It has become quite commonplace to accompany contributions to
class-rooms by either an elaborate _raison d'être_ or by an unqualified
apology. Experience has shown that there is a lack of logic in the
practice. If the book turns out to be good, it carries its own
justification; if bad, no excuse will palliate its being. No doting
solicitude, no powerful sponsorship ever helped a frail homunculus on
its legs; it is the inherent worth and usefulness of the homo that did
it. That ubiquitous, mysterious, and inscrutable entity, called "the
Public," is merciless in its verdicts. It scorns an ingenious exhibition
of modesty as much as a bolstered-up pretense; it never falters, it
never succumbs to piteous wails; for it knows no pity. But since
approaching its majesty implies unavoidably an assumption, no effort
shall be made to escape the implication in bringing this offering to its
notice.
Now, our offering is the result of a self-imposed task, viz., the
construction of a narrative in which the varied activities of childhood
shall be presented in the plainest, simplest, and in the most facile
language; in which casualties, events especially relished by the
youthful tyro, follow each other in rapid succession, excluding
purposely the fanciful and picturesque as beyond his range. But as a
substitute for the needs of the latter, as also for the _mises en
scènes_ of actions in the story, the youthful imagination is assisted by
numerous appropriate illustrations, pressed into service to supply
objectively any absence of color and drapery.
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One of the designs of the story is the bringing out of prominent
grammatical features, such as different classes of verbs, force and
value of prepositions, use of adjectives, presentation of lucid
syntactical adjustments, and enough of idiomatic expressions to pave the
way into a more natural flow of the language, and thereby wean gradually
from a too English literalness.
In carrying out this plan, few will understand the necessary fortitude
to hold strictly to the line of work marked out, and especially to its
leading feature, simplicity; for even if memory of boyhood serves well,
language is apt to have outgrown its adaptation. If it is made possible
for the pen to avoid the witchery of a higher diction and of more
congenial expressions as too difficult and unsuited to the purpose,
there is a powerful influence that it would wish to escape. It is the
dread of the invisible, hasty critic or professional pedant, looking
over your shoulders, to whom you would fain acknowledge fealty, and
placate for dealing in manifest trivialities. They, very often, only
apply their scalpel to style and presentation, irrespective of purpose
and matter. Must it not be ascribed to lack of courage to overcome these
trammels that so much of juvenile literature fails in its object?
In deference to the axiom, "Repetitio mater studiorum," the vocabulary
is held within the narrowest limits, and repetitions are frequently and
purposely made. In consequence, the utterances of speakers are prefixed
solely by the verbs _dire_, _répliquer_, _répondre_, _appeler_, and
_crier_, or by simply giving their names:--no more nor less than strict
precision and coherence would require.
Intended as a first reader for children who are learning French, the
story deals and moves in the concrete; only in three instances, as in
paragraphs 23, 40, 42, M. Bonhomme unavoidably digresses from the
prevailing simple style, in order to render his training system,
embodied in the story, intelligible.
The student, who has completed the author's Easy Lessons in French, will
find the First French Cumulative Reader, as a first
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attempt at more extended reading, very profitable. He will meet again a
familiar vocabulary to which considerable has been added that is new.
While the recurrence of the old in new and varied combinations may serve
to render his knowledge of it more prompt and perfect, the addition will
enhance and widen his range of the language. With the aids given him in
parenthesis, in illustrations, and in the vocabulary at the end of the
book, he will have no difficulty in making his way easily through the
story.
The children's fondness for metrical forms of speech has been fully met
by a variety of longer and shorter pieces interwoven with the narrative.
As to the treatment of the book in the class-room, little need be said
to the intelligent teacher. Its general aspect must suggest its use. The
divisions at the foot of pages are intended for his guidance. For
convenience, questions, paragraphs, and illustrations have been
numbered, as also some verbs whose numbers tally with pictures
portraying their actions. The practice of describing pictures by calling
out at random any number, will be found diverting and profitable.
For the convenience of riper students, who have gone through the
practical course of The Easy Lessons in French, and who would now
appreciate a theoretical presentation of the language, a supplement of
grammatical references, schemes of declensions, paradigms of regular
verbs, and a synopsis of all irregular, defective, and impersonal ones
contained in the story, has been added.
If the story of Rodolphe and his ill-fated friend Coco is eagerly read
by the student, the practical and profitable side of the Reader has been
reached, and with it the aim of the author.
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