THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES REPORTS COMMISSIONERS OF INQUIRY INTO THE STATE OF EDUCATION IN WALES, APPOINTED BY THE COMMITTEE OF COUNCIL ON EDUCATION, In Pursuance of Proceedings in the House ofCummons, on the Motion of Mr. Williams, of March 10, 1846, fur an Address to the Q"ccn, priiyiny Hrr Majesty to direct an Inquiry tn be made into the State of Education in ihc Principality offPl&t, and especially into tltc means afforded to the Labouring Classes of acquiring a Knowledge of the English iMnqnage. IN THREE PARTS. PART I. CARMARTHEN, GLAMORGAN, and PEMBROKE. PAKT II. BRECKNOCK, CARDIGAN, RADNOR, and MONMOUTH. PART III. NORTH WALES. LONDON: PRINTED BY WILLIAM CLOWES & SONS, STAMFORD STREET. FOR HKK MAJESTY'S STATIONERY OFFICE. 1848. INSTRUCTIONS iii PART I. CARMARTHEN, GLAMORGAN, AND PEMBROKE 1 PART II. BRECKNOCK, CARDIGAN, RADNOR, AND MONMOUTH .... 201 PART III. NORTH WALES . 421 L357 W6" INSTRUCTIONS. Committee of Council on Education, Council Office, Whitehall, October 1, 1846. SIR, ATTENTION was called, during the last Session of Parlia- ment, to the state of education in Wales, by a motion in the House of Commons, for an Address to the Queen, praying Her Majesty "to direct an inquiry to be made into the state of " education in the Principality of Wales, especially into the " means afforded to the labouring classes of acquiring a know- " ledge of the English language." The Secretary of State for the Home Department under- took on that occasion, on behalf of Her Majesty's late Govern- ment, that such an inquiry should be instituted, and he intimated that it should be conducted under the authority of the Committee of Council on Education. Their Lordships having had this subject under their consi- deration, entirely concur in the expediency of such an inquiry ; and, having selected you as one of the persons to whom it is to be entrusted, they have directed me to address to you the following instructions, as to the nature and objects of your Commission, and the mode in which your duties are to be executed. The object of your Commission is, to ascertain, as accurately as circumstances will permit, the existing number of schools of all descriptions, for the education of the children of the labour- ing classes, or of adults the amount of attendance the ages of the scholars and the character of the instruction given in the schools ; in order that Her Majesty's Government and Parlia- ment may be enabled, by having these facts before them, in connexion with the wants and circumstances of the population of the Principality, to consider what measures ought tobe taken 825113 ii Instructions, for the improvement of the existing- means of education in Wales. The schools for the instruction of the poorer classes in Wales, have chiefly been erected by private beneficence, and some have been endowed from the same source ; such of them as have no permanent endowment are supported by the small payments of the poor, by collections in religious congregations, and by voluntary subscriptions. You will be furnished with a list of those schools which have of late years been erected with aid from Parliamentary grants, and the Reports of the Charity Commissioners will give you useful information as to the endowed schools. You will be able to ascertain by local inquiry, the existence of other schools not comprised in either of these classes. Their Lordships cannot confer on you any absolute authority to enter into and examine schools, nor to require from any persons information respecting them which they may be un- willing to communicate. Your success will, therefore, in a great degree depend on your own courtesy and discretion in the prosecution of your inquiries, and on that sense of the importance of your Commis- sion which their Lordships trust may pervade all classes ; and on a disposition to co-operate with Her Majesty's Government in the adoption of means for the removal of popular ignorance. Their Lordships confidently anticipate that this disposition will be generally evinced, and will greatly facilitate }'our labours. Yon will explain to the trustees and managers of the schools, coming within the scope of your inquiries, what is the object of your Commission; and that your visits to them wilPbe limited to an attempt to form a just general estimate of the means of education availabe for the poor in Wales. If no objection is made to your visit, you will person- ally examine, where practicable, the condition of the school, keeping in view the following particulars, as those on which it will be important to obtain correct information : The tenure of the school, whether held under a mere temporary occupation, or secured by deed for ever, or for a term of years the capacity of the schoolroom the state of the school furniture and appa- ratus the number of the children on the books the average attendance the organization of the school, and the methods used the subjects professed to be taught the time allotted Instmctions. iii to each the books used whether the children are instructed in the Welsh language, or in the English, or in both whether in each case in the grammar or not the actual condition of their instruction on all subjects professed to be taught. You will ascertain the amount and sources of the annual income available for the necessary expenses ; the number of teachers their ages, whether trained at a normal school, or at a model school for what period and when. At what age they com- menced their vocation as teachers ; their previous occupation the salaries of each teacher their income from school pence, and other emoluments. Whether they follow any trade, or hold any other office. Whether they have a house rent-free, a garden rent-free, fuel, or other emoluments. Whenever you have means to form a just estimate of the qualifications and attainments of the master, it should be so stated as not to operate as a discouragement to humble but deserving men, who may have had few opportunities of educa- tion. Where circumstances may render it impracticable to institute a minute personal inquiry, you will endeavour, by such means as will be available, to obtain as much information, on which reliance can be placed, as possible. Numerous Sunday-schools have been established in Wales, and their character and tendencies should not be overlooked, in an attempt to estimate the provision for the instruction of the poor. The Sunday-school must be regarded as the most re- markable, because the most general, spontaneous effort of the zeal of Christian congregations for education. Its origin, organization, and tendencies are purely religious. The amount of secular instruction communicated is generally limited to the art of reading ; while, therefore, you avail your- self of any opportunities afforded you to enter such schools, you will bear in mind that they are schools of religion, and that the respect which is due from you, as an officer of the Government, for the liberty which religious communities enjoy, should render you exceedingly careful that you in no degree infringe the civil privileges of religious congregations, either while in the schools, or by the use you may make of the information you may be per- mitted to acquire. The results of your inquiries will be important in proportion as they are complete and accurate, and you will be provided } v Instructions. with such temporary aid as may be necessary for the purpose of collecting and arranging the statistical facts which will be embodied in your report. In some parts of the country, it will probably be necessary that you should avail yourself of the services of persons possessing a knowledge of the Welsh lan- guage. In reporting on the number and description of schools in any district, you will not fail to keep in mind the amount, character, and condition of the population, and the means available in the district for the maintenance of schools. You will also be enabled to form some estimate of the general state of intelligence and information of the poorer classes in Wales, and of the influence which an improved education might be expected to produce, on the general condition of society, and its moral and religious progress. You will be furnished with introductions to civil and ecclesi- astical authorities, with a view to procure for you their advice and co-operation. And you will be supplied with copies of the printed Minutes of the Committee of Council of Education, containing reports and information bearing on the subject of your inquiries. You will report the result of your inquiries to their Lordships, limiting the report, in the first instance, to the facts which you will have ascertained. I have the honour to be, Sir, Your obedient Servant, J. P. KAY SHUTTLEWORTH, PART I. REPORT ON CARMARTHEN, GLAMORGAN, AND PEMBROKE. By R. R. W. LINGEN, M.A. CONTENTS. PAGE REPORT 1 TABULAR SUMMARIES, viz. PAROCHIAL SUMMARY of Numbers attending Day Schools; tlieir sex and centesimal proportion to the Population : also of those attending Sunday Schools; their age, sex, and whether Church people or Non-con- formists ...... .....68 [Arranged in the order of the Census Tables.] SUMMARIES OF DAY SCHOOLS I. Tenure, Condition, and Furniture of Buildings ; with proportions per cent, of each class to the whole ascertained number of Buildings . 90 II. Stay of Scholars at, and Distance of their Homes from, School ; with proportions per cent, of each class to the whole ascertained number of Scholars 91 III. Age and Sex of Scholars, with proportions percent, to the Population of the same age and sex ........ 92 IV. Method of Instruction and Inspection, with proportions per cent, of each class to the whole ascertained number of schools . . .93 V. Proportions of Teachers and Monitors to Scholars . . . .94 VI. Subjects of Instruction ; the number of Scholars found present learning eacli subject, and their proportion per cent, to the whole number found present; the number of Schools in which each subject was being taught, distinguishing the Schools examined from those not examined 95 VII. Average age of Teachers, Male and Female, at present and at the time of commencing their vocation ....... 95 VIII. Training of teachers, Male and Female, and proportions per cent, of those trained to the whole ascertained number . . . .96 IX. Income and condition of Teachers, with proportions per cent, of each class to the whole ascertained number . . . . . .98 X. Ascertained Annual Income of Schools . . . . . .99 XI. Denomination and Classification of Schools and Scholars, with propor- tions per cent, of each Denomination and Class to the whole ascer- tained number . . . . . . . .100 SUMMARIES OF SUNDAY SCHOOLS 'XII. The number, Age, Sex, and Denomination of Teachers and Scholars in Schools, with proportions per cent, of those under 15 years of age to the whole number, and of the whole number to the population of the same age and sex ; the number of paid Teachers ; the proportion of Teachers to Scholars ; the number of Scholars said to be attending Day Schools, and to be living more than 1^ miles from the Sunday School 101 XIII. Discipline and Instruction of Sunday Schools, ami the number of Scholars in them said to be able to read the Scriptures .... 10(> Inquiry into the State of Education in the Counties of Carmarthen, Glamorgan, and Pembroke, and especially into the means afforded to the labouring classes of acquiring the English language, under the authority of the Committee of Council on Education. BY R. R. W. LINGEN, M.A., Fellow of Balliol College, Oxford. To the Right Hon. the Lords of the Committee of Council on Education. MY LORDS, 25, Old Square, Lincoln's Inn. 1 July, 1847. I HAVE the honour to lay before you my Report upon the c-mtrnts of district assigned to me, comprising 345 parishes, 7 extra-parochial divisions, an area of 2376 square miles, and a population (in 1S41) of 365,558 souls. I found 712 day-schools, said to contain 30,910 scholars, and 913 Sunday-schools, said to contain 79,392 scholars. 23,417 scholars were returned as common both to the day and Sunday- schools. As a general rule, I excluded those schools 1'rom my inquiry where the lowest terms exceeded 6d. per week. I commenced my inquiry at Llandovery, in Carmarthenshire, ^j^,'^ on the 18th of October, 1846, and concluded it. at Merthyr Tydfil on persons ( .,n the 3rd of April, 1847. In the course of that period I engaged plojl< three Welsh assistants, viz. Mr. William Morris (formerly a school- master at Merthyr Tydfil), who joined me at Llandovery on the 19th of October, 1846; Mr. David Lewis, who joined me at Car- marthen on the 13th of November, 1846; and Mr. David Williams, who joined me at Swansea on the 16th of February, 1847. Both the latter gentlemen were members of St. David's College, Lam- peter, and were highly recommended to me by the Very Reverend the Principal. After my return to London, I was assisted by Mr. William Younger in calculating the statistical summaries. Of the introductions with which I was furnished to the Lords oiiciai iniro Lieutenant and Diocesans of my district, by the Secretary of State for the Home Department, I was only enabled to deliver two in person, viz. those addressed to the Marquis of Bute, Lord Lieu- tenant of Glamorganshire, and to the Bishop of St. David's; the remaining introductions I forwarded. However, not only from those to whom I was thus recommended, but on all hands, and among all ranks and denominations, I experienced the greatest willingness to forward the prosecution of my inquiry, and the most friendly and hospitable reception. The mode in which I conducted the inquiry was as follows. Mioofcon- I established myself successively at Llandovery, .Liandilo, Carmar- inquTry. ' e then, St. dear's, Narberth, Pembroke, Tenby, Haverlbrdwest, Station - St. David's, Fishguard, Newcastle-Emlyn, Llanelly, Swansea, Neath, Bridgend, Cowbridge, Cardiff, and Merthyr, visiting B 2 On the State of Education in Wales, personally, or by my assistants, the parishes which were most accessible from these centres respectively. Besides which, Mr. Lewis was for some time fixed by himself at St. David's and Newport in Pembrokeshire, and atCowbridge in Glamorganshire ; Mr. Morris at Letterston in Pembrokeshire, and in the northern part of Glamorganshire ; Mr. "Williams in that part of Glamorgan- shire called Gower. Schedules for T ne particulars concerning each school, which appear in the Day and tables, were collected by means of printed schedules, containing Sunday . i i i i i 11 v i i schools. questions which corresponded with the headings or the columns m the tables. The schedules for day-schools were filled up in the .course of personal communication with the teacher, and scholars also, when present. The schedules for Sunday-schools (which could be seen in operation only one day out of seven) afforded much more serious embarrassment, and were not collected in an uniform manner. Throughout Carmarthenshire, and part of Pembroke- shire, the Superintendent was in each case personally waited upon, and the best account which he could give, from books if he had them, if not, from his impression and recollection, taken down. But this mode was open to grave objections, both from the delay and labour which it imposed (of visiting in almost every parish several remote farmhouses, lying often many miles apart), and from the unsatisfactory character of mere oral information, which was usually all that could be had. For this reason, the Sunday- school schedule was subsequently printed in all the principal periodicals and journals, Welsh and English, which circulate in the Principality, with a request 1hat the various Superintendents of Sunday-schools would ascertain the particulars enumerated, so as to have them ready, in an authentic form, when called for, and various persons were good enough to undertake, in different localities, to circulate and collect the Sunday-school schedules throughout the schools of their several denominations. I regret however to say, that no saving of labour, nor assurance of accuracy and completeness, was effected by this plan. The schedules were often not returned until after repeated correspondence, or returned imperfectly filled. It was impossible to identify them with any previous account of the number of Sunday-schools in the parish, if a large one, owing, partly, to the confusion which arises from the various names scriptural, local, or denominational under which the same school goes; and, partly, because branch schools were sometimes included in, sometimes separatee} from, the return of the parent school. Allowance must be made for the accuracy of the results of a first attempt to apply the rigid forms of statistical investigation among a class of persons who in general had neither the records nor the habits of mind corresponding to such an inquiry. The Sunday-school tables, therefore, both in their parochial and summed form, must be taken to be the nearest approximations to truth, which under the circumstances, I could, by my utmost Carmarthen, Glamorgan, and Pembroke. 3 exertions, collect from the best-informed parties. In 105 Sunday- schools, the number of scholars on the books was returned as 14,354, the average attendance as 14.681 ; the number present was 10,208. The various Reports which appear in the Appendix* were almost imports in invariably written out on the evening of the same day as the school dix. Appc " or parish was visited, from notes taken on the spot. Of those which are not my own, there is no single one which I did not read over while the writer was in my presence. I am solely responsible for those which bear no signature. In these Reports there is necessarily much repetition, and many circumstances are narrated which may at first sight appear minute and trifling; but I beg to state in explanation, that I deemed such traits as struck me at the time of my visit, in the teachers' bearing and expressions, or in the condition and furniture of the school-room, as well as the precise words of the scholars' answers, narrated in the same order as that in which they were made, to be better calculated to convey a trustworthy impression than inferences of a more formal character. It should also be borne in mind, whilst reading the detailed account of some particular school, that it is perhaps the only school available fora large district. In this point of view, individual examples become of general consequence. My district exhibits the phenomenon of a peculiar language GKNKR.U, 1 * ' il f ^ L- A KF.YIEWOF isolating the mass from the upper portion or society ; and, as a CI further phenomenon, it exhibits this mass engaged upon the most, op- posite occupations at points not very distant from each other ; being, on the one side, rude and primitive agriculturists, living poorly and thinly scattered ; on the other^smelters and miners, wantoning in plenty, and congregated in the densest accumulations. An incessant tide of immigration sets in from the former extreme to the latter, and, by perpetuating a common character in each, admits of their being contemplated under a single point of view. Externally, indeed, it would be impossible to exhibit a greater contrast in the aspect of two regions, and the circumstances * The Appendix, which forms part of the folio edition laid before Parliament, is not printed at, length in this volume. The contents of the Appendix, and the pages which it occupies, in the folio edition, arc as follov.s ; APPENDIX : PARK STANCES OF :STEICT. order or the Parochial Tables), viz. ; CAHMARTHEXSHIKF, ~ GLAMORGANSHIRE *'' PEMHROKESIIIKE : s KVIDENCE respecting tha Mining ap7 12 11 479 407 93 500 Narbertli . 13,151 31 27 1271 961 1252 2213 Most singular is the character which has been developed by this Popular theological bent of minds isolated from nearly all sources, direct or indirect, of secular information. Poetical and enthusiastic warmth of religious feeling, careful attendance upon religious services, zealous interest in religious knowledge, the comparative absence of crime, are found side by side with the most unreasoning prejudices or impulses, an utter want of method in thinking and acting, and (what is far worse) with a wide- spread disregard of temperance whenever there are the means of excess, of chastity, of veracity, and of fair dealing.* I subjoin two extreme instances of the wild fanaticism into which such temperaments may run. The first concerns the Rebecca riots. (Appendix, p. 1.) W. Chambers, jun., Esq., of Llannelly House, kindly furnished me with a large collection of contemporary documents and depositions concerning the period of those disturbances. An extract from the deposition of one Thomas Phillips, of Topsail, is illustrative of the vividly descriptive and imaginative powers of the Welsh, and of the pecu- liar forms under which popular excitement among them would be sure to exhibit itself. Shoui-yschwr-fawr and Dai Cantwr were noms de guerre borne by two ringleaders in these disturbances. "Between 10 and 11 o'clock on the night of the nttack on Mr. Newman's house I was called upon by Shoui-yschwr-fawr, and went with the party. On my way I had a conversation with Dai Cantwr Thomas Morris, a collier, by the Five Cross Roads, was walking before us, with a long gun. I said, 'Thomas is enough to frighten one with his long gun.' Dai said, ' There is not such a free man as Tom Morris in the rank. I was coming up Gellygwlwnog field, arm-in-arm with birn, after burning Mr. Chambers's ricks of hay ; and he had a gun in the other hand, and Tom said, " Here's a hare," and he up with his gun and shot it slap down and it was a horse Mr. Chambers's horse. One of the party stuck the horse with a knife the blood flowed and Tom Morris held his hand under the blood, and called upon the persons to come forward and dip their fingers in it, and take it as a sacrifice instead of Christ ; and the parties did so.' And Dai added, 'that he had often heard of a sacrament in many ways, but had never heard of a sacrament by a horse before that night.' " * In the Parochial Notes of the Appendix, the moral character of the parish is almost always returned as good. I have remarked upon the sense in which this word is popularly used in Appendix, pp. 279, 280 : " The moral state of the parish is good ; there are few, if any, that do not attend a place of worship; during the Kebecca riots it remained undisturbed.' 1 10 On the State of Education in Wales, The other instance was told me by one who witnessed much of the Chartist outbreak. He said that "the men who marched from "the hills to join Frost had no definite object beyond a fanatical "notion that they were to march immediately to London, fi^ht a " great battle, and conquer a great kingdom." I could not help being reminded of the swarm that followed Walter the Penniless, and took the town which they reached at the end of their first day's march for Jerusalem. (Appendix, p. 344.) j ^n.Mjr'e 1 - ^ n ^ e manifold evils inseparable from an ignorance of English iis prevalence I found but one opinion expressed on all hands. They are too l-ii'-e!" palpable, and too universally admitted, to need particularizing. Yet, if interest pleads for English, affection leans to Welsh. The one is regarded as a new friend, to be acquired for profit's sake ; the other as an old one, to be cherished for himself, and especially not to be deserted in his decline. Probably you could not find in the most purely Welsh parts a single parent, in whatever class, who would not have his child taught English in school ; yet every characteristic development of the social life into which that same child is born preaching* prayer-meetings Sunday-schools clubs biddingsf funerals the denominational magazine (his only press), all these exhibit themselves to him in Welsh as their natural exponent, partly, it may be, from necessity, but, in some degree also, from choice. " In the Cymreigyddion (benefit societies) it is a rule that no English shall be spoken." (Appendix, Carmarthenshire, p. 285, Evidence of the Rev. D. A. Williams.) It is true that the necessities of the world more and more force English upon the Welshman ; but, whether he can speak no English, or whether he speaks it imperfectly, he finds it alike painful to be reminded of his utter, or to struggle against his partial, inability of expression. His feelings are impetuous ; his imagination vivid ; his ideas (on such topics as he entertains) succeed each other rapidly. Hence he is naturally voluble, often eloquent. He possesses a mastery over his own language far beyond that which the Englishman of the same degree possesses over his.J A certain power of elocution (viz. to pray "doniol," as * The greatest display of Welsh preaching is the Cymanfa, or annual assembly of each denomination in some appointed place. The people flock to such gatherings to the number sometimes, it is said, of 20,000, and from a distance of 40 or 50 miles. The public part of them consists in listening out of doors to a succession of sermons delivered by the most celebrated preachers. f Biddings are social meetings held in order to raise money for a couple who are going to be, or have recently been, married. The sums thus contributed are to be regarded in the nature of loans, because tl>e contributors, when either themselves, or members of their family, are married, require the repayment of them by an invitation to their own bidding, and it has been decided that the money can be recovered by an action at law (Appendix, p. 217). Regular accounts of such contributions are kept by the parties who make them. The mode of collecting the money is attended with a variety of ceremonies, differing, almost in each county and neighbourhood. + Appendix, p. 235 (Evidence of Mr. Rees). The Welsh peasantry are better able to read and write in their own language than the same classes in England. Among them are found many contributors to Welsh periodicals. I publish a monthly periodical myself (' Yr Haul') and have many contributors from this class. Carmarthen, Glamorgan, and Pembroke. 1 1 it is ea^e;!, i. e. in a gifted manner) is so universal in his class that to be without it is a sort of stigma. Hence, in speaking English, he has at once to forego the conscious power of displaying certain talents whereon he piques himself, and to exhibit himself under that peculiar form of inability which most offends his self-esteem. From all those favourite scenes of his life, therefore, which can still be transacted without English, he somewhat eagerly banishes it as an irksome imposition. The Welsh language thus maintained in its ground, and the peculiar moral atmosphere which, under the shadow of it, surrounds the population, appear to be so far correlative conditions, that all attempts to employ the former as the vehicle of other conceptions than those which accord with the latter seem doomed to failure. Appendix, p. 235 (Evidence of Mr. Rees, publisher) : There are five Welsh periodicals published monthly in the county of Carmarthen, varying in price from 3d. to 6d. They contain religious information, politics, and local news. Religious information predomi- nates, and there is much polemical discussion in them. They circulate extensively among the labouring men, mechanics, and small farmers. They are mostly sectarian, and not very temperately written. In 1834 I started a Welsh monthly magazine, called the " Cylchgrawn" (in connexion with the Society for the Diffusion of Useful Knowledge), on the same plan as the "Penny Magazine," but published monthly at 6d. I continued it for 12 months, at a loss of 200^. When i gave it up, it was continued by Mr. Evans, of Carmarthen, for another six months; who also lost by it, and then it was abandoned. It wanted religious information, and consequently excited but little interest. A similar publication called the " Gwlad-garwr" (" Patriot") was started a few months previously, which gave some slight local news in addition to tbe instructional matter; but this also existed only a few years, and is now abandoned. Through no other medium than a common language can ideas social Causes become common. It is impossible to open formal sluice-gates n^iieu^for for them from one language into another. Their circulation Schools - requires a net-work of pores too minute for analysis, too numerous for special provision. Without this net-work, the ideas come into an alien atmosphere in which they are lifeless. Direct education finds no place when indirect education is excluded by the popular language, as it were by a wall of brass. Nor can an old and cherished language be taught down in schools; for so long as the children are familiar with none other, they must be educated to a considerable extent through the medium of it, even though to supersede it be the most important part of their education. Still less out of school can the language of lessons make head against the language of life. But schools are every day standing less alone in this contest. Along the chief lines of road, from the border counties, from the influx of English or English-speaking labourers into the iron and coal fields in short, from every point of contact with modern activity the English tongue keeps spreading, in some places rapidly, but sensibly in all. 12 On the State of Education in Wales, Railroads, and the fuller development of the great mineral beds, are on the eve of multiplying these points of contact. Hence the encouragement vigorously to press forward the cause of popular education in its most advanced form. Schools are not called upon to impart in a foreign, or engraft upon the ancient, tongue a factitious education conceived under another set of circumstances (in either of which cases the task would be as hopeless as the end unprofitable), but to convey, in a language which is already in process of becoming the mother-tongue of the country, such instruction as may put the people on a level with that position which is offered to them by the course of events. If such instruction contrasts in any points with the tendency of old ideas, such contrast will have its reflex and its justification in the visible change of surrounding circumstances. Nor are symptoms entirely wanting of such a change in the popular taste. Appendix, p. 385. A statistical inquiry, which is printed in the Fifth Annual Report of (he Council of the Royal Institution of South Wales (kindly lent to me by Mr. Francis, of Swansea), was instituted in 1841, respecting the population of the municipal borough of Swansea. The limits of this district extend beyond St. Mary's parish into the parishes of St. John, Llangefelach, and Llansamlet. Among other returns, the number of Sunday-schools then existing, and the number of scholars attend- ing at most of them, are given. I have not, in all cases, been able to identify these with my own returns, owing to causes which I have already explained. I have exhibited in the following table those in- stances in which I have been able to compare the results of my inquiry with those of the institution. The latter are given under the head of 13oys and Girls, and not or' Males and Females. I conclude, however, that the former designation has been extended to adults, otherwise the diminution in the number of scholars attending must be taken to be greater than it appears at present : 1841 184 J. M. F. Total. M. V. Total. Swansea, Church . . Church . . B. ... 140 Hid ICO 100 300 '200 65 133 160 100 -25 233 York Place B. . . . 75 45 120 71 7-2 143 Si loam . . I 3i 20 51 Castle Street . I I 110 1011 120 90 230 190 43 9 I 997 892 1,889 84G 832 1,678 Carmarthen, Glamorgan, and Pembroke. 1 3 Where no numbers were given in 1341, those of 1846 have been applied to that year. It would appear, therefore, that upon the above 14 Sunday-schools there has been a diminution of attendance by the difference between 1889 and 1678, or ll'l per cent, on the numbers of 1841. The causes of such a decrease were partly explained in a conversation which I had with the Rev. Daniel Davies, the Baptist minister. He told me that " Sunday-schools were not so well attended by adults as formerly; there was a want of proper accommodation to separate them from the young', who could generally read better, and smiled at the mistakes of their seniors: this pained and drove them away. Then, again, there was the want of funds from which to provide proper and interesting apparatus, such as prints and maps. Maps were used in his own Sunday-school, and the greatest interest was taken in them. The Sunday teachers were very incompetent in point of inform- ation. They were generally good persons, and able to teach moral and religious truths, but ignorant of geography and facts." At present, indead, whether we look to the agricultural or to Vantor the manufacturing quarters, there is but little trace of that education Kdmt which affords a sound, sober, practical rule of life, and qualifies men to do the best for themselves, and therefore for society. First, of the agricultural quarters : Evidence of John Johnes, Esq., of Dolaucothi, Magistrate and Assistant Tithe Commissioner (Appendix, p. 217) : The majority of the small farmers (201. to 30/. a-year rent) read and write very imperfectly. The writing seldom extends beyond signing the name. Many of them exercise trades (carpenters, masons,* &c.), as well as farm their land. They keep accounts with rude notes of their own, which from time to time they get transcribed as they best can, on a system little removed from the old tally. Farmers of this class are almost on a level with the labourers: they have little or no capital, except such sums as are raised at biddings, and this (from the nature of" such contracts) may be viewed as a sort of loan. The first degree in the scale of education is that between the small farmers and the larger (from 60/. to 1201. a-year rent). In the case of the smaller farmers, they possess no surplus sufficient to give their families superior education : they differ from the labourers only in having a few more comforts about them. Their children are generally sent to a day-school, if there is one within a moderate distance, but not during tiie whole year ; they get, however, more schooling than those of the labourers. They have naturally great good sense and astuteness, but in many instances old prejudices overcome this in regard to improvements suggested to them. Mr. Chambers (before mentioned) writes The ignorance of the Welsh fanners is surprising on all subjects where science, and even the well-authenticated evidence of respectable and intelligent persons, bears upon the improvement, of agriculture. The * In this same neighlxiurliood, Dr. Davies informed me that lie remembered when there was not a builder nearer than Llandovery (several miles oft') who knew how to measure a wall. 14 On the State of Education in Wales, instance I will mention is an example : To a tenant of my father's, who, besides renting 60 acres of land, has an independent income of 30/. a-year, I gave some guano to manure ground for turnips. A few clays back I crossed his farm, and asked my woodreve, " why John Thomas had not had the usual allowance of 2| per cent, which we make half-yearly to all in draining?" He replied, " When we came to his turn, he said, ' He did not want any drains ; 'twas all damned stuff, and not. worth the bother, something like guano.' " He would not carry the guano back in his empty cart from Llanelly, where he came every Thursday to market, nor would he haul the stones from off his land to fill the drains which I was paying for making. Appendix, p. 219 : David Evans, an innkeeper in the village of Brechfa (part of which is in Llanfihangel Rhos y Corn parish), a very intelligent person, in- formed me that there had been no day-school in the parish for years past. Education was very backward. The only day-school available to children was the one held at Horeb Chapel, in Llanegwad parish, a distance of two miles from the part of Llanfihangel nearest to it. People in the parish seemed all very desirous to educate their children if they had the means. The labouring classes were exceedingly poor. Wages were very low, and scarcely amounted to what would support themselves and their families, setting aside education, though they lived upon very poor and coarse diet. Mr. Evans also informed me that the population of the parish amounted to 700 or 800 people (he was engaged in taking the last census), out of wliicli number he undertook to affirm that not three individuals could keep the parish accounts. Ibid., p. 226 (Evidence of Mr. John Davies} : The want of education extends beyond the mere labouring class. Thus farmers, payinjr their 50/. or 60/. a-year rent, are often obliged, on being elected to fill any parochial office, such as overseer or church- warden, to pay a substitute, because they are too illiterate to discharge its duties. Ibid., p. 233 : The schoolmaster is deputy-assistant overseer. The parochial and regularly appointed overseers are commonly so ignorant as to be quite incompetent to discharge the duties belonging to their office. They are annually appointed, but act only in name. The asaistant- overseer is a permanent officer, and it is he who really acts as overseer. The badness of the roads, and difficulty of communication, in a great degree, but far more the want of a business like temper in the people, encourage rhe holding of an undue number of fairs, at which drinking is practised no less than buying and selling. Ibid., p. 237. There are 47 public-houses in this place, the population being 1709, or 1 public-house to every 36 '3 inhabitants. There are also 9 fairs held in the course of the year, a number altogether too great for mere purposes of trade. Next, of the manufacturing districts. Carmarthen, Glamorgan, and Pembroke. 15 In the Plate-works near Pont-y-pricld, in Glamorganshire, one of the proprietors, Rowland Fothergill, Esq., suggested and made the following inquiry. He wrote in a common running-hand, upon a strip of paper, " Taff Vale Iron Company, 25th March, 1847 ;" and with this we proceeded through the works, presenting it to his people, at random, and taking down the result, with such other particulars as appear in the following Table: MALES. No. Age. Able to Head the Written Able to Read Able to Kead Able to Write. Period daring which engaged in Iron Works, Sentence. Welsh. English. and other Henrrirks. 1 44 Yes . Yes . Little Little 2 G3 No . . No . No . No . 3 4S Yes . . Yes . Little Little 4 37 No . . No . No . No . 12 years. 5 42 Yes . Yes . Yes . Yes . 25 year,s. 6 41 No . . Little No . No . 9 years. 7 18 No . . No . No . No . 1 year. 8 40 No . . Yes . No . No . 20 year?. 9 19 Yes . Yes . Yes . Yes 6 years. 10 20 Yes . . Yes . Yes . Yes . ,13 years. 11 12 No . . No . No . Little 2 years. 12 16 Yes . . No . Yes . Yes . 6 years. 13 13 No . . No . No . N:l 2 years. 14 15 No . . "Yes Little Little 2 years. 1.5 26 Yes . Yes Yes . Yes . 10 years. 16 39 No . . Little No . No . Never in school except on Sundays. 17 36 Yes . . j Yes . Yes . Yes 10 years. IS 22 No . . Yes . No . No . 2 years ; had been in a day- school for a little while. 19 21 Yes . Yes . Yes . Yes . 6 years; had been 6 years in school. 20 31 No . . No . Yes . No . Had been in school I quarter. 21 34 Yes . Yes . Yes . Yes . At work since childhood. 22 13 No . . No . Yes . Little Goes to a night-school, and i is occasionally taught by his father (a foreman) at home. 23 13 Could only No . No . No . Is learning to read English name the in a Sunday-school. At single fi- work 6 months. gures in 1847. FEMALES. 1 20 Xo . .No . Liltle No . Had been 1 quarter in school. 2 20 No . . Little i Little No Same. 3 26 No . . Little Little No . 4 19 No . . No . Yes . No . 3 years at school. 5 Didiiot No . .No . i No . No . Is going to school : Lad come know ; i with her father's dinner. about 9; i 16 On the State of Education in Wales,- Out of 28 persons examined, there were Able to read Welsh only w*ell .. . . .2; imperfectly ... 2 English only well . . . 4 ; ... 1 English and Welsh botli well 7 ; one or other imperfectly 3 .... both imperfectly . 2 12 Total able to reid in some degree ...... 21 Total unable to read at all . . ... 7 28 Able to read the written sentence and to write well, 8; imperfectly, 5 . .13 but not to write ....... Unable to read the written sentence and to wrile 15 28 It was Mr. Fothergill's opinion that, from the skilled character of the labour employed in this procass of manufacturing iron, the workmen, among whom we then were, afforded a favourable specimen of their class in Glamorganshire and Monmouthshire. Again, to take younger persons (school at the Hafod Copper Works, near Swansea, opened the day before my visit) Appendix, p. 360 : I heard 10 girls and 13 boys read from lesson-book No. 2 ; they were, so far as the master had been able to ascertain, the most proficient in the school. The passage read by them (about pins) contained hardly any words longer than monosyllables. The letter F in the annexe- 1 table stands for fair, B for bad, to mark the quality of their reading. Under the column of attendance on a Sunday-school, W means that the school is conducted in Welsh, E in English : No. of Child. Whether attending a Dav School previously. Period of attending a Pav School. Whether attend- ing* Sunday School. Whether Sunday School conducted in Welsh or English. Age. Quality of Reading. Average Age of Average Attendance. 13 Boys. 10 Girls. 13 Itoys. 9 Girls. Girls 1 Yes 1 year Yes W. 13 F,-, 2 Yes 2 years Yes E. 11 B. 3 Yes H year Yes W. 11 B. 4 Yes 1 month Yes E. 9 B. 5 Yes 1 year Yes W. 10 B. 6 Yes 1 year Yes W. 7 B. 10*6 .. in 7 Yes H year Yes W. 9 B. H Yes 2 years Yes w. 10 B. 9 Mo Ye* E. 18 B. 10 Yes i year Yes AV. 14 B. J Boys 11 Yes 1 year Yes E. 10 y^ 12 Yes 4 years Yes W. 13 B! 13 Yes 1 year Yes W. 9 B. 14 Yes 4 years Yes W. 12 F. , 15 Yes 2 years Yes w. 11 B. 16 Yes 1 year Yes w. 10 B. 17 Yes 2 years Yes w. 9 B. v 10-5 ,, 2-8 ' .. 18 Yes 1 year Yes w. 10 F. / 1'J Yes H vear Yes w. 7 F. 20 Yes 4 years Yes w. 10 F. 21 Yes 4 years Yes w. 10 11. 22 Yes 6 years Yes w. 14 F. 23 Yes 5 years No 12 vj * The numbers in this column are hardly trustworthy. The children in several instances had no adequate idea of time. Carmarthen, Glamorgan, and Pembroke. 1 7 Thus it appears (hat out of 23 children selected as the most proficient, whose age averages nearer 11 than 10 years, only 8 were able to read a monosyllabic narrative in English with anything like ease. Having thus endeavoured to sketch rapidly the more charac- Means of teristic features of the society in which my inquiry lay, I shall, ^H! Kd next proceed to consider the daily instruction which has been brought to bear upon this state of things. The several titles in the column on the left hand of Summary No. XL, p. 59, headed " Denominations," designate roughly the several sources from which flow such efforts as are being made. It will convey a more distinct idea of the whole, if I add some explanation of the sense in which these titles have been used. I classed under the title of " Church of England" every school Church of in which the Church Catechism was being taught, and which was sSfoou! also in any degree aided by voluntary support, whether in the shape of endowment, subscriptions, or house-room. Besides these, however, there are some few private adventure-schools (especially dame-schools in towns), and two or three workmen's schools, in which the Church Catechism is taught. An account of Mrs. Sevan's charity is given in the Report of the Rev. J. Allen, H. M. Inspector, in the Minutes of the Com- mittee of Council on Education for 1845, vol. i., p. 118, from which I make the following extract: The annual income of this charity, according to the returns of 1837, is944. 12*. This sum is applied (1) to the payment of schoolmasters, who labour two or three years in a parish, and then remove to another locality ; (2) to the remuneration of a travelling inspector ..... and (3) to the support of a model-school at Newport in Pembrokeshire. The institution originated with the celebrated Griffiths Jones, vicar of Llandowror, in Carmarthenshire, in accordance with whose views Mrs. Bevan made the endowment. The ambulatory character of the schools was intended to meet the case of districts like those which I shall have hereafter to describe in speaking of the distance at which scholars live from school. At the date of the institution such a description must have applied to Wales even more widely than at present. I am limited to reporting on existing facts ; but I may refer any person who is desirous to know more of this institution, and of the hopes and resources of its projector, to a work by him, called " Welsh Piety," which will well repay the trouble of perusal to those who are anxious to understand the past history of the Principality in reference to education. The trustees, a small and irresponsible body, nominate the masters, who receive nothing beyond 251. per annum. The parish into which they come must provide a schoolroom ; this I found in two instances to be the church. The children are obliged to learn the Church Catechism, and to go to church on Sundays. With rare exceptions, I should place the masters in the lowest c 18 On tJie State of Education in Wales, class. I subjoin, from the Appendix, my report of the two schools held in churches, and of the model-school. Appendix, p. 270. On the 17th of November I visited the above school, which had only been established in the parish six weeks previous to the day of my visit. The school was held in the church, and the children were dis- persed throughout the pews. They behaved themselves in a most disorderly manner, and did not seem to care one atom for their master ; they walked in and out as they pleased, without asking his consent, and kept talking quite loud continually ; one of them was singing a tune during the whole time I was there. The master did not take the slightest notice. He dismissed them while I was there ; he merely walked to the door, opened it, and said " Go." I never saw children behave more rudely. Ibid., p. 410. I visited this school on the 22nd of January : it had only just been opened, and was being held in the church, where the communion-table served for the master's desk. He had not yet commenced teaching writing and arithmetic. Of the 37 children present, five attempted to read the Scriptures, of whom only one could read at all intelligibly ; they did not understand what they had read, nor could they answer any questions, except saying that Christ died to save sinners, and that God made the world. The master was a lame man, ignorant, and very imperfectly acquainted with .English. The Church is in a most incon- venient position for little children. It is overhung by a very steep hill, and it stands on a little terrace at the bottom, projecting right into the sea. Ibid., p. 415. The model-school is practically the parish school of Newport. The trustees pay 40/. per annum to a permanent master there, and find him a house and garden. I called on this master on the 5th of February ; the school was not in operation, having been closed during some months for repairs. He was 58 years old, and had been twice under training; once, in 1819, at Baldwin's Gardens, and for three months during the last year (July to September) at the Sanctuary. Mrs. Sevan's masters are sent to Newport for some short period (no specified time) after their appointment. They lodge where they can, or where they please, in the town of Newport, much in the same fashion as the Welsh clergy formerly used, previous to their ordination, to lodge in the neighbourhood of the licensed grammar-schools. The houses at which they lodge are not licensed for the purpose, nor is any control exercised over them. The only approach to a normal school is contained in the fact that the master of the Newport school, before and after, and in the intervals of school-hours, gives the masters in training such instruction as he deems each to want. The nature of this may be estimated from his saying (in answer to my question, how books were provided for these masters ? "There are not much books wanted for the masters, only Bibles and Testaments. If one is back- ward in arithmetic, he generally looks out for a book for himself." For the last eight or ten years it appeared that both the children in school and the masters in training had been left to provide their own books. Carmarthen, Glamorgan, and Pembroke. 19 The present schoolroom is a commodious room, well lighted, with a concrete floor, desks down each side, benches squared in the middle, a gallery of three tiers at one end, and leaves of a 'Tutor's Assistant' pasted all round the walls. Up to the time of my visit, this model- school had been furnished with neither maps, cards, prints, blackboard, enclosure, or privies. Towards supplying these deficiencies, the master had brought down with him from London three maps of Palestine, one of the Wanderings of the Israelites, one of England and "Wales, and a short Table of Chronology ; besides which, a black board was about to be introduced. There have been, within the present master's memory, as many as 30 masters in training at one time ; but the usual number does not exceed two or three. The appointments are made in the spring, and the masters are usually trained for three months during the summer so as to begin their work after harvest, when children can be spared. The original intention of Mrs. Bevan, to teach the Welsh to read the Scriptures in their mother-tongue, has been in some degree departed from ; most of her schools are at present conducted with English books. The Sunday-schools have arisen since her death. These seem sufficiently to provide for what she intended, being, in the Welsh districts, con- ducted wholly in Welsh. Mrs. Bevan's schools still, in such districts, are conducted on, the Sunday in Welsh ; and in the central school at Newport the children are first set to learn reading in Welsh, though they are now retained in such instruction for a short time. It did not appear that any permanent chool-registers were in existence. The master had (he said) at one time kept them, but, not finding them called for, had discontinued them. The number of children in attendance had been usually (I was told by him) from 140 to 160. I found it to be generally the opinion of persons best qualified to judge, that, apart from the defects of the instruction afforded, the very constitution of this charity was calculated to work injuriously, by discouraging the establishment of permanent schools in parishes which were speculating on the result of an application to Mrs. Bevan's trustees. Considering the generally exclusive character of the schools in connexion with the condition in which I found them, I have no hesitation in denominating them as at once vexatious and inefficient in their operation. The denominations, Baptist, Independent, Calvinistic, Methodist, Denomina- and Wesleyan, as applied to day-schools, generally denote no schools. more than that the school is held by a private master in a chapel belonging to one of those bodies. There are, however, exceptions to this rule, as the Independent and Calvinistic Methodist schools at St. David's, and the Wesleyan schools at Cardiff, which are managed by committees of the congregations, and are held in separate schoolrooms. The private schools held in chapels are often kept by ministers, and are then frequented chiefly by farmers' children, as being somewhat superior to the ordinary parochial schools, and by others on account of religious objections. I found workhouse schools at Llandovery (Appendix, p. 238), Workhouse c 2 ' 20 On the State of Education in Wales, Llandilo (p. 232), Carmarthen (p.90), Narberth (p. 432), Pem- broke (p. 463), Haverfordwest (p. 461), St. DogmeH's, i. e. Car- digan (p. 410), Kenarth, i. e. Newcast.le-Emlyn(p. 267), Llanelly (p.212), Swansea (p. 379), and Cardiff (p. 367). At Neatii (p. 345) and Bridgend (p. 348) the pauper children attended the parochial schools. At Merthyr (p. 305) there was no workhouse, and no provision for the education of paupers.* SchiT n ' 8 By the denomination " Workmen's Schools," I intend to desig- nate schools directly connected with particular works, and main- tained (wholly, or in part) by a stoppage from the people's wages employed in those works, the proprietors usually providing the site and the schoolroom. I found 24 such schools. The stoppages upon the people's wages vary considerably in amount, as \d., Irf., or2c?. per week ; 2d., 4e?., or 6e?. per month ; \d.> \d., or 4d. in II. (in the latter instance the sick-fund is maintained from the same source). For these pay- ments, books, but not stationery, are generally found. The stoppage is compulsory, and is made irrespectively of the number of children sent to school, or of a man's having any to send. In one instance only did I find a difference made between married and unmarried men. The contributors are not furnished with any means of auditing the school account, neither have they any control over the expenditure of the funds. There is a kind of tacit underst anding that, in consideration of the stoppage, the proprie- tors will keep open the school as long as they keep on the works.f The gigantic character of these works is a feature not to be passed over. It has rendered the ancient divisions of the country a dead letter. The basis of the old parochial terrier was the manor ; the basis of the new one is the works. I regard, therefore, a workmen's school in no other light than as a parochial school, and I regard works to which no school is attached in the same light as a parish containing no school. Nor can it be justly deemed an exaggeration to speak of these works as parishes ; e. g. four proprietors employ all the labouring population of Merthyr and Dowlais, representing some 40,000 souls. So that, just as when parishes were first instituted, it was every man's interest to think what parish he belonged to, because his rights of relief, employment, and redress were all parochial or manorial, so now does the same interest make him think of these or those works, and not at all, or very remotely, of the parish. In the works is his sick-fund, sometimes his benefit-society; in the works is his hope of employment; in the works (by a tolerated system of fining), is his ordinary court of justice. I dwell upon these circumstances, because, as long as there is * See " Extracts from (lie Appendix," pp. 136 150, of this volume. f See " Extracts from the Appendix," pp. 150173, of this volume. Carmarthen, Glamorgan, and Pembroke. 21 such contradiction between (he parochial and the veritable distribu- tion of the population, it is impossible to deal" with its educational necessities through any adaptation of the existing- parochial machi- nery. But not only the physical distribution, still more the moral and social relations of this mining and manufacturing community, require new and special provision. It contains no middle class, such as those who commonly constitute a vestry. For although the absence of the truck-system from my district is allowing the growth of shopkeepers, yet these are only an offshoot : the works themselves contain no middle class. There are the pro- prietors and their agents of administration on the one hand, the mass of operatives on the other. The elimination of a middle class is rendered still more complete when, to the economical causes tend- ing to produce it, is superadded the separation of language. There is this difference between the Copper and the Iron works. The former are situated at the bottom of valleys near the sea, because the ore is imported from Cornwall or Cuba ; the latter are situated at the further end of the valleys, because the ore is native, and is most accessible in those positions. Hence the men engaged in the Iron-works are much more isolated from the casual influences of civilization than those engaged in the Copper-works. It was in the Iron-works that Frost found his followers. The population in the Copper- works has a greater tendency to become permanent ; in the Iron-works it is always fluctuating. Returning now to the general consideration of the sources from which the education of the three counties is at present mainly derived, as exhibited in Summary No. XI., it appears that nearly four-fifths of it (77'8 per cent.) is given either in connexion with the Established Church, or by private and independent teachers. In order to exhibit the character of this education under its various aspects, I shall review, in order, the subjects to which the several columns in the Parochial Tables are devoted, referring to the Summaries for proof of the extent, within which my observations are applicable, and to the Appendix for illustrations of them. The absence of indirect or supplementary education should be carefully borne in mind throughout. It must not be supposed that an additional school was established at the date appended to each. The only inference which can safely be drawn is, that the great mass of schools have nothing like permanent or continuous existence. Out of 712 schools we find Character of secular Education. Contents of 1'arochial Tables for Day-schools. Date of Establish- ment. Established on their present! footing more than 10 > In Carmar- thenshire In Glamor- ganshire. In Pem- brokeshire. Totil. 57 99 38 194 years ago . . . . J 22 On the State of Education in Wales, Or, taking some of the larger towns At Carmar- At Mer At Llan- elly, out of 20 Schools. then, out of 22 Schools. At Pater, out of 25 Schools. thyr and Dowlais, out of 40 At Cardiff out of 20 Schools. At Swan- sea, out of 53 Schools. Established on theirl Schools. present footing more > than 10 years ago J 5 10 3 10 6 17 This fluctuation of schools is no more than was to be expected where the function of teacher is not held to require any specific qualification. There is nothing to keep men either out of, or in, a career where they do not feel the necessity of sinking, nor the strong tie of having sunk, a large amount of time and labour in preparation for it. The ephemeral existence of so many schools is therefore not without significance as to their efficiency. But the same result follows not only from the fluctuation of successive teachers, but also from the migrations of those who adhere to the profession. Evidence of Mr. Zerubbabel Davies, schoolmaster (Appendix, p. 245) : I have kept school in the parish of Llandilofawr ; at Cross Inn, Llandebie ; at, Llanelly ; at Fishguard ; St. dear's ; Laugharne ; and now at St. dear's again. I have roamed so much because I have combined preaching with school-keeping, and I have set up school in the places to which I have been called as preacher. Ibid., p. 283: The master was an Independent preacher, and was trying the speculation of a school, after similar attempts in five other places within nine years. Ibid., p. 219 (Evidence of Rev. D. P. Lewis) : I am acquainted with all the upper part of Carmarthenshire, and I never knew a school for the poor continued for 12 months without some permanent endowment. A man sets up a school here and there for a few months in the winter, and, being able during summer to find more profitable employment, gives it up again. Ibid., p. 425 : The master had been in the habit of keeping turnpike-gates and school together. He had never severed these somewhat anomalous vocations except about two years before my visit, when he had at- tempted to establish a school only in the Government-built room at Cam. The success, however, of the experiment had not encouraged him to continue or repeat it, and he expressed himself determined in future never to trust to a school alone for his livelihood, but always to back it up with a gate. It appears from Summary No. I. that out of 698 school-buildings Carmarthen, Glamorgan, and Pembroke. 23 only 12-9 per cent, are legally secured for educational purposes. The teacher's dwelling-room the kitchen of a farmhouse, or part of an adjacent outbuilding the loft over chapel stables churches* and chapels themselves such are commonly recurring instances of schoolrooms in the Appendix. Parochial school- rooms are in most cases built upon the glebe or in the churchyard ; the occupation being at the pleasure of the incumbent. In some instances, where tenements belong either to the incum- bent or the parish, informal conveyances of them have been executed by entries of consent in the parish books, and in this manner church- houses, f court-houses, and poor-houses have been turned into, but not legally secured as, schoolrooms. Again, where private patrons have erected schools upon their own estates, or purchased and converted buildings for that purpose, I rarely found that they had conveyed the site from themselves. Where a parish or a neighbourhood can command the use of a room rent-free, it is usually offered as an inducement for a private schoolmaster to settle there. Of this kind are such schools as Mr. Jones's at St. Ishmael's, held in a parochial building those at Penclyn and Gwaun-yr-eirw, and Mr. Williams's at Newcastle- Emlyn, held in buildings raised by subscription that at Cam in a building raised by a Treasury grant and, generally, those held in the precincts of Dissenting chapels, where no further aid or subscription is furnished. In some cases a possessory title appears to be in course of acquisition, as at Llangwnnor, and ia the case of the Devonald and East Gate pharities at Narberth. On the whole, excepting old endowed schools, the importance of legally-secured school-buildings seems to have been wholly over- looked. With regard to private schools held in public buildings, although it may be very desirable to encourage in this manner the establish- ment of schools, and may often be the sole means of procuring them, yet some further control appears to be needed in such cases. Appendix, pp. 423, 424 : Cam School. The building was erected by the help of a grant from Government of 301. about six years ago. At the time of my visit, 1st January, 1847, it had been closed for nearly two years. The last person who had tried to keep it was the turnpike-man at Catershook gate, about two miles off. It had been open under the present master only since the 19th of October, 1846; since that date (upwards of 10 weeks) he had received 26*. from school-pence, his only source of income. The poor could not afford to pay for their children. There were (the master told me) 60 children within reach of the school who were prevented by the poverty of their parents from attending. The lowest payment was 2d. per week, for which reading only was taught ; an ad- ditional penny was demanded for writing and arithmetic respectively. , pp. 270, 410, 444. t Appendix, p. 321. 24 On the State of Education in Wales, The poor were anxious to educate their children, and were continually importuning 1 the master to know what could be done to get a charity- school. A meeting had been held about a month before my visit to raise subscriptions. The sum of 411. 3*. 6d. had been promised to be paid within five years, but the whole scheme had come to nothing. The subscribers had split on the question, whether the school should be made entirely gratuitous, or whether any of the scholars should be called upon for payment, I found only seven children present in the school. Within a few yards of this same school-house I entered two cottages where the children were said not to be attending school. In the first I found an extremely well-spoken and intelligent girl of 12 or 13 years old, and her brother, somewhat younger. They had been to Yerbeston day-school for about a quarter, and to Molleston Sunday-school for about two years, though not for the last month. It was closed during the bad weather and short days. She had learnt to read the Testament. They had had a Testament at home, but her elder brother was gone out to service, and had taken it with him. Her father was dead. Her mother could not afford to send her to school. The master wanted " money for entrance." Her brother' " had forgo this learning." She expressed great desire to go to school. Sbe told me there was a free-school at Narbeth, but that was too far five miles oft'. She read about Jesus in the Testament; but could tell me nothing about him except that he was called the Son of Man. She said, " They only teach us to read ; they don't tell us any of these things at the Sunday-school." In the other cottage I found two little children, a hoy and girl, going, and having been to no school of any kind. The girl was nursing an infant: there were two other children from home. The mother of four of them was a widow, the fifth child was apparently a pauper billeted upon her in consideration of 5*. per week from the parish. At the time of my visit the mother was out at farm-work (winnowing), and had to be called; I could get no answer from the two children. The girl, who was the eldest, and in her ninth year, only replied to my questions by a cunning, unpleasant grin, though her face was intelligent and not ill-looking. The boy had a most villanous expression of sullen stolidity; he was mixing culm* with his hands. They knew no prayers, nor who to pray to and of course never prayed. The mother could not read nor write "worse luck," as she said; her only chance of educating these children 'was a free school. The entire 5s. went in food at the present high prices, and "not enough then." In this same neighbourhood I asked some questions of a little boy, nearly 7, whom I met on the road. It was in vain that I tempted him with; halfpence to answer; he knew nothing of Sunday of God of the devil " had heard of Jesus Christ from Jemmy Wilson," but could give no account whatever about him ; he knew neither the then day of the week, nor how many days in a week, nor months in a year ; he had never been in any school ; his brother and sister were * See note p. 27. Carmarthen, Glamorgan, and Pembroke. 