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EXTRACTS AND STATEMENTS '^ 
 
 RESPECTING 
 
 BILINGUAL TEACHING 
 
 IN 
 
 GREAT BRITAIN, THE UNITED STATES 
 
 AND CANADA. 
 
 PRINTED FOR THE EDUCATION DEPARTMENT.. 
 
 TRADE MARK, 
 
 TORONTO: 
 1^ PRINTED BY WARWICK & SONS, 68 AND 70 PRON 
 
 1890. 
 
 T STREET WEST. 
 
no. 0654 
 
 .,\*I..i/^ 
 
 B] 
 
 
 // 
 
 Canada 
 
 PB 
 
EXTRACTS AND STATEMENTS 
 
 RESPECTING 
 
 BILINGUAL TEACHING 
 
 IN 
 
 GREAT BRITAIN, THE UNITED STATES 
 
 AND CANADA. 
 
 FRINT£n FOR THE !■ DUCATION DEPARTMENT. 
 
 TORONTO : 
 PHINTEU BYJ WARWICK * SONS, «,S & rO FRONT STREET WEST 
 
 1890. 
 
«^ 
 
I 
 
 INDEX. 
 
 «ik 
 
 Page. 
 
 1. Extracts from tlu' Rciiort of tlio Royal Commission on i'ldiicatioii in (Jroat Britain. . . 1 
 
 2. Finding of the Conmiission with respect to bi-hni,'ual teaching ,'Jl 
 
 ;{. Extract from tlio Report of W. Williams, Her Majesty's Chief Inspector for Wales . . 32 
 
 4. Extract from the English Education Code of 188!» 33 
 
 ii. Rei)ort of the Council for utilizing the Welsh language 33 
 
 (J. Letter of Sir Wm. Hart Dyke on the interpretation of the Code of 1880 34 
 
 7 . Letter in the South Wales Werkhj NeiDs 36 
 
 8. Welsh recogni-'ed in the University of L )ndon examination s 37 
 
 9. Teaching of Gaelic in Scotland 38 
 
 10. Extract from the Committee of Council on Education, Scotland 38 
 
 11. Extract from Dr. Kerr's report H9 
 
 12. Gaelic examination paper 41 
 
 l:$. The teaching of Irish 42 
 
 14. Sir Patrick Hennan's evidence before Royal Commissicm in regard to Irish 44 
 
 15. Extracts from the report of the Bureau of Education, Washingt(jn 45 
 
 Iti. Address by Jno. B. Peaslee, Ph. D., with regard to the teaching of German 4(> 
 
 J 7 . Opinions of American educators 64 
 
 1 1^ . German in New York public schools , 50 
 
 1 !). Indian schools in Ontario 5() 
 
 ■.;0. Report of J. F. White, Inspector of Separate Schools, Ontario 57 
 
 21. Letter from D. McCaig, Inspector of Indian Schools, Ontario 5-i 
 
 1 
 
in-Li\(".r.\L 'ri'.\ciiiN(. 
 
 IN 
 
 (JHEAT nKITAIN/niKUNITlvl) STATES 
 
 AND CANADA. 
 
 KXTRAOTS FROM EVIDENOE TAKEN RY THE RoYAL (H)MMISSI()N 
 \PP01NTED TO INQUIRE INTO THE NVOKKINO OF THE KLEMEN- 
 TARY EDUCATION ACTS. ENGLAND AND WALES, 188G Ls87. 
 
 IVin T<'(icliiv<j of Wrlsh in F.Uinculartj SrlionL^. 
 
 MATTilEW AllNULI), Esc.>, Examinkd. 
 
 FIRST HEl'OKT, PAGP: 219. 
 
 Thhikts the tino languages an mlvantagfl. 
 
 Q. llavci you bad any oxperienco in examining Wolsli S(;hools ? 
 
 A. I liavc examined Welsh schools. 
 
 Q. Did you meet with what is called the hi-lingual difficulty there ? 
 
 A. Yes, no doubt, but I tliink I could perceive even then that the two languages 
 were an advantatje. 
 
 .. 
 
 Mr. EBENEZER MORTM'-^ Master of the British Schuoi. at Mi-nai 
 
 BRiuta, Axoi.ESEA, Examined. 
 
 SECOND REl'ORT, PAGES 284, 285, 288, 28^. 
 
 Biffiriifli/ of ieaching in Welsh Schools is, that English is a foreign language to the 
 children— English should he learned through the medium of Welsh — Would use Welsh 
 only ichtre the children coidd not iihderstand English — Before the jiresent code used 
 books with English on the one side and. II eM on the other, would do so noie If he had 
 the choice. English Is crammed into children bi/ present uiethod. Welsh should not be 
 taught to the exclusion of English. Welsh sliould he taught as a means of lenrning 
 English so that one could proceed Jrom the known language to the iinknown. 
 
 Q. You urge very naturally that a difficulty arises from the fact that you have to 
 teach the children in a language that is not native to them ! 
 
 A, Yes. 
 
 Q. Do you think that the parents of your children would consent to having than 
 taught in Welsh 1 
 
 A. It is rather difficult to say that nov ; but the thing is whether the children 
 would learn better ; I think that is the most important question. 
 
 1 (B.L) 
 
j 
 
 Q That no <loubt in a very important- (|Ut!atioii ! 
 
 A. If tli(' oliil(lif!n iranio to uuilerstiind tlio Kiit,'li.-li lan^uaj,'o hnttfir, ami learnt it 
 bettor, it would bo better for them to do it throu-,'h the medium of WrUh. 
 
 Q. In your present sehool wliicli would you prefer to use if you were free ,' 
 A. If friH- to do as I thought best 1 would teach tliem Kngli.sh and Welsh setuences 
 !is a niean.s of increasing,' tlieir vocabulary of Ktiglish wurds, and to express themselves in 
 English. I think there ought to be a chance for (he teacher to use the Welsh languagi' 
 astlie medium of giving instruction to the children in Engiisli. 
 
 Q. If you were perf(!ctly free, would you teacli tlie children using the Welsh language 
 in S|)eaking to them t 
 
 A. Yes, but only so far as they were unal)le to understand tne in Knglish. Det'ero 
 the revised code I used an English and Welsh handlxjok, with Knglish sentences on one 
 aide and Welsh on the otlii;r. TIk! children had a nuuil)er of sentences tu commit to 
 memory as a home lesson and sometimes m school. Thi! next day the teacher would give 
 a senteiKM! in English or Welsh, and tlie cliildren had to repeat the equivalent, or some- 
 tiines they were required to write them. Oare was taken to explain tlie ditlerence in the 
 construction of tlie sentences. I have no doubt children learnt more English by tliat 
 method thai, they do under the present system. 
 
 Q. The children who come to the infant school come not speaking a word of English, 
 I suppose? 
 
 A. Not a word. ; 
 
 Q. In how short a time are they able to speak English 1 
 
 A. It is very difficult to say that : they are not able to speak English until they 
 are, .say, in the Sixth or Seventh Standard. 
 
 Q. Do they come to the infant school generally when they are five years old ! 
 
 A. When they are three years old. 
 
 Q. Do you find that at the time when they come into your school at the age of seven, 
 
 when they leave llio infant school they can speak English fairly ? 
 
 A. No. 
 
 Q. Can they understand an easy English reading-book ? 
 A. No, not even in the Tiiird Standard. 
 
 Q. They can understand something of it, I suppose ? 
 A. Yes, of course. 
 
 (.}. Do you think that liy the time the children were lO or II years of a 'e in the 
 Third or Fourth standard, they would umlerstand more English if you had been generally 
 teaching them in Welsh and teaching the English us a foreign language you yourself 
 spealving Welsh I 
 
 A. Yes, lo understand it, but not to speak it. My opinion is that English should 
 not he the, s]ioken language of the school. 
 
 tl 
 
 lai you 
 
 Q. Then do you tliink that you cm taach them more English in the timr 
 hava by th(! present method tiian if you spoke to them in Welsh ? 
 
 A. Yes, T can cram more English into them. 
 
 Q. I am simply questioning you now as to how you would most easily teach the 
 children English, and [ ask whether the children would be better able to understand and 
 to speak English at 10 or 11 years of age if during the yeari up to that tipie you had 
 been teaching them in school in the Welsh language '< 
 
 A. I b(>licv« they would understand much better, but would not be able to speak 
 unless we had more time than we have at pre.sent. 
 
 ^ 
 
 4 
 
J 
 
 <^ 
 
 4- 
 
 f 
 
 Q, But tlitit is net my iiuf^ikioii : j{'V" *'"' '^'""' ^1"*'' yon liavn (in tlio 'JA hours, 
 takin;,' that ivs tlit! imiouiit oi time), and HHiw^ it eitliftr to tt-urii Kn;j;lisii (ir WcIhIi, in tin! 
 Hamo amount <<f tinio hy wiiicli mutliod would you tcacli them Engliali host 1 
 
 A. i5y K^achiii;,' tliiMu ii: Welsh. 1 would teach thoni to unduratand Kn^i^lish botti-r, 
 but not to Mpt'uk it. 
 
 Q. V'ou think that it' you talk to them ill vVclsh and tant,'ht English us a foreign 
 language they'would understand it hotter i)ut not sp(^ak it W) well ; is tiiut your anH\ver { 
 
 A. N'ol exactly. Use the two languugi^w togetlier ; use the English for sptsaking and 
 the Welsh for explaining. 
 
 ii. Will you tell me in your own language; given th(* present amount of school hours, 
 and tliB pre.seiit attendance at the school, in what Wiiy would you soonest enable tho 
 childion in your school to read, understand, and speak iinglish ( 
 
 A. By having a hook in English and Welsh, one side ICngli-h and tlu! other side 
 Welsh, let the children road oceasionully the Welsh part as well iia the Knglish ; then 
 they would thus understand the English better. Tho children should also commit ii 
 portion to memory, and produce it on .slate or paper, they would thus increase their 
 vocabulary, and 1 am to express themselves in Englisii. 
 
 Q. Tlien you do not wish that tho Welsh language should be so taught aa to load to 
 the exclusion or neglect of English ? 
 
 A. No, it bhould not be so at all. 
 
 Q. You think and feel tliat it is an absurdity to try and teach anything to a little 
 child in a language of which he is absolutely ignorant ? 
 
 A. I believe so ; it is almost impossib' ; to do it without explaining it to him in his 
 own languarge. 
 
 Q. That is the condition in which ma. y of your children come to you, is it not? 
 
 A. Yes, in the infant school and even in the First Standard they are able to under- 
 stand next to nothing of English. 
 
 Q. What liberty would you desire to possess in your schoo? as to tho use of the 
 WeJsli language .' 
 
 A. I think that it would be advisable to have Welsh as a clas ■ subject, only it 
 should bo optional. I would not have it made compulsory, but I would iiko it to have u 
 trial, so !vs to see if the children would come on better. 
 
 Q. But even then you would use tho Welsh in part as a mean.sof acipiiring English ? 
 A. Yes, they should certainly be taught parallel. 
 
 Q. Would you desire that the children should be exauiincil in Welsh by the 
 inspector, and tliat they should rece-ive marks for their ac(iui:iitiun of Welsh as well 
 as of English '. 
 
 A. They ought to be allowed to answer eitht-r in English or Wel.-<h, arid marks 
 should be given if they are able to answer in either of tiio two. It" a child failed to 
 express himself in English he ought to have a chance to do so in \Vt Isli .' 
 
 Q. Would you eare to teach Welsh grammatically in your boliool ; that is to say, 
 would you teach Welsh grammar ? 
 
 A. Personally, [ would have no objection, Ijut I do not know whether it would be 
 better for the cliildren in n\y school. 
 
 Q. Generally speaking the Welsh do not learn their language grammatically t j any 
 laige extent, f bcdieve ? 
 
 A. No, they do not, and that is the cause of the difliculty which I siioke of just now, 
 as to their not being able to write the language. 
 
Q. Are you a lucraber of the Society for the Utilization of the AVelsih Language in 
 EJuu;ition I 
 
 A. No. 
 
 Q. There is, i siipjiose throughout Wales at this time a very general desire that 
 there should be u more tlistinct rcscognition of the Welsh language as an instrument of 
 education ? 
 
 A. 1 believe so, and it is becoming more so every year, 1 kept aloof from that 
 society, because 1 had not fully made up my mind, altliough I feel strongly that Welsh 
 cliildreu ought to be able to write their own langufige, and it ouglit to be used to learn 
 English. 
 
 Q. Il;tve you noticed what is the language which the children use when they are at 
 play in the play groui.d 1 
 
 A. Universally W^elsh ; it is almost impossihle to get them to speak English when at 
 piny. 
 
 (^). Then the only English that they hear is in school '/ 
 
 A. Yes, or occasionally in the street, and some at home. 
 
 (J. Is it a matter of fact that a good deal of the English which is got. up for the 
 reading pass, is a matter of rote i 
 
 A. It is impossible to teach it intelligently, and go through the three books. 
 
 Q. Is the result of that kind of teaching to leave no permanent effect upon the 
 children when they leave school, so far as English is concerned'? 
 
 A. T brliev: that in many cases it forces the children to hate their books. 
 
 <^>. Would you say that if you had one English book thoroughly taught on good 
 methods, using the methods of translation from Welsh to English, and from English to 
 Welsh, as is done in the teaching of a foreign language in this country, your children 
 would be put in a lictter position when they get to the Third and Fourth Standards .' 
 
 A. Yes, especially in country schools. 
 
 Q. Will you describe to the (jominission what is your method of dealing with 
 English wlien you get a child into the First Standard '! 
 
 A. The first thing that I do is to read sentence by sentence and for the children to 
 follow ; then I ask them sometimes what are the meanings of the words, and they have 
 to explain them in Welsh, and afterwards as well as they can in English. 
 
 Q. Y'ou do that now ? 
 
 A. \''es. After explaining them in Welsh I explain them in Engli.sh and I ask 
 them afterwards to express themselves in Welsh and in English on the meanings of the 
 lesson and the words. 
 
 Q. I tested niysilf in several schools the children in the Third and Fourth Standards 
 and they read to me fluently out of the book that they had prepared ; but when I aiked 
 them the meaning of some of the sir- 'ilest words and sentences, 1 was not able to ascertain 
 that they had any intelligent knowledge ? 
 
 A. They have not even in the B^ourth Standard. 
 
 Q. Every Welshmen of course would like to see the language preserved ; but do 
 you thijik the school is the place where that can be secured ? 
 
 A. I would not do that for the sake of learning the language and nothing else, but 
 only as a means to understand English through it. 
 
 Q. You admit that in giving them any intelligent knowledge of the matter that you 
 read, you must proceed from what they know to what they do not know ? 
 
 A. Yes, we must proceed from the Welsh to the language that they do not under- 
 stand. 
 
 4» 
 
 <?» 
 
 4^ 
 
4* 
 
 o 
 
 J. 
 
 Q. Then I am right, I suppose, in assuming that tiiroughout th<J wliolo of tho Welsh 
 speaking part of Wales a good deal of Welsl; is used in the lower standards necessarily 
 in explanation in order to give thorn a common moans of education 1 
 
 A. Yes. 
 
 Q. You are aware, I suppose, that tlie percentage of passes in Welsh schools in 
 reading is us high as in England ' 
 
 A. Yes. 
 
 Q. Does not that seem rather extraordinary 1 
 
 A. They oidy learn to read like parrots. Perliaps that i.s putting it rather strongly '> 
 that is to say, they learn to read the words and that is all, and we give a great deal of 
 time to the reading. 
 
 Mr. lewis WILLIAMS, J. P., 
 
 SECOND REP 
 
 Chairman of the Cardief 
 Examined. 
 
 •. , PAGES S73, «7(5, S78. 
 
 S( Mooi, Board, 
 
 Man;/ children go to school enlireb/ iijnorant <if Euyll-ih — Thinks hpJtnr results tvould 
 be obtained if some subjects were taught in Welsh insti'ad of in English — Should ham 
 Welsh teachers — Welsh language should be encouraged and taught. 
 
 Q. I do not know whether I might ask you a question about a matter* that is creat- 
 ing a good deal ot interest in ^Vale3, I mean the bi-lingual ditliculty ; does that uflect you 
 in Oardiif at all "i 
 
 A. No, that does not liffect us in Cardiff ; but knowing the Principality very well, I 
 am in favor of the Welsh language being taught. The difficulty is one we ha^'O to 
 recognize. This week a teacher of cookery whom we have just had from North Wales 
 said that she could not get the requisite number of children because she could not speak 
 Welsh. 
 
 Q, A large number of children when they go to school are absolutely ignorant of the 
 English language, are they not 1 
 
 A. Yes. 
 
 Q. And therefore it would be absurd to make the English language the medium for 
 teaching them anything 1 
 
 A. I think that we should get very much better results if we taught them some 
 subjects in Welsh instead of in English. 
 
 Q. Do you very much desire to have Welsh teachers for Wales ? 
 
 A. I think that it would be an advantage. 
 
 Q. In what way; could you amplify that at all ? 
 
 A. I think that a knowledge of the Welsh language wo\dd give a quicker insight 
 into character and that they would be able to impart many facta more directly than they 
 otherwise can. 
 
 Q. You said that nine-tenths of the inhabitants of Cardifi are English speaking 
 people ; therefore the Welsh question does not affect you so much in Cardiff 1 
 
 A. It does not affect us at Cardiff. 
 
 Q. Yet, notwithstanding that, you are a very earnest pleader for the Welsh language 
 
 A. I have takeh a great interest in the education of Wales for 25 years ; and I feel 
 that it is a wise and judicious thing that the language should be encouraged and taught 
 
Mu. BERrAII GWYNFE EVANS, Examined. 
 Tiinih uEi'ouT, i'A(iKs 1, 2, S, 4, 5. 
 
 English beM acquired b;, Wdsh childrm lhron,jh the medium of WeUh lanquaqo- 
 
 J^'r.^"ur;f, .' ^'^^'^' ^'"'^ "" knowledge, of English whm admitted —in mrious 
 efjec.t of Welsh being ignored—a si/steni of translation should be adopted. 
 
 CJ. (J/n Eichayd) You l.ave been for the greater part of your life engaged in 
 educational work in Walos, have you not / 
 
 A. I have been for the greater part of my life so engaged. 
 
 Q. In ro-nrd to the Society for the utilization of the Welsh language in education, 
 of wh.cli you are secretary, I thould like to ask you a question. The object of that 
 Society IS not to discourage the acquisition of the English language by the Welsh children, 
 or to prevent its spread in AVales, is it ? 
 
 A. The very reverse would be its object. 
 
 Q. Still less, I suppose, has it any political character ? 
 
 A. None whatever. 
 
 (l Your contention is, that the English language will be best acquired by Welsh 
 children through tne medium of Welsh, is it not ? i J' ' 
 
 A. Exactly so. 
 
 w . ?•, ^*" you give any evidence to the Commission as to the present prevalence of the 
 Welsh anguMge ,n the Principality, tirst of all as a spoken language. I suppose that it 
 is .stili largely in use in most of the agricultural districts of Wales ? 
 
 A. It;is a notable fact, that with the exception of Radnorshire, and parts of Brecon- 
 shire and Pembrokshiro, Wcls! is practically the homo language of the people. English 
 may be the language of the school, but Welsh is the language of tlio ph^ir.nd, of the 
 roads, of the market, and of the shop. In many .-ases it is the language of 'tiiscussion and 
 of business in public bodies, school boards, boards of guardians, parisl: vestries, etc., 
 much, if not thewholo ot the business of which bodies, in many instances, is conducted 
 entiiely in Welsh, though tlu" minutes are recorded in English. For 16 years I was in 
 charge of a school, where outside th.> walls ■-? my school-room. I had no occasson for usin- 
 any language but Welsh half a dozen times in the year. Mr. W. Williams, Her Majesty's 
 Ohief Inspector of Schools for Wales, states that, for the counties of Cardigan, Pembroke, 
 and part of Carmarthen, most of the children speak Welsh habitually at home, excepting 
 in the southern half of P(imbrokeshire. > i o 
 
 Q, Passing to the mining and manufacturing districts, how does the lanrua<'e hold 
 its own there ? h r, 
 
 A Mr.D. W. Jones, coal insfiector, Carditf, says: "I am within the mark wlien I 
 say that mno-tentlis of the cdliers of South Wales speak Welsh in tlie coal pit." Mr 
 W bdwards, H(-r Majesty' Inspector of Schools, writing under date November 30th, 
 lOftU says :-- I recently made a minute inquiry into the extent to which Welsh is 
 ^^ .spoken by the children of the district with this result :—c* 24,38.3 children above 7 
 ^^ years of age, .55 per cent, were returned as speaking Welsh Jiabitually at home. In the 
 
 Ivhondda \ alley the proportion of purely Welsh children is much greater viz 
 
 cent 
 
 per 
 
 Q. How is it in the quarry districts of North Wales? 
 
 A Mr. Edward Roberts, Her Majesty's Assistant Inspector of Schools for District 
 
 ,' i^^,'',^»,\P'^^^'-"K the Island of Anglesey, and the Cencus Unions of Bangor, Carnarvon 
 
 and Pwllheli, says ;— " The Welsh language is spoken, I may almost say exc'usively by 
 
 _ children in this .listrict when not at school." The Reverend Daniel Rowlands 
 
 Principal of the Langor 'I'raining College, says :-" In Anglesey, and Carnarvonshire I 
 
 ^ 
 
" should say that the .- •fjuage used by children out of school is exclusively Welsh. I 
 " believe that th3 sauie tiiiiif,' is true and perhaps to a still greater extent in Mcrioneth- 
 " shire." 
 
 Q. How is it with regard to the large towns, such as Cardiff and Swansea ; I suppose 
 that English predominates there ? 
 
 A. There is, even in large towns much more Welsh than is apparent to a superficial 
 observer. When 1 removed to Cardiff two months ago, I was told that I should never 
 hear Welsh spoken. Since then I have made it a habit in calling at shops to make some 
 remark in Welsh, and in only one in.stance have I been unable to secure a reply in the same 
 language. Within a week of my arrival I attended a puhli(; meeting in the town at which 
 the proceedings were entirely in Welsh, and there was an adult audience of some 1,200. 
 Within a month after I attended another public meeting in the same town, when the 
 proceedings were carried on in Welsh, and in which two Members of Parliament took 
 part, and there was an audience of from 1,600 to 1,800, almost entirely children and 
 young people ; and yet Cardiff has been considered a one of the most xVnglicised of the 
 Welsh towns. The Welsh element of .Swansea and xMertliyr Tydvil would form a large 
 proportion of the population. On Easter Monday I attended a musical entertainment at 
 Abergavenny, in Monmouthshire, where there were from 5,000 to 0,000 people present, 
 and yet the conductor of the meeting, a clergyman of the Church of England, deemed it 
 necessary to conduct the proceedings almost exclusivrjy in Welsh. 
 
 (,). With regard to those that go down to settle in Wales from England and Scotland 
 and other nationalities, do they retain, the English language, or do any of them acquire 
 the Welsh ? 
 
 A. So far as my experience goes, I should say that throughout the whole of Wales 
 instances could be met with of families bearing Engli.sh, Scotch, or Iri.sh surnames, who 
 ^jto are yet purely, almost inonoglot, Welsh in speech. 1 have had in my own school children 
 
 bearing such names as Dyer, Gray, Hayter, Wright, Irving, Murray, Hicks, >ind so on. 
 In some of these cases the parents, who were railway cmploy.is, etc., would speak nothing 
 but English at home, while their children preferred Welsh. In another generation 
 these families would be purely Welsh. 
 
 i). As to literature in tlie Welsh language, there is an impression pretty gene rally 
 prevalent in England, that tliougli the Welsh language may live on the lips of the people, 
 there is very little literature ; what is your opinion on that point 1 
 
 A. I have no hesitation at all in saying that Welsh is not a barbarous jargon, or 
 provincial dialect, spoken only by the unlettered and having no literature. As a literary 
 people the Welsh will compare favorably with any nationality. Notwithstanding that 
 the language has not' been taught in the schools, its periodical literature is verv exten- 
 sive. 1 have been making enquiries of the publishers in Wales, and thougii I had 
 previously flattered myself as being pretty well posted in Welsh matters, the replies 
 which I have received In.ve astounded me. The circulation of Welsh newspapers, 
 magazines, periodicals, and books of aill sorts, far exceeds my previously formed ideas. 
 I find, for instance, that we have 17 weekly newspapers published in the vernacular in 
 Wales, ranging in price from a halfpenny to twopence each. Tiie total weekly circula- 
 tion of these exceeds 120,000 : the lowest circulation of any single paper is l.riOO ; and 
 the highest weekly circulation returned for any single paper is 23,000, which has been 
 the weekly issue for eight years of "Y Cenedl Gjmreig " ("The Welsh Nation"), an 
 eight-page SG-column penny Welsh newspaper published in Carnarvon. [ do not wish, 
 of course, to state anything but what is absolutely necessary to found our own case. One 
 magazine alone, published monthly, has attained a circulation of 37,760, and there are 
 altogether ir)0,000 copies of magazines published in the, Welsh language circulated 
 monthly in the Principality. As to Ijooks. I may say that a leading firm in Wales 
 assures me that they have expended 18,000/. on the production of a mm^lc Welsh work, 
 and yet the sale has been sufficient to repay the expenditure and to afford a f.iir profit on 
 that expenditure. A Welsh-English Dictionary is now being published, the firat Tolume 
 
 o 
 
of wliicli, coiisi.stin,!,' of over 100 patics, ,|iiiirto, and sold at li;ilf-r«uiiit'a, docH lu.t rracli 
 t,li.> .11(1 of t\H' first letter of the iilplm'.iet. KiifjliHli iiiid Scolcli lirma also nivp ii rich 
 liiirve.4t ill Wiiles l.y tlio issue mid .;irfulation there of Welsh works {luhlished hy them, 
 (hie (inn from (!lasf,'o\v (nnd that 1 would wish to say is not the f«rei.!,'n iiriii tliiit has 
 eirciilati'd iniist Weisli hooks) has issued a miiiilier of Wwlsh works ainoiiiitiii.; in nil to 
 over IS.OOO, attaining' a sale worth .")ti,L'5U/. The total annual value of Welsh literature 
 of all kinds piihlisiied, is estimated liy ont> of the leadiii'' Welsh firms as exeeediiis 
 20l),0()0/. ■ *" 
 
 (.»». is the Welsh lan,i,'uafi;o still lari,'ely used as a vehicle of relijjious insiiuction and 
 
 worsiii]) ( 
 
 A. A very tclliii;,' fact in connection with this would, 1 believe, be the returns of the 
 Hritish and Korei,i,'u iJible Society. 1 havi^ \wcn informed by them that duriiij; the year 
 endiui-; the olst March. 1SS7, atotal of 8I.I0S copies of the Scripture in wlioh^ or in 
 part, and eiiti.-ely Welsh, were issued. This does not by any ineaiss represent the total 
 nuiiilier. There are other firms which also issue Welsh IJibles ami Testaments, notably 
 the Society for Promoting' Christain lvnowledj,'e ; and in Welsh homes, liowever humble 
 or however rich, there is scaicely a shelf without its Bible, and its ma,i,'a/,ine, in tin? native 
 lany;ua!;e. 
 
 ii. Have you any idea how lar<:;e a proportion of churches and chapels conduct their 
 services in Welsh ? 
 
