By Prof. A. LALANDE, Professor of French in the Chautauqua School of Languages.

From the beginning I have followed as scrupulously as possible the most natural method of teaching, and I propose to continue this method in the School of Languages at Chautauqua.

At the same time I desire to unite with my system of teaching a new manner of studying the French language, to which I call the attention of the curious and intelligent public which meets every year in our schools.

I will assemble every day in my class-room those who do not know a word of French and those who have already studied French, but who can not yet speak it. We will read together either a part of a fable from La Fontaine, or a few lines from some other well-known French author.

In the beginning I will translate the passage literally, then after being quite certain that each word is thoroughly understood, we will read together the text, slowly at first, syllable by syllable, and then more rapidly, uniting the words and giving to them the musical cadence peculiar to the French tongue. Afterward I will question the scholars in French upon the lesson.

Each day the scholars will read the same fable or the same passage, until the pronunciation is good, and commit a few lines to memory, not, however, before they are able to give the passage that harmony which can only come from a page well understood.

These recitations (which are essential) will not only strengthen the memory, but will teach them the grammar and dictionary of the French language, at the same time familiarizing them with the best authors.

If after a few weeks they commit to memory several fables and pages from our great writers, they ought to gradually become able to read and understand without the aid of the teacher’s translation.

Will I succeed?

Time will show, but failure is hardly possible when one is inspired by the spirit which reigns at Chautauqua, and encouraged by a public as intelligent as that which assembles in our schools.

One can scarcely be insensible of the advantages derived from the study of French. From the early mediÆval ages it has been the language of poetry and refinement, and one can scarcely lay claim to a finished education unless familiar with this tongue.

Too much can not well be said in its favor, as it is not only a polite and musical language, but a familiarity with its great authors will open an avenue of the highest enjoyment to students of good literature; for it is a well-known fact that the beauties of any language are lost by translation.