracteristiques. Un des chateaux les plus interessants de la region de la Loire est celui de Chaumont.

88 ELEMENTARY FRENCH

assez de robes ? 7. Qui a le plus de joujoux, les enfants des riches ou des pauvres? 8. A qui les riches donnent-ils ge'nereusement ? 9. Quand les riches ont-ils donne aux soldats ? 10. Ont-ils donne seulement aux soldats? 11. Les petits ont-ils donne autant que leurs parents ? 12. Combien de tours a le chateau de la page 87 ? 13. N'a-t-il pas trop de f enetres ? 14. A-t-il autant de portes? 15. Qui est l'homme le plus riche de votre pays ?

Resume

1. Her youngest brother has more horses than John. 2. Here is one of* the most beautiful castles in the world. 3. The Red Cross gave many things to the soldiers during the war. 4. The rich have rarely too much money. 5. The girl surely has as many pleasures as a boy. 6. The generous women of the city are giving many playthings to the children. 7. How much money does he have ? 8. There are generally more boys than girls in my French class. 9. Does Mary sing better than the other sisters? 10. John is the least studious boy in the whole school. 1 1 . Jane reads badly, but Mary reads the worst of all the girls. 12. The French woman has more beautiful dresses than my sister. 13. His eldest son has not clothes enough for his children. 14. We think that he is still the richest man in the country. 15. At school we sometimes read aloud the reading lesson. 16. You have few books, but Jane has fewer books than you. 17. The beautiful castle on page 87 has many high towers. 18. Most often I write my French exercises at home. 19. Their nephews work a great deal in the country. 20. There are still more castles in France than in my country.

Proverbes

C'est le premier pas qui coute. fc Le chemin le plus long est souvent le plus court.

Plus on se h&te, moins on avance. Le mieux est Tennemi du bien.

THE PARTITIVE CONSTRUCTION 89

LESSON THIRTEEN

THE PARTITIVE CONSTRUCTION

114. The Partitive Idea. The use of a noun to represent an indefinite part of its class of objects is called the parti- tive use. In English this idea is expressed by some or any, which, however, are often omitted when the thought is clear without them ; thus, / have some bread, or / have bread \ I have not any bread, or I have no bread.

115. The Partitive Construction. The partitive idea is expressed in French by de with the proper form of the definite article. The contractions noted in Sec. yy take place.

some (any) bread, du pain some (any) water, de Veau

some (any) meat, de la viande some (any) books, des livres

She has some coffee. Elle a du cafe.

You always have friends. Vous avez toujours des amis.

Have you (any) apples ? Avez-vous des pommes ?

He gives money to the children. 71 donne de V argent aux enfants.

Note. The partitive sign is repeated before each noun.

There are bread and meat on the II y a dupain et de la viande sur la table. table.

116. Article Omitted. The partitive idea is expressed by de alone, without the article,

a. When the noun is the direct object of a negative verb.

I have no (not any) bread. Je n'ai pas de pain.

I have no (not any) ink. Je n'ai pas d*encre.

He has no (not any) pen. 77 n^a pas deplume.

There are no (not any) pens. II rty a pas de plumes.

90

ELEMENTARY FRENCH

&. When the noun is preceded by an adjective.

I have (some) good bread. fai de bon pain.

There is some old wine on the II y a de vieux vin sur la tablt. table.

But when the adjective follows the noun, the article is used.

I have some fresh water. fai de Veau fraiche.

Note. The use of de without the article after adverbs of quantity (Sec. 1 1 3) must not be confused with the partitive construction.

John has many books. Jean a beaucoup de livres.

John has some books. Jean a des livres.

117. Nouns of Measure or quantity are followed by de without the article.

a pound of meat, une livre de viande a glass of water, tin verre d'eau

VOCABULARY

achetS, bought j'aime, etc., I like, love, etc. l'assiette/, the plate

autour de, around la banane, the banana le bceuf , the beef la bouteille, the bottle le cafe\ the coffee

chaque, each le couteau, the knife la cuiller [kiri-je:r], the spoon le cuisinier, the cook (m.) la cuisiniere, the cook (/)

d6ja, already le dessert, the dessert le diner, the dinner

l'eau/, the water les 6piceriesy!, the groceries

6t6, been la fourchette, the fork le fruit, the fruit les fruits, the fruit (collectively) le haricot vert, the string bean la laitue, the lettuce le legume, the vegetable le marchi, the market au marchi, to market la nappe, the tablecloth notre (pi. nos), our l'orange/., the orange le pain, the bread la place, the place

THE PARTITIVE CONSTRUCTION

91

la pomme de terre, the potato je prepare, etc., I prepare, etc.

pr6par£, prepared

quant a, as for la salade, the salad

la serviette, the napkin la tasse, the cup le verre, the glass la viande, the meat le vin, the wine

EXERCISE

Drill

1. Translate into French —

a. he has a horse

we have some horses has he any white horses ? she has horses you have no white horses they have no horse

b. some red apples some red wine some red fruit

" some bad fruit enough fruit

c. around the house each knife

each fork

as for the dessert

our meat

I have some good horses we have no coffee she has coffee she has black coffee she has good coffee have we the coffee ?

too much fruit

a glass of water

the water

little cups

a bottle of black coffee

our spoons

I have been in France she bought a dress she brought a dress do you like my salad ?

2. Replace the parentheses by French forms :

II a (some) cafe. Elle a (no) viande. J'ai (no) assiette. Ont-ils (any) cuillers ? Vous avez (little) viande. J'ai (little of the) salade. Elle a (not any) legumes. lis ont (some) bon bceuf. A-t-elle (any) fleurs blanches ?

92 ELEMENTARY FRENCH

Model Le Diner

Mon pere a des amis a diner aujourd'hui. II a donne de l'argent a ma mere. Elle a ete au marche et a achete beaucoup de choses pour le diner: des epiceries, du pain, des legumes, de la viande et des fruits. Elle n'a pas achete de cafe. Elle a assez de cafe a la maison. Pour legumes il y a des pommes de terre, des haricots verts, et de la laitue tres fraiche pour la salade. Quant a la viande, ma mere a achete du bceuf. Elle n'a pas achete beaucoup de fruits parce qu'ils sont chers. Pour le dessert elle a achete seulement des pommes, de bonnes oranges, de belles bananes et une bouteille de bon vin. Notre salle a manger est grande. Autour de la table ronde il y a des chaises. Sur la table il y a une nappe blanche et de belles serviettes ; a chaque place une assiette, une fourchette, un couteau, de grandes et de petites cuillers et des verres. Nous avons de bonnes choses pour le diner. II est ge'neralement bon parce que nous avons une bonne cuisiniere.

