The usual objection to attempting the revival of Irish is, that it could not succeed.
If an attempt were made to introduce Irish, either through the national schools, or the courts of law, into the eastern side of the island, it would certainly fail, and the reaction might extinguish it altogether. But no one contemplates this save as a dream of what may happen a hundred years hence. It is quite another thing to say, as we do, that the Irish language should be cherished, taught, and esteemed, and that it can be preserved and gradually extended.
What we seek is, that the people of the upper classes should have their children taught the language which explains our names of persons or places, our older history, and our music, and which is spoken in the majority of our counties, rather than Italian, German, or French. It would be more useful in life, more serviceable to the taste and genius of young people, and a more flexible accomplishment for an Irish man or woman to speak, sign, and write Irish than French.
At present the middle classes think it a sign of vulgarity to speak Irish—the children are everywhere taught English, and English alone in schools—and, what is worse, they are urged by rewards and punishments to speak it at home, for English is the language of their masters. Now, we think the example and exertions of the upper classes would be sufficient to set the opposite and better fashion of preferring Irish; and, even as a matter of taste, we think them bound to do so. And we ask it of the pride, the patriotism, and the hearts of our farmers and shopkeepers, will they try to drive out of their children's minds the native language of almost every great man we had, from Brian Boru to O'Connell—will they meanly sacrifice the language which names their hills, and towns, and music, to the tongue of the stranger?
About half the people west of a line drawn from Derry to Waterford speak Irish habitually, and in some of the mountain tracts east of that line it is still common. Simply requiring the teachers of the national schools in these Irish-speaking districts to know Irish, and supplying them with Irish translations of the school books, would guard the language where it now exists, and prevent it from being swept away by the English tongue, as the Red Americans have been by the English race from New York to New Orleans.
The example of the upper classes would extend and develop a modern Irish literature, and the hearty support they have given to the Archæological Society makes us hope that they will have sense and spirit to do so.
But the establishment of a newspaper partly or wholly Irish would be the most rapid and sure way of serving the language. The Irish-speaking man would find, in his native tongue, the political news and general information he has now to seek in English; and the English-speaking man, having Irish frequently before him in so attractive a form, would be tempted to learn its characters, and, by-and-by, its meaning.
These newspapers in many languages are now to be found everywhere but here. In South America many of these papers are Spanish and English, or French; in North America, French and English; in Northern Italy, German and Italian; in Denmark and Holland, German is used in addition to the native tongue; in Alsace and Switzerland, French and German; in Poland, German, French, and Sclavonic; in Turkey, French and Turkish; in Hungary, Magyar, Sclavonic, and German; and the little Canton of Grison uses three languages in its press. With the exception of Hungary, the secondary language is, in all cases, spoken by fewer persons than the Irish-speaking people of Ireland, and while they everywhere tolerate and use one language as a medium of commerce, they cherish the other as the vehicle of history, the wings of song, the soil of their genius, and a mark and guard of nationality.
INSTITUTIONS OF DUBLIN.