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THE GOVERNMENT INQUIRY INTO…

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THE GOVERNMENT INQUIRY INTO THE STATE OF EDUCATION IN WALES. (Continuation of Mr. Lingen's Report.) Prostitution and conjugal infidelity are nearly unknown among them, and it would appear that household duties of a material nature (whereof several are naturally picked up in the common routine of agricultural employment) are nùt altogether neglected. Appendix, p. *237. (Mr. David Owen) :—-The pea- santry are generally very poor, and possess few com- forts but they are economical, and more cleanly than a stranger would think. The woman has the entire management of the house, and this she generally does well; she can generally sew and knit, and is very industrious. But families like these are ill prepared for the change of life to which the mining districts expose them on their immigration. At the top of a valley, forming a cul de sac, suppose some .5000 or 6000 people collected, and nearly cut off from the rest of the world. This is their domestic economy. (Appendix, pp. 301 works have increased faster than adequate accommodation for those employed in them could be provided. The houses are all over-crowded. They are commonly of two stories, and comprise four or five rooms the fifth room, however (where there is one), is seldom more than a pantry. The average of inhabitants is said to be nearly 1'2 to each house, I entered upwards of a dozen at random, and found the average to be quite as great as this. The houses are often in the hands of middlemen. In such cases the rents are usually higher than when they belong to the company. Rent ranges from £8 to £10 per annum. The tenant makes it up by the payments of his lodgers. The cottages are expensively furnished. They contain, almost all of them, a handsome chest of drawers. On this usually rests a large and well-bound Bible. The latter is considered an article of furniture essential to respectability; but a less costly Bible, if ny, is kept for use. I saw everywhere coloured prints on the walls in considerable quantity. They usually represent scenes from scriptural history, courtships, or marriages—the marriage of Her Majesty and Prince Albert appears to be an especial favourite. The work- men and their families eat and drink to excess; their cookery being at the same time of the most wasteful and greasy description. The principal meal is that taken in the evening, after work-hours, and called tea. Large quantities of meat, and rolls swimming in melted butter, are eaten. The men come from work somewhere about six in the evening, butjt is a general practice with the women to have tea as early as four or five. For this meal they resort very much to one another's houses, and it is the occasion of all sorts of gossip and tattling. When the husband comes home he does not find a meal ready for him, with his family to share it he is, therefore, the more ready to resort to the public house. If ever I do marry," said a collier, I will marry a cook, for she will have something ready for me when I do come from work implying that such a person was not to be found among the females of his own class. Evidence respecting the mining and manufacturing populations. (Rev. John Griffiths, vicar of Aberdarc, p. 489.) "Nothing can be lower, I would say more degrading, than the character in which the women, stand relative to the men. The men and women, married as well as single, live in the same house and sleep in the same room. The men do not hesitate to wash themselves naked before the women on the other hand, the women do not hesitate to change their under-garment before the men. Promiscuous intercourse is most common, is thought of as nothing, and the women do not lose caste by it. It appears, that in all the three counties of Carmar- then, Glamorgan, and Pemhroke, more than half the scholars are between 5 and 10 years of age. It will be observed, however, that in Glamorganshire the per centage of those under 5 years of age considerably exceeds, and of those over 10 years of age considerably falls short of that in the other two counties. This is no more than was to be expected, because in Glamorgan- shire labour very soon becomes valuable (a boy of 11 or 12 can earn from 5s. to 7s. per week), and manufac- turing employment is not suspended by the vicissitudes of the seasons, so as to afford more leisure at one time of the year than at another for older persons to go to school again. It would therefore appear, that so far as any desire is manifested by the poor themselves to extend the period of education, the inclination in the rural districts is to continue it longer, and in the ma- nufacturing to commence it sooner, than at present. Such indications are instinctive announcements in what manner these classes can most conveniently, and there- fore will most readily, co-operate, with extrinsic efforts to educate them. Infant schools ought to bear a much larger proportion to day-schools in the manufacturing than in the rural districts. In connexion with this question of consulting the convenience of the population to be educated, though otherwise out of place here, I would mention the policy of changing the present school hours in the manufacturing districts. It would be much better to have the children in from 8, or earlier, till 9, and then again at 10, making three divisions of the school-time in each day, as is done in superior schools, instead of only two. In such localities the scholars are all living close to the school. The number of those living more than a mile and a-half off, in Glamorganshire, is only 6-8 per cent of the entire number while in Carmarthenshire it is 1-5-3, and in Pembrokeshire, 12-3 per cent. This fact also marks the peculiar adaptation of infant-schools for a manufac- turing population. The distance at which