aréir. ḂÍ, go dearḃṫa. ḂÍ fuaċt mór leis, agus ḃí sé an-dorċa. IS fíor duit sin. ĊÁ nḟeicfeá do ṡrón roṁat nuair a ṫoisiġ sé ag cur. Seaḋ. ḂÍOS amuiċ ann. ṪUIRLING an ḟearṫain coṁ trom sin go raiḃ sruṫanna ar an sráid. TÁ an ceart agat. ḂÍ tuile san aḃainn, agus RINNEAḊ doċar mór do’n ḃarr.”
I do not recommend this class of sentences as subjective language in class teaching, but for the conversations before and after class work proper.
Following the ten minutes' conversation, the pupils will read their exercises of the previous night, and may profitably be asked to give the same exercise in a different mood, tense, or person. Next, the new exercise is taught. It will now be found that several of the words, particularly the verbs, are already known, and need not be formally taught, and this will, of course, have the effect of saving time in teaching. On the other hand the Series may be lengthened to fifteen or twenty sentences. Subjective phrases by the teacher, and class-room conversation amongst the pupils must be kept up at each interval, as already indicated. In examining students as to their knowledge of the lesson after it is taught, I recommend the following plan which will tend to increase the vocabulary of the students, and also to bring home to them more fully the meaning and construction of the sentences. Suppose I am after teaching the exercise—
ĊUIR AN CAILÍN SÍOS TEINE.
1. D’EIRIĠ an cailín ar maidin.
2. RUG sí isteaċ bacóg móna.
