DOCSLIB.ORG

Transcripts of Letters to Thomas Stephens (1821–1875) from National Library of Wales Manuscript 964E I–Ii

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Trosglwyddo Gwybodaeth a Rhwydweithiau Cymdeithasol: Dysg Ewropeaidd a’r Chwyldro yn Ysgolheictod Cymru Oes Fictoria Trawsysgrifiadau o Lythyrau at Thomas Stephens (1821–1875) o Lawysgrif Llyfrgell Genedlaethol Cymru 964E i–ii Knowledge Transfer and Social Networks: European Learning and the Revolution in Welsh Victorian Scholarship Transcripts of Letters to Thomas Stephens (1821–1875) from National Library of Wales Manuscript 964E i–ii https://archives.library.wales/index.php/letters-534 INTRODUCTION CYFLWYNIAD The main aims of this Leverhulme Prif amcanion y prosiect hwn, a Trust-funded project were an noddwyd gan Ymddiriedolaeth exhibition on the life and works of Leverhulme, oedd cynnal Thomas Stephens, a monograph arddangosfa ar fywyd a gwaith charting his contributions to local Thomas Stephens, cyhoeddi cyfrol community, Welsh culture and am ei gyfraniad yn ei gymuned leol, European scholarship, and a critical at ddiwylliant Cymru ac ysgolheictod edition of the most important letters Ewrop, a chywain a golygu detholiad which connected him with the world o’i lythyrau pwysicaf, a oedd yn ei of European learning. gysylltu â byd dysgedig Ewrop. In 2017, the project decided to make Yn 2017, penderfynodd y prosiect its transcripts of letters addressed to wneud eu trawsysgrifiadau o’r Thomas Stephens found in four llythyrau at Stephens a geir mewn volumes at the National Library of pedair cyfrol yn Llyfrgell Wales available to the public. Genedlaethol Cymru ar gael i’r cyhoedd. National Library of Wales Ceir yn Llawysgrifau Llyfrgell Manuscripts 964E i–ii and 965E i–ii Genedlaethol Cymru 964E i–ii a contain over 400 letters donated in 965E i–ii dros 400 o lythyrau a 1916. Between 2013 and 2016, Dr roddwyd i’r llyfrgell ym 1916. Rhwng Adam Coward transcribed and edited 2013 a 2016, trawsysgrifiwyd a most of the material and Dr Marion olygwyd y rhan fwyaf o’r deunydd Löffler revised the collection, gan Dr Adam Coward, ac adolygwyd y especially the Welsh letters. We are cyfan, yn enwedig y llythyrau grateful to Dr Ceridwen Lloyd- Cymraeg, gan Dr Marion Löffler. Morgan for her help with the letters Mae’r prosiect yn ddyledus i Dr in French. Ceridwen Lloyd-Morgan am ei chymorth gyda’r llythyrau Ffrangeg. In the four volumes, the letters, Yn y pedair cyfrol, rhifir y llythyrau o numbered through from 1 to 385B, 1 hyd at 385B, gan gadw yn fras at are mainly in alphabetical order, drefn yr wyddor, o’r llythyr cyntaf a from the first, written by Scotsman ysgrifennwyd gan yr Albanwr Alex Alex Anderson, to number 385B in Anderson, hyd at rif 385B a the fourth volume, which had been anfonwyd at Stephens gan William sent to Stephens by William Wilde, Wilde, tad Oscar Wilde. Ceir ar father of Oscar Wilde. The remainder ddiwedd 965E ii ddeunydd amrywiol, of 965E ii is taken up with megis visa, amlenni, beirniadaethau miscellaneous material, such as visa, eisteddfodol, ac ambell gerdd. Mae’r envelopes, some eisteddfod trawsysgrifiadau yn dilyn trefn y adjudications, and poetry. The deunydd yn cyfrolau. transcripts have kept to the order of the material in the volumes. EDITORIAL PRINCIPLES EGWYDDORION GOLYGYDDOL Presented here are transcripts made Ceir yma drawsysgrifiadau o gynnwys for the project from volumes NLW cyfrolau Llsgr. LlGC964E i–ii a MS 964E i–ii. They do not include wnaethpwyd ar gyfer y prosiect. Nid background information on ydynt yn cynnwys gwybodaeth Stephens’s correspondents, on gefndir ar y sawl oedd yn gohebu â subject areas discussed, or on the Stephens, ar y pynciau a drafodir, nac importance of certain letters and ar bwysigrwydd llythyrau a documents in Stephens’s private and dogfennau penodol ym mywyd public life. This additional preifat a chyhoeddus Stephens. Ceir information will be available in the yr wybodaeth ychwanegol hon yn y anthology and in the monograph. detholiad o lythyrau ac yn y gyfrol ar Here, the project reproduces our Thomas Stephens. Yma, atgynhyrchir transcripts only, organized by trawsysgrifiadau’r prosiect yn unig, correspondent and from A to Z of wedi eu trefnu yn ôl cyfenwau their surname. gohebwyr ac o A i Z. Editorial input has been kept to a Golygiad ysgafn o’r testun a geir yma, minimum. Obvious mistakes have gyda chamgymeriadau amlwg wedi been quietly corrected or more rarely eu cywiro’n dawel, neu, yn llai aml, been marked with [sic]. eu hamlygu â [sic]. Proper names mentioned by Cadwyd enwau priod, yn cynnwys correspondents, including historical enwau ffigyrau hanesyddol a and mythical figures, place names, chwedlonol, enwau afonydd, ac and river names, have been left as enwau lleoedd, fel y maent yn they appear in the letters. This ymddangos yn y gwreiddiol. Golyga means that the Irish hero now known hyn fod yr arwr Gwyddelig a as Cu Chullain, a river name like adwaenir fel Cu Chullain, enwau