25 going to St. Issell's school. I had to repeat my questions two or three times over before they seemed to impress anything more than his ears. The first answer invariably was, and it was often repeated half a dozen times " What ee' say?" and the next "Do* know.'" It will be observed, by reference to Summary No. I., that, as state ofre- regards the state of repair in which I found school-buildings, Glamorganshire has considerably the advantage of the other two counties. In Carmarthenshire, the number of buildings in bad or indifferent repair is 36' 3 per cent. ; in Pembrokeshire, 35-6 per cent.; in Glamorganshire, only 14 '3 per cent, on the numbers respectively taken. I might quote endless instances to prove the miserable character and ill effects of the present school-buildings in Carmarthenshire and Pembrokeshire. Indeed, Report after Report is too often only a wearisome repetition of such particulars. It will suffice for me to subjoin a few instances, by way of illustra- tion, taking them almost at hazard. Is light essential, and that the scholars should be under the control of the master's eye? Appendix, p. 265 : The school was held in a room, part of a dwelling-house; the room was so small that a great many of the scholars were obliged to go into the room above, which they reached by means of a ladder, through a hole in the loft; the room was lighted by one small glazed window, half of which was patched up with boards ; it was altogether a wretched place ; the furniture consisted of one table, in a miserable condition, and a few broken benches ; the floor was in a very bad state, there being several large holes in it, some of them nearly half a foot deep; the room was so dark that the few children whom I heard read were obliged to go to the door, and open it, to have sufficient light. ; Is ventilation essential to health, and space to discipline and method ? Ibid., p. 238 : This school is held in the mistress's house. I never shall forget the hot, sickening smell, which struck me on opening the door of that low dark room, in which 30 girls and 20 boys were huddled together. It more nearly resembled the smell of the engine on board a steamer, such as it is felt by a sea-sick voyager on passing near the funnel. Exaggerated as this may appear, I am writing on the evening of the same day on which I visited the school, and I will vouch for the ac- curacy of what I state. Everything in the room (i. e, a few benches of various heights and sizes, and a couple of tables) was hidden under and overlaid with children. Ibid., p. 281 : '' This school is held in a ruinous hovel of the most squalid and miserable character; the floor is of bare earth, full of deep holes; the windows are all broken; a tattered partition of lath and plaster divides it into two unequal portions; in the larger were a few wretched benches, and a small desk for the master in one corner; in the lesser was an old door, with the hasp still upon it, laid crossways upon two 26 On the State of Education in Wales, benches, about half a yard high, to serve for a writing-desk ! Such of the scholars as write retire in pairs to this part of the room, and kneel on the ground while they write. On the floor was a heap of loose coal, and a litter of straw, paper, arid all kinds of rubbish. The Vicar's son informed me that he had seen 80 children in this hut. In summer the heat of it is said to be suffocating ; and no wonder. Appendix, p. 284 : In the schoolroom, which, at six square feet per child, is calculated to hold 28 scholars, I found 59 present, and 74 on the books : some of the children are drafted off into the master's dwelling-house. Ibid., p. 220 : The school is held in a room over the stable, which is a very small one. The children were much crowded. There was a very comfortable fire in the room on the day of my visit. Some 10 or 12 of the senior boys were obliged to sit in the adjoining chapel, on account of the smallness of the room. The chapel had no fire in it, and was very cold and uncomfortable. Ibid., p. 432 : The schoolroom is part of a dwelling-house, on the ground-floor, and the smell arising from so many children being crammed in such a small room was quite overpowering. There was a large fire in the grate at the time. The window was a small one, and was kept closed. The floor, walls, and the room altogether were in bad repair. I ob- served, after the scholars went out at noon (for there was no seeing anything but children while they were in the room), I square table for the master, 2 long tables for the writers and cipherers, 5 benches, and 1 chair. Ibid., p. 466 : This school is kept upstairs in two rooms of the master's house. There is a door to each room from the landing at the top of the stairs, but the master cannot see all the scholars from one room while they are in the other. He generally sits with the elementary classes. Ibid., p. 405 : The floor was of the bare earth, very uneven and rather damp. There was a fire in an iron stove placed in the middle of the room. The steam which arose from it was quite insufferable, so much so that I was obliged to keep both door and window open to enable me to breathe. The master remarked that it was " bad to a stranger, but nothing to those who were used to it." Ibid., p. 444 : This school is held in the church. I found the master and four little children ensconced in the chancel, amidst a lumber of old tables, benches, and desks, round a three-legged grate full of burning sticks, with no sort of funnel or chimney for the smoke to escape. It made my eyes smart till I was nearly blinded, and kept covering with ashes the paper on which I was writing. How the master and children bore it with so little apparent inconvenience I cannot tell. Ibid., p. 447 : The day-school (which used to be held in private houses) is now Carmarthen, Glarmorgan, and Pembroke. 27 held in an old Independent chapel, no longer used for religious pur- poses, and rented by the master. There was a raised hearth of brick in the room, with a grate on the top, but no chimney. There was a fire of culm burning on it ; the heat and vapour made the room almost insufferable to one coming from the fresh air. Appendix, p. 244 : The floor of the chapel was of earth and lime, very uneven and broken : it contained a few pews, a pulpit, a table, and a couple of desks, with a few benches in use, others being heaped together at one end of the chapel ; there was a grate full of culm* in the middle of the chapel, but no chimney. Is it at any rate desirable to be protected from the weather ? Ibid., p. 281 :- The room in which this school is held is a most miserable hut, not fit to shelter cattle in, as the thatched roof would be anything but proof against bad weather. The master said that he often suffered from the rain ; and there were large quantities of straw inside the roof to shelter in some degree himself and pupils. Ibid., p. 448 (an endowed school) : The boys' free-school was held in a most miserable hovel, lighted by four small windows. The floor was of the bare earth and excessively damp. The door was in a very dilapidated state, and the rain was coming through the thatch when I was in the schoolroom. I am about to enter on one of the most painful subjects of my outbu inquiry. It is a disgusting fact that, out of 692 schools, I found 1 "' 364, or 52-6 per cent., utterly unprovided with privies. But. it is not schools that stand alone in this respect; they are but instances of the general neglect. Here are facts. Ibid., p. 233 : The whole row of houses (part of the main street) in which this school is held, varying in rent from lOl. to 15J. a-year, had not a single, not even a common, privy ; the inhabitants resorted to a hedge-side in a field adjoining at the back, wholly unsheltered from sight. Ibid., p. 304 : The vast majority of houses have no privies; where there is such a thing, it is a mere hole in the ground, with no drainage. This is the case nearly all over Wales ; but in a dense population, the conse- quences of such neglect are more loathsomely and degradingly apparent. I was assured by people whose houses look into fields or open spaces at the back of rows and streets, that persons of every age and sex are constantly to be seen exposed in them. And here is an expedient to supply the deficiency ! Ibid., p. 241 : The school, as usual, possessed no privy, and the master informed * This is the name of the common fuel in Wales, which is anthracite coal made up into balls with clay. It burns without smoke, but with a glowing vapour like charcoal. 28 On the State of Education in Wales, me that the churchyard is generally used by the poor of the town as a privy, few of them possessing at home any convenience of that nature. But, not to pursue such a subject into further details, I will merely add that this disregard of cleanliness and decency is more observable in the purely Welsh than in the Anglicized districts, as any one may see who (to take towns) will compare for him- self the columns of the Parochial Tables headed " Outbuildings " for Merthyr Tydfil, with the same columns for Pembroke Borough and Pater, or (to take rural districts) Castlemartin or Dinas Powis hundreds, with Dewisland, Dungleddy, or Kemess. It is, therefore, one of the many evils which increased intercourse with England, no less, if not 'more rapidly and effectually, than scholastic education, may be expected to remedy. school-room. It appears that at six square feet per child there is school ^iTIcc^m- accommodation for 41,325 scholars, the number at present on the modation. books being 30,910. Considering the quality of the education commonly given, such a fact is not very material, even if the truth were as the figures represent it. But it is not so. We must bear in mind that 51 '8 per cent, of the entire number of schools are private adventure-schools, in the great majority of which the schoolroom is also the dwelling-room, and sometimes the sleeping- room also, of the teacher's family. In these instances the dimensions of the apartment are given from wall to wall. But a great part of the space is necessarily occupied by furniture of an un scholastic character. The available space therefore is much below the present figures. Nevertheless assistance in building is that which is least indispensable. In a country where materials and labour are both cheap, ^buildings are easily raised. The chapels, with which Wales is covered, are proofs that the common people can build enough for themselves, when they feel a sufficient motive for doing so. But the constant expense of maintaining differs from the isolated expense of erecting schools, and the price of a good schoolmaster is not subject to the same local determina- tions of value as bricks and mortar. Furniture In 62 schools only out of 698, or 8-9 per cent, of the number "us. l * taken, have I been able to return the furniture and apparatus as sufficient. Yet I assumed no high standard. If, with a fair amount of whatever books were in use, and of slates, desks, and benches, there was a map and a black board, with a few cards and prints upon the walls, I rated the school as sufficiently supplied ; sometimes, indeed, where there was only one or other, and not all, of these requisites. I was often surprised to notice in schools, otherwise tolerably well maintained and conducted, how little attention had been paid to apparatus. This was particularly the case with several schools in the agricultural (south-eastern) part of Glamorganshire, and the workmen's schools generally. In such schools I had to return the apparatus as insufficient, while Carmarthen, Glamorgan, ami Pembroke. 29 \\iefurniture was comfortable and good. But there was no room for making furniture and apparatus separate considerations in most of the schools throughout the remoter districts, exhibiting, as they did, every form of squalid destitution. I subjoin a few instances, out of many others perhaps more striking. Appendix, p. 260 : The furniture consisted of one desk for the master, two longer ones for the pupils, and a few benches, all in a wretched state of repair. The room was not ceiled. In one corner was a heap of spars, the property of the master, for the purpose of thatching his house. In another place was a heap of culm, emptied out on the middle of the floor. The floor was boarded, but all in holes. Ibid., p. 275 : (1.) The school was held in a miserable room over the stable ; it was lighted by two small glazed windows, and was very low; in one corner was a broken bench, some sacks, and a worn-out basket; another corner was boarded off for storing tiles and mortar belonging to the chapel. The furniture consisted of one small square table for the master, two larger ones for the children, and a few benches, all in a wretched state of repair. There were several panes of glass broken in the windows; in one place paper served the place of glass, and in another a slate, to keep out wind and rain ; the door was also in a very dilapidated condition. On the beams which crossed the room were a ladder and two large poles. (2.) The school was held in a room built in a corner of the churchyard ; it was an open-roofed room ; the floor was of the bare earth, and very uneven ; the room was lighted by two small glazed windows, one-third of each of which was patched up with boards. The furniture con- sisted of a small square table for the master, one square table for the pupils, and seven or eight benches, some of which were in good repair, and others very bad. The biers belonging to the church were placed on the beams which ran across the room. At one end of the room was a heap of coal and some rubbish and a worn-out basket, and on one side was a new door leaning against the wall, and intended for the stable belonging to the church. The door of the schoolroom was in a very bad condition, there being large holes in it, through which cold currents of air were continually flowing. Ibid., p. 279 :- This school is held in a dark miserable den under the town-hall ; the furniture comprised only a few old benches and tables ; in the corner was a litter of broken cups and a bottle ; there was a starling of the master's loose in the room, which, by flying about, greatly disturbed the children during my visit. Ibid., p. 448-9 : In one corner was a heap of culm, in another a bench or two, piled against the wall, and various litter; at the bottom of the room lay a gravestone, on which the master had been chalking the letters which the village mason was to cut as an inscription : on the table lay a jug and pipe. Considering that the mode of furnishing a schoolroom has a 30 On the State of Education in Wales, moral aspect, no less than one of mere convenience, I shall conclude this head with an instance by way of contrast. Appendix, p. 223 : This was the first room in Wales which I had seen wearing a scholastic appearance. It had ahout it the look of being prepared for the business of education. A triple tier of benches occupied one side, desks the other; at the bottom, was a place for fuel; at the top, the mistress's chair and table, and the fireplace. The room was in no great state of completion ; bare walls of rough-hewn stone, an open roof of thatch ; an uneven floor of flags. But there was nothing like squalor or untidiness about the place, nor did it strike me as more rude and rough than befits the severe simplicity of a rustic labourer's life. It is, perhaps, even a great point gained to exhibit the schoolroom to children as a model of what order and attention may effect in decent appearance, with materials not superior to those which they themselves may afterwards command in their own cottages. A schoolroom too elaborately and expensively prepared might be apt to discourage rather than excite imitation. Number of When I adopt such an expression as the "number of children the Hooks, on the books," the latter part of it requires explanation; school- books, in any proper sense of the term, (such as, for instance, those transcribed in Appendix for Pembrokeshire, pp. 440-1,) I rarely found. The common substitute for them, if any, is a memorandum- book in the master's pocket, or perhaps only a scrap of paper in his table-drawer, kept to enter the weekly pence. It is im- possible, however, from such a document, to ascertain, with accuracy, the actual number of children who may properly be considered as attending the school, or, as I have by courtesy termed it, the number on the books. For, in the first place, with the great mass of the children there is nothing like regular attendance. Ibid., p. 239: The children attended by a sort of weekly contract, coming for a week, and staying away for a week, as suited the varying convenience or caprice of the parents ; e. g. I visited the school in what is called the fair-week, during which time the children are wanted for a clay or two at home. Accordingly (I was specially informed that) I saw the school at a number under its average attendance, because it was con- sidered a bad week to pay for, one or two days being to be occupied away from school. Ibid., p. 364-5: The poor could not afford to pay quarterly. It was uncertain both when they could spare either money to send their children to school, or the children themselves to be sent. They would not risk more than weekly contracts. A child would come for a month, and then not again for six weeks. Ibid., p. 243: Philip Davis, aged 14 years, eldest son of a miller, who was occupying a substantial two-story house, and renting 41 acres of land at 401. per annum, had been " seven quarters" in a day-school. Carmarthen, Glamorgan, and Pembroke. 3 1 Appendix, p. 218 (Evidence of David Dames, Esq., and Dr. Dames') : The majority of the day-schools are not kept open more than six out of the twelve months during the winter ; and of the children attending school not more than one-third can be reckoned as attending- regularly. Thus, when the master has written a name down in his book or list, he by no means removes it should the boy answering to it not show himself at school during some months. For all the master knows, the boy may reappear at any time among hispupils. Strictly speaking, with most of the country schools, if the pence were all regularly paid up, the entire records of the school's ex- istence would terminate every Friday night, and commence anew every Monday morning. The list is kept solely as a debtor's and 'creditor's account. Ibid, p. 405-6 : The principal proprietors subscribe 13/. per annum ; and for this sum the master must educate the children of their tenantry without further payment. Besides these he takes 21 pay-scholars. Of these last he keeps a list, but none of the others. The teachers, in general, appeared perfectly helpless when Modeof asked for the number on their books. They had never formed to themselves any such precise idea. The numbers which appear under this title are the results of every species of cross-examination. Sometimes I went over the list, pencil in hand, separately ques- tioning the teacher about each name, and using a discretion as to its admission or not. More frequently, after accounting for the scholars present, I made them repeat the names of those whom they considered to be away. The numbers thus obtained must be modified by a comparison between them and the numbers found present. In 296 day-schools visited, the number on the books has been returned as 15,733, the average attendance as 13,277: the num- ber found present was 10,674. This proportion may be taken to represent the numbers who, occasionally, generally, and at any given time, are receiving instruction during the scholastic year, which, in the country, does not professedly exceed nine, nor practically six, months. I have framed the tables exclusively from the " number on the books," because, in them, it was my object to exhibit all such of the labouring classes as were receiving daily instruction in school at all. But if it be sought to ascertain how many of them are at any given time in attendance, the numbers in the tables must be reduced by at least one-third. But if it was difficult to ascertain the numbers attending schools, still more difficult, I may often say more hopeless, was it to gain any accurate information of the age of the scholars, and their period of attendance. The mode which I always adopted of ascertaining these particulars in the absence of record? was this : I got from each child separately, of those present, the best account which either itself, or the teacher, or its schoolfellows could give of its age 32 On the State of Education in Wales, and the time since which it had first attended that school, without re- gard to interruptions, I then wrote down the names of those said to be absent, and, in like manner, questioned the teacher and scholars respecting them, one by one. Even in this manner I do not pretend to have arrived at accuracy. The children frequently did not know their own ages, and of time, in general, had still vaguer notions. Unless proper records are kept, such statistics cannot be made satisfactory, except upon a very general view. Duration of It appears from Summary No. II., that, of the entire number of s * scholars, 49-8 per cent, have attended school less than one year. Such a statement nakedly made would not convey the truth. I believe that the great bulk of the children, who attend day-schools at all, attend for odd quarters, extending over a considerable period, with long intervals between. But when this desultory attendance is viewed in connexion with the incessant fluctuation which I have already noted in the ex- istence of schools, it naturally results, that the " quarters " are not passed at the same schools, at least not under the same teachers. And it is therefore, I am persuaded, quite true to say, that nearly 50 per cent, of the scholars attending school have attended their present school, or their present teacher, less than one year, sex of It is worth noting the relative proportions of the one sex to the other in the three counties and in England. In Carmarthenshire the number of females exceeds that of males by one-tenth, in Pembrokeshire by one-fifth, in Glamorganshire by one-nineteenth, in England by one-twentieth part (speaking in round numbers.) ancfoTFT ^e disproportion marks in what quarter the adult male labour male Popu- in South Wales is drained off, viz. to the coal and iron districts, Carmarthen- for, if we take the population under 15 years of age, the males are Pembroke- n each county in a majority. shire - But, while the female population is left to preponderate in the Education. r ural nurseries of labour, its educational destitution is com- paratively greater than that of the other sex. Appendix, p. 218 (Evidence of W. Dames, Esq., and Dr. Da- vies) : The labourers have only the common day-schools and Sunday-schools (principally the latter) for both sexes, and exclusively so for the females. The girls whom one sees in country day-schools are almost always daughters of farmers. Homes. The peasant-girls proceed therefore direct from homes and domestic habits like the following to service in a farmhouse. Ibid., p. 243-4 : The floor was of mud ; on the right hand of the door, on entering 1 , ran a partition of wattles so far towards the opposite wall as just to leave room to turn round it into the other division. At the end of the passage thus formed was an old chest, and on turning round the end of the partition a cupboard-bed occupied one whole side of the inner room ; close to it was the hearth ; the remaining furniture consisted of two shapeless stools a few inches high, another of the same sort a little Carmarthen, Glamorgan, and Pembroke. 33 higher, and an old dresser, or something like one. The chimney, which descended from the roof over the hearth, like a bonnet or umbrella, was made of plastered wattles ; a heavy shower must have put the fire out and deluged the hut, the orifice of the chimney was so large. The floor was perfectly hard and dry, though very uneven. The cottage was smoke-dried into a feeling of comfortable warmth. The ceiling, or what came between one's head and the thatch, was some poles laid from wall to wall, and on these poles was strewed a little loose brushwood. Appendix, p. 229 (Evidence of Rev. J. Pugli) : - In their habits the labouring classes are particularly dirty. This arises in great measure, no doubt, from their poverty, and the low rate of wages which, until lately, they have been in the habit of receiving, so that it was quite impossible for them to have decent clothes or convenient houses. Pigs and poultry are frequently allowed to come inside. The flooring is generally bare earth, not even prepared with lime. There are rarely any privies. Neither light nor ventilation is well provided for. There are not usually more than two rooms. Cupboard-beds arc those most commonly used, which are shut up as soon as the occupants quit them, and never opened again until night. The use of linen until lately, either by day or night, was almost unknown ; it is now, however, coming more into fashion among the young people. I also heard from the master of the Union workhouse at Haver- fo I'd west that the paupers were " excessively filthy in their habits." In the farmhouses separation and decency are not better at- Farm service, tended to than must have been the case in such homes, and the natural bar which consanguinity opposes to vice is removed. Ibid., p. 217 (Evidence of John Joknes, Esq.) : Immorality exists between the sexes to a considerable extent, chiefly among farm-servants. The main cause is perhaps the imperfect arrangements in the older farmhouses, which leave the sexes too mucft together, and this even at night. Captain Napier, the Superintendent of Police in Glamorganshire, to whom, by the kindness of the Marquis of Bute, I was introduced, strongly confirmed this statement in a conversation which I had with him, saying that " he had known servants of different sexes put to sleep in the same room." But it is not merely among in- mates of the same farmhouse that evil arises. There are several other causes producing similar effects. Ibid., p. 394 : The system of bundling, or, at any rate, something analogous to it, prevails extensively. The unmarried men-servants in the farms range the country at night, and it is a known and tolerated practice that they are admitted by the women-servants at the houses to which they come. I heard the most revolting anecdotes of the gross and almost bestial indelicacy with which sexu;;l intercourse takes place on these occasions. Ibid., p. 234 (Evidence of Mr. W. Bees) : The farmers connive at young people meeting in their houses after the family has retired to rest. D 34 On the State of Education in Wales, Appendix, p. 282 (Evidence of Messrs. Roberts, Glantowi) : The male farm-servants sleep in the outbuildings, and keep what hours they please : the women ask leave to go out in the evening;, and then the men meet them at the public-houses, of which there are 14 in the town here (among a population of 736), and 8 between here and Llandilo, a distance of 6 miles ; in this way much immorality takes place. Ibid., p. 254 (note of a conversation) : The great number of nightly prayer-meetings and Pwncau schools lead to bad results ; they are places at which lovers agree to meet, and from which they return together at late hours. At these schools young persons of both sexes are congregated together in great numbers and in close contact.* Such are some of the circumstances under which the early life of a Welsh peasant-girl is passed. So far from wondering at. what is said of them, viz. that they are almost universally unchaste, the wonder would be if they were otherwise. Their offences, however, arise rather from the absence of all checks than from the deliberate infringement of them, and betoken therefore much less depravity than the same conduct in persons more favourably situated. Ibid., p. 217 (Evidence of John Johnes, Esq.): In cases where marriage would be out of the question, from the superior rank of the man, the women would not generally listen to proposals of an immoral kind. The first breach of chastity with a woman in the lower class is almost always under a promise of marriage. , Prostitution and conjugal infidelity are nearly unknown among them, and it would appear that household duties of a material nature (whereof several are naturally picked up in the common routine of agricultural employment) are not altogether neglected. Ibid., p. 237 (Mr. David Oiven) : The peasantry are generally very poor, and possess few comforts; but they are economical, and more cleanly than a stranger would think. * My attention has been strongly called to the terms of the above statement, which has been much misunderstood, as though I had intended to assert that immorality between the sexes was the principal result of prayer meetings and Pwncau schools. My intention was, in enumerating some of the temptations to which a Welsh peasant- girl in farm service is subjected, to mention an abuse and excrescence of nightly prayer meetings and Pwncau schools, and not to describe them generally, or to give the result of my opinion concerning them. If for the words " lead to" 1 had written " are not unfrequently accompanied by" I should perhaps better have expressed the par- ticular limitation within which I desired to be understood. The following extract explains the origin of these meetings : " In country districts the Welsh have always been very fond of congregating together at farm-houses or elsewhere for mutual amusement. Some twenty years ago an effort was made" to turn this gregariousness to account. Prayer meetings and schools weie substituted for biddings, cards, and ghost stories. Carmarthen, Glamorgan, and Pembroke. 35 The woman has (he entire management of the house, and this she gene- rally does well ; she can generally sew and knit, and is very industrious. But families like these are ill prepared for the change of life to Homes in which the mining districts expose them on their immigration. Ma"!"?ctur- At the top of a valley, forming a cul-de-sac, suppose some 5000 ing (listricts ' or 6000 people collected, and nearly cut off from the rest of the i world. This is their domestic economy. Appendix, pp. 304 and 351 : The works have increased faster than adequate accommodation for those employed in them could be provided. The houses are all over- crowded. They are commonly of two stories, and comprise four or five rooms; the fifth room, however (where there is one), is seldom more than a pantry. The average of inhabitants is said to be nearly 12 to each house : I entered upwards of a dozen at random, and found the avenige to be quite as great as this. The houses are often in the hands of middlemen; in such cases the rents are usually higher than when they belong to the company. Rent ranges from 81. to 101. per annum. The tenant makes it up by the payments of his lodgers. The cottages are expensively furnished. They contain, almost all of them, a handsome chest of drawers. On this usually rests a large and well-bound Bible. The latter is considered an article of furniture essential to respect- ability ; but a less costly Bible, if any, is kept for use. I saw everywhere coloured prints on the walls in considerable quantity. They usually represent scenes from scriptural history, courtships, or marriages the marriage of Her Majesty and Prince Albert appears to be an especial favourite. The workmen and their families eat and drink to excess; their cookery being at the same time of the most wasteful and greasy description. The principal meal is that taken in the evening, after work-hours, and called tea. Large quantities of meat and rolls swimming in melted butter are eaten. The men come from work somewhere about six in the evening, but it is a general practice with the women to have tea as early as four or five. For this meal they resort very much to one another's houses, and it is the occasion of all sorts of gossip and tattling. When the husband comes home he does not find a meal ready for him, with his family to share it.; he is therefore the more ready to resort to the public-house. " If ever I do marry," said a collier, " I will marry a cook, for she will have something ready for me when I do come from work;" implying that such a person was not to be found among the females of his own. class. Evidence respecting the mining and manufacturing populations (Rev. John Griffith, Vicar of Abevdare), p. 489 : Nothing can be lower, I would say more degrading, than the character in which the women stand relative to the men. The men and the women, married as well as single, live in the same house and sleep in the same room. The men do not hesitate to wash themselves naked before the women ; on the other hand, the women do not hesitate to change their under-garments before the men. Promiscuous intercourse is most common, is thought of as nothing, and the women do not lose caste by it. D 2 36 On the State of Education in Walcs,- Greater amount of Female Education in Glamor- ganshire. Age. The following extract from the Parochial Summary shows a considerable difference between Glamorganshire and the other two counties in the relative number of females to males who are said to be attending day-schools: Proportion per cent, of Day-Scholars to the Population of each sex respectively. Carmarthen- shire. Glamorgan- shire. Pembroke- shire. 8-6 4-9 9-5 8-8 11-6 6-4 Females The greater equality between the male and female scholars in Glamorganshire is in part accounted for by the greater number of dame-schools. The parochial schools in the south-eastern part of that county are generally of this description. Carmarthen- shire. Glamorgan- shire. Pembroke- shire. Total number of day-schools Dame-schools .... 179 46 327 173 206 72 It appears from Summary No. III., that in all three comities more than half the scholars are between 5 and 10 years of age. It will be observed, however, that in Glamorganshire the per-cent- age of those under 5 years of age considerably exceeds, and of those over 10 years of age considerably falls short of, that in the other two counties. This is no "more than was to be expected, because in Glamorganshire labour very soon becomes valuable (a boy of 1 1 or 12 can earn from 5s. to 7s. per week), and manu- facturing employment is not suspended by the vicissitudes of the seasons, so as to afford more leisure at one time of the year than at another for older persons to go to school again. If would there- fore appear, that, so far as any desire is manifested by the poor themselves to extend the period of education, the inclination in the rural districts is to continue it longer, and in the manufacturing to commence it. sooner, than at present. Such indications are in- stinctive announcements in what manner these classes can most conveniently, and therefore will most readily, co-operate with ex- trinsic efforts to educate them. Infant-schools ought to bear a much larger proportion to day-schools in the manufacturino- than 1 ! in the rural districts. In connexion with this question of consulting the convenience of the population to be educated, though otherwise out of place here, Carmarthen, Glamorgan, and Pembroke. 37 I would mention the policy of changing the present school-hours in the manufacturing districts. Appendix, p. 331 : The master complained that the children could not come early in the morning, because they had to take their parents' breakfast to the works. Ibid., p. 375 : Attendance in the morning is late. The working-people go to work before breakfast, and breakfast at nine. The children either remain to breakfast at this hour at home, or are engaged in carrying breakfast to their parents at the works. Ibid., p. 336 : At 20 minutes past 9 I found only 10 children present. There is nothing like early attendance at school in this neighbourhood. School does not really begin before half-past 9, or even nearer 10. The reason is, because 9 is the workmen's, and therefore each family's, breakfast- hour ; for whether or not the man comes home to take it, or it is taken (o him, the meal is prepared at that hour. It would be much better to have the children in from 8, or earlier, till 9, and then again at 10, making three divisions of the school-time in each day, as is done in superior schools, instead of only two. In such localities the scholars are all living close to the school. The number of those living more than a mile and a Scholars half off, in Glamorganshire, is only 6'8 per cent, of the entire num- tl ber; while in Carmarthenshire it is 15*3, and in Pembrokeshire fromschoolt 12 3 per cent. This fact also marks the peculiar adaptation of infant-schools for a manufacturing population. The distance at which the scholars live from school is a most serious consideration everywhere, but more especially in the rural parts of such counties as those which I visited, where the principal attendance is in the winter months, and the roads too frequently such as appear in the following extracts. Ibid., p. 224 :- The day-school at Ffald y brenin is approached from the north side of the turnpike-road between Llandovery and Lampeter by a mile or two of the worst conceivable lanes, crossed by unbridged streams, which, at the time of my visit, the tempestuous rain of the previous day had swollen so that they were almost impassable. This day-school merits particular attention because, at the time of my visit, it was the only one (except the wretched dame-school at Pont ar Twich) for all that norih-we^t corner of Carmarthenshire which is comprised in the parishes of Cayo, Llanycrwys, and Pencaireg ; the extent of which may be seen by a glance at the map. "With regard to the parish roads in this district, they are little better than brook-channels, and in winter are regularly traversed by streams. I walked a considerable way along such a path in passing from the hamlet of Ffuld y brenin to the house of the Rev. Rees Jones, the Independent minister. The road from Ffald y brenin to Ysgardavye, 38 On the State of Education in Wales, six miles across the hills, where there is a Sunday-school, was (they told me) still worse ; and. I can say as much for the hill-road between Pumsaint and Cayo village. It is positively not safe tor very young children to traverse these roads in bad weather, such as usually prevails in mountainous tracts during winter. Appendix, p. 241 : The free-school is intended for the benefit of the parishes of Llansa- dwrn and Llamvrda, and the master or mistress is to be chosen " not by both parishes, but by a vestry of the parish of Llansadwrn" But in order to give those parishioners of Llansadwrn who reside in the village due benefit from the foundation during the bad weather of winter, it is necessary that the direct road between Llansadwrn village and the schoolhouse should be repaired. Among the many bad roads which I had to travel over in Wales I found this one of the very worst. It was raining heavily on the day of my visit, and in one part the road was crossed by a rapid stream, then two feet deep. There was only a plank-bridge across it. The only other way is two or three miles round. By the direct way no child, on the day I saw it, could have safely come. But perhaps the question of distance presents itself under its most difficult aspect in such tracts as the upper parts of Carmar- thenshire and Pembrokeshire, where the population is too scat- tered for their children to be gathered into one school, and too poor to maintain several schools. The cottages lie far apart, and are doited down in remote corners. There can hardly be said to be roads between them ; mere tracks over stony or marshy hill-sides. If the children get to school at all, it can only be once in the day, and then they are either kept at work for too great a number of hours together, or else they receive only half their proper time of intruction. Ibid., p. 255: The master told me that he did not give the children any play time at noon at present, for he had made it a rule to have only one yoking a-day in the winter. Again, Ibid., p. 450 : The mistress said that poverty prevented many from sending their children to school, as they had nothing to send with them for dinner. I then inquired, and seven said that their parents had no bread to give them that morning to come to school, consequently they were obliged to go home to have gruel, and, owing to the distance many of them had to walk, could not return in the afternoon. With a view to such neighbourhoods, the Vicar of Llauelly (Appendix, p. 1) proposed to have One large and well-built central school, with a number of schools of ease, raised in a less costly manner, connected with it. The metropolitan and branch schools all to be under one master, and the latter directed by pupil-teachers. Perhaps nothing short of boarding-schools could meet such cases. Carmarthen, Glamorgan, and Pembroke. 39 I found an important charity at Haverfordwesl (Taskei-'s, C. C. R., p. 714), in one of the trusts whereof something ot this nature seemed to be contemplated, although the foundation is administered only as a day-school. It runs, " And out of the same (rents and profits) to build an almshouse for the maintenance of poor children of both sexes." The distance of schools, however, might too often be more justly described as the utter absence of them. Take such cases as the following. Appendix, p, 242 : Out of 25 parishes in Derllys hundred, with a population of 15,793, I found no less than 12 parishes, with a population of 4255, i. e. more than one-fourth of the whole, utterly unprovided with day -schools at all. For the quality of those schools which exist I must refer to the Reports, which, however, fail, in general, to convey the idea of utter inefficiency which would be collected from a sight of the schooJs. The district which lies between Carmarthen and Llanstephan, a dis- tance of not less than eight or nine miles, is peculiarly destitute, there not being a single day-school within two miles of the road between those places, except the wretched one at Berllan Newydd. I found the conterminous parishes of Cilymaenllwyd, Egremont, Llangan, Llanglydwen, and Llandissilio without a single day-school among them. These parishes lie, for the most part, between Narbeth, in Pembrokeshire, and the eastern end of the Precelly Mountain, which nearly divides Pembrokeshire from E. to "W. Nor are matters much better in the English district. There is no school between St. Clear's and Laugharne, a distance of five miles. The town of Laugharne is fairly off for schools, but all to the west of it, south of Llandowror and the mail-road, I did not find another day-school in operation throughout the area occupied by the parishes cf Llandawke, Llansadwrnen, Eglwys Cymin, Cyffic, Marros, and Pendine j except only Barriett's, which is principally for the children of farmers, and old Mary Rees's at Pendine, in which I found three scholars. Ibid., p. 394 (Dewisland hundred) : This district embraces the north-west quarter of Pembrokeshire. Out of 21 parishes, containing an aggregate population of 10,840, no less than 12 parishes, containing a population of 2392, are utterly unprovided with day-schools at all ; 13 parishes, containing a population of 3401, sire without a resident clergyman ; and 11 parishes, containing a popu- lation of 2462, are without either a day-school or a resident clergyman. Ibid., p. 406 (Kemess hundred) : This district includes all the northern coast of Pembrokeshire from Fishguard to Cardigan, and extends some miles to the south of the Precelly Mountain. On the south and west it is bounded by the hundreds of Dungleddy and Dewisland, and on the east by that of Kilgerran. It is quite as badly off for education as Dewisland. Of its 26 parishes, containing a population of 15,559, no less than 13 parishes, containing a population of 2652, are without a day-school at all ; 14 parishes, containing a population of 3773, are without a resident 40 On the State of Education in Wales, clergyman ; and 12 parishes, containing a population of 2386, are without either a day-school or a resident clergyman. In the whole of the country between Fishguard and Dinason the north, and the Precelly Mountain on the south, there is no day-school. Appendix, p. 417 (fKilgerran hundred) : This district includes the N.E. corner of the county. There are fair schools in Manordivey and Kilgerran in the upper part of it by the Teifi, where there are several resident proprietors, who maintain these two schools. But, out of 9 parishes in the hundred, containing a population of 5211, no less than 5 parishes, containing a population of 2458, are without a day-school at all ; 6 parishes, containing a popula- tion of 2548, are without a resident clergyman; and 4 parishes, con- taining a population of 2115, are without either a. day-school or a resident clergyman. Ibid., p. 421 (Narbertli hundred) : This district comprises the S.E. corner of the county, being bounded on the N. by the hundred of Dungleddy, on the S. by that of Castle- martin, on the E. by Carmarthenshire, and on the W. by the aestnary of the Cleddau, which, lower down, forms Milford Haven. The best schools in it are those at Narbeth and Tavernspite on the north, and at Redberth, Carew, and Jeffreyston on the south. The intermediate district is miserably provided with schools, having for the most part none, or as good as none. If a right line be drawn on the map from Narberth to Pembroke or Pater, as the chord of an arc formed by the south bank of the Cleddau, in the whole of this district (including the parishes of Newlon North, Minwear, Martel Tewi, Coedcamlas, Lawrenny, Cosheston, and Nash-cum-Upton, with a population of 2151) I did not find a single day-school, except the three miserable schools reported in the parish of Martel Tewi. The common mode of teaching which I found in country school, was for such children as could read the Bible and Testament to read in two classes, viz. a Bible class (the senior) and a Testament class (the junior). All the rest had to be taught individually. So, indeed, had the whole school, except in the foregoing lessons. Such an arrangement is purely matter of necessity. Class-teaching implies at least uniformity of books among the classfellows, to say nothing of apparatus. Bibles or Testaments (being the cheapest, books printed, as well as the most popular and generally coveted) are the only instances of such uniformity. Each child probably brings to school a different primer, if any. On this point I quote the opinions of schoolmasters. Ibid., p. 236: One of the great difficulties I labour under in teaching is the want of proper books : the children bring such as their parents choose to pro- vide, and these are often old works wholly unsuited for the purpose. Ibid., p. 245: Each child brings his own book to school, just such as his father has got for him ; this makes it impossible to teach them in classes. They only bring the common books which we had 20 years and longer Carmarthen, Glamorgan, and Pembroke. 41 ago: this, however, is more the effect of poverty than anything else. I never ask for other books where I know the parents' circumstances to be bad ; I go on as well as I can, according to the means. Appendix, p. 335: It is quite out of the question to adopt any regular system of education here at present. Parents will not furnish their children with proper school-books. Now, when it is considered (Summary No. V.) that only in 135 out of 698 schools is the teacher assisted by monitors ; that, in the remaining 563, the average of scholars to each teacher is 30; that, out of the children found present in day-schools, the proportion of those reading the Scriptures to the rest was 42'7 per cent., leaving, on an average, besides the Bible and Testament classes, some 18 children per school for a single teacher to flit among 1 , from one to the other, as he best can ; when all these points are brought into one view, some idea of the organic and essential inefficiency of such schools may be formed, quite apart from the demerits of individual teachers. The Dav-school Schedules contained columns to ascertain the number of hours professed to be devoted to each subject of instruc- tion. I gave up this part of the inquiry after a very short time, as hopeless in the common schools. The quaint answer which I received from a schoolmaster, in reply to my questions on this head, may be held to represent the general state of country schools : " You see, Sir, when I reads 'cm hard, I spells 'em less, and contrariwise, just as they pleases me." In respect of books, the workmen's schools are superior to most others, because it does not. rest with each individual to provide books for his own child. Volumes from Chambers's Series are very generally used in these schools. The nearly exclusive use of the Scriptures as a reading-book I Subjects of have just mentioned under the head of ook is the Testament or spelling-book. The Testament is used simply as a reading-book, and that because it is the cheapest: no explanation is given of it. Ibid., p. 238 (Evidence of Mr. David Owen) : To give religious instruction never enters into the head of a man setting up a private day-school; the parents would object to it. Now, private day-schools make more than half of the whole number of schools. I usually found the text regarded, after it had been read, as nothing more than a repertory of words to spell, and for which to ask the Welsh equivalents. Where more was attempted, only two modes of questioning were generally in use. Of these, one con- sisted in putting each verse that had been read into an interrogative form, as many times over as it contained words, verbatim, excepting the particular word which answers each question; e.g., if the words read had been " Jesus went up into a mountain to pray," the questions would be, " Wlio went up into a mountain? What did Jesus go up into? How did Jesus go to the mountain? For what did Jesus go up into the mountain?" The boy hears the question, then looks at the verse, and, finding all the words of the question in the words of the verse, except one, he knows by habit that this one is the word which he is intended to repeat in answer. The other mode of interrogation is, at once to abandon the passage read, and to ask a number of questions, which have no connexion with the passage or with one another, and to which the children know the answers (commonly a single word) by rote, if at all. For instance (Appendix, pp. 4. 7 7-8) : I heard the first class read from the 12th chapter of the Second Book of Samuel. I asked the master to question the children upon it as he usually did; whereupon he asked, " Who was Jesus Christ?" "Where was he buried ?" He then did not seem inclined to go on. Ibid., pp. 265-6 : I heard 13 boys read from the 12th chapter of Jeremiah; they could all read with moderate ease; the master asked the following questions, in the two first referring to the passage read, and then digressing : Righteous art thou who is that ? The Lord. W r hat do you mean by 48 On the State of Education in Wales, " ofihy judgments ?" Question was not understood, but tlie boys gave the Welsh word for judgments. "Who made the world ? God. In what space of time did God made the world ? In six days. What did he do on the seventh day ? Rested and hallowed it. Who was Christ ? The Son of God. Who was his mother ? The Virgin Mary. How many persons are there in the Godhead? Three (naming them). Who is the Redeemer of God's elect ? Jesus Christ. What did Jesus Christ done for sinners ? Died for them. Which day did he rise from the dead? The third. When did he gone then to heaven? No answer. The old man repeated the word " well " before putting each question, and at this point seemed inclined to begin his circle of exa- mination afresh, asking, Who made the world? I have recorded the questions as they occurred, seriatim and verbatim. It is thus a tolerably safe guess with the children that the answer to nine out of every ten questions which they are ever asked, in connexion with their reading-lesson, will be, either God Jesus Christ Bethlehem the Virgin Mary to save sinners or, the devil. Accordingly, they give one or other of these words in reply to all scriptural questions whatsoever. I subjoin a few examples of the absurdities which such modes of instruction lead the children to utter, when any attempt is made to examine them in a more rational manner : Appendix, p. 278 : I heard G children read the 3rd chapter of St. Matthew. John the Baptist came to prepare our Lord's way; was called the Baptist, be- cause the kingdom of heaven was at hand because he baptized could not explain the word " baptize" was near a river could not tell the name of the river the name of the river was God. Ibid., p. 291 : Had heard of the apostles ; when asked lohat they loere, the answer was Jesus Christ. Ibid., p. 308 : I heard the 2nd class (7 boys) read St. Matthew ix. indifferently. Could not tell what death Christ died: one answered Bethlehem', another, palsy hung him nailed him on the cross they nailed at. the siime time with him certain of the Scribes. It was evident that the children did not understand a syllable of what I was saying, and that they were looking in the verses read for answers to my questions, lit-ins; used to hear no other questions put to them than the words of each verse read in an interrogative form ; and in this way certain of the Scribes was picked at random from v. 3. Ibid., p. 331 : I heard them (12 boys) read St. John ii. John the Baptist lived in Bethlehem of Judaea; in Jordan (sic); in six waterpots of stone (sic). This answer arose from an effort of the boy who made it to find by re- ference to the chapter some verse which should explain what was asked. The early part of the chapter is about Christ's turning the water into wine ; the boy, not understanding a syllable of it, had lit upon the fore- going words, and gave them in answer to my question hap-liazard. Carmarthen, Glamorgan, and Pembroke. 49 Appendix, p. 336: Two boys of the Bible class were present. They had read straight through the Bible to the Book of Job, which they were just beginning. Q. What is the meaning of " perfect and upright?" When can a man be said to be "perfect and upright?" A. And there were born unto him seven sons and seven daughters. Ibid., pp. 340-1 : I found a class of 5 girls and a monitor reading St. Matthew viii, 22 25, about Jesus calming the tempest. Though all read with ease and kepi the stops, the following answers were given to the following question : What happened to Jesus and his disciples in the ship? A great multitude A man sick of the patsy. Such absurd answers are thus to be accounted for: After listening to this class for a minute or two while they read about the tempest, I passed on to another class ; during my absence they had been reading about Christ's curing the man sick of the palsy in the following chapter. The question and answer I took down verbatim. Such means fail to convey any knowledge of language whatever. What I mean will appear better from two instances which I sub- join, with the remarks which they suggested at the time: - Ibid., p. 327.: When asked to repeat the commandment which tells us to rest on the sabbath, one repeated the tenth ; did not know " what the Ten Com- mandments tell us to do to our father and mother;" repeated the fifth still could not answer this question. I believe that it would be found, on analyzing one of these cases of apparently hopeless stupidity down to the bottom, that it has its root in an ignorance of language (to us almost inconceivable), rather than in feebleness of mental power. In the first place, these children attached no meaning to the word honour ; in the next, they had no conception that the words "to do to our father and mother" were generic, under which something else was to be specified. They repeated the fifth Commandment in connexion with the words "father and mother" merely by an act of associative memory. Ibid., p. 364 : I heard 13 read St. Matthew xxv. " Trimmed their lamps" was read " tormented them lamps." (It should be noted that this is a parish in which no Welsh is spoken.) The Son of Man meant Jesus Christ he will judge the quick and dead did not know the meaning of the quick, nor could give any notion of what it was they had been reading, whether it was a real story or something else ; nor when asked to explain the parable (that of the Ten Virgins), after being told to look for this word in the contents at the head of the chapter, could they tell anything about it. By degrees, when asked each part separately, they said that the bridegroom meant Christ, and they contrived to puzzle our. some glimmering of what the rest meant. The name of the nation who crucified our Lord was Golgotha. Such an answer as this merely proves that they did not know the meaning of the word nation. It may be remarked generally that the absurd answers given by children arise 50 On tlie State of Education in Wales, not from their inability to distinguish ideas, but their ignorance of words. These boys knew well enough the real difference between a person and a place. Not one of them would have said that " Oyster- mouth* had boxed Tom Jones's ears," because in this instance they would know what Oystermo^lth and Tom Jones meant. In rather less than one-fourth of the schools in which religious instruction is professed to be given is it conducted by any other person than the master or mistress of the school. By the word " conducted," I mean something more than occasional visits and formal examinations. There is no part of school instruction in which the personal intervention of patrons or visitors is capable of being more beneficial. It offers the best, perhaps the only, chance of giving to the children of the poor those benefits which result from good society. In learning the highest principles of manners, they learn manners themselves from this kind of lesson, in a way which no mere teacher's teaching can convey. I was always struck with the different bearing of the children who enjoyed this advantage as compared with others who did not. This interven- tion becomes more necessary as schools grow more active, and children, without some such counterbalance, have a greater tendency to turn out vulgar and flippant than they had before to remain sheepish and rude. The schools at Talliaris (Appendix, pp. 231-2), Porthkerry (p. 322), Redberth (p. 436), and Uzmastou (p. 404) made a strong impression upon my mind in this respect.f The only points of religious teaching which struck me as being generally impressed upon the children's minds were the duty of keeping holy the Sabbath-day, and that the wicked would be cast into \\e\\-fire. The Sunday-schools in connexion with the Church are of a totally different description from those which I have already mentioned. As places of religious instructions/or the young they appeared to me to be generally far better conducted than the chapel schools; it was made more exclusively their business. Where a Church Sunday-school existed, the clergyman usually took part in it personally, and the voluntary teachers would be of a superior class. One of the Church Sunday-schools with the constitution of which I was most pleased was that at Penmark (Appendix, p. 321) : The teachers are, the incumbent and his wife, the squire and his wife, the master of the day-school in the village (now nearly confined to boys), and the mistress of the girls' school at Fonmon. The senior class of boys repeated two verses of the Psalms and the Collect for the day. They read the Epistle and Gospel. I may remark here that the cards of the Sunday-school Union are only an imitation of what is already provided in this part of our Liturgy, which seems to me the most appropriate exercise for a Church Sunday-school. * The name of the village in which the school lay. f See " Extracts from the Appendix," pp. 178-183 of this volume. Carmarthen, Glamorgan, and Pembroke. 51 A similar school, which an accident prevented my visiting, is described, Appendix, p. 390.* To these I may add Redberth (ibid., p. 437) and Porthkerry (ibid., p. 322). In nearly 60 per cent, of the schools no visitation is made. It visitation. may be said that this is not peculiar to schools for the poor. The case, however, of such schools differs essentially in this respect from schools for the upper classes. The scholars' parents are, in a great measure, visitors of these latter schools, at least over the material arrangements of them. Parents of the labouring class rarely go near the school in which their children are being instructed, or, if they do, come with no higher standard than that of their own homes. The Rev. John Allen, Her Majesty's Inspector, having visited in 1845 many endowed schools in two of the counties (Car- marthenshire and Pembrokeshire) assigned to rne, I have returned all such schools as " visited by an Inspector ;" although, not being aided by Government, they cannot be considered as liable to this visitation in the same sense as l.o that of their committee, trustees, governors, or guardians. I have done the same by Mrs. Bevan's schools, which are visited by an Inspector of their own. Generally, it is visitation when actually made, and not the right of visitation, which I have recorded. The process of instruction is conducted entirely with English Language books. It is, therefore, important to mark the districts in the tion! str counties assigned to me within which the English language may be considered as the mother-tongue of the people. These districts may be roughly described as lying to the south of the London mail-road, i. e. the entire southern coast-line and the depth of a few miles behind it, from Cardiff to the coast of the Irish sea, with the exception of the interval between Swansea and St. dear's, where the south-east corner of Carmarthenshire reaches down to the British Channel. Throughout the rest of my district, especially in those quarters which are both inland and rural, although persons keeping shops or engaged in trade, and individuals here and there, more frequently than some years ago, may understand English, yet there is no general and popular acquaintance with it beyond a few words and sentences for the commonest things and occasions. Into such quarters as these latter the indirect means of diffusing a knowledge of English scarcely penetrate. The Sunday-schools in nowise conduce to such an end.