Imágenes de páginas
PDF
EPUB

proved its value beyond anticipation. It has also shown that the pupils themselves soon begin to like this drill, as they feel a growing and tangible addition to their knowledge from week to week. *

Appendices II. and III.-There is no need to say anything of these, as it is now generally recognized that the reading-book should form the nucleus of all instruction in languages.

Appendix IV. is necessarily not exhaustive. But “half a loaf is better than no bread.” Word-formation and etymology are not usually dealt with in grammars ; moreover, a complete treatment of the subject would be out of place in schools. But some knowledge of word-building and derivation is of interest and use even to schoolboys, and is constantly demanded in our military and other examinatians. A short chapter has therefore been added to each of the advanced texts.

In conclusion : as is obvious from the above, it is the object of the present series that the pupil should draw from each successive book some permanent possession in the way of linguistic knowledge and general culture ; that the study of each text, while partly an end in itself, should still more be treated as a means to something wider and more lasting.

If this object is to be attained, it is necessary that the pupil should not merely learn to translate the text, but that he should enter into the subject-matter and, to some extent, into the life and interests of the people whose literature he is reading; at the same time he should learn to speak in the foreign language. This result can only be obtained by treating language as a living thing, i.e. by such constant repetition as has been suggested of the words and phrases that occur ; by regular application of what has been learnt, in viva voce practice of reproductory exercises and prose passages based on the text; moreover, by careful attention to pronunciation, and by frequent questions, asked and answered in French, upon the subject matter of the book. It is hoped that no teacher will fail to make such conversational practice an integral part of his work.

Keys to the Appendices, for the use of Teachers only. 28. 6d.

. net each.

Word and Phrase Books, with French translation, for Home

Work. 6. each.

* The lists placed at the end of the text contain the English only. Separate lists with the French added, will also be published for the benefit of masters who might wish their pupils to learn them in home-preparation.

[ocr errors]

.

[ocr errors]

Note. — Those marked are ready; those marked t are in the pross and the others

are in preparation,

Edited by BIART • +Monsieur Pinson. OTTO SIEPMANN, Clifton College. PIERRE CEUR *L'Âme de Beethoven.

DE V. PAYEN-PAYNE, Kensington Coaching College. 28. E. DAUDET * La Tour des Maures.

A. H. WALL, Marlborough College. 28 DESNOYERS +Jean-Paul Choppart.

L. von GLEHN, Merchant Taylors' School. DUMAS - Histoire de Napoléon. W. W. VAUGHAN, Clifton College. GENNEVRAY Marchand d'Allumettes.

A. A. James, Queen's College, Barbados. LAMY *Voyage du Novice Jean-Paul.

D. DEVAUX, St. Paul's School. 2s. LAURIE - *Une Année do Collège à Paris. F. WARE and C. S.

H. BRERETON. 2s. NORMAND *L'Émeraude des Incas.

F. ASTON BINNS. 28. PATRICE *Au Pôle en Ballon.

P. S. JEFFREY. 28. SOUVESTRE Le Chasseur de Chamois.

F. VOGELSANG, Seafield Technical College. VERNE - *Le Tour du Monde. L. BARBÉ, Glasgow Academy. 28.

Others to follow.

ADVANCED ABOUT - *Le Roi des Montagnes.

E. WEEKLEY, University College, Nottingham. 28. 6d. BERNARD *L'Anneau d Argent.

Louis SERS, Wellington College. 28. 6d. COPPÉE - *Contes Choisis.

Miss M. F. SKEAT, Royal Holloway College. 28. 6d. DAUDET *Tartarin de Tarascon.

OTTO SIEPMANN, Clifton College. 28. 6d. Hugo

Ruy Blas. Prof. C. BÉVENOT, Birmingham University. LA BRÈTE *Mon Oncle et mon Curé.

E. GOLDBERG, Tonbridge School. 28. 6d. MICHAUD *La Première Croisade.

V. HOUGHTON, Khedivieh College, Cairo. 23. 6d. POUVILLON *Petites Âmes. S. BARLET, Mercers' School, London. 2s.6d. SANDEAU *Sacs et Parchemins.

E. PELLISSIER, Lycée Rochefort. 38. 6d. THEURIET *L'Abbé Daniel.

Paul DESAGES, Cheltenham College. 28. 6d. VIGNY - *Cinq Mars (abridged).

G. G. LOANE, St. Paul's School. 28. 6d. Vogüt . - *Caurs russos.

E. PELLISSIER, Lycée Le Havre. 2s. 6d.

Others to follow. Keys to the Appendices, for the use of Teachers only. 28. 6d.

net each. Word and Phrase Books, with French translation, for Homo Work. 6d. each.

