Bourke Ulick J. Easy lessons, or Self-instruction in Irish / Легкие уроки: самоучитель ирландского языка

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SELF-

INSTRUCTION IN

IRISH.

ber of

persons of

the same

class.

eibin-óeAlbcA,

distinct,

diflferent

personality

;

from

ei&jn,

be-

tween,

separate, and

seAlbcA,

participle

tjeulbAo,

to frame,

fashion ; beAlb,

form, figure,

personality.

ioocolnuiyce,

poss. case of

loncolnu-

qAd, incarnation

; a

verbal

noun.

from

ion,

form of

Ar}ri,

in, and

coln'.i5Aó (from

coIad, a

living

body), to give

body to,

to in-

carnate.

"HAOun,

nature,

constitution

the

material

world,

or of

anything

existence;

frame of

mind.

Welsh, 7iatur

; Latin,

natura.

SnjUAineAS,

thinking, a

thought

;

plur.

tnjuAiqce,

thoughts.

EXERCISE LV.

C|A

C|lllCU15

A5Uf

CU||l

Al|l

At)

C-fAO^A^l

? 2

i)|A.

3. C<\b

AT)

cent)

i^^ó,

có|it

5AC u]le

c|tiof-

i)Ai5e

A c]teibeAÓ

4. "^o b-^

u]l

aoo

Í)ia

Arr)í\]T) Ar)i)

\]-

fé

yo AT)

ceiib A]|tceA5Al

(article) be'i; Cjié.

Cja

f-e

i)iA

? 6.

Citucui5ceo]|i tjejrbe

A5Uf

cAlri^AT),

A5uf

4v]t&-'Ci5eA]ti)A

5AC ixjle

t)i6.

7. 21

t) |tA]b

'Dia

Ar)T),

5AC

ujle

Art)? 8.

Bi,

A5u|'

|io]Tb 5ac u]le

Am;

be b]i]5

b-|:u]l

fé

5At)

cúf,

5AT) be]|ie.

b-pujl

í)ia?

10.

"Civ

^-é

Aiji

i}eATb

A5UI'

A]]t

cívIah),

a5ui*

5AC

u]le

BaU

be'i) bonjAi;. 11.

2ii) b-^*e|ceAT)T)

ye jac u]le

iJl^J

12.

Ci5

5AC u]le

D16,

p[ú

T)A

I'lDLiAiuce^r

UA]5t)]5e

5-cfio]óe

Ai)

buTTje.

13.

CCv TT)é]b

í)|vv at)T)? 14.

JNI|

b-fiql

Acc AOT)

C)|A

ATbixTUi)

be]|t}:eA]'

AO]bt)eAf

]*l0|t-

|tu]6e bo T)A

be<v5-6AOTi)]b,

Ajiif

p]at)ca

|*io|i|tu]6e

bo'tj

btvoi}5

loccAC.

15.

Civ

Tbé]b

peA]tfA

At)u

í)|a ?

16.

"Cfti

peAjt|*Ar)T)A,

e]b|fi6eAlbcA

A5Uf

co]ri7]or)Ai)U5 at)T)

5AC

II]

le t)]Ó,

njATi cC\, ai; c-2lcA]|t,

A5iif

at)

2t)Ac,

A5Uf

AT)

Sp]0|tAb

NAori).

17.

2lt)

i)(A

At)

c-2ieAiii?

18.

reAÓ

beiTT)]t).

19.

2lt)

Í)ia

ai)

2t)v\c? 20.

j-eAO

be]TÍ)|i).

21.

?tt)

<t)iA

All

SpiojiAb Haott)? 22.

feAÓ

beiTÍ)]!).

23.

2li)

c|tí

í)&|ce

^Ab?

24.

lN|i

feAÓ,

ACC

AOt)

i)|A

ATÍ)ÍV]i)

b-c|ti

b-peA|i|*Ai)i)A]b

be b|tí5

t)ac

b-pU]l

ACU

ACC AOl) T)AbÚ|]a

A5Ur

AOt)

C-fllbfCAlt)C

ATÍ)ÍV]t)

OfAOA.

25. CAb

]|'

A|T)n)

1)A

C|li

peA|t|*At)T)A]b

A1)1)

A0]i)peAcc?

26.

