UC-NRLF ELEMENT a < FRENCH oMdriMikskr-Sioiik Digitized by the Internet Archive in 2008 with funding from Microsoft Corporation http://www.archive.org/details/elementaryfrenchOOaldrrich ELEMENTARY FRENCH THE ESSENTIALS OF FRENCH GRAMMAR WITH EXERCISES BY FRED DAVIS ALDRICH, A.M. // SENIOR MASTER IN WORCESTER ACADEMY IRVING LYSANDER FOSTER, Litt.D. PROFESSOR OF THE ROMANCE LANGUAGES IN THE PENNSYLVANIA STATE COLLEGE AND CLAUDE ROULE ASSISTANT PROFESSOR OF FRENCH IN DARTMOUTH COLLEGE REVISED EDITION GINN AND COMPANY BOSTON • NEW YORK • CHICAGO • LONDON ATLANTA • DALLAS • COLUMBUS • SAN FRANCISCO COPYRIGHT, 1922, BY FRED DAVIS ALDRICH IRVING LYSANDER FOSTER AND CLAUDE ROULE ALL RIGHTS RESERVED 322.4 1 • •■ :• : . EDUCATION DEFT* Cfte gtftenaum ffrtgg G1NN AND COMPANY- PRO- PRIETORS • BOSTON • U.S.A. PREFACE During the European war old pupils of the authors, in service in France, repeatedly wrote for copies of the former edition of this book, that they might furbish up their rusty knowledge of French from its familiar pages. Others reported finding grimy copies passing from hand to hand in the bomb- proofs of the first-line trenches. Such continued loyalty from former pupils has given the greatest satisfaction to the authors of this book. These friends, and the many others who as teachers or pupils have used " Elementary French " since it was published fifteen years ago, have encouraged them to prepare this new edition, entirely rewritten and containing several new features of promise. The general plan of the former volume, which has com- mended itself so widely, is rigorously retained. As before, the work in content covers the elementary French requirement as generally understood. The book is adapted either to serve in a secondary school or to constitute the nucleus of the first year's work in a college course that does not demand French for entrance. Pupils in the third year of the high school or at a more advanced stage can complete the work in a single year, and have sufficient time left for the reading of simple French texts. The modifications that characterize this revision lie along three lines. By further subdividing certain topics, especially at the start and when dealing with critical subjects, and by post- poning certain exceptions in syntax to later supplementary iii 889455 iv ELEMENTARY FRENCH pages, the ground covered by separate lessons is reduced. The admission into the Models of a larger and more varied vocabulary, especially of everyday words and phrases, per- mits much greater flexibility and vividness in the French employed. Pictures and other forms of illustration, drawn to an unusual degree from scenes of daily life, bring to the pupil the characteristic atmosphere of the vivacious and intellectual people whose language he is learning. Special attention is called to the following features, most of which this edition shares with its predecessor : i. Unity and system are secured by grouping the succes- sive lessons in natural relations around a common topic, such as the verb, the pronoun, etc. 2. The statement of principles of grammar is adapted to the point of view of the English-speaking pupil, without assuming, however, that he is a master of English syntax. 3. The French text of each lesson consists of a connected paragraph, narrative or descriptive, v dealing more and more, as facility increases, with the situations of everyday life. 4". Each Model is the center of abundant exercises, which continually emphasize the essential points of the lesson. These are set in a great variety of forms, including exercises for thorough drill and in supplying omitted words and in making the substitutions that are today considered so valuable, and also giving a considerable amount of connected discourse. Every task propounded has a definite aim. Plenty of material is offered for constant and effective review. 5. A serious effort is made to teach the inflection of the verb by developing it from the principal parts. For the use of those who prefer to memorize from visualizing, the para- digms and the irregular verbs are given in full in the Appendix. PREFACE * v 6. The sentences and other matter taken directly from college papers will prove of great assistance in preparing for entrance examinations. v 7. The illustrations are connected in nearly every instance with the subject matter with which they are placed, forming thus an integral part of the course. Each is explained by a paragraph in ordinary French. No attempt is made to limit the phraseology of these explanations to words that the pupil has at the time mastered. It is believed that many a student, at times out of mere curiosity, will be tempted by the pictures to set himself at unraveling the meaning of the attached para- graphs. For this purpose the general vocabulary is ample. These paragraphs can also be assigned at the end of the course for additional translation. 8. To bring the flavor of French life and thought more fully before the pupil, the pictures are supplemented by proverbs, by a menu, by French posted signs, by models of correspond- ence, by classroom phrases, and by other similar matter. 9. Not only the illustrative material mentioned in the last paragraphs but also the theme and construction of the main exercises readily lend themselves to the molding hand of the instructor who strives to impart a practical command of the living language. Oral exercises form a part of each lesson. 10. The phonetic alphabet of the International Phonetic Association is fully developed in the Introduction, and abun- dant material for practice is placed in the Appendix, including the phonetic reproduction of the first twelve models. The body of the book and the vocabularies are free from this notation, except to indicate the sound of words pronounced irregularly. 1 1 . The completeness and analytical clearness of the English-French vocabulary will prevent many an error in the pupil's work. vi ELEMENTARY FRENCH Only the more mature and energetic classes will find it practicable to take a whole lesson at a single session. A con- venient point of division into two parts is at the end of the Model ; into three, after the Drill and the Theme. A con- cise and yet thoroughly complete and unified course can be secured by assigning only the Resume, in connection with the grammar. Some, on the contrary, may prefer to omit the Resumes until a certain portion, or even the whole book, has been covered, and then assign them in connection with the review work. Such a plan, moreover, easily adapts the book to serve as a text for a second review course. The authors, themselves bringing to their task long experi- ence, partly in college and partly in secondary schools, and combining in their equipment both a native and an acquired knowledge of the language, have been aided by multifold suggestions from numerous colleagues and friends. They desire to acknowledge with gratitude the valuable aid fur- nished among others by Professor Sidney C. Hazelton of Dartmouth College and by Professor H. H. Arnold of the Pennsylvania State College. They are much indebted also to the accurate scholarship and resourceful suggestions placed at their command by the editorial department of the publishers. THE AUTHORS CONTENTS PAGE List of Abbreviations x Introduction i LESSON I. Gender — The Articles 25 II. Contraction — Possession 29 III. Verb and Subject — Etre 33 Review — Lessons I-1 1 1 38 IV. The Negative — Avoir 39 V. Interrogative Forms 44 VI. Present Tense Forms 48 Review — Lessons IV- VI 53 VII. Plural of Nouns 55 VIII. Agreement of Adjectives 60 IX. Position of Adjectives 64 X. Irregular Adjectives 71 Review — Lessons VI I-X 75 XL Comparison of Adjectives yj XII. Adverbs and their Comparison 82 XIII. The Partitive Construction 89 XIV. Uses of the Articles 94 Review — Lessons XI-XIV 99 XV. Regular Conjugations — Present Indicative 102 XVI. Principal Parts — The Imperfect 107 XVII. The Past Definite 115 Review — Lessons XV-X VI I 122 XVIII. The Future 124 XIX. The Conditional 129 XX. The Imperative 135 XXI. Subjunctive — Simple Verbs Completed 140 Review — Lessons XVIII-XXI 147 vii Vlll ELEMENTARY FRENCH LESSON PAGE XXII. Inflection and Use of Avoir 149 XXIII. A voir in Perfect Tenses 155 XXIV. Etre in Perfect Tenses 163 XXV. Agreement of Participles 167 Review — Lessons XXI I-XXV 174 XXVI. Interrogation 177 XXVII. Negation 183 Review — Lessons XXVI, XXVII 190 - XXVIII. Conjunctive Personal Pronouns 192 XXIX. Disjunctive Personal Pronouns 199 — XXX. V and En 204 -» XXXI. Possessives 211 Review — Lessons XXVIII-XXXI 219 XXXII. Demonstratives 221 XXXIII. Relative Pronouns 229 XXXIV. Relative Pronouns (continued) 237 XXXV. Interrogatives 244 Review — Lessons XXXI I-XXXV . . ... . . 250 XXXVI. Numerals — Cardinals 253 XXXVII. Numerals— Ordinals 258 XXXVIII. Numerals in Expressions of Time, etc 263 Review— Lessons XXX VI-XXXVI 1 1 .... 270 - XXXIX. Reflexive Verbs 273 _^, XL. Passive Voice 280 XLI. Special Uses of the Passive and the Reflexive . . 286 Review— Lessons XXXI X-XLI ...... 292 XLI I. Orthographic Changes in the First Conjugation . . 294 XLIII. Irregular Verbs in er 300 XLIV. Irregular Verbs in ir 308 Review — Lessons XLI I-XLIV 314 XLV. Irregular Verbs in oir 316 XLVI. Irregular Verbs in oir 322 XLVII. Irregular Verbs in re 328 XLVIII. Irregular Verbs in re 334 XLIX. Faire and its Construction 339 CONTENTS ix LESSON PAGE Review — Lessons XLV-XLIX 346 L. Dependent Infinitives 348 LI. The Subjunctive Mood 355 LII. The Subjunctive in Object and Adjective Clauses . . . 361 LIII. The Subjunctive in Adverbial Clauses 368 Review — Lessons L-LIII 375 LIV. Supplementary — Inflection 378 LV. Supplementary — Articles, Pronouns 383 LVI. Supplementary — Word Order, etc 388 Sentences for General Review 395 Appendixes I. Drill Sentences from College Papers 399 II. Material for Phonetic Practice 415 III. Gender of Nouns • 428 IV. Plural of Nouns 429 V. Formation of Adverbs 430 VI. Verbal Endings 431 VII. Regular Conjugations 432 VIII. Irregular Verbs 440 Vocabularies French-English 457 English-French 502 General Index 533 LIST OF ABBREVIATIONS adj. sb adjective adv. = adverb ant. = anterior art. = article cond. = conditional conj. sa conjunction conj. pron. = conjunctive pronoun def. = definite dir. = direct disj. = disjunctive f. = feminine Fr. s= French fut. = future imp. = imperfect imv. = imperative ind. =53 indicative indef. = indefinite indir. = indirect inf. SB infinitive int. =s interrogative inten. = intensive intj. ss interjection intr. ss intransitive irr. ss irregular m. s= masculine n. ss noun neg. = negative num. = numeral obj. = object p. ss page part. = participle pass. =s passive per. 53 person perf. = perfect pers. = personal pi. (plu.) = plural pluperf . = pluperfect poss. =s possessive prep. =B preposition pres. = present pret. = preterit pron. ss pronoun refl. = reflexive rel. = relative Sec. ss Section sing. = singular sub. = subject subj. = subjunctive tr. ss transitive v. = verb ELEMENTARY FRENCH INTRODUCTION THE FRENCH LANGUAGE 1. French and Latin. The French language is one of the forms of modern Latin now spoken in those parts of Europe which the Romans conquered, colonized, and ruled in the days of Julius Caesar and his successors. These forms, called collectively the Romanic or Romance languages, com- prise French, Italian, Spanish, and Portuguese, the four most important ; Provencal, the old language of the south of France ; Rhaetian, used in parts of the Alps ; and the speech of Rumania. There is an unbroken continuity between the Latin of the Roman Empire and these languages, so much so that one cannot tell just where Latin leaves off and the others begin. French, therefore, is Latin as it has been modified, on the soil of France, by twenty centuries of influences, internal and external. The student of French who is familiar with Latin will see many obvious resemblances between the two languages ; others are apparent when suggested. Of the elaborate Latin inflection not much remains except in the verb. The great essential qualities that characterized Latin persist, however, and the pupil will realize more and more that in French he has a language unsurpassed for clearness of expression and for artistic value. 2 ELEMENTARY FRENCH TEE ALPHABET 2. The Alphabet. The letters of the French alphabet are the same as those of the English. K and w are used only in a few words borrowed or formed from other languages. 3. The French Names of the Letters are a a h ache 0 0 V ve b bt i i P pe w double ve c ce J P q ku X iks d de k ka r erre y i grec e e 1 die s esse z zcde f effe m em?ne t te g ge n enne u u Note. In oral spelling the consonants are sometimes pronounced with the sound of mute e. Thus d is pronounced de ; g, gue orje ; etc. 4. Vowels and Consonants. The alphabet is divided into vowels and consonants. The letters a, e, i, o, u, and y are vowels ; the rest are consonants. Note. I, o, u, and y often have the value of consonants when they precede a vowel sound. See Sees. 34-37. CAPITALS 5. Capitalization. The French use of capital letters is the same as the English, except that proper adjectives, the names of months and days, titles of rank or office, and the personal pronoun je (I) are not capitalized. Note. In titles of books, names of corporations, and the like, French aims to capitalize one main word, generally the first noun unless it is preceded by a preposition. To this one capital there is added a capital on any adjective preceding the noun, on nouns connected coordinately INTRODUCTION 3 with the capitalized noun, and on any adjective preceding this second noun. If an article is used as the first word of a title, it is not capitalized unless it begins a sentence. ORTHOGRAPHIC MARKS 6. Accent Marks. There are certain marks in written French, called accents, placed over vowels. These are not used, as in English, to indicate that the syllable where they stand is to be pronounced more strongly, but they serve in general to distinguish the sounds of the vowels. 7. The Three Accents. There are three accents : the acute (aigu) ('), the grave {grave) (*), and the circumflex (circonflexe) (") : 6tant, pere, tete. Note i. The acute accent occurs only on e; the grave on e, and rarely on a or u to distinguish words otherwise spelled alike; the circumflex on any vowel (except y). Note 2. The circumflex accent is usually a sign of contraction in the formation of the word, especially of the omission of an s : for example, fete, from Latin festa; compare English "feast." Note 3. Vowels, except e, usually omit their accent when capitalized. 8. The Other Orthographic Marks are a. The cedilla (cidille) (J, placed under c to indicate a soft sound : 5a. b. The diaeresis (trema) (*"), placed over the second of two consecutive vowels to denote that it does not unite with the first to form a digraph, but is pronounced separately : Noel. Note. A diaeresis over an i crowds out the dot : hair. c. The apostrophe (apostrophe) ('), which indicates the omission of a vowel : j'ai. d. The hyphen (trait d'union) (-), which is used to join words in close connection : avez-vous ? 4 ELEMENTARY FRENCH SYLLABLES 9. Syllabication. The correct division of words into syllables is more important in French than in English, because it not only shows where words are to be divided at the end of lines, but it also often determines how a letter or group of letters is pronounced. 10. Number of Syllables. There are as many syllables in a word as there are vowels (or digraphs) : a-mi, par-lent, cou-pe-rai, vic-toi-re, pro-pri-£-tai-re. Note i. E and u, when added as explained in Sec. 50, &, Note, do not form a syllable : man-gea, guer-re. Note 2. A mute e (Sec. 22) in the middle of a word, following a vowel, does not form a syllable: joue-rai. Note 3. I, y, 0, ou, and u, when preceding other vowels, are often sounded as consonants (Sec. 4, Note; Sees. 34-37), and then do not form a syllable : bien, 6-tions, yeux, loin, fouet-ter, lui, 6-cuel-le. Note 4. Observe that final mute e, though usually not pronounced, is regarded as forming a syllable : no-te, ra-re, pat-te. It has full syllabic value in the meter of poetry and songs. 11. A Single Consonant (except x) at the point of division belongs to the following syllable : a-mi, a-vant, pa-ro-les, i-nS-ga-li-te" ; but, ex-a-men. Note. At the end of a line in writing or printing, division is usually avoided between x and a vowel. See Sec. 62. 12. Treatment of Two Consonants. When there are two consonants at the point of division, the break is generally made between them : ad-mi-ra, es-poir, par-la, don-nai. Combinations of two consonants, however, which can be pronounced together, are not divided. Such pairs are treated as a single consonant and so go with the following syllable : ta-ble, mai-grir, cou-vrit, a-che-ta, ga-gna. INTRODUCTION 5 Note i . Such pairs are those ending in 1 or r (but not rl, lr), and ch, ph, th, and gn. Note 2. Since h, unless aspirate (Sec. 52), has no consonantal value, a preceding consonant is put with such an h in the syllable that follows : si-lhouet-te. 13. Three Consonants. In groups of three (or more) consonants, the last consonant, or the last two when they form one of the special combinations mentioned in Sec. 12, go with the syllable that follows : trans-po-ser, com-bla, per-dre. PRONUNCIATION 14. Pronouncing French. One of the elements involved in pronouncing French is the ability to utter the sounds correctly. Few of these sounds have an exact counterpart in English ; many are strikingly strange. The task, for one whose habits of speech are formed, demands persistent and well-guided effort. It is necessary to hear and imitate a person who pronounces the language correctly. An understanding of the positions assumed by the vocal organs is also a great aid. 15. Characteristics of Spoken French, important for the attention of an English-speaking pupil, include a. More energetic action of the vocal organs, especially of the lips and tongue. b. Pure vowel sounds. Many English vowels are not pure, but begin with one sound and glide into another at the end. That is, they are really diphthongs. The i in "bite," for example, is a combination of a in "far" and e in "meet" c. The grouping of a medial consonant with the following syllable. The impression upon the ear of the French ci-t6 is very different from the English cit-y. See Sec. 1 1 . d. The absence of strongly accented syllables in words and word-groups. 6 ELEMENTARY FRENCH 16. Sounds of Letters. Another element in pronunciation is knowledge of what sounds the various French letters represent in their different positions. French has greater regularity in this respect than English ; still there are numerous exceptions to the rules. 17. A Phonetic Alphabet, in which a certain written character always represents a certain sound, obviates the diffi- culties involved in an ordinary unphonetic alphabet. The following alphabet of the International Phonetic Association is in general use, and is employed here to supplement the discussion of sounds and to indicate irregular pronunciations. The " Description of Sound " in the list below is only approximate ; later sections give more accurate descriptions. THE INTERNATIONAL PHONETIC ALPHABET Symbol Description of Sound Regularly Represented by a. Pure Vowels M open a ; between a in " father " and a in " fat " a, Sec. 1 8, a w closed a ; a in " father " a, a, Sec. 18, b [e] closed e ; a in " fate " 4, Sec. 19 ; final er, Sec. 21, Note 1; ai, Sec. 29, a W open e\ e in " met " e, e, Sec. 20; e, Sec. 21 ; ai, Sec. 29, b\ ei, Sec. 30 M mute e\ e in "the man" e, Sec. 22 m i in " machine n i, Sec. 23 ; y, Sec. 27 [o] closed o ; o in " holy " 6, Sec. 24 ; 0, Sec. 25, a ; au, Sec. 31 M open o ; o in " wholly " 0, Sec. 2 5 , £ ; au, Sec. 3 1 , Note w oo in " moon " ou, Sec. 33 INTRODUCTION Symbol Description of Sound Regularly Represented by b. Rounded Vowels W rounded [e] eu, Sec. 32, a r«i rounded [e] eu, Sec. 32, b [y] rounded [i] u, Sec. 26 c. Nasal Vowels M nasal [a] an, en, etc., Sec. 40 m nasal [e] in, etc., Sec. 40 M nasal [o] on, etc., Sec. 40 [•] nasal [oe] un, etc., Sec. 40 d. Consonantal Vowels [j] y in " yes " h y, Sec. 35 ; 1, Sec. 54 [w] w in " was " ou-, 0-, Sec. 37 w French u before vowel u-, Sec. 36 e. Consonants w b in " bad " b M d in M dim " d, Sec. 48 w /in "fan" f [g] g in " get " g, Sec. 50, b Ed s in " measure » g, Sec. so, a- j, Sec. 53 M k in M kit " c, Sec. 46, b ; qu, Sec. 58 [•] / in M lid " 1, Sees. 48, 54, Note, 55 M m in " man " m M n in " nap " n, Sec. 48 [P] p in " pie " P r*i r trilled r, Sec. 59 w j- in M so " s, Sec. 60 ; c, 9, Sec. 46, a ; t, Sec. 61 w /in "tin" t, Sea 48 M p in " vine " V [«] s in " rose " s, Sec. 60 ; z ELEMENTARY FRENCH Symbol Description of Sound Regularly Represented by in sh in M shall " ny in " canyon " ch, Sec. 47 gn, Sec. 51 /. Quantity [0 a long vowel This symbol is placed after the vowel af- fected; Sec. 42 Note 1 . Phonetic symbols in this book are inclosed in brackets. Note 2. In this volume, to aid the beginner, a hyphen is used to separate the syllables of a word or word-group, a usage not general in technical works on phonetics. SOUNDS OF VOWELS 18. A has two sounds. a. It usually has a sound between a in "father" and a in "fat" : ami, malle, malade, page, table, la. This is known as open a. The mouth is widely open, and the tongue lies flat. Its phonetic symbol is [a]. Thus : ami [a-mi], malle [mal], malade [ma-lad], page [pa^], table [tabl], la [la]. b. When it has the circumflex accent, or is followed by s, it usually has a sound much like a in " father " : ame, batir, base, classe, pas. This is known as closed a. The mouth is less open than for open a, and the tongue is drawn farther back. Its phonetic symbol is [a]. Thus: ame [a:m], batir [ba-ti:r], base [ba:z], classe [kla:s], pas [pa]. Note i. A is closed also before ille: paille [pa:j]. Note 2. A circumflex in the verb endings ames, ates, at is open : donnames [do-nam], donnat [do-na]. Note 3. A is silent in aout [u]. INTRODUCTION 9 19. E acute (e) has the sound of a in li fate," without the vanishing sound of e in "meet" which is heard in. long a in English : 6t6, c6da. This is known as closed e (eferme). Its phonetic symbol is [e]. Thus : 6te" [e-te], c6da [se-da]. 20. E grave (e) and e circumflex (e) have a sound much like e in "met," often somewhat prolonged : leve, tete. This sound is known as open e (e ouverf). Its phonetic symbol is [e]. Thus : leve [lev], tete [te:t]. 21. E unaccented, when not at the end of a syllable, has the same sound as e (e in " met," Sec. 20): tel, pressa, mer, cadet. Thus : tel [tel], pressa [pre-sa], mer [me:r], cadet [ka-de]. Note i . Er, when final in words of more than one syllable, has the sound of closed e (Sec. 19), the r being silent. Thus: parler [par-le], dernier [der-nje]. In the following words, however, final r is sounded and the e is open (Sec. 20): amer [a-me:r], cuiller [kqi-je:r], enfer [a-fe:r]. Note 2. E is closed (Sec. 1 9) in final ez, and, among other words, in the final sounds of pied [pje], assied(s) [a-sje], clef [kle], and et [e]. Note 3. E in femme has the sound of French open a [fam]. 22. E mute. Unaccented e at the end of a syllable is sounded as little as possible, whatever sound it has approxi- mating that of e in the expression " the man " when fluently pronounced. This sound is known as mute e (e muef). The phonetic symbol for mute e is [9]. Three positions in which mute e occurs must be noted. a. At the end of a word of one syllable it is sounded fully : le, me. Note. When such words as le and me are closely connected in thought with other words, as is almost always the case, the e is more or less obscured. Thus in le pere the e in le is sounded but slightly. In je le fais the e in le is silent when the expression is uttered fluently [3al-fe]. IO ELEMENTARY FRENCH b. At the end of a word of more than one syllable it is silent : malle, apporte, table. c. When it is not at the end of a word, the fullness of its pronunciation is determined by the character of the sounds that precede and follow it. It is sounded rather clearly in regarda, pesa ; it is sounded slightly in petit, sera ; it is silent in samedi, appela. Phonetically, the examples above are represented as follows : le [b] apporte [a-port] pesa [pa-za] samedi [sam-di] me [ma] table [tabl] petit [pa-ti] appela [a-pla] malle [mal] regarda [re-gar-da] sera [s9-ra] Note i. In es at the end of a word of more than one syllable, and in ent at the end of the third person plural of verbs, the e is mute, and the final consonants are silent : tetes [te:t], paries [pari], parlent [pari]. Note 2. See Sec. 50, Note, for silent e after g. 23. I (with or without accent) has the sound of i in " machine " : il, ile, midi. Avoid the vanishing sound of y in "yet" usually heard in English. The corners of the mouth should be drawn out. The phonetic symbol of this sound is [i]. Thus : il [il], ile [il], midi [mi-di]. 24. 0 circumflex (6) has the sound of 0 in " holy," without the vanishing sound of 00 in " moon " heard in long 0 in English : cote, notre. This sound is known as closed 0. The lips are tensely rounded (puckered) and protruded. The phonetic symbol is [o]. Thus : cdte [kot], notre [no:tr]. 25. 0 unaccented has two sounds. a. When it is the final sound of a word, it has the sound of 6 (0 in "holy," Sec. 24) : mot, cachot. Phonetically : mot [mo], cachot [ka-Jo]. INTRODUCTION 1 1 b. When it is not the final sound of a word, it has a more open sound, somewhat like o in the Yankee pro- nunciation of M wholly " : fol, robe, notre, or. This sound is known as open o. The lips are less strongly- rounded than in closed o; the back of the tongue is lower. The phonetic symbol is [o]. Thus: fol [fol], robe [rob], notre [notr], or [o:r]. Note. 0 is closed (Sec. 24) in the terminations ome and one, before the ending tion, and before the sound of z [z]: tome [torn], notion [no-sj5], chose [Jo:z]. 26. U (with or without accent) has no equivalent in English. To produce its sound, round or pucker the lips as if to pronounce 00 in " moon," and then try to pronounce e in M meet " : du, sucre, mur. The phonetic symbol is [y]. Thus: du [dy], sucre [sykr], mur [my:r]. Note. See Sec. 50, Note, for silent u after g. 27. Y has the sound of French i: 'style. Phonetically : style [stil]. Note. Y between vowels, and in pays and derivatives, is equivalent to i-i. The first i goes with the preceding vowel (Sec. 28); the second, ex- cept in pays etc., is consonantal (Sec. 35): asseyant {assei-yant [a-se-ja]), appuyai (appui-yai [a-pqi-je]), pays {pai-i [pe-i]). SOUNDS OF DIGRAPHS 28. The Digraphs. The vowels in the common groups ai, ei, au (eau), eu (ceu), ou, however, are not sounded as above, but each group represents a single sound. These are called compound vowels or digraphs (or, when there are three, trigraphs). 12 ELEMENTARY FRENCH 29. Ai has two sounds. a. When final in verbs, it has the sound of e* (a in "fate," Sec. 19) : parlai. Phonetically : parlai [par-le]. Note. Ai has the sound of e" also in gai [ge], quai [ke], sais, sait [se]. b. Elsewhere it has the sound of e (e in "met," Sec. 20) : vrai, faible, mais, parlais, aimer. Phonetically: vrai [vre], faible [fe:bl], mais [me], parlais [par-le], aimer [e-me]. Note. In faisant and derived forms ai has the sound of mute e (Sec. 22, c): faisant [fa-za]. 30. Ei has the sound of e (e in "met," Sec. 20) : reine. Phonetically : reine [rem]. 31. Au and eau usually have the sound of 6 (o in " holy," Sec. 24) : autre, chaud, beau. Phonetically: autre [otr], chaud [Jo], beau [bo]. Note. Au has the sound of open 0 (Sec. 25, b) in mauvais [mo-ve], and in aurai [o-re] and related forms. 32. Eu and oeu have a sound somewhat like 11 in " fur." More exactly, they have two distinct sounds, formed as follows : a. When they are the final sound in a word, or are before t or a z sound, round the lips as if to pronounce o in " holy " (Sec. 24) and pronounce e* (a in " fate," Sec. 19) : feu, veux, meute, creuser. The phonetic symbol is [0]. Thus : feu [f0], veux [v0], meute [m0:t], creuser [kr0-ze]. INTRODUCTION 1 3 b. When they precede a pronounced consonant (except t or one that has the sound of z), round the lips as if to pronounce 0 in " holy " (Sec. 24) and pronounce e (e in " met," Sec. 20) : neuf, jeune, sceur. The phonetic symbol is [ce]. Thus : neuf [noef], jeune [3cen], soeur [soe:r]. Note i. Eu, and also oe and ue, when before the liquid sound (Sec. 54), have the sound [ce]: feuille [fce:j], ceil [ce:j], orgueil [or-gce:j], cueillir [kce-ji:r]. Note 2. Eu in all forms of the verb avoir has the sound of the French u (Sec. 26) : eut [y], eussions [y-sj5]. 33. Ou (with or without accent) has the sound of 00 in " moon " : tour, gout. The lips are tensely rounded. Avoid carefully the vanishing sound of u in "must." The phonetic symbol is [u]. Thus: tour [tu:r], gout [gu]. CONSONANTAL VOWELS 34. Consonantal Vowels. When i (or y), 0, u, or ou precede a strongly uttered vowel sound, they take on a value approaching that of a consonant. They then give rise to three well-distinguished sounds. Note. These sounds are often called semivowels. Observe that these letters (except 0 in ou) cannot begin a digraph. 35. Consonantal i or y gives a sound much like y in *' yes " : viande, ciel, yeux. The sound is formed by blending naturally the sound of i with the following vowel. The phonetic symbol is [j]. Thus : viande [vja:d], ciel [sjel], yeux [J0]. 14 ELEMENTARY FRENCH 36. Consonantal u has nothing corresponding to it in English. The sound is almost inevitably formed when the French u is blended with a following vowel : lui, suis. The phonetic symbol is [q]. Thus: lui [lip], suis [suj]. The rounded characteristic of the u must be preserved. 37. Consonantal ou or o gives a sound much like w in " was " : oui, nouer, oasis. The sound is formed by blending naturally the sound of ou or o with the following vowel. The phonetic symbol is [w]. Thus : oui [wi], nouer [nwe], oasis [wa-zis]. 38. Oi is conveniently classed with the consonantal vowels. It has the sound of wa> the a being usually open (Sec. 18, a) : moi, poire. Phonetically it is represented by [wa]. Thus: moi [mwa], poire [pwa:r]. NASAL VOWELS 39. Nasal Vowels. A vowel or digraph followed im- mediately in the same syllable by a single m or n acquires a nasal quality. The m and n are silent : bon, mon-trer, temps, faim. The nasal quality is produced by leaving the opening from the pharynx to the nasal passage open, thus allowing a part of the air of expiration to escape through the nose. Note i. From the rule for dividing words into syllables (Sec. ii), it will be seen that (disregarding a few exceptions) m or n must be final or followed by a consonant to produce the nasal sound. Note 2. If the m or the n is doubled, the preceding vowel is usually not nasal : bonne [bon]. INTRODUCTION 40. The Four Nasal Vowels are represented and sounded as follows : an am en em in im yn ym ain aim ein eim Have the sound of a in M far " (more exactly, the sound of a of Sec. 18, b) pronounced through the nose : dans, chambre, enfant, temple. Have the sound of a in w fan" (more exactly, the sound of e, Sec. 20) pronounced through the nose : fin, simple, nymphe, pain, faim, plein. on om Have the sound of aw in " fawn " (more exactly, the sound of 0 of Sec. 25, b) pronounced through the nose : Don, nom, tromper. un eun um eum Have the sound of u in M fur " (more exactly, the sound of eu of Sec. 32, b) pronounced through the nose : brun, humble, jeun. No trace of the m or n should appear in the pronunci- ation of the nasal vowels, except in liaison (Sec. 65, Note). The phonetic symbols of the four nasal vowels are respectively [a] [e] [5] [«]. Thus, the examples above are represented as follows : dans [da] fin [fe] faim [fe] tromper [tr5-pe] chambre [Ja:br] simple [se:pl] plein [pie] brun [brde] enfant [a-fa] nymphe [ne:f] bon [b5] humble [ce:bl] temple [ta:pl] pain [pe] nom [n5] jeun [362] Note i. Final en after i or y has the sound of the nasal in; also nasal en after i everywhere in the verbs tenir and venir: bien [bje], moyen [mwa-je] ; tiens [tje], viendra [vje-dra]. Note 2. Before the nasal in, 0 has its consonantal sound of w in "was ' (Sec. 37): loin [lwe], moins [mwe]. Note 3. On in monsieur has the sound of mute e : [ma-sje]. Note 4. For final ent in verbs, see Sec. 22, c, Note 1. 1 6 ELEMENTARY FRENCH QUANTITY OF VOWELS 41. Quantity. The extent to which a vowel sound is prolonged is called its quantity. It varies according to its position, and is styled long or short. Note i. Similar variations occur in English, though less markedly. Compare " I am sad " (the a short in quantity) with " I am mad " (the a longer in quantity). Note 2. The length of vowels is not so important for the attention of a beginner as getting the correct and pure sounds. 42. The Phonetic Symbol for a long vowel is [:], placed after the vowel affected : reine [re:n], Mtir [ba-ti:r]. 43. Rules for Quantity. Long vowels occur only in the last stressed (Sec. 63) or clearly pronounced syllable of a word. Hence short vowels predominate. The following vowels are long : a. Vowels in final syllables before an r pronounced : fer [fe:r], finir [fi-ni:r], fort [foir], noir [nwa:r]. b. Certain vowels in the next to the last syllable of words that end in a mute e syllable, namely : (1) Vowels with a circumflex accent: ame [a:m], tete [te:t], notre [no:tr]. (2) Nasal vowels: chambre [ja:br], prince [pre:s], ronde [ro:d], humble [ce:bl]. (3) Vowels when followed by the sounds [v], [z], [3], [j], [r] : rive [ri:v], chaise [Je:z], rouge [111:3], fille [fi:j], terre [ten:]. Note i. The vowels [o], [0], [a], and [e] are often long in the situ- ation of b even when other consonants than those of (3) follow them : faute [fo:t], meule [mo:l], tasse [ta:s], reine [re:n], dixieme [di-zje:m]. Note 2. Vowels other than those mentioned in a and b above are usually short. In particular, vowels that constitute the final sound of a word are short : donne" [do-ne], chat [Ja], enfant [a-fa]. INTRODUCTION 1 7 SOUNDS OF CONSONANTS 44. Consonants in General have approximately the same sounds as in English. The principal differences are given below. 45. Final Consonants are not sounded except c, f, 1, and r. Likewise of final groups of consonants only c, f, 1, and r are sounded : nid, trop, des (silent) ; sec, vif, nul, pour (sounded) ; neufs (f sounded) ; corps (r sounded). Phonetically : nid [ni] sec [sek] pour [pur] trop [tro] vif [vif] neufs [noef] des [de] nul [nyl] corps [ko:r] 46. a. C before e, i, and y, and likewise 9, have the sound of c in " certain " : cette, ca. This is the soft c. The phonetic symbol is [s] : cette [set], ca [sa]. b. C in other positions (except in ch) has the sound of c in M cast " : col, avec. This is the hard c. The phonetic symbol is [k] : col [kol], avec [a-vek]. Note i . Final c, usually sounded, is silent after nasal n : blanc [bla] ; also in clerc [kle:r], estomac [es-to-ma], pore [po:r], tabac [ta-ba], and in a few other words. Note 2. C in second has the sound of g (Sec. 50, b) [so-g5]. v 47. Ch usually has the sound of sh in " shall " or ch in " machine " : chat, chercher. The phonetic symbol is [j] : chat [Ja], chercher [Jer-Je]. Note. In some words, mostly those derived from Greek, ch has the sound of k : chr6tien [kre-tje], dcho [e-ko]. 1 8 ELEMENTARY FRENCH 48. In pronouncing the English d, 1, n, and t, the tip of the tongue is placed against the hard palate some distance back of the roots of the upper teeth. In French it is generally placed against the upper teeth. An appreciably different sound is produced : dame [dam], ronde [r5:d], les [le], aller [a-le], nette [net], donner [do-ne], tete [tat]. 49. Final f, usually sounded, is silent in clef [kle], and' in the plurals bceufs [b0], nerfs [ne:r], ceufs [0]. 50. a. G before e, i, and y has the sound of s in " meas- ure " : geler, large, gilet. The phonetic symbol is [3] : geler [sjS-le], large parg], gilet [3i-le]. b. G in other positions (except in gn) has the sound of g in "get": gai, grand. The phonetic symbol is [g] : gai [ge], grand [gra]. Note. After g, e is often inserted before a, 0, and u, to indicate the first sound of g ; u is often inserted before e, i, and y, to indicate the second. The e and the u are silent : mangea [ma-3a] ; guerre [ge:r]. 51. Gn represents a single sound, much like the last part of ny in " canyon " : gagner. • The phonetic symbol is [p] : gagner [ga-ne]. 52. H is never sounded : homme, the\ In some words, however, initial h has sufficient force to prevent elision and linking, as in huit, haut. The h is then called aspirate ; otherwise it is called mute. Phonetically: homme [5m], the" [te] ; le huit [te-qit], le haut [b-o]. Note. Among the commonest words beginning with aspirate h are haine hardi haut honte hair haricot Havre hors halle hasard hlros huit hangar hate hibou hurler Consult a lexicon for others. INTRODUCTION 19 53. J has the sound of s in " measure " : je, jardin. The phonetic symbol is [3] : je [39], jardin [3ar-de]. 54. Liquid L. Final il preceded by a vowel has the so- called liquid sound. In this position il is sounded much like the English consonant y in " yes." The preceding vowel (or digraph) does not unite with the i, but retains its indi- vidual sound, the e of the ending eil having the sound of e ([e], Sec. 20) : travail, sommeil, seuil. This is called liquid 1 (1 mouille). The phonetic symbol is [j] : travail [tra-va:j], sommeil [sD-me:j], seuil [soe:j]. Ill, when not initial, has also in most words the liquid sound explained above, that of English y : veille, fille. Phonetically : veille [ve:j], fille [fi:j]. Note. In the following words ill is not liquid: mille [mil], ville [vil], tranquille [tra-kil]. 55. In Final il preceded by a consonant, the 1 is some- times sounded, as in fil, mil, civil; sometimes silent, as in gentil, fusil. Phonetically: fil [fil], mil [mil], civil [si-vil] ; gentil [3a-ti], fusil [fy-zi]. Note i. For the tongue position in 1, see Sec. 48. Note 2. In fils (meaning " son ") 1 is silent : [fis]. 56. M is silent in automne [o-ton]. For m and n nasal, see Sees. 39 and 40. For the tongue position in n, see Sec. 48. 1 57. P is silent in sept [set] and compter [k5-te]. 58. Qu generally has the sound of k : quel, quoique. Phonetically : quel [kel] ; quoique [kwa-ka]. 20 ELEMENTARY FRENCH 59. R is pronounced more prominently than in English : rose, tres, tenir, irai. Phonetically : rose [ro:z], tres [tre], tenir [ta-ni:r], irai [i-re]. Note i. Two different sounds of r are in common use in France. One is a trill of the tip of the tongue, the other a trill of the extremity of the soft palate. Either is correct, though the best usage perhaps now favors the latter. Note 2. R is silent in monsieur [ma-sje]. Note 3. For final er, see Sec. 21, Note 1. 60. S is usually sounded like English initial s, but between two vowels it has the sound of z : salle, pense, classe ; rose, maison. Phonetically : salle [sal], pense [pais], classe [kla:s] ; rose [ro:z], maison [me-z5]. Note. Final s, usually silent, is sounded in fils [fis] lis [lis] {usually) ours [urs] heias [e-la:s] mars [mars] sens [sa:s] {usually) jadis [3a-dis] mceurs [mcers] tous [tus] {as a pronoun) 61. T in the combinations tion, tial, tiel, tieux, and tie usually has the sound of s. This is true especially in words L'INSTITUT ET LE PONT DES ARTS. Pour conserver les belles traditions de la langue frangaise et pour l'embellir (y compris meme les questions d'or- thographe, d'accentuation, etc.), il y a une fameuse institution connue sous le nom d'Academie frangaise, reconnue par le parlement en 1637. Elle est composee de 40 membres, generalement connus sous le nom d' « immortels ». lis sont ordinairement choisis a cause de leur talent litteraire, et, quand un membre meurt, les survivants elisent son successeur. Les ecrivains francais se considerent tres honores d'etre admis au sein de cette assemblee. L'Aca- demie publie le Dictionnaire, code de la langue frangaise. Les seances de cette Academie ont lieu au palais de l'lnstitut, situe sur la rive de la Seine, en face du pont des Arts. Dans le meme edifice se reunissent aussi les quatre Academies consacrees aux arts et aux sciences, lesquelles avec l'Academie frangaise forment l'lnstitut de France. 22 ELEMENTARY FRENCH that correspond in form and meaning to English words in which t has the sound of sh (not ch), or is represented by soft c : nation, partial, essentiel, ambitieux, democratic Phonetically : nation [na-sjo], partial [par-sjal], essentiel [e-sa-sjel], ambitieux [d-bi-sj'0], democratic [de-mo-kra-si]. Note i. Final t, usually silent, is sounded in dot [dot], est [est] (point of compass), net [net], ouest [west]. Note 2. For the tongue position in t, see Sec. 48. Note 3. Since h is always silent, th is sounded like t: the* [te]. 62. X usually has the sound of ks: luxe, exposer. It has the sound of gz in ex initial before a vowel or mute h : exemple, exhaler. Phonetically: luxe [lyks], exposer [eks-po-ze] ; exemple [eg-za:pl], exhaler [eg-za-le]. Note. X has the sound of s in six [sis], dix [dis], soixante [swa-sa:t], Bruxelles [bry-sel] ; the sound of z in dix-huit [di-zqit], dix-neuf [diz-ncef ], deuxieme [d0-zje:m], sixieme [si-zje:m], dixieme [di-zje:m]. STRESS 63. Stress. As indicated in Sec. 15, d, French words do not, like English, have a strong accent, but each syllable (ex- cept those containing mute e) is clearly pronounced. There is, however, an apparent stress of voice that normally falls on the last syllable. Phrases likewise have a stress falling on the last syllable of their last word. LIAISON 64. Liaison. A final consonant before an initial vowel sound is often pronounced with this vowel sound when the two words are closely connected in thought. The INTRODUCTION 23 result of this is that the words are run together and pro- nounced as one. This is called linking (in French, liaison) : beaucoup"a faire, es£il. Phonetically: beaucoup a faire [bo-ku-pa-fe:r], est-il [e-til]. 65. Consonant Changes in Liaison. When carried over, a final d is sounded like t : gramTenfant ; a final f is sounded like v : neufhommes ; a final g is sounded like k : longpiiver ; a final s or x is sounded like 2 : les"amis, dixlunis. Phonetically: grand enfant [gra-ta-fa], neuf hommes [noe-vom], long hiver [l5-ki-ve:r], les amis [le-za-mi], dix amis [di-za-mi]. Note. M and n in nasal groups are carried over. The nasal quality of the vowel is then largely lost, except in un and a few other words. Monlimi [mo-na-mi], un~nomme [ce-nom]. 