IRISH LANGUAGE

Press, Volume LXXIV, Issue 22337, 26 February 1938, Page 18

IRISH LANGUAGE

REVIVAL IN THE FREE

STATE

EDUCATIONAL ENCOURAGEMENT

(SPECIALLY WIUTTEX FOR THE TRBS3.)

[By A. H. ACHESON.]

When the Gaelic League was formed at the end of last century the revival of the Irish language was one of its chief activities. Revival is the correct word, for Irish as a spoken language had not entirely died out; and in some remoter parts, old people could still be found who knew no English. The Gaelic League were few in numbers but were an increasing body. They were enthusiastic enough to dream of, and serious enough to work for,' the adoption of Irish as the ordinary language of everyday life.

When the Irish Free State came into being the idealists had their way and immediately began to put into practice a policy to make Irish the language of Ireland. Naturally this policy must begin with the schools; compulsory Irish became part of the education policy. But in as many other directions as practicable (such as the naming of streets, official buildings, etc., in Irish) the same policy was continued. The first difficulty was to find sufficient teachers who could teach Irish. A policy of encouragement and intensive training had to be pursued. This has been so thorough and successful that after 14 years only 17 per cent, of the teachers have no certificate to teach, while 54 per cent, have the higher certificates. Galway has become the centre of this new Irish education and culture.

Methods of Teaching All sorts of methods, from rewards to compulsion, show the thoroughness with which this policy is pursued. County councils give Irish scholarships. Grants of £2 a child between the ages of six and 14 are paid to the parents or guardian when Irish is the exclusive tongue spoken at home. More than £IO,OOO was distributed for this purpose in 193 G. An excellent School Drama League encourages both the writing and acting of drama in the Irish tongue. The curriculum has been lightened by teaching less mathematics, rural science, and oral English to allow more time for the study of Irish. Secondary schools get increased government grants for teaching through the medium of Irish. Pupils have a bonus of marks (generally about 10 per cent.) added if they answer examination papers in Irish. There is even, in some cases, a segregation of children in the playgrounds into two groups—those who speak Irish and those who speak English in their play! This policy can show a growing success. Last year more than 600 primary schools were teaching all subjects (except English) through Irish. Of the 327 secondary schools about 70 are giving almost all their instruction and two-thirds of all Irish secondary pupils are receiving at least some of their education through the medium of the Gaelic tongue. The universities have not yet fallen into this line. It is, however, interesting to note, by the way, that Trinity College, Dublin, has been teaching Irish for more than 100 years.

Bi-lingual Constitution

An interesting feature of the new Constitution is its bi-lingualism. It was debated in the Dail in English and an Irish translation made. Then the Irish text was passed. But it contains this as its last clause: "In case of conflict between the Irish and the English texts, the Irish text shall prevail."

A modern Gaelic literature is growing up. Not only is there a wealth of classic Gaelic, consisting of history, ballads, poetry, and heroic tales, to be read, but there is a considerable and growing output of writing in modern Irish. Some of this is just translation of English, French, and German books, but much original work is being done. One has only to mention "Twenty Years Agrowing," written by a young Blasket Islander who joined the Civic Guard, which in its English translation was a best-seller two or three years ago, to be reminded of this fact. Patrick O'Connor's work, of which "Field and Fair" is perhaps best known, also shows in its English dress a charm and grace that is of the essence of true literature. Padric Colum's fame as a poet is secure in the English tongue and no less in the Irish. These are just a few of the names that might be cited.

In 1930 a group of scholars set up the Irish Folk Lore Institute. Its object was to organise and collect folk lore from the old people who were so rapidly dying out. Five years later the institute wound up its affairs and handed over its achievements and its purpose to a Government-established Folk Lore Commission. The institute and the commission between them have collected some 350,000 pages of r .luscript and 600 Ediphone records of folk lore, mostly in Irish. It is hoped to accomplish much more. But it is a race against time, for the old Skanachies are fast dying out, and with them much of the old traditional tales and culture.

Policy Criticised

This policy has not been without its critics and vigorous opponents. It is criticised from an Imperialistic angle—the English language will take one anywhere in the world, so why cumber up one's mind with another. It is attacked from a practical angle—what use is ifr for trade and commerce and making one's wants understood, everyone knows English, only a few Irish? It is denounced from an educational angle—why should 20 per cent, to 25 per cent, of a child's time in school be taken up with teaching a moribund language when more important subjects are crowded out? Children are being given less satisfactory j groundwork to equip them to face '< life. Even the ideal itself comes under fire —does not the study of Irish tend to make children look back and dream of Ireland's past instead of giving them a * forward vision to build Ireland's future? In the heat of 'these discussions the Irishman still finds time to laugh. Here is an incident Which tickles 'the humour of both enthusiast and critic. There was one headmaster who was very outspoken in his criticism of bilingualism and gained certain fame thereby. Then he -was offered and accepted an excellent educational post in South Africa. What has he got to say about bi-lingualism now!!! This article aims to be descriptive rather than critical. A new-born state naturally starts its career with an enthusiastic but somewhat narrow nationalism. Later it may realise a sense of insularity and modify its nationalist idealism into more practical and wider channels. One must wait for a generation or two to see. At present the visitor does not overhear much Irish spoken in the streets, restaurants, and trams. It is a rich and musical language, and the ear would catch it if it were in general use. Even if it does not become the language of every day, it will never be forgotten; its literary, cultural, and historical value is too great.