2li)

V,]x\o\}ó\h |io

Maotí)ca,

i)o aot)

<Dja

Ati)C\it)

b-c|i]

b.peA|TrAt)i)Aib. 27.

CjA "aca"

1]*

pioe,

Ó13C, T)o

cuTt)AccAi3e ? 28.

ioi)ai)i)

aojí',

UA]|-le

A5U|-

CllTT)ACC

6ólb

AflAOt).

29.

2ll) i)|A

)0fA

C|tio|-b ?

30.

'C'is.

|*e

'T)t)

Í)ia

A5Uf

't)T>

6u]t)e

Ai)i)

A0|t)peAcc.

31.

2li)

]tA]b ]*é

5-coTt)t)ui5e

'tji)

200

SELF-INSTRUCTION IN IRISH.

i)lA?''

32.

Bi-

33. 2lt)

jiAjb |*é

3-corbt)u|5e

6u]j;e

34.

TiA]b,

acc Ó A]nj|*||i

TOt;colr)ii]5ce.

35.

TÍ7é]b

T)Abii]]i

Auo

)o|*A

Citjoi-c?

36. "Civ

Six

r)Abú]|i;

|*e

jji),

T)A&úi|i

6ia6a

A5m*

i)A&ui|t

6aoi)1)a,

ó]it

ca ye

'^v)

«DfA

Ajui*

't)t)

6u]i)e.

37.

C<v

n)é]b

peAjifA

A^r)

jofA

C]t]oix?

38.

b-^uil

ACC

AOT)

peAjtfA

Ait)iv]i)

;

|'e

fjr»,

peAjifA

2t)|c <De

AtbAju-

39..

ttjaic

at)

buACAil

cu,

Ujllein?;

civ

eoluf

a5a<3

a]]i

<t)iA;

cAb<v]|i n^\|i |*|t),

3|ia6

c]to]be

])-]Otr)latj

60,

A3u|*

bejo^jt

yoy

A-fejlbeAO

b-plAiceAf.

THIRTY-FIFTH LESSON.

Our

readers

have

already learned, from

the first

the

Easy Lessons,"

that in

Irish

the

vowels are

divided

into two classes, the

one

broad,

or deep,

leACAT)

; the other,

slender,

caoI.

then remarked that

subsequent

Lesson

should

shown the

reason of

this division,

and

its utility."

In the

"Seventeenth Lesson," 1st Obs., this

classification of

vowels into broad and

slender has been somewhat explained, and some of the effects resulting from

are pointed out. In this

Lesson, however,

we intend

to perform fully the

promise made

in our First.

The

reason of such

a division is quite philosophic, for every

vowel

sound

produced

by the passage

of the air through the

opening

of the

glottis

and thus

all intonated vowel

sounds

partake somewhat

the

character

musical notes,

while,

at the same time,

they

constitute the elements of

speech." In

the musical

octave

each successive note, from

the highest to

the lowest, is sounded with

volume

of voice deeper than that of

the

note

preceding

;

and conversely the

preceding is sounded with

higher, that

is, a

slender

(we

shall

so call it) volume

of voice than

its succeeding note.

The two

highest

are, therefore, the

two which

may

properly be

called slender,

when compared

those whicli, lower

in the scale, are

pronounced deep,

broad.

this manner intonated

vowel sounds,

far

they

partake

this

musical character, are

some

slender,

some broad. Let us

arrange them then

the philosophic order

(See

Atlant's,

vol. i.,

pp.

60, 65),

"from

the

highest

the deepest ; thus,

e, a,

u."

And in

this arrangement,

which

that

made by

philologists and philosophers,

native and

foreign,

we find

rank

highest, that is, to constitute the class called c>\ol, or

slender

;

lowest, that is, to constitute the class called leAcAt), broad, or deep.

Thus we see

that the classification

of vowels made

by Irish

grammarians

accords

exactly

with that

which the

investigations

philosophy

point out as

correct.

There are in Ga;lic, therefore, two classes

vowels clearly

and

philosophically distinguishable.

they

differ

in their influence aud in their

effects

shall see

Vowels and

consonants constitute the one

grand, universal family

letters.

Consonants derive

their

name

from being

sounded

alone/ loith,

or by

the

aid of,

the vowels. When articulated, they partake, therefore, of the

sound of that vowel by

the

aid of

whicli

they

are enunciated.