66. Omission of Liaison. Some words, notably et, and, never permit their final consonant to be carried over to a following word. ELISION 67. Elision. A final vowel is often dropped before an initial vowel or mute h, an apostrophe taking its place. This is called elision : j'ai, s'ils, l'homme. 68. Cases of Elision. The following words alone, undergo elision : a. All monosyllables ending in mute e. p. Jusque ; also lorsque, puisque, and quoique before il, ils, elle, elles, on, and un. c. La, both the article and the pronoun. d. Si, before il and ils. e. A few special cases, such as quelqu'un. 24 ELEMENTARY FRENCH PUNCTUATION 69. Punctuation in French follows in the main the same principles as in English. The use of the dash ( — ) to denote a change of speaker in a conversation is to be noted. The whole conversation quoted may then be inclosed in quotation marks. For many purposes the place of the dash is taken by les points suspensifs (. . .). 70. The French Names marks are — the period the comma the semicolon the colon the dash the quotation marks the interrogation point the exclamation point for the common punctuation le point la virgule le point et virgule les deux points le tiret les guillemets le point d' interrogation le point d' exclamation LESSON ONE GENDER -THE ARTICLES 71. Gender of Nouns. In French all nouns, whether the names of persons, animals, or things, are either masculine or feminine. There is no neuter gender. The gender of names of persons or animals of definite sex is determined, as in English, by that sex. The gender of other nouns seems arbitrary, and must be learned for each word. Note i. Nouns ending in certain letters are apt to have the same gender; likewise the names of certain classes of things. See page 427. Note 2. French nouns derived from Latin masculines and neuters are regularly masculine in French ; those from Latin feminines are regularly feminine. 72. The Definite Article the is expressed a. With masculine nouns in the singular by le. b. With feminine nouns in the singular by la. c. With all nouns in the plural by les. the father, leph-e the fathers, lesperes the mother, la mere the mothers, les meres 73. L' in Elision. Before words beginning with a vowel or mute h, le and la become P. the child, Venfant the children, les enfatits the man, Vhomme the men, les hommes Notei This dropping of a final vowel before an initial vowel sound for the sake of euphony, and the substitution of the apostrophe, is called elision. It takes place in several other short words ; for example, de, of. See Sec. 68. 25 26 ELEMENTARY FRENCH 74. The Indefinite Article a or an is expressed a. With masculine nouns by un. b. With feminine nouns by une. a brother, unfrere a sister, une sceur 75. Repetition of Articles. The definite and indefinite articles are repeated before each noun to which they belong. the father and brother, le pere et lefrere a brother and sister, unfrere et une soeur 76. The Plural of Nouns is regularly formed by adding s to the singular. le mari, the husband les maris, the husbands la femme, the wife les femmes, the wives l'enfant, the child les enfants, the children VOCABULARY a, has le frere, the brother aussi, also le garcon, the boy avec, with l'homme, the man de, of le mari, the husband deux, two la mere, the mother l'enfant m.f, the child ont, have est [e], is ou, where et [e], and le parent m.f, the parent la famille, the family le pere, the father la femme [fam], the woman, the qui, who wife la sceur, the sister la fille, the girl sont, are Drift EXERCISE I . Prefix to the following nouns the proper word for the : pere garcons filles parents homme mere enfant mari sceur hommes . GENDER — THE ARTICLES 27 2. Prefix to the following nouns the proper word for a : garc,on enfant homme soeur mere parent 3. Change to the plural form — le frere la femme la soeur le mari l'homme l'enfant 4. Translate into French — two boys of the man two girls also a father and mother the brother has a man is the brothers have the men are who has a sister ? where is the boy ? of the girl where are the children ? of a girl the husband and wife of a husband with the women Model Une Famille Un gargon et une fille sont avec un homme et une femme. Le gargon est le frere de la fille. Le gargon a une soeur. La fille a un frere. Le gargon est le frere de la soeur. La fille et le gargon ont deux parents. L'homme et la femme sont les parents. Les parents ont deux enfants. Les enfants de l'homme et de la femme sont le gargon et la fille. Les enfants ont un pere et une mere. La mere est la femme de l'homme. L'homme a une femme. La femme de l'homme est la mere de la fille. Le frere de la fille est aussi l'enfant de la mere. Le mari de la mere est le pere. Le pere et la mere sont les deux parents. Ou est le pere? Le pere est avec la mere. Oil sont les enfants ? Les enfants sont avec les parents. Qui sont les enfants? Le gargon et la fille sont les enfants. Qui sont les parents? 28 ELEMENTARY FRENCH . Theme A man is with a boy and a girl. The boy and the girl are the children of the man. The boy is the brother of the girl. The boy has a sister. The girl is the sister. The girl has a mother. The mother of the girl is the wife of the man. The man has a wife. The wife of the man is the mother of the girl. The father of the girl is the husband of the woman. The father and mother have two children. The children are the boy and girl. Who is the brother of the girl ? The boy. The man has two children. Where is the sister of the child ? The girl is with the boy. The children are with the man. W7ho is the man ? The man is the husband of the woman. The father and mother are the parents of the girl. The boy and the girl have a father and mother. Oral i. Qui est avec l'homme ? 2. Qui est le frere de la fille ? 3. Qui a une sceur? 4. Oil est la sceur? 5. Qui a deux parents? 6. Qui sont les parents ? 7. Qui a deux enfants ? 8. Qui sont les enfants de la femme? 9. Qui est le pere de la fille? 10. Qui a une femme? 11. Qui est le mari de la mere? 12. Oil sont les enfants ? 13. Oil est le frere de la fille ? 14. Qui a un pere et une mere ? 15. Oil sont le garcon et la fille ? Resume 1. The boy has a sister. 2. The woman has a husband. 3. The boy and girl are the children. 4. Wiho are the parents of the child ? 5. Where is the child of the man ? 6. The father and mother are the parents of the child. 7. The boy has a brother and sister. 8. Who is the girl with the woman ? 9. The man has two children. 10. The children have a father and mother. 11. Who is the brojher of the girl? 12. The man is the father of two children. 13. The woman is with the boy and girl. 14. Where is the mother of the child? 15. The two children have a brother and sister. CONTRACTION — POSSESSION 29 LESSON TWO CONTRACTION - POSSESSION 77. Contraction with the Article. Whenever the prepo- sitions de and a directly precede the articles le and les, they contract as follows : de + le = du a + le = au de + les = des a 4- les = aux of the father, dupere to the father, aupere of the fathers, des per es to the fathers, aux pe res the son of the father, lefils dupere Note. No contraction takes place before la and 1\ of the family, de lafamille to the man, a Vhomme 78. Possession is not expressed in French by 's, but by the preposition de, of. John's friend, Pami de Jean the girl's father, le pere de lafille the boy's sister, la sceur du gar con the children's uncle, Poticle des en/ants 79. Some Possessive Adjectives. Possessive adjectives, like the articles, change in form according to the gender and number of the nouns they modify. Among them are Before Before Before Masc. Sing. Fem. Sing. Pl. my mon ma mes his, her son sa ses your votre votre vos Note. Possessive adjectives, like articles, are repeated before each noun they modify. my father and mother, mon ph~e et ma mere 3o ELEMENTARY FRENCH VOCABULARY a, to l'ami m., the friend Berthe, Bertha cher, dear le cousin, the cousin dans, in la fille, the daughter, girl le fils [fis], the son Jean, John Marie, Mary l'oncle, the uncle la tante, the aunt Drill EXERCISE I. Prefix to the nouns below the proper form for (a) my (b) your, (c) his, (d) the, (e) her : famille oncle 2. Express in French of the father, of the mother of the child of the children to the father to the mother to the child freres homme sceurs pere to the children of the uncle to the son to the men of the sisters of a wife to an aunt* UNE HUMBLE FAMILLE DE PAYSANS. Dans la gravure, a l'autre page, assise sur le tronc d'arbre, est la grand'mere, un fichu sur la tete, coiffure plutot commune des femmes de la campagne. A cote d'elle est sa bru, la femme de son fils, l'homme qui se tient debout a ses cotes. C'est la fin d'une dure journee de travail, et ils se reposent dans la cour de la ferme avec leurs enfants, apres le repas du soir. Face a leurs parents et a leur grand'mere nous voyons la fille la plus agee, son frere sur les genoux et sa petite soeur a cote d'elle. La famille est pauvre, et cependant c'est par le labeur de ces gens honnetes et economes que la France est ce qu'elle est. 32 ELEMENTARY FRENCH 3. Translate into French — my brother your aunt my father's brother the boy's aunt my cousin's brother a friend's wife my cousins' brother dear to the son the child's brother dear to her son John's brother dear to his mother Ma Famille Dans une famille le fils et la fllle sont les enfants du pere et de la mere. Le fils est cher au pere et a la mere aussi. Le fils est cher aux deux parents. Les parents sont le pere et la mere. La mere est la femme du pere. Le pere et la mere sont les parents des enfants. Dans ma famille mes parents ont deux filles et un fils. Mon pere a une femme. Sa femme est ma mere. Mon pere est le mari de ma mere. Mon pere et ma mere sont mes parents. Mes sceurs, Marie et Berthe, sont les filles de mes parents. Mon pere a une sceur. Ma tante est la sceur de mon pere. Ma tante a un mari. Son mari est mon oncle. Les enfants de mon oncle sont mes cousins. Mon cousin Jean est cher au frere de mon oncle. Theme John is my friend. My friend has a father and mother. His father and mother are his parents. My friend has two sisters, Mary and Bertha. The sisters are the children of the parents. John's father is my mother's friend. My mother has a brother. My mother's brother is my uncle. Who is your uncle's wife ? My aunt is my uncle's wife. My uncle and aunt have a son. An uncle's son is a cousin. John has a cousin also. The cousin's mother is John's aunt. John is dear to the cousin and to the cousin's family. The girls with John are his sisters. Who is dear to John's sisters ? CONTRACTION — POSSESSION 33 Oral 1. Qui sont les enfants ? 2. Qui sont les parents ? 3. Qui est la femme de votre pere ? 4. Qui sont les parents des enfants ? 5. Qui est votre pere ? 6. Qui a une femme ? 7. Qui est votre mere ? 8. Qui sont les filles de votre mere ? 9. Qui sont Marie et Berthe ? 1 o. Qui est la femme de votre oncle ? 1 r . Qui est votre cousin? 12. Qui est la mere de votre ami ? 13. Qui est le fils de votre oncle? 14. Qui sont les parents de votre cousin? 15. Qui est cher aux parents ? Resume 1. My friend has an uncle. 2. His uncle's wife is his aunt. 3. My cousin has two children, a son and a daughter. 4. My uncle is my father's brother. 5. My friend's wife is your mother's sister. 6. The children of John's parents are my cousins. 7. The son is dear to the father. 8. The son is dear to the friends of his family also. 9. Who is the father of the boys? 10. The boys are with my cousin John. 11. Where are the children's parents? 12. My friend has a boy and girl in his family. 13. The child is dear to the mother. 14. The boy is the son of my father's sister. 15. Mary and Bertha are the daughters of my brother's friend. LESSON THREE VERB AND SUBJECT - &TRE 80. Present Tense of itre, to be. je suis, I am nous sommes, we are tu es, thou art vous etes, you are il (elle) est, he (she) is ils (elles) sont, they are Note i. This tense illustrates the fact that in French, as in English, the form of a verb changes with the person and number of its subject. Note 2. Observe that je is not capitalized. See Sec. 5. 34 ELEMENTARY FRENCH 81. It and They, French, having no neuter gender, has no special form for the subject pronoun it. II or elle is used according to the gender of the word to which the it refers. Likewise they is ils or elles as the gender demands. I have a book ; it is here. J'ai tin livre ; il est ici. I have a pen ; it is here. fai une plume ; elle est ici. She has two pencils ; they are Elle a deux crayons ; ils sont ici. here. He has two pens ; they are here. 77 a deux plumes ; elles sont ici. 82. Subject Noun. When the subject of an affirmative sentence is a noun expressed, a subject pronoun does not accompany the verb. My brother has two books. Monfrere a deux livres. The men are here. Les hommes sont ici. VOCABULARY a, at, to la fenetre, the window fe banc [ba], the bench, settee ici, here le bureau, the desk (of the le livre, the book teacher) le maitre d'&ole, the school- le cahier [ka-je], the notebook teacher m. la classe, the class la maitresse, the teacher f. le crayon, the pencil la plume, the pen dans, in, into la porte, the door derriere, behind pour, for devant, before, in front of le pupitre, the desk (of the l'e*cole/, the school pupil) al'&ole, at school quatre, four l'eleve m.f., the pupil la salle de classe, the classroom etes-vous, are you sur, on le fauteuil, the armchair, chair le tableau, the blackboard (of the teacher) un, une, (as a numeral) one VERB AND SUBJECT— ETRE 35 Drill i. Translate into French — a. of the boy of the girl cf the man of the men to the boy to the girl to the man to the men b. the teacher the school-teacher to the teacher the desk (of the teacher) the desk (of the pupil) the class c. the armchair, it is here a pen, it is here one pen one of the windows 2. Give the full tense of — of the parents to the teachers of the pens to the book of the pupil at the blackboard at the window at one window the classroom of the classroom the school at school in the school on the blackboard the notebooks, they are here the pens, they are here the pens are here Model je suis ici, tu es ici, etc. je suis a l'ecole je suis devant la fenetre Ma Salle de Classe Je suis a l'ecole avec mon frere. Nous sommes ici. Nous sommes dans la salle de classe. Elle a deux portes et quatre fenetres. Le fauteuil et le bureau devant le tableau sont pour le maitre d'ecole ; les bancs et les pupitres pour les eleves de la classe. Les livres et les crayons du maitre sont sur le bureau. Ses plumes sont aussi 36 ELEMENTARY FRENCH sur son bureau. Les cahiers des e'leves sont sur les pupitres. Le maitre est au tableau derriere son bureau. Une eleve est devant le bureau du maitre. Deux des eleves sont aux fenetres. «Ou sont vos livres ? — * lis sont sur le pupitre de mon frere. — Oil sont vos plumes ? — Elles sont sur mon pupitre. » Theme We are at school. The teacher and the pupils are in the class- room. The classroom has four windows. It has also two doors. One pupil is at the board. The teacher has the pupil's notebook. I am in front of the teacher. " Who has my books ? " " I have my books. They are here on the teacher's desk." The pupils' pens and pencils are in the desks. The teacher has his book on his desk. The teacher's desk and chair are in front of the blackboard. The blackboard is behind the teacher. Are you behind the teacher ? Oral i. Ou etes-vous? 2. Sommes-nous dans la salle de classe? 3. Ou est le fauteuil du maitre? 4. Qui a un pupitre? 5. Qui a un bureau? 6. Ou sont les livres du maitre? 7. Oil est le crayon de l'eleve ? 8. Qui a vos livres ? 9. Ou sont les cahiers des eleves? 10. Etes-vous a. l'ecole ? 11. Qui est au tableau? 12. Qui a la plume? 13. Etes-vous dans le fauteuil? 14. Oil est votre livre ? 15. Qui est dans la salle de classe ? 1 A dash in French usually indicates a change of speaker. See Sec. 69. UNE SALLE DE CLASSE. Cette gravure represente une salle de classe dans une ecole primaire, oil les petits garcons sont generalement en tablier noir, en pantalon court, et portent des chaussettes. Ici Tun d'eux, debout entre son banc et le pupitre, et le livre a la main, lit pendant que les autres suivent. Son voisin de droite, cependant, cherche quelque chose dans son pupitre ouvert. Derriere eux, au mur, nous voyons une couple de cartes, et des gravures pour venir en aide aux descriptions que pourra leur faire le maitre. Les petits Francais apprennent tous le dessin, et le relief en platre est la pour servir de modele. UNE SALLE DE CLASSE 38 ELEMENTARY FRENCH Resume i. Are you also at school with your brother and sister? 2. The two windows of the classroom are behind the teacher's desk. 3. The pupil's pen and pencil are here. 4. Four of the books are ■for the school-teacher. 5. We are at the blackboard behind the door. 6. The pupils have the notebooks on the benches. 7. The man's son and daughter are at school. 8. I have her pencils ; they are on my desk. 9. One of the pupils of the class is his sister. 10. Where is the pen? It is in my desk. 11. I am the teacher's son. 12. The classroom has four windows and two doors. 13. Who is the man at the window? 14. Where are the notebooks? They are on your desk with the books. 15. The teacher has her chair before her desk. REVIEW (Lessons One to Three) A. General Drill 1 . Give all forms of the French words for the, a, my, his, your, her. 2. Give the gender of the following nouns and state in each case how the gender is known : pere fille famille plume eleve livre 3. Place before the nouns below the proper form for (a) the, (b) his, (c) to the, (d) your, (e) of the. Also, when the number allows, for (f) a, (g) two. sceur tantes e'leve tableau fen£tre livres 4. Illustrate by examples elision and contraction. THE NEGATIVE— AVOIR 39 5. Continue je suis a l'ecole, tu es a Pecole, etc. 6. Fill in the blanks : Ou est livre ? est sur bureau. Ou est plume? est sur pupitre. Ou est oncle? est avec femme. Oil sont enfants? sont sur bancs. Nous dans salle. Vous devant - fenetre. Le cahier garcon. Les cahiers Aleves. , B. Translate into French 1. Mary has a brother and sister. 2. Her father and mother are her parents. 3. The man and woman have a family of two children. 4. The child is dear to the father. 5. My brother and sister are at school. 6. The school-teacher is dear to the pupils. 7. The boys are at the windows. 8. Where are Bertha's pens? They are on her desk. 9. The pupil has one pen ; it is here. 10. The boys' notebooks are on the desk. 11. Four of the pupils at the blackboard have a book. 12. Who is at school with the children ? 13. The teachers have the books and pencils. 14. Where are the girls? They are behind the armchair. 15. Who is at the door ? My uncle and aunt. LESSON FOUR THE NEGATIVE- A VOIR 83. The Negative ne . . . pas. The ordinary form for not with a verb is ne . . . pas, ne before the verb and pas after it. I am not in the yard. Je ne suis pas dans la cour. He has not the pen. // n*a pas la plume. The men are not seated. Les homtnes ne sont pas assis. Note. Observe that ne undergoes elision. 40 ELEMENTARY FRENCH 84. Present Tense of erre, Negatively. je ne suis pas, / am not nous ne sommes pas, we are not tu n'es pas etc. vous n'etes pas etc. il (elle) n'est pas ils (elles) ne sont pas 85. Present Tense of avoir. a. Affirmatively : j'ai, I have tu as, thou hast il (elle) a, he (she) has b. Negatively : je n'ai pas, I have not tu n'as pas etc. il (elle) n'a pas nous avons, we have vous avez, you have ils (elles) ont, they have nous n'avons pas, we have not vous n'avez pas etc. ils (elles) n'ont pas 86. The Present of avoir with Past Participles of other verbs forms a compound tense, the past indefinite, which represents sometimes the English perfect, sometimes the English simple past. J'ai trouve" la regie. P211e a trouve" sa plume. Nous n'avons pas apporte les livres. / have found (I found) the ruler. She has found {she found) her pen. We have not brought (did not bring) the books. Note. Observe the position of pas, directly after the form of avoir and preceding the past participle. apportS, brought apres, after assis, seated, sitting le bras, the arm la carte, the map VOCABULARY la cloche, the bell la cour, the yard debout, standing donne, give, gives l'encre /., the ink THE NEGATIVE — AVOIR 41 l'encrier [a-kri-e] m., the ink- stand la France, France la lecon, the lesson mais, but montre, shows, is showing le porte-plume, the penholder quand, when la regie, the ruler sonne, rings sous, under trouve\ found voici, here is vont, go ( 3dpi.) EXERCISE Drill 1. Translate into French — a. I am he has you are I have he is the man has they have she is the men are they are we have we are b. I have found we brought she gives I found they have found they go we have brought they brought he gives 2. Put into French negatively, the expressions in 1 , a and b. 3. Continue — j'ai un encrier je ne suis pas debout je n'ai pas le porte-plume j'ai trouve' un crayon 4. Read the Model below, making the affirmative sen- tences negative, and the negative affirmative. Make no change in the questions, nor in expressions beginning with voici. Model Une Salle de Classe Le maitre est avec ses e'leves dans la classe. II n'est pas assis. II est debout devant ses eleves. II a une regie sous le bras ; un eleve est au tableau. Le maitre montre une carte de France a l'eleve. Deux eleves sont assis devant le tableau. lis ont un porte- plume et un cahier. L'encre est dans l'encrier. Nous sommes assis. 42 ELEMENTARY FRENCH Je donne une plume a un eleve. II a un porte-plume. Je n'ai pas mon cahier. II n'est pas ici. Void un cahier. « Avez-vous un crayon? — Je n'ai pas trouve mon crayon, mais j'ai apporte ma plume. Elle est dans mon pupitre. » Apres la lecon, la cloche sonne. Les eleves vont dans la cour. « Ou est la cour ? — Elle est derriere l'ecole. Nous ne sommes pas dans la cour. » Theme 11 Who is in the yard ? " M The pupils are in the yard. The yard is not in front of the school. We are not with the teacher." M Where is the teacher ? " " He is at the window of the class- room." The bell rings. When it rings, the pupils go into the class. The teacher is standing at the blackboard. He has his ruler. He is showing the map to the pupils. The pupils are not at the blackboard. My uncle's son is not at school. He has not his books. I have brought my books, but I did not bring my pencil. I have found a penholder on the teacher's desk. Where is the inkstand ? The teacher has not his book. A pupil gives a book to the teacher. Oral i. Avez-vous trouve le maitre dans la gravure (picture) ? 2. Qui est dans la salle de classe ? 3. Qui est debout ? 4. Qui a une regie sous le bras? 5. Qui est au tableau? 6. Qui montre la carte? 7. A qui (whom) ? 8. Ou sont les eleves ? 9. Qui a un porte- plume ? 1 o. Ou est l'encre ? 11. Avez-vous apporte vos livres ? 12. Ou vont les eleves apres la classe? 13. Oil est la cour? 14. Qui est dans la cour quand la cloche sonne? 15. Qui est avec les e'leves dans la cour ? Resume 1. The ink is in the inkstand on the pupil's desk. 2. My sister gives a penholder to her son. 3. The pupils are standing behind the armchair in the classroom. 4. The children are not in the yard UNE SALLE DE CLASSE EN ALSACE Le maitre demande a l'eleve t « Quel est le pays represente au tableau ? — La France, monsieur » , repond l'eleve 44 ELEMENTARY FRENCH with your brother. 5. We found his pen, but we did not find her notebook. 6. Here is the woman; she brought the books to the teacher. 7. The teacher is showing the map to the pupils. 8. The boy and girl go into the classroom when the bell rings. 9. She has found the ruler. It is on her desk. 1 o. Who has John's pencils ? They are not on the bench. 11. Two of the men are seated at the window. 12. Who is the man standing in front of the blackboard ? 13. Mary did not find her father and mother after the lesson. 14. Here is the teacher's son; he rings the bell. 15. The school- teacher gives a lesson to the class. LESSON FIVE INTERROGATIVE FORMS 87. The Interrogative Form of a sentence with a personal pronoun as subject is made by placing the pronoun after the verb and joining the two words by a hyphen. Is he in the room ? Est-il da?is la chambre f Have you not two brothers ? JV'avez-vous pas deux freres ? Have you found a pen ? Avez-vous trouve une plume ? 88. Present Tense of itre> Interrogatively. o. Affirmatively : suis-je ? am I? sommes-nous ? are we ? es-tu ? etc. etes-vous ? etc. est-il(elle) ? sont-ils(elles) ? b. Negatively : ne suis-je pas? am I not? ne sommes-nous pas? are we not? n'es-tu pas ? etc. n'etes-vous pas ? * etc. n 'est-il (elle) pas ? ne sont-ils(elles) pas ? INTERROGATIVE FORMS 45 89. Present Tense of avoir, Interrogatively. a. Affirmatively : ai-je ? have I? as-tu ? etc. a-t-il(elle) ? b. Negatively : n 'ai-je pas ? have I not ? etc. avons-nous ? have we ? avez-vous ? etc. ont-ils(elles) ? n'avons-nous pas ? have we not 1 etc. Note. The presence of t in the forms a-t-il and a-t-elle is in order to prevent the succession of two vowels. 90. Interrogative Form with Subject Nouns. A sentence whose subject is a noun is made interrogative, among other ways, by placing the subject first, and repeating it by the proper form of the subject pronoun placed after the verb. Are the men in the room ? Has his sister found the two pens? Have not your sisters my book ? Les hommes sont-ils dans la chambre ? Sa sceur a-t-elle trouve les deux plumes 1 Vos saeurs n'ont-elles pas mon livre ? VOCABULARY aujourd'hui, today la chaise, the chair la chambre, the room la grand' mere, the grandmother le grand-pere, the grandfather le jardin, the garden la maison, the house le neveu, the nephew la niece, the niece non, no ou, or oui, yes qui, who, whom, which table, the table a la maison, at home, at the house 46 ELEMENTARY FRENCH Drill EXERCISE i. Translate into French — have you a cousin ? the inkstands are not here has John a cousin ? are not the inkstands here ? has John's father a cousin ? has she ? is she at home ? are they not ? is Mary at home ? am I not ? is your sister at home ? have I not ? is Mary's sister at home ? have they not found ? the children are here the men who are here are the children here ? the tables which are here 2. Change into questions — Marie est debout Nous ne sommes pas k la maison La niece de Jean a une sceur Son tils n'est pas ici 3. Continue — Suis-je a la maison ? Ne suis-je pas avec Marie ? N'ai-je pas une table ? Ai-je trouve le crayon ? 4. Change, in the Model below, the affirmative sentences (except voici . . .) into negative, omitting the words oui, non, and mais. Model LA Famille a la Maison « Etes-vous a. Pe'cole aujourd'hui ? — Non, nous ne sommes pas a l'ecole ; nous sommes a la maison. — Vos parents sont-ils avec vous ? — Oui, ils sont aussi a la maison. — Oil sont-ils ? — lis sont dans ma chambre. Voici ma chambre. — A-t-elle une table ? — Oui, elle a une table, deux chaises et un fauteuil. J'ai aussi un bureau dans ma chambre. — Etes-vous debout devant votre bureau ? — Non, je suis assis dans mon fauteuil. — Votre grand- pere est-il dans la maison ? — Non, il est assis dans le jardin avec mon cousin Jean. — Votre cousin est-il l'enfant de votre oncle? INTERROGATIVE FORMS 47 — Oui, et il est aussi le neveu de mon pere. — Votre cousin n'a-t-il pas une ou deux sceurs ? — II a deux soeurs qui sont les nieces de mon pere. — Ne sont-elles pas dans la cour qui est derriere la maison ? — Marie est dans la cour, mais sa sceur est ici avec sa grand 'mere. » Theme " Has your grandmother a husband ? " M My grandmother has a husband, who is my grandfather." "Is not your grandfather seated with his wife on a bench in the garden ? " " No, he is in my brother's room. My grandmother is with my cousin in front of the house." M Is not your cousin at school today ? " M No, my cousin John, and Mary, John's sister, are at home today. John is my father's nephew ; Mary is my father's niece." M Is the family at home ? " M Yes, it is at home." M Are not your uncle and your cousin John in the yard ? " M Yes, they are in the yard which is in front of the house." "Has your room an armchair? Has it a blackboard ? " Oral 1. Etes-vous a l'e'cole aujourd'hui ? 2. Ou sont vos parents? 3. Ou est votre chambre ? 4. Votre chambre a-t-elle une table ? 5. N'a-t-elle pas aussi deux chaises ? 6. Avez-vous un pupitre dans votre chambre? 7. Votre grand-pere est-il a la maison? 8. Votre grand-pere a-t-il une femme ? 9. Qui est le neveu de votre pere ? 10. Votre maison a-t-elle une cour? 11. La cour n'est-elle pas derriere la maison? 12. Marie est-elle dans la cour? 13. Qui est Jean ? 14. Ou est Jean ? 15. Jean est-il le frere de Marie ? Resume 1. My mother is at home with her children. 2. My father's mother is one of my grandmothers. 3. Here is John's chair behind the door in my room. 4. Is Mary in the house with her cousin ? No, she is here in the garden. 5. Where is your nephew's 48 ELEMENTARY FRENCH penholder? It is in my desk. 6. Who is the man who rings the bell at school? 7. My uncle is my aunt's husband, and he has a son and daughter. 8. Are you seated before the class or standing at the blackboard ? 9. Are not my books on the table which is in John's room? 10. Mary, John's niece, is his brother's daughter. 1 1. Has he not brought the pens to his uncle's children? 12. Did the pupil bring a pencil and a notebook to school today ? 13. Yes, and he found also the teacher's inkstand on his desk. 14. Is my grandfather's chair in front of the window? 15. The teacher is showing a map of France to his class. LESSON SIX PRESENT TENSE FORMS 91. The Present Tense (indicative) is treated in full later. In the majority of verbs it follows the model below. je donne, I give nous donnons, we give tu donnes, thou givest vous donnez, you give il donne, he gives ils donnent, they give Note i. The pupil is already familiar with the irregular presents of etre and avoir. Others will be given from time to time in the lesson vocabularies. Note 2. Interrogative forms of the present are made in accordance with Lesson Five. Thus : nous donnons becomes donnons-nous ? il ecrit becomes ecrit-il ? il donne becomes donne-t-il ? l'eleve lit becomes l'eleve lit-il ? 92. Auxiliary Forms in English often correspond to the French simple present. Thus : je donne, I give, I am giving, I do give PRESENT TENSE FORMS 49 Likewise, in negative and interrogative forms : il ne donne pas, he is not giving, he does not give donne-t-il ? is he giving ? does he. give t ne donne-t-il pas ? is he not giving ? does he not give ? VOCABULARY la craie, the chalk mademoiselle, Miss difficile, difficult monsieur [mo-sjo], Mr., sir l'exemple m., the example, illus- je montre, etc., I show, etc. trative sentence montrez-moi, show me facile, easy le morceau, the piece francais, French la phrase, the sentence la grammaire, the grammar la regie, the rule la lecture, the reading au tableau, on (at) the blackboard madame, Mrs., madam je trouve, etc., I find, etc. lecon de grammaire, grammar lesson lecon de lecture, reading lesson livre de francais, French book Note i . These last three phrases illustrate a common French usage in which two nouns connected by de correspond in English to a noun preceded by an adjective. Note 2. Livre de francais means a book of French, that is, a French textbook ; livre francais. an expression with which we are soon to become familiar, means a book that is printed in French or that has some French characteristic. Irregular Presents je lis, / read nous lisons, we read tu lis, thou readest vous lisez, you read il lit, he reads ils lisent, they read j'ecris, I write nous ecrivons, we write tu ecris, thou writest vous e'crivez, you write il ecrit, he writes ils ecrivent, they write 5o ELEMENTARY FRENCH EXERCISE Drill i . Translate into French — a. he shows she reads he writes we give we are giving are we giving ? do we give ? b. a book a French book a reading book c. Mr. Lacour Mrs. Lacour Miss Lacour yes, sir no, sir I am here, sir are we not giving ? does he read ? does the pupil read ? are they showing ? have I found ? did he find ? does he find ? the grammar lesson the grammar rules my French lesson yes, Mrs. Lacour ! no, Miss Lacour yes, Mr. Lacour 2. Continue — je montre je donne les regies je ne donne pas je lis la lecon 3. Fill the blanks : nous montr— la phrase montrent carte elle donn regies vous lis--- grammaire je trouve je n'ecris pas mes phrases n'ai-je pas trouve la grammaire ? suis-je au tableau ? don— elle cahier? ils lis lecon _ enfants ecriv-- la regie je ne donn deux legons 4. Replace in the following Model the subjects of the verbs by je, whenever the meaning allows, making the corresponding changes in the verbs. Replace them likewise by vous ; elles. 1 In conversation the French say oui, madame, not out, Madame Lacour \ similarly with mademoiselle and monsieur. PRESENT TENSE FORMS 51 Model La Leqon « N'avez-vous pas votre livre de francais ? — Oui, monsieur, il est sur mon pupitre. » Le maitre donne une leQon de grammaire aux e'leves. 11 lit les regies, et il e'crit les exemples au tableau avec un morceau de craie. II montre les exemples aux eleves. J'e'cris dans mon cahier avec ma plume. Nous ecrivons les phrases qui sont sur le tableau. Mon frere n'ecrit pas les exemples. II a sa grammaire, mais il n'a pas apporte son cahier. « Montrez-moi la lecon. La lecon est-elle difficile ? — Non, elle est facile. » Apres la lecon de grammaire nous avons la le^on de lecture. Les e'leves n'e'crivent pas. Le maitre lit devant les e'leves. Nous lisons apres le maitre, et nous ecrivons les exercices a la maison. Theme Today we have a reading lesson. The teacher is standing in front of the class. We read the lesson with the teacher. My cousin is not at his desk. He is at the board and he is writing the exercise. "Is not your brother writing with the chalk ? " M Yes, sir ; he is writing with a piece of chalk." " Have we not a grammar lesson ? " M Yes, sir." The teacher gives the rules of the lesson to the pupils and they write the examples in a notebook. M Where are the examples ? " " They are on the blackboard." " Show me the examples." After the lesson the children go home and write the exercises. We show the exercises to the teacher. M Show me your notebook." Oral 1. Montrez-moi votre livre de francais. 2. Oil est-il? 3. Qui donne la lecon de grammaire? 4. Le maitre ecrit-il les regies au tableau? 5. ficrit-il les regies au tableau avec un crayon? 6. Les enfants lisent-ils les regies ? 7. Votre frere a-t-il apporte sa grammaire? 8. La lecon de grammaire n'est-elle pas difficile? 52 ELEMENTARY FRENCH 9. Avons-nous une le- c,on de lecture aujour- d'hui ? 1 o. Qui lit apres le maitre? 11. Ou sont les exemples de la lecon? 12. Les eleves ecrivent-ils au tableau ? 13. ficrivez-vous vos exercices a l'ecole ? 14. A qui (whom) les eleves donnent-ils les exercices ? 15. Les en- fants vont-ils dans la cour apres la lecbn ? Resume 1. The pupils are writing the grammar lesson on the black- board. 2. When does he give the French lesson to the children? ' 3. I am giving a map of France to my sister's son. 4. The teacher is reading the rules of grammar to his class. 5. Is the lesson for today easy? No, 1 L'histoire d'Alphonse Daudet, La Demttre Classe, dont nous repro- duisons ici quelques paragraphes, est un incident de cette epoque : « Mes enfants, c'est la derniere fois que je vous fais la classe. Le nouveau maitre arrive demain. Aujourd'hui, c'est votre derniere lecon de francais. » Tout a coup l'horloge de 1'eglise sonna midi, puis PAngelus. Au meme moment, les trompettes des Prussiens qui revenaient de l'exercice ecla- terent sous nos fenetres. . . . M. Hamel se leva, tout pale, dans sa chaire. « Mes amis, dit-il, mes amis, je . . . je . . . » Mais quelque chose l'etourrait. II ne pouvait pas achever sa phrase. Alors il se tourna vers le tableau, prit un morceau de craie, et, en appuyant de toutes ses forces, il ecrivit aussi gros qu'il put : « Vive la France ! » LA DERNIERE CLASSE A la suite de la guerre de 1 870, l'Alsace et la Lor- raine devinrent allemandes, et la langue fran- caise cessa d'etre enseignee dans les ecoles1 PRESENT TENSE FORMS 53 sir, it is difficult. 6. Do you read the reading lesson after the teacher ? 7. Yes, Miss Hamel, but we write the exercises at home. 8. Miss Riou writes the sentences in her notebook. 9. At school the teachers write the examples with a piece of chalk. 10. After the lesson the boys and girls go into the yard. 11. Mr. and Mrs. Riou, John's father and mother, are in the house. 12. Show me the French books which are on your desk. 13. Mary is showing her French exercises to the pupils. 14. When the bell rings, my brother and sister go to school. 15. Here is the man who found the pencils ; they are on the table. REVIEW (Lessons Four to Six) A. General Drill 1. Complete the present indicative of (a) je montre, (b) j'&ris (neg.), (c) j'ai (neg.-int), (d) je suis (int.). 2. Express in French — (7. she gives she has found she writes she has she found she is b. did she bring ? does she bring ? is she giving ? has she brought ? is she ? is she reading? c. we are not showing we do not show we did not show we have not found d. do you not read ? did you not find ? have you not found ? are you not giving ? 3. Change to the interrogative — vous etes il n'a pas trouve les chaises sont le maitre lit les hommes ont la fille n'e'crit pas 54 ELEMENTARY FRENCH 4. Translate into French — he is reading the grandfather or the grand- he is sitting in the chair mother we are standing she is at home they go to school a grammar lesson yes or no .a French grammar here is a penholder show me the map where is it ? a map of France 5 . Replace, below, je by il ; by nous ; vous ; elles ; l'61eve ; ses freres. Then, with each subject, change to the negative form ; to the interrogative ; negative-interrogative. je suis a l'e'oole je lis la lecon j'ai un livre je montre la carte aux eleves j'ecris les exercices B. Translate into French 1. John is not with his brother and sister. 2. Are you writing the grammar lesson on the blackboard? 3. Here is the girl who found the teacher's pencils. 4. The school-teacher is showing his map of France to the pupils. 5. Where did you find my pen? It is here on my desk. 6. Where is the French lesson ? We have a reading lesson today. 7. The man who rings the bell is not my uncle. 8% Show me your notebook ; I am writing my French exercise. 9. Did the boy bring his French book to school today ? 10. Are you reading the book which is on your desk? 11. Do you write your exercises with a pen or with a pencil? 12. Are the children at home today? No, sir, they are at school. 13. The pupil who is sitting on the bench is reading his grammar lesson. 1 4. The girl who is standing in front of the teacher's desk is your niece. 15. Mr. and Mrs. Lebon, Mary's father and mother, are standing at the window. PLURAL OF NOUNS 55 LESSON SEVEN PLURAL OF NOUNS 93. Irregular Plurals. It has been stated in Sec. y6 that nouns in French regularly form their plural by the addition of 8.. The following exceptions are important : a. Nouns ending in s, x, or z remain unchanged. le fils, the son les fils, the sons la noix, the nut les noix, the nuts le nez, the nose les nez, the noses b. Nouns ending in au and eu, and seven in ou, add x. Poiseau, the bird les oiseaux, the birds le neveu, the nephew les neveux, the nephews le bijou, the jewel les bijoux, the jewels The seven nouns in ou are le bijou, the jewel le hibou, the owl le caillou, the pebble le joujou, the plaything le chou, the cabbage le pou, the louse le genou, the knee Note i. The h in hibou is aspirate : therefore, le hibou. See Sec. 52. Note 2. Other nouns in ou add s. le trou, the hole les trous, the holes c. Most nouns ending in al change this termination to aux. le cheval, the horse les chevaux, the horses Note. For exceptions to this see Sec. 311. d. The following nouns have irregular plural forms : le del, the sky les cieux, the skies Poeil, the eye les yeux, the eyes 56 ELEMENTARY FRENCH VOCABULARY l'all<§e/., the path l'animal m., the animal l'arbre m., the tree le bois, the wood la bonne, the maid, nursemaid le chapeau, the hat le gateau, the cake gns, gray le journal, the newspaper le manteau, the cloak le monsieur [ma-sjo], the gentle- man le pare [park], the park le sac, the bag je chante, etc., I sing, etc. a cote* de, beside en face de, opposite voila, there is (are) {calling attention to an object) il y a, there is (are) (merely stating existence of an object) Note. Other words used in the exercises below will be foui in Sec. 93. Drin EXERCISE I. Give the plural of — le nez la niece Foiseau le journal votre fils le ciel la noix le caillou son ceil le fils l'homme un bijou le neveu mon animal le chapeau de Jean 2. Give the singular of — ses chevaux mes yeux les hiboux ves manteaux les enfants les nez deux bras les sacs 3. Continue — j'ai deux yeux je n'ai pas deux nez je donne un sac de noix je ne chante pas je lis les journaux ne suis-je pas dans les bois ? PLURAL OF NOUNS 57 4. Translate into French — there 's my horse he is singing there is a horse in the park does he sing ? behind the trees the owl is gray beside the tree the owl's hole opposite the park the owls' holes 5. Take from the Model below each noun with the modi- fying word (if any) that precedes it, and then change each from the singular to the plural and vice versa (change un to deux, deux to un). Model Le Parc Je suis dans le parc avec les neveux de mon pere. Le parc est en face de ma maison. Les oiseaux chantent dans les arbres. Dans le bois il y a deux hiboux. Le hibou est un oiseau. Voila un homme qui lit ses journaux sur le banc. A cote de l'homme il y a une bonne et les fils de l'homme. Un des fils est sur les genoux du monsieur. Les yeux de l'enfant sont gris. Son chapeau est derriere le banc sur les cailloux de l'allee. Les joujoux et les manteaux des enfants sont dans les bras de la bonne. Elle donne aux enfants les noix et les gateaux qui sont dans son sac. Dans l'allee pour les chevaux il y a un homme et son cheval. Theme There is a park opposite my house. In the woods there is a path for the horses. The two horses of my nephews are not in the park. There is a bench! On the bench a maid is reading a book to a child. The child's eyes are gray. He is in the arms of the maid and he has two cakes. The maid reads the lesson on the animals and birds. M Here are two owls. The owl is a bird." Beside the maid, on the bench, are the children's cloaks, hats, and playthings. There 's a gentleman and his sons. He is reading his newspapers. 58 ELEMENTARY FRENCH Oral i. Le pare est-il en face de votre maison ? 2. Les oiseaux sont- ils dans les arbres ? 3. Ou sont les arbres ? 4. Le hibou est-il un animal? 