-f 38 per cent, of them are con- ducted in Welsh only, and 36'4 per cent, in both languages. In the latter, however (excepting the Church schools), the English class is generally very small, being composed either of those children who are going to a day-school, and whose parents object to * See " Extracts from the Appendix," pp. 183-185 of this volume. Redberth and Porthkerry Sunday-schools are included in the extracts last referred to. t See " Extracts from the Appendix," pp. 185, 186, of this volume. E 2 52 On the State of Education in Wales, their being taught Welsh on Sundays (Appendix, p. 215), or else of those adults who are not of the labouring class (ibid., p. 246). It would be impossible to exaggerate the difficulties which this diversity between the language in which the school-books are written and the mother-tongue of the children presents. In pro- portion as the teacher adheres to English, he does not get beyond the child's ears ; in proportion as he employs Welsh, he appears to be superseding the most important part of the child's instruction. How and where to draw the line how to convey the principles of knowledge through the only medium in which the child can apprehend them, yet to leave them impressed upon its mind in other terms, and under other forms how to employ the old tongue as a scaffolding, yet to leave, if possible, no trace of it in the finished building, but to have it, if not lost, at least stowed away all this presupposes a teacher so thoroughly master of the subjects which he is going to teach, and also of two languages most dissimilar in genius and idiom, that he can indifferently represent his matter with equal clearness in one as in the other. No teachers less gifted could deal effectually with the existing state of things. How far the present teachers are likely to be such persons will appear in the sequel of my Report. So far as the Welsh peasantry interest themselves at all in the daily instruction of their children, they are everywhere anxious for them to be taught English. Appendix, p. 229 (Evidence of the Rev. J. Pugh} : Still, amidst so Iowa standard of morality, and such squalid poverty, there is a very general feeling that some degree of instruction would enable them to better their condition. This appears principally in their eagerness for their children to learn English ; e. g. in my school I have the elder children taught to read their Bibles in Welsh (being their mother- tongue), as well as in English. Parents, however, have objected that " their children can learn Welsh at home." In the same neighbourhood I heard a small farmer myself say that " he would sooner pay twice as much to an English master who knew no Welsh:' (Ibid., p. 230.) On the other hand, there is no inconsiderable nor uninfluential number of the clergy, both Established and Dissenting, who would have Welsh still popularly taught, and not simply employed in teaching. The common arguments used are, that Welsh should be the language of sacred, as English of secular things, in Wales, because it would always be impossible to make religious truths so generally acceptable in any other form ; that a man who understands two languages is ipso facto a better educated man than he who understands only one ; that the Welsh language is not contaminated by an infidel or licentious literature. It is not within my province to argue these points. I shall only remark of the last, that it might be a reason why Welsh should be the sole, but hardly why it should be a concurrent, language of the country. Carmarthen, Glamorgan, and Pembroke. 53 In the present, day-schools the teachers are often most inade- quately acquainted with English themselves, and employ Welsh for all colloquial or explanatory purposes (if any). No specific attempt is made to teach English. The children are left to pick it up as they best can, in their progress from the alphabet to the Bible. The teacher asks them to spell the English words, and to give the Welsh equivalents for each severally, but not sentence for sentence. Hence, children are constantly found, who can read whole chapters with comparative fluency, and give the Welsh for single words, yet have not the remotest idea of what they have been reading about. The instances just now quoted, under the head of " Religious Instruction," are equally applicable in this point of view. The schools in which a knowledge of English could be the most readily acquired were situated in localities where they were not the sole means of its dissemination. The best mode of teaching it which I met with was in the schools attached to the Venalt Works. Appendix, p. 342 : A lesson is taken from Book No. 2 of the Borough Road. The class is taught to translate this, clause by clause, into Welsh. It is, as one may say, the Hamiltonian system, applied viva voce instead of by interlinear printing. They are a long time in getting up a single lesson in this manner the master told me nearly a week, but it is got up well. Six boys and three girls, whom I had up, could give English for Welsh, and Welsh for English, whether one proposed to them words or clauses, in the lessons they had done. I pointed silently to words or sentences in the book, which the master proposed in Welsh, and they gave in reply the English to which I had pointed. The present average age of teachers is upwards of 40 years ; Teachers : that at which they commenced their vocation upwards of 30 ; the traTnin|!'pre number trained is 12' 5 per cent, of the whole ascertained number ; p^onTank the average period of training is 7'30 months; the average Pf^ 1 con " income is 227. 10s. 9c?. per annum; besides which, 16' 1 per cent, have a house rent-free. Before adopting their present profession, 6 had been assistants in school, 3 attorneys' clerks, 1 attorney's clerk and sheriff's officer, 1 apprentice to an ironmonger, 1 assistant to a draper, 1 agent, 1 artilleryman, 1 articled clerk, 2 accountants, 1 auctioneer's clerk, 1 actuary in a savings-bank, 3 bookbinders, 1 butler, 1 barber, 1 blacksmith, 4 bonnetmakers, 2 booksellers, 1 bookkeeper, 15 commercial clerks, 3 colliers, 1 cordwainer, 7 carpenters, 1 compositor, 1 copyist, 3 cabinetmakers, 3 cooks, 1 corndealer, 3 druggists, 42 milliners, 20 domestic servants, 10 drapers, 4 excisemen, Gl farmers, 25 farm-servants, 1 farm- bailiff, 1 fisherman, 2 governesses, 7 grocers, 1 glover, 1 gardener, 177 at home or in school, 1 herald-chaser, 4 housekeepers, 2 hatters, 1 helper in a stable, 8 hucksters or shopkeepers, 1 iron- roller, 6 joiners, 1 knitter, 13 labourers, 4 laundresses, 1 lirne- burner, 1 lay-vicar, 5 ladies' maids, 1 lieutenant R.N., 2 land.- 54 On the State of Education in Wales, surveyors, 22 mariners, 1 millwright, 108 married women,* 7 ministers, 1 mechanic, 1 miner, 2 mineral agents, 5 masons, 1 mate, 1 maltster, 1 militia-man, 1 musician, 1 musical-wire- drawer, 2 nursery-maids, 1 night-schoolmaster, I publican's wife (separated from her husband), 2 preparing for the Church, 1 policeman, 1 pedler, 1 publican, 1 potter, 1 purser's steward, 1 planter, 2 private tutors, 1 quarryman, 1 reed-thatcher, 28 sempstresses, 1 second master R.N., 4 soldiers, 14 shoemakers, 2 machine-weighers, 1 stone-cutter, 1 sergeant of marines, 1 sawyer, 1 surgeon, 1 ship's cook, 7 tailors, 1 tailor and marine, 1 tiler, 17 widows, 4 weavers, and 60 unascertained, or having had no previous occupation. In connexion with the vocation of teacher, 2 follow that of assistant-overseer of roads, 6 are assistant-overseers of the poor, 1 accountant, 1 assistant parish-clerk, 1 bookbinder, 1 broom and clog maker, 4 bonnet makers, 1 sells Berlin wool, 2 are cow- keepers, 3 collectors of taxes, 1 drover (in summer), 12 dress- makers, 1 druggist, 1 farmer, 4 grocers, 3 hucksters or shop- keepers, 1 inspector of weights and measures, 1 knitter, 2 land- surveyors (one of them is also a stone-cutter), 2 lodging-house keepers, 1 librarian to a mechanics' institute, 16 ministers, 1 master of a workhouse, 1 matron of a lying-in hospital, 3 mat- makers, 13 preachers, 18 parish or vestry clerks (uniting in some instances the office of sexton), 1 printer and engraver, 1 porter, barber, and layer-out of the dead in a workhouse, 4 publicans, 1 registrar of marriages, 11 sempstresses, 1 shopman (on Saturdays), 8 secretaries to benefit-societies, 1 sexton, 2 shoemakers, 1 tailor, 1 teacher of modern languages, 1 turnpike-man, 1 tobacconist, 1 writing-master in a grammar-school, and 9 are in receipt of parochial relief. I must explain that I have taken the words "trained at a model-school " in the widest sense, i. e. I have considered every school to be a model-school which a teacher has visited, for how- ever short a period, to see how it was conducted. The only schools falling under my observation to which the words " normal " or " model " could, according to their common acceptation, be applied with propriety, are Mrs. Bevan's Central school at Newport, Pembrokeshire, and the Normal school at Brecon (not in my district). The latter I visited in conjunction with my colleague Mr. Symons, and I have added some remarks upon it to his Report. Besides, however, these two institutions, I found here and there some scattered traces of approach to a quasi-Normal process ; i. e., certain schools resorted to rather than others by persons intending to undertake the business of instruction such as * A considerable part of this number had begun to keep school on the death of their husbands, and were widows when their schools were visited. The rest were keeping school to assist their husbands in maintaining their households. Carmarthen, Glamorgan, and Pembroke. 55 the Presbyterian College at Carmarthen (Appendix p. 287), and Dr. Davies's at Ffrwd Vale (ibid. pp. 227, 228) ;* to which I may add an instance, which I wish had not been the only one of its kind falling under my notice, from Appendix, p. 404 : The master, besides being trained for six months at the Sanctuary, had been previously instructed for 18 months by the Rev. S. O. Meares. Mr. Meares had given shorter periods of instruction to the masters whom I found at Abergwili and Burton. He considered (and justly) that the parochial clergy might do much in this manner to supplement Normal schools. No observations of mine could heighten the contrast which facts like the above exhibit between the actual and the proper position of a teacher. I found this office almost everywhere one of the least esteemed and worst remunerated one of those vocations which serve as the sinks of all others, and which might be described as guilds of refuge ; for to what other grade can the office of teacher be referred after the foregoing analysis ? Is it credible that, if we took 784 shoemakers, tailors, carpenters, or any other skilled workmen, we should find them (one with another) not to have commenced their calling before 30 years of age ? nor more than 47 '3 per cent, of thenrf who had not previously followed some other calling ? nor more than 1 in every 8 who had served any apprenticeship to it, nor even this 8th man for a period much longer than half a year ? The miserable pittance which they get is irregularly paid. Appendix, p. 252 : He had to make separate bargains with his scholars; some paid weekly, some quarterly, some yearly, all irregularly. He had as much as 30/. owing. He would now take 30/. a-year for his place ; but he would not take 40/. if he were regularly paid. The people who paid the most regularly were the poorest; he had, however, never in his life turned a child from his school ; he always trusted to be paid some time. Take the case of a private school somewhat superior. Ibid., p. 237 : When I first came into this neighbourhood, I attempted to fix my terms at 10s. a-quarter, but I was not able to keep to it, and now I am obliged to make a separate bargain for each child, according to the means and willingness of the parents. Ibid., p. 262 : Her school hardly yielded her Is. per week; she could not get paid by the parents of her pupils. "A great many," said she, "are very poor, and I am poor myself. They owe me money, -some as much as 4*. and 5s., which I shall never get, and which are large sums for me ; * See " Extracts from the Appendix," pp. 186-188 of this volume, f Sc. 6 assistants in school, 2 family tutors, 2 governesses, 177 at home or in school, 108 married women, 17 widows, and 59 unascertaintd = 371. 56 On the State of Education in Wales, others can pay me, but are careless of doing so. I can't sit here teaching for nothing." Appendix, p. 279 : She complained hopelessly and bitterly of the poverty of the place, and expressed her desire, if she had the means, of removing elsewhere. Many of the parents of her scholars were inclined to drive very hard bargains with her. Ibid., p. 460 : The master said that he would rather be a labourer again than keep school if his health allowed him. I was unable to ascertain the annual income and expenditure of schools with completeness, because there were no regular accounts a t hand in the great majority of cases to be consulted. The only point which in a cursory visit I could accurately ascertain was the teacher's income. 1 have therefore, for the most part, taken the teacher's income to represent that of the school. Allowance must be made for the difference between them, which I was unwilling to fill up conjecturally. The error, however, is not so material as might at first sight be supposed, nor does it extend equally to every class of schools. For in private adventure-schools, which (including those held in Dissenting chapels, and parochial schools dependent wholly on school-pence) are upwards of 60 per cent, of the entire number, the teacher's income represents all the money expended, except upon books, which the children provide for themselves. The error lies mainly under the head of subscriptions. But even here it cannot be very great ; for although it appears in the case of a few tolerably efficient, schools,* where the entire ordinary expendi- ture has been given, that the cost of educating each child, over -S e e c I 9 "iJ 3 S ^* t """ fc* Name of School. a> & -S.H 4,73 115 Its V 5 a j*^ c fit |M g| * &i Bel 1*1 1 g 111 111 "5< s.2 CH ~ S = 3 1 E 2 II tliJ il a Si 25^ Counties. 'o . "3 ; ^5 bo 3 g_2 P-I ** <) s -n v tc * e M^ V OJS ? r p- o 2 S rt' d |l S - Is 3o g |?K s 'C~ o SI "co*P< > 2 H < * *5 . . s. rf. Carm arthensh i re 77 16 72 26 9,974 119 13 75 1,380 12 Glamorganshire 125* 53 83 33 18,101 153 7 11 118 1,364 6 Pembrokeshire 140 58 85 34 17,418 129 5 135 255 4 The three Counties 342 127 240 93 45,493f 133 4 328 1,068 6 Particular Hundreds. Castlemartin 14 6 8 4 2,095 174 11 8 1-2 329 Dewisland 21 4 17 4 2,068 98 9 fi 21 516 Kemess 26 10 16 6 2,621 100 18 5 26 598 Dinas Powis 25 20 5 9 3,439 143 5 10 24 137 Caerphilly 6 2 7 3 1,542 385 10 4 7,526 Miskin . 7 g 7 2 1,055 150 14 3 6 2,341 Llangefelach 3 5 ''( 497 165 13 4 3 5,194 The poor provision which the Church offers to an educated man, and the necessity of ordaining those only for the great majo- rity of parishes who understand the Welsh language, are facts which bear powerfully upon the education of the country. A large proportion of the Welsh clergy complete their education exclusively in Wales. The licensed grammar-schools, from which they were formerly ordained, have been superseded for St. David's College, Lampeter. Still, so far as daily education has hitherto been supported by voluntary payments, this has been mostly in connexion with the Church. For, putting aside 31*1 per cent, of the day-scholars as belonging to private adventure-schools, and 10 '9 per cent, for children in Union workhouse and workmen's schools, there remain 39 '9 per cent, of the day-scholars in connexion, and 18' 1 per cent, not in connexion, with the Church. In the latter case, little more has hitherto been contributed than the use of chapels for schoolrooms. Beyond this assistance, the denominational schools might for the most part be considered as private adventure-schools of a secular character, excepting that the common reading-book is the Bible In no single instance, save the Wesleyan schools at Cardiff, did I find any denominational Cate.chism being taught, * Exclusively of Bedwas, Machen, and Michaelston-y-Vedw, the schools of which lie in Monmouthshire. f Exclusively of 4 sinecure rectories, with an income of 708/., and of 14 parishes, the clerical income of which is not ascertained. Carmarthen, Glamorgan, and Pembroke. 59 or any religious test imposed.* So far as the landed proprietors subscribe at all, it is to the Church schools. There are, however, large tracts in which they neither reside nor subscribe. The want of glebe-houses also causes much non-residence among the clergy, who, in many instances, reside in the nearest town, and thence visit their parishes. At the time of my visit large subscriptions were being raised among the proprietors and clergy, chiefly by the exertions of Sir Thomas Phillips, of Newport, for a common fund to promote popular education in Wales in connexion with the Church of England. The first object agreed upon was the institution of a normal and model school at Carmarthen. The majority of the people, being Dissenters, and greatly attached to their Sunday-schools, have not made all the use which they might even of that gratuitous education which has hitherto been within their reach, because their children have had generally to learn the Church Catechism during the week, and to attend church on Sundays. At the time of my visit there was a very general move throughout their body to procure education for themselves, independently of religious tests. The leaders of the movement had established (not long before) the Normal school at Brecon. "The main agent which I found at work to bring popular education into connexion with this centre, was the Pembrokeshire Educational Committee. This body was composed of persons in the labouring and middle classes. Their leading ideas were, that funds might be found for popular education by combining the middle with the lower classes; but that, in order to interest, the latter in the plan, they must have constitutionally as full voice as the more substantial contributors. In this manner they proposed to correct that indifference to which I have alluded under the head of Visitation, or that stronger feeling which shows itself in cases like the following. v Appendix, p. 289 : The master told me that the poor dislike the idea of a charity-school. Parents will take their children away during prosperous times of the year from gratuitous schools, and pay Id. or 3d. per week for them at inferior schools. They bring them back again when wages are low, or they are out of work, or the markets rise. With regard to religious instruction, the Committee adopted the rule of the British and Foreign School Society. On these princi- ples they were agitating in all directions for the formation of local committees, the collection of subscriptions, and the establishment of schools. In order to exhibit the character of the movement, one of the secretaries, Mr. David Evans, a tradesman of Narberth, kindly undertook to circulate tablesj of the following form for me among the local committees. They were only partially returned, * See " Extracts from the Appendix,'' pp. 189, 190, of this volume. f See Tables on pp. 60-63. On the State of Education in Wales,- PEMBROKESHIRE 8 Rank of Subscribers. Number engaging scribe for Five 1 Name Number Yeomen. Is 1 i e S -H S* : a I d c of of Members Q 2 5; a 3 tt o 3 School, in Farmers. Freeholders 1 X C C &l o. S -tj* and Parishes r^ Committee, V o 4.4 J 5 'S whence Children o aiid Amount c c .5 7. 11 i a 1 are likely to S of c 1 J= ^, d R 1 I C s come. 4 Qualification. a JB * 3 t |< i a " ^ . JB 8 3 O t. "3 S Z S S"d " o 43 'S " .2 *- fc* OB B Is e a S || S ! o ft *J O |g fj iij "So 'be C c 5 ie t 3 11 6 g HI a'" 41 ji *2 o 1 " 1 S*"' 3 5 15 "" * \& 1 Pembroke Sept. 13 63 1 2 3 13 4 17 60 12 1 British School. 18-16. No specific amount re- a. St. Mary, St. Michael, St. quired. Nicholas. 6. St. Mary's Pem- broke Dock British Schools. Yes. 16 6 at I/. ; 10 at 5s. per annum. Prir nu liv cipa mber e.the ly w of w cotta irkm hom gebe en ir poss ingl i the ;ss a .aseh dock-y cottage old, a ird, tlie p in whicl id shopke reater i they epers. 50 25 2o. Nebo. Yes. 34 35 12 8 2 4 4 8 39 24 9 1 Kilymienllw-yd, Being subscribers of os. annually, Llandissilio, and upwards. and Llangly- dwen parishes. 6. Carne. Yes. 15 13 8 6 2 ,, , , 4 ., 18 9 6 .. Being subscribers Begelly, Nar- of 5. annually, berth,and Love- and upwards. ston parishes. c. Llandissilio Yes; 30 38 12 10 4 1 2 t . 9 , . 46 24 6 .. British School. March Being subscribers 1847. of os. annually, Llandissilio, and upwards. Egremont, LTanycefn, and Castle Dvrtan. A Landewy British Nor .3, 33 20 20 6 7 1 1 .. 6 .. 48 12 6 .. School. 1846. e. Narberth British Yes. 14 16 3 4 2 2 1 Ma- 49 1 37 30 10 School. Appointed at gistrate, 1 Soli- the public citor, 2 Dis- Parishes : Nar- meeting. senting Cler- berth, North gymen. and South Cri now. 3 Puncheston . . Yes. 12 30 6 5 2 1 .. ,, .. 20 14 2 .. Farmers. 4a. Pen-y-groes, in Yes. 40 73 8 17 4 12 68 40 6 Non the parish of \Vhitechurch. Being subscribers of not less than . 6s. per annum. Children will There are some probably attend from the pa- Anonymous subscribers ap- rishes of Me- pearing in co- line and Mo- lumn 14 who nachlogddu. are not mem- bers of the committee. . Carmarthen, Glamorgan, and Pembroke. 61 EDUCATIONAL COMMITTEE. to Sub- e Number of Committee, i Years. 1 being c to S g 8 .5 CM tf ^ ;, a 3 1 S Character ! 1 I 0) O 1 1 c 1 lance. S "3 of the Locality, Rate of Wages, Secretary's Signature, Ad- dress, and 1 o ~ cd c >> and Date of Return. 2 Q c . S 's i rf 3 General Remarks. T3 1 1 1 "* a 1 1 i 'S p o M o "o c ? i * h , p I 1 6 1 I 1 1 E O 1 l 1 1 . *. d. . s. 186 3 4 2 3 1 Not No site 150 Not de- . . . William Powell, opened. obtained to 200 cided ,sav 50 Pembroke. 20 Jan. 1847. .. 116 4 4 4 4 .. No. Yes. 300 Not yet settled, Inhabited by the workmen of the Richard Bonni- well, Pembroke 400 sav yard, whose wages Dock. will be re- ~iO~ are from 12*. to 22 Jan. 1847. quired 24s. per week. during the first vear. 200 31 3 No. Yes. jlOO 30 Agricultural. La- Simon John, bourers' wages, Clyngwyn 7. a- week. Farm, near Narberth. 18 Jan. 1847. So -. 8 Yes. Yes. 50 16 William George, High Gate, near Narberth. 16 April, 1847. 1C5 6 24 March, 1847. 80 30 Agricultural. Wages, 7*. per Stephen Wil- liams, Llan- week. dissilio, near Narberth. 3 April, 1847. 200 19 14 To be Old 70 28 Agricultural. \i.2d. Thomas Thomas, opened in the school- room per day. Gwindy, near Narberth. course o fitted up 4 February, 1847. a fort- at Flyn- night. non. ,, ,. 170 1 1 5 4 2 3 % t No. Yes. 70 30 Agricultural. Com- Thomas Davis, posed chiefly of currier, Nar- small mechanics, berth. shop-keepers, and 20 Jan. 1847. beer-shops or small public- houses. .. ,. CO m % 5 5 ( B 2 . No. No. 100 35 Poor. Is. per day, Henry Evans, not and ~,d. with Puncheston, belong- meat. We want near Haverford- ing to a school very west. anv. much. 10 Jan. 1847. ,, .. ! 26 2 32 6 t Yes. Kept in 80 25 Many of our sub- Simon Evans, Theschool- Pen-y- scribers are farm- Independent room is groes servants, and Minister, Pen- paid for school- under-tenants y-groes, Eg- independ- room. who pay small Iwyswrw, near ent of rents and are Cardigan. this sum. day-labourers. 7 January, 1847. We have no resi- dent clergyman in the parish, no squires, and no magistrate. Welsh is the lan- guage of all ; gener.il rate of wages, Is. per day. 62 On the State of Education in Wales, - Pembrokeshire Educational ~ Rank of Subscribers. Number engaging scribe for Five Name Number Yeomen. tC $ e M OJ1-H d = 4 I c of of Members rt S S~3 3 $ o 1 School, in Farmers. Freeholders M pi et C H ^ '-< o 5 whence Children i and Amount d d oi C s jz VI 5*1 V -o d "c .2 J are likely to of a a 3 v ^ w* >. a = U ft q US Z c come. * Qualification. 3* 2 < 3 Ml eo" w & rj : 5 . B i 5-d o u C * II '| I Is S . o c ~* xo < 1 i rt ^ ' 2s a a V ~ C E 1 e l" 1 o ! c c 5j*nn |2:|| 'c o if fl i s S.gg S % tj j* = S H s = a fG 1 6. Antioch. Yes. 23 21 19 5 1 1 2 6 25 13 10 Being subscribers Llanfyrnach, of 5s. annually, Llanfair, and and upwards. Whitechurch. c. Llandilo. Yes. 21 14 15 12 1 1 2 .. 21 16 6 .. Being subscribers Llandilo, Llan- of 5s. per an- golman, and num. Llanycefn. 5a. Congregational Sep. 5 24 12 4 10 6 1 5 .. 3 32 10 2 .. School. 1844. in the last years, but for the fu- St. David's parish ture 32, being subscribers of 4s. per annum. 6. Rhos-y-caerau Yes;in 13 38 12 7 3 2 1 2 52 10 3 Congregational 1844. Being all sub- squires School. scribers of 5s. Llanwnda, St. Nicholas, Ma- annually, and upwards. nor-Owen. On. Miliord and First 20 9 1 2 1 .. 3 62 4 54 19 21 1 Hakin British Schools. week in No fixed qualifi- cation. labourers and 18 minis- .ers ; 4 mecha- nics and manu- factu- Sept. seamen. squires shop- rers. Steynton and Hubberstone. 1846. in wh keepers, ch are co mpre- hended all persons in trade, and all work- men (labourers and seame n exceptf d). 6. Tabernacle or Yes. 8 7 8 2 3 6 18 2 40 4 1 Milford. Being subscribers of5/. Steynton and Hubberstone. Total . . 07 109 98 37 15 28 22 260* 16f 67 310 00 4 * 70 is added to this column for Pembroke Dock. f 5 is added to this column for Pembroke Dock. Carmarthen, Glamorgan, and Pembroke. Committee continued. 63 to Sub- d Number of Committee, i Years.J 13 i being i | 1 to 8 . o e '3 Character 01 HJ ^j Qj & j a 3 of Secretary's h J9 c o t! B the Locality, Signature, 1 P. 2 "o g "5 Rate of Wages, Address, and a O *J 1 B >> and Date of Return. i i o ^ g S 4> o a o" B 1 General Remarks. tf 1 ij 8 o> a I i .Jj c ft _ Q o J-o "o a V 1 a If 1 O I 1 3 V o c i A '? O I S i 1 X 1 ft I . s. d. s 85 17 6 10 12 1 Yes. Yes. 60 16 Mountainous dis- David Thomas, 60 trict. Bwlchclawdd, Eglwyswrw 145 17 6 Pembrokeshire. 22 March, 1847. 60 Building. 120 1 19 1 Yes. Yes. 80 30 Common labourers. William Mel- Is. per day. chior, Llandilo, near Narberth. 1 March, 1S47. 75 Not in- 20 2 2 Sept. 10, 1844. April, 1844. 50 30 David Griffiths, Trelwyd, near cluding St. David's. school- 16 Jan., 1847 pence, nor the sum spent in building two school- rooms. 170 2 11 Yes. Yes. 70 30 Agricultural. David Bateman, Wages, 7s. a-week. Fishguard. 1 March, 1847. List of 1 The 5 4 10 It is Site ob- about 40 The locality is William Thomas, ubscribers rot yet completed; .250 Independ- a school of their repre- senting two con- grega- iopeil,in the autumn. lainedin Fanuary, 1847. Suilding 150 per an- num, and house partly agricul- tural and paitly maritime, though chiefly dependent Middle-street, Milford Haven. 3 February, 1847. positive ; tions. not yet rent-free on shipping in- 300 begun. terests for its in- .onfidently come. Rates of wages for labourers expected. vary from 5s. to 10s. weekly, and for seamen and mechanics from 12*. to 24s. weekly. The state of morality is quite equal to the average in the county. The means of education have been very scanty, but the voluntary efforts recently made, and now making, will fully meet, if they do not exceed, the demand and necessities. .. 260 1 5 1 .. B , 1 No. May 14. 140 50 labourers' wages Rev. Thomas Site ob- first two average 7s- per Lioyd, David tained; years. week ; farm- Evans, Edward contract labourers, not Da vies, Mil- to be re- ceived in finding their own provisions, 4s. ford. 26 Jan., 1847. oneweek per week. hence. i 2338 17 C} 7 172 91 18 22 6 II Average 34 J The subscribers classified as to the amount of their subscriptions differ by 1 1 from the number returned in the classifi- cation according to rank. Exclusively of 3 schoolrooms built. 64 On the State of Education in Wales, and, therefore, while they exhibit the character, they do not exhibit the full extent, of the movement. Mr. Davies informed me, in the summer of this year, that the entire sum promised to be sub- scribed in five years did not fall much short of 5000/. From these returns it appears that, out of 992 subscribers, 776 are either labourers, farmers paying less than 207. per annum in rent, mechanics, or small tradesmen ; that 887 are annual sub- scribers of less than II. ; that out of 316 committee-men only 7 are members of the Church of England; and that the common qualification of a committee-man is an annual subscription of 5s. It is an attempt to enlist among the same class in favour of daily education the same feeling which has covered the country with chapels and established Sunday-schools, viz. it is to be all the Welsh people's own work, and they are to have it all to themselves, which appears to be the most inviting aspect under which any cause can be presented to their minds. Very different is the educational constitution in the mining and manufacturing districts, where the workmen are left utterly without control over the schools, which are in a great measure maintained out of their wages. I am not able to state what the stoppages in particular works amount to. Joseph Price, Esq., of the Neath Abbey Works (Appendix, p. 339), who has established one of the best of these schools, considered that the masters in this way possessed means to provide effectually for the education of their people without further assistance. The stoppage is very trifling compared with the rate of wages, which range from 15s. to 25s. per week (often much higher), with fuel gratis in many instances. In mining and rural districts, equally, popular education is exposed to great vicissitudes. I found the school closed at Mar- ros (Appendix, p. 260), because the estate on which it stands, and by the former owner of which it used to be supported, had been purchased in trust for a minor; at Pont-ar-Dawe (ibid., p. 326), because the proprietorship of the tin-works was in course of being changed; at St. Andrew's (ibid., p. 318), because no one continued to superintend the collection of subscriptions. Again, at Dowlais, school-extension was deferred, because the lease of a great iron-company was nearly expiring and not certain of renewal (ibid., p. 305). Endowment* Endowments constitute about 8 per cent, of the school income returned. A cheap mode of rectifying them appeared to be greatly wanted. Appendix, p. 302 : Lewis's Charity School. I visited this school on the 26th of March. An account of the endowment is given in C. C. R., p. 404. It is at present administered under a scheme settled by the Court of Chancery some ten or twelve years ago. The Rev. George Thomas, of Llandaft Court, one of the trustees, stated very strongly his opinion, that this Carmarthen, Glamorgan, and Pembroke. 65 scheme was by no means one of practical utility ; but that experience in the delay and expense of Chancery proceedings deterred the trustees from applying to the Court for an improved one. He lamented that there was not, and expressed his hope that there yet might be, some public administration of all charities, such as this at Gellygaer. The population of the parish is densest in the direction of Rhymney. The trustees are anxious to devote part of their funds to the benefit of that locality, but the scheme does not admit of their doing so. The accumulation of the school income amounts to 3000/. or 4000/., of which, under such pressing circumstances, no use is being made. Appendix, pp. 446-7 (extract from a letter of the Vicar of Llan- stadwell) ; Few parishes stand more in need of some regularly-established school than this does, but unfortunately there is no opulence in the parish to set such a thing going, or to support it when established. The late Mr. Mathias, of Hayston, by his will, gave effects to be sold for the establishment of a district school for Llanstadwell and Rosemarket, whicli produced a very considerable sum, but which, by law expenses, &c., dwindled down' to 1278/. 19*. Id. -in the 3^ per cents., and is now in the control of the Accomptant-General, pro- ducing about 44:1. Us. Qd. per annum, the interest, of course, accu- mulating. Although the money is thus placed, there are considerable difficulties existing as to the establishment of it. The clerical trustees are the Vicar of Steynton, with the clergy of the two parishes. One difficulty was, some time, that the Vicar of Steynton would not act; but that is now removed, as the present Vicar has consented to do so. But the main difficulty is the procuring a proper site (as the will siiys it shall be central), and then to obtain funds for building a proper schoolroom, with a dwelling-house attached. This difficulty arises from the trustees not having the power to lay out a shilling in purchasing- or in building. There is an eligible spot belonging to me as Vicar, but I cannot alienate it except by sale. Thus we are at present situated ; in the mean time the district is without the beneficial effects which would probably result from this munificent endowment. To the.se instances may be added those of Llanwrda (Appendix, p. 241), Comvyl in Elvet (ibid., p. 264), Trelech (ibid., pp. 272-4), Llangendeyrne (ibid., p. 280), Neveru (ibid., p. 414), and Tasker's (ibid., p. 460) ; in all which there appear to be inconveniences, without any readily available machinery for their removal.* I found several grammar-schools. These institutions have been Gramm Hr - deprived of the voluntary support which they received (as licensed & institutions from which clergymen were ordained) by the found- ation of St. David's College at Lampeter, and the altered value of money has often rendered their endowments inadequate. At Cowbridge (Appendix, p. 314) the inhabitants entertained a strong feeling that the rent-charges bequeathed to their school * See " Extracts frojn the Appendix," pp. 190 1&8, of this volume. F 66 On the State of Education in Wales,- ought to rise with the increased value of the estates charged, and the depreciated value of money. Such an interpretation has been expressly overruled. But, without, going this length, there seems to me to be an important and legitimate sphere within which these schools, even with their present funds, might operate. I have stated my opinion in my Report on Carmarthen. Appendix, p. 284 : The two grammar-schools (between them educating 1 21 free boys) stand in an isolated and anomalous position. The foundationers are nominated by the corporation from a class in proportion to whose numbers the accommodation of two such schools is as nothing 1 , and in relation to whose wants the sort of education which they were intended and are best calculated to give is uncalled for : the tendency, there- fore, is to degrade them into elementary schools of inadequate extent and inefficient character ; but, as secondary schools, they are not so disproportionately narrow, and might be turned to singular utility ; e.g. if the foundationers, instead of being arbitrarily appointed, were elected into them by open examination from the primary schools. In this manner provision could be made for continuing the education of specially deserving pupils, and for bringing the poor within the scope of a similar influence to that which academic emoluments and distinctions exert upon the upper classes, at once enabling and en- couraging them to prolong the period of education. The connexion between scholastic and collegiate foundations for the benefit of some particular locality, and the feasibility of a scheme in which the old endowed schools, opening downwards into the primary schools, and upwards into the corresponding endowments at the universities, might be made to confer the peculiar advantages intended by them upon the only class which, at the present day, is local, i. e. the poor, is a con- sideration naturally suggested by instances like ihe present. The founder's intention is equally violated whether they be reduced to the rank of common day-schools or filled by other than poor scholars of his own neighbourhood. The reconcilement of such objects would seem to be effected by connecting these establishments as secondary with good primary schools for the poor. The children of the more substantial farmers are sent to schools in the larger towns. The greater part of such schools appear in the Parochial Tables, because in almost all of them there are scholars admitted at less than Qd. per week. Mr. Evans's school at Cardiff (Appendix, p. 368) may be taken as a sample of this class. Practical Arithmetic, Writing, and English Composition are the acquisitions mainly sought in them. In the preceding generation the same description of boys were sent to the licensed grammar-schools. Ibid., p. 287 (Evidence of Rev. David Lloyd} : In these schools the future clergymen and the farmers were educated together. Cardiganshire (in which such schools were the most numerous and the most efficient) has been for more than a century quite a nursery of clergymen, ministers, and schoolmasters. The effects of these institutions are strongly impressed on the general education of the Carmarthen, Glamorgan, and Pembroke. 67 people around. I have several times within the last 20 years met men working upon the roads in Cardiganshire who could repeat passages from Horace or Homer. Since the decline of these schools, the mass of the people has not as yet obtained any substitute for the somewhat higher education in which they were thus enabled to share. The schools in the larger towns, which do not appear in the Parochial Tables, are by no means filled with Welsh scholars only. The reputed cheapness and healthiness of the country is an inducement for persons having connexions elsewhere to set up such establishments in Wales. I found the greatest number of them (21) in Swansea, containing 379 scholars, at an average charge for daily instruction of 41. 12s. *2d. per annum. The children of the smaller farmers attend the common day- schools with those of the labourers. According to their own testimony, they are often worse off in respect of educating their families than the labourers, whose children are preferred for admission into charity-schools, and are not constantly wanted, like the farmers', to help on the land at home. For one of the chief motives to hold land arises from a consideration that it will secure constant employment to themselves and their families all ihe year round, and, from the extent to which this feeling is generally indulged, the class of labourers properly so called is not large, the bulk of the rural population being made up of small occupiers, and farm-servants who live in their employers' houses. I have the honor to be, MY LORDS, Your obedient servant, RALPH ROBERT WHEELER LINGFN. F 2 68 On the State of Education in Wales,- CARMARTHENSHIRE. PAUOCHJAI, SUMMARY of the NUMI The Parishes and Numbers printed in red, denote localities (viz., those tc The Parishes printed in italics contain a mining population. N.B. The greatest variety exists in spelling the Welsh names of places. The spelling adopted in the folio Maps are generally followed. The spelling in them is the most co HUNDRED AND PARISH. Population. Number of Schools. Iu Day Schools. Male. Fern. Total. Day. Sun. day. Male. 4 589 60 73 82 Fern. 387 45 25 49 500 Total. Proportion per C to the Populati Male. Fem. T CARNWAI.LON. Llanedv Llanelly . . . Llangennech . . Llannon . . Pembrey . . CATHINOG. Brechia .... Llanegwad . Llanfihangel-Ar-Arth Llanfihangel-Cilfargen Llanfynydd . Llangatiieu ... Llaalhviiy ... Llanfihangel-Rhos-y- Corn .... Llanyhyther . Llan-y-Crwys . . . Pencarreg .... CAYO. Cilycwm* . . . Conwil-Cayo . . Llandyfeisant . Llandilo-fawr* . Llandingat . Llansawel ... 541 5562 442 895 1376 8816 557 .5593 451 874 1474 1098 11155 893 1769 2850 1 20 2 3 3 4 13 3 4 9 4 976 105 98 131 7 10-6 13-6 8-2 6-0 6-9 10-0 1 2-9 3-3 8949 17765 29 33 808 1314 9-2 5-6 55 1002 959 31 665 525 438 336 534 192 575 54 1111 1034 30 693 583 470 373 586 208 613 109 2113 1993 61 1358 1108 908 709 1120 400 1188 *3 2 1 7 5 99 41 33 19 132 60 9-9 4-3 3*0 1-8 1 2 1 'a i 5 4 3 2 6 1 3 25 43 43 26 54 25 33 19 38 14 40 76 62 64 68 502 45 50 30 625 24.") 54 51 43 3-8 8-2 9-8 4*8 28-1 2-2 5-7 4-0 6-5 6-7 1 5312 712 1027 112 2568 1097 480 286 5755 769 1081 155 2903 1248 502 2f)7 557 11067 1481 2108 267 5471 2345 982 553 1068 12 I 2 1 18 6 1 1 1 37 6 7 is 12 1 2 3 331 30 26 21 3-14 146 36 39 12 171 15 24 9 281 99 18 12 31 6-2 4-2 2-5 18-8 13-5 13-3 7-5 13-G 2-3 3-0 2-0 2-2 5-8 1 9-7 1 7-9 1 3-6 4-5 5-6 Talley DERLLYS. Cilymaenllwyd . . Clear, St., or St. Clare Cyffic 511 6793 286 538 240 191 65 210 905 820 14 45 519 7482 297 629 246 158 75 228 1105 S69 12 33 541 14275 583 1167 486 349 140 438 2010 1789 26 78 1060 31 3 'i 46 3 3 1 1 654 34 20 489 28 16 1143 G2 30 9-6 6-3 n*6 6-5 4*4 6-3 Eglwys-Cymin . . Egremont .... Henllan-Amgoed . Langharne . . . Llanboidy. . Llandawke . Llandilo-Abercowin . LUmlissilio . . . 2 3 2 2 5 6 65 175 40 34 128 27 99 303 67 30-9 19*3 4-9 14-9 : 11-6 2-8 .. 2 .. .. .. . . * Very partially. Carmarthen, Glamorgan, and Pembroke. CARMARTHENSHIRE. 69 FENDING DAY and SUNDAY SCHOOLS. h of the great mail roads) in which English is the prevailing language. division I do not pretend to more than general accuracy. les is that of the Census Tables, for the sake of more convenient reference. In the Reports the Ordnanco ay; sol was informed by several Welsh Scholars. In Church Sunday Schools. In Dissenting Sunday Schools. Total attending Sunday Schools. Under Years of Age. Above 15 Years of Age. FoUfl. Under 15 Years of Age. Above 15 Years of Age. Total. le. Fern. Total. Male. Fem. Total, Male. Fern. Total. Male. Fern. Total. r ) 3 5 7 7 80 50 10 17 14 140 70 35 34 2 20 12 8 6 30 3 8 50 15 8 22 190 70 50 42 47 928 43 127 128 49 96 8501778 33 76 98 225 134 262 58 474 32 234 133 43 323 14 110 83 101 797 46 344 216 197 2575 122 569 478 3941 219 2765 192 619 520 164 293 42 3!) 81 374 1273 11642437 931 573 1504 4315 12 30 60 50 22 124 68 17 98 72 39 222 140 5 193 195 6 151 190 11 344 385 50 566 525 50 626 575 183 372 214 294 326 140 176 8 4 j 18 10 48 20 7 20 5 10 8 27 25 16 61 40 6 18 24 8 5 24 14 23 48 4 30 84 88 44 24 45 29 70 49 29 32 25' 51 24 61 58 24 23 49 96 53 131 107 53 55 71 103 37 81 81 52 64 33 89 36 82 94 35 57 104 192 73 163 175 87 121 153 288 126 294 282 140 176 4 26 40 s 4 1 J . 8 6 114 1.3 225 27 7.') 56 1-2 -J 131 14 3') 6 41 492 78 87 453 82 r.j 945 160 149 882 73 176 773 61 75 1655 134 251 2600 294 400 2956 335 400 1635 976 52 113 192 186 53 334 109 8 4 15 9 23 13 ii 17 357 122 23 67 263 207 13 20 21 282 217 12 16 14 5-15 439 424 223 25 14 36 30 35 59 294 207 13 24 31 733 430 27 51 90 1278 854 52 90 i 25 8 4 30 12 ;.o 7 4 8 9 14 532 39 39 78 MMl 610 689 94 115 20 18 685 92 130 12 12 1374 1014 1S6 76 245 81 32 20 30 6 705 85 87 8 4 1719 W^^^M 161 167 28 10 3093 347 412 60 40 3703 347 412 60 40 223 328 53* 404 13 10 14 10 73 3 25 163 17 10 2 4 5 1 3 15 3 7 40 166 24 20 69 98 13 67 85 33 81 136 17 183 109 69 9 89 150 26 197 183 j Ll>-2 \ 53* 380 222 35 35 e and Sex not 70 89 63 152 222 specified. t Ac 70 On the State of Education in Wales, Parochial Summary of the Numbers Alteiv Population. Number of Schools. In Day Schools. HUNDRED AND PARISH. 'roportion ]>er i Male. Fern. Total. Day. Sun- Male. Fern. Fotal. to the Populati day. Male. Fern. D ERLLY s continued. Llandowror . . . 190 202 392 1 1 44 20 64 232 9-9 Llanfallteg . . . Llanfihangel-Abercowin 181 375 177 218 444 226 399 819 403 1 1 1 3 1 26 22 20 13 46 35 14-3 5-9 9-1 2-9 .LI Hll^tl] 11 .... Llangan .... 287 353 640 . . 1 . . . . . . Llanginning . . . Llanglydwen . . Llangunnock . 185 162 391 115 220 166 409 122 405 328 800 237 2 *i 1 1 1 3-1 38 33 1(5 7 54 18-4 9*7 15-0 3*9 Llanstephan . . 574 679 1253 5 6 129 81 210 22-5 11-9 Llanwinio .... Marros ' . .'.'-. II 9 i 6 Iffi I 1 4 2-P 31 6 5a 5 S 5*3 S 1-1 1-8 i Mvdrim . , 527 583 1110 ,2 3 S 26 .86 11-4 4-5 Pendnne .... 103 1 1 8 S 16 /6 3*1 7672 8659 16331 : 27 47 738 481 1219 9-6 5-5 El-VET. ' mmmmm' ^MM HHH *""^~ BMK^VT Abergwili .... 1131 1235 2366 ! 3 10 101 64 165 8-9 5-2 Abernant .... 428 462 890 . . 3 . . . . . . . . . . Convil in Elvet . . 796 855 1651 3 82 30 112 10-3 3-5 Kenarth .... 977 1067 2044 6 123 63 186 12-6 5-9 Kilrhedin (part of) . 387 470 857 .. *{ The day schools are in Pembrokeshire Llangeler .... 821 926 1747 2 4 62 37 99 7-5 4-0 Llanllawddog . . 363 416 779 1 2 8 1 9 2-2 2 Llanpumpsaint . . 249 276 525 1 3 30 10 40 12-0 3-6 Merthyr .... 147 148 295 1 2 15 7 22 10-2 4-7 Newchurch . . 397 470 867 m ^ 2 . . . . . . , Penboyr .... 623 753 1376 2 2 68 2-1 S2 10-9 3-2 Treleach-ar-Buttws . 766 854 1620 4 6 96 71 167 12-5 8-3 7085 7932 15017 23 45 585 307 892 8-3 3-9 ISKENNEN. | ' Bettws ... 564 545 11C9 2 6 57 4 81 10-1 4.4 Llanarthney . . 1083 1088 "2171 2 5 36 23 59 i 3-3 2-1 Llanddarrog . . 523 524 1047 3 4 45 31 76 8-6 5-9 Llandebie . .' , 1231 1303 2534 5 8 78 62 140 6-3 4-7 Llanfihanpel-Aber bythych. . 442 506 948 1 4 78 3843 3966 7809 13 27 216 1 140 434 6-3 4-0 Deduct for the parish of Llann-"\ hangel-Aberbythycli, in thel school of which the sex of the 1 scholars is not specified; in I 410 506 order to show on whatnumbera f the centesimal proportions ol 1 scholars in each sex are cal-l 3401 3J60 culated for the hundred. J ~ ^ -^ | Carmarthen, Glamorgan, and Pembroke. Day and Sunday Schools continued. 71 In Church Sunday Schools. In Dissenting Sunday Schools. Tut!.l ittendinfr Sunday Schools. Under 15 Years of Age. Above 15 Years of Age. Total. Uuder 15 Years of Age. Above 15 Years of Age. Total. Male. Fern. Total. Male. Fern. Totul Male. Fern. Total. Male. 19 Fern. Total. 15 24 39 20 39 78 78 81 265 70 50 90 185 100 15 15 30 1 M 1 31 66 12 4 25 19 15 69 11 30 43 25 135 23 12 55 67 40 80 25 20 15 60 35 50 22 18 20 58 25 130 47 38 35 118 60 265 70 50 90 185 100 10 40 00 M M 50 50 59 47 71 97 130 72 92 53 90 125 182 5 4 222 312 '140 21 272 312 '186 21 17 8 25 12 9 21 46 27 14 28 3 55 17 50 3 35 1 161 37 149 39 310 76 29 42 18 36 47 78 357 154 775 124 32 92 162 20 32 15 26 26 15 23 79 810 112 38 99 199 23 43 15 24 22 20 22 94 1585 236 70 191 361 43 75 30 50 48 35 45 173 9-48 222 94 138 149 29 98 30 70 62 20 14 147 806 187 71 138 199 57 90 26 52 50 15 21 144 1754 409 165 276 348 86 188 56 122 112 35 35 291 ( 3339 \ 53* 645 235 467 709 129 263 86 172 160 70 80 464 3696 53* 799 235 467 709 129 391 146 221 160 117 80 464" 12 8 8 20 8 15 32 16 23 42 24 20 54 20 6 96 44 26 128 60 49 12 16 28 12 7 19 47 77 140 98 175 80 40 123 263 438 646 119 95 85 98 36 711 82 75 85 71 41 1357 1073 1030 2123 104 196 191 200 62 3-180 3918 30 20 50 20 5 10 5 10 10 20 90 60 201 170 170 169 77 67 122 116 124 34 37 74 75 76 28 305 366 361 369 139 395 426 361 454 H39 \ 7C* 45 39 84 1 1 85 70* 95 109 204 w^ 16 15 31 305 433 354 787 1 463 290 753 1540 < 1775 1 70* * Age and Sex not specified. 72 On the State of Education in Wales, Parochial Summary of the Numbers Attending Population. Dumber of Schools- In Day Schools. HUNDRED AND PARISH. 'roportion per Cent. Male. Fern. Total. Day. Sun- day. Male. Fern. Total. to the Population. Male. Fern. lotaU KlDWEI.I.Y. Isbmael, St. ... 410 485 895 2 3 35 16 51 8-5 3-3 57 Kidwelly .... 686 877 1563 4 6 73 54 127 10-6 6-1 8-1 Llandefeiloy: . 615 688 1303 2 7 52 17 69 8-4 2-5 5-3 Llaugedeirne . 1226 1398 2624 4 8 94 35 129 7-7 2-5 4-9 Llangwnnor 579 650 1229 2 5 62 25 87 10-7 3-8 7-1 3516 4098 7614 14 29 316 147 463 9-0 3-6 G-l PBRFEDD. . Llanddausaiiit . 452 490 942 2 2 30 20 50 6-6 4-1 5-3 Llanfairarybryn . . Langadock ... 790 859 1271 1333 1649 2604 2 4 5 12 34 144 15 69 49 213 4-3 11-3 1-7 5-2 3-0 8-2 Llansadwrn ... 576 616 1192 1 5 20 3! 59 3-5 6-3 5-0 Mothvey orMyddfai. 533 540 1073 1 4 53 21 74 9-9 3-9 (!!) 3622 3838 7,460 10 28 281 16< 445 7-7 4-3 6-0 COUNTY OK THE BOROUGH UK CARMARTHEN. St. Peter's. . . . 4266 5260 9,526 20 17 433 346 779 10-1 6-6 8-1 50925 55939 106864 179 309 4362 2751 7191 8-6 4-9 6-7 Deduct as above . . 442 506 Grand Total . . . 50433 55433 Age and Sex not specified. Carmarthen, Glamorgan, and Pembroke. Day and Sunday Schools continued. 73 In Church Sunday Schools. In Dissenting Sunday Schools. Tnlal attending Undor Above Under Above Sunday 15 Years of Age. ' 15 Years of Age. Total. 15 Years of Age. 15 Years of Age. Total. Schools. Male. Fern. Total Male. Fern. Total. Male. Fern. Total. Male. Fern Total. 11 11 22 7 3 10 32 25 32 57 48 35 83 140 172 19 16 35 10 & 15 50 58 66 124 51 33 84 (208 258 ( 42* 42* 6 5 11 4 , . 4 15 106 119 225 127 131 258 483 498 32 12 44 20 11 31 75 191 155 346 139 89 228 574 649 25 15 40 n 4 10 50 ' 128 103 231 97 108 205 436 486 93 59 152 47 23 70 222 508 475 983 462 396 858 (1841 1 42* 2063 42* 12 10 22 34 24 58 80 69 73 142 184 174 358 500 ' 580 168 167 335 190 1 26 316 651 651 32 41 73 1 11 12 85 235 199 434 319 221 540 974 1059 15 10 25 20 10 30 55 57 50 107 104 71 175 282 337 22 20 42 11 5 16 58 47 17 64 86 43 129 193 251 81 81 162 66 50 116 278 576 506 1082 883 635 1518 2600 2878 286 383 669 112 126 238 907 491 452 943 547 447 994 1937 2844 1277 1445 2722 566 489 1055J 2777 70* J5883 5610 11493 7203 5675 12878 (24371 \ 95* 27148 165* On the State of Education in Wales, GLAMORGANSHIRE. PAROCHIAL SUMMARY of the NUMBERS HUNDRED AND PARISH. Population. Number of Schools. 1 In Day Schools. Day. Sun- day. Male Fern. Total. Proportion per Cent, to the Population. Male. Fern. Total. Male. Fern. Fotal. CAEKPHn.I.Y. Bedwas (Glamorgan- shire) .... Eylwys Ilan . Gelliyaer .... Llanfabon .... Machen (Glamorgan- shire) .... Merthijr Tydvil . Michaelstone-y-Vedw Ruddry .... Whitchurch . COWBRIDGE. A4han,St Uownmige. ... Donats, St., Welsh . Eglwys Brewis . Flemingston . Gilestou .... Hilary, St. ... Lantwit, Major . Llan-blethian . LJan-dough . Llan-haran . . . Llan-hary .... Llan-ilid?*. . . . Llan-maes. . . LJanmihangel. Llansannor . . . Llysworuey . . . Mary-Church, St.. . 32 1948 1761 779 108 19068 176 161 679 26 1865 1454 670 98 15909 161 167 697 58 3813 3215 1449 206 34977 337 328 1376 9 5 2 12 6 5 141 128 85 175 86 28 316 214 113 7-2 7-3 10-8 9-4 5-9 4-2 8-3 6-6 7-8 41 36 1203 1098 2301 6-3 6-9 6*6 1 3 1 3 10 56 11 52 21 108 6-2 8-2 6-6 7-5 6-4 7-8 24712 176 498 134 14 43 20 83 486 347 43 137 128 73 96 26 105 86 82 3 209 4 91 21047 203 582 141 10 31 23 81 541 377 49 169 140 75 98 24 99 89 72 192 105 45759 379 1080 275 24 74 43 164 1027 724 92 306 268 148 194 50 204 175 15 lo 401 7 196 61 ! 4 63 2 5 1623 H. 1450 % 3073 ^MBMM ^ 6-6 w 6-9 iV 6-7 Ws 1 2 1 5 2 10 37 11 41 21 1 78 2-0 1 r-6 3-6 1 7-6 2-8 7>6 .. .. 1 2 1 1 22 29 51 17-2 20-7 19-0 V 1 1 2 1 21 12 12 10 33 2 22 1 1-4 1 i>6 1 3-5 1 3-9 1 J-8 i-3 Pendoylon . . . Stembridge . . . Ystrad-owen . . DINAS-POWIS. Andrew, St. ... 1 2 4 2 6 1.9 1*0 1-5 2884 3111 5995 12 25 210 187 397 7-3 6-0 G-6 245 53 139 67 119 16 225 106 12 46 56 367 67 252 51 143 62 123 12 199 112 9 39 65 332 66 497 104 282 129 242 28 424 218 21 85 121 699 133 1 .. 9 10 19 3-7 4-0 3-8 Bonvilston. ... Bride, St., Super-Ely Cadoxton-j ux ta-Barry 1 1 1 2 21 34 55 1 )! 2 3-8 1 3-5 Pagan, St George, St. ... Highlight .... Lavenock .... Leckwith .... Lancarvaii , . . Llandough juxta- Penarth 2 1 3 1 52 23 54 34 106 2 57 2 3-1 2 1-7 5 7-1 2 0-4 2 vO 5-1 1 3 26 28 54 7-0 8-4 7-7 Carmarthen, Glamorgan, and Pembroke. GLAMORGANSHIRE. attending DAY and SUNDAY SCHOOLS. 75 In Church Sunday Schools. In Dissenting Sunday Schools. Total attending Sunday Schools. Under 15 Years of Age. Above 15 Years of Age. Total. Under 15 Years of Age. Above 15 Years of Age. Total. Male. Fern. Total. Male Fern. Total. Male. Fern. Total. Male. Fern. Total, 740 423 302 6902 *35 243 74 19 90 8 164 27 19 8 27 191 27 183 103 124 187 132 87 370 235 211 Ill 126 58 68 35 33 179 161 91 349 396 302 428 426 854 87 20 107 961 1908 1528 3436 15.84 921 2505 5941 17 18 35 35 76 2394* 12 60 94 170 37 36 73 243 106 538 32 43 542 36 55 1080 68 98 28 134 1214 68 98 20-28 8 32 4422 20 92 1916 36 1093 28 3009 64 7431 20 156 8645 88 254 t 12 18 14 19 26 37 .. 26 37 264 138 26 301 138 94 46 34 184 80 37 38 43 20 80 58 121 15 12 "46 81 22 *86 24 5 7 24 10 5 48 15 12 1 2 3 51 15 12 22 15 37 * 23 10 33 70 20 21 10 25 12 12 45 33 22 ' 1 1 46 33 22 4 50 24 12 12 24 48 15 15 30 30 12 11 23 20 13 33 56 20J 227 434 1 3 4 438 250 210 460 166 126 292 752 11SO 12 24 36 36 36 20 60 5 13 2 17 7 30 11 16 2 14 13 30 20 60 V 52 28 54 1 36 06 54 *3 's *s 106 72 5 4 9 8 2 10 19 125 72 20 25 45 6 3 9 54 19 15 34 19 13 32 66 120 76 On the State of Education in Wales, Parochial Summary of the Numbers Attending HUNDRED AND PARISH. Population. Number of Schools. In Day Schools. Male. Fera. Total Jay. Sun- day. Male. ?em. Total. ?roportion per Cent, to the Population. Male. Fera. rota!. DiNAs-Pows continued, Llauillterne . . Llaiitrithyd . . . Llunvithin . . Lythau, St. . . . Merthyr Dovan . . MichaeUtone-le-Pit . Michaelston Super-Ely Nicholas, St. . . . Penarth .... Peumark .... Peterstone Super-Ely Port-Kerry . . Sully ..... 66 118 6 55 42 34 208 55 219 114 64 81 225 70 110 4 55 67 51 20 217 55 267 109 56 63 260 136 228 10 110 130 93 54 425 110 486 223 120 144 48> 1 1 1 30 25 55 25*4 22-7 24-: 1 4 10 14 7-3 18-2 12-; * 1 1 *2 1 1 1 2 3 8 25 33 3*8 11-5 7-i 1 1 1 *3 28 4 21 5 35 29 17 29 5 37 57 21 50 10 72 12-8 3-5 32-8 6 -2 15-5 10-9 15-6 51-8 7-8 14-2 a-; 9-4 41-; 7-1 14-* Weuvoe .... KlBBOR. Caira or Cairaw . . Llandaff . . . Llaneilarn . Llanishen .... Lisvane .... Boath 2868 42 636 182 217 116 159 2869 38 640 172 201 91 139 5737 SO 1276 354 418 207 298 16 23 266 337 G03 9-3 11-7 10-5 3 1 2 1 1 1 1 1 1 5 18 7 10 55 6 54 61 4 58 AUIj, OI..J Illil Merthyr-Mawr . iVlon *v-nft8ii 69 57 78 52 147 109 1 1 12 22 34 17-4 28-2 23-1 Penlline ... 162 158 320 1 2 19 19 38 11-7 12-0 119 Wick 171 206 377 3 3 39 40 79 22-8 19'4 21'0 1 1958 1994 3952 11 19 148 200 348 7-6 10-0 8-8 ^MM m^ ^^^^" i WMMM ^M MMiBMi Carmarthen, Glamorgan, and Pembroke. 79 Day and Sunday Schools continued. 1 In Church Sunday Schools. In Dissenting Sunday Schools. Total . attending Sunday Schools. Under 15 Years of Age. Above 15 Years of Age. Total. Under 15 Years of Age. Above 15 Years of Age. Total. Male. Fern. Total Male. Fern. Total. Male. Fern. Total. Male. Fern. Total. 59 37 96 :: 96 28 43 28' 515 306 17 40 21 234 45 83 49 839 529 24 12 22 330 219 14 6 13 181 127 38 18 35 511 346 / 83 t 45* 101 84 1,350 875 83 45* 197 84 1350 1115 104 124 228 6 6 12 240 353 343 696 49 54 103 799 12* 1552 8 43 1 99 101 is retur: 24 304 315 91 96 33 35 1086 10 22 54 57 ed un 7 229 244 127 82 30 38 2638 18 65 153 158 dor it ( 31 533 559 218 178 63 73 1091 12 23 8! 62 see be 13 214 219 30 35 34 27 603 5 14 57 21 o* in 3 90 109 14 29 20 30 1694 17 37 138 83 the san- 16 304 328 44 64 54 57 / 4332 t 45* 35 102 291 241 a hundrec 47 837 887 / 262 t 40* 242 117 130 5,176 45 ( 35 1 12* 102 1360 t 64* 485 N 47 930 927 262 40* 257 117 140 25 118 paris 24 120 h rela 49 238 tes als to 6 oto th 10 e paris 20 6 h of Pv ( 69 t 64* 244 If, and 36 1G 49 22 85 8 38 .. 2 8 2 93 40 4 11 15 .. 10 15 io 5 5 199 226 425 29 17 46 (471 t 76* J1149 900 2049 750 392 1142 ( 3127 I 104* 3,598 180* 177 35 15 81 138 23* 22 61 35 57 92 92 21 10 12 15 33 25 27 6 25 4 52 10 85 35 5 10 15 15 is 30 21 37 39 67 30 37 12 34 42 71 81 ( 138 \ 23* 6 8 14 3 5 8 22 20 9 29 20 12 32 61 No rel urn hi 9 been made ofth 9 sch x>l. 19 12 19 33 38 45 204 3 i V 38 45 16 17 20 7 36 24 22 3 8 8 30 11 66 35 104 30 713 23* 77 127 5 8 212 132 l"" 121 253 145 103 248 (501 \ 23* li 80 On the State of Education in Wales, Parochial ummary of the Numbers Population. Number of Schools. In Day Schools. HUNDRED AND PARISH. Proportion per Cent. Male. Fern. .Total. Day. Sun- Male. Fern. Total. to the Population. Male. Fern. Total. SWANSEA. Bishopston Cheriton .... 236 124 255 158 491 282 2 1 2 3 24 25 8 25 32 50 10-2 20-2 3-1 15-8 6-5 18-0 listen . . . . John, St., near Swansea m m m * 1 '79 *79 158 15*0 15'5 15-2 Knelston & LJandewry Llandilo-talyoont . . m m m fc *3 lA 89 sfeo #1 ifcft 4-3 15-6 I.langennith . 216 220 436 3 1 62 63 125 J8-7 28-7 28-7 Llanmadock . . 121 148 269 . , 1 . . . . . . . . . . Llanrhidianf . Loughor . . m 9 4^ *m \ 1( 3 % <& * ft* m 8-4 16-3 JNicholaston . 52 67 119 9 1 . . . . . . . Oxwich .... 163 182 345 1 1 165 27 43 9-8 4-8 2-5 Oystermouth . 694 788 1482 3 3 10 77 182 5-1 9-8 2-3 Penmaen .... 78 71 149 1 2 4 6 10 5-1 8-4 6-7 Pennard .... Pcnrico 188 188 184 197 372 385 1 2 4 2 6 2-1 1-1 1-6 Port-Eynon 172 192 364 *2 1 34 28 62 9-8 46 7-0 lleynoldston . . . 121 137 258 . . 1 . . * . . . . . . ilhoscilly . , 103 177 339 2 2 24 24 48 4-8 3-5 4-1 5264 5730 10994 31 38 676 559 1235 12-8 9-8 11-2 CATU*-F BOROUGH. St. John and St. Mary 5140 4931 10077 20 10 810 562 1372 15-7 11-4 13-6 SWANSEA BOROUGH. Swansea . . . e 9015 10100 19115 54 20 1064 1058 2122 11-8 10-4 11-1 Total . . 87869 83319 171188 327 383 8352 7307 15659 9-5 8-8 9-1 If S<>x not specified. t In the day schools cf this parish is included u school of which no particulars, beyond the name, are Riven, in in order to calculate thai for the hundred ; O -* O 0*1 d tO C ' Oi O ' Oi 00 r-o:o ** <*' .rc^oiowt-" cc'-'t-oi M 'S 2 u S l"l w 1 fc J-g ' ? 2J ^'s^ to o -* co c>j cc o - -1 h (M * 5 o H j Jlili fe. &- p. ^Ipl o* o o> o CJ Cfl.ix W *~ (5 ** a ** iisSgl S =J=^: J-g a tfl * o gl w*o IIJJlJ ^-^o ** eo co IOOOO-HO oooo * _ 1*3 g = a I ilil'l l|sl** * o o **< r- QO r- 01 o CNJ ^f co oioot-co GO r-t < w CO 51 iz; l-g | s S |-50 OOCOt^ ON^if5OeOOO MOD O-^t^W co^ t-o m ~H A 10 * MOS*-^ - i*t-*o . 11 ; 'i-S'8 a 13 o i BJ -* *a ** *-^ b Pkfl 1; :f Jli iJllilifl iiii 'S i i s g m there is ac are feet per c l!||1 1-4 1 * Is Jill ii i is 3 J 3 K '= E & g;^s s^- HS& o & s fcfl * !S mbe from 92 On the State of Education in Wales,- x.iS putt aSy aium aqi jo uui). OO 00 00 00 1 1 f. o o CO 1 -t to o CM CM CO CO ?) O rt >n o CM -H o> CM 01 H s!)oog aqi nusjBioqog JO (M <* >n ^r co ^ rr co -t? o o o 5 6 pun aSy ipBa > J!|oipS jo 'luao jod uocuodojj co T O <>| o o * 5 co co CO O o o E THREE siepqag jo iaqmn>4 >o -* CO <* (H 11 c^Tc^ o t^ CO *" O CO CM . Ol to t^ TT CO 01 CO >o ^ CO ^r cT CM C5 O 05 O to co CO 00 o cT CO ft CO 00 00 Ol cT CO S 'I8l U J uoijBindoj t^ O oo ^r o o rT-^ CM CM O fM CM t>. co to Tf" ^ CO CM Tf * ^ o o^o" CM CM o oo ^r o T to eo l^ 0. 00 O5 tCto to to : 1 2 xag pus aSy auius aqi jo uoiiBindoa am o) xas pun Sy qana IB sjajoqos jo -juao Jad uoiiJodojj (M O t>. t* ^ r- o -^ Tt t>. T 04 O3 o CO tO O -5 1 >o oc -o CO CM 1^ CO O cz o PEMBROI sjBioiios }0 wquinj^ CO -H co" o e 00 O t>. r-> C35 00 00 irT 1^ * ss ^ CO 00 OS to l^ o *n CO CO 'O o oo "Ifr8t u ! uorjindoi >. rf ^* oo OO 00 5~rr CO ^ TJ" -q< t^ O rr o >rt 5 oo t>. o ^ o 00 O ^ o O5 to 00 oT 152 It O to 00 >o Ol CO xas PUB aSy auiBi aqi jo uoiiuindo.i aqi 05 xog pas aSy qoua }B jB|oq:>s ;o -lues jad uojvodojj Tf CO * O 00 OS T CO >o CO ^r o <* O CO 1-1 CM to CM t^-^< O CO CM Ol t* if5 CM ANSHIRE Hoog aqi no ju[oips jo Jaqmnu ajjjua aqi oj Tag PUB a3y qDa JB mqoqDS jo -in ';> jad uoiuodoJj O (M t>. 00 to t^. >. CO O5 CO O to to o CO CO 00 CM OJ 00 o 01 O O o ^ o o o * : DUOKVJr sj8lot[3g jo jaqum^j O5 f? >o <> CO CO 00 10 e. CO O i-TcM 1 1 ' t^. O CX) O CM oo t>r 00 00 CM o CO CX5 CO TT t^ to o IWl ui not^indoj tO "3" OO . o to 07^ CN CO O Tf .f5 O5 Oi O5 to o oo c n o ^r OO CO 00 cTcr s n 22 t^ T *>. >n i i O f-To CO CO : CO t>. to xag P" 3 SV 9J9 (M * 00 OO CO to 1 (^ (M t^ (^ pua aij,I O V5 CO 01 to Ol -n< CM 1 CM CO CM r- t^ 1 HOog aqj uo J[oqDS JO Tf 00 t>. o 01 to <=} t^ o o 2 pun aSy qasa JB BJBioips O CO s O CO O o *o Oi CO CO CO to CO o b < s sreiotps jo jaqmn^ CO 00 O 1-^ T CO CO 00 O Cl o o o ^ l * <0 to to to en co tO CM r-. CO CM TT CM t^ t^ tfgl ui uoijBjndoj TT Tt>. tc 00 CO TT" to r- CM co a> oo to to CO t^ n T K. TJ< TT O> 1-1 to to O5 CO CM f to h o <=TcT CM CM : ' o -rr >o cT TJ- AOE AND SlX. 0) el "5 k2 o (=S fen > V 1 a k >r; i 3, e P "S j 3J "rt * ! gfs V B! f> ai 0) ^< IS- n * E2 * s fMale Above 10 YearsJ Female 13 _g 5 -^ M 1> 3 a 3 3 i co ^1 ^1 ^ "5 o H "d J Unknown 3 C8 M o Carmarthen, Glamorgan, and Pembroke. 93 - IS'l* -H Ci en t^ o co oo o t^ co i i co in ^j< CO -31 O r-H IO ^ If-Jfl o o S z y o O) o o ^ co o in CM l> H5 CM "3" CO CO CO O 0> >O i-H CM 00 CO CO CO H _, a, o . H J-i 5 e- II ft CM co t- *n t^ oo o o oo t~ "^J* CO O"l CO CM *^ t** i* I-H n co i* co ^ CO i-H T 00 00 00 ra< CO C3 CO no o oo -^ oo CO r-H CM CO ^r CM CM 11,1 (MOO O^OOCO CO CT> CO ^J* t> O CO CO . ! .S -; o - o w S o-r 2e i i i cno coococoo co r-lOO if) t> CO "* T3" (>l 00 t> "H* CM i-i CO CO' COCO... . t CMCO O n o . S i--3 * II s M fc CO CO O C-l CO O5 O CO t^ CO O CO I-H "d 1 r-i TO CO 5 00 b- CO . r* . . . 3d -^ . g .2 * S COCM t^Ol-^OCO t^. t^ CO t>. O r-H I-H CO CO rji CO 5s < COCO ^-O^f-g'Ol t^ CMlv.. CO i i ,_ . TJI X^ CO t> O OO . CM 1-1 co n . 00 r-H CO ' I *- 3 .Si o s~ 1* t^co-^ 1 cotMincococo'l 1 t^ T^ c~j co r ~i rn co *n CM r-i ^H CM co >n r-i oo l-H CO t-l CO t>. CM >O n co i i J* .. a< a t>^.- * m . ^ . K-H S . . o Q J? E O 3 S .31 . .5 H f-> M jq u ^^_>^r.-\ w ajslN" Js rt rt MI &4 rt -^ n c- 1 1: j -22 1 1 | & | : : : J 1 1 S >, S 3 a -^ gaqp S !<>cfi V ISITATION Committee, Trustees, G Minister .... Ordinary . . . Patron or Promoter . Inspector . . . Unascertained . . LANGUAGE OF Welsh only . . . English only . . Welsh and English Boo English Books only, but . nation .... Grammar of English Grammar of Welsh . Grammar of both Lang Unascertained . . On the State of Education in Wales,- I S fllll tf "7! ** ^ fil f. 2 --3 S o o O r-H 05 CO CM ^" .CO o O O Pk '=''3 B J3 cu o Ol 1C S 5 n e*j -<-> o oo CD co i ' en _t 1 ^3 at: M CO 11 s * 3 J fcc 2 ESS a 'S J o JS S c -Q O II S j > T5 ** ra - - s rt o 'i: w S = o ^ 3 s *i * w - c g g - o ^ C ^f ._ ' . M *^ .2^^ s-JI ^^^ c co ^ 'isi Carmarthen, Glamorgan, and Pembroke. 95 VI. SUBJECTS of INSTRUCTION, with the NUMBER of SCUOLARS found present learning each subject, and their proportions per Cent, to the whole number of Scholars found present ; also the NUMBER of SCHOOLS in which each subject was being taught, distinguishing the Schools examined from those not examined. Number of Proportion per Cent, of Scholars Number of Schools in which each subject was being taught out of 705. Scholars i found Subjects of Instruction. present found learning each subject to learning each subject. 12,510, being the whole number of Examined. Not Examined. Unascer- tained. Total. Scholars found present Reading the Holy Scrip- tures : Simply to acquire the) art of reading . . ] 924 7-3 90 69 .. 159 As a means of receiving) religious instruction/ 4,429 35-4 279 183 462 Letters and monosyl-) lables . . j 4,176 33-3 341 269 610 Simple narratives. 2,981 23-8 309 252 . . 561 With ease . 1,997 15'9 234 , . 234 Learning a catechism orl religious formulary . 1 5,565 44.4 231 175 406 Writing, viz. : . . . 6,982 55-69 - 458 315 . . 773 With chalk ... 12 09 2 , . 2 On slates .... 2,736 21-8 163 107 270 On paper .... 4,234 33-8 293 208 . . 501 Arithmetic, viz. : 4,049 32-2 Learning simple rules t 2,553 20-4 204 148 .. 352 Reduction and com-) ^ . pound rules. . . J 7-3 190 122 312 Rule of Three, &c. . 572 4-5 134 77 . . 211 Mental arithmetic . 1,056 8-4 36 37 . . 73 Geography .... 1,320 10-5 61 75 . . 136 English grammar . . 922 7-3 0i 10-2 . . 194 English etymology . . 496 3-9 20 8 . . 28 English history ... 598 4-7 32 43 . . 75 Vocal music .... 3,126 24-7 46 30 . . 76 Linear drawing . 244 1-9 7 1 . . 8 Laud surveying . 4 03 2 4 . . 6 Navigation .... 2 01 2 2 4 . . . . . 21 VII. AVERAGE ARE of TEACHKRS at present, and at the time of commencing their Vocation. NAME or COBNTY. Present Average Age of Teachers. Average age at which 760 Teachers commenced their Vocation. Males (412.) Females (355.) Carmarthenshire . . . Glamorganshire . Pembrokeshire . . . The Three Counties . . Years. 14-1 42.2 44-9 Ye;irs. 42-1 40-4 37-2 Years. 30-9 30-4 29-8 43-6 40-0 30-3 95 On the State of Education in Wales, VIII TRAINING of TEACHERS, MALK and FEMALE, with Proportions per Cent, of those Trained to the whole ascertained Number. Training of Teachers. CARMARTHENSHIRE. Number of Teachers. Centesimal Proportion to the whole number of Ascertained Teachers. Mule. Female. Total. Male. Female. Total. Trained at Normal Schols . . . , , Model Schools . . Both 9 7 1 3 9 10 1 6-8 5-3 7 4-8 4-6 5-1 5 Total trained . , , untrained Total ascertained . , , unascertained 17* 116 3 60 20* 176 12-8 87-2 4-8 95-2 10-2 89-8 133 63 196 100-0 100-0 100-0 196 Total duration of training . Months. 84-0 Months. 15-5 Mouths. 99-5 5-2 5-2 5-2 GLAMORGANSHIRE. f Trained at Normal Schools . , , Model Schools . . . ,, Both ' 29 6 1 10 3 1 39 9 2 19-1 3-9 6 4-5 ; 10-4 1-3 2-4 5 -6 Total trained . , , untrained Total ascertained . , , unascertained Grand Total ..... 36 116 14 209 50 325 23-6 76-4 6-3 93-7 13-4 86-6 152 2 223 375 2 100-0 109-0 100-0 154 Months. 224-5 Months 159-2.-J 377 Months 383-75 __ Total duration of training . . 6-2 11-36 7-67 There is one Teacher whose period of training has not been returned; the average training, therefore, of Males is taken upon 16 instances, and the collective average training upon 19 instances, t Certain of the Assistant Teachers in this county having been trained, appear in this Table, hilt 111,1 in t!,.. X, .t....- ,.,. T.Mo V on, I IV but not in the Notes on Table V, and IX Carmarthen, Glamorgan, and Pembroke. 