Theme

Today my mother has been to market because we have friends of my father at dinner. My father gave some money to my mother, and with the money she bought some fresh vegetables, meat, bread, groceries, and good fruit. My mother did not buy any coffee; she has coffee enough for the dinner. After (the) dinner we always have black coffee. Do you not like a cup of black coffee after your dinner ? As for meat, my mother bought some beef. We like (the) beef much. She found good vegetables, new potatoes, very tender string beans, and lettuce for the salad. The lettuce is very fresh. We have fruit from our orchard, but my mother has bought good oranges, and also some bananas, which are very dear. Of course she bought a bottle of wine, which is already on the table of the dining-room. A large white tablecloth and some napkins are on the table, and at each place there are plates.

THE PARTITIVE CONSTRUCTION 93

Oral

1. Qui (whom) votre pere a-t-il a diner aujourd'hui ? 2. Oil votre mere a-t-elle e'te ? 3. A-t-elle achete de la viande ? 4. Les fruits sont-ils chers ? 5. Pourquoi votre mere n'a-t-elle pas achete de cafe? 6. A-t-elle trouve' des le'gumes ? 7. Votre mere n'a-t-elle pas assez de fruits dans son verger? 8. Vos parents ont-ils une bonne cuisiniere ? 9. La nappe est-elle sur la table de la salle a manger ? 10. De quelle couleur est la nappe? 11. Oil sont les serviettes? 12. Les cuillers sont-elles petites ou grandes? 13. Qui a prepare la salade ? 1 4. Avez-vous du vin sur la table de votre salle a manger? 15. Avez-vous toujours de la viande ?

Resume

1. Do you have friends at dinner today? 2. Yes, sir, and our mother has already been to market. 3. The cook has bought fresh lettuce for the salad. 4. Happily she has found some good string beans. 5. Did not your mother buy any potatoes today ? 6. As for the fruit, she. found only some big red bananas. 7. At each place there is a knife, a fork, and some spoons. 8. The large glasses are for the water and the smaller ones for the wine. 9. Show me your pretty white tablecloth and your beautiful napkins. 10. In our dining-room there are always chairs around the table. 1 1 . The cook is preparing beef and vegetables for the dinner. 12. We are having some large sweet oranges for (the) dessert. 13. Often we like some fresh nuts with the oranges. 14. The cook has brought a piece of tender beef on each plate. 15. After a good dinner do you not like a cup of black coffee? 16. There is no fresh water in the house. 17. My father found many big cabbages at the other market. 18. Have you fresh bread enough for the dinner? 19. I like a dinner in the woods with the whole family. 20. Did your cook also buy some groceries for your mother ?

94 ELEMENTARY FRENCH

LESSON FOURTEEN

USES OF THE ARTICLES

118. Articles in French are used, in the main, as in Eng- lish ; important cases where the two languages differ follow.

119. The General Sense. Common nouns take the defi- nite article in French when they are used in a general or inclusive sense ; that is, when they refer to the whole of a class of objects.

Men are mortal. Les hommes sont mortels.

Glass is useful. Le verre est utile.

Ripe strawberries are red. Les /raises mures sont rouges.

I love good children. J'aime les bons enfants.

Vice is odious. Le vice est odieux.

Life is short. La vie est courte.

Note i . The last two sentences above illustrate the general use of the article with abstract nouns, which represent an entire quality or con- ception rather than a class of objects. '

Note 2. The general sense must be carefully distinguished from the partitive use.

She loves flowers (as a class). Elle aime lesfleurs.

She has (some) flowers. Elle a desfleurs.

Birds {general) have wings (parti- Les oiseaux ont des ailes.

live).

Note 3. The use of the article in French is so extensive, for one reason or another, that the student should never use a common noun without an article, possessive adjective, or some similar word, unless he has a definite reason for such omission. Such reasons are found in Sees. 121 and 149.

We have meat for dinner. Nous avons de la viande pour le diner.

Morning is the best part of the day. Lemattn est la meilleure partie du jour.

USES OF THE ARTICLES 95

120. Proper nouns take the definite article in French

a. When preceded by a title or adjective (except in direct address).

Marshal Foch, le marechal Foch little Charles, le petit Charles beautiful France, la belle France

b. When they are the names of countries or other large geographical divisions.

France is beautiful. La France est belle.

America saved Europe. L'Amerique a sauve VEurope.

Note. Most names of countries ending in e are feminine; most others are masculine. Before feminine singular names of countries, in and to are expressed by en ; before masculine and plural names of countries, by a. The definite article is omitted after en, and also after de when it means/raw, with feminine names of countries ; but with mas- culine and plural names the article is used. London is in England. Londres est en Angleterre.

He is going to Italy. // va en Italic

She is coming from Germany. Elle vient d'Atiemagne.

They live in Canada. Its demeurent au Canada.

We live in the United States. Nous demeurons aux iZtats-Unis.

He is coming from Japan. # // vient dujapon.

121. The Indefinite Article is not used in French before an unmodified predicate noun denoting profession, rank, nationality, and the like.

I am a soldier. Je suis soldat.

She is a queen. Elle est reine.

His friend is an Englishman. Son ami est anglais.

Note. The small a of anglais shows that in such a sentence the word appears to the French as an adjective.

But the article is used when the predicate noun is modified. My friend is a good teacher. Mon ami est un bon maitre.

John is a soldier of France. Jean est un soldat de la France.

96

ELEMENTARY FRENCH

VOCABULARY

les Alpes/., the Alps americain, American anglais, English l'Angleterre/., England le Canada, Canada la capitale, the capital dit, says, said en, in, into, to les Etats-Unis /#., the United States l'&ranger (/ -ere), the for- eigner l'Europe/, Europe le fleuve, the river (Note)

jamais, ever le lac, the lake

Londres m., London le marshal, the marshal

le mont, the mount

la montagne, the mountain

odieux, odious Fouest [west] m., the west h l'ouest, in the west

Paris m., Paris la population, the population

quel ? (/. quelle ?) what ? la riviere, the river (Note) la Seine, the Seine

servi, served la Tamise, the Thames le Texas, Texas

utile, useful

va, goes, is going le vice, the vice

vient, comes, is coming

visiter, to visit

Note. Fleuve generally means a large river ; riviere, a smaller one.