the scholars live from school is a most serious consideration everywhere, but more espe- cially in the rural parts of such counties as those which I visited, where the principal attendance is in the winter months, and the roads too frequently in a dread- ful state. But perhaps the question of distance presents itself under its most difficult aspect in such tracts as the upper parts of Carmarthenshire and Pembrokeshire, where the population is too scattered for their children to be gathered into one school, and too poor to maintain several schools. The cottages lie far apart, and are dotted down in remote corners. There can hardly be said to be roads between them mere tracks over stony or marshy hill-sides. If the children get to school at all, it can only be once in the day, and then they are either kept at work for too great a number of hours together, or else they receive only half their proper time of instruction. With a view to such neighbourhoods, the Vicar of Llanelly (Appendix, p. 1,) proposed to have— One large and well-built central school, wi th a number of schools of ease, raised in a less costly manner, con- nected with it. The metropolitan and branch 'Schools all to be under one master, and the latter directed by pupil-teachers. Perhaps, nothing short of boarding schools could meet such cases. I found an important charity at Haverfordwest, (Tasker's C.C.R., p. 714) in one of the trusts whereof something of this nature seemed to be contemplated, although the foundation is administered only as a day-school. It runs, And out of the same rents and profits to build an almshouse for the main- tenance of poor children of both sexes." The distance of schools, however, might too often be more justly described as the utter absence of them. Take such cases as the following Appendix, p, 242:—-Out of 2-5 parishes in Derllys hundred, with a population of 15,793, I found no less than 12 parishes, with a population of 4255, i. e. more than one-fourth of the whole, utterly unprovided with day-schools at all. For the quality of those schools which exist I must refer to the Reports, which, how- ever, fail, in general, to convey the idea of utter inefficiency which would be collected from a sight of the schools. The district which lies between Carmarthen and LIan- stephan, a distance of not less than eight or nine miles, is peculiarly destitute, there not being a single day- school within two miles of the road between those places, except the wretched one at Bnrllan Newydd. I found the conterminous parishes of Cilamaenllwyd, Egremont, Llangan, Llanglydwen, and Llandissilio without a single day-school among them. These parishes lie, for the most part, between Narberth, in Pembroke- shire, and the eastern end of the Precelly Mountain, which nearly divides Pembrokeshire from E. to W. Nor are matters much better in the English district. There is no school between St. Clear's and Laugharne, a dis- tance of five miles. The town of Laugharne is fairly off for schools, but all to the west of it, south of Llandow- for, and the mail-road, I did not find another day-school in operation throughout the area occupied by the parishes of Llandawke, Llansadwrnen, Eglwvs Cymin, Cyffig, Marros, and Pendine; except only Barriett's, which is principally for the children of farmers, and old Mary liees's at Pen dine, in which I found three scholars. Ibid., p. 394 (Dewsland Hundred) 'This district embraces the north-west quarter of Pembrokeshire. Out of 21 parishes, containing an aggregate population of 10,840, no less than 12 parishes, containing a population of 2392, are utterly unprovided with day-schools at all 13 parishes, containing a population of 3401, are without a resident clergyman; and 11 parishes, containing a population of 2461, are without either a day-school or a resident clergyman. Ibid., p. 4DG (Kernes Hundred):—This district includes all the northern coast of Pembrokeshire from Fishguard to Cardigan, and extends some miles to the south of the Precelly Mountain. On the south and west it is bounded by the hundreds of Dungleddy and Dewsland, and on the east by that of Kilgerran. It is quite as badly off for education as Dewsland. Of its 26 parishes, containing a population of 15,559, no less than 13 parishes, containing a population of 26-32, are without a day-school at all 14 parishes, containing a population of 3773, are without a resident clergyman; and 12 parishes, containing a population of 2386, are without either a day-chool or a resident clergyman. In the whole of the country between Fishguard and Dinas on the north, and the Precelly Mountain on the south, there is no dav-school. Ibid., p. 417 (Kilgerran Hundred):—This district includes the N.E coiner of the county. There are fair schools in Manordivey and Kilgerran in the upper part of it the Teifi. where there are several resident pro- prietors, who maintain these two schools. But, out of 9 parishes in the hundred, containing a population of 5-211, no less than -5 parishes, containing a population of 21-5v<, ar? without a day-school at «U; 6 parishes, containing a population of 2548, ai'e without a resident clergyman; and 4 parishes, containing a population of (l.ii--notin/i!. sir a.resident. Ibid., p. 412 (N irberth Hundred) :—This district com- prises the S.E. corner of the county, being bounùed on the N. by the hundred of Dungleddy, on the S. by that of Castlemartin, on the E. by Carmarthenshire, and on the W. by the estuary of the Cleddau, which, lower down, forms Milf^rd Haven. The best schools in it are those at Narberth and Tavernspite on the north, and at Redberih, Carew, and Jeffreyston on the south. The intermediate district is miserably provided with schools, having for the most part none, or as good as none. If a line be drawn on the map from Narberth to Pem- broke or Pater, as the chord of an arc formed by the south bank of the Cleddau, in