the student live over again, in a new language, his past experiences. This is assisted by recalling to his mind the facts, and this must be done in the language he knows, in other words in English, until he knows Irish. There is the further case of teaching Series which the pupil has never experienced. Children, for instance, have a limited experience only, and they must be helped to a correct mental picture of the actions which are about to be associated with the Irish words. The same will apply to grown people in regard to many Series. Suppose I am about to teach the Series Ċuir an cailín síos teine to a class of young people in Dublin or Belfast, in London or Glasgow. Their experience of making a fire is very different from that which I am about to describe. I must, therefore, create the mental picture that I require by describing the facts, and I do so after this manner:—
"Imagine a thatched cottage on an Irish hillside. It is the early morning, and the cailín (servant girl) has just got out of bed. She goes to the peat stack, which is built near the house, selects a number of dry turf sods, puts them across her arm and carries them into the house. She goes to the flat hearth in the kitchen where the live coals of the previous day's fire are buried in the ashes to keep them alive, and with a sod of turf she puts them on one side. She then places a double row of sods of turf against the wall or hob, picks out the live embers and builds them up against the turf, putting a piece of fir (from the bog, but dried) in with the coals, and places more sods of turf round this core. She then blows the fire with the kitchen bellows until it is well kindled.