Drill

I . Express in French —

a. horses are useful

good students are attentive boys are taller than girls vice is odious

c. he is a teacher

his brother is a teacher John is a good teacher we have a teacher

EXERCISE

b. they have horses he has good pupils some boys are here I have no fork

d. she is French

she is an American she is a French cook we have a French lesson

USES OF THE ARTICLES 97

2. Express in French —

is she in France ? in Canada

she is in France he is going to Germany

in the United States it is in the city

in England from Paris

3. Translate into French —

leaves are green from England

he is a soldier France is rich

England is small little John

owls have big eyes his father is a polite man

4. Select all the nouns in the Model that are used in the general sense ; in the partitive sense.

Model La France

La France est un tres beau pays. Elle est a l'ouest de l'Europe. Elle est beaucoup plus petite que les litats-Unis. Elle est plus petite que le Texas, mais sa population est plus grande. Les Francais sont vifs et gais. La France est un vieux pays. En France il y a des montagnes qui sont tres hautes. Les montagnes sont toujours tres jolies aux yeux des etrangers. La plus haute montagne est le mont Blanc. La France a de grands fleuves. II n'y a pas de grands lacs. Paris est la capitale de la France. Paris est sur la Seine. Les villes qui sont aussi belles que Paris sont rares. Londres, sur la Tamise, est en Angleterre et est la capitale du pays. Les Anglais vont souvent en France. II y a des Francais a Londres et des Anglais a Paris. Avez-vous jamais visite Paris ? II y a des Francais aux £tats-Unis. J'ai un ami qui a ete soldat pendant la grande guerre. II a servi sous le mare'chal Foch. Le marechal Foch est un grand general. Les bons generaux sont rares.

98

ELEMENTARY FRENCH

Theme

France is an old country. Paris, which is the capital of the country, is on the Seine. Foreigners often visit Paris. There

are many Americans in Paris, and there are French people (Sec. 102) in the United States. The English often go to France too. There are English who live in Canada. Your brother is not an American. He comes from Canada, where he is a soldier. He has been in France. He says that war is odious. France is in the west of Europe. The country is smaller than Texas, but it has a greater population. In France there are very high mountains. Mont Blanc is the highest mountain in the Alps. France has great rivers. Rivers are useful.

Oral

1. Votre ami est-il soldat?

2. Qui est le mare'chal Foch ?

3. La France est-elle plus grande que les fitats-Unis ? 4. Oil est la France ? 5. La France a-t-elle des fleuves ? 6. Les fleuves ne sont-ils pas utiles? 7. Quelle est

le marfxhal foch

Foch, general en chef, commandant les armees de tous les Allies a la fin victorieuse de la grande guerre, op- cupait encore dans Parmee franeaise, en 191 4, une position subordonnee. II s'etait consacre, toute sa vie, a Petude et a. l'enseignement des tac- tiques militaires. Ses qualites de com- mandant devinrent si evidentes que son elevation au supreme commande- ment etait inevitable. II a ete fait, de- puis, marechal de France et membre de PAcademie. Voir page 20

la capitale de la France ? 8. Sur quel fleuve est Paris? 9. N'avez-vous pas ete a Paris? 10. Les etrangers ne visitent-ils pas Paris? 11. Etes-vous francais ou

USES OF THE ARTICLES 99

americain? 12. Le Canada est-il en Amerique? 13. Avez-vous ete au Canada ? 1 4. Quelle est la capitale des fitats-Unis ?

Resume

1. All Americans love France. 2. Good apples are dear now. 3. There are often little lakes on high mountains. 4. In the west of Europe there are four long rivers. 5. All countries are not so small as England. 6. Paris, the largest city of France, is on a long river. 7. Friends are useful ; have you many friends ? 8. Marshal Foch, one of the best generals of the great war, is a Frenchman. 9. Foreigners do not always love the United States. 10. Such men are odious to all friends of America. 1 1 . The population of France is less than the population of the United States. 12. He is at Paris, but his sister is in England. 13. Little Charles has the best books in the house. 1 4. Englishmen admire the Thames ; they love also forests and mountains. 15. My aunt is a teacher and reads French books well. 16. Young Leblanc is a good soldier; he served in France under General Pershing. 17. Canada is larger than England; many French live in Canada. 18. I have a friend who visits Europe often. 19. Chalk is useful to pupils at school. 20. My chum has some good nuts, but he has no big oranges.

REVIEW

(Lessons Eleven to Fourteen) A. General Drill

1. Compare the French adjectives meaning —

pretty poor proud

good little bad

2. Compare the French adverbs meaning —

often little badly

well proudly much

IOO ELEMENTARY FRENCH

3. Compare downward —

grand cruellement age

4. Form the adverbs meaning —

richly happily rarely

prettily usefully jealously

5. Define the partitive construction. How is it expressed in French ? When is the article omitted ?

6. 1/anslate into French, and complete by inserting in the blanks in turn the word for bread, meat, water, apples : we have some more

he has enough

has she any ? how much (many) ?

I have no most

you have some good good

7. Give three cases where the definite article is used in French but not in English. Illustrate.

8. Give French sentences containing —

meilleures sur jouent

agee Canada mieux

leurs en ete

sur pires dit

9. Translate into French —

the most attractive lady in England

she sings most sweetly in the United States

she is young in the room

she is younger than you in the country

she is as young as you young Peter

she is not so young as you I am a merchant

the best pupils in the school my father is a rich merchant

horses are useful he is an Englishman

chalk is white France and England

REVIEW, LESSONS XI-XIV IOI

General Montcalm much less badly

she has no friend on the least occasion

fresh water enough . I often play

the prettier of the two he has played often -

the prettiest of all a glass of v/ine"

10. Rewrite correctly the words in italics : Les hommes aime des montagnes. II y ont beaucoup des mon- tagnes dans France. France a-t-i/ de pres verts ? Les Francais enfants sont bien eleves. Aimez-vous des petits enf antes'! Avez vous plus des cousins que votre vieux ami, Marie ? Etes-vous plus age de la petite fille? Avez-vous ete en Canada et en Paris? licrivez-vous mauvais ?