97 VIII. Training of Teachers, Male and Female, &c. continued. Training of Teachers. PEMBROKESHIRE. Number of Teachers. Centesimal Proportion to the whole number of Ascertained Teachers. Male. Fem.ile Total. Male. Female. Total. Trained at Normal Schools . , , Model School . Both 11 12 3 2 14 14 8-4 9-2 3-6 2-4 6-5 6-5 Total trained . . , , untrained . Total ascertained . , , unascertained Grand Total 23 108 5 79 28 187 17-6 82-4 6-0 94-0 13-0 87-0 131 3 84 215 3 100-0 lOO'O 100-0 134 218 Total duration of training . . Months. 201-25 Months. 30-75 Months. 232-0 8-75 6-15 8-3 THE THREE COUNTIES. Trained at Normal Schools , , Model School . . . 49 25 2 13 8 1 62 33 3 11-8 6-0 5 3-5 2-2 3 7-9 4-2 4 Total trained . . , , untrained . Total ascertained . , , unascertained 76 340 22 348 98 688 18-3 81-7 6-0 94-0 12-5 87-5 416 5 370 786 5 100-0 100-0 100-0 421 791 ' Total duration of training. . Months. 509-75 Months. 205-50 Months. 715-25 6-71 9-34 7-30 98 On the State of Education in Wales, r i iO ^O O 'cf . J O^ - ' **J* O ,_. S " "" 'S aj oi" '53 ^ *"' * ' C~l < r ' CN Hi CM > i i ' C^l - >^ o 5 s -JH^ - s co CO *s O5 O o 3 5 ^ CJ ^ 9 ^, -3 O 00 O oo "(3 f-H O fa CJ " " ^ * B ..g' n a & 1 ^ CO (N -0 TJ CO H Z CO CM s co 8 5 "S ^^^ *^ . b o CO fcrt t>. O CO CO ^1 t > * CO af "I 'I ^ ^ | f. pi ^0 o Ci co ,~l o ^K CO ^M O .00 CO 5 "^ S *** ^ a ^ 00 w 11 2 S.^- 3 1 |T^ P5 O gSs'Sorf EC _o -s 'S ^ *. u ^5 rf 2| s ^ "3 .S fa S i 1 r-l CO CO CO t H OO CO i~> i-l r-l t>. S o j o Ifflil CO CO CO ts. O> ' : CD 00 OO CO 00 CO-O .= |^ A* J v >3r r^ H O 'fe t|- a "o a7 ft- rt 3*0 -a 6 * * OB ijsll ffl-a S J CM c 2 *3 o r-< IM CO CO CO o. o'rf O * rt _D ^ d isii' 51 "Q O (M 00 co f- 1 Q I to CO t ^. "fsij |sn S) s ""^ ri " ' M o *-* X ^3 aj -O o5 * ^I*^ *'~ l o sj (M CO >. O CM ^ fa fa eC 5) 5 iz . 5 aia 4) * ^"S *""* 1 < . < 1 5 *B Is "iS . ^ pH Is* l> ^* O 00 --H CJ 00 S M 2 . " rC ' rt 1 +J .-.rt ^, CN 1-1 j SC pa S *Q CO ts ts, O 00 "TS O O CO O CO 09 a 3 pa* EC o B 3 5 *o t^ co c^ 00 H4 W CO CO CO OO o CD * OO K5 O CO w ^ c-* CO ^ CO c^ ^ CO eA C^ >O '^ CO CO ' CC CM S -f Qfl , 00 00 O OO krt w ^* OJ t>- CO (M (M s Ml r i -<3< CO i i CO OO -H 00 ** s H i n co B .5 '3 8 fi8, a .8*f 2 S : r fa n ? i fa ivi I-H 1C ^ OO CO OO ff *** ^^ fa S j= o V 1 1 V ~ V ^ / | I *'~ V ~' 1 o B S a ' ' ' ' ' g CU O s - H M 5 . . .... o - - " 5 "3 a - & c r- 1 '~ V ~' 1 rtl V i cu 1 j s s *0 <2 G -c ., a -2 ... aj^S ...$ a> a .i ^ "3 ^ . B u tS 3 * S **"" 3 o a ifl i '111 1 3 S^2 J! Ill o " ^ cu 3 ''"s 2 ^ tl <> i o 3 s> to t3o!so25 oo S56^^ S5 s SB-I-S 5^ s HOoO' < P.Q -2 ** o o |^H 1 ^ N-^OOIM ' i * i CO ^ o * a Scholars. O O OO i iMOTfOOOO t^ ooooco-i. ooeooi ^^ "^COkft*-^ 1 41 ! t eo t^ IM O * S Schools. - Tfoovsii-ieo>on. O 5 M s CO r. Z U if o ^= w O-l Oi K s <1 si ^ * g| "o CO s a 3 1 o >, 'a o S eo < t^ f t*~. co I ~ OT o t^ !M 9 g 3 2 3 * . cc TJ< 13 5 "o 01 9-, "3 o hi 1 Scholars. wf5ooOi-ieoO'^'oa>ft oo(NN.oaowr-i!-it^Ti < o> fl" n e* e>s >o <-i I-HO-I i i f i CO *t to * b O fO S3 eS 1 a D Schools. eowwoooot-ieooic^c* to < < eo b* "3 O o Dcnomitiiitious 1 -I - ' ' .. J ' | s s | .1 . J ? ji -^ as g 8 S d s .2 w -3 2 ' ' J a ! ^^cq..g g-SS-" OO K ^'rBaj^sa g 3' ^ 1 1 I 3 1 1 1 fa * 1 1 1 1 f 1 1 1 1 o cqca^u^odu^^ H Average per Scl Carmarthen, Glamorgan, and Pembroke. 101 c*-! E _ ^o^cootoooso-o o **- <2 o CO 00 I CN i i i I QO J S..5 5 "" 1 CO CO FI o Jioj CO -^^^COOSOSOOO o 1-1 S 00 OO (M SM . CO i * a | B O !>. iO CO CO QO C^ to CO -~ .2 "o 1 CN "CO t^ CO O o j^ | a: ^ (M rr t^. p-l CM s S 2 s J co ei B M Si | 4 1 -c 'I'll be Q rg "rt > * S ' S i "0*0^ ''S-^oS^ag hi a > l^^ltfllllll 102 On the State of Education in Wales,- 111 5 o OTjO5t>.oi-coo o ?|l ^^3^- o 1 OS TfCO'3 I o ' 11^1 1S o oo5O5Ono CMi-ii- OS i i C* O <* 5 o co e co CO o E-i 1 1 * Tro-o-^coeoosTf 3 l- to o CN ft ' i I 5 SCO . "S o i <-> O CO to . V T3 9 g 1 1 k 1 Scholars. ^O500OC5OOCOC<> '*tO'-"t>.OJ'-'i-lO500tO O O CM (M CO > "t* c> i i i i i i ci J s,!" 3 1 1 CO CO a _ '5 .0 *O " | H ~ tn -" at lifS 15 O "O Tj" i ~ ** 0.2 ~ o _c (JJ ^, 4, J)< ~, ^ < _1 F _I o J *i^ s 8 "S o 1 (M >O CU^^ gj P< H , ~ 1 s 1 oo tototootoo^^oot^ 00 00 o|| J o 1 ^f C-l i i O> CO o 1 CO CO I'll s c S O ^OOCn^O--0, 01 3 o O i-Hi iCOrl i-l O rH C4 n to oo o *u ^ -^ S I h Ja COOOOOtOCOtO CM to < OO "I CO S"o 1 S rr 2 ?! II Ill r-^ TfTfoot^COOC^OOOrti-H O-l S S ^ 'S CO C t-i J3 a 1 "*~ ijj * >( ;o 5|| H i S CO *-* 3 "rt "3 c c; o a o ( .1 - M H 1 CO lif 3 o 1 i S . . . . i . | 2 . . a j-i ^ 3 III - . s 1 1 ; : verage per !If o x -3 u u ^ JJ-? S 'g'gPQ * * D '"5 fl <} g *2 < ==^3 "S ^ ^-S"S E'i i'^^Jj |>o 1 * s 1 1 II 1 II II sll 104 On the State of Education in Wales, XII. The NUMBER, AGE, SEX, and DENOMINATION of TEACHERS and SCHOLARS in SUNDAY' and of the whole Number to the Population of the same Age and Sex; the Number of Paid Day-schools, and to live more than 1^ miles from the Sunday-schools. Centesimal tO Number of Scholars. Proportion of Scho- 1 lars under 15 Years CO M * to the whole ascer- H Z p Denomination. 01 *0 Under 15 Years of Age. Above 15 Years of Age. M tained Number of Scholars in each denomination. o ,3 a 'irnncl o S Total. * Male. Fern. Total. Male. Fern. Total. | Male. Fern. Tola r Church of England . 49 1267 1445 2712 566 489 1055 70 3837 69-1 74-7 72-0 H Calvinistic Methodists 78 16C1 1689 3350 2265 1796 4061 .. 7411 42-3 48'5 45-2 B H Independents . . . 110 2878 2653 5531 3566 2865 6431 .. 11962 44'7 48-1 46'2 Ci S< Baptists .... 55 1031 963 1994 1156 856 2012 .. 4006 47'1 52'9 49-7 Ss Wesleyans . . . 14 304 302 606 186 149 335 42 983 62-0 67-0 64'4 5* Oilier denominations 3 19 3 22 30 9 39 53 114 38-8 25-0 36-1 6 Total .... 309 7160 7055 14215 7769 6164 13933 165 28313 48'0 53'3 50-5 . r Church of England . 92 2499 2723 5222 339 271 G10 76 5908 88*0 90-9 89'5 5 Calvinistic Methodists 92 2643 2238 4S81 2398 1347 3745 .. 8626 52-4 62*4 06-6 2 Independents. . . 101 3312 2613 5925 2581 1483 4064 199 10188 56'2 63-8 59'3 3 Baptists .... 61 1915 1661 3576 1228 766 1994 40 5610 60'9 68-5 64-2 the same kind I have noticed in my account of the Church Sunday- school at Llandovery. The general questioning on the passage of the day was conducted by the Rev. Mr. Davies, master of the Rhydiceisiad day-school, in the parish of Llangynin (reported below). He gave the questions in Welsh, and translated them for me into English. The following are specimens of them and the answers. "Why is Christ addressed as master ? Because he is a teacher. In what office is he a teacher ? In that of prophet. Should parents in general feel a desire to bring their children to Christ? Yes. Why? what good can he do them? He can bring them to eternal life. Cannot some else than Christ do this? No. Can he save all? Yes. Are all welcome who come to him ? All. Are we to understand that evil spirits have power over natural diseases ? Yes, in those times; but not now. The evil spirit tore him ; what does this mean ? The man was in such pain that he tore himself. Why could not the disciples cast the evil spirit out? For want of faith. In whom was the faith wanting?" (Here some discussion arose as to whether it was the disciples who lacked faith to perform the miracle, or the man to have it performed upon him. The superintendent, who inclined to the latter opinion, quoted " He could not do many mighty works there, because of their unbelief." He said, however, at last, " Well, it is doubtful ; we had better leave it.'') How did Jesus rebuke the unclean spirit ? By his word. " All were amazed ;" did they understand Christ to be God, or only that God worked with him? Both; (another) They were amazed at the God- head of the Son appearing; (the superintendent) It was rather God who appeared as attesting it, and at this they were amazed. "They wondered at all the mighty works ;" what were these ? The same persons had seen others of Christ's miracles. " Let these words sink into your ears;" what does this mean? Put them in your heart. What words? Those which follow about our Lord's crucifixion. (Here again a discussion arose. Some thought that the words meant in the 44th verse were the exclamations of wonder alluded to in the 43rd ; and that the disciples were exhorted to remember these present acknowledgments of Christ's power for their consolation when he should afterwards be crucified.) I was informed that it was then too late for them to catechize the children. At the close of school, several packets of little Welsh hymn-books were distributed among the children. The people present were generally well clothed; want of proper clothes is a common excuse given for not attending or sending children to a Sunday-school. After the dismissal, the teachers met to settle next week's lesson. It was to be from the 46th verse (inclusive) to the end of the chapter. They read it over in the way I have described. After it had been read, the superintendent for the following week put some questions. "What was the 'reasoning' about? They mistook the nature of Christ's kingdom, and expected temporal power ; (another) Pride was arising among them ; (another) They expected to be prime-ministers, and so forth.'* Some discussion ensued as to whether Christ heard the conversation, and knew their thoughts from that, or whether the Carmarthen, Glamorgan, and Pembroke. 125 conversation took place in his absence, and he knew it and the motives of it by his omniscience. It did not appear to be the object of this con- versation to settle, so much as to open questions, on which the next Sunday's teaching should turn. Each teacher gave his own opinion, and the superintendent did not sum up or decide in any way. The teachers appeared to he generally decent farmers or shopkeepers. There is one thing more to be mentioned. This Sunday-school is considered, in theory at least, to be quite distinct from the congre- gation. In order to be a member of the Sunday-school it is not requisite to attend the public worship of the chapel ; no question of this nature is asked of any one in school ; nothing more specific is taught on this head in the classes than the abstract duty of public wor- ship. The Sunday-school, as a distinct society, elects its own teachers. Penygroes Sunday School (Appendix, p. 416). This school is held in the Independent chapel, and in the school-room belonging to the same congregation, which is built on a part of the burying-gronnd, above the stable. The Testament classes are in the former, and the junior or elemen- tary classes, with one class of adults reading the New Testament, in the latter. The. school commenced this afternoon precisely at two o'clock, by the superintendent desiring one of the teachers to hear two females, apparently about 23 years of age, repeat the first chapter of the book of Joshua, which they did simultaneously, very correctly. A hymn was then sung, and the teacher delivered a prayer. The secretary then called the names of the teachers, and every one answered, " Here I am." A teacher then stood up, and stated his opinion respecting a Sunday-school he had been visiting in the neighbourhood. (It appeared that there is a union among seven Sunday-schools of the same connexion, and visits are paid from one school to the other.) He said they had a good supply of teachers ; that they were reading tolerably well ; the faults of that school were, they had no teachers' school no secretary many coming late to school they were not giving sufficient time fur the scholars to read without assisting them there were not many adult females coming to school. The teachers then went to their different classes. In the school-room I saw one little boy in the alphabet, one class in the Second Class-Book of the London Sunday-school Union, and two classes in the Third Class- Book. The different teachers had printed questions corresponding to the several Class-Books in their hands, from which they questioned the scholars as soon as the lessons were read correctly. Some of them were taught individually, others collectively. The adult class in the school-room was reading the tenth chapter of the Hebrews, and to the questions proposed by the teacher I heard the following replies: The ceremonial law was nothing but a shadow of things to come the killing of the beasts under that dispensation had a reference to the death of Christ for the sins of the world none were benefited by the sacrifices, except those who, through faith, looked forward to the Lamb of God, who would take away the sins of the world Christ in his person, and in his sacrifice, was the substance of all the sacrifices under the ceremonial law. All the sacrifices and burnt offerings had especial reference to him. The sacrifices proved the sinfulness of man, and at the same time pointed out the way for him to be saved, through the blood of Christ. 1 26 On the State of Education in Wales, All the classes in the chapel have the same lesson, and the teachers, on the mornings of every sabbath-day, meet their minister (the Re- verend Simon Evans) to have the lesson explained to them, and to be questioned on it, that they may all question the scholars in the same manner. This appeared to be the grand secret of their success. Every word and every passage is fully explained, and they are expected to do the same in their different classes. The lesson this day was the twelfth chapter of St. Mark, 13-24 verses. I visited every class, and the following were the answers I heard given to the questions proposed by the different teachers : Pharisees, a sect among the Jews, who con- sidered themselves better than others Herodians, Herod's partisans tribute, a tax paid to the emperor of Rome Cassar was the emperor. (By me.) Rome was in Canaan Jesus Christ knew the hypocrisy of the Pharisees and Sadducees he knew their hearts the Sadducees denied the existence of spirits, good and evil also the resurrection the Pharisees tried to entangle Christ in his speech respecting paying tribute to Caesar he told them to bring him a penny, a Roman coin, 7$d. of our money he told them to render unto Caesar the things which are Cuesar's, and to God the things which are God's. The Sad- ducees (from Sadock, their founder) tried to entangle Christ by asking a question respecting the seven brothers who married the same woman, as Moses enjoined in the twenty-fifth chapter of Deuteronomy, fifth verse they were prompted to put the question by malice and envy, but were equally surprised with the Pharisees by the answer which Christ gave Moses, whom they quoted to entangle him, proved the resurrection in the verse quoted by Christ, " I AM the God of Abraham, of Isaac, and of Jacob" he was their God, then, when they were dead, as he was when they were living. The same questions were proposed, and nearly the same answers given in every class. There was only one fern ale teacher in the school, and she was as expert in proposing questions as the male teachers. At a quarter to four the superintendent ordered the books to be taken up; the anthem, "Worthy is the Lamb," was sung by 20 or 30 of the teachers and scholars ; and Mr. David James, of Pantgafel, concluded the school with prayer. I was informed that the teachers and scholars were freeholders, farmers, servants, labourers, and their children ; but the major part of the scholars were adults. This is a school of considerable reputation. January 3lst, 1847. WM. MORRIS, Assistant. (Appendix, p. 434). The eight chapels named in the table next follow- ing are formed into a Sunday-school union, called the Narberth Sunday-school Union. The chief principles upon which this union is formed are the adoption of a similar method of instruction ; comparison of accounts with respect to the attendance of teachers and scholars; and a system of mutual inspection. Mr. David Evans, of Narberth, is secretary to this union, as well as to the Pembrokeshire Educational Committee. I am indebted to him for much information concerning it. It is settled at certain periodical conferences what schools shall inspect each other. Two visitors are deputed from the visiting school for the purpose, who do not give notice of their coming, and, having Carmarthen, Glamorgan, and Pembroke. 127 made their report, transmit it to the secretary. I saw some of these reports in the minute-book. Making allowance for a good deal of general and commonplace reflection, they were ably and honestly done, and were not merely mutual laudations. Faults were pointed out, e.g. the small proportion of children to adults ; superannuated teachers set over the youngest classes; and so forth. A similar union exists in Kemess hundred (cf. Report of Penygroes Sunday-school, supra) ; and also in Newcastle hundred, Glamorganshire (cf. Report of Gilead Sunday-school, infrci). The annexed table, with which Mr. Evans fur- nished me, will show the precision with which the accounts are kept : DEAR SIR, Narberth, January 26th, 1847. I HEREWITH forward to you the returns for the schools con- nected with the Narberth Sunday-school Union ; all of which are filled with the utmost care and fidelity, from personal and minute inquiries. Zoar school was not in connexion with union during the last quarter, but has since joined it. * * * * The Wesleyan school has discontinued its connexion with the union since June last. I also enclose a copy of the last quarterly table of statistics ; the total in some instances you will find to differ from the returns. This arises from the fact, that in some schools that very cold and snowy Sunday* was omitted in striking the averages. Should anything appear difficult or imperfect, I shall be most happy to render you all needful information. I have, &c. JR. Jt. W. Lingeii) Esq. DAVID EVANS. NARBBRTII SUNDAY-SCHOOL UNION. [The names between brackets denote the parishes in which the schools are situated. I. stands for Independent, B. for Baptist.] STATISTICAL TABLTC, ending December 27, 1846. TEACHERS. SCHOLARS. i c a -3 ^ C J3 % | a JJ! < in to . V 0! _ V = II 1 i o .2-c 1 s> z j o d Z I Jan. 10 Gen. i. 1-5 The Creation 1 i ! Luke ii. 6-14 Birth of Jesus 90 1 1 ,, 17 Gen i.6-13 The Creation 2 Luke ii. 21-26 i Deilication } ^ of Jesus, j 224 1 2 ,, 24 1 * The First Catechism is the Wesleyan Catechism of that name. The Paraphrase is a work (well known among 1 the denomination) upon the Second Wesleyan Catechism. The Scripture References are a compilation of parallel passages of Scripture to illustrate each portion read. By means of this table each class is engaged in studying the same passage : each teacher is illus- trating the same subject from it, and referring to the same authorities, which are those acknowledged by the congregation. At the end of the time the school is catechised by one of the teachers, collectively, on the passage which has thus been read separately. Instead of the Old Testament lesson marked for the morning, the scholars had of late been devoting the Sunday morning school to Scripture biography, adopting a system of mnemonics : e.g. the floor is divided into so many imaginary compartments, and numbered. The position of the compartments and the number, always remaining the same, soon become familiar to every one. Then a scriptural name is taken; suppose Zacchaeus : the principal circumstances of his history are assigned one by one to some of the compartments explanations or illustrations to others. In this way an account of the principal scrip- tural names was by degrees being very thoroughly learnt throughout the school. The superintendent informed me that he found the system work admirably. The teachers appeared to me to be discharging their duties efficiently. They were really questioning the children and expounding to them. One in particular had an animated and intelligent manner. Attached to the school is a lending library of 300 volumes, entirely of a religious character; the volumes were all nicely covered with canvass, and numbered with figures corresponding to the index. The register of volumes taken out was kept thus: Carmarthen, Glamorgan, and Pembroke. 131 JANUARY. FEBRUARY. 3 10 17 24 31 7 14 21 28 No. of No. of No. of No. of No. of No. of No. of No. of No. of Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. A. B. . . 21 21 21 50 - The upper line of figures denotes the days of the month on which each Sunday of the year falls. The volumes are taken out each Sunday. According to the example given, A. B. would have taken out vol. 21 on Sunday the 3rd of January ; renewed his loan of it on the 10th, and again on the 17th ; returned it, and taken out vol. 50 on the 24th. The school-roll was kept in the same form as at the "VVesleyan chapel in Pater, q.v. The attendance register was kept in a particularly good and convenient form: e.g. Dismissed, VVeslevan Total Admitted. Present. Absent. Removed, Date 1847 Sunday-school, Milford. brought Total. &c. Total. BoysJoirls. Boys. Girb. Boys. Girls. Boys. Girls. 17 Jan. Morning . 137 2 1 140 4j 58 19 18 140 Afternoon 140 24 ,, i Morning . Afternoon The entry in the last column for one attendance always forms the entry in the first column for the next attendance. The totals had been steadily increasing for some time. It seemed to me altogether an excellent school. English Wesleyan Sunday-school, Bridgend (Appendix, p. 350). I visited this school on the 7th of March. The chapel in which it is held is airy and commodious. The side-aisles are occupied by open pews. In them the school is held. The two sexes are separated, one on each side of the chapel. The teachers appeared to be of a superior class, and to be doing their work well. Each selects what passage he pleases for his class to read. There are cards for marking the attendance of teachers and of each class. There is also a minute-book kept in the same form as at the Tabernacle, Milford, in which the particulars of attendance are entered. The officers of the school include a superin- tendent, teachers, secretary, and two visitors. The school district is divided between these two visitors ; it is the duty of the secretary to furnish the visitors with a list of the absentees on each Sunday, that their homes may be visited, and the cause of their absence ascertained. There is a large clock conspicuously placed in the chapel, and the time of the afternoon's school apportioned according to the following table: K 2 1 32 On the State of Education in Wales, Minutes. Time. ' Singing and prayer 10 2 10 Giving out books 5 2 15 Catechism 30 2 45 Religious instruction 10 2 55 Silence and singing 5 30 Reading Scriptures 20 3 20 Address or reading continued 25 3 45 Collecting books 5 3 50 Singing 10 40 In the morning a greater proportion of time is given to reading the Scriptures. Prizes (Hymn-books or Testaments) are distributed in exchange for tickets obtained for attendance at the opening of school, and at the lessons of the class. Four such tickets can be acquired each Sunday, i.e. 12 in three weeks. For every 12 such tickets a larger one is given. It would, therefore, take at least 36 weeks to acquire 12 larger tickets, which is the number of them requisite to gain a prize. The catechism in use is the Wesleyan Catechism; but it is not learnt by any scholars except those in the Bible and Testament classes, i.e. the most advanced. The catechisms are taken home, in order that the portions to be repeated on Sunday may be learned during the week. The portions learned are repeated individually. By Religious Instruction is meant a more familiar and colloquial intercourse between the teacher and his class on religious subjects than is the case in catechetical instruction. In four classes which I passed by while this part of the instruction was going forward, I heard one teacher explaining to his class that God is a God of Truth, giving them short and simple proofs of various things stated in the Bible, e.g. the fall of man his corruption and misery the deluge and so forth. Another was impressing his pupils with the consideration that we must all stand before Christ's jtidgment-seat every one of us in an earnest manner, making them feel that this is not an abstract truth, but a per- sonal and individual consideration. A third was warning an individual boy, who was not taking good ways. A fourth was speaking on the importance of giving our jirst days to God, while our mind is as yet undisturbed by the cares of life. At the end of the school comes a general catechizing upon the passage read by the senior classes during the previous half-hour. According to the rules of the school, the teachers ought to meet once a-month ; but this rule is not enforced. Once a-morith there is a prayer-meeting of the whole school, i.e. the school is closed at half-past three instead of four, and the remaining half-hour devoted to worship and prayer instead of instruction. This is the only Sunday-school in Bridgend, with the exception of the Church Sunday-school, which is conducted wholly in English. It is contemplated to form a lending-library in connexion with it, and to adopt the course of lessons laid down by the Sunday-school Union. When this is done, I should say that it will be one of the best Sunday- schools which I have seen in my district. Wesleyan Sunday-school, Cardiff (Appendix, p. 369). I visited this school on the 2lst of March, 1847. The time during which the school is kept is divided thus: in the morning, 15 minutes for opening Carmarthen, Glanioryan, and Pembroke. 133 with singing and prayer, 35 minutes for reading-, 5 minutes for spelling in what has been read, 15 minutes for lessons and religious conver- sation, and 10 minutes for closing with singing and prayer. In the afternoon, 15 minutes for opening with singing and prayer, 30 minutes for reading, 10 minutes. lor lessons, 10 minutes for spelling in what has been read, 15 minutes for catechism, and from 25 minutes to 40 for closing with singing, exhortation, singing again, and prayer. By the lessons is meant repeating a portion of Scripture, selected and given out on the previous Sunday by one of the superintendents, and committed to memory before coming to school, with questioning upon it by the teachers. In the religious conversation the teachers endeavour both by questioning and by relating simple and striking anecdotes to impress the minds of their scholars with a deep sense of the truths of religion. In the 1st class of boys I found the teacher examining his scholars in what they had read very sensibly and acutely, and exercising them in turning to passages of Scripture bearing upon a given subject. The scholars appeared quick in this sort of work, and very ready in answer- ing questions put to them by their teacher. In the 2nd class of boys I found the teacher questioning his scholars upon the portion of Scripture selected for the lesson. He was examin- ing them on almost every word of the lesson, and appeared to possess some skill in simplifying and explaining matters. In the 1st class of girls the scholars were being put to read the answers to the questions in the Catechism, with Scripture quotations. The teacher afterwards put several questions to them, which she had in a printed form in the * Key to the Catechism.' These questions are much more minute than those of the Catechism itself, from which alone the scholars had to provide answers. They seemed to do this readily. In answer to questions put by one who gave the closing exhortation, and read, without mentioning the book or the chapter, the first part of St. John iii., they said that a part of St. John iii. had been read that regeneration was the subject of the conversation between Nicodemus and our Lord that Nicodemus was a ruler of the Jews that he came to Jesus by night for fear of the Jews that he knew that Jesus was come from God, because no one could do the miracles he did unless he had come from God that a miracle is a wonderful thing, and requires the power of God to perform ; they could not say what is the kingdom of heaven in this world; they said that man is born in sin that the first thing every one does after he has felt the need of a Saviour is to pray that faith is connected with prayer; they could not say what follows when we pray in faith. Besides the two superintendents, there are two secretaries, one for the boys and the other for the girls, whose business it is to keep the books : viz., the register, in which are entered the date of admission with age at the time, parent's name, residence, class, and remarks about leaving, dismissal, or death ; the roll-book, in which is entered the attendance ; and the minute-book, which contains a summary, with a leaf for each month, of the number on the books, distinguishing boys from girls, the number admitted and the number that left on the one page, and on the other page the number that actually attended, qf 134 On the State of Education in Wales, teachers, distinguishing males from females, with the actual attendance of their scholars respectively morning and afternoon. At the opening and closing of the school, one of the superintendents gives out a hymn, all sitting ; when he has gone over the n limber of verses selected to be sung, he pronounces "attention," then he gives out the first verse, which is sung, and so of the rest. After singing he desires all contained nothing but two small benches. It will be seen from the tables that the schoolmaster unites with his educational duties the somewhat anomalous functions of porter, barber, and layer-out of the dead. His service as a teacher, judging by the scale of remuneration, does not more than three times exceed in value his services as barber and layer-out, and is only half as valuable as that which he renders in the capacity of porter. The children's hair was cut in a sort of tonsure ; only they were clipped where a priest would be shaven; i.e. a line of longer hair was left round the head, and the hair on the crown was cut down to short bristles. They looked like little monks whose polls wanted trimming. I was told that 10 could read in the Scriptures, but no Bibles were forthcoming. Apparently the only two books ordinarily used were the New London Spelling-book, and Bailey's First Book. On my giving out " p. 35," not one could find the place. They did not un- derstand the names of the figures in English, and the schoolmaster could not explain them in Welsh. The house-master acted as inter- preter. Seven (three were said to be out) could just make something of the letters composing each word, and that was all. Not one, after I had asked each his name, could answer me the second question in the Catechism " Who gave thee this name ? " even by rote. The master at times urged them in a harsh and angry manner. It may be worth while to describe minutely the slate of utter desti- tution in which these pauper children were left. The majority of the guardians are Dissenters. Accordingly, there is no regular chaplain, and, but for voluntary exertions from without, there would be no spi- ritual care had of the paupers, young or old, whatever. The teachers of the Calvinistic Methodists' Sunday-school attend at the workhouse every Sunday morning ; and ministers of this denomination, and of the Independents, attend twice a-month regularly, and sometimes oftener, but not at all during the week. The children are not allowed to attend any place of worship out of the house on Sundays or week- days. No child is compelled, if the parents object, to attend the religious instruction now given. I saw, besides, three girls, aged 9, 10, and 12 years respectively, who were not in regular attendance at school, being said to be at work. Of these only one, that aged 10, could read in English; that aged 9 could not read at all ; the third, who had been in the house ever since 1840, could read in Welsh only, and this she had learned on Sundays from the voluntary teachers. 138 On the State of Education in Wales, Union Workhouse School, Carmarthen (Appendix, p. 290). Fifty- eight children were said to be attending 1 this school. The schoolroom is used also as a chapel ; it is a large oblong room, with the door at one of the narrow ends ; opposite is the fireplace ; on the left hand of the fireplace is a reading-desk ; on the left hand of the door is a table or dresser ; a few benches stand along each of the side walls ; the mistress sits at a cross table before the fire, with drawers for the school apparatus underneath it. The room is entered from the kitchen. On the day of my visit it smelt most disagreeably of fish, quite like a fish-market to- wards evening ; I suppose some coarse fish must have been dressed recently for the paupers in the adjoining kitchen. The ventilation is not good, for, although the door and fire-place are opposite, yet, as the former opens into the kitchen, it hardly introduces a current of fresh air. The windows are small, all on one side, only three in number, and at some height from the ground ; they were all closed when I visited the school. There was a good fire in the room. The floor was excessively dirty. The children were drawn up, when I entered, the boys on one side, the girls on the other; most of them were very ragged; the pin- afores of the girls were very dirty ; few of them had stockings, and some verv little ones had no shoes, although the floor was of bare stone. One little creature cried bitterly, until, at my request, she was taken into the arms of an older girl. The children enter the school at two years old. Every child in the house, above this age, when not other- wise employed, attend school as a matter of course. I heard 15 of the children read the Testament, eight girls and seven boys ; only four of the girls and none of the boys had been in any other day-school, as they and the mistress told me. About half the class could read as well as the head class in common day-schools usually reads. I got a few scriptural questions answered ; among others, I asked, " What makes God angry with men?" (1) Cursing and swearing ; (2) playing on the sabbath-day; (3) sin. They were able to give me some account of the benefits which we derive from our Lord's death. None of them rould tell me what the last day of the world is called, nor whether God would again destroy the world by water. One boy told me (hat Noah and his three wives were saved in the ark. The answers were given principally by one boy, and rarely or never by any child below the three first boys. The copy-books were very dirty and badly written; the best was that of a girl who was said to have been in no other school. Some questions in the compound rules of arithmetic were answered tolerably well. The children all attend the Church-service on Sundays, and learn the Church catechism. The mistress told me that no objection was ever made by the parents to this, although some of them, bein<>- Dis- senters, do not attend the Church-service themselves. The rest of the school, i.e. 43, were said to be mere beginners, and taught individually. There was only a single mistress to attend to all. Union Workhouse School, Narbcrth (Appendix, p. 432). This school is held in a spacious, airy, and well-lighted room, with a boarded floor, upstairs in the Union Workhouse. I found both the room and its furniture in good repair and very clean. There was a comfortable Carmarthen, Glamorgan, and Pembroke. 139 fire burning; in it, and a screen round the children on the side of the door. Fifteen children were present; I found the mistress sitting at the head of a long table, which ran from the fire-place across the room ; she was sewing. On her right sat three girls, also sewing ; on her left, five boys together, and one boy lower down by himself; six little children sat on a form apart, but within the screen, and not far from the fire. Two of the girls and the five boys at the upper end of the table were reading the first chapter of Hebrews when I entered, verse by verse. The two girls laid down their sewing when their turn came ; had the place pointed out to them, read the verse, and then resumed their sewing. All the clothes used in the house are made in the schoolroom. I stood for some time, but, beyond occasional corrections, I heard nothing said by the mistress. I then set them to read the 12th chapter of St. Luke. One could not find the place ; two only could read moderately well. From the same two I obtained the following answers: We are taught in verse 5 to fear God, who will send the good to heaven and the bad to hell; neither of them will come out again; he will do this at the day of judgment; God the Son will judge, the world. Christ was the Son of man as well as the Son of God ; his mother was the Virgin Mary ; he came to save us from sin ; Christ was a poor man ; born in Bethlehem ; in a small poor place ; in a manger ; could not tell what a mauger is ; could see one at Beth- lehem ; died upon the cross; crucified by the Jews; suffered under Pontius Pilate : (they failed to answer this question when asked in the form of who else joined in putting him to death ?) is not in the grave now ; is gone up to heaven ; will come back again, on the third day the last day to judge the quick and the dead. The children spelt multitude (of which they could give no meaning), therefore, re- veal, afraid, correctly, but spelt power with /?, 0, u, r. There is no no house chaplain. The children go to church every Sunday, weather permitting. The house is also visited by the Reverend H. Davies, Independent minister of Narberth, regularly once a month, and by other ministers occasionally. No arithmetic is taught; the copies are written ill, and from slips; over the fire-place were four prints of natural history from the Christian Knowledge Society. The children hud in use a little Cate- chism of general information called the Mother's Catechism, which seemed a good sort of book. Better books were being used hero than either at the Union schools of Llandovery, Llandilo, or Carmarthen ; and in point of the children's comfort, there was no comparison. The room used for a school-room at Llandovery corresponds to what is here a day-room opening from the boys' yard. In point, however, of instruction, the school hardly ri>es above a nursery. The little children on the separate bench had nothing to occupy them. Union Workhouse School, Pembroke (Appendix, p. 463). I visited this school on the 16th of December. The master had at one time been a soldier, and his whole regime and phraseology were of a military character. I was introduced to the school 140 On the State of Education in Wales, by Captain Leach, the Vice-Chairman of the Board. As soon as the schoolmaster had been apprized of our object he tolled a great bell, and, when the summons had been answered by the appearance of a boy or two in the yard, called out lustily, " Come, turn out there fall in." This was very readily done. " To the right face march." Each boy in passing gave a military salute. One of the file had neither shoe nor stocking ; scarcely any of them had stockings. There was a deep snow on the ground thawing at the time. The schoolroom is well lighted and ventilated, boarded, and in ex- cellent repair. Everything about it was very neat and clean. Along one side was a line of desks, and opposite to them a stove with a good fire of culm. By the door there was a cupboard for books on the left hand, and a small square table for the master on the right. He appeared a very respectable old man, kind and intelligent, with a good- natured sharpness of manner, such as children would soon understand and be kept alert by, without being cowed or frightened. He gave the order, "Fall in with your Testaments." 1 heard 19 children read to him the 14th chapter of St. Matthew. He paid great attention to them and corrected any mistake made, except desert for desert, which he did not notice. He then put the following questions, which I took down verbatim. He spoke clearly and distinctly. The children for the most part answered readily : Who was it that heard the saying of Jesus? What was it that Herod heard? Who heard of the fame of Jesus? What did he say to his servants? What did he say had hap- pened to John the Baptist? Who was this in whom the mighty works did show themselves forth? What had Herod done to John ? Why? Who was Herodias? He would have put John to death, what prevented him? Why did he fear the people? Who danced before Herod? On what day? Was Herod pleased? How do you know ? &c. Charger meant a large dish. Did not know any other meaning of the word. The master then gave the children a word apiece to spell from the passage read; most of them spelt correctly. He was very careful in not having the letters slurred over. The children repeated the Commandments very well and correctly when asked them by their numbers. The sixth commandment was first broken by Adam by Cain who slew Abel. They did not know why the sabbath had been changed from the last to the first day of the week, though the master said they had been often told both by him and the chaplain ; nor did they know any meaning for the word Lord except Christ. When I asked, " Can you tell me what the word sacrament means ?" not one replied. I was simultaneously answered when I asked, "What meanest thou by this word sacrament?" There are two sacraments baptism is performed with water we read of a Baptist in the New Testament his name was John. A boy pointed out to me the river Jordan, Jerusalem, and the Dead Sea (after a little puzzling) on the map of Palestine, which hung upon the walls. The cities destroyed by fire from heaven were Sodom and Gomorrah. The master then took the boys and gave them a lesson in arithmetic. They wrote down correctly in figures from hi? dictation three thousand four hundred and twenty-five, &c., to eight rows of figures ; these they Carmarthen, Glamorgan, and Pembroke. 141 added, and proved their addition rapidly and correctly. His best pupil then worked 761. 14s. 2, a I dnesday. ( M a ! 1 1 1 1 "S 1 ri 3 A 1 s H ss i j g 1 fl 3 John Jones . G B G G G q With two exceptions all the entries were G. Corporal punishment had been ordered in some cases by the Board, to whom offenders are reported. The children in the house had been regularly instructed for a period of one year in singing;, about nine months previous to my visit, first by a mistress, and subsequently by a master, who attended twice a-week, for an hour and a half. The girls learn spinning, knitting, and sewing; specimens of the latter seemed very nicely done. There was a spinning-wheel in the room. There are many entirely Welsh parishes in the Union. All the children, however, whom I examined, were well acquainted with English. As the children entered, a very little girl, observing that I had let fall a book, picked it up and gave it me, with a curtsey. The children generally looked clean, and were well and warmly clad. I noticed few intelligent faces among them. On opening school they sang the ' Morning Hymn' all then knelt down, and the mistress read a prayer ; it was much too long, and beyond the com- prehension of children ; they were very quiet, and I noticed nothing irreverent in their manner; all joined in the Lord's Prayer; the children do not read the Bible regularly through, but chapters are selected for each lesson at the mistress's discretion. First class of boys (8). They read part of the 23rd chapter of St. Luke could all read with ease three of the number had been in another day-school, viz., one for three months only, the other two for three years. Multitude=a great number of people they were leading Jesus to Pilate in order to bring a false accusation against him. Thus far the mistress questioned: to me the children said that perverting^: troubling the " nation" spoken of was that of the Jews. To the question what is a miracle? a book answer was given. They answered in general extremely well. Christ died a natural death ; no one could define or explain what natural death means; spelt correctly, but could not explain, "tribute;" spelt correctly "Christ, Jews, answered, fault, throughout, Galilee, exceeding." The copy-books were clean, and some of them well written. Only one wrote down correctly from dictation 5020; six subtracted 16781 from 18470, correctly ; only one wrote down correctly 10,002, and, in dividing it by 4, no one could account for the two remaining over. Without slates they answered that 1*. 6d. = ISd. ; half-a-crown Carmarthen, Glamorgan, and Pembroke. 143 1*. Qd. + 2s. 6c?. + 5s.=9s. ; 9s. 3s. 6d.= 5s. 6d.; 21. 5s.= 45s. ; 45s. 7s. = K 18s.; 4 half-crowns=10s. ; 5 half-crowns = 12s. 6d. ; I/. 2s. 6rf. = 17s. 6(7. Second class (7 boys). I heard them read part of the 8th chapter of St. Mark. Could all read with ease. Com passions pity ; divers= many ; wilderness no one in school could explain. On being asked for other miracles of our Lord, they mentioned that he made the dumb to speak raised the dead cast out devils calmed the tempest walked on the sea turned water into wine at Cana in Galilee at a marriage feast the wine which he thus made was better than the first wine he raised Lazarus who had been dead four days his fore- runner was John the Baptist no one could explain Baptist or baptize repeated the first, fourth, and tenth commandments correctly. Their writing 1 was clean and 9-6 years } ^ >9- 2 years ] )>8-4 years J 4-6 years. 2-6 years. j 1-8 years. 3 years in this and other schools . 7 months in this school and 2 years with Mr. Thomas and Miss Hoppiu, 4 years in this school and at Mr. Cur- tis's, Mr. Saunders's, and Mrs. Par- 6 years in this school, and with Mr. Davies and Mr. Williams, in Neath. 5 years in this school, and with Mr. 3^ years in this school (monitor) . J year in this school ; no other 3 years in this school. (Had to be asked his age in Welsh) .... 3 years iu this school Less than 1 yenr in this school . . Less than 1 year in this school . 4 years in this school. (Had to be asked his age in Welsh) .... [It should be noted, that the words " in this school" include attendance upon the infant as well as the boys' school.] From this table it appears that there is but little difference of age between the classes; they exhibit, however, this result, that the boys liighest in position have also been longest in attendance on school. It appears that parents generally take their children from school about the same age, viz., the tenth year, when a boy's labour begins to be valuable, as he can then earn ten-pence a-day, but that some parents send their children earlier to school than others. It follows, therefore, that, for ihe present, it is in the earlier years of childhood only that we c;m reckon upon parental co-operation in extending the period of instruction in school. The observation and proof of such facts gives increased importance to the establishment of infant-schools in the manufacturing districts, and to the question of what proportion in number and size they should bt'.ir to the day-schools. Carmarthen, Glamorgan, and Pembroke. 163 In the infant school at Neath Abbey the number on the books is nearly 25 per cent, greater than there is accommodation for at the rate of six square feet to a child. On the other hand, in the boys' school the number on the books is not 50 per cent, of those who might be accommodated on the same scale. Thus there is a constant tendency to relieve the infant school-room by drafting off the older boys into the day-school; the older boys being selected rather than the older girls, because they are managed with more difficulty in an infant-school. Accordingly on the present occasion I found in the boys' day-school three drafts, containing upwards of thirty boys, all in letters and monosyllables. The boys' school appeared well organised and orderly. Girls' School. I visited this school in the afternoon. I found a class of five girls and a monitor reading St. Matthew viii. 22-25, about Jesus calming the tempest. Though all read with ease and kept the stops, the following answers were given to the following question : What happened to Jesus and his disciples in the ship? A great multi- tude ; a man pick of the palsy. It was only by dint of questions so far leading as to be hardly questions at all that I could get any answers returned. The children appeared to be merely going over the words of verse after verse, and chapter after chapter, during the period assigned for reading, instead of reading some half-dozen verses and being thoroughly questioned on those. The absurd answers above given are thus to be accounted for: after listening to this class for a minute or two while they read about the tempest, I passed on to another class. During my absence they had been reading about Christ's curing the man sick of the palsy in the following chapter. The question and answer I took down verbatim. I found another class, with a monitor almost adult, reading the first chapter of St. Luke Zacharias was at the altar- of incense did not know what either altar or incense means. Who was worshipped at that altar? Elizabeth. The future son of Zacharias was named Jesus his wife was named Elizabeth their son was John the Baptist he baptised people with water near Jericho in the River Jordan could not tell what John the Baptist said to the people who came to be baptized. The instruction conveyed in this school appeared to be very meagre. According to what, the mistress said (there being no time-table) the girls are employed A.M. 9 10 spelling. 10 12 sewing. r. M. 2 3^ reading. 3 4 writing. On each Wednesday half an hour is given to arithmetic and geography respectively ; work is taken in to be done in the school. The girls are removed at an early age to act as nurses at home. Infant School. The children in this school appeared clean and healthy. The room is nearly square, with a rostrum in the centre and a double tier of seats round the walls, but no other gallery; the room was said to be very hot in summer and very cold in winter. 1 found the children sin<>ing some verses about the cow, and the various uses M 2 164 On the State of Education in Wales, made of ils milk, flesh, hide, horns, hoofs, &c. They were very well questioned at the end by the mistress. School was broken up (at twelve o'clock) by the children's singing grace for dinner a few lines about prayer and repeating the Lord's Prayer ; the monitors brought and distributed the caps and bonnets, and the children left the school in a very orderly manner. Mrs. Winfield, the grandmother of the mistress, and whom I found in school, had formerly kept the British and Foreign school for girls in Queen-street, Swansea, with great success. In her time it had contained 300 scholars (the present average is given at 45, and I found no more than 32 in school) ; it was then customary for many grown-up girls living in service to be sent there by their mistresses, as they could from time to time be spared ; the younger girls were also specially trained with a view to their becoming servants. Aberdulais Tin-works School. I visited this school on the 2nd of March. I found the master and mistress occupying the same school- room. There were present seventeen boys and seventeen girls; the latter were working samplers ; the furniture consisted of desks and benches along two sides of the room, and benches only along a third side and in the centre; a few cards on the walls much worn and dirty; and the rules of the Aberdulais brass band hanging by the fireplace, which occupied the fourth side. The master's desk faced down the centre of the room ; the mistress sat rather behind him, but had no desk. The room was warm and comfortable. I heard five boys and seven girls read to the mistress from St. Mark vii. ; three of each sex read with moderate ease. Honour thy father and thy mother is in Exodus xx. could not tell anything else that is to be found there there are ten commandments this is the fifth repeated the first in that commandment one means God repeated the second command- ment, except. that they ended it with " For I the Lord thy God brought thee out of the land of Egypt and out of the house of bondage" could give no answer to the question whether we ought to make a graven image of God one boy said that we ought could not tell why we ought not God is a spirit we cannot see him we should not try to make images of him could not tell about Moses could not tell who was spoken of in the chapter just read the words were the words of God the person speaking was the Pharisees Moses we read in the Gospels the history of Jesus Christ in this chapter Christ is speaking 10 the Pharisees they were bad people could not tell why (at last) they broke the commandments of God by the traditions of men knew that from the chapter they had just read (only one girl answered) Christ was the Son of God he came into the world to save sinners could not say where he came from into the world came from Bethle- hem could not tell if he lived anywhere else before being born at Bethlehem at last, just as I was closing the book, the same girl answered " heaven," being (I believe) prompted. I saw a boy copying from a tattered slip the following words : " Nothing more grateful than : pleasant friend" (sic). He was not overlooked, and was blending and severing the letters into every variety of blunder; e.g. he had separated (all the way down) grate fromful. The line which he had just written when I looked at his book stood thus: "Nothing more grate ful than aplesant frend." Only three of those present were learning arith- metic ; they subtracted Carmarthen, Glamorgan, and Pembroke. 1G5 25 6 H 19 19 \\\ correctly, but utterly failed to divide 526/. Qs. 0%d. by 35. They had no conception how to proceed after having divided 526/. with a re- mainder of 1. JBlaenywrach School (Appendix, p. 34:2). I visited this school on the 26th of February. The master's manner was mild, and he 'ap- peared intelligent. The discipline of the school, however, was very defective. The boys sat in many instances with their caps on, and the children generally seemed to quit their seats, and stand round the fire, as they pleased. He carried a short birch-rod in his hand, appa- rently as the badge, rather than the instrument, of his office. The room wore an untidy and slovenly air. There were some cards of the British and Foreign Society on the walls, and some others of the patron's own printing, together with one coloured print of the Mole. Of the six senior boys, whom I set to subtract ^ 5026 17 2iV 4987 18 ll| one worked the sum correctly, and with moderate despatch ; one cor- rectly, but after a long time ; one was utterly wrong, having 99 written in the place of shillings, and 29 in the place of pence ; the other three made no attempt. These last must all have been upwards of 14, They divided, however, 49,326 by 35 correctly. The boy who had done the sum in Subtraction correctly failed to solve 3^ feet : 19*. 6d. : : 3 fathoms ; he could get no further than stating the proportion, and multiplying 19*. 6d. by 20. Of two other boys who subsequently came into school and joined this class, one began to reduce 396 farthings to shillings by dividing by 8. The other failed to solve 8 oz. : 6Jrf. : : 2.V Ibs. He read the words of the question and figures without difficulty from my running hand on the slate. On my putting the steps to him, one by one, and pressing him, at every turn, for reasons, he was able to do the sum correctly. The greater part of this dass were faimers' sons from the opposite or western side of the vale, who were only able to attend school during the winter months, and were giving their whole time to arithmetic. The mode of teaching English in this school is very good. It was introduced by the patron. A lesson is taken from Book No. 2 of the Borough Road. The class is taught to translate this, clause by clause, into Welsh. It is, as one may say, the Hamiltonian system, applied vird voce instead of by interlinear printing. They are a long time in getting up a single lesson in this manner the master told me nearly a week, but it is got up well. Six boys and three girls, whom I had up, could give English for Welsh, and Welsh for English, whether one proposed to them words or clauses, in the lessons they had done. I pointed silently to words or sentences in the book, which the master proposed in Welsh, and tiie boys gave in reply the English to which I had pointed. With the exception of the Misses Peel's schools at Tal- liaris, this is the only systematic attempt which I recollect to have seen of teaching English. It seems generally taken for granted that the children are to pick it up incidentally in the general course of instruc- 1 66 On the State of Education in Wales, tion. I tried the same children at writing from the Lesson Book on their slates " But who made you and all the boys and girls in the world ? " One wrote it correctly, with the exception of hoo for who. Most of the others did not get beyond But. Such as made any further attempt arranged their words in a vertical column. I suppose there was once a time in our part of the world when the vertical or horizontal order of writing was an open question. It struck me, how- ever, as very curious to find human practice thus beginning as it were de novo, and not in the old grooves of custom. The average age of these boys was upwards of nine years; their average attendance at school upwards of three years. The five senior boys (with one excep- tion) failed utterly to write from dictation with any approach to correct- ness " A swallow, observing a farmer employed in sowing hemp, called the little birds together." There was no one to teach the girls sewing. I saw a portfolio of maps. In the last-mentioned class was one English, boy. He spoke Welsh far better than his class-fellows spoke English ; affording a living instance of the different degrees in which school and daily intercourse are severally effectual in teaching a language. Cwm Afon Schools (Appendix, p. 343). I visited these schools, for boys and girls separately, on the 4th of March. I found the boys' school much over-crowded with scholars. It was easy, however, to see that the master had overcome this obstacle to efficient organization, and had his school well in hand. After learning the alphabet and the rudiments of spelling from the little cards of the National Society, the children proceed to read the first and second books of Chambers' Educational Series alternately with the Christian Knowledge Society's Scriptural Selections. The higher classes read simple lessons in the same series alternately with the lessons of the day or one of the Gospels. These classes also on each Sunday are instructed in a chapter of the Bible by the master, which they are expected to study during the preceding week, and upon which they are examined on the Sunday following that on which it is explained. In conducting the Sunday-school the master has, as appears from the statistical tables, the assistance of voluntary teachers. It is held in the same room as the day-school. The first rules of arithmetic are taught by monitors. The senior class is taught arithmetic individually by the master. The boys are drafted into the first class, according to proficiency in English and reading; so that several in this class are by no means the fbrwardest in arithmetic. Every one will recollect that mathematics in a public school receive precisely similar appreciation. I heard a class of 19 boys (the second) reading the story of Frank and Robert in Chambers' Simple Lessons. They all read well, and in answer to questions by the master gave an account of what they had read. I also heard the first class of 29 boys read an account of Benjamin Franklin. They were able (i.e. some three or four who answered) to give a fair account of the difference between printing and writing; of the advantages of the former ; that it would be better to write than print a single copy, if no more were wanted. They also knew something of the imports Carmarthen, Glamorgan, and Pembroke. 