the whole of this district (including the parishes of Newton North, Minwear, Martel Tewi, Coedcaralas, Lawrenny, Cosheston, and Nash-cum-Upton, with a population of 2151), I did not find a single day-school, except the three miserable schools reported in the parish of Martel Tewi. The common mode of teaching which I found in country school" was for such ehildrcn as could read the Bible and Testament, to read in two classes, viz., a Bible class (the senior) and a Testament class (the junior). All the rest had to be taught individually. So, indeed. had the whole school, except in the fore- going lessons. Such an arrangement is purely matter of necessity. Class-teaching implies at least uniformity of books among the class-fellows, to say nothing of apparatus. Bibles or Testaments (being the cheapest books printed, as well as the most popular and generally coveted) are the only instances of such uniformity. Each child probably brings to school a different primer, if any. On this point I quote the opinions of schoolmasters. Now, when it is considered that only in 135 out of 698 schocls is the teacher assisted by monitors that, in the remaining -563, the average of scholars to each teacher is 30 that, out of the children found present in day-schools, the proportion of those reading the Scrip- tures to the rest was 42-7 per cent., leaving, on an average, besides the Bible and Testament classes, some 18 children per school for a single teacher, to flit among, from on to anotner, as he best can !— when all these points are brought into one view, some idea of the organic and essential inefficiency of such schools may be formed, quite apart from the demerits of individual teachers. The day-school schedules contained columns to ascer- tain the number of hours professed to be devoted to each subject of instruction. I gave up this part of the inquiry after a very short time, as hopeless in the common schools. The quaint answer which I received from a schoolmaster, in reply to my questions on this head, may be held to represent the general state of the country schools :—" You see, Sir, when I reads 'em hard, I spells 'eni less, and contrariwise, just as they plea- ses me." In respect of books, the workmen's schools are supe- rior to most others, bœause it docs not rest with each individual to provide books for his own child. Volumes from Chambers's Series are very generally used in these schools. The nearly exclusive use of the Scriptures as a reading book I have just mentioned, and the worthless- ness of such a system, as a means of conveying religious or any other knowledge, I shall have to mention again. I am here merely concerned with the mechanical art of reading. The division into verses is commonly made use of to mark the portion which each boy must read. They read in the same order as they stand. Each boy looks out for the verse that is coming to him beyond that verse he concerns himself with nothing, except the cue of the preceding one. Suddenly break the order, either by stopping in the middle of a verse, or missing a boy or two, and, the chance is, no one can go on. The number returned as reading" Simple Narratives," are for the most part those rated by the teacher as not able to read the Bible, the simple narratives being only the sentences in common primers. Punctuation is fairly regarded, from a custom com- mon in Sunday-schools, of each person's reading from stop to stop. The modulation of the voice is often a sort of chant, which seems to have survived from the times when a man, who could read the Welsh Candle' with a tone, was considered a very good scholar." There was no end to the insertion, omission, and miscalling of all the little words. To these no meaning whatever appeared to be attached. Even when the nouns and verbs were understood, the relation between them was not gathered from the other parts of speech or inflex- ions in the sentence, but supplied or surmised by the association of ideas, just as we should guess the meaning of a sentence in a foreign language, of which we had caught the principal word or two. Out of 88 children in the upper classes of schools that were better than the average, only 6 wrote correctly a few words of dic- tation 42 either made no attempt, or wrote mere gibberish; the rest preserved more or less glim- mering of the sense, with more or less of bad spelling. I rarely or never found the Catechism taught to any purpose. The children connected the answers with the questions simply by the association of words, not of sense. Hence, the slightest variation in the form of the question puzzled them, and, if the mere mechanical memory failed, the proper answer of one question would be given in reply to another. Appendix, p. 464 :—When I asked, Can you tell me what the word sacrament means ?" not one replied. I was simultaneously answered when I asked, What meanest thou by this word sacrament?" To be of the slightest use to the children of the labouring classes, especially in Wales, inhere there is the double language to contend against, any formulary whatever must, throughout every clause of it, be pulled to pieces, reconstructed, paraphrased, and turned in every possible way, by oral teaching. Else, it is to them mere stereotyped nonsense. No explanatory book, no printed sub-division of questions and answers, supplies the place of this living commentary. Those whom I found writing on slates are not two- thirds of those whom I found writing on paper. In common schools the slate is exclusively appropriated to arithmetic, and paper to writing, even for beginners. The parents of a child who learns writing must provide it with a book, and pay (generally) an additional Id. for the instruction. Hence it is regarded in the light of an extra or accomplishment. Not much more than half of those found present in school were learning to wnte. Little supervision is exercised