B. Translate into French ♦

i. My uncle is the oldest man in your city. 2. My friend is a good teacher and he has many friends in England. 3. Many rich men have beautiful houses. 4. I have much less money than you. 5. Such attentive girls are always bright pupils. 6. The Thames, the largest river in England, is not very long. 7. All the children have bread enough, but we have little meat. 8. Good fresh water is better than tea or coffee. 9. Are all the generals brave ? No, but they are dear to the soldiers. 1 o. You have too much mpney, but I do not have money enough. 11. He has big bananas and sweet oranges, but there is no lettuce for the salad. 12. Wood is more useful than glass, and it is less dear. 13. Does the little girl write better than her older sister? Yes, and she reads better also. 14. His brother, who is an English soldier, has been in France. 15. The Frenchman is not so tall as his English friend. 16. London is one of the oldest cities in Europe. 17. John's mother has bought some new dresses and many beautiful jewels. 18. Are there any owls in the holes of the old trees in the garden ? 19. America is larger than France and has more beautiful lakes. 20. My friend lives in the country ; she has some white horses and many beautiful cows.

102

ELEMENTARY FRENCH

LESSON FIFTEEN

REGULAR CONJUGATIONS - PRESENT INDICATIVE

122. The Three Conjugations. The infinitive, which in French as in English is the fundamental form of the verb, ends in either er, ir, or re. This infinitive ending determines the conjugation, or system of inflection, to which a verb belongs. There are three such systems, or conjugations, in French verbs.

First Conjugation

Infinitive ending in er : donn-er, to give

*

Second Conjugation Infinitive ending in ir : fin-ir, to Jifiish

Third Conjugation Infinitive ending in re : vend-re, to sell

Note. That portion of a verb to which the endings are added is* called the stem.

123. Formation of Present Indicative. The endings of the present indicative of the three regular conjugations are, reading vertically,

Singular

First Conjugation

Second Conjugation

is is it

Third Conjugation

s s

Plural

All Conjugations

ons

ez

ent

PRESENT INDICATIVE 103

124. Present Indicative of the Three Conjugations, illus- trating the endings above :

donner (1st) finzr (2d) vendre (3d)

je donne je finis je vends

tu'donnes tu finis tu vends

il donne il finit il vend

nous donnons nous finissons nous vendons

vous donnez vous finissez vous vendez

ils donnent ils finissent ils vendent

Note i. Observe the connecting syllable iss in the plural of the second conjugation. The i in the singular of this conjugation is also a sort of connecting vowel. For a complete rule for the formation of this tense see Sec. 1 28.

125. The Translation of the Present Indicative often leads to auxiliary forms in English, such as are briefly mentioned in Sec. 92.

a. In progressive and emphatic forms :

je donne, I am giving, I do give il donne, he is giving, he does give

b. In negative sentences :

*!"''« f He is not giving

II ne donne pas^ ,, _ \ . [ He does not give

c. In interrogative sentences :

_ f Are you giving?

Donnez-vous?i ^ . _

{Do you give?

,T , A ., , [Are they not giving?

Ne donnent-ils pas?^ ^ , y „ . J [Do they not give ?

Note. In translating a compound English verb form into French, the pupil should observe that the auxiliary, in the present tense and in other forms to be met later, is expressed merely by the proper tense ending of the French verb.

We are giving. Nous donnons. He will give. // donnercu

104

ELEMENTARY FRENCH

VOCABULARY

aimer, to love, like

aimer mieux, to prefer

arranger, to arrange

Particle m., the thing

le bl£, the wheat

le boucher, the butcher

le boulanger, the baker

choisir, to select le comptoir, the counter la corbeille, the basket

demander, to ask (for)

d^penser, to spend

descendre, to go down, come down

donner, to give l'emplette/., the purchase

emporter, to carry away

enfin, finally, at last PSpicier m., the grocer

faire, to make

fait, makes

le filet, the net-bag

finir, to finish, end le fruitier, the fruit dealer le magasin, the store la monnaie, the change

montrer, to show le mouton, the mutton

obligeant, obliging

p£trir, to knead

pour, for, in order to, to (Note)

que, that, which, (as object) •

rendre, to give back le sel, the salt la sorte, the kind le sucre, the sugar

tendre, to hand out le thS, the tea la tomate, the tomato

tomber, to fall

trouver, to find le veau, the veal

vendre, to sell

la farine, the flour

garcon de magasin, clerk

descendre en ville, to go down town

chez le fruitier, etc., at the fruit dealer's, etc,

Note. To, when it means in order to, is always pour.

~ .„ EXERCISE

Drill

I. Give the present indicative in full of —

trouver rendre choisir

pe'trir aimer descendre

PRESENT INDICATIVE 105

2. Complete these forms in the present tense :

tu montr— ils fin—		ils emport—
vous tend— elle arrang—		vous chois—
j'aim— je chois—		elles demand —
il rend— nous pe'tr—		ils rend—
3. Translate into French —
she comes	we <	io not show
we are not finding	she	is going
they choose	you	are not finding
he is going down	the)	r are giving back
she kneads	I do not love
you do spend	she does not carry away
he comes to sell	the	tea that I like

4. Give the full tense of —

je rends la monnaie je choisis une corbeille je n'aime pas le mouton

5. Use successively je, nous, vous, tu, elles, as the sub- jects of the italicized verbs in the Model below, making the corresponding changes in the verbs.

Model Au Marche

Ma mere descend en ville pour faire des emplettes. Le fruitier montre a ma mere les beaux fruits murs et les legumes frais qui sont dans des corbeilles et dans de grands sacs. Ma mere choisit des poires, des tomates, et des pommes de terre nouvelles. Le fruitier donne une belle pomme rouge & ma mere. Elle emporte ses emplettes dans un filet. Chez Pepicier, qui vend du sucre, du cafe et beaucoup d'autres epiceries, elle demande du the et du sel. Le garcon de magasin, qui est tres obligeant, arrange les articles sur le comptoir. Ma mere tend de l'argent a l'e'picier, qui rend la

106 ELEMENTARY FRENCH

monnaie. L'epicier ne vend pas de pain. Le boulanger fait le pain avec de la farine de ble', qu'il petrit avec de l'eau. Le boucher vend du boeuf, du veau et du mouton. Ma mere depense beaucoup d'argent chez le boucher parce que la viande est chere. Y&zfinit enfin ses emplettes. Elle est de retour a la maison. Elle a achete beaucoup de choses.