Irish vowel

Bounds are. as we have seen, of a

twofold character, broad or

slender

;

each

SELF-INSTRUCTION I5Í

IRISH.

201

consonant must, accordingly,

partake

twofold

articulation,

broad

slender,

according to the broad or

slender intonation of

the vowel

by the aid

of which

it is sounded. This

twofold articulation can, in

some

measure, be

applied with

truth

consonants in

any language ; but,

with the

exception

the Keltic

dialects, and particularly

Irish, we know of none in

which

this

phonetic

distinction

the articulation of

consonants has retained

its radi-

cally

distinctive,

philosophic

character.

The influence

of a

twofold

sound of the vowels

thus acting on

the con-

sonants,

and causing

them to

participate in it, is so

fused into our national

language

that it

has stamped

its pronunciation and

orthography with

com-

plexion

and individuality

quite diflferent from

everything

English.

Irish-

speaking

natives this individuality appears

quite easy and

natural,

and,

accent, with

which it

essentially blended, is

naturally acquired and

prac-

tised

them

without knowing

adverting to the existence of the

principle

from

which

it springs

;

yet, to those who

not

speak the language,

appears at

once strange and difficult.

As the

language is

spoken

and written, the effects of the

influence exer-

cised by the twofold division

of vowel sounds,

extend to both departments

—

the written

and spoken Gaslic. These eifects may

well,

therefore, be

called

articulate,

phonetic,

and

orthographic.

The articulate

regards

the sound of each

consonant when

it is

intonated

with

broad

slender

vowel. The

orthographic regards

the

laws of

spelling.

We shall

treat, firstly, in

a few sentences, of

the articulate,

or phonetic,

and

next of the orthographic

eflfect.

1. The reader

will please bear

in mind

that the sound of the

consonants

partakes

of the sound

that class

of vowels in

union with which

they happen

sounded.

Now,

the

sound of the latter is broad or slender,

must

that

the

former,

according as its articulation

aided by a broad

slen-

der vowel.

Is this true

of all the

consonants ? It

is,

generally.

In the first

the Easy Lessons

;

or,

Self-Instruction

IN Irish,

have

clearly

showed

how the

consonant

is affected

the contiguity of e and

]

;

and

how,

that

also

o, or

In the former

case, the

queen of conso-

nants,

Irish

poets love

call it, is invariably

sounded like

sli

English

;

the latter, simply like

the

English

as heard

the word soon.

Again,

in the "Fourth

Lesson," the plain

and liquid

sounds

of b,

it>,

—

i.e., the sounds these

consonants

have when

sounded in

company with

o, u,

and when with

are

shown.

In the

First

Lesson,"

the two

sounds of

are pointed

out.

T), also,

when

sounded

with e,

more nasal

than when

articulated

the

aid of

a, o, u;

as, ceAT)r), the head; C]X)X),

of the

head

;

beAt),

woman

;

bjrjt), melodious

;

caj^atj,

path

;

cAf

A]T),

path

;

after

those

instances,

sounds

nearly

like ng^

or n

prolonged.

202

SELF-INSTRUCTION

IN IRISH.

broad

r in English.

^^\

slender

„

;

in German, i.e.,

rough,

through the

throat,

broad

„

; as

az (aioth).

slender

„

th ;

^^z

{mo-it/i, in one

syllable); fh

slender is longer

and more

sibilant

than

th broad.

In the

consonants,

-p,

|>,

this

peculiar

distinction of

sound is not

noticeable

in any

great degree.

Consult Dr. O'Donovan's

Irish

Grammar on the

sounds

of the

consonants.

VOCABULARY.

Grain,

sn'^n,

5ni\ine,

/,•

Latin,

toss, ransack

;

cua^icuis,

granum

;

5nAi)A, ugly.

ahout

looking

for.

Scratch (to),

v,r5niobAó.

Straw, cocat),

m; cor)ri\'^c,,

stubble;

Search,

coifii^;

comiSeAcc,

part;

cuibe,

;

ruip,/-

coifiiaeAcc,

looking

for in

order

Understand,

cu)5in)

{thigim),

under-

tn procure

;

101^5,

pur-

stand.

differs

a little

sound

sue, to track

; T^AnriMS»

search,

from

cisjti),

I come,

and

from

cu5A]nj, I give,

I impart.

