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_____________________________________________________
(llun 3961) (front cover)
The Welsh Elementary School Series
Welsh as a Specific Subject for Elementary Schools
Stage 1
Compiled by a Committee of Elementary School Teachers
Fifth Edition
Published for
The Society for Utilizing the Welsh Language
By D. Duncan and Sons, Cardiff
London: Simpkin, Marshall and Co.
1890
(Copyright)
Price 6d.; Cloth, 9d.
____________________________
(llun 3895) (i)
(x1a)
IMPORTANT
MODIFICATIONS SANCTIONED BY THE EDUCATION DEPARTMENT.
The New Code for 1889, when first issued, created some disappointment in Welsh
circles owing to the small amount of concessions which it appeared at first
sight to make to the special needs if Welsh schools, and to the unanimous
recommendations of the late Royal Commission on this subject, backed as they
had been by the active private support of the leading Welsh members on both
sides of the House of Commons and by several of the Welsh peers We are glad to
say, however, that the fears on this score of those interested in Welsh
education have been set at rest by a letter from Sir William Hart-Dyke, the
Vice-President of the Committee of Council on Education, to Sir John Puleston,
M.P., who has taken a warm interest in the matter from the outset, and has been
in close communication with the Education Department on behalf of the Welsh
Utilization Society.
This important letter may be taken as an official interpretation of the New
Code, the provisions of which, read in the light of the Vice-President’s
explanation, will be found to concede, to all intents and purposes, the whole
programme which was put forward in April, 1886, by the Welsh Utilization
Society in their Memorial to the Royal Commission, and since then generally
accepted by Welsh educationists.
{Letter from Sir WILLIAM HART-DYKE,
Vice-president of the Committee of Council on Education) (COPY),
“My DEAR PULESTON, —First as to Welsh recognised as a specific subject. It has
been so recognised for the last two years, and has been mentioned in the annual
report submitted to Parliament. The forthcoming report of H.M. Inspector, Mr.
Williams, in the Welsh district, will be published, as it was two years ago, in
a separate form, so as to be generally accessible to the Welsli people, and,
besides the statistical matter relating
____________________________
(llun 3896) (ii-iii)
(x2a) to Wales, will contain the figures for the last
two years showing the number of departments and scholars who have taken Welsh
as a specific subject. It is not included in Schedule III., because it is
thought better to leave the scheme of instruction, as far as possible, to the
initiative of the locality. . . The words “at the discretion of the inspector”
(note to
“We must not encourage the Welsh language at the expense of English, but
rather as a vehicle for the sounder and more rapid acquisition of English, and
with that object the use of bilingual leading books, sanctioned in footnote to
page 23, will enable Welsh and English to be acquired pari-passu in all the standaids. It is clearly for the managers to
decide upon the expediency of using these books; the concession being granted
in the most unqualified terms, and being, indeed, the obvious antecedent of the
new regulation as to composition in the upper standards.
“The first footnote to Schedule II. empowers
managers to submit, and the Inspectors to approve, any progressive scheme of
lessons in the subjects named. This will clearly enable the map of
“I venture on the whole to plead that all legitimate demands of those who
are interested in Welsh education have been very fairly and completely met.— I
remain, very truly yours,
(Signed) “W. HART-DYKE.”
The portions of the Code to which the foregoing letter refers are these:—
SCHEDULE
N.B.— “In Welsh districts translation into English of
an easy piece of Welsh written on the blackboard, or of a story read twice, may
be substituted (for English composition).”
(x3a)
SCHEDULE
II.—Class Subjects.
Footnote 2.— In districts where Welsh is spoken, the intelligence of the
children examined in any elementary or class subject may be tested by requiring
them to explain in Welsh the meaning of passages read, and bilingual books may
be used for the puipose of instructing the scholars.
SUMMARY OF THE POWERS GRANTED BY THE NEW CODE.
A careful reading of the Code in the light of the official interpretation
afforded in Sir William Hart-Dyke’s letter shows that the effects of apparently
minor modifications are far-reaching, and of the highest importance as regards
Welsh schools. In effect they will open the door to a thorough change in the
whole system of Welsh elementary education. Summarized briefly they amount to
this:—
1. Welsh grammar may be taught as a specific subject in Standards V., VI., VII,, and a grant of 4s. will
be paid on account of each child who passes this examination.
2. A rational system of teaching English as a class subject by means of a
graduated system of tianslations, and an appeal at each step to the
intelligence of the children, may be substituted for the present requirements
in English grammar in all the standards, and a grant of two shillings per child
on the average of the whole school will be paid if the results of the
examination be satisfactory.
3. In all standards and in all subjects taught in the school bilingual
reading-books may be used, and bilingual copy-books may be used in teaching
writing.
4. The geography of Wales may be taught up to Standard III., and the
history of Wales may be taught throughout the whole school, by means of books
partly Welsh partly English, and a grant of two shillings per head on the
average of the whole school may be earned for each of these subjects if the
results of the examination are satisfactory.
____________________________
(llun 3897) (iv-1)
(x4a)
5.
Schools taking up the new method of teaching English as a class subject may
also claim the right to substitute translation from Welsh to English for
English composition in the elementary subjects, and thus reap a double benefit.
6. Finally, the small village and country schools, so numerous in the
Principality, may, for the purposes of class teaching, re-arrange the standards
into three groups, e.g., Group l,
Taken as a whole, the concessions made to Welsh demands are highly
satisfactory, and
All that now remains is for teachers and managers of schools to avail
themselves largely of these new powers.
(x1)
The Welsh Elementary School Series
Welsh as a Specific Subject for Elementary Schools
Stage 1
Compiled by a Committee of Elementary School Teachers
Fifth Edition
Published for
The Society for Utilizing the Welsh Language
By D. Duncan and Sons, Cardiff
London: Simpkin, Marshall and Co.
1890
(Copyright)
Price 6d.; Cloth, 9d.
____________________________
(llun 3898) (2-3)
(x2) (x3)
PREFACE.
THE Council of the Society for Utilizing the Welsh Language feels that there is
now no apology needed for the movement set on foot by the Society to secure the
official recognition and the rational utilization of the Welsh Language, in the
course of Elementary Education in
The results of the first examinations in this subject held by Her Majesty’s
Inspectors in the Schools of the Gelligaer School Board, afford a complete
justification of the action taken by the Society.
The fears entertained by practical educationists at the outset of the movement
may be summarized thus:—
1. That the introduction of Welsh would add materially to the labour of
teachers.
2. That in Schools containing an English element, the scheme would prove
to be unworkable.
____________________________
(llun 3899) (4-5)
(x4) 3. That the teaching of Welsh would result in a
lesser degree of proficiency in other subjects, and especially in English.