Theme

At the market we bought many things today. The butcher generally has beef that we like. Do you like beef as much as veal ? I prefer veal. The butcher sells also mutton. Meat is dear now. At the fruit dealer's, where we often find beautiful fruit that he arranges well on the counters, we bought pears and cherries. We always choose the best ones. The fresh vegetables that we also find at the fruit dealer's are in baskets or in large bags. The fruit dealer is very obliging. The grocer is opposite the fruit dealer. He sells sugar and coffee. He has two kinds of coffee. We choose the best. We hand out money to the clerk, who gives back the change to my mother. At the baker's we bought bread. We always spend much money when we go down town to make our purchases.

Oral

i. Ou notre mere descend-elle ? 2. Pourquoi descend-elle en ville ? 3. Quels legumes votre mere choisit-elle ? 4. Qui montre les legumes a votre mere ? 5. Choisit-elle seulement des legumes ? 6. Ou sont les legumes et les fruits ? 7. L'epicier vend-il seulement du cafe ? 8. Le garcon de magasin est-il aimable ? 9. Qui vend du pain? 10. Quelle viande le boucher vend-il? 11. Pourquoi votre mere depense-t-elle beaucoup d'argent chez le boucher? 12. Ou a-t-elle demande du the ? 13. Aimez-vous le mouton mieux que le veau? 14. Quel fruit aimez-vous le mieux? 15. L'e'picier vend-il du pain ?

PRINCIPAL PARTS — THE IMPERFECT 107

Resume

1. Children like apples or pears for (the) dessert. 2. My mother is asking for tea and coffee. 3. The cook does not find any sugar. 4. The fruit dealer does not sell bread ; he sells fruit. 5. My father always spends more money than my mother. 6. We found our purchases at last and carried away the things in our baskets. 7. Do you like oranges as much as bananas ? 8. Does he not sell many groceries to the women of the city? 9. The grocer is showing (to) my mother some fine white flour. 10. My aunt hands out some money to the obliging boy, and he gives back the change.

11. Did you buy bread and some other things at the baker's?

12. Are you going down town to buy vegetables ? 13. Do parents always choose good toys for their children ? 1 4. You are finishing your grammar lesson ; I am writing my French exercise. 15. Does the teacher give long lessons to the pupils that he likes ? 1 6. Are the cooks kneading bread for dinner ? 17. Do not apples fall from trees when they are ripe? 18. Many women like tea better than coffee. 19. Does he work at the butcher's or at the fruit dealer's ? 20. When we are at the market we choose fresh veal or mutton.

LESSON SIXTEEN

PRINCIPAL PARTS -THE IMPERFECT

126. Principal Parts. Before proceeding to other tenses, attention must be given to those basal forms from which the rest of the verb is derived by the application of certain rules. These are called the principal parts. They are five in number in the French verb, namely,

Infinitive, Present Participle, Past Participle, First Person Singular of the Present Indicative, First Person Singular of the Past Definite.

108

ELEMENTARY FRENCH

127. The Principal Parts of the Model Verbs of the three regular conjugations are

First Conjugation

Infinitive	donner	to give
Pres. Part.	donnant	giving
Past Part.	donn£	given
Pres. Ind.	je donne	I give
Past Def.	je donnai Second Conjugation	I gave
Infinitive	finir	to finish
Pres. Part.	fin-iss-ant	finishing
Past Part.	fini	finished
Pres. Ind.	je finis	I finish
Past Def.	je finis Third Conjugation	I finished
Infinitive	vendre	to sell
Pres. Part.	vendant	selling
Past Part.	vendu	sold
Pres. Ind.	je vends	I sell
Past Def.	je vendis	Isold

Note. Observe that the present participle always ends in ant that it has the connecting syllable iss in the second conjugation.

also

128. Present Indicative and Principal Parts. The present indicative, already given in Lesson Fifteen, is formed from the principal parts by the following rules :

a. The first person singular of the present indicative is itself one of the principal parts. It ends (in regular verbs)

PRINCIPAL PARTS — THE IMPERFECT

109

in e, is, or s. The corresponding sets of endings for the singular of this tense are, reading vertically,

ST CONJ.	2D CONJ
e	is
es	is
e	it

3D CONJ.

Note. Another series of endings, x, x, t, is found in some irregular verbs.

b. The plural of the present indicative is formed by- dropping the ending ant of the present participle and adding ons, ez, ent.

129. The Imperfect is formed by dropping the ending ant of the present participle, and adding ais, ais, ait, ions, iez, aient. Thus :

	First Conjugation
je donnais	/ was giving; I used to give, etc.
tu donnais	thou wast giving, etc.
il donnait	he was giving, etc.
nous donnions	we were giving, etc.
vous donniez	you were giving, etc.
ils donnaient	they were giving, etc.
	Second Conjugation
je fin-iss-ais	I was finishing, etc.
etc.	etc.
	Third Conjugation
je vendais	/ was selling, etc.
etc.	etc

no

ELEMENTARY FRENCH

130. The Imperfect expresses

a. What is thought of as continued, repeated, or habitual in past time.

He was spending his money. He did not love his children. They used to sell meat. She often kneaded bread. We would ask for money every

morning. The Gauls used to worship many

// depensait son argent. II n'aimait pas ses enfants. lis vendaient de la viande. Elle petrissait souvent du pain. Nous demandions de V argent tous

les matins. Les Gaulois adoraient beaucoup

de dieux.

gods.

b. What is thought of as going on when something else happened or was going on.

I was going down town when I

found the money. I was working when you were

going down town. Caesar attacked the Gauls when

they were divided.

Je descendais en ville quand fat trouvk V argent.

Je travaillais quand vous descen- diez en ville.

Cesar attaqua (past def.) les Gau- lois quand Us etaient divises.

Note. The use of the imperfect includes the expression of a past mental state.

The soldiers thought that he was Les soldats pensaientqu,il etait brave. brave.

VOCABULARY

adorer, to worship

autrefois, formerly

Cesar, Caesar le chef, the chief les cheveux m., the hair

comme, like, as

couvert de, covered with le dieu, the god

diviser (en), to divide (into)

le druide, the druid le duel, the duel

6tais, etc. [imp. of etre), was, etc. le festin, the feast

former, to form la Gaule, Gaul (the country) le Gaulois, the Gaul (a person) l'habitant m., the inhabitant

habiter, to inhabit

PRINCIPAL PARTS — THE IMPERFECT III

le heros, the hero

hospitalier (/. -iere), hospi- table

inde*pendant, independent

inviter, to invite

Jules, Julius la justice, the justice * le mar&age, the swamp

mener, to lead le moment, the moment la moustache, the mustache •la nation, the nation

national, national

le nom, the name

le nombre, the number

la peau, the skin

penser, to think le peuple, the people, tribe

porter, to bear, wear

premier (/. -iere), first le pretre, the priest

rendre, to render

rude, rude le siecle, the century

sombre, dark, gloomy la vie, the life

jr)n7/ EXERCISE

1. Give the principal parts of the regular verbs former, choisir, tendre, adorer, perdre. Give their imperfect in full ; their present indicative.

