SELF-mSTRUCTION
IN
IRISH. 17
with
the assertive verb
]}•
;
as,
^f
ix]l l]orn,
it
is a pleasure
with
me,
i.e., I
wish
;
]y
K<^C\]i|t
liorn,
it
is
better
with
me,
i.e.,
I prefer
;
i|*
rr^eAfA
leAc,
it is worse,
with you
—
you
think worse of
; ]y
ajc
leif,
it
is
a
pleasure with
him,
EXERCISE
XI.
I.
cCv ceAjtc
A5Art) (I have a
right).
2.
b-piiil
ce^]\z,
A5An)
? 3.
ca
ceAjic
a3att) A^t
(I
have a
right
on it).
L
b-]:uil
ce<vftc
A5AtD
A])i? 5. cic
ceA|tc A5A0
ahi.
6. civ
jeA|ic AjC)
Ai|t.
7.
civ
ceij-c
AjAn?. 8.
civ
ce^fc
a]c\.
). civ
ce]|-c
Aije
o|tc. 10.
b-pujl
ceifc
A3A» o[trn?
11.
civ
:]o\)\)
o]\n).
12. b-pu^l c]ot;r)
opm
? 13. civ c]ot)i) A5<\n7.
14.
civ
C]o\)\)
ASATD
o]tc.
15.
b-f
u|l
cior»)
A5Ab o\\n) ?
16.
civ
5ev\t)t)
Ai3e
o]ic. 17. b-pu^l
5eAi)
a^c]
ojtc?
18. civ
5|tivir)
A3<Mi7
Ojtc.
19. b-pujl
'S]\i^Vf
a3<^&
o|trt)
?
20. civ
T)eA]ic
Ai3e
A111
(he
has
help
for it
—
i.e.,
can prevent it).
21. b-pujl TieAjxc
Ai3e
A]|t?
22.
v]
b-^niil
r)eA|tc
Ai3e
A^ia
(he
has no
help for it). 23. i)ac b-^*u]l neAjic A3A&
ai|i
?
24. civ |-eA|tc A]3e
biiic.
25.
civ ]*eA|tc A3An)
&uic.
26.
a
]xu]\'),
b-pu]l
feAjtc
A3A&
bATt)?
27. civ yeAjtc
A5Att> &o
OjA.
28. civ
i-eAjtc
A13
D|a ojtrt).
29.
^f
buirje
le 0]a
AD
T^eA^t
05.
30.
]y
mAc
&u]c
At)
veA|t 03.
31. ad
ttjac
bu|c
AT)
feA^t Ó3?
32.
If
peivjt|i \]on)
cUi
'tjA óji.
33.
|r
peiv]t]i
c]aI
'da
oft.
NOTE.
It has
been recommended
to us
by many of our readers that
we
should
give in
Eoman letters the pronunciation of every Irish word that occurs
in
these Lessons, and that such an additional help would greatly facilitate
the studj^
of
the
langiiage for those who know
nothing at aU about it.
Om-
reasons for not
complying -oith this wish
are
:
First.
—
From
our own
experience of the manner in which correct pro-
nunciation of
any
language is acquired in Seminaries, Colleges,
Universi-
ties,
we know
that dictionaries, in which each word is pronounced,
give
httle
or no
additional help to the student
above
that which is
rendered
by other
dictionaries furnished with
no so
such aid. The student
prefers
rather
to
rest on
the general principles on which the peculiar
pronunci-
ation
of the
language is founded, than
to
recur repeatedly to his
pronounc-
ing
vocabulary for
the correct prouimciation of each recurring
word.
What student
learning French, having once learned the peculiar
sounds
of
the
terminations am,
em, im, an, en, in, ant, ent, int.
or that of
the vowel
u,
or the
diphthong
eu,
would require to refer to a
pronouncing dictionary
in
order
to know
how
they are sounded in this and
that other word ?
No
»ne
would
act thus.
Should not then, in a
language
like
ours,
in which
aivariably
the same vowels, and the
same
combinations of them and of