Crafnant, or the title of a manuscript afonydd megis Crafnant, a theitlau may appear in various forms and llawysgrifau yn ymddangos mewn spellings. amrywiol sillafiadau. The orthography has been Cadwyd orgraff adeg yr ysgrifennu, a transcribed as written at the time, fydd yn effeithio’n benodol ar which will especially affect searches chwiliadau am y geiriau Cymraeg for those Welsh words whose hynny y bu Thomas Stephens ac eraill spelling Stephens and others yn ceisio sefydlu eu sillafiadau yn attempted to settle after the dilyn Eisteddfod Llangollen 1858. Dim Llangollen Eisteddfod of 1858. Only ond mewn achosion pan fyddai’r in cases where a different spelling ystyr yn dywyll fel arall y cywirwyd would impede understanding have geiriau’n dawel neu y nodwyd words been quietly corrected or camgymeriadau â [sic]. marked by [sic]. All matter inserted by the editors, Ymddengys popeth a fewnosodwyd such as [illegible], appears in square gan y golygyddion, megis [illegible], brackets. rhwng bachau sgwâr. When citing from the transcripts use the format shown in this example: NLW MS 964E, no. 1, Alex Anderson to Thomas Stephens, 4 October 1873, in Knowledge Transfer and Social Networks Transcript <https://archives.library.wales/index.php/letters- 534> Wrth ddyfynnu o’r trawsysgrifiadau, defnyddiwch ffurf yr enghraifft isod: Llsgr. LlGC 964E, rhif 1, Alex Anderson at Thomas Stephens, 4 Hydref 1873, yn Trosglwyddo Gwybodaeth a Rhwydweithiau Cymdeithasol Trawsysgrifiad, <https://archives.library.wales/index.php/letters-889> To learn more about Thomas Stephens of Merthyr Tydfil, go to: http://www.wales.ac.uk/en/CentreforAdvancedWelshCelticStudies/Rese archProjects/CurrentProjects/Knowledge-Transfer-and-Social- Networks/IntroductiontotheProject.aspx I ddysgu rhagor am Thomas Stephens o Ferthyr Tudful, ewch i: http://www.wales.ac.uk/cy/YGanolfanGeltaidd/ResearchProjects/CurrentPr ojects/TrosglwyddoGwybodaeth/IntroductiontotheProject.aspx NATIONAL LIBRARY OF WALES MS 964E, I and 964E, II Volume I 1 Chancery - Old Aberdeen 4th October, 73 Dear Sir, A reference to your name as the highest living authority in Welsh Antiquities induces me to take the liberty of requesting you to do me the great honour of giving me any information which you think fitted to throw light on the question of the origin of some topographical names familiar to us in this neighbourhood – The vast majority of old names of places throughout the north east of Scotland in which the Gaelic language has been, for seven hundred years, extinct, are Gaelic. The river names are generally often very obscure and evidently are of more ancient origin. And it has been often maintained that there are traces of a Cymric population having been settled here anterior probably to the Gaelic epoch. I am anxious to ascertain through your kind assistance whether the Welsh throws any light on the origin of several of these river names in which I am interested. 1st Dee. You have an important river on your border of the same name. Our Dee is always named by the Gaelic speaking people at its source “Uisge De” The only suggestion which I have heard from a Gaelic scholar which I have heard is that it may be “The river of God”. I do not find here any other instance in which any great mountain or river is so described by its name— In Ptolemy it is “Deva” the presence of the “v” leads me to enquire whether it may not have been the Welsh “Gwy” water Do you find any other instance in which G passes to D in the Roman or English form of Welsh names? We find in Greek γη then passing into the Doric ðâ Then probably γλυκυs 2 Don- The Gaelic name for the Don is Dean, supposed by my Gaelic friend to be “De. abhuinn[”] the river of God. But if “Dee” be “Gwy” then the abhainn river would naturally arise from the ignorance of the Gaelic inhabitants of the meaning of the older Cymric name. Both rivers having been named Dee or Gwy. They would still bear names of nearly identical meaning, “Uisge Dee” = “Water Water” & Dean “Water River” There is an interesting theory concerning the origin of the name of our city Aberdeen in which I am a believer & which is connected with the Gaelic name of the River Don. Dean- Aberdeen stands on the River Dee, at the distance of about 2 miles from the Don But there is evidence that the Don anciently flowed southward of its present mouth (which is artificial) and flowed into the Estuary of the Dee at the point which the town of Aberdeen anciently stood & still partially stands. Aberdeen then appears evidently to be Aberdean - describing its situation as at the embouchure of the Don. Hence its Latin name. Aberdonia and the modern “Aberdonian” In the Norse Heimskringla it is “Appardion” and in other ancient documents “Aberdion”. And the Highlanders call it “Aberrayn” which, I believe, is the permutation of the Genitive “Aberdhean”.
Recommended publications
  • Old and Middle Welsh David Willis (Dwew2@Cam.Ac.Uk) Department of Linguistics, University of Cambridge

    Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge

    Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge 1 INTRODUCTION The Welsh language emerged from the increasing dialect differentiation of the ancestral Brythonic language (also known as British or Brittonic) in the wake of the withdrawal of the Roman administration from Britain and the subsequent migration of Germanic speakers to Britain from the fifth century. Conventionally, Welsh is treated as a separate language from the mid sixth century. By this time, Brythonic speakers, who once occupied the whole of Britain apart from the north of Scotland, had been driven out of most of what is now England. Some Brythonic-speakers had migrated to Brittany from the late fifth century. Others had been pushed westwards and northwards into Wales, western and southwestern England, Cumbria and other parts of northern England and southern Scotland. With the defeat of the Romano-British forces at Dyrham in 577, the Britons in Wales were cut off by land from those in the west and southwest of England. Linguistically more important, final unstressed syllables were lost (apocope) in all varieties of Brythonic at about this time, a change intimately connected to the loss of morphological case. These changes are traditionally seen as having had such a drastic effect on the structure of the language as to mark a watershed in the development of Brythonic. From this period on, linguists refer to the Brythonic varieties spoken in Wales as Welsh; those in the west and southwest of England as Cornish; and those in Brittany as Breton. A fourth Brythonic language, Cumbric, emerged in the north of England, but died out, without leaving written records, in perhaps the eleventh century.
  • Lenition of the Conjugated Prepositions in Irish and Welsh