2. Give the imperfect of the verbs whose present participles are allant, 6tant, prenant, e*tudiant, punissant.

3. Translate into French —

a. you give

you were giving you gave you used to give you are giving do you give ? you do give

b. she used to worship they have not sold we were not

does he not love ? I was not showing

were you giving ?

you have given

you are not giving

giving

you were not giving

do you not give ?

to give

she handed out a pen

you were asking for a basket

he was leading a rude life

are they finishing ?

they were going down town

112 ELEMENTARY FRENCH

4. Give the full tense of —

je vends du bois

j'ai vendu du bois

je choisissais un bon livre

je descendais en ville

je rends la justice

Model Les Gaulois1

Autrefois la France portait le nom de Gaule. Elle etait couverte de forets et de marecages. Les habitants, les Gaulois, ne f ormaienU pas une nation comme les Francais d'aujourd'hui.' lis etaient divises en un grand nombre de petits peuples inde- pendants. Leurs pretres, les druides, rendaient la justice. Les Gaulois etaient grands et forts. lis etaient braves, genereux, et hospitaliers. lis aimaient beaucoup la guerre et avaient de nom- breux duels apres leurs festins. lis choisissaient pour chefs les plus braves de leurs soldats. lis adoraient de nombreux dieux et menaient une vie simple et rude. Leur peau etait blanche, leurs cheveux blonds et longs, et ils portaient de longues moustaches. lis habitaient des maisons basses et sombres. Au moment de l'invasion de la Gaule par les Romains, Jules Cesar avait une armee mieux disciplined que les legions du chef gaulois Vercinge- torix, le premier heros national de la France. Apres d'heroiques efforts Vercingetorix est vaincu, et la Gaule est romaine pendant quatre siecles.

Theme

Vercingetorix is the first national hero of France. He was chief of the Gauls. He wore a (the) long mustache ; his hair was long also. Gaul was formerly the name of France, and it was not the beautiful country that it now is. The inhabitants were divided

1 A few words appearing in this model, but not elsewhere in this lesson, must be sought in the general vocabulary, at the end of the book.

PRINCIPAL PARTS — THE IMPERFECT

113

into independent tribes and did not form a nation. They liked war very much. They were hospitable and used to invite strangers to their feasts, which ended often in {par) duels. They in- habited houses which were low and dark. The Gauls led a rude life in a country covered with many great forests. Their priests, who bore the name of druids, rendered justice. The Gauls worshiped a great number of gods.

Oral

1. Quel nom la France portait-elle autrefois? 2. La Gaule etait-elle comme la France de notre temps ?

3. Quel nom portaient les habitants de la Gaule?

4. Les Gaulois formaient- ils une nation? 5. Qui ren- dait la justice ? 6. Decrivez les Gaulois. 7. Quelle vie menaient-ils ? 8. Leursche- veux etaient-ils courts ? 9. Les Frangais portent-ils la moustache? 10. Quelles maisons les Gaulois habi- taient-ils ? 11. Qui etait

VERCINGETORIX

Ceux qui ont etudie la conquete des Gaulois par Cesar connaissent le nom de Vercin- getorix. Sa defense d'Alesia est un des hauts faits d'armes de l'histoire. Pres de remplacement probable d'Alesia, Napo- leon III fit eriger une statue heroique de ce chef, le premier a concevoir les avan- tages de l'union de toutes les tribus gau- loises contre l'envahisseur, avantages si bien demontres par ses paroles gravees sur le piedestal de la statue : « La Gaule unie,formant une seule nation animee d'un meme esprit, peut defier l'univers »

114 ELEMENTARY FRENCH

Jules Cesar? 12. Qui etait Vercingetorix? 13. Pourquoi les Francois aiment-ils Vercingetorix? 14. Les Francais d'aujourd'hui sont-ils grands ? 15. Nommez un ou deux de leurs heros.

Resume

1. I am working; you were working. 2. The Gauls used to inhabit France. 3. Formerly Gaul was divided into small tribes. 4. Did the inhabitants of Gaul wear long mustaches ? 5. The priest would render justice to the Gauls. 6. Every feast would end in (par) a duel. 7. Vercingetorix, who was their first1 chief, is now a national hero of France. 8. The Gauls inhabited houses that were low and dark. 9. The father was working and the sons were spending his money. 10. Gaul did not form one nation like France of today. 11. They used to sell good wood. 12. Caesar used to select the bravest men for his soldiers. 13. The clerk was handing back the change to the little girl. 14. My grandfather's hair was black when he was young. 15. The inhabitants of Europe used to lead a rude life. 1 6. Were all the mountains covered with 2 thick forests? 17. The druids thought that their gods were stronger than men. 18. He would often fall when he came down from his room. 19. Was the cook preparing vegetables for the children's dinner? 20. The apples were ripe and were falling from the trees.

Mots Celebres

J'y suis et j'y reste. (MacMahon a Sevastopol.)

La garde meurt et ne se rend pas. (Cambronne a Waterloo.)

On ne passera pas. (L'armee francaise a Verdun.)

Tout est perdu fors l'honneur. (Francois I a. Pavie.)

1 For position of the adjective see Model.

2 See Model ; de alone expresses the with and the partitive.

THE PAST DEFINITE 1 15

LESSON SEVENTEEN

THE PAST DEFINITE

131. The Past Definite (or the preterit) is the other simple past tense. Its first person singular is itself one of the principal parts, and ends (in regular verbs) in either ai or is. The other five forms of the tense are made by changing

ai to as, a, ames, ates, erent (first conjugation) ;

is to is, it, imes, ites, irent (second and third conjugations).

Note. A third set of endings, us, us, ut, etc., is found in certain irregular verbs.

132. The Past Definite of the Model Verbs, in accordance with the above rule, is

First Conjugation

je donnai, I gave, I did give nous donnames, we gave, etc.

tu donnas, thou didst give vous donnates, you gave, etc.

il donna, he gave, etc. ils donnerent, they gave, etc.