1G7 from America, and of the relation between coal and copper as deter- mining the place of smelting. The same boys are taught to write business letters, such as orders, acknowledgments, &c., arid book-keeping, so far as to balance from time to time an imaginary running account; e.g., a boy draws out an invoice, posts the amount, and then gives the invoice in to the master; he does the same with fresh invoices and supposed payments ; then, without previous notice, the master calls for the state of the account between the boy and his supposed customer ; the master, having the original documents, is able to tell if they have been from time to time correctly posted. Cf. Report of Mr. Harries's school, in Llanguick parish, hundred of Llangefelach. Among the scholars were several children of agents in the works. Young men occasionally attend the school as they can spare time from work : I saw one such present. Recitation is taught ; I heard two little fellows repeat, in alternate verses, the best part of the song called Beddgelart, but I cannot say much for the excellence of their de- livery. The room and apparatus of this school are both most inadequate. As it is, the master has done much, arid would, it may reasonably be expected, und^er favourable circumstances, do more. He brings the boys on to read very rapidly. But the room is too much crowded even for the efficient use of the black board, or any of the commonest helps to class-teaching. The walls exhibit neither maps nor prints. Lastly, the absence of an infant-school overloads the existing ones with babies. The girls learn sewing. I found a much less number present than of boys. They were said to attend more irregularly, and to be removed earlier. They are more backward in English than the boys. The mistress is not in the habit of questioning them much on what they read. They were in general well clad, though sometimes with more finery than neatness. I heard eight of them read fairly from the New Testament. They answered pleasingly, and with more intelligence than I had commonly found, a few simple questions on prayer and the atonement. The writing was good. Some of the books exhibited a very pretty running hand. I was told that the greater part of the girls leave before getting into the first class. These schools, and those at Oak wood, in the parish of Margam, are both attached to works of the same company. An excellent rule has been established by Mr. Guppy, the manager. No boy is received itito employment without a certificate from one or other of the masters that he can read and write, Such a regulation generally carried out would probably do more than anything else to promote the education of these and similar districts. Llynvi Sc}iools. Llangonoyd (Appendix, p. 351, and supra, p. 119). I visited these schools, for boys and girls separately, on the 9th of March. The schools are held in an upper and lower room of a building close to the works. The rooms are spacious, and that for the boys is wel furnished with apparatus. In these schools books are found by the proprietors, and not out of th school-fund. in the erirls' school I heard 23 read from xii. St. Luke. It will be 1C8 On. the State of Education in Wales, seen from the tables that one-third only of the number read with ease. They answered extremely ill ; indeed, I could obtain hardly any answers from them, and, of such as were given, the greater part were so utterly irrelevant as to show an entire ignorance of the purport of the question. The girls' room is not so completely furnished as that of the boys, and I was told that they did not often go to receive instruc- tion from the master in the other school. They are taught needlework. The boys' school-room contains maps of Europe, Asia, Africa, Ame- rica, and the World; also of England, Jerusalem, and Palestine. I heard the first class (seven) read from xx. St. John. The monitor of the class, the master's son, was a very sharp and well-informed lad. The other boys were amongst the most ignorant that I have ever examined. I could get hardly a single answer from them, either upon what they had been reading, or upon the commonest facts of Christian knowledge. Apart from their ignorance of Scripture, their general information may be estimated from the fact that, alter pressing them for some time to answer " what countryman was Napoleon Buona- parte?" one at length said," a Russian;" nor was the answer given by a workman's child. On my requesting the master to give them a lesson in arithmetic, in his usual manner, upon the black board, he gave them one in Compound Addition only ; none of those present (except the monitor) had advanced beyond the compound rules. With good rooms and sufficient apparatus in one of them, the intel- ligence and proficiency of these schools was among the lowest which I have encountered. The proprietors are most willing to do everything in their power to render the schools efficient. It did not appear to me that they were well conducted. Maesteg Iron-works School^ Llangonoyd (Appendix, p. 352 and supra, p. 119). I visited this school on the 9th of March., It is held in a spacious room, used also for the performance of Divine service. On one side are a pulpit and reading-desk, and opposite is a raised gallery ; the space between, and that at the other two ends of the room, is used for class-teaching. There is a good sup- ply of apparatus. In this respect the school contrasts favourably with the workmen's schools in Michaelston and Margam parishes. On the walls were maps of Jerusalem, America, England and Wales, Ireland, Scotland, Europe, Asia, Palestine, and the World. There was a stock of scriptural prints coloured, and a frame for fixing them, so as to serve for the subject of gallery-lessons. Such an instrument was the more necessary here, as the greater part of the children present were mere babies. At the time of my visit the affairs of the company were in course of re-arrangement, and there appeared to be some apprehension enter- tained that the school might be discontinued altogether. At the hour of the school's opening (half-past nine A.M.) there were 121 children present. They chanted a psalm, then followed a prayer, and, lastly, they sang a hymn, on Hullah's system, for Good Friday. The secular part of the school-work began by the children's displaying their hands, back and palm, to see if they were clean, singing some corresponding words to the tune of " Oh where, and oh where, is Carmarthen, Glamorgan, and Pembroke. \ 69 your Highland laddie gone?" When this was over, the children left the gallery, and collected, with their monitors, round the cards. I noticed in all directions the evils which result from a system of little monitors, in disobedience on the one hand, and peevishness on the other. The noise was deafening 1 . It is hard to conceive how any- thing could be learnt in it. The master, however, had a good com- mand over his school, and silence was immediately restored on 'his speaking. I heard the first class (12) read from Ostervelde's Scriptural Abridgment, all fairly. They knew the history of Joseph minutely and well. They knew the four points of the compass on a map, but did not know what quarters of the natural sky are designated by them. They said that the sun rises in the north south east. If one stood with his face towards the rising sun, on his left would be the west. They were moderately conversant with the map of England, and not bad in mental arithmetic. The second class were only just able to read from the Spelling Book. The first class was said to be composed of children from rather a supe- rior order, viz., the children of engineers and upper workmen ; but the great mass of children were leaving school from the second class. Stationery, as well as books, is provided from the stoppages, and not left to be purchased by individuals, each for his own child. The great fault of the school appeared to be its heterogeneous cha- racter boys, girls, and infants being all in one room, and educated together. Even with such a conglomeration as this, there was no class- room. The girls are taught needlework. Taibach Copper-works Schools (Appendix, p. 353). I visited these schools, for boys and girls separately, on the 5th of March. The master complained of the difficulty which he had to encounter from the pre- vailing ignorance of English. These were old works, and the popula- tion about them had been less intermixed with strangers than at Cvvm Afon and elsewhere. They were said to regard the compulsory stop- page on their wages with dislike, and to have been so abusive of the master as to have been fined by the proprietors in more than one in- stance. They never, it was stated, came near the school from any interest in its success or progress, but only to attack the master, if they conceived that their children had been at any time aggrieved. The Church Catechism was taught to all in the school. No objection was made on this ground. Their feeling was a sort of undefinable jealousy. If the children were irregular in attendance, the parents were threatened with fines. I heard four boys read from viii. St. Matthew indifferently; six others were reading from Chambers' Moral Lessons to a monitor ; they read almost as well as the first set. The monitor read very well. Th,e classes did not appear to be kept simultaneously employed ; two or three were without monitors, and doing nothing. The economy of the school had been considerably deranged on the day of my visit by the hounds being in the neighbourhood ; many of the boys had gone to look at them. The parents provide stationery and books of arithmetic, over and J 70 On the State of Education in Wales, above Uie amount of their stoppages. All other apparatus is furnished out of the school-fund. The school did not appear to be thriving. Here was the same paucity of apparatus as in the schools in Cwm Afon. I found a very thin attendance of girls, in much the same ratio to the boys as at Cwm Afon. I heard four of them read from one of Chambers' books. They knew something of the Catechism by rote, but their minds appeared to be utterly uninformed. Tin-works School, Aberafon (Appendix, p. 353.) I visited this school on the 4th of March. In the boys' school, at twenty minutes past nine, only 14 children were present. The school-room lies above the stables of the works. It is in the shape of a gnomon ; ill furnished, and ill calculated for a school-room. The master appeared intelligent, but untrained. I visited the girls' school while a muster was being marie of the boys. On my return I heard 13 read (from one of Cham- bers' school-books) a simple passage about Creation. They knew that they were animals, and not vegetables could give no generic name for animals who live on the land but gave the words birds, flies, fish, for those living in the air and the water (the word flies was not given in answer except upon the suggestive question of What little creatures do ire see flying about in summer ?) They could enumerate no other fish than salmon, herring, flat-flsh. There was a subdivision of three senior boys, whose time was mostly spent in writing and ciphering. Of these I heard two read from a more advanced book of Chambers' series. They did not know the meaning of extremity nor doubling a promontory nor to whom India belongs now (the master half remon- strated at such a qnestion) : they were very slow and unready in giving the reason why it was correct to describe a ship's crew as so many souls, while it would be incorrect to talk of a cargo of cattle in the same terms. The principles of arithmetic did not appear to have been well explained to them. The girls' school contained no furniture but benches. I heard six girls read viii. St. Matthew, all very ill ; they could answer hardly any questions ; five of them could not tell why Christ was born into the world, nor could the sixth (who answered this) tell what he would come to do at the last day. In the present, as in many other cases, I am not prepared to say that the ignorance is real to the same extent that it is apparent. I incline to think that it is not. At the same time I am quite sure of this, that truths of which so little account can be given, though they may not be wholly uncomprehended, yet cannot be comprehended in a living and practical manner. Oakwood Schools (Appendix, p. 353). I visited these schools on the 4th of March. The works to which they are attached are situated on the opposite side of the same valley, and belong to the same Company, as the works called Cwm Afon. The only separation between the boys' and girls' rooms is the chimney of the fire-place, which, instead of being built into a wall, stands out by itself in the centre of the room, with a passage on each side of it. The master appeared an intelligent man, and both schools were in good order. Here, as at Cwm Afon, the books of Chambers' Educational Series are used. Friday afternoon is devoted to reading the Scriptures. Those boys who cart read but indifferently, Carmarthen, Glamorgan, and Pembroke. 171 and the girls, employ the morning 1 of Friday in preparing the passage to bo ivad in the afternoon. I heard 10 boys read, pretty fairly, a story from one of Chambers' books about slaves. They (i. e. one or two of them) gave a tolerable account of some of the reasons which make all men brethren one of another. They are in the habit of copying these lessons upon their slates, and then of writing out the same lessons/row dictation. The master told me that the Welsh language constituted his great difficulty. It had taken him full a month to make the boys remember the English names for the numerals instead of the Welsh. It made all his teaching twofold in labour. Nevertheless, English was rapidly spreading in the locality ; more English people were settled there ; many of the Welsh workmen had English books; the children read their English Bibles and their copies to their parents. The master of the Cwm Afon school bore testimony to the same effect. He stated, that within the last 17 years, during which he had known the neigh- bourhood, " twenty times as much English was spoken now as there had been." There was no prejudice against learning English, except among some of the least educated. I was pleased to observe, both at this school and at Cwm Afon, that the stories in Chambers' books appeared to have been well " got up,'' just as boys in public schools are made to . _J5 bin 3 1 .5 fi g nJ S a o V> 5 a 'S '5: 3 O * t^ ^ F^3 **^ i_* V W * ^ tf tf J 2 k ^ u .0 O H 50 c c CO c -C ^ S JLV "^ o m *- o 3 ** H ? O I 1 ! *M fc^ 1 o . B. rt s M K "* be bO ti j C >^ *^ .5 a K i^S - - ^ H **^ ^> rtnS H'C ^3 "s S 3 ,_ W u G CO* 55 Jt S be >. bi be ^ s 5 g S a a be S '=! i '13 zz a c g, rj 2 "o ^j V W CO* 2 ti .5 be c bp 4) "C ^3 1 H i5 o. S, 1 i S " S 3 o2 be CJ {-< PH * jj ^u "o Archdeacon Sinclair's Catechism. Church Broken Catechism. Church Catechism. Religious Instruction. O jooipg 8[oqM Suiiiins puB isXu.ifj 'jjooj.!^ g ) ^i"ts aoo([ w n "* Carmarthen, Glamorgan, and Pembroke. 185 reading- and writing are rather as an accomplishment, as a rich person would regard German or Italian, than as a necessary thing; so that very little excuse is sufficient for their negligence in not sending their children, and a very little affront sufficient for their withdrawing them. On one or two occasions, one has had to exert all one's influ- ence and management to keep the affair together. The parents, how- ever, are always very particular in sending their children neat and clean, and want of shoes and clothes is the most fertile cause of occa- sional ahsence. I need scarcely say, that during a couple of hours once a-weck it is impossible to impart more than the merest pittance of knowledge. I have myself been most anxious to get my pupils to understand what they read and learn, and for that purpose I have discarded all explana- tory books, and use only the Bible and the Church Catechism, for I have never yet seen an explanatory book that, for such as Sunday- school children, did not require more explanation than what it professed to explain; and the consequence is, that the children learn by rote the explanation as well as the thing to be explained. Indeed, I have some- times found that a viva voce explanation has been remembered by rote ; and though the difficulty of making them understand is certainly not insuperable, yet it is much greater than any one would suppose that had not had some years' experience in it. In fact, I am sure that this great difficulty forms a very great characteristic difference between the schools of the poor and of the rich. I have found much advantage in giving questions in writing to be answered in writing, taking- care that they shall be different for each child. I also have lately made some of them learn Watts's Hymns, which they do with great pleasure. We do not teach writing. * M. A. ROCHE. [The Reports of the Sunday Schools at Redberth and Porthkerry have been already quoted.] EXTRACTS from the APPENDIX, referred to in p. 51 ante. (Appendix, p. 225.) I am induced to print, verbatim et literatim, the following charac- teristic letter received by me from a Sunday-school teacher in the upper or purely Welsh part of Cayo hundred, Carmarthenshire. Its tone, style, and English are all well calculated to convey a good idea of the locality; while the strong sense and truth which it contains make it valuable on other accounts : SIR, The number of the Sunday School Scholars are able to read as you particular mention in your letter is as follows * * ... 106 * * * * . . .70 * * * * 23 * * * * 9 * * * * i I am very please to take little trouble to answer your letter about the Sunday Schools, in hope that your Searching about the Daily and Sunday Schools, v\ill come to good consequence to the Welch Nation. 186 On the State of Education in Wales, Our Creator make many of them a People of Strong Abilities, and a possessors of various talents, but because their ignorance Spend their time in poverty to get their living in Slavery as a pig and his snout in the ground they got no advantage to make use of their abilities in defect of learning and knowledge But Some of the young people are under good education, the Children of the Noblemen and Gentlemen farmers but the greater part of them are in Towns : and in thecountrys one here and one there. The major part of the welchmen, not knoweth in what quarter of the world they live? this thing 1 think is very true. ]n the time ago riseth up some Excellent people in Philosophy and Theology among the welch Nation as one of the *welch Poet say's about one of them, called The Reverend Mr. Rowlands Llangaetho, Talentau ddeg fe roddwyd iddo Fe'i marchnattodd hwy yn iawn Ae o'r deg fe'i gwnaeth hwy'n gannoedd Cyn maihludo 'i haul brydnhawn.t I hope that you'll not be angry with me, because I have on my mind to desire on you, Sir, to give me a little presant, that is, the Map of the land of Canaan Sir, Please to excuse my vulgar english writing because I have not much practice in english tongue, but in the language of my mother I can write more Grammatical. I am your Unworthy Servant, * * * EXTRACTS from the APPENDIX, referred to in p. 55 ante. The Presbyterian College (Appendix, p. 287) in this town was ori ginally confined to Presbyterians (i. e. Arians and Unitarians) and In- dependents. The foundation is confined to students preparing for the ministry ; but the tutors are at liberty to admit lay students as pay- scholars. The foundation was subsequently opened to all denomi- nations : this was done about 12 years ago. The early history of the foundation is involved in considerable obscurity; its commencement appears to have been this that certain benevolent persons, from time to time, furnished sums of money to some respectable minister for the purpose of educating young men for the ministry. This became the nucleus of a college, which in the same manner has been continued now for a century and a-half : it is managed by the Presbyterian Board in London. A young man, anxious to avail himself of this foundation, must be recommended by two ministers known to the tutors of the college, and he undergoes a preliminary examination on subjects connected with the classics and mathematics. There is no examination as to his reli- gious opinions, the testimony of two respectable ministers being deemed * The Rev. Wm.' Williams, Pantycelyn. t Ten talents were given him, And he traded with them well, And out of the trn he made them hundreds (literally) Krc bis tun set at eve. Carmarthen, Glamorgan, and Pembroke. 187 a sufficient guarantee on that point. He is required to be able to read the Greek Testament and Virgil with some degree of readiness, and must know the common rules of arithmetic, including fractions, deci- mals, and the extraction of roots ; the curriculum is four years, and comprises the ordinary subjects of a liberal education. The number on the foundation is now 10, and there are also 8 pay-scholars : those on the foundation get their education free, and 10/. per annum towards their maintenance ; they lodge in the town, subject to the approval of the tutors : 101. per annum, in addition to the foundation, would defray all the legitimate expenses of a student. The foundation is made the prize of competition. There are students in college at present belong- ing to all denominations. This college is affiliated with the London University. Whether the students become ministers or not is a matter of subsequent arrangement, except in the case of ihose on the founda- tion, who are understood to be preparing for the Christian ministry. The recommendation of the ministers who introduce them is considered sufficient guarantee that they will persevere. Many of these become schoolmasters as well as ministers ; their schools would generally be accessible to the poor, because in Wales the terms must be low. Dr. Davies. of Ffrwd Vale ; Mr. Davies, of Narberth ; Mr. Thomas, of Llandyssil ; Mr. Griffiths, of Llandilo, and others, have been members of this institution. Ffrwd Vale Academy (Appendix, p. 227). This is not a school for the labouring classes, nor yet altogether removed from their sphere. The extensive reputation which it enjoys in the upper part of Car- marthenshire, and the kindness with which a number of particulars respecting it were furnished to me by its promoter and master, induce and enable me to give an account of it in considerable detail. In doing so, I shall, I think, both afford some insight into the manner in which private country schools have commonly originated in Wales, and also one instance, at least, of education among the middle classes. The school originated in the circumstance that the Rev. Dr. Davies, having engaged to instruct the family of David Davies, Esq., of Ffrwd Vale, took the opportunity, after the usual plan in such cases in Wales, to set up a school. For this purpose, Mr. Davies raised a small building on his land, which (to use his own words) would have done for a cottage if the school had failed. It is a detached and lonely building on a hill-side, along which a bridle-road passes from the village of Llansawyl to Pumsaint. The benches and desks are arranged like pews in a church, leaving the aisle however, not in the centre, but down one side. A cupboard, the fire- place, and the master's desk, occupy the little remaining space, oppo- site to the end at which you enter. Dr. Davies much regretted that the unprotected situation and narrow dimensions of his isolated school- room prevented his keeping any apparatus for a more complete course of instruction in physical science. The entire range of instruction proposed to be given comprises every part of a good classical (including Hebrew), mathematical, and general education. Dr. Davies furnished me with a satisfactory list of the books which he used on the different subjects taught, and appeared to be (so far as I was competent to judge, and had an opportunity of judging) thoroughly master of them. I saw very flattering testimonials which 188 On the State of Education in Wales, he had received from the Rev. J. Pye Smith, D.D., LL.D., F.R.S., F.G.S., &c., Homerton College; the Rev. D. Davison, M.A., the Rev. Robert Aspland, the Rev. Joseph Hutton, LL.D., London ; the Rev. Thomas Rees, LL D., F.S.A., &c., Brighton; Alfred Day, LL.D., Bristol ; the Rev. W. Smith, LL.D., Ph.D., Highbury College, London. The terms range from 15s. to 42*. per quarter: the school was esta- blished in 1834, and in a short time became much sought after. The neighbouring farm-houses are used as boarding-houses: the scholars consist in part of young men preparing for the ministry, or for the universities of London, Glasgow, &c. ; but chiefly of farmers' sons, who come for an odd quarter or two, to eke out the scanty stock of know- ledge acquired at the common schools ; particularly such as are going to follow trades in which some knowledge of the higher parts of arith- metic, or practical mathematics, are required, such as builders, carpen- ters, land-surveyors, clerks, and the like. Dr. Davies informed me that he remembered the time when there was not a builder nearer than Llandovery who knew how to measure a wall. The school has also partaken of a normal character. If a Carmarthenshire schoolmaster has been able to spare a little money, he has not unfrequently resorted to Dr. Davies for a few months or weeks, during the summer, to pre- pare for the instruction which he intended giving in the next winter. Now, however, that the normal school is opened at Brecon, such per- sons more naturally direct themselves there. I think, however, that in this point of view Dr. Dav'es's school might be turned to singular advantage. He is not unwilling to be so employed. At the time of my visit I found 34 pupils on the books, all of them except three upwards often years old. Of the upper division only one had been with the Doctor for any length of time. He was 14 or 15 years old. I heard him Construe two passages which I gave him, in Homer and Virgil, into remarkably good English, and parse them soundly. I was surprised to hear that he had been only 2 years in school, and that at the beginning of that period he knew very little English. He seemed also well acquainted with the first principles and rules of algebra and geometry. The other pupils in this division had entered the school quite recently, and had been studying nothing but arithmetic, algebra, and geometry. It is important to note this. I have already mentioned the different sorts of pupils. The complete course of instruction professed to be given has no influence upon the majority, who fix (each for himself) what they want to learn, and come, for as many quarters as can be spared, to learn it. Only the few by comparison who are going into the ministry, or preparing for other institutions, can be regarded as receiving such an education as the prospectus holds out. By the class of which I am now speaking, a few simple and quadratic equations, involving two unknown quantities, and also some problems in mensuration, were rapidly and correctly worked, and the principles of these operations appeared to be well comprehended. No religious teaching or exercise is practised as a general observance in the school. Such of the pupils as are going into the ministry study divinity as part of their professional education. The influence of the School can hardly be regarded in a local point of view. I found nc day scholar in it from the neighbourhood, except the children of the pro- moter. Carmarthen, Glamorgan, and Pembroke. 189 EXTRACTS from the APPENDIX referred to in p. 59 ante. Wesleyan Day-schools, Cardiff (Appendix, p. 368.) Attendance on the Sunday-school is not enforced, neither is the Wesleyan Catechism on such as ohject to it. Ebenezer and Tabernacle Schools, St. David's (Appendix p. 395. These two schools are directly supported by religious congregations. I was kindly furnished with the following answers to questions proposed by me concerning the management of them : DEAR SIR, * * * * With respect to the Ebenezer day-school I feel a pleasure in giving the particulars, and you may safely depend on its being correct. I shall place your questions before my answers. " 1. Are the Scriptures commented upon by the master or visitors? and if so, to what extent?" Yes, by both occasionally, but principally by the master ; the generally acknowledged truths of the Bible, but never (to the best of my knowledge) the peculiarities of any denomination are made the subject of such comments. " 2- In order to become a member of the committee is it requisite to be a member, or at least attendant, at the Ebenezer Chapel?" No, not at all. " 3. How are children admitted, by individual committee-men, or by the whole com- mittee?" By the whole committee; only they appoint three persons from amongst themselves to act for them till the next meeting. " 4. Is any preference shown in nominating the children of parents attending the Ebenezer Chapel ?" No, none are refused on account of the non- attendance of their parents at the chapel. 5. " Of the 53 in attendance on this school, how many are the children of parents belonging to other than the Independent denominations, specifying the number belonging to each of such other denominations ?" Of Baptists 5, Wesleyans 4, Calvinistic Methodists 1, Established Church 5, Independents 28, those who are not connected with any denomination 10. " 6. Of what denomination is the master?" Independent. * * * # Believe me, &c., Trelewyd, St. David's, JAS. GRIFFITHS. ] February 26, 1847. SIR, St. David's, February 13, 1847. YOUR favour to the Reverend W. Morris, dated 4th inst., was handed over to me this day week, but, as I expected he would have returned from Cardiganshire ere this, I delayed it until now. Fearing lest the information sought, should be required soon, I shall reply in his absence to the queries proposed. 1st. The Scriptures are merely explained by the master whilst they are reading-, and questions asked respecting history and facts of Scripture. 2nd. The committee are chosen from the list of subscribers, no matter what denomination the parties belong to. We have Wesleyan brethren at present on the com- 190 On the State of Education in Wales, mittee, no other parties subscribing the amount required, viz. 5s. per annum. 3rd. When a child is admitted gratis, one of the committee- men propose him at a committee-meeting, otherwise the master is allowed to admit pupils without any distinction. 4th. Not the least preference is shown" in any respect; the committee, whenever they request the master to inquire on a Monday and see if the pupils attend Sunday-schools, always impress upon him the necessity of stating that it matters not where they go, so long as they attend where their parents require. 5th. Of the 73 children on the books, there are Wesleyan Methodists 4, Baptists 2, Independents 2, Church of England 7, nowhere attending 8, Calvinistic Methodists and attending the Taber- nacle Chapel 50. 6th. The master is a member of the Calvinistic Methodist connection at the Tabernacle. So far as I am aware, the foregoing contains a reply to all your queries, and, should you require any further information, we shall be most happy to render all in our power. You may rely on our stating circumstances as they are, so far as your questions are understood. I am, &c., R. B. W. Lingen, Esq. EBENEZER WILLIAMS. [I have adduced these three schools, because, in my Report (p. 19 ante}, they are enumerated as being in more direct connexion with particular religious congregations than the generality of denominational schools in my district.] EXTRACTS from the APPENDIX, referred to in p. 65 ante, illustra- tive of Endowments requiring a cheap mode of rectification. PARISH OK LLANWRHA. The Free School below reported is intended for the benefit of the parishes of Llansadivrn and Llanwrda, and the master or mistress are to be chosen " not by both parishes, but by a vestry of the parish of Llansadwrn" But in order to give those parishioners of Lansadwrn who reside in the village due benefit from the foundation during the bad weather of winter, it is necessary that the direct road between Llansadwrn village and the school-house should be repaired. Among the many bad roads which I had to travel over in Wales I found this one of the very worst. It was raining heavily on the day of my visit, and in one part the road was crossed by a rapid stream, then upwards of a foot deep. There was only a plank-bridge across it. The only other way is two or three miles round. By the direct way no child, on the day I saw it, could have safely come. Free School. An account of the foundation is given at p. 662 in the Reports of the Charity Commissioners. I visited the school on the 22nd of October, in company with the Rev. John Jones, vicar of the parishes of Llanwrda and Llansadwrn. The acting master was only a locum tenens until the vacancy occasioned by the death of the former master (above five months previously) should be filled up, according to the provisions of Lelitia Cornwallis's will. The schoolroom presented the ordinary features of a village school. The first 12 children read the story of Ananias and Sapphira to me. They read with no intelligence, and could answer hardly anything. I Carmarthen, Glamorgan, and Pembroke. 191 was careful not to confound their ignorance of what I asked with their ignorance of English, or the form in which I asked it ; for I always requested the master to translate my question into Welsh. Nevertheless, on asking for what sin Ananias and Sapphira were struck dead, I got no answer for a long time, and, at last, " for selling a piece of land." I asked by what other names the Holy Ghost is called, and was successively answered, " Virgin Mary Jesus Christ Ananias." " Who was sent to prepare the way for Christ among the Jews ?" " Solomon." " Where did Adam and Eve live ?" " In Bethlehem." Not one of the class could tell me the meaning of " graven image" in the second Command- ment, nor whether there was any other way of breaking the sixth Com- mandment, besides committing murder. Their writing was fair, and they knew the Multiplication Table. Only two could write in figures from dictation fifty-two thousand five hundred and forty- eight. Only three could tell the product of 8 times 2s. Qd., not asked as a question, but given as a sum. Not one reduced correctly 201. 5s. 2d. into farthings. Of grammar they knew hardly anything at all. From one or two boys I got some answers, but from the mass none. While I was examining these, the rest of the school was not very orderly. The second class could hardly find the fifteenth chapter of Luke. Only one of them could read moderately well, and not one could tell me the name of the Parable. The rest of the school were learning letters. I have been particular in describing the proficiency of this school be- cause the master's salary is enough to secure a good teacher from a normal school, and the assistant's salary would remunerate an apprenticed pupil. Poverty is not to be pleaded here. There was no privy attached to the school. I asked the master how the scholars managed ; he answered, " they went where they could; that the fact had been entered on the list of necessary repairs and additions some time back, but the trustees had paid no attention to it." Boys and girls were taught together by the master ; but the late master's wife had besides been iu the habit, during two or three of the winter months, of teaching sewing and knitting to such of the girls in the neighbourhood as were of an age to go out to service. PARISH OF CONWTL IN ELVET. Mrs. Warner's Charity School. (C.C.R., p. 627). On the 25th of November I visited the above school ; the present master, Rees Thomas, was nominated master in 1837 by the Vicar and churchwardens of the parish, and in the same year his appoint- ment was confirmed by the Bishop of the diocese ; the late master, Griffith Lewis, had allowed the house to fall into ruins, and in the year 1838 it was re-erected by the present master at an expense of 100/. of his own money. He keeps no account of the 21. 2s. which is paid on account of a farm called Pen-allt-ddu towards expenditure or repairs ; he told me that he expends from 5*. to 10*. yearly on repairs, the rest he regards as interest on his 100/. He moreover kept no account of the money arising from the charity towards the purchase of books for the poor children. He told me that it was not his, but the business of the churchwardens, to buy books for the children, but that they handed the money over to him, and he undertook to swear that the whole of it was expended on the purpose for which it was intended. The school was held on the ground- floor, underneath the room where the master lived. The furniture con- sisted of two tables and a few benches, all in a bad state of repair ; the 1 92 On the State of Education in Wales y floor was a composition of earth and lime, and rather damp at the end next to where the door was ; there was a fireplace in the room, hut no fire ; the room had two glazed windows, but it was not well lighted. I heard 22 of the children read the 25th chapter of Genesis ; 10 only could read with anything approaching to ease. When they had finished the chapter, the master gave them a word apiece to spell, and then asked them to translate the word into Welsh. The spelling was very bad, and the translation no better. I got the following answers (they had just been reading about Isaac) : He was Jacob's son ; one said Ishmael was his mother. One said Abraham intended to sacrifice John on the Mount; another Sarah. Joseph was carried by the Ishmaelites into Egypt ; one said he was sold to them by Jesus Christ another by Pharaoh ; one said, he was sacrificed after he came into Egypt another that he was drowned. Had heard of a Saviour his name was Jesus Christ ; he came on earth to save sinners ; he saved them by being nailed on the cross ; Mary Magdalene was his mother. The apostles were Matthew, Mark, Luke, and John. When Paul was converted he was going to the grave. One said Peter betrayed our Saviour ; another Paul; another Isaac. Peter denied him ; the Jews, under Pontius Pilate, crucified him. Did not know what grammar was. The past tense of " I love" was " I am loved." There were two vowels and three consonants in loved. PARISH OF TRELEACH AR BETTWS. No large proprietor has hitherto resided in this parish, which contains a number of moderate freeholders, wealthy enough in their own rank. This social feature, from the consti- tution of the free school, has a great influence on the education of the neighbourhood, the governors and trustees of it being the minister, churchwardens, and overseers of Treleach, and all the inhabitants who are seised or possessed of an estate of the clear yearly value of 50/. The poor are ill off; I found wages about 4*. per week with food, and 6s., 7s., or 8*. on the man's own finding. Besides food, the labourer gets from the farmer perhaps a somewhat lower rent, a plot of potato-ground, whey, and occasionally milk. Until quite recently the common money- rate of wages had been only Qd. per day : the ordinary fuel is turf. The roads about the parish are in general very bad. Of the four day-schools in this parish, two, viz., the charity-school and the Treleach day-school, are in, or close to, the village of Treleach. Tynewydd is at the N. of the parish, Ffynnonbedr in the S. ; these two points cannot be less than eight miles apart. As matters stand, the poor of Treleach have a better chance of educa- tion than in most of the adjacent parishes ; under an improved system they might have one of the best schools in South Wales. Charity School. A detailed account of this very important charity may be found in the Reports of the Charity Commissioners, pp. 629 633. I visited the school in company with the Rev. Thomas Thomas, Vicar of the parish, and Colonel Trafford, who had recently come to live in the neighbourhood, and fortunately, by so doing become a trustee of the school. On entering the room, which was warm and comfortable, and rather reminded me of Colonel Wood's at Llanybylher in its general character, I found a good fire burning, and the floor and everything else very neat and clean. My visit was expected : the children were very orderly and Carmarthen, Glamorgan, and Pembroke. 193 each had got a book in his or her hand : there seemed to be a sufficient supply of books. I found the first class reading in the book of Judges, chapter 15. I set them to read at chapter 4. The class consisted of eight boys and two girls, who all read very fairly ; they could, however, answer hardly any question : they were nearly ignorant of English as a spoken language, nor did translation appear to make the questions more intelligible. The children stood most painful pictures of sheepish, help- less stupidity. Of whom do we read in this book of Judges ? (The master) " They can't answer that ; they are not used to be questioned ; / have no time to question them." Genesis is the first book of the Bible could not tell (till the master began it) what is the first thing related in it. With great difficulty I extracted from them (piecemeal, and with many sug- gestive promptings) some account of man's creation and fall. Did not know where Eden was Adam was tempted by the serpent the serpent went to Eve first there were eight people in the ark Noah was one of them the rest of the world was drowned for its wickedness Noah was spared because he was better than the rest God will not drown the world again he has said so, and given the rainbow for a sign God will again destroy the world by fire at the day of the resurrection of judgment. These answers were only obtained after repeated questionings in every possible form. Good people will go to heaven wicked to hell God the Father will judge the world -Christ was God's son had been seen in the world as a man his mother was the Virgin Mary Pontius Pilate was her husband was born at Bethlehem did not know where it was Christ was in the world forty years ago he came to save sinners could not say what he did to save them nor by what death (for a long time) he died Pontius Pilate was the name of the people who crucified him was crucified at Calvary (after a long pause) could not say what Calvary was Christ is now in heaven was seen to go there could not say who saw him go nor who saw most of him during his life, nor whom he left in the world to tell men about him (one said, God). I only saw four copy-books that were moderately well written. The rest were very bad and dirty. 12 pence = Is. : 20s. = 17. ; 2 sixpences = Is. ; 4 sixpences = 2s ; 5 sixpences ~ 2*. Qd. ; 10 sixpences = 5s. ; 2ld. = Is. 9 S ^ m O *^ CO o S T3 ss ATTENDANCE. la "*> < 3 - 1^ & 10 C 3 M d 3 3^ &B O -H 2 a 8 o-S 2 "^ a; 6J o K 0.5 * in^ T3 Cl_. ^ o c 13 1 51 2 O 3 o a 3J2 S "35 ll 1| I *J 3j O I '"1,2 || | . * B,"^ ^ s s Jl o > o * * 30" a" 5 Less than 1 Year 2,317 58-1 2,071 53-3 877 63-5 5,265 56-9 More than 1 Year* and less than 2 1 1,001 25-1 996 25-6 270 19-5 2,267 24-5 Years. . . j More tlMn 2 Years! and less than 3> 369 9-2 488 12-5 130 9-4 987 10-6 More than 3 Years] and less than 4> 161 4-04 192 4-9 52 3-8 405 4-3 Years . . . .J More than 4 Years . 137 3-4 138 3-5 52 3-8 327 3-5 Average attendance! in last Year . . j 2,893 72-6 2,978 76-6 1,072 77-6 6,943 75 05 Number of Scholars i living more than 1 l:j mile from [ 556 13-9 454 11-7 214 15-5 1,224 13-2 School. J 212 On the State of Education in Wales, NUMBERS and AGES of SCHOLARS AGUS OF CHILDREN ON THE BOOKS. BRECKNOCKSHIRE. CARDIGAN- Popula- tion in 1841 at each Age. Number of Scholars. Centesimal Proportion at each Age to the number of Scholars of each Sex. Centesimal Proportion to the Population at each Age, and of each Sex. 1 Popula- tion in 1841 at each Age. Number of Scholars. | Male Under 5 Years . .< [ Female Total .... Between 5 and 10 f Male -' Years ..! , [ Female Total .... (Male . Female Total .... f Male . Grand Total . J ( Female Total .... 3,559 3,494 234 192 10-1 11-4 6-6 5-5 4,485 4,509 92 90 7,053 426 10-7 6-0 8,994 182 3,086 3,227 1,217 944 52-9 56-1 39-4 29-3 4,374 4,281 1,257 685 6,313 2,161 54-2 34-2 8,655 1,942 2,959* 2,943 851 547 37-0 32-5 28-8 18-5 3,952 3,833 * 1,229 532 5,902 1,398 35-1 23-7 7,785 1,761 9,604 9,664 2,302 1,683 100-0 100-0 24-0 17-4 12,811 12,623 2,578 1,307 19,268 3,985 100-0 '20-7 25,434 3,885 The population is given here of those above 10 years and under 15 of them as not to disturb the Brecknock, Cardigan, and Radnor. 213 compared with POPULATION. SHIRE. RADNORSHIRE. TOTAL. Centesimal Proportion at each Age to the number of Scholars of each Sex. Cenlesimal Proportion to the I'opulation at each Age. Popula- tion in 1841 at each Age. Number of Scholars. Centesimal Proportion at each Age to the whole number of Scholars of each Sex. Centesimal Proportion to the Population at each Age and of each Sex. Popula- tion in 1841 at ach Age. Number of Scholars. Centesimal Proportion of each Sex at each Age to the number of Scholars. Centesimal Proportion to the Population at each Age. 3-6 2-0 1,572 54 6-9 3-4 9,616 380 6-7 3-9 6-9 2-0 1,726 52 8-7 3-0 9,729 334 9-3 3-5 4-7 2-0 3,298 106 7-7 3-2 19,345 714 7-7 3-7 48-8 28-7 1,614 422 53-6 26-1 9,074 2,896 5M 31-9 52-4 16-0 1,569 297 50-0 19-0 9,077 1,926 53-8 21-2 50-0 22-4 3,183 719 52-1 22-6 18,151 4,822 52-1 26-6 47-6 31-1 *1,545 311 39 5 20-1 *8,456 2,391 42-2 28-3 40-7 13-9 1,417 245 41-3 17-3 8,193 1,324 36-9 16-2 45-3 22-6 2,962 556 40-2 18-8 16,649 3,715 40-2 22-3 100-0 20-1 4,731 787 100-0 16-6 27,146 5,667 100-0 20-9 100-0 10-4 4,712 594 100-0 12-6 26,999 3,584 100-0 13-3 100-0 15-3 9,443 1,381 100-0 14-6 54,145 9,251 100-0 17-1 years of age only. Some of the scholars exceeded that age, but so few gross proportion above stated. 214 On the State of Education in Wales, PAROCHIAL ABSTRACT- No. PARISHES. Population. Total. At Day Schools. Total. Under 5. FromatolO Above 10 M. F. M. F. M. F. M. F. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Aberllunvey . . . Aberyscir .... Alltmaur .... Battle 56 57 17 81 749 2078 166 117 90 209 585 940 79 275 270 989 471 93 154 65 1J4 183 18 355 250 72 50 3912 579 148 188 622 244 75 60 60 17 95 810 2109 172 106 85 232 672 987 83 264 252 1118 504 79 136 78 130 199 17 350 275 69 53 3454 624 163 196 517 251 76 116 117 34 176 1559 4187 338 223 175 441 1257 1927 162 539 522 2107 975 172 290 143 244 382 35 705 525 141 103 7366 1203 311 384 1039 495 151 33 123 391 33 242 120 324 16 * 29 42 45 37 634 128 99 41 M 14 9 11 5 12 23 121 7 38 66 8 13 124 6 24 C6 Brecon, St. David's, and ) extra-parochial part . / Brecon, St. John's and) St. Mary's . j Cantreff Catherine . . Crickadarn .... Crickhowel .... Devynoc .... Garthbrengy . . Glasbury, part of . Gweuddwr .... Hay. 20 6 3 30 1 5 82 25 14 53 30 3 33 36 8 24 22 12 8 97 109 67 31 Llanafan f'awr . . . Llanafan fechan . Llanbedr .... Llandewi aber gwessin Llandewi r'cwm . Llandefailog fach . Llandefailog tre'r gvaig Llaudefalley . . Llandilor fan . . . Llandulais tyr yr Abad Llanelieu .... Llauelly .... Llanfair, or Builth . Llanfihangel aber gwes-1 sin } Llaufihangel brynl pabuun ... . j Llanfihangel cwm du . Llaufihangel nant Bran Llanfihangel tal y llyn 2 4 6 4 2 1 5 4 7 10 3 3 2 16 12 11 8 11 3 10 18 16 2 4 5 41 16 40 6 222 40 208 24 60 29 63 13 9 4 35 10 14 27 ] '2 9 12 (i 11 Brecknock, Cardigan, and Radnor, 215 htECKNOCKsHii:;:. At Church Sunday Pcho-1*. Total. At Dissenting Sunday Schools. Total. Under 15. Above 15. Under 15. Above 15. M. F. M. F. M. F. M. F. * f ;''*, 6 3 15 9 33 44 76 1 1 122 8 7 . 2 .. 17 62 215 2 19 298 194 179 181 169 723 18 22 . . , . 40 .. .. .. 8 7 10 5 30 6 12 ;; 1 19 26 20 13 4 63 51 86 .. .. 137 40 32 36 39 147 40 38 i 1 80 81 99 160 115 455 21 12 9 5 47 131 12.' 12 3 268 61 90 21 18 190 9 , t 9 , t . . 61 G3 86 61 271 % 9 . . . . . . . . 10 11 16 13 50 6 11 17 10 12 L f m 22 . . .. . . .. 3 7 ' 10 9 19 29 20 77 * * 12 11 9 9 41 15 10 . . .. 25 8 6 5 9 28 - 8 7 10 6 31 38 36 24 13 111 760 617 687 334 2398 64 60 1 4 129 50 63 29 35 177 1 31 24 45 36 136 19 10 1 * ' 30 73 54 70 51 254 ," 9 ^ t 38 38 3J 27 137 19 29 40 40 128 216 On the State of Education in Wales, PAROCHIAL ABSTRACT- No. PARISHES. Population. 1 Total. At Day Schools. Total. nder 5. rom5tolO bovelO M. F. M. F M. F M F 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 J.angammarch . . . Llanganten . . . . Llangasty tal y llyn . Llangattock . . . Llangenny . . . Llangorse . . . Llangynider . Llangynog . . . Llanhamlach . . . Llanigon .... Llanlleonval . . Llansaintfraed ... Llanspyddid . . . Llanthetty .... Llanthew .... Llanvigan .... Llauvillo . . . . Llanvrynach ... Llanwrthal .... Llanwrtyd . . . Llanynis .... Llan-y-wern . . 509 90 77 ,390 222 192 ,468 26 161 272 135 84 234 260 166 326 147 186 279 289 80 58 89 774 124 418 36 775 92 696 134 1,156 1,519 359 553 87 87 ,944 205 209 ,307 28 163 275 126 119 248 260 151 336 153 164 289 349 95 57 83 910 128 397 35 713 104 692 150 1,130 1,366 323 1062 177 164 4,334 427 401 2,775 54 324 547 261 203 482 520 317 662 300 350 568 638 175 115 172 1,684 252 815 71 1,488 196 1,388 284 2,286 2,885 682 1 6 1 19 3 30 21 226 40 47 117 44 14 30 88 21- 76 30 15 15 6 5 183 67 82 256 32 3 10 4 29 2 9 56 12 12 46 56 13 6 34 4 27 7 17 14 1 26 c 10 14 10 13 7 | t 14 - ' 14 - 19 2 2 1 2 1 11 , 1 - 3 5 3 Maes mynis. . . Merthyr cynog . . * Ptitiishow .... Penderyn .... Talachdu .... Talgarth . . ... . Trallong . . ; , 1 2 1 1 1 i 1 c c 1 1 6 1 K *J 2 4( * 1 1 2 Ystradgynlais ... Ystradvelty. . . . Total. . . . 28,07 27,52 55,603 23 19 1,21 94 85 154 3,985 Brecknock, Cardigan, and Radnor. BKECKNOCKSIIIHK continued. 217 At Church Sunday Schools. Total. At Dissenting Sunday Schools. Total. Under 15. Above 15. Under 15. Above 15. M. F. M. F. M. F. M. F. 8 7 15 34 46 99 87 266 ., 14 12 18 4 48 38 50 ' 12 4 104 146 129 156 60 491 33 29 ; .. 62 . . . . .. .. 20 25 41 35 359 26 296 45 535 29 239 135 1,429 , , , . . . 9 1 12 9 16 12 49 15 20 5 10 50 . . .. . . . . .. .. .. , . 43 29 66 27 165 .. . . . . . . 9 15 17 10 51 10 12 7 7 36 5 6 14 8 33 13 13 6 5 37 ^ 9 ,. f ^ m .. . . . . 52 41 37 22 152 10 11 1 3 25 .. . . .. . . 33 30 4 3 72 4 3 9 6 22 .. .. .. . . 12 8 13 7 40 10 11 21 64 88 70 63 283 11 15 18 12 56 9 9 " . . . , t , 13 15 .. 5 33 9 6 7 9 31 33 26 38 34 131 85 98 176 144 503 . . . . . . . . 12 8 8 2 30 58 38 79 42 217 9 7 * * ' * 16 18 9 15 8 50 18 14 1 1 34 10 12 20 6 48 30 19 23 16 M 8 53 43 94 12 68 10 112 15 67 12 341 49 48 30 29 34 141 117 126 144 64 451 40 33 39 15 127 240 175 261 158 834 * 24 18 24 26 92 i 920 1,104 202 183 2,409 2,992 2,667 3,469 2,117 11,245 218 On the State of Education in Wales, PAROCHIAL ABSTRACT- No. PARISHES. Population. Total. At Day Schools. Total. Under 5. From 5 to 10. Above 10. M. F. M. F. M. F. M. 26 F. 1 2 3 Aberporth .... 227 102 118 269 108 109 496 210 227 27 3 56 Bettws bledrws 4 5 6 Bettws efan. Bettws leici . Blaenporth .... 209 173 343 217 191 409 426 364 752 7 7 5 1 20 . .. . . 7 8 9 10 11 Bryngwyn .... 172 1 253 205 1,672 1,371 246 346 377 2,925 2,572 475 647 16 6 11 5 81 41 3 12 52 14 1 6 71 26 7 7 32 26 17 263 118 28 25 Caron, or Tregaron 1,201 229 301 Cilcennin . . 12 Cilie aeron .... 147 160 307 . .. 6 4 20 6 36 13 14 15 16 17 Dihewyd .... Gwnnws .... Henfynyw .... Henllan .... Lampeter. . 251 527 408 60 760 267 588 451 67 747 518 1,115 859 127 1,507 ; 12 40 9 11 I 14 10 18 19 20 Liana fan .... 201 1 132 210 1,289 5,982 411 2,421 1 1,239 47 57 36 279 18 221 30 188 16 154 100 946 Llanbadarn fawr and | Aberystwy th . . J 5,257 21 Llanbadarn odwyn 239 265 504 . .. . .. . .. 22 Llanbadarn tref Eglwys 485 560 1,045 . .. 26 24 15 c 74 23 Llancynfelin . . 480 504 984 1 28 \ 42 15 89 24 Llanddeinol . . . 142 131 273 . .. 5 j 18 2 28 25 Llandewi aberarth. . 481 585 1,066 . o 93 55 91 40 281 26 Llandewi brefi . . 1,186 1,405 2,591 . .. 16 12 10 43 27 Llandissilio gogo . . 667 740 1 ,407 . .. 15 3 28 16 62 28 Llandefriog . . 428 497 925 1 .. 13 I 8 f 26 29 Llandygwidd . . . 460 584 1,044 . .. 25 16 43 . 84 30 Llandyssil .... 1,371 1,586 2,957 . .. 77 : 26 102 35 240 31 Llan-erch aeron . 112 124 236 . .. . . . .. 32 Llanfair clydogan . 233 238 471 . .. .. .. .. 33 34 35 Llanfair orlwyn . Llanfair tref-heylygon . Llanfihangel y creiddyn 188 48 1,C03 209 60 1,099 397 108, 2,102 M 9 t 13 I 28 77 1 30 21 15 i Brecknock, Cardigan, and Radnor. 219 ARDIOANSHIRE, At Church Sunday Schools. Total. At Dissenting Sunday Schools. Total. Under 15. Above 15. Under 15. Above 15. M. F. M. F. M. F. M. F. 90 60 193 231 574 " 17 13 32 38 100 11 22 31 13 77 . . .. .. .. . . . . . . 34 34 45 56 169 .. .. .. . . . . 37 42 42 67 188 86 45 .. . . 131 179 188 228 341 936 20 45 18 37 120 116 124 182 208 630 . . .. .. . . . . 7 5 25 9 46 10 5 15 10 40 24 25 65 53 167 8 6 8 8 30 .. . . .. .. .. .. , . . . 47 33 50 26 156 21 26 45 45 137 87 113 149 181 530 26 18 30 13 87 118 101 175 224 618 18 17 12 10 57 26 18 40 28 112 86 73 15 . . 174 21 32 60 51 164 11 12 41 14 78 33 37 62 60 192 20 27 20 19 86 49 48 170 137 404 25S 244 151 153 811 988 1,023 1,424 1,600 5,035 . . . . . . 27 28 57 72 184 11 14 58 44 130 62 72 141 211 486 , . . , . , . . . . 51 59 83 124 317 12 13 7 . 10 4-2 22 22 34 37 115 23 7 12 8 50 33 49 142 174 403 25 20 35 20 100 131 134 340 ' 2 S3 8S8 J 8 12 20 45 CO 66 101 117 344 9 8 23 7 47 .. . . .. .. 46 33 8 7 94 35 40 50 63 188 41 26 24 17 103 108 95 137 179 519 ;; 20 15 50 35 120 23 30 i:> 23 102 . . . . .. . . . . . . . . 11 14 36 32 93 25 28 2o 11 89 194 231 30 1 324 1,110 220 On the State of Education in Wales, PAROCHIAL ABSTRACT- No. PARISHES. Population, i 1 Total. At Day Schools. Total. Under 5. From 5 to 10. Above 10. M. F. M. F. M. F. M. j. 36 Llanfihangel genourl giyn j ,874 ,964 ' 3,838 11 11 81 32 67 31 233 37 Llanfihangel lledrod . 542 607 1,149 . .. . .. . .. 38 Llanfihangel ystrad . 602 623 1,225 . .. 18 10 6 . 34 39 Llangeitho . . . 206 225 431 . .. .. 10 25 . 35 40 41 42 Llangoedmore . . . Llangranog. . . Llangynllo .... 439 390 271 546 494 370 985 884 641 16 17 33 i 73 38 6 3 22 7 43 Llangyby . . . 134 140 274 . .. 1 3 4 2 10 44 45 46 Llan ilar .... 484 211 668 526 236 807 1,010 447 1,475 30 76 15 10 23 58 17 75 161 Llanllwchaiarn . . 47 Llanrhysted . . . 773 835 1,608 1 .. 29 15 38 17 100 48 Llaasaintfraed . . . 552 670 1,222 . .. 15 3 11 30 49 Llanwenog .... 753 825 1,578 . .. 29 11 35 10 85 50 Llanwnnen .... 153 172 325 . 10 6 9 i 30 51 Llanychaiarn . . 319 347 666 . .. .. . .. . .. 52 Llan-y-gwyryfon . 308 334 642 . .. 24 12 16 59 53 54 55 Llechryd .... 175 60 368 222 80 406 397 140 774 I I Nantcwnlle . . . 56 57 58 59 60 Penbryn .... 749 63 176 159 122 881 57 190 158 142 1,630 120 366 317 264 " 20 22 6 26 10 60 45 Tremaine .... 61 62 63 Troed y raur ... 482 214 66 581 242 86 1,063 456 152 * * 12 3 1 36 19 2 56 22 Yspytty ystrad meyric . 64 Yspytty ystwyth . . Total . . . 308 294 602 4 18 1 10 60 32,215 36,551 68,766 9 90 1,257 68 1,22 53 3,885 Brecknock, Cardigan, and Radnor. 221 CARDIGANSHIRE continued. At Church Sunday Schools. At Dissenting Sunday Schools. Under 15. Above 15. Total. Under 15. Above 15. Total. M. F. M. F. 1C. F. M. F. 158 104 65 56 383 357 345 522 426 1,650 .. .. .. 136 140 227 234 737 25 12 12 12 61 8 8 36 30 82 5 8 12 10 35 6 7 28 34 75 20 40 23 24 107 55 45 61 54 215 25 20 20 15 80 16 30 107 96 249 5 3 6 7 21 7 10 50 25 92 .. .. .. .. .. 29 20 52 26 127 7 9 10 14 40 44 68 94 85 291 7 5 5 12 29 12 13 69 65 159 28 36 6 11 81 127 130 214 220 691 31 43 81 65 220 92 104 184 214 594 19 22 78 68 ' 187 38 44 151 156 389 20 19 35 20 94 3 9 24 1 37 56 64 76 93 289 G 3 8 17 60 55 96 152 363 - 38 38 P5 100 271 , . ^ ^ , . ^ , , a 20 20 30 40 110 .. . . .. .. 107 159 229 237 732 8 2 16 4 30 .. .. .. . . . . . . . . 4 5 5 5 19 12 12 24 C 6 10 5 27 [1 ;.' , , , > 9 9 85 90 157 218 550 .. .. .. 28 37 51 65 181 7 9 14 6 36 .. .. . . .. 10 5 24 12 51 ' i 51 56 83 92 282 1,179 1,075 1,009 811 4,074 4,034 4,234 7,136 7,653 23,057 222 On the State of Education in Wales, PAROCHIAL ABSTRACT- No. PARISHES. Population. 'otal. . At Day Schools. Total. 28 'is *25 34 | *63 '28 116 197 *16 *29 17 *38 32 *47 9 64 *24 'so 40 *2fi 15 41 135 83 D3 76 *48 Jnder 5. From 5 to 10. bovelO M. F. 1VT Y M 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 5 5- 53 Abbey cwm hir . . Abereiiw .... Jcguildy .... Jettws disserth. . Ble.l.lfa .... ioughrood .... 3ryngwyn .... Sramptou bryan (part of) 297 180 562 65 119 157 143 85 67 183 482 117 58 440 306 190 388 294 463 108 693 163 215 333 42 175 568 218 68 359 151 129 93 48 218 172 266 157 143 82 387 205 84 700 78 142 39 723 238 746 35 63 I'i 292 165 489 67 116 165 138 84 59 196 502 104 54 443 321 176 450 267 457 914 711 166 233 277 39 173 554 206 62 334 132 141 104 54 201 165 235 156 118 81 359 185 82 645 77 149 34 800 240 664 391 66 57 589 345 051 13' 1 6 *3 9 4 7 *7 5 *4 235 322 281 169 126 379 984 221 , 112 883 627 366 838 561 920 202 1,404 329 449 610 81 348 1,122 424 1.30 693 283 270 197 102 419 337 501 313 261 163 746 390 166 1,345 1ft 291 73 1,523 478 1,410 742 129 130 3 9 8 9 6 6 12 1 5 Devenlys .... 18 1'J 11 15 r> i Dregrina .... Dwm Toyddwr ... Disserth .... Gladestry .... Glasbury .... Glascwm . . Hermon, St. ... Heyop (part of) . Knighton .... Llanauno .... Llanhadarn vawr . Llanbadarn fyuidd. Llanbadarn y gareg Llanbedr paiiiscastle . Llanbister .... Llandegley .... Llamldewi vach Llanddewi ystradenny . Llandilo graban . Llandrindod . . I.Uni'lwedd Llanrihange-l heyly gon Lhinfihangel nant melan Llanfihangel rhyd ithon Llani*unlio .... Llansaintfread . . . Llanstephan . . . Lhmvareth .... ] . 8 38 10 33 6 24 20 19 20 55 4 28 31 < 1 1 . 1 ' . . 1 1 1 /4 ' 1 1 1 1 1 1 1( 2 1 j i i i ' . < 5 I i 2 1 1 5 5 < 3 3 - 1 1 2 i 1 i Michael Church .. _ . Nuntmel . . , New Church . ' t . Pilleth Presteigne .... Radnor, New . . Radnor, Old ... Rhayader .... Hhuleii Whitton. . . . . Total . . . 12,82 12,53 25,356 5< 1 5242 2 3 24 1,381 Brecknock, Cardigan, and Raanor. 223 RADNORSHIRE. At Church Sunday Schools. Total. At Dissenting Sunday Schools. Total. Under 15. Above 15. Under 15. Above 15. 1C. F. if, F. M. F. M. F. 13 21 8 6 48 16 14 6 5 41 '20 *25 *12 *39 "l "l *32 '(56 '*5 6 4 'is ''24 '25 "l *50 'is *ie *23 *33 *88 11 37 13 33 **2 "2 'k 74 'is 7 7 6 8 4 "2 33 19 .. .. .. 25 23 29 18 95 105 '92 3 "l 201 -. .. t .. .. .. 26 34 20 16 96 *41 *37 *78 14 23 15 10 'ii 2 3 31 49 'l4 'ie "4 '34 "l7 *17 *34 . . .. . . *21 *23 10 6 '23 '21 10 4 ' 3 *47 *44 20 10 'l2 9 *14 11 6 3 **2 32 25 'l2 "l-2 "l *25 "\7 'i4 2 4 37 9 " 8 .' 'l7 24 *26 9 6 65 25 *25 .. 50 .. .. .. .. .. '38 26 34 33 *43 45 36 24 **2 "2 '*6 * *89 71 72 57 '(31 9 41 87 *59 7 35 128 "2 12 28 3 5 *26 125 33 76 269 23 *I4 37 ' . 553 554 22 17 1,146 426 441 171 125 1,163 R 2 22-i On the State of Education in Wales, It results from these tables that the number at day-schools in every 1000 of the whole population of the three counties is 61 '7, amounting to a little more than one-sixteenth of the whole popu- lation. This result is, however, more favourable than the truth ; for, in the first place, the population is taken from the census of 1841, since which it has probably increased by two or three per cent. : in the next place, had the census of schools been made in the summer instead of the winter, a much smaller number of children and fewer schools would have been found ; inasmuch as schools are often opened merely during the winter months, and are closed during the whole summer. Assuming that five years is no undue proportion of a youth's lifetime to be allotted to the entire course of education, one-half of the whole number between 5 and 15 years of age will give the floating number of children in statu pupillari. From these one-sixth is a liberal deduction for those who are not likely to attend the common schools. Accord- ing to this estimate there ought to be 5090 at school instead of 3985 in Brecknockshire, showing a deficiency of 21 7 per cent. ; and 6846 in Cardiganshire instead of 3885, showing a deficiency of 43-2 per cent.; and 2560 in Radnorshire instead of 1381, showing a deficiency there of 45*6 per cent. The deficiency in the whole district is 36*2 per cent. There ought to be 14,500 in the schools of the three counties. Only 9251 are found there ; and of these 6943 only, attend on the average. It is therefore safe to assume that more than one-half of the entire number of children who ought to be in school at the same time, are absent from it ; and it also follows either that 5249 do not go to school at all, or that, if they do, they are receiving a far less amount of instruction, in point of duration, than I humbly submit to be essential. And when it is remembered how totally incapable are the parents to supply the instruction which it is the province of day-schools to impart, five years appear to be no immoderate portion of the whole lifetime, even of a person in the working classes, for the entire amount of education. That the whole of the 5249 are not wholly devoid of school instruction at. some portion of their youth-time, is probable from the fact that the average duration of the stay of all the children at school is very much less than five years, though the exact average duration, owing to the driblets in which schooling is doled out to the chil- dren, is wholly unascertainable. Some estimate of it, though an exaggerated one, may be deduced from the fact that, of the whole number on the books in my district, no less than 5265 or 56*9 per cent, have been in attendance less than one year, and only 732 or 7*9 per cent, more than three years. In order, therefore, to keep up as many as 9000 children at day-schools, it is evident that a much larger proportion of the whole number capable of being at school do, at some period of their youth, appear there. Relays succeed each other : and the rapid succession of children, Brecknock) Cardigan, and Radnor. 225 which results from the shortness of stay at school, enlarges the superficial extent of schooling, and embraces a greater number of children than would be indicated by the same number at school were their stay there longer. On the other hand, this effect is in some measure limited by the fact that the same children frequently re-appear at the school they have left. This pro tanto reduces the total number of children required to supply the floating amount at school, and augments the probable number of absentees, who have no schooling whatever. That this is so is further evidenced by the fact, that in the Y^ county of Brecknock there are no less than 29 parishes with a schools. population of 9215, in Cardiganshire 20 parishes with a population of 8527, and in Radnorshire 23 parishes (nearly half the whole number) with a population of 7613, which have no day-schools at all ; and in which it may be safely inferred that two-thirds of the children get no schooling : for it appears from the returns that only 1224, or 13' 2 per cent, of those who do, live more than one mile and a half from their school. These various and conflicting elements in the calculation are of number" a nature so thoroughly immeasurable and yet so certainly opera- wl yiiyde- i T < p i -i J " . voidolilay- tive, that 1 retrain trom any statistical conclusion or precise esti- sch.i in- mate on the subject : but assuredly very many children are wholly *'* devoid of day-school instruction. In Appendix, letter D, will be seen the result of a census in each of two Cardiganshire parishes. Although destitution of schooling is not indicated by the absence of it merely at a particular period of life, the above statements derive corroboration from the foregoing table, especially as relates to children between 5 and 10 years of age : Children between 5 and 10 Years of Age. Brecknockshire. Cardiganshire. Radnorshire. Total. M. F. M. F. M. F. Total number . 3,086 3,227 4,374 4,281 1,614 1,569 18,151 At Day-schools . 1,917 944 1,257 685 422 297 4,822 Thus, out of the whole number of children between five and ten years of age, only 26 6 per cent, were found at school of the usual age to be there. Scanty, however, as is the number of those who are at day- schools at all, the evil consists less in the number of those who are absent than in the deficient instruction of those who are present ; less in the scarcity of demand than in the worthlessness of the supply. Nor will any statistics suffice to show the meagre modicum which falls to the lot of a large portion of the children who have been less than two years in school. Of the number of those who have been less than one year there, no inconsiderable proportion will not complete that year ; it being a constant prac- tice to give a child half or even a quarter of a year's schooling. 226 On the State of Education in Wales, I have taken pains to ascertain the probable amount of this modicum and the number of children who enjoy it, and the result is, that, in those parishes where there is what satisfies the popular acceptation of a good schoolmaster, there are very few children who do not receive their driblet of schooling, however short : but that, where there is no such schoolmaster, the majority of children go wholly without secular instruction. Notion of the The belief is very general among the parents that the benefit of vaiue^f short schooling bears a precise proportion to the amount of days, or P erio( |?f weeks, or months they purchase of it; and* they buy it retail just as they would buy butter by the ounce. A mother told me that she always liked to deal alike by all her children, and, as she could afford only a year's schooling, she divided it equally amongst all four (see evidence of Mr. John Jones, schoolmaster, of Built h, on this subject) ; and the master spoke of it as a very natural arrangement. Almost the only schools where the stay is pro- longed are those like Mrs. Baskerville's at Clyro, where clothes as well as instruction are given. winter There is another reason why statistics fall short of the truth : schools. many of the schools which figure in these returns are, as I have said, merely winter schools, or at least kept for eight months only. Numbers of these were opened since we commenced our inquiry, and will be non-existent in May or June. Even in the better class of these schools the children seldom attain more than they can forget during the summer vacation, when every effort is directed to the accumulation of a small fund for the winter, and each child adds his quota to the labour which produces it. The very small proportion of young children, under five years ^ a g e > at school is worthy of observation. This arises from the dearth of infant-schools. At Crickhowel, where the benevolent efforts of a few ladies support an infant-school, upwards of one- fifth of the whole number of children at day-so^iools there are under five years of age; of the total number at school in the whole district, little more than one -thirteenth part are under five years of age. The value of early training is perhaps scarcely over-esti- mated when it is deemed equivalent to that of education in the succeeding years. At any rate, infant discipline gives effect and facility to maturer instruction ; and its absence in Wales is certainly among the main elements of the ignorance prevailing in the country. - There is another feature, which is exhibited in the foregoing Parochial Abstract, to which I would venture to direct your Lord- ships' attention. It appears to me to be one of grave importance. I allude to the disproportion between the number of boys and girls who are receiving instruction in my district. It is chiefly for this purpose that I have compiled the columns which indicate this result in the Parochial Abstract from the schedules, but which are not stated in the Tables in the Appendix. It appears that in the Brecknock, Cardigan, and Radnor. 