    Lenition of the Conjugated Prepositions in Irish and Welsh

    Lenition of the Conjugated Prepositions in Irish and Welsh Sanne Jongeleen 3765105 25-07-2016 RMA Ancient, Medieval and Renaissance Studies Supervised by prof. dr. Peter Schrijver Plagiarism Statement I hereby declare that I have committed neither fraud nor plagiarism prior, during or after the process that has resulted in this thesis. 25-07-2016, Sanne Jongeleen 2 Table of Contents Table of Contents .................................................................................................. 3 Abbreviations ....................................................................................................... 4 0. Introduction ...................................................................................................... 6 1. Research Questions ........................................................................................... 8 2. Theoretical background ...................................................................................... 9 3. Methodology ................................................................................................... 14 4. Selected Corpus .............................................................................................. 18 4.1 Irish .......................................................................................................... 18 4.2 Welsh ........................................................................................................ 20 5. Selected Prepositions ......................................................................................
  • Gender Across Languages: the Linguistic Representation of Women and Men

    Gender Across Languages: the Linguistic Representation of Women and Men

    <DOCINFO AUTHOR "" TITLE "Gender Across Languages: The linguistic representation of women and men. Volume II" SUBJECT "Impact 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Gender Across Languages Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General editor Annick De Houwer University of Antwerp Advisory board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Laurie Bauer Elizabeth Lanza Victoria University of Wellington University of Oslo Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 10 Gender Across Languages: The linguistic representation of women and men Volume II Edited by Marlis Hellinger and Hadumod Bußmann Gender Across Languages The linguistic representation of women and men volume 2 Edited by Marlis Hellinger University of Frankfurt am Main Hadumod Bußmann University of Munich John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements of American 8 National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984.
  • Welshlessons1.Pdf

    Welshlessons1.Pdf

    Welsh Lessons © Antone Minard, 2016 This series of lessons is designed to accompany the Welsh courses I offer through the Vancouver Welsh Society, currently scheduled to meet once a week for two ten-week terms. They are designed to supplement the class meetings, or to substitute if you have missed a meeting, or just to serve as a reference. Because heritage language learners all come with different abilities and progress at different paces, each lesson is divided into three sections: Level A for Beginners, Level B for Intermediate, and Level C for advanced. Each lesson starts with a flowchart to help you assess your level for that particular lesson. This is a work in progress, and over the next year or so I will be adding dialogues, exercises, and example quotes from Welsh songs and folklore, and if I can find someone to contribute, illustrations. If there are errors, or if you find something confusing, please contact me at [email protected]. The Welsh Lessons here are meant to complement your other learning tools. There are a lot of great resources online, such as the Say Something in Welsh course (https://www.saysomethingin.com/welsh/course1). The awesome duolingo now has Welsh; it’s not perfect, but it’s very effective for progress in the early stages. Finally, of course, if you’re not a member of the Vancouver Welsh Society, why not join via Paypal as a thank you? Only $20 per year for an out-of-area membership. Lesson One: Alphabet & Pronunciation Diagnostic Page, Lesson 1 Question 1: No: Go to Level A Can you more or less pronounce Mae ’nghath i yn llwyd ? Yes: See Question 2 Question 2: No: Go to Level B Do you know whether the vowels in the words yr hen mab bach o Ben-y-Bont are long or short? Yes: See Question 3 Question 3: Can you predict how a Welsh No: Go to Level C speaker would change these dictionary words in the spoken language? cyfodi, dyfod, gorau, prynhawn, Yes: Skip Lesson One ysgubor Lesson One: Alphabet & Pronunciation Lesson One, Level A The English alphabet consists of 26 letters.
  • Kent Academic Repository Full Text Document (Pdf)

    Kent Academic Repository Full Text Document (Pdf)