EXERCISE

LVI.

Fable

(]*cix]]t)

—The Cock and the

Jewel.

As a

cock (

Sixteenth Lesson)

was

scratching

up the

straw

the

dunghill

(cA]tT)

A0II15), in

search of food

for

the

hens,

hit

upon a

jewel

(Sixth

Lesson)

that

chance

had

been

there.

said he,

you are

very fine

(<\lu]t))

thing

{\)\6)

doubt

(jat)

ArbitA|*),

those

who

prize you;

but

to me a

grain

of barley

(Twelfth

Lesson) is

beautiful

than

all

the

pearls in the

world."

The

cock

was

sensible

(ciaItt^aii)

cock;

but

there

are

many

silly (&]c-ciaIIaió)

people who

despise (a

cit]|teAf

i}eAn)-fu]rt))

what is

precious

only

because

they

cannot

understand

it.

VOCABULARY.

Began,

corui5;

from tur, a

beginning.

Coward, rnAjU,

cUóAine,

pr.

cly-

ar-rhe.

(See

Fourth Lesson on

the

sound

asp., in the

mid-

dle of

word.)

Kid, n)iont)An,

;

from

rx)]OT),

little

(5AbA|i, a

goat, is

understood),

kid

being

the

diminutive oi

goat.

—

"The

English

Language,"

Robt.

Latham,

ed.

iii.,

284,

Reply,

ftteAsttAó,

Revile,

n)Arlu5Aó,

v; reviling, A15

njArUijAo.

Roof, njullAc,

bi\nni

sriujiJ» /.'

the

roof

lofty

house, A||i

rijullAC

CIqC

i\]tlt>.

Standing

(you

are),

ci\]ti

A15

rsA-

tAO

;

r^Ar,

stand;

Latin, sto

;

Greek,

ajaai

; Irish,

fCAb,

stop,

stand.

SELF-INSTRUCTION IN IRISH.

203

Vv'olf,

Tt^A&nA

aUa,

wild

dog. A

wolf is called,

also,

njAC

cftxe

(the

son of the country),

VAolcu (a wild

hound).

EXERCISE LVII.

Fable—The

Kid and the Wolf.

kid

was mounted

on the roof of a lofty

house,

and

seeing

(<vi3

f:e|Cf*]i)c)

wolf pass

below, began

revile

him.

The

wolf stopped

but to

reply,

Coward

it is

not you who

revile me, but

the place you are

standing."

The orthographic

effect is explained in our Seventeenth

Lesson :

Not

only do

the vowels

in this way affect the consonants in unison with

which

they are

sounded,

but they

carry

their assimilating influence to

the beginning

of the next

syllable,

as to cause the

first

vowel

in the

adjoining syllable

be of the same

class {broad or slender) as the final vowel in the

preceding

syllable."

Observe in the spelling

the following

words how

widely

and

unmistake-

ably the

influence

of the broad and slender vowel-sounds has extended:

t)T^eu5-A-&ó]tt,

a liar.

Cftuc-uio-teojri,

creator.

CuiTÍhnio-ceonx,

a man who remem-

bers.

puAt-SAl-rom,

redeemer.

5ní^ó-uio-ceoiti,

gOAtib-A-oojii,

murderer,

an execu-

tioner.

?f)eAll-có)fi,

a deceiver.

SttjAl-A-tió]fx,

snuffers.

Snjuc-A-tióiTi,

extinguisher.

this

list

words

the learner

cannot

but

notice that the final

syl-

lable

spelled eojtt,

or b\^^.,

accord-

ing

the

preceding

syllable

ends in

slender

a broad vowel

—

ójit,

broad,

eojn,

slender.

t)eott-Ai6e,

mourner,

an exile

; from

seotx, a

tear.

tíeoti-Aióe-Acc,/,

banishment.

(

buAn-^r,

rn, durability,

perseverance

;

1 from

buAn, lasting,

durable.

binn-eAt,

harmony;

from

binn.

In the

spelling

of this

word,

in the

last syllable,

inserted

before

av,

because

the

vowel be-

fore

slender

; so in the

fol-

lowing

plAit-eAf,

m, a kingdom,

the

king-

dom

heaven

; from

plAic,

prince.