5. Lisez-vous les journaux? 6. Ou est la bonne? 7. Qui est sur les genoux de la bonne ? 8. L'enfant est-il dans les bras de la bonne ? 9. 0 11 est l'allee pour les chevaux ? 10. Votre livre est-il sur vos genoux? 11. Vos yeux sont-ils gris? 12. Les chapeaux des eleves sont-ils dans la classe ? 13. Vous et votre frere etes-vous les fils de vos parents? 14. Avez-vous deux genoux? 15. Avez- vous deux nez? Resume 1. The maid who is on the settee is reading a French book. 2. The man gives the nuts to the children. 3. My nephews found the birds in the trees of my uncle's garden. 4. My aunt is giving the jewels to my sister. 5. My father's horses are in the woods which are opposite his house. 6. Has the man two noses? No, sir, but he has two eyes and two knees. 7. The skies are gray, and the children are not going (vont) to school. 8. There are two owls in the holes of the trees in front of our house. 9. There is the gentleman who brought the cakes and playthings to the pupils. 10. The reading lesson is on the animals and it is not difficult. 1 1. The maid is singing to the child who is in her arms. 12. Where LA FONTAINE DE MEDiCIS. Paris est fameux pour ses pares, dont 1'un des mieux connus et des plus beaux est celui du Luxembourg. II est situe pres du Quartier Latin, oil demeurent beaucoup des etudiants de Paris, et est tres frequente par les etudiants eux-memes ainsi que par les enfants du voisinage, ces derniers visitant surtout la partie du pare reservee pour leurs jeux. Le jardin est orne de statues et d'autres oeuvres d'art, parmi lesquelles se detache la fontaine de Medicis, encadree de grands arbres, que vous voyez dans la gravure d'a cote. Le batiment que Ton distingue derriere est le palais du Luxembourg, ou le Senat tient ses seances. Ce palais fut construit de 1615 a 1620 pour Marie de Medicis, femme de Henri IV, et fut habite par divers princes et princesses jusqu'a la Revolution. LA FONTAINE DE M^DICIS 60 ELEMENTARY FRENCH are the children's hats and cloaks? They are not here. 13. Did not the boy find the cabbages in the gentleman's garden ? 1 4. My son is standing on the pebbles in the path and is singing to his mother. 15. Here is the gentleman who reads his newspapers in the park. 16. He has also a bag of nuts for the animals. 17. Is the French teacher giving a reading lesson or a grammar lesson to his class today? 18. Did you give the French books to the pupils who are seated on the benches? 19. The boys found the nuts which are on the table. 20. Here is the park ; are the birds singing in the woods ? LESSON EIGHT AGREEMENT OF ADJECTIVES 94. Agreement of Adjectives. Adjectives in French vary in form to agree with the gender and number of the words they modify. 95. The Feminine of Adjectives is regularly formed by adding mute e to the masculine. le grand jardin, the large garden la grancle cour, the large yard 96. The Plural of Adjectives is generally formed in the same way as the plural of nouns of similar ending. le petit garc,on, the little boy les petits gargons, the little boys le gros chien, the big dog les gros chiens, the big dogs la grande ville, the large city les grandes villes, the large cities Note i. Bleu, blue, however, takes s in the plural. Note 2. An adjective has, therefore, normally four forms : masculine singular and plural, feminine singular and plural ; for example, grand, grands, grande, grandes. AGREEMENT OF ADJECTIVES 6 1 97. Double Agreement. When the same adjective modi- fies nouns of different gender, it takes the masculine form. His son and daughter are small. Sonjils et sajille sont petits. 98. Feminine of Nouns. A few nouns which may be applied to either sex have a feminine form made in the same way as the feminine of adjectives. le cousin, la cousine, the cousin un ami, une amie, a friend Note. Enfant and many other nouns of this type have the same form for both genders. VOCABULARY l'ami (/. amie), the friend je joue, etc., I play, etc. beau, beautiful, handsome long, long bleu, blue parce que, because charmant, attractive petit, small, little le chien, the dog la piece, the room le ciel, the sky plein, full content, glad pourquoi, why la cuisine, the kitchen je represents, etc., I represent,^. je demeure, etc., I dwell, live, etc. le rideau, the curtain la feuille, the leaf rond, round la fleur, the flower la rue, the street gai, cheerful le salon, the parlor grand, large seul, only, alone gros, big le tableau, the picture, blackboard haut (Note), high le vase, the vase l'herbe/, the grass vert, green joli, pretty la ville [vjl], the city la chambre a coucher, the bedroom la salle a manger, the dining-room etre de retour, to be back de quelle couleur ? of what color ? Note. The h in haut. is aspirate; see Sec. 52. 62 ELEMENTARY FRENCH Drin EXERCISE i. Give all forms (both numbers and genders) of — petit le votre son joli charmant bleu mauvais francais plein seul gai 2. Translate into French — a large table a big dog the window is round two beautiful curtains the pretty leaves the skies are blue his cousin (/) is attractive full of pictures the grass is green your friend (/) is glad the flower is blue the boy and girl are pretty my little room his brother and sister 3. Replace in the following sentences, making all neces- sary changes in agreement, Jean by Marie ; by vos neveux ; by mes cou sines. Jean est mon petit ami. II n'est pas grand, mais il est bon. II est ici. II a deux gros chiens. Est-il seul ? Model _ _. La Maison Jean est de retour a la maison. Son oncle a une grande maison parce qu'il a une grande famille. Le salon est tres joli. II a deux grandes et hautes fenetres. Les longs rideaux des fenetres sont tres beaux. Voici une petite table. Elle est ronde. Un tableau represente un jardin. Le ciel du tableau est tres bleu. II y a deux charmants enfants dans le tableau. Le garcon est debout et joue avec un gros chien. La petite fille est assise sur l'herbe. L'herbe est tres verte. Les arbres et les feuilles sont verts aussi. Le jardin est plein de jolies fleurs. Le salon n'est pas la seule piece de la AGREEMENT OF ADJECTIVES 63 maison. II y a aussi une salle a manger et une cuisine. Les chambres a coucher sont petites mais gaies. La cousine de Jean a apporte un vase de fleurs. Theme My aunt is your friend. My uncle's large family lives in a street where the houses are high. We are back at home. Here is the parlor. It is large and has two large and high windows. The long curtains are very beautiful. On the table, which is round, there is a pretty flower in a little vase. The flower is blue. The dining-room and kitchen are small. My bedroom is very cheerful. We are back in the parlor. There 's a beautiful picture ! It repre- sents two children, a little boy and a little girl, who are in a garden full of pretty flowers. On the grass the boy is playing with a big dog. The little girl is seated in the grass under the trees. Oral 1. Oil l'oncle de Jean est-il? 2. Pourquoi l'oncle de Jean a-t-il une grande maison? 3. De'crivez (describe) les rideaux du salon. 4. Decrivez la table. 5. Oil est le beau tableau? 6. Le tableau represente-t-il un pare? 7. Qui est dans le jardin de l'oncle? 8. Le jardin est-il petit? 9. Avec qui le petit garcon joue-t-il? 10. Nommez (name) les pieces de la maison. 11. Votre maison est-elle haute ? 12. Votre pere a-t-il une grande famille ? 1 3. Avons- nous une table dans la classe ? 1 4. De quelle couleur est le ciel ? 15. De quelle couleur est l'herbe? Resume 1. The gardens of the city are small, but the grass in the park is green. 2. Did you find the boy's big dog in the street? 3. The sky is blue today and the little boys are going to school. 4. The beautiful birds are singing in the large trees of the woods. 5. The windows of my cousin's bedroom are high, but the cur- tains are not long. 6. I live in a house which has a large kitchen 64 ELEMENTARY FRENCH and an attractive dining-room. 7. There is a vase full of pretty flowers on the table of the parlor. 8. We are back at home, and are glad because the rooms are very cheerful. 9. The picture rep- resents a large room with four windows and a table. 10. The table is round; a little girl is sitting in an armchair. 11. The leaves of the trees in the yard are very green. 12. A boy is standing under the trees and is playing with a small dog. 13. My friend lives alone in an attractive house of four rooms. 14. Here is the man who found the horses ; they are behind the house. 15. Of what color are your mother's jewels? They are blue and green. 16. The curtains for the windows of Mary's room are blue. 17. The bedrooms of my uncle's house are not large, but they are cheerful. 1 8. Why are the pupils going to the woods today ? 19. The flowers in the girl's garden are blue ; she is giving a flower to her teacher. 20. We are playing in the park, where the grass is high. LESSON NINE POSITION OF ADJECTIVES 99. Position of Adjectives. Qualifying adjectives, as a rule, follow the word they modify. l'arbre vert, the green tree les tables rondes, the round tables 100. Thirteen Adjectives that Precede. Several of the most common adjectives regularly precede their noun. Among the most important are beau, beautiful grand, large vieux, old joli, pretty gros, big jeune, young vilain, homely petit, little nouveau, new bon, good long, long mauvais, bad court, short POSITION OF ADJECTIVES 65 une jolie femme, a pretty woman deux petits enfants, two tittle children Note. The position of adjectives is further discussed in Sec. 326. The beginner should put every adjective after its noun unless he knows a definite reason to the contrary. 101. Tout and tel. The irregular adjectives tout (tous, //.; toute, toutes, /.), all, every, and tel (telle, /.), such, require special attention in regard to their position when used with an article. tout le pays, the whole country, all the country tous les arbres, every tree, all (the) trees tout le monde, everybody (all the world) un tel homme, such a man une telle femme, such a woman 102. Adjectives used as Nouns. The noun which an adjective modifies is often omitted, and the adjective, pre- ceded by an article, then stands alone, taking the gender and number of the noun it represents. This construction is most frequent with nouns that denote persons. Le Francais est ici. The Frenchman is here. Une Francaise est ici. A Frenchwoman is here. Les Francais ont un beau pays. The French (people) have a beautiful country. II est avec la petite. He is with the little girl. J'ai deux pommes ; une verte et / have two apples ; a green one une rouge. and a red one. Note. Proper adjectives are not capitalized in French when used as adjectives ; they are capitalized when used as nouns. See Sec. 5. les enfants francais, the French children les Francais, the French (people) 66 ELEMENTARY FRENCH VOCABULARY j 'admire, etc., I admire, etc. l'arbre (m.) fruitier, fruit tree bon, good la campagne, the country (Note) la cerise, the cherry le cerisier, the cherry tree le chemin, the road chez, at (to) the house of la ferme, the farm le feuillage, the foliage en fleur, in bloom la foret, the forest le gout, the taste jeune, young maintenant, now mauvais [mo-ve], bad le monde, the world mur, ripe nouveau, new le noyer, the walnut tree le pays [pe-i], the country (Note) plusieurs, several la poire, the pear le poirier, the pear tree la pomme, the apple le pommier, the apple tree il pousse, etc., it grows, etc. rouge, red je sSpare, etc., I separate, etc. souvent, often tel (/ telle), such (Sec. 101) tendre, delicate, tender tout (m. pi. tous), all, every (Sec. 101) tree, very le verger, the orchard le vert, the green vieux, old vilain, homely le village [vi-laig], the village tout le monde, everybody a la campagne, in the country chez son oncle, at (to) his uncle's Note. Pays, a geographical unit ; campagne, the rural district, n6t the city. Driu EXERCISE I. Give the four forms of the French words for bad such all blue ripe glad round green short French round high my •POSITION OF ADJECTIVES 67 2. Give the French for — the round window a green forest the French children my good uncle 3. Translate into French — a. he lives in a beautiful country he lives in the country the apples on the apple trees we admire his farm the country is in bloom the pears are not ripe b. all the trees the whole forest every orchard everybody 4. Continue — the red apples a delicate green a new teacher a very green pear several roads . several streets it has a good taste at John's house at my friend's (house) at John's father's such a picture such a flower all flowers all my friends Model j 'admire un grand arbre je ne demeure pas a la campagne suis-je chez ma tante ? je ne suis pas grand je lis dans la foret A la Campagne Aujourd'hui Jean est a la campagne. Tout le pays est en fleur. Son ami a une grande ferme dans un joli petit village. II y a deux hommes chez son ami, un vieux et un jeune. Le jeune est francais. Le Francois n'est pas ici. II est maintenant dans les bois. Le chemin separe la ferme de la foret. Nous admirons souvent les beaux arbres qui ont un feuillage d'un vert tres tendre. Tout le monde admire une telle foret. Les arbres fruitiers ne poussent pas dans les bois. lis poussent dans le verger. Dans le verger il 68 ELEMENTARY FRENCH yaun cerisier, un gros noyer, plusieurs pommiers et un poirier. Toutes les cerises sont rouges. Elles ont un bon gout quand elles sont mures. Elles ont un mauvais gout quand elles sont vertes. Les noix dans ma poche sont les noix du* noyer qui est devant vous. Les gros arbres du verger sont tres vieux. Theme John is with a young Frenchman at my friend's farm. The French have a beautiful country, but the little village where my friend has his little farm is beautiful also. The whole country is now in bloom. My friend's apple trees, pear trees, and little cherry trees are in the orchard behind the barn, but the big walnut trees are in the forest. There is a ripe pear. It has a good taste. Everybody admires such a pear. Are his pears large or small ? The cherries on the table are red. The old walnut tree produces (gives) the nuts which are on the table of the dining-room. There 's a bad nut, but all the nuts are not bad. The walnut tree is a fruit tree which grows in the woods. The foliage of the beautiful trees beside the road that separates the forest from the farm is of a very delicate green. Oral i.Jean est-il a l'ecole aujourd'hui? 2. Le pays est-il beau? 3. Oil est la grande ferme de l'ami de Jean ? 4. Qui est a. la ferme ? 5. Le Francais n'est-il pas dans le bois ? 6. De quelle LA CAMPAGNE — VUE PRISE D'UN AEROPLANE. Nous avons ici une photographie prise d'un aeroplane, laquelle represente a la lettre un pay- sage tel qu'on ne manque pas, pour ainsi dire, de voir a quelque endroit de la France qu'on aille. Les ecuries, les etables, les hangars forment generale- ment un groupe au centre duquel se trouve la cour, l'abreuvoir, etc. La photo montre bien le morcellement considerable de la propriete en France, beau- coup de ces lots separes les uns des autres par les routes nombreuses qui sillonnent le pays. Tout le terrain est cultive, et, sauf les vergers et une foret par-ci par-la, il n'y a pas d'espaces cultivables qui ne soient pas utilises. fO ELEMENTARY FRENCH couleur est le feuillage des arbres? 7. Ou les1 arbres fruitiers poussent-ils ? 8. Les * noyers ne poussent-ils pas aussi dans le verger? 9. Les1 pommes vertes ont-elles un bon gout? 10. De quelle couleur sontles * cerises mures ? 1 1 - Toutes les fleurs sont-elles rouges? 12. Le Francais est-il vieux ou jeune? 13. Les Francois n'ont-ils pas un beau pays ? 1 4. Etes-vous chez votre oncle ? 15. Jean n'est-il pas chez son ami avec le Frangais? 16. Admirez-vous le pays des Francois ? 17. Demeurez-vous a la campagne ? Resume 1. In every country all the orchards are full of fruit trees. 2. There are, in his orchard, several trees which are now in bloom. 3. All the good pupils write the French exercises at home. 4. When the apples are green, they have a bad taste. 5. Of what color are (the) cherries when they are ripe ? 6. The old curtains which sepa- rate the parlor from the dining-room are very homely. 7. Who gave to the teacher the pretty flowers in the vase which is on her table ? 8. The little girl found the large nuts in the forest under the old walnut trees. 9. All the houses in the little French village are very attractive. 1 o. Do you not admire my sister's pretty cloaks ? 1 1. All her children are now at her father's in the country. 1 2. John's teacher often2 reads the French lesson to his pupils. 13. Such a teacher is dear to the pupils of every school. 14. In my new orchard every pear tree is full of pears. 15. Everybody admires the cherry tree which is growing in our yard. 16. There is a big tree beside the path which separates the garden from the yard. 17. He found the apples under the apple tree, a green one and a ripe one. 18. I admire the delicate green of the foliage of the apple trees. 19. Are they going to school today? No, sir, they are going to his uncle's. 20. There is the Frenchman who gave th French books to John's brother. 1 See Sec. 119. 2 See Sec. no. IRREGULAR ADJECTIVES 7 1 LESSON TEN IRREGULAR ADJECTIVES 103. Irregular Feminines. French adjectives regularly form their feminine, as stated in Sec. 95, by the addition of mute e. The following exceptions are important : a. Adjectives already ending in mute e remain unchanged. le jeune homme, the young man la jeune femme, the young woman b. Adjectives ending in f change the f to v on adding e. II est actif. He is active. Elle est active. She is active. c. Most adjectives ending in x change the x to 8 on adding e. II est heureux. He is happy. Elle est heureuse. She is happy. d. The following adjectives, among many others, present special irregularities : Masculine Feminine bas basse low gros grosse big, stout dpais e'paisse thick bon bonne good cher chere dear sec seche dry blanc blanche white long longue long frais fraiche fresh doux douce sweet, gentle 72 ELEMENTARY FRENCH Note i. The first four of these adjectives, as well as those of Sec. 1 04 below, illustrate a common tendency to double a final consonant on the addition of the e. Note 2. For a more complete list of irregular feminines see Sec. 3 1 2. 104. Two Masculine Forms. The following adjectives, among other irregularities, have two forms in the masculine singular. Of these two forms, the first is used before words beginning with a consonant ; the second, before words be- ginning with a vowel sound. Masculine Sing. Plu. beau, bel beaux nouveau, nouvel nouveaux vieux, vieil vieux fou, fol fous mou, mol mous Feminine Sing. Plu. belle belles nouvelle nouvelles vieille vieilles folle folles molle molles un beau tableau, a beautiful picture un bel arbre, a beautiful tree beautiful new old crazy soft VOCABULARY l'air m., the air l'ecurie/., the stable (for horses) ratable/., the stable (for cattle) la ferme, the farmhouse, farm fort, strong, loud large, broad neuf, new (Note 2) noir, black le pr6, the field, pasture pur, pure la vache, the cow la voix, the voice de qui ? of (by) whom ? whose ? a haute voix, aloud a voix basse, in a low voice Note i . For other adjectives used in this lesson see Sees. 1 03 and 1 04. Note 2. Neuf, new, in the sense of newly made ; nouveau, new, in the sense of different, newly acquired. IRREGULAR ADJECTIVES 73 Drill i. Give all forms of the French words for dry thick . old young 2. Give a French sentence or phrase containing — blanches nouvel jeune deux broad white low long seated dear big gentle good new {two words) high all heureuse neuve chere beaux 3. Translate into French — the cow's stable a thick leaf the horses' stable she is reading aloud a large farm a dry nut a broad path a new friend 4. Continue — je suis heureux je chante a voix basse je ne demeure pas dans une e'curie je n'admire pas tout le monde n'ai-je pas trouve une pomme rouge ? telle bonne doux vieille a new house ud a dear 1 aunt an old aunt an active aunt Model A la Ferme La ferme de M. Leblanc, le bon ami de Jean, est une belle maison blanche. Elle est neuve. Dans la cour, qui est longue et large, sont les grandes etables pour les grosses vaches et les ecuries pour les beaux chevaux de la ferme. A cote du verger le gros cheval noir de M. Leblanc est dans le pre oil T'herbe 1 Dear precedes its noun when it means beloved. 74 ELEMENTARY FRENCH est e'paisse. La petite fille de M. Leblanc est sous le feuillage epais du vieil arbre de la cour. Elle lit a haute voix le nouveau livre d'Anatole France, et elle est heureuse. La petite, assise sur une chaise basse, a une voix tres douce et est Pamie de tout le monde. Son pere est vieux et gros, mais il est tres actif. Sa mere n'est pas tres vieille, et elle est active aussi. lis sont heureux. Theme M Where is the little daughter of Mr. Lebon ? " M She is in the yard seated with her mother on a very low bench." Mary is a good little girl. She is very beautiful and gentle. Mary is everybody's friend. Under the thick foliage of the old tree of the yard she is reading aloud to her mother the new book by (of) Anatole France. The mother of the little girl is an active woman ; she is not old. Her husband is old. He is stout, but he is active also. Mr. Lebon's farmhouse is new. It has a beautiful yard. The big cows are not in the stable, which is long and low. They are in the thick, green (thick and green) .grass of the field. Two of the cows are black. The air of the country is dry and pure. Oral i. De quelle couleur est la maison de M. Leblanc? 2. Est-elle vieille ou neuve? 3. Oil sont les etables de la ferme? 4. Les beaux chevaux de M. Leblanc sont-ils a l'ecurie? 5. M. Leblanc a-t-il un enfant ? 6. Ou est sa petite ? 7. Lit-elle a haute voix ou a voix basse? 8. De qui est le livre? 9. A qui lit-elle? 10. Pour- quoi la petite est-elle heureuse ? 11. A-t-elle une forte voix ? 1 2. Sa mere est-elle jeune? 13. Votre pere est-il vieux? 14. Etes-vous assis sur une chaise basse ? 15. Votre mere est-elle active ? Resume 1. In the orchard the leaves of the trees are fresh and green. 2. My uncle's black cows are in the pasture behind the farmhouse. 3, My friend's new house is in a pretty French village beside an IRREGULAR ADJECTIVES 75 attractive road. 4. Mr. Lebon's daughter has a sweet voice ; she is reading aloud to her father. 5. A Frenchman gave (to) my nephews the white horses which are in the stable. 6. In the country all children are strong because the air is pure. 7. My dear mother often sings to her children when they are at home. 8. The old man who is standing at the window is the friend of all the animals. 9. A crazy woman lives in the white house behind the woods. 10. The apples which are on the trees are red, but they are not ripe. 1 1. Show me the new book by (of) Rend Bazin which is on the round table. 12. The little boy sitting in front of the low table is everybody's friend. 13. We have two big cows in the stable, a red one and a white one. 1 4. John's sisters are now writing the long French exercises. 15. In the field the grass is green and thick. 16. My aunt lives in a small house, but she is happy and cheer- ful. 17. Where did you find the red flowers? They are very beautiful. 18. The Frenchwoman is not young, but she is strong and active. 19. He is reading the French lesson in a low voice before the class. 20. The old owls are in the holes of the old tree. REVIEW (Lessons Seven to Ten) A. General Drill 1. Give the exceptions to the regular formation of the plural of nouns and adjectives. Illustrate. 2. Give the list of nouns ending in ou that form the plural by adding x. 3. Give the plural of — homme ciel genou joli votre bras trou ceil tout nez doux animal heureux beau assis 76 ELEMENTARY FRENCH 4. Give the feminine singular of — jeune actif le cher sec bon fou tel vieux 5. Give all the forms of — mauvais vieux tout rouge blanc nouveau 6. Express in French — a young man the white horse your pretty house 7. Translate into French the leaves are green two eyes a French picture every house bas mou a low voice a new friend my dear friend tout doux ami heureux votre frais enfant epais beau joli a new house a short road a long lesson such a house all houses all the house everybody the old woman the new cloak and the old one we are back a house of four rooms a beautiful dining-room the white owl there is a boy here is a good pear there 's a bad pear there is a tree in the yard parentheses by the correct 8. Replace the words in French forms : Le (old) homme est (happy). (His good) femme est (old), mais elle est (beautiful). (Her) fils a (two young) filles. (They) sont (small), mais tres (sweet) et (pretty). (The whole) famille demeure dans une (new white) maison sous un (old green) arbre. B. Translate into French 1. The old woman lives alone in the white house. 2. Such a girl is everybody's friend. 3. All the pupils are reading the French lesson aloud. 4. Is the stable for the horses in the yard ? 5. All COMPARISON OF ADJECTIVES 77 the birds are now in the thick forest. 6. Where are the child's playthings ? 7. Do you not write the French exercises at home ? 8. In my new orchard all the cherry trees are in bloom. 9. There are two cows in the pasture, a white' and a black one. 10. When the apples are ripe they are of a red color. 11. Everybody admires her beautiful black eyes. 12. We are writing the long grammar lesson on the blackboard. 13. Such a woman is a friend of all the children of the village. 14. In the country the grass is now fresh and green. 15. The Frenchman is showing the French books to his friends. 1 6. John's father and mother are old, but they are very active. 17. The leaves of the pear tree are dry, but the pears are sweet and good. 18. All the girls are back at home and they are happy. 19. Show me the old owls which are in the old walnut tree. 20. The maid is singing in a low voice to the children. LESSON ELEVEN COMPARISON OF ADJECTIVES 105. Regular Comparison. The comparative degree of adjectives is regularly formed by prefixing plus, more ; the superlative, by prefixing the proper form of the definite article to the comparative. Thus : grand, plus grand, le plus grand, large, larger, largest. grand cheval, large horse plus grand cheval, larger horse le plus grand cheval, largest horse une belle dame, a beautiful lady une plus belle dame, a more beautiful lady la plus belle dame, the most beautiful lady deux jolis enfants, two pretty children deux plus jolis enfants, two prettier children les plus jolis enfants, the prettiest children 78 ELEMENTARY FRENCH Note i. The prettier picture of two and the prettiest picture of more than two are alike in French, le plus joli tableau. Note 2. An adjective that follows its noun in the positive follows it also in the comparative and superlative. Observe the repetition of the article. le ciel le plus bleu, the bluest sky Note 3. When a possessive adjective is used before a superlative, the definite article is not required. mon plus cher ami, my dearest friend 106. Irregular Comparison. The following three adjec- tives are usually compared irregularly : bon, good meilleur, better le meilleur, best mauvais, bad pire, worse le pire, worst petit, little moindre, less le moindre, least Note. Petit is compared regularly when it means small in size. My house is smaller. Ma maison est plus petite. But the least occasion la moindre occasion 107. Comparison Downward. To express less and least degrees, moins, less, and le moins, least, are prefixed. II est moins poli. He is less polite. Son frere est le moins poli. His brother is least polite. 108. Comparative Connectives. In comparative sentences than is expressed by que, as ... as by aussi . . . que, so . . . as, in negative expressions, by si . . . que. The boy is taller than his sister. Le gar con est plus grand que sa sceur. He is as rich as his brother. II est aussi riche que son frere. She is not so beautiful as her Elle n'est pas si belle que sa mother. mere. Note. In after superlative expressions is de. The most beautiful woman in (of) La plus belle femme de la ville. the city. COMPARISON OF ADJECTIVES 79 VOCABULARY Page m., the age malade, sick ag£, old (in years) (Note) meilleur (le), better (best) agreable, pleasant moindre (le), less (least) aimable, kind naturellement, naturally, of attentif , attentive course avanc£, advanced l'occasion/., the occasion le camarade, the chum, comrade paresseux, lazy cependant, however pire (le), worse (worst) enclasse, in class poli, polite aucontraire, on the contrary riche, rich different, different robuste, sturdy gai, cheerful, merry studieux, studious grand, tall, large je tombe, etc., I fall, etc. intelligent, bright toujours, always Jeanne, Jane vif, lively bien (mal) 61ev6, well-bred (ill-bred) a la moindre occasion, on the least occasion Note. Age" is used to define anyone's age, whether old or young; vieux means advanced in years, not young. jy ... EXERCISE i. Compare upward and also downward — grand beau cher avance petit bonne mauvais vive 2. Compare (upward simply) — vieille dame belles filles un homme aimable mauvais garcon la chambre haute ma petite sceur 3. Form sentences or phrases in French containing — moins belle si grand que meilleurs agee aussi petit que bien e'levees la pire plus polis 80 ELEMENTARY FRENCH 4. Translate into French — he is better than you she has a better book than you he is not so good as you she has the best book the best boy in the class the pretty house she is not so attractive as your the prettier house (of the two) friend the prettiest house (of all) John is older than Charles my best friends 5. Continue — je suis plus grand que l'enfant suis-je aussi robuste que vous ? je ne suis pas si riche que son frere j'ai le banc le plus bas de la salle de classe Model les Deux Camarades d'Ecole J'ai deux camarades, Jean et Charles. Jean demeure a Paris, la plus belle ville du monde. Charles demeure dans une ville plus grande mais moins belle. Jean est riche ; ses parents ont une grande maison. Charles n'est pas si riche que Jean. Sa maison est moins grande ; elle est cependant aussi belle. Elle n'est pas si vieille. Jean est plus age que Charles. II est grand et robuste. Charles est aussi grand mais moins fort. II est bien eleve, poli, et toujours aimable. Jean, au contraire, est mal eleve. II n'est pas si agreable que son camarade et est moins poli. En classe il est paresseux. Charles est plus studieux. Jean est naturellement moins avance' parce qu'il n'est pas si attentif en classe. II est cependant aussi in- telligent que Charles. Charles est le meilleur des deux et mon plus cher ami. Jean n'est pas cependant le pire des garcons de son age. Theme Jane and Mary are two well-bred girls, but very different. Jane is very merry and lively ; Mary is not so pleasant. Jane is the younger and the less strong. She is less sturdy than Mary, who COMPARISON OF ADJECTIVES 8 1 is the taller and also the elder of the two. Mary is not so kind as Jane, who is more attractive than she. Jane is, however, less handsome. The two girls sing well. Mary has the stronger voice, but her voice is less pleasing. Jane's voice is less strong. Jane is not so sturdy as Mary. She falls sick on the least occasion. Mary is the brighter of the two, but she is not the best pupil in her class. She is, however, not so attentive as Jane, who is always more studious. They live in the most beautiful street in the city. Oral i. Jean n'est-il pas riche? 2. Qui est le plus riche, Jean ou Charles? 3. La maison de Charles est-elle aussi grande que la maison de son camarade ? 4. Qui est le plus age, Jean ou Charles ? 5. Charles n'est-il pas le plus jeune? 6. Est-il plus grand que Jean ? 7. Jean est-il aussi bien eleve que Charles ? 8. Qui est le moins studieux, Jean ou Charles ? 9. Jean n'est-il pas aussi avance que Charles ? 1 o. Qui est le meilleur des eleves, Jean ou Charles ? 1 1. Pourquoi Charles est-il plus avance que Jean ? 12. Demeurez- vous dans la plus belle rue de la ville? 13. Etes-vous aussi age que le maitre ? 14. Tombez-vous malade souvent ? 15. Etes-vous tou jours attentif en classe ? Resume 1. His sons are better than his nephews. 2. Who has the most beautiful jewels in the city ? 3. He falls sick when the teacher gives a long French lesson. 4. The boys are younger than the girls and are also more active. 5. The grass is greener in the meadow than in the forest. 6. Is she more attentive in class than your daughter? 7. Jane is less studious than Mary, but more lively. 8. Her sons, on the contrary, are lazier than your children. 9. Bertha is the least intelligent girl in the whole class. 10. Natu- rally she is less advanced than the girls of her age. 1 1. The French woman is as tall as my mother. 12. Mary is the elder of the two 82 ELEMENTARY FRENCH sisters. 13. My chum is, however, the eldest in the family. 14. Jane is very different from her younger sister. 15. His horses are the largest in the world. 16. On the least occasion he reads aloud his grammar lesson. 1 7 . Everybody admires a well-bred child. 18. Such a son is, of course, dear to his parents. 19. The best nuts are dry when they are ripe. 20. The merriest pupils are not always the brightest. LESSON TWELVE ADVERBS AND THEIR COMPARISON 109. Formation of Adverbs. Many French adverbs are formed by adding ment to an adjective. This syllable ment is added a. To the masculine of an adjective when it ends in a vowel. joli, pretty joliment, prettily b. To the feminine when the masculine ends in a consonant. doux, douce, sweet doucement, sweetly Note. French has, of course, many adverbs not thus formed from adjectives; for example, bien, well) tre3, very. 110. Position of Adverbs. An adverb modifying a finite verb usually directly follows it ; it never directly precedes it, as it does sometimes in English. He writes at the board well. 77 ecrit bien au tableau. We often read. Nous lisons souvent Note. In a compound tense, as the past indefinite, short, simple adverbs are usually placed between the form of avoir and the past participle. You wrote well. Vous avez bien ecrit. You wrote at length. Vous avez ecrit longuement. ADVERBS AND THEIR COMPARISON 83 111. Comparison of Adverbs. Adverbs are compared in the same way as adjectives. As they undergo no variation for agreement, the form of the article in the superlative is always le. souvent, plus souvent, le plus souvent, often, qftener, oftenest 112. Irregular Comparison. The following four adverbs are compared irregularly : beaucoup, plus, le plus bien, mieux, le mieux mal, pis, le pis peu, moins, le moins much, more, most well, better, best badly, worse, worst little, less, least 113. Adverbs of Quantity. The following common ad- verbs denoting quantity are often used with the force of nouns. In this construction they take de before a following noun. assez, enough autant, as much, as many beaucoup, much, many, a great deal combien? how much? how many? Le maitre a beaucoup d'eleves. Elle a trop d' argent. II a autant de fils que de filles. J'ai assez d'argent. J'ai peu de livres. moins, less, fewer peu, little, few plus, more tant, so much, so many trop, too much, too many The teacher has many pupils. She has too much money. He has as many sons as daughters. I have money enough {enough of money). I have few books. Note. When these words are used in a strictly adverbial sense, without a dependent noun, they do not require de. II ecrit trop souvent. II lit assez bien. He writes too often. He reads well enough. 84 ELEMENTARY FRENCH VOCABULARY l'argent m., the money autre, other le chateau, the castle la chose, the thing la croix, the cross donne\ given de droite, right-hand encore, still, yet fier [fje:r] (/. fiere), proud en France, in France g6ne*ral, general g6ne>eux, generous la guerre, the war jaloux, jealous leur {pi. leurs), their la page, the page Note. For additional words pauvre, poor pendant, during je pense, etc., I think, etc. le plaisir, the pleasure que, that (conj.) quelquefois, sometimes rare, rare la robe, the dress seulement, only le soldat, the soldier sur, sure la tour, the tower je travaille, etc., I work, etc. travail^, worked un, one, a les vetements m., the clothes see Sec. 113. Drill 1. Compare EXERCISE bien souvent petit beaucoup mal bon peu sur mauvais rarement 2. Form the adverbs meaning — actively dearly generally prettily surely proudly 3. Express in French — he reads much more friends less money much money more attractive fewer benches a little money apples enough as much money a little boy less attractive too many rules how much money a great deal of chalk too surely ADVERBS AND THEIR COMPARISON 85 4. Translate into French — she is better than Mary on the left-hand page she is the best girl in the city he rarely works she rarely reads he worked well she gives generously she is sure of her friend she has several dresses she surely is jealous she has many dresses I have too many pleasures she has money enough I am too poor they are proud of their clothes you are less advanced in France you have less ink 5. Continue — j'ai trop de leQons n'ai-je pas assez d'amis ? je suis le meilleur e'leve de la classe je travaille le mieux Model LES Riches et les Pauvres Dans tous les pays il y a generalement beaucoup de pauvres et peu de riches. Les pauvres ont peu d'argent ; les riches ont beaucoup d'argent. Les riches ont plus d'argent que les pauvres. Les pauvres ont moins d'argent que les riches. Les pauvres n'ont pas assez d'argent. lis pensent quelquefois que les riches ont trop d'argent, de maisons et de beaux vetements. lis sont jaloux des riches. Les pauvres ont souvent autant d'amis que les riches, mais ils n'ont pas tant de plaisirs. Les pauvres sont souvent aussi heureux que les riches; ils ne sont pas cependant si fiers. Les femmes des riches ont beaucoup de beaux bijoux et de belles robes. Les enfants des pauvres ont moins de joujoux que les enfants des riches. Les riches donnent beaucoup de joujoux et d'autres choses aux petits enfants des pauvres. Pendant la grande guerre les riches et les pauvres ont donne tres ge'nereusement aux soldats et aussi a la Croix-Rouge. Naturellement les riches 86 ELEMENTARY FRENCH ont donne plus que les pauvres. Les petits ont donne moins que leurs parents. En France les riches ont beaucoup de chateaux. Voici, sur la page de droite, un des grands chateaux. Combien de tours a-t-il ? Est-il plus beau que les maisons de votre pays ? Theme The rich live most often in the prettiest houses in the city. They do not always work the most; they have, however, more money than the poor. The poor have naturally fewer pleasures because they have not so much money. They have generally not enough money. They have very often a large family, and have rarely too much money. Happily the rich, who are sometimes generous, give much to the children of the poor. The children of the poor have few playthings, and their mothers have still fewer jewels, but they are happy and have as many friends as the rich. On the other page there is a castle. It is surely very beautiful. Has it enough towers? How many towers has it? The richest man in my country has a castle also. He has given a great deal to the soldiers during the great war. Oral i. Qui a le plus d'argent, les riches ou les pauvres? 2. Les pauvres ont-ils plus de vetements que les riches ? 3. Ne sont-ils pas jaloux des riches ? 4. Ont-ils moins d'amis que les riches ? 5. Ont-ils autant de plaisirs? 6. Les femmes des riches ont-elles LE CHATEAU DE CHAUMONT. La France est parsemee, particulierement au centre, d'un grand nombre de chateaux. Quelques-uns de ces chateaux etaient autrefois des forteresses, mais furent plus tard amenages pour servir de residences. lis furent construits, pour la plupart, aux quinzieme et seizieme siecles. Leur exterieur imposant et l'interieur richement decore ont ete une inspiration aux architectes, un grand nombre de proprietes americaines en montrant les traits caracteristiques. Un des chateaux les plus interessants de la region de la Loire est celui de Chaumont. 88 ELEMENTARY FRENCH assez de robes ? 7. Qui a le plus de joujoux, les enfants des riches ou des pauvres? 8. A qui les riches donnent-ils ge'nereusement ? 9. Quand les riches ont-ils donne aux soldats ? 10. Ont-ils donne seulement aux soldats? 11. Les petits ont-ils donne autant que leurs parents ? 12. Combien de tours a le chateau de la page 87 ? 13. N'a-t-il pas trop de f enetres ? 14. A-t-il autant de portes? 15. Qui est l'homme le plus riche de votre pays ? Resume 1. Her youngest brother has more horses than John. 2. Here is one of* the most beautiful castles in the world. 3. The Red Cross gave many things to the soldiers during the war. 4. The rich have rarely too much money. 5. The girl surely has as many pleasures as a boy. 6. The generous women of the city are giving many playthings to the children. 7. How much money does he have ? 8. There are generally more boys than girls in my French class. 9. Does Mary sing better than the other sisters? 10. John is the least studious boy in the whole school. 1 1 . Jane reads badly, but Mary reads the worst of all the girls. 12. The French woman has more beautiful dresses than my sister. 13. His eldest son has not clothes enough for his children. 14. We think that he is still the richest man in the country. 15. At school we sometimes read aloud the reading lesson. 16. You have few books, but Jane has fewer books than you. 17. The beautiful castle on page 87 has many high towers. 18. Most often I write my French exercises at home. 19. Their nephews work a great deal in the country. 20. There are still more castles in France than in my country. Proverbes C'est le premier pas qui coute. fc Le chemin le plus long est souvent le plus court. Plus on se h&te, moins on avance. Le mieux est Tennemi du bien. THE PARTITIVE CONSTRUCTION 89 LESSON THIRTEEN THE PARTITIVE CONSTRUCTION 114. The Partitive Idea. The use of a noun to represent an indefinite part of its class of objects is called the parti- tive use. In English this idea is expressed by some or any, which, however, are often omitted when the thought is clear without them ; thus, / have some bread, or / have bread \ I have not any bread, or I have no bread. 115. The Partitive Construction. The partitive idea is expressed in French by de with the proper form of the definite article. The contractions noted in Sec. yy take place. some (any) bread, du pain some (any) water, de Veau some (any) meat, de la viande some (any) books, des livres She has some coffee. Elle a du cafe. You always have friends. Vous avez toujours des amis. Have you (any) apples ? Avez-vous des pommes ? He gives money to the children. 71 donne de V argent aux enfants. Note. The partitive sign is repeated before each noun. There are bread and meat on the II y a dupain et de la viande sur la table. table. 