The experiment made by the Gelligaer School Board has, however, tended to show
that all these fears were groundless. Notwithstanding that the teachers had no
textbooks to assist them, and that the labour of teaching was consequently
greater in their case than it need be in future, neither teachers nor parents
complain of any material additional labour in the year’s work. In more than
one School it has been shown that the children of English-speaking parents have
passed a highly creditable examination in Welsh — one such child, indeed,
standing third in the total number of marks earned. As to the injurious effect
upon other subjects, it is sufficient to point out that where. Welsh has been
taken up the uniform success of all classes has never been greater than now;
that the children have improved in English, and that in one case the grant for
English was doubled, on account of the increased proficiency in that subject
which followed the teaching of Welsh as a specific subject. For further particulars,
see the annexed reports.
These facts speak for themselves, and go (x5) to show that BY TEACHING
WELSH—
(1) An additional grant of four shillings per pass can be earned.
(2) The other subjects taught do not suffer.
(3) The English of Welsh children is improved, while English children learn an
additional language; and the children thus learn two languages well, instead of
learning one badly.
(4) The improved general efficiency of the school results in higher grants for
other subjects.
(5) Parents and children are brought to take a more lively and intelligent
interest in school work.
The Council feels confident that as these facts become generally known,
managers and teachers will, in the best interests of their schools, take up
this subject very extensively.
As regards the book itself, the Council has only to say that, the teachers of
the Gelligaer Schools being the only ones who had the advantage of actual
experience in teaching this subject, and having the results tested by Her
Majesty’s Inspectors, it was felt that they were better fitted than any others
for the task of preparing a text-book suitable for use in Elementary Schools. A
Commission for preparing a series of these books was accordingly issued by the
Society to:—- Mr. DAVID HOPKINS, Gelligaer Village School;
____________________________
(llun 3900) (6-7)
(x6) Mr. THOMAS C. THOMAS, Bedlinog Board School;
Mr. MATHEW OWEN, Pontlottyn Board School; Mr. THOMAS JONES, Bargoed Board
School. To these gentlemen is due the credit for compiling the first textbook
for teaching Welsh in Elementary Schools.
How well the work has been done, this little book — the first of the series —
testifies. That the work admits of improvement, and that extended experience of
the working of the scheme will necessarily suggest modifications, is felt by
the Compilers themselves, even more than by their friendly critics; but it will
be generally admitted that as a first attempt to meet an existing pressing
need, this little work will commend itself to general approval.
The acknowledgment of the obligations ot the Society would not be complete
without special reference to the valuable services rendered by Mr. OWEN M.
EDWARDS,
Though this little work is intended chiefly for use in Elementary Schools, it
is at the same time suited for all persons commencing the grammatical study of
the language in (x7) either school or
college. Its simplicity and careful gradation will recommend it to the favour
of practical teachers and of private students.
The book for the Second Stage is now in active preparation, and will be very
shortly issued.
____________________________
(llun 3901) (8-9)
(x8) PREFACE TO THE SECOND EDITION.
The expectations of the Council of the Society have been fully realized in the
ready sale found for this little work, a second edition being called for within
two months of the issue of the first. It is gratifying to know that the issue
of a suitable text-book has had the effect of inducing a number of School
Boards, as well as individual Schools, in North, Central, and
The criticisms on the work have hitherto all been friendly, and for the most
part favourable. The defects pointed out ,have been few, and will be found to
have been (x9) remedied either in
the present edition or in the more advanced stages which are now in the press.
Acting on the advice of a number of practical teachers, the matter in the
present edition, while practically remaining the same in substance as in the
first edition, has been re-arranged. There have been added, chiefly for the
benefit of English Students, introductory chapters on Welsh Reading and
Pronunciation, and on the Mutation of Initial Consonants, while the Vocabulary
at the end of the Book has been so arranged as to include every word in the
translation exercises, and to afford the student a ready gude to the use of all
forms of the same root word. Some additional examples of Easy Conversational
Sentences have also been added, while the worked translation exercise, showing
the phrase translations, illustrating the difference in the idioms of the two
languages, will be appreciated by English Students.
____________________________
(llun 3902) (10-11)
(x10) SYLLABUS FOR WELSH AS A SPECIFIC SUBJECT.
NOTE.—The following Scheme has been submitted to W. Williams, Esq., H.M. Chief
Inspector of Schools for the Welsh Division, and has been approved by him on
behalf of the Education Department.
STAGE I.
1.—
(a) Nouns and Adjectives with their inflexions (Number and Gender),
(b) The Personal Pronoun,
(c) Conjugation of the Verb “Bod” in the inflexional form only; also the Imperative
and Infinitive of the same Verb.
2.—To translate from Welsh into English, and from English into Welsh, easy
conversational sentences containing the Verb “Bod” only.
3.—To translate, or write from dictation, any short passage from a Welsh book
approved by H.M. Inspector. (15 pages to be prepared.)
STAGE II.
1.—
(a) Conjugation of the Active (Inflexional and Periphrastic with “ Bod “) and
Passive of the Regular Verb “Dysgu.”
(b) The Pronouns, Adverbs, Prepositions (simple and pronominal).
2. —
(a) To translate from Welsh into English, and from English into Welsh, easy
conversational sentences containing the Verbs “Bod” and “Dysgu,” or any Regular
Verb contained in the matter prepared for translation in 3.
(b) To parse one of the Welsh sentences given in (a).
3-—
(a) To translate a short passage from a Welsh book approved by H.M. Inspector.
(15 pages, to be prepared.)
(b) To recite 40 lines of Welsh poetry with knowledge of meanings and
allusions.
STAGE III.
1.—
(a) Conjugation of Irregular Verbs, Compound Prepositions, Conjunctions,
Interjections,
(b) A knowledge of the chief prefixes and affixes of words, and the leading
rules for the mutation of initial consonants, as illustrated in the Welsh book
(see 3).
2.—To write a short theme or letter in Welsh on an easy subject.
3-—
(a) To translate a passage from a Welsh book approved by H.M. Inspector. (25
pages to be prepared.)
(b) To recite 60 lines of Welsh poetry, with knowledge of meanings and
allusions.
N.B.—1. The matter prepared for translation or recitation must be different in
the several stages.
2. The scholars may be required to give written as well as oral answers to all
questions (including those set in translation).
(Approved) W. WILLIAMS, H.M. Chief
Inspector for the Welsh Division.
(x11) RESULTS OF THE FIRST EXPERIMENTS.
THE Gelligaer School Board was the first to put the principles advocated by the
Society into practical operation. Welsh, as a Specific Subject, was introduced
into their schools in the year 1886. In November and December of that year, the
First Examinations were held, with most satisfactory results, as the following
EXTRACTS FROM H.M. INSPECTOR’S REPORTS,
kindly supplied by the Chairman of the Board, will shew:—
“Welsh as a specific subject has proved an encouraging experiment.” 14 passed
at this school.
“The fifth and sixth standards not only passed well in English Grammar, but
also passed with credit in Welsh as a specific subject.” 17 passed at this
school.