 A. It would b(> diiiioult to obtain the e.\act number as reij;ards the churches : but .-is 
 regards the nonconformiat denominations the numbers are published annually. 
 
 Q. {Chairman.) Th(>re would be no dillioulty about the churches, because a report 
 lias been made to the Archbishop of Canterbury, which I have my.self seen, as to the 
 number of Welsh and Knj»lish services / 
 
 .A. I was not awaro of that. 1 m,ay .say that with re^jard to the four leadiiii^ 
 nonconformist deiiominaUons. that with a total of ."5,57 1 chapels, there are L',.S,'")3 entirely 
 Welsh and SO^S Kn!j;lish. Thus, in these tour denomination.s, 70 per cent, of the services 
 would tie conducted in Welsh. This does not, however, represent the jiroportion of 
 Welsh to English worshippers amon,i,'st the nonconformists. As a rule, Uie Knglibh 
 chapels are small and ill attended, while a Welsh service is often crowded. I mean, of 
 course, services in the nonconformist chapels. Then, again, to found these Kuglish non- 
 conformist causes, in the first instance, drafts have been made from Welsli chapels to form 
 the nucleus of the new cause. 
 
 Q. W^hat do you say about Sunday schools in this respect ? 
 
 A. In the Welsh Sunday schools Welsh greatly preponderates. Tho Sunday school 
 has hitherto been the great educating medium for the Welsh-speaking population, ft is 
 here that they have obtained the only instruction in their own language which they have 
 ever liad ; and though they only have it hero for an hour and a half once a week, they 
 have learnt the language better than the English lias been learnt by the regular daily 
 instruction received at the day schools. 
 
 Q. How does all this prevalence of the Welsh language atleot the question of education 
 in Wales ? » . i 
 
 A. In W^elsh schools (and by Welsh schools, I should say that I here mean schools 
 in the Welsh-speaking parts of Wales), tho majority of children como to school with 
 absolutely no knowledge of English, but with a collo(iuial knowledge of Welsh. In my 
 own school at CJwynfe I can say that at least eighty per cent, of the children admitted, 
 ranging from four to ten years of ag>>, came to me without posses.sing any knowledge of 
 English. The simplest phrases in English conveyed no meaning to them. They had the 
 whole vocabulary of English yet to learn. T -.vas at one time carried away by the feeling 
 which then prevailed, that, at whatever cost, nothing but English should be heard in the 
 school. I never permitted a word of Welsh to bo spoken under any circumstances inside 
 the school-room or even on tho playground. I am to this day ashamed to own that I, as 
 a schoolmaster, did what was at one time an universal custom, and caned my boys for 
 
 * 
 
 1 
 
' school 
 It is 
 By have 
 k, they 
 r (laily 
 
 iisin^' in my hearing,' their niother-ton^ue, the loii,^'n.^ ia whioli all Lh.ir licjiils' aKsooia 
 tioiis were Imhuk] up, tlu^ lan^ua-^e of (licit- lioiiieH, .,l' their pansiits' reli^'ioii, of their 
 own synipathie.s and iut(>lli','(!Mee. I hIuiI! n';,'i-et it to niy dyinj; day. Permit me toj,'ive 
 one instance of how this operated. On one occasion a lioy in tlie second or third 
 MLandanl, a l.i^' lud of (.jevfui years of a^'e, came to .school an hour late ; h.> was accompanied 
 by a sister, and a S(;hooi mate a year older ; I called him uj) an<l asked him in Mn;,dish 
 wliere lie Imd been; the reply toek my breath away. <• I'lea.se .Sir," said he, "lam 
 dead." "Y(m are dead?" laskc.liusurpri.se. " Ves." he said, "1 am dead' on the 
 mad. On br.'akinj,' thron-h my own ruin, and in.iuirini,' in Wel.sh what ho meant, [ 
 found that th<> p,,„>- boy had been ill on the road, and that neither he nor his sister nor 
 schodlmate could diatiiiguish in Knf,di.sli b(!tween havini,' been ill anfj been di^ad. That, 1 
 think, was the last time I <'ver insisted on the ruhs to (exclude Wel.sh from mv school. In 
 bi lin(,'iial Wales, on tlu- other hand, tlu! majority of tin; childicn when admitted into the 
 schools have a more or less .■.vtensive English VMcabulary, wliile Ihey also poss(rsH a more 
 complete knowledge of collo((uial Welsh. 
 
 (■l What is tho (dl'ect of Welsh beiiii,' iKnoi(Hl and passed over in the day schools? 
 A. The result is injurious in many way.s. In llu^ lir.st place, it lessens the child's 
 
 his tlujui^hts, 
 
 aiK 
 
 I in the 
 3 inside 
 at I, as 
 oys for 
 
 .scholastic com 
 utilized in the 
 girls are taugl 
 
 " 
 
 - 
 
 ontidence in him.self, it- makes him nervous, afraid to give expression to 
 md doubtful of his own powers, in the second place, it instils into his miml a hatred of 
 one of tho two language.s. Kither he must hate tlu; ianguagi! of his home, which he is 
 led to regard as a thing to be ashamed of. or, if he has any S|.irit in him or tie- least spark 
 of patriotism, it fills his youthful mind with a deep-seated hatred of th.i foreign language, 
 in favor of which his legitimate mother tongue is placed in the position of a bastanJ. In 
 the third place, again, it aliects the light in which he regards school. Mv. a.ssociates school 
 with Knglish ami home with Welsh ; these counteract each other where thev should assist. 
 T'hat this is the ca,s(^ is (!videnc<;d by thi! Kducation I'.liU! P.ook for 1882, pa-'.^ liil in the 
 rep.et of the Rev. Shadra.li Pryc.;, i[(.r Majesty's [nspecior. fa tin; fourth"place, .school 
 IS thus mad.! a greater l)urden in the child's eyes than it need be ; there is nothing 
 attractive for him th.ire. His le.ss.)n books, all in a for.>ign tongue, present nothing to 
 his intelligence but the few pictures they may contain. There is notliiiig, in fact, but^the 
 companionship of his sclioolmat.-s to give him pleasure ; and ev.ui this pl.iasure is limited 
 by the restriction placed upon him and th.un to us.; only English whenev.a- po.ssible. 
 
 Q. How does tliis question affect the teaching of the English language I 
 A. Th(! system of teaching generally pursued noces.sarily involves a training of 
 memory and not of tho intelligence ; I might even .say training tho memory at the "cost 
 of the intelligence. The instance that T gave of the lad who believe.l that he was dead 
 when hi! wished to say that he, had been ill is not an isolated on<>. Children learn a 
 •.lumber of English words, but these words convey no ideas to tluur niinfls. The teaching 
 degenerates into a purely mechanical exercise. 'I'he child reads his book, his pronouncia- 
 tion of words may bo correct, he may give !ui English synonvm for any given word, but 
 he actually knows nothing of it. It is only wh.ui the idea i.s placed befor.; hiui in the 
 fa-nihar Welsh garb that he recognises it. To the ordinary English child his reading 
 book .■ontiuns stories in simple language which amuse and interest him ; to the ordinary 
 Wtdsh chil.l, on the contrary, most of his books are sealed books, .so far as his intelligence 
 is concerned ; the words are mere dry symbols, presenting no idea to his mind. 
 
 Q That relates to what you call Welsh Wales, where the language of the home is 
 purely Welsh ; but how about what is called bidingual Wales ? 
 
 A. There is one fact, if you will permit uie to refer to the question preceding that, I 
 .should wish to emphasize strongly, and that is the injury done to Welsh children by ignor- 
 ing Welsh in elementary schools is permanent. Some of those who have done best in 
 .scholastic competitions in Wales are those who have had their home language properly 
 utilized in their school course. Were it not for the Sunday schools, where the boys and 
 girls are taught to read their native language, and were it not for the Welsh literature 
 
10 
 
 made; accp.ssible to thorn hy this Sunday teaching, I sa.y deliberatoly that V/e sh peasants, 
 instoad of }).;inK, as I am proud to bolifvo lliey arc, the most intelligent of their class in 
 the British Isles, would to-day he plunged in barbarian darkness. 
 
 Q. Will you now tell us how, in your opinion, this question all'ects bi-lingual Wales ? 
 \ In the first place, bi-lingual Wales, children are only taught one language where 
 they could with very little, if any, additional trouble, be taught two. In the second 
 place, they are not taught the grammatical structure of their mother tongue, and thus a 
 most valuable, mental training, practically within the reach of all, is deliberately ignored 
 and allowed to become a waste educational product. The injurious effect of this is cvide^nt. 
 It aflect.. in the first place attendants of W(=lsh scnvices in the Church of England ; they 
 are not able to follow the lessons or to utter the responses, because they have not been 
 tauc'ht to read Welsh. Again, the lowei* working classes who do not attend the Welsh 
 Sumlay schools are unlettered, the only class of Welslnnen who may be so considered. 
 Some of these pick up an insuflicicnt knowledge of the construction of their native 
 language, and bc-come contributors to a certain class of the Welsh press, these contribu- 
 f.ions being often of a very low order and tending to debase the native purity of the 
 language. Tarents, that is, Welsh-speaking parents, having little interest in the schools, 
 do not willingly submit to the compulsory attendance of children, and friction with the 
 authorities ensues unnecessarily. 
 
 Q. The Department has made some concessions in regard to the use of the Welsh 
 language in schools, has it not ? 
 
 A The only plac.i where Welsh is otHcially recognized in the Code is a footnote to 
 Schedule II., which states that " In districts where Welsh is spoken the intelligence of 
 " the children examined in elementary or class subject, may be tasted by requiring them 
 to explain in Welsh tin- meaning of passages read. 
 il You think that that is insutlicient 1 
 
 .\ It may have been well meant, h'd it certainly is insufficient. It does not tend 
 to th^ increase of loyalty pa the part of patriotic Welshmen of average inte ligence o see 
 French and German inserted for the benefit of a comparatively few when Welsh is 
 excluded where it might please the many. 
 
 Q. You spoke of four heads, and you have given us one ; what is the second ? 
 \ The teachinfr of Welsh as a class subject. In si)ecifying our requests with 
 regard "to Welsh as a class subject, I wish to say in the first place so as to remove any 
 misunderstanding at the commencement, what we do not want. We do not want to each 
 Welsh as a class subject, but to utilize it. The children come to school with a know edge 
 of \Velsh,but withouta knowledgeof English. We want to use systematically theknowledge 
 which they possess as a key to the knowledge which they do not possess. We do not want 
 to replace I'Lgli^lb but to help it. It is our firm b,.lief that the modihcations^ in the 
 Code which we ask for, would directly benefit the child educationally, not alone m open- 
 ing his inf'lligence, in invc'sting his school studies with an int..rest that they do not now 
 pol^ess. but actually in giving him a far more practical knowledge of English than he can 
 under ihe present system. In the second place we do not wish to substitutr- Welsh 
 gra.mnar for English grammar, but to modify the present requirements m English gram- 
 mar to suit the peculiar conditions of the Welsh child. A modilied orm of the pn^^ent 
 requirements in English, and a regular graduated system of translation iron. \\ e^sh o 
 English is what we mean by Welsh as a class subject. We say that it is contrary to 
 connnov, sense to pursue, with regard to a Welsh si.eaking child in the heart of Wales, 
 precisely the same course of teaching Englisli grammar, and to subject him to precisely 
 the san>e test in English grammar, as would be done with regard to an English-speaking 
 bov in E^sex or Is.nt. We want to train the children of Wales from the lowest infant 
 class to thehighest standard, to be distinctly bi-lingual. Our children "ow labor under a 
 bi-lin"ual diiUculty. We appeal for your help to turn tins bi-hngual ditficuly into a 
 bi-lin-ual advantage. Ei-lingualisn>, .strictly so call.d, is in every instance an advantage. 
 It is only the spurious bi-!ingualism which is a difficulty. And I state, as my deliberate 
 
 1 
 
 '' 
 
 •9 
 
11 
 
 
 conviction (and I would widh due weight to bo given to my words aa atsaeher of 20 years 
 experience in Welsh districts), that in a great part of Wales the much vaunted knowledge 
 of English which our children are supposed to acquire in our day schools is a spurious 
 knowledge. 
 
 Q. liy spurious you mean imperfect and inadequate 1 
 
 A. Not alone imperfect ; but it appears to be good when it is really bad. It may 
 be coin, but it is counterfeit coin. English literature is closed and barred against them ; 
 give us the key to open the portals. English thought does not penetrate these districts ; 
 help us to remove the obstacle to the spread of this light. 
 
 " 
 
 Mr. dan ISAAC DAVIES, B. Sc, Examinkd. 
 
 THIUD RErORT, I'A(!ES G, 7, «S, '■), 10. 
 
 Bi-limiunl instruction should be given— trained Wehh speaking teacherx and bi-lingual 
 hooks should be provided— Untrained bi-lingual teachers are preferable to tratmd 
 teachers ignorant of Wehh — There io a reaction for bylingual teaching. 
 
 Q. {Mr. Richard.) You are a sub-inspector in some part of Wales, are you not t 
 
 A. I am. 
 
 Q. Have you had a large educational experience 1 
 
 A. Yes. 
 
 Q. The question upon your summary is how far is the bi-lingual difficulty met m 
 Wales? 
 
 A. That assumes that it is met with, because it cannot be met if it is not in existence, 
 —and it is met with very largely. We meet with it now too in a new form. There is & 
 sense of dissatisfaction spreading amongst the ratepayers and taxpayers, because they say 
 that the State representing the taxpayers, and the School Board representing the rate- 
 payers, are unjust to the Welsh Sunday schools. 
 
 Q. Will you explain in what way ? 
 
 A. The idea in Wales is rather in favor of giving the religious instruction in the 
 Sunrlay scliools. The day school prepares for the English Sunday school by teaching the 
 reading of English ; but it does not teacl- the reading of Welsh, so that the Welsh 
 Sunday school i.s over-weighted, and has not only to teach religion but to teach reading. 
 
 Q. In the Welsh language you mean 1 
 
 A. Yes, to teach Welsh reading ; so that there is a right desire for having English 
 and ^Velsh leuding taught in the day school. 
 
 Q. So as to admit of the instruction on Sunday being devoted entirely to religious 
 purposes \ 
 
 A. Ykh., entirely. 
 
 Q. How do you think that the bi-lingual difficulty should be met 1 
 
 A. First of all by a frank recognition of bi-lingual instruction in the Code. 
 
 Q. Are you acquainted with the Scotch Code of 188G ? 
 
 A. Yes. 
 
 Q. Can you tell us what there is in that Code, bearing upon this question, if you 
 have it in your hand ? 
 A. Yes. 
 
12 
 
 Q. (^tV Franclx Scnuiford.) Have you got tho Code of 1887 ? 
 K 1 .A . *^ ,*''"* '"'f ''^■'^ instruction in Uaelio. There is no niontion in H.p 
 
 'W°h 1 ;^" L'"a::Tl\ind ijt.^ r'?,:J;' 'in^ ";:P-:t-nt i.y ,., increased l.y 
 
 ::the inteui^nce of Kf chii^^ir'.^^^s ui^^*^ in^ ;;;S ;;: rt^lr^jLu^io; 
 
 "'-' 'T ''f'M^ --^^^l'"""^' tl'«>" to explain in (Ja.lic tin. n.ean n' . of any , as mts cad 
 or recited." There is a provision of that kind in the English GV?e ^ ^ ^ 
 
 Q. {Mr. Richard.) For Wales ? 
 
 ledcc'^of Weish'inTh'e'7nU'''*f '' '' ""^^"f^'^le'-ed satisfactory, because it implies a know- 
 Sn tran:4roJ "'"' "'' ''"' ''^ "°^ '^'^^-^^'^ *^'" ^"^^ ^ therefore'^ cannot he 
 
 Q. Have you anytliing more to say about the Scotch (Jode ,' 
 of nutl t^rU^" ^T ^^ ''^ '''^' *''^* * 'P^'^^^' ^'^'^ °f -^Os. or 60s. may be paid in respect 
 
 employed in a school in one of the GaeliL^eaking ciies S^i^^.SSJZ^ 
 to Gaehc-speaking chddren, shall in addition to the other subjects ot'examrnrt 0^1- '-^ 
 to 6xammat.on by the inspector in Gaelic reading, translaSml co'npS ' tn on 
 page 32 there is a specia condition in the memorandum of agreemeT of pupil teac ers 
 which says that tho cand date havin-' been emnlnvod in cWr\„^.\ v \ ? ? teachers 
 «,enc-,pcati„« „MU„;o„ bee,,,.,., a f„„iH„'.oK,„';, So "fr h^'l r;;"..,': 
 preparatory to entering a training college ; thit is to sav where nH,7,r ''^f^''^'""^.^ 
 teachers would have four years to serve, the Gaelic-speaking'^,;; teac its ale allSX 
 to serve for three years, and to give this extra year to preparatio^i for the t aiZg coH "e 
 rhen on page 37, we are told that Gaelic may be taken as a specific subject nmvk edit 
 be taught upon a graduated scheme to be approved by Her Majesty's inspect;,^ 
 
 oode^iS "^jz r:i^7.Mit':^:^ '-^"^^ '''^'' '- ^---^^^ ^-^ ^'-^ ^^^^^^^^ 
 
 A. Certainly. 
 
 Educ?tio^"in'Tre5:;nI '"''''"° ''""' "" "«"^^*"" '' *^" Commissioners of National 
 
 A Yes, I have not full particulars, but they make grants in the elementarv srhnol^ 
 
 hey also pay result grants in the intermediate schools, and they have aZ tted tl e W h 
 
 language into the higher schools and universities, s^ that really the iS Ian ua^e t 
 
 =iJiStr !;: -:s;= -' '-'--'- ^'^ ^-'-^- - ^^ oiasse;^::K:o;: 
 
 teac.S;^g,irsS-^^£ni^nf^^;;:^^^^^^ -^^- ^- 
 
 oa,*. ^V !l ''"" °f f"^ "P'^u""!- ^^°" '"'«''* ^^'^'^ *'^^' V^^^^P^ t'"s ^^'ould always be the 
 case. do not know whether any -other witness has explained the very stranae tradf 
 
 sCt Wekh Srf'tV " 'I^'T' "'^^' T f°"^*'""« °^ ^'^^ '^-'^- The idi is hat if you 
 Lch S liXw T^"^^"^^^^^ play-ground, you are in that way likel/°o 
 
 Wd^h atvce of ^^^^^^ ^'^^"'^ '^^ ^°y ^'^ ^'^''^ ^° ^P'^^k a word of 
 
 ZTl FT 4- ? °' ^'"''''^' ^^°''* "^ ""^^'•'^ '«"§*''• '« taken out of the master's desk 
 ;rf '^'^ letters \V. J^. on it, meP ,ing " Welsh Note " This is handed to t^e child and 
 he meaning of that is that the child, if ho has it in his possession at the close of 'he 
 school, 18 to be punished. This child is not now thinking of the lesson he is vor! 
 anxious to find somebody who speaks Welsh, in order to hand the W. N onto i L sJ 
 
 * » 
 
13 
 
 '" 
 
 Ki 
 
 that he attenda to nglit and h^ft, to son.e»)ody hr-foro or behind him who in likely to speak 
 \\ elsh, ftnd as soon as },o hears a Welsh word, ho hands it over ; and that goes on, and at 
 last the hnal culprit is brought up and punished. 1 do not mmn to say that this existi 
 extensively now, hut the spirit which resulted in that arrangement 50 years aw .till 
 remains and marks the system. 1 would support a change of this kind, that tho books 
 m use should he hi- ingua , partly Welsh and partly English ; that would at once amount 
 to a concession to the Welsh teachers, because it would reduce the amount of En-liih 
 n.atter, while on the other hand it would he meeting this new feeling, which I have 
 a ready re erred to, which asks that the Welsh Sunday schools should have the same 
 chance as tlio Lnglish Sunday schools; you would be teaching Welah reading side by side 
 wall bnglisli reading. r> j 
 
 ♦ 1 w' iV^,'"' ^''^'^''""•^'•) We have a good deal of evidence from Mv. (^vydfe Kvang about 
 tlie \\ elsh languag.! and its prevalence ; have you anything to add to that 1 
 
 M w/i '''''''''^* '"'T, *° '"'P''''-'-' "P°" ^'''^ Commission that I have been all my life what 
 the AVelsh people call an Anglophile. They have always thought that I was too zealous 
 for English I have .spent a large part of n.y life in England, for .some vears in the 
 Metropoh.s, but mainly m Gloucestershire. 
 
 Q. As an inspector I 
 
 the \v:aITs\ ^^''""/ T*"'""'^'- ^° ""Y^^ ^ r^*"'"""^ ""'*^'" ^''^ ""Pre^sion that I should find 
 on the of 7 ) 'Ti \ K«'f ^'""u "•'"°'' disappearing ; but at every step since my return 
 
 on the Lst of October, 1882, rather more than four years ago, I have found tiat the 
 Welsh language, has turned the eorner,-it has j.a.ssed out of I 'time of, we may , ay an 
 
 In? n o r 'r'? r"' ^ r -'e^ *° "'^' "°' ^'^*° '' ^""« «f Welsh teaching^rea^don 
 but into a time of a bi-hngual teaching reaction. A hundred years ago the feelin-^ wa all 
 
 uJTf °U"^"='""« '^*'r ^^^^I«J^ l^"g"-«« introduced by Mr. Chlrles, of B^Itha 
 lasted for oO years. Unfortunately, Mr. Charles, M-hen he found the Sunday sdS 
 succeeding so wel and religion being spread among.t the people, neglectec7the day 
 
 choos and gave them up ; and 50 years later, the Welshman'who knew his Bil le wetf 
 fouml that the Englishman came in to compete with him in secular matters, and he was 
 
 owhere ; and he began to blame, not the system of instruction, hut the l^JaJe Then 
 there was a te.xdency to give it up, and then eame in the English-speakin.;,.eacti on 
 ^ow the sons of tlio.se men who have retained the two languages see that they have a 
 <lccided advantage, and there is a bi-lingual teaching reaction. ^ 
 
 Q. What is the feeling of the Welsh parents on this question ? 
 
 ^- They are inigno..mce; they fancy that a in:in cannot have two mother tongues • 
 
 hat \ Jo ";7. : '"''■" '^r"«"''' ^'''^ "^"^*^ "•"« "P W^^'^''' '^'^t' *« «how that persons^^na; 
 
 n^F. h- "n T^'"'1' ^ '"? ''"*'^ '"^ "^"-^^ P^^'''^"^^' *°'' '•■^^'"Pl«- «P«ko both wS 
 
 Zt^l't ' '" "' " '^"'^" "' '^^"''''''" '""^" "^'^« ^-^ ..peak' and think in both 
 
 <;^- ^^"d 0" that ground of ignorance, wliich you state, there is a prejudice amon-st 
 Welsh parents against introducing Welsh into day .schools ( ■ I J « amongst 
 
 A. Amongst some ; but 1 believe that the greater portion already see the immense 
 0? hSatLn. "'" "^■^t'^^^t-n, and that number will increase daily with the spread 
 
 w 1 ^" i^5''' ff ''*"=''f;) ^'^^ *here been any recognition of Welsh in other institution, in 
 Wales distinct from the elementary schools ? "ai^ii^uuon. in 
 
 AK ^; \'f -^tjf '■« ^""^ 8''''0lar8hips offered at Lampeter College, at Cardiff Ooll.^ge at 
 Aberystwith College and at Bangor College ; and now a Welsh paper is «ivea atlhese 
 scholarship examinations, so that a boy who has been taught Welsh can get mark, o 
 
 a'nl(?i:i?.Sey,trrcoT ^'''' ''^ ^"° '''''' ^"^^'^^^^^^ ^ ^^^^--^ ^^^-^ 
 
14 
 
 y. Have they profoHsors of Welsh in these collo;,'es ? 
 
 A. Yt;H, in three out of the four. I liclinvt! th.it i'>iiiii;i)r Oollo^o, wiiicli is in u very 
 Welih dintrict, haa not yet iippoiiitcd a profesHor of Wolsli ; thore ia one iil Lanipi-tiT, 
 one at Aherstwyth, and ont) at Ciirdilf. Welsh io systemtiticidly tivught al Muudoscry 
 School, and soni« attention is paid to it at (Jhrixt's College, Brecon. 
 
 Q. You refer to Welsh in the iinal schools at Orford ; what do you incim liv thut / 
 
 A. That Oxford Univ(irsity is about to give its hi^'hest degree for a thorough know- 
 ledge of Welsh. 
 
 l^. Hut iu there no deficiency in tli(! means of trainini^ teachers in Wales ( 
 
 A. We have a cousidoriil)le supply of hi-lingual teachers untrained ; it is felt that 
 for certain districts hi-lingual untrained teachers are to bo jjreferred to traineil teajhers 
 ignorant of Welsh. What we want, iy to have trained l)i-lingual teachers. I. for one, 
 feel that wt3 want to have some arrangement that would give opportunities for increasing 
 the supply of trained hi-lingual teachers. 
 
 Q. Do you think that the Welsh University Colleges receiitly estaljHshed might lie 
 utilised lor that puijiose in some way t 
 
 A. I am of that opinion. 
 
 Q. FTave you .anything else to say to us as to English parents in Wales, as well au 
 teachers, seeing the advantages of bi-lingual instructiou ( 
 
 A. I was very much struck witli the success of Jinglish children at the e.Kamination» 
 held by us, the first of the kind, last November. 
 