116. Article Omitted. The partitive idea is expressed by de alone, without the article, a. When the noun is the direct object of a negative verb. I have no (not any) bread. Je n'ai pas de pain. I have no (not any) ink. Je n'ai pas d*encre. He has no (not any) pen. 77 n^a pas deplume. There are no (not any) pens. II rty a pas de plumes. 90 ELEMENTARY FRENCH &. When the noun is preceded by an adjective. I have (some) good bread. fai de bon pain. There is some old wine on the II y a de vieux vin sur la tablt. table. But when the adjective follows the noun, the article is used. I have some fresh water. fai de Veau fraiche. Note. The use of de without the article after adverbs of quantity (Sec. 1 1 3) must not be confused with the partitive construction. John has many books. Jean a beaucoup de livres. John has some books. Jean a des livres. 117. Nouns of Measure or quantity are followed by de without the article. a pound of meat, une livre de viande a glass of water, tin verre d'eau VOCABULARY achetS, bought j'aime, etc., I like, love, etc. l'assiette/, the plate autour de, around la banane, the banana le bceuf , the beef la bouteille, the bottle le cafe\ the coffee chaque, each le couteau, the knife la cuiller [kiri-je:r], the spoon le cuisinier, the cook (m.) la cuisiniere, the cook (/) d6ja, already le dessert, the dessert le diner, the dinner l'eau/, the water les 6piceriesy!, the groceries 6t6, been la fourchette, the fork le fruit, the fruit les fruits, the fruit (collectively) le haricot vert, the string bean la laitue, the lettuce le legume, the vegetable le marchi, the market au marchi, to market la nappe, the tablecloth notre (pi. nos), our l'orange/., the orange le pain, the bread la place, the place THE PARTITIVE CONSTRUCTION 91 la pomme de terre, the potato je prepare, etc., I prepare, etc. pr6par£, prepared quant a, as for la salade, the salad la serviette, the napkin la tasse, the cup le verre, the glass la viande, the meat le vin, the wine EXERCISE Drill 1. Translate into French — a. he has a horse we have some horses has he any white horses ? she has horses you have no white horses they have no horse b. some red apples some red wine some red fruit " some bad fruit enough fruit c. around the house each knife each fork as for the dessert our meat I have some good horses we have no coffee she has coffee she has black coffee she has good coffee have we the coffee ? too much fruit a glass of water the water little cups a bottle of black coffee our spoons I have been in France she bought a dress she brought a dress do you like my salad ? 2. Replace the parentheses by French forms : II a (some) cafe. Elle a (no) viande. J'ai (no) assiette. Ont-ils (any) cuillers ? Vous avez (little) viande. J'ai (little of the) salade. Elle a (not any) legumes. lis ont (some) bon bceuf. A-t-elle (any) fleurs blanches ? 92 ELEMENTARY FRENCH Model Le Diner Mon pere a des amis a diner aujourd'hui. II a donne de l'argent a ma mere. Elle a ete au marche et a achete beaucoup de choses pour le diner: des epiceries, du pain, des legumes, de la viande et des fruits. Elle n'a pas achete de cafe. Elle a assez de cafe a la maison. Pour legumes il y a des pommes de terre, des haricots verts, et de la laitue tres fraiche pour la salade. Quant a la viande, ma mere a achete du bceuf. Elle n'a pas achete beaucoup de fruits parce qu'ils sont chers. Pour le dessert elle a achete seulement des pommes, de bonnes oranges, de belles bananes et une bouteille de bon vin. Notre salle a manger est grande. Autour de la table ronde il y a des chaises. Sur la table il y a une nappe blanche et de belles serviettes ; a chaque place une assiette, une fourchette, un couteau, de grandes et de petites cuillers et des verres. Nous avons de bonnes choses pour le diner. II est ge'neralement bon parce que nous avons une bonne cuisiniere. Theme Today my mother has been to market because we have friends of my father at dinner. My father gave some money to my mother, and with the money she bought some fresh vegetables, meat, bread, groceries, and good fruit. My mother did not buy any coffee; she has coffee enough for the dinner. After (the) dinner we always have black coffee. Do you not like a cup of black coffee after your dinner ? As for meat, my mother bought some beef. We like (the) beef much. She found good vegetables, new potatoes, very tender string beans, and lettuce for the salad. The lettuce is very fresh. We have fruit from our orchard, but my mother has bought good oranges, and also some bananas, which are very dear. Of course she bought a bottle of wine, which is already on the table of the dining-room. A large white tablecloth and some napkins are on the table, and at each place there are plates. THE PARTITIVE CONSTRUCTION 93 Oral 1. Qui (whom) votre pere a-t-il a diner aujourd'hui ? 2. Oil votre mere a-t-elle e'te ? 3. A-t-elle achete de la viande ? 4. Les fruits sont-ils chers ? 5. Pourquoi votre mere n'a-t-elle pas achete de cafe? 6. A-t-elle trouve' des le'gumes ? 7. Votre mere n'a-t-elle pas assez de fruits dans son verger? 8. Vos parents ont-ils une bonne cuisiniere ? 9. La nappe est-elle sur la table de la salle a manger ? 10. De quelle couleur est la nappe? 11. Oil sont les serviettes? 12. Les cuillers sont-elles petites ou grandes? 13. Qui a prepare la salade ? 1 4. Avez-vous du vin sur la table de votre salle a manger? 15. Avez-vous toujours de la viande ? Resume 1. Do you have friends at dinner today? 2. Yes, sir, and our mother has already been to market. 3. The cook has bought fresh lettuce for the salad. 4. Happily she has found some good string beans. 5. Did not your mother buy any potatoes today ? 6. As for the fruit, she. found only some big red bananas. 7. At each place there is a knife, a fork, and some spoons. 8. The large glasses are for the water and the smaller ones for the wine. 9. Show me your pretty white tablecloth and your beautiful napkins. 10. In our dining-room there are always chairs around the table. 1 1 . The cook is preparing beef and vegetables for the dinner. 12. We are having some large sweet oranges for (the) dessert. 13. Often we like some fresh nuts with the oranges. 14. The cook has brought a piece of tender beef on each plate. 15. After a good dinner do you not like a cup of black coffee? 16. There is no fresh water in the house. 17. My father found many big cabbages at the other market. 18. Have you fresh bread enough for the dinner? 19. I like a dinner in the woods with the whole family. 20. Did your cook also buy some groceries for your mother ? 94 ELEMENTARY FRENCH LESSON FOURTEEN USES OF THE ARTICLES 118. Articles in French are used, in the main, as in Eng- lish ; important cases where the two languages differ follow. 119. The General Sense. Common nouns take the defi- nite article in French when they are used in a general or inclusive sense ; that is, when they refer to the whole of a class of objects. Men are mortal. Les hommes sont mortels. Glass is useful. Le verre est utile. Ripe strawberries are red. Les /raises mures sont rouges. I love good children. J'aime les bons enfants. Vice is odious. Le vice est odieux. Life is short. La vie est courte. Note i . The last two sentences above illustrate the general use of the article with abstract nouns, which represent an entire quality or con- ception rather than a class of objects. ' Note 2. The general sense must be carefully distinguished from the partitive use. She loves flowers (as a class). Elle aime lesfleurs. She has (some) flowers. Elle a desfleurs. Birds {general) have wings (parti- Les oiseaux ont des ailes. live). Note 3. The use of the article in French is so extensive, for one reason or another, that the student should never use a common noun without an article, possessive adjective, or some similar word, unless he has a definite reason for such omission. Such reasons are found in Sees. 121 and 149. We have meat for dinner. Nous avons de la viande pour le diner. Morning is the best part of the day. Lemattn est la meilleure partie du jour. USES OF THE ARTICLES 95 120. Proper nouns take the definite article in French a. When preceded by a title or adjective (except in direct address). Marshal Foch, le marechal Foch little Charles, le petit Charles beautiful France, la belle France b. When they are the names of countries or other large geographical divisions. France is beautiful. La France est belle. America saved Europe. L'Amerique a sauve VEurope. Note. Most names of countries ending in e are feminine; most others are masculine. Before feminine singular names of countries, in and to are expressed by en ; before masculine and plural names of countries, by a. The definite article is omitted after en, and also after de when it means/raw, with feminine names of countries ; but with mas- culine and plural names the article is used. London is in England. Londres est en Angleterre. He is going to Italy. // va en Italic She is coming from Germany. Elle vient d'Atiemagne. They live in Canada. Its demeurent au Canada. We live in the United States. Nous demeurons aux iZtats-Unis. He is coming from Japan. # // vient dujapon. 121. The Indefinite Article is not used in French before an unmodified predicate noun denoting profession, rank, nationality, and the like. I am a soldier. Je suis soldat. She is a queen. Elle est reine. His friend is an Englishman. Son ami est anglais. Note. The small a of anglais shows that in such a sentence the word appears to the French as an adjective. But the article is used when the predicate noun is modified. My friend is a good teacher. Mon ami est un bon maitre. John is a soldier of France. Jean est un soldat de la France. 96 ELEMENTARY FRENCH VOCABULARY les Alpes/., the Alps americain, American anglais, English l'Angleterre/., England le Canada, Canada la capitale, the capital dit, says, said en, in, into, to les Etats-Unis /#., the United States l'&ranger (/ -ere), the for- eigner l'Europe/, Europe le fleuve, the river (Note) jamais, ever le lac, the lake Londres m., London le marshal, the marshal le mont, the mount la montagne, the mountain odieux, odious Fouest [west] m., the west h l'ouest, in the west Paris m., Paris la population, the population quel ? (/. quelle ?) what ? la riviere, the river (Note) la Seine, the Seine servi, served la Tamise, the Thames le Texas, Texas utile, useful va, goes, is going le vice, the vice vient, comes, is coming visiter, to visit Note. Fleuve generally means a large river ; riviere, a smaller one. Drill I . Express in French — a. horses are useful good students are attentive boys are taller than girls vice is odious c. he is a teacher his brother is a teacher John is a good teacher we have a teacher EXERCISE b. they have horses he has good pupils some boys are here I have no fork d. she is French she is an American she is a French cook we have a French lesson USES OF THE ARTICLES 97 2. Express in French — is she in France ? in Canada she is in France he is going to Germany in the United States it is in the city in England from Paris 3. Translate into French — leaves are green from England he is a soldier France is rich England is small little John owls have big eyes his father is a polite man 4. Select all the nouns in the Model that are used in the general sense ; in the partitive sense. Model La France La France est un tres beau pays. Elle est a l'ouest de l'Europe. Elle est beaucoup plus petite que les litats-Unis. Elle est plus petite que le Texas, mais sa population est plus grande. Les Francais sont vifs et gais. La France est un vieux pays. En France il y a des montagnes qui sont tres hautes. Les montagnes sont toujours tres jolies aux yeux des etrangers. La plus haute montagne est le mont Blanc. La France a de grands fleuves. II n'y a pas de grands lacs. Paris est la capitale de la France. Paris est sur la Seine. Les villes qui sont aussi belles que Paris sont rares. Londres, sur la Tamise, est en Angleterre et est la capitale du pays. Les Anglais vont souvent en France. II y a des Francais a Londres et des Anglais a Paris. Avez-vous jamais visite Paris ? II y a des Francais aux £tats-Unis. J'ai un ami qui a ete soldat pendant la grande guerre. II a servi sous le mare'chal Foch. Le marechal Foch est un grand general. Les bons generaux sont rares. 98 ELEMENTARY FRENCH Theme France is an old country. Paris, which is the capital of the country, is on the Seine. Foreigners often visit Paris. There are many Americans in Paris, and there are French people (Sec. 102) in the United States. The English often go to France too. There are English who live in Canada. Your brother is not an American. He comes from Canada, where he is a soldier. He has been in France. He says that war is odious. France is in the west of Europe. The country is smaller than Texas, but it has a greater population. In France there are very high mountains. Mont Blanc is the highest mountain in the Alps. France has great rivers. Rivers are useful. Oral 1. Votre ami est-il soldat? 2. Qui est le mare'chal Foch ? 3. La France est-elle plus grande que les fitats-Unis ? 4. Oil est la France ? 5. La France a-t-elle des fleuves ? 6. Les fleuves ne sont-ils pas utiles? 7. Quelle est le marfxhal foch Foch, general en chef, commandant les armees de tous les Allies a la fin victorieuse de la grande guerre, op- cupait encore dans Parmee franeaise, en 191 4, une position subordonnee. II s'etait consacre, toute sa vie, a Petude et a. l'enseignement des tac- tiques militaires. Ses qualites de com- mandant devinrent si evidentes que son elevation au supreme commande- ment etait inevitable. II a ete fait, de- puis, marechal de France et membre de PAcademie. Voir page 20 la capitale de la France ? 8. Sur quel fleuve est Paris? 9. N'avez-vous pas ete a Paris? 10. Les etrangers ne visitent-ils pas Paris? 11. Etes-vous francais ou USES OF THE ARTICLES 99 americain? 12. Le Canada est-il en Amerique? 13. Avez-vous ete au Canada ? 1 4. Quelle est la capitale des fitats-Unis ? Resume 1. All Americans love France. 2. Good apples are dear now. 3. There are often little lakes on high mountains. 4. In the west of Europe there are four long rivers. 5. All countries are not so small as England. 6. Paris, the largest city of France, is on a long river. 7. Friends are useful ; have you many friends ? 8. Marshal Foch, one of the best generals of the great war, is a Frenchman. 9. Foreigners do not always love the United States. 10. Such men are odious to all friends of America. 1 1 . The population of France is less than the population of the United States. 12. He is at Paris, but his sister is in England. 13. Little Charles has the best books in the house. 1 4. Englishmen admire the Thames ; they love also forests and mountains. 15. My aunt is a teacher and reads French books well. 16. Young Leblanc is a good soldier; he served in France under General Pershing. 17. Canada is larger than England; many French live in Canada. 18. I have a friend who visits Europe often. 19. Chalk is useful to pupils at school. 20. My chum has some good nuts, but he has no big oranges. REVIEW (Lessons Eleven to Fourteen) A. General Drill 1. Compare the French adjectives meaning — pretty poor proud good little bad 2. Compare the French adverbs meaning — often little badly well proudly much IOO ELEMENTARY FRENCH 3. Compare downward — grand cruellement age 4. Form the adverbs meaning — richly happily rarely prettily usefully jealously 5. Define the partitive construction. How is it expressed in French ? When is the article omitted ? 6. 1/anslate into French, and complete by inserting in the blanks in turn the word for bread, meat, water, apples : we have some more he has enough has she any ? how much (many) ? I have no most you have some good good 7. Give three cases where the definite article is used in French but not in English. Illustrate. 8. Give French sentences containing — meilleures sur jouent agee Canada mieux leurs en ete sur pires dit 9. Translate into French — the most attractive lady in England she sings most sweetly in the United States she is young in the room she is younger than you in the country she is as young as you young Peter she is not so young as you I am a merchant the best pupils in the school my father is a rich merchant horses are useful he is an Englishman chalk is white France and England REVIEW, LESSONS XI-XIV IOI General Montcalm much less badly she has no friend on the least occasion fresh water enough . I often play the prettier of the two he has played often - the prettiest of all a glass of v/ine" 10. Rewrite correctly the words in italics : Les hommes aime des montagnes. II y ont beaucoup des mon- tagnes dans France. France a-t-i/ de pres verts ? Les Francais enfants sont bien eleves. Aimez-vous des petits enf antes'! Avez vous plus des cousins que votre vieux ami, Marie ? Etes-vous plus age de la petite fille? Avez-vous ete en Canada et en Paris? licrivez-vous mauvais ? B. Translate into French ♦ i. My uncle is the oldest man in your city. 2. My friend is a good teacher and he has many friends in England. 3. Many rich men have beautiful houses. 4. I have much less money than you. 5. Such attentive girls are always bright pupils. 6. The Thames, the largest river in England, is not very long. 7. All the children have bread enough, but we have little meat. 8. Good fresh water is better than tea or coffee. 9. Are all the generals brave ? No, but they are dear to the soldiers. 1 o. You have too much mpney, but I do not have money enough. 11. He has big bananas and sweet oranges, but there is no lettuce for the salad. 12. Wood is more useful than glass, and it is less dear. 13. Does the little girl write better than her older sister? Yes, and she reads better also. 14. His brother, who is an English soldier, has been in France. 15. The Frenchman is not so tall as his English friend. 16. London is one of the oldest cities in Europe. 17. John's mother has bought some new dresses and many beautiful jewels. 18. Are there any owls in the holes of the old trees in the garden ? 19. America is larger than France and has more beautiful lakes. 20. My friend lives in the country ; she has some white horses and many beautiful cows. 102 ELEMENTARY FRENCH LESSON FIFTEEN REGULAR CONJUGATIONS - PRESENT INDICATIVE 122. The Three Conjugations. The infinitive, which in French as in English is the fundamental form of the verb, ends in either er, ir, or re. This infinitive ending determines the conjugation, or system of inflection, to which a verb belongs. There are three such systems, or conjugations, in French verbs. First Conjugation Infinitive ending in er : donn-er, to give * Second Conjugation Infinitive ending in ir : fin-ir, to Jifiish Third Conjugation Infinitive ending in re : vend-re, to sell Note. That portion of a verb to which the endings are added is* called the stem. 123. Formation of Present Indicative. The endings of the present indicative of the three regular conjugations are, reading vertically, Singular First Conjugation Second Conjugation is is it Third Conjugation s s Plural All Conjugations ons ez ent PRESENT INDICATIVE 103 124. Present Indicative of the Three Conjugations, illus- trating the endings above : donner (1st) finzr (2d) vendre (3d) je donne je finis je vends tu'donnes tu finis tu vends il donne il finit il vend nous donnons nous finissons nous vendons vous donnez vous finissez vous vendez ils donnent ils finissent ils vendent Note i. Observe the connecting syllable iss in the plural of the second conjugation. The i in the singular of this conjugation is also a sort of connecting vowel. For a complete rule for the formation of this tense see Sec. 1 28. 125. The Translation of the Present Indicative often leads to auxiliary forms in English, such as are briefly mentioned in Sec. 92. a. In progressive and emphatic forms : je donne, I am giving, I do give il donne, he is giving, he does give b. In negative sentences : *!"''« f He is not giving II ne donne pas^ ,, _ \ . [ He does not give c. In interrogative sentences : _ f Are you giving? Donnez-vous?i ^ . _ {Do you give? ,T , A ., , [Are they not giving? Ne donnent-ils pas?^ ^ , y „ . J [Do they not give ? Note. In translating a compound English verb form into French, the pupil should observe that the auxiliary, in the present tense and in other forms to be met later, is expressed merely by the proper tense ending of the French verb. We are giving. Nous donnons. He will give. // donnercu 104 ELEMENTARY FRENCH VOCABULARY aimer, to love, like aimer mieux, to prefer arranger, to arrange Particle m., the thing le bl£, the wheat le boucher, the butcher le boulanger, the baker choisir, to select le comptoir, the counter la corbeille, the basket demander, to ask (for) d^penser, to spend descendre, to go down, come down donner, to give l'emplette/., the purchase emporter, to carry away enfin, finally, at last PSpicier m., the grocer faire, to make fait, makes le filet, the net-bag finir, to finish, end le fruitier, the fruit dealer le magasin, the store la monnaie, the change montrer, to show le mouton, the mutton obligeant, obliging p£trir, to knead pour, for, in order to, to (Note) que, that, which, (as object) • rendre, to give back le sel, the salt la sorte, the kind le sucre, the sugar tendre, to hand out le thS, the tea la tomate, the tomato tomber, to fall trouver, to find le veau, the veal vendre, to sell la farine, the flour garcon de magasin, clerk descendre en ville, to go down town chez le fruitier, etc., at the fruit dealer's, etc, Note. To, when it means in order to, is always pour. ~ .„ EXERCISE Drill I. Give the present indicative in full of — trouver rendre choisir pe'trir aimer descendre PRESENT INDICATIVE 105 2. Complete these forms in the present tense : tu montr— ils fin— ils emport— vous tend— elle arrang— vous chois— j'aim— je chois— elles demand — il rend— nous pe'tr— ils rend— 3. Translate into French — she comes we < io not show we are not finding she is going they choose you are not finding he is going down the) r are giving back she kneads I do not love you do spend she does not carry away he comes to sell the tea that I like 4. Give the full tense of — je rends la monnaie je choisis une corbeille je n'aime pas le mouton 5. Use successively je, nous, vous, tu, elles, as the sub- jects of the italicized verbs in the Model below, making the corresponding changes in the verbs. Model Au Marche Ma mere descend en ville pour faire des emplettes. Le fruitier montre a ma mere les beaux fruits murs et les legumes frais qui sont dans des corbeilles et dans de grands sacs. Ma mere choisit des poires, des tomates, et des pommes de terre nouvelles. Le fruitier donne une belle pomme rouge & ma mere. Elle emporte ses emplettes dans un filet. Chez Pepicier, qui vend du sucre, du cafe et beaucoup d'autres epiceries, elle demande du the et du sel. Le garcon de magasin, qui est tres obligeant, arrange les articles sur le comptoir. Ma mere tend de l'argent a l'e'picier, qui rend la 106 ELEMENTARY FRENCH monnaie. L'epicier ne vend pas de pain. Le boulanger fait le pain avec de la farine de ble', qu'il petrit avec de l'eau. Le boucher vend du boeuf, du veau et du mouton. Ma mere depense beaucoup d'argent chez le boucher parce que la viande est chere. Y&zfinit enfin ses emplettes. Elle est de retour a la maison. Elle a achete beaucoup de choses. Theme At the market we bought many things today. The butcher generally has beef that we like. Do you like beef as much as veal ? I prefer veal. The butcher sells also mutton. Meat is dear now. At the fruit dealer's, where we often find beautiful fruit that he arranges well on the counters, we bought pears and cherries. We always choose the best ones. The fresh vegetables that we also find at the fruit dealer's are in baskets or in large bags. The fruit dealer is very obliging. The grocer is opposite the fruit dealer. He sells sugar and coffee. He has two kinds of coffee. We choose the best. We hand out money to the clerk, who gives back the change to my mother. At the baker's we bought bread. We always spend much money when we go down town to make our purchases. Oral i. Ou notre mere descend-elle ? 2. Pourquoi descend-elle en ville ? 3. Quels legumes votre mere choisit-elle ? 4. Qui montre les legumes a votre mere ? 5. Choisit-elle seulement des legumes ? 6. Ou sont les legumes et les fruits ? 7. L'epicier vend-il seulement du cafe ? 8. Le garcon de magasin est-il aimable ? 9. Qui vend du pain? 10. Quelle viande le boucher vend-il? 11. Pourquoi votre mere depense-t-elle beaucoup d'argent chez le boucher? 12. Ou a-t-elle demande du the ? 13. Aimez-vous le mouton mieux que le veau? 14. Quel fruit aimez-vous le mieux? 15. L'e'picier vend-il du pain ? PRINCIPAL PARTS — THE IMPERFECT 107 Resume 1. Children like apples or pears for (the) dessert. 2. My mother is asking for tea and coffee. 3. The cook does not find any sugar. 4. The fruit dealer does not sell bread ; he sells fruit. 5. My father always spends more money than my mother. 6. We found our purchases at last and carried away the things in our baskets. 7. Do you like oranges as much as bananas ? 8. Does he not sell many groceries to the women of the city? 9. The grocer is showing (to) my mother some fine white flour. 10. My aunt hands out some money to the obliging boy, and he gives back the change. 11. Did you buy bread and some other things at the baker's? 12. Are you going down town to buy vegetables ? 13. Do parents always choose good toys for their children ? 1 4. You are finishing your grammar lesson ; I am writing my French exercise. 15. Does the teacher give long lessons to the pupils that he likes ? 1 6. Are the cooks kneading bread for dinner ? 17. Do not apples fall from trees when they are ripe? 18. Many women like tea better than coffee. 19. Does he work at the butcher's or at the fruit dealer's ? 20. When we are at the market we choose fresh veal or mutton. LESSON SIXTEEN PRINCIPAL PARTS -THE IMPERFECT 126. Principal Parts. Before proceeding to other tenses, attention must be given to those basal forms from which the rest of the verb is derived by the application of certain rules. These are called the principal parts. They are five in number in the French verb, namely, Infinitive, Present Participle, Past Participle, First Person Singular of the Present Indicative, First Person Singular of the Past Definite. 108 ELEMENTARY FRENCH 127. The Principal Parts of the Model Verbs of the three regular conjugations are First Conjugation Infinitive donner to give Pres. Part. donnant giving Past Part. donn£ given Pres. Ind. je donne I give Past Def. je donnai Second Conjugation I gave Infinitive finir to finish Pres. Part. fin-iss-ant finishing Past Part. fini finished Pres. Ind. je finis I finish Past Def. je finis Third Conjugation I finished Infinitive vendre to sell Pres. Part. vendant selling Past Part. vendu sold Pres. Ind. je vends I sell Past Def. je vendis Isold Note. Observe that the present participle always ends in ant that it has the connecting syllable iss in the second conjugation. also 128. Present Indicative and Principal Parts. The present indicative, already given in Lesson Fifteen, is formed from the principal parts by the following rules : a. The first person singular of the present indicative is itself one of the principal parts. It ends (in regular verbs) PRINCIPAL PARTS — THE IMPERFECT 109 in e, is, or s. The corresponding sets of endings for the singular of this tense are, reading vertically, ST CONJ. 2D CONJ e is es is e it 3D CONJ. Note. Another series of endings, x, x, t, is found in some irregular verbs. b. The plural of the present indicative is formed by- dropping the ending ant of the present participle and adding ons, ez, ent. 129. The Imperfect is formed by dropping the ending ant of the present participle, and adding ais, ais, ait, ions, iez, aient. Thus : First Conjugation je donnais / was giving; I used to give, etc. tu donnais thou wast giving, etc. il donnait he was giving, etc. nous donnions we were giving, etc. vous donniez you were giving, etc. ils donnaient they were giving, etc. Second Conjugation je fin-iss-ais I was finishing, etc. etc. etc. Third Conjugation je vendais / was selling, etc. etc. etc no ELEMENTARY FRENCH 130. The Imperfect expresses a. What is thought of as continued, repeated, or habitual in past time. He was spending his money. He did not love his children. They used to sell meat. She often kneaded bread. We would ask for money every morning. The Gauls used to worship many // depensait son argent. II n'aimait pas ses enfants. lis vendaient de la viande. Elle petrissait souvent du pain. Nous demandions de V argent tous les matins. Les Gaulois adoraient beaucoup de dieux. gods. b. What is thought of as going on when something else happened or was going on. I was going down town when I found the money. I was working when you were going down town. Caesar attacked the Gauls when they were divided. Je descendais en ville quand fat trouvk V argent. Je travaillais quand vous descen- diez en ville. Cesar attaqua (past def.) les Gau- lois quand Us etaient divises. Note. The use of the imperfect includes the expression of a past mental state. The soldiers thought that he was Les soldats pensaientqu,il etait brave. brave. VOCABULARY adorer, to worship autrefois, formerly Cesar, Caesar le chef, the chief les cheveux m., the hair comme, like, as couvert de, covered with le dieu, the god diviser (en), to divide (into) le druide, the druid le duel, the duel 6tais, etc. [imp. of etre), was, etc. le festin, the feast former, to form la Gaule, Gaul (the country) le Gaulois, the Gaul (a person) l'habitant m., the inhabitant habiter, to inhabit PRINCIPAL PARTS — THE IMPERFECT III le heros, the hero hospitalier (/. -iere), hospi- table inde*pendant, independent inviter, to invite Jules, Julius la justice, the justice * le mar&age, the swamp mener, to lead le moment, the moment la moustache, the mustache •la nation, the nation national, national le nom, the name le nombre, the number la peau, the skin penser, to think le peuple, the people, tribe porter, to bear, wear premier (/. -iere), first le pretre, the priest rendre, to render rude, rude le siecle, the century sombre, dark, gloomy la vie, the life jr)n7/ EXERCISE 1. Give the principal parts of the regular verbs former, choisir, tendre, adorer, perdre. Give their imperfect in full ; their present indicative. 2. Give the imperfect of the verbs whose present participles are allant, 6tant, prenant, e*tudiant, punissant. 3. Translate into French — a. you give you were giving you gave you used to give you are giving do you give ? you do give b. she used to worship they have not sold we were not does he not love ? I was not showing were you giving ? you have given you are not giving giving you were not giving do you not give ? to give she handed out a pen you were asking for a basket he was leading a rude life are they finishing ? they were going down town 112 ELEMENTARY FRENCH 4. Give the full tense of — je vends du bois j'ai vendu du bois je choisissais un bon livre je descendais en ville je rends la justice Model Les Gaulois1 Autrefois la France portait le nom de Gaule. Elle etait couverte de forets et de marecages. Les habitants, les Gaulois, ne f ormaienU pas une nation comme les Francais d'aujourd'hui.' lis etaient divises en un grand nombre de petits peuples inde- pendants. Leurs pretres, les druides, rendaient la justice. Les Gaulois etaient grands et forts. lis etaient braves, genereux, et hospitaliers. lis aimaient beaucoup la guerre et avaient de nom- breux duels apres leurs festins. lis choisissaient pour chefs les plus braves de leurs soldats. lis adoraient de nombreux dieux et menaient une vie simple et rude. Leur peau etait blanche, leurs cheveux blonds et longs, et ils portaient de longues moustaches. lis habitaient des maisons basses et sombres. Au moment de l'invasion de la Gaule par les Romains, Jules Cesar avait une armee mieux disciplined que les legions du chef gaulois Vercinge- torix, le premier heros national de la France. Apres d'heroiques efforts Vercingetorix est vaincu, et la Gaule est romaine pendant quatre siecles. Theme Vercingetorix is the first national hero of France. He was chief of the Gauls. He wore a (the) long mustache ; his hair was long also. Gaul was formerly the name of France, and it was not the beautiful country that it now is. The inhabitants were divided 1 A few words appearing in this model, but not elsewhere in this lesson, must be sought in the general vocabulary, at the end of the book. PRINCIPAL PARTS — THE IMPERFECT 113 into independent tribes and did not form a nation. They liked war very much. They were hospitable and used to invite strangers to their feasts, which ended often in {par) duels. They in- habited houses which were low and dark. The Gauls led a rude life in a country covered with many great forests. Their priests, who bore the name of druids, rendered justice. The Gauls worshiped a great number of gods. Oral 1. Quel nom la France portait-elle autrefois? 2. La Gaule etait-elle comme la France de notre temps ? 3. Quel nom portaient les habitants de la Gaule? 4. Les Gaulois formaient- ils une nation? 5. Qui ren- dait la justice ? 6. Decrivez les Gaulois. 7. Quelle vie menaient-ils ? 8. Leursche- veux etaient-ils courts ? 9. Les Frangais portent-ils la moustache? 10. Quelles maisons les Gaulois habi- taient-ils ? 11. Qui etait VERCINGETORIX Ceux qui ont etudie la conquete des Gaulois par Cesar connaissent le nom de Vercin- getorix. Sa defense d'Alesia est un des hauts faits d'armes de l'histoire. Pres de remplacement probable d'Alesia, Napo- leon III fit eriger une statue heroique de ce chef, le premier a concevoir les avan- tages de l'union de toutes les tribus gau- loises contre l'envahisseur, avantages si bien demontres par ses paroles gravees sur le piedestal de la statue : « La Gaule unie,formant une seule nation animee d'un meme esprit, peut defier l'univers » 114 ELEMENTARY FRENCH Jules Cesar? 12. Qui etait Vercingetorix? 13. Pourquoi les Francois aiment-ils Vercingetorix? 14. Les Francais d'aujourd'hui sont-ils grands ? 15. Nommez un ou deux de leurs heros. Resume 1. I am working; you were working. 2. The Gauls used to inhabit France. 3. Formerly Gaul was divided into small tribes. 4. Did the inhabitants of Gaul wear long mustaches ? 5. The priest would render justice to the Gauls. 6. Every feast would end in (par) a duel. 7. Vercingetorix, who was their first1 chief, is now a national hero of France. 8. The Gauls inhabited houses that were low and dark. 9. The father was working and the sons were spending his money. 10. Gaul did not form one nation like France of today. 11. They used to sell good wood. 12. Caesar used to select the bravest men for his soldiers. 13. The clerk was handing back the change to the little girl. 14. My grandfather's hair was black when he was young. 15. The inhabitants of Europe used to lead a rude life. 1 6. Were all the mountains covered with 2 thick forests? 17. The druids thought that their gods were stronger than men. 18. He would often fall when he came down from his room. 19. Was the cook preparing vegetables for the children's dinner? 20. The apples were ripe and were falling from the trees. Mots Celebres J'y suis et j'y reste. (MacMahon a Sevastopol.) La garde meurt et ne se rend pas. (Cambronne a Waterloo.) On ne passera pas. (L'armee francaise a Verdun.) Tout est perdu fors l'honneur. (Francois I a. Pavie.) 1 For position of the adjective see Model. 2 See Model ; de alone expresses the with and the partitive. THE PAST DEFINITE 1 15 LESSON SEVENTEEN THE PAST DEFINITE 131. The Past Definite (or the preterit) is the other simple past tense. Its first person singular is itself one of the principal parts, and ends (in regular verbs) in either ai or is. The other five forms of the tense are made by changing ai to as, a, ames, ates, erent (first conjugation) ; is to is, it, imes, ites, irent (second and third conjugations). Note. A third set of endings, us, us, ut, etc., is found in certain irregular verbs. 132. The Past Definite of the Model Verbs, in accordance with the above rule, is First Conjugation je donnai, I gave, I did give nous donnames, we gave, etc. tu donnas, thou didst give vous donnates, you gave, etc. il donna, he gave, etc. ils donnerent, they gave, etc. Second Conjugation je finis, I finished, I did finish nous finimes tu finis etc. vous finites il finit ils finirent Third Conjugation je vendis, I sold, I did sell nous vendimes tu vendis etc. vous vendites il vendit ils vendirent t 116 ELEMENTARY FRENCH 133. Use of Past Definite. The past definite expresses an act thought of as taking place once in past time. Cassar attacked Vercingetorix at Cesar attaqua Vercingetorix a Alesia. Alhia. She left France forever. Elle quitta la France pour tou- jours. He was sitting in his room when // etait assis dans sa chambre he heard the bell. quand il entendit la cloche. 134. Past Definite and Imperfect. The following sen- tences illustrate the fundamental difference between the past definite and imperfect. He did not sell houses. • 77 ne vendait (imp.) pas de maisons. • He did not sell his house. II ne vendit (past de/.) pas sa maison. Joan often heard voices. Jeanneentenda.it souvent des voix. One day Joan heard a voice. Un jour Jeanne entendit une voix. Note. The imperfect is often called the descriptive past, and the past definite the narrative past. Essentially, as these names suggest, the former describes, the latter narrates. The past definite is also frequently called the preterit. 135. The Past Indefinite, a compound of the present of avoir with past participles, has been used since Lesson Four. Besides expressing the English perfect it serves as a substitute for the past definite, a substitution that becomes the common usage in colloquial or informal style for most cases where the past definite may be used. I finished my work. faifird mon travail. He worked four days. // a travailli quatre jours. We saw your son yesterday. Nous avons vu voire Jils hier. I sold the house last year. Jai vendu la maison Vannee passie. THE PAST DEFINITE 117 Note i. The past indefinite is mentioned above as a substitute for the past definite. Theoretically the past definite, like the English past, locates the action at a definite point in a period of time fully elapsed ; the past indefinite, much like the English perfect, locates it somewhere in time previous to the present. This distinction is reflected in the names past definite and past indefinite. From its formation as a com- pound tense, the past indefinite is often called the perfect. Note 2. The following is a practical working rule for the beginner, in his choice of the correct tense to represent the English past. If the verb has the active auxiliary was, were, or is preceded by used to; if it expresses a habit; if it describes a situation in which or along with which an action takes place, use the imperfect. Elsewhere use the past indefinite, reserving the past definite for formal narrative and matters of historical importance. Note 3. The past definite will, of course, be regularly met in French texts, since these are generally in formal literary style. Even here the past indefinite is the prevailing tense in the conversational portions. VOCABULARY x ardent, burning 1'arniee/, the army attaquer, to attack le Bourguignon, the Burgundian bruler, to burn chasser, to drive (out) comment, how le courage, the courage ctesirer, to desire dix (Sec. 216, a), ten la domination, the control entendre, to hear la foi, the faith fut, was Jeanne, Joan, Jane le jour, the day le maitre, the master, teacher Orleans, Orleans partir, to start, set out le paysan (f. -nne), peasant pleurer, to weep presque, almost le prisonnier (f. -iere), prisoner prit, took ranimer, to revive regarder, to look at (upon) le roi, the king le saint (/. sainte), the saint le sorcier (/. -iere), the sorcerer le sort, the fate sur, over, on triste, sad vif, alive vu, seen 118 ELEMENTARY FRENCH Drill EXERCISE i. Inflect in full the forms thus far given of — (a) entendre, penser, p6trir ; (£) the verb whose principal parts are coudre, cousant, cousu, je couds, je cousis. 2. Locate (that is, give tense, person, and number of) — pleurerent finissent hesitiez finirent tombe demeura portent etais tombe choisites finissons entendant vend montrait choisissions adorames 3. Give the forms for — pres. 3d sing, of demeurer imp. 2d sing, of tendre past def. 2d pi. of trouver pres. 3d pi. of finir 4. Translate into French — you finish they were finishing he showed he does not hear you were thinking imp. 3d pi. of choisir pres. 3d sing, of entendre past def. 3d pi. of montrer pres. 2d pi. of finir are we not carrying away ? we chose was he not selling ? you are selling are they not kneading ? 5. Supply the correct forms of the verbs in the paren- theses, successively in the present, imperfect, and past definite tenses : Nous (entendre) un enfant. II (pleurer) et (demander) des jou- joux. Ses parents (demeurer) a la campagne. lis (finir) leur travail. Le pere (vendre) du bois. La mere (petrir) du pain. Elle ne (etre) pas gaie. (Penser) vous qu'elle (choisir) du fruit ? THE PAST DEFINITE 1 19 Model Jeanne d'Arc 1 A une certaine epoque, la France etait presque sous la domi- nation anglaise, quand parut Jeanne d'Arc, une jeune paysanne de Domremy en Lorraine. Elle avait vu tres sou vent les habitants des villages fuir devant les Anglais, et elle pleurait sur le triste sort du pays. Elle desirait voir l'ennemi chasse de France. Un jour elle entendit, pensa-t-elle,2 des voix celestes, qui inspirerent a la jeune fille une foi ardente et un grand patriotisme. Elle ranime le courage du peuple. Elle partit trouver le roi pour obtenir une armee. II hesita longtemps, mais enfin il consentit. Elle attaqua Orleans, qu'elle prit dix jours apres. A Compiegne, Jeanne, pri- sonniere, est vendue aux Anglais par les Bourguignons, leurs allie's. Elle fut brule'e vive comme sorciere h Rouen. Les Francais, encore aujourd'hui, regardent Jeanne comme une sainte. Theme Joan of Arc lived with her parents at Domremy in Lorraine. The English, who were masters of France, often attacked the country of Domremy. Almost all France was under their con- trol, and Joan wept over the sad fate of the country. Joan had a burning faith. She desired to drive the English from France. The king finally gave an army to Joan. She revived the courage of her soldiers, who attacked Orleans and took (prirenf) the city ten days after. At Compiegne the Burgundians sold Joan, their prisoner, to the English. The English burned alive, in Rouen, the young peasant, whom they thought to be a sorceress. Oral 1. Ou avez-vous vu un portrait "de Jeanne d'Arc? 2. De quel pays etait Jeanne ? 