A French reader : with phonetic transcriptions for first year students
288 Pages
English
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A French reader : with phonetic transcriptions for first year students

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Downloading requires you to have access to the YouScribe library
Learn all about the services we offer
288 Pages
English

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SMITH AND GREENLEAF »>aoeBW»»i»oon*«j««o«ao«cfw,^rw«vv?x>Hr/t>.ç '.ppr-. TR^ DCT97137f S9^' 51ROy MAY2T m nw^i'fel 4 F*' .'^r'^'^ : Ifpc-i «,j LU IaM 12»?A F.f?(^ TTômft • F.Rec'd O Mflj-r|pi 1 FORM I09 A FRENCH READER With Phonetic Transcriptions For First Year Students BY HUGH A. SMITH Professor of Romance Languages in the University of Wisconsin AND JEANNE H. GREENLEAF Instructor in Romance Languages in the Uniiersiiy Wisconsinof NEW YORK HENRY HOLT AND C0:MPANY f- Copyright, 1920, BY HOLT AND COMPANYHENRY Afav, JÇ26 THE U. S. A.PRINTED IN PREFACE The publication of this reader is due to a strong belief in the great importance of reading in French instruction in America, and to a désire to provide, in the first year, more interesting and worthy texts, which will be an incentive to the student con-to tinue his work in this field. There is no doubt that our récent intimate relations with France hâve given a new impetus to the study of the French lan- guage, and especially to the practice of speaking and writing it. This is to be applauded. However, we should not forget that the greatest value for the majority who study French in this country will always be a knowledge of French life, thought and literature, which cornes almost entirely through reading.

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12»?A
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• F.Rec'd O Mflj-r|pi 1
FORM I09A FRENCH READER
With Phonetic Transcriptions
For First Year Students
BY
HUGH A. SMITH
Professor of Romance Languages in the
University of Wisconsin
AND
JEANNE H. GREENLEAF
Instructor in Romance Languages in the
Uniiersiiy Wisconsinof
NEW YORK
HENRY HOLT AND C0:MPANYf-
Copyright, 1920,
BY
HOLT AND COMPANYHENRY
Afav, JÇ26
THE U. S. A.PRINTED INPREFACE
The publication of this reader is due to a strong
belief in the great importance of reading in French
instruction in America, and to a désire to provide,
in the first year, more interesting and worthy texts,
which will be an incentive to the student con-to
tinue his work in this field. There is no doubt that
our récent intimate relations with France hâve
given a new impetus to the study of the French lan-
guage, and especially to the practice of speaking
and writing it. This is to be applauded. However,
we should not forget that the greatest value for the
majority who study French in this country will
always be a knowledge of French life, thought and
literature, which cornes almost entirely through
reading. wishWe then to offer, as early as possible,
interesting reading hasthat such value, knowing
that the time of our students for French study is
usually ail too brief, and that the number of other
subjects competing for their attention is ail too
great. Without doubt, the great majority of collège
students who do not find their French reading inter-
esting the first year fail to continue the language.
French teachers will neednot to be told that
much of the material in this reader is not new. On
the contrary, if we can lay any claim to originality
iiiIV PEEFACE
in its composition, it is that we hâve not sought to
introduce the largest possible number of new sélec-
for the first timetions, but hâve brought together
year work, a considérablein one book, for first
texts that hâve been most successfulnumber of the
arousing the student's interest and inin early
inspiring him for further reading.
been necessarymany of thèse sélections it hasIn
change slightly theabridge and occasionally toto
suitable for first year students.texts to make them
apologize for this practice withThere is no need to
from Sans Famille and Lessuch sélections as those
However, some admirers of Maupas-Misérables.
howeverregret that we hâve touched,sant may
theyhis two stories found hère. We hopelightly,
irreverently,will recognize that we hâve not done so
nor unnecessarily.
unaware of the possible chargeWe are also not
occasionally taken from the usualthat we hâve
reading for second year in order to in-province of
that secondof first year. We believecrease that
abundance anythingcan easily spare from itsyear
présent poverty of goodthat may really relieve the
beginning texts.
the teacher as to the manner ofSuggestions to
We de-are hardly in place hère.using this reader
intended pri-however, to emphasize that it issire,
an interest in, readingto teach, and to createmarily
solely a text for grammar drill,and not to furnish
it may be for this latter purpose.however important