Sf)Ajc-eAr,

goodness

;

from tijAit,

good.

l^eAn-Atij-Ajl, manly.

plA]é-eAiT)Ail,

princely, hospitable;

from

|:lAit,

but e

inserted after

account

the final

vowel

in the

preceding

syllable being

slender.

Ujo-eAcc,

a kingdom

(from

1115,

king),

spelled also

njoJ-Acc.

This

latter

spelling

conforms to

the

common

Gaehc usage

vowel

-assimilation,

having

broad

vowel, o,

inserted

before

the

last

consonant

in the first

syllable,

because

the suffix acc

commences

with

a broad vowel.

more correct,

however, al-

ways

to preserve

the root

un-

changed

—

TMo

is the

root,

and

not

1^105.

The

word

should,

therefore, be

spelled

^tio^Acc,

or,

without

urging

the assimilating

process

too

far,

nio-*^c.c.

The

root

of the

word

must not be

touched.

204

SELF-INSTRUCTION

IN IRISU.

VOCABULARY.

beAtic,

an exploit,

action,

ing

the greatness

of one

with

deed

good

or bad

;

an engine,

machine,

frame

;

rigging

a bun-

dle,

truss.

l)ev\tic

eo]tice, a

stook

corn,

clothes,

bundle;

trick, a

game

; a

threatening.

l)eAt\-Ac,

adj., clever,

active,

up to

business,

cunning, rich.

beAixruio,

adjust,

harness, to

make

ready

for

action, yoke, brandish,

play.

beATicttAc,

m, a

chess-board.

bixót),

pride, arrogance, gladness,

joyousness, a

feeling of pleasure

;

a goad,

sting,

swarm,

ble-

mish, a

spot.

Coti;ótiCi\r,

comparison,

emula-

tion

;

from

co, and

njoiicAf

(n;óta,

great), greatness

;

compar-

that of

another.

Orioii-beAiic,

bad action,

&c.

tiftoc-BeurA,

bad habits.

t?on;An,

m, the

world

;

ftoiijAti

njótv,

the wide world,

the same

tout le

monde in

French, i.e.,

everybody.

5lio5ATx,»M,

tinkling,

ringing

noise

;

from

5I105,

clink,

tinkling.

l^riAir,/.

brass.

PfiAjreAc,

brazen

vessel,

malt,

pottage,

mixture,

a slut.

SeACAio

and

re^^c^nuis,

from

reAc,

apart,

aside

;

therefore,

avoid,

shun.

CU5AÓ,

perf. pass.,

was given.

CU5ÓA,

given

;

from

cAbAjji, give,

irr.

CuAtiAi-SAl,

m, wages.

UIi^^, m,

copper,

brass.

EXERCISE LVIII.

2t)AbA6

<v b) CU5CA

5eA|t|tA6.

peAjt c]5e

A^jiTee

CU5

oitbiijAÓ clo5-uri)A

cii|t

A||t

x[)n]\)é^\

rrjA&A^iÓ

b] CU5CA bo

bAO]i)e

jeAjtitAÓ

Ai|t

coit

|*eACt}occA6

5AC ijeAC

é.

'HiiA]it

cu]|ieA6

A^ji

A5iif

bo cuaIa]6

3I105AI1 bfui)

ai)

uttja,

cA|r)]c

bftob

r\)ó]X

A||i,

A5Uf

ri)eA|*

5U|i

cu^aó

At)

CI05

TnA|i

luAC

cuAitAfbAil,

A-

bejc

irjAjC.

\X]ni(i

x]\y

cofiiij

A]3

CACAO

b]tocrbeAfA

A^fi

5AC

rbAbAÓ e|le

5-corbo|t-

CA|*

\e]X

X^V^'

^^^

|*s<^i)-cu

AIJI),

A biibA]]tc

le|f

*'a

6u]T)e

3A1)

cé]l, i)AC

b-pu|l

p]0f

A^Ab

b-pu]l

ai;

slio-

5Ait

h]\)\) |*o

Acc

A15

^oiÍI|*iu5a6

5AC bii|t;e

bo 6|toc-

beufA."

có||i ho Aoi?

bii]T)e b|ió|b

5IACA6

beAjtc

a ^ol-

|*u]5eAf

cA]xcu|ft;e

bo'i)

boiiMl»)

rbo|i.