3. fitait-elle vieille ou jeune ? 4. £tait-elle generalement gaie ? 5. Pourquoi ? 6. Qui etait maitre de la 1 Consult the general vocabulary for new words not found in the vocabu- lary of this lesson. 2 See Sec. 328, a. JEANNE D'ARC (CEUVRE DE CHAPU) Une paysanne de Domremy, Jeanne d'Arc, possedant, selon la tradition et les croyances de sa chere France, un pouvoir surnaturel d'esprit et de volonte, est reconnue, par tous les historiens, comme ayant ete animee par un amour de la patrie et un desinteressement de caractere remarquables au plus haut degre. Femme qu'elle etait, elle ne pouvait esperer acquerir des benefices personnels, et prouva jusqu'au bout son devouement et sa Constance envers son roi, lequel personnifiait un pays sur le point de ceder sans resistance a l'ennemi. « Tout ce que j'ai fait, j'ai bien fait de le faire », fut sa replique a ses juges THE PAST DEFINITE 121 France? 7. Qu'entendit-elle un jour? 8. Qui Jeanne partit-elle trouver? 9. Que desirait-elle ? 10. Le roi donna-t-il une armee a Jeanne ? 11. Quelle ville attaqua-t-elle ? 1 2. En combien de jours Jeanne prit-elle la ville? 13. A qui les Bourguignons vendirent- ils Jeanne ? 14. De qui Jeanne e'tait-elle la prisonniere ? 15. Com- ment la France regarde-t-elle Jeanne ? Resume 1. Joan used to hear voices during the war. 2. One day Joan heard voices. 3. I heard your voice in the classroom today. 4. When Joan was living with her parents, the English attacked her village. 5. The soldiers burned many of the peasants' houses. 6. The young girl often wept over the sad fate of the king when the English would attack her country. 7. With her little army she drove the English from the city. 8. Soldiers sold Joan to the English, who burned alive their prisoner. 9. Peasants almost always live in the country or in small villages. 10. Joan had courage and much faith. 11. When the French army took the city, the Englishmen started for England. 12. Everybody loves the young peasant of Domremy. 13. Faith revives the courage of soldiers. 14. The French looked upon Joan, the peasant girl, as a saint. 15. Your sister asked for a new dress and some jewels. 16. He did not give as much money to his sons as to his daughters. 17. The teacher would show a new map to his pupils every day. 18. Did Joan show great courage when the English army took the city? 19. He thinks that I found the nuts in the forest. 20. The English and French used to burn sorcerers. 122 ELEMENTARY FRENCH REVIEW (Lessons Fifteen to Seventeen) A. General Drill 1. Name the five principal parts in order. 2. Give the ending of the infinitive of the three conju- gations ; of the present participle ; of the past participle. 3. Name four verbs of the first conjugation ; of the second ; of the third. Give the principal parts of a verb from each conjugation. 4. Give the endings of the present indicative plural ; of the imperfect. 5. Give the sets of endings of the present indicative singular ; of the past definite. Which sets are used in each conjugation ? 6. Give the endings of the whole present indicative in each conjugation ; of the past definite. 7. Give the principal parts and the three tenses thus far treated of pleurer, entendre, punir. 8. Give the past indefinite of the three verbs of 7. 9. Give the three tenses thus far treated of the verb whose principal parts are mettre, mettant, mis, je mets, je mis. 10. Give the forms in these three tenses of — 2d plu. of rendre 1 st plu. of vendre 3d plu. of tomber 3d sing. of punir 2d sing, of p&rir 3d plu. of entendre 11. Give French sentences containing - depenses fini habitaient e'tait aimait unit dieux chez REVIEW, LESSONS XV-XVII 123 12. Translate into French — she is hearing we were not asking they used to build is he showing ? is he weeping ? do you like ? does it not burn ? he is going down were you inviting ? we have given 13. Translate into French — we worship one god , Joan selected a white horse we are worshiping our god I selected a good book the Gauls worshiped many gods she would often worship Joan was worshiping in the garden her parents loved Joan 14. Supply the proper form of the verbs in the parentheses, first in the present tense, and then in the imperfect. Nous (depenser) beaucoup d'argent quand nous (acheter) des legumes. Ma mere (choisir) des pommes et (tendre) Pargent a l'epicier. Je (porter) les choses a la maison. Les garcons (aimer) aller au marche. 1 5 . Correct the following : Mon ami emportent ses livres. II a beaucoup des livres. II aimes des livres. II desires a avoir des bons livres. II est vendant un nombre des livres que il ne desires pas. B. Translate into French 1. I was playing, but he was working in the garden. 2. Do teachers always punish lazy pupils ? 3. He does not read as well as you, but he reads better than his brothers. 4. Does your brother go to school every day? 5. The boys used to bring ripe apples to the house when they were in the country. 6. Many birds would sing in our orchard behind the house. 7. The children often found beautiful flowers in the meadow. 8. Joan used to hear voices in the trees when she was living in Domremy. 9. When the French attacked the English they drove the soldiers from the country. 124 ELEMENTARY FRENCH 10. When do you carry back the playthings to the children? 1 1 . Did you find any nuts under the old nut tree in the woods ? 12. The Gauls would often choose a soldier for their chief. 13. My sister bought two dresses yesterday, a white one and a red one. 1 4. He sold his horses to my friend, who is now living in Canada. 15. Did you see the little boy who was sitting on the bench? 16. My best friend did not prepare his lessons and was always looking at the teacher. 1 7. We are choosing your French grammar because we desire the best orte. 18. The soldiers burned many houses when they were in our country. 19. Did the king finally give an army to the young French girl ? 20. Formerly he went to town every day and spent more money than his friends. LESSON EIGHTEEN THE FUTURE 136. Formation of the Future. The future tense is formed by adding the endings ai, as, a, ons, ez, ont to the r of the infinitive, a final e being dropped as the endings are added. Thus : First Conjugation je donnerai, I shall give nous donnerons, we shall give tu donneras, thou wilt give vous donnerez, you will give il donnera, he will give ils donneront, they will give Second Conjugation Third Conjugation je finirai, I shall finish je vendrai, I shall sell etc. etc. etc. etc. I shall leave the city soon. Je quitterai la ville bientbt. If he arrives today, I shall stay. SHI arrive aujourd'huije resterai. Note. The i of si elides before il and ils. See Sec. 68. THE FUTURE 125 137. Future after Quand, etc. While the uses of the French future are mainly the same as in English, the following peculiarity must be noted. After quand, when, aussitot que, as soon as, and other like words, the future must be used when the verb denotes future time. Similar constructions in English are usually in the present. He will leave the room when li quittera la salle quand elle she sings. As soon as he arrives (shall arrive) I shall close the window. chantera. A ussitbt qu 'il arrivera, jefermerai la /entire. But when future time is not implied, the future is not used. He leaves the room when(ever) 77 quite la chambre quand elle she sings. chante. VOCABULARY accompagner, to accompany aller, to go l'annSe/., the year arriver, to arrive v aussitot que, as soon as les bagages m., the baggage, luggage bientot, soon au bord de, on the edge of le buffet, the lunch counter chercher, to look for, seek le cocher, the coachman compter, to intend dejeuner, to lunch, break- fast * dernier (f, -iere), last ensemble, together TStude/, the study la fois, the time la gare, the (railway) station heler, to call, hail il y avait, there was le lieu, the place le monde, the world du monde, people, company monter a cheval, to ride horseback nager, swim passer, to pass, spend (time) i p£cher, to fish pendant que, while porter, carry pr£t (a), ready (to) prochain, next 126 ELEMENTARY FRENCH quitter, to leave la salle d'attente, the waiting- room le s6jour, the stay la semaine, the week sur le point de, on the point of, about to Note. Phrases like last week, etc., take the article, last week, la semaine demiere next year, Vannee prochaine je serai, I shall be, etc. si, if les vacances/!, the vacation vite, quickly en voyage, on a journey Drin EXERCISE 1 . (a) Inflect the future of passer, choisir, entendre, etre, dire. (b) Inflect all forms treated thus far of finir, compter, tendre. 2. Locate (that is, give tense, person, and number of) — vendrons vendions vendons vendant vendent vendront comptes compteras comptas 3. Translate into French — vendre vendra montre montera montre monta a. will they arrive ? do they think ? we shall not seek does he not leave ? b. I shall call the coachman they will fish in the river shall you not leave the house ? when he wept I heard c. last week next week the last time ready to fish were we choosing ? did she lunch ? were they asking ? have you heard ? when he arrives we go down when he arrives we shall go down as soon as he arrives I shall leave if we seek, we shall find I shall spend my vacation here in order to give I intend to give while she wept 4. Change to the future the verbs (except avoir) in the Model on page 119. THE FUTURE 1 27 5. Give the full tense of — je vendrai du ble je ne petrirai pas de pain je ne serai pas pret a partir Model Mes Vacances Mon ami a fini ses e'tudes et il est sur le point de partir1 en voyage. II quittera la ville la semaine prochaine pour passer ses vacances a la campagne. II cherche un lieu agreable. L'annee derniere il e'tait dans un joli petit village au bord d'un lac. Aussitot que ses vacances arriveront, il preparera ses bagages. Quand ses bagages seront prets, il he'lera un cocher pour aller k la gare. J'accompagnerai mon ami. La derniere fois que nous e'tions a la gare il y avait beaucoup de monde dans la salle d'attente. Dans deux semaines je compte aller visiter mon ami. Quand j'arriverai, il sera a la gare. Nous dejeunerons ensemble au buffet Pendant mon sejour chez mon ami nous monterons a cheval, nous pecherons et nagerons dans les eaux du lac ou du fleuve. Nos vacances finiront trop vite. Quand je suis a la campagne, les semaines passent toujours trop vite. Theme I shall soon finish my studies. I shall leave the city in order to go to the country. I shall spend my vacation in a pleasant place on the edge of a lake where I was last year. I shall start next week if I am ready. I shall prepare my luggage today. The coachman will carry my luggage to the station. The waiting-room is large and beautiful. When I arrive in the country, I shall find my friend, whom I shall accompany to the waiting-room. We shall look for the lunch counter and we shall lunch together. My stay will be very pleasant because I shall ride horseback often. While 1 Infinitives following a preposition must often be translated into English by a present participle. See Sec. 298. 128 ELEMENTARY FRENCH my friend fishes, I shall swim in the waters of the lake. Last year I was often in the water. I intend to spend my vacation agreeably. My stay will end too quickly. When I spend my vacation in the country, it always passes too quickly. Oral i. Pourquoi votre ami est-il sur le point de partir ? 2. Partira-t-il aujourd'hui ? 3. Oil passera-t-il ses vacances ? 4. Ou etait-il Panne'e derniere? 5. A-t-il trouve' le lieu ou il desire aller? 6. Quand pre'parera-t-il ses bagages ? 7. Ses bagages sont-ils prets? 8. Pour- quoi votre ami helera-t-il un cocher ? 9. Ou est la salle d'attente ? 10. Qui comptez-vous visiter? 11. Serez-vous seul quand vous arriverez a la gare ? 12. Ou nagerez-vous quand vous serez a la campagne? 13. Les semaines passent-elles vite a la campagne? 14. Passerez-vous vos vacances ici? 15. Montez-vous a cheval? Resume 1. My friend spends his vacation in the country. 2. His parents used to spend their vacations in Canada or in Europe. 3. Do you intend to spend your next vacation on the edge of a river ? 4. Did my friend and his coachman leave the waiting-room together? 5. Joan left her parents and accompanied the army. 6. I shall accompany my friend to the station when he leaves the school. 7. When they desire to go to the station, they will hail a coachman. 8. We shall start next week, and shall soon arrive at my friend's home. 9. The friends will swim in the pure waters of the lake. 10. Do coachmen often spend a day at home ? n. She would ride horseback almost every day in the park. 12. I shall soon finish my studies and shall leave the city for my vacation. 13. Did you breakfast sometimes at the lunch counter when you were about to start on a journey? 14. The first time that we were on the edge of the lake, we saw some large birds on the water. 15. Cities gener- ally have large railway stations. 16. While we were breakfasting THE CONDITIONAL 129 at the lunch counter last week, we heard the coachman's voice. 17. The pupil was sitting before the teacher's desk to hear better. 18. Is she not yet ready? They will soon be here. 19. As soon as he is ready, we shall start. 20. He spent last week at the lake with his parents, who always have company. LESSON NINETEEN THE CONDITIONAL 138. Formation of the Conditional. The conditional mood, which has but one simple tense, is formed by adding the endings ais, ais, ait, ions, iez, aient to the r of the infinitive, a final e being dropped as the endings are added. Thus : First Conjugation je donnerais, I should give nous donnerions, we should give tu donnerais, thou wouldst give vous donneriez, you would give il donnerait, he would give ils donneraient, they would give Second Conjugation Third Conjugation je finirais, I should finish je vendrais, I should sell etc. etc. etc. etc. Such a man would love the sea. Un tel homme aimerait la mer. Note i. Observe that the endings of the conditional are the same as those of the imperfect. Note 2. The conditional is a sort of past to the future, as, in English, would and should are the past of will and shall. The following sen- tences illustrate this relation : I think that he will give some Je pense qtSil donnera de I 'argent. money. I thought that he would give some Je pensais qu'il donnerait de P argent. money. 130 ELEMENTARY FRENCH 139. Conditions in French. Neither the future nor the conditional may be used in a clause introduced by si, if. The verb in a French conditional clause is a. Present, when the English verb is present or future. If the child falls, he weeps. Si V enfant tombe, il pleure. If the child falls (shall fall), he Si /'enfant tombe, il pleurera. will weep. b. Imperfect, when the English verb is past, or is com- pounded with should or would. If the child fell (should fall), he Si Penfant tombait, il pleurerait. would weep. If the child were falling, he Si V enfant tombait, il pleurerait. would weep (be weeping). Note i . Classical students will observe that the first of the construc- tions above corresponds to both the simple present and the more vivid future conditions; the second to both the less vivid future and the unreal conditions. Note 2. As illustrated above, the conclusion of a conditional sen- tence usually corresponds in tense and mood to the English form. Note 3. When si has the meaning whether, the future or condi- tional may follow it. He is asking whether (if) you will II demande si vous resterez. stay. He was asking whether (if) you 77 demandail si vous resteriez. would stay. VOCABULARY acheter, to buy dit {past part), said, told admirer, to admire les Economies/, savings le bord de la mer, the seashore les grands-parents, the grand- la chance, the good luck parents chasser, to hunt, drive l'hotel m., the hotel combien de temps ? how long ? intgressant, interesting demain, tomorrow l'itine"raire m., the itinerary THE CONDITIONAL 131 jamais, ever la, there libre, free longtemps, long (adv.) le matin, the morning la mer, the sea midi, noon le mois, the month la necessity/., the necessity la peche, the fishing le point, the point, place quelques, a few rester, to stay, remain les richesses/., the wealth je sais, I know vous savez, you know surtout, especially le temps, the time tracer, to trace out voyager, to travel D .„ EXERCISE i. Give the conditional of — (a) chasser, choisir, descendre ; (p) the verbs whose infinitives are dire, prendre. 2. Give all the forms thus far treated of — (a) admirer, p£trir, rendre ; (b) the verb whose principal parts are taire, taisant, tu, tais, tus. 3. Translate into French — he will carry he would carry he did carry he does carry if he finds, he sells if he finds, he will sell if he found, he would sell when he finds he sells when he finds he will sell as soon as he finds he sells 4. Supply the forms of the verbs in the parentheses, successively in the present, future, conditional, past definite, and past indefinite. Je (passer) quelques jours chez mon oncle. II (demeurer) a la campagne. Je (admirer) sa ferme. Nous (chercher) des fleurs et (entendre) les oiseaux. Mon oncle et ma tante (choisir) des tableaux. (Aimer) vous les tableaux? Nous (descendre) au lac et (pecher). Mes vacances (finir) vite. 132 ELEMENTARY FRENCH Model Le Voyage a la Campagne Demain matin nous partirons pour la campagne. J'ai dit a mon frere que, s'il e'tait libre, nous resterions a la campagne quelques jours. J'ai trace' l'itineraire. Si nous avons de la chance, nous arriverons a midi. Le lieu est si joli que nous resterions Ik un mois si nous avions le temps. Je ne passe pas toujours mes vacances a la campagne. L'anne'e derniere j'etais au bord de la mer. L'annee prochaine je passerai un mois chez mes grands- parents. Si j'etais chez mes grands-parents avec mon frere, nous monterions a cheval, nous chasserions ou nous pecherions. J'aime la peche. Quelquefois nous nagerions dans le lac. Si j'etais riche, je voyagerais beaucoup. Je visiterais surtout la France. Je choisirais les meilleurs hotels. Je visiterais tous les points inte- ressants et admirerais les richesses du pays. Mais je ne suis pas riche. Si j'ai de l'argent, je depense mes economies pour les necessites de la vie. Je ne sais pas si je serai jamais riche. Theme We should pass good vacations if we had much money. We should travel much and we should admire the wealth of the country that we should visit. We should remain especially in France, where we should choose the best hotels. We should visit the big stores and should spend much money. Our vacation would end too quickly. But we are not rich. With my savings I shall start tomorrow for the seashore if I am free. My friend said that if he were free he would set out also. We have traced out an itinerary. I do not know whether we shall remain a long time. If we had time, we should pass a few days at a place where we were last year. I should hunt and, as I like fishing,1 1 should fish. We should ride horseback and should visit all the interesting points. We should find much which we should admire. 1 See Sec. 1 19. FRONT DE BATAILLE DE L'OUEST Les Americains qui voyagent maintenant en France sont naturellement attires vers les champs de bataille de la grande guerre. En jetant un coup d'ceil sur la carte, notamment sur Paris, on se rend compte de la proximite dangereuse des lignes ennemies pendant ces annees de guerre. La distance entre le front de bataille du 15 juillet 1918 et celui du moment de l'armistice montre jusqu'a quel point les Allemands ont ete repousses pendant le temps de la cooperation des troupes americaines. Les noms de Cantigny, Chateau-Thierry, foret de l'Argonne, resteront a jamais fameux dans l'histoire de la participation des litats-Unis dans la grande guerre 134 ELEMENTARY FRENCH Oral i. Quand partirez-vous pour la campagne ? 2. Combien de jours resterez-vous a la campagne ? 3. Avez-vous souvent de la chance ? 4. Quand arriverez-vous a la campagne ? 5. fitiez-vous a la cam- pagne l'annee derniere ? 6. Combien de temps passerez-vous chez vos grands-parents l'annee prochaine ? 7. Montez-vous a cheval ? 8. Monteriez-vous a cheval si vous habitiez la campagne ? 9. Pour- quoi ne voyagez-vous pas beaucoup ? 10. Voyageriez-vous si vous etiez riche? 11. Quel pays visiteriez-vous ? 12. Quels hotels choisiriez-vous ? 13. Depensez-vous toutes vos economies? Resume 1. My father will pass his vacation in the country if he has money enough. 2. My father will visit the seashore when he is free. 3. He would stay longer at the seashore if he had more money. 4. If I finish my studies, I shall start on a journey next week. 5. We should visit Europe and especially France next year if we had the time. 6. When I was living in the country, I used to fish a great deal in the lake. 7. If I were living in the country now, I should fish every day. 8. If the boy should not work in the store tomorrow, he would hunt with his father. 9. He said that he would give some money to the boy if he finished his lesson. 10. He said that he would give some money to the boy if he would stay at home tomorrow. 1 1 . Do you know whether your brother will ride horseback today ? 12. Children like oranges for breakfast in (omit) the morning. 13. Have you not all your savings there in the desk ? 14. How much money would you spend if you lived at the best hotels? 15. Would he ever trace out an itinerary for his friends ? 1 6. If he finds a pleasant place, he will stay in the moun- tains two months. 17. How long did you travel in France with your grandparents ? 18. If I have good luck, I shall start at noon. 19. If I were staying at the seashore, I should swim every morning. 20. The king did not give Joan great wealth. THE IMPERATIVE 1 35 LESSON TWENTY THE IMPERATIVE 140. Formation of the Imperative. The imperative has but three forms : second person singular, first and second persons plural. These forms are the same as the first person singular and the first and second persons plural of the present indicative, the pronoun being omitted. Thus : First Conjugation Second Conjugation donne, give finis, finish donnons, let us give finissons, let us finish donnez, give fati&s&z, finish Third Conjugation . vends, sell vendons, let us sell vendez, sell 141. The Translation of the Imperative, which expresses a command or exhortation, is illustrated by the following : Parlez frangais. Speak French. Ne parlons pas anglais. Let us not speak English. Ne tombe pas. Do not fall. 142. Tu and Vous. The second person plural subject pronoun vous is generally used (like the English pronoun you) in addressing one person as well as more than one. Tu, however, is used in addressing in the singular near relations, intimate friends, small children, and servants ; in general, those whom one may address in English usage by the first name. 136 ELEMENTARY FRENCH John, you speak well. Mr. Leblanc, you speak well. My friends, you speak well. Jean, tu paries bien. M. Leblanc, vous parlez bien. Mes amis, vous parlez bien. Note. An adjective or a participle in agreement with the subject pronoun vous is singular when vous refers to one person, plural when it refers to more than one. Mon ami, vous etes fort. Mes amis, vous etes forts. My friend, you are strong. My friends, you are strong. 143. Imperative Singular and Plural. The imperative, likewise, uses the second singular in situations where tu would be used in address, the second plural where vous would be used. John, speak more loudly. Explain the lesson, sir. Jean, park plus haut. Expliquez la lefon, monsieur. VOCABULARY absent, absent ah! ah! apprendre, to learn bien I good ! ce, this la conjugaison, the conjugation conjuguer, to conjugate deranger, to disturb deuxieme, second donne-moi, give me eaniter, to listen (to) * ensuite, afterward e*tudier, to study expliquer, to explain ferme, hard le futur, the future haut, loud, loudly Henri, Henry J hier, yesterday l'indicatif m., the indicative le mot, the word le nom, the noun nommer, to name de nouveau, again parler, to speak Pierre, Peter le pluriel, the plural le present, the present primaire, elementary prononcer, to pronounce la prononciation, the pronunci- ation THE IMPERATIVE 137 reciter, to recite ton, ta, tes, your, thy (Note 2) rep£ter, to repeat le verbe, the verb le soir, the evening J le voisin, the neighbor gtudier le frangais, to study French en frangais, in French parler frangais, to speak French s'il vous (te) plait, if you please Note i. Names of languages are masculine, do not begin with a capital, and require the definite article, which is omitted, however, after en, and preferably after parler. Note 2. Ton is used, not votre, when tu is the form of address. -.« • EXERCISE 1. (a) Give the imperative of montrer, entendre, choisir, both affirmatively and negatively. (b) Give all forms thus far treated of punir ; of the verb whose principal parts are lire, lisant, lu, je lis, je lus. (c) Give the conditional of rendre, neg. ; the future of tendre, int. ; the past definite of e*couter, neg.-int. 2. Express the following to a person addressed as tu : listen give back the change finish the lesson love your neighbors do not fall name the months 3. Express the foregoing phrases to one addressed as vous. 4. Translate into French — let us speak he speaks French my father, you are kind she is studying English my friend, you are kind choose an orange, if you please John, pronounce this word again does she not read French ? Mr. Ledoux, speak more loudly love thy neighbor 138 ELEMENTARY FRENCH Model la Le^on a l'Ecole prim aire Nous sommes de nouveau en classe. Nous etudions nos legons. Travaillons ferme. Quel livre as-tu sur ton pupitre ? J'ai ma grammaire francaise. Donne-moi ton livre un moment, s'il te plait. Je desire chercher une regie. Si nous etudions bien, nous parlerons bientot frangais. Notre maitre parle frangais parce qu'il est frangais. Ah! voici le maitre. II explique la lecon. Jean, prononce les mots de ta lecon. Bien, ta prononciation est bonne. Charles, ecris l'exercice au tableau. Henri, reste a ta place et lis tes regies de grammaire. — J'etais absent hier, monsieur; je ne sais pas la page. Montrez-moi la page, s'il vous plait. — Voici la legon. Maintenant, donne le pluriel du mot cheval. Nomme deux verbes de la deuxieme conjugaison. Conjugue le present de I'indicatif du verbe finir. Recite aussi le futur du verbe vendre. Bon. Donne du papier a Henri, qui n'a pas apporte son cahier. Passons a la lecture, et ecoutez bien. Jean, quand tu liras, parle plus haut. Tu lis mal. Jean, ne parle pas si haut a. ton voisin. Tu deranges la classe. Mes enfants, demain etudiez mieux ou je punirai toute la classe. Quand vous serez chez vous ce soir, travaillez bien. Theme Henry, write the first sentence of the lesson on the board, and John will write the last. You have no chalk? John, give some chalk to Henry and afterward read the new rules of grammar. Do not read the last rule. Good. Charles and Peter, you are not listening. If all the pupils were like you, they would not learn their lessons. Peter, recite the first rule. Now finish the lesson in your notebook and do not disturb the class. Charles, you do not listen and you read very badly. Read aloud and Henry will repeat the sentences. Now conjugate the present indicative {Model) of the verbs. Look at the master when you recite. If you spoke more THE IMPERATIVE 1 39 loudly, the class would listen better. For tomorrow all the pupils will study the plural of nouns. Work hard when you study your lessons this evening at home. If you are not absent too often, you will soon speak French. Always listen well when the master explains the lessons. Oral 1. Ob sommes-nous maintenant? 2. Les eleves travaillent-ils ferme ? 3. Pourquoi un eleve demande-t-il le livre d'un autre eleve ? 4. Le professeur trouve-t-il que la prononciation de Jean est bonne ? 5. Votre maitre est-il francais ou ame'ricain ? 6. Donnez le pluriel des mots cheval, general. 7. Nommez deux verbes de la deuxieme conjugaison. 8. ficoutez-vous toujours quand vous etes en classe ? 9. Parlez-vous a haute voix ou a voix basse quand vous re'citez? 10. Le maitre parle-t-il plus haut que vous? 11. Lisez-vous bien ou mal ? 12. Lisez-vous plus vite que le maitre ? 13. Ou preparez- vous vos lecons ? 1 4. Aimeriez-vous le maitre s'il donnait de longues lecons? 15. Le maitre punirait-il les eleves s'ils n'e'tudiaient pas? Resume 1. My brother is back from his vacation and is again at school. 2. He is studying French, but he does not pronounce the words well. 3. Today the teacher said, " Henry, work well, and you will soon learn French." 4. Repeat the last sentence, Miss Riou, you were not attentive. 5. John, if you do not recite all the rules of grammar well, the teacher will give a longer lesson for to- morrow. 6. Let us leave the classroom and play under the trees. 7.. Peter, look at your book, and do not speak to your chum when he is writing his exercise on the board. 8. The teacher said to her French class, u Study better or I shall punish every pupil." 9. We should not disturb the school so much if we were studying the English lesson. 10. Give the present indicative {Model) of this verb, please. 11. Charles, you pronounce badly; read the French 140 ELEMENTARY FRENCH aloud in your room every evening. 12. If you would study the rules more, you would finish the French lesson today. 13. Write the future of the verb vendre for the next lesson. 14. John, you were absent yesterday; study hard today. 15. Do not speak so loudly ; the class will hear if you read in a low voice. 16. Would Americans learn French verbs well if they studied more? 17. (My) children, always listen to the gentleman when he is reading French to the class. 18. Who will name all the verbs of the .second conjugation which are in the lesson ? 19. Peter, how many nouns did you find in the reading lesson this morning? 20. There are many French people in the United States who speak English as well as they speak French. LESSON TWENTY-ONE SUBJUNCTIVE - SIMPLE VERBS COMPLETED 144. The Subjunctive Mood, a discussion of whose uses is reserved for later lessons, is introduced here to complete the verb. It has two simple tenses. 145. The Present Subjunctive is formed by dropping the ending ant of the present participle and adding e, es, e, ions, iez, ent. Thus : First Conjugation Second Conjugation Third Conjugation je donne je finisse je vende ■ tu donnes tu finisses tu vendes il donne il finisse il vende nous donnions nous finissions nous vendions vous donniez vous finissiez vous vendiez ils donnent ils finissent ils vendent SUBJUNCTIVE — SIMPLE VERBS COMPLETED 141 146. The Imperfect Subjunctive is formed by dropping the final letter of the first person singular of the past definite and adding sse, sses, At, ssions, ssiez, ssent. Thus : First Conjugation Second Conjugation Third Conjugation je donnasse tu donnasses il donnat nous donnassions vous donnassiez ils donnassent je finisse tu finisses il finit nous finissions vous finissiez ils finissent je vendisse tu vendisses il vendit nous vendissions vous vendissiez ils vendissent 147. The Synopsis. The formation of all the simple tenses of the active voice has now been treated. A concise outline of the conjugation of a verb is furnished by the so-called synopsis, which consists of the first three principal parts and the first form in each tense, in order. Form Pres. Inf. Pres. Part. Past Part, ist Sing. Pres. Ind. ist Sing. Imp. Ind. ist Sing. Past Def. Ind. ist Sing. Future Ind. ist Sing. Conditional 2D Sing. Imperative ist Sing. Pres. Subj. ist Sing. Imp. Subj. Synopsis of donner French Name Infinitif Present Participe Present Participe Passe Indicatif Present Imparfait Passe Defini Futur Conditionnel Imperatif Subjonctif Present Imparfait du Subj. Synopsis donner donnant donne je donne je donnais je donnai je donnerai je donnerais donne je donne je donnasse Note i . The synopsis of donner in the third person singular, for example, would be il donne, il donnait, etc. 142 ELEMENTARY FRENCH Note 2. A summary of the rules by which the several tenses are formed is given on pages 300 and 301. For a table of verb endings, see page 431 ; for a fully inflected model of regular verbs, see page 432. Note 3. The following table summarizes the derivation of the verb from the five principal parts : Inf. Pres. Part. Past Part. Pres. Ind. Past Def. Future Conditional Pres. Ind. PI. Imperative PL Imperfect Pres. Subj. All com- pound tenses Pres. Ind. Sing. Imperative Sing. Past Def. Imp. Subj. VOCABULARY aimer a, like to allemand, German apprecier, to value correctly l'artillerie/., the artillery Brienne, the seat of a French military school comment 1 what ! why 1 l'&olier m., the student eh bien ! well ! l'empereur, the emperor l'examen m., the examination facile, easy futur (adj.), future l'imb&ile m., the dunce l'inaptitude/., the inaptitude inspirer, to inspire ironique, ironical la langue, the language lourd, heavy M., abb. for monsieur mais, why ! but le mathe*maticien, the mathe- matician les matbimatiques/!, the mathe- matics le mgpris, the scorn le m6"rite, the merits Fofficier m., the officer peut-6tre, perhaps le professeur, the professor profond, deep quelque chose, something, anything la remarque, the remark re*pondre, to reply saisir, to grasp, seize il sait, he knows je savais (imp.), I knew un seul, a single one subir, to undergo supposer, to suppose vaut, is worth SUBJUNCTIVE— SIMPLE VERBS COMPLETED 143 j)rill EXERCISE 1. (a) Give the present subjunctive of ecouter, subir, r£pondre. (J?) Give the imperfect subjunctive of porter, choisir, tendre. 2. (a) Which forms of the present subjunctive of donner differ from the corresponding forms of the present indicative ? Which of finir ? of vendre ? (&) Which forms of the imperfect subjunctive of finir differ from the corresponding forms of its present subjunctive? 3. Locate in all possible places — parle vendiez repondent montreras joua subissent rendons vende subi jouera subissant petrit donniez finis rendissent 4. Give all the forms of the verb whose principal parts are battre, battant, battu, je bats, je battis. 5. Give the synopsis of subir ; of descendre in the second plural. Model Napoleon Eleve « Un homme qui sait deux langues vaut deux hommes » , dit un jour Napoleon quand il etait empereur. Cependant, a l'ecole, le jeune Napoleon ne saisissait pas facilement les langues etrangeres. Un seul des professeurs de Napoleon, M. Bauer, gros {Sec. 314) et lourd professeur d'allemand, n'apprecia pas le me'rite de son eleve, qui n'aimait pas 1'allemand. L'inaptitude de l'e'leve avait inspire le plus pro fond mepris k M. Bauer, qui supposait que son eleve n'etait pas intelligent. Un jour le futur officier n'etait pas a sa place. M. Bauer demanda 011 il etait. Un eleve repondit qu'il subissait peut- etre son examen pour rartillerie. « Mais sait-il quelque chose ? » dit ironiquement M. Bauer. — « Comment, monsieur, mais Bonaparte est le plus fort mathematicien de l'e'cole. » « Eh bien, je savais bien que les mathematiques etaient seulement pour les imbeciles ! » 144 ELEMENTARY FRENCH Theme Napoleon was (a) student at Brienne and later at Paris. He had for professor of German M. Bauer, a {Model) man big and heavy. M. Bauer was a German. The professors of the school appreciated much the merits of their student, but as Napoleon did not grasp the German grammar very well, M. Bauer had only scorn for the future officer. Napoleon did not like to study foreign languages, and showed naturally much inaptitude in the study of German. He was, however, intelligent, and knew that a man who knows two languages is worth two men. One day, as Napoleon was not in (at) his place, M. Bauer supposed that he was perhaps in the country. Napoleon was undergoing a difficult examination for the artillery. M. Bauer did not know that Napoleon was the best mathematician in the school, and the thing inspired the professor with {Model) the ironical remark that mathematics was only for dunces. Oral i. Qui etait Monsieur Bauer ? 2. Decrivez le monsieur. 3. Mon- sieur Bauer e'tait-il francais ? 4. Napoleon saisissait-il facilement les langues etrangeres ? 5. Pour qui M. Bauer avait-il du mepris ? 6. Pourquoi avait-il du mepris pour Napole'on ? 7. Ou le futur NAPOLEON A BRIENNE. Bonaparte fut etudiant a Brienne depuis l'age de neuf ans et demi jusqu'a quinze ans. II n'etait pas populaire parce qu'il etait moins riche que ses camarades, et ceux-ci le taquinaient a cause de son accent, qui etait celui de la Corse, son pays natal. Tout ceci lui fit hair la France, et il en vint meme a regretter que la Corse fut devenue francaise. Son talent pour les mathematiques et les sciences militaires etait si evident qu'on vit bientot en lui un chef. En general, il ne se joignait pas a ses camarades pour jouer et passait plutot ses heures de loisir a lire, ses auteurs favoris etant Homere et Plutarque. Chose inte- ressante, alors qu'il etait etudiant, il critiquait le mode d'education, qui developpait, pensait-il, l'amour de la gloire. Cet amour, plus tard dans sa vie, semble avoir ete son motif principal. 146 ELEMENTARY FRENCH officier n'etait-il pas un jour? 8. Pourquoi? 9. Subissez-vous souvent des examens? 10. Napoleon etait-il bon mathematicien ? 1 1. M. Bauer aimait-il les mathe'matiques ? 12. Etes-vous francais ? 13. fitudiez-vous les langues etrangeres ? 14. La langue francaise est-elle plus facile que la langue anglaise ? 15. Combien vaut un homme qui sait deux langues ? Resume 1. We are studying two languages, but we like the French language best. 2. Do all pupils grasp foreign languages easily? 3. M. Bauer did not like Napoleon because he did not study German. 4. Students like professors who give short examinations. '5. In school we used to undergo examinations in (de) mathematics often. 6. When the officer asked where Napoleon was, the other student did not reply. 7. Work hard and you will like all your studies well. 8. Good boys and girls will be in (a) their places every day when the bell rings. 9. If I were not a mathematician, my teacher would think that I was a dunce. 10. He will perhaps write the French exercises on the blackboard for the class tomorrow. 11. Always speak French in class; do not speak English. 12. If the emperor had soldiers enough, he would drive out the English. 13. Miss Leblanc, you are very bright; you are much more studious than the other girls. 1 4. Shall you carry something to my nephews when you go down town ? 15. If my friend had as much money as you, he would pass his vacation in Europe. 16. He intends to visit France every year if his savings are large enough. 17. How many horses shall you sell to my friend when he arrives ? 1 8. John, listen to the teacher or you will not learn French. 1 9. When we are in school, let us not carry our books home evenings. 20. (My) children, when the lesson is long, write the exercises in your notebooks. REVIEW, LESSONS XVIII-XXI 147 REVIEW (Lessons Eighteen to Twenty-One) A. General Drill 1 . Give the endings of the future ; of the conditional ; of the present subjunctive ; of the imperfect subjunctive. 2. Give the rule for forming the imperative. 3. What forms of the verb are derived from the infinitive ? from the present participle ? from the first person singular of the present indicative ? from the first person singular of the past definite ? 4. Name the tenses in order. 5. Give other names for the imperfect and past definite. 6. Give the full conjugation of the verb whose principal parts are suivre, suivant, suivi, je suis, je suivis. 7. Name in proper order the forms that constitute the synopsis of a verb. 8. Give the synopsis of vendre, choisir, chasser; of the verb whose principal parts are mettre, mettant, mis, je mets, je mis. 9. Give the — fut. of adorer imp. of Studier pres. subj. of punir imp. subj. of tendre imv. of rester cond. of lire 1 o. Locate (in all possible places) — porte aimes tracez rendit punis punissent rendit emportons 11. Translate into French — let us carry carry away the books, John he will not stay carry away the chairs, sir I shall not reply do not come down 148 ELEMENTARY FRENCH 12. Translate into French — if he speaks, I shall reply he would always reply if he speaks, I reply he would reply if he heard if he spoke, I should reply they are asking if he will sell if he should speak, they would as soon as she arrives, I shall reply speak he will reply when they speak I was speaking when he arrived 13. Supply the proper forms of the verbs in parentheses : Je compte (quitter) la ville demain avec un ami. Nous (passer) nos vacances a la campagne. II (aimer) a entendre les oiseaux ; je (aimer) a nager. Nous avons souvent (visiter) la campagne. Si vous (visiter) la campagne, (chercher) nous. Si j'avais un bon cheval, je (monter) a cheval. Avez-vous jamais (monter)? Jeanne d'Arc (monter) toujours a cheval quand elle (attaquer) ses ennemis. Elle (chasser) les Anglais de son pays. • 14. Change the verbs in turn to the imperfect, past definite, future, conditional, imperative, and past indefinite : J'etudie le frangais. Saisissez-vous facilement les langues ? Les eleves subissent un examen. lis passent beaucoup de temps a Tecole. Nous entendons les eleves. Une des eleves regarde son cahier. Elle rend le cahier a sa voisine. Jean, finis-tu ta lecon ? B. Translate into French 1. Tomorrow I shall ask whether the teachers give long lessons. 2. I think that I shall like the school if the boys are studious. 3. If we study hard, we shall finish in four years. 4. The girl was singing sweetly when he arrived. 5. You will pronounce French well if you read your lesson aloud every day. 6. My father used to live in a large city when he worked for my uncle. 7. As soon as he leaves the house, I shall close the doors. 8. The teacher always gives the pupils longer lessons when they do not study. 9. As soon as he finishes his lessons, he swims in the lake. 10. If I should INFLECTION AND USE OF AVOIR 149 pass my vacation in the country, I would bring some apples to the children. 1 1 . Punish the lazy pupils ; do not punish the attentive ones. 12. Let us not always choose the easy lessons. 13. When the nuts fall from the trees, they are usually ripe. 1 4. If my friend spoke, I should hear his voice. 15. You would speak French better if you studied your grammar lessons more. 16. My father will sell his horses to the Frenchman if he will give money enough. 17. Good pupils will pronounce well the new words in every lesson. 18. There are many beautiful birds in the forest; they sing sweetly every morning. 