 Q. At the parish of Gelligaer? 
 
 A. Ye.«. At one school I was told that fully one-half of the children were children 
 of English parents. I heard them read Welsh, and recite Welsh, and I could not toll 
 which were the Welsh and which the English children, so successful was tlie pronunciu- 
 tion of the Knglish children. 
 
 Q. And those English children got a good place 1 
 
 A. Yes. I arranged the order of merit, and in one case an English girl stood third 
 out of a class of 18 ; in another sctiool an English boy was second. 
 
 Q. thivi^ you anything to say with regard to inspection in Wales 1 
 
 A. I wanted to bring out very strongly that the administration of the i'^duuation 
 Act ha.? given great contiilencc to Welshmen. Thoy have made no strong denumd or cry 
 for Welsh-speaking inspectors, and yet the Education department has given them that. 
 Almost every inspector and sub-inspector in Wales, the large majority of them at any rate, 
 arc bi-lingiiists. 
 
 y. Tlie obJMci is not to carry on his education in Welsh, but to enable him to got, 
 education through .speaking \Velsh ? 
 
 A. Yes. 
 
 Q. ( \fr. AMf/raon.) Is translation from English into Welsh, or vice rersa, taught in 
 schools iu Wales ? 
 
 A. Not systematically. 
 
 Q. Do you not think that that is very desirable t 
 
 A. That is what we propose in connection with this scheme. 
 
 Q. {.Ur. Sydney Buxton.) Fr ni a reply which you made to Lord Norton, 1 under- 
 stand your desire io be that Wei^<l^ should be taught, n-jt in order to keep the Welsh 
 language alive, but in order that the cliildren, by learning both Welsh and English, should 
 be able to learn English better ; is that the position you take up '\ 
 
 A. Yes, especially for Welsh Wales. 
 
 '■ 
 
15 
 
 ti. If you toiiuli Wi^lsli in lliLs way it will, I HuppoHc, tend to ki-op ihc Welsh 
 Ianuiiji^(! alivt! '. 
 
 A. My follcayiiKis imd niy,sclf tliink tliat l>y this niovcinc^nt we sliall ri'aliy ciidan^ifir 
 the exiHtoni'c of th( W'cImIi langua,i,'c ; it li.w no tf^iidi'iicy ut all to iiindcr tin; |>ro;,'rns.s of 
 Kiif,'lish ; l)Ul unless tlic Welsh \>uo\>U'. ate \ery much attached to tlioir Welsh lanu'wage, 
 this movement will he fatal to it. TIk; late "l)('an of l'.anj;or'.s advice was— " Sinother 
 Welsh with kindness. Persecuting,' it and ignoring it have giviMi i' renewed strength." 
 
 Q. And yon think tliat on llie whole the e.\istonco of the Welsli language is a sLumh- 
 ling block, and not an aihiuitago'i 
 
 A. The Welsli langnage under tlie [iresent scheme is a stumiiling block, hut we 
 purpose that under the new arrangement it should he turneil into in advantage. 
 
 Q. Then do you not think that, hy ignoring it, instead ol' encouraging it, as vou 
 propose, it would be niire likely to be killed .' ' 
 
 .\. I think that that would be fatal to tlic dev(>!opmeut of the intelligence of tho 
 Wolsli people. 
 
 Q. For the moment I 
 
 A. If you will allow me to illustrate my point, drawing and technical instruction are 
 found to bo essentials of success for the peojile in these days. If the Welsh langiiag:; bo 
 not utilised in Welsh districts for tlic teaciiing of drawing and te( hnicil instruction that 
 will give otiier countries 50 years' or a century's advantage over Welsh speaking districts, 
 and I think that that would be very unkind to loyal Britons and fatal to the progress of 
 the Welsh people. 
 
 J.^. (Mr. llrUi'.r.) 1 understojd you to say that tlie area of purely Welsh-speaking 
 districts was narrowing, while the area of Iiidingual districts was increasing ? 
 A. Yes. 
 
 J)K. ISAMBARU OWEN, Ex.vmixed. 
 
 THIUD llEroHT, I'AOES 12, V^, 14. 
 
 Piihlu: o/>iniuu i\i in f'irar of iililisinij Uui llV^.v/t lampiage an a iti-am of eilucn(io)i. — 7'/ie 
 i'e.iicliiny of Wr.hh (ocndd it'kI tlie Kcqui-^Uluii of EnijliKli, — WoiUd teach Wn/sk 
 (Iniiiini'ir for clmmHOi ri/ schaoL. 
 
 Q. Then the conclusion tliat you come to, on the whole, as the result of these careful 
 inquiries by the ( 'ymiiuoilorion, is that ther'i is a strong power of public opinion in favor 
 of utilising the Welsh language as a means of education i 
 
 A. Yes, wherever the subject has been hrouglit hefo-g thoso interested in education. 
 Personally, I belicive that ths? teaciiing' of Welsh in the schools would aid and not hinder 
 the acquisition of Englisli, but even were it not .so, even if the introduction of the new 
 subject did, as fome I'oar, biing a litth? e.xtra l)urden of work on the school, would not 
 the game, from a practical point of view, bi; worth the caudle, if at the same time frank 
 recognition of the children's language removed an obstacle to tlie formation of that 
 self-conti lence and self-respect, without which succe.js in life is hardly in these days to 
 be attained." 
 
 Q. (Chainivin.) Do I rightly understand that your great object is to utilise the 
 Welsix language in educating the children in English ] 
 
 \. Ye.s, that is the great object. 
 
 Q. And you do not want to bring before u^i a scheme for teaching Welsh for the 
 purpose of keeping up the language as a language? 
 
 A. No. 
 
It, 
 
 »i. Mu( to utilis. thn k.M.wl.a^.. of th.. chil.lre,. .n th.^ir own nativ- language for tho 
 l,m„. .»< 'f teuJiins,' them soniflli,; u'i'1h<'? , . , „■ 
 
 V K-.r the pwrpos.. ..f toachiniT th«.u Kn«lish unci improving thoir general mtelli- 
 
 O (J/. Vu./,, ./.) At pn-Hcnt tl.is ol.vious ai.Kur-lity happens constantly n. \V ales, 
 
 time spent on Knj^'lish alone 1 
 
 A. Yf's, that is my opinion, • , . i 
 
 Q. (Mr Aldrrson,) Then would you introduce or favor the iutro.lnet.on of imy teacli- 
 ing of'W'pl-'h iframniar into schools? 
 
 A. Ye.. 
 
 O Would not that tend at once to keep tli(> language alive ( 
 
 A I .lo not think that it would hav any inlluencoone way or the other ; the tores 
 that ke"ep the language alive svonld not be directed by It, liauey. 
 
 q. But there- is no tcaeh.ing at present of Welsh gramnnvr iu the schools, ts tlu.re i 
 A Not in the public elementary schools? 
 
 Q. Yet you have adn.irable grannuars that .night be taught : 1. have seen a Welsh 
 
 grHnnnar of an exceedingly elaborate kind ? _ , , f ,, ftno 
 
 A. Yes ; our society has just prepared an.l is about to pt.bhsh a series adapted for th. 
 
 use of elementary schools. 
 
 Q. So that you do contemplate teaching grammar ? 
 
 A. Yes. 
 
 ]{r.\. DANJHL [.KWIS Examined. 
 
 THIRI) UKI'OHr, I'AUKS 14, 1"), 17. 
 
 A.»«< /// favor ofWehh U'xI-hooks nv of teacln.u, ]\-,hh in ,rhnok- Doc, nol. agree with 
 1,Zr^Une^s-WouM discard \VM a. .>uch as pos.ihl.-Euyh.^. .. thr one tinny 
 iif^fidfiih 
 Q. {Chairman). You are, I believe, the rector of Merthyr Tydfil 
 
 A. Yes. ,v. 1 1 
 
 Q. AM you are well acquainted with the Welsh language and with the W elsli 
 
 people 
 
 A. T hiv, 'V.av's lived in Wales ; I was brought up as a Welshman. 
 
 n Wo « n • . <-; d to h-ar what you have to say about the bi-lingual dilliculty in 
 
 \X7 1 we'-i'-i ' ' " *-'•■• 'f you rif''^««' ^^'^^'■' ^^ """^^ ^^'''•''' ^^'""^''^ • '^'"'* ^'''''' ^'°" ^'^ 
 
 sav about the l.i Ih^^'^^^s oiiiiculty in v-^elsh Wales in connection with education? 
 
 " A, T am not in .;, mpathy with .tie inovement which is now set on foot to introduce 
 Welsh text-books into the curriculum of Welsh elementary schools. I think that u ^vould 
 cl dorab y handicap both teachers and scholars, because I feel from my own bringing 
 T'hat the^fact of my always speaking Welsh handicapped ine^considerably in my exam- 
 TnationH Had I been taught to think in and read and study English more, I should have 
 done better both at School and at College. 
 
go for tho 
 
 ml iiitflH- 
 
 iii Wales, 
 ,ty Wflsli, 
 t Itiurnud / 
 
 III f'.ti^'liHli 
 thu Hiunc 
 
 liny tiiich- 
 
 tlio foiccs 
 s there 1 
 I ;i Welsh 
 itcd for the 
 
 ! iigriii: With 
 'ic one thing 
 
 llio Welsh 
 
 cWliculty in 
 lave you to 
 on? 
 
 ;o introduce 
 luit it VY-ould 
 A'n bringing 
 in my exam- 
 ■ should have 
 
 17 
 
 Q. A HUK^jjostion has been made to us that it ih advisable that WcIhH should ho 
 recognJHed in HchoolH, not simply ' ir tho purpo,.' of keeping up the Welsh lan^uaue, but 
 for this purpose of enalili Ml,' tho teachers to avail theiimt Ives of the knij\vled},'e that the 
 children have of their native Iauj,'uage in order to teach them, through it, the Knglish 
 lauf^uajje and otln-r matters ; how would y-n view such a sugf^estiou ' 
 
 A. 1 think it is a mistake. 
 
 (,'. Will you explain why you think it is a mistake? 
 
 A. For this reason : first of all, I do not think that it lmu lie ;,Maftid on the prosint 
 system of «'iemi'ntary education ( You would have to f,'(t double sets of books, and the 
 tpaclieis would havt! to b(> Welshmen ; and tin- eircio from which th(! choice of teachers 
 would have to bo made would be narrowed down considerably to a limited Tiumber. 
 Moreover, th(! wish is not a wish from the parents ; T think it lias lieen in<joui'ai,'e(l by a 
 few patriots who lU) doubt believe they arc ri.nlit, but 1 do not think that all of them have 
 had experience as school managers and school teachers. 
 
 ii. Supposing that we take Welsh Wales, and that we get iver the ditliculty of 
 Welsh teacliers, do you think it would be advisalile or unadvisa )lo that the Welsh 
 children in W(>lsh Wales, who know no English whatever wlien thev come into school, 
 should be taught Knglish and other things by communication in ti.." Welsh language, 
 and that they would be able to understand the teacher better if he s;>oke Welsh in the 
 first instance I 
 
 A. That is done now so far as speaking is concerned, and the exam iicrs are pcrnutted 
 by the code to elicit answers in Welsh from the children, if I am not nn taken ; and that, 
 I think, is only reasonable. ]iut if they introduce; Welsh text-books iii'o the schools it 
 will be a very different thing ; tor this reason tlie language is a spoken on«'. It has really 
 no body of literature of own. 
 
 Q. Supposing it to be the object of Welsh teachers in Welsh Wales in teach children 
 to read intelligently, do you think that they would be able to teach cli Idron to read 
 Welsh intelligently, and to get tiiat intelligent reading implanted in their . linds through 
 reading Welsli, rather than by hammering out the somewhat superficia, knowledge of 
 English, wliich is all that they couhl bo expected to have acquired consicler ug the short- 
 ness of the time at their disposal, to attempt to teach them to read English intelligently 1 
 
 A. I fear that it would retard the knowledge of English. The difi ulty of the 
 Welshman, speaking from my own experience, is to think in English ; ad if lio is 
 encouraged to think in Welsli he will T think have to sacritice the ad aiita;. • which he 
 has of learning Knglish. That is to say. the study of Welsh in the day scho ! would be 
 at the sacrifice of studying English. 
 
 Q. Then you do not agree with those witnesses whom we have had befn 
 think that tlu' introdiictio: o a greater extent than is now allowed of the Wels 
 into elementnry schools would further the good teaching of English '.■ 
 
 A. I do not. 
 
 us, who 
 language 
 
 Q. I 'o you believe that there is a wish on the part of the Welsh people to hwe their 
 own language taught to tho children in the schools ? 
 
 A. I do not think that is the case. So far as ray experience has gone, I ha e never 
 yet come across a parent who wished the Welsh language to be taught to his ch- Idrcn in 
 school: on thi- contrary, every Welsh parent is most anxious, so far as my ex-erience 
 goes, thac his children should learn English. 
 
 Q. In proportion as the Welsh language has ti 
 their mother tongue, it becomes tiecessary, does it no 
 the language of thought and customary speech ? 
 
 A. Yes, decidedly. 
 
 a strong hold of the children as 
 ) substitute English for Welsh as 
 
 2 (BL.) 
 
18 
 
 Q. And tliiH cannot bo done, can it, iuil(^ss Welsh is, as much as may l,e, ne'^lected 
 in ordinary liiul •' " 
 
 A. I would not say nogloct-.l, because then, is nothi-- to prevent a VVolshman from 
 keopm-pace with the «pol<e,n Welsh and yet l-arnin- En-lish. l!ut if his attention wa^ 
 ( lyertcd to the curriouluin of Welsh literatur., or written t,(,xt-books placc^d b.fore him T 
 thmlc he would be greatly handicapped in a^iuiriiiL; a knowled'^n; of linglisJi. 
 
 Q. fn proportion as Welsii phrases and Welsh habits of speech are perpetually 
 recuiTing to ius nim,l, they will interfere with iiis ordinary use of Hn-lish, will they not? 
 
 A. Yt>s, decidedly. 
 
 Q. And therefore, in order to make him in his position successful in his business in 
 life, he has practically to discard Welsh and to gain as much English as possibh, ■ is it 
 not so I or 
 
 A. As much as possible, 
 
 .. .9- ,^1"','"°'''' ^""*' ^"^' '•••'^'"S '^'''' y'^'«» to Welsh in the school, the less are available 
 tor English 1 
 
 A. ] should say so, decidedly. 
 
 Q. And English is the one thing needful ? 
 
 A. I think so, in the interest of the rising generation of Wales, certainlv. 
 
 THE VENERABLE JOHN CRIFFITHS, Archdeacon oi' Llandafi- 
 
 Examined. 
 
 THIRD REPORT, PAGES 19, 20, 21, 22, 23, 24, 25. 
 
 WouM use_ II v.// in teaching English to IVelsh children- Would not discourage Enolish- 
 i/seot]h'lsh does not prereut them acquiring English-Same pririlecje should he qicen 
 to the neM language as ts nou, given to the Gaelic hi the Scotch 'Code-Bi-liLual 
 elementari, hooks have been provided-A teacher teachhvj English by the hi-linanal 
 method would produce better results (fian if he taught English alone. 
 
 Q. {Mr. Richard.) I think you are the chairman and honorary treasurer of the 
 council of the bociety for Utdising the Welsh Language in Education ? 
 A. I am. 
 
 Q. And the memorial which that society has presented to the Commission was 
 signed by you in their name and on their behalf / 
 A. Yes. 
 
 Q. You are well acquainted. I tliink, with most parts of the Principality, and vou 
 have large experience of various kinds in connection with education in Wakw f 
 
 A. Yes. I know almost the whole of the Principality. I have been connected with 
 education, though not with elementary education only, for the last 40 years More than 
 40 years ago 1 was head master of an endowed grammar school for years I then left 
 when I was ordained, to reside in the great mining districts of Monmoutl'isliire where I 
 had to conduct schools in connection with the works. Having worked there for three or 
 four years I came down to a country parish. That was also bilingual, and I had to 
 oonduct^sohools there Having been there for eight years, I went to the large town parish 
 where I now live. I have been there for 32 years, and there I have a considerable 
 portion of education in my hands ; we have no school board, and I have two very lar^a 
 schools. '' " 
 
19 
 
 you 
 
 n 
 
 (,>. Arc; you manager of those schools ( 
 
 A. I am tlierliairmaii of tlic managers of Ijotli tlie schools. 
 
 (i. .So tliat you liiive had i'xperi(^uce of various [laits of Wales ami can depose to the 
 slate of education tht're, and to tlie question uf the In-lingual ditiiculty. 
 
 A. [ have had a large acijuaintanc(! with institutions which hear no douht to some 
 extent upon tlit^ (juestion that you are dealing' with to-day. The; National l^steddfod is 
 really an (iducating institution. I was rrcsident of tlie National tJouucil for 1 2 years, 
 and thut brought nw in contact with most of tlie leading ni(;n of Wales of dillerent schools 
 of thought and of dillerent classes. 
 
 Q. You are yourself, if I may so .say, a bi-lingual clergyman, and you conduct 
 services and preach in English and Welsli with equal facility .' 
 
 A. Yes. I generally divide the Sunday hetv/i^en the two languages, taking the 
 morning for English, and Welsh the other part of the day. 
 
 Q. And you find that of great advantage to you as a clergyman ? 
 A. A very great advantag(!. 
 
 Q. What is your definition of the object of the society of which you are cliairinan 
 for utilising tlie Welsh language in education 1 
 
 A. 1 think- that the object of the .Society is a very simple one. It may be said to 
 consist in using the language with wliich the people are perfectly familiar, their everyday 
 language, the language of their homes, their hearts, and their ati'ections, using that 
 language in training their children, or bringing them up to a knowledge of English. That 
 is the main object of the society. It was"froni that it first sprang. 
 
 Q. There was no idea of discouraging the spread of the English language ? 
 A. Quite the reverse. We have been very much misunderstood in that respect. 
 Our object has been to improve the English education of Welsh children. 
 
 (^. IJut though the object of the change that you seek is not to teach the Welsh 
 language in day schools, you have no objection, but would think it an advantage 1 
 suppose;, that the children should acquire a better knowledge of their own mother tongue 
 through any use that may bo mad(! of it in the schools? 
 
 A. I think that it is of the greatest importance for a child's future that he should 
 lia\e a good knowledge of his own language. It is the language of his employment ; it is 
 the language of every earnest thought that he has ; it is the language of his prayers, and 
 of his religious exercises. 
 
 Q. And of his homo ? 
 
 A. Yes. In the town of Neath I address in Welsh people who are advanced in 
 years, but amongst the people my common practice is to spi'ak English to them. We 
 liave very lew people who go into shops and make their purchases in Welsh ; they make 
 them in English. 
 
 Q. Neath is now very much Anglicised 1 
 
 A. Verv much. But when the Sunday comes, and our religious exorcises have to 
 be gou(! through, W(! find that the people will go perhaps in scores to an English chapel, 
 Imt^hat th(!y will go, by many hundreds to a Welsh chapel. Therefon? it is necessary 
 that I should be able to speak and preach in Welsh ; in fact, I learnt the necessity very 
 soon. No predecessor of mine could preach in Welsh with anything like fluency for 50 
 years. In the parish there werti no Church of England Welsh services At that time 
 three-fourths of the people, at least, spoke only Welsh; there is a great change now. 
 Hut I thought it my duty to restore to the people their parish church witli Welsh 
 privileges ; and that parish church now has nothing but Welsh services, with a special 
 clergymen, and I built a church there for the English portion of my people. 
 
is an advantage to any child or to any n.au to kno^v t.vo 
 
 Q. You think that 
 languages ? 
 
 lar.l, will th;re uk-o with n I tint is of tl^ "lucatmn, say in Jielgiun. ov in Hwit.er- 
 this hi-ling«al quostion. "^ '''' ''"'»'''* ""^^''-^^^ '^^ throwing light upon 
 
 (^1. And in Austria i-specially. 
 
 A. Yes. 
 
 of 
 
 Q. Tlio educational system of those i'fmiiti.;,.c, i,„„ u i x ■ 
 languages ! 'ountues has had to be adapted to this variety 
 
 A. One of the facts that strike very forcibly the eve md p.,.. ^ffi • . , 
 
 IS going throi'"]i those countrie-i i< tho „r^„ i i , 7 •f.'^ '""^' *^*' "^ ""' tuun^t, when he 
 
 A. They do. 
 
 A t'thin^r "' "T'"?' '"' '" '^" '^ '^' *'" '^^'^'^ '-""-g^. -re they not? 
 
 English schools. I an. now sjeak ng of d c.tln aS not^f ''" '? '^"^' ''^"^' '^>^ '''' 
 in oer Welsh Sundav sehonl« wl,. "f..„ ,„:'^A'°" „^" ' "^^ of instruction merely. It is 
 
 in oer Welsh Sunday schools whe e th JaZu^rof H ' °\ '"^^ruction merely. I, 
 districts or counties such as Carnmrth 'n Jnf SL .f T .' ^''".f t.-'°»" P'-'^^'^i'^: 
 use his own familiar tr.nm,,. .. ,,'"'.'. "'".'',^■,'^'''Sa"' t'l^t the child is first allowec 
 
 m 
 
 ed to 
 
 . „ 1 . r ■!■ "i^iivn <*iiu oarciiffan. tliat 
 
 use his own familiar tongue or ]anrma<'e ■ ■mrl if ;«f ', , 
 
 tion is conveyed to him in that ongu^of w- cM " fs !o L ," '''7 ■T\ "''"^ ^"^'^"^- 
 faniiliar. ^ °" ^'^ '' ^° ^O'^^'. '"^^ with which he is alone 
 
 EnglSi f ' '''' ''' "'^"'"'^ "^^ ''""• "^"^ ^-'^'-S^^ ^'-« not prevent them from acquiring 
 
 languagel^JSl^ni; ™^er!:;errf *'" 7^"- ^"l*^^^^^^^' ^'^^^^ ^^ ^ *'-- «-» 
 can pick up English. ""l "^"^''•^" ■"^''^' *''" f'*'' g'-«'it«r is the readiness with which tluy 
 
 Q. There are some Welshmen who bMli..vo ti,.>f +i i- i 
 
 language is rather a protection for t^e m ral of'' . Wehl "Z ''tf • °' *'l '''f'' 
 been yonr experience as to the results of the Knll! I otherwise; what has 
 
 p,,.. .. w,.,„ . „„. ,.e n„p„,, „. doL;.£;ri'*H'3:foS';?pS: ;- ""'-'" 
 
 whatever in savin- this ^ tliat whprp I,„ w i '°'»;"'«»t;oii, i.ut I have no hraitation 
 for oMina,-, pu^o",,,' !:A^VImZ1J^^^^^^^ '""Suag. no. only 
 
 o,eci;,?.:irht;Lrr4i5Throrjt-,i;f;c-;or; 
 
 A. Since I can.e to this place to-day I dronn.J ur.., . sL.. \!^T ,1 .. , ,, 
 there is now sanctioned in thiit ()o,1p d.ni- ,.,i.; i '• ^'? ',, ■'-":'-" ^"^'■. ■J'nd I nud that 
 very ambitious of gettinrinecaeoWc^^^^^^^^ 'b "ofc a lowed us (and which we are 
 produces marks. Isce tlfa i. iu last sl ^ knowledge of Gaelic 
 
 and we should like the same P-i^: t^l^lrui^in I^^^S^ir^l^C^^ 
 
1 
 
 21 
 
 Q. 
 A. 
 
 Q. 
 
 A. 
 
 Q. Do you consider that tlie conditions under which Welsli chihlron ac(|uir(> thoir 
 education, are sutHciontly consid.^rod in tiio standard of passes which is demanded by 
 the Department / 
 
 A. No, 1 do not; it has always been to me a great mystery iiowever tliey could 
 pass as well as they do, considering that they are being taught in a language perfectly 
 unfamih;u' to them, m which tht^y can very .seldom realize an idea, because when they 
 think, they think in Welsh. 
 
 Q. Afay I infer that you consider that the number of passes in English, although 
 they s('cure a grant, represent very little knowledge either of English or the meaning 
 or hnglish I 
 
 A. I do. 
 
 Q. Then, in fact, that would mean that we are paying for illusory results ? 
 
 A. Quite so, in strictly Welsh discricts. 
 
 Q.(Lnr(l Norton.) I sup])ose you wouhl propose a similar public undertaking to 
 teach Gaelic in schools in those parts of Scotland where Gaelic is talked, as to teach 
 Welsh as you jtiopose in the Welsh diytricts ? 
 
 A. Yes. 
 
 Q. Is there any Welsh grammar? 
 
 A. Yes. 
 
 And that you would propose to be taught 1 
 We have already provided bi-lingual elementary books. 
 Do you see any practical use in keeping up the Welsli language 1 
 1 think " keeping up " is a term which should not apply to it. 1 have very often 
 had that question put to me, and my only answer (I hope not a very uncivil one) has 
 been, Let the Welsh language alone ; it does not want much propping up ; give it simply 
 fair play to do the work Providence intended it should do ; and when it dies let it die a 
 natural death. 
 
 Q. Tiien that is all you propose to do ; to leave the Welsh language alone to die a 
 natural death ? o b 
 
 A. Yes ; it will be a long time before its funeral ] 
 
 Q. {Sir Francis Sandford.) We were told yesterday by one of the witnesses that a 
 teacher teaching English on the bi-lingual method would do it better. He would, we will 
 say, produce a better result in a hundred hours than if he taught English alone • do you 
 believe that ] o > j 
 
 A. I think that is particularly true with regard to the lowest standards in education, 
 I always think that m distinctly Welsh places a great deal of valuable time is lost 
 If a child leaves his or her home, perhaos at five or six years old, where the only language 
 spoken is Welsh, and goes into an infant's school to get instruction, the instruction is all 
 a mystery, it is all new, it is not associated with any idea which the child can realize • 
 hence the loss of valuable time. I3ut the Welsh child has a wonderful memory : he picks 
 up what he is taught with great ease, holds his place, and makes rapid aavance. What 
 I believe is this : that if the teacher had time and inclination to use the knowledge of 
 Welsh that the child had in laying the foundation of his education, he would not only be 
 imparting a very superior education to the present one, but would be expeditin<r very 
 materially the work of education generally. r o j 
 
 Q. I want to know why teachers do not use that method, and the mina-'ers require 
 them to do so, if it is the best method of teaching English 1 '" 
 
 A. A bettor feeling and a more correct judgment, I think, now seems to be growing 
 up ; but, unfortunately in the past, managers of schools discouraged as much as possibl 
 the use ot Welsh, and a master or mistress who dabbled at all with Welsh, as a rule, 
 would incur the displeasure of the managers. 
 