“Great care has been bestowed on Welsh as a specific subject, yet the uniform
success of all classes has never been greater.” 19 passed at this school.
“Welsh has been taken as a specific subject with advantage to English Grammar,
the classes that have been learning Welsh being most decidedly successful in
English.” 13 (girls) passed at this school.
“An improvement in English Grammar in the fifth and sixth standards accompanies
a most encouraging success in Welsh as a specific subject: the higher rate may
now be recommended for English.” 14 passed at this school.
Attention is especially directed to the fact that where Welsh has been taught,
the children have improved in English. In one case the grant for English, was
doubled on account of the increased proficiency in that subject which followed
the teaching of Welsh as a Specific Subject.
Thus it will be seen that in addition to the special grant of four shillings
per child earned for each pass, the effect of the introduction of Welsh into
the schools is an improved general efficiency, resulting in a considerable
money gain to the school.
____________________________
(llun 3903) (12-13)
(x12) SAMPLE QUESTIONS.
The following are samples of the Questions set at some of the first
examinations.
Teachers of Schools where Welsh is taken
as a Specific Subject, will materially aid the movement, as well us assist in
securing uniformity of standards of examination throughout Wales, by forwarding
to the Secretary copies of the Questions set in this Subject at the Government
Examinations of their Schools.
NOTE.—It would be well to bear in mind that these papers were set before
the foregoing scheme was submitted for approval, and so are not based upon it.
FIRST PAPER.
1.—
(a) Give the plural of the following words:—Dant, esgid, brân, asgwrn.
(b) What are the feminine forms of;-—Brawd, dyn, ewythr, bachgen da.
Add the corresponding English words.
2.—Write out—
(a) The Present Indicative of “Bod,” with the corresponding English tense.
(b) The Welsh names of the Days of the Week.
3.—Translate into English:—
(a) A welsoch chwi y gwaed coch ar wyneb y bachgen mawr?
(b) Beth yw pris y caws? Swllt y pwys. Mae’n rhy ddrud.
(c) Parse:—Beth yw pris y caws?
4.—Translate into Welsh—
(a) How old is your mother? Are you likely to see her soon?
(b) Have you any brothers? Yes; I have two — one at
5.—Read the Welsh words written on the blackboard (different words for each
girl).
SECOND PAPER.
1.—
(a) Reading Welsh.
(b) Welsh Recitation, with knowledge of meanings, &c
2.—Translate into English:—
(a) Mae pren yn derbyn rhan o’i gynaliaeth o’r ddaear, a rhan arall o’r awyr
drwy ei ddail.
(b) Yn fuan daeth y ci at y drws. Cafodd yno damaid o fara, ac aeth ymaith heb
iddynt sylwi
3.—Parse the following Welsh sentence:- 0nd yr oedd yr haul yn rhy ddysglaer
iddo edrych
4. —Translate into Welsh:—
(a) The shepherd took the girls with him to the mountains,
(b) The roots of a tree are in the ground, its leaves are in the air.
5.—Write out the Past Indicative of “Y mae genyf,” and the Future Indicative of
“Bod,” with the corresponding English tenses.
(NOTE.—The Master .having taught these Verbs was anxious to have his work
thoroughly tested.)
(x13)
THIRD PAPER.
1—
(a) Give the plural of the following words:—Dafad, asgwrn, tywysog, myfi.
(b) Give the feminine of;—Gwr, arglwydd, ceiliog, ceffyl gwyn.
2.—
(a) Give the Amser Anorphenol Modd Mynegol of the Verb “Bod,” with the
corresponding English tense,
(b) Give the four degrees of comparison of:—Pell, drwg, melus, and tlawd, with
their English equivalents.
3.—Translate the following sentences into English:—
(a) A ydyw yr eneth fach yn y tŷ?
(b} Afal melus iawn ydyw hwn.
(c) Y mae pump o wragedd yn y tŷ mawr sydd yn agos i’r afon,
(d) Byddant yma yn foreu iawn, cyn toriad y dydd, boreu yfory.
Point out the parts of speech in the last of the above Welsh sentences.
4.—Translate the following into Welsh:—
(a) Has the butcher a long knife?
(b) They will be happy at their aunt’s house?
(c) He was a young man then.
(d) A black dog and a white cat are close to my chair.
FOURTH PAPER.
1.—
(a) Give the plural of the following words:—Bardd, estron, bryn, efe.
(b} Give the feminine of:—Ewythr, gwas, dyn, tarw du.
2.—
(a) Give the Future Indicative of “Bod,” with the corresponding English tense.
(b) Give the four degrees of comparison of:— Call, trwm, bach, and cyfoethog,
with their English equivalents.
3.—Translate the following sentences into English:—
(a) A ydyw y fuwch fawr yn yr ardd?
(b) Yr oedd ef yno ddoe, ond ni fydd hi yma heddyw.
(c) Byddwch yn ferched da.
(d) A oes gwallt gwyn ar ben hen wr yn wastad?
Point out the parts of speech in the last sentence.
4.—Translate the following sentences into Welsh:—
(a) How do you do?
(b) The wicked boy is now far from his father’s house.
(c)
(d) A soldier was here yesterday.
FIFTH PAPER.
1.—Give the feminine of the following:—Ci gwyn, ceffyl, brawd bach, gwas.
2.—Give the plural of:—Afon, troed, careg, oen.
3.—Write the Perfect Tense of the Verb “Bod.”
4.—Translate into English:—
(a) Oedd y dyn a’i gi du yn yr ardd?
(b) Pwy yw perchen y tŷ mawr yna?
(c) Mae’n oer iawn heddyw.
(d) Parse:—Oedd yn yr ardd.
5.—Translate into Welsh:—
(a) Mary’s father is blind,
(b) Is William heavier than James?
(c) Philip was up in
(d) When will they be going home?
____________________________
(llun 3904) (14-15)
(x14) WHAT THE GOVERNMENT BLUE BOOK SAYS.
SINCE the first edition of this little work appeared, the Education Department
has issued in the form of a Blue Book, “The General Report for the Welsh
Division for the year 1886, by W. Williams, Esq., Chief Inspector.” In this
Report, Mr. Williams says:—
“A question of much interest has been brought prominently forward of late,
viz., the Utilization of the Welsh Language (in the Elementary Schools), and
has been taken up by an influential Society, the Council of which includes the
names of most of the leading educationists in
*A copy of
this Memorial will be sent free on receipt of a stamped Addressed wrapper.
Apply to the Secretary of the Society.
and I shall not refer to them at length here. I wish, however, to state that it
is not intended to try to retard the spread of the English Language, or to
interfere with the teaching of English in Welsh Schools; on the contrary, one
of the main objects is to make the teaching of English more intelligent and
thorough. Mr. Edwards (H.M. Inspector for the Merthyr District) is strongly in
favour of the movement, and I beg to refer to his reasons for it given in the
Appendix to this Report. The actual result produced on the present system in
many Welsh-speaking districts is, that the bulk of the scholars, it is to be
feared, pass through the schools without acquiring sufficient knowledge of
English to understand or take pleasure in reading an English book, whilst their
mere colloquial knowledge of Welsh is insufficient to enable them fully to
appreciate a Welsh book. Welsh has been already taken as a specific subject in
some schools, and I beg to refer to Mr. D. I. Davies’ account of it in the
Appendix.”