19. He was asking if I would not give back the money to the poor man. 20. John, write on the blackboard the future of the verb vendre. LESSON TWENTY-TWO INFLECTION AND USE OF AVOIR 148. The Verb Avoir, to have, is inflected as follows Principal Parts avoir, to have ayant, having eu, had j'ai, I have j'eus, I had Present Indicative j'ai, I have nous avons tu as vous avez ila ils ont Imperfect Past Definite j'avais, I was having j'eus, I had etc. etc. Future Conditional j'aurai, I shall have j'aurais, I should have etc.. etc. 150 ELEMENTARY FRENCH Imperative aie, have ayons, let us have Present Subjunctive I MI •ERFECT j'aie nous ayons j'eusse tu aies vous ayez etc. il ait ils aient ayez, have Note. The tenses of which the first person singular alone is given are to be completed by the addition of the regular endings. 149. Avoir in Idioms. Av6ir is used with nouns in the following idiomatic expressions, where in English is found the verb to be with adjectives, the subject being a person or animal : avoir chaud, to be warm (hot) avoir froid, to be cold avoir faim, to be hungry avoir soif, to be thirsty avoir sommeil, to be sleepy I am warm. Are you hungry ? I am not afraid of the cold. I am too warm. I am in need of (I need) some money. He is colder than the others. avoir raison, to be right avoir tort, to be wrong avoir honte, to be ashamed avoir peur, to be afraid avoir besoin, to be in need, need fai chaud. Avez-vous faim ? fe n'ai pas peur du froid. fai trop chaud. fai besoin d'argent. II a plus froid que les autres. Note. Observe the absence of the partitive sign in the last sentence but one. When the word which governs a noun used partitively itself requires de, the whole partitive construction (de and the article) is omitted. Observe also in j'ai trop chaud that a simple adverb (without de) is used. Similarly, j'ai tres chaud, j'ai plus froid que .... INFLECTION AND USE OF AVOIR 151 150. II y a. The third person singular of the various tenses of the verb avoir in connection with the pronoun y, there, has the following special meanings : il y a, there is (are) il y avait, there was (were) il y eut, there was (were) il y aura, there will be il y aurait, there would be il y ait il y efit II y a un arbre dans le jardin. II n'y avait pas de bois. Y aura-t-il une lecon demain ? N'y a-t-il pas de vin ? II y a eu un festin hier. il n'y a pas, there is (are) not etc. y a-t-il ? is (are) there ? etc. n'y a-t-il pas ? is (are) there not ? etc There is a tree in the garden. There was ?io wood. Will there be a lesson tomorrow f Is there no wine ? There was a feast yesterday. Note. To express there is with accented there, calling attention to an object or stating its location, voila is used. II y a merely affirms the existence of the object. There is your horse (see your horse) . There is a horse in the street. There *s a bad pen. There is my desk ; here is John's desk. Voila votre cheval. H y a un cheval dans la rue. Voila une mauvaise plume. Voila mon pupitre ; void le pupitre de Jean. VOCABULARY le bruit, the noise fermer, to close l'heure/., the hour l'ignorance /, the igno- rance manger, to eat ouvert (past part.), open la punition, the punishment rentrer, to go back in, enter again six (Sec. 216, a), six la sortie, the leaving, dismissal le souper, the supper tout, all, everything le travail, the work voici, here is, now is Note. Faim and other words used after avoir are to be found in Sec. 1 49. 152 ELEMENTARY FRENCH '.„ EXERCISE Drill i. Give the synopsis of avoir; its synopsis in the first person plural. 2. Give all the forms of il y a, (a) affirmative, (b) nega- tive, (c) interrogative, {d) negative-interrogative. 3. Translate into French — we should not have should we not have ? I had I have had he would have thou wilt have let us have does he have ? 4. Translate into French — there was a king is there a pen ? there were kings was she afraid ? there were bad kings there are the chairs there was no king there are chairs in the room there were no kings I need some bread are you hungry ? had he no money ? is he not right ? now (it) is the hour there 's your brother is there no money ? would there be a school ? here is the pen we were ashamed he is not thirsty 5. Give the full tense of — je n'avais pas peur n'ai-je pas besoin de plumes ? 6. Give the form in the various tenses of — il y a des enfants ici il n'y a pas de viande n'y a-t-il pas d'eau la? y a-t-il beaucoup de bruit ? INFLECTION AND USE OF AVOIR 153 Model En Classe Quand nous arrivons en classe, nous trouvons les fenetres ouvertes, mais si nous avons froid, nous fermons les fenetres et les portes. II y a six fenetres et deux portes dans ma classe. Dans la salle de classe oil j'etais l'annee derniere il y avait dix fenetres et quatre portes. Nous fermons les fenetres si nous avons froid, et si nous entendons trop le bruit des autres classes, nous fermons aussi les portes. II y a un tres mauvais eleve dans ma classe. II n'a pas peur du maitre. II n'etudie pas ses lecons, et a toujours besoin des exercices des autres quand il travaille. II re'cite tres mal, mais il n'a pas honte de son ignorance. J'aurais honte si je ne savais pas mes lecons. J'aurais peur des punitions. J'ai souvent sommeil quand j'etudie a la maison, mais je reste a mon travail. Voici l'heure de la sortie. Nous avons tres faim et tres soif, et nous mangerons bien. Nous aurons besoin de beau- coup de choses, mais il y aura assez de tout. Si nous n'avons pas trop sommeil apres le souper, nous jouerons un peu. Quand nous aurons chaud, nous rentrerons. Theme Last year, in my class, there was a bad student who was not ashamed of his poor work. He was always in need of the other pupils' exercises. When he did not know his lessons, he was not afraid of punishment(s). Would you not be ashamed of your igno- rance ? Yes, you would study hard and you would be right. The pupils who do not study are wrong. When we need the master, he explains the rules of the lesson. We play a little after the lesson, at the hour of leaving. I am often very hungry after school, but there is always enough of everything on the table at home. If I am cold, I close the windows; but we like the windows open when we are warm. When I am warm, I am thirsty also. Is there any water on the table? Yes, there is enough water for you. There is a glass. 154 ELEMENTARY FRENCH Oral i. Combien y a-t-il de fenetres dans la classe? 2. Les fe- netres sont-elles ouvertes ou ferme'es ? 3. Quand fermez-vous les fenetres ? 4. N'y a-t-il pas du x bruit dans l'autre classe ? 5 . Entendez- vous du bruit ? 6. Avez-vous besoin des exercices de votre cama- rade quand vous travaillez ? 7. Votre camarade travaille-t-il ferme ? 8. Entendez-vous bien ou mal ? 9. Le maitre donne-t-il des puni- tions quand vous ne savez pas vos lecons ? 1 o. Avez-vous sommeil quand vous avez fini votre travail ? 11. Restez-vous en classe a. l'heure de la sortie? 12. Avez-vous besoin d'encre pour e'crire ? Resume i. If you are cold, close the windows. 2. The lazy pupils said that the teachers gave too long lessons. 3. My uncle has sold all his black horses to the French officer. 4. Now is the hour of dismissal from the school. 5. If we were hungry, we should find enough of everything in the kitchen. 6. Are there not too many knives and forks on the table? 7. Charles and Mary, when you are hungry, do not eat too fast. 8. John, if you do not pronounce French well, you will be ashamed of your great ignorance. 9. My friend has already wealth enough ; now he needs a larger house. 1 o. Were there any lazy boys in your class when you were at school ? 1 1 . After (the) supper I shall read my French book if I am not sleepy. 12. When Napoleon was a student at Brienne, he did not like all his studies. 13. When you are thirsty, you will find fresh water enough in the dining-room. 14. You are right; there are many large streets in the city of Paris. 15. Peter, do not play so much; finish your work quickly. 16. Yesterday we were warm in the house, and we had the doors open all the morning. 17. How many American soldiers were there in France? 18. Do not be afraid of the animals which are in this park. 1 9. There has been much noise in the classroom today. 20. The lessons will be longer tomorrow. 1 Du, because the thought is really affirmative. See Sec. 116, a. AVOIR IN PERFECT TENSES 1 55 LESSON TWENTY-THREE AVOIR IN PERFECT TENSES 151. Perfect Tenses are made, as in English, by combin- ing the forms of an auxiliary verb (usually avoir) with past participles. The compound tense made of the present of the auxiliary has already been treated in Sec. 135. Below is given the synopsis of the perfect active tenses of donner. Perfect Infinitive (Fr., infinity passe) avoir donne to have given Perfect Participle (Fr., participe passe compose) ay ant donne having given Past Indefinite (Fr., passe indefini) j'ai donne I have given Pluperfect (Fr., plus-que-parfait) j'avais donne I had given Past Anterior (Ft., passe anterieur) j'eus donne I had given Future Perfect (Ft., futur anterieur) j 'aurai donne / shall have given Conditional Perfect (Fr., conditiofinel passf) j 'aurais donne / should have given Perfect Subjunctive (Fr., subjonctif passe) j'aie donne Pluperfect Subjunctive (Fr., plus-que-parfait du subjonctif) j'eusse donne 156 ELEMENTARY FRENCH Note i . The past indefinite is sometimes called the perfect. Note 2. Observe that the perfect conjugation has nothing corre- sponding to the past participle or the imperative. Note 3. The past indefinite, pluperfect, past anterior, and future perfect are tenses of the indicative mood. 152. Pluperfect and Past Anterior. In the synopsis above there are two forms for had given. The past anterior is used only in clauses introduced by quand, when, aussitot que or des que, as soon as, and other words or phrases indicat- ing immediate priority of action. Elsewhere the pluperfect is used. Quand il eut parle*, il quitta la When he had spoken, he left the salle. room. II apporta son cahier aii maitre He brought his notebook to the aussitot qu'il eut fini son teacher as soon as he had exercice. finished his exercise. II avait travaillS hier. He had worked yesterday. 153. Word Order in Perfect Tenses. The rules of order given for simple tenses apply also to perfect tenses, provided that we consider the auxiliary alone as the verb. Thus, the negative forms are made by placing ne before the auxiliary and pas after (between the auxiliary and the past participle) ; interrogative forms by inverting a subject pro- noun and the auxiliary. See also Sec. no, Note. He had not spoken. 77 ri avait pas parte. Had he spoken ? Avait-il parte f Had he not spoken ? N' avait-il pas parte ? He would have spoken well. II aurait bien parte. 154. Special Rules for Perfect Tenses. The principles already laid down for governing the tense in subordinate clauses apply equally to perfect tenses, but concern here AVOIR IN PERFECT TENSES 157 only the auxiliary, the participle being invariable from the point of view of tense. This must be observed especially in — a. Future clauses introduced by quand, etc. (see Sec. 137). He will give back the money II rendra V argent quand il aura when he has (shall have) vendu la maison. sold the house. Note. Often in this construction the English omits even the have and translates the above, . . . when he sells the house. b. Conditions (see Sec. 139). If they have not eaten, they will S'ils n'ontpas mange, Us auront be hungry. faim. If they had not eaten, they would S'ils n'avaient pas mange, Us have been hungry. auraient eufaim. 155. Construction with depuis. The following tense usage, at variance with English, demands special mention. a. When an action or state has begun in the past and continues into the present, the present tense is used, followed by depuis, since, for. I have been speaking (for) an Je park depuis une heure. hour. I have been at home (for) two Je suis a la maison depuis deux days. jours. How long have you been here ? Depuis quand etes-vous id ? Note i . When the action is completed in past time, a past tense is used, either alone or with pendant, during, for. He worked (for) two hours this // a travaille {pendant) deux heures morning. ce matin. How long did you work ? Combien de temps avez-vous travaitle? Note 2. Alternative forms : I have been speaking an hour. II y a une heure que je park. He had been here an hour. 77 y avait une hetire qu'il etait ici. 158 ELEMENTARY FRENCH 6. When an action or state is continued in. the past up to a definite past time referred to, the imperfect is used for the English pluperfect, similarly with depuis. I had been speaking (for) three Je parlais depuis trois heures. hours. How long had you played (been Depuis quand jouiez-vous quand playing) when he spoke ? il a parte ? Note i. How long is expressed by combien de temps except in cases where the corresponding answer demands depuis. It is then expressed by depuis quand. Twill you speak ? f parlerez-vous ? How long \ do you speak ? Combien de temps •{ parlez-vous ? [_ did you speak ? ^ avez-vous parle ? f have you been speaking ? _ . , (parlez-vous? How long < . , , i . -, Depuis quand <\ ... „ ° (^ had you been speaking? * 1 yparhez-vous ? Note 2. Observe that when depuis is required the English usually has the word been. VOCABULARY Pamusement m., the amuse- un jour, one day, some day ment puis, then l'an m., the year le repos, the rest &onomiser, to save retourner, to return, go back §tre en vacances, to have a tot, soon vacation en ville, in town il y a un mois, a month ago Drin EXERCISE i. Give the synopsis of the perfect tenses of saisir and vendre. 2. Inflect the perfect tenses of regarder throughout. 3. Give the pluperfect of tendre, neg. ; future perfect of subir; past definite of trouver, neg. -int. ; past anterior of rendre; plu- perfect subjunctive of Studier; conditional perfect of entendre, neg. AVOIR IN PERFECT TENSES 159 4. Translate into French — he would have finished I shall not have chosen they had not said as soon as he listens will you not have visited ? as soon as he had heard had she shown ? we have worked when you had sold we worked let us not speak we were working she had not had working 5 . Translate into French — how long did he work ? how long do you sing every he worked for an hour morning ? how long have they been work- I sing an hour every morning ing ? how long will they stay ? they have been working two hours they will stay a long time how long has he been working ? he has been studying a month he had been working many days (two ways) 6. Locate the verbs in the Model below. Model LES Vacances Mon oncle demeure a la campagne. II est Ik depuis dix ans. II y avait six ans qu'il etait en ville quand il a achete sa ferme. II n'aime pas la ville autant que la campagne. II dit qu'il aurait achete sa ferme plus tot s'il avait e'te plus riche. Aussitot qu'il eut economise assez d 'argent, il quitta la ville. Je suis chez mon oncle depuis deux semaines. Je ne sais pas si je resterai encore long- temps. J'e'tais en vacances depuis une semaine quand j'ai quitte la ville. Ma sceur n'est pas ici. Quand elle aura passe la semaine au bord de la mer, elle voyagera un peu, puis passera quelques jours ici. Nous retournerons ensemble a la maison. Quand ma sceur arrivera ici, elle aura voyage beaucoup et aura besoin de repos. Ma tante a prepare la plus belle chambre de la maison. 160 ELEMENTARY FRENCH Quand ma sceur aura eu assez de repos, nous comptons passer le temps agreablement. Depuis deux jours nous preparons toutes sortes d'amusements. Notre sejour aura e'te trop court. Theme Last year, as soon as I had finished my studies, I visited the country, where my uncle has a beautiful farm. Formerly he lived in town, but, as he needed the air of the country, he left the city as soon as he had saved enough money (in order) to buy his new house. He did not like the city much, and would have left Paris sooner if he had been rich enough. He had been in the city for six years. My father intends to live some day in the country when he has worked enough. I do not know whether my mother would prefer to remain in town ; she has been there so long. When I have finished my studies, I shall pass a few weeks at my uncle's. I shall have much rest. My sister, who is now at the seashore, where she has all kinds of amusements, will also have spent happy days. Oral i . Ou demeure votre oncle ? 2 . Y a-t-il longtemps qu'il est Ik ? 3. Depuis quand etait-il en ville quand il a achete sa ferme? 4. Aimeriez-vous mieux la ville ou la campagne? 5. Pourquoi FERME DE NORMANDIE. Les paysans represented plus de la moitie de la population de la France. Le paysan francais est simple dans sa maniere de vivre et est satisfait de son sort tres humble, lequel a ete celui de ses ancetres et sera vraisemblablement celui de ses enfants. II est econome. Cette qualite en fait le sauveur de son pays dans les crises economiques ; il l'est aussi par sa bravoure et son patriotisme quand le pays est en danger. La gravure montre certaines caracteristiques par- ticulieres au paysan : la nature substantielle de sa demeure construite de pierres rugueuses; le bonheur apparent des membres de la famille, tous, hommes, f emmes et enfants ayant leur part des travaux de la ferme ; la carrure de tous et leurs vetements simples mais durables. ivood & Underwood FERME DE NORMANDIE 1 62 ELEMENTARY FRENCH votre oncle n'a-t-il pas achete sa ferme plus tot ? 6. Quand quitta- t-il la ville ? 7. Depuis quand etes-vous chez votre oncle ? 8. Resterez-vous la longtemps ? 9. Votre sceur est-elle avec vous ? 1 o. Ne passera-t-elle pas quelques jours avec vous ? 11. Restera- t-elle chez votre oncle quand vous partirez ? 12. Quelle chambre votre sceur aura-t-elle chez votre oncle? 13. Qui aura prepare la chambre ? 14. N'aurez-vous pas besoin de repos quand vous aurez fini la lecon? 15. Combien de temps etudierez-vous votre lecon pour demain ? Resume 1. Have your parents been living in the United States long? 2. My uncle used to pass his vacations at the seashore. 3. As soon as he has saved enough, he will have a vacation. 4. As soon as he had selected a house in the country, he sold his store. 5. How long did you travel in Europe last year? 6. How long had you been studying French when you left the United States ? 7. If you work too long, you will need rest. 8. My friends were in Paris a week several years ago. 9. The American officer will be in England for two months. 10. The pupils were singing loudly when the teacher returned. 11. How long is he intending to stay at his cousin's today? 12. My uncle and aunt have been traveling in Canada for several weeks. 13. If you are too cold, I will close the window. 1 4. How long shall you remain in Paris next year ? 1 5 . My friends have been desiring to go to France for many years. 16. My brother and sister will return together when they finish their work. 17. John, how long have you been writing on the board? 18. Peter, you have been speaking to your chum too long ; study your lesson. 19. Do you know whether there will be any students at school tomorrow? 20. The poor man would have bought more clothes if he had had the money. ETRE IN PERFECT TENSES 163 LESSON TWENTY-FOUR ETRE IN PERFECT TENSES 156. The Inflection of the Verb etre, to be, is as follows : Principal Parts etre, to be etant, being ete, been je suis, I am je fus, I was Present Indicative je suis, I am nous sommes tu es vous etes il est ils sont Imperfect Past Definite j'etais, I was je fus, I was etc. etc. (Sec. 131, Note) Future Conditional je serai, I shall be je serais, I should be etc. etc. Imperative sois, be soyons, let us be soyez Present Subjunctive Imperfect Subjunctive je sois nous soyons je fusse tu sois vous soyez etc. il soit ils soient Note. The forms not given are made regularly. 157. Etre in Perfect Tenses. £tre, as well as avoir, is used as an auxiliary in the formation of perfect tenses. Avoir is used with the great majority of verbs ; etre with certain 1 64 ELEMENTARY FRENCH intransitive verbs of motion and transition. The. following are the past participles of the most important of these verbs : alle', gone arrive, arrived venu, come entre, entered devenu, become reste, remained revenu, come back tombe, fallen parti, started ne, born sorti, gone out mort, died I have come. Je suis venu. He had started. H etait parti. 158. Below is given the synopsis of the perfect active of alter : Perf. Inf. etre alle, to have gone Perf. Part. etant alle, having gone Past Indef. je suis alle, I have gone Pluperf. Ind. j'etais alle, I had gone Past Ant. je fus alle, I had gone Fut. Perf. je serai alle, I shall have gone Cond. Perf. je serais alle, I should have gone Perf. Subj. je sois alle Pluperf. Subj. je fusse alle VOCABULARY d'abord, (at) first le client, the customer, client l'accident m., the accident le commercant, the business les affaires/, business man, merchant arriver, to arrive, happen diner, to dine l'avocat, m., the lawyer entrer (dans), to enter (tr.) de bonne heure, early gros (/. grosse), great, big le bureau, the office lu, read (past part.) la chute, the fall la suite, effect, continuation parler d'affaires, to talk business des suites de, because of, from aller en ville, to go to town ETRE IN PERFECT TENSES 165 ~ .,/ EXERCISE 1 . Give the synopsis of Stre ; its synopsis in the third plural. 2. Give the synopsis of the perfect tenses of rester; of partir ; of alter in the third singular. 3. Translate into French — he has gone out had she had they have seen had I not come ? I had remained as soon as I had arrived has he not become ? let us be useful we should have been be not lazy will he be ? there will be had he not started ? they will be they were not did we not read ? 4. Supply the French for the words in parentheses. Je (have) un client. II (has) alle en ville. II (had) lu que les commercants (have) de nouvelles e'toffes. II (had) parti quand son ami (arrived). II ne (had) pas assez d'argent. Je (had) tou- jours de l'argent. Quand je (have) de l'argent, je (shall be) con- tent^). Quand je (have) de l'argent, je ne (am) jamais honte. Mon ami (has had) beaucoup d'argent. II (has) devenu riche. II (would have) parle aussitot qu'il (had) entre', s'il (had had) l'argent. Model MON PeRE au Bureau Mon pere, qui est revenu hier d'un long voyage, est alle en ville ce matin. II est sorti pour aller a ses affaires. Je suis sorti aussi pour aller a l'ecole, mais mon pere est parti plus tot. II aime a arriver a son bureau de bonne heure. Mon pere est avocat II est alle, d'abord, acheter un journal. II a lu que son ami qui etait venu ici l'anne'e derniere etait mort des suites d'une chute. II est tombe de son cheval. II etait devenu un gros commercant et serait 1 66 ELEMENTARY FRENCH reste encore longtemps dans les affaires si l'accident n'etait pas arrive. Quand mon pere est arrive a son bureau, il a trouve un de ses clients, Monsieur Leblanc, qu'il n'avait pas vu depuis long- temps. Comme Monsieur Leblanc est en ville pour quelques heures seulement, mon pere est revenu diner a la maison avec son client. Quand je suis rentre de l'ecole, j'ai trouve mon pere dans le salon. II parlait d'affaires avec Monsieur Leblanc. lis parleraient encore si ma mere n'avait pas dit que le diner etait pret. Theme My father, who is a lawyer, came back early from his office.' He was back when my brother arrived from school. He did not remain long in town. He had been in his office an hour when one of his clients, whom he had not seen for a long time, came in. They talked business, and, as Mr. Leblanc was in town for a few hours only, he left soon after. My father went out to buy a news- paper. He read that an accident had happened to one of his friends, Mr. Leroux. This gentleman, who had become a great merchant, fell from his horse and died an hour after from the effects of the fall. He had been in business a long time. Last year he came to spend a week here. My father would have gone to his friend's during his vacation if the accident had not happened. Oral i. D'ou votre pere est-il revenu hier ? 2. Est-il reste a la maison ce matin? 3. Pourquoi est-il sorti ? 4. Est-il sorti le premier? 5. Etes-vous arrive a l'ecole de bonne heure ? 6. Qui est mort des suites d'un accident? 7. L'ami de votre pere etait-il avocat? 8. Qui votre pere a-t-il trouve h son bureau ? 9. Depuis quand n'avait-il pas vu son client? 10. Monsieur Leblanc est-il en ville A. pour longtemps ? 11. Votre pere est-il revenu seul ? 12. Etes-vous jamais tombe de votre cheval ? 13. Etes-vous alM a l'ecole hier? 14. Votre diner sera-t-il pret quand vous rentrerez? 15. Etes-vous alld a la campagne l'annee derniere ? AGREEMENT OF PARTICIPLES 167 Resume 1. My brother started for his office early this morning. 2. My uncle entered the house an hour ago. 3. He would have come home sooner if he had finished his business. 4. When John arrived home, his brother had gone to school. 5. An accident happened to my friend when he was in Paris. 6. One of his sons died from a fall from a horse. 7. He would be speaking yet if a customer had not entered the store. 8. The merchant was talking business with the clerk. 9. Peter, you are lazy, you did not go to school today. 10. He would have stayed longer if he had had more money. 11. Your grandfather was born more than a century ago. 12. Mr. Leblanc, do you know that (the) dinner is ready? 13. He read in the newspaper that the American general had returned from France. 14. My father arrived this morning after a short stay in London. 15. How long did you stay in England last year? 16. There used to be many castles in this country. 17. The officer became ill when he was in England. 18. He bought play- things for the children when he went to town. 19. The child had not seen his father for a long time. 20. As soon as the emperor had gone out, the soldier entered the room. LESSON TWENTY-FIVE AGREEMENT OF PARTICIPLES 159. Variable Form of Participles. The participles, pres- ent as well as past, are often used as adjectives, and in cer- tain cases, as explained below, they take a feminine ending in e and a plural in s, in accordance with the regular rules for adjectives. Thus : charmant, charmante ; charmants, charmantes blesse, blesse'e ; blesses, blessees 168 ELEMENTARY FRENCH 160. Agreement after Auxiliary etre. When etre is the auxiliary, the past participle agrees in number and gender with the subject. Elle est arrived. She has arrived. lis sont venus. They (m.) have come. Elles sont entries. They (f .) have entered. 161. Agreement after Auxiliary avoir. When avoir is the auxiliary, the past participle does not vary unless a direct object precedes the verb, in which case the participle agrees with this object. J'ai trouve* la plume. / have found the pen. La plume que j'ai trouvee. The pen which I have found. Les livres qu'il a ported. The books which he carried. Note. The past participle, when used as an adjective, agrees with the noun it modifies. une salle 6clair6e, a lighted room 162. The Present Participle is used a. As in English, to denote an attendant circumstance. It is then generally introduced by the preposition en, which in this use may be translated while, in, by. Sometimes the en is emphasized by prefixing tout. In this use the participle is invariable. Elle est entree en parlant. She entered (while) speaking. En Sconomisant il est devenu By saving he has become rich. riche. Elle a repondu, tout en pleurant. She replied (even) while weeping. b. As a simple adjective. It then agrees with the noun it modifies, and usually follows it. II a deux enfants charmants. He has two attractive children. De l'eau courante. Running water. AGREEMENT OF PARTICIPLES 169 VOCABULARY " alors, then attendre, to await, wait for l'automobile m.,the automobile boncte (de), crowded (with) border (de), to border (with) le bureau de poste, the post office la chaussee, the roadway les chaussures/, the shoes, foot- wear le commerce, the business continuel (/. -elle), continual crier, to shout, cry la devanture, the show window a droite, to (at) the right Sclairer (a), to light (by) l'Slectricite* /, the electricity e*lectrique, electric entre, between 1 'Stage m., the story (of a house) Staler, to display a gauche, to (at) the left le gaz [gaz], the gas le long de, along le marchand, the merchant le marchand ambulant, the push- cart peddler la marchandise, the merchandise marcher, to walk le mouvement, the moving about la paire, the pair particulier (/ -ifcre), private la personne, the person, people le piSton, the pedestrian rencontrer, to meet le restaurant, the restaurant le Soulier, the low shoe le tramway, the (street) car traverser, to cross le trottoir, the sidewalk la voiture, the carriage Note. In is often to be rendered in French by a rather than dans, as has already been seen in special expressions. Dans denotes position inside of, as dans la maison, in the house ; a denotes position at or near, as a la devanture, in the show window. Drill EXERCISE 1 . Give all the forms (both genders and both numbers) of the participles trouvS, vendu, subi, eu, criant, mort. 2. Give the synopsis of the perfect tenses of entrer in the third plural. 3. Give the past indefinite of sorti ; perfect subjunctive of aller ; pluperfect indicative of venu, neg. ; conditional perfect 170 ELEMENTARY FRENCH of parti, int. ; past anterior of passer, neg.-int. ; future perfect of 6tre ; future perfect of mort, neg. 4. Translate into French — a. she has remained we shall have examined we fell they {/.) had come they had not started as soon as they had come back we shall have arrived had you not become ? b. the pen which I have bought she has entered the books which I had sold she has entered the room I had sold the books the lesson which she will give 5. Give the full tense of — je suis reste depuis longtemps j'ai ecoute longtemps je suis alle a. la maison la plume que j'ai trouvee Model . La Rue La rue 011 je demeure a de larges trottoirs. Les pietons marchent sur les trottoirs. Entre les trottoirs il y a la chausse'e. La rue est eclaire'e au gaz et a l'electricite. Les trottoirs sont borde's de hautes maisons. Ma maison a seulement deux etages. II y a beaucoup LE BOULEVARD DE LA MADELEINE. Le boulevard de la Madeleine forme une partie de la grande artere de Paris appelee « les grands boule- vards)), qui vade la place de la Concorde a la Bastille. Cette artere est sur l'emplacement des anciens boulevards de l'enceinte fortifiee demolie sous Louis XIV. Le boulevard dont il est question ici commence la serie. Sur les trottoirs d'une ample largeur s'y promenent une foule de gens affaires ou de promeneurs attires la par les magasins, les cafes et restaurants qui bordent cette avenue spacieuse, theatre fidele de la vie parisienne. A Tangle gauche de la photographie nous voyons un coin de la Madeleine, une des eglises principales et des plus belles de Paris. Entouree qu'elle est d'une majestueuse colonnade, elle affecte la forme d'un temple grec. 172 ELEMENTARY FRENCH de maisons particulieres dans la rue oil je demeure. Ce matin il y avait un mouvement continuel de voitures et d'automobiles. Les marchands ambulants criaient leur marchandise. Beaucoup de personnes attendaient les tramways electriques, qui etaient toujours bonde's. Ma mere est allee faire ses emplettes. Les fruits qu'elle a vus etales a la devanture du fruitier etaient tres beaux, et elle a achete des poires et des bananes qu'elle a emportees dans son filet. Ma mere et ma sceur sont alors sorties. Elles ont traverse la rue en regardant a droite et a gauche. Tout en passant le long des magasins elles ont rencontre deux de leurs amies, et elles sont entrees dans un restaurant, ou elles ont dine. Chez le marchand de chaussures ma sceur a demande plusieurs paires de souliers, qu'elle a examinees. La paire qu'elle a choisie est chere. Ma mere et ma sceur sont revenues en passant par (by) le bureau de poste. Theme Do not cross the street. Look to the right and to the left because there is a continual moving about of carriages. There is an automobile that is passing by. This push-cart peddler cries his merchandise while walking on the roadway along the sidewalk. The sidewalks are crowded with pedestrians, who look at the show windows of the stores while speaking. There are many pretty things displayed in the show windows. There 's a restaurant. A lady has gone in with her daughter. The lady has a net bag in which (ou) are the things that she bought. She went to the shoe dealer's (Model) and bought low shoes. The pair that I bought last month was better than the pair in the show window of this store. The whole street is bordered with stores better lighted than the rooms of the house where I live. They are lighted with gas. Oral i. Les pietons marchent-ils generalement sur la chaussee? 2. Les trottoirs sont-ils aussi larges que la chausse'e ? 3. Decrivez une rue. 4. Ou votre mere a-t-elle vu des fruits ? 5. D'oii votre AGREEMENT OF PARTICIPLES 173 mere et votre soeur sont-elles sorties ? 6. Qui ont-elles rencontre ? 7. Ou ont-elles rencontre' ces personnes ? 8. Les chaussures sont- elles cheres maintenant ? 9. Comment votre mere est-elle revenue ? 10. Ou achetez-vous vos chaussures? 11. Y a-t-il des marchands ambulants dans votre rue? 12. Ne demeurez-vous pas dans une maison particuliere ? 13. Y a-t-il seulement des maisons particu- lieres dans votre rue? 14. Avez-vous dine au restaurant hier? 15. Comment la classe est-elle eclairee ? Resume 1. I did not see the horses which my friend sold. 2. Shall you not need a new pair of shoes next week ? 3. The hats which we saw at the store were very expensive. 4. My aunt would always look to the right and left when she went out. 5. My sister had been visiting for two weeks when she became ill. 6. As soon as my mother had died, we sold all the jewels that she had bought. 7. Merchants always like to display their merchandise in show windows. 8. How long have you been waiting for the street car ? 9. In our city the streets are always crowded with people. 1 o. There were no seats {places) in the street car when she entered. 11. The house which I gave to my son is lighted by electricity. 12. My brother and sister returned from Europe a week ago. 13. Have you found the newspapers which the lawyer read? 14. While going down the street I saw my friend in his automobile. 15. Are there attractive pictures in every room of your house ? 16. While speak- ing to my brother she went out of the railway station. 17. The leaves have been • dead for a long time and the apples have already fallen. 18. Where did she go? She started for (the) school. 19. Did you look at the castles which the Englishman sold? 20. My mother lived ten years in the house where she was born. 174 ELEMENTARY FRENCH REVIEW (Lessons Twenty-Two to Twenty-Five) A. General Drill i. Give the synopsis of avoir; present subjunctive of avoir ; imperative of avoir ; all the forms of il y a ; all the forms of il y a, neg.-int. 2. Give the synopsis of 6tre ; present subjunctive of 6tre ; imperative of etre. 3. Name, in proper order, the forms that constitute the synopsis of the perfect tenses of a verb. 4. Give the synopsis of the perfect forms of apporter, arriver, avoir. 5. Give the — perf. subj. of tomber pluperf. ind. of choisir, neg.-int. past ant. of traverser, neg. cond. perf. of entrer imp. subj. of penser pluperf. subj. of rendre, neg. perf. ind. of rester, int. past ant. of punir, neg. fut. perf. of avoir imp. subj. of etre 6. Give the list of past participles that take etre as auxiliary. 7. State both cases of agreement of the past participle, and illustrate each. 8. Give complete French sentences containing respec- tively the following forms : imperfect ; past definite ; per- fect indicative ; pluperfect indicative ; past anterior ; future perfect ; conditional ; conditional perfect ; imperative. 9. Give complete French sentences containing all6s ; aurait vu ; depuis ; achet&s ; tout en ; traversant ; furent. REVIEW, LESSONS XXII-XXV 175 10. Translate into French — did you see ? they talked would there not be ? he is wrong was he thirsty ? we are not afraid is there not ? there was not would she have fallen ? has he not ? I had not said had they not started ? had you heard ? had she gone out ? while going 1 1 . Translate into French — there is a book on the desk if he had bought, he would have there 's your book sold here 's my pen they saw some fields does he need a dog ? the fields which they saw does he need some horses ? the field which I saw as soon as he had bought, he sold many months ago if he has bought, he will sell he lived in the country r 12. Express and answer in French — how long will it burn ? how long had it been burning ? how long has it been burning ? has it been burning long ? how long did it burn ? will it burn long ? 13. Rewrite, translating the English words into French: 1. II a une femme (loving). 2. II (is crossing) la rue. 3. Tout en (crossing) la rue, elle (fell). 4. Nous (entered) la chambre. 5. Les chaussures que nous avons (sold). 6. II aura (sold) les chaussures. 7. En (selling) des bijoux, elles (became) riches. 8. Une femme (obliging) a (given) les choses que j'ai (saw). 9. Quand nous (arrived), nous avons (found) notre tante. 10. En (inspiring) ses enfants avec ces (inspiring) mots, la (in- spired) femme (inspired) des amis que son mari n'avait pas (inspired). 176 ELEMENTARY FRENCH B. Translate into French i. I have been living at home with my father and mother for ten years. 2. If he studies well, the teacher will speak of his work to his father. 3. My sister has been at school for three weeks, and she is very happy with her friends. 4. She had been visiting here two weeks when she died. 5. There are some beautiful leaves on the table; they fell from the old tree in the yard. 6. We shall have money enough when we sell the house. 7. When he had fin- ished his lesson, he closed the book. 8. I had not seen the horses which you had sold. 9. Where did you buy the playthings which you brought to the children ? 1 o. If his parents had not come, he would have gone to his uncle's. 11. There's John's youngest sister; are not her black eyes beautiful? 12. My sisters arrived from Europe yesterday and brought some pretty things to my mother. 13. I have been hot and thirsty for an hour, and now I am also sleepy. 14. My father thinks that old lawyers are oftener right than wrong. 15. If you had no pencil, I should be ashamed of you. 16. Children, study more and you will speak French well when you are in France. 17. When my aunt went to town, she would remain for hours in a store. 18. How long have the birds been singing in the old tree? For more than an hour. 19. Were the children afraid of the animals which they saw in the park ? 20. He reads a great deal, even while waiting for the street car. Proverbes En forgeant on devient forgeron. Loin des yeux, loin du cceur. A chaque jour suffit sa peine. Qui donne aux pauvres prete a Dieu. 9 II n'y a pire eau que l'eau qui dort. Les petits ruisseaux font les grandes rivieres. Tout ce qui brille n'est pas or. INTERROGATION 177 LESSON TWENTY-SIX INTERROGATION 163. Direct Questions with Pronoun Subjects. When the subject is a personal pronoun, a sentence is made interroga- tive by inverting the subject and the verb (the auxiliary in a compound tense), and connecting them by a hyphen, as already explained in Sec. 87. Do you sing ? Chantez-vous ? Have you sung ? Avez-vous chante ? Has she sung ? A-t-elle chante ? 164. Est-ce que. If, however, the subject is in the first person singular, this inversion usually does not take place, but est-ce que, is it that, is prefixed to the affirmative order. Do I sing ? Est-ce que je cha?ite ? Note i. The following tenses illustrate the application of the principles above to the conjugation of a simple and a compound tense: Present Indicative of chanter, Interrogatively est-ce que je chante? do I sing? am I singing? chantes-tu ? dost thou sing ? art thou singing ? chante-t-il ? does he sing ? is he singing ? chantons-nous ? do we sing ? are we singing ? chantez-vous ? do you sing ? are you singing ? chantent-ils ? do they sing ? are they singing ? Pluperfect Indicative of chanter, Interrogatively est-ce que j'avais chante? had I sung? had I been singing? avais-tu chante ? hadst thou sung ? etc. avait-il chante ? had he sung? avions-nous chante ? had we sung? aviez-vous chante? had you sung? avaient-ils chante ? had they sung ? 178 ELEMENTARY FRENCH Note 2. Certain monosyllabic forms of the first person singular of the present indicative are regularly inverted in questions. Prominent among these are j'ai and je suis. Thus, in conjugation : Present Indicative of etre, Interrogatively suis-je ? am I ? es-tu ? art thou ? etc. etc. Past Indefinite of chanter, Interrogatively ai-je chante? have I sitng? did I sing? as-tu chante ? hast thou sung? didst thou sing? etc. etc. 165. Direct Questions with Noun Subjects. When the subject is a noun, a sentence is made interrogative a. By placing the subject first and repeating it by the proper form of the personal pronoun after the verb, as explained in Sec. 90. Is the overcoat beautiful ? Le pardessus est-il beau ? Is the carriage new ? La voiture est-elle neuve ? b. By prefixing est-ce que to the declarative order. Is the sky blue ? Est-ce que le del est bleu ? Note. The construction with est-ce que is especially used, with either a noun or a pronoun subject, when the question involves surprise. Isn't he here ? Est-ce qu'il n 'est pas ici ? 166. Questions introduced by Interrogative Words, such as quand, ou, combien, take the inverted order if the subject is a personal pronoun ; if the subject is a noun, they take the inverted order or the order explained in Sec. 165, a. Where is he? Oil est-il? {Ou est mon pere ? Mon pere ou est-il ? Oil mon pere est-il ? INTERROGATION 179 How long does he work ? Combien de temps travaille-t-il 1 f Combien coute le livre ? How much does the book cost ? i Le livre combien coiite-t-il 1 [ Combien le livre coiite-t-il 1 When did he start ? Quand est-il parti 1 xiu, a a u ^ -^ (Votrefrere quand est-il parti? V\ hen did your brother start ? < _ . J * s [ Quand votre frere est-il parti ? 167. N'est-ce pas. Any question to which the answer yes is expected may be asked by adding n'est-ce pas, is it not so, to the affirmative statement. I am rich, am I not ? Je suis riche, n'est-ce pas ? Are they not rich ? lis sont riches, n'est-ce pas ? He talks well, does he not ? II parte bien, n'est-ce pas ? You will listen, won't you ? Vous kouterez, n'est-ce pas 7 VOCABULARY annoncer, to announce le domestique, the servant apporter, to bring le gant, the glove k bientot, will see you again merci, thank you soon oter, to take off bonjour, good morning j'ouvre, I open la carte, the (visiting) card il ouvre, he opens ce (/. cette), this, that le pardessus, the overcoat chez lui (elle), at his (her) la peinture, the painting home la province, the province(s) comment allez-vous ? how are au revoir, good-by you ? sonner, to ring (a bell) couter, to cost trois, three je dois, I must la visite, the call Present Indicative of aller, to go, to be (in health) je vais nous allons tu vas vous allez il va ils vont 180 ELEMENTARY FRENCH D .