Second Conjugation

je finis, I finished, I did finish nous finimes tu finis etc. vous finites

il finit ils finirent

Third Conjugation

je vendis, I sold, I did sell nous vendimes

tu vendis etc. vous vendites

il vendit ils vendirent

t

116 ELEMENTARY FRENCH

133. Use of Past Definite. The past definite expresses an act thought of as taking place once in past time. Cassar attacked Vercingetorix at Cesar attaqua Vercingetorix a

Alesia. Alhia.

She left France forever. Elle quitta la France pour tou-

jours. He was sitting in his room when // etait assis dans sa chambre

he heard the bell. quand il entendit la cloche.

134. Past Definite and Imperfect. The following sen- tences illustrate the fundamental difference between the past definite and imperfect.

He did not sell houses. • 77 ne vendait (imp.) pas de

maisons. • He did not sell his house. II ne vendit (past de/.) pas sa

maison. Joan often heard voices. Jeanneentenda.it souvent des voix.

One day Joan heard a voice. Un jour Jeanne entendit une voix.

Note. The imperfect is often called the descriptive past, and the past definite the narrative past. Essentially, as these names suggest, the former describes, the latter narrates. The past definite is also frequently called the preterit.

135. The Past Indefinite, a compound of the present of avoir with past participles, has been used since Lesson Four. Besides expressing the English perfect it serves as a substitute for the past definite, a substitution that becomes the common usage in colloquial or informal style for most cases where the past definite may be used.

I finished my work. faifird mon travail.

He worked four days. // a travailli quatre jours.

We saw your son yesterday. Nous avons vu voire Jils hier.

I sold the house last year. Jai vendu la maison Vannee

passie.

THE PAST DEFINITE

117

Note i. The past indefinite is mentioned above as a substitute for the past definite. Theoretically the past definite, like the English past, locates the action at a definite point in a period of time fully elapsed ; the past indefinite, much like the English perfect, locates it somewhere in time previous to the present. This distinction is reflected in the names past definite and past indefinite. From its formation as a com- pound tense, the past indefinite is often called the perfect.

Note 2. The following is a practical working rule for the beginner, in his choice of the correct tense to represent the English past. If the verb has the active auxiliary was, were, or is preceded by used to; if it expresses a habit; if it describes a situation in which or along with which an action takes place, use the imperfect. Elsewhere use the past indefinite, reserving the past definite for formal narrative and matters of historical importance.

Note 3. The past definite will, of course, be regularly met in French texts, since these are generally in formal literary style. Even here the past indefinite is the prevailing tense in the conversational portions.

VOCABULARY

x ardent, burning 1'arniee/, the army

attaquer, to attack le Bourguignon, the Burgundian

bruler, to burn

chasser, to drive (out)

comment, how le courage, the courage

ctesirer, to desire

dix (Sec. 216, a), ten la domination, the control

entendre, to hear la foi, the faith

fut, was

Jeanne, Joan, Jane le jour, the day le maitre, the master, teacher

Orleans, Orleans

partir, to start, set out le paysan (f. -nne), peasant

pleurer, to weep

presque, almost le prisonnier (f. -iere), prisoner

prit, took

ranimer, to revive

regarder, to look at (upon) le roi, the king le saint (/. sainte), the saint le sorcier (/. -iere), the sorcerer le sort, the fate

sur, over, on

triste, sad

vif, alive

vu, seen

118

ELEMENTARY FRENCH

Drill

EXERCISE

i. Inflect in full the forms thus far given of —

(a) entendre, penser, p6trir ; (£) the verb whose principal parts are coudre, cousant, cousu, je couds, je cousis.

2. Locate (that is, give tense, person, and number of) — pleurerent finissent hesitiez finirent

tombe	demeura	portent	etais
tombe	choisites	finissons	entendant
vend	montrait	choisissions	adorames

3. Give the forms for —

pres. 3d sing, of demeurer imp. 2d sing, of tendre past def. 2d pi. of trouver pres. 3d pi. of finir

4. Translate into French —

you finish

they were finishing

he showed

he does not hear

you were thinking

imp. 3d pi. of choisir pres. 3d sing, of entendre past def. 3d pi. of montrer pres. 2d pi. of finir

are we not carrying away ?

we chose

was he not selling ?

you are selling

are they not kneading ?

5. Supply the correct forms of the verbs in the paren- theses, successively in the present, imperfect, and past definite tenses :

Nous (entendre) un enfant. II (pleurer) et (demander) des jou- joux. Ses parents (demeurer) a la campagne. lis (finir) leur travail. Le pere (vendre) du bois. La mere (petrir) du pain. Elle ne (etre) pas gaie. (Penser) vous qu'elle (choisir) du fruit ?

THE PAST DEFINITE 1 19

Model Jeanne d'Arc 1

A une certaine epoque, la France etait presque sous la domi- nation anglaise, quand parut Jeanne d'Arc, une jeune paysanne de Domremy en Lorraine. Elle avait vu tres sou vent les habitants des villages fuir devant les Anglais, et elle pleurait sur le triste sort du pays. Elle desirait voir l'ennemi chasse de France. Un jour elle entendit, pensa-t-elle,2 des voix celestes, qui inspirerent a la jeune fille une foi ardente et un grand patriotisme. Elle ranime le courage du peuple. Elle partit trouver le roi pour obtenir une armee. II hesita longtemps, mais enfin il consentit. Elle attaqua Orleans, qu'elle prit dix jours apres. A Compiegne, Jeanne, pri- sonniere, est vendue aux Anglais par les Bourguignons, leurs allie's. Elle fut brule'e vive comme sorciere h Rouen. Les Francais, encore aujourd'hui, regardent Jeanne comme une sainte.

Theme

Joan of Arc lived with her parents at Domremy in Lorraine. The English, who were masters of France, often attacked the country of Domremy. Almost all France was under their con- trol, and Joan wept over the sad fate of the country. Joan had a burning faith. She desired to drive the English from France. The king finally gave an army to Joan. She revived the courage of her soldiers, who attacked Orleans and took (prirenf) the city ten days after. At Compiegne the Burgundians sold Joan, their prisoner, to the English. The English burned alive, in Rouen, the young peasant, whom they thought to be a sorceress.