The Appendix referred to is as follows:—
Reasons given by Mr. W. EDWARDS, Her
Majesty’s Inspector, for the introduction of Welsh.
“They are chiefly these:
(i) That Welsh is the constant home language of a very large proportion of the
inhabitants of
(x15)
(2)
That it is expedient that Welsh should be taught grammatically as long as it
retains its position as the language of the majority.
(3) That many children who pass through the Elementary Schools will in after
life fill positions in which a good grammatical knowledge of Welsh is extremely
desirable, if not absolutely indispensable.
(4) That bilingual instruction is always useful in improving the faculties of
thought and expression through the presentation of one idea in two different
modes. By its means also the acquisition of a third language is rendered
easier.
(5) That the spread of English will not be retarded by the teaching of Welsh.
The latter will only be taught in connection with the former. Translations will
be required not only from English into Welsh, but also from Welsh into English.
Welsh children at present rarely have the power of composing in English.
Translation is at once an aid and an exercise in composition.
(6) That in
(7) That as the subject is optional, there is no danger of its being introduced
against the wishes of the parents.
(8) That the machinery for teaching Welsh already exists, although a little
preparation may be required. Teachers of Welsh nationality are, as a matter of
fact, already chosen in preference to English teachers for service in Welsh
Schools. If Welsh teaching is required in schools conducted by Englishmen, it
will be easy to provide the special instruction without unsettling the staff.
(9) The question of practicability will settle itself, if experiments are
allowed to be made, without unnecessary restrictions.
Remarks by Mr. DAN ISAAC DAVIES, Her
Majesty’s Sub-Inspector of Schools.
“Eight schools under the Gelligaer School Board have been examined in Welsh, as
a specific subject, according to a scheme approved by her Majesty’s Inspector
for the district of Merthyr, and, out of 110 presented, 89 passed. One of the
schools was examined according to a scheme proposed by the Society for Utilizing
the Welsh Language, which possesses some advantages over that proposed by the
School Board, especially for the children of English parents. In one school an
English boy stood second, and an English girl third; and the success of the
English children was greater than might have been expected.
“In one school, conducted by a master who did not know Welsh, the subject was
well taught by an assistant mistress, an ex-pupil teacher. The master, seeing
the progress made by his scholars,
____________________________
(llun 3905) (16-17)
(x16) some of them from English homes, took to
studying Welsh himself, and soon made good progress.
“The English Grammar of Standards V., VI., VII, has beeo improved by the
teaching of Welsh as a specific subject, and for this reason it might be
advantageous to take Welsh as a specific subject when it would he unadvisable
to take any other special subject. One strong reason for teaching Welsh is that
the demand for bilingual officials is increasing in all parts of Wales, and especially
in the populous mining districts of East Glamorganshire, in which there has
been of late years an immense increase of population (mainly Welsh), and to
which districts several additional Members of Parliament, taken from the
Anglicized Pembroke, Brecon, and Radnor Boroughs, have been assigned.”— From the Welsh Education Blue Book, 1886-7.
(x17) THE WELSH ALPHABET
(YR ABIEC.)
Letter / Name / English Word containing
the sound. / Welsh Word containing the sound.
A / a / ah / father / bâd / fat / màn
B / b / bee / boy / bod
C / c / ek / can (always hard) / caws
Ch / ch / ech / (there is no English equivalent; the Scotch ch in loch is similar) / chwaer
D / d / dee / dog / dyn
Dd / dd / eth / then / modd
E / e / eh / fate / bedd / fell / pen
F / f / ev / vain / fel
ff / ff / eff / full / ffa
G / g / egg / gay (always hard) / gof
Ng / ng / ing / sing / angor
H / h / hatch / have / haul
I / i / ee / feel / llin / tin / pin
L / l / el / love / lili
LL / ll / ell / (there is no English equivalent) / llaw
M / m / em / mine / mam
N / n / en / nun / nef
O / o / oh / go / clo / not / tòn
P / p / pee / pan / pen
Ph / ph / ffee / phrase / phiol
R / r / err / run / mor
Rh / rh / rhee / r with h strongly sounded / rhaff
S / s / ess / snow / Sais
T / t / tee / time / tan
Th / th / ith / thin / cath
U / u / uh / (there is no English equivalent, the nearest being i in unique) / llun / syntax (a shortened broad i) / dull
W / w / ooh / shoot / tŵr / foot / dwl
y / y / yh / further / fy / ugly / ỳn / clique (the nearest approach) /
dydd / syntax / bryn /
Mh, Nh, Ngh, called respectively Mhee, Nhee, and Nghee, being the aspirated
forms of M, N and Ng, are regarded by some as additional consonants.
____________________________
(llun 3906) (18-19)
(x18) WELSH READING AND PRONUNCIATION.
The first difficulty to be surmounted by an English Student learning to read
Welsh is to remember that—
1. Every letter in every Welsh word must be sounded.
2. Every letter in Welsh has always the same sound.
NOTE.—The Welsh vowels a, e, i, a, u, w,
y, have a long and a short sound (see the table on preceding page). The
only exception to the rule is y,
which is pronounced somewhat like y
in “syntax,” in most words of one syllable, and in the last syllable of words
of more than one syllable, and like u
in “ugly “ in all other places.
Remember that—
a is always sounded like a in
father or fat, never like a in late.
e is always sounded like a in
fate or e in fell, never like e in me.
i is always sounded like ee in
feel, or i in tin, never like i in ice.
o is always sounded like o in
go or not, never like o in to.
u is pronounced like the French u, and never sounded like u in up nor in use.
w is always sounded like oo in shoot or foot.
y is never sounded like y in by.
DIPHTHONGS.
