example, a map drawn simply to illustrate "Yn y Wlad," "Cartrefi Cymru," "Tro Trwy'r De," and "Tro Trwy'r Gogledd" would do much to localise the pupils' knowledge of a great part of the literature with which they have to deal. An interesting and instructive map would be one that dealt only with Welsh hymn-writers. Maps could be made to illustrate the different centuries or again they could be based on certain literary movements or developments. In this connection the recent publication by the Local Education Authority of a most useful literary and historical map of Denbighshire with an accompanying handbook deserves mention.
B. Welsh as a Second Language
(a) It is necessary to distinguish between the conditions that accompany the teaching of Welsh as a second language in districts where English is the predominant language, and those that govern the teaching of English as a second language in the Welsh-speaking districts.
To begin with, the aim in each case is different. Among other reasons English is taught as a second language during the primary period in Welsh-speaking schools, so that it can be used as a medium of instruction during the subsequent periods. In such schools, therefore, a more prominent place is given to English as a second language than is given to Welsh as a second language in non-Welsh-speaking primary schools.
Again, the task of teaching English as a second language during the primary period is easier than that of the teaching of Welsh as a second language during the same period, for the external influences in favour of teaching English as a second language are much more powerful than those in favour of teaching Welsh as a second language. More time is given to English, and teachers as a body are better able to deal with English as a second language than with Welsh as a second language, since secondary, training college and university education in Wales is conducted almost entirely in English. It follows that the linguistic attainments in English of the Welsh-speaking child at 11+ are greatly in advance of those in Welsh of the English-speaking child at the same age, even when Welsh as a second language has received more than ordinary attention at the Primary school.
This difference in accompanying circumstances must be realised and taken into account before any sort of comparison can be made between the attainments of groups of pupils at any particular age in Welsh and English respectively, as a second language.
(b) The first need, whatever the district may be like, is to secure homogeneous classes from the linguistic point of view. Classification on a linguistic basis is essential before effective work can be done. Such a classification may be very difficult at some schools, since one or other of the two groups, Welsh-speaking or non-Welsh-speaking, may not be strong enough to constitute a separate class. There may be a difficulty, too, owing to a lack of the necessary teachers or because