THIRTY-SIXTH

LESSON.

Spelling

in Irish.

The

difficulty

which

presents

itself

to a Gaelic

student

the

spelling

of Irish is only

apparent.

arises from

not

knowing

the

principle according

which

Irish orthography

SELF-ISSTRUCTION

IN IRISH.

205

regulated.

It is hard to unlock

a door if

the proper

key

be not

had

difficult

know

foreign

language

without

understanding

its

vocabulary.

Our

last

lesson

points

out

the existence

of vowel

assimila-

tion in Gaslic,

and

how widely, yet minutely,

its

influence

pervades our language. The

principle

of vowel

assimilation

is the key

means of which

the door

of Gselic

spelling

unlocked

—

the

lamp

by the

light of

which everything

that

to the learner appeared

obscure

becomes lightsome

—

the

solution

which what was

so difficult

begins

to appear,

the

secret of

riddle when

known,

simple

and interest-

ing.

Words are

two

kinds, simple and compound.

Obs. 1

—

Simple

words

are generally of

one

syllable

—

sometimes,

but very

rarely, of

two.

They

are

the

roots

from

which the compound words spring.

Our

readers will find in the First, Second, Third, and Fourth

of these

Les-

sons numerous examples of

simple

words. Can there

anything

easier than

the spelling of such monosyllables

au),

time;

ivri, slaughter;

bC\r, death

;

birjn,

harmonious

;

nj]!,

honey

;

z]xon), heavy.

—

Easy

Lessons, or

Self-Instruc-

tion

Irish,

Take

few

other examples,

which,

in their spelling,

may appear

a young

learner a

little

more difficult than the foregoing,

because the final

consonant

aspirated—

0(3

(o-ee), a

virgin;

t^lo

{fee),

king;

r^^o

C**^)»

happiness;

njA5,

a plain, a

field

;

IA05

(Ihuee),

calf. Yet are those not

as easily

spelled

as the Saxon words

kiffh,

sigh, sought, rough, cough, and

the like,

which end

aspirated

—

i.e., gh, a consonant which, though not

necessary

for the

sound,

nevertheless required

to fix the

identity

of these syllables.

Obs. 2

—

Compound

words are made up

parts.

Spell

:he parts correctly, unite

them, and you have

the

compound

;vord spelled correctly.

These

parts

are

—

first,

either

simple

ivords, each of which

is very

easily spelled

;

as,

beAi;),

^voman

;

and 5A0I,

a relative, from

which,

by composition,

formed

beAr)-5<xol,

woman-relative

;

ivjab,

high

; cé]n7,

Trade;

í\iab-cé|n7, high

estate;

coif-céiTT),

foot-step;

0]5-

ieAt), a virgin-woman

;

—

or, secondly, simple

words and

Darticles,

i.e.,

parts

simple words,

which

impart

form and

iompleteness

to the whole

term,

springing from

the

simple

oot.

this class

are

AOft|\\cc,

freedom,

cheapness

;

rom

fv\0|i,

free,

cheap;

c|ton)-Af,

heaviness;

e<.\b c|tO!T)-A|-,

ightness,

non-heaviness

;

from

eAt)-citorr),

light,

not

heavy

;

A |t<\&-

A]-,

friendship;

eA5-cA|t<\&,

foe

;

eA5-cA|iA&Af,

un-

20G

SELF-INSTRUCTION IN IRISU.

friendliness,

hostility

;

from

CAfiAb,

friend.

Such, too,

are

5eAi)Ait>A]l, amiable;

from

5eAT),

aíFection,

and

Arb<v]l,

like ; M^^e^])MV^\]\,

very amiable

;

fivit-5eAi)ATr)A)l,

extremely

amiable

;

^)e^ú)-^e^\}i<.xr)^]\,

zwzamiable

;

Ar)5eAi)<vn)Al<\cc,

great

amiableness

;

]*Ait-5eAi)ATT)v\lAcc,

amiableness

extreme

degree

;

i)eArb-5eAi)An}<vlAcc,

vmamiableness.

such compound

terms we

see that the roots

(such

TAO|i,

z]\ox\),

CA|iAb,

3eAi)) have before and after them

cer-

tain

particles.