Welsh Diphthongs differ from the English in the fact that each of the vowels of
which they are composed is sounded; for instance ai in Welsh would always be sounded like ay in “aye” and never
like ai in “pail.” The following
table will assist the learner-
Diphthong. / Sound. / English Word containing the sound. / Welsh word
containing the sound.
ae / a and e / there is no English equivalent, the nearest being ay in “aye” / traed
ai / a and i / aye (never sounded
like the English ai in “pail”) / paid
au / a and u / there is no English equivalent, the nearest being ay in “aye” / cau
aw / a and w / aye (never
sounded like the English aw in “lawn”) / cawl
ei / e and i / long i as in ice / ein
(x19)
eu / e
and u / there is no English equivalent, the nearest approach being the long i in “ice” / beudy
ew / e and w / there is no English equivalent (never like the English ew in “dew”) / tew
*ia / ia and a / Yankee / ia
*ie / i and e / yet / Iesu
*io / i and o / yonder, yoke / Iot
iw / i and w / long u as in “use” / niwl
oe / o and e / no English equivalent, the nearest being oy in “boy” / oen
ow / o and w / how / trown
uw / u and w / no exact English equivalent, the nearest being ew in “dew” / Duw
*wa / w and a / wasp (!) / gwan
*we / w and e / well / wel
*wi / w and i / will / gwisg
wy / w and y / no exact English equivalent / bwyd (with first vowel prominent)
yw / y and w / nearest being wi in “wind” / gwynt (with second vowel prominent)
yw / y and w / long u in “use” / ydyw
yw / y and w / no exact English equivalent / clywsom
Strictly speaking, the first letter in each of the pairs marked with an
asterisk (*) is not a pure vowel, being of the same character as the English y and w in “yet” and “with.”
In other instances, we have double vowels sounded separately, as:— .
ao, in parhaodd, pronounced
par-ha-odd.
ea, in eang, pronounced e-ang.
eo, in deon, pronounced de-on.
and the exceptional ie in the word “ie” (yes) pronounced i-e.
NOTE.—Sometimes three, or even more, vowels come together, in which cases the
first two are generally sounded together, and the third (with the vowel
following it, if any) separately, as:—
A —
aea, daear, pronounced dae-ar.
aua, caead, pronounced cau-ad.
awe, awel, pronounced aw-el.
awy, awyr, pronounced aw-yr.
____________________________
(llun 3907) (20-21)
(x20) E -
euo, euog, as in eu-og.
euw, deuwn, as in deu-wn.
ewy, newyn, as in new-yn.
O -
oio, troion, as in troi-on.
U -
uwiau, duwiau, as in duw-iau.
W -
wia, gwialen, as in gwi-al-en.
wiai, gwiail, as in gwi-ail.
A few of the treble vowels are monosyllables, as:—
I -
iaie, as in trin-iaieth.
iai, as in iaith.
iau, as in teith-iau.
iaw, as in iawn
iei, as in ieith-oedd.
ieu, as in ieu-anc.
W -
wae, as in gwaed.
wai, as in gwaith.
wau, as in gwau.
waw, as in gwawr.
wei, as in gwein-i.
wew, as in gwew-yr.
wiw, as in gwiw.
In each of these instances, however, it will be seen that the first letter is
really only a semi-vowel.
CONSONANTS.
The Welsh consonants present less difficulty than the vowels to the English
student. With the exception of Ch and
LI, they all have similar sounds in
English. The Welsh ch is the same as
the Scotch ch in “loch,” and the LI is an aspirated L.
It should be remembered that C, c, is always hard, like the English K (never soft, like c in “city”).
G, g, is always hard, like the
English G in “go” (never soft, like g in “gin”).
F, f, is always soft, like the
English F (never hard, like the
English F).
Ff, ff, is always hard, like the
English F. (x21)
____________________________
(llun 3908) (22-23)
(x22) THE MUTATION OF INITIAL CONSONANTS.
For the purposes of the Government requirements, the consideration of this
important subject will be postponed until the Third Stage. It has been,
however, suggested that it would be advisable, for the sake of English
Students, that a short explanation of this, the Englishman’s chief difficulty
in mastering the language, should be prefixed to the First Stage.
It must strike an ordinary English Student as strange that the word tad (father) should be written in each
of the following forms — tad, dad, nhad,
thad; that gair (word) should be
also spelt ngair, air; and that mam (mother) should be sometimes
represented fam. And yet a little
consideration of these changes will prove that they are all subject to rules
which never vary.
The first thing to be borne in mind is that there is a fixed root for each word
— that it is the root or radical form of the word alone which is found in an
ordinary dictionary; and that the changes which the initial consonant of any
word undergoes depend entirely upon the sense in which the word is used, or
upon the word immediately preceding it.
The next thing to be remembered is that it depends entirely upon the initial
consonant of the root word — what form the change may take under given
conditions. Thus we have the words cân
and gair, both beginning with g, but they are not subject to the same
rule, for the reason that gân is
only a modified form of cân, which
begins with c, while gair is itself a root word.
If the examples given above be considered, it will be seen that the first word
is given four forms, that is, the
root word and three changes; the
second word has the root word and two changes;
the third word has the root word and one
change. Our first work, then, is to classify
(x23)
____________________________
(llun 3909) (24-25)
(x24) (x25)
____________________________
(llun 3910) (26-27)
(x26) (x27)
____________________________
(llun 3911) (28-29)
(x28) (x29)
____________________________
(llun 3912) (30-31)
(x30) (x31)
____________________________
(llun 3913) (32-33)
(x32) (x33)
____________________________
(llun 3914) (34-35)
(x34) (x35)
____________________________
(llun 3915) (36-37)
____________________________
(llun 3916) (38-39)
____________________________
(llun 3917) (40-41)
____________________________
(llun 3918) (42-44)
____________________________
(llun 3919) (44-45)
____________________________
(llun 3920) (46-47)
____________________________
(llun 3921) (48-49)
____________________________
(llun 3922) (50-51)
____________________________
(llun 3923) (52-53)
____________________________
(llun 3924) (54-55)
____________________________
(llun 3925) (56-57)
____________________________
(llun 3926) (58-59)
____________________________
(llun 3927) (60-61)
____________________________
(llun 3928) (62-63)
____________________________
(llun 3929) (64-65)
____________________________
(llun 3930) (66-67)
(x66) Where is the office? It is a hundred
yards further.
Pa le mae y swyddfa? Mae gan’llath ynmhellacb.
Which is the nearest road? This one
on the left.
Pa un yw y ffordd nesaf? Hon ar yr aswy.
What
is your occupation? Can you do this?
Beth yw eich galwedigaeth chwi? A ellwch chwi wneud hyn?
Have you been to the market? Yes,
this morning.
A fuoch chwi yn y farchnad? Do,
boreu-heddyw.
I shall be going again tomorrow morning.
Will you come? Byddaf yn myned eto yfory. A ddeuwch chwi?
How much a pound is this VEAL? and
the beef?
Pa faint y pwys yw y CIG LLO yma? a’r
cig-eidion?
Here is a very good LOIN of lamb for
you.
Dyma LWYN dda iawn o gig-oen i chwi,
What is the price of this goose? and that DUCK?
Beth yw pris yr wydd yma? a’r HWYAD yna?
You were not in school yesterday I
believe.
Nid oeddych yn yr ysgol ddoe yr wyf
yn credu.
(Literally, I am believing.)
I was at home all day. I was not well.
Yr oeddwn gartref drwy’r dydd. Nid
oeddwn yn iach.
Have you written your lessons all to-day?
A ydych wedi ysgrifenu eich gwersi i
gyd heddyw?
Yes. I have been showing them to the
teacher now.