22 
 
 ^ 
 
 Q. Wo had yesterday a descri[)tioii of un instrument that was jjassed from one child 
 to another in the school if lie siioke Welsh, and the last holder got punished ; that was a 
 Welsh invention, not imposed upon your schools by an English rule >■ 
 
 A. Yes, T am a living witness of it. I have seen it many times, and noticed how it 
 inspired a feeling of horror in the child. He was taught to despise his own language. 
 
 Q, I understand that 3/011 do not want grants in the elementary schools directly for 
 the teaching of Welsh 1 
 
 A. No ; at present what we simply ask is pormission for the utilization of Welsh in 
 the work of our schools, with the ultimate object of making our boys and girls far more 
 proficient in English than they are. 
 
 Q. But YOU would like something similar to the grants thrtt are given under the 
 Scotch Code for teaching Gaelic— the object of all of which is to provide Gaelic-speaking 
 teachers ? 
 
 A. Yes. 
 
 0. In the Scotch Code, except the giant for Gaelic as a specific subject, all the extra 
 grants that are made to schools in the Highlands are with a view of enabling them to 
 employ more teachers and Gaelic-speaking teachers 1 
 
 A. Yes. 
 
 Q. That is what you woiild like ? 
 
 A. Yes. 
 
 Q. Have you ever known in the transition period of education in Wales, such as we 
 had in Hcotland, any cases of schools in which instruction given in English only emptied 
 the soaools where instruction previously was given in Welsh ; we^have had that in Gaelic, 
 districts, and I want to know whether you have had a similar experience in Wales 1 
 
 A. I have had no experience of Welsh elementary schools ; I am not old enough to 
 go back to that, because Madame Bevan had erected schools which had been converted 
 into English schools before my recollection. 
 
 Q. I am old enough to remember it in kScotland myself. 
 
 A. There is one very interesting fact that bears upon this and has to do with English 
 and Welsh schools. The great educator, whom we hold in reverence in Wales, is GrilKth 
 Jones, of Llauddowron. Previously to his time there had been established various schools 
 throughout the Principality. 
 
 Q. (Chairman.) What date are you speaking of '', 
 
 A. I fiin speaking of two hundred years ago. I am pointing to that, because it is a 
 particular crisis in our educational history. Good men, impressed with the idea, no doubt, 
 that Welsh stood in the way of elevation of. the morality of the people, had established 
 largely English schools : but those schools did not seem to touch the people at all ; they 
 had no effect upon them. This very observant man thought that he saw at once where 
 the mistake was. He said, these are Welsh people, and if they are going to be raised 
 and educated it must be through their own language Hence, began that wonderful 
 eflort wliich covered nearly the whole of Wales by the etlbrt of this one man, assisted 
 eventually by a lady who was generally known as ISIadam Bevan. This good man rode 
 from place to place, got as many men as he could possibly that could read and write, 
 planted them here and there three or four months at a time, set uj) night schools to 
 enable the adult population to attend, and thus sowed largely the seeds of education 
 which were afterwards reaped by Charles of Bala. 
 
 /( 
 
 E 
 
 sc 
 ai 
 tl 
 
 e: 
 
 ] 
 u 
 
23 
 
 Mu. THOMAS MERCHANT WILLIAMS, Examlneu. 
 
 THIUO REl'OllT, I'AGES 2G, 27, 28. 
 
 Junior (puchnrs invariably Uficd Wrhh in explaining various subjects oj inxtruction — 
 Jh-livijuul Teuding books in parallel cohcinns shouhl be used ivkere Welsh is generally 
 spoken — Provision for Gaelic in Scotch Code should be made applicable to Welsh — The 
 two languages a great advantage — Nearhi all the inspectors now speak Welsh, 
 
 Q. (Mr. Richard.) I think you tire now a barrister-at-law ? 
 A. I am. 
 
 Q. T believe you have been long connected with education, both in Wales and 
 England ? 
 
 A. Yes. 
 
 Q. Vou are connected with the Aberdare British school, I think ? 
 
 A. Yes. 
 
 Q. How far did you find that the Welsh language was used there in trying to 
 bring the children to a knowledge of English 1 
 
 A. The head teacher never used the Welsh language, so far as I remember, in 
 school ; but the pupil teachers almost invariably used the Welsh language in explaining 
 arithmetical processes, the rules of grammar, and the other parts of their instruction to 
 •the children. 
 
 Q. And you thought it was useful and valuable ? 
 
 A. Undoubtedly. 
 
 Q. As an auxiliary in teaching ' 
 
 A. Yes. 
 
 Q, Then you went from there to North Wales to a Welsh part of Anglesea 1 
 
 A. Yes, to Amlwch. 
 
 (). There you I'onnd the children even more Welsh than in Aberdare I 
 
 A. Very much more .so ; they all spoke Welsh out of school there, almost without 
 exception. 
 
 Q. And was the Welsh language used there to any extent ? 
 
 A. There I was head-teacher, and I was obliged to use it very largely indeed in the 
 lower classes, and also to a certain extent in the upper classes of the sch(3ols, for the 
 purpose of elucidating the ordinary matters which had to be put before them in the way 
 of instruction. 
 
 Q. You had to use it specially for the upper .standards ? 
 
 A. Yes, *he upper standards as well as the lower standards at Amlwch ? 
 
 Q. Then you were master of the Bangoi' practising school for a while? 
 
 A. Yes, for three years. 
 
 Q. And there what did you find 1 
 
 A. There although English is generally spoken in the city of Bangor, the practising 
 school was largely led by children coming from the most Welsh part of the town, from 
 Hirael, near the beach ; and in the lower classes therefore Welsh was very frequently 
 used for educational purposes. 
 
 Q. And you found it necessary to use the Welsh language there ? 
 
 A. Yes, even there. 
 
24 
 
 1 
 
 (.,>. Now, will you give us your general views on this subject 1 
 
 A. In the first place, I should like the Welsh lautjuago to he recognised as a class 
 subject ; in the next place, I shonld like bi-lingual reading books introduced into schools 
 in Wales where Welsh is generally spoken. Then tlu.'re is a reference here which 1 
 should like to make upon that particular point ; it is at paj<e oO in the Scotch Cotio : " A 
 " pupil teacher (iinployed in a .sciiool in one of the counties of Inverness, Argyll, Uoss, 
 " Sutherland, Caithness, and Orkney and Shetland, in giving bi-lingual instruction to 
 ■' Gaelic-speaking children, shall, in addition to the other subjects of examination, be 
 " liable to examination by the inspector in Gaelic reading, translation, and composition. 
 " Such a pupil teacher may, at the e.xamination for admission to training colleges, obtain 
 " marks in a paper to be set in Gaelic (grammar, translation, and composition).' I should 
 like that clause made applicable to Wales. 
 
 Q. {Mr. Richard.) You think that a systematic knowledge of the Welsh language 
 would prove helpful to the acquisition of a systematicjknowledge of the English language! 
 
 A. Unquestionably. I think that in the hands of a skillui teacher a systematic 
 training in Welsh would be very helpful to the acquisition of English. If I did not think 
 so T should not support the bi-lingual society at all ; if one of the two languages is to be 
 sacrificed the Welsh must certainly be that language ; and if I thought the teaching of 
 Welsh would hinder the teaching of English, I should not at all support the objects of 
 this society. 
 
 Q. The very reverse of that is the object for which the society is constituted, as I 
 understand 1 
 
 A. Precisely so. ' 
 
 Q. (Chairman.) You mean to say, that it is a great advantage to have two languages, 
 in every school 1 
 
 A. Yes. 
 
 Q. Then you think, that there ought to be bi-lingual reading books 1 
 
 A. Ye^, I do ; tliey would be very useful. 
 
 Q. You would arrange them in parallel columns, I suppose ? 
 
 A. Yes, that would be very helpful to the acquisition of English, I mean. 
 
 Q.- Do you think that Welsh should be made an optional class subject ? 
 
 A. Yes, I want that particularly understood. I do not want English to be replaced 
 by Welsh ; I want Welsh introduced as a class subject for the express purpose of enabl- 
 ing the teacher to teach the English language more perfectly than he does now. 
 
 Q. With regard to the first two quotations from the Scotch Code, they have nothing 
 to do with the bi-lingual question, but with regard to the third which had an application 
 to the Gaelic language, iij there not a parallel provision in our Code for England and 
 Wales, in these words : " In districts where Welsh is spoken, die intelligence of the 
 " children examined in any elementary or class subject, may be tested by requiring them 
 " to explain in Welsh the meaning of passages read ? " 
 
 A. That does not correspond to the paragrai)li which I read in the Scotch Code. 
 
 Q. I understand that you had a school in Wales 1 
 
 A. Many years ago. 
 
 Q. Was it acted upon then 1 
 
 A. Not in my time, because the inspectors in those days were not able to speak or 
 write Welsh ; now, I believe, nearly all the inspectors speak Welsh ; and if they do not, 
 their sub-inspectors, or the assistants, speak Welsh. 
 
 Q. And, therefore, they would test, what one might call the intelligence of the 
 children in Welsh, to some extent ] 
 
 A. Yes, to some extent they would, no doubt. 
 
 ,\ 
 
 what 
 exaoi 
 
 in th 
 
 certs 
 tram 
 to ai 
 unde 
 
 for i 
 
 very 
 
 Wei 
 
 Uni 
 
 tim 
 
 san 
 
 tior 
 acq 
 Wf 
 
 S1V( 
 
i 
 
 Q. When you say that you would be in favor of Welsh heiiig made a class subject, 
 what would be the exercise in which children should be examined ; could you tell us 
 exactly what form the examination should take t 
 
 A. I am beginning to forget my Code ; but I believe that now the class subject is, 
 in the lower standardH, the pointing out of nouns, verl)S, and so on. 
 
 Q. Quite so ; it is the grammar ? 
 
 A. Yes : then I should suggest, that exercises in translation should be given, up to a 
 certain standard, say standard live, wh(!re grammar might come in; exercises, I mean, in 
 translation from Welsh into English. I maintain, that that would enable a Welsh child 
 to acquire a knowledge of the English lauguage much better and easier than he does now 
 under the present system. 
 
 Q. Would you havo questions in grammar, the way of forming the plural of nouns, 
 for instance, and ([uestions of that kind, such as are set in English grammar ? 
 
 A. Yes. 
 
 Q. At present no Welsh grammar is taught in Welsh schools, is it] 
 A. No ; it would be a great advantage if it were taught, because the children are 
 vary often puzzled by the various inHexions and anomalies in English grammar. 
 
 HENRY JONES, Esq., Examined. 
 
 THIRD REPORT, PAGES 320, 321, 822, 324, 326, 327. 
 
 Welsh is more spoken non- than formerly — The transition has been from Welsh to Welsh 
 and English — Wales loill nrver be made richer bi/ neglecting its language, nor will 
 English he known better — To strem/hen the know/edge of Welsh does not arise from any 
 desire lo lesseu the knowledge of English — Welsh shoidd be used as an instrument q/ 
 education for young children. 
 
 Q. {Chairman.) You are Professor of Philosophy and Political Economy in the 
 University College of Bangor, are you not 1 
 
 A. Yes. 
 
 Q. And you have come to give evidence on the bi-lingual difficulty ? 
 A. That is one of the points on which I am asked to give evidence. 
 Q. Is Welsh spoken more at the present time than formerly ! 
 A. I believe it is. 
 
 Q. But the number of people who speak Welsh only is not so great as at former 
 times 1 
 
 A. No ; a far larger portion of the comuiunity is bi-lingual '! 
 Q. Making use of both languages 1 
 
 A. Making use of both languages : not, however, to the same extent or under the 
 same circumstances. 
 
 Q. Would it be correct to say that the inhabitants of Wales are in a state of transi- 
 tion from the uso of Welsh to the use of Knglish, or the reverse ; are more Welsh people 
 acquiring the habit of speaking English, or are more people in the habit of acquiring 
 Welsh 't 
 
 A. The transition is very slowly from an exclusive knowledge of Welsh to an exclu- 
 sive knowledge of English. 
 
26 
 
 (j. Of (-ouiso, in an area such as ^Yales any general statement is liahlo to l.,i disputed • 
 but taking Wales gen.>rally, you would say tliat the Welsh speak Welsh lial.ituallv and 
 iinglish occasionally ? 
 
 A. Yes I should say that seven or eight-tenths of the population do that. 
 (.}. That the language of their ordinary life is Welsh ? 
 A. Yes. 
 
 Q. lu the case of those who speak Welsh, I suppose they tliink in Welsh 1 
 A. Yes. 
 
 • AX?; i"^"'^ ^!'"^^ Y""'". P*'°P''' '^''° ^P'"''^ ^"Slish would, in the majority of cases think 
 in Welsh, and translate into l^iglish whilst speaking? 
 
 .1 • i"^'- ^^'' r T-^ exclusively. It is only after years of working with English that one 
 thinks in English, if the language of one's childhood has been Welsh ? 
 
 Q. Does the adherence of the Welsh to the use of Welsh in religious services and in 
 hunday schools place any ditHculties in the way of the further adoption of the Enclish 
 language? ^ => 
 
 A. No. I would not say that it places any further difficulties in the way of the further 
 adoption of the English language; but I would .say that the use of Wel.sh in reli-ious 
 services and in Sunday schools does a great deal, and has done, perhaps more than'mv- 
 thing else towards keeping the Welsh language alive. 
 
 (i>. It has enhanced the attachment of Welshmen to the vVelsh langua<^e I 
 A. Yes. Indeed I cannot account for the rather strange fact that Wales which is 
 less than Ireland, and svhich has been for a longer period in more direct contact with 
 England, has maintained its language almost entirely, whilst the Irish have to such an 
 extent lost it, except by referring it to the religious and literary revival that took iilace 
 about 120 years ago, speaking broadly. There is further tolerable evidence that before 
 this religious and literary revival, Welsh was fast losing ground. Since that time it has 
 hardly lost at all, except in the border counties. 
 
 Q. Do you think that the increasing use in Wales of English as an alternative 
 language will end m the extinction of Welsh ? 
 
 A. Unless a community can be permanently bi-lingual. 
 
 Q. Have there been no communities that have been bi-lingual ? 
 
 A. I am not prepared to answer. 
 
 Q. Is not a large |)art of the modern Kingdom of Belgium bi-lingual. 
 
 A. I should not like to undergo an examination on general history now but I know 
 that there was at one time a schism in English life not very unlike the present one in 
 Wales ; I mean, of course, after the Norman Conquest and until the time of Chaucer 
 speaking broadly. The English people failed to be permanently bi-lingual. ' 
 
 il And you think that the existence of these conflicting elements in the ian'^uao'e of 
 the people imposes great difficulties in the way of efficient education ? " ° 
 
 A. Yes. I think there are two classes in the great majority of the Welsh schools 
 whose interests are not identical. The very large majority of the children will remain in 
 their native places, and their only literary and spoken language will be Welsh "but the 
 more enterprising class will enter into the general current' of English life ; and' for this 
 latter class, at almost any sacrifice, English ought to be taught. But the question is 
 whether one is right in sacrificing four-fifths of the average Welsh children for the sake 
 of the remaining one-fifth, who are more enter[)rising and of greater promise. 
 
 Q. What function would you assign to the Welsh language in the field of education ? 
 A. I would examine a Welsh child in English subjects with almost the same strict- 
 ness as an English child is examined, and I would give iiim as much credit as be deserves 
 and the teacher also, for knowing another language, and would regulate the teaching 
 accordingly. ° 
 
 1 
 
27 
 
 i 
 
 Q. Would you luako Welsh a class subject in elementary schools I 
 
 A. I am not quite sum whether tliat is the Vicst way. I would certainly not he 
 aatislied wilh it as a spi;citic suhject, for several reasons ; l)ut whether it would bo better 
 to make it a class subject, or to omit one ot' tlie l']nf;lisli reading books in tho lower 
 standards and substitute a Welsh one ; or both, I do jiot know. 
 
 Q. Of course it makes a great deal of dilFerence in any regulation about education in 
 a bi-lini^ual country whether you look to the extinction of the one language or of the other, 
 or to retaining both / 
 
 A. I am (luito certain that the practical question just now can only bo solved on the 
 supposition that both are permanent, I think that everybody who knows Wales would 
 acknowledge that during the last 30 or 50 years, while English has gained ground 
 immensely, Welsh has scarcely lost ground at all ; and there is a greater attachment to 
 Wales and Welsh things through the community as a whole now, for som s reason or other, 
 than has I think ever been known before since we fought the English. 
 
 Q, Have you any other observations to make as regards the bi-lingual diihculty ? 
 
 A. The only thing which T should like to add is this ; that the good of Wales is 
 this dependent to a considerable extent upon meeting it, because no community I think 
 wa-i ever improved, except by developing the forces, intellectual and otherwise, that it 
 possesses ; and Wales will never be made richer by neglecting its language ; nor do I 
 think that English will be known better. For, on the border counties where they do lose 
 their Welsh, or have done so and become English, there is degradation of intelligence 
 because they do not really become English 1 
 
 Q. They cease to be We'sh without becoming English ? 
 
 A. Yes, their vocabulary becomes very limited. 
 
 Q. Do you not think that it is a very unsatisfactory state of things that people should 
 be taught under such a .system that they cannot write the language they are obliged to 
 write so easily as they can write a language that they are not obliged to write ? 
 
 A. I think it is a great wrong. I think that everything should bo done to cultivate 
 the knowledge of Welsh in Wales, consistent with the maintenance of English 1 
 
 Q. {^fr. Richard.) You are pretty well acquainted with the principality of Wales, I 
 think 1 
 
 A. Yes, I have resided there nearly my whole life. 
 
 Q. And you are aware that there is a very strong attachment among the Welsh 
 people to their own language, but that with that there is very generally an earnest desire 
 to acquire the English language t 
 
 A. Yes. 
 
 Q. That is universal 1 
 
 A. Tiiat is universal, I think. 
 
 Q, You are aware of the existence of an association that has been established for 
 what is called the utilisation of the Welsh language in education ? 
 
 A. Yes. 
 
 Q. That does not imply any prejudice against the English language, or any M'ish to 
 lessen the opportunities of acquiring it 1 
 
 A. No, T think not. I think that all really interested in the education of Wales 
 would be loath to do anything to lessen the knowledge of English, while they desire 
 to strengthen tho knowledge of Welsh. 
 
 Q. And you agree with them, without going into minute details, so far as this ; that 
 it is necessary and desirable that in certain places the Welsh language should be used as 
 an instrument of education for young children 1 
 
 A. Certainly. 
 
28 
 
 con.o into u Hchool wherr;!l';i:l;::;;:,°f„,^;;';'^'' '^'•" ^^^ ^«-'^^ .ii-lvHatag., wl.on the? 
 A. Yos. ata very seriouadisadviuifcaw; so much so thaf r rlr. n«. i . 
 
 A. 1 ea. 
 
 Q. They are outside of the schools ? 
 A. Yes. 
 
 Mr. WILLIAM WILLIAMS, Examined. 
 
 THIRD REPORT, PAGES 540, 542, 543. 
 
 system oj education shoidd mak^. provision for the hi-lingnal condition of tho ir-/ 7 
 people- Approves oteacldng Welsh as a specific s^d^jeci-Th'lTchLot Wdll 
 
 :s::^f ,«.^^' .^.^./.e ot En,iisLKnoJd,e of E^^ri^^t l:^ 
 
 g. {Mv. Richard.) I think you are Chief Inspector of Wales 1 
 A. I am. 
 
29 
 
 IS 
 
 A. It docs. 
 
 Q. Yo., aro pretty well acquainted, then-for.., with the whole of Wales? 
 A. I am. 
 
 d„,«ai!;;„"t:'tr,!,iy."""'"""" °' '^"'™ " " "'» '-'s"'*- <»■ ti...,„i,i.ii, «,„,,„.„ 
 ■«,,,. „™p„,«„„ „,.„ .„„ „', r/sz:LS;,ttSyT',„E'"'''"' '""" - 
 
 prei,ar,,l f„,- it ! ' "'" "' ""«"*' '''"'"""y '.> Wale, ,„ any systom ol o,li«lion 
 
 A. r <io ( 
 
 A. Ihe hulk of tl'f^m do. 
 
 A. Yes, and throu-h which they have to be examined 
 
 A. They w.-re, or even out of school hours 
 
 o(i„tellig;„c„( ° ° "° "'"=*'''-'''""'» '"e»l"».""l exercise of memory mtlior thi 
 A. 1 am alraiJ that it is to a very considerable extent ! 
 
 state'^of dr:;™lr:'r'°"'° '"°"'''"'' " "«'"• """'« ^ P--' - ".« code t„ „,ee. .hi, 
 
 note t sd;:,T„;: r;!- rLCT","'ci:'i't ,:'""■ ru ;i'"»» '<■ ^^■""- « - » '<.„.. 
 »ay .e «.„,, i„« t,;e„; s ::s^r .^i,"u: ivr 'fir;- ^fs'S' 
 
 Q. Ihat ,s a„ the recognition made of the peculiar .,,-Iing„al°co„ditio 'of wlle " 
 
 vveisS i:iri?,Si!,'ro^„t^t,!;5,rV3ers't"s2|!' ?«'^» «- "-• <■ -^ 
 
 con,par,son with the prevalence of'.he Welsh kngu.ge, it not ttat io?"'^" " """"S '» 
 A. It is so. 
 
 upon which I .should like to ask y^r Sn O^^^T.^ '"^ ^.t^'^'^' '"'''' «»g««-^tioas 
 ing of Welsh as a specific .n.jeJH jC a^pro^e^ofthLu '^ ^''^^ ^'^'^ ^^"^ '^^ ^^'« *-«''- 
 A. I do ; that, of course, is optional on the part of managers. 
 
 ire 
 thj*n 
 
30 
 
 Q. TTn.s not an (ix[ii'riiiiniit of tliis kind Ix-rn Into!)' trind in houk^ piut of Wiilfb, 
 Geliigit*<r and .Mcrtiivr, wiiii (juitd salisfiu'tory rcHiilt.s / 
 
 _A. Hijflit Rchools were exaniinod in Welsli n,s ii spffcilii! «ul.j(K't durin" tiio year of- 
 1880 with very satiMfuctory rfnultH. ' " 
 
 Q. Tlii-n finotlicr suK^ostion was tlio toiiciiinj,' of WcIhIi as a class snliicrt ■ v.lial, do 
 you think ot that ? 
 
 «r ^^'i ' ■"''""''' '"'"■ ^""''^''^'"' *"''"'""■ P''"P'^"'"f''''Jl'ythi!,Suciotyforthe{Jtilisi)tion of the 
 \Velsh LangimRc, or hoimc t^imiliar bclifmc, tried, at all cvonts, asancxp.iini.'nt. [ should 
 also Idvc to HOC tho amount of Hti;,'lisli roadini,' in the Iow.t st.ii.danlH in K.hool-i rcdiiond 
 and tlic time so saved spent in traininK ''"^ children to nndemtund and speak i<:n"lish ; 
 that IS, in tiainin;,' them to translat.' tho ICnglish into WelsJi, and the W.^Uii into ImT^'HsIi,' 
 and in traininj,' thorn to spoak, in which they are now v<!ry haokward. And furtlii'i-, l' 
 sliould like to sec WeUh introduced as an o^jtional suhject into the (ixamination tor 
 adniiHsion to college iis Latin, (Ireek, French, and (iorman" an; at present. Tl;e Welsh 
 are very jnuch handicapiied l>y having to ho examined in a language which is not their 
 vonacniar ; and as compensation in part for that, I think, it would he only fair that they 
 should have an opportunity of being examined in Welsh. 
 
 C^. J did not gather whether you desired to introduce the teaching of Welsh as a 
 delinite new subject in the Welsh schools 'I 
 
 A. I believe that that is not the primary object anywhere, except perhaps wliere it 
 is taken as a specific subji-ct ; I believe that in that case the teaching of Welsh would be 
 the primary point. But it has been found that tho teaching of Welsh as a specific 
 subject has improved the scholars' knowledge of Englifch. 
 
 Q. Do you think that under the existing arrangements the children get a thorough 
 knowledge either of Welsh or of English '! 
 
 A. They get no knowledge at all of Welali so far as tho school is concerned, and the 
 knowledge of English that they get is very mechanical, that is to say, in many schools. 
 
 Mk. JAMES McKENZIE, Examined. 
 
 THIRD REPORT, PAGES .')84, 588. 
 
 Tho peii/d'i 'ire mjainst the teaching of Welsh — Tliey say it vmuld he going hacl-ward — 
 We/nh is of no use — Business not transaetpd in Welsh. 
 
 Q. [Chairman.) Will you tell us what your present sphere of work is 1 
 
 A. I am now attached to the Education Office, and I go out upon emergencies ? 
 
 Q. Your experience is varied 1 
 
 A. ^'ery varied indeed. 
 
 Q. Has your experience led you into Wales ? 
 
 A. Yes. I have just touched the border of Wales. I came up yesterday from a 
 very Welsh part of the llhondda Valley, and I found that tho opinion of all the best 
 people is against the teaching of Welsh in the sohools, 
 
 Q. Whom do you describe as the best people ? 
 
 A. I have spoken to clergymen, teachers, school board officials, to people engaged in 
 trade, and to persons of the class whose children attend the schools. I make it a point 
 to talk on the subject with almost everyone I meet. 
 
