tend on the whole to emphasise the formal aspects of language, the one activity in which we all share. It is rarely, for example, that the writing of verse is regarded as anything other than something in which certain individual pupils may occasionally indulge, yet versifying, some of which deserves a better name, has been a characteristic recreation of the Welsh people. Children should be encouraged in all forms of creative writing, whether prose or verse. They should be provided with a book for this purpose, so that formal exercises may be kept apart from specimens of writing in which they may feel free to spread their wings.
(g) Specialist teaching of Welsh in the secondary schools has been amply justified. The teachers of Welsh have sometimes a 'Welsh' room to which all classes come for instruction: into this room have been gathered as much as is practicable of Welsh 'realien,' by way of illustrations, books, manuscripts and models of typically Welsh objects. The materials required for teaching are thus easily accessible and the general effect of such a room is to produce an atmosphere which stimulates interest and effort.
The very virtue of the Welsh' room, however, is attended by a danger—the danger of isolation. In actual practice, most schools set themselves to avoid this danger. In Welsh-speaking districts it is not uncommon to find that many, if not most members of the staff speak Welsh and they take advantage of various informal opportunities to use the native language, though English is the medium of instruction in the subject which they teach. There are Head Masters who encourage pupils to converse with them in Welsh whenever they have occasion to approach them; the respect due to the language is also enhanced if pupils hear members of the staff converse with each other in Welsh.
There are other means of developing a Welsh atmosphere outside the actual time and place of teaching. The quota of Welsh books in the library and the prominence given to Welsh contributions in the school magazine are not without their effect. The performance of Welsh dramas, the singing of Welsh songs, the holding of a Welsh eisteddfod, the periodic meetings of a Welsh society and practice in Welsh folk-dancing, all contribute to this end. It is particularly effective to have the morning service conducted in Welsh.
(h) A great need in all secondary schools is to give a geographical setting to the pupils' knowledge of Welsh literature and history. Most Welsh pupils would fail to indicate, with any certainty, on a map of Wales, the majority of such places or homes as Lasynys, Cefn Brith, Llanfihangel-yng-Ngwynfa, Llanddowror, Llangeitho, Ystrad Fflur, Llanymddyfri, Llanbrynmair, Llanarmon-dyffryn- Ceiriog, Cynfal, Pont-y-Meibion and Maentwrog. These are names which they must have met in their reading, and these are only a few of many place-names intimately associated with Welsh literature.
A Welsh literary atlas has yet to appear but in the meantime the schools could anticipate it to some extent by the preparation of maps to illustrate some of the more important facts of literature. For