Ydwyf. Bum yn eu dangos nwy i’r athraw yn awr.
Shut the door and open the window, if you please.
Cauwch y drws ac agorwch y ffenestr, os gwelwch yn dda.
Did you see the red blood on the face of the big
boy?
A welsoch chwi y gwaed coch ar wyneb y bachgen mawr?.
The shepherd took the girls with him
to the mountains.
Cymerodd y bugail y merched gydag ef
i’r mynyddoedd.
(x67) When will they return? I cannot
say. Sometime to-night.
Pa bryd y dychwelant?
They will be happy at their AUNT’S house
with the children. Byddant yn ddedwydd yn
nhŷ eu MODRYB gyda’r plant.
He was there yesterday, but SHE will not be here to-day.
Yr oedd ef yno ddoe, ond ni bydd HI yma heddyw.
Is the little girl in the house now?
No.
A ydyw yr eneth fach yn y tŷ yn
awr? Nac ydyw.
Where is she? She has gone down to the town.
Pa le y mae hi? Mae wedi myned i lawr i’r dref.
What time will she return? About five o’ clock.
Pa amser y dychwela? Oddeutu pump o’r gloch.
I will come in at
Deuaf i fewn am chwech o’r gloch. Da iawn.
She will be glad to see you. I am
sure.
Bydd yn dda ganddi eich gweled. Yr wyf yn sicr.
Who is the owner of that BIG house on
the hill?
Pwy yw perchen y tŷ MAWR yna ar y bryn?
Is the
big red cow in the garden again
to-day?.
A ydyw y fuwch fawr goch yn yr ardd
eto heddyw?
1.—Y GLOWR (THE COLLIER).
[Mae] llawer rhan o Gymru yn gyfoethog iawn
mewn glo,
Many parts of Wales [are] very rich
in coal,
ac [enilla] NIFER fawr o ddynion eu
bywoliaeth wrth dori
and a large NUMBER of men [earn]
their living by cutting
y glo hwn yn y PYLLAU dyfnion.
this coal in the deep PITS. No LIGHT can reach
yno oddi allan, a [rhaid] i’r glowyr, fel y gelwir
y
there from outside, and the colliers, as these men
____________________________
(llun 3931) (68-69)
(x68) dynion
hyn wneud eu gwaith wrth oleu
are called [have] to do their work by the light of
eu canwyllau neu eu lampau. [Mae] gwaith y
GLOWR
their candles or of their lamps. The COLLIER’S work [is]
yn aml yn un peryglus IAWN. Weithiau
[daw]
often a VERY dangerous one. Sometimes
large
darnau mawrion o lo a phridd yn
rhydd,
pieces of coal and earth [become] loose,
a syrthiant ar y dynion sydd yn gweithio,
and fall upon the men who are working,
gan eu lladd neu eu niweidio. Ond gelyn gwaethaf
killing or injuring them. But the worst enemy
y glowyr yw y nwy sydd yn dyfod o’r glo.
of the colliers is the gas which issues from the coal.
[Mae] y nwy hwn weithiau [yn casglu]
mewn SYMIAU
This gas sometimes [collects] in large QUANTITIES
mawrion yn y pwll-glo, ac yn ffrwydro fel pylor,
in the coal-pit, and explodes like gunpowder,
gan ddryllio ochrau a nen y manau
shattering the sides and roof of the places
lle [mae] y dynion yn gweithio, a gwenwyno yr awyr.
where the men [are] working, and poisoning the air.
[Lleddir] nifer fawr o ddynion
weithiau
A large number of men [are] sometimes
[killed]
gan y ffrwydriadau hyn, a [gwneir] eu
gwragedd a’u plant
by these explosions, and their wives and children
yn weddwon ac amddifaid. Allforia Caerdydd
mwy
are made widows and orphans.
o lo i wledydd ereill nag unrhyw dref
yn y byd.
coal to other countries than any town
in the world.
(x69) 2.——LLINELLAU GYDA CHARDEN BLWYDDYN
NEWYDD.
‘Rhen Flwydd ar ben thaith
Yn fuan fydd,
Ei heira dôdd, a daeth
Ei holaf ddydd!
Aed
gyda hi o’th fron
D’ofidiau oll;
Ac it, fel eira hon,
Aed poen ar goll.
Y Newydd Flwydd sy’n d’od!
Fe gwyd ei haul!
Dy obeith, gwnaed o’i chod,
Gyflawni’n hael!
Rho’ed eurglych hon yn rhwydd
Pob hoen yn lli,
Pob cysur rho’ed, pob llwydd,
Fy ffrynd, i ti!
LINES WITH A NEW YEAR’S CARD.
The Old Year quickly goes,
It fades away:
All melted are its snows
Dawned its last day!
May with it fade for thee
All pain, all woe;
And all the troubles be
Gone, like its snow!
The New Year comes! Soon will
Its sun now shine!
May it for thee fulfil
All hopes of thine!
May gold-bells gladly ring
Joy without end;
May it all comfort bring
To thee, my tnend!
NOTES AND EXPLANATIONS.
‘Rhen Flwydd (yr Hen flwyddyn), the
Old Year
ar ben ei thaith, at the end of its
journey
dodd (toddodd}, melted
eira, snow
daeth, has come
aed, let them go
bron, breast
D’ (dy), thy
it (i ti), to thee
y Newydd Flwydd. (y Flwyddyn Newydd}, the
New Year
cwyd (cyfyd), will rise
gobeith (pl. of gobaith, gobeithion), hopes
cod, purse, store
‘n hael (yn hael), freely, generous
rho’ed (rhodded), let it or them give
hoen, joy
lli, plenty
myned, go
diflanu, fade
gwawr, dawn
gwae, woe
dysgleirio, shine
llawenydd, joy
____________________________
(llun 3932) (70-71)
(x70) (x71)
____________________________
(llun 3933) (72-73)
(x72) (x73)
____________________________
(llun 3934) (74-75)
____________________________
(llun 3935) (76-77)
(x76) (x77)
____________________________
(llun 3936) (78-79)
(x78) 11.—Y
BLAIDD A’R OEN (THE WOLF AND THE LAMB).
o’r diwedd, (literally, from the
end), at last
gan hyny, therefore
yr un, the same
Un diwrnod poeth yn yr haf, daeth blaidd ac oen at yr un nant i dori eu syched.
Ar ol yfed, dechreuodd y blaidd deimlo yn newynog. Syrthiodd ei lygaid ar yr oen
oedd yn yfed yr ochr isaf iddo. Meddyliodd ynddo ei hun y buasai yr oen yn
giniaw foethus.
Yna dechreuodd chwilio am achos cwerylu â’r creadur diniwed. O’r diwedd, meddai
ef wrth yr oen:—
“Paham y meiddi gynhyrfu y dwfr wyf fi yn ei yfed?”