- EXERCISE i. Conjugate interrogatively the present indicative of entendre ; future perfect of finir ; pluperfect of aller ; imper- fect subjunctive of choisir ; past indefinite of tomber ; past definite of couter. 2. Make interrogative — je sonne j'ai regarde votre pere etait venu vos amis ont achete une maison elle serait entree mon chien est blanc les oiseaux chantent sa soeur n'est pas belle les gar^ons entreront les enfants auraient etudie 3. Translate into French — when did the child fall ? why do birds sing ? she will sing, won't she ? where are the men ? how much did they sell ? will John enter ? are the boys good ? she is here, isn't she ? didn't he come ? had she started ? 4. Give the full tense of — quand suis-je parti? est-ce que j'aurai trouve ? pourquoi avais-je vendu ? est-ce que je depensais tout ? Model XjNE Visite Je sonne a la porte de Monsieur Leblanc. Le domestique ouvre et j'entre dans la maison. « Monsieur Leblanc est-il chez lui ? — Oui, Monsieur Leblanc est chez lui. Qui annoncerai-je, s'il vous plait? — Voici ma carte. » J'ote mon chapeau, mes gants et mon INTERROGATION 181 pardessus. Monsieur Leblanc entre bientot dans le salon. « Bon- jour, Henri ; comment allez-vous ? — Je vais tres bien, merci, et vous ? — Bien, merci. Quand etes-vous arrive de Paris ? — Je suis arrive hier. — Et votre mere est-elle revenue aussi ? — Non ; elle n'est pas encore revenue. — A-t-elle quitte Paris ? — Oui, et elle est allee a Londres. — Quand quittera-t-elle cette ville ? — Aussi- tot que sa sceur sera revenue. — Votre voyage a-t-il ete agre- able ? — Oui, merci, tres agreable. — Combien de temps etes-vous reste en France? — Trois mois. — Vous avez visite Paris et la province, n'est-ce pas ? — Oui, je suis alle en Touraine. J'ai achete' de beaux tableaux. — Est-ce que les tableaux sont chers en France? — Oui, ils sont aussi chers qu'ici. Voila deux pein- tures que j'ai apportees. — Combien coute la plus grande des deux ? — Elle est moins chere que l'autre. Voila ma voiture. Au revoir. — A bientot. » Theme Yesterday I (/.) went to Mrs. Leblanc's. On arriving I rang the bell. The servant who opens the door is very kind. On entering I asked, M Is Mrs. Leblanc at home ? " and I gave my card to the servant. I entered the parlor. M Did you wait a long time?" " No, Mrs. Leblanc arrived soon after." " Good morning, Mrs. Lenoir. How are you ? How long have you been back from France? Did your husband come back with you ? " " No, my husband remained in Paris, where he has still some business." " Is his mother there also ? " w Yes, she is not well, but as soon as she is (Sec. 137) better, she will set out to visit the provinces with her son if he has finished his business." "You liked your trip, didn't you?" "Very much, thank you ; I found France very beautiful. But I must leave. Is not my carriage at the door ? " w Yes, it has been there a few minutes " (see general vocabulary). M Good-by, madam ; my visit has been very pleasant." 1 82 ELEMENTARY FRENCH Oral i. Quand le domestique ouvre-t-il la porte ? 2. Que demandez- vous au 1 domestique ? 3. Pourquoi donnez-vous votre carte au domestique? 4. Dans quelle salle entrez-vous? 5. Entrez-vous la avec votre pardessus ? 6. Est-ce que vous attendez longtemps M. Leblanc ? 7. Depuis quand M. X est-il arrive de Paris ? 8. Sa mere est-elle revenue aussi ? 9. Pourquoi ? 10. Combien de temps M. X a-t-il ete parti {gone) ? 11. A-t-il visite seulement la capitale ? 12. Le cocher n'attend-il pas M. X a la porte? 13. Comment M. X quitte-t-il M. Leblanc? 14. Otez-vous votre chapeau en entrant k l'ecole ? 15. Comment votre ami va-t-il aujourd'hui ? Resume 1. Did you see the visiting card which he brought? 2. Who is ringing the bell ? Mr. Leblanc, who desires to come in. 3. Good morning, Mr. Leblanc, is your daughter at home ? 4. The woman said, " How are you ? " when she entered the room. 5. How long did your sisters remain in England last year ? 6. Where did your brother buy the gloves which he was wearing this morning? 7. Come in, sir, and take off your overcoat, please. 8. When did your aunt and uncle start for England ? 9. Peter, you are speaking to your neighbor again, are you not ? 1 o. Is the gentleman at home ? I thought that he had gone to town. 1 1 . The birds have been singing for a long time, have they not ? 1 2. Stay to dinner, Mr. Leblanc, if you desire. 13. No, thank you, I am waiting for my carriage. 14. Has not Miss Riou returned yet? 15. Did I speak French in Paris? Certainly, everybody speaks French there. 16. How much did the shoes cost which you are wearing? 17. Were automobiles as dear in Europe as in America during the war ? 18. When the boys went out, they said, "Good-by, see you2 tomorrow." 19. Are you better today? I am better, thank you. How is your family? 20. You will sell this painting which you bought, won't you ? 1 To ask a person, demander h une personne. 2 Compare a bientSt. NEGATION 183 LESSON TWENTY-SEVEN NEGATION 168. Negatives with a verb are expressed in French by two words. The first of these is ne, which always precedes the verb. The second word differs to express different nega- tive ideas. The commonest of these negative expressions are ne . . . pas, not ne . . . guere, scarcely ne . . . point, not at all ne . . . rien, nothing ne . . . plus, no more, no longer ne . . . personne, nobody ne . . . jamais, never ne . . . que, only I was not speaking. Je neparlais pas. He never speaks. 77 ne parte jamais. Has he nothing ? N'a-t-il rien 1 He has only four pencils. II n'a que quatre crayons. Note i . Point, plus, etc. are not accompanied by pas, but replace it. Note 2. When two of these negative expressions occur together; one of them corresponds to an affirmative word in English. Elle ne visite jamais personne. She never visits anybody. II n'a plus rien. He no longer has anything. Note 3. The following examples illustrate the use of the negative in the conjugation of simple tenses : Present Indicative of chanter, Negatively je ne chante pas, I am not singing, I do not sing tu ne chantes pas, thoti art not singing, etc. il ne chante pas, he is not singing, etc. etc. Present Indicative of chanter, Negative-Interrogatively est-ce que je ne chante pas ? am I not singing? etc. ne chantes-tu pas? art thou not singing? etc. ne chante-t-il pas ? is he not singing ? etc. etc. 1 84 ELEMENTARY FRENCH 169. Negatives without Verbs. In a negative expression in which the verb is omitted the ne also is omitted, and the second part of the negative alone is used. No more pencils. Plus de crayons. When will he be here ? Never. Quand sera-t-il id ? Jamais, Note. Ne . . . que is used only with a verb. Elsewhere only is expressed by seulement. 170. Position of Negatives. In compound tenses the second part of the negative is placed between the auxiliary and the past participle. Personne, however, takes the posi- tion of the corresponding English word, and que immediately precedes the word whose meaning it restricts. He has not been here. 77 n'a pas tie id. He has heard nobody. 77 n'a entendu personne. He sold yesterday only a few II n'a vendu hier que quelques pencils. crayons. Note. The following examples illustrate the application of this principle to the conjugation of perfect tenses: Pluperfect Indicative of chanter, Negatively je n'avais pas chante, I had not sung. tu n'avais pas chante, thou hadst not sung il n'avait pas chante, he had not sung etc. Pluperfect Indicative of chanter, Negative-Interrogatively est-ce que je n'avais pas chante ? had I not sung? n'avais-tu pas chante ? hadst thou not sung? n'avait-il pas chante ? had he not sung ? etc. 171. Neither . . . nor is expressed a. With two verbs in simple tenses by ne before the first verb and ni ne before the second. She neither speaks nor hears. Elle ne parle ni rientend. NEGATION 185 b. In other situations by ne before the main verb and ni before each of the words affected. He has neither the pencil nor // n'a ni le crayon ni la plume. the pen. Neither the boys nor the girls are Ni les gar cons ni les filles ne so fit here. %ici. He has neither bought nor sold. // n*a ni achete ni vendu. Note. After ni neither de nor the article is used in the partitive sense. U n'a ni crayons ni plumes. He has neither {any) pencils nor (any) pens. VOCABULARY l'automne [o-ton] m., the Thiverp-veir] ;«., the winter autumn, fall la n&essite\ the necessity cesser, to cease la neige, the snow le champ, the field la nuit, the night deserter, to desert par, through, by durer, to last le parfum, the perfume l'6te* m., the summer partout, everywhere le fermier, the farmer le printemps, the spring la fin, the end reverdir, to grow green again les gens m., the people la saison, the season la glace, the ice le voyage, the journey au printemps, in (the) spring en £te* (automne, hiver), in (the) summer (fall, winter) Note i. Additional new words will be found in the list of negatives in Sec. 168. Note 2. Names of the seasons take the definite article except after en. Present Indicative of vouloir, to wish, want je veux nous voulons tu veux vous voulez il veut ils veulent 1 86 ELEMENTARY FRENCH Drill EXERCISE 1 . Give the imperfect of punir, neg. ; past indefinite of entrer, neg.-int. ; past anterior of rendre, neg.-int. ; imperfect subjunctive of Studier, neg. ; pluperfect of §tre, neg. 2. Express in French — a. he has not he gives nothing he has not fallen he gives to nobody he has never studied he has given nothing he will study no more he has only one brother b. have you never ? have you saved nothing ? had he never seen ? have you found only one ? shall you work no longer ? did he see nobody ? 3. Translate into French — she has worked well he punishes neither the good she does not sing at all nor the bad in the spring there is no longer he sells neither bread nor meat any snow in winter we don't want to go the summer has been hot I neither give nor sell winter is the cold season 4. Supply the French for the words in parentheses : J'ai (never) vu votre pere. II vient ici (no more). II (never) veut (anything). II travaille (not at all). Va-t-il (no longer) a la campagne ? A-t-il ete' (only) a Paris ? (Nobody) veut rester en ville. Ici je vois (only) quelques enfants. lis (scarcely) etudient. lis (neither) lisent (nor) e'crivent. Quand parleront-ils f rancais ? (Never). Sont-ils (never) alles a l'ecole ? Model LES Quatre Saisons II y a quatre saisons dans Fannee et chaque saison dure trois mois. Au printemps nous n'avons guere de neige, et les nuits ne sont plus si longues qu'en hiver. Nous ne portons plus de lourds NEGATION 187 vetements. Les champs et les bois reverdissent. II y a des gens qui trouvent le printemps la plus belle de toutes les saisons. En ete les jours sont longs et chauds, et les nuits ne sont jamais froides. Nous avons souvent chaud et soif. Les gens riches desertent la ville pour aller a la campagne ou au bord de la mer. La, ni les jours ni les nuits ne sont aussi chauds qu'en ville. Le travail des fermiers ne cesse qu'avec la nuit. L'ete est aussi la saison des vacances. II n'y a alors personne a l'ecole. Personne n'est au tableau. Nous n'e'tudions ni ne re'citons. Les enfants ne veulent que jouer. Nous sommes maintenant en automne, la saison des fruits. II y aura plus de pommes que l'annee derniere. Les fleurs sont encore belles, mais elles n'ont plus leur parfum. Les enfants n'aiment point la fin des vacances. En hiver il y a de la neige partout. Plus de fleurs dans les jardins. Les gens ne quittent la maison que par necessite. Comme j'ai toujours froid, je n'aime point l'hiver. Je n'aime ni la neige ni la glace. Est-ce que je demeurerai dans les pays froids ? Jamais 1 Theme There are only four seasons in the year. The pupils like summer better than the other seasons because they do not study at all. Then nobody gives any lessons. Neither the old nor the young remain in town. Many visit the country. Next year I shall desert the city for the seashore, where I have already been. In autumn there are more fruits than flowers. Apples are never so good as now. However, the apples which are in that basket are scarcely ripe. My father, who has only two weeks of vacation, is at his farm. The days are still beautiful, but they are no more so long as in summer. My cousin will not like winter here. Does he never want to come here ? No, never. We did not have any- body here last winter. When it is (we are in the) spring, there will no longer be any snow or ice. Many people like that season better than the others. 1 88 ELEMENTARY FRENCH Oral i. Combien de saisons y a-t-il ? 2. Combien de temps dure chaque saison? 3. Quand les nuits sont-elles plus longues que les jours ? 4. Dans quelle saison sommes-nous ? 5. Y a-t-il beaucoup de neige au printemps ? 6. Les champs sont-ils encore blancs au printemps ? 7. Quelle est la plus belle des saisons ? 8. Dans quelle saison n'avez-vous jamais froid ? 9. Au bord de la mer, les jours et les nuits sont-ils aussi chauds qu'en ville ? 1 o. Les enf ants veulent-ils reciter pendant les vacances ? 1 1 . Y a-t-il beaucoup de personnes au bord de la mer en hiver ? 1 2. Y a-t-il encore des fleurs en hiver ? 13. Dans quelle saison n'y a-t-il ni neige ni glace ? Resume 1. There are not as many days in autumn as in summer. 2. In the winter pupils go to school every day and work never ceases. 3. There was no wheat at all in our country last year. 4. Are the nights ever longer than the days in summer? 5. Children prefer summer because teachers give no lessons then. 6. The English army found nothing in the city when it arrived. 7. The countries which she visited have no longer any castles. 8. During the season of snow(s) there are neither flowers nor leaves in the garden. 9. The grass in the meadow is no longer green and it is every- where dry. 10. Now students want neither to play nor to sing in the yard of the school. 11. Neither horses nor men like to work in the fields during the winter. 12. Spring is the season of birds and flowers, and you will now find nobody at home. 13. When will the students finish the lesson ? Never. 1 4. No more apples on the trees ! No water in the river ! 15. He wishes neither to give nor to sell bread to the poor. 1 6. In the spring we have scarcely any snow in the city. 17. Neither old nor young wish to remain in town during the summer. 18. John does not want to write anything in his note- book today, does he? 19. The days are no longer so cold as for- merly. 20. Animals no longer find anything to (a) eat in the forest. , ! a/ ■■■2k. 41* ', LA COTE D'AZUR- © Underwood & Underwood MONACO La France a la bonne fortune d'etre baignee au nord et au sud par la mer, ce qui attire les gens pendant la belle saison. La cote du midi, appelee Riviera ou Cote d'Azur, est aussi attrayante l'hiver que l'ete. C'est un veri- table paradis terrestre. Le bleu de la mer et du ciel laisse au visiteur une impression inoubliable et fait de cette cote le rendez-vous, en hiver, de l'aristocratie du monde entier. Sur cette cote se trouve l'etrange petite principaute de Monaco qui, quoique n'ayant que huit milles carres de su- perficie et une population de quelques milliers d'habitants, forme encore un etat independant gouverne par un prince absolu. La principaute fait saillie dans la Mediterranee et est enclavee dans le departement des Alpes-Maritimes. Elle contient Monte-Carlo connu surtout a cause de ses maisons de jeu iqo ELEMENTARY FRENCH REVIEW (Lessons Twenty-Six and Twenty-Seven) A. General Drill 1. Give the synopsis of entrer, compound (perfect) tenses, neg.-int. ; finir, simple tenses, int. ; tendre, compound tenses, int. 2. Give the — pres. subj. of couter, neg. pluperf. subj. of tomber, neg. fut. of perdre, int. past indef. of avoir, neg.-int. past def. of vendre, neg.-int. past indef. of batir, int. past ant. of acheter, neg. cond. perf . of arriver, neg.-int. 3. Give the present indicative negative of the verbs mean- ing to go, to wish, to read, to write, to have, \ to sell. 4. Make interrogative — il a achete un habit il n'aime pas ses amis il n'a pas achete un habit j'entends les oiseaux votre pere a achete un habit je suis entre dans le restaurant votre pere n'a pas achete un je n'entends pas les oiseaux habit votre pere aime ses enfants il aime ses amis votre pere n'aime pas ses enfants 5. Translate into French — when do you work ? when did you stay here ? when does your friend work ? when did your friend stay here ? 6. Give a French sentence containing est-ce que; n'est-ce pas. 7. Modify (a) le garcon entend, (b) les garcons ont entendu, by adding the following negatives : never, nothing, no longer, scarcely, not at all, nobody. REVIEW, LESSONS XXVI, XXVII 191 8. Translate into French — they finished only one lesson he has neither brothers nor they finished yesterday only one sisters lesson no more snow ! he has neither seen nor heard are you going to go ? he is neither working nor playing in the street car he loves neither his father nor in the window his mother no, sir, thank you B. Translate into French 1. I saw nobody and I found nothing. 2. Has he sent any play- things to the boys ? 3. There are only a few red flowers in your garden, but you have many white • flowers. 4. His nephews are rich, are they not ? They have many jewels and beautiful carriages. 5. Tomorrow I shall pass the day in the country if the snow does not fall. 6. Does your friend stay long ? No, she will stay only a week. 7. Who carried any red apples to the grocer's ? Nobody. 8. Nobody is hungry, but everybody prefers to eat now. 9. We sell neither bread nor meat. 10. Was I not talking about our country's flag ? 11. Did not the teacher's daughter enter the class- room an hour ago? 12. I shall neither lose nor sell the books which you have chosen. 13. There is snow in summer there, is there not? 14. Had you never met that merchant in the post office? 15. If you had never entered the store, you would not have seen the new overcoats. 16. We no longer have anything in our room. 17. Never shall 1 1 visit France and the provinces again. 18. Good-by, I am going to live in England this winter. 19. On starting for the seashore I shall visit only my best friends. 20. How long will the snow which has fallen remain? 1 See Sec. 328, b. 192 ELEMENTARY FRENCH LESSON TWENTY-EIGHT CONJUNCTIVE PERSONAL PRONOUNS 172. Personal Pronouns are divided into two classes, con- junctive and disjunctive. Conjunctive pronouns are used as subject, direct object, and indirect object of a verb expressed. In all other cases the personal pronoun has the disjunctive form. Note. By the indirect object is meant the object before which in English the preposition to (or for) is expressed or understood : as, / gave it to him (indir. obj.); I give him (indir. obj.) the book. 173. List of Conjunctives. Conjunctive pronouns have distinct forms for subject, direct object, and indirect object. The forms are as follows : Sing. < ist Per. 2d Per. PL. [3d Per. ^ r ist Per. \ 2d Per. 3d Per. j , m. Direct Indirect Subject Object Object je, / me, me me, to me tu, thou te, thee te, to thee il, he, it le, him, it lui, to him elle, she, it la, her, it lui, to her nous, we nous, us nous, to us vous, you vous, you vous, to you dles}^ X\i]tkem leur"] • >to them Note i . Of the two forms for the object pronoun it, the gender of the word to which the it refers determines the choice. Compare Sec. 8 1 . Where is the ribbon ? I want to Oil est le ruban ? Je veux le regarder. look at it. Where is the silk? I am going to Oicestlasoie? Jevais vous lamontrer. show it to you. Note 2. Le, la, me, and te elide before a vowel or mute h. II m'aime. He loves me. CONJUNCTIVE PERSONAL PRONOUNS 193 Note 3. De and a do not contract before le and les when the latter are pronouns. II aime a le montrer. He loves to show it. 174. Position of Conjunctives. Conjunctive object pro- nouns directly precede the verb of which they are the object, except in the affirmative imperative, where they follow. When the objects thus follow the verb, they are connected with it by a hyphen, and me and te become moi and toi. II nous aime. He loves us. Je lui ai donne un livre. / have given him (her) a book. Le trouvera-t-il ? Will he find it ? II ne l'aime pas. He does not like it. Entendez-le. Hear him. Regardez-moi. Look at me. Ne les portez pas. Do not carry them. Me voici. Here I am. lis veulent me voir. They want to see me. Note. Observe that these pronouns precede the auxiliary in a com- pound tense, that they also precede in questions, and that they follow ne. In the last illustration me is the object of voir, not of veulent. Voila and voici, like verbs, are preceded by object pronouns. 175. Two Conjunctives. When two conjunctive pronouns are objects of the same verb, the one in the third person is placed nearer the verb. If both are third person, le, la, les precede lui, leur ; it happens that they are then arranged in alphabetical order. II me le montre. He shows it to me. Montrez-le-moi. Show it to me. Ne nous le montrez pas. Do not show it to us. II le leur donne. He gives it to them. Donnez-le-leur. Give it to them. Ne les lui donnez pas. Don't give them to him {her). Le lui donne-t-il ? Is he giving it to him (her) ? 194 ELEMENTARY FRENCH Note. The following table presents, in a form for memorizing, all possible combinations : rle fie -le "] -le me-j la nous-< la -la >>-moi -la }■ lies lies -lesJ -les. rle rle -le 1 -le 1 te ■ la vous < la -la ►-toi -la ► -vous le - lies 1 lies lei la >■ leur les J -les J -le 1 -les J -le 1 la Mui -la ► -lui -la ► -leur les . 1 -les J -les J 176. Pleonastic Use. In order to avoid repetition, the conjunctive object pronoun is often used to represent a preceding word or phrase. If the conjunctive object stands for a definite noun or pronoun, it agrees in number and gender. If it stands for an adjective or a whole phrase or clause, it is always le. Etes-vous Phomme ? Je le suis. Etes-vous sa mere ? Je la suis. Etes-vous heureux ? Je le suis. Le vendra-t-il ? Je le pense. Are you the man t I am (he). Are you his mother? I am (she). Are you happy ? I am (it). Will he sell it? I thi?ik so (it). VOCABULARY bon marchg, cheap la caisse, the cash window le caissier, the cashier ensuite, then, afterwards envelopper, to wrap up l'Stoffe/, the piece of goods les 6toffes, the goods la fille de magasin, the clerk le franc, the franc (coin, par value about twenty cents) garnir (de), to trim (with) le magasin de nouveaut£s, the department store la modiste, the milliner passer, to pass, go by payer, to pay (for) (Note i) pris (past part.), taken quel ! (/. -lie) what ! what a ! le rayon, the department, counter reporter, to take (carry) back le ruban, the ribbon la soie, the silk CONJUNCTIVE PERSONAL PRONOUNS 195 a mon gout, to my taste je vous prie, please (I beg of you) voulez-vous ? are you willing ? will you ? (Note 2) entrer chez la modiste, to enter the milliner's combien le vend-il ? at how much does he sell it ? Note i. After payer, the thing paid for is the direct object ; the per- son paid, the indirect. I paid her for the dress (paid the dress to her), je lui ai paye la robe. But also, I paid her the money, je lui ai paye' Pargent. Note 2. Vouloir, in the sense of to be willing, must be distin- guished from the future. Are you willing to stay ? (Will you stay ?) Voulez-vous rester I Are you going to stay? (Shall you stay ?) Resterez-vous ? Compare English shall and will. Present Indicative of dire, to say, tell je dis nous disons tu dis vous dites il dit ils disent Present Participle Past Participle Imperative disant dit dis, disons, dites Drin EXERCISE 1 . Give the present indicative of dire, neg. ; of dire, neg.- int. ; the future perfect of dire. 2. Supply the French for the words in parentheses, placing them in the correct position : Une dame demande a (her) modiste de montrer (her) quelques chapeaux. La modiste montre (them to her) et dit : « Ne trouvez- vous pas (them) a (your) gout ? — Oui, mais ces autres chapeaux, pourquoi ne montrez-vous pas (them to me)? Montrez (them to me). » La modiste dit : « Je vendrai (them to you) bon marche. » La modiste enveloppe (them for her), et la dame paye (her for them). 196 ELEMENTARY FRENCH 3. Express in French — she gives it tell it to us she gives him a franc do not tell me she gives it to him do not tell it to her she has given it to him tell it to him she did not give it to them he gives them the books does he carry it back ? he gives them to them has he not carried them back ? he gives them to us tell me he gave them to us 4. Translate into French — I want it he sells them cheap I do not want them give them to me, please (two where is the pen ? I have it ways) my daughter, do you love us ? she thinks so she wants to hear me are you sick ? I am he will show it to us are you the milliner ? I am not my friend, you are tall I will pay him had he not given it to us ? I will pay for them my son, stay here I will pay her for them have you the book ? I want it what a good store ! have you the notebooks ? I will you look at me ? brought them shall you look at me ? have you seen her ? she entered the milliner's Model Dans les Magasins Ce matin nous sommes parties de bonne heure faire nos emplettes. Ma cousine nous a accompagnees pour nous montrer les beaux magasins. Comme une voiture passait, nous l'avons prise. Nous sommes d'abord entrees chez la modiste. Elle nous a montre plusieurs chapeaux, mais nous ne les avons pas trouves a notre gout. Ma cousine cependant a achete un chapeau garni de fleurs et de rubans que la modiste lui avait montre ensuite, CONJUNCTIVE PERSONAL PRONOUNS 197 mais elle ne l'aime plus. Elle le lui reportera demain. Nous sommes allees ensuite dans un magasin de nouveautes. En entrant ma mere dit a une fille de magasin : « Etes-vous la fille qui m'a vendu des e'toffes hier ? » Elle a repondu : « Oui, madame, je la suis. — Montrez-moi, je vous prie, le rayon des e'toffes de soie. — Le voila, a droite. Vous le trouverez facilement. — Quelles belles etoff es ! » La fille de magasin les leur montre en disant : « Regardez cette etoffe. Examinez-la. Ne la trouvez-vous pas tres belle ? Je vous la vendrai bon marche. » En regardant une autre etoffe ma mere a dit : « Combien nous la vendrez-vous ? — Dix francs. — Tresbien. Enveloppez-la-moi. Voici l'argent. — Voulez- vous payer a la caisse, s'il vous plait, madame ? Voila le caissier. — Marie, voici l'argent. Donne-le-lui. » Marie le lui a donnd et nous sommes sorties. Theme I entered a department store yesterday and I asked a store clerk : M Where is the silk-goods department ? " She showed it to me. And what beautiful goods ! I like to examine them all. The (store) clerk shows the customers the goods. When the customers have chosen the goods that they want, she wraps them up for them, saying to them, " Will you pay at the cash window, if you please ? " But I want to go to the milliner's now. There she is opposite this store. M Here I am, madam." li Show me a few hats, please." " Here is a beautiful hat trimmed with ribbon and flowers. How do you like it ? " "I do not find it to my taste." " Is it too cheap ? " "I think so ; where are the winter hats (hats of winter) ? " M Here they are. I want to show them to you." The milliner gives them to me and I choose at last a very wide hat, which I shall take back if I do not like it any more on arriving home. The milliner accompanies me to the door. M There 's a carriage (which is) passing. Do you want it ? " " Please." I shall arrive home early. 198 ELEMENTARY FRENCH Oral i. Quand etes-vous parties faire vos emplettes ? 2. Etes-vous allees seules en ville ? 3. Pourquoi vous a-t-elle accompagne'es ? 4. Comment etes-vous allees en ville? 5. Chez qui etes-vous entrees? 6. Que (what) vous a montre la modiste? 7. Les avez- vous trouves a votre gout ? 8. Votre cousine a-t-elle achete un chapeau ? 9. L'aime-t-elle encore ? 1 o. Reportera-t-elle le chapeau chez la modiste ? 1 1. Ou etes-vous allees ensuite ? 1 2. A qui votre mere a-t-elle parle ? 13. La fllle de magasin aime-t-elle a montrer les etoffes aux clients ? 1 4. Aussitot que votre mere eut choisi une etoffe, qu'a-t-elle dit a la nlle de magasin ? 15. Les etoffes de soie sont-elles bon marche ? Resume 1. My brother had a large red apple, but he gave it to me. 2. Will you sell me the new dress which you bought ? 3. Where is the cash window ? Show it to me, please. 4. The milliner has many beautiful hats, but we do not want to buy them. 5. I shall pay him for the meat if he brings it tomorrow. 6. What a kind teacher! He never gives us long lessons. 7. My father bought some oranges yesterday and gave them to me. 8. Are teachers rich ? They are not. 9. Do you not say so too ? 10. My parents say that they do not want to give it to him. 11. His father says that he will not give his son any more money. 1 2 . My sister did not pay me for the silk that I bought her in town. 13. Did the shoes which he bought her cost only ten francs ? 1 4. Do you know the mer- chant's name? No, sir, he did not tell (it to) me. 15. They want to sell him the horses which they bought ; look at them. 1 6. When you buy things at the grocer's, always pay him for them. 17. If my friend had found any flowers in the woods, he would have brought them to me. 18. Here I am ; have you been waiting for me long? 19. Show them my jewels, but do not give them to them. 20. Is the house that he has bought old ? I do not think so. DISJUNCTIVE PERSONAL PRONOUNS 199 LESSON TWENTY-NINE DISJUNCTIVE PERSONAL PRONOUNS 177. The Disjunctive Personal Pronouns are Singular Plural First Person moi nous Second Person toi vous Third Person \ , \j. elle elles 178. Uses of the Disjunctive. The general use of the disjunctive pronouns has already been defined in Sec. 172. They are employed in every case where a personal pronoun is needed except when such pronoun is the subject, direct object, or indirect object of a verb expressed. The most frequent occasions for their use are a. As the object of prepositions. for me, pour moi behind him, derriere lui b. As the predicate nominative after forms of etre. it is I, Jest moi it is you, Jest vous it is he, Jest lui it is she, Jest elle Note. //, in sentences like the above, when it is the subject of Stre followed by a noun or pronoun, is ce (c' before a vowel). c. In shortened expressions in which the verb is omitted. He is more active than they (are). // est plus adif qu'eux. d. When the subject or object (direct or indirect) of a verb consists of two pronouns or a noun and a pronoun. The two words are often summed up, especially when they are of different persons, by the proper conjunctive pronoun. 200 ELEMENTARY FRENCH He and I spoke also. Lui et moi, nous avons parte aussi. He and she spoke. Lui et elle ont parlk. Henry and I both spoke. Henri et moi, nous avons parlk tons les deux. I heard thee and him. Je vous ai entendus, toi et lui. I gave it to her and to them. Je Vai donne a elle et a eux. 179. Intensive Pronouns. The intensive pronouns are formed by adding meme (//. memes), even, sarne, to the dis- junctive pronouns. Thus : lui-meme, himself eux-memes, themselves Je l'ai vendu moi-meme. / sold it myself. VOCABULARY asseyez-vous, sit down, seat mais oui, yes indeed yourself messieurs, gentlemen bien entendu, of course pres de, near (to) boire, to drink promis {past part.) de, prom- le cigare, the cigar ised to fumer, to smoke • sans, without fumer la pipe, to smoke a pipe la santS, the health heureux (de), happy (to) sur moi, about (on) me inviter (a), to invite (to) voir, to see tous (toutes) les deux, both demander a quelqu'un de, to ask somebody to Note. Observe the construction with demander : I ask him for it (ask it to him),/<? le lui demande I ask him for the book,/*? lui demande le livre I ask him to com&,je lui demande de venir Present Indicative of venir, to come je viens nous venons tu viens vous venez il vient ils viennent DISJUNCTIVE PERSONAL PRONOUNS 201 Drill EXERCISE i. Continue through all the forms of the pronouns in heavy type — elle est partie avant moi (toi, etc.) il est plus grand que moi 2. Express in French — I hear him I gave him a cigar I was near him" he himself is here 3. Translate into French it was she he and she are here he heard me himself did he not lead them ? with her more happy than I it will be he they came themselves I saw you and him her father I hear her I told her she is coming herself he has started in order to hear them you and I will find them in front of her she asked them to write sit down, please they invited me to see (Sec. 173, Note 3) she promised to see him him 4. Supply the French for the words in parentheses : Voulez-vous donner (me) cinquante francs ? Us ne sont pas pour (me) mais pour (her) et pour (them). (It is she) qui a demande (me for them). Comme je n'avais pas (them) sur (me), j'ai dit (her) d'attendre et que je demanderais (you) de donner (them to me). Je donne (them to you) volontiers, (to you), mais pas (to her), et je dirais bien (her so myself). Je n'inviterai pas (her) (to) aller avec (me) ou (to) etre pres de (me). 202 ELEMENTARY FRENCH Model tjne Autre Visite Aujourd'hui j 'attends une visite. Deux de mes amis m'ont promis de venir chez moi. lis sont partis de chez eux il y a deux mois, et ne sont revenus que la semaine derniere. Je les ai invites a venir me voir et ils seront bientot ici. Les voila a la porte ! Ce sont eux. Mais ils ne sont pas seuls. N'est-ce pas Jean avec eux ? Mais oui. « Mes amis, je suis heureux de vous voir. — J'ai demande a Jean de venir avec nous. Nous ne sommes pas venus sans lui. — Vous avez bien fait (done). Asseyez-vous la; vous, Charles, devant moi, et Henri a cote de vous ; Jean, ici pres de moi. Je vais vous chercher des cigares. Je n'ai rien sur moi. Les voici. Moi, je ne fume jamais de cigares, mais la pipe. Qui veut boire une bonne tasse de cafe ? — Nous tous, bien entendu. — Marie, apporte des tasses. Moi, j'apporterai le cafe'. Jean, qui est plus grand que nous, aura la plus grande tasse. Messieurs, a votre bonne sante. » Theme Yesterday I had two friends at my house. I did not wait for them long because they had promised to come early. I was happy to see them. It is (sont) they who were in Europe for three months. They had invited me to go with them and I have been wrong to (de) stay here. John, Peter, and I have often traveled together. When they entered the parlor, I said to them, " Sit down," and I gave them some cigars that I had about me. I smoked my pipe. I spoke with them of many things. Peter likes coffee, and Mary brought some very large cups for him, and for us too, of course. We like coffee almost as much as he. On giving them their cups, I said, " To your good health." Peter remained at my house an hour and then he went home. John and I remained yet a while (un moment). He spoke of his business ; so did I (I too). I still had a cigar about me, and I gave it to him. Then he went out, but without me. I did not go out with him. My wife and I said to him, " Good-by, will see you again soon." DISJUNCTIVE PERSONAL PRONOUNS 203 Oral 1. Qui a promis de venir vous voir? 2. Quand sont-ils partis de chez eux pour 1' Europe ? 3. Combien de temps sont-ils restes en Europe ? 4. Depuis quand sont-ils chez eux ? 5. Qui avez-vous invite' a venir vous voir? 6. Sont-ce (is it) eux a la porte? 7. Pour- quoi Jean est-il venu aussi ? 8. Aviez-vous des cigares sur vous quand vos amis sont arrives? 9. Fumez-vous ? 10. Pour qui Marie a-t-elle apporte' des tasses ? 11. N'a-t-elle apporte' que des tasses ? 12. Qu 'avez-vous dit en donnant du cafe a vos amis ? 13. Qui est a cote de vous en classe ? 14. Le tableau est-il derriere moi? 15. Montrez-le-moi. Resume 1. Where are John's sisters? He came without them. 2. Are the apples which you found for me or for him ? 3. It was he, was it not ? He is younger than I. 4. Both Henry and she have gone to the city. 5. Punish her yourself if you wish, but do not punish him. 6. When the French soldiers came to the city, they found the German army in front of them. 7. First John and I started ; then my father and mother came. 8. You and Mary arrived home without us, didn't you ? 9. We found you and them behind the house. 10. Stay near me, my son, if you are afraid of dogs. 1 1. I am happy to see you and Peter this morning. 12. Many men died in France for you and me. 13. Jane, here are newspapers on the table ; carry them to your father yourself. 1 4. The general's army came with him from Paris yesterday, and he is going now to Orleans. 15. Mr. Lebon brought some cigars which he bought in Paris. 16. My friend is coming tomorrow, and she will stay for a week. 17. Her parents say that they are going to the seashore without her. 18. I am going to ask him to read it to the class himself. 19. Miss Riou, did she invite you to accompany her to Europe? 20. He promised it to the boy when he should ask for it. 204 ELEMENTARY FRENCH LESSON THIRTY Y AND EN 180. The Pronoun Y is used to take the place of the preposition a (sometimes en and dans) and an object pro- noun when the pronoun refers to a thing (rarely when it refers to a person). This occurs with all the various mean- ings of a, to, at, in, etc. Thus : a. When a means to. Repondez-vous a la lettre ? J'y Are you replying to the letter ? reponds. I am replying to it. b. When a means at. J'etais a Paris; mon pere y I was at Paris ; my father lives demeure. there (at it). c. When a means in. Etes-vous a l'ecole? J'y suis. Are you in the school ? I am there (in it). Note. Observe that y often translates there. When there is em- phatic, la must be used ; otherwise y. I am here, but he is there. Je suis ici, mats il est Id. I was at home and he was there too. fetais & la maison et il y itait aussi. 181. The Pronoun En is used to take the place of the preposition de and an object pronoun when the pronoun refers to a thing (rarely when it refers to a person). This occurs with all the various meanings of de, of (including the partitive use), from, with, etc. Thus : a. When de means of (not partitive). Voilk le livre ; il en a parle. There is the book ; he has spoken of it Y AND EN 205 Voila mes bijoux ; elle en parle. Avez-vous mon livre ? J 'en ai besoin. b. When de is partitive. Avez-vous de Pargent ? J'en ai. En a-t-il ? II n'en a pas. Combien de livres avez-vous ? J'en ai deux. c. When de means from. Est-il parti de la maison de son ami ? II en est venu hier. There are my jewels ; she speaks of them. Have you my book ? I need it (have need of it). Have you any money ? I have some (of it). Has he any (of it) ? He has none (of it). How many books have you ? I have two (of them). Has he started from his friend's house? He came from there (it) yesterday. 182. Y and En in Verbal Idioms. Occasions for the use of y and en are found after certain verbs that are followed by de or a. Such constructions are often at variance with* the English idiom. Among these verbs are jouir de, to enjoy remplir de, to fill with remercier de, to thank for penser a, to think about, of (fix the mind on) penser de, to think about, of (have an opinion of) J'aime le cafe ; remplissez-en / like coffee ; fill my cup with it ma tasse. Je vous en remercie. I thank you for it. J'aiune longue lecon ; j'y pense. I have a long lesson; I am thinking about it. Qu'en pensez-vous ? What do you think about it? 206 ELEMENTARY FRENCH 183. Position of Y and En. Y and en are really conjunc- tive object pronouns, and precede or follow the verb accord- ing to the principle laid down in Sec. 1 74 for such pronouns. If used with other object pronouns, y and en follow. If they are used together, y precedes en. Je les y porterai. I shall carry them there. Je leur en apporterai. I shall bring them some (of it). II y en a ici. There is some here. Vendez-en. Sell some. Note i. Before y and en, contrary to Sec. 174, we have m' and t' instead of moi and toi. Donnez-m'en. Give me some. Note 2. The rules for the order of the ordinary elements of a sen- tence may be summarized thus : subject ne me te se nous vous le la les lui leur y en verb or aux. pas adv. past part. Je ne le lui ai pas encore donne. II ne nous en avait pas encore donne. VOCABULARY l'addition/, the bill penser, to think (Sec. 182) de bon app&it, with a good ap- placer, to place petite le poisson, the fish le fromage, the cheese le pourboire, the tip le garcon, the waiter, boy recu (past part.), received garder, to keep remercier (de), to thank (for) jouir (de), to enjoy remplir (de), to fill (with) la lettre, the letter le rosbif, the roast beef le menu, the menu la soupe, the soup Y AND EN 207 Present Indicative of prendre, to take je prends nous prenons tu prends vous prenez il prend ils prennent Drill 1. Translate into French - have you any pens ? I have enough (of them) I have ten give me two give me some he was thinking of me I was speaking of him give her some . do not give him any there are some I shall be there you have some letters, reply to them he has two brothers, I have one EXERCISE bring the fruit here, not there he is going to her is there none ? I give some to him he carried them there look for some bring me some do not bring me any I will fill the bottle with it there was some there was some there I replied to him I thank you for it I enjoy summer 2. Answer the following, using en or y in each reply : A-t-elle des robes ? Pensez-vous a la neige ? Avons-nous peur des chiens ? Pourquoi aimez-vous votre ville ? Repondez-vous a mes lettres ? Chantait-elle chez elle ? Demeurait-il a Londres ? Combien d'yeux avez-vous ? Sont-elles parties du chateau ? Jouent-ils a la campagne ? Inflect through the tenses — il y en a n'y en a-t-il pas ? il n'y en a pas. 208 ELEMENTARY FRENCH 4. Supply y, en, or 1&, as the meaning requires : Ce restaurant, que pensez-vous ? £tes-vous jamais venu ? Je viens souvent. Void une table ; mettons-nous Oil est le menu? — — voila un. II etait , sous l'assiette. Donnez me un. Voila du potage ; prenez Remplissez votre assiette. Moi, je ne veux pas. Ne me donnez pas. Et la salade ? Je pense. Model Au Restaurant Je dine au restaurant avec mon ami quand lui et moi n'avons pas le temps de retourner chez nous. II y en a un pres d'ici. « Entrons-y. — J 'en suis bien content parce que j'ai faim. — Cette table est trop petite. — En voila une plus grande pres de la fenetre. Allons-y. — Garcon, donnez-moi le menu. » Le garcon nous le donne. « Le voici, messieurs. » Nous le lisons. Le garcon nous apporte des assiettes, des verres, des cuillers, des fourchettes et des couteaux, qu'il place devant nous sur la table. II y place aussi des serviettes. « Qui est ce monsieur en face de nous ? — Monsieur Lenoir. II est alle a Paris cette anne'e. Son pere y demeure. — Depuis quand est-il revenu d'Europe ? — II en est revenu le mois dernier. Voici le menu. — Choisissez vous-meme. — De la soupe ? qu'en pensez-vous ? II n'y a que du rosbif et du veau. — Du rosbif pour moi. En voulez-vous aussi ? — Avec plaisir. — Garcon, un peu de poisson, du rosbif et des pommes de terre. Y a-t-il de la salade ? - — Oui, monsieur, il y en a. — Apportez-nous-en alors. — Et le dessert, Charles ? — J'y pense. Nous en voulons un peu, n'est-ce pas ? Le fromage est-il sur le menu ? Ah ! oui, il y est. — Garcon, n'en apportez que pour monsieur. — Et le cafe noir ? — Surement. — J'ai dine de bon appetit. Garcon, l'addition. — Charles, j'ai de l'argent. En avez-vous ? — Oui, mais je n'en aurai peut-etre pas assez. — En voici. — Non, gardez votre argent. Je n'en ai pas besoin. J 'en ai assez. Donnerons-nous un pourboire au garcon ? — Oui, donnons-lui-en un. » Y AND EN 209 GRAND RESTAURANT LEBLOND Service a la carte a toute heure Dejeuners et diners Dejeuners et diners a 2fr. jo a jfr. 50 Potage ou hors-d'oeuvre Potage ou hors-d'oeuvre Deux plats au choix Deux plats au choix Legume ou poisson Deux legumes ou poisson Salade ou dessert Salade et dessert £ bouteille de vin £ bouteille de vin Pain a discretion MENU DU JOUR Potages Consomme de volaille Puree de haricots aux croutons Hors-d'oeuvre Huitres d'Ostende en coquille Saucisson de Lyon Celeri Poisson Maquereau frais a la maitre d'hotel Homard mayonnaise Entries Bceuf, sauce tomate Navarin de mouton Pigeon aux petits pois CEufs a la coque Omelette aux champignons Rdtis Veau aux carottes Bceuf braise a la jardiniere Rosbif au jus Poulet, pommes nouvelles Legumes Pommes de terre en robe de chambre Choux-fleurs, sauce blanche Tomates farcies Salade Laitue, sauce mayonnaise Chicoree frisee Tomates au persil Dessert Creme fouettee aux fruits Compote de pommes Boissons Vin Biere (voir liste) Cafe The 210 ELEMENTARY FRENCH Theme " Where is there a good restaurant ? I am hungry." M There are some everywhere. There is one. I have been dining there for a long time. Let us go in. Here is a table." " Is there not a smaller one ? " " Oh ! yes. There 's one near the window. We shall like that place better. Let us go there. Where is the menu ? " " There {emphatic) are several of them. Give me one, please. WTe are going to dine well. Don't you want a little soup ? There is your plate. Pass it to me." ■* Don't give me too much of it, please. But I have no spoon. Oh ! yes, here is one beside my fork. This roastbeef is very good/ What do you think of it ? " " Very good." " Do you want some more ? " M No, thank you, I do not want any more, I have enough. I should like some tea. Is there any green (tea) ? " w Yes, there is. Waiter, bring us some." " I like tea. Fill my cup with it." w What do you think of this green tea? There is cheese. Do you want any?" "If you please." "Waiter, cheese and the coffee." "Do you give the waiters tips here?" "No, I never give them any. I have dined with a good appetite. Let us return home. Do you still live in Thiers Street (la rue Thiers) ? " " Why (mais) yes, I still live there. I have been there for ten years." Oral i. Dinez-vous toujours chez vous ? 