of the principles of cynghanedd. Schemes of work usually make provision for learning by heart a reasonable amount of poetry; the practice of committing to memory passages of noble prose is not so common, but it is none the less valuable.
(c) No study of Welsh prose in school, or elsewhere, would be complete without reference to the Bible. The influence of the Welsh Bible upon prose and verse, and upon the general development of Welsh culture, has been profound. The English Bible has similarly been a powerful influence in the development of English life and letters, and a pupil would learn a great deal of the history of both countries by comparing and contrasting the ways in which the Bible exerted its influence on life and literature in each.
It may occasionally be found valuable to compare passages of the Authorised Version of the Welsh Bible with the modern version of those parts already published by the University of Wales. Attention might also be paid to the version of the New Testament in modern Welsh orthography.
(d) Without mastery of at least the elements of its grammar, a fruitful study of Welsh is impracticable. In the teaching of grammar use should be made of the methods both of induction and deduction.
The training afforded by induction in observation and classification is invaluable; the use of deduction in establishing correct habits in writing is no less valuable. The use of both methods is essential before the study of grammar can yield the full measure of its value.
An objection that may be raised to the use of deductive exercises—as applied in the traditional method of teaching the classics—in teaching a modern language, is that these exercises were carried out entirely by means of translation and that this would not be consistent with the use of modern methods, particularly a rigid use of the direct method. The objection is not valid, for translation is not the only means of giving effect to such exercises. The teaching of French as a native language in the schools of France, particularly the deductive treatment of grammar to secure spontaneity, clarity and accuracy in composition, has been developed to a pitch that has not been excelled elsewhere, but all of it is done, necessarily, in terms of the language itself. What is done in French as the native language can also be done in Welsh.
Applying the rules of syntax to composition should be practised regularly drill exercises are also needed for the assimilation of the features of accidence. These exercises, based on memorising paradigms for the inflexion of various parts of speech have receded very much into the background for some years and have disappeared entirely from some schools. This lapse is probably due, quite illogically, to the prominence given to accidence in the older grammars and to the manner of introducing it. Because the traditional method of presenting accidence has been abandoned, many schools appear to have concluded that the thorough learning of declensions and conjugations is no longer essential. These exercises can and must be retained; they form
