further, as his pupils lose little by not reading grammar.
Etymology.
It will be helpful to point out briefly the etymology of words. If we take the word BOIṪEAĊ, a byre, it will, as pronounced, strike the pupils as a strange word; but if it is mentioned that boiṫeaċ is made up of the two words bó (a cow) and teaċ (a house), and means cowhouse, the pupils, probably already knowing the simpler words, will immediately recognize and assimilate the compound word. But this explanation should be given briefly and without waste of time. The class hours are too precious to be spent in tracing out doubtful or obscure etymologies. I may mention here that much use may be made of those Anglo-Irishisms which are commonly known. When we have occasion to teach the phrase MAIṪ GO LEÓR, for instance, we can tell the learners that that is the phrase known to them as magalore.
Reading.
Reading is being taught from the first lesson. The lessons may be supplemented, when the pupils are deemed fit, by any printed matter, but pupils should not be encouraged to read ordinary matter until they have a fair knowledge of the language, so that they can pronounce a word at sight. If pupils are required or allowed to get off matter by rote, such as prayers, proverbs, poems, songs, and the like—and this is an admirable way of adding to their knowledge of spoken Irish—the teacher should not put a printed or written copy of