2. Entrez-vous souvent dans un restaurant ? 3. Que demandez-vous au garcon ? 4. Quels sont les choses que le garcon place sur la table? 5. Ou les place-t-il? 6. Nommez deux sortes de viande. 7. Qu'aimez-vous le mieux ? 8. Comment les Francais finissent-ils leur diner ? 9. Que demandez- vous au garcon apres le diner ? 1 o. Que lui donnez-vous ? 1 1 . Dinez- vous gendralement de bon appe'tit? 12. Pensez-vous a vos lecons quand vous etes chez vous ? 13. Que pensez-vous de cette lecon ? 14. Avez-vous de l'argent sur vous? 15. Re'pondez-vous a toutes les questions du maitre ? POSSESSIVES 211 Resume i . Have you any good fruit ? Yes, I have some. 2. Give me some, but do not give him any. 3. If you have any fresh water, give me a glass of it. 4. Don't give me any flowers ; I have enough, keep some for Mary. 5. Your letter arrived last night and I answered it this morning. 6. I thought of you often when you were studying in Europe. 7. If you wish coffee, the waiter will fill your cup with it. 8. Are you enjoying your wealth ? Yes, sir, I have been enjoying it for a long time. 9. If my son does not take any, I will take some myself. 10. I want to thank my father for the oranges that he bought me. 1 1 . He says that he has only a little meat, and that he will not sell any to his customers. 12. When I go into a restaurant, I always take some fish if there is any. 13. Boy, bring me a menu, please. Yes, sir, here is one. 1 4. If you have no good wood at home, I will bring you some there. 15. If you have too many horses, sell me one. 16. His father is coming to see him, but he is not going to give him any money. 17. If you need hats when you come to town, I will show you some. 18. If there are no automo- biles in your city, do not ask me to go there. 19. What beautiful horses! What do you think of them? 20. How many cousins do you have ? I have two, and my sister, of course, has as many. LESSON THIRTY-ONE POSSESSIVES 184. Possessive Adjectives and Pronouns. In French, as in English, there are both adjectives and pronouns used to denote possession. Possessive adjectives are used to limit an expressed noun; possessive pronouns are used to take the place of a noun that is. omitted. Thus: my (adj.) book the book is mine (flron.) 212 ELEMENTARY FRENCH 185. The Possessive Adjectives are Singular Plural M. (First Person mon Sing. J Second Person ton F. M. AND F. ma mes my ta tes thy sa ses his, her, its notre nos our votre vos your leur leurs their I Third Person son (First Person notre Pl. J Second Person votre \Third Person leur Note. The distinction between ton and votre corresponds to that between tu and vous. See Sec. 142. 186. Possessive Repeated. A possessive adjective modi- fying more than one noun is repeated before each. my coat and vest, mon habit et mon gilet 187. Possessive before Vowels. The feminine forms ma, ta, sa cannot stand before a vowel or mute h ; the forms mon, ton, son are used instead. mon ecole, my school 188. Article for Possessive. The definite article is com- monly used in French, instead of a possessive adjective, with predicate nouns denoting the parts of the body or something closely connected with it. When the meaning would not be clear, an indirect object pronoun referring to the owner is used in addition to the article. He is closing his eyes. Ilferme lesyeux. He lost his left arm. 77 a perdu le bras gauche. The dog bit his arm. Le chien lui a mordu le bras. He lost his life. II a perdu la vie. (With) his hand in his pocket, La main dans lapoche, il y etait he sat there. assis. POSSESSIVES 213 Note. A similar construction, in which the definite article is used after avoir in describing parts of the body, is illustrated by the following: She has a small hand. Elle a la main petite. You have blue eyes. Vous avez les yeux bleus. 189. The Possessive Pronouns are Singular Plural M. F. M. F. f 1. le mien la mienne les miens les miennes mine Sing. J 2. le tien la tienne les tiens les tiennes thine [3. le sien la sienne les siens les siennes his, hers f 1. le notre la notre les notres les notres ours Pl. J 2. le votre la votre les votres les votres yours [3. le leur la leur les leurs les leurs theirs His book and mine. Son livre et le mien. Your house is red, his is white. Votre maison est rouge^ est blanche. la sienne 190. Ownership. After the verb etre, ownership is ex- pressed by the preposition a with a disjunctive pronoun. The cow is mine (belongs to me). La vache est a moi. Note. The distinction between the use of a with the disjunctive and that of the possessive to express possession is important. The former expresses simple ownership ; the latter distinguishes one from another. For example, with the question whose cow is it ? the answer, the cow is mine, is la vache est a moi. V/hen the question is which cow is mine ? the answer, the red cow is mine, is la vache rouge est la mienne. 191. Agreement of Possessives. Note that the possessives agree with the thing possessed and not with the possessor. Son jardin may be translated her gardai as well as his garden, son, not sa, being used because jardin is masculine; while to trans- late his pen, we must say sa plume because plume is feminine. Also, mon livre et le sien, my book and hers ; not la sienne, because livre is masculine. 214 ELEMENTARY FRENCH VOCABULARY le bal, the ball le bas, the stocking le bouton, the button le chapelier, the hatter la chaussette, the sock la chemise, the shirt le costume, the suit la couturiere, the dressmaker la cravate, the necktie la dentelle, the lace double* de, lined with le faux-col, the collar le feutre, the felt le gilet, the vest Phabit m., the dress coat la jaquette, the coat (woman's) la jupe, the skirt la laine, the wool la manche, the sleeve la manchette, the cuff le manteau, the cloak meme, same le mouchoir, the handkerchief de la nuit, the night long le pantalon, the trousers perdre, to lose la poche, the pocke recommencer, to begin again le tailleur, the tailor la tete, the head la toile, the linen le veston, the coat le costume de ville, the street suit Present Indicative of mettre, to put, put on je mets tu mets il met nous mettons vous mettez ils mettent Note. En is used to express material : a silk skirt, une jupe en soie ; the skirt is (of) silk, la jupe est en soie. De sometimes replaces en. Drin EXERCISE i . Prefix to the nouns below the proper forms for (a) his, (b) our, (c) their, (d) her: mere bras amies dcole yeux cheveux POSSESSiVES 21$ 2. Insert in the blanks below the proper form for {a) yours, {b) hers, (c) theirs, (d) his, (e) ours : mes livres et ma plume et mes plumes et mon cheval et 3. Translate into French — thy school your mother your sisters did he lose his life ? this dog is mine the black horse is mine, the he has black hair white horse is yours their father and mother his mother my house is black, his is white her father your best pupils their fathers close your book his friend and ours do not close your eyes our friends 4. Continue the following through all the forms of the pronouns in heavy type : j'ai perdu la mienne (la tienne, etc.) j'aime mon (ton, etc.) pere les miennes sont utiles ce lit est meilleur que le mien je mets un chapeau de feutre Model LES Vetements Je suis alle chez mon tailleur chercher le costume qu'il m'a fait. Le veston de mon costume a deux boutons. II est double. J'ai un gilet que je porte quand je n'ai pas assez chaud. II n'a pas de manches. Mon pantalon n'est pas si large que le votre. J'ai un mouchoir dans la poche de mon pantalon. Mon mouchoir, mon faux-col et les manchettes de ma chemise sont en toile. Votre faux-col est plus haut que le mien. Que pensez-vous de ma cravate ? La mienne est plus sombre que la votre, mais je l'aime 2i6 ELEMENTARY FRENCH mieux. Le chapeau que j'ai sur la tete est en feutre. J 'en porte toujours un en feutre en hiver. Je l'ai achete chez le meme chapelier ou mon frere a achete le sien. Mon frere va au bal ce soir, et il ne fermera pas les yeux de la nuit. II prepare son habit. Le pardessus qui est sur ce fauteuil est a lui. Le mien est a cote du sien sur la chaise avec les chaussettes que j'ai achete'es ce matin. Ma sceur, qui va au bal avec lui, a une robe de soie garnie de dentelle. La couturiere qui la lui a faite lui a aussi fait son dernier costume de ville. La jupe et la jaquette de son costume sont en laine. Ce chapeau n'est pas a elle. II est a ma mere. Le sien est encore plus beau. Dans son sac a cote de son manteau double de soie sont les bas et les gants qu'elle portera ce soir. Theme In winter we wear thicker clothes than in summer, and if we go into the street we wear an overcoat. Mine is very heavy. The suit which I am wearing is of a dark color. My tailor, who made it, also made one for my brother. His is not finished yet. It will be finished when his school begins again. My coat has short sleeves. I haven't long arms. They are not so long as yours. Your coat is lined and has three buttons. Mine has only two. I have a vest, but I never wear it. My trousers are of the same goods as yours, but mine are not so wide. This handkerchief is mine. It is of linen like my collar and the cuffs of my shirt. Yours is of silk. It is prettier than mine. When I go to the ball, I wear a dress coat. My sister went down town with your mother this morning. She bought socks for me, and a silk dress trimmed with lace for herself (elle-meme). That street dress there is hers. Her dressmaker made her the skirt and the coat. Her woolen cloak lined with silk is on the chair. Oral i. Qui vous a fait votre costume? 2. Combien de boutons a votre veston ? 3. Portez-vous un gilet ? 4. Mon pantalon est gris. De quelle couleur est le votre? 5. Ou est mon mouchoir? 6. La POSSESSIVES 217 chemise du maitre est- elle en soie ? 7. Votre faux-col est-il plus haut que le mien ? 8. Votre robe est-elle moins longue que la mienne ? 9. Que pensez-vous de ma cravate ? 1 o. Quel chapeau portez-vous en hiver? 11. Ou avez- vous achete votre cha- peau? 12. Portez-vous un habit quand vous allez dans les maga- sins? 13. Quelle sorte de robe votre sceur porte-t-elle au bal ? 14. Le tailleur a-t-il fait votre costume de ville, mademoiselle X ? 15. Ce livre est-il a vous ? Resume 1. My sister is a teacher; she closed her school a week ago. 2. Your cousin is not studious, but her father never wants to punish her. 3. John gave me this necktie ; where is yours? It is on the TYPE DE BRETON La Bretagne, province du nord-ouest de la France, fait saillie dans l'ocean Atlantique. La race bretonne retient ses habitudes tradi- tionnelles de penser, de vivre et de s'habiller plus religieusement que toute autre partie de la France. « FJeve sur une terre ingrate qui produit a peine ce dont il a besoin pour se nourrir, habitue sur mer a affronter le danger, le Breton vit dans la pauvrete, dans la crainte et dans la pensee de la mort. II n'a que deux moyens pour echapper a la dure realite : la religion et le monde de l'imagination. Aussi voyons-nous que cette population qui est la plus pauvre de la France est en meme temps la plus religieuse et l'une des mieux douees pour la poesie. La Bretagne a ete de tous les temps la terre des legendes. » (F. Le Bourgeois) 21 8 ELEMENTARY FRENCH table. 4. My arms are short, but they are longer than yours. 5. Both Charles and I have new socks ; his are white but mine are black. 6. There are two dresses in the room ; the green one is mine and the blue one is my mother's. 7. Peter has woolen shirts, but he always wears a silk one in summer. 8. My automo- bile, yours, and his are in front of my house. 9. The hat which my brother has in his hand is felt, but his son has a woolen one. 10. A friend has invited him to the ball, and he will not close his eyes the night long. 11. His aunt has already returned from France, but mine arrives from there tomorrow. 12. My teacher and his wife went to Europe last week and will remain there a year. 13. My two brothers went to (the) war, and one of them lost his life in it. 14. John is putting on his dress coat and is going down town to see his friend. 15. Gentlemen, take off your over- coats and stay an hour with us. 16. We are putting on our cuffs and soon we shall be ready. 17. When I put money in my pocket, I always lose a little during the day. 18. This hat is his, but mine is beside yours on the table. 19. Is this pen hers? It is neither hers nor yours ; it is mine. 20. Neither my cuffs nor my new shirt are here ; I do not want to go to the ball. Jeux d'Esprit Cinq voyelles, une consonne, En franc,ais composent mon ncm ; Et je porte sur ma personne De quoi l'ecrire sans crayon. (Oiseau.) Si mon premier est precieux, Mon dernier habite les cieux, Et mon tout est delicieux. (Or-ange.) - REVIEW, LESSONS XXVIII-XXXI 219 REVIEW (Lessons Twenty-Eight to Thirty-One) A. General Drill 1. Give the list of (a) conjunctive direct object pronouns; (b) conjunctive indirect object pronouns ; (c) disjunctive pro- nouns ; (d) intensive pronouns. 2. Give the rule for the position of conjunctive object pronouns (a) with reference to the verb ; (b) with reference to each other. 3. Translate into French — have you fallen, my son ? sell it to him have you fallen, my friend ? do not sell it to him have you fallen, my friends ? he sold them to them he is punishing them he did not sell them to me he is selling them a horse if you have the newspaper, bring will they like it ? it with you do not sell them are you his sister ? I am not they did not see her will he punish them ? I think so sell it to me is she pretty ? he thinks so do not sell it to me do they not want me ? will you sell it to me ? will you give them to me ? will he sell it to me ? shall you give it to her ? 4. Give four French sentences, illustrating as many uses of disjunctive pronouns. 5. Translate into French — I shall visit him I saw you and them I shall visit with him she found it herself he started without me before tomorrow it is I before the palace 220 ELEMENTARY FRENCH it was not he near the garden he is taller than I I shall ask the tailor for it she and I entered the room I asked her for it 6. Explain the exact nature of en and of y. 7. Translate into French — there is my farm I have some chairs are you going there ? have you any ? were you speaking of it ? has he none ? were you not thinking of it ? how many do you want ? there 's my uncle fill the cart with them were you speaking of him ? there are some books there are you going to him ? bring some, bring the best will you give it to him ? carry some to them there 8. Give a complete list (a) of possessive adjectives; (b) of possessive pronouns. 9. Give French sentences containing la leur ; les siennes ; les votres ; notre ; notre. 10. Translate into French — his house his book and theirs her father' thy father and brother my school he will save her life your best friend I closed my eyes the book is mine they have black eyes this book is mine you have a long arm 1 1 . Supply the French for the words in parentheses : (My) tailleur, (who) demeure pres de (my) ecole, a fait (me) un costume. (My) veston a plus de poches que (yours), mais (mine) sont plus petites. II a fait (it for me) cOmme j'avais demande (him to). Charles a un neuf (one). (His) est different de (mine). (John's) costumes sont differents aussi. (His) sceur a perdu (her) vie. II aimait (her) et a donne (her) (her) beaux bijoux. DEMONSTRATIVES 22 1 B. Translate into French i. Give it to me, but do not give any to him. 2. He and I studied our lesson two hours this morning. 3. If you had found the watch which I had lost, I should have been very happy. 4. Did you send any money to my niece's friend ? 5. If they had any, they would give me a little. 6. I heard you and John in the garden when I entered. 7. If you have too many dogs, give me one. 8. I am going to him, but I am not going to give much to him. 9. When you arrive at the city and need some good fruit, I will bring you some. 10. Is the sea always blue there? I do not think so. 11. He gave her the silk which I sold him. 12. They bought it for us, but we gave it back to them. 13. I used to have only a few good friends in France, but now I have many. 14. Bring it back to me when you have finished it. 15. Their horses, his, and yours too, all used to be mine. 16. That fruit is good, but it is not mine ; it is theirs. 17. I am thinking about my new hat; what do you think of it? 18. She had on her head some red leaves. LESSON THIRTY-TWO DEMONSTRATIVES 192. Demonstratives Defined. Words used closely to define or point out an object, such as this and these in English, are called demonstratives. There are two kinds of demonstratives, adjectives and pronouns. The former are used with a noun expressed ; the latter to take the place of a noun omitted. 193. The Demonstrative Adjectives are Singular Plural Masculine ce (cet before a vowel or h mute)# ces Feminine cette ces 222 ELEMENTARY FRENCH ce gant, this (or that) glove ces gants, these (or those) gloves cet habit, this (or that) coat ces habits, these (or those) coats cette plume, this (or that) pen ces plumes, these (or tfrose) /£#.$• 194. Suffixes ci and /a. Special emphasis upon the demonstrative adjective is expressed by the adverbs ci, here, and la, there, placed after the modified noun and connected with it by a hyphen. Such emphasis is especially involved in contrasts. This usage serves to distinguish this from that when such distinction is necessary. Cet homme-ci est grand, mais ces This man is tall, but those boys garcons-la ne sont pas grands. are not tall. 195. The Demonstrative Pronouns are Singular Plural Masculine celui, this, that , ceux, these, those Feminine celle, this, that celles, these, those 196. Uses of Demonstrative Pronouns. Demonstrative pronouns, used, as stated above, without a noun, are always followed by some defining construction. This may be a. A possessive phrase introduced by de. ma serviette et celle de Marie my napkin and Mary's (that of Mary) b. A relative clause. In this use the demonstrative pro- nouns not only represent the English demonstratives, that, the one, those, etc., but also the English third personal pro- nouns, he, him, she, her, they, a conjunctive pronoun never being used as the antecedent of a relative. Ma plume est bonne, mais celle My pen is good, but that {the one) que vous avez est meilleure. which you have is better. Celui qui est riche est heureux. He (the one) who is rich is happy. DEMONSTRATIVES 223 Ceux qui sont beaux ne sont Those (the ones) who are beauti- es toujours bons. ful are not always good. J'aime celle que vous punissez. / love her (the one) whom you are punishing. c. The suffixes -ci and -la, forming celui-ci {this, this one), celui-la {that, that one), etc. Cette maison-ci est bonne, mais This house is good, but that {one) celle-la est meilleure. is better. Voici deux chambres ; celle-ci Here are two rooms ; this one is est grande, celle-la est petite. large, that one is small. Note. When referring to a preceding word, celui-la is often to be translated the former; celui-ci, the latter. Jean et Marie sont ici ; celui-la est John and Mary are here; the former riche, celle-ci est pauvre. is rich, the latter is poor. 197. Ceci and cela (ca colloquially) are employed as neuter pronouns to express this and that when used to refer to something clearly understood but not definitely mentioned. I heard that. fat entendu cela. Give me this. Donnez-moi ceci. 198. Ce as Representative Subject. The neuter pronoun ce is used as the subject of etre to replace the personal pronouns il, ils, elle, elles, and the demonstrative pronouns, when etre is followed by a noun, a pronoun, or a superlative adjective. It (this) is a handkerchief. C'est un mouchoir. She is my sister. C'est ma seeur. It is I. C'est moi. It (this) is the most beautiful C'est la plus belle etoffe. cloth. 224 ELEMENTARY FRENCH But when other constructions follow etre, the personal pronouns are used. She is rich. Elle est riche. Where is the book? It is Henry's. Oil est le livre ? U est a Henri. Note. In this construction the verb always agrees with ce in the third person singular except when the predicate is in the third person plural, in which case the verb itself is usually in the third person plural. It is he. C'est lui. It is we. C'est nous. It is they. Ce sont eux. These are my brothers. Ce sont mes freres. VOCABULARY l'amabilite* /, the kindness en haut, upstairs en bas, downstairs la lumiere, the light la bibliotheque, the library naturel (/ -lie), natural confortable, comfortable le rayon, the shelf couteux, expensive nous recevons, we receive electrique, electric au rez-de-chauss6e, on the l'£tage m., the floor, story ground floor en face, opposite la salle de bain, the bathroom trois fois par (or le) jour, three times a day Present Indicative of voir, to see (past participle, vu) je vois nous voyons tu vois vous voyez il voit ils voient -. .„ EXERCISE Drill i . Prefix the proper form of the demonstrative adj ective to — vie tete souliers homme livre ecoles DEMONSTRATIVES 225 2. Translate into French — this glove did he say that ? that glove my pens and the ones which my glove and John's you have my glove and his our dresses and Mary's this is good, that is poor she who is here a book better than my mother's the ones which you want 3. Translate into French — it is his he is one of my friends it is a library he is a good boy it is new she is our sister it is a new coat it is I they are old it is they they are pupils it is good it is John's it is better this is John's it is the best 4. Continue c'est moi through the forms of the disjunctive. 5 . Supply the French for the words in parentheses : J'aime (this) maison mieux que (that). Entendez-vous (that)? (It) est une maison blanche. (It) est neuve. (It) est (the one that) vous voyez (there). (There are) beaucoup de fenetres en haut. (Those) fenetres sont plus hautes que (these). Je parle de (those) qui sont ouvertes. Ma tante, (yours) et (John's) demeurent (there). (There they are). (They are) de cheres femmes. Model Ma Maison Je demeure dans cette maison-la. C'est celle de mon pere. tile n'est pas grande, mais elle est confortable. C'est une maison de deux etages. Entrons-y. Elle a huit pieces. Celles-ci sont: le salon, la bibliotheque, la salle a manger et la cuisine au rez-de-chaussee. En haut, il y a quatre chambres a coucher et 226 ELEMENTARY FRENCH aussi une salle de bain. C'est au salon que nous recevons nos amis. Dans notre bibliotheque il y a beaucoup de livres francais. Je suis entre dans celle de mon maitre d'ecole ; il en a beaucoup aussi. Je passe beaucoup de temps dans la bibliotheque. Dans cette piece il y a un pupitre, celui de mon pere. Les livres qui sont dans cette piece ne sont pas tous a lui ; ceux qui sont sur les rayons a gauche sont a moi, ceux-la a mon pere. C'est dans la salle a manger que nous allons trois fois par jour. Nous avons de la lumiere electrique dans notre maison. Dans celle que nous habitions il y a deux ans il y avait le gaz. Cette chambre-ci est la mienne, et celle-la a droite est celle de ma sceur. Elle est plus gaie que la mienne. Celle qui est la devant vous est celle que mes parents ont choisie pour eux-memes. Cela est naturel. C'est la plus grande. C'est Ik, en face, qu'est la salle de bain. « Tout ceci est tres bien. Je vous remercie de votre amabilite. » Theme That house opposite ours is my rich neighbor's. It is he who is in the garden. He has other houses. That one beside his is also his. It is not so pretty as the other, but it is as comfortable (as that). It is (c'est) there that my friend, Mr. Leroux, lives. Those windows on the right of the door on the ground floor are those of his parlor. Behind that tree is the library. The shelves are filled with books. Many of those that he has are French. That man likes French. It is he who gave me that one that I showed you this morning. It is an interesting book. It is very expensive. My SALON DE ROUSSEAU -LES CHARMETTES. Le salon est la chambre de la maison ou Phote recoit ses visiteurs. Le mobilier modeste represente dans la gravure d'a cote est peut-etre typique de celui d'une maison fran- caise ordinaire. Le salon que nous voyons ici est celui d'une maison en Savoie, connue sous le nom des Charmettes, et occupee pendant huit ans par Jean-Jacques Rousseau, penseur et ecrivain francais, dont les idees originales furent le point de depart d'importants changements en litterature, en politique et en pedagogic 228 ELEMENTARY FRENCH friend has a very fine dining-room. I dined there twice last week. He has a good cook. The kitchen is larger than ours. Upstairs there are sleeping rooms. There is electric light in all those rooms. That window7, on the left, is that of the bathroom. If I were as rich as my friend, I too would have a house like that one. That is sure. Oral1 i. Demeurez-vous dans la maison de votre camarade qui est a votre gauche? 2. Combien d'etages a votre maison? 3. Celle de votre tante en a-t-elle deux ? 4. Quelles1 sont les pieces du rez-de-chausse'e ? 5. Dans quelle piece recevons-nous nos amis? 6. Quelles chambres y a-t-il en haut chez vous ? 7. Qu'y a-t-il dans votre bibliotheque ? 8. Avez-vous visite' celle de votre maitre ? 9. Avez-vous plus de livres anglais que de livres francais ? 10. Ces livres-ci sont-ils a vous ? 11. Vos livres sont-ils sur le pupitre de votre voisin ? 12. Combien de fois par semaine etes-vous a l'e'cole ? 13. Y a-t-il le gaz chez vous? 14. Ces fen£tres-ci sont-elles' plus petites que celles de votre maison? 15. Cette lecon est-elle facile ? Resume 1. These collars and cuffs are mine ; where are yours ? 2. I am putting on my blue silk dress ; it is prettier than Mary's. 3. He is taking these shoes because they are cheap ; those are more expensive. 4. John used to wear all kinds of hats, but now, he wears only felt (ones). 5. While speaking of this house he was looking at his neighbor's. 6. The new horses which my father gave me are in the stable; these are my mother's. 7. Our house in the country is low, but the one in town is of three stories. 8. My sister's children are studious, but mine are more attentive in class. 9. Show me this, but do not show my sister that. 10. My friend says that there is a bathroom on every floor of this house. 1 Use pronouns in the replies when possible hereafter. RELATIVE PRONOUNS 229 11. These are the pens which I found; they are John's, are they not? 12. Do you see this beautiful forest? It is the largest in the country. 13. This man used to have more money and often filled his son's pockets with it. 14. Peter, do you see the apples? These are all John's ; those are mine. 15. It is not my sister who arrived, but his ; she is upstairs. 16. Who is downstairs ? It is I ; do not be afraid. 17. His uncle and aunt came from different countries; the former is French, but the latter is English. 18. What do you think of his gloves? They are good, but the ones that I have cost more. 1 9. Those who are rich are not always the happiest 20. Are you going to see his pictures today? Yes, and also those which you brought LESSON THIRTY-THREE q RELATIVE PRONOUNS 199. The Common English Relatives, who, whom, which, and that, are expressed in French by qui, que, or lequel, according to the following tabular arrangement : > (persons, animals, and things) Subject of a verb Object of a verb Object of a preposition 1 ? , . ' . ■ - . ■ * L lequel (persons, animals, and things) my friend who is here mon ami qui est id the man whom I love Vhomme quefaime the man for whom I work Vhomme pour qui (or lequel) je travaille the pencil which is here le crayon qui est id the pen which I lost . la plume que fai perdue the book in which I study le livre dans lequel f etudie the picture that I find le tableau que je trouve 230 ELEMENTARY FRENCH 200. Lequel is formed by the union of the definite article le and the adjective quel. It therefore varies to agree in number and gender with its antecedent. Its forms are lequel, laquelle, lesquels, lesquelles. la chaise devant laquelle je suis the chair before which I am les salles dans lesquelles j'ai ete the rooms in which I have been Note i. All relatives except lequel are invariable in respect to number and gender. Note 2. The le of lequel contracts with a preceding de or a in con- formity with the rules laid down in Sec. 77, forming duquel, desquelles, auquel, auxquels, etc. le cMteau duquel nous parlions, the castle of which we were speaking 201. Lequel with Ambiguous Antecedent. The variable lequel is often used, instead of the invariable qui and que, in order to show more clearly in ambiguous cases which word is the antecedent. the wife of the doctor who is la femme du medecin lequel (or here qui) est id the doctor's wife, who is here la femme du medecin, laquelle est id 202. Relative Never Omitted. The relative must never be omitted in French, though it often is omitted in English. the carpet (which) I sold le tapis que j'ai vendu the boy (who is) with you le garcon qui est avec vous VOCABULARY ancien (/. -nne), old, former la couronne, the wreath l'artiste m., the artist l'Sdifice m., the building au centre de, in the center of KEgypte/., Egypt contemporain, contemporary, exprimer, to express modern le guide, the guide, guidebook RELATIVE PRONOUNS 231 l'hotel (m.) de ville, city hall huit, eight lequel ? which (one) ? le libraire, the bookseller loin, far le monument, the monument le musee, the museum l'obelisque m., the obelisk Toeuvrey!, the work la paix, the peace le palais, the palace la partie, the part le patriote, the patriot la perte, the loss la photographie, the photograph la place, the square poser, to place public (f. publique), public renfermer, to contain la rive, the shore, bank la signature, the signature, sign- ing la statue, the statue le tre*sor, the treasure Present Indicative of faire, to do, 7nake (past participle, fait) je fais nous faisons tu fais il fait vous faites ils font 7-) •/» EXERCISE i. Supply in the following blanks the proper relative word : la chaise vous avez la montagne sur je suis les chaises sont dans la le patriote de nous parlions chambre l'avocat a vous parliez la chaise est devant la table la sceur du garcon est ici 2. Write French sentences containing respectively each of the following words or phrases lequel qui que laquelle auxquels 3. Translate into French — desquelles the tailor who makes coats the tailor whom I saw the palace of which I speak the man of whom I am thinking 232 ELEMENTARY FRENCH the tailor for whom he works the mountains to which he is the statue which is in the park going the statue which they admire my uncle's house which is the statue in front of which she opposite is standing which house is yours 4. Give the present indicative of faire, neg.-int. ; past anterior of faire. 5. Continue — la ville que j'aime (tu aimes, etc.) la fille que j'ai vue Model a TRAvERS Paris Me voici a Paris depuis hier, et aujourd'hui mon ami, qui a deja visite cette ville, m'accompagne pour me montrer les monuments et les edifices interessants que Paris renferme. Le libraire dans le magasin de qui je suis alle hier avait un tres bon guide de Paris. Je l'ai achete et je l'ai lu hier soir. « Quelle partie de Paris me montrez-vous d'abord ? — Nous visiterons un peu les deux rives de la Seine, qui traverse la ville. Allons d'abord sur la rive droite. Nous voici devant l'Hotel de ville. — Oh ! le bel edifice ! — Mais voici le Louvre. C'est dans cet edifice, qui e'tait l'ancien palais des rois de France, que sont les ceuvres des artistes anciens. Sur l'autre rive est le musee du Luxembourg. — Quel musee est le plus grand ? — Celui du Louvre. C'est dans celui du Luxembourg que sont les tresors des artistes contemporains. Ce musee est dans le jardin public qui porte le meme nom. Auquel de ces musees aimeriez-vous mieux aller un jour? — Au Louvre. — Ce jardin que nous traversons est celui des Tuileries. Ah ! voici la place de la Concorde. Les huit statues qui sont autour de la place repre- sented les grandes villes de France. Celle-la est celle de Strasbourg. — Laquelle ? — Celle que regarde cette dame en blanc. Avant la signature de la paix elle etait couverte de couronnes que des RELATIVE PRONOUNS 233 patriotes posaient la pour exprimer les regrets que leur inspirait la perte de cette ville. Get obelisque qui est au centre de la place et que vous regardez etait autrefois en £gypte.» Theme " You who have already visited Paris, do you want to accom- pany me today ? " " With pleasure." " To what interesting point do you want to go ? " " Paris contains many of them. The Place de la Concorde is not far from here. Let us go there. I saw the picture of it at the bookseller's. In his store there were many people who were buying guidebooks of Paris. Oh ! the beautiful square ! It is this square which is the most beautiful in Paris, is it not ? " " Yes, and also the largest." M But what is that statue which those people are looking at ? " M It is the statue which represents the city of Strasburg. Before the signing of peace, the loss of Strasburg used to inspire in (a) patriots regrets which they expressed by laying wreaths on the statue of the city. It now belongs to France." M What do those other statues represent ? " " They represent the great cities of France, and there are eight of them. That monument beside which that lady is,1 is an obelisk. It was formerly in Egypt. There's the garden of the Tuileries, which we shall cross to go to the Louvre. The Parisians have made of the palace of the Louvre a museum, which many strangers visit. The works that it contains are those of ancient artists. Those of the modern are in the Luxemburg on the other bank of the river. The building I shall show you after that of the Louvre is the beautiful Hotel de Ville." Oral 1. Depuis quand etes-vous a Paris? 2. Visiterez-vous seul la capitale ? 3. Oil avez-vous trouve' un guide ? 4. Qu'en avez-vous fait ? 5. Quel fleuve traverse Paris ? 6. Quel est le fleuve sur la 1 See Sec. 328, c. o o CO CD CU co O 3 rt o cu rt 3 q - £ « .a bo o * S « ^ a, c 3 O CU -a £ .2 be W 2.-S - ^£ cu 1) bo « CO "3 >CU > bO cu > 2 -cu ~ c CO * o 1) <4H T3 T3 O CU 4 S C rt ss> 03 « .2 ""' .s C 9 c c a S3 > §3* g 'C O-'rt TJ d " w s 'rt co <u CO *0 — H this Use ulev E s > *«J bo o a 3 w m U 51 -cu 73 * CO x: -c t; 3 CU co < O 9 cu a P {CO* CU .c C -cu -^ .2 U *~ Hi eo ^ co £ ii bo ^ m r? 3 .3 71 cu cu e -5 -~ T m 2 *^ -^ o .e m +, fe 3 ^ p O « CU >-) >, <" S o °« '3 CO -rt V - & co H o -> c "I S « 3 n° 2J T3 flPH 5 e e c c c *S O O O O O O CU ________ .s e I* cu o w ;* ^ 2 § cu $ ^ CO £ bDJ P cu cu V O 7 § -g 3 c cu 2 .S P 5 CU H •s.3 si ^ C cu 8 'IS 3 > 2 3 ^ « » 4J fit T» 3 •3M co « CU CU 2 O PL, <CU 3 cu ~3 3 *bV£ <° <3 - - £ £ pq" u Q" W ^ 6 W H-T ^ « 4 S" ^ O" o CU £ 3 bo-cu U3 ^3 3 ^ >^ cu ^ cu co ^ - 3 CU > CO JjjQ - — CU J3 cu cu r*j co +J V -^ CO <0 -M 5J rt h- • C *C ^ ? -a *" CO e c O cu 3 "° s 2 cr -s .2 <£ 3 bO 236 ELEMENTARY FRENCH rive duquel est le Louvre ? 7. Sur quelle rive de la Seine est l'Hotel de ville ? 8. Le Louvre a-t-il toujours ete un musee? 9. Quelles oeuvres sont dans ce muse'e ? 10. Lequel est le plus grand, le Louvre ou le Luxembourg? 11. Oil est le Luxem- bourg ? 12. Dans lequel sont les oeuvres des contemporains ? 13. Quelle est la statue la plus interessante de la place de la Concorde? 14. Pourquoi ? 15. Decrivez la place de la Concorde. Resume 1. Did you see the woman who arrived from France this morning ? 2. Here are the books which I bought at a bookseller's near the square. 3. The statue before which she is standing is that of the peasant maid of Domremy. 4. The work of which you are speaking used to be the emperor's. 5. He is the man to whom I gave the photograph. 6. The museum (into) which we are entering is the best in France. 7. Will you accompany her to show her the most interesting things in the city ? 8. What do you think of the obelisk ? It is the one the French brought from a foreign country. 9. He is speaking to me of the journey around the world he is making. 1 o. The palace to which I went is on the right bank of the Seine. 11. This is the bookseller to whom I was speaking yesterday. 12. They are showing him the photographs they bought. 13. Have you seen the house in which Joan used to live ? 1 4. Are you doing nothing at all today ? I am examining the books I read yesterday. 15. Have you visited the museum in which there are so many beautiful statues? 16. Did you see the teacher's daughter, who arrived this morning? 17. When you saw me an hour ago, the man with me was my brother. 18. Foreigners want to see the treasures which are in the palace. 19. It is the wreath which the patriot placed on the statue. 20. I bought at the bookseller's a guidebook of Paris, without which I never leave the hotel. RELATIVE PRONOUNS 237 LESSON THIRTY-FOUR RELATIVE PRONOUNS (Continued) 203. Dont. Instead of de (in all its meanings) and an object relative, dont is very generally used. l'e'glise dont (or de laquelle) je the church of which I speak parle les pommes dont (or desquelles) the apples with which he filled the il a rempli la corbeille basket 204. Whose. The English relative whose is equivalent to of whom or of which. It is expressed, therefore, either by dont, or by de with qui or lequel. The noun modified by whose takes the definite article, and if it is the object of a verb it must follow the verb. the man whose son (of whom Fhomme dont (or de qui) le fils the son) is here est id the man whose son I punished Fhomme dont (or de qui) j'ai (of whom I punished the son) puni lefils Note. For a case where dont may not be used, see Sec. 321, b. 205. Ou as a Relative. The adverb ou is often used in cases in which a preposition with an object relative in English is equivalent to where or when. the house at which (where) la maison ou elle est she is the day on which (when) he le jour ou il est parti started the parlor in which (where) I le salon oufetais was 238 ELEMENTARY FRENCH 206. What. The English relative what is equivalent to that which. In French there is no one word for this con- struction, both parts being expressed. Thus : Subject of a verb ce qui Object of a verb ce que Object of a preposition ce . . . quoi I am selling what (that which) Je vends ce qui est id. is here. I am selling what (that which) Je vends ce quefai. I have. He gave me what I was think- // m?a donne ce a quoi je pensais. ing of (that of which I was thinking) Note. In phrases in which the relative ce . . . quoi is used with the preposition de, the de quoi becomes dont in accordance with Sec. 203. You have done that of which I was Vous avezfait ce dont je parlais. speaking. I will give you what you need (that Je vous donnerai ce dont vous avez of which you have need). besoin. 207. Summary of Relatives. The following table contains concisely the gist of the statements above : who (that) = qui 7 /„ a f que, object of a verb whom (that) = \ . ' r , v / Lqui, object of a preposition f qui, subject of a verb which (that) = < que, object of a verb [lequel, object of a preposition whose (of whom, of which) = dont what— that which [qui, subject of a verb that = ce, which = <: que, object of a verb [quoi, object of a preposition RELATIVE PRONOUNS 239 VOCABULARY l'acteur m., the actor louer, to praise <