Le Savant et le Crocodile (sarcastic and humorous
( Les Vieux (sentimental). A. Daudet.
1 1 .* ) Le Morceau de Pain (sentimental). François Coppée ( Mademoiselle Papa (sentimental).
La Petite Servante Russe. Gréville.
Oreille d'ours (sentimental). André TkituécL
SKETCHES, ETC., in Séries II.
Sur la Branche (Idyl). Girardin. No. 1.
L'acteur aux nez de cire (a study). Coquelin cadet. No. I» Bien-être — Confort (a study). F. Sarcey. No. 1. Scènes de la Vie de Théâtre (humorous). A. Dreyfus. No. €• Le Guillotiné par Persuasion (humorous). Henri Chavtttt. Nft. & Gordon Pacha (historical). Reinach. No. 3.
Les Pièces sifflées (a study). Albert Laurent. No. 5. Une scène à l'Hôtel Drouot (realistic). No. 10.
POETRY, in Séries II.
L'Epave. François Coppée. No. 6.
Epousez Caroline. No. 6.
Les Etoiles qui filent. No. 9.
Premier Sourire du Printemps. Rc. 9.
Le Bohémien. No. 1 1,
2 *i La 2 * I L'C
French with or without a Master.
2 vois., $1.00 each.
Oerman with or without a Master.
Ist vol., $1.00, 2d vol., $1.25.
Spanish with or without a Master.
2 vols., $1.00 each.
The advantages claimed for thîs method are :
(«) The lessons are mostly based on object-teaching, thus associating perception directly with the foreign expressions.
(£) Nearly ail the lessons are in shape of conversation, in order to continually drill the student's ear and tongue.
(c) The most usef ul being always taught first, the student's mind is not overburdened with rules and words.
(d) Where rules are to be given, they are illustrated by striking examples.
(*) The pronunciation of ail new words is caref ully transcribed and the idioms and other difficultés are thoroughly explained, so that, if necessary, the students can progress without a teacher.
The method is designed :
(i) For self -instruction : the student in such case reads each lesson lèverai times aloud and then asks himself the questions of the book, answering them.
(2) For reciprocal instruction in clubs or parties of f riends, each member alternately taking the rôle of teacher, asking the questions and letting the other members answer. This is more advantageous than self -instruction, as the ear is drilled in catching the foreign sounds by hearing other people's voices.
(3) For schools in which a course in conversation is desired, besides the ordinary course in grammar and translation.
(4) For schools that hâve large classes or cannot give a great deal of time to languages ; as in this book the students find ail difficulties explained. thus being enabled to do a great deal of work outsidt of their récitations.
