Many other critics admit with us, that complement and regimen will be perfectly understood, and that the equivalent English words to be used would not give a concise and adequate translation of the meaning of complément and régime.

1. COMPLÉMENT.-Gram. Is said of words used to complete the sense of a proposition, and determine the signification of the words to which they are joined.—(Bescherelle.)

2. COMPLÉMENT.-Gram. Complement, object, objective case.— (Spiers.)

3. COMPLÉMENT.-Gram. Complement.-(Fleming and Tibbins.) 4. RÉGIME. Gram. Word which immediately depends on a verb or a preposition, and is the complement of it. Régime is also called complément. The direct regimen is the immediate, the direct object of the action of the verb. The indirect regimen, being separated from its verb by a preposition, is, of course, the indirect object of the action of that verb.-(Bescherelle.)

5. RÉGIME. Gram. Regimen.-(Spiers.)

6. REGIME. Gram. Regimen, objective case; régime direct, direct regimen, régime indirect, indirect regimen. (Fleming and Tibbins.)

FIRST STAGE.

TWENTY-SIX elementary Lessons, in which the Parts of Speech are gradually and systematically presented, according to their importance in the sentence, together with the most necessary Rules of Grammar, enabling the student to become rapidly acquainted with them by means of alternate translations, conversations, and composition.

"Il n'y a que les observations d'un ignorant qui puissent montrer à quel degré de simplicité il faut atteindre pour être entendu de tout le monde."

B

Pronunciation being, in this case, put out of the question, the pupil will read the alternate versions as often as may be necessary to learn the French and the English; the French should then be concealed, and the translation of the English pronounced in a loud voice. The process may then be reversed.

HOW TO INSTRUCT A CLASS.

The French master will read slowly every word and expression which form the subject of the lesson; and the pupils, each in his turn, will repeat them as fast as they are read.

Pupils.

Pupil, No. 1. Parler, to speak.

2. Parler français, to speak French. 3. Parler anglais, to speak English.

4. Un, a or an.

5. Une, a or an.

6. Un monsieur, a gentleman.

&c., &c.

The same lesson will again be repeated, and as soon as the master is satisfied that each pupil can pronounce correctly, he will make them all repeat together after him, looking, however, sharply at them, lest some of them should not open their teeth at the same time that they open their lips. The master ought, from the beginning, to prevent his pupils from mumbling or putting a wrong accent on the words.

After the text of the lesson has been read several times in the above manner, the pupils will have got it by heart, and will be ready to translate into French any sentence which the master may take from the elements afforded by the lesson.

Such sentences will always be found under the head of Exercises, and will serve as a test for the proficiency of the pupils in the lesson they have learned.

DICTATION.

The teacher will make an Exercise in dictation in French, out of the Exercise. When the dictation is over, he will ask his pupils to read the sentences; and those who have done the best will take precedence of the others.

The dictation may be reversed, and be made in English, which the pupils will have to write in French.

During dictation the pupils will not be allowed to look at their books.

The pupils will, at last, take their books and translate at sight the sentences of the Exercises.

EXERCISE.

Will you speak? Will you receive a lesson? Will you speak French? Will you speak English? To receive a lady. To speak English. To receive a gentleman. Will you receive a lady? Will you receive a gentleman ? To receive a lesson.

Master.

CONVERSATION.

What do you wish?
What do you wish to receive?
Do you wish to receive anybody?

I have something to tell you
English or French?

Whom did you see in the park?
Whom did you meet at church?
What did you receive from your
teacher ?

What do you prefer, with respect to
money, to pay or to receive?

Pupils.

Parler français,parler anglais.
Recevoir une leçon.

Recevoir un monsieur, re-
cevoir une dame.
Voulez-vous parler?
Français.
Une dame.

Un monsieur.
Une leçon.

Recevoir.

ON READING FRENCH ALOUD.

It is well known that treatises on pronunciation are but of little use, and that practice alone is the best master. Having in this work said all that can be written on the subject, we must beg the master to devote every now and then the whole of a lesson to reading French aloud. He will, for instance, choose any of the stories in the book, and will read them slowly to his pupils, and stop when one or two sentences form a meaning, which, with a native, at once decide upon his way of putting the proper accent on the whole; this will be immediately repeated by one of the pupils. The next sentence or paragraph will then follow, and another pupil will read it over, and so on. There must be no stopping for long explanations, the master having only to correct a word whenever wrongly pronounced, so that the pupil may think, not about the value or meaning of the words (this is out of the question), but exclusively of their sounds when presented in sentences and paragraphs. It is a musical lesson-tunes to be taught by the ear alone -and we expressly forbid the pupil to spell words. It is not with alphabets so incongruous as ours, that spelling can be of avail, except to teach unmeaning jargon. Must we here repeat, that in spelling words the learner would pronounce with each letter one or two sounds that have nothing whatever to do with the word itself. P-L-O-U-G-H, which form the six unmeaning syllables, PAY-ELL-OU-DJEE-EITCH, is reduced to PLA-00; F-I-L-s, spelt EFF-EE-ELL-ESS, is reduced to FEE!

Before dismissing his pupils, the teacher will read to them the French text of the lesson that is to follow, in order to enable them to prepare that lesson without making error, whilst they are reading it aloud by themselves; for when a pupil is writing the translation of an exercise, with the intention of showing it to his teacher, or simply mastering the lesson, he must pronounce aloud each French sentence as fast as he writes it down.

The study of numbers should always conclude a lesson; as any one who is quite familiar with the numbers in French, and can combine them aloud quickly, and write them down without mistake, when dictated to him, can boast of having made a great step in the practical study of the language. (A. 332, 333.)