New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1866-03-31
Polytechnic Institute.

The following paper on the acquisition OF the
French language written by DR.. ii. Carlos was by
special request read before the polytechnic branch Of
the American Institute at It's last meeting on Thurs.
day evening;
think that you viii all agree that such practical
knowledge Of the French language as will enable any
person 10 understand and speak IT, correctly and
ucnty for the ordinary purposes OF social intercourse
and business is real necessity for large portion Of
the community.
Twill now briefly place before you the fundamental
principles and outlines Of such system and method
which has been carefully and extensively tested in the
case Of individuals and classes. aud by which such
knowledge Of the French language has been and may
be Unmarried 20 persons OF ordinary intelligence and
pacity IN series OF about 100 lessons which may be
easily mastered within period Of three mouths. This
plan il novel and have. IN England professionally in.
sIueed pupils upon It's princles constantly and sue
cessfy for hye years. Its leading pccuafiiics are
J. In icquninting the pupil with the relation existing
bctwoeu the English and French languages BON
being derived from the Latin, Celtic aud Ieuonio, and
both having In their and constant Use but from
900 to 600 words Of which fully onehgf are alike
in both languages. are very nearly identical IN
photography and pronunciation.
.. have arranged system Of pronunciation, result
ing from carefully combining the different phases OF
dipbongs and compound letters, original and peculiar
10 the French language. which will enable the pupil
10 pronounce and read correctly and perfectly any
word In the language NJ sight In short by thus sys
tenn II is possible for pupil 20 master half the french
language in single lesson; for after being acquainted
with the relation existing between the two languages
and understanding the principles OF pronunciation any
will possess the key and fully onehaf oil the IAN
gnage.
g. In teaching begin by syaling myself Of simple
classification Of such words alike in both Ian
guages which may be memorizcd and thoroughly I'M
derstoOd with hours study. select and pnrtlcu.
larly teach only the simple. common and essential
words or parts OF the French language especially
adapted To enable person 10 speak huenuy and make
himself easily understood In conversation. by tins
plan remains to be acquired and remembered but
abont Q 900 words that are entirely French.
T. Ainstruction given orally, and the whole system.
including dictionary OF 1000 words Is contained Ia
a volume not much larger than ordinary spelling.
book By this method the pupil learns to speak ana
pronounce correctly by imitation In the same manner
As little child learns its
without any thought of necessity for rules OF gram
matca construction.
Scholars take their lessons conyersationay and are
enabled by easy simple interesting, ana attractive
series of lessons 10 in French from the very
first All sentences clearly and inelgiby arranged
In questions and embracing all parts OF speech
including general as well as particular rules OF gram
mar in their constructiOn-a Ia domatic PHI ases and
familiar conversational forms thus succeed In teach
ing my pupils at the same time TO speak read ana we
the French language 1uently inteillgently ana inter
estingly and have demonstrated by an extensive prae
teal experience that Of 100 lessons easily learned
within three months is sufficient 10 enable an ordinary
pupil 20 attain this object. 80
s. Hitherto the French language has been taught by
such tedious processes that person, after wasting years
in painful study Il never able " construct ana properly
speak IA single diomntic sentence but lis almost ihVar
ABLY confined reading and transating thus securing
but small practical returns for great and needless loss
Of time. effort and money -. -,
T. A child always learns the grammar OF IT'S mother
tongue after II has first learned by imitation to speak
so nach Of the language as s necessary 10 make Itself
understood, the rules and reasons for grammatical
arrangement and construction 81 words anu sentences
4. .lT.vp al al af
In the construction Of my system adopt THIS natural
method and thus enable the learner to avoid almost
endless entanglemens in grammatical rules ana ehcep
ton OF rules, and exceptions OF exceptions.
In order TO impart the full benefits of my system,
advocate the employment Of thoroughly educated IN.
srnctors; that the scholar, In fact learns the IAN
gnage at the same time automatically aud grammati
cally by imitation. ,,,.
have examined over COO grammars and all methods
OF instruction hitherto employed and have perfected
and .mplifed this system Of teaching the french IAN
guage until il is difficult to conceive OF anything more
simple comprehensive. concise or efficient for the pur
pose intended. In conclusion, permit me 10 say
hundreds of educated persons moving III the hiBner
walks OF society in England. who had studied the
Erench language for years and could read and trans
late 1t perfectly but could not speak It, have been
taught by this system 10 speak nuentiy hnu coiieo'
within three months.
still larger number OF persons VINO had heve.
studied the French language at all have pecn taught
by this system with fully equal IL not better results
a general thing prefer pupils who know nothing OF
the grammar OF the language. TACT when lnueates
the eminent adaptabty Of the system 70 the needs OF
your admirable public schools and other institutions OF
learning. as well as for private teaching.
Believing that this system woua oe uesa DO.
ermned TO bring it here and submit to the test OF
most exactng critical Judgment under the conviction
that il il the most perfect method yet devised 10
impart correct practical speaking knowledge vi .no
diplomatic Language" to the great body OF the
people.
The Georgia Methodist Episcopal Conference
hos Inc fir.t FEday in April Us day oL last