Those

going

before

are

called

prefixes

—

those

following,

suffixes

terminations. If,

therefore,

the

spelling

of the

simple word or

the root, which

is not difficult,

and

the

spelling of

the

prefixes and suffixes

also, be known

the

learner, what

difficulty can there

about

the spelling

of any

derivative or

compound word formed from

the union

of such

parts

None

whatever.

Take,

for

instance,

one

the

foregoing examples,

5eAT)-

ArhA^l,"

amiable. You

find it is composed of

the root

seATj,

and

of the suffix

An?A]l, like; unite these two,

each

which you

know the spelUng, and the

new

yet

common

word,

seAijAihAjl,

properly

spelled. Thus

from

these

simple

"Caiva&j

friend,

'peAji,

man,

pUic,

prince,

3eAr),

affection,

Nouns,

3ii^^5

love,

2t)eA|*,

esteem,

2l)o6,

respect,

manner,

"Cifi,

country,

Liv,

day,

l^2l)i|*i)eAC,

courage,

CAjiA&AmAil,

friendly;

].*lA]CAri)A]l,

princely,

generous, boun-

<5eous

;

5CAt)AmAil,

amiable;

jfiAOAtbAjl, loveable;

iTjeA|*-

ATrJAjl,

estimable

;

njoÓAtTJA]

I, mannerly

;

qjtArb

country-

like, homely, social,

not foreign

manner

or conversation

;

Irom

U\,

and

inip^eAc,

are

formed, not

lA-ArbA]l, but Iacca-

ii)A]l,

annexing

the

suffix

atÍ)<\iI

to the possessive case

Iao,

and inserting

for

euphony

;

and

njifueAri^A^l,

fror

the

possessive case singular,

n)]]*i;e]5,

omitting

are

formed,

annex-

)^ing

the

like.

suffix MX)<\\

SELF-INSTRUCTION

IN IRISH.

207

Changing

]

into a,

to correspond

with

the broad

vowel

a in

the

annexed syllable.

Take another example,

r)eArb-3eAt)ArbAil, 2/«amiable. You

find that the

root,

50^1),

has here

particle,

T;eArb, im, not^

going before

it.

In order

learn

the spelling of

the word

thus enlarged,

see

how rieArb is spelled,

and the rest of

the

word

the same as that treated in

the

foregoing

paragraph.

Thus, then, is acquired a knowledge of

the

spelling of

such

words as

^^e^ví)-^eM}^ví)^}\

r)eArb-CA|tAbArbA]l, unfriendly

;

r)eAn)-^lA](:ATr)ATl,

unbounteous,

not princely

;

r)eArb-rneA|*-

AT^Ail,

not estimable

;

i)eArb-rbo6v\Tr)Ail,

not respectful,

&c.

If,

instead of T)eAnj, un, the prefix should

at?, bo,

eAf

tT)],

-f*A]t,

or any other, learn its speUing

and

that

of the root,

and

unite both, and the word

spelled properly,

seen

the foregoing

examples.

From the

adjectives 5eAi;ArbA]l,

CA]^A&Am^ll,

flA]CArbAil,

cifiArbA]l,

^eA|tArbAil,

derivative

abstract

nouns are formed

adding

acc.

suffixing the substantive termination

Acc,

the

final slender vowel

of the adjective is

omitted to

conform to the

rule

caoI le caoI,"

&c,,

which expresses

the

principle of vowel assimilation. Thus, then,

5eAUv\rb-

aIacc, and contractedly,

5eAr)ArblACc,

amiableness

;

CAjtAb-

ATblACc,

friendliness; -plAjCATblACc, bountifulness,

princely,

generosity;

ciiiattjIacc,

sociableness

;

feAftArrjlAcc,

manli-

aess ;

are

formed.

Note.—When we come

to the

declension

of adjectives, we shall find

that

this

class,

ending in

aiijajI,

make

the

possessive

case

vrijU\,

to which annex

&CZ,

and the noun is formed.

And, again,

^15-eAcc,

kingdom; from

jtij,

king

(e is

inserted before

Acc,

conform

to the assimilating

process).