227 county of Brecknock 42 '2 per cent, only of the whole number being educated, are girls; in Cardiganshire, 33*6; and in Rad- norshire, 43-0; being 38*7 per cent, of the total number in the district. The stay at school was taken without distinction of sexes, according to the schedules furnished for the purpose; but I have reason for thinking that the stay of the girls at school is even shorter than that of the boys, although they have more leisure and can be better spared. When it is considered how influential is the mind of the mother in moulding the conduct and determining the character of her offspring, it appears doubly essential that girls should be well and carefully educated. In my district, not only in amount of schooling, but in attainment, they are decidedly worse off than boys. The reason for this inferiority is, that, money being the sole motive for acquiring the little education that exists, that inducement is much less strong with respect to females than with regard to males, for men are supposed to be more in need of arith- metic and writing for their advancement in life. Another reason is the preponderance of schoolmasters over schoolmistresses. Each favour their own sex and neglect the other as a general rule; though I have met with some exceptions; but the girls for the most part are more imperfectly instructed, if possible, than the boys. The effect is observable in the gross ignorance of the female peasantry ; and this is especially great in Cardiganshire and Rad- norshire. There is a marked disparity between the number of children at Town school in the towns, compared with the rural districts. Taking dren - Brecknock, Crickhowel, Hay, Cardigan, the Aberystwyth district, and Presteigne as a sample of the former, I find that the children at school in those towns are 9*8 per cent, of the whole population; whereas in the three counties the proportion per cent, at school is 6*1. This shows that, in towns, though there is a greater demand for labour, there is more education, because the facilities for it are greater. It is difficult to divide the schools in my district into more than two great classes church schools and non-church schools. I have, however, in the following Table, endeavoured to divide them into Church, Adventure or Private, Dissenting, British, and Dame Schools. This division is, however, to be taken with some degree of qualification. It would appear, at first sight, that the Dissenters had no day-schools. This is not the case; the majority of the adventure schools are essentially supported by Dissenters, and frequented by their children. They are, in many cases, held in their chapels; but, inasmuch as the master is really independent of their control, and children of all sects are freely received by them, I have felt it right to place all these schools under the de- nomination of adventure or private schools, according to the state- ment almost invariably marie that, the school was unconnected with 228 On the State of Education in Wales,- any particular religious congregation. The distinction between Adventure and Dame schools is not always easy ; there are seve- ral Adventure schools in my district where the instruction is perfectly on a par with that of Dame schools. It must, therefore, be remembered thai the division is not an accurate criterion of the character of the different classes of schools. It distinguishes, however, correctly, the number of schools and scholars which are in conection with the Church from those not in connection with it. Centesi- Centesi- mal pro- mal pro- Brecknockshire. Cardiganshire. Radnorshire. Total. portion of portion of Scholars Schools Schools. Scholars Schools. Scholars Schools. Scholars Schools. Scholars whole, whole. Church or National ) Schools . . . / 38 1,873 37 1,643 28 1,014 103 4,530 49-0 42-9 Adventure or Pri-| ' vate Schools . . / 33 1,249 49 1,617 14 341 96 3,207 34-7 40-0 British Schools 5 443 2 136 7 579 6-0 3-0 Dissenting Schools 2 79 5 307 7 386 4-2 3-0 Dame Schools. , 18 341 8 182 1 26 27 549 5-9 11-1 Total . . 96 3,985 101 3,885 43 1,381 240 9,251 100-0 100-0 The total relative number of the different schools, therefore, is as follows Church . Adventure British . Dissenting Dame Schools. 103 96 7 7 27 Total 240 Scholars. 4530 3207 579 386 549 9251 Mea R rein- III. INCOME OF SCHOOLS, SCHOOLMASTERS, AND THE MEANS OF MAINTAINING THEM. The extreme poverty of the schools is alone a barrier to their efficiency. The total amount, as far as I could ascertain it, of the revenue of the schools in the three counties was as follows : Brecknockshire ... Cardiganshire . . . Radnorshire .... Total . . . Endowments. School Pence. Subscriptions. Collections. . i. d. 305 5 433 16 6 428 3 . .1. d. 1,361 12 4 1,344 12 11 439 10 5 . s. d. 503 12 6 441 12 3 251 1 . t. d. 26 131 15 7 15 10 1,167 4 6 3,145 15 8 1,196 5 9 173 5 7 This includes the entire income of 90 schools in Brecknockshire, 94 in Cardiganshire, and 41 in Radnorshire, or 225 schools out of Brecknock, Cardigan, and Radnor. the total number of 240, and including all the richest schools. The average incomes will be seen by the following Table : * O Brecknockshire. Cardiganshire. Radnorshire. Number on Number on Number on which the Average is Average. which the Average is Average. which the Average is Average. struck. struck. struck. ANNUAL INCOME ov . s. d. . s. d. . s, d. SCHOOLS : Subscription to schools 27 18 13 1 24 18 3 10 16 15 13 9 Collections for schools 4 6 10 6 21 18 11 2 7 15 Amount of school-) 74 18 8 83 16 4 34 12 18 6i pence ... . J Amount of endowments 17 17 19 13 33 7 5 11 38 14 5 Total annual income 1 of schools . . . J 90 24 8 If 94 25 4| 41 27 13 3J It results from these Tables that in the three counties, with a few exceptions, there are no very rich endowments. Those which do exist are usually abused, and in no case properly superintended. Those of Ystrad M eyrie, Presteigne, Whitton, Old Radnor, and an endowment for a school at Cwm Toyddwr and Llandegley, in Radnorshire (which was in abeyance when I visited the place), at Llanfihangel Cwm Dii, Llambedr, and Christ College, Brecknock, in that county (relative to which, see document letter G in the Appendix), appeared to me especially to need reform and active supervision. There are Trustees or Visitors in most of these cases, who appear to be negligent of their duties. I mention these cases not because they are the only instances of neglect, but because the incomes attached to them make it important that they should be rendered efficient. Of the school at Ystrad Meyric I do not feel justified in speaking further than as regards the instruction given to the children of the poorer classes, which I alone examined and have reported on, not deeming the classical education of clergy- men's and farmers' sons to be within the scope of my inquiry. There is room for much comment on the manner in which en- dowments are misapplied in these counties ; but inasmuch as the total amount, even if fully realized and applied to the utmost possible advantage, would form a very insignificant item in the amount required Tor the adequate education of the poorer classes in these counties, I trust I shall not be deemed to have slighted an important feature of my inquiry in very briefly noticing them. There is one endowment which, from its peculiarity, deserves separate comment. A benevolent lady named Bevan many years ago devised certain property for the maintenance of circulating schoolmasters, who should visit poor parishes and establish and supply temporary schools there. The property accumulated in Chancery for several years, and now affords the poor pittance of General re- sults respect- ing endow- ments. Mrs. Itevan's circulating schools. 230 On the State of Education in Wales, 257- per annum to twenty or thirty locomotive schoolmasters. The rules framed by the Trustees will be found lettered E in the Appendix. Some evidence respecting them is given by Arch- deacon Venables and by the Visitor appointed by the Trustees, the Reverend Mr. Davies, of Troed y raur, Cardiganshire (Nos. 30 and 27). The masters are not allowed to receive any school-pence ; and I need scarcely observe that the lowness of their salary, added to the fact that they are never allowed to remain longer than three years in the same place, is a complete barrier to their being com- petent persons. Whenever a schoolmaster belonging to this cha- rity acquires moderate proficiency, he seeks and finds better employment. I regard this endowment, which is the richest. I know of in Wales, as almost entirely frittered away. The school- masters under it whom I have seen are incapable of teaching anything but the mere elements of reading, writing, and arithmetic, and some of them are very imperfectly acquainted with the English language, whilst one is compelled to teach exclusively in Welsh. The Secre- tary of the charity, and, I believe, its most active manager, is Mr. Caleb Lewis, a respectable bookseller in Cardigan. There is a central school at Newport, in Pembrokeshire, where the masters employed by this charity are said to receive instruction. subscriptions Taking the school-pence to represent the efforts of the poor, and the subscriptions and collections to measure the liberality of the rich, it appears that for every 437. subscribed by the latter the former contribute 100Z. ; and that apart from endowments the poor mainly supply themselves with the scanty education they possess. They in fact contribute more than appears on the face of the figures ; for many who are too poor to afford money payments pay in kind, and eke out the subsistence of the schoolmaster with morsels of food and fuel. The evidence numbered 5, 8, 10, 15, 22, 30, and 38, confirms my statement, that any effective libera- lity in aid of education from the wealthier classes is perfectly hopeless. A large proportion of the subscriptions which make up the meagre amount under that head in the foregoing table proceed from the limited means of the clergy themselves, and in very slight proportions from the landowners or employers of labour. There are certain signal and praiseworthy exceptions at Llandy- gwidd, Norton, Ystradgynlais, Trallong, Abbey cwm hir, New Radnor, and possibly one or two other cases, but apart from these I could ascertain no subscription or donation by the wealthier classes worthy of consideration, though I met with many instances of sums given which denoted an utter misconception of the requirements of the case, from persons, moreover, capable alike of appreciating and aiding it. And I am well assured that any reliance on subscriptions or local efforts for giving adequate education in Midland Wales will prove delusive. Assuming that it were at first sufficient to establish 240 good anil school- ponce. Brecknock, Cardigan, and Radnor. 231 and effective schools in this district in lieu of the inefficient ones that now exist, distributing them more according to the necessities of the different parishes and districts, and supposing that by means of grants or local efforts suitable school -houses were provided, it would slill require at the very least 607. per annum as the average for each school in order to purchase and keep up the necessary apparatus and books, to repair the building, supply fuel, and pay the salary of the master. This sum would be in fact wholly inade- quate, were it not for a reasonable expectation that a larger amount of school fees than at present paid would assist the income of a competent master. This very moderate expense of 607. for each school would require 14,4007. per annum, being 8,7 187. more than the present amount raised for education from all sources together, and this sum therefore would be required in aid of, and in addition to, existing resources. I venture to mention this fact with a view of showing how utterly unable the people are to help themselves, and how inadequate are all local funds for the main- tenance of good schools. An effort has been made by the National Society, through the Failure of medium of the exertions of Sir Thomas Phillips in the southern {"ca^effom. 1 counties, to raise a fund for Church schools : and an effort has been also made in Cardiganshire by the Dissenters to build school- houses contiguous to their chapels, of which plan details are given in the document lettered E in the Appendix. The evidence of the Rev. Mr. Denning (No, 48), together with the letter of Mr. Davies, lettered F, show that the promoters alike of Church and Dissenting schools are 'aware of their inability to achieve their plans by means of local resources unaided from without, as also appears from the evidence from which the following are extracts : The Very Reverend the Dean of St. David's said " Generally there is, I think, not sufficient munificence from others, *? esire for . J i L i LIT Government or means among the people themselves, to support schools adequate to aid. supply the existing necessity. Other aid is requisite." The Venerable the Archdeacon Venables stated " I think that it would be beneficial to fill up all vacancies of parish clerks with well-trained schoolmasters. A small provision is already made for them, and it would raise the standard of the clerks ; the offices would be perfectly compatible. Young men who were taken from this country for schoolmasters and properly trained would he more easily satisfied than strangers ; and I think a salary of from 407. to 507. would amply suffice. I think there are no means short of public ones of effect- ing a supply of such masters. 1 am satisfied there are no local means of duing so." The Reverend R. W. P. Davies, of Court y Gollen, a magis- rate, near Crickhowel (No. 36), says " It appears to me to be the imperative duty of a wise and patriotic legislature to eucourage and facilitate, to the utmost of their power, by 232 On the State of Education in Wales, public grants, and public patronage and advances, the education and instruction of the people committed to their care." Edward Thomas, Esq., an influential magistrate and churchman near Builth (No. 38), stated in reply to the following questions, " Is there a reasonable probability that good schools will be shortly supplied and supported by local effort and in sufficient number ? I see no reason to believe that local effort will shortly be the means of furnishing the people with adequate education. " If not, in what mode would assistance from Government, if disposed to give it, be most usefully applied ? In affording universally proper salaries to competent masters ; and in erecting, or aiding the erection of, school-houses in those districts only where poverty is proved to be too great for local effort to be relied upon. " To what extent would such assistance, if offered, be probably ac- cepted ? If the assistance offered by Government is found to be of a feeble nature, local energy will not be sufficiently roused to ensure efficient co-operation, as the population is neither large nor wealthy enough to make the sacrifice required." Edward Seymour, Esq., an active and influential magistrate (No. 44), at Crickhowel, says " I certainly do think Government aid desirable." The Reverend D. Parry, Vicar of Llywell, Brecknockshire, says " We have no prospect of being able to establish any additional day- schools, or to improve those we now have, without aid from Government towards the support of competent masters. " I think, as the country can be supplied with efficient education, that Government must ultimately take the education of the country into their own hands, so far as the payment, in whole or in part, of competent masters, leaving the erection of buildings to the exertions of each locality, for the latter, requiring only a temporary effort, may be accomplished by local means, but the former, requiring permanent support, cannot be secured without the aid of Government ; and their salaries should average from 4Ql. to 70/., according to local circumstances." The Reverend R. Harrison, of Builth (No. 35), stated that " Twelve clergymen met in his house lately, and in consequence of previous discussion, to consider the best means of promoting education in their parishes : the conclusion they arrived at was, that they knew not where funds were to be obtained to open the schools they desired to estab- lish ; they are now looking with anxiety for fresh means to enable them to do so." The Reverend W. L. Bevan, Vicar of Hay (No. 55), whose im- portant evidence is given in extenso hereafter, says " As regards the parishes in Radnorshire where a system of absen- teeism prevails on the part of the clergy and laity alike, and where the income of the living is small, it appears out of the question that schools should be supported from local resources ; nor will the present system of grants from Government and the societies meet the difficulty, for, where . JBreck?iock, Cardigan, and Radnor. 233 no local resources exist, the principal of granting proportionate sums is ineffective. " Might not the present principle of Government aid be extended ? A distinction being made between parishes possessing and parishes de- void of local resources, might not the Government make enlarged grants to the church generally acting through her societies, and the dissenting bodies acting through theirs ?" The Reverend J. R. Brown, Vicar of Knight on, Radnorshire (No. 57), says " Our local means are limited and very uncertain. The maintenance of the school depends solely on children's pence, voluntary subscriptions, four annual sermons, and a small endowment. " The aid of Government is indispensable to the maintenance of the school." The Reverend H. Moggridge, Vicar of Old Radnor (No. 59), says " The endowments, as at present conducted, are a hindrance to better schools being established. " An enlarged grant according to the present system, meeting the sums raised by subscriptions, would (considering the diversities of creed) perhaps give most satisfaction. " A daily school in every parish under the superintendence of the clergyman, but in which the Catechism and attendance at church were not enforced upon those children whose parents objected to the same, would go far to satisfy all parties. Dissenters would gladly avail them- selves of the good education offered, while very few objections would pro- bably be raised. The Government Bill of the present Session of Parlia- ment on Education seems a very suitable one." The Reverend Lyster Venables, Vicar of Clyro, Radnorshire (No. 63), who has given elaborate and valuable evidence on the subject, says " In the poorer districts, which comprehend the greater part of the country, there are hardly any resident gentry, and there is no hope of seeing good schools established by private means. " The last answer includes the opinion that Government aid is essential to the spread of education in this district." Sir William Cockburn, Bart., of New Radnor, a magistrate, thinks Goverment aid " indispensable " The Reverend Enoch James, Vicar of Llandissal, Cardiganshire (No. 26), says " I am sure the means do not exist to establish or to support good schools. I have tried to do it, and have failed. There is not the least doubt that Government assistance is desirable to educate our poor ; they are more in want of it here than anywhere, except in Radnorshire perhaps. Assistance would be wanted not only to build school-rooms, but in aid of part payment of the salary of the masters. We have often attempted to keep up the salary of a good master, and have failed to do so, and the school has dropped." 234 On the State of Education in Wales, The Reverend Griffith Thomas, Vicar of Cardigan (No. 22), says " There is very great deficiency in the means for carrying on good schools in this neighbourhood. The clergy are fearful of commencing schools, knowing that they would not be able to carry them on. I am quite sure that it is impossible that education could be generally carried on without Government aid. It is hopeless from any local effort whatever. The poverty of the people is far too great to allow them to pay for schooling." The Reverend John Hughes, Vicar of Aberystwyth (No. 21), says " There is no chance of good schools being established and supported generally by local exertions. If Government aid were given, it had de- cidedly better be applied towards the salary of the master than to the . primary establishment and building of the schools." The Reverend John Evans, Vicar of Crickhowel (No. 71), gives similar evidence. The Reverend Rees Price, Curate of St. John's and St. David's, Brecknock (No. 49), states " The difficulty we experience is not so much in building school-houses as in maintaining them when built. We do not possess local means for providing due remuneration to competent masters, and consequently good schools cannot be established without aid from Government or some other source." The Earl of Lisburne, and Colonel Powell, M. P., the Lord- Lieutenant of Cardiganshire, assured me that local resources were inadequate to the supply of sufficient schools, and that Govern- ment aid would be more beneficially applied to the salary of the masters than to the building of schoolhouses. From Dissenters I received similar evidence. At Tregaron, a small town in the heart of the Cardiganshire mountains, the question of Government aid was discussed among the following persons, whom I had requested to meet for the purpose of giving me evidence on the 6th of November, 1846; Reverend John Rees, Calvinistic Methodist Minister at Tregaron ; Mr. Thomas Lewis, Wesleyan Methodist; Mr John Lewis, Calvinistic Methodist ; Mr. James Jones, and Mr. Morgan Jones, Churchmen. They voluntarily made and signed the following statement " Better schools are much wanting to give this instruction. The people could not afford to pay enough to support good schoolmasters themselves. There are very few gentry in the neighbourhood, and it is not likely that good schools would be established by them. If aid be given to establish schools, it must come from the Government ; there is no chance of their : being supported by the efforts of the people in this neighbourhood. We think that, if the Government were to establish training schools, and train competent masters, and allow them a salary, that there would be no difficulty in getting a piece of land and building a good school-room by subscriptions here. No objection would be made, we think, to Govern- Brecknock, Cardigan, and Radnor. 235 merit inspection of such schools, provided that the children were allowed to go to the place of worship and to the Sunday-school their parents chose for them without any interference on the part of the master of the school or of the inspector." (See Evidence, No. 10.) Mr. Owen Owen (see Evidence No. 11), who had been for nine years a Baptist Minister, said " In our district, which is a mining one, the people are too poor to support good schools : they are four to one Dissenters, and the rich are backward to support schools except on the National system. / am sure Government assistance would be generally accepted." Mr. Griffith Thomas, the late Superintendent of the Calvinistic Methodist Sunday-schools at Aberystwyth (No. 12), says in his vi.lence " I see no chance of sufficient aid arising in this country for the support of proper schools for the poor. The Welsh people are more prone to make efforts to establish a thing than to carry it on when begun. Thus I think they could more easily build school-houses than maintain the means of supporting them when built, and of continuing to pay the salary of an efficient schoolmaster. I do not know how Government could assist more beneficially in any way than by defraying the salary of the master, or contributing towards it ; but I think that, though in such a case it would be very proper that Government should inspect the schools to see that they were properly carried on, and the money not wasted, yet I think that the inspector should not interfere with doctrinal instruction, or enforce or prohibit any particular catechism, or control the place of worship to which the children went on Sundays." Mr. John Matthews (No. 14), thepresent Superintendent of the Calvinistic Methodist Sunday-schools at Aberystwyth, though he expressed himself as not desiring Government aid, made this state- ment : " I do not think myself that a Government grant is absolutely necessary for our denomination, though I think that it would be accepted. This is merely my own opinion. I do not think that any objection would be made to inspection. In some cases it would be most beneficial to apply such grants in aid of the building of school-house?, sometimes in aid of the salaries. The application should vary in different places. Good schools for the training of masters are much wanted, and would be very acceptable. The Borough-road School and that at Brecon now supply most of the teachers." The Reverend John Saunders (17), Independent Minister at Aberystwyth, also disinclined to Government grants, stated that " In some localities Government aid might be required, but generally, if the people could be stimulated, they might do without such aid. Perhaps here and there a grant might stimulate them more than any- thing else. Where grants were given by Government, inspection would follow ; and this might be objected to iu some quarters, because it is feared that some future Government might arise which would favour religious opinion repugnant to the feelings of the people of Wales, in which case the grants would be of no avail, for the schools would be deserted." 236 On the State of Education in Wales, D. Jenkins, Esq., Mayor of Cardigan, a Dissenter (No. 23), said " I see no objection to Government grants for education as a Dissenter ; I think they would be useful. I do not think there is a chance of educa- tion being properly conducted without some such aid from Government." Mr. Joshua Thomas, a Dissenting schoolmaster at Cardigan (No. 24), gave similar evidence. The Reverend Abel Green, Calvinistic Methodist Minister, Mr. William James Rees, Draper, and Mr. Benjamin Evans, Merchant, of Aberayron, also Calvinistic Methodists (No. 18), stated " We are undoubtedly of opinion that our denomination have not the means of establishing and supporting really good and sufficient schools for the poor here or in this neighbourhood. The rich people are gene- rally Churchmen, and when they establish day-schools in this neighbour- hood, they require the children to go to the Church Sunday-schools, and thus their day-schools are of no great use to the great majority of the people, who are Dissenters. Under these circumstances, Government assistance would be highly acceptable. We think that such assistance would be most beneficially given were the Government to contribute towards the salary of good schoolmasters. The different congregations could more easily raise funds by subscription to build schools than to pay the salaries afterwards requisite for really good and competent masters ; but perhaps the Government would also contribute towards the building of schools. We do not object to the inspection of schools thus aided by Government grants. We think it desirable that they should be inspected, provided that there was no interference with the religious instruction of the children on Sundays. There is a great chance that schools built by Government grants, if not afterwards supported by further aid, would drop, the people being generally too poor to maintain them." The Reverend William Evans, Independent Minister at Aberayron (No. 19), said " I think that some assistance from Government would do good, but it should be so applied that it shall not supersede, but aid, voluntary efforts. I think it is good for us to make some exertion. I should pre- fer some assistance to pay the teacher's salary rather than towards building the school-houses. It would be easier for us to make one great effort for the building of schools than to make annual efforts to maintain them when built. We can build schools cheaper than the Government can. We should get great assistance," &c. The Reverend David Charles, the Principal of the Dissenting College at Trevecca (No. 45), states " The people require schools unattached to any one creed. They re- gard liberty for their children to attend their own places of worship on the Sabbath as of the highest importance; it would therefore be desira- ble that, whatever Government aid be given, it be applied in such a manner as to secure this. I believe that, were means to erect school- houses supplied, it would in general be sufficient, and education would be greatly promoted." Brecknock, Cardigan, and Radnor. 237 The Reverend E. Davies, Professor of the Dissenting College at Brecon (No. 50), does "not think Government aid undesirable" if on a plan which he recommends ; and also says " I very much question whether good day-schools can be established and supported without foreign aid, either by Government grants or volun- tary subscriptions." Mr. Mordecai Jones (No. 54), an influential Calvinistic Me- thodist of Brecknock, says "There are means no doubt enough, but, unless the Government helps, I am afraid that these means will not be carried into effect, at any rate upon anything like such a scale as would fairly meet the wants of the people." The Reverend David Davies, a Baptist Minister at Nantmel, Radnorshire (No. 56), says " About two or two miles and a-half to the west of the Doleu, a school-room to contain about a hundred scholars is much wanted, and if Government would assist to build the school room, and also grant a small sum to aid to keep a competent teacher, a school entirely onunsec- tarian principles, efficiently conducted, would undoubtedly be of incalcu- lable benefit in that locality. All comments on the Scriptures, and all sectarian catechisms, should be carefully avoided." The Reverend Lewis Havard, Roman Catholic Clergyman (No. 58), at Brecknock, states "I think that Government aid is desirable to build and furnish school- rooms, also that a certain allowance should be made for books, and in some instances to make, up the teacher's salary, but that the whole conduct of the school should be left entirely to the immediate patron of the school. It is thus that discontent would be avoided, and that private exertion would be stimulated ; for the school that was worse taught would certainly lose its scholars ; and I think it right also that Government Commissioners should from time to time attend examinations at every school that received any Government aid." The Reverend Henry Griffiths, the Principal of the Dissenting College at Brecknock (No. 65), expresses a qualified assent to Government inspection and assistance, and states in some detail the manner in which it should in his opinion be administered. This evidence, the whole of which was written down and signed by the persons giving it, is sufficient to attest the fact that Govern-' ment aid was desired by a large majority of the Dissenting com- munity as well as of the Churchmen in my district. This feeling was nearly unanimous ; I felt it my duty to give free scope for the expression of a contrary opinion in the very rare cases in which I found it existed, as in that of the deponents Nos. 25 and 60. IV. TENURE AND CHARACTER OF SCHOOL-HOUSES. SCHOOL APPARATUS. The following statistical summary exhibits at one view the relative number of schools held in fee, on leases, and merely by temporary occupation ; it shows the great preponderance of the latter. s 238 the State of Education in Wales, co a" 3 - g CO CO in CO CO ^ogSI o ~l 5 E .1 i. f 0 t^CO^cO OO H a CS EC W(t? a -1, t", -1 i ICJ5O1 CO O O CO OO Ort< .00 t^ t i < CO ** i< C** t** ^^ ( " H ^3* *^ t^ Ol 1 dj rr co H ^ CO a to "S^ s '' ^-55 %<$% 2S3^- o^SS cl CO lO H H 3 z > . , . " ' v_v_/-^~ K 1 ' "sj i g C-l CO O CO (MO CO > g-J g-u Tj< TJ< ^3* 1 1 ^ ^" w ' '"z *< " BS 09 C ^ -C . 5 o *' nTT r^r 'eT^'^^ rr^ tr "^ E SS I CO O z o St-sfl 00 ^J* CO ' CO COCOG-* O T Tt"" c >' * &. co aj |M ^ , W *o 5ji O^cq i-"tOtO Oi CO CO J> t^* |||l| es ~l*l s p li'|i ~ 0.2-3 / xy ^ ^ ^ ^ . r^ -,' ^ N ,,..,, i. . jr. ||||| tOi 11 COCMO LiTfOOi CO * i i COi ' i f^ OOCO CO ^*Ot^CM CO a *o d - 1- . c-i -O M 99 CO t^ CO Tf l^ 00 T)< (M l^ CD T r * 00 05 3- en CO . ^ . . ^_ . . .. ^ . v_^_ v _ v _- c S o ^ o a ^* **^ O *rt CO C^l i?Ml CO a - H p. ^ Cl Oi CO CO Ci C5 t c -g 8j=^ 0) - "* f |S * llllj _ , ( - , . , t ^^,~^ ? CO O Iflf^ "2* COCOPO OOt^-Tfo-Oi COtN.OC5 S P-| 2 W^-oI* < M a t > 00 s ^ O W M t^.f-1 >a U .4-l_iS' 1 ! * CiC "3 1 J' =1 '.'5 w ,2 ^ m A 8 2 2 - 1 oi?"^ ^cn s < g 11- .2 wS = 2'o ^ Z-^ 173 ^ - ^ g-i=~wj s os cc -5 5 rj S -^ O * JJ t> O r~ E 5 S C J* o H co co Brecknock, Cardigan, and Radnor. 239 There are some few good school-houses in my district. Those school- built at Aberystwyth and Borth, chiefly by the Mrs. Pritchards, aided by grants from the Committee of Council, the new one at Llangranog, the school-houses at Llanfihangel y creiddyn, Genour glyn, Llandygwidd, Hafod, Llangynider, Pencraig Brecknock; the model-school at Brecknock, the British school at Talgarth ; the national schools at Hay, Glasbury, and Aberystwyth, the school-house at Whitlon. and a few others, are all either good and substantial enough for the purpose, or are very capable of being rendered so at a trifling expense. These school-houses are moreover held and secured mostly for terms of years. The great majority of schools are held under temporary occupation in rooms of private houses, which degenerate in Cardiganshire and the wild districts of Brecknockshire into mere outhouses, usually without any ceilings and with ground floors, scarcely, if at all, superior to woodhouses, a purpose which they not unfrequently serve. In these rough schools there is no school furniture of any kind other than forms and tables of the clumsiest description ; sometimes a steep desk occupies the centre or side of the room for the purpose of writing. Some of the Church schools are held as at Llanilar, in Cardiganshire ; Llanfihangel ystrad, Llangattock, in Breck- nockshire, &c. in buildings erected for the purpose in church- yards ; but very frequently Church schools are held in cottages or rooms of houses rented for the purpose by the clergyman, as at Llanarth, Cardiganshire. Nothing can exceed the primitive disregard of all comfort, and of all the ordinary aids and imple- ments of education, in a large majority of these schools. In many of them the floor is paved like a stable, and massive benches are notched and cut in every direction. In some there is a wide >open chimney in the fashion of an Irish hut ; and in several the thatched roof is far from water-tight. Until the winter was far advanced, although the weather was most severely cold and damp, fires were very rarely found in these desolate places in Cardigan- shire. There are upon the whole a larger proportion of decent school-rooms in Brecknockshire than in other counties. In the uorth, however, and in the greater part of Radnorshire, schools are held, if at all, usually at the end of the nave of the church, par- titioned off for the purpose as at Llandegley. Llanbadarn Fawr, Llandilo fan, and others ; and sometimes, but not. very often, the school is held in the church itself, as at Llanfihangel Tal y Llyn and Llandulais Tyr Abad. Several of the Adventure schools are held in Dissenting chapels. The necessary outbuildings exist only at a very few of the Few n - s'iperior schools. JNine out often have none at all. Those which tuOdin g ; exist are usually very bad and insufficient. An utter disregard of decency necessarily results, and instances are by no means un- common of consecrated ground, and the very walls of churches, being degraded. s2 240 On the State of Education in Wales, DESCRIPTION OF SCHOOI.-KOOMS. In out- In private houses. buildings or other room* not built for School- In the body or Vestry of Churches. In rooms partitioned off from the body of Churches. In Dissenting Chapels. School- rooms built for the purpose. rooms. Brecknockshire . . 46 9 G 3 8 23 Cardiganshire 23 23 10 40 Radnorshire . . . 17 10 6 2 8 Total .... 86 47 6 9 20 71 iparative ractcr of aol- ses in the e conn- The few superior schools alone are furnished with any approach to a sufficiency of books ; and maps and black boards, ball frames, and (he ordinary apparatus of schools, exist alone in a very small number. Most of them are utterly devoid of improved appliances of instruction. A Welsh schoolmaster of the ordinary description thinks himself well supplied if he is provided with two long tables and one short table, two or three forms for the children, a chair for himself, a score of Bibles, slates, and Vyse's spelling-books, a few copy-books, and plenty of primers. Two or three Walking- hame's Tutor's Assistants, an old newspaper, a rod, and, if it be winter, a heap of peat in the corner, complete the sum of his wants and of the recognised requirements of the scholars. The area of the rooms is often ludicrously insufficient, at other times uncomfortably large. No sort of proportion is kept between space and numbers, as appears above. The accommodation for 15,563 children is subject to deduction for furniture in the adven- ture schools, which often encumbered the room. The ventilation of the generality of schools was seldom defective, the wind generally blew freely down the chimney and through the holes in the doors and windows. Occasionally in small rooms, and especially in dame-schools, the ventilation is imperfect, but this is not. a prevailing evil. In Radnorshire the school-houses and the schools themselves improve in the vicinity of Herefordshire, and disimprove towards the middle and western parts of the county, in which there are scarcely any schools to be found. In Brecknockshire, schools improve also to the eastward, and decline both to the north and the south. In Cardiganshire there is uniformity of barrenness, except at Aberystwyth, which is an oasis in the wilderness. V. SYSTEM OF TEACHING: THE SCHOOLMASTERS. If the competency of a Welsh schoolmaster is to be measured by the standard of the popular estimation of his duties, perhaps almost as many exceed as fall short of it. But if it is not an undue expectation that a .schoolmaster who professes to teach English should do more than make his scholars pronounce and Brecknock, Cardigan, and Radnor . 241 spell English words without understanding their meaning that he should give them some degree of mental exercise inform their minds on the subjects he professes to teach acquaint them with the rules as well as the practice of arithmetic and at least en- deavour to advance the younger as well as the older classes of his scholars, if these be not extravagant requirements for the quali- fications of a schoolmaster, I have no hesitation in saying that there are very few persons worthy of that title in my district. I may safely say that there are not a do/en who are efficiently teaching even that which they profess to teach ; and that, if the standard be extended to skilful teaching and all the improved methods of mental cultivation, there are in my judgment one or two only who approach to it. With a few exceptions, there is no system of teaching in the system oi schools in my district. The general plan is precisely that of the old-fashioned village dame-schools. The children sit in rows on forms, and save the master all sort of trouble by " reading their books;" and in order that he may assure himself of their industry, they all read aloud. In the 'Notes' on the Rhayader free school I have cited the books which I found proceeding at once. Thus a Babel of tongues is kept going on all subjects, from Leviticus to the alphabet, in which any attempt to correct, or even to distin- guish individual performances, would be perfectly hopeless. One by one the more forward children are brought to the master to " say their lesson," which generally consists of a long column in Vyse's Spelling Book, to be said and spelt by heart, which is performed frequently with wonderful accuracy and rapidity, and in a Welsh screech which seems expressly devised to annihilate all chance of expression or modulation of tone in reading. The Bible and Testament classes are generally once a-day called up to read to the master. The Holy Scriptures are, with a very few exceptions, the standard reading-book ; and the great ambition of both master, scholar, and parents is, that the greatest possible num- ber should be reading in the Old Testament. It is a sort of premium diligentiee, awarded, as far as I could observe, in all but the very few superior schools, to . the children who could gabble the most glibly ; for I never found in any school, with three or four exceptions, the slightest effort made by master or mistress to teach the children to read well. In 45 schools out of 72 in Welsh districts, 1 found not the slightest attempt made to question the children, or to inform them on the subject on which they read, or even of the meaning of words : in each school they were grossly ignorant of it, and only a very few children in each were able to give the Welsh for ordinary English words. In these schools they were uttering the words of the Scriptures in English without the most remote conception of their meaning, any more than if they had been reading Greek ; the Bible being used as a mere mechanical means of practising them in uttering English, and 242 On the State of Education in Wales, knowing the sounds of certain conformations of letters. Any effort to do more on the part of the master was often honestly disclaimed. In 16 the meaning of words was asked, so as to give the children some knowledge, but a most imperfect one, of the meaning of English words, but still without any attempt to ques- tion or instruct them in the sense of the chapter or subject of the lesson. In 11 only did I find any effort made to question on the meaning of the verses, and in ten instances out of these eleven the questioning was confined to putting the verse into an interro- gatory form, so that the book supplied the answer. " Jesus went up into the mountain" " Who went up into the mountain ?" I am perfectly within bounds in saying that, where there is any questioning or attempt at mental instruction at all, it is of this barren kind in nineteen cases out of twenty ; but that, in nine cases out of ten, there is no questioning or mental teaching of any kind. And the schoolmaster's wife at Bryngwyn, in Radnorshire, gave me the true reason why it is not attempted ; the parents do not wish it : they do not send their children to day-schools to get religious, or, in fact, any mental education ; they send them purely from a money motive, that they may advance themselves more easily in life ; and to this end, reading English, writing, and ciphering, are esteemed certain and sufficient means. The method of teaching the younger children is that of simply hearing them wade through their letters and entangle themselves in syllables long before they have learnt how they are put together. Ciphering is taught almost universally by the old method. In order, in fact, to have a just notion of the generality of Welsh schools, it is but necessary to recall the recollection of some village-school twenty years ago, where no dawn of the present epoch of improved teaching had ever penetrated. It is not at- tempted to teach the principles even of the simplest rules, except, I believe, in four or five schools in my entire district. I have found six children only, out of at least 800, who knew any shorter method of multiplying any figure by 10 or 100 than by setting down the multiplier under the multiplicand and proceeding on the old system; and I have found very few out of some hundreds, who, although they were able to work practice-sums, could find, for example, the amount of 36 or 72 at 65. 8d. by any shorter means than multiplying by 6 and 6 or by 9 and 8. There is no training of thought : it is not exercised at all, however manifestly capacity and intelligence invite it. This is a prevailing defect in all departments of Welsh instruction. Everything is done by square and by rule, and as much as possible by rote, so as to give the scholar the most labour, and the master the least trouble. elliptical With the exception of one or two schools, there is no attempt to question elliptically, and where it is done, it is done tamely and barrenly, and without any previous description, narrative, or in- Brecknock, Cardigan, and Radnor. 243 cident to stimulate intellect or excite inquiry. The mutual bearing of question and ellipsis is not understood; and instruction by means of the presentation of pictures to the child's mind by analysis and illustration is utterly foreign to Welsh instruction ; and is not only unpractised but unknown in my district, except in two or three schools at the utmost. Moral training is equally wanting : the Welsh children require Moral train- it, perhaps, more than any other children in the kingdom ; and ln| are destitute of it. Schoolmasters are unaware that it forms any portion of education, and are wholly unable to afford it if they were. Mr. Stow's training system would do vast good in Wales, but, excepting at Aberystwyth, it is scarcely known. The mode of teaching writing is to set the few children in a Writing, school, who can afford copy-books, to copy, as best they can, either engraved script or written copies ; usually the latter. The inattention of the master is generally manifested by the mis- spelling which grows down (he page, and often by the increasing badness of the writing. I think I have seen three instances of Mulhauser's copy-books in use, and three only. Sometimes, but very rarely, I have chanced to meet with a J^looii'with school where activity of intellect was manifest and an effort made out system. to inform as well as teach, although system was deficient and improved methods little known. A pleasing instance occurred at the little road-side school at Penllwyn, in the parish of Llanbadarn fawr, Cardiganshire; and with much more pretension at Devy- nock, Brecknockshire. These instances are however rare. The few good schools I have seen, or rather schools which approach to good ones, are those where the teacher has been trained, and does substantially, though not always perfectly, adopt some system of teaching, such as Mr. Bevan's National school at Hay, the vVes- leyari Training school at Aberystwyth, the National school at Llanelly (established by the benevolent exertions of Mrs. Ansdell) the Brecon Model School and the girls' school there, the British School at Talgarth, and a very few others. It is needless to detail the character of these schools, especially as I have, in the Notes of Schools, stated the general results of my inspection of them. They each follow the characteristic features of the system to which they belong, but not always with its latest improvements. As regards the National Schools, the conductors of those which exist in this part of Wales for the most part adhere to the form- ality of Bell's system, and eschew class-rooms and galleries for oral instruction and other appendages (essential, in my humble judgment, to efficient teaching), as if the National Society, and its schools were chained to the four corners of Dr. Bell's system and incapacitated from improvement. The National system is very much misrepresented by its schools in Wales. The excellent sys- tem of the Glasgow Training School is much more faithfully followed in its solitary representative at Aberystwith, and so is the 244 On the State of Education in Wales, * British and Foreign system in the School at Talgarth. None of these, however, are perfect schools of their class ; and I can assert with some degree of confidence, that no first-rate school of any kind exists in my district. I have seen no efficient oral instruction except in two or three schools, and there imperfectly administered from want of better means and apparatus, and in one case more energy and aptitude in the teacher. Monitorial The Monitorial System exists only in the few National and British Schools, and I have not been led to think more favourably of it from my observation of its operation in Wales. I believe the system to be essentially faulty, and that it is an impediment to dis- cipline, a hindrance to the proficiency of the best scholars in a school, who are doomed to the drudgery of teaching the alphabet and the primer instead of making progress in the higher branches of instruc- tion themselves. The monitors may usually be described as the unfittest of teachers. If education involves mental and moral culture, and requires skill, gentleness, patience, and kindness in order to gain access to and mastery over the minds it is designed to inform and mould, how is it to be reconciled with common sense that children should be chosen for such an office ? And yet, wherever they are employed, no inconsiderable amount of the entire instruc- tion given is intrusted to them. I have seen even the use of the cane delegated to them in my district. They teach miserably. They are, almost without an exception, wholly and manifestly in- competent for the work. I need not, however, dwell on this point, for the entire number of monitors in these counties is very incon- siderable. fnitnlrtion. n " Simultaneous instruction scarcely exists in the proper acceptation of the term. It has been applied to the usual habit of teaching in classes, in the tables, but, with the exception of the Model School at Brecknock and the Wesleyan School at Aberystwyth, there is little or no simultaneous teaching or teaching in the gallery. visitors. The schools are seldom visited by any one ; occasionally by the Clergyman or Trustee where any exist, but only in rare cases. They are usually left to the sole control of the master. The following table (page 245) gives a summary of the results of the tables as regards school government and discipline. want of No characteristic of any system belongs to the endowed or the system in . J J p _ Adventure adventure or dame schools : they are alike devoid or any system schools 6 those of Mrs. Bevan's charity peculiarly so. The itinerant masters are among the most unsystematic teachers I have seen. Notes of their schools are given in the parishes of Llanfihangel Nant Bran, Llandilo fawr, Llandyfryog, Llangoedmore, and Llanfihangel ystrad. i. Excepting in the very worst schools, the children were tolerably under the control of the master. Beating, to a certain extent, is the prevailing kind of punishment; but J am not of opinion that it is by any means severely practised, ^Brecknock, Cardigan, and Radnor. SYSTF.MS and METHOD of INSTRUCTION and SCHOOL INSPECTION.! 245 Brecknockshire Cardiganshire. Radnorshire. The Tlivcc Cuuulies. RELIOICUS INSTRUCTION. Propor- Propor- Propor- Propor- Number of tion pel cent, of Number of tion per cent, of Numbei of tion pel cent, of Numbei . f tion per cent, of Schools. hole Num- Schools whole Num- Schools whole Num- Oi Schools. whole Num- ber. ber. ber. ber. Schools opened with A Hymn 54 :)fi.O 39 TB K OA fin <". 10.^ RELIGIOUS INSTHUCTION CON- wU - oo u 0V OU J 4;/*O DUCTED BY Master or Mistress . . 74 77-1 91 90-1 37 86-0 202 84-2 16 16-7 5 i- n 7. n 0-d 1 41 . f\ 2 2- 1 3 3 U Q.fl 1 / u 9.Q Z4 fi lu'U o METHOD OF INSTRUCTION. o u J .. o u - O Individual Instruction . . 41 42-7 51 50-5 19 44 . 2 in 46-2 Monitorial Instruction*. 20 20-8 15 14-8 11 25-6 46 19-0 Simultaneous, or class In- 45 46-9 21 on. Q 15 Ti-0 *i T-J.Q LANQUAQE IN WHICH INSTRUC- ' ' O OJ U O 1 OO O TION IS GIVEN. 1 1 1 4 88 91-7 75 i \j 74-2 43 !()!!() 206 *m 85-8 Welsh and English . 8 8-3 25 24-7 33 13-0 Grammar of Welsh . . . Grammar of English . 35 36-5 51 50-5 12 27-9 98 40-9 Grammar of both languages 1 1-0 1 4 VISITATION MADE BY.J 10 10-4 3 3-0 5 11-6 18 7.5 36 37.5 32 31 '7 21 48-8 89 37-1 Ordinary **/ I j 11 11-5 7 r. .0 5 11-6 OQ O-fi 1 1-0 3 U J 3-0 1 2-3 ^(O 5 * u O. 1 Total number of schools > * i 96 101 43 240 or that cruelty is at all a common feature of Welsh schools. The children are generally self-willed and indulged by their parents, and a master disposed to severity is restrained by his interest. Indolence and inactivity, on the other hand, are predominant. The system of school discipline I have described leaves the master's time very much at his own disposal. The hum of voices which he * The number of monitors fur this class of instruction in the County of Brecknock is 147, Cardigan 58, and Radnor 40, making in all 245; and averaging respectively 7 for Brecknock and 4 each for Cardigan and Radnor ; total average 5. It frequently occurs that two modes of instruction are adopted in the same school : hence the apparent excess of the number of schools above those visited. f Simultaneous instruction, properly so called, existed only in two or three schools. These figures apply to schools where classes exist. J In many cases these schools are visited both by the committee, inspectors, &c ; the results therefore embrace both these kinds of inspection where such occur. 246 On the State of Education in Wales, keeps up passes current for vast industry with all passers by. It is singular that in three or four instances only have 1 found a school- master occupied in teaching on suddenly entering a school of the common class. I have far oftener found them reading an old newspaper, writing aletieror a bill, probably for some other person, reading a Welsh magazine, or doing nothing of any sort. At one school, near Aberystwyth, I was attracted, while passing along the road, by the boisterous noise in the school, and, on entering it, found the whole of the scholars playing at blindsman's-buflf, or some similar game, though the dust and confusion prevented me from ascer- taining what it was. I found that the master was absent, and had gone to warm himself at a neighbouring cottage ; and, on arriving, he said that he told them " to have a bit of play, just to warm them." Noise, incompatible with instruction, may be frequently heard outside, and at many yards distant from the greater number of Welsh schools in my district; and I very often found out which was the school by that means on entering a village. training 'for ^ e returns > f which the following is a summary (page 247), masters. exhibit almost an entire absence of previous training enjoyed by the schoolmasters of Wales. 24 only of the 243 masters and mistresses of day-schools in my district have had any previous training at a model or normal school : of these the duration of previous training was ascertained in 18 cases, and it averaged less than five months each! The notion that there is any necessity that a schoolmaster should learn his business is quite in its infancy in Wales. The established belief for centuries has been, that it requires no training at all ; and that any one who can read and write, if he be disabled from every Previous can- other pursuit, can be a schoolmaster at pleasure. That this is a ma^terfand 1 " practical belief is further evidenced by the almost total absence of schooimis- an y schoolmaster who has not been brought up to another and dis- tresses. ! 11- 1 1 1 f 11 1 similar calling, which he followed, in most cases, up to the time that he became a schoolmaster. A large portion of them are broken-down farmers, who, in Wales, are a far poorer class and lower in station than in England. In the counties on which I am reporting, out of 140 schoolmasters there were 33 previously farmers, 7 attorneys' clerks, a relieving officer, a plasterer, a flannel-manu- facturer, a postmaster, a parish clerk, an assistant-clerk to a union, a farm-bailiff, 5 drapers and shopkeepers, 2 marines, an auctioneer, a gardener, 2 hatters, 2 soldiers, a harper, 3 carpenters, a clergy- man, 3 grocers, a stonemason, 4 Baptist ministers, 8 labourers, a currier, a collier, a timber-merchant, 2 tailors, 2 shoemakers a miner, a preacher, '2 weavers, 5 farm-servants, 7 excise-officers, 3 men-servants, 2 sailors, a florist, a paper-maker, a music-master, a cabinet-maker, a builder, 2 students, a clerk in a counting-house, and a painter and glazier; 21 only had been brought up as assist- ants or ushers in schools. Brecknock, Cardigan, and Radnor. _^ C5 O ' ' o ..o co :< o s CM CM O o . . CO C^ O I 2' H * o 05 o i TJ- CO O 1 =!: f *o o o * * X [-1 -. CO o o pd a r- V O t . l"- O-l O SB CO CO i-l o a C/3 3 CO 3 ' u H 00 CM CT! CO o 2 i a o S a CO CM t^ CM SS ~ . H O 00 0) ~ CM co S3 * . *^* qj ~ o ta CM CM o 1 ^ ~ ** tr a p . -H C31 CM 1- * TOTA CO _, 1 o 5 PEI o M O ." < ~ < sS s j CO 00 CM "CO |CO w$ |QO ji=o l> ^ n l ~~ t r o CO T* ^^ -* ^ |M ^ _j CD CO O >> O a 'o r~l CO O 53 . . C-l t^ O j . . H -i O5 2 2 2- * 7s -r TI< < o ^5 LJ Q CM CM IO o *^i ^ o . I o CM OO . 'jj PH 11 1 K -S H BS ^ B CO CO * ^ H 000 o S 3 00 CO 00 o \ g o ; ^1 t^ 2 r f, M c CM CO CO 1-1 o r^ * '*> p Q MCbaa CO s _; oo c H tn t* '" V TT = ~ pi CO "* - .'' ~ B I *" ^ " 1) J . , -H rt ^H i i en _l si S ^ 3-1 OO s ^ ^ E CO *!< ; o 2 ^ S 10 CO i * ^ K 1 1 ^* CO CO CO * M CO ^o \ B C .... t tX c - n pa !a ..' .2 s '3 '5 O rt C3 u w S *S & f ' H H P "sS 1 1 -rtX J 5 fe O d ?2 "2 < "^: j | sl| I rt "j "rt "3 f. 1 J 1 1 | H H & '* "-S cd "r^ F H 3 H 248 On the State of Education in Wales, Ages. Of 49 schoolmistresses, 6 had been sempstresses, 7 governesses, 1 dairymaid, 10 milliners, 9 housekeepers, 12 ordinary maid- servants, 2 shopkeepers, and 2 only were originally in schools. The previous occupation is not the only element intheunfitnessof the existing race of schoolmasters for their office. They are often aged persons. The results of the inquiry into their ages are these : Urecknockshire. Cardiganshire. Radnorshire. AGE OF TEACHERS. Number on which the Average Average Age. Number on which the Average Average Age* Number on which the Average Average" Age. ' is takeu. is taken. is taken. Ys. Ms. Ys. Ms. Ys. Ma. Present age of Schoolmas-1 ters / 60 41 82 35 9 33 46 9 Present age of Schoolmis-) 41 42 20 38 2 10 37 7 Af*e at which Schoolmas-) ters commenced vocation] 59 29 3 81 25 3 33 31 9 Age at which Schoolmis-j tresses commenced voca- > 39 31 7 20 28 10 10 28 The School- masters' po- verty. The income of the schoolmasters in my district is one of the most striking features, as well as indices to the state of education, and the standard of opinion respecting it. The results of the in- quiry on this head stand thus : IJrecknockshire. Cardiganshire. Radnorshire. CONDITION OF TEACHERS. Number on which the Average Average Amount. Number on which the Average Average Amount. Number on which the Average Average Amount*. is taken. is taken. is taken. *. d. . *. d. . *. d. 45 25 8 31 31 11 9A 24 28 211 Incomes from School-pence 64 17 14 75 16 19 11 32 13 13 10J Other emoluments . . . . 2 16 16 6 , . . . Total annual income from) all sources . . . J 96 23 15 21 96 23 16 7| 42 26 10 4 Income of clioolmas- ters. There are a few, but a very few, competent salaries, which have unduly swollen the above average. They are chiefly as follows: Of the masters' incomes of Endowed Schools, there is one, pro- bably understated, at 265Z,, at Ystrad Meyric; another at 150/., at Presteigne ; another of about SO/, net, at Whitton ; one, a Baptist school, of about 507., at Hay ; and three others at about 407. each. Of schools with trifling endowments and large subscriptions, the income of one at Knighton is 100/., and another at Hay 70/., both in connexion with the established Church. Of unendowed Church schools, there are two where the masters' incomes amount to 50/., Brecknock, Cardigan, and Radnor. 249 one where the master and his wife receive 727., and another where the master has about 407. There is one Dissenting school, the Wesleyan, at Aberystwyth, at which the master receives 527., and one Calvinistic Methodist school where he has 607. ; there are two British schools where the master's salary is about 507., and one about 407. ; the master of an adventure school at Vaynor makes 707. ; and at Clydach Works, Llanelly, the master and mistress receive altogether about 827. I believe these are the only school- masters in the whole of my district who receive as much as 407. in other words, who are on a footing, in point of money or money's worth, with a gentleman's groom. The great majority of the masters derive incomes from their vocation ranging from 187. to 257. per annum ; and many have less than 157. In these extreme cases, however, it is very usual to find that their livelihood is aided by gratuities, chiefly in food, from the farmers or shopkeepers, who pay in kind for trifling services, and not unfrequently for teaching their sons to read, cipher, or write. The position of the majority of schoolmasters is one midway between a pauper arid an able-bodied labourer. Nor does there appear to be any general desire to raise the standard of schoolmaster. The Rev. Mr. Bevan, of Hay, whose school is endowed simply to the amount of 47., having re- solved to support a good school, gave his master 707. salary, and informed me that he was expostulated with for his extravagance ! In the village of Llangynider, where Mr. Bailey, M.P., has built very neat substantial school-rooms and master's house, the master and Ihe mistress (his wife) receive 307. per annum, besides house- rent free, between them both, Mr. Bailey supplying the deficit, after other subscriptions are solicited by the clergyman, and school-fees are obtained. A common labourer at the rolling- mills or puddling- furnaces at the iron- works can earn more in a week than an average schoolmaster in my district can earn in a month ; and so established is the conventional abasement of a schoolmaster, that even where the means exist of raising the standard they are often not applied : as, for instance, at Llanbedr, in Brecknockshire, 67. per annum is thought enough for the stipend of a schoolmistress, out of an en- dowment of six or seven and twenty pounds, the rest being misap- propriated to the relief of the poor. So inveterately is the low standard of payment established that The low stn- a competent schoolmaster finds it very difficult to obtain a pay- n^ntpre- y ment proportioned to his capacity. He will look in vain for me from" encouragement even from those who have the means (with a few being rawed, honourable exceptions), and very numerous are the examples of adherance to the low scale of payment by those who can amply afford to remunerate ability. Where, therefore, a schoolmaster has capacity to improve the standard of instruction, the chances are ten to one that he is so ill paid that, knowing the low standard of expectation, he spares himself the trouble which, if taken, would certainly be unremunerated. "I give them quite as much in- 250 On the State of Education in Wales, struction as they give me payment for," said the master of the school at the Coginan silver and lead mines, who received from the prosperous company who work them 10Z. per annum, and whose whole income is 281. The same company, at Lef'el fawr, in the parish of Yspytty ystwyth, give the schoolmaster there 25/. The Messrs. Powell, of the Clydach Works, in Llanelly, and Mr. Crane, of Ystradgynlais, in Breconshii e, manage otherwise ; and though their owrc subscriptions are not large, they take care that the parents shall pay sufficiently, though moderately, to maintain a good master in respectability; and perhaps this system is advantageous where it is fairly applied by the proprietors of large works, for the people value what they pay for. The low standard of requirement for the instruction given and the capacity of a schoolmaster determines his scale of payment, and the scale of payment likewise affects the character of the instruction and the standard of teachers. They act and re-act on each other. The qualifications, with a very few exceptions, deemed necessary, are fairly enough remunerated by the wages of common labourers. The character of the instruction usually required, demands faculties neither of mind or body for its discharge, and is paid for accordingly. It calls into operation neither strength, knowledge, skill, or training; and it is perfectly natural that the puddler at iron-works or the journeyman tailor, or the gentleman's groom, should be four or five times better off. In their respective callings some one at least of the faculties or requirements which limit the supply of labour and raise the rate of wages is essential : to a master in a Welsh school no one of them is requisite, and hence his poverty. And so it must continue until there is some- thing more required of him, something more supplied, and like- wise some fresh means of paying for it. The incompetency of the masters is avowedly great, as will be observed from the statements of those who have favoured me with their evidence on the subject, and to which I venture to refer your Lordships. Evidence of "Competent masters (says the Dean of St. David's) are very scarce pete'ncy'of in Wales : in point of fact I know of not one in this neighbourhood. the masters, jj wou id require a salary of 60/. per annum to induce a really competent master to fix his residence and remain at a school. If they had less they would be constantly looking out and aspiring to something better" (No. 8.) The Reverend Mr. Bevan, says " Perhaps the clergy are generally to blame in these parts for not attempting to elevate the position of the parish schoolmaster: so long as they consider him sufficiently remunerated by a salary little above the earnings of a common labourer, it is not to be expected that the laity will increase their subscriptions, so as to provide efficiently trained teachers." (No. 55.) Brecknock, Cardigan, and Radnor. 