31 
 
 tli(^ )'ciir of- 
 
 : what do 
 
 iMtioiinf'tlie 
 t. I bliould 
 ols rciliioctl 
 c KiiLflisli ; 
 to ICiis^iiHli, 
 lurtlicr, 1 
 'iiiiitidii for 
 ri;.' Wulsh 
 H not, tlii'ir 
 V tliiit tliey 
 
 ^c'lsh us 11 
 
 Q. Have you spnVou on th- Hul.jnct witi, any Nonconformist WmxHWr < 
 
 we..,.int!;..,.^^ ViSis u ::.^^^;:;;1^:?'S - f tr" "'"■ '" "" »'"' 
 
 Q. What 11 asoMH do they assign for that opinion '( 
 
 to thorn in Welsh, and thcv look..,! l.lnnl.- I i ' , ' '"' '"'"'*" ^^ ^''"^ 
 
 and said, ■■ Pleas,: sirM;;;^dlrt; '.nt^a^ , 'i;; ^ J^IT:;;:^.^ ^Jr^'n ^""!"V""-'^' 
 from a school, it was a littlo school, where t v ool- , ^ i .' ''•" ""^ '"'"" 
 
 work, and English ; they , lid ro.narkIvw./7 ' ' ^'";"", ' "' ""-""-' '"'"'"«■ 
 
 marked''evr,nipnl'' 'HI ■'^ '''''"' ' ''"•"'"""■'"I'"! that they should ho 
 
 is where it 
 
 1 would ho 
 
 a apecitic 
 
 1 thorough 
 
 d, and the 
 scIiooIb. 
 
 tcliivard — 
 
 cies { 
 
 y from a 
 the best 
 
 ngaged in 
 t a point 
 
 The Earl of Hairowby, 
 
 The Earl l.?eaucliaiiip, 
 
 The Bishop of London, 
 
 Lord iSorton, K. C. M. G., 
 
 Sir Francis R. Sandford, K. 0. B., 
 
 Sir John Lu1)bock i5art, M. P., 
 
 Sir JJernhard Samuelson JJavt, M P 
 
 Rev. Dr. Kigg, 
 
 Dr. Dale, 
 
 fJaiion G!ro,!i;ory, 
 
 Canon \i. F. Smith, 
 
 C. H. Alderson, Esquire, 
 
 J. G. Talbot, Esq., M. P., 
 
 Sydney Buxton, Esq., 
 
 T. E. Heller, Esq., M. L. S. B. 
 
 B. 0, iMolloy, Esq., M. P., 
 
 Saniu'l Rathbone, Esq., 
 
 Henry Rii;ha?d, Esq., M. P., 
 
 George Shipton, Esq., 
 
 H. Cowie, Esq., Q. C, Secretary 
 
 ^•frc,A\.\^A. nf 4.i,„ _.^-i- • %T- T v^ v-:°t "^^ "^®" ^tsLtad m evidence that, fully 
 
 r>.n ..111,..., or tne pcojjiu in \Vale3 habituuUv sneak Welsh anH ni(-v,^„„k -j " ," 7 
 
 proportion of the adults also speak En.lii ,™easeteh^,lW?^^\^^u 
 
to be so nioasre and superficial that, according to the evidence, in Welsh-speakin-^ 
 districts, Knj-lish is lost in a ^reat ineasu.e soon after the child leaves scl oof The 
 only provision ,n the Code which at all attempts to meet the dillicultv, is one in which 
 It IS laid down that the intelligence of the children in the ordinary reVdiiv exa lii^^^t on 
 may be tested by Her Majesty's Inspector allowing them to explain he me i"«^ 
 passages rea.l. There has been no desire expressed before us\h:.t the use oJ'^l^' 
 English language in the schools should bo at all diminished. But it is felt that to 
 enable these schools to overcome the special dilticulties with which they have to con- 
 tend, they should be allowed, at the discretion of the managers, to teach the readi.u- 
 and writing of the vernacular concurrently with that of Knglish. As the Welsh hn" 
 guage IS almost purely phonetic in character, and does not present the difiicullies\vhich 
 are experienced in mastering English the permission to use bi-lingual reading books 
 would meet the objection ol the teachers, who complain that the amount of read in <^ 
 mat er to be got up m Welsh schools is too great. But it is felt that they should 
 be allowed to take "P Welsh as a .specific subject recognised in the (Jode ; to adopt an 
 optional scheme for Engh.sh as a class subject suitable to the special needs of Welsh 
 d.strict.s, such sche.ne being founded on the principle of substituting a graduated system 
 of transla 10,1 from Welsh to English for the present re.iuirements hi En-rlish -grammar • 
 to teach Uelsh along with English as a class subject ; and to include Welsh amo.i<. the' 
 languages in which candidates tor Queen's scholarships and for certificates of merit"mav 
 be examined_ All these points are advanced in the answers we i^ive received to Circulai- 
 D. from the head teachers in the counties of Glamorgan and Merioneth. Since concessions 
 somewhat similar to those now demanded in Wales have already been granted in the 
 Scotch OoJe to the Gaelic-speaking population of Scotland, there appears good reason 
 why they should be conceded in the English Code for the relief of our Welsh-apeakincr 
 population. ^ '•"■'"a 
 
 W. WILLIAMS, Es(..., One of Her Ma.testy'.s Chief Inspectors on the 
 Schools in the Welsh Division, says :— 
 
 FROM 
 
 GENERAL REPORT FOR THE YEAR 1888-89, PAGE 36G, 367. 
 
 w 1 f 1 *^f<^l""S of Welsh as a specific subject is spreading though only very slowly. 
 Welsh has been taught for about three years in the Merthyr district, and is now tau-ht 
 in l;i schools in it. Nine schools in the Denbigh, and a few schools in the Pembroke 
 and Aberstvvyth districts, have taken it up lately. Various reasons may be assigned for 
 the slowness of the progress made, [t is said that the subject would be taken up bv the 
 teachers it it were popular with the parents and managers. But it is to be borne in niind 
 that the movement is a new one that the bulk of the parents have probably never heard 
 of It or if they have, that they do not understand its real object, and fancv that it is to 
 teach Welsh to the exclusion ot Knglish, or at all events that its introduction would 
 retard the acquisition of Lnglisli. Moreover, the very same reasons which prevent so 
 many schools from taking any other specific subj,.ct operate equally against their takin" 
 VVelolr as a specific subject. •"' 
 
 But the object of the movement is not, however, confined to teaching Welsh la a 
 specihc subject ; its chief aim, as L take it, is to utilise the child's knowledge of the"lan 
 guage from the commencement of his school career for developing his intelligence' and 
 for acquiring a knowledge of English more effectually than is the case at present 
 
 The scholars m many of the schools in the purely Welsh-speaking districts pa.ss in 
 what 18 called English in the Code .piite as creditably, and often more creditably than 
 than those in districts in which nothing but English is spoken ; and yet it must be 
 admitted that their real command of the English language for the purpose of conversation 
 or composition is generally meagre and imperfect. And if this be all that is accomplished 
 by the present system, surely a movement which aims at improving what now cannot be 
 considered satisfactory ought to have a fair trial, and bo pushed forward by enlL^htened 
 educationalists without waiting for a demand from the parents, most of whom naturally 
 lalieve that the present system must be the best that can be devised. 
 
"elsh-speakin;; 
 
 school. TJie 
 one in which 
 
 exainiuiitiQii 
 
 2 meaning of 
 ) use of the 
 
 felt that to 
 have to con- 
 1 the readin:^ 
 
 3 Welsh lan- 
 nilties whicli 
 iading books 
 t of reading 
 
 they should 
 to adopt an 
 ds of Welsh 
 lated system 
 h grammar ; 
 1 among the 
 f merit may 
 cl to Circular 
 5 concessions 
 anted in the 
 good reason 
 lsh-3peaking 
 
 IS, OX THE 
 
 567. 
 
 very slowly, 
 now taught 
 i Pembroke 
 assigned for 
 n up by the 
 rue in mind 
 lever lieard 
 hat it is to 
 ctiou would 
 prevent so 
 heir taking 
 
 Welsh as a 
 
 of the lan- 
 
 igence, and 
 
 ent. 
 
 icts pa.ss in 
 
 tably, than 
 
 it must be 
 )nversation 
 complished 
 
 cannot be 
 mlightoned 
 11 naturally 
 
 38 
 
 MR. BANCROFT. 
 
 Education Code. 
 
 III district.s wliov.. \V,.K1, :. ... i. . . • .■ . . 
 
 Report of Council for Uliliziny Wehh for Elementary School,. 
 
 The Council of the Society for Utili^inc' the 'W.A^h T„ r , , 
 
 no apology needed for the mov^.nent s t n foot bv the^f^f ^"'^' '^''''' ''"-^'^ '^ »«- 
 
 s-S- tr ^-- — - - - v^H^t^: in 1- -? -.:;;;- 
 inspS:r:r!;:^ita;:^=£r:f'E.e;!;^.t;S's^^^ ^-'^ "^ »- ^^^--ty. 
 
 cpahty, afford a complete JustiHcation of t).! ^Sio^ tk^n bj tl'rX''^ "' '"' ^"" 
 bes^lmir/;;:^!^^' '^ P^^^^'^^' ^^^^^^rn^^ at the outset of the 'n.ovement .ay 
 
 J. That the introduction of Welsh would add materially to the labor of teachers 
 «n.j;J,:;:^'" -hools containing an English element the scheme would prov: ^ be 
 
 ^^^.^^1:;^^^^^^^ '- d'^.-e of proficiency in other 
 
 ^hoJttu^flirtrrf g^lldli'Is^ 'C;:-:^!f1V'o'«'-e however, tended to 
 
 texf.l,ooks to assist then,, and that tliborofTe^^^^^^^^^^^^ ''''' ''^' ''^'^^^^^ ''■'^■I no 
 
 ca.; than it need be in futur,, neither teriifn^^S.^lll^^Sr^'^f'^-^- in their 
 addUK.n to the year's work. In more than ..^^1.11. '^'^"'Plain of any material 
 English..speaki„g%arents have pa " a '"li Iv crl^J ! '^^""'' ''"* ''"' '-''"'^J^'^" «f 
 su<h child, indeed, standin, third in M e kt o tota t 1, ''-''"'.""'f'"" ''' ^^Vlsh _.„« 
 other subject., it is sulhcient to point on t IS'tj^^eU^Tl ^^ '^ ^^^ -^'-^ ^]>^m 
 uinform success of all clas.es has l,een .ea er th.n at n '■ '^'"" ''^'^""'^ "P ^'''' 
 
 cluldren have improved in Kn-li.h ■ and th.7 n! ^^"7 Pr<'viou.. ti„,„ ; tha the 
 
 doubled, on acco>i^.t of the in^^^ e 'p^ i'n^y exldbSt Ji^ ^% 'T '" ^"^''«'' -- 
 ticulars will 1,0 foun.l in the an .le.ved reports ^' exhibited in that subject. Further par- 
 
 addi:^;;ar|::^st j^,;Ih'^^ ?:nt;::L,f v^ts:;;;^ "^r-^^' ^^^ 
 
 SinraSdLSiIl^^^'-;™;-^^ 
 
 a.fs-ii:trs^^^^ 
 
 y (i!i,.) 
 
M4 
 
 The foregoing remarks refer exclusively to tin; introduction of Welsli as a sulmot of 
 instructiou in itself, which is only one branch of the Society's proposals. The success 
 which has attiinded this att(nnpt which leads the (Jouncil to liopo that results even more 
 gratifyin;^' will follow the adoption of the Society's scheme in full. . 
 
 One of the most welcome results is that Welsh educationists throughout the country 
 i-e becoming more and more favorably impressed with the soundne.s8'of the principles 
 advocated by the Society. Some who had lield aloof from, if not actually opposed the 
 movement when first started, have, after a careful study of its tendency, given their 
 hea't" adhesion and earnest support to it. 
 
 ar 
 
 Important Modifications sanctioned by the Education Bepurtment. 
 
 The New Code for 1889, when first issued, created some disappointment in Welsh 
 circles owing to the small amount of concessions which it appeared at first sight to make 
 to the special needs of Welsh schools, and to the unanimous recommendations of the late 
 Royal Commission on this subject, backed as they had been by the active private supi.ort 
 of the lea.ling Welsh members on both sides of the House of Connnons and by several of 
 the Welsh_ peers. We are glad to say, however, that the fears on this score of' those 
 interested in Welsh education have been set at rest by a letter from Sir William Hart 
 Dyke, the Vice-President of the Committee of Council on Education, to Sir John 
 Puleston, M.P., who has taken a warm interest in the matter from the outset, and has 
 been in close communication with the Education Department on behalf of the Welsh 
 Utili/.;ition Society. 
 
 This important letter may be taken as an official interpretation of the New Code the 
 provisions of which, read in the light of the Vice-President's explanation, will be found 
 to concede, to ill intents and purposes, the whole programme which was put forward in 
 April, 188G, by the Welsh Utilization Society in their Memorial to the Eoyal Coninus- 
 gion, and since then generally excepted by Welsh educationists. 
 
 [Letter from Sir William Hart-Dyke, Vice-President of the Committee of Council 
 on Education.] 
 
 (Copy.) 
 
 ".My Dear PrLKSTON,— First as to Welsh recognised as a specific subject It has 
 been so recognised for the last two years, and has been mentioned in the annual report 
 submitted to Parliament. The forthcoming report of H. ]M. Inspector, Mr Williams in 
 the Welsh district, will be published, as it was two years ago, in a separate form so as 
 to be generally accessible to the Welsh people, and; besides the statistical matter relatiii-^ 
 to Wales, will contain the figures for the last two years showing the number of depart^ 
 ments and scholars who have taken Welsh as a specific subject. It is not includwl in 
 Schedule IIJ., because it is thought better to leave the scheme of instruction, as far as 
 pcssiWe to the initiative of the locality. . . . The words "at the discretion of the 
 inspector " (note to Schedule I.) refer to the substitution of dictation for composition in 
 the upper .standards generally ; and the Inspectors will certainly be instruct! il to crjve 
 every encouragement to the translation of Welsh into English, or the renderinc^ in 
 English a story read in Welsh. *' 
 
 "Vv'e must not encourage the W^elsh language at the expense of English, but rather 
 as a vehicle for the sounder and more rapid acquisition of English, and with' that object 
 the use of bi-lingual reading books, sanctioned in footnote to page 23, will enable Welsh 
 and English to be m([nm(\pari-passM in all the standards. It is clearly for the managers 
 to decide upon the expediency of using these books ; the concession being granted in the 
 most unqualified terms, and being, indeed, the obvious antecedent of the new regulation 
 as to composition in the upper standards. 
 
35 
 
 '•nal.Io the nuip of Wales to he used in illus ration of h/.I .1 I '"'^^ '''°*'"'''' 
 
 I remain, very truly yours, 
 
 (Signed) "W. Hakt-Dyke." 
 Tiie portions of the Code to which the foregoing letter refers are these :- 
 Schedule I.— Elementary Subjects. 
 
 position)." ^ y °^ substituted (for English com- 
 
 SciiEDULE n.—Chm Subjects. 
 
 in W,J.h ,„.a„f„g „t P»»Res Jh andE "g^Lt IT^^^ " "P'»- 
 
 instructing the scholars. ^ ^" ^""^ *^°^ purpose of 
 
 Summary oj the Powers granted by the New Code. 
 
 Sir «ninrHrfc°Lt'tt :h'rv;",*°&v:L'""p°"'""" '"'f'-p-"-- .^^0,^0 i„ 
 
 ar» fAr^ohi,,, „ J „t the i.i htuL Ir.atVaX" J XI™ ' 4^r lut'TiT' 
 
 b, .„wit„.ed for ti^>\,rl:::j:^^z:uLZ4j^::^^^^^ f "';'-'• '»»' 
 
 partly E„,.|i.l,. .„d a grant of .wo .hillings per t.7 inThe""""!' ^^! S^'* '*',"'"; 
 n,ay U earned tor e.oh of fc„ .objects i( the result, of the .xan,i„,ti;„ .re .atSii^ry 
 
 6. Schools taking up the new method of teaching English as a cl.s, .„l,i„. , 
 
 claim the right to substitute translation from Welsh to Sil t„. r? ,' ,' ' "'«y»le'» 
 in the elementary subiecls, and thus reap a double benefit * '*' ™"'P»«i«™ 
 
36 
 
 Results of the First Experimknts. 
 
 Extracts from Her Majesty's Inspector's Reports. 
 
 " (Ireat care liiis licen bosLowed oa Wclsli as a specific subject, yet thft uniform 
 success of all classes has never been greater." 19 passed at this school. ' 
 
 '' Welsh has been taken as a spciific subject with advantage to English Grammar, 
 the classes that have been learning Welsh being most decidedly successful in Eu'dish "' 
 l.T (girls) passed at this school. ° 
 
 " An iniproven.ent in Englis;: Grammar in the fifth and sixth standards accompanies 
 a uiost encouraging sucf;oss in Welsh as a spi'cilic subject ; the iiigher rate may noiv be 
 recommended for I'ln'dish." It passed at this school. 
 
 "The English Granunar of Standards V., VI., VII., lias been improved by the teach- 
 ing of Welsh as a specific subject, and for this n-ason it might be advantageous to take 
 Welsh as a s[)ecilic subj'ect when it would l)e unadvisaljle to take any otlu^r special 
 subject. One strong nnison for teaching Welsh is that the demand for bidingual olficials 
 is increasin;,' in all parts of Wales, and especially in the populous mining districts of East 
 Glamorganshire, in which there has been of late ysars an immense increase of population 
 (mainly Welsh), and to which districts several additional .Members of Parliannmi, taken 
 
 from the Angiiciz(!d Pembroke, Brecon, and Radnor IJoroughs, have been assi"ned." 
 
 yrohi tilt Welsh Educatiun Jilwe Book, lSSO-7. 
 
 Attention is especially directed to the fact that where Welsh has been taught, the 
 children have improved in English. In one case the grant for English was doubled on 
 aoeouKt or the increased proficiency in that subject wliich followed the teachin<>' of Welsh 
 as a .Specific Subject. 
 
 f'arn 
 impr 
 
 Thus t will be seen that in addition to the specual grant of four shillings per child 
 ed for each pass, the eilect of the introduction of Welsh into the schools is an 
 d general etliciency, resulting in a considerable money gain to the school. 
 
 Beiuah Gwynne Evans, 
 Secretary (if the Societu for Ulilizimj the Welsh Lanynage. 
 
 (• 
 
 I 
 
 From '• The South Wales Weekly iv'ews ' of .May 18th, 1881). 
 
 Sir,— A letter on the above subject by Mr, John Rowland, of Waunarlwydd, has 
 rather surjirised me, as I should have expected him to be one of tlie warmest advocates 
 of the scheme for the use of Welsh in our schools. I would hav(^ thought the district of 
 Waunai'lwydd would be a very favorable place to introduce the ,sclii-uie, and have no 
 doubt that the master, a succL^.iful oi'e, would get still more suc.;essful Ijy adoptin<' the 
 new advantages now possible by the introduction of Welsh as proposed throughout the 
 scho'j]. This has been felt very much in many \\\A&\\ schools, where Welsh is°the home 
 language. Recently I entered a largo school under one of the largest boards in Glamor- 
 ganshire, and I found that there the teachers of the infants obliged to teach by means of 
 Welsh, and th(; master of the boys' sciiool also told me that he i.s'^obligcd to teach English 
 grammar by utilizing Welsh. Otherwise he ould not nmke them understand the iiiean- 
 ing of the English. He attributed the success of his school in English to his adoption 
 of this course. Several schoolmasters and mistresses in this parisli have passed some of 
 the scholars for the past three years in specific in Welsh, I desired them to write me 
 their views after the experiencts they had. One master writes : ■ 
 
 Fifteen boys w(>re examined in Welsh in my school at Pontlottyu last November ; 
 13 passed successfully. This was the result of very regular teaching of two hours Aveekly 
 thnuighout the y(^ar. I have no doubt, personally, but that the teaching of Welsh in our 
 
 
37 
 
 exercise can in Walo.s bo obtaino.I witli Irast lal,or l.y teaching Welsh. En.'lish -ram 
 mar ^yaH r-ally taught through Welsl,. If, however, Welsl, b? taught in school onW as a 
 sppcihc subject, the l,enehts arising therefrom are not so great as they wouM bo if (veLsh 
 be taken throughout the school as a class subject. In th.^ iowo'r standard, thus, the 
 knowledge would be such that the children in th." upper standards could cover much 
 more ground, and that easier and in nnich less tune, than it now takes to cover the 
 course as a specihc subject. IJeside.s, its benefits are needed more, in fact, in the lower 
 standards than even in the ujiper standards. [ am now thoroughly convinced that the 
 teaching of Websh t iroughout th.; .school will materiallv assist the teaching of En-Iish 
 as well as increase the intelligence of the chihlre-n. There were several English boys in 
 my ^\ elsh class, and I was rather surprised to (ind that they took great pleasure:^ and 
 were unusually successful in mastering their work. I have no doubt that in Wales 
 scholars m flay schools can get improved intellectual culture by tiie teaching of Welsh, 
 and that with lass labor to teacher and more pleasure and advantage so themselves, than 
 by the introduction of any otlier foreign language into our schools. 
 
 Ihave quoted rather fully from the valuable report of the late master of this school, 
 as Jie IS an undoubted authority on the subject.— I am, etc., 
 
 Pontlottyn. 
 
 AaKON D.WIES, 
 
 , 
 
 Thfi. University of London Examinations. 
 
 University of London, October 25th, 1889. 
 Deak Sir,— 1 beg to enclose you the Celtic syllabus for Branch IV. of the M A 
 Examination, which the Senate has sanctioned after consideration of the letters on the 
 subject kindly furnished by Profeesor Rhys aud the Celtic scholar whom he was -ood 
 enough to consult. May I request you to make the syllabus as widely known as possible 
 among your students and among others likely to be interested in the subject of Celtic 
 studies ? •' 
 
 I am sir, 
 
 Yours faithfully, 
 
 To the Principal of University College, Cardiff. 
 
 F. V. Dickens, 
 
 Assistant Registrai 
 
 Syllabus M. A. Bnmch IV. Cdti Lanquagis and Literature. 
 
 A. Irish Language and Old and Miadle Irish Literature to close of 16th Century 
 The Relations of Irish (1) to Welsh, (2) to Gaelic and Manx, (3) to other Aryan lan- 
 guages. ■' 
 
 Instead of Old and Middle Irish Literature candidates may take up Modern Irish 
 Literature, together with the Literature of the Gaelic and Maux' dialects. 
 
 B. Welsh Language and Old and Middle Welsh Language to close of 16th Century. 
 The Relations of Welsh (1) to Irish, (2) to Cornish and Breton, (3) to other Aryan 
 languages. •' 
 
 w , i^rt'''^ ?^ °''^ "'".'^ ^''''"'^ ^^'^''^' Literature candidates may take up Modern 
 Welsh Literature, together with the Literature of the Cornish and Breton dialects. 
 
 Either A or B may be taken as one of the two subjects under Branch IV A and B 
 cannot bo taken together as two of those subjects. The syllabus will come into operation 
 in loyu. '^ 
 
38 
 
 li ■ 
 
 r' 
 
 TEACHING OF GAELIC IX SCOTLAND. 
 
 teaehLTrSaelfo L'^th'tS 0/^ gIX' "'''^•^'^^ ?'^"':^^ °^ ^^^^^ ^ ^ the 
 Islands ' °* *''^ Gaehc-speaking districts of the HighJands and 
 
 son.e'^l'^''!:;^!^^ of again urging the necessity of 
 
 providing teachers capable of S-'-blnneuaHnS^^^^ ""'■ '." ^•'^'-"g -Heges, for 
 lands and islands in which GapHc^'is sti tirinnf 1 '"^ *i^°f P'^'"*' ""^ ^^"^ High- 
 
 national system of education the people who hav^th." TT °^ '^? P^°P'«- ^'^'^^^ '^ 
 stand English are entitlpd tn > ! ^ T 7 u . " ""^fortune to be unable to under- 
 
 in their Tnott rTon" "^iL OoZ ^fee'f f^^^ "^^'^ ^^^^l"'-" 
 
 Departmental Committee to the a tW 7 'f .'u"^ ^''^''' *^« ^"^'^^^^'^ °f the 
 various districts of the H ghlands flcil^L 7"'^ " ""' P'''^'*'^* ^^^^^ "^ education in 
 examination necessary fofSmisit A"; P^""^ ^°""« P^''^""^ *« P^«« the 
 
 is only what might be\:;;iXe"ectedU^^ T^^^at limited, and it 
 
 persons from tliese districts nrrpnfVl? 1' ^ ^ circumstances, very few young 
 admission. ' P'"'""' themselves for examfnation in order to this 
 
 students. -L^scaoiisned Ohurch, for Gaelic-speaking male and female 
 
 admiSrio^ctufiX^po'ssetrf "''"': '''"^' ^/-ig-d to each candidate for 
 and read it. P"''"'' '^^ acquaintance with Gaelic, so as to be able to speak 
 
 subjecil'^UhltlSrnratinlLn"'^ ^'''"^^ '« ^^' °^^^ ^^^-^ deficiencies in the 
 
 shoulfh^rS; sh?;!srsLSf;;,ret if ' " -^ Queen-s scholar into a training college, 
 spend the two yearTL Sn„ wl ch ar« "^-^^"""^tT' ^^^""^^ '"™^ ""'^«'- obii|ation to 
 in a school in tL High andt in wS 7h T^T'^ for obtaining his or her pa!-chment, 
 
 The Committee are fuUy ^onTinced th *''^ ^"^ ''^^''f'' '^ ^^^^^t^-'ly required, 
 class of teachers is to S rS nn Th. 11" '°™'^,,^"'=h change as this is necessary if a 
 Highland children whose onfv lanl^ '' .?' n ''^r ''^T'^* ^""^^ ''^ thousands of our 
 a language which the^aii labl? tT '' ^ ^^'u'', '"^ ^'^'^ '"''^ "''^ being taught in 
 intelligence. ^ ' ""^^'' *^ 'P"^'^"' "^"^^ less to read, with any measure of 
 
 Edinburgh, 22nd February, 1887. 
 
 1 
 
 Extract from Report of TkeCon.rnittee of Council on Education in Scotland, r.Uk 
 
 Appendix, 1888, page xxviii. 
 
 duty to secor- tor all cluldrei, in Ih e.e Ztr irt^ , f,„ ?," , f™''" " » paramount 
 we w„„ld W gl„d to do anjtl, n "wlScarte ,M tf T A°°S°''P "'■ '^"S"* ' '»" 
 language as as utaidiarv nieam nfT «,„!Jr j faci itato this by u.ing the Gaelic 
 
 ;ei..rl fully .,u.llS„"'Xt™r wS "™ S°3 n^-trr^'"!," ^-'j'^'" 
 
 iTe^etaTrzr,;: in r • •"**'/- ''-"'™-^^^^^^^^^^ 
 
 fe^-s, cum wc snouia De glad it this increases to any considerable Hxtpnf fi,., „ u '5 
 Gaehc-speaking students in these colleges. i-onsiaeraoie extent the number of 
 
39 
 
 EMracts from the Scotch Code, 1S8S, Article 10. 
 
