unlikely at this stage to know it off accurately, I have occasion for further repetition. After this examination I consider the lesson taught, and give each member a written or printed copy to take home with him. It will be remembered that this is the first he has seen of the written words, so I instruct him to make an exact copy of the lesson in his note book, and bring back my copy on the following night. I also instruct him to rehearse the lesson at intervals before our next meeting. If I have no written or printed copies of the lessons I write them down at the time on the blackboard, and invite the students to make a copy; but, except as a temporary measure, this is objectionable. It occupies valuable class time, which should be given to oral teaching. Frequently, too, the beginner cannot read or write the Irish letters, and is helpless in the time at his disposal for copying in class; but if I supply a copy he can con it at his leasure, and make an exact copy. While I thus give freely the written exercises to the pupils after they are taught orally, I must warn teachers against allowing the pupils to read the lessons before they are thoroughly taught. The learners at first have no correct appreciation of the sounds of the letters in Irish, and if they attempt to pronounce the written word, they are sure to pronounce it wrongly, and this wrong pronunciation will prove a hindrance to their acquiring the right sound. Further, words of any length look formidable in a strange dress, whereas they appear simple when pronounced, so that teaching orally introduces the language to the students in the least discouraging manner.