“Syr,” ebai yr oen, mewn llais crynedig, “sut y gall hyny fod? Nid yw y dwfr yn
rhedeg oddiwrthyf fi atoch chwi, ond daw oddiwrthoch chwi ataf fi.”
Yr oedd yr ateb mor rhesymol, ac mor amlwg, fel na feiddial hyd yn nod y blaidd
ei amheu.
Ond nid oedd y blaidd yn myned i roddi i fyny ei ginaw am ddim. Felly efe a
geisiodd am ryw achos arall i gyfiawnhau ei fwriad drwg, ac meddai:—
“Tydi yw yr hwn a amcanodd dori fy nghymeriad i oddeutu blwyddyn yn ol.”
‘‘ Nid ydwyf fi ond tri mis oed, Syr; gan hyny, sut y gallaswn amcanu dori eich
cymeriad naw mis cyn fy ngeni?” oedd ateb yr oen.
Pan welodd y blaidd fod yr oen yn well rhesymwr nag ef, efe a ffyrnigodd yn
fawr iawn, ac meddai:—
“Os nad tydi ydoedd, dy dad oedd, ac y mae yn rhaid i ti dalu am bechod dy
dad.”
Ar hyn neidiodd ar yr oen, a llarpiodd ef mewn eiliad.
(x79) 12. — LLYTHYRAU CYMERADWYAETH (LETTERS OF RECOMMENDATION).
bod eisieu bachgyn
gan ddanfon, sending
gan gyfaill, by a friend
i’m, to my
Anfonodd cyfreithwr i newyddiadur i ddweyd fod eisieu bachgen
“Nid oedd ef heb gymeradwyaeth,’’ oedd yr ateb.
“Pan ddaeth i mewn, sychodd ei esgidiau, a chauodd y drws ar ei ol. Yr oedd hyn
yn brawf ei fod yn fachgen cryno a threfnus.
“Rhoddodd ei gadair i’r hen wr cloff a ddaeth i mewn ar ei ol. Yr oedd hyn yn
profi ei fod yn fwyn ac yn feddylgar.
“Cododd ei het pan ddaeth i mewn, ac atebodd fy ngofyniadau yn barchus, yr hyn
a brofai ei fod yn foesgar.
“Cododd y llyfr a osodais yn fwriadol ar
y llawr, yn lle camu drosto fel y gwnaeth y lleill. Profodd wrth hyn ei fod yn
fachgen gofalus.
“Arosodd ei dro yn amyneddgar, yn lle gwthio fel rhai o’r lleill, a dangosodd
ei fod yn wylaidd.
“Sylwais fod ei wisg yn lân, ei wallt yn gryno, ei ddanedd yn wynion, a’r
ewinedd wedi eu glanhau.
“Onid yw y pethau hyn yn gymeradwyaethau? I’m tyb i y maent, ac yn well na
llwyth o lythyrau.”
____________________________
(llun 3937) (80-81)
(x80) 13.—Y
PLANT A’R CROCHANAID AUR (THE CHILDREN AND THE POT OF GOLD).
aeth â hwynt, went with them, took them.
Clywodd dau blentyn eu mam yn dywedyd unwaith wrth gyfeilles iddi, bod crochan
o aur i’w gael yn y fan lle y cyffwrdd yr enfys a’r ddaear. Un diwrnod gwlyb,
fel yr oedd y brawd a’r chwaer yn gwasgu eu trwynau yn erbyn y ffenestr,
gofynodd Ioan (dyna oedd enw y brawd) i Mair, ei chwaer, a garai hi ddyfod
gydag ef i chwilio am y crochan a’r aur.
Atebodd Mair y huasai yn falch iawn i fyned gyda Ioan, a rhedodd i geisio ei
het fel y gallent fyned heb oedi.
“Na,” meddai Ioan, “awn ni ddim heno. Y
mae y nos ar ddyfod. Nyni a godwn yn gynar boreu yfory, cyn i nhad a mam
ddeffro, ac fe ddeuwn yn ol erbyn boreufwyd. O, fel yr agorant eu llygaid pan
welant y crochan mawr yn llawn o aur melyn!”
Curodd y plant eu dwylaw wrth feddwl am y cyfoeth oedd yn eu haros.
Tranoeth, fel yr oedd y wawr yn tori, yr oedd Ioan yn curo yn ddystaw wrth
ddrws ystafell ei chwaer. Neidiodd Mair o’i gwely, ac yr oedd y ddau yn barod i
gychwyn mewn ychydig fynudau. Aethant i lawr y grisiau ar flaenion eu traed,
rhag deffro eu rhieni. Wedi agor a chau y drws yn ddystaw, dechreuasant redeg
am y cyflymaf, pob un yn meddwl ynddo ei hun am fed y cyntaf i osod ei law ar y
crochan.
Nid oedd enfys i’w harwain mor foreu a hyn, ond cofiodd Ioan mai ar ben y bryn
oedd o’u blaen y gwelodd yr enfys y tro diweddaf, ac i ben y bryn y
penderfynasant fyned.
Ond mae yn hawddach dweyd bryn na’i ddringo, ac felly cafodd. y ddau bleutyn
hyn. Wedi
dringo am beth amser, ac eto yn mhell o ben y bryn, dechreuodd (x81) Mair deimlo’n
flinedig. Nid oedd ei brawd mor fywiog ag oedd pan yn cau drws tŷ ei dad.
Yr oeddynt hefyd yn teimlo chwant bwyd, a chafodd y plant nad oedd y gwaith
oeddynt wedi ymgymeryd ag ef mor hawdd ag y meddylient ei fod.
Pan welodd Ioan ei chwaer yn llefain, torodd yntau allan i wylo, ac eisteddodd
y ddau ar ymyl y ffordd, a gofidient eu bod wedi cychwyn ar neges mor anhawdd
ei gwneuthur.
Daeth amaethwr heibio i’r fan lle yr eisteddent, a chymerodd hwynt gydag ef i’w
dŷ. Rhoddodd ei wraig fara a llaeth i’r plant, a phan gawsant eu digoni,
dechreuasant siarad.
Wedi iddynt orphwys ychydig, aeth y ffermwr â hwynt yn ol i dŷ eu tad.
Mawr oedd llawenydd y fam pan welodd y crwydriaid yn dyfod at y tŷ. Ni fu
Ioan a Mair mor ffol a myned i chwilio am y crochan aur yr ail waith.
14.—Y TEITHIWR A’R MWNCIOD (THE TRAVELLER AND THE MONKEYS).
yn mhen tipyn, in a little while
er mwyn, for the purpose of
Fel yr oedd dyn yn ymdeithio yn un o’r gwledydd poethion, daeth i le cysgodol,
a gorweddodd ar y ddaear i orphwys. Cyn gwneuthur hyny, agorodd sypyn o gapiau
cochion oedd yn gario, a dododd un o honynt ar ei ben, i’w amddiffyn rhag gwres
yr haul.
