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cate Examination, the idea had to be abandoned because of a representation that it would be unfair to so many pupils who had had no opportunity of acquiring the necessary knowledge. Again, it is said that the problem before us should not be so much to preserve the variants of the literary language, which is the common possession of the Empire and the United States of America, as to preserve that language itself in its purity. It will be agreed that the preservation of our English literary language is an ideal that must be striven after at all costs, but surely in striving for that it is unnecessary to help to cast into oblivion, by neglect, a knowledge of a variant which has been woven into the very texture of our common Scottish life and character. Just as a local patriotism can subsist within a national patriotism and strengthen the foundations of the latter, so can the vernacular exist and enrich the common language of English-speaking peoples. Then there are other friendly critics—I should like to say that the majority of our critics are friendly-there are friendly critics who are afraid of multiplying linguistic studies in our schools. I also am afraid of that, and I do not think I should be so keen if I were satisfied that the only means of achieving our object involved a further burdening of the Standard curriculum. There are other ways. At present teachers have much freedom in their treatment of literature; whether or not the Scots literary vernacular is encouraged depends to a large extent upon the tastes of the teachers themselves. That has been demonstrated to us through our school competitions. One of our objects is to interest teachers generally in the vernacular, so that they may encourage the study by their pupils of the best in our vernacular literature.

THE EDUCATION DEPARTMENT SYMPATHETIC.

Some other friendly critics consider that the subject should be treated purely as a classic. There may be

something in that, but it is not a point with which at this moment we need feel concerned. Our immediate purpose is to stimulate interest in the subject among teachers as a body in all our elementary and secondary schools, and that can only be done effectively through the Scottish Education Department. I have stated that we have been in communication throughout the year with the Department, and I may not be revealing too much when I say that the matter was taken up at the last conference between Dr. George Macdonald and the Chief Inspectors, and that the discussion is to be resumed at the next conference, which will be held in October. You will be gratified to know also that, within the last few days, I have received an official invitation to send in, before that conference, any suggestions of a positive character" which we desire to have considered. Thus you will see that progress is being made. At its first meeting this month the new Executive Committee will, I am certain, promptly respond to the Department's invitation.

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The Resolution, you will observe, commends the matter to the attention of all Burns Clubs affiliated with the Federation. Those Clubs can do much, and to them I should like to offer one practical suggestion. One of the most interesting recent developments in the movement has been the formation of the Vernacular Circle of the London Burns Club. That circle has the enthusiastic Chairmanship of Dr. J. M. Bulloch, an old friend of many of us, and it has an equally enthusiastic Secretary in our friend Mr. William Will. My suggestion is that each group of affiliated Clubs should form a Vernacular Circle on similar lines.

Mr. M'Intyre, Mauchline, seconded the Resolution.

DISCUSSION.

Mr. John Anderson, Cambuslang, referred to the menu of the annual dinner of a city Burns Club written

in a language which very few of them understood, and to another in homely Scottish Doric, and he thought the Executive Committee should draw the attention of Burns Clubs to this matter. Surely, he said, the menu of their annual dinner should be printed in the Scots vernacular rather than in French or Italian.

Mr. M'Leod, Coatbridge, suggested that the Federation issue a certificate, which would be greatly valued by the successful competitors in school children's competitions.

Mr. Macfarlane, London, thought the only practical thing for them to do was to say to the Executive Committee, "God bless your efforts." They would back them up in their efforts to get something done through the Department. If the Vernacular Circle in London could do anything to help any Club in the Federation, they would be only too pleased.

Mr. Macmillan, Thornhill, said the retention of the vernacular was one of the important things they were there for, and he believed it was through the Department that they must get at the establishment of the vernacular in their schools.

Mr. Philip Sulley, Edinburgh, suggested that Burns Clubs and Scotsmen generally should turn themselves to the vernacular in their homes and conversation. It was sometimes regarded as vulgar, and when good man John had acquired some wealth and gone to a better house, he had to change his clothes and change his manners, and was expected to change his tongue.

Mr. M'Gill, Edinburgh, suggested talks to classes of school children by members of Burns Clubs with the knowledge and the gift of language.

Mr. Fotheringham, Hamilton, thought they should try to get a larger proportion of Burns's writings in the anthologies used in schools.

Mr. Jeffrey Hunter, Glasgow, said that, as the member who brought this matter forward at Dunfermline

three or four years ago, and the mover of the motion passed enthusiastically at Dumfries last year, he did not think Burns Clubs had followed up the enthusiasm which was generated then in the manner they might have done. In Glasgow, within a few weeks of the Dumfries Conference, there was a large and enthusiastic meeting, and the result had already been seen there in the increased number of school competitions. There were two outstanding facts in connection with that meeting which cheered them very much. The first was the presence and the sympathy and interest of a number of teachers, who had often been blamed for apathy in this matter, and unjustly blamed, he must say, and the second was the interest taken in the matter by the press. All Clubs which took this matter up should inform their local papers, and get as much interest taken in the matter as possible. Otherwise they would make

progress.

very little The Resolution was unanimously adopted, and Mr. M'Leod's suggestion was remitted to the Executive Committee.

THE SCOTTISH VERNACULAR.

TO THE EDITOR, "BURNS CHRONICLE."

Ryvra, North Berwick, September 14, 1925.

Sir,—I am in full sympathy with the Burns Federation and its President in their efforts to preserve and foster our Scottish vernacular. It is a plant of hardy growth, and it is refreshing to hear good braid Scots from the rising generation unaffected by the high English of the schools.

I think, however, that the movement should not be associated with one name only. Burns used the Scottish vernacular in verse, as many others had done before him. Scott had to face criticism as to vulgarity. His reply was, "Burns by his poetry had already attracted universal attention to everything Scottish, and I confess I could not see why I should not be able to keep the flame alive, merely because I wrote Scotch in prose and he in rhyme."

Scott was the first who showed the capabilities of the vernacular in prose. No other prose writer had used it in earnest.

As examples, take the dialogue between Earnscliff and Hobbie Elliot at the beginning of The Black Dwarf, and contrast the ease and point of the vernacular in Hobbie's mouth with the stiffness of the high English in the replies of Earnscliff.

To see the heights of eloquence of which the vernacular is capable, take the speech of Meg Merrilees on her meeting with Godfrey Bertram at the Kaim of Derncleugh, or of Edie Ochiltree in the duel scene, or of Saunders Mucklebackit at the mending of his boat. All these have the same broad human sympathy which is the special charm of Burns.

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