[ocr errors]
[blocks in formation]

E. C. GOLDBERG, M.A.
HEAD MASTER OF THE MODERN SIDE OF TONBRIDGE SCHOOL

LATE SCHOLAR OF ST. JOHY'S COLLEGE, OXFORD

AUTHORISED EDITION

London
MACMILLAN AND CO., LIMITED

NEW YORK: THE MACMILLAN OOMPANY

All rights reserved

Mon Oncle et mon Curé

9

Parce que

10

la
perte

de sa main ne réparait pas son erreur, répondais-je, que Porsenna n'en était ni plus ni moins vivant, et que le secrétaire ne s'en portait pas mieux.

Bien, ma petite ; mais Porsenna fut assez effrayé 5 pour lever le siège immédiatement.

Ceci, monsieur le curé, prouve que Porsenna n'était qu'un poltron.

– Soit! mais Rome était délivrée, et grâce à qui? grâce à Scévola, grâce à son action héroïque !

Et le curé, qui, frémissant à l'idée de se brûler le bout du petit doigt, n'en admirait que mieux Mucius Scévola, de s'exalter, de se démener pour me faire apprécier son héros.

- J'en tiens pour ce que j'ai dit, reprenais-je tranquille- 15 ment; ce n'était qu'un sot, et un grand sot ! Le curé, suffoqué, s'écriait :

Quand les enfants se mêlent de raisonner, les mortels entendent bien des sottises.

Monsieur le curé, vous m'avez appris, l'autre 20 jour, que la raison est la plus belle faculté de l'homme.

Sans doute, sans doute, quand il sait s'en servir. Puis, je parlais de l'homme fait, et non des petites filles

Monsieur le curé, le petit oiseau essaie ses forces au bord du nid.

25 L'excellent homme, un peu déconcerté, s'ébouriffait les cheveux avec énergie, ce qui lui donnait l'air d'une tête de loup poudrée à blanc.

Vous avez tort de tant discuter, ma petite, me disait-il quelquefois ; c'est un péché d'orgueil. Vous ne 30 m'aurez pas toujours pour vous répondre, et quand vous

98

means

[ocr errors]
[ocr errors]
[ocr errors]
[ocr errors]
[ocr errors]

Mon Oncle et mon Curé Page LINE 7. 1. mouchoir à carreaux: similarly un complet à carreaux

'a check suit.' Carreau (cf. Lat. quadrum, a square) has many other meanings; thus p. 22 l. 20, sur le

carreau, on the floor'; p. 27 l. 3, le carreau de papier. ,, 6. le plus courts possible : why not les and possibles ? 26. lui faisait ébaucher : faire requires the dat. when the de

pendent verb has a direct object ; cf. note, p. 14 l. 19. Ébaucher, 'to make a rough sketch of.' Transl. 'made him

heave a gentle sigh.' n 31. voire même : voire (Lat. verum) and même are equivalents,

the former being 'truly,' 'indeed.' La voire in Old French,

'the truth'; see note, p. 87 1. 18, les siennes. 8. 6. pour ses héros : do not sound the s final of ses before the h

aspirate. Note : le héros, but l'héroïne. 7. les exaltait : note that exaltait has a different meaning here

from that of exciting,' which it bears in p. 9 l. 13. , 13. fantaisiste, 'whimsical.' The word implies 'comic fancy,'

whereas fantasque (p. 38 l. 9) has the sense of extraordinary.' 22. avait beau pousser : see note, p. 36 l. 6. » 25. Mucius Scévola : the story of Mucius 'the Left-handed'

(Scaevola, dim, of scaevus, left-handed') is told in Livy ii. 12.

Having failed in an attempt to assassinate Lars Porsenna, and being taken before the king, he burnt off his right hand to show how little he cared for the tortures that

might be inflicted on him. 9. 9. soit! pronounce the t of this exclamation. 2, 13. de s'exalter : the infinitive is sometimes thus used with the

preposition de instead of the indicative in vivid narrative, like

the historic infinitive in Latin. » 23. de l'homme fait, 'of a grown-up man.' 26. l'excellent homme : the adj., when purely descriptive and

not serving to distinguish one individual from another, takes the unemphatic place before the noun. This principle, which is often exemplified throughout the book, will not be referred

to in the notes again. 10. 3. je me souciais bien de la vie! the exclamation implies the

opposite of its literal meaning ; say 'life, indeed !' or 'what

did I care about life?' Cf. p. 69 1. 23. 7. sa bouche, toujours souriante, se refusant: distinguish

carefully between the pres. part. which is always invariable,

and the verbal adjective which agrees. 12. Tibère avec Vespasien : Tiberius became Emperor in A.D.

14, Vespasian in A. D. 69. The former is the type of most

:

« AnteriorContinuar »