We have now completed our first lesson, and the second is like to the first—with some differences. Having faced my class on the occasion of their second lesson, I salute them in Irish, DIA ḊAOIḂ, and make them reply, DIA IS MUIRE ḊUIT. AN ḂFUIL SIḂ ULLAṀ? TAMAID ULLAṀ. TAḂAIRIĠIḊ AIRE ḊAṀ, MÁISEAḊ, etc. I explain new words and constructions very briefly, depending upon emphasis and mimicry to convey the meaning, rather than giving any lengthened analysis of these subjective phrases. I now invite several of the pupils to read the lesson of the previous night, correcting any errors of pronunciation, and taking a final opportunity of repeating two or three times the whole exercise. I also examine the students as to their oral knowledge of the lesson. While doing so, I keep up a running comment in Irish phrases, such as LAḂAIR SUAS! TÓG DO ĊEANN AGUS FEUĊ ORM. MAIṪ ṪÚ. MAIṪ AN BUAĊAILL ṪÚ! MAIṪ AN CAILÍN Í! GO MAIṪ! GO MAIṪ! NÍ CEART! FEUĊ LEIS ARÍS, etc.
We can now dismiss the first lesson finally, and take up the second lesson, teaching it as before. Again we take some simple, familiar subject, say, "I light my pipe," and, having taught the heading, I describe the action, giving the English words:—
1. I put my hand in my pocket.
2. I take out my pipe.
3. I get tobacco.
4. I get a knife.
5. I cut the tobacco.
∗
∗ ∗ |
6. I mix the tobacco.
C