251 The Reverend John Rees and other Dissenters at Tregaron said "The masters hereabout are generally incompetent to teach properly." (No. 10.) Edward Seymour, Esq., of Crickhowel, says that "The schools that are established are defective in the very first prin- ciples and system of elementary teaching, the salaries being too low to command the services of well-educated teachers." (No. 44.) W. O. Brigstocke, Esq., Magistrate, of Blaenpant, Cardiganshire, says " I know of no schools in this neighbourhood which are supplied with competent masters or mistresses, none of them knowing how to catechise the children, not having been trained in any way previous to taking the office." (No. 42.) E. C. Lloyd Hall, Esq., of Newcastle Emlyn, says "There is a lamentable deficiency of day-schools for the poor. Very few of the masters are competent to teach. They seldom turn to teach- ing unless they have i'ailed at something else. Their incomes do not average above 121. or 13/. per annum, barely enough to keep body and soul together ; this applies to the country." (No. 37.) The Reverend John Hughes, of Aberysiwyth, says "Many servants are equally well off with schoolmasters; the grand thing is to have efficient masters and the means of supporting them." (No. 21.) The Reverend D. Evans, Vicar of Llanarth, Cardiganshire, says " A really competent master would require from 451. to 50/. a-year. I am sure that that amount of salary could not be supplied by any local efforts." (No. 20.) The Reverend Abel Green, Dissenting Minister, with others at Aberayron, Cardiganshire, stated " We are of opinion that there is a great deficiency of good schools for the poor in this district, and that the masters are generally incom- petent to teach in those schools which do exist. The schoolmasters do not seem generally to think it necessary that they should make the children understand what they read. They have not done so themselves in learning." (No. 18.) The Reverend John Price, of Biedfa, Radnorshire, says "The great defect in their mode of instruction is, that they neither explain to the children what they read nor question them upon it ; so that, although the Bible is their only reading-book, they remain quite ignorant of its contents, and of the first principles of religion." (No. 70). Similar evidence will be found from deponents 13, 17, 22, 24, 34, 35, 42, &c. Mr. Jones, a schoolmaster at Builth (No. 4), truly says " The parents do not know what education means : they think half a year long enough to learn everything, and take their children away in general after that time. They cannot bear the idea of paying for a book. ter 252 On the State of Education in Wales, The terms are exceedingly low in this neighbourhood, and not all that is nominally charged is actually received. The parents bargain with the master and beat down his charges. Masters are by this means impove- rished, and think it better to be almost anything rather than school- masters. The standard of schoolmasters becomes lowered, for no one really competent to teach can afford to follow it as a means of livelihood. " This state of things will never be improved till the whole system of schoolmasters is altered, and independent means provided for educating the people." Morals of The morals of the schoolmasters are certainly superior to their chooima- pintles, b ut instances are by no means wanting of gross im- moralities, not only perpetrated by schoolmasters, but known of and tolerated by the people. The Reverend R. Harrison, the zealous clergyman of Builth, relates an anecdote which illustrates the standard of opinion on this subject. "I was obliged," he says, "to send for a constable to remove a drunken fiddler in the street, and he proved to be the schoolmaster of Aberedw, and some of the bystanders blamed the constable for doing it. Another came and offered himself to me for a schoolmaster whilst apparently under the influence of liquor." (No. 35.) Sir William Cockburn, Bart., of Downton, in Radnorshire, after explaining his non-control over the school at New Radnor, says "Neither I, therefore, nor the minister, as I understand has been publicly hinted, are to be blamed for the inefficient state of the school, nor for the drunkenness of the master, who, I am informed, has been in the habit, for years past, of deserting his duties for days at least together. I feel assured however that a hind consideration for this schoolmaster'' s family, and the want of opportunity for a better school and a more respectable master, have continued the present evil so long" (No. 67.) No person, really qualified for the office of schoolmaster by moral character, mental energy, amiability of temper, and profi- ciency in all the elementary branches of education, together with aptitude in imparting knowledge, will doom himself to the worst paid labour and almost the least appreciated office to be met with in the country. Freh means Were even tlie means of training schoolmasters as ample as Kiwolmu- they are defective, and were the number of men adequately trained ten essential, to the work at hand, the generality of schools would be not one jot the better supplied, for such training would fit men for employ- ment in other spheres, where they would realize four or five times the emolument and enjoy a much higher social position than they can hope for as schoolmasters in Wales under existing circum- stances. In such a case efforts might and would be made to obtain their services by persons aware of the importance of education, and disposed to make efforts to secure it ; but I am decidedly of opinion that such efforts, even when successful at first Brecknock, Cardigan, and Radnor. 253 by means of some vigorous impulse of zeal and liberality, would not permanently avail ; and that no such remuneration, or even an approach to it, could be sustained, as would secure the con- tinuance of well-trained and educated teachers in the schools of my district. Rare exceptions there might be, but I feel confident that adequate instruction, even in elementary schools in Wales, is utterly hopeless by means of local efforts or local benevolence. The evidence already cited confirms this view, and I would especially point to that of the Reverend Griffith Thomas, the Vicar of Cardigan. If in a county town a minister, universally respected and both zealous and earnest as he unquestionably is, avows his utter hopelessness of being able to support a competent schoolmaster by his own untiring efforts to obtain local subscrip- tions, it may be safely inferred that the difficulties are generally insuperable. The most obvious deficiency with respect to education in Wales Want of nor- is the absence of good normal schools. One only exists, which mal scllools ' owes its establishment to the unwearied efforts and zeal of the Reverend Henry Griffiths, of Brecknock, aided by a few, and only a few, zealous friends of education. The school is, however, inade- quately supplied with funds. The meagre prospect of income which presents itself to a schoolmaster in Wales deters all but those whom poverty or want of activity compel to have recourse to so unenviable a status for their means of livelihood, and very few of those who tind their way to the Brecknock Normal College are qualified either by pecuniary means or capacity to benefit by the instruction offered to them. The school had been established little more than a year when Mr. Lingen at my request was good enough to visit it with me. We have written a joint report on the acquire- ments of the students, which is inserted separately in Appendix B, after the " Notes of Schools." The obvious defect of this institu- tion is that the character of the instruction given is far above the capacity of the class of men who, under the present state of things, will alone descend to the position of a country schoolmaster in Wales. There cannot be a better practical proof of the representation I have just made to your Lordships with respect to the debasement of the scholastic standard in Wales than this Normal College affords. No man of ability, with a prospect of ordinary success in life, will undergo an elaborate training for a calling which will scarcely supply him with bare necessities ; those only who are bereft of better resources will start for so poor a goal. The best normal school that it were possible to institute would die of inanition if established in Wales without some concomitant means of remune- rating the abilities it called forth. A college for the cultivation of Arabic in Birmingham would scarcely be a more hopeless enter- prise. Students might be rendered proficient in their studies, but, if no one paid them for their pains, the institution would probably share the fate of the fruitless faculties it evoked. 254 On the State of Education in Wales, VI. SUBJECTS OF INSTRUCTION AND ATTAINMENTS OF SCHOLARS. U f n En C .Ush ty Amidst the many and grave defects of the day-schools in my day-schoois district, there is one most striking and important peculiarity in thoVoTto them, which will be a subject of the utmost satisfaction to every to'uuKi? friend to Wales it is the fact that there is but one day-school out drcn> of the entire number, in the three counties of Brecknock, Cardigan, and Radnor, where the Welsh language is taught. It is by common assent excluded from every other school,* and it lingers in the school to which I allude, near Newcastle Emlyn, simply because the master (one of Mrs. Bevan's) is supposed to be a good one, but unable to teach English. The visitor, the Rev. Mr. Davies, however told me that the school would be attended far better, if English, instead of Welsh, were taught thare (see evidence of Rev. H.L. Davies, of Troed y Raur, No. 27). And as a convincing proof of the spontaneous desire of the poor people themselves to teach their children English, I beg to instance the little way-side school, in a desolate district in Cardiganshire, in the parish of Llanwenog, where I found the cow turned out of its hovel to give place to the scholars, and a man teaching them English who could neither talk or understand it himself. Equally genuine evidences of the earnest and unprompted desire of the poor to acquire a knowledge of the English language have frequently presented them- selves to my notice. I attribute this desire of the poor exclusively to pecuniary motives : they find an ignorance of English a constant and almost an insurmountable obstacle to their advancement in life, especially to their efforts to place their children out at service. Any day-school master in my district would starve, if he sought to live on his own independent efforts to maintain a school for exclusively teaching the Welsh language. f *Tiv t ti ^ le English language is in almost all the Welsh districts vilely ill learnt. taught. In fact, with very few exceptions, in those districts, are the children made to understand the English language at all. It would be strange if they did. The schoolmasters rarely understand it perfectly themselves. Their knowledge extends no further, in most instances, than in reading English with the strongest Welsh accent, and in their ability, in some cases, but not in all, to hold a con- versation on common subjects in it. Their system of teaching, such as I have endeavoured to describe, would not and does not suffice to instruct the children, even in their own language, where they speak English, and it is infinitely insufficient for teaching them a foreign one. Any inference, therefore that the children were ex- tensively learning English, drawn from the fact, that the schools everywhere try to teach it, would be utterly fallacious. All pro- gress, either making or likely to'be made in the Welsh districts of the country, and among the bulk of the people, in learning English, * I believe that an enthusiastic member of the " Cwmreigyddion" insists on having the Welsh Bible read in the eveuuig in his parish school at JLlanfihangel Cmn I)ll, of which he is vicar. Brecknock, Cardigan, and Radnor. 255 is attributable to their intercourse with those who speak it, and scarcely at all to day-schools, except in the towns of Aberystwyth, Cardigan, Brecknock, Talgarth, and to some extent in Aberaeron. By the Welsh districts I mean those where Welsh is the fireside language of the common people, of which I shall hereafter specifi- cally state the extent (p. 313). All that is learnt of English, in the generality of the day-schools, Reading is to read the Bible, with a very imperfect and often grossly errone- ous pronunciation, and to spell it well. I have not unfrequently heard masters set the children wrong when they were right : for example, to pronounce wrath rarth ; rough row; cow co; cat cart ; and the like. They read generally too quickly, as soon as they can read at all, and almost invariably in the way children read who do not understand the subject, making it sense merely by accident. In no one of these schools have I met a child reading with any approach to expression or emphasis. In part of Radnor- shire there is a remarkably pure accent ; English is the language of the people, with the exception of two parishes. It is singular that the portion of the county which borders upon the north of Brecknockshire, an intensely Welsh district, separated by the river Wye, is that in which the English language is spoken with the utmost purity. This extends from Rhayader, through Old and New Radnor, where the people are pure Saxons, with little if any inter- mixture, to Presteigne and Kington. Even at Builth, though in Brecknockshire, English is spoken with equal accuracy; no vul- garisms are heard even among the poorest people. The children utter what they read with perfect correctness, and their pronuncia- tion is refined, but they read without expression, for they are not instructed how to do so. Reading English is the only good feature in the Radnorshire schools, which, if there be any difference, are generally inferior to those of the other counties. As I have stated before, the Welsh children seldom understand ^"'n the meaning of English words ; this has been thoroughly tested by unto the means already stated. One or two children in each school usually know the meaning of short and simple words, such as "king;" hill;" " house;" "horse;" "dog," &c.; but the bulk of them understand no English words at all, though all are using and spelling English books, which are almost exclusively Bibles and Testaments, Vyse's spelling-books and primers, and ' Reading made Easy.' The non-comprehension of what they read is by no means con- fined to the children who speak Welsh and read English; it pre- vails also amongst those of whom English is the mother tongue. The reason is that the English they read is not the English they talk ; and the great bulk of children in almost every school are reading words every minute which they never meet with or hear uttered except at school, and which are never explained to them. And this extends to words in familiar use among ourselves. T 2 " 256 On the State of Education in Wales, frequently tested this, and am confident that I do not overstate the fact. I found children who read fluently constantly ignorant of words such as " observe," " conclude," " reflect," " perceive/' " refresh," " cultivate," " contention/' " consideration," " medita- tion/' &c. I have tested this by suggesting to each child three meanings, two wrong and one right, for each word ; and I have found them answer, even under the stimulus of the penny offer, oftener wrong than right. No working-class child is in the habit of saying " I observed my brother pass by," &c. ; the expression used is, " I seed him go by." Another reason why there is so little comprehension by the child of what he reads is that the poorer classes are either British, or Saxon retaining only Anglo-Saxon terms, whilst the books they read are chiefly written in language a large portion of which is of Norman or Roman derivation. Spelling. The proficiency of the children in spelling is wonderful. I have found complete mastery over the puzzling question of the precedence of the e and i in receive, believe, perceive, mischief, grief, &c., and plow, crow, cough, through and though, have been correctly spelt by certainly a majority of the Welsh children to whom I have put them in a great number of schools ; even the higher class of diffi- cult words, such as phrenzy, physic, physician, compassion, con- tention, have been often correctly spelt by children who had no conception of their meaning. I attribute this proficiency in spelling to its being that which gives the master the least trouble to teach and test, and to the very great power of memory which the children possess. Religious in- There is next to no religious instruction in the day-schools. In structwn. t h e a( ] ven t u re schools the masters and mistresses, when they spoke out, admitted that they did not teach it, and that the parents would be dissatisfied if they did. One master said to me, " Why, they all go to Sunday-schools : is not that enough ?" The Holy Scriptures are, as I have said, read in every school I have been in with one exception, but almost universally as a text-book to learn reading by, selected chiefly on account of its cheapness, and in some measure because it is considered a test of education " to read in the Bible." Of scriptural knowledge the children have no idea, except in the few superior schools which I have already named. The Notes of Schools teem with illustrations of their grotesque guesses and wild efforts to get pennies which were offered for correct answers to the simplest questions. These answers betray, in three- fourths of the children in the schools I examined, ignorance almost heathen I should feel justified in saying perfectly so, but that I found in very many cases that the bare fact of our Lord coming to save sinners was dimly known, and this knowledge was sometimes accompanied by a total ignorance of where or when Christ came, what were the means of salvation, the purpose for which He would come again, and the events which attended His life on earth. One or two children in almost every school knew the means of salvation Brecknock, Cardigan, and Radnor. 257 and a few of the leading facts of Gospel history ; but I usually found in questioning them that their knowledge was derived from the Sunday-school and not from the day-school. I am confident that I am much within the truth when 1 say that three-fourths of all the children in the schools I examined (with the exception of a very few superior schools) were wholly ignorant of religion and of the very events they were in the daily habit of reading ; and as the best scholars were always carefully selected by the master at my request, and the lower classes also very frequently tested, I am the more certain of the prevailing ignorance of the entire body of chil- dren at day-schools. And even in the few superior schools the children in the lower classes, who have remained generally a short time in the school, are nearly if not quite as ignorant as those in the lower class of schools ; and I believe that, if a minute and searching inquiry were instituted into the scriptural knowledge of every child in every day-school in the three counties, it would be found that at least two-thirds were virtually heathen, and without any real knowledge of Christianity. I have found the children who had any religious knowledge at all usually better acquainted with the doctrines of redemption and grace than with moral duties. Respecting the parables and the duties they enforce, 1 have found general ignorance. Scripture geography is rarely taught : and I think the general belief of the few children who had any notions at all on the subject was that Judea was in England. Their answers to questions in Scripture usually evinced minds absolutely devoid of instruction and thought on the subject, rather than of defective teaching. The master, in his consternation at the exhibition, seldom reproached the children with forgetting what he had taught them, but with inattention to the minister in church or chapel. Religious instruction has, in fact, scarcely a place among the subjects which it is thought the province of day-schools to teach in my district : and after much examination and careful reconsideration of my notes, I can make no material distinction between the day-schools in con- nection with the Church or the Dissenters and private adventure schools. The following are among several instances of the ignorance of instance* of T T r J ! r xl, ignorance of religion 1 found prevailing in many ot the country places. religion in At Bryngwyn, Radnorshire, is an adventure day-school (English da exclusively spoken and understood). " Five girls and four boys read the 2nd Psalm to the master without making any stops, and so that the sense was often unintelligible, without any correction from the master, who said he had not yet begun to ask them questions. Finding that five of the children had been to the Sunday- school kept by the publican, I examined them first on Scripture, pence being promised beforehand and given for every correct answer. Who wrote the Psalms ? No one knew. Who wrote the Bible ? Moses. What was he? No one knew; one had heard tell of him. Who was Christ ? Five repeatedly declared they did not know, and had never heard of him ; the rest answered ; one only knew he was crucified, but 258 On the State of Education in Wales, none could tell how they were to be saved. Two only knew who made the world, and eight did not know what would happen to them when they died. Four only could say the Lord's Prayer, and that imperfectly. None knew what temptation meant ; and one only knew what was meant by ' hallowed' or ' deliver.' All except two declared positively and re- peatedly that there would be no other life or world after this they had never been told or heard of any. Their fathers and mothers never said anything to them about such things. They went to church sometimes, but did not listen, they said, to the sermon, or understand anything about it. Seven of them never knew the commandments, nor what they were. They could spell simple words correctly enough, but were utterly ignorant of the meaning of ' perceive,' ' command,' ' obey,' and many words of ordinary use. Nevertheless, English is exclusively spoken there. One only knew the number of days in a year and a month. None knew whether they were in Asia or Wales, one thought it was England. Seven of them did know what 3+7 was ; and one only knew the pence table. The master thought the other children in the parish were worse, and the mistress said that, if they taught the children to understand the Bible, the parents would take them from school. They sent them there to teach them something useful, such as reading, writing, and accounts." In the Church day-school at Llanfihangel y Oeiddyn, Cardigan- shire., Welsh being the mother tongue, Mr. Price was with me and translated the questions, to which the following were the answers: " Four of the children only could read in the Testament, and the master selected the 1st chapter of Revelations for them to read in. They stammered through several verses, mispronouncing nearly every word, and which the master took some pains to correct. None of them knew the meaning, or could give the Welsh words for ' show,' ' gave,' or ' faith.' One or two only knew that of ' grace,' ' woman,' ' nurse.' Their know- ledge of spelling was very limited. Of Scripture they knew next to nothing. Jesus was said to be the son of Joseph ; one child only said the Son of God ; another thought he was on earth now ; and another said he would come again ' to increase grace,' grace meaning godliness. Three out of the five could not tell why Christ came to the earth, a penny having been offered for a correct answer. Two could not tell any one thing that Christ did, and a third said he drew water from a rock in the land of Canaan. None knew the number of the Apostles ; one never heard of them, and two could not name any of them. Christ died in Calvary, which one said was in England, and the others did not know where it was." At Llanbadarn-tref-Eglwys, Cardiganshire, Mr. Penry thus re- ports on a day-school : " I visited to-day a school held in a schoolroom near a chapel called Bethania, belonging to the Calvinistic Methodists, Llanbadarn-tref- Eglwys. This room is low, dark, and unsuitable for a school to be held in. A youth in his eighteenth year is the master, and also kept the school here last winter, when he had from fifty to sixty scholars. He goes to school himself one half the year to Llangeitho, and the other half he keeps school. I examined each of the scholars in the several branches tar.ght. Simple reading and spelling was very incorrectly done, and as to obtaining an answer respecting the meaning of any word, or an historical fact, or any person mentioned in the Bible, it was next to an impossibility. Brecknock, Cardigan, and Radnor. *259 They knew nothing about Jesus Christ. One said that Jesus Christ dies and lives for us in heaven. Another said the Calvary was a happy and blessed place." At Penparcan, near Aberystwyth, is an adventure school not connected with the Church, kept by a cripple, which is also a Welsh school : Mr. Price translated my questions. " They read the 79th Psalm in English : the girls read tolerably well, but many false pronunciations were made; ' blood' was pronounced as the oo in ' good,' * fire' as ' free,' ' hedges' as ' ages,' ' beseech' as ' besiege.' The master corrected only a few of these mistakes. They then repeated the Lord's Prayer, which they repeated without appearing to under- stand it ; tbe master then made them spell, whicb they did imperfectly. None knew the meaning in Welsh of' disciples,' or ' woman' or * greater.' I then questioned them as follows, Mr. Price translating a penny being offered to the one who answered tbe best: Adam was the first man, and Eve was the first woman ; Moses led the children of Israel out of Egypt ; they did not know how he got through the Red Sea ; the world was created by Christ ; Christ came to save sinners and was crucified ; ' crucify' they thought meant to stone ; Christ was betrayed by Judas and St. Paul ; the way to be saved is to pray to Christ for forgiveness of sins ; on being asked what else, they said victuals and clothes but nothing else ; Christ will come again to the earth to save us. Three out of five said there was no life after this ; one only answered right as to a future state. Six children (ages from nine to sixteen) were then examined, and the follow- ing was the result of the examination a penny being promised to the one who gave the best answers. Christ was crucified to save sinners ; * crucified' means nailed to a stick ; Christ forgives our sins by dying, and we should pray to him to be happy in heaven, as well as for clothing and victuals and everything we want. Five did not know the meaning of grace ; faith meant to lead a godly life ; none could repeat more than the first words of each commandment ; none knew the meaning of miracles. At Llandilo-fan, in Brecknockshire, I visited the school on February 2nd, accompanied by my assistant, Mr. Jones, who in- terpreted all my questions into Welsh, this being a purely Welsh parish remote from any high road. The school is held by one of the masters under Mrs. Bevan's charity. " Nine boys and two girls, constituting tbe Bible class, read tbe 48th chapter of Isaiah, and some of them read very tolerably. They read English exclusively, but understood but little of its meaning. None of them understood the meaning of ' garment,' ' behold,' ' hearken ; ' grace' they thought meant to pray for forgiveness; one only knew who the Apostles were; none what happened to Christ when he first came into the world ; but they thought he was nailed to a cross by the 'bloody Jews;' seven thought it was done in Wales, and two in England ; and that the way to be saved was to keep the Sabbath ; and anotber thought it was to keep the commandments. They did not know why Christ was to come back, nor what miracles were, nor who Moses was. I then examined them in the Church Catechism, which Mrs. Bevan's teachers are bound to teach ; some of them could repeat it correctly : upon being questioned on the meaning of the words, the master said they never were ques- 260 On the State of Education in Wales, tioned at all. I however persevered. ' Godfather' they thought was the Holy Ghost ; ' renounce' they thought meant to beg ; of the kingdom of heaven none knew the meaning. A girl of 14 repeated the Belief perfectly, and then said that she did not understand one word of it; four of the elder girls were afterwards examined, whose ignorance was equally great on all Scriptural and general subjects. All thought the sun went round the world. In arithmetic and writing they were making very fair progress. The school was held in an offshoot from the church." At Tal garth Church School, where English is spoken, " Thirteen boys and twelve girls were called up to read the 3rd chapter of St. Matthew to the master, which they did in a lifeless man- ner, without even making sense of what they read. Three or four of them could hardly read at all; they were, nevertheless, all in the Bible or Testament class. They were only occasionally corrected ' by the aiaster, who allowed a boy to pronounce ' indeed ' as ' I entered.' The girls read a trifle better than the boys. The master, being requested by me to question the children, did so deplorably ill, and in fact appeared wholly unaccustomed to anything of the kind. His first question, after a long pause, was, ' Who went out to Judea ?' To which the answers were, The kingdom of heaven and Esaias. I questioned them after him with but little better success. They thought Christ was baptized in the wilderness one only said where it was. They knew nothing of John the Baptist, about whom they had been reading. One only answered to the question, What is grace? that it was good; and four only knew what they must do to be saved three only gave satisfactory answers. None knew who the Apostles were. Their knowledge of spelling was very indifferent. They repeated the Church Catechism, but knew next to nothing about it. Three only knew what the word 'renounce' meant ; and none knew what the articles of the Christian faith were. Of a spiritual pastor I could only get an explanation from one child, which was ' To teach we.' Of arithmetic, with three exceptions, they knew next to nothing ; eighteen did not know how much fifty pence was. Two answered remarkably well ; one, whom the clergyman told rne was very stupid in answering questions on the Scriptures, was especially quick in mental calculation." At the Coginan School, Cardiganshire, connected with the Mining Company but not with the Church, the people being all Dissenters, " Having previously ascertained that all the children in the class had been three years in the school, and that they attended some Sunday- school, I selected eight of the children, six of whom were decidedly the most forward in the school ; and the following is the result of the ex- amination I made. Who were the Apostles ? Dead silence ; nobody knew. What were they to do ? Same result. Who appointed them ? Christ. How many were there ? Long pause. First boy. Two, Sir. Another pause. Another boy. Twelve, Sir. Who was the Apostle who wrote the greatest number of the Epistles ? Nobody could tell. A penny was here promised to the first who could tell who it was. First boys. John. Long pause. Who wrote the Epistle to the Romans and Thessalonians ? Second boy, Peter. What did Christ come for ? Brecknock, Cardigan, and Radnor. 261 To save the world. How ? By dying. What must we do to be saved ? Long pause. First girl. We must die. Second girl. Be good. What besides ? No one could tell. What did Christ do to instruct his disciples ? None knew. What were the Apostles to do ? Pause. A penny offered to any one who would tell. Second girl. To write. What were they called who were to write the Gospels ? Silence. Who did write the Gospels? Christ, Sir. - Where was Jesus Christ born? In Bethlehem. Where is that ? In Judea. Where is Judea? In Bethlehem. Is it in Wales ? No, Sir ; in England. Where did Christ die ? In Calvary. Where is that? In Bethlehem. Where is Bethlehem ? In Europe. Will Christ come again ? First boy. No. Second boy. Yes. What will he come for ? To burn the world. The mission of the Prophets was explained by one girl only; and they were said by another to be Moses and John ; and this was corrected by a sharp boy, who said they told of John he thought, but what John he did not know. The geographical examination was utterly hopeless. Judea was in this country ; Scotland joined to Wales ; Ireland was a town, and one thought it was a country ; France a parish ; and there were two quarters only of the globe. At Brynmaur, in Brecknockshire, a town containing nearly 5000 persons, employed at the neighbouring iron-works, &c., of Mr. Bailey, M.P., and left wholly without any mental or spiritual means of instruction by the Company, "The only large school is intended to be on the British system, but it is at present on no system at all. It is held in a room just erected for the purpose, to which the ascent is up a steep flight of stone steps ; the room is large, but was exceedingly dirty on the day of my visit, and almost wholly unfurnished. There were merely a few benches across the middle of the room, no table of any sort, and the floor black with dirt. The children corresponded with the room ; they were dirty and disorderly to the last degree. There was not a single Bible or Testa- ment in the school. The moment the master's back was turned, two or three couples began fighting and cuffing each other. This school had been kept about two years previously elsewhere. Most of the children present were, however, fresh arrivals. The master called up five of the best boys, and made them read the lesson on Wales in the British Society's books. They read tolerably, and answered his questions fairly. Two answered some simple questions in Roman and English history. Three only out of the whole school knew any arithmetic beyond the simplest questions in the multiplication table ; one of these three was, however, far advanced, and a good arithmetician. Three or four answered tolerably well the simple questions I put to them on Scripture history. I then called up a larger class, most of whom had recently come to the school. Three girls repeatedly declared they had never heard of Christ, and two had never heard of God. Pence were offered for an answer, but with no effect. Two out of six had never heard of St. Paul; the same number thought Christ was on earth now; one only said he was in heaven. Three knew nothing about the crucifixion, and six out of seven could not say the Commandments. Four out of seven did not know the names of the months, nor the number of days in a year. They had no notion of addition beyond 2 and 2, or 3 and 3. Their minds were perfect blanks." 262 On the State of Education in Wales, In the villages where no schools exist, the following is by no means a rare specimen of the religious instruction prevailing. I visited Mount, in Cardiganshire (where Welsh is exclusively spoken), on December 8th, accompanied by Mr. Price, and the Rev. Mr. Evans, the Incumbent of Verwig, the adjoining parish : " There is no school of any kind in this desolate parish. It is at the sea-side, forming a small promontory, crowned by a hill, which gives it its name, beneath which the church stands remote from any houses. The inhabitants are all of Flemish origin. Their ancestors, having land- ed here and made an incursion into the country, were beaten back to this place ; and after a severe conflict, exterminated the inhabitants, and planted themselves in their stead. I caused eight children to be assem- bled at a farm-house, and examined them through Mr. Price and Mr. Evans, who translated every question into Welsh, and promised pence for correct answers. They were nowise bashful or unwilling to tell all they knew. There were four girls and four boys of all ages from 5 to 16. The two eldest lads alone had been at the Verwig day-school for three months each. One only could read English, with great difficulty ; one could read a little in the Welsh Testament with somewhat more ease. None of the others could read at all ; two knew their letters. The others- did not. I then examined them in Scripture, and ordinary topics of general knowledge ; every pains being taken to make them comprehend and answer by Mr. Evans and Mr. Price. Nojie knew whether Christ would come back to the earth, nor what death he died. He gave the com- mandments to the children of Israel. None knew who St. Paul wa?. The judgment day means hell, or brimstone and fire (all thought this, a penny having been offered for a better answer). One girl only could give any notion of a future state. One or two had heard they should go to hell if bad, but some of them never beard that they should be happy if they were good. They were utterly devoid of all general information, and had no idea of countries, towns, or the division of time. None could name the month. The sun they thought went round the world in twenty- four hours, and the moon went away sometimes and then came back. The world was to be burnt in 1000 years. One only could say half the Lord's prayer ; the others had no knowledge of any prayer. Every correct answer was confined to two of the children, one girl especially who bad been to a Dissenting Sunday-school. Mrs. Jenkins, the farmer's wife, who heard the whole examination and all the answers, said that she thought all the children in the parish were much the same, and that none better informed could be found in it." I could easily multiply similar instances. I will merely attest them by citing an extract from the evidence of those who have confirmed the painful conclusion in which my inquiries resulted as to the dearth of efficient religious instruction in day-schools. Mr. Joshua Thomas, a respectable schoolmaster at Cardigan, (No. 24), says " There may be here and there a well-trained schoolmaster, but gene- rally there are not competent schoolmasters to be found at present. In the schools for the poorer classes, not above one out of twenty children understand what they read in the English Scriptures. In country Brecknock, Cardigan, and Radnor. 263 places, the masters themselves are not capable of teaching them ~to understand, from the experience I have had of their children who come from country places, the great object of which is to teach the children the English language, as that in which accounts are kept. They can get no situations in any kind of trade unless they can speak English. As far as the schools are conducted at present, training schools for masters are much wanted." Mr. Richard Hughes, one of Mrs. Bevan's masters (No. 9,) says " There are some children who sometimes know something of Scrip- tural knowledge, but I find a great many who do not Know at all who Jesus Christ was, and who do not seem to have been spoken to upon the subject at all. I have not found children anywhere so ignorant as here." Archdeacon Venables observes that " The teachers seldom make the children understand what they learn, but fancy that if they teach them to read that is all that can be required of them. This applies to day as well as to Sunday-schools." The Reverend Griffith Thomas, Vicar of Cardigan, also remarks that " There is an immense number who are perfectly ignorant, and attend no school." The Reverend Mr. Evans, Independent Minister at Aberayron, Cardiganshire, says " The masters are generally incompetent to teach. The general mode of teaching is for the children to be taught individually, and one by one, by the master; but the main point in day-schools is to teach the children to read, and to write and cipher, but their scriptural knowledge is owing to the Sunday-schools." Evidence on this head could be greatly multiplied. Opinions differ, as I shall have occasion presently to show to your Lordships, on the efficiency of Sunday-school instruction ; but I believe there is none as to the dearth of scriptural knowledge imparted in day- schools. There are of course exceptions, such as the National Schools at Aberystwith, Mr. Bevan's schools at Hay, the British School at Talgarth, the Model School at Brecon, Mrs. Atisdell's National School at Llanelly, the Archdeacon's Pencraig girls' school at Brecknock, and others, which form a gratifying contrast in this respect ; but usually religious instruction is not superintended by the clergymen or by the Dissenting ministers in day-schools ; and there is scarcely a perceptible difference between the children in these and the adventure schools ; for religious instruction is rarely given in any of them with the few exceptions I have named. Nevertheless the casual visitor is very easily led into a belief that the instruction is satisfactory on these subjects ; and I believe that some of the clergymen who have accompanied me in my visits were previously of opinion that such was the fact. The matter is managed thus*: The children in the first class, having read in no 204 On the State of Education in Wales, other book, are generally able to read a chapter with tolerable ease, the same one being very frequently read over fifty times,, as the dirty condition of the Bible at that chapter often bore testi- mony. If any questions are put, they are put in the manner I have described; so that the child reads the answer in the verse before him. In some cases where visits and exhibitions are more frequent, the master gets up a set of questions for such occasions ; the children being carefully " crammed" with the answers. Three or four of the cleverest ones are selected for this purpose, and having answered questions which it would puzzle a theologian to reply to off-hand, the visitor retires with a full con- viction of the perfection of the religious instruction.* In the majo- rity of schools the gloss is less artificial, but in most of them there are one or two show scholars who answer for the rest. The church In Churcli schools the Catechism assists the delusion. That it catechism. j g a i m ost universally among the subjects of instruction in Church day-schools, is very true ; that it is learned in them, equally untrue. With the exception of the few superior schools already referred to, the Church Catechism is put exclusively into the mouths, and never into the minds, of the children. I found that they generally repeated it correctly, and often fluently ; but at least in five cases out of six not a single child, or at most one or two children, had a vestige of a notion what it meant. My questions were not on the abstruser points, but on the most essential of the answers in the Catechism ; chiefly on the sponsorial promises, the articles of belief, and the duties to God and our neighbours. Children would frequently prove wholly unable to answer the same question, if put in another and still simpler form, which they answered instantly by rote when it was put in the words of the Catechism. The articles of the Christian faith, pomps and vanity, the lusts of rlie flesh, the communion of saints, the resurrection of the body, and the Catholic Church, are terms which usually convey not the slightest idea to their minds. In fact, the Catechism is a mere chaos of words to them a Shibboleth, which they are taught to utter without knowing that it is meant to be understood. In the few superior schools which I have excepted from these remarks, it is to a certain extent otherwise : the explanation attached to some of the Cate- chisms is frequently learnt in such schools ; and though this is itself another string of answers by rote, yet in some measure it throws light on the meaning of the text. In some few schools the clergyman or his wife attend the day-school or the Sunday- school, and carefully explain the Catechism to the children. These instances are far from frequent. Nevertheless, the Church Catechism is widely if not universally learned by rote in Church schools, even in the most intensely Welsh districts. * This deception is extended to other subjects where examinations in public take place, and totally false impressions are thus craftily produced in favour of the master. This imposture requires exposure. Brecknock, Cardigan, and Radnor. 265 The following may serve as an illustration of the manner in instances of which the Church Catechism is frequently learnt: IScSS, * "The Church Catechism was produced (at Llangynider, a country Catechism - school in Brecknockshire), and almost every child seemed able to repeat it with ease. Most of them were Dissenters' children, and had never been christened (Thomas Williams, John Jenkins, among others) ; nevertheless, they were taught to say that their ' godfathers and god- mothers (though they never had any) did promise and vow three things in their name.' None knew what godfather or godmother were; nor pomps and vanity ; nor saints, nor inheritor of the kingdom of heaven. The communion of saints was pronounced to be the Catholic Church. The girls were, if possible, a degree worse. Two or three of the first class, after every inducement to tell the truth, declared that they had not heard of Christ at all, and were wholly unable to say who he was, or what he did, or anything about him. They knew literally nothing but the mere mechanical art of reading, and the Church Catechism, of which they comprehended no single part. As a proof of this, when I asked one of the cleverest of the children ' What did your godfathers and godmothers then for you ?' following the formula in the Catechism ipsissimis verbis, she instantly replied by rote ' They did promise and vow,' &c. ; but when I asked her, immediately afterwards, ' Now what did your godfathers and godmothers do when you were christened?' she could not tell. The Reverend D. M. Davies, the Incumbent, was present, and stated that he had no doubt they did not know. The best informed of the children, in reply to the question, ' What death Christ died ? said ' He was put to a cross.' And to the question, 'Who did it ?' she replied ' The disciples,' whom she denned as people who behaved ill to Christ. The way to be saved, she said, was not to curse and swear. These children did not know the number of days or weeks in the year; nor had they any notion of towns or countries." At the National School at Aberystwyth, where religious in- struction is very superior to that given in most schools, it had not extended to the Church Catechism. " I selected six of the first class to repeat it, which they did very correctly, but seemed to have had very little instruction in its meaning. They did not even understand the Welsh for many of the words they used. Vanity one of them thought meant murder, another sinful, and a third theft. Faith they thought meant grace. Godfather was trans- lated as grandmother. And Christ was the answer given to the ques- tion What is an inheritor of the kingdom of heaven ? Baptism was almost the only word I asked which they seemed to understand at all, and this was explained ' as being put into a basin.' ' Even in the better class of schools I found the same ignorance of the meaning of the Catechism. At the Boughrood school, at Brecknock, "The first class were examined by one of the clergymen and myself successively in the Church Catechism. They repeated it tolerably well, and one or two of the boys answered the questions put to them as to its meaning very fairly, but the rest were perfectly ignorant of it. The works of the devil were, they said, ' cursing and swearing ;' pomps and vanity ' stealing;' the article's of the Christian faith ' to serve God ;' and 266 On the State of Education in Wales, another answer was, that they were the ' Catholic Church.' The kingdom of heaven was said to be 'a throne;' and the commandment in which Christ summed up our duty to others, ' Thou shalt have none other gods but me.' " Mr. Lingen, who was good enough to examine for me the Church Sunday-school at Builth attended by the boys of the National day-school, thus reports on their knowledge of the Church Cate- chism : " By the time this recitation was over, I was invited to question the boys. I successively asked the meaning of ' godfather,' 'inheritor of the kingdom of heaven,' ' articles of the Christian faith.' From the greater part I could obtain either no answer, or worse than none ; and it was only by dint of leading questions that I obtained the glimmering of an answer from one or two. As specimens either of the inconceivable ignorance of the boys who had so gliby run over the words of the Cate- chism, or else of their being utterly unused to be questioned, I may mention the following (among many other similar) answers : What is the book of Exodus about ? The Catechism. Who led the Jews out of Egypt ? Jesus Christ. By what name do we call God the Son ? Judas Iscariot. Which of the commandments did the Jews most fre- quently break as a nation? (By guessing nearly all the rest, they at length hit upon the second ; whereupon I asked) By what word is the worship of idols expressed? Adultery. I thought I was mistaken in the sound, and pressed the boy, but he persisted." At Llanfihangel Tal y Llyn I found that, " Six only could repeat the Church Catechism. They understood nothing about it. They thought an inheritor of the kingdom of heaven meant Christ one afterwards said a child of God ; that a child of God meant godly children, was the best answer I got. Of vows, lusts of the flesh, articles of Christian faith, and grace, they assured me they did not know the meaning. Renounce, they thought, meant keeping on ; vanity, stealing ; and salvation, believing in Jesus Christ. This school is one of the many instances of those where the Bible is used as a book to read English in, and where the instruction, though given in the very body of a church, is exclusively secular." In some schools, such as the girls' school at Pencraig, Breck- nock, and the Reverend Mr. Bevan's schools at Hay, the Church Catechism is well taught, but such cases are rare exceptions. If it be important that the children in Church schools should be taught the Church Catechism, the importance must result from the effect it has upon their minds and conduct. That it can have no effect whatever is obvious, for it is generally not understood; nor is there much chance that it will be better taught under the existing schoolmasters, three-fourths of whom, as far as I have been able to judge, do not. understand it themselves. The Church Catechism as it is used in the day-schools of Wales is operative chiefly as a distinctive feature of Church schools, and it is in most cases the only one. As a means of religious instruc- tion it is practically valueless in all but a few instances. It is, however, the chief weapon in whatever warfare exists between the Churchman and Dissenter. On the degree in which the Church Brecknock, Cardigan, and Radnor. 267 Catechism,, really expounded and inculcated, might be an essential element of sound education, it is needless to express an opinion ; but. as it is taught in the schools of my district the contest is about a mere shadow. Churchmen can derive no benefit,, and Dissenters no injury,, from the utterance of doctrines by their respective chil- dren in words unintelligible to both. It is painful therefore to find the Church Catechism often used as a ckeval de bataille between the Church and Dissent, and a struggle about a name rendered a hindrance of substantial good. This feeling is not, however, always powerful in my district ; and I have found many dissent- ing children innocently repeating what their godfathers and god- mothers did promise and vow in their names, who never had either the one or the other, and who were utterly unconscious of what they were saying. I attribute much of the barrenness of scriptural knowledge in the day-schools to the exclusive use of the Scriptures as a reading-book. I have invariably found, here and elsewhere, that acquaintance with them is proportioned in great measure to the concurrent study of other works which elucidate the Bible and give an additional interest to Revelation; and that the less the Scriptures are associated in the child's mind with the drudgery of mechanical instruction, the more are they appreciated. The use made of the Bible in Welsh schools is a profanation which it is painful to witness. To the remarks which I shall have occasion to offer under the head of Sunday-schools, I would respectfully refer your Lordships for further comments on religious instruction. A very small proportion of the whole number of children in the Wntin s- day-schools ever learn to write. Their proficiency in writing is superior to the standard attained in reading, but inferior to that of spelling. The desks for the purpose are usually very unsuitable, either too steep, or, in the lowest class of schools, on flat tables or mere boards. In one or two instances only did I find the children exercised in writing from dictation, or in copying anything but the master's text-line or script. The copies set were scrupulously devoid of any collateral purpose ; even that of teaching spelling by setting the most difficult words, an easy expedient for further- ing both branches of instruction at the same time. In arithmetic the natural ability of the children is clearly dis- Antl played. I have witnessed more proficiency after a small amount of instruction than I ever witnessed in any schools either in England or on the Continent. The amount actually attained in Welsh schools is insignificant, owing almost entirely to the poverty of the parents, the brief attendance of the children, and the indolence of the master, who seldom takes proper pains with any children whose parents cannot afford a higher rate of payment. Wherever the children remain long enough in school, their proficiency in figures is wonderful. None of the improved methods of teaching arithmetic exist except in about a dozen of the superior schools, and iu these they 268 On the State of Education in Wales, are imperfectly carried out. Black boards are very rare, and where they are found are not very efficiently used. I have seen about four schools in my district provided with ball frames. In no single instance have I found the principle of rules fully taught to the children, excepting at the model-school at Brecknock. It is, in short, scarcely possible that children can have fewer facilities for becoming arithmeticians than in my district, or that they can more largely profit by the few they have. Walkinghame's Tutor's Assistant is the standard, and with a few exceptions the only book used. The children are made to work it through, generally with- out explanation. So little is mind thrown into the work, either by master or scholar, that I have frequently found, in the books into which the sums when done are copied, the word "Application" entered as a substantive rule ; and have more than once satisfied myself of the genuineness of the blunder by asking the master what rule the boy was in, and have commonly been told he was "in application." In very few schools is mental arithmetic ever practised ; in many it is unknown to the master ; nevertheless I generally tried the children with it, and usually with great success under the circumstances. Their answers have often surprised the master, so little is their faculty of calculation adequately exercised. The proportion of children learning arithmetic is very small. Seeing how numerous are the powers Wales possesses for the realization of the latent elements of commerce it contains, it is greatly to be lamented that the science of arithmetic should be almost non-existent among the people. That it is so is evidenced by various facts which have come under my observation. I have reason to believe that of the more educated persons, a large pro- portion are unable to work sums in the compound rules ; and I believe that there is a general ignorance of any but the simplest operations of ciphering among all classes. It is nevertheless a faculty which would be highly estimated were examples of its utility set before the eyes of the people. I have heard, more than once, expressions of wonder from persons in the middle classes at performances within the daily practice of common counting-house clerks in England. No geography is taught in my district, except in very minute quantities in a few only of the superior schools, and even in these but few children can name the chief rivers, or any but the capital towns, of the European countries. In the great bulk of the schools there is no limit to the ignorance of the children, and the great difficulty I experienced was to devise questions sufficiently easy to afford them any chance of answering me. The prevailing belief was that Ireland is a town somewhere near Wales, opinions being greatly divided whether one must cross the water to get there. France has been placed by turns in each quarter of the globe. Black people have been assigned to every country except Wales. A decided majority of the whole number examined do not know Brecknock, Cardigan, and Radnor. 269 the name of the country they are living in, and have, on being asked what it is, mentioned the name of the village or county they were in. Ascending higher in the scale, and finding London understood to be the capital of England, I have almost invariably failed, even in the best schools, to obtain any account of our chief towns and rivers. The Thames is quite as often thought to be a town or a country as a river ; and in very few instances have I been able to obtain any account of the manufactures and industry of Manchester, Leeds, Sheffield, or Liverpool. Ignorance of geography is by no means confined to the lower classes. The dissenting minister who is represented by Mr. Owen (Evidence, No. 11) to have edified his hearers with a description of the god Ganges, whom the pagans carried on their shoulders, and made the people worship, was a fair specimen of the informa- tion current in Wales on such subjects among all but the superior classes. There is no hope of any practical instruction in geography from the present race of teachers. They who endeavour to teach it have little notion of a child's chaotic conception of countries and oceans, and still more of the subordinate divisions towns, rivers, islands, and lakes. Little is "done to give the child ideas on the subject its first stepping-stone to a comprehension of what the names which it uses really represent. I asked five children in succession what they thought a town was. Two thought it was like the village they were in, only with water round it. Another thought it was like a large church ; and two only said it was a large place, but evidently without any definite notion on the subject. In fact, they all, more or less, want first ideas. The schoolmasters who attempt to teach geography merely aim, as usual, in cramming the children's memory with quantities of names. Some children in a school in Radnorshire, who were almost perfectly ignorant of the largest towns in England, were forthwith catechised by the master on the tributaries to the Missis- sippi. Maps are seldom found in these schools, and are not always used where they are found. Drawing, history, and grammar, with very few and rare excep- Drawing, hi tions, are untaught in my district. They figure occasionally in the grammV schedules, but, as regards drawing, it is, I believe, almost confined to the Model School at Brecknock, and consists there of outline drawing alone. History has not much wider extension ; and where it exists as a subject of instruction, I have, with the exception of two or at most three schools, found it extend no further than a knowledge of Romulus and Remus, and the names of the English kings. I have seldom obtained any account of our great victories or of the inventions which mark the advances of civilization except in the Model School at Brecknock. History is read, not taught in most of the other schools where it figures as a subject of instruc- tion. Little grammar is taught beyond the names of the parts of u 270 On the State of Education in Wales, speech, and that very seldom. As Mr. Owen Owen remarks in his evidence, the schoolmasters usually " know no more grammar than the poor workman on the road." I have asked the boys, selected by the master as his best grammarians, in several schools, which is the adjective in the sentence, " I am going to beat the dog," or the adverb in " I shall stir the fire," and have rarely found them fail to guess half the words in the sentence ; so thoroughly devoid of thought or inculcation of principle is the whole system of teaching. Everything is done by memory, little or nothingby any other power of mind. All that is imparted is a mass of crude facts, of which there is no power of practical application. Grammar figures sometimes as a subject of instruction in the tables, but it is only nominally taught in four cases out of five, and then only to a very few children in each school. singing. Singing is very well taught in six or seven schools, and wholly neglected in all the rest. The children have great capacity for it, and their voices are not devoid of melody. It is, however,, by no means a prevailing taste. General in- The paucity of information possessed by the children, alike in and out of day-schools, is surprising. I have oftener found them ignorant of the number of months in the year, or of the name of the existing month, than acquainted with them. Few knew the number of weeks in a year, and they frequently fancied that there were only six days in the week. It is almost universally believed that the sun goes round the world. Utter ignorance generally prevails as to the size of the world or the relative position of countries, even when their names are known. Few know their own ages. Strange notions prevail as to Her Majesty, who is generally believed to sit in London " making money." Extracts The " Notes of Schools" given in the Appendix in extenso will ^tSamSSf supply ample illustration of the facts I have related. I will with your Lordships' permission extract such portions of them as will illustrate the different classes of schools of which I have spoken. Occasionally, pleasing instances occurred of schools where mental exercise prevailed, and sound instruction was efficiently given. Of these schools, that of Mrs. Ansdell at Llanelly, in strict connexion with the Established Church, presents itself as a fitting example. The system pursued is similar to, but not precisely in accordance with, that of the National Society. Lianeiiy " After a careful examination of the higher classes, I feel justified in sco" 11 speaking in strong terms of the industry, intelligence, and earnest zeal of Mr. Williams, the master. The school is in excellent discipline, and, although lie has not had the facility of a gallery, he has used the practice of questioning with so much energy and tact that the understanding and minds of the children are instructed in the Scriptures, and in those element- ary branches of knowledge which are professed to be taught. The master questioned on each verse, both as to its subject matter and the compre- Schools de- serving praise. Brecknock, Cardigan, and Radnor. 