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DESAGES, Senior Modern Language Master at Cheltenham College. First edition, May, 1898; reprinted, September, 1898; reprinted, October, 1899.

“M. Desages has rendered good service to the study of French in this country by this edition of Theuriet's beautiful prose idyll. The author is not known among us as he deserves to be. We are too apt to think that contemporary French writers are mainly of the naturalistic school. To many English students of French literature, Theuriet comes as a revelation. He is unexcelled in his word paintings of natural scenery, and he takes for his theme only what is most noble and elevating in human life and character. M. Desages's notes are admirable, and the helps given to the student in the direction of lists of words and phrases and imitative exercises are very helpful.”--Schoolmaster, October 29th, 1898.

“Well bound, well printed, and well selected, and a credit both to the publishers and the general editors, Messrs. Siepmann and Eugène Pellissier."-School Guardian, May 21st, 1898.

“ The editors of this volume could not have made a better selection than Theuriet's graceful idyll, which forms an agreeable contrast to a good deal of modern French literature.”—Spectator, September 24th, 1898.

Mr. Siepmann has already done very good educational work for Messrs. Macmillan, and the two pretty little volumes of his Advanced French Readers now before us deserve much praise. L'Abbé Daniel, with its pathetic story of love, generosity, and renunciation, is a fine example of the short novel in which French writers excel. The Intro. duction gives a brief account of the author ; in the Notes everything that might stop a somewhat advanced schoolboy is explained ; and most useful Appendices, for exercises in viva voce and written translation, founded on the text of the story, with a short chapter on Word-formation, close the book.”—Academy, September 10th, 1898.

“Such a charming story by one of the foremost French writers of the century cannot long remain unnoticed. The above edition should be in great request as a reader for upper forms."- Educational Review, January, 1899.

“That this charming prose idyll should have been well received is only natural. From beginning to end the story is told in simple and graceful language, which is in perfect harmony with the scenery that forms the setting.”—Parents' Review, April, 1899.

edited by EUGÈNE PELLISSIER, Professeur Agrégé au Lycée de Rochefort. First edition, March, 1898 ; reprinted, October, 1898; reprinted, December, 1899.

“ The present selection is a very judicious one. Sandeau's French is correct and elegant, the characters introduced are well portrayed, and the pupil cannot but become interested in the narrative. The edition contains the usual helps found in the books belonging to this series, and is marked by the perfection and thoroughness which have distinguished other works entrusted to MM. Siepmann and Pellissier."-Schoolmaster, October 29th, 1898.

"The satire of Sacs et Parchemins is of a kind which will never lose its freshness as long as the types of purse-proud vulgarity and worldli. ness at which it is directed exist among us. The very good nature of the writer only makes his picture the more effective.”—Spectator, September 24th, 1898.

“This is an adaptation of Sandeau's novel, a work which will be found especially profitable to English readers from the description of French life and manners which it contains. It is included in Mr. Siepmann's Advanced Series,' but the style is generally clear and flow. ing.”Educational Review, January, 1899.

Sacs et Parchemins, par Sandeau, edited by E. Pellissier. “Sandeau's chief characteristics,' says M. Pellissier, the editor, 'are the delicacy of his pictures, the refinement of his style and the sound moral tone which reigns throughout his works.' Sacs et Parchemins is a master. piece of its kind and so admirably adapted in all respects for use in the class-room that it is a wonder no English school edition of it has yet appeared.

. . The style, which is terse and polished, abounds in happy, literary reminiscences, and wit sparkles in every page. Parents' Review, April, 1899.

“ The aim of Siepmann's French and German Series has already been stated in these columns. It is therefore sufficient for us to record the maintenance of the high standard of excellence which characterized previous volumes. The annotation is judicious and the appendices are admirable."--Oxford Magazine, February 1st, 1899.

• The Word and Phrase Books' give the English and French (in parallel columns) of the lists of words and phrases for viva voce drill which are given in an appendix to the abovementioned reading books. The keys contain these also, and renderings of the 'Sentences on Syntax and Idioms' and of the "Passages for Translation. They appear to have been carefully translated, and will be very welcome to teachers who use the books in question."-School World, March, 1899.

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TON, Principal of the Khedivieh College, Cairo.
Published, September, 1897; reprinted, January, 1899.

“ An excellent reader. Prefaced by a Life of Michaud and an exposé of his literary work, together with a good historical introduction, furnished with valuable historical and grammatical notes, the book presents a tout ensemble calculated to render it attractive and useful. The appendices by the general editors (Messrs. Otto Siepmann and Eugène Pellissier) are noteworthy. These appendices greatly increase the usefulness of the book.”Educational Times, November, 1897.

“The story itself is entrancing, the incidents of it singularly dramatic, and the style, simple and clear as it is, throbs with emotion and stirs with enthusiasm ; for it is a tale told by a poet who had felt the rush of the hot pulsations of the heart amid the throes of that crusade for freedom which was proclaimed by the French Revolutionists. It is extremely well suited for reading in class. The notes appended to this edition are grammatical, historical critical, literary, geographical, &c. They are numerous and instructive as well as explanatory. There have been added by the general editors four valuable appendices. Everything—except perhaps an index to the matters taken up in the notes—seems to have been provided with foresight and appropriateness which could make this story of the crusades pleasant and profitable as a class-book.”Educational News, October 9th, 1897.