 ..rl '^t '"^'^^S^''' °f ^ ^«i^°"l ^^'"'^'i has met not less than 400 times in the mommg 
 and afternoon nmy claun for every scholar above four years of ago present on the day of 
 
 Zi^TtTi ,7 ° ^"" '"'"•^''' '1°', ^'"' ^'^'^'^ -'"^ '""'•"'"g °'- '^f '^rnoon meetings o7tl^ 
 school, the following sums per scholar according to average attendance (1) four shillin<.s 
 under ordmary circumstances ; I.ut in the counties of Inverness, Argyll, Ross Sutherland 
 Oait hn^s and the Orkney and Shetland islands if the children 'LderSanrrdm; 
 underAr^icle' -^t "^ ' ^^^''/^-^P-k^ng pupil teacher whose services are not required 
 under Article 3 3c^ in resp-ct ot the average attendance of the school, the grant on 
 account of eacli scholar may be increased by one shilling ° 
 
 m.hJ" ^" 'I'^tricts where Gaelic is spoken, the intelligence of the children examined 
 under any paragraph of this Article (19) may be tested by requiring them to explain in 
 Gaelic the meaning of the passages read or recited. •''■<=> V ""i 
 
 tmohP.^rJ 1'"^^ ^^ ^^''^^^ ^'ir"^ ^*f '"■'^'"'"•^' ^''^'°°^ '^""'^ either by the certificated 
 teacher, or by any person si)ecially employed for the purpose." 
 
 reauiid bv"'wH!:lr'.'i'"" *''' «^'" «* ^Os. (or GOs.) in respect of each pupil teacher 
 required by Article 32c. or in any of the counties of Inverness, Argyll, Ross, Suther- 
 
 klnigualin-struction to Gaehc-speaking children who satisfies flirly or well the condf 
 teacher) * ^ ''*''^^ '^'' ^"'P'"^'°' ^' *° ^' attainments as a pSpil 
 
 Tir...^J'T^\^^t''!,''-'?^''^^^ '''.'' schoolin one of the counties of Inverness, Argyll. 
 
 fSli '^^ ^. t''"'i'-^''T"' "' ''^''''*^°" ^° *''« "^'^e'- ^"b.i^'^ts of examination be 
 
 hable to examination by the Inspector in Gaelic reading, translation, and composition, 
 buch a pupil-teacher may, at the examination for admission to training coUe-es, obtain 
 marks in a paper to be set in Gaelic (grammar, translation, and composition). 
 r^rJATl 1 ! "?? mentioned counties Gaelic may be taken as a specific subject 
 provided It be taught upon a graduated scheme to be approved by Her x^[aiesty's 
 Inspector. (J^ote to Fourth Schedule of Code). y xxer xviajesiy s 
 
 Extract from Dr. Kerr's General Report for 1887. 
 
 PAGES 2-19, 250, 251. 
 
 "The question of the teaching of Gaelic in schools is one to which I have given some 
 attention, though it is only in certain parts of Argyll that it assumes practical import- 
 ance. From a purely educational point of view it seems a simple one. In localities 
 where, speaking generally, Gaelic is the only language, it is plain that, though the 
 children may learn to read their English books with fair fluency, and even obtain some 
 Idea of their meaning they neither, as a rule, read with such ease nor understand with 
 such fulness as to make it a pleasure or an advantage to them to read after they leave 
 school. Indeed it is scarcely doubtful that in the great majority of cases any facility that 
 
 SSL r H TT/"^ '\r'' ''^'' -^y l°'*- '^^' ^^"^^"« «^ '-^'i l^°°ks, including the 
 
 Bible, IS thus cut ofi from them, and in this particular their school education has been 
 practically fruitless. In such localities it seems not only natural and reasonable, but also 
 
 undJrsTaml ^" ^'"^''^ *" '""^ *'^° """^^ '^"^'"^8° ^^^^^ thoy 
 
 '; This teachin- need not, and I believe would not, diminish the amount of i:,. 'lisl' 
 
 oritllf h\r'''f ^^^ w^- '^r^'^^'V^ ^^^"1^ ^i«i^y the steady and inevitable ,^^ar^ 
 of Lnghsh throughout the High ands. In fact some intelligent practical teachers ana 
 others who take an in erest m this matter base their advocacv of a measure of Gaelic 
 teaching large y and I think most rationally, on the help it would afford to the better 
 acquirement ot Lnglish. Reading the one language would not hinder the reading of the 
 
40 
 
 ft ji^:;£:^-:j-;;j^;; - -r :^z'r ^" T- ^^^- --'" ^'- «^ '•'-'-- 
 
 b. al ow,Ml to have ti.e Hocond roach'; on t , ' '.^"''"-^'^'''''^''l'^ /''■^tricts .schools should 
 
 worthy of attention, r a„, 1. I t^ „ L tncl ^S^^i^^ Tk*'"' ^"''" "^ ^''^'^ ''^"■^"-^- ^^ 
 not bo speci.llv forn.idal,!,. """t-rstancl that (lithcultirs m to r.nulinj; hook,, would 
 
 work. Th« labor is very consid.rahl ' ut i is p, f„ " \''''^'-^^^^ i" thoir school 
 
 work of caution is noeilod hy .som ' who s : r 1 '" ''''"'■ '^'^ '^''« """"■ '>'""' a 
 
 tune, hut who fail to tive it nn? r "^'''"' ^° ^^^" themselves trouble for the 
 
 children are readin. Yn tliV is^ n '':i' "'T'' '1'^' *''" ^^"«"'''' '"'^kH wind h ! r 
 •skill and painstaking a, H s^n th^se wT ' "rf ."^'--'r'S^ "'-t '- aceon.panied by 
 the ren.arkal.le faet.^^o.netiruo L eTon tlU' / 1 '"' '"'.^ ""^' ''"^ o.xplanation of 
 
 sailahle faot, that a^eacherTtStrwS rr* "''"'"" ^^ '■ ."""'•^'>"' '^ -' — 
 very little else to be..in with has smne^^^I . '''''°' ''"'* "^^^'^ ^'^''^'ars who k.iow 
 
 ".■i^bborhood who poHsess^d IhruS ted^Sl^^ri^^r'^ ^'"^" °^'"^"^ '" ^^^ --- 
 Janguagcs. "ouotea anU inobt desirable advantage of speaking both 
 
 ^^^r.c^ fro^n a Letter fW.n a .,/..,.. .,f c.,,,,,,^, ,, ^aeMc Sckool Societ,. 
 '^^^lS:lrt:::^t:S^cA f'^-^ -- ™-y children who ar. 
 
 desire f^rUuxseefdldre'/l^^rr ^^*l^^ T^"^'' °^ ^^^'''^ ^^-^ing we 
 
 teacldngwot].n.k,..,-...v»v/irs pv^ '^'^''^^^^'^ *'>-* ^11 the Glelic 
 
 book with ease. If £ mi-rht nTake . If I , '''' *'''"" ^'^ '««'^ '^" ordinary Gaelic 
 say that all we 'l-ire Tslu'uL btK^^^^ wouS 
 
 neco.ssary, and we Jiave no desire to n ike H e„fr" ? T'^'''' ^^" ^'' """^ ^^ink it 
 
 learn Gaelic graranmr and -s, eHn^ L d comt l^^' V ^^ '''^''' ^''^'^ t'^'"" to 
 
 •Baking C^aeiic a specific sulljeet und r t 7^ " ' T '"^^"''''' ''^''' '"'^^ ^'^ "^^olv^d in 
 to read the vernacular we re^tnlTs ;reeesity ' "'''' '^'"'^ ''' '^'''- ^^iiity 
 
 this amount of Gaelic teaching misht he Cer^eS with R ^'T- ^"""l '?'^°°' """'' ^^^'^ 
 year a large number of the Gaelio-s"neakinrvrti i u^'^* '*^. '" "«*"'••''"« tbat every 
 
 sufKciently to understand an ord'nryfelir 001'"''.'^°.?' ''^^''°"' ^''"^^'"^ ^'^^''i«h 
 perfect fluency. Yet no provision ^s^mnJefuu '^'''''' ^'^^^ "'^>" '"^ '^'''« *" •"'"ad with 
 
 ™^"' F^t,s;rs"- "?r ^thi^wS%:^t tig^: /-- - -- - 
 
 «entence.:;heT\ltaSi;^ 
 
 way be very conducive to their ^ne'ra, ZSt'"' ''''' ^^''^'^ *^^^^^"»" --I'* - ^'1^- 
 
 farmor;:rc;-f^1;re\1;L^^^^^^^ to .ake the schools 
 
 long as he never hears a word n "t of h?s n,.f. '^ *"' T'^ '^"'^^^ion for a cliild so 
 ing the little ones to read and siil the onlv 1 'Z^u'' ^'^^^^^^ ^''^ ''^°^^' ^y t^^ch- 
 
 thus help to daaw some of tW ^vh f,n i? fnl'v ^T' '^'^ ^'^' understand, and y^u mav 
 drive. At the same time and bvlll menn« -^ n •'' ''"'^, ^""^ *^" compulsory officer to 
 they can take in, and the Lore eIhI ^''" C^aelic-speaking children all the English 
 myself rejoice." ^ ^"^^'''^ y°" "^"^ g^^« *J^em tfa« "^ore will my friends and 
 
 F*Ml»*«'«^* 
 
 ■ 
 
 
 3 
 nomin 
 
 4 
 T 
 
 sword, 
 B 
 
 indeed 
 
41 
 
 ., 
 
 t 
 
 
 &■.,„;„,«,„„ /.„,„ 7.„i„;,„, e„„„^„ ,,,;,„,i,,.„„^ ,,^,,^^ ^^^^^ (.Si„;,„rf,, 
 
 1. Translate into Eii<'lish 
 
 Gaelic. 
 
 lL»«-« 
 
 Thc<arlaich a s.i,aladh 'n an ceu'hi f .i . ^h^ gum faoda,lh iad Muin,.tir 
 
 dhearg air an tarrui.ig suas air leth a chid, 'i fl., Jlr r , • . ' ^^,"'^h«'"»'i <I«'ii arm- 
 
 Gaidheil n,ar a bl.a i.td a' dol seachad o a hTd. V 'h '^^'^'''"^.f ^ «''-W'ail air na 
 adhardt, gun u.nliail, .run s^Witl, N? Wh ?A a dh ainde.nn so u.lo, ghabl. iad air an 
 
 fhearalaclul.agu.do'threui;hiS^.t d hS'. 'h , ;;;;'?""' T' '" ?^'''^'' ''« 
 air an la so. cnugaijli ria.nl. barr a dheanamh, rinneadh 
 
 Or, 
 
 a' frea;,airt ? Dh'f I.eu.lainnse mar an ceulna laW !•?.^ T 'V"^"!'^'' *'''*' ^u bheil tlm 
 
 n'anau. an ait .u'ana.na-sa, dh'f JeuTtin, tiaH ' ' ?' 'u'^^'" = "'^"' '""^l'' l''""'" 
 
 nio chearn a chrathadh Hb acf r.rtai^r a bl^l""' r ^ 
 gluasad ..o bhiican bhur dhoilgheal. G d lab a^r ,ii e LI uf' v'°"' ^'^ghdaichoadh 
 agus ma bhoin .ni a' m' thosd, ciod a,., f u^sg adh ^ S^^^^^ -no dhoiigheas : 
 
 sgai. thu mo clmideachd uile. Agus rinn tlm ,.ti 1 n i J ^ '"' '^^'^''^'''^ « '"' = 
 
 sin: aguH dh'eirich mo cl.aoile a' m' a^ .a dl ^'^ ^^''f'^Sfd.m: mar ianuis tha 
 chorruich ,ni, agua tha fuath aige dhom1 chas . ' hiacir ^'•^^^^^'^''^ ^- ^^-^> a 
 a' geurachadh a ahul orm. ' ih.aclah nam ; tha mo namhaid 
 
 2. Analyse (by clauses not word.) the following passage : 
 
 Oha b uiii bn ghainn' ar sr)or8 ; 
 (^reis air su^radh, greis air dannsa, 
 Oruis an- caintirreachd 'us ceol j 
 Htiiodli gach seanair aoamhor, liath 
 tiinn.-ie agialachdaiigu gho 
 l^haf ^''' ?f ^-S'^^ch fearail, greannmhor 
 Bhas a ghleann 'n uair 'bha iad og. 
 
 3. Give the genitive sin ;ular of Bard. Oluaa Tra f!,, «;^i v ^ •„ , 
 nominative plural of Oglach.Rioghachd, Liilr^^arsach^iasS SuTne "'^'^^ ' ^'^^ *^^ 
 
 4. Translate into Gaelic :— ' 
 
 ^^^ Jhe %ht of tbe ,.„„n. S.«ed with fooj. Bett,,- th.„ gold. S„M.3<I by th. 
 
4'Z 
 
 THE TEACHING OF IRISH. 
 
 OPTIOXAL SUBJECTS IN PROGRAMME OF EXAMINATION 
 
 OP 
 
 CANDIDATES FOR ADMISSION TO THE OFFICE OP INSPECTOR 
 
 SCHOOLS. 
 
 OF NATIONAL 
 
 Latin and Greek MarKn. 
 
 Gornmn fiOO 
 
 Italian r)00 
 
 Irish r)00 
 
 500 
 
 (.EE PAGK 48 APPKXn.X TO HKPOUT OP COMM.SSIOVERS OP NATIONAL EDUCAT.OM IV 
 
 IRELAND FOR THE YEAR 1887). 
 
 Imh ^,ne of the Subjects for Examination for First-Clas8 Teachers. 
 (page 53 OP ABOVE report). 
 
 Programme for Certificate oj Competency to Teach Irish. 
 
 (page S'l OF ABOVE REPORT), 
 
 IV. Irish : — 
 
 1. Joyce's Grammar. 
 
 Un,l,r rt. fc»rf;„j.. ..£«„, subjects for which. E,sut,s Fagments ,my be Olai„,d 
 
 National Schools." 
 
 m 
 
 . (page G8 OF ABOVE REPORT). 
 
 it IS provided : — 
 
 r..»lt h„) to children- undL T™ JeTr, it'^e ' '' ^ ""' "'"""'" *"'"' " "»"' '» «!»"'• 
 
 (rf). That an extra school fee of two shfllin-ra Der auartpr slinll Ko „„;j i u- . , 
 by each pupil for instruction in each extra branch sp'Xd rnt^^)':i::^tlHsi?"^'"" 
 
ON 
 
 NATIONAL 
 
 48 
 
 Results Feen, 
 
 (page 72 OP ABOVE KEI'OUT). 
 
 natinnTnX7 P"P*' *"'"" ".'^^'i' ^r«°'"S conditions who passes a satisfactory exarui- 
 In Latin lOs., in Greek 10s., in Irish 10s., in French 5s. 
 
 . 600 
 . /JOO 
 
 . r)00 
 . r)00 
 
 VTION IN 
 
 r Fourth 
 
 rvation of 
 rhniinno," 
 [c.) Koat- 
 
 aitned in 
 
 Programme (for Irish). 
 (page 72 ABOVE report). 
 
 iRiaH—Firsf Year— {a.) Joyce's Grammar to the end of the regular verb with 
 he verbs « and U ; (J. To translate into English the Irish phrases of ^the ex'rcisel n 
 the First and Second Irish Books, published by the Society or the Proservatbn of the 
 Irish Langv. ge. Second Year (a.) Joyce's Grammar to the end of J^ytZgy 6) 
 To tninslato ::uo English the Irish phrases of the Exercises in the " Third Irish Bo^k" • 
 (c.) To translate into Tnsh the English phrases of the Exercises in the First and Second 
 Irish Books TlnrdYear.-{a.) Joyce's Grammar to the end of Syntax ; (6) The fSt 
 seven chupters of Keating's " Forus Feasa ar Eirinn," (Gaelic Union , omitting the 
 
 BUingxtal Irish Books and Grammar Sanctioned by the Commissioners of National 
 
 Education in Ireland, 
 
 Language » by P. W, Jojoe, LL.D„ T.O.D., M R™A '' ''»'»'>""• <■' '!■« In't 
 
 r any o' 
 to claim 
 
 From the Annual Report for 188S-9 of the Society Jar the Preservation of :he Irish 
 
 Language. 
 
 (see page 29). 
 
 No. of National Schools in which Irish was taught in 1888 A^ 
 
 No. of Pupils examined „*; 
 
 No. o*" Pupils passed ....'. ..'.'..'. rpl 
 
 (Signed) J. 0. Taylor, 
 Secretary, Board of National Education, 
 
 Dublin, 18th May, 1889. 
 
 3 teacher 
 1. 
 
44 
 
 Mr. Dtujgiin, of tipvfdfil Nnlional School, Galway, 
 
 (SAMK UKI'OUT, KAOK 13). 
 
 Hflj/S , 
 
 Tl... poop o arr aln.ost exclusively Irish-.speakin-, amltho bulk cf tho cl.il.lrou oui 
 speak no KngbHl. ^vl„.n tLey Hrst con.o to «chooI, The children appear to i-o e a an^e 
 8h.re of natural mteli,«once ; hut I l.elievo the present n.ethod o conveyiL ins' ue ion 
 to tlu.n, ,n a language thoy do not underatand h^s the tendency of n.akiJ. U emstup M 
 
 THE RIGHT HON. SIR PATRICK KEENAN. Iv. 0. M. G., C, 11, Examined. 
 
 TUIRD KKPOHT, I'AUK 424. 
 
 Q. {Earl Beauchamj}) You are Rp.si.'ent Commissioner of Education for Ireland/ 
 A. I am. 
 
 Q. What is the nature and amount of recognition given to the Irish language under 
 your system ? » & » 
 
 A. We recognize it as an extra branch, and we award twice the fee for it that we 
 do lor most of I'he extra branches ; we award 10s. for a pass in Irish. 
 
 Q. What kind of examination is sot in Irish 1 
 
 A. At first we were obliged to limit it to an examination in writin<r, because we had 
 not exannners to undertake it orally, but now that we have upon our s'taff an inspector 
 who IS a good Irish scholar, we have arranged that the examination shall 1... oral as well 
 as in writing. 
 
 Q. What are the subjects of examination ] 
 
 A. We have a programme of examination which embraces the grammar of the 
 language, and the translation from Irish to English and English tr Irish. I should have 
 added to my former answer that we have Irish class books— 1 ttle lesson books like 
 primers, and second readers, and so on, and an Irish grammar which we supplv to ounils 
 at cost price. ^^ ^ - ^ 
 
 Q. Do you mean, then, that you give a grant for Irish in the same way as for Latin? 
 
 A. Yes, quite so. 
 
 Q. Only heavier ? 
 
 A. No, the same as for Latin, but twice as much as for French. 
 
 Q. There is no difficulty tiierefore in the fact that all the teaching is given in English ? 
 
 A. We encourage every teacher who knows Irish to use it in any Irish-speakin" dis- 
 trict in elucidation and explanation of his lesson. We notify this on our proi'ranime of 
 instruction with an admonition to the teacher to take care to do so. ° 
 
 ( 
 
 s 
 i 
 n 
 a 
 
 a 
 
 ai 
 a. 
 G 
 Ii 
 ol 
 ai 
 
♦3 
 
 KXTUACTS KUOM THE REl 
 
 ^OHT OF TIIH WAHHINdTON 
 EDUCATION, 1«88. 
 
 iHJllEAi; OF 
 
 LouaifDia, 
 
 Til.. Lo-ishituns at its wission in I8,s,s, ivloptpcl Aut N,, m .. • • 
 soluiut„.,th...d.o,.l laws of Iho Stato and ..^eaUuJd! i:^;! ii^l^/^l "'' '^'"- 
 
 Extract from above. 
 Lau. of IIM to Le Tau,,kt, auU tke, Fr.nck Language .a.,, f>., ,,,.rf. 
 
 thoa. parishes i„ the St.Uo oJ^ l^^ruJh^ iZ, ^ trl^f'^Cfl''^'^ 'rT^ "' 
 predoiumates, if no additional expense is incurred "'■'' ''^"S'^'^o"' 
 
 Language of the Schouh. 
 
 In a large number of the districts of the Stn.h. tlw. c....^ i 
 greatly preponderates, and. as a ■■onseqLn ; 1h \scLt a'rnnTI f?^''''^"?" 
 
 German language, and - ime. entire] v so uJ^ \t I ^ ^ ^'"°''^ '" *'»« 
 ■such a district the chikhvu must o.ther b7d .iv J ;rschoo;^tn''r'^ 'T'\ ''''' "^ 
 in the Gernmn langu. ,. In some districts the scLols are tS h V.' ^" '""S^-^' 
 
 number of months and then in Enrrlisli whil,. ;„ ,fi /, ° " German a certain 
 
 and English the rest. " ' ^'"^" "^ "^''"" ^^'^'•'"^^" '^ "««d Part of the day 
 
 Many letters were received bv the Stit,. ^n,Z„l t, "« '^^^''^ '"'^1 speaks Gorman, 
 asking, if the schools should /ot be ^a^t TftT Sli^X."''"'^' f """ T^'^ i^^'-'^« 
 although ;.vh>g in this country their clSdren . e E n ilf ^'^''^''^■'"'^P^'"'""^ '^'"^^ 
 Gasconade county German is Uught in rout tw^ l"sev^^ o^ ^ foro.gnlanguago. In 
 In St. Louis county there are eichtv-foui cHs^rl, ^-Tt * ', °"''"''^'^ ""^ '''" districts. 
 of the more enlightened Gerl^rpr"^ er ht he t|.oS>?. Z ''''t ^"'■'"^''' '^■^'^y 
 anxious t.r their children to be ALr:::^^^ t^S^^^X^t'' ''' 
 
46 
 
 INSTRUCTION IN GERMAN 
 
 —AND ITS— 
 
 HELPFUL INFLUENCE ON COMMON SCHOOL EDUCATION 
 
 AS EXPERIENCED IX THE PUI3UC SCHOOLS OF CINCINNATI. 
 
 AN ADDRESS BY JOHN B. PEASLEE, Ph.D., 
 
 T-ATE .SUPEUINTENDENT OF THL; PlliUC .SCHOOLS OF fIXciXX.ATl. 
 
 Delivered before the National Ge 
 
 z;i;;irzf"""' ^~""°"- -' ""»»». 
 
 Afr. President, Ladies and Gentlemen .• 
 
 Cincinnati last year, has been BO favorabirloiveT Iw H,o 7" ''!! ^T^'"'"''^' ^^'"^^ ^^ 
 tion in the Public schools of our country and th it t h^. '^' ^"'"^rf °* ^^'""*" ^"«*''"°- 
 ments to invite me to address thi7S,rnn; "•'^ ^"'''*^"°'""""«« of Arrange- 
 
 that important subject. = '"^ "'^*^'°"^^ organisation of Gorman Teachers on 
 
 r^i^^':l^SZ:7rS:;^t^^-^ earned on dunng 
 
 and, shall, therefore, draw argely on n v AZri i ! the Cincinnati Public Schools, 
 shall attempt no flights of rhetol but^ht Unl ''°': *° *''" ^'°^''^^ "^ Education. I 
 talkthefacts which thoroughly convince me "^^^^^ *° «'^" ^'°" ^" ^ P^'""' P^^tical 
 
 in our Public Schools, to be'coLitrf^Ltl'n'd^S^ocrt '''""' "' ''""^'^ Instruction 
 
 <vom^s.r.r^^mi^t:tgi:i;?^r ]TTt:'^^^f ^-^ *^^ ---^^ ^p- 
 
 never known of any other languaoe bfi rt.ulf.n ft. V?i °".' *,° '°'""'S West I had 
 that of ray motlier tongue-cxcepr ir th " H?5, V . ? ,'''"" ''^ ^'^^ P"^''*^ ^«hoo>« t''*^" 
 was taught, and occasiLally French T nadn til" "'^''■' •' ^'"J^ ^^*"^ '""» ^''^^^^ 
 Public Schools of Cincinnati as tracher 11^ H / '^ '"''f ''*' ^^"'^ °" ""te^'^S *!'« 
 tiie Kule.s, forty-live ummtes each , lit to rot n ^"'''' °* "^^ '^^^^^ ^^^« ^^^»««l 1^7 
 ambitious that mv pupils should lead the Oitv!/!'. ^*'™'^n- ^oung, enthusiastic, and 
 examination for promotion to t L hu,! 1^' 1 ^ , .^° P^''?^"*.'''! Bemi-annual and annual 
 
 Board ofl^diic^onl rSdJ nijt r^r tb '''"^'T '^ ^'"^' ^^^^ 
 on, the lirst semi-annual ei.nlnat on c re"i;V,??P;J^ '",'" ^^''^*^^'°'^- ^i-e went 
 (irst in the class in the English branches fhr a ^ C^erman boys stood among the very 
 Gern.an boys held their own, and passed with hUb? ^^^"''"«tio»s came, and again my 
 
 mediate Schools, 
 
 German was not so bad after all, as I had imagined! 
 
47 
 
 rago, 
 
 English in tl.e primary grades requested me to assign them to tJie German donavt.n.nt 
 Now, m those days all importance was attached topper cents lMZi<ZCT^Tve 
 n.SjT' ''"' '^T*^;?^- «!--« «''^-n«I in ox'an,ination, and u. tl G r?nt. dolrt 
 " Whvdo vo^ ' ''? f ?' ^'^'^?' °^ ^'^""^^ '^'^^ ^'>" P"Pil-^ onlv one half of t .e £ e 
 " Beclnse [he cl.il fren^loTi;" *.''^?''™-^ departn.eut ? " f ask. d, and each answcre f 
 vnn fH Tt *r ''^ '^° ^"^'' ^" *'ieir Studies, and are more easily disci|)lined " " Do 
 Sth ir's'chool?"^; "that the children in the German department whi devote o.dy 
 hoL who devto .'h f f "?•'''' ^"■""''"■'' ''" '""''"' "'^ exannnation in English, than 
 
 InswerlJ their whole t.me to English studies?" "Yes, we do," the teachers 
 
 01' course the wishes of all could not be complied with, and I was co.nuelled to di. 
 