271 hension of such collateral topics as appertained to it, and especially as to the meaning of words. Each child who can answer holds out his hand, and places are taken in the usual mode. When an answer was given, the other children were often asked whether it was right, and various pains were taken to ensure the continuance of their attention. I examined both classes afterwards in some detail, and found their knowledge of Scripture very satisfactory, and their knowledge of the English language likewise. The master cannot speak Welsh. They spelt remarkably well, and, as far as I could judge, were forward in arithmetic. Both classes read well. They were defective, as usual, in a comprehension of the Church Catechism and the Apostles' Creed, and this was the only defect I noticed. Taking into account the very inferior capacity of the children in this locality, I regard this as a very successful school, placed moreover in a district eminently in need of mental and spiritual enlightenment." At the Model School at Brecknock and the Wesleyan (Stow's church Training School) at Aberystwyth, the discipline was unusually perfect, and mental activity in full force ; I have given full notes of these schools. The Church Schools at Hay, and the Girls' School at Brecknock, and the British School at Talgarth are deserving of commendation, together with a few others ; but of the great majority of schools in my district the following notes are fair examples. The Church School of St. David's, Brecknock, is an example ^ c h h u o ^ h gt of one of the better class of schools. David's, Brecknock " The master is a pains-taking quiet person, and evidently desirous to do his best, but very much in need of more instruction. He was con- stantly at fault both in grammar and pronunciation. The first classes read at his selection the easy lessons, 'such as the story of the boy and the wolf, he questioning them in great detail afterwards on the events of the narrative. In questioning elliptically the word with which the children supplied the ellipsis was always too obvious to afford any mental exercise. They then read at my request the 2nd chapter of St. Matthew; some of them read very tolerably, others indifferently. They were unable to answer any but very simple questions in the Testament. Two or three of the elder girls answered better, but the majority, even of the two best classes, were unable to answer, although pence were given for the best answers. Their knowledge of the meaning of words was imperfect, though all of them understood English. They could not tell the meaning of ' persecution,' ' tarry,' or ' temperance.' In the Church Catechism they acquitted themselves much better, and several of the explanations showed that some pains had been taken to make them understand it. In general knowledge they were extremely deficient, and none knew even the number of days or weeks in a year. In arithmetic they were exceed- ingly backward ; none of them could do a sum in compound subtraction, and none could read 2501 . The lesser children were able to read exclusively in easy books. A few wrote tolerably well. This school is one of many instances of how little the mere zeal of an untrained master can eflect. The master is to have the benefit of a few months' training at West- minster, a period much too short to supply his deficiencies ; he is, I understand, an amiable and teachable person." u 2 272 On the State of Education in Wales, A rougher and inferior description of Church day-schools in the country may be thus illustrated : " NANTMEL, RADNORSHIRE. I visited this parish on October 30th, 1846, and with some difficulty discovered the day-school. Having been assured it was at the church, I tried in vain to g;ain access to the build- ing itself; and as I was turning away in despair, I heard the hum of a school in a wooden hut, in the last state of decay, with extensive plains of mud in front, and a pig asleep at the door. The thatch was moulder- ing away, and there was scarcely a whole board in the entire building. Having passed through a sepulchral sort of kitchen, I obtained access through it to the school-room an inner room, or rather a slip of one, in which it was not easy to steer one's way safely through the beams and rafters by the dim light of two minute windows, one at either end. A handful of children were ranged on rude seats along the walls. The first class, consisting of four boys from eight to twelve years of age, were called up by the master, who put them on in the 1st chapter of Isaiah, which one or two of them managed to read with tolerable correctness, pro- nouncing the words with great propriety of accent. The master asked no questions ; and on my inquiring whether he ever did so, he said ' No, that is not done except on Sundays.' I then requested the first class of girls to be brought up, who read the 2nd chapter of St. John much in the same manner, some of them with more difficulty than the boys. I then began my examination. Of a Prophet, not one of them, boys or girls, had the slightest notion of the meaning. I explained, and asked what great event and what great person the Prophets foretold. The master then put the answer in their mouths, and said, ' Don't you know it was Christ?' upon which two said, '^No, they did not know.' I then asked who Christ was, with exactly the same result. None could tell why he died, except two of the girls, both of whom also knew that he had been crucified and baptized, but none could tell who he was betrayed by, or what disciples were. Miracles one or two explained. Not one of the boys knew the meaning of any of the words I asked them about in the chapter they had been reading. In spelling they were somewhat more advanced, but made several mistakes. Two boys only were selected as arithmeticians, but neither of them knew how many 5X9 was, or 4X9. 5x6 was the hardest question I could get answered rightly ; and I did not pursue this branch of the examination further, although one of the boys had been writing a quantity of bills of parcels in his copy-book. General knowledge ranged between the days of the week and names of the months, but did not extend to the weeks in the year, which the head boy thought were sixty-two. In geography I found correct notions as to London, and Ireland, and Wales, but found it useless to go further. The writing was tolerably good, the master writing a bold hand himself, which one of the girls had copied precisely. The spelling in the copies was extremely bad, thus confirming the children in their blunders by dint of repetition without correction. Three children from a lower class I found learning to read in the 20th chapter of St. Luke, who had not the most distant notion of what was meant by Christ or the Gospel ; one of them was only seven and a-half years old. The master had the school in excellent discipline; the children were as orderly as possible, and I was much pleased with their civil quiet manner. I heard afterwards that he "was a clever man, which I can easily believe ; but his whole income is Brecknock, Cardigan, and Radnor. 273 under 15/. per annum. The children attend very irregularly, and he teach esquite as much as he bargains, or is perhaps expected to'do." A still rougher specimen of a country Church school exists at " LLANDULAS, OR TYR-Y-ABAD, in BRECKNOCKSHIRE/ I visited this church parish on February 2nd, accompanied by my Assistant, Mr. Jones, and Tyl-y-Abad. Mr. Harris, a farmer of Llandilo-fan, who had guided us across the mountains which dissever this desolate parish from the cultivated parts of the country. It is imbedded in mountains, and excepting that it forms a thoroughfare for cattle on their way to Carmarthenshire to the English markets, is out of the way of all intercourse with the surrounding and distant villages. The church is a small barn-like building, with large holes in the roof, and evincing every symptom of neglect and discomfort. The day-school is held in it. At the end opposite to the chancel, in an open space, at the side of one of the pews in the aisle, we found a large peat fire piled up on the floor, without any sort of grate, and the smoke rinding its way, after filling the church, out of the holes in the roof. Twenty boys and girls were crowded round this peat fire, each reading his or her lesson aloud out of dilapidated primers or dogs'-eared Testaments ; all except two were reading English. The master sat among them with his hat on, which he kept on during the whole time I remained in the church. Five only could read the Testament, which they did very in- differently, mispronouncing the words perpetually. The master said ' he never questioned them, it was no use to try.' I did however try with ten of the best scholars in the school. Three thought Christ never came into the world ; the rest knew who he w r as ; four did not know whether he was coming again ; and two thought when he came again it would be to save sinners; three knew about his death, and one only answered questions as to the means of salvation. None knew who the Apostles were ; and the only answers given to ' Who was St. Paul ?' were ' Jesus Christ,' and ' A writer.' They spelt English remarkably well, though they scarcely understood the meaning of any English words. They answered all questions as to the days in the year, &c., and had a tolerable notion of the multiplication table. These children were evidently very shrewd and quick. One or two ciphered tolerably, and one was in the higher rules. Their writing, as far as it extended, was very bad ; a table was formed for this purpose by putting a desk on the pews, at which the scholars stood. The master used the church Bible to hear the children read in while I was there. A Sunday-school is held in this church by the Calvinistic Methodists." The Adventure Schools, which are very numerous, present vari- Adventme ous degrees of inefficiency. Among the best was the following, * though one of very humble pretensions : " Pcn-y-Garn Adventure Day-school. I visited this school on November 25th, 1846. It is kept in a damp cottage by the road-side, converted into a school-room by simply replacing the furniture with a few crazy benches, a chair, and a couple of tables. The floor is damp ground, and there is scarcely sufficient light to read by in broad daylight, without going close to one or two miserable little windows which alone light this den. Notwithstanding this very unpromising exterior, [ found far more progress and acquirement in this school than in most others, owing entirely to the natural ability and unusually god education of the. teacher, a young married woman, named Jane Thomas, 274 On the State of Education in Wales, who has had an attendance of upwards of forty children during the year and a quarter the school has been established. Her recent marriage had caused an interruption in the business of the school, and had resulted in a decreased number of scholars on the day of my visit. No particular method of teaching was adopted, but the Babel fashion of every child learning its lesson aloud, was repudiated in this school, and the mistress appeared to have succeeded in imparting much of her own knowledge and acquirements to her little pupils in her own homely method, sometimes by class, and sometimes by individual instruction. She also occasionally employed monitorial aid. She heard her best class read some .of the brief scraps of ' science' appended to Vyse'sNew London Spelling-Book. She read with them, and some of them read and pronounced very nicely ; and she questioned them with tolerable fulness on the meaning of words, and on the simple points elicited by the subject. I asked them the meaning of agriculture, using the English word, and they immediately answered me correctly in Welsh. To the question, ' What is anatomy ?' I had the answer in Welsh ' Cutting up a body.' I next examined a larger class in the 9th chapter of St. Matthew, and obtained from the girls very satis- factory answers to my questions on that chapter, relating to the miracles, missions, and death of Christ ; the conversion of St. Paul : and in the Old Testament, questions on the passage of the Red Sea, and the history of Moses and Joshua, and the miracles wrought by them, were correctly answered upon the whole. They also gave many correct answers in geo- graphy, and to a certain very limited extent were able to do mental arith- metic. The boys were very backward : a penny was offered in vain for an explanation of what parables meant. Most of these boys had been at the school at Llanfihangel, and seemed to have learnt nothing there. With great difficulty, and after many guesses, 4x5 was accomplished. The mistress does not appear to give the same attention to the boys which she pays to the girls, some of whom write well and are remarkably proficient in spelling : grief, deceive, tough, through, and even physician, were correctly spelt. The mistress is desirous of improving her natural capacity, which I do not hesitate to say is considerable, in a good training school ; were she enabled to do so she would in all probability prove an excellent mistress. Several of the children learn sewing and fancy work, which she seemed quite competent to teach." An inferior but more common description of country adventure school was that at Pentre Rhys, near Llanwenog, in Cardigan- shire : - " The schoolroom was originally a cow-shed, converted into a school- room without any attempt even to mend the paving of the floor, which was well worn and so uneven that the rough benches in it were propped up by large stones ; the walls were of mud, the roof of decayed thatch, without any attempt at a ceiling ; and there were only two small windows at each end, affording little light in the middle of the place. The door was full of holes, and there was neither fire nor fireplace to counteract the chilly dampness of the place, the ground being wet and muddy from the trickling of water through the roof. The entire area of the place was 10 ft. by 16 ft. No less than eighteen uncouth boys and girls, in the primitive dresses of the country, were stowed on the benches which were ranged along the walls. There were two square tables, one at either end of the place, and a chair for the master, and this formed the whole furniture of Brecknock, Cardigan, and Radnor. -275 the school. Each child had a book, and nearly all were reading aloud, each by himself. The master, a poor half-starved looking man, came out rod in hand to meet us. Our visit, he said, was not unexpected, as he heard we were going about. I requested him to call up eight of his best scholars (classes there were none), and give them a lesson in his usual way. He did so rather reluctantly, and put them upon the 1st chapter of the 2nd Epistle of Timothy, in English, no Welsh being taught in the school. They read verse by verse very imperfectly, frequently mis- taking the pronunciation of words, and but very seldom corrected by the master, who it appeared shortly knew next to nothing of the language him- self. Where the pronunciation was correct, I remarked that the accent was good decidedly purer than inmost of the villages of England. The master said that, he never explained the meaning of any subject, but when they had done reading went immediately to spelling. The only thing attempted seemed to be, to tell them the meaning of all the English words he knew himself in Welsh. This I have by no means found in- variably the case. Thus the children, who always learn the meaning of words very fast when they are taught them at all, were able to translate most simple words into Welsh, but to that extent only were learning English. The word ' gospel' they thought meant ' condemnation,' but they knew what son, father, prayers, lands, &c., meant. They had not the most distant comprehension, however, of the meaning of what they read mechanically in the Scriptures. Finding this to be the case, I com- menced an examination of all they knew, every question being translated into Welsh by Mr. Lewis ; and, in order that they should really try to answer and exert their minds, I promised and gave a penny for every right answer, the only satisfactory means of an exhaustive examination in such schools. Six out of seven did not know who Christ was, nor had ever heard of a good man coming to the earth to save sinners ; but the eighth, a girl, had heard it was the Son of God. None knew whether he was on earth now or not. Five knew that if they were bad they should go to hell ; most of them did not know where they should go if they were good. They had no notion whatever of the meaning of different countries or of the commonest subjects. The days in the year were said to be 200 : and one only knew the names of the months. Of arithmetic they knew next to nothing, nor could any of them tell how much 36d. made, or what was 7 x 8. Some were attempting to write; but the only object of the school was to teach the bare power of reading English words, without any attempt to do so with comprehension of anything. These schools, of which this is one of a large class in this country, are not for the purpose of mental instruction, or of education in any single sense of the word, but for that of accustoming the eyes to certain signs, and the mouth to utter corresponding sounds; add to this a rude notion of writing, and that is the sum of the schooling in the majority of the parishes in this county. The schoolmaster in this instances knew very little more than the scholars, nor is it at all expected that he should. His total income was 121. per annum, out of which he paid 10*. for the rent of the school-shed." The endowed schools are little more efficient than the private Endowed ones. The school at Presteigne is richly endowed : ivs^igne " The school-house is an oblong room, substantially built, 30 feet by 18 feet. The school furniture consists of a few old notched and time- 276 On the State of Education in Wales, worn desks and benches, placed lengthways down the room. There are no black boards, nor maps, nor apparatus of any kind or sort. There are few books except Bibles and Testaments, the children being obliged to find all they use. The master, Mr. Robert Phillips, is 56, an amiable and worthy man, but an invalid, and both in body and mind utterly unfit for his post. In the presence of Richard Davies, Esq., M.P., one of the trustees (who remained the whole time of the examination), I requested the master to call up all who could read in the Testament. Eighteen boys accordingly read a chapter in the Bible, most of them reading with tolerable accuracy, but wholly without emphasis or expression. It proved to be utterly useless to question them ; the master said he only did so occasionally. One only knew how Moses crossed the Red Sea. They knew nothing that he did in the wilderness one child only excepted, who remembered the striking of the rock. Isaac they thought was the son of Jacob ; and only after much effort one remembered that he was the son of Abraham. They could mention no- parable which taught the duty of benevolence and kindness, and remembered none except the ten virgins, and they did not know what it meant. They repeated the Church Catechism, but not a single expression, even in the most important passages, could they explain. They could give no explanation of what ' inheritors of the kingdom of heaven' meant, nor of ' articles of the Christian faith.' They were equally unable to answer simple questions in geography ; they knew next to nothing of the chief towns of England, or of their produc- tions, and merely the names of the chief countries in Europe. The master said he taught grammar, but none of the scholars pointed out as learning it could mention a conjunction ; and when I asked them which was the adjective in the sentence ' I have stirred the fire,' they guessed ' fire,' and ' stirred,' and not one of them discovered that it contained no adjective. Twenty only are in arithmetic, and one only appeared to me to be pro- ficient. There is one redeeming feature in this school the writing taught is excellent; the master excels in penmanship, and so do his scholars ; but in other respects the school appeared to be very ill conducted. The children evinced no symptom of mental culture of any kind ; and if it be the object of the charity * to impart learning and virtue and to teach the Latin language, the English grammar, and useful knowledge, 'it is certainly not fulfilled by the present system in any one respect." Mrs. Sevan's The schools under Mrs. Bevan's charity are, if possible, less Sh^ut efficient. There is one at Llangoedmore, in Cardiganshire : Liangoed- " ft is held in a wretched hut, in a damp lane, furnished by the parish. Mr. Jenkins, the churchwarden, accompanied me. Before we reached the door the hum of many voices was audible, and it was only by two loud blows of the master's stick on the table that silence was restored. The interior of the school was forbidding in the extreme. Two or three old tables and a few benches were the only school furniture. The floor was wet and muddy, and there was no ceiling of any sort, and a very small fire. All the children had been reading aloud out of various books, from Isaiah to Reading made Easy. They were reading English exclusively. The first class read the 8th chapter of Genesis ; they understood next to nothing about it. Mr. Price translated all my ques- tions into Welsh, as usual, and pence were offered and given for correct answers. Some questions were tolerably well answered. Judea was said to be in England. Christ was crucified in Bethlehem. Moses made Brecknock, Cardigan, and Radnor. 'Ill the ark, and killed a man. They spelt tolerably well. Only a few wrote copies, and one which was shown to me was very indifferent. In arithmetic this class far exceeded the generality of scholars in these schools. They learn, and repeated the Church Catechism, according to the will of Mrs. Bevan, but none of the younger children understood one word of it, and the older ones but very partially and imperfectly. The following were some of the answers of the first class : Godfather was thought to mean God the Father ; godmother, mother ; they promised ' to give us three names.' ' Inheritor' meant the kingdom of heaven ; and none knew the meaning of 'pomps and vanity,' or 'the articles of the Christian faith.' ' Authority' meant to trust in. I examined the second class ; they understood the meaning of neither ' ruler,' ' false,' or ' true,' in Welsh, and spelt only very easy words rightly. They read the 13th chapter of Romans wretchedly, often quite unintelligibly. The master occasionally corrected, but did not often show how to pronounce, once or twice showing them wrongly. After promising to give pence for the best answers, and every question being translated, I was told that Christ was the Son of God ; that he was nailed to sticks, and put to death by two thieves ; that God wrote the Epistle to the Romans ; that Paul was the same as God ; that we must pray for victuals and clothes, and to be kept alive, and for nothing else. Three out of eight said there was no life after this; five thought there was. Three only could say the Lord's Prayer ; and not one of them understood it. They learnt no arithmetic. This country is the land of Canaan. England is a town, and so is Ireland; and London is a town in Wales. There are six days in the week, and fourteen months in the year. In this school, as in most others, the only attempt is to make the children read English. All other efforts are insig- nificant and thought unprofitable, and are at least wholly neglected. The master, I understood, was a respectable and amiable man, but wholly untrained and unfitted for a schoolmaster." I will conclude these extracts with a Report, by my assistant, Mydro Mr. Penry, of a schoal supported by Dissenters at Mydroylin, in Cardiganshire : " I visited to-day a day-school at Mydroylin, in the parish of Llanarth. The room in which the school is held is a low, dark, damp building, erected partly of stone and partly of mud, and thatched with straw, alto- gether unfit for a place to conduct a school in. The floor of it on the day I visited it was completely covered with mud and water, worse than some places on a country road on a wet day. There was a small fire made of wood in a coiner on the floor, yielding very little heat to the nearest to it, but filling the room with smoke- In this inhospitable place I had to remain on a cold, snowy day, to collect the information required to fill the schedule, and examine the scholars, for nearly two hours. Eight boys read very imperfectly a part of the 3rd chapter of the book of Ruth. They spelled the most difficult words in the chapter very correctly, for there is generally more attention paid to spelling than to any other branch of school instruction in these districts. But when I examined them as to the meaning of some of the words, in order to see if they understood what they read, I found them quite unable to explain to me'anythmg of what they read, or even give the corresponding Welsh words, but in a few instances. They were also more than usually deficient in the knowledge of the events and persons recorded in the 278 On the Statfi of Education in Wales, Scriptures, such as the deluge, the call of Abraham, the captivity of the Israelites in Egypt, and their journey in the wilderness, &c. They knew scarcely anything about Noah, Abraham, Moses, David, Solomon, or even Jesus Christ. They said he came to save sinners, but did not know what is meant by the word sinner, nor what Jesus Christ had done to save sinners. I asked each of them if they attended Sunday-school, and they all said that they did, but seldom. In general knowledge they were all very deficient. Not one knew correctly how many days there are in a week, nor how many months, weeks, or days in a year, nor even the name of the present month. In arithmetic there was only one scholar, and he was just commencing numeration. The writing of the scholars was very badly and slovenly executed. The copies set by the master for the pupils to imitate were very imperfect. In English Grammar there was one boy, but he did not know the parts of speech, nor did he understand anything of what he committed to memory on this subject. The master is a man of 60 years of age, the same person as I named in my Report for Dihewyd as being unable to raise a school this year, though he was there last year, on account of his incompetency. He was a labourer until he was forty years of age, and then he had no advantages to qualify him to be a schoolmaster. The principal persons connected with the Independent chapel near this schoolroom, and where the school was held until the chapel was re- cently rebuilt, informed me that they were aware of the need tor a more convenient schoolroom and a better qualified teacher, and that they had selected a piece of ground to build anew room to contain 150 scholars, and they were about sending up a memorial to the Committee of Council on Education on the subject. " (Signed) HENRY PENRY, Assistant. "December llth, 1846." The result of the inquiry which was instituted in some schools into the number of children in each department of instruction is given in detail in the tables in Appendix C. I regret that the extreme difficulty of ascertaining these facts with any certainty, owing to the non-classification and absences of the scholars, does not. permit me to present these results with confidence in their accuracy. In many cases I was obliged to rely in great measure on the statements of the masters, who had a motive and facilities for exaggeration which I had inadequate means of checking. Of 2778 children in 63 schools of all classes, the following are the numbers in each class of instruction according to the returns : Brecknock, Cardigan, and Radnor. Subjects. Number of Scholars in each Subject. Centesimal proportion of Scholars in each Subject. Number of Schools in which each Subject is taught out. of 63 Schools. Religious Instruction : 1,447 866 720 611 524 39 1 596 1,144 700 250 164 217 295 272 50 112 317 30 4 6 52-03 31-17 25-91 21-99 18-80 1-40 0-03 21-45 41-18 25-12 8-99 5-90 7-81 1-65 9 --2 1-79 4-03 11-41 1-07 14 21 63 40 49 56 36 6 1 20 63 1 51 34 29 8 18 21 4 11 11 1 1 1 Catechism or other Religious Formulary Reading : Letiers and Monosyllables .... Reading Simple Narratives .... Wi:h Fluency and Expression ... Writing : With Chalk on the Wall, or on a Board Arithmetic : Reduction and Compound Rules. . VII. THE SUNDAY-SCHOOLS. The Sunday-schools have proved, as my instructions led me to expect, a very marked feature in the mental and religious progress of the people ; and being essentially a spontaneous effort of Chris- tian zeal, they are well entitled to respectful consideration. They are thus distributed among the various religious congregations in each county of my district : Sunday- school stalls tics. 280 On the State of Education in Wales, - NUMBERS, AGES, and RELIGIOUS PERSUASIONS of SUNDAY- NUMBER or SCHOLARS. Centesimal Propor- tion of Scholars under 15 to the whole o Number of each fepct J at School Congregation or Sect. 9 38 33 9 42 .. H-l 2-0 2-3 2-2 0-8 0-4 0-6 1-2 30 63 22 9 31 .. 10-2 2-3 2-4 23 0-4 0-6 0-5 1-2 67 15 18 11 29 .. 17-4 1-4 1-6 1-5 0-2 0-1 0-2 0-7 48 , . 10 1 11 .. 12-1 0-9 1-0 1-0 0-3 26 6 153 76 229 .. 9-9 20-7 21-1 JO-9 2-4 ]'< 2-1 9-1 936 240 4,714 1,179 5,893 12 13-7 37-2 38-0 37-6 26-1 21-8 23-8 28-8 8,498 3,415 whole number of scholars of that sex and of the same denomination. 282 On the State of Education in Wales, The numbers belonging to the Church and to the Dissenting Sunday-schools in each parish have been already stated in the Tables at page 214. They show a very large preponderance of Dissenting schools over the schools of the Church, which possesses only 17*6 per cent of the whole number of scholars in Brecknock- shire; 15-0 in Cardiganshire ; but 49-6 in Radnorshire. In the foregoing table the relative numbers belonging to the different denominations of each sex and class of age have been carefully collated from the tables in Appendix C. They afford, I believe, a fair approximation to the truth. It is however imprac- ticable to obtain a perfectly accurate census of Sunday-school scholars, inasmuch as frequently no books are kept, and it often happens that the same scholar attends two different schools. Nevertheless, upon the whole, I believe the returns to have been fairly made. conclusions It appears, from the foregoing table, that, of the whole 43,094 from the i i /i / r> 1^,1 i i r i i- foregoing scholars, 46'o per cent., or less than half, are under 15 years of age. The proportion of adults to children varies in the different counties. In Cardiganshire, a county peculiar for the universality of Sunday-school instruction among all classes and ages, the pre- ponderance is great, both of male and female adults, over children of whom the males form only 39 per cent, of the total number of male scholars, and the females only 88'5 per cent, of the total number of female scholars, as appears by the 9th and 10th columns in the table. In Brecknockshire the perponderance is in favour of chil- dren ; and in Radnorshire the elder class of scholars do not amount to 15 per cent, of the whole number. It is also worthy of observation that the preponderance of adult attendance, where it exists, arises exclusively in Dissenting Sunday-schools; it exists moreover exclusively when we compare the numbers belonging to each class with each other, as in the 9th, 10th, and llth columns. There is no preponderance of adult scholars over the children re- latively to the population. The columns headed " Centesimal proportion of Scholars of each class to the total population of the same sex and ages in each county" clearly exhibit this result. As compared with the corresponding portion of the population, 37'6 per cent, of the total number of children under 15 are at Sunday-schools, and only 23 - 8 of the total number above 15. Nevertheless the proportion is nearly balanced in the county of Cardigan, where nearly 40 per cent, of the whole population belong to some Sunday-school, whilst in Radnorshire 9'! per cent, alone belong to them. Relatively these numbers are, I believe, to be relied upon ; but an average deduction of 20 per Average at- cent, must be made in estimating the number who actually attend. s*i'ndT c - eat These numbers were taken from the statement of the parties schools. themselves who governed the schools, and result as follow in each county : Brecknock, Cardif/cui, and Radnor. 283 AVEKAQK ISUMBEUS ATTENDING. Centesimal Pro- portion to gross number of each sex. Brecknockshire Ciiroignn shire Radnorshire. Total. Males . . Females 6,109 4,847 10,602 11,340 911 981 17,622 17,168 79-6 81-8 No very marked difference exists with regard to the sexes. The males preponderate; the gross number being 22,113, and that of the females 20,981 ; the better attendance of the females reduces this inequality in the schools. The general tendency of the Sunday-schools is decidedly bene- ficial. In many places they have been the means of imparting most of the small amount of scriptural knowledge which exists : and I believe that three-fourths of all the correct answers made to me in day-school examinations have been the result of Sunday-school teaching. I have met with a few excellent Church Sunday-schools, where the Scriptures are explained as well as read, and the Church Catechism, instead of being presented to the child's mind as a siring of words for the barren exercise of the memory unassociated with ideas, becomes a living letter of doctrine and a fruitful code of moral precept. Such schools exist at Aberystwyth, Llangenny, and St. Mary's, Brecknock, where instruction extends to the Liturgy of our Church, and there are some olher instances of real instruc- tion imparted in Church Sunday-schools ; of all which full notes are given under the title of those parishes; but in all these cases the effect is produced by the personal superintendence and continual exertions of the clergyman himself, or of some educated persons who personally instruct the children. When these are absent all sink into the deep ruts of the rote system, and the mechanical exercise of reading. The child ceases to regard the instruction in any other light than as an appendage to the drudgery of the week-day routine, and all the sanctity of character and spirit- ual effect of the Sabbath-school is utterly lost. These schools sadly preponderate in number. As regards the method pursued in Church Sunday-schools, little need be said : it has no distinctive feature. This is, in my humble judgment, their chief defect : the ordinary routine of hymn, reading verse by verse for a length of time, generally without illustration, comment, or question by the teacher, and the repetition of Collect and Catechism, comprise the sum of the instruction attempted. There is nothing to awaken the faculties, arouse the interest, soften the feelings, and reach the hearts of the children. Simultaneoxis exhortation exists, I believe, scarcely anywhere in Church Sunday-schools. They want life. The whole system is spiritless and monotonous, and repulsive instead of attractive to children. The good Sunday-schools be- longing to the Church, where the Church is alive and energetic, do vast good ; but even the best are capable of improvement in energy, animation and method. Church Sun* day-schools. 28 4 On the State of Education in Wales, TiieDissen- The Dissenting Sunday-schools are decidedly more effective for tins Sunpay- t ne purposes of religious instruction than those of the Church. schools. * i They have defects of mental and spiritual exercise, but their system is far superior where it is effectively administered. These schools are of a character wholly distinctive from that of Church Sunday-schools : they are intended less for the instruction of chil- dren in elementary religious education, than designed as a familiar means of spiritual improvement for the congregation at large ; hence the large number of adults who attend them. It is a pleasing sight to see a chapel thronged with the poorer classes, each pew containing from five to ten persons, consisting either of male or female adults, or children, and in each pew a teacher, selected for the superiority of his zeal and knowledge, reading with the rest, and endeavouring in most cases with his utmost ability to explain the Scriptures to his little flock, who, in all good schools, are questioned to the best of his powers as to the meaning of all difficult passages. When it is considered that, with scarcely an exception, the thousands who throng these schools belong exclusively to the working classes, and that numbers in every chapel are surrendering the best part of their only day of rest to the office of teaching and improving their still humbler neighbours; and when I remember that in many places these working-people, in their Sunday-schools and chapels, have alone kept religion alive, and have afforded the only effective means of making known the Gospel, I must bear my cordial testimony to the services which these humble congregations have rendered to O O the community. At the same time, the defects in the Dissenting schools are very obvious. In many there is far too little mental exercise, and in such cases the school degenerates into a mere seminary for learning to read and sing. This defect is always proportioned to the greater or less degree of ability in the teacher. The system is not in fault ; it is owing in great measure to want of competent information in the teachers and this is especially the case with female teachers and a good deal to the comparative neglect of these schools by the Dissenting ministers, whom I scarcely ever saw in them, and who, it may be supposed, would be most competent to direct and stimulate the teachers. This office is wholly left, in most cases to the Superintendent, who does not always perform this function effectively, especially in the personal visiting of each class, and in the exhortation which ought to be given invariably at the conclusion of the school. This excellent, method of keeping alive attention and giving oral instruction is imperfectly practised in most of the Dissenting Sunday-schools, and almost wholly unpractised, to the best of my knowledge, in Church Sunday-schools. In some of the Dissenting Sunday-schools questioning leads to discussion, and discussion not unfrequently to a profitless inquiry into abstruse points of polemics and diversities of creed which tend Brecknock, Cardigan, and Radnor. 285 little to Christian improvement. I have heard very curious and recondite inquiries directed to solve even pre- Adamite mysteries in these schools. The Welsh are very prone to mystical and pseudo- metaphysical discussion, especially in Cardiganshire. The great doctrines and moral precepts of the Gospel are, I think, too little taught in Sunday-schools. They are more prone to dive into abstract and fruitless questions upon minute incidents, as well as debatable doctrines, as for example, who the angel was that ap- peared to Balaam, than to illustrate and enforce moral duties or explain the parables. The essential means of salvation are usually better taught, but not always with sufficient simplicity. The routine is admirable. In all the best schools nothing is The system done to weary everything to keep attention awake and to enliven hi nusentfn the school : nothing is tediously prolonged. There is a continual 'sci^u." diversity of mental occupation, varied by hymns ; and vocal music is exceedingly well taught and practised in some few of these schools. I would beg especially to refer your Lordships to the Keports of the Aberystwyth Sunday-schools for full details of the interesting character of the system pursued. One of its main merits is that of training teachers by previous preparation. It is impossible, on visiting Dissenting Sunday-schools, not to feel a desire to see a little more of the same attention, sympathy and pains bestowed by the rich and educated classes on those below them which the better portion of the working classes be- stow on their poorer neighbours. It is much to be feared that there are more Samaritans among the poor than among the rich in these counties, and that the remark of Mr. Phillips, a gentle- man of great benevolence and large property in Radnorshire, is very just, " Until the landed proprietors and clergy take a much greater interest in the conduct of the farmers and of the labouring population, little permanent good can be expected." I cannot close these remarks on Sunday-schools without ven- turing to express my disapproval of the practice, common alike to Church and Dissenting schools, of allowing young children to learn to read in them. This is surely a perversion of the object and spirit of the institution. I have frequently seen persons occupied in teaching little children to spell and pronounce small words, not only engrossing their time with the drudgery of elementary in- struction, but disturbing the rest of the scholars. Schools thus conducted cease to be seminaries of religious knowledge and sink into week-day schools of the lowest class. It is a fallacy to say that no secular instruction is given in Welsh Sunday-schools : this is secular instruction, and of the most profitless and least spiritual kind. I have ventured to speak freely of the defects I have witnessed in Sunday-schools, because I am deeply impressed with the extensive benefit they are capable of, and because I believe that a friendly development of what appear to be their short-comings may not be without its use. x 286 On the State of .Education in Wales, I beg likewise to be permitted to fortify and illustrate these con- clusions by the following brief extracts from the evidence of cler- gymen, dissenting ministers, and others who are well qualified to describe the characteristics and attest the effects of the Sunday- schools in the different parts of my district. The Very Reverend the Dean of St. David's says sumiay c - e " " The instruction in Sunday-schools is generally inefficient. In the schools. Church schools the Catechism of the Rev. Mr. Jones, of Llanddowror, is used with the Church Catechism, of which it is explanatory, together with some of the books by the Society for Promoting Christian Knowledge. The Sunday-school here (Lampeter, in Cardiganshire), in consequence of not having a better room, is not so efficient as when we had a better. The teachers are generally wishful to make the children understand what they read ; but they fail often from want of experience. " The Sunday-schools neither are, nor can be made, sufficient for the requisite instruction of the people, but only for elementary Scriptural knowledge. All secular instruction is excluded from these schools in Wales ; it would be thought irreligious to introduce it. ***** " The people derive a wonderful degree of biblical knowledge from their habit of questioning each other in Sunday-schools. They are grossly ignorant of secular knowledge. Farm-girls will answer questions on doctrinal points in their Sunday-schools, such as on the hardness of the heart, original sin, &c., and be not only grossly ignorant on every other subject, but also grossly immoral." The defective moral efficiency of Sunday-school instruction, in that part of Cardiganshire of which the Dean of St. David's speaks, is further attested by the Rev. Lewis Davies, the Visitor of Mrs. Bevan's schools, Curate of Troed y Raur, near Newcastle Emlyn, a district, however, far from being a fair specimen of the moral or intellectual condition of the people. " The Welsh poor people are wofully ignorant on all secular subjects. They used to be well instructed in the Sunday-schools in the Bible and in Scriptural truths, but latterly, since so much doctrinal controversy has arisen, they pretty nearly confine their questions (pwnc in Welsh) and catechising to polemics : for instance, such as State and Church con- nexion ; that confirmation is contrary to Scripture; that baptism ought to be by immersion, or the reverse ; Presbyterianism and Independency, &c. They thus attend far less to Bible history and Gospel truths than to these sectarian points. Having been absent in England for about 12 years, I perceived a great change for the worse in this respect on my return six years ago, and this state of things is rather worse than belter now. The pwnc is generally printed, and always chanted at the schools about here. They often meet at evening schools in private houses for the preparation of the pwnc, and this tends to immoralities between the young persons of both sexes. W. O. Brigstocke, Esq., an active Magistrate of the same district, says " Sunday-schools belonging to the various denominations of Dissenters; but their teachers generally speaking have had no advantage of education Brecknock, Cardigan, and Radnor. 287 themselves, therefore not much fitted to instruct others ; and in some .instances Sunday-schools, in connexion with the established Church, are met with, which are well attended." Mr. Thomas Williams, the Magistrate's Clerk of Lampeter, and Superintendent of the Independent Sunday-school there, makes a somewhat more favourable statement: " The Sunday-schools are very general in this county, and have done immense good as to the observance of the Sabbath and morals generally. In Llanwenog the usual practice used to be to play at foot-ball on the Sabbat})) which is now abandoned, owing to the influence of the Inde- pendent and other Sunday-schools. Sunday-schools, however, cannot bs -made sufficient for the people. The teachers are often incompetent, in the Sunday-schools, to instruct the people properly in what they read. The children do not derive much instruction from the teachers. They often allow them to read several chapters without explaining it. The general plan is to commence with Genesis and to go through the whole Bible. The children ;;re taught reading but derive very little benefit besides that. When points arise among the grown-up people in reading the Scriptures, they often discuss them, and, if the teacher of fjie class cannot solve them they refer it to the minister. These discussions refer both to doctrinal points and to the comprehension of particular terms and passages. The people thus have much more biblical knowledge than any other, and are remarkably ignorant on other subjects. They are not materially superstitious." The Rev. G. Thomas, the Incumbent of Cardigan, where sovne inferiority also exists in Sunday-school instruction, compared with the north of the county, says " They get their knowledge of the Bible chiefly in f unday-schools, with the exception of such day-schools as exist ; but there is an immense number who are perfectly ignorant, and attend no school." Mr. Lloyd, Independent Sunday- School Superintendent at Car- digan, horn ver, remarks ''The children on the whole, are as well informed in Scriptural know- ledge as in any part of the kingdom, though in remote places they are naturally ignorant. I attribute this general Scriptural information entirely to the spread of Sunday-schools ; they have increased of late years, and are increasing. I know no Dissenting chapel without a Sunday- school. In all the Sunday-schools I am acquainted with, it is the custom to catechise and cjuestion the children, so as to make them under- stand what they learn. I have been in the constant habit of teaching in Sunday-schools belonging to the Independent congregations for the last thirty years" (as lie afterwards remarked, chiefly in Pembrokeshire). " There is no doubt that in secular information the people are very defi- cient ; secular knowledge is only accidentally imparted in the generality of Sunday-schools." As \ve proceed northwards, in Cardiganshire, especially near the coast, Sunday-schools improve. The Reverend Abel Green and other Calvinistic Methodists o Aborayron, in the middle of Cardiganshire, say "The Scriptural education is much better ; a great deal of pains is taken in Sunday-schools, the teachers sitting with the children, and x 2 288 On the State of Education in Wales,- DISCIPLINE and INSTRUCTION * Number of Schools in which Simultaneous Instruction is Schools in which Instruction is given. Counties. Sect or Congregation. lumber of given by Schools. a t a In In 1 i Welsh English In both. [a only. only. Church of England 40 8 13 4 31 5 Baptists .... 30 11 21 6 4 20 Brecknockshire Calvinistic Methodists Independents . . 45 51 14 23 32 40 36 22 2 1 7 28 Wesleyan Methodists 10 2 9 1 4 5 Other denominations 5 5 1 4 1 Total & j 181 63 116 69 46 66 Church of England . 55 25 16 36 6 13 Baptists .... 18 5 14 14 . . 4 Cardiganshire. , Calvinistic Methodists Independents . 70 44 13 19 58 34 61 39 1 1 8 4 Wesleyan Methodists 19 5 12 9 2 8 Other denominations Total . . 206 67 134 159 10 37 MWMBXBH Church of England . 25 7 10 25 Baptists .... 9 5 8 8 "l Radnorshire . < Calvinistic Methodists Independents . . 7 6 1 1 5 2 5 3 2 3 Wesleyan Methodists 4 . . 3 4 . . Other denominations 2 1 2 2 Total . . 53 15 30 47 6 Grand Total of the] Three Counties . J 440 145 2SO 228 103 109 In some schools the simultaneous instruction is given both by the minister and numbers and the Brecknock, Cardigan, and Radnor. in SUNDAY-SCHOOLS. Centesimal Proportion of = |1 i Number of Schools in which each Language to the whole Number of each Sect. Number of Schola s =*z^ l||] a M "3 3 S 1 o j a > a a |g who read the 3 =1 S O> a i In Welsh only. In English only. In both. Scriptures. S 0-3 g'/3 StS =< 5 *s 'So "11 JS | i 2 "3 S 1 >> 2 f- o - t"* ft S -i * 10-0 77-5 12-5 1,394 57-9 35 38 26 35 20-0 13-3 66-7 1,123 52-7 . . 28 18 13 30 80-0 4.4 15-6 2,416 64-6 .. 45 42 32 45 43-1 2-0 54-9 2,459 60-3 3 51 44 35 51 10-0 40-0 50-0 301 57-5 .. 10 9 6 10 80-0 20-0 343 44-7 4 1 5 38-1 25-4 36-5 8,036 58-9 3 173 152 112 176 65-5 10-9 23-6 2,655 65-1 52 48 22 54 77-8 . . 22-2 1,414 69-8 . . 17 16 12 18 87-2 1-4 11-4 9,937 72-1 . . 70 69 32 70 88-6 2-3 9-1 3,816 69-6 . . 44 35 14 44 47-4 10'5 42-1 1,134 64 18 15 11 19 77-1 4-9 18-0 18,956 69-9 201 183 91 205 100-0 592 51'7 19 25 17 19 t . 88-9 11*1 152 50-3 . . 8 3 2 9 t ^ 71-4 28-6 192 64-2 . . 7 7 5 7 . . 50-0 50-0 172 56-5 . . 6 4 2 5 100-0 ^ 75 45-0 . . 4 4 4 4 - 100-0 50 55-0 1 2 1 2 1 88-7 11-3 1,233 53-4 1 46 44 32 45 51*8 23-4 24-8 28,225 65-5 4 420 379 235 426 laymen, in others by neither, which accounts for the disparity between these number of schools, 290 On the State of Education in Wales, asking them questions on each verse they read. If in the day-schools any Scriptural questions are answered, it is more owing to the Sunday schools than the day-schools." The Reverend John Rees and other Dissenters and Churchmen of Tregaron, Cardiganshire, speaking of Sunday-schools there, *ay "The education respecting religion is very good in our Sunday- schools." In the north of Cardiganshire a still more satisfactory state of things exists. The Reverend John Hughes, of Aberystwyth, where the Sunday- schools are superior to any I have seen, observes " The Sunday-schools are doing great good in this district. The people generally are getting sound Scriptural instruction by these means ; but sometimes the younger children are apt to be less attended to in public catechising, for in the presence of a congregation the simple questions best adapted for the children would be unsuitable for the con- gregation at large." Mr. Griffith Thomas, the late Superintendent of the Welsh Calvinistic Sunday-schools in the same district, says " There is a great want of better schools in Wales for the poor, as regards secular knowledge, though the Scriptural education is better than it is in the rural districts of England, according to what I hear, owing to the Sunday-schools." The Reverend John Saunders, the Independent Minister, also says, speaking of the same district, around Aberystwyth " The Sunday-schools are very well attended, and do great good, and they supply iruch of the deficiency of day schools in teaching the people to read the Welsh language ; but they teach no writing that I am aware of, or secular knowledge- They are increasing in Wales. Generally speaking, there is a good deal of exertion made to search and understand the Scriptures; and the people get to understand them, but they are very ignorant of secular information." Mr. John Matthews, Superintendent of the Calvinistic Methodist Sunday-school at Aberystwyth, says " In the Sunday-schools the instruction is Scriptural and not secular, except that the children learn reading. They are the means of giving sound Scriptural instruction to a very great extent. It is usual in the Sunday-schools in this county for the person who reads a verse in the classes to question the others upon it ; if he has no question to ask, then the others are at liberty to do so, and when they have done, the teacher then asks questions himself; this is a great assistance in bringing the classes to understand the Scriptures, which has been the primary object of the Sunday-schools. It is also usual to a great extent for the teachers to meet once a week to prepare themselves on the chapter which is to be read at the next Sunday-school. There are meetings held every two months at each of six or seven chapels in rotation which the teachers attend ; and they report on the amount learnt in their re- spective schools, and differences compared with former returns are noted, and the teachers are addressed by the ministers on given subjects. Thus the discipline is kept alive by this means. This refers to the denomi- Brecknock, Cardigan, and Radnor. 291 nation to which I belong. The children are thus much better off than they would have been otherwise j there is no doubt that these schools have effected a great change in the morals of the people. They are in- creasing in number in this county. They do not, however, supply the deficiency of day-schools." In Brecknockshire the Sunday-schools are inferior to those of North Cardiganshire in spiritual and educational energy. The Reverend David Parry, the Vicar of Lly well, a clergyman of great eminence as a preacher, and well acquainted with the west of the county, says " Most of them attend some place of religious worship, and enjoy the benefit of Sunday-schools ; but we have deep cause to regret, as regards the majority of them, the absence of that general and decided reforma- tion in the moral character which we have reason to expect from the use of such means." The Reverend H. Griffiths, President of the College, Brecknock, says " The Sunday-schools are not so flourishing as we could wish, though they are much improved of late. As compared with English Sunday- schools in general, there is among us a striking deficiency in the number of female teachers. I hold in my hand the educational returns of a town not far distant, where I find these words: 'We have 14 schools and 91 male teachers. Our great difficulty is the want of intelligent females. There are nearly twice as many girls as boys ; but we are not able to muster 40 teachers of their own sex. This is the more discouraging as there are a great many servants unable to read a syllable who would gladly come to learn, could we but spare them the shame of exposing their ignorance to men. We hope, however, for brighter davs, as several of the elder girls bid fair to become useful teachers.' In English Sunday-schools there is almost invariably a preponderance of female teachers, but in Wales it is quite the reverse. Now, I am persuaded my countrywomen are not less earnest or active than their sisters in England. How then is it that so few of them occupy prominent situa- tions in our Sunday-schools ? I am afraid a full answer to this would involve disclosures to which I have not the courage to attach my name. Hitherto, the method pursued in Welsh Sunday-schoo's differs consider- ably from that adopted in England. Happily, it is now given up in nearly all our towns, and I cannot but hope for great good from the change." The Sunday-schools (says the Reverend R. Harrison, of Builth) afford no sufficient education for the whole week. The Reverend E. Davies, Theological Professor at the Brecknock College, speaks more decidedly in favour of the Sunday-school instruction than any other person who favoured me with evidence. He says " There is no people in the world so well provided with the means of religious instruction as the Welsh, as regards accommodation for religious worship, preaching, Sunday-school instruction, and religious books." Mr. Davies, the Principal of the Normal College, qualifies the same statement : 202 On the State of Education in Wales, " There is no want of accommodation in churches and chapels, and a great deal of effort is put forth by the various religious bodies to reach the masses destitute of religious privileges. But a great deal must be done before matters are in a satisfactory state. Those that avail them- selves of them derive much benefit." In Radnorshire great spiritual destitution prevails. Archdeacon Venables remarks that " The Sunday-schools are not sufficient to give the children even Scrip- tural knowledge ; the teachers seldom make the children understand w hat they learn, but fancy that if they teach them to read that is all that can be required of them." The Reverend William Evans, Vicar of Rhayader, says " The Sunday-schools do not give adequate instruction to the children." Such, my Lords, are the opinions generally prevailing in my district on the subject of Sunday-school instruction. I have de- rived the impressions I have ventured to express on this interesting feature of my inquiry, first, from this and similar evidence and information on the subject; and secondly, from my own personal inspection of Sunday-schools. As free admission was given to me by every denomination of Dissenters as well as by the Church, I have been enabled to generalise the results of the more isolated observation of those who, belonging to one religious body, must be deemed to speak chiefly with reference to their own. The preced- ing table (pp. 2S8-9) will enable your Lordships to judge of the varieties of discipline and instruction which prevail in schools belonging to the different denominations : VIII. MORAL AND PHYSICAL CONDITION OF THE PEOPLE. I have hitherto, rny Lords, treated of the actual state of edu- cation in my district. It remains alone for me to advert to the moral character and condition of the population, the general state of intelligence and information of the poorer classes, and to the influence which an improved education might be expected to pro- duce on the general condition of society and its moral and religious progress. The breadth and importance of the investigation involved in these considerations would cause me to shrink from offering my own conclusions upon them were not my responsibility lightened by the salient nature of the facts, and by the concurrent testimony of the well-informed persons whose evidence I lay before your Lordships. Condition of The people in my district are almost universally poor. In some tio R n. p " parts of it wages are probably lower than in any part of Great Britain. The evidence of the witnesses numbered 22, 23, 1, 47, and 48, fully confirmed by other statements, exhibits much poverty, but little amended in other parts of the counties on which I report. The farmers themselves are very much impoverished, and live no better than English cottagers in prosperous agricultural counties. Brecknock, Cardigan, and Radnor. 293 The cottages in which the people dwell are miserable in the ^ vellin ? ! f e , j * the people. extreme in nearly every part of the country in Cardiganshire, and every part of Brecknockshire and Radnorshire except the east. I have already laid before your Lordships the striking statement made on this branch of the subject by Mr. Jones, the Chairman of the Rhayader Union, and the Surgeon. I have myself visited many of the dwellings of the poor, and my Assistants have done so likewise, and the result of some of these observations is stated in the notes in the Appendix on Tregaron, Llanfihangel, Rhidithon, Beguildy, &c.* I believe the Welsh cottages to be very little, if at all, superior to the Irish huts in the country districts. Brick chimneys are very unusual in these cottages ; those which exist are usually in the shape of large cones, the top being of basketwork. In very few cottages is there more than one room, which serves the purposes of living and sleeping. A large dresser and shelves usually form the partition between the two ; and where there are separate beds for the family, a curtain or low board is (if it exist) the only division, with no regular partition. And this state of things very generally prevails, even where there is some little attention paid to cleanliness ; but the cottages and beds are frequently filthy. The people are also very dirty. In all the counties the cottages are generally destitute of necessary out- buildings, including even those belonging to the farmers ; and both in Cardiganshire and Radnorshire, except near the border of England, the pigs and poultry have free run of the joint dwelling and sleeping rooms. As an exemplification of this I may, perhaps, venture to cite a note I took of the small town of Tregaron in Cardiganshire. " The extreme filthiness of the habits of the poor, though observable everywhere, is as striking in this place, if not more so, than elsewhere, inasmuch as in a town it might be expected that a little more of the outward observances of cleanliness and decency would be met with. Dung-heaps abound in the lanes and streets. There seemed seldom to be more than one room for living and sleeping in ; generally in a state of indescribable disorder and dirty to an excess. The pigs and poultry form a usual part of the family. In walking down a lane which forms one of the principal entrances to the town, I saw a huge sow go up to a door (the lower half of which was shut), and put her fore-paws on the top of it and begin shaking it ; a woman with a child in her arms rushed across the road from the other side of the way, and immediately opened the door, and the animal walked into the bouse grunting as if she was offended at the delay, the woman following and closing the door behind her. Even the churchyard gives evidence of the absence of necessary out-buildings in the town, and several of the tombstones were covered with half-washed linen hanging to dry. This church and churchyard stand on a rocky eminence in the centre of the town, forming therefore a very conspicuous object in the place." * Omitted in this Edition. 294 On the State of Education in Wales, The evidence numbered 1, 22, 47, and 48, will further develop the prevalent disregard of cleanliness and domestic comfort. Physical con- 'fhe mining population exists exclusively in the extreme south mining popu- and south-east border of Brecknockshire. It is congregated chiefly at Brynmaur in the parish of Llanelly, and at Beaufort in Llan- gattock, Llangynider, at Vainor, and at Ystrad Gynlais. The characteristics, so well known, and often described, of mining dis- tricts, prevail in the former of these places, if possible, with still less than the usual attention to cleanliness and comfort. immoraiciia- The evidence given me of the immoral character of the people, racterofthe . . O n i i mi -ITT 11 population, with a tew exceptions, tells the same tale. Ihe Welsh are pecu- liarly exempt from the guilt, of great crimes. There are few districts in Europe where murders, burglaries, personal violence, rapes, forgeries, or any felonies on a large scale are so rare. On the other hand, there are, perhaps, few countries where the stand- ard of minor morals is lower. Petty thefts, lying, cozening, every species of chicanery, drunkenness (where the means exist), and idleness, prevail to a great extent among the least educated part of the community, who scarcely regard them in the light of sins. There is another very painful feature in the laxity of morals voluntarily attested by some of those who have given evidence. I refer to the alleged want of chastity in the women. If this be so, it. is sufficient to account for all other immoralities, for each genera- tion will derive its moral tone in a great degree from the influences imparted by the mothers who reared them. Where these influ- ences are corrupted at their very source, it is vain to expect virtue in the offspring. The want of chastity results frequently from the practice of " bundling," or courtship on beds, during the night a practice still widely prevailing. It is also said to be much in- creased by night prayer-meetings, and the intercourse which ensues in returning home. These are not the only causes of this vice. It results also from the revolting habit of herding married and unmarried people of bolh sexes, often unconnected by relationship, in the same sleeping rooms, and often in adjoining beds without partition or curtain. Natural modesty is utterly suppressed by this vile practice, and the instinctive delicacy alike in men and women is destroyed in its very germ. These practices obtain in the classes immediately above as well as among the labouring people. The several features in the moral condition of the people will derive illustration from the following evidence. Morals in In Brecknockshire, the Reverend Edward Williams, Independent Brecknock- * , . T -i^i. inre. Minister at rJuilth, says " The house accommodation is not good in the country. They often have only two rooms, one for the kitchen and one for sleeping. The whole family sleep in one room, without any division of sexes in most cases. I have known cases in farm-houses where the same system existed as to farm-servants, but not in the better classes of farm- houses." Brecknock, Cardigan, and Radnor. 295 As regards morality in that district, Mr. Williams speaks more Morals in favourably than most persons : he says shire kn ck " The general character of the villagers is pretty fair as to honesty, and also as to chastity. Cases of bastardy are not uncommon, but pro- miscuous intercourse does not usually occur. These cases are chiefly among farