The first sentence is read plainly by the teacher or written on the blackboard, and as these stories are intended to be used from the very first lesson, each word is translated into English. Then the pupils read the sentence in turn, supplying the translation of the words as they are rapidly pointed out. A few moments' work of this kind suffices with average pupils to enable them to memorize the words so that they can reproduce them verbally or in writing, when the book is shut or after they have been rubbed off the board.
The next sentence is treated in the same way, the pupils translating the words previously given and the instructor giving the meaning of the new words only. Then making use of the first idiomatic expression "il y avait," an explanation is given, showing how it can be changed into the interrogative form "y avait-il?" and the pupils are questioned rapidly as follows, using only the words already mastered:
"Y avait-il un ours?"
"Y avait-il deux ours?"
"Y avait-il trois ours?"
"Y avait-il un grand ours?"
"Y avait-il un petit ours?"
"Y avait-il un ours de grandeur moyenne?"
The answers are all given in French, as quickly as possible, ere the second sentence is written from memory.
Proceeding thus from sentence to sentence, more or less rapidly according to the class, a stock of words is soon acquired, reading, writing, and conversation become easy, and in a very short time the pupils, encouraged to guess at the meaning of new words, become entirely independent of vocabulary or dictionary. In concluding the lesson, the story is told again by the teacher, quite rapidly, in the usual conversational tone, or the pupils read or tell it aloud.