“The notes, both grammatical and explanatory, are not only well drawn up, but also bear on points of real importance. The 'words for viva voce drill,' and the phrases and idioms' systematise what every teacher knows to be indispensable for the advantageous use of any text; and, finally, the sentences on syntax and idioms' and 'passages for translation into French,' are an intelligent adaptation of the most rational of the numberless new methods devised for utilising the vocabulary which should be acquired by the process of translation from French into English. All these things considered, the book is a thoroughly good one.”Glasgow Herald, October 9th, 1897.

“It is an interesting reading-book of moderate difficulty. The notes are careful, and give all necessary information regarding the subject-matter, a task too often shirked by the annotator of modern-language texts. The appendices are useful, and supply abundant matter for oral practice.”University Correspondent, January 8th, 1898.

“It forms a most interesting school reading-book, full of historical and instructive details. A valuable feature is the series of idiomatic phrases for retranslation into French which have been taken from the text. Altogether the editor and publishers are to be commended for placing within our reach such a well-appointed text-book.”—Teachers' Aid, January 29th, 1898.

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This series introduces a number of works by distinguished French authors, such as de Vogüé and Emile Pouvillon, who are prominent in their own country, but whose books have not yet received that recognition among our school classics which is their due ; it will also include some of the best productions of Daudet, Copée, Theuriet, and others, of which no English school editions exist ; and finally it will contain a few works which, although more familiar, may yet, it is hoped, be welcome in an edition framed on the plan here advocated.

The advanced texts are intended for pupils of the Fifth and Sixth forms, and are therefore longer (80-150 pages) and more difficult. The elementary texts are shorter (40-80 pages) and fairly easy, so as to suit Third and Fourth Forms ; to these a complete alphabetical vocabulary will be added.

Each volume contains enough matter for one or two terms' reading. The editors, while taking care that the works selected should arouse the pupils' interest, should furnish them with a practical vocabulary and useful phraseology, and should help to cultivate literary taste, will also include in their selection such books as will enable the English reader to acquire a knowledge of France and her institutions, of French life and customs, or, as Thackeray puts it, “to study the inward thoughts and ways of his neighbours."

The Notes are not intended to give merely a translation of the difficult passages, nor are they meant to be a storehouse of grammatical curiosities or of philological learning. They aim rather at giving in a clear and concise form such explanations as will help the pupil to overcome all textual difficulties which are out of his reach, and at elucidating historical, geographical, and literary allusions ; while reminding the reader at the same time of points of grammar and of constructions which he is apt to forget, illustrating these by parallels taken, if possible, from other parts of the text. As to renderings, the object, as a rule, is to throw out a bint for the solution of a difficulty rather than to give the solution itself, without, however, excluding the translation of such passages as the pupil cannot be expected to render satisfactorily into good English. Comments are introduced on French life and thought whenever the text affords an opportunity for them. Lastly, information is supplied on word-formation and derivation, where such knowledge is likely to be of real help towards a complete grasp of the various meanings of words, or where it may serve as an aid to the memory.

The Introduction will in each case give a short account of the author and his works, with special reference to the text of the particular volume.

Appendices will be added to each volume by the General Editors, containing-(1) lists of words and phrases for viva voce drill, which should be learned pari passu with the reading ; (2) exercises on syntax and idioms for viva voce practice, which will involve the vocabulary of a certain portion of the text ; (3) continuous passages for translation into French, which will bring composition and construing lessons into close relation ; and in the case of the advanced texts (4) some chapters on word-formation or etymology of a practical nature.

The addition of these appendices calls perhaps for explanation.

Appendix I.-The practical experience of teachers, the continually recurring verdict of examiners, any man's personal recollection of his own earlier labours in acquiring a new language-all go to prove that want of vocabularly and phraseology is one of the main difficulties with which the learner has always to contend. “Take a dictionary and learn it by heart” is idle advice; teachers and learners alike agree that the sense of a word or phrase is best grasped and most easily remembered in connexion with some context. Again, the system by which each pupil records in a note-book for subsequent revision unfamiliar words and phrases is educationally sound, and has some advantages : the pupil makes the mental effort of selection, and the words so selected are adapted to his special needs. But this system has also many drawbacks: words are often misquoted or misspelt; the revision, if left to the pupil, is often neglected, and if conducted by the master is, in a class of any size, impracticable. The present appendices are designed, not to do away with the pupil's note-book, but to make the revision of a large number of words and phrases practicable in the class-room. It is true that some of the words chosen may be already known to a portion of the class, but the repetition of a few familiar phrases does no harm; while the gain in certainty and facility of revision, and still more in point of time, enormous. No enunciation of the English is necessary; and it is astonishing how rapidly a form or set, with the page in front of them, will run down a column, and reproduce, in correct French, words and phrases which they have been through once or twice before. It may be mentioned that the plan is not a theoretical one. Trial has

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