    Kent Academic Repository Full text document (pdf) Citation for published version Bailey, Laura Rudall (2013) The syntax of question particles. Doctor of Philosophy (PhD) thesis, Newcastle University. DOI Link to record in KAR https://kar.kent.ac.uk/80123/ Document Version UNSPECIFIED Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html The Syntax of Question Particles Laura Rudall Bailey Submitted for the degree of Doctor of Philosophy School of English Literature, Language and Linguistics/ Centre for Research in Linguistics and Language Sciences Newcastle University Examined: November 2012 Submitted: April 2013 Abstract Cross-linguistically, languages are largely head-initial or head-final. Most permit some disharmony, but Holmberg (2000) and Biberauer, Holmberg & Roberts (2012), among others, have argued that the structure shown in (1) is ruled out, where YP is X’s complement and ZP is Y’s complement: (1) *[XP [YP Y ZP] X] In structures such as (1), a head-final phrase immediately dominates a head- initial phrase, violating the so-called ‘Final-Over-Final Constraint’ (FOFC).
  • Chapter V Educational Provision in Wales Part

    Chapter V Educational Provision in Wales Part

    CHAPTER V EDUCATIONAL PROVISION IN WALES PART (i) : SCHOOLS In medieval Wales it was the Church which assumed the greatest responsibility for schooling, bardic schools and possibly the households of the Welsh lords being also centres of learning. The English universities, and to a lesser extent, the continental universities and the inns of court, provided further or higher 1 education for the ablest talents of Wales. In England, by the late fifteenth and early sixteenth centuries, lay involvement in educati4n increased, as the needs of the Crown, the aristocracy and the towns expanded, and this was also faintly apparent in as scattered and 2 rural a society as Wales. The revival of classical learning emphasised anew the educational qualities required of administrators and all useful members of the state and which were also to be expected of gentlemen. At a time of social change, in Wales as in England, education became a 3 means of asserting and of reinforcing social distinctions. Neither the schools nor the universities were particularly suited 4 to the task of preparing young gentlemen. The newer grammar schools tried tEadapt, and there were a few signs that the universities and the inns of court, though still largely institutions of professional instruction, made some concessions towards providing a more general and 5 popular education. The essential conservatism of these places meant 6 that they were not in the van of intellectual progress. Rather, they were places for disseminating received and accepted truths intermixed with north European humanism and religious ideology, giving force to 333. 7 the ideal of wise and moral service and leadership.
  • GOO-80-02119 392P

    GOO-80-02119 392P

    DOCUMENT RESUME ED 228 863 FL 013 634 AUTHOR Hatfield, Deborah H.; And Others TITLE A Survey of Materials for the Study of theUncommonly Taught Languages: Supplement, 1976-1981. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, D.C.Div. of International Education. PUB DATE Jul 82 CONTRACT GOO-79-03415; GOO-80-02119 NOTE 392p.; For related documents, see ED 130 537-538, ED 132 833-835, ED 132 860, and ED 166 949-950. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Annotated Bibliographies; Dictionaries; *InStructional Materials; Postsecondary Edtmation; *Second Language Instruction; Textbooks; *Uncommonly Taught Languages ABSTRACT This annotated bibliography is a supplement tothe previous survey published in 1976. It coverslanguages and language groups in the following divisions:(1) Western Europe/Pidgins and Creoles (European-based); (2) Eastern Europeand the Soviet Union; (3) the Middle East and North Africa; (4) SouthAsia;(5) Eastern Asia; (6) Sub-Saharan Africa; (7) SoutheastAsia and the Pacific; and (8) North, Central, and South Anerica. The primaryemphasis of the bibliography is on materials for the use of theadult learner whose native language is English. Under each languageheading, the items are arranged as follows:teaching materials, readers, grammars, and dictionaries. The annotations are descriptive.Whenever possible, each entry contains standardbibliographical information, including notations about reprints and accompanyingtapes/records
  • Obsolescence Or Survival for Welsh in the Face of English Dominance?1

