PRONUNCIATION AND READING

1, We at first make the pupil thoroujchly acquainted with the French orthographical signs by giving in English the pages 9, 10, 11 and 12, and afterwards questioning him upon the same.

2. We then give our undivided attention to vocal drill; we rela^te in English the stories about the letter a. When we come to the words, "She exclaimed,'' we raise our voice and say slowly, emphatically, and with an appropriate gesture, (D «, a, a. Then the whole class stand and repeat :

1. We consider gesture as a powerful adjunct in the learning of French: 1. It satisfies the need of children for action. 3, It makes them acquire an elegant deportment and accustoms them to graceful movements. 3- It helps in the expression of thought, and gives to it more strength and power : the whole frame, as it were, vibrating under the impulse of the spirit, the learner thus feels that each thought has a mental, emotional and aesthetic value. 4. The pupil assimilates better and quicker the foreign words. 5. It makes him assume the characteristics of the French race, so demonstrative and lively, and he appreciates better the genius of the language. We therefore make the students stand and gesticulate soberly and artfully when they give out the letters and the sketches, when they hold conversation and when they relate their stories.

180 GAILLARD'^ C0M3I0N SBJYSE METHOD.

a, a, a; a, a, a. Next, the teacher calls the attention of the class to the position of his mouth, and indicates the means he enjploys to form the sound ; he explains the diagram and questions them upon the means to be employed in forming a pure a, making them repeat, a, a, a; a^ a, a, without closing their mouths, in order to accustom the vocal muscles to remain in one position, without slurring. This rule must be observed for all the other vowels.

The pupils then open their books and read. We proceed in the same manner as far as page 34. We then commence the study of the vocabulary which, up to page 40, is only formed with the simple vowels and single articulations which the pupils know, and they will therefore have no difficulty in reading it to perfection.

While reading and learning the vocabulary, the pupils continue the study of pronunciation, page 40 to 49 ; then from page 55 to 58, and so on to the end of the book ; and we do not commence the conversation until the course of vocal drill and the reading lessons are terminated.