Reading a language they do not understand has a very bad effect upon children. It leaves the mind indolent and lazy; they do not put themselves to any trouble to endeavour to ascertain the meaning of what they read; whereas, were they taught to translate as they went along, whenever a word they did not understand presented itself to their minds, they would have no rest until they would master it by finding out its meaning. And I am pretty certain that were the Gaelic-speaking children thus to be taught, that by the time they would reach the age of fourteen years, they would be as far advanced, if not farther, than those who have no Gaelic at all; so that, instead of the Gaelic being their misfortune, it would be the very reverse. It would, with the exception of Welshmen (were they aware of it), place them on an eminence above any in Great Britain, not only as scholars, but as having the best languages for the soul and for the understanding. And should they enter college, they would actually leave others behind them, because, in the first place, they acquired the habit of translating in their youth, which would make translating from dead languages comparatively easy; and in the second place, they would derive great aid from their knowledge of the Gaelic. If Professor Blackie has found 500 Greek roots in the Gaelic, what aid would they derive from it in studying that language? and they would find equally as much aid in studying Latin, and even Hebrew. Comparing the melody of the English with that of the Gaelic, Mr Farquharson says:—