Oral

1. Ou avez-vous vu un portrait "de Jeanne d'Arc? 2. De quel pays etait Jeanne ? 3. fitait-elle vieille ou jeune ? 4. £tait-elle generalement gaie ? 5. Pourquoi ? 6. Qui etait maitre de la

1 Consult the general vocabulary for new words not found in the vocabu- lary of this lesson. 2 See Sec. 328, a.

JEANNE D'ARC (CEUVRE DE CHAPU)

Une paysanne de Domremy, Jeanne d'Arc, possedant, selon la tradition et les croyances de sa chere France, un pouvoir surnaturel d'esprit et de volonte, est reconnue, par tous les historiens, comme ayant ete animee par un amour de la patrie et un desinteressement de caractere remarquables au plus haut degre. Femme qu'elle etait, elle ne pouvait esperer acquerir des benefices personnels, et prouva jusqu'au bout son devouement et sa Constance envers son roi, lequel personnifiait un pays sur le point de ceder sans resistance a l'ennemi. « Tout ce que j'ai fait, j'ai bien fait de le faire », fut sa replique a ses juges

THE PAST DEFINITE 121

France? 7. Qu'entendit-elle un jour? 8. Qui Jeanne partit-elle trouver? 9. Que desirait-elle ? 10. Le roi donna-t-il une armee a Jeanne ? 11. Quelle ville attaqua-t-elle ? 1 2. En combien de jours Jeanne prit-elle la ville? 13. A qui les Bourguignons vendirent- ils Jeanne ? 14. De qui Jeanne e'tait-elle la prisonniere ? 15. Com- ment la France regarde-t-elle Jeanne ?

Resume

1. Joan used to hear voices during the war. 2. One day Joan heard voices. 3. I heard your voice in the classroom today. 4. When Joan was living with her parents, the English attacked her village. 5. The soldiers burned many of the peasants' houses. 6. The young girl often wept over the sad fate of the king when the English would attack her country. 7. With her little army she drove the English from the city. 8. Soldiers sold Joan to the English, who burned alive their prisoner. 9. Peasants almost always live in the country or in small villages. 10. Joan had courage and much faith. 11. When the French army took the city, the Englishmen started for England. 12. Everybody loves the young peasant of Domremy. 13. Faith revives the courage of soldiers. 14. The French looked upon Joan, the peasant girl, as a saint. 15. Your sister asked for a new dress and some jewels. 16. He did not give as much money to his sons as to his daughters. 17. The teacher would show a new map to his pupils every day. 18. Did Joan show great courage when the English army took the city? 19. He thinks that I found the nuts in the forest. 20. The English and French used to burn sorcerers.

122 ELEMENTARY FRENCH

REVIEW

(Lessons Fifteen to Seventeen) A. General Drill

1. Name the five principal parts in order.

2. Give the ending of the infinitive of the three conju- gations ; of the present participle ; of the past participle.

3. Name four verbs of the first conjugation ; of the second ; of the third. Give the principal parts of a verb from each conjugation.

4. Give the endings of the present indicative plural ; of the imperfect.

5. Give the sets of endings of the present indicative singular ; of the past definite. Which sets are used in each conjugation ?

6. Give the endings of the whole present indicative in each conjugation ; of the past definite.

7. Give the principal parts and the three tenses thus far treated of pleurer, entendre, punir.

8. Give the past indefinite of the three verbs of 7.

9. Give the three tenses thus far treated of the verb whose principal parts are mettre, mettant, mis, je mets, je mis.

10. Give the forms in these three tenses of —

2d plu. of rendre		1 st plu.	of vendre
3d plu. of tomber		3d sing.	of punir
2d sing, of p&rir		3d plu.	of entendre
11. Give French sentences	containing -
depenses	fini	habitaient	e'tait
aimait	unit	dieux	chez

REVIEW, LESSONS XV-XVII 123

12. Translate into French —

she is hearing we were not asking

they used to build is he showing ?

is he weeping ? do you like ?

does it not burn ? he is going down

were you inviting ? we have given

13. Translate into French —

we worship one god , Joan selected a white horse we are worshiping our god I selected a good book

the Gauls worshiped many gods she would often worship Joan was worshiping in the garden her parents loved Joan

14. Supply the proper form of the verbs in the parentheses, first in the present tense, and then in the imperfect.

Nous (depenser) beaucoup d'argent quand nous (acheter) des legumes. Ma mere (choisir) des pommes et (tendre) Pargent a l'epicier. Je (porter) les choses a la maison. Les garcons (aimer) aller au marche.

1 5 . Correct the following :

Mon ami emportent ses livres. II a beaucoup des livres. II aimes des livres. II desires a avoir des bons livres. II est vendant un nombre des livres que il ne desires pas.

B. Translate into French 1. I was playing, but he was working in the garden. 2. Do teachers always punish lazy pupils ? 3. He does not read as well as you, but he reads better than his brothers. 4. Does your brother go to school every day? 5. The boys used to bring ripe apples to the house when they were in the country. 6. Many birds would sing in our orchard behind the house. 7. The children often found beautiful flowers in the meadow. 8. Joan used to hear voices in the trees when she was living in Domremy. 9. When the French attacked the English they drove the soldiers from the country.

124 ELEMENTARY FRENCH

10. When do you carry back the playthings to the children?

1 1 . Did you find any nuts under the old nut tree in the woods ?

12. The Gauls would often choose a soldier for their chief. 13. My sister bought two dresses yesterday, a white one and a red one.

1 4. He sold his horses to my friend, who is now living in Canada.

15. Did you see the little boy who was sitting on the bench?

16. My best friend did not prepare his lessons and was always looking at the teacher. 1 7. We are choosing your French grammar because we desire the best orte. 18. The soldiers burned many houses when they were in our country. 19. Did the king finally give an army to the young French girl ? 20. Formerly he went to town every day and spent more money than his friends.

LESSON EIGHTEEN

THE FUTURE

136. Formation of the Future. The future tense is formed by adding the endings ai, as, a, ons, ez, ont to the r of the infinitive, a final e being dropped as the endings are added. Thus :

First Conjugation

je donnerai, I shall give nous donnerons, we shall give

tu donneras, thou wilt give vous donnerez, you will give

il donnera, he will give ils donneront, they will give

Second Conjugation Third Conjugation

je finirai, I shall finish je vendrai, I shall sell

etc. etc. etc. etc.

I shall leave the city soon. Je quitterai la ville bientbt.

If he arrives today, I shall stay. SHI arrive aujourd'huije resterai.

Note. The i of si elides before il and ils. See Sec. 68.

THE FUTURE

125

137. Future after Quand, etc. While the uses of the French future are mainly the same as in