PREFACE

read, the taie which the class is expected to reproduce in writing. They can also be used as exercises for rapid reading at sight.

As the stories are so simply aiid graphically told, they can also be read very rapidly to advanced classes, to accustom them to follow consécutive reading, and thus prépare them to enjoy and appreciate French lectures and plays.

If the method indicated in the first volume has been carefully carried out, the pupils will not require the complète vocabulary, which is attached to this volume for the use of students joining a class late, or for those who hâve missed several recitations and are obliged to make them up alone.

The most satisfactory results will be obtained by translating new words only when the pupils cannot guess their meaning, and by making them dépend exclusively upon their memory to translate ail those already employed.

While this volume can be used quite independently of the first, teachers will find that with beginners, or pupils who are not very well grounded or far advanced, it will be an advantage to make them go through the first volume, eveîi if it is only as a review exercise.

We trust thèse stories will find favor in the eyes of both teachers and pupils, and will serve as steppingstones to the great literature of which the French nation is deservedly so proud.