34
AN GAOḊAL.
ving no Gaelic schools could become patrons of
those neglected in other counties and districts.
These committees should collect funds that
would enable them to make an annual present to
the teachers and deserving pupils. The pupils
might be presented with a copy of THE GAEL, and
the teachers with other suitable presents.
The committee of each school, the funds collec¬
ted and their disposition, could be noted in the
Gael.
Come, friends, let us show our brethren at home
what Irish-Yankee pluck, under a free govern¬
ment, can do.
Do this, Gaels, and you do more for the pres¬
ervation of Irish autonomy than all the parties
that have ever sprung into existence.
A very erroneous impression prevails in relation
to the teaching of the language in the public
schools. The impression is that the British gov¬
ernment desires the preservation of the Irish lan¬
guage because it pays for its teaching in the pub¬
lic schools. Here is where the error arises. If the
British government desired the preservation of the
language it would have been taught in all the
schools to all the children during school hours.
Why, then, it may be asked, does it pay for the
teaching of the language in the schools if it does
not desire to preserve it? This is the why. — The
announcement of the organization of the S. P. I.
Language in Dublin thirteen years' ago attracted
the attention of the learned philologists of Europe,
such as D'Arbois de Jubainville, Gaidox and Em¬
ile, of France ; Nettlan, Schuchardt and Deven¬
ter, of Austria ; de Smet, of Belgium, and Gais¬
ler, Zimmer and Windisch, of Germany. These
raised such a cry against the British government
for seeking to destroy the Celtic language — a lan¬
guage which is indispensable in the pursuit of
philological research — that it got frightened lest
that cry should ripen into a European sympathy
for the Irish. This the British government did
not desire, and it gave its reluctant consent to
teach the language in the public schools after
school hours to the pupils of the Fifth Grade only,
on the same footing as foreign languages. But
the conditions imposed on the Teachers are so se¬
vere and so stringent that only Irishmen and Irish
women imbued with that love of country charact¬
eristic of their race would face the ordeal.
The reports of the Dublin societies state that
the government throws all possible obstacles in the
way of reaping the benefits expected to accrue
from the concession. The government never in¬
tended that the general mass of the people would
make an effort to learn their language, and hence
its underhand exertions to make the concession
nugatory. Were it not for a dread of the Euro¬
pean public opinion above adverted to, we believe
the government would recall its permission to
teach the language in the schools even under the
restricted conditions when it sees that the general
public is taking advantage of it.
From the foregoing state of facts it is seen that
the success of the Gaelic movement depends on
the teachers ; and hence the reason that we should
encourage them in the manner suggested.
England blames Irish-Americans for the injur¬
ious effect which the McKinley Tariff bill has on
her trade and manufactures. No, Johny. Dont
belie us ; 75 per cent of the Irish of New York
voted against the McKinley party.
Eaḃaċ Nuaḋ, Seaċt ṁí. '90.
Ċum Eagarṫóir an Ġaoḋail.
A Ṡaoi Ḋíl:
Cuirim ċugat an dán beag so tógṫa
ó 'n sean-sgríḃin ainmniġṫe 'san uiḃ¬
ir déiġeanaċ do'n Ġaoḋal. Ní'l sé ċó
do-ṫuigsionta leis an g-ceann eile.
Measaim ceann díoḃ d'aiṫsgríoḃaḋ
do gaċ uiḃir do'n Ġaoḋal.
Go measaṁuil, do ċara,
Tomás D. de Norraḋ.
EOIN Ó'CUILLEANNÁIN, CCT.
1
Cé ḃíomar tréiṁse a n-daoirse péine,
Gan ċill, gan ċléir, gan ċráḃaċt,
Is gan díon aig aon dá aírde céim,
Aċd dlíġe doċt ċlaon dá g-cáible;
A ḃuiḋe a go h-éag le croíḋe b na g-
[créaċt
Ṫug sinn ó ḋaor ċuir Ádaim,
Sin saoi na sgéal a g-críoċ a téaċt,
Le linn an lae so Ṗádraic.
2
Bíom go léir go síoḋaċ glan, réiġ,
A's iḃam c gan craos d ár sásaṁ,
'San t-ímpire treun 'sa ṁílte laoċ,
Naċ claoite, ag déana an áiṫis;
Do ċríoċnaiḋ sé gan fuíḋeal gan ḃéim,
A náiṁde a b-páirt na Spáine,
A's ní ḟillfiḋ sé a ċloiḋeaṁ ṫar éis,
Go tíġeaċt do Récs a n áit ċirt.
3
Beiḋ slíġe gan ḃaoġal na ríoġaċtaiḃ
[féin
Do'n rioġ ṁac Séarlas árdḟlaiṫ,
Dí-ṫiġfiḋ e sé gaċ coar f do'n tréad,
Do líon an saoġal de ṗláig ḃric;
Buḋ ḃinn le 'n-éisteaċt linn a n-Éirinn
Draoiġṫe a's éigse a's dáiṁ sgol,
Cill a's cléir a's guiḋe na naoṁ,
Le prioṁ ṡlioċt Éibir ársaiḋ.
Notes.
a búiḋe, n. f., thanks.
b croíḋe na g-créaċt, n. m., the heart
of wounds — our Saviour's heart.
c iḃam, v, we drink.
d craos, n. m, excess, gluttony.
e díṫ-ṫiġfiḋ, v. fut. ten., unhouse, expel
f caor, n. f., a sheep ; means here eve¬
ry individual.