    Obsolescence Or Survival for Welsh in the Face of English Dominance?1

    Minority Language Survival: Obsolescence or Survival for Welsh in the Face of English Dominance?1 Enlli Môn Thomas and Virginia C. Mueller Gathercole University of Wales, Bangor 1. Introduction Cymraeg, Welsh, is one of the two surviving languages that formed the Brythonic branch of the Celtic family of languages. All of the four modern Celtic languages–Welsh, Breton (Brythonic), Irish Gaelic, and Scottish Gaelic (Goedelic)–are under threat of extinction. Centuries of political and social pressures from the English and French have contributed to their decline, both in status and usage (Dalby, 1998). Such pressure has led to the near-obliteration of Manx and Cornish. (Manx is a Goedelic language of which only a few hundred speakers remain, most of whom learned it as adults, although some claim to have learned it as a first language from their grandparents. Cornish is a Brythonic language that died out in the 18th century; however, it has since undergone a revivalist movement–Crystal, 1994). Due to such pressures, most native Welsh speakers (excluding infants) are by now Welsh-English bilinguals. However, although “the history of the Welsh speaking population in the 20th century is a history of decline” (Baker, 1985: 1), recent efforts towards reviving the language have resulted in a promising increase in the number of speakers at the dawn of the 21st century. Adults living in Wales have been encouraged to learn Welsh as a second language, with over 13,000 adults reported to have attended Welsh language classes in 1993 (Jones, 1998). There has also been an increase in bilingual education over the past century.
  • Aspects of Verbal Noun Constructions in Medieval Irish and Welsh

    Aspects of Verbal Noun Constructions in Medieval Irish and Welsh

    Aspects of Verbal Noun C onstructions in Medieval Irish and Welsh Aspects of VerbalWith RNounefere nConstructionsce to Similar in Medieval ConIrishstruc tandions Welshin Basque With Reference to Similar Constructions in Basque Patricia Ronan Patricia Ronan PhD Dissertation National University of Ireland, Maynooth Supervisor: Prof. K. R. McCone August 2006 2 Abstract This study provides a survey of the constructions of verbal nouns with prep- ositions that are used in a significant way, such as creating syntactic and semantic contexts not found with ordinary nouns. Particular emphasis is placed on constructions serving to denote tense, mood and aspect. Also some syntactic contexts involving verbal nouns as objects are examined. This ma- terial has been collected primarily from Old and Middle Irish texts, but some reference is made to Modern Irish where this seems helpful in order to illus- trate developments. The observations made are compared to findings on the use of verbal nouns in a closely related language, Middle Welsh, and an unrelated, non-Indo-European language, Basque. The discussion of the Me- dieval Irish material is followed by the evaluation of an illustrative corpus of Middle Welsh data and available descriptions of Welsh verbal nouns. Paral- lel constructions in these Insular Celtic languages are then brought together in order to assess which prepositional verbal noun constructions might have been a feature of Insular Celtic. Data from Basque is compared to the find- ings for Insular Celtic. The results seek to identify the language specific features of Old Irish verbal nouns and a common core of verbal noun usage in Insular Celtic as opposed to other usages adopted by a non-Indo-European sample language.
  • John Morris-Jones and His Welsh Grammar

    John Morris-Jones and His Welsh Grammar

    134 JOHN MORRIS-JONES AND HIS WELSH GRAMMAR Patrick Sims-Williams When Morris-Jones’s Welsh Grammar was published the Cymmrodorion held a banquet in the Trocadero Restaurant, Piccadilly Circus, and the following day, 4 July 1913, David Lloyd-George, Chancellor of the Exchequer, threw a garden party at 11 Downing Street.1 These celebrations were noticed in the Revue celtique by the great French philologist Joseph Vendryes, who regretted that he had been unable to accept an invitation to attend.2 The appearance of this work, which the author had been writing and indeed rewriting for many years, seemed, he said, to be an événement national. But did it deserve ‘so complimentary’ a welcome (si flatteur)? Yes, it did, says Vendryes, but with reservations. First of all, he is astonished that the author, while paying due homage to predecessors such as Zeuss, Strachan, and Pedersen, barely mentions Vendryes’ own compatriot Joseph Loth, even when adopting Loth’s ideas. Secondly, Morris-Jones’s etymologies are often fanciful, for example, that twrch ‘boar’ is related to Latin porcus with the Indo-European *p becoming Celtic *t here rather than getting lost as it normally did, as in Irish orc ‘pig’. Edward Anwyl had already described this section kindly as ‘braidd yn anturiaethus’ (‘rather adventurous’).3 Thirdly, Morris-Jones tends to ignore Irish and, even more seriously, Cornish and Breton. Worse was to come in the next two volumes of Revue celtique: a review, in parts, by Loth himself that ran to 135 pages, also issued as a separate book.4 Loth begins with the two receptions in London, for the dates of which he is indebted to Vendryes, he says, implying that he had not been invited himself.
  • Celtic Initial Consonant Mutations - Nghath and Bhfuil?

