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..-.,.:--.._ ELEMENTARY EDUCATION…

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ELEMENTARY EDUCATION IN WALES. THE PLACE OF THE WELkH LANGUAGE. DEPUTATION TO THE EDUCATION DEPARTMENT. [FROM out REPORTERS.] LOXDOX, Saturday. This afternoon a large and influential deputation on the above subject had an interview with Mr Acland, Minister of Education, atthe Education Oiffce, Whitehall. Thedaputation consisted of the Venerable Archdeacon Griffiths, Principal Vinamu Jones, Dr Isambard Owen, Dr Griffiths (Cambridge), Mr T. Marchant Wil- j liams, Mr Beriah Evans, Mr W. J. Parry, Mr Vincent Evan?, Professor Phillips (Bangor), also Messrs T. John, C. D. Jones, D. Thomas, G. C. Jones, and T. Gri fliths, representing the National Union of Teachers. Archdeacon GRIIFITHS, in introducing the deputation, said it consisted of representatives of two important bodies, viz., the National Union of Teachers and the Society for the Utilisation of the Welsh Language in Elementary Schools in Wale.?. The ven. Archdeacon proceeded te indi- cate the main points of a memorandum which had been prepared. He said from the note to the Code there arose an impression that the new method had been rather tolerated than sanctioned cr approved by the Education Department. The essence of the matter bt-ing contained in a foot- note, the concession already made was not looked upon as an organic or,. indeed, as a permanent part of the Code. They desired, .however, explicit official sanction and encourage- ment to (1) the use of bilingual reading-books throughout the school course from the lowest infant class to the highest standards; (2) the teaching of English in association with Wejsh (3) the substitution of a graduated scheme of translation from Welsh to English,and vice versa, for the requirements of English grammar and composition, which did not easily apply to the circumstances of-.the Welsh schools (4) the use of 'Welsh as an educational instrument throughout the whole course by systematic resort to translation and comparison of terms and idioms occurring in the two languages, and systematic employment of explanations and questioning in Welsh upon lessons learned in English (5) the devotion of special attention to the geography, history, and literature of Wales, and to the subject of Welsh industries. The Society also desired to urge the great desirability of encouraging the use of Welsh in evening as well as in day school. Dr Isambard Owen, Principal Jones, and Mr T. John spoke in support of these views. SYMPATHETIC REPLY BY MR ACLAND. Mr ACLAND, in reply, first expressed his pleasure in receiving the deputation and at find- ing its objects so influentially supported. From his own personal experience, sitting on represen- tative bodi-s in Wales, and great interest in many Welsh matters, he had seen how impor- tant it was that those who took part in public work should be as far as possible well acquainted with both the Welsh and English languages. He had sat many a time in the County Council of his county, and had realised fully that for many purposes the most effective and valuable speeches wero those delivered in Welsh-a language which only the minority of the Council were unable to understand. He had also realised to cut off any intelligent Welshman from facility in reading the great masterpieces of Etiglish literature would be a. grett draw- back and disadvantage, and he said tins without any derogation either to the Welsh language or Welsh literature. He had lived in pureiy rural districts in the Welsh-speaking parts of North Wales, and had taken a great interest there in the education of the children. Although most of the teachers did their best and ably dis- charged their duties, lid had again and again found that in certain cases, especially in some of the small schools, the children's knowledge of the English language was of a highly parrot-liko description. He had found a child in tho third standard reading an interesting English story illustrated with pictures—a story with some- thing about a rabbit and a basket. He asked the child to point out the picture of the rabbit, and the child had instead pointed out the picture of the basket. (Laughter.) That child certainly thought that the English name of rabbit was basket. That was not an nncominon kind of experience, especially among children irregular at school, or who left school early. The oniy way of remedying that was to rri,kp a more frequent and more efficient use of the native languape wlrch the children understood—(hear, hear)—and which they used in their own homes. Nobodv who knew Wales could be so foolish as to suppose that that language was going out of use to-morrow or the day after. (A laugh and hear, hear.) He would like to know in the lat.S'f' tracts M Welsh-speakiag Wales how many English Bibles would bo found. In the Welsh hciiies they would find the Welsh Bible and not the Eng] iii Bible. In the homes of the ministers and a few other persons they would find English Bibles in about the same proportion as they would find the Greek Testament in the homes of English Ministers and some other persons but, so far as one could see, for generations to come, the language used m the chapels and churches of Wales in the Welsh-speaking districts would be the Welsh language. The hymns sung would be those old traditional hymns, of whose beauty we were told by those who knew them well, sung to those wonderfully beautiful melodies whose beauty Englishmen could also understand and admire. They had spoken of the phonetic character of the language, and, although he did not himsflf" know the language, he quite agreed with that, for the one on)y refuge which assisted the Englishman m pronouncing the names of Welsh places was the knowledge that, as a rule—almost an invariable rule, he believed—the accent was placed on the penultimate. If there was not some good rule, ne was afraid that the Englishman in attempting to pronounce Welsh names—which he did with very feeble success iiow-(a laugh)—would be even a greater failure than at the present time. Much sympathy with the object of the deputation had been shown bv some of the inspectors. (Hear, hear.) The Department would do all they could to show the teachers and inspectors that in Welsh-speak- ing districts the subject of Welsh was not merely tolerated but officially sanctioned find encouraged. With reference to the footnote, Welsh would be removed out of the ante-room to the full light of day in the Code. (Applause.) He was also pre- pared to concede the suggestions numbered 2, 3, and 4. He also highly approved of the fifth. There was still great room for g-ood books on Welsh history, as well as other Welsh subjects, and these might well be illustrated by photographs of ancient ruins, historic castles in Wale?, handsome building3 in the Principality, together with some representations of the bea!,tiful scenery of Wales. (Applause.) The Department were also perfectly ready, if desired, to make Welsh a class subject in W,,Il just as French was made a class subject for Jersey. The question of Welsh in evening schools would also receive favourable attention, and the Department was perfectly ready to recognise Welsh in the examinations for Queen's Scholarships. It was a great pleasure to him, in these days of deputations, to concede to them almost everything that they a.ked-(,tpp',a -se)- u and to assure them of the sincere interest of the Department in the progress of Welsh education, A cordial vote of thanks to Mr Acland con- cluded the interview.

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