over the children while engaged in writing. There is frequently no manner of convenience for writing. In five schools I found that the scholars had to kneel at benches to write; in a sixth, at the seats of pews. The labouring classes, including a large proportion of those called farmers, are unable to write. Not to men- tion that this inability cuts off from them all chance of promotion elsewhere, it affects the economy of their present p08ition. Arithmetic, like writing, constitutes an extra, for which an additional Id. is commonly demanded. Only one-third of those found present in school were learning it at all; and, again, of this third, little more than a third were advanced beyond the simple rules. Never- theless, the sons of the smaller farmers devote to it exclusively such odd quarters" as they can spare in the less busy periods of the agricultural year. Although it is the accomplishment on which the schoolmaster usually prides himself most, the mode in which it is taught is thus described by Mr. David Owen. Appendix, p. 238 :—The rules are not explained to the children so as to be understood the reason is that the common books of arithmetic are all in English the schoolmasters are wholly incapable of dealing with the rules otherwise than in the words of the book; and so they are preseuted to the children not only in a form, but in a language, wholly unintelligible to them." The children appeared to me to possess generally con- siderable arithmetical powers, if there had been any one to cultivate them properly. I found few schools in which there were not some of the children fairly versed in the multiplication table, in the relative value of coins, and able to add and subtract mentally. Arithmetic is rarely taught to girls, although those found in common day-schools are, as has been already mentioned, generally the daughters of farmers. Hence, (Appendix p. 23-5. Evidence of Mr. Rhys Jones :— When those females come to market, they are often obliged to come to shops to have their accounts made up e. g. if they sell so many lbs. of cheese at so much per lb., &c. With the foregoing sort of Reading, Writing, and Arithmetic, the education of the common schools begins and ends. It is true that, in Summary No. VI., there are enumerated Geography, English Grammar, English Etymology, English History, Vocal Music, Linear Drawing, Land Surveying, and Navigation. But, without insisting upon such of these subjects as are liable to be called specialties, or upon the national loss which is yearly incurred by the waste of talents, for the cultivation or indication of which such subjects are suitable, I have no hesitation in saying that a child might pass through the generality of these schools without learning either the limits, capabilities, general history, or language of that empire in which he is born a citizen, and this is the kind of knowledge which I con- sider to be the province of Geography, English History, English Grammar, and English Etymology in elementary schools. The ideas of the children remain as helplessly local as they might have done a thousand years ago. All that they learn now they might have learnt then. There is absolutely nothing in their education to corres- pond with any part of all that which has since happened and is happening in the world. I do not imagine that it is possible adequately to conceive the narrowness which circumscribes their view, or the confusion which renders unmeaning to them every word that expresses a relation more extensive than their daily sphere. They cannot, on leaving school, read with intelligence the most ordi- nary work upon subjects of common information. What share in those notions which constitute our national existence can a lad who calls the capital of Eng- land, Tredegar; who, being pressed to name another town in England besides London, names Europe or America; who says that William the Conqueror de- feated the English at the Battle of Waterloo, and reigned next before Queea "V ictoria that Napoleon was a Russian or an American, Scotchman, Spaniard. What compass has a person for the direction of his energies to the most profitable acount who docs not know to what English port the packets sail from Cardiff, whence all j the produce of his neighbourhood is shipped? What I hold has society upon the sense of interest, sympathies, or reasou of such people ? Schoolmasters defend themselves by saying that with the smaller farmers It would be no recommendation, but rather the reverse to be told that their children would learn history But can this be wondered at when in a school, by no means of the lowest class English history and geo- graphy were taugnt from half a page devoted to each at tie end of a spelling book ? In the words of the master of this same school, who could get no better books supplied by the parents of his scholars, It is necessary to show Wales the value of educatiou. If good education could be given to a few, the promotion of these (which would be sure to follow) would stimulate the rest to exertion. Much of the present agitation on the subject among the people has been occasioned by the example of some few of the farmers who have sent their sons to the Loudon University, or Glasgow, to be educated. The subsequent advancement of these (which has been almost invariable) has awakened a desire in others to do the like. They will not, however, make sacrifices until it shall be more plainly shown to them how great an advantage will be gained. Vocal music in day-schools rarely extends beyond singing common psalm and hymn tunes. The subject, however, is popular, and enters largely into the popular worship. Considering the temperament of the Welsh labouring classes, I should say that music might be made to form a peculiarly important part of their education. education. (To be continued.)

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