Apprenez par cœur la poésie de L'Hirondelle, p

2. Ecrivez les phrases suivantes, en les faisant pré* céder de je ne pense pas, qui gouverne le subjonctif : — Nous voyagerons un jour dans les airs, comme font les oiseaux. Nous traverserons les airs en ballon par dessus l'océan, et nous irons en Europe en quelques heures. Nous verrons un jour les alouettes s'élever au-dessus de nos têtes, et nous les entendrons chanter dans le ciel américain. Nous aurons cette joie avant la fin de ce siècle. Et le rossignol aussi sera importé dans ce pays, et fera retentir nos jardins et nos bosquets de ses chants incomparables.

3. Are there swallows in this country? Are there skylarks in this country ? — There are not. — Would you like to hear them sing ? Do you wish they were singing in our fields ? — Surely I wish so. Do they sing better than the Baltimore oriole ? — They do. — Better than the mocking-bird ? — They do. — Are you sure of it ? Hâve you heard him sing in Florida ? — Never. — Well, I wish (je voudrais) you could hear him sing there, not in a cage, but in the groves. Perhaps you would then change y our mind, and say that Europe has no bird equal to our mocking-bird. I am sure you would. — I am sure I should not. The nightingale . . . — Pardon me, sir, I did not think of the king of birds. I know that he wears the cro wn, and that no other musician equals him. — There we agrée at last, Greorge.

20 FBTITES CAUSERIES,

rfLA . y j.«

1. N'êtes-vous pas étonné que le gros chat noir ait reculé devant une poule ? Et que la poule eût osé marcher droit vers le chat ? Savez-vous d'où lui venaient sa colère et son audace ? Dites pourquoi le chat eut peur ? Eussiez-vous eu peur à sa place ? Si vous aviez un remords sur la conscience, le regard fixe de votre voisin ne vous troublerait-il pas ?

Conjuguez: Si je voyais ce chat, me troublerais-je? Si tu voyais, etc.

Si je V avais vu, me serals-je troublé? etc.

Si je le vois, me troubleraije? Si tu le vois, te troubleras-tu ? etc.

2. Combien de blessures avait reçues le vieux soldat ? Si elles avaient été mortelles, eût-il pu écrire trente ans après qu'il les avaient reçues ? Etes-vous étonné que ce soldat ne soit pas de l'Académie française ? S'il y avait une académie pour la valeur, ne pourrait-il pas se faire qu'il en fût ?

Mettez à la troisième personne du singulier ces temps : je me fâche et me venge ; je me fâcherai et me vengerai ; je me suis vengé ; je me vengerais si je pouvais ; je souhaite que je puisse me venger ; quand je me serai vengé, je serai content ; si je ne parviens pa^ à me venger, je serai bien malheureux,

3. Racontez à la troisième personne le premier paragraphe de l'anecdote que George raconte à la première personne, p. 119, comme suit : Elle perdit un jour, etc. ; et le premier paragraphe de l'anecdote de Joséphine, p. 121.

4. Faites en anglais six questions sur le premier paragraphe de l'anecdote que George raconte, p. 119, réponde:^

aux questions; et traduisez en français les questions et les réponses.

5. The young lady had lost her pencil-case, and was very sorry for it. The pencil-case was neither of gold nor of silver. It was of more value to her than gold and silver, even more than pearls or diamonds. It was a souvenir. It is easy to replace a gold pencil-case by another gold pencil-case, but no money can return to us the souvenir we hâve lost. Do you understand now the sorrow of the younç lady ?

1. Why did the Hare leave the kingdom of the Lion ? Was he right in doing so ? Had he horns ? Is it possible that anybody takes the ears of the hare for horns ? Did he not fear that his ears would be taken for horns (employez l'actif, avec le pronom an) ?

Eëpondez à ces questions en anglais^ et traduisez vos réponses.

2. Conjuguez : Si f avais été à la place du lièvre aurais-je craint qyûon ne fit passer mes oreilles pour des cornes ; si tu avais été, etc.

1. Paites dix questions sur le premier paragraphe de la page 128. — (Les élèves répondront en classe aux questions qu'ils auront faites.)

2. Depuis la huitième ligne de la page 128 jusqu'à la fin du paragraphe, écrivez les huit phrases en les commençant chacune par : Il dit que.

3. The Fox says : I repent. Does he repent ? Do you believe that he repents (subjonctif) ? — I am sure he does

22 PETITES CAUàSRIES.

not. — r Will he be put to death ? -^ I f ear he will not be put to death (subjonctif avec ne). — Do you wish him to die (subjonctif)? — I wish so. — Did the animais wish him to die? Will the king condemn him? — I doubt it. — Do you doubt that he will do it ? — I f ear he will not condemn him. If I were the king, I should condemn him. Had I been the king, I should hâve condemned him. — Would you hâve done so? — I should not hâve hesitated a moment. — Why ? — Because he is a criminal and a hypocrite, who speaks only to deceive. The Lion ought to hâve bidden him tô be silent (se taire), and to hâve sent him at once to the scaffold. — You are pitiless, my little friend. — I pity his victims rather than him. Am I wrong ?

1. Eésumez en quelques lignes la fable des Animaux malades de la peste.

Mettez à la troisième personne la confession de PAne, comme suit : L'Ane dit qu'il avait souvenance, etc.

2. Are the animais sick ? Are they ail sick ? Do you know why they are sick ? Who is the cause of their dreadful malady ? — I imagine that it is the king of animais himself. — Does he confess his sins? — He does, but does not repent, and I am sure he will sin again as soon as the malady has passed away. I hâte him. I wish his people would revolt (imparfait du subjonctif) against him and put him to death. — Truly, he deserves to be punished rather than the poor Donkey, the most honest of his subjects, and the only one who was (subjonctif) sincère in the confession of his sins. — Yes, the Ass represents the poor man, who has neither

money nor influence to protect and défend himself agaînst the injustice of the wicked rich man. Before the court of justice, this one will be right most of the time, if not always; not because he has right on his side, but because he has money and influence to buy and corrupt the judges. Is it nota sad state of things ? — Very sad indeed.

(Je mets ici un devoir de traduction, destine à apprendre à l'élève à traduire les différents temps des verbes.)

Corne hère I I corne. I shall corne. Go there I Let him go there. 60 away ! Let us go away. Let them go away. They hâve gone away. They will go away. — Has he gone out ? Will he return soon ? — He will 'retum as soon as he( has found his friend. — This morning I got up as soon as I heard the bell ring. As soon as I had breakfasted I went out. Last year I used to go out every day, as soon as I had breakfasted. — If you are tired, rest a moment. • Let ûs rest. Let him rest. I should rest, if I had not so mucii to do. Last night I was very tired ; my mother wanted me to rest. I wish (désirer) you to rest now. — Do that for me. Let us do ît. Let him do it. He wanted me to do it. I did it. I should havè donc it, had I not been sick in bed.