 S'e^Endlsh traef ''? ,'^ ^"f ""-^ '''^"' '' '^' EngUsl/departuK^t ;;. d L; s " 
 ot the ±.nghsli teachers had raised an important question in my mind and led me to m ike 
 
 ZnV. . P"'^^'^ "' *''" ^°^'"' -"■^''^"^ "f '-'^t «°1'«°1 ^^i'O attended the Gernian E, d h 
 department passed better examinations in the English studies than those wo ^t a led 
 
 wutE Ihe Txln\'T"'""1- '° '"""^ '"^ '''' y'^'^' principalslap of 1 1 "t d J 
 
 wutchea the examniations and progress of tlm jmpils carefully ami eomuared tlu- r-sults 
 of the two departn,ents, and found tiuU the teadiers were correct, This^ed me to m ke 
 a thorough investigation of the statistics of the entire school svst mu of the OiTy cove t^ 
 
 seJe^^fofstriysTo 1 ' ''' J''^ ^ '''''"' ^''° '''^''^^'^ ^^''^' which the p^il'! 
 Z , ?^ ^' °°'' ^^«f transferred to the Intermediate Schools, that is, the avera e 
 
 Z s V rP •'"'^"'■1 P^T^ ^™'" ^''^^ *^''*'' ^" t^« «'-^^'' y^^^'- of school-life as reported by 
 
 ctltl P r . ', '^''' ''^°^'''\ *^"* '"^ ^^^'•■^ °"" «f *»'««« ten years the pupils nte 
 German-English department-those who studied two languages passed t o t le iJ.r 
 
 EnlSh ont^''^ '" ^" ^^^^"'^"^ °' '^"^^ "'°^^ ^'^'^"^ ^ y-^ y-".^- thr:hose;h'rstltd 
 
 m»H,Or^l" I "-f^i^n'^ered that during all these years the pupils who passed to the Inter 
 
 that the study of Gex'man did not retard the progress of the pupils in English I knew also 
 rom having myself taught for three years in theliighest grade of the D S'schoX and 
 
 on V h Jaslir^'T " Tr^''^ °^ '"^^ *'" »''"'*^^ '^'^' t'^ose pupils who stud^d EnXh 
 only had as lull and comp ete a course as they could accomplish well. Indee.l the cenera 
 n iment among the Anglo-Americans at that time was-and is to-day fo hat mf ter- 
 that their children had too much to do. "laiiti 
 
 Those of you who w.-re in Cincinnati fifteen years ago, will remember the attacks of 
 
 u.iuued of the children, ies, those whoso children have nearly double the time for 
 Knghsh, are as a rule, the ones who complain of overburdening, stultifying and crammiit 
 
 i d fau t with the schools on the ground that tlieir children do not have enough to do 
 And yet this so-called burdensome course in English was, as shown by the statistics' 
 of Uut "to T- '7"?'' " the German-English departmeAt. in which neady on ha f 
 ot then school time during four of the dve years' course, was devoted to the study of the 
 German language, and this too at an average ago of more than a year younger than tiie 
 
 In this connection let me quote from Dr. Kiddle, for many years Superintendent of 
 the ^ew York City Schools. Dr. Kiddle says : " In those schools in wh;.!! if ahe German 
 language) has received the most earnest a ttention and in which, conseqVently, the ' nS 
 
 keep them more regularly in school. This will account for dilferenoe in age! ^ ^^' "»"• """^ 
 
48 
 
 <! pro>,'r(!Ha of tli 
 
 study has 
 
 < nt; in J nglKsI, grammar, and composition, increasintr tlm 
 
 A,„l,.™ .1. Hidioli; Kx.Su|u.,.int,',2 'o/ ,, k " "'; '"'7";"""' 'I'"'!""-". »"'! Hn 
 Sd^.„l.,,,moU,,TKn,,tscI,„„„,' I "l!l '■•''« PuMio 
 
 hcLooIs, another groat scl.ool n.an, n-port similar results. 
 
 The fact is, that a child oait ««-nrl.. *,..„ i 
 each, as ho would if all h^ U.^ wSe ^^S^^'" f *'" «'"'"; *"-' -" «''> - well in 
 putable, it .annot he n>et by J d en . ^ ^r^a i! "^"^ l''"'"" '»''"« '-^^ is indis- 
 personal experience that tlu. very sati,L'^lJ.,'fr "" ""'' ''"'''''■ ^ '^"«^ ^••'"" 
 gate,l the subject, and who .loos m t S ^^^^ ■■'■""" \" T ^''" ''"'^ "»^ ^^''^^'^■ 
 
 paradoxical or foolish. Why ? t^us o t L '^^^^ ""^' ' ' '"'^'^"^■"""^'' '^'•^"^'>. 
 
 little child as he does upon h s ow , u e !' /' r"",!" ?°^ "^^''^^ *'"' "'*"'' °'' =^ 
 
 to any one subject, the more I can e of S^^^w'Tr ^ "'" '"?^" *''"" ' ^'""^'"t'' 
 conclusion, n.y d.-ar sir, as „,y fri.-n Ra b wo , ^ * '*'. "'°'•^'"y ^^'"''^ ''^'n." Your 
 educationally false." V^u forg /t , Jm' 1 wf Tf^ VA '"•'^^.''^''"atically true, but 
 
 in its infant stages of developnn.nt t£( e '1^' f "'"' *'"' "','"*' "^ *'"' ''''* ^ i« only 
 
 one sul,j,.ct, that the pro.vss of de ek .'-n of th S ' "''" ''."".'P'-''''"^^' ''"t' 'ittlo of any 
 age is an in.portant elen>ent i,i (he I'c. ti n of 1 " ' T'\ 'f ,''"^' '"^^' -™^'"'^'' t'"^fc 
 littlo of a laree tn.nd., r of sul.je, s, C no muct of '^ ''•'''' "^" ^'■"•■" •'^■'^'-•^' ''-^y '^ 
 
 as n,uch arithmetic in one 1ml dmnr lily l in t , '"'' °"' ' ''n""^ ^'''''' *'^'- ^"^tanee, 
 all its tnind can assiu.ilate-n ke i o^vi an V '* ;''" '""'" '" *''" '"^'^-''O" 
 
 becon.os a cranmting, stultifvin^ proc^^^^^ '^"^"'"P^ 1° 8^^^ it n.ore than this 
 
 ".i.H' of a chihi without injuVy toT Yoi 1 ' T ?t" '"''t ■ ^''"' *--'^"'' '"''^^ t^e 
 
 l^nsion, and any att<anpt ^o L ^'mu.U^su i, <^,t '' 'Th tlf ^ ^7"^^ 1 ^°7T 
 to-morrow, ' ,s tlie motto. A.-ain the nnmb..- ^f i • . I today, and a litt e 
 
 The child needs change, tension 'Jlt^Z^^^^lliJ^'^V'^'?-'- ''" '"""' °^ *'^^ '^^'"d- 
 at one thing tiien at another. This '1 tl ■ na u -e , , 'n '""^^i "'^"'t-'^i""''- It plays 
 Nature's n-ethod in its training a ul ". .1 ut. 1 , T ! '' ,"'"'. "f "'■"''^'•'-^'' ^^« ^«"«^ 
 the public scluv.ls. Those e.lit^r.s, ph ich s 'ail orl '" 7 '''' '^^'' ■'' """' ''"^ '"'""'• ^«'- 
 an.l crannning the minds of children nSnW °''''^'''^"^'? complain of overburdening 
 have too n.any branches of study do so ti on. ^l''^' ' '°t T" '^''^ ^"•"""•' ^l^^t they 
 " .xperioncc of the best scho. 'syst^tL Jtlu ^ ^X "^ *'" ''?' *''^'^^^' """ "•"--* 
 ■ l-.niiKl. The danger of crannniL a ov( r u 1 ' ^n' "'''• "f f" ''''^ "=""''^^ «'' «'« 
 in th.. opposite dir^cti^n, lies in atte^t^ , t^^' "' ''"^ '^'" ''T^' ""^ •^'''''''•'"^ "<- -^actly 
 dir. ction of to > n.any studies. And fa 'it Jn^^^^^^ "^ T "'■' ^'^^' •'l''*J'"''^' '^"'' "«t in the 
 study in our graded scluH.ls were reduced to „ ,'', p. "iV"-'"' ''^•^"^''^f"' f^'^' courses of 
 terribly burdensome to the chiliren c'^- p ec "ll • in ( Tl ' ' T'"'''^]'''' ^^'""''^ ''"''O'"^ 
 less of tliese subjects tJ,au thev do now Si ''*']' ^"■"'''''' ''"^^ '''^>' ^^'""''^ l^'«'-n 
 
 in an ungraded school, whe .m ac o nt of V'-.'ear' °V'"^J ?"''' '"' ^^"•"•'^^-' «"'y 
 is given to each recitation. ^''^ ■'^"'^* ""'"^"' "^ «!"««''«. very little time 
 
 Wliat I have said conuernin<r the nnriibo.. ,,f c.„i • i. • 
 upper grades, for in these gradc"^, m ds If the f^^ '' "°* "^'""^'^'^ '" "^Pl^'y ^o the 
 they can devote, with profit time outs deS' 1. P^P'^^ '"'-^ >»o'-e fully <leveloped, and 
 
 fore the nun.l.er of st'udies Jn CSv 1 s eirTri " ''7"'^^^ 
 that the pupils of the primary schools-t e ' h t f\ ' ^"fT ''""'^' '"'• ^^'^ 1 assert 
 
 many subjects, indeed, excepUrtrCernlVFt^^^^^^^^^ 1""'^ "t'f "^''"''^ "^^ have too 
 enough for tl>e long h;urs of tuiUon S tlS , T' '"'"^'':'^ ''" ""* ^'"-^^'^ ^'^'•*«ty 
 to spend in school,'^s is shown 1 y "h I /. ' ^jJ: °"[ ^'f''^ «?7'« "-""y bave 
 tin.e to a foreign language learn ^ '!■ ',,..," I rT'l^^ one-half of their school 
 
 not, and in some, as for instar ' '" '-•'^^ '';','• oranohes as those who do 
 
 ■i.'oro. I'rom what has been sai.l, it is 
 
 til. 
 chi 
 
 
49 
 
 of study has 
 t has rather 
 icroasing tlio 
 > meaning of 
 and dev(3lop. 
 
 ols, now tlie 
 :or.s, and Dr. 
 land Pulilio 
 
 o as W(;ll ill 
 hot is iiidis- 
 know from 
 not inv(!.sti- 
 ind, absurd, 
 ! mind of a 
 <)w I di\vote 
 .■>n." Your 
 V true, hut 
 •hi Id is only 
 ttlo of any 
 •adual, tliat 
 each day a 
 >r instance, 
 B lialf-liour 
 3 than this 
 t force the 
 of conijire- 
 iid a little 
 :' the child, 
 ft plays 
 we follow 
 i hotter for 
 hurdening 
 tluit they 
 1(1 ajrainst 
 ;nre of the 
 i( s exactly 
 not in the 
 courses of 
 d hccoiiie 
 mid learn 
 ati'd only 
 ittle time 
 
 I'ly to the 
 oped, and 
 )ns, there- 
 t 1 assert 
 • have too 
 e variety 
 dly have 
 ir school 
 who do 
 laid, it is 
 
 evident that it 
 
 would h( 
 
 
 '^ 
 
 -ch t,.e ^^r...-::rn^::Z^:^:Z^^V^^^^ of .erman till the children 
 
 «rade-::i::^:;i^::;;^^;f: ^^^^- ^^-^y of Um (;erman language is in the lowest primary 
 
 «.e .:SeTt;i.st^^ir.f:;rt^i^ 
 
 the study of a foreign language a rlt,' l'^ ' '°'T ""^ '""'''' "^ ^''° oPPo«ition 
 teaching in our puhlic schools^ of t„-dTtvm^^^ vast amount of pernicious 
 violate her time tahle, to give m ic Xa ti^I • f • ""^ ^'"^' '"'^">' '' *^""^''"'- to 
 metic at the cost of other studies , Hu ' f^Vf^^""'"' ^" ^*"' «"''iect of arith- 
 nmch -oroadvancenient in ttslV. ;''Voo;\S^ ,''"' ''"P"'^ -'" -^'- - 
 powers of con.prehension of the chndn-n an li, I'^H T ' *'"'':^ ^"'•«<^t that the 
 and dnv.ng, and of extra time will te ch thnn ,0 '''"'' *'?'■ "" '""^"^"^ "^ ^'''^tting 
 than they can assin.ilate, and in ni e c. s^o Hf Z ^1^1 "'^ 
 
 rogu ar time .levoted to arithmetic in tL prtm.ul f *hat amount is reached ,n the 
 usually worse than wasted ; its effj is o,Sv f /. '■^7f'^>°"«' The extra time is 
 
 tl- suhject, and nnxke them' dlJlJk te ," Ld' sc'S *'}i;''"'""' ,*" '"'T'^' *'""" ^^^'^ 
 much importance is placed upon mathem Iti .Jin H . "" '7 '"''"" ^^"*^ ""'''« 'V too 
 
 time given to it even mi the cho n ' °"""*''^' *'"^' consequently too much 
 
 error tiot ma. in the schools o'lirv'^DS;- ^'^^'^--f ot the'extra'work-i 
 too mu •■ .uiid i3 covered in mathe" ufcs h t t ' t t"'^ T" •'"'' ' ^'"^ ""^^ «^>^ ^^at 
 my OF . chere is tin.e enou-di was hv n L 1 ? '""*:'' *""" "' «'^«'' ^" it. In 
 8tud3 -t of our City Sc ,00 .Wm sTn'^ l ' "'" '""""" *'"•''"«'' ^''•" ««"rse of 
 
 mathematics, many of wLrre^tC in r ? '\ ''''^'''' '""'tiplieity of problems in 
 and which they only work TecdiVn n« %."^""'' '''" ""'"Prehension of the children 
 correctly, to leani a foU^^l'u^te'^:^^^^ n.emori.ed forms, for them, if tau2 
 
 mathematics. ^ Unguago and at the same tmie to become more prolicient in 
 
 the leading study in our edu^t^nll s/stems ! "^"'^ " '"'^ '"' "-theraatics were made 
 
 Too Many Hours of Tuition. 
 
 were too many. I„ this view I was stren"thet^e 1 hi f jf ^ ' '""'•; '^''"^^ '^''^P'' '" «''^'ool 
 established in London for boys whrarrcomnelled bv ne' ''T""' °^ "f ^'^"■'^^^^ ^''^ools 
 in shops, stores, etc. The Directors naturallfefirTr^ '" "''"'' P"' °^ *''" *'«>" 
 that since these boys attended school onrolSfo^tt r°"^ '^"PP'^'^^'R 
 
 learn only one-half as much. To their snmric! ""^^^^t »e time they could, therefore 
 and thorough examinations that the proZofTl'^^^ ''^^^' after carefu 
 
 school. My convictions became so stronaXt fh V ^"f '^''^ ^"^^^^^^^ ^''^ ^'Iday 
 one of my first official acts on my eLton In 1874 f H ''.."^ *"'*'"" ^^''^ '"" '«»«. tha^ 
 nati Schools, was to recommend i tie Zd Jf Educ^a " tT^'^^'"'?"''^ '' '""^ ^incin- 
 4J hours in the two lowest grades and toTi hr. ^'^''!'^^l?'' ^he reduction of the time to 
 the members of the Board ef ~d the r f^! Tl '" i,^''" remaining grades. Many of 
 to the progressof the pupils Lured hem o'nul' '?? V^^^f ««n would be detrimenta 
 to the pupils, and teachers, and proS'To assume ^7*?^'' *'^'^^!^-«"''» ^- -•^^nelit 
 The recommendation was adooted an 1 u '''P'''''''''^''y "^ '^'^ change. 
 
 correct. No one has ever evrst^^d 'Ih^^^ir I'^Ltd^Lr '"^' ^"^'^"^-^ ^^ 
 
 1 wish that Rnarda of Rdijpof,--, q • , "ours. 
 
50 
 
 wUh w Lv?fl i '': ^'T'y ^'"^'^ °^ *'^^ Cincinnati scliools and see the excellence 
 
 F iL. I '""T '' 'f"^'''^ '" ^'^"^ '^^■'' *^'"^ 2Jf hours per clay. Yes, let tlio Board of 
 
 crelsot Z '^^ ^''l «';7^^n ^^"guage come with them and examine the pro- 
 
 then^hrnin V'.l^.''^^ ,^^'^ ^"Vr"" ^''"°'"'^"« '^ reasonable amount of time, for they would " 
 
 then be convinced that tliey could do so without injury to the English branches. 
 
 Why Select the German Language. 
 
 untoitunately for the interests of education, met with much prejudicial opposition and is 
 even among educators, somewhat of a vexed question. -pposuion, .ina is, 
 
 into Iir.?l^'''r°'* p"""""™ objections raised is, that if you admit oae foreign language 
 
 Xal l?mTo " """ 1 .°'"". '-'"'f °" f '°t' '^''^ ^°'^-''^"^ community in our midst 1ms a^n 
 e^ual claim to spac ml teaching for their children in their mother tongue. The Jew has by 
 
 Ind thaTto ,nf f H*° " ''"'' "^ "^'fT' *^" ^"«'^'"^" *° instruction^n Erse, and so on"^ 
 tefchers .]?. ll ^.l^'f^''^'^^ »« ^^^ polyglot people in our midst, a staff of specia 
 I'lSus r ^^ ■'" T ' ^' "^'^•■^'t^'^i V °"r city. Such an argument is based upon 
 ut the rp^ V"^' ^° ''^ r*!""^' °* *^" ^*^^* "»'"''°'- «* tax-paying Germans among 
 of the wnrW i'^TT ''' f '^'^ ^^ ''^^ ^^^'^ ^^^ ^"S^'«^' *''« l^"g»^g« o* the commerce 
 thp p7 . ^^'''f ^ '^*.' ^°' centuries the court-language of Europe, ours and 
 
 national WJ "°"' are, from tne vast ramifications of the people the media of inter- 
 national trade among modern civilized races. 
 
 fnr, Jf '" "°* *^'! ""'T^ of communication of an individual nation merely, but it is a 
 tongue common to educated persons of all nations. Its close-alliance wich our Anglo- 
 Ttairrn'^'TwT ''' f "dy to the cultivated American an especial necessity. True, 
 the rnr^;"if^f ''"'^ r'' ^T*'^".^ languages, and their study must give a higher tone to 
 wXe..fn?'''''!,^■^'^'*'}'"^' ^"'*^^y ^^" too restricted in their "osmopolitan 
 fnlvl , f^^ ?"' "^t^o'l^^tion into our schools. But it is said : " why teach any 
 
 trSJ'^^TT^" • ^T'^'V^''- '*"^^ °^ ^ ^^^"^"'^g^ '« «° ^««e»ti*l to the training of 
 Tth^^f'^ rV" "" ^l'°'P''"^ f perfect, no means so effective in inducing thought, 
 who did S f '' r^? '""^"'- Jf '■d.B'-o^gfa'^'n «aid that a man was not half educated 
 who did not know two languages, that he had better learn Choctaw than to be without 
 
 ZnT^^ ;''■ P'l°' '^* '^' f""'^^ °^ ^ ^'^^^^g'^ *«"^"«- Besides, it gives the pupil 
 nnd «f ^l'^^*'"^^.*^^ °f rrd«. a more thorough knowledge of the English langua'le 
 mnl \ ''"I !f''T''^''°'' '' ^'^ ^""^'"''^ in English "composition i°t makes th^m 
 
 more accurate and fluent writers of English. If then this course of instruction is so 
 
 hen.^vP U?h P^"" '!!'' f ^'^'"'*^ ''^'°*'"^ ^°' ""'■ "^"Id''^'^ '^ l-^^g^^ge that is so compre- 
 ,o win 1 r^r- *^''.* f .^"te.'woven with the elements of the English tongue and is 
 
 so intensely practically use ul in our transactions with thousands of our citizens in every 
 T.TJ T' Tv v"''? "'- °r G^erman-fellow citizens are among the strongest sup 
 porters of our public schools, and that support is worth a hundred times more than the 
 cost of German instruction, and if no other reason could be advanced for its study, this 
 a one would amply justify its introduction into the schools of our country. But, fortune- 
 ately, its advocates do not have to base their support upon any such ground. The German 
 anguage the mother tongue of the most enlightened nation of the Continent of Europe^ 
 IS, next to the English, the language, as I have said, of the commerce of the world. It 
 has a grand literature. It is of great practical value in the every-day life of our people, 
 wl .; ''^P^'^t 'igain, the study of two languages assists the pupils in acquiring a knSw- 
 he"adv2 ' '". V"f retard the progress in either. Yes, ladies and ge^ntleman, 
 iustifvZ f^ /•'' J'"'* '^''^^I'^S ^'"^ languages at the same time would amply 
 justity the introduction of a foreign language into the curriculum of the schools of our 
 country even if there were no citizens of foreign birth within onr bordars. 
 
 If there were not a German or a Frenchman in this country I would advocate on 
 educational grounds, the introduction of the one or the other of these languages into the 
 
 1 
 
T 
 
 (rermanizinrj the Children. 
 
 SiJ?e , and the ten<< of tiinn=a„ri « i, J^' ' • ^'^^^ ^chiirz, (ien. Frank 
 
 the I'ast wa any les rue Wrfoan >' "^"'"'"^ 7^" '""-"^'^ ^" *''^ ^nion Army, in 
 educated in the (LnZ,l~T T rf"'' ''"I ,'"■'*'' P'"^""*^"^' ''"'^^''^«" ^''^y '^<'re 
 
 the En..li,sh ii moth, r Jfn'l IT r'/'^"'"'^'''' fello^.-citizens any less patriotic than 
 land .nv les d vo c o theTsJL ?' "' "'- --'try, are the riermans in thuir native 
 
 taught in tlunusand" o t ei sol ^0 V' No on "Ar"' ''''^Tr "" "^""'^'^ ''^"^'"^^^'" ^^ 
 in the adirmative And until H^v^n, i ' '^'V""'- "^""''^ ''"■'^^'-■'' ^'"^'^^ questions 
 
 of. or the teach n. o Gern X Tr anv otf "T'^.^'^^^'^ ^'^ '^^^ '^ -^7' ^l^at a kno.vled,e 
 The truth is that ouvcCT.Tf ii ^"•!,.°^'"^'^ ^«'"^'«'^ language, is adverse to patriotism. 
 institutioL;f a' uMLu^l^'" '"'"'"" ""^ *''^''' attachment to the free 
 
 so thm the English. "^' ""'" "'°-'^ P'^*™*^'^ ^''^'^^ '■^' ''' ^ «''^«^ '"'^^'t' "'o^'^ 
 
 into the puJMrs^hSVf'ohro tn'l to f " ^'"'^ 1 ^f'^ ^'^""'^'^ '^""-"^ ^^ -^-^'"-'l 
 Boards of Educa ?on in tlt^^t J ? ^^ ^'^ '^f °f ^'^^ State Log.sl.turo requiring all 
 denmndedbvseveXfi^ W,.^J^^" *° ''^"^'^ .*^'^'^ ^^«'''»^"' l^»g''=^g« to be taugl»t Tvhen 
 
 been taught LtrCincinnIt,rdT' '"''''''T'"'^ ^^ ^''' ^''^"^ '""''y P"?*'^. ^'^^ ^^ has 
 ever smce. Ind the stS el^th^ m.uany other places of the (Jaunty of Hamilton, Ohio, 
 
 the late Civil War tLnGener.W . . " ^°""'^ ''''' ''''''' ^"^^"^ ^^^'^^^^''^ *° 
 
 large proportion of hem werH t^ n'''^'°'' commanded in the Revolution, and a very 
 
 as if the Ltrruc4n o the ?e mf f ''"'"" "' "^ ^u''™"" ^1*^^°^"'- ^°^« '^"^ ^^^^^ look 
 her citizens unpatriotic °""°' "''° ^'^^ ^'^^'^^'^ «* ^'^^^ ^'^^''ty ^ad made 
 
 Organization v/ the German Department. 
 
 the P^bltlcrol'^'lmTot"^" "" importance of teaching the German language iu 
 tion of the Ge n^n Lpartment^whl^W " '^^^J'Pj'^""^ '^e Cincinnati plan of oVniz*- 
 
 ..eatcity, andl^iS: S ^r^S^si^^^^SSilt^ir^^^^ ^'- 
 
 forms :™:ur;:,;in!ftp:r:m;nVhr ?.' ^'l^.^^.^^"-'"^.' intermediate and High Schools, and 
 grades of the Set SoX one h^f' ^mcmnati Norn.al School. In^he four l.wer 
 
 f this departmrr Sic° akdXal° titn t G^^il? ^Tn^ tu"^^ '""rl '''''f 
 fourth year one hour is devoted to its ^ulu j\u ,''""'"• ^n all grades above the 
 
 Schools^Gennanistau-^hrasarule bv lit \ ^"T 'T'' ^'^'^'' "^ ^^" ^'^^rict 
 German Assistant or German Prhcinal !. h -^ '"'' "•''''' *'^^ supervision of the First 
 teach the German L tt~eftD?fifh vU^ '°T''™'? called, whose duty it is to 
 the lower grades In the Interm-.d^^nl J w \^'^f'' 't'''^ ^^Pervise the instruction in 
 
 First German issistantt'tJleTv " fntri scho'l'^'' 'I' '^"^f^ '°'^^ ""' *'^« 
 
 is employed. nseives, except m three schools, where an additional teacher 
 
 t„ tV^'"?' "'"-^'^^ ^*: '"*'" *,'^^' ^'^ *^« Cincinnati plan, comparatively very l.-^i^- i^. -^d le- 
 to tile cusL or inaintauiin" the sr>Vinf^k. in „^«„ \. ■ ^"^'^"-'*-v '^"^^ i.^i,,. in atueu 
 
 the cost of supervisioi and the teacht.TnTv. ''"'"'' °^ instruction in (ierman. Only 
 
52 
 
 that would otluTwis,. he ta^lhvlTnT V \ ^'"'l"', *«■"='' *'"' «'^'"'^ number of pupils 
 other words, if (^ern.u w^^^^ , I V V >" n""^ ^•'''^"'''" ^^"^'"''' teachers ; Vin 
 additional En,dishtoaci;rota];;Jl:.^^^^^ T ''i'"'^''"' ''"-' twoiuy-one 
 
 a. ti.e j.ari. a. th. .u.e thriit^^LS:: ^t :i;:-;7 £;:^:r'' 
 
 in the ()er,nan language werrdi contlZd wfk ''' r'" *''' f''""'^' '^ '"^truction 
 German parents would withdrartli"hM:, !• °T; '^"^^''^^r, the fact is that many 
 
 tbey would be taught i^ tonZ so de- -T /™'" * n' '''"'''''' "^"^ '^''^'^'^ *'-" -l'<^re 
 languages of the .S-Hised wo^^t^ t^^-^^-^^^-J^-^of the tl.ree great 
 
 hence S ^^ll^S^t SZZ!^"^: f -^'"^^l ^^'^f P'^^' '^^ ^'- -"» -cess, 
 work in Englisl, as tl.osein the Sv Fnl^ ''"'^ ^1 *'"* ^"-'"''^ '^"''^^ satisfactory 
 
 ered, on the pnrt of the Fn„li h ^^ l^ " department, ^I.ere is no opposition engend 
 f..ct these English ea Lis nlatTof^"'' '^' T''^^-''^ ''"•""^" '"''-- S-'-K in 
 phin gives tin^ enough for exce lent 1, 1^;'^ H "^^'""-■*>°"- ^'^^^''^over, the Uincinnati 
 German teachers fun.ished to Ih^ -i "^ instruction as may I)e seen hy tin 
 
 System, the Cincinna i Xorn.al s^ T ^ ^^, '"'"'^ ^■'''•' ''^ *^^ ^^^'^'"g glory of the 
 entire s:chool edui^;;:;; t T^' ' ;r;';^ofs^TT;^''^r' l^'^V""'"^"'"^ ^'^^ ^- 
 
 from Prof. Const-ntin tirebner w T, , ?^ "^^'^ ^" ^'''^^ connection I quote 
 
 exanune, and repo '^po /Se profld^v tf tf 'r 'J *'. ''^7' °' ^''"^•''^•°" ^ l««"t« 
 " One more point of th ZJJ,\ *''" ^-'■^^'"^^"ig ^'-'ss of that year. Jie said • 
 
 '>amely: thr^^u g adiesTro arr"'*; """'" ^'^ taken into consideration- 
 teaelU^ennan,s,Lkthat ang^a^esoS the schools of this city, there to 
 
 accent M-hich is generallv fon Y to b^l ^^ Tlf ^' ^^ 
 
 brought up together in A u^Sa hat nmstT'^; ^ unavoidable with German-Americans 
 rise to coniplatnts tb«t ^I. , \ ^ un.loubtedly not one of them will ever r,ive 
 
 it correctly^'^L^t t 4? ;rti;TS «^^^ ti.f '^' Tr r''T' "^-^^^ able'^V^^k 
 reduced as to cause the dk ,n inuatinn n tl u7 '^'?*'' *" ^'™'^" •'''^^" «^^r ^^ «« 
 
 tl.e downfall of (;ern.aniZctir^,^r^ "'" ^""' *''« '^"ginning of 
 
 of the strong and i.rese rvative f ' , ^he Cnicninati schools. The half-day plan is one 
 
 best results in the'i ",uet n t i "sureshl^m ""'"/'P'"*'"'"*^ > '' ^ives'tLe for the 
 English teachers, and it adds little ^r?"^V'""* "^^-'^P^^-^^^on on the part o' the 
 
 stro., feature is^heiu;:^:i^^ii^^;Sirt: ^^^^^ 
 
 n>ent^;eS,r^rSi;:jj!:s'St'Si:7 ^rn'^^'^f r^-- °^ -^^^^^p-^. 
 
 instruction and thereby sec r^tb A . *'\'f "^'^.^^^ ° guide, broaden, and unify the 
 
 «>aterially aid tlf SLTpa Is iftL £ l" ^'''^'''' *'^*^ ^■^'''"'"^ *^"'«' ^ssislmt 
 
 J lib nncipals m the discipline and management of the schools. 
 