In this manner

are

spelled the abstract nouns terminating

e^r

;

as,

bjnneAr,

melody, from

the adjective

biijn,

melodious

;

n;A|teAr, goodness,

from ii)Aii, good; olcAr,

badness, from

olc,

bad; cjurjAf, quietness, calm-

uess,

from

ciurj,

calm, quiet.

The

termination

is annexed to the

primitive

adjective

when its final

vowel is

broad ; that of

eAi*

when the

final

vowel is

slender. In this

way

are formed also personal nouns

ending in

ó||t,

A]Óe, u]Óe,

;

others

ending in

X\t;,

p;,

63,

and the

like.

Adjectives,

have

shown, are formed

from the simple

208 SELF-INSTRUCTION

IRISH.

roots from wliicli they spring,

annexing

a^aiI,

ti^A]!, ac,

A]6,

bA,

8a, or CA, to the primitive

noun. Verbs, in

manner, have annexed

the root certain

endings which

must

determined according to the

tense and

person in

which one

wishes

express them ;

and their

spelhng is

be regulated

the standard

of verbal

conjugation.

From

the

various "Vocabularies"

furnished

the Lessons

preceding the

present

one, our

readers have become acquainted

with

great

number

simple words

roots.

In a few of

the coming Lessons we

shall, in order to

make Gaelic

spelling a

matter

difficulty,

treat of

the

prefixes and suf-

fixes

Irish

compound words.

VOCABULARY.

?lnjAc,

out.

ljo!r:i>Ati,

plentiful, abundant,

copl-

bticAtoiMÍ,

think, ponder, view,

consider,

judge

;

from

b|ieAé,

judgment,

conception of the

mind.

§1

b-i:Ai),

long (time).

l^éAfOo'/»

beard.

ViAvnuio,

ask,

inquire.

|:iri5eAó,

conditional tense

of the

verb

p'A5,

get,

procure.

lonjAticA, m, too

much,

abundance.

ous

;

from l]ón, till {V-^ri,

full),

and

njATi, a

suffix.

5ioi)i)AC,

a fo\'.

fjlur.

TjonijAio.

Ca1iU\,

chanced, happened;

also

written

cAuluja,

conform

the

fortas

of conjugation.

Cu]-,

fell; per tense.

UA]t),/,

occasion, favourable

juncture,

opponu:)ity,turn;

v-^n

b'uAjn,

wait

for

your turn.

EXERCISE

LIX.

2li; |*iot)i)AC

A5u|'

Ai;

SAbA^i.

i)o

cii]c

i-iOTjijAC

b-cobA]ji

ujf^e:

bo b|teAci;u]5

cajic

b-^íAb

c|A

AT)

voy

b-|:ui5eA6

ye att^ac, 't)iiA]|i

rA]thi)5

Óeifie

SAbA^t

a]5 ai; ivjc,

bii^l

le t^eoc^

^S^f

]:|Ai:)tu]5

be 't?

c-f]or)ijAC,

|tA]b

c-uii-5e

rt)^]t A5U|*

Ai)

jiAib

leojt

aijij.

'CU5

joi^ijac,

cii]t

|.*a

ys'^t

Ai;

5^\6

n)óft

At)i?

ftAib

-[-e,

atj

i*iteA5itA6

yo,

ca]1|i

vn.\y,

CA]tAib

rt^o

cjtoióe;

at)

z-u-\y^e

tdajc

X]r)

t)AC

pe|b|ft

]orDA|tc<\ ól

66, Ajiif

l]0t;TT7A|i

t)AC

^e]b||i

CAOf5A6."

3<^t)

|iocA]l

ejle

clof,

\é]n)

ai)

5AbAi|i

y]Q\',

A5uf

A]5

5UCA6 UApje

U^nj

ai) ^(oi)r)AC

liu\c-

ihA|i

TUAj*,

fAoAjl

A|tbiii5i:e n)ó]]i

6 AOAjtcAjb

CAjXAib,

A5iif

Auo

]*|i)

biibATitc

Icjr

At) An7AbAT)

5AbA]|i :

bA 117-

bo|boA6 AjAb IcAC

Ai;) o^teAb

céile

civ

^•éAf05

6eAr)]:(\

bjacACOA^AO

fi0|rb

At)

lejii) bo

CAbAiftc."

có]|i

bfi|AC|tA

5AC

cliiAt;A]6

c|iei|*c|oc.