of inadequate accommodation. In such cases there is a real problem in having to teach two such groups at the same time, or at least within the same period, in the same class. A division within the class is even then advisable and necessary, since there are not many occasions when both sections can be taken together with advantage. Obviously, if the teaching is sufficiently simple to benefit the pupil who cannot speak Welsh, it cannot, on most occasions, interest the pupil who does speak the language. If, on the other hand, it is advanced enough to meet the needs of the native-speaking pupil, it is usually well beyond the comprehension of the other. Some form of classification, therefore, is essential; the most satisfactory is a vertical classification but should this be found impossible owing to exigencies of time-table or staffing, then a horizontal classification must be made.
(c) The aim or standard of achievement with reference to Welsh as a second language had better, therefore, be considered in the form of a minimum aim in relation to the English-speaking pupil at a school where external Welsh influences are weak. What can be done, over and above that, in districts where Welsh influences are stronger, will vary from place to place.
Assuming that the pupil has no intention of pursuing the subject further at a university, first of all should come the ability to read Welsh with comprehension, and close upon that should come the ability to understand Welsh when spoken and to speak it. This is not to ignore or minimise the value of being able to write Welsh; but if the intention in teaching a second language is to enable the English-speaking pupil, when he leaves school, to participate in the various phases of Welsh life, the ability to read Welsh, to understand and speak it are more necessary for him than an equal ability to write it. If he is able to read Welsh and understand it when spoken, he has the passport that will enable him to derive enjoyment and benefit from Welsh literature and also to attend, with advantage to himself, the many social, religious and educational functions which Welsh life can offer him, such as the national and local Eisteddfodau, Welsh plays and concerts and the many social and literary functions held by Welsh chapels and churches and youth organisations. It will also enable him in many rural areas to take his place more easily upon public bodies. It is to be feared that many secondary school pupils (even those from the grammar schools) who have managed to pass the present examination in Welsh as a second language, are still without that passport, and owing to their inability to seize the opportunities which it would afford them, their interest in the language wanes and their attainments soon deteriorate. This is not to deny that some exercises in writing will always be necessary in developing an appreciation of idiomatic usage, in fostering accuracy in speech, and even in the comprehension of reading, and there will be time and opportunity for these exercises.
For pupils who are learning Welsh as a second language, the course then, should be directed mainly towards the comprehension of reading