 A Suggestion as to the Manner of Teaching. 
 tat pl»„ for those who are rmuirV,! to ,^1 1 ,- ** ^ fu" "'"'™ '""S^'SC. Tlii, is the 
 
 German h.nguage to speak it Wbi , i . !™, ""^ °"'' ''^'°°'^ "^"""gb of the 
 
 
 
53 
 
 ; or in 
 
 languagn so correctly that they are capable not onlv of holdincr conversation in Pprmon 
 but of g,v,„g exc.llont in.struction in ll... language • still it nru8t J-ulm t^^^^^ 
 .3 so,„e truth in the charge. Thin can readUy I.eVen.edl d y giv n"' n c 1 tt.S 
 to teaching the pupils to talk the language. This partial nedeot in th s d rL H.? 
 grown out of the fact that the mother tongue of a great n aSv « t''^" •' '■ ^' 
 
 Oernian department of our Hchools is Oe^rnian, and theSe Vtl^d. ' '"^ '^J'' 
 ongue, ,s the natural method for all such child;en. As h7 it methods of tli T 
 two clasHes of children referred to, are radically different iwo"^ 
 interests ot both, if they could be separated, but this is in many pkcos i Iract WlWe^ w^ 
 
 iTe f Jb" i: T-' *° '? r. ''''' '"^ ^^^ ■"•-"^y- --P^-i-faml a ^riuti'thod 
 thronlLp *'*'"■ T'''\*^'^ ""/"P'^ '^^ "'•'^'"'^'•y intelligence may hereafter pass 
 iSf *';^^7•"'^" d-'Parfcment of the public schools without being able to converse 
 intelligently in the language, at least on common every-day subjects. converse 
 
 Methods of Instruction. 
 
 tion in'thrFn'ir.^ncI!' ''° J7 T^'t '^^' *''^ '""P'""' "^^^^^-^^ ^^ '""^P-'-tidg instruc- 
 tion in the J^nglish branches which have long prevailed in Cincinnati and in other cities 
 and towns of the West aro. German method?? They were introdncnrllJl,? 
 through the German teachers and trustees who broughtlhem rom tin- r f ttf f? "^'^ 
 
 ui Harriet iSeecJier htowe), who were annoint'^d hv fb<> dfaf:. ^p rn • i. "°j".im 
 
 h.v. heard ,„u.l, „l late j,..™ „( ,|,e " Nc» Edu«,tio„,» th„ " Quincy Mrt „; , m^ 
 
 sul»e,u..ntly ,-Ptur.,.«l to his nat,»» i\e» E„i;l«„,l, earrvr-wilh M,7,i;. .„,?', , 
 t,o„,.e,l the ,,„„,.r, i„»„„„ti„„ i„ ,,„ Cit, of Boston .„d the St Zw tit wj^^^^^^^ 
 
 w„„?e tho» V, j;e si,',ii/;i;^ -hJ' t;:r:hST:j ,rcvt" .rj-'t,^:;'; 
 
 my voice ; there isn't a person educated within the last twenty five year Tit least "n the 
 pulihc schools ot Cincinnati, or those of many other Western cities we cTn 1,1 ' I r! 
 not receive instruction under essentially theLne methol as tts^wh ch wi^ ^he 
 
 snouMbe piufoundly graceful lor what the Germans have done throui/h tb^.v" :;,',.•'■■ 
 methods of teaching, for our educational interests. ^ '^'' '"P'"°'' 
 
 Too much praise cannot be given the Germans for what their advanced method. 
 sl;r rot iai" ^^^°™^"'^' ^^^^'^*^"^' ^"^ P-'^-""»" ^'^^ -^- o^ insSon in Jh: 
 
54 
 
 I' 1 
 
 Conchmion, 
 
 statement rai^H^^^r" ^'""'T^ instruction in our public schools let me say, ti.ut the 
 the ?rt and n n. T "V"'' "^^»''^«^"hown to be without foundation in placos where 
 studv of 7l r' °'-«'^"'^'^*'r i the departnumt is effected ; the l.'^.f that the 
 
 study of the German hmguage retards the progress of the children in Kn-lish has been 
 ZtXl\:\::^^T'l' tl.e statistics; th/stafe.„ont that this is Ameri^^Tnd ttre o- " 
 the st,Si of r . English anguage only, is not worthy of notice ; the assertion that 
 try is not 1 on / 1 ll' ^1 '^«^">^\^'^« .^^r P"Pil« "^nd nmke the.n less loyal to our couu- 
 
 ludv (' ,t r V ^^ ^^ ?''% . ^"'''t'' •^'^"•' ^"""-^ ^'"' daughters are not aunpelled to 
 t ur f ? T ' '',"" TT^^ ^''''''''^- ^^^y *''«" «'^.i««t to others enjoying its adyan- 
 
 3 D f.'"^^f "ever heard the first yalid reason ollered against the study of German 
 and I hel.eye that every intelligent n.an who will thoroughly inyestigato tlfe subTett free 
 from all prejudice, must co.ue to the same conclusion as f have, yiz that th. Sy of 
 two languages ,s for the best interest of the pupils. I not only ti oro gl y be ev4"n the 
 ^niZV TT'T'"^ our schools, but I am convinced that'it would be be ter fo the 
 neSwi hthe7T^^^^"'■■f'''"'"^^ '""'^ '''^ ^^"'^'^'l '^'' ^^-'-"^ language in con- 
 n>e.S lountt nf^ . ^'''?''' '' ^°"^^ '^^ ^'''''' *°'- *'>« ''''''''''' °« this g;eat com- 
 oanTinl the l7e..V '' I* '""''' '"f ' '^*'^'^*'°" ^'' ?""» '" ^er schools and c^oUeges, to 
 hnf f " A f . .''g language of modern civilization. It is a lamentable fact indeed 
 
 ith wlTilf £;t; t?" "T '^ '?r^' "^"/"^ ^P^*^"^ ^'^>' •'*'>- *-^- than the Eng! 
 con;er e we 1 n at f^Tl °^, ^^'""""' °^ '^'"^'^^ ^'''^ '" ^"'- ""^^'^^ who are able t"o 
 difflre^celn H . T t^««, ^^^g.-^^fe^. ^^n^ tl'is is to be attributed mainly to the 
 umerence in the educational policies in the two countries. 
 
 f«r ^i^'''"'" Ti'' .g^"*''-'"*'."' "f y the time come, when our people may be equally wise and 
 far-seeing ,n their educational policy. This is my sincere wish and ardent^desire 
 
 I 
 I 
 
 t 
 
 OPINIONS OF AMERICAN EDUCATOHS. 
 
 wKor," ■ f' "7J'^ '■^^"'*^ "^"''^ *^*t "'^t^'^'^ o^ heing an hindrance, the study of German 
 
 nJrea r"''^ ^"' ^ '.^'^•^"'^^.^'^ l«"«'h of time, is an advantage to he pupils and greaS 
 
 increases their power of acquiring knowledge of the common branches." ^ ^ 
 
 R. J. STF.yEN.lIN, 
 
 Supt. Public Schools, Columbus, O. 
 
 ih.wo ' ■ f ^tf tics enough have been gathered to show that American pupils, a» 
 the L?'T" «ohool-mates, are aided in mastering the dilficulties of English grammar by 
 the help they receive rom the German language, and I believe it will be found that 
 tT.T"T^^\ 7^° ^''^' '^l^''^. ^ '^ l^"g"*ges ^ith some degree of faithfulness. 
 
 L I , veJ^^f . ^"^Ti' •'"'' V"' '"""" "* *'»" '"«"'""g °^ ^°'-^^-''' than those who 
 ha^e i.ov,>r gone beyond their mother-tongue. It seems needless to add that the general 
 p. ogress of pupils in the other branches is not affected by adding German to the list." 
 
 n ■ WJ'^ t°^ °°*^ '^''^'g'^ *° ^"y ^ ^"^""^ here of the advantage of a knowledcre of 
 German to the scholar or man of business. To the former it is a necessity, to the latter 
 It has positive money value, in this country at least. My object in this place is simply 
 .0 present two or three facts showing what value the study has in conn.ntion with the 
 
 Zhv% P ^'"'"^''''°"!:''''°°^. -^^ ^'' '^^^'^ ^'^'^^'i o^e'- ^'id over again that the 
 study of German prevents pupils from acquiring an accurate knowledge of the English 
 language. But our experience in this city confirms the results which have been observed 
 elsewhere %n contradiction to this statement." 
 
 u4 
 
65 
 
 «,or,; u '■ "1^°""' /f « ago Superintendent Ria-ofT, of Cleveland, published a Htate- 
 ment showing hat of tho pupils examined for admisBioA to the High Scho. th t^ni ner 
 cent. n.oreo those who had Htudied German passed than those who', id no A year L. 
 simr 'r::!,lt'' '"""''''" °' ^'^ ^"""^> examination of the First (.rl atd';ound':; 
 
 James MacAlisteb, 
 Ex-Superintendent of the Milwaukee Public School 
 now Superintendent of tho Philadelphia Schools. ' 
 
 as are the VM fl"^ 7,'""1*^"^''^"« «*»*ly ^^ t^^" languages which are so closely related 
 as are the English and German, results in more satisfactory progress in both than the 
 ngle study of either, has b.en poinl.d out by many educators fn this and other coun 
 tn.. and has in son,e cities been .iemonstrated by elaborate statistics of clas ttcatio 
 expminations and promotions. The Ohio Legislature has recognised this iniprtant fac ' 
 and secured the advantages of the simultaneous study of thes^reat kfn rfd llngulges 
 by theenacnient of laws making it general throughout the State, which has therebf Si 
 steadily adding to the number of its enlightened and thrifty populatfon The l^at. 
 
 fnTn ? ^T a^ ^^••'"'''^ instruction. This Convention, composed of teachers 
 
 tTs a Z \: tb'^'^ ^*'''' \"""^^ "'r ^''' ""'''' '^"^ «-•»-' ^^--t°- from tie a": 
 en.nLn . i .^f"'"'""*""^]'"' ^'"'^geH- and rural districts, announced in the most 
 
 emphatic tenns that the course of their State had been eminently wise. Nor is itS 
 cult to account fo. the greater progress secured by the simultaneous study of two kil ed 
 languages as It nianifestly is in accordance with simple and well-known laws of inteic 
 tual development. The superintendents of schools of our large cities have repeatedly 
 and in the most positive language, given their unqualified testimony that the sS of 
 
 £es to Si P".^''' "tT '' ^^T"^^^''^ "'*^ P'^^'*^^^'' «-'^l -J commercial advan 
 ^^::^CTI^;:^.^^'^ '- overestimated, and which we could not afford to be 
 
 St. Louis School Rejiort, 1879. 
 
 • •, • " *Y ^?^"'f'? ^ave also elicited the fact that the teaching of the German 
 anguage has resulted in bringing into the schools an increased number of pupils and 
 hishasbeenamarked result not only in localities in which the population largely 
 
 -.man, but in those of a widely dissimilar character. This is an llSstration that the 
 istinctive American part of our people approve of this branch of study in the common 
 
 schools, and accounts in part for its introduction into so many cities of\he Un on "nd 
 
 Its ^.nerally popular character wherever introduced." 
 
 Henry Kiddle, 
 Ex-Superintendent New York City Schools. 
 
 fbo ;i r- .T u""^ ^""^f **"'; ^^'■™''" ^^« °°* °°ly ^^^^ retarded the progress of 
 the schools m other branches of study, but it has, in a conspicuous manner, promoted the 
 general progress of the classes. The testimony of several Principals, in whor schools 
 our course of instruction has been fully carried out, is most decided on this point." 
 
 A. J. SCHEM, 
 
 Asst-Supt, New York City Schools. 
 
50 
 
 Ot-nuans. " " ^* '" I7!l''"T" ^'"'^ *'"' '"OHt numerous nf P, -^^■^==- 
 
 S»po,ml.„dc..,. Lcu.iiic P.Ui,. sc.|,„„|,. ■ 
 
 Noah Wkustkii, 
 OmU.. ,N THE KEW VO„K r.BUc S,:„.,o.« 
 
 
 INDfAN SCHOOLS IN ONTARIO. 
 Fro^n Regulations of tk. Education Depart>nent. 
 
57 
 
 '"liHranta an- the 
 c Hl'Ii,),j|h, it will 
 ^vill, iif, rl,„ Hariio 
 iorvi^n with tJi., 
 powor 1111(1 [„.,>«. 
 
 'lie NchoolH. 
 
 '". IUkI llOtWf't'U 
 
 » I'y liny pc.vHon 
 
 Wkustku, 
 
 La. 
 
 'iiittcc of Uu> 
 in tlio J'uljli,; 
 
 it tli(^ import- 
 noh of Htudy 
 
 of tho study 
 tly I'r(i«netc(i, 
 
 CtfMldili^ till! 
 
 )utnuiiil)ored 
 tlie iuHlruc- 
 
 guage, and 
 
 fc iiourd of 
 icriliod for 
 corn'h'oafco. 
 '. ^Vritinj!,', 
 
 Pio I'lilcH), 
 
 Pl'injc; and 
 
 1 control- 
 aro ostab- 
 of Indian 
 cli Indian 
 interoHts 
 
 EXTRACT FROM llEPORT OF JAMES F. WJllTE, JNSPECJTOR OF 
 INDIAN ROMAN CATHOLIC SCHOOLS, ONTARIO. 
 
 There are in all eisht.H'n Bchools in my district ; soiuo of these I havo heon unable 
 to visit on account of distance or kck of facilities for reaching them. Kour schoo " a e 
 taught by „K.ml.r.r.s of roligious ..on.n,uniti,.s, viz.; MattawaSvihwoiniko i^ M oJ anS 
 g.r s) an.l Port William, .-ach of the., has two or more tea.ho'.s, and tl" at ^ndZ- has 
 been more regu ar than ,n the average Indian school. No .speeial examination irre.iuin^ 
 o teachers in the Hchools insp..;ted by „,e as they are all de.i.,minatial schools. Horev^r 
 the elergy satisfy them.selves of tho fitness of the toacher.s and make the appointments in 
 
 r;;- u nc: witifih' fr t"' '''"■ ^T^^'^r" ^ "^"'^"^ «'-" ^° ^''-' i^"^^:;^ - " 
 
 acfiu.m.tance w th the Indian tongue ; as the salaries are low and Mieponitions not always 
 he most desirable there ,s little eompetitim. for places an.l in fact it is difficult^, secure 
 teachers ,at all .,ua itied fn- the work. There are ten of the toache .a inrsome 
 ac.,ua,utance with the Indian language, three of them being whites. Ti.es • t Xrs ,ave 
 a decided advantage over the others especially in regard to the younger pupils who k ovv 
 
 ton 'ik' °T ;"f ; "' '"]' "f ''"^" *? ""'^^'° •°«t--t--^ '^nd conmiand'in thdr own 
 tongue. The teacher, who do not understand Indian i.-vve to give explanations throu..h 
 
 he medium of the Oder children; but this method is unsatisfactory in itsTes-.lts and 
 
 on^?^ ;'\^5« «^hoo'« J'avo charts of Indian words and ph.ases, some with the Emdish 
 equivalent following. A lew have Indian books from which the teacher or pupils "read 
 and translate. I he.se means have greatly assisted the children to learn English espec.aHv 
 v.here the tache.- has en.ployed writing as well as speaking to show the E,,,n h em fvaLni 
 Object lessons are also u,sed, though not so commonly as they should be ; lists of famiTiar 
 objects and of common expressions are also given with beneficial results. If the teacher's 
 knowledge of Indian would permit him to make more frequent u«e of these meanri am 
 convinced tha a much better knowledge of English would follow, and that rtwould be 
 
 wh ch hrili? :i" P"P;^ ^^'^'"^ P'"'^*^ ""^^^^^^ ^^•^^^ -^^ ^-^^^^^ ^°°k, subjects at 
 
 wh ch they did not know the meaning. About half an hour daily is devoted to religious 
 
 nstruction, the pupils learning their prayers in their mother tongue when the tea her "I 
 
 competent so to teach them. ® >.oi»>-uer la. 
 
 LETTER OF INQUIRY TO MR. McCAlG, INSPECTOR OF INDIAN 
 SCHOOLS FOR ALGOMA, AND HIS REPLY. 
 
 My Dear Sir,- 
 
 ToRONTo, Dec. 21st, 1889. 
 
 in regl^d rthr/olfowJnt:- ^'"'^ '°" "''"^' '''"^^ "^ ^"^ '""°'' '^ ^°" ^'°""^ -P-* 
 langiage ?"°'' ^"^"^ ''^"'^'" '"^ ^""^'^^ "'^°°^' """^ '*P'*^'^ °*' "P^^'^ing the Indian 
 prefet'i' nativflnS ""'"*'' "'*' "'''" ''^ appointment of the teachers mainly rests, 
 (3). Are any text books in the Indian Icvnguage used in the Indian schools t 
 ^ (4). la the Indian language ever used by the teacher in giving instruction or ia 
 giving orders to his pupils t 
 
 (5). Are the pupils taught to read and write in the Indian language ? 
 5 (B.L) ° 
 
fi8 
 
 8UCC0 
 
 !'piy to tho above will much oblige. 
 
 An earl" 
 
 D. McOAIG, Esq., 
 
 School Inspector, 
 
 CoIIingwooril. 
 
 Yours truly, 
 
 (Signed) (;. W. ROSS. 
 
 To THK HON. G. W. ROSS, Colunowood, Dec, 2Gth, 1889. 
 
 Minister of Education. 
 Dear Sir, — 
 
 ^tat^n:"!^^Z!^i:^^r "V"'^ :^^* r^^"^ "" ^'^'"-' -»•-'«• I have to 
 schools under nVy iri^dictior a Z i.Tl- Z^^', i^'"°"g,t'>« «'«ven teachers of Indian 
 all do make u.se oHt rteachin. ° " bLd. \1 , '^" I'^'"^" language fairly well, and 
 must bo cognizant to botltfaZVlc^^^^^^^^ ""'' its English equivalent .-ord, 
 
 I therefore insist on nevv teachers whl d7, L I ' ^^/'J. ^^'^n be any intelligent teaching 
 ing the Indian nan^L dl obi*'^ hV^^ "^ beginning at once by Jearn- 
 
 possible presenting the ol'-eli^,;;S:,:L\rrpu1ii:''""' ''^"^ '" '''' le-ns. and if 
 successf^ltaSint'' '""' '"-^^^'^^^^ '' ''' I"^-" '-"g-ge is absolutely necessary to 
 
 teachS,L1wtC 'rX^lVV' "T''''^' ''^ appointment of native or Indian 
 as far as I havTseen [ w e with 7v '"' T''°^ ^'"^^^^■^'- °^'^'- ^^^^i'' P^P^l^- '^nd 
 
 there has been onn;e iXn teacLr^nnr "" P"^* ^°"'- y^'^''^ h^^wWer, 
 
 schools above referrecUo o that itm n7n^ "J f ''°"' *^° '"°"'''^ ^'^ ^^^ '">« I"''-:-^' 
 this point ; but I belie*:' tl^," ge'nL aJe rigr^*^' '' ""*^ "'^^ '^"^ «'-^ -''^-"^y -^ 
 
 schoo?s\S'erX^'juHsdtion'"ln''soT"" "7 ""^ '" ^^"'^ ^"«*^"^^-» "' -^ o^ the 
 perhaps a testanientfmrn the Indian 1 instances teachers obtain a dictionary and 
 in their work, ad I anTeonhVenf ,t wo 1?^/ ""f ^, '" '^' neighborhood to help them 
 simple Indian books wlosuppSoaH Indian T^ ^d-^nt^^e if a dictionary and a few 
 importance in the case of the nu nil Tnllfn I i ff " ^ ^° "°^ ^'""'^ ^<^ ^« ^^ «« "inch 
 their own language It is he^r^foe afmn t f 7 \"r "''*'"^'' ^^'^ ^^"P "°^ ?""* of 
 the English w'ord^s the Ind t'word C teS^^ '^T '' !"''\ '"'''^ *''« «>«"« -^ 
 the English word with its IndKn enniv.f ! r v^""^-'' °"^''^ *° ''^ ^'''<^ ^ connect 
 as I have referred to would be Tgrratadvlnta!: ""'^' '"" *" ''^ *'''^ ^'^'^'^ ^"''-" ^-^^^^ 
 
 Englis,;- sSttncT utd t ^:S'V^r''^''^ ^' '"''^^ ''^--'-^ °^ -ery 
 proper objects has been S S ,rmtenn,\ ^T^ lo^sons. and where a supply of 
 comn..c.givpinbothIncHri'E5sr;l--^^ 
 
 Ai-if|- ^T^l ""'^^ "°* ^^"g'^t to read and write in Tndil j,. „,„ ,f ,u, .., ° 
 Alyuuia. In the Dest taught schools however the TnHi«n o„ Jp l-? schools ni 
 
 I 
 
 
 b( 
 di 
 w, 
 
 be 
 of 
 
 int 
 di. 
 an 
 lui 
 
 <;o: 
 Pi 
 rei 
 
59 
 
 . 
 
 Sn'l.ut^aM r' ^"^'^.^'■'^^" "^K"; ^"'^ ^•^"^ *»>•« '■« '"".V underHtoo,! the practice in 
 wEhoirourHoi:^. !'"'•' ^'''"' ""'"« ^^''^ '^'•J^'^^ ^'"•" '° *«-•» ^»- 'ndian 'language. 
 
 (<i). I tl.ink litis quBHtioii is fully answered in No. 4. I may say, however that I 
 
 o rh?:;"""""*"! 'Tt'^'ri take place with. ,.t the teacher iLin^g Bom. know dge 
 
 mo e extZ r' ' '"* '^u' '^' "^""^l^^" "« the language to l>e taujl.t nhould be the 
 
 ic LurvTn h" T'^,'' f' '""'"" ""r'*""'' ' '^""•^'"'«' ^'"^^ '^ f"vv eany Looks and a 
 
 an rn i Z . ,'"? '''u"«"'T °"«''<^ '« '"' P'^'"' °f *h« equipment of every teacher of 
 
 ZJl r' ; ^"* '^'l '*^''''' " ^•^"'^ ^"^ ^'•"^•«l ^^ the second book, the Indian 
 
 laiiguago may be almost or wholly discontinued. 
 
 ,-nnnilLi^\T[°^ ,-^u ^'r®° Protestant In.lian Schools in the Diatri. t of Algoma are 
 
 Pul" c scL'oll iwf 1 -^^"^ ''•^^'-''" ""''' '^"^ '^'y ""'^ <=°"'^""*''^ ^«^y '""^h the same" 
 Sous eaeiwn / «^ 80".. .rc« a, d prayers are read daily, but I think most of the 
 
 religious teaching is done in the Uhurch arH Sabbath School. 
 
 1 ho. r the bi aor to be 
 
 your obedient servant, 
 
 (Signed) D. MrCAIG. 
 
 'W