Wedi gorwedd, ni fu yn hir cyn syrthio i drwmgwsg. Anghofiodd gau y sypyn cyn
myned i gysgu.
Tra yr oedd ef yn cysgu, daeth heibio haid o fwnciod. Tynodd y capiau eu sylw.
Cymerodd pob un o honynt
____________________________
(llun 3938) (82-83)
(x82) gap o’r sypyn, gan ei roi ar ei ben. Yna
dringasant i frig y coed, o dan gangenau y rhai y cysgai perchenog y capiau.
Pan gyrhaeddasant frig y coed, dechreuasant ysgrechain a gwneuthur y seiniau
mwyaf erchyll. Fel hyn y dangosent eu llawenydd.
Deffrodd y teithiwr yn mhen tipyn, a mawr oedd ei syndod pan welodd fod pob cap
wedi myned.
Nis gallai wneuthur allan pwy oedd y lleidr neu’r lladron. Edrychodd i fyny at
frigau y coed, er mwyn cael allan beth oedd achos y cynhwrf oedd yn mhlith y
mwnciod. Yr oedd ei syndod yn fwy fyth. Gwelodd mai y mwnciod oeddynt y
lladron. Y pwnc a lanwodd ei feddwl nesaf oedd, sut i gael ei eiddo yn ol.
Cynygiodd gnau ac afalau iddynt. Gwnaeth bob ymgais ag a allai feddwl am dani i
geisio denu y lladron i ddisgyn, ond yn ofer.
Cofiodd
o’r diwedd mai creadur hynod am ddynwared dyn ydyw y mwnci. Ar hyn, cymerodd y
cap oedd am ei ben a bwriodd ef a’i holl nerth ar y llawr, gan ddysgwyl yn
bryderus pa beth a wnaethai y mwnciod. Ar unwaith, wele pob mwnci yn cymeryd y
cap oddiar ei ben ac yn ei daflu â’i holl egni tua’r llawr.
Rhedodd y teithiwr i’w casglu, ac wedi gwneud ei sypyn i fyny aeth ar ei ffordd
yn llawen, gan benderfynu, os byth y cysgai eto mewn lle o’r fath, na fyddai
mor esgeulus a gadael ei sypyn yn agored.
15.—Y BASGEDAID TORTHAU (THE BASKET OF LOAVES).
Pan oedd prinder gwaith, ac mewn canlyniad prinder bwyd, mewn cymydogaeth,
gwahoddodd gwr boneddig caredig oedd yn byw yno, ugain o blant tlodion i’w dŷ,
a (x83) dywedodd wrthynt ei
fod yn bwriadu rhoddi torth bob un iddynt yn ddyddiol, tra y parhaai yr amser tlawd.
“Mae y torthau yn y fasged acw,” meddai ef; “ewch, a
chymerwch hwynt, a deuwch yma yfory ar yr un amser.”
Rhedodd y plant am y cyntaf at y fasged, er mwyn sicrhau y dorth fwyaf; ac yna
aethant allan, heb feddwl am ddiolch i’r gwr boneddig
am ei rodd amserol.
Yn mhlith y rhai a ddaethant i dderbyn y torthau yr oedd
geneth, yr hon a safai o’r neilldu tra yr oedd y lleill yn gwthio y naill y
llall.
Pan
aethant allan, neshaodd at y fasged, a chymerodd y dorth a adewid. Yr oedd y
dorth hon y lleiaf o’r holl dorthau; eto, cyn myned allan, crymodd yr eneth yn
foesgar, a diolchodd i’r gwr boneddig am ei garedigrwydd.
Aeth y boneddwr at y pobydd i roddi gorchymyn am y torthau erbyn tranoeth.
Dywedodd wrtho am wneuthur un o’r torthau yn llawer llai na’r lleill, a gosod
haner coron yn ei chanol.
Tranoeth daeth y plant, ar yr awr benodedig, i geisio y bara. Yr oeddynt yr un
mor awyddus am y dorth fwyaf ag oeddynt y dydd o’r blaen. Ysgytient eu gilydd
yn arw, a throent y torthau yn ol a blaen yn y fasged, fel y gallent gael
gafael yn y fwyaf; ac wedi llwyddo yn ei ymgais, elai pob un o honynt allan ar
redeg, heb gymaint ag edrych ar y gwr boneddig.
Arosodd yr eneth fach, fel y gwnaeth y dydd o’r blaen, hyd nes i’r plant eraill
gymeryd pob un ei dorth.
Yr oedd y dorth a adewid y tro hwn yn llawer llai na’r dorth a gafodd y diwrnod
cyntaf; er hyny, diolchodd am dani yr un mor galonog.
Pan gyrhaeddodd gartref, cymerodd ei mam y dorth er mwyn ei rhanu rhwng y
plant. Pan ddaeth at y canol, gwelodd rywbeth yn dysgleirio. Cafodd mai darn
haner coron oedd yno. Galwodd ar ei merch, a rhoddodd y
____________________________
(llun 3939) (84-85)
(x84) darn
arian iddi gan orchymyn iddi ei gymeryd ar unwaith i’r boneddwr.
“Dyma, Syr,” meddai, pan ddaeth at y boneddwr, “ddarn o arian a gafodd fy mam
yn y dorth a gefais i heddyw.”
“Cedwch ef, fy merch i,” meddai y boneddwr. “Gwobr ydyw am eich ymddygiad
moesgar pan yn dyfod i geisio eich torth.”
Clywodd y plant eraill am yr haner coron oedd yn y dorth fach a adawyd ganddynt
hwy yn y fasged; a phan ddaethant i ymofyn torthau ar ol hyn, ymddygent yn
debyg i’r eneth fach.
(x85)
VOCABULARY
TO THE EXERCISES IN PART II.
NOTE:— This Vocabulary will be found to contain every word given in the
exercises. By a careful study of the following rules the student may without
difficulty find for himself any inflectional form which a word may take.
1. NOUNS.—(a} Number.—
The root part of the word given before the period (.)
The singular is the whole of the
word before the dash (-). The plural is
formed by adding the part after the dash to the root. Thus:—
Achos.-ion / cause-s.
Achos / the root part.
Achos / the singular : cause.
Achos.-ion / the plural : causes.
Amaeth.wr-wyr / farmer-s.
Amaeth / the root part.
Amaeth.wr / the singular : farmer.
Amaeth.-wyr / the plural : farmers.
Blod.yn or euyn.-au / flower-s.
Blod / the root part.
Blod.yn or Blod.euyn / the singular : flower.
Blod.au / the plural : flowers.
(b) Gender.—The Gender of Nouns is marked by m. for masculine and f. for
feminine after the Welsh word.
2. VERBS.—The root part is given before the period. The Infinitive is the whole
of the word before the first dash. The Perfect Third Person Singular is formed
by adding the part after the dash to the root. The Present and Future First
Person Singular
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Adolygiad diweddaraf / Latest update: 2006-11-02
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