    Celtic Initial Consonant Mutations - Nghath and Bhfuil?

    Celtic initial consonant mutations - nghath and bhfuil? Author: Kevin M Conroy Persistent link: http://hdl.handle.net/2345/530 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2008 Copyright is held by the author, with all rights reserved, unless otherwise noted. Undergraduate Honors Program Linguistics Celtic initial consonant mutations – nghath and bhfuil ? by Kevin M. Conroy submitted in partial fulfillment of the requirements the degree of B.A. © copyright by Kevin M. Conroy 2008 Celtic initial consonant mutations – nghath and bhfuil ? Abstract The Insular Celtic languages, such as Irish and Welsh, distinctively feature a morphophonemic process known as initial consonant mutation. Essentially the initial sound of a word changes due to certain grammatical contexts. Thus the word for ‘car’ may appear as carr, charr and gcarr in Irish and as car, gar, char and nghar in Welsh. Originally these mutations result from assimilatory phonological processes which have become grammaticalized and can convey morphological, semantic and syntactic information. This paper looks at the primary mutations in Irish and Welsh, showing the phonological changes involved and exemplifying their basic triggers with forms from the modern languages. Then it explores various topics related to initial consonant mutations including their historical development and impact on the grammatical structure of the Celtic languages. This examination helps to clarify the existence and operations of the initial mutations and displays how small sound changes can have a profound impact upon a language over time. Boston College Undergraduate Honors Program Linguistics Celtic initial consonant mutations – nghath and bhfuil ? by Kevin M.
  • An Introduction to Early Welsh Sherratt & Hughes Publishers to the Victoria University of Manchester Manchester: 34 Cross Street London: 33 Soho Square W

    An Introduction to Early Welsh Sherratt & Hughes Publishers to the Victoria University of Manchester Manchester: 34 Cross Street London: 33 Soho Square W

    H.^. \0 4<uÁ HoMUjfi^. î.>>^ "cK PUBLICATIONS OF THE UNIVERSITY OF MANCHESTER CELTIC SERIES No. I. An Introduction to Early Welsh Sherratt & Hughes Publishers to the Victoria University of Manchester Manchester: 34 Cross Street London: 33 Soho Square W. AN INTRODUCTION TO EARLY WELSH BY The Late JOHN STRACHAN, LL.D., Professor of Greek and Lecturer in Celtic in the University of Manchester MANCHESTER At the University Press 1909 Univehsity of Manchester Publications No. XL. PREFACE This book is the outcome of the courses of lectures on Welsh grammar and literature given by the late Pro- fessor Strachan at the University of Manchester during the sessions 1905-6 and 1906-7. Indeed, the Grammar is in the main an expansion of notes made for these lectures. For the numerous quotations from early Welsh literature contained in the Grammar, as well as for the Reader, Strachan made use not only of published texts, notably those edited by Sir John Rhys and Dr. J. Gwenogvryn Evans, but also of photographs specially taken for the purpose, and of advance proofs of the edition of the White Book and of the photographic facsimile of the Black Book of Chirk, about to be published by Dr. Evans, both of which were lent by him to Strachan. The Reader includes Middle Welsh Texts selected as likely to be of most value for illustration or of special interest. The very valuable work done by Dr. Evans in relation to these texts was of the greatest assistance to Professor Strachan, and as an expression of gratitude for the help thus given, as well as in recognition of the services rendered to Welsh scholarship by Dr.