The lesson as delivered to the pupils will appear like this:—
DRUIDIM AN DORAS. | |
| ÉIRIĠIM. | 1. ÉIRIĠIM in mo ṡeasaṁ. |
| SIUḂLAIM. | 2. SIUḂLAIM coiscéim. |
| SIUḂLAIM. | 3. SIUḂLAIM coiscéim eile. |
| SIUḂLAIM. | 4. SIUḂLAINI do’n doras. |
| SÍNIM AMAĊ. | 5. SÍNIM AMAĊ mo láṁ. |
| BEIRIM. | 6. BEIRIM ar an doras. |
| DRUIDIM. | 7. DRUIDIM an doras. |
| FILLIM. | 8. FILLIM arais. |
| SUIḊIM SÍOS. | 9. SUIḊIM SÍOS arís. |
I set out the verbs separately on the left-hand side, that the pupils may more readily identify these important words.
Our lesson proper is now over, so I ask, CAD A ĊLOG É?—of course explaining the sentence and writing it on the blackboard. TÁ SÉ A LEAṪ I NDIAIḊ AN NAOI. MÁISEAḊ, IS MIṪID DÚINN IMṪEAĊT. IS MIṪID GO DEARḂṪA. SLÁN LEAT. SLÁN LIḂ. GO DTÉIḊ TÚ SLÁN, etc. These parting salutations we will use thereafter, teaching others.
This lesson would take three quarters of an hour in teaching. If it is a first lesson, an hour may be profitably occupied with it. At a subsequent stage a Series of twice the length may be taught in an hour. When a Series is long, which it should not be at first, it will be well to divide it into two or three portions, and teach each portion separately, with subjective conversation in between, but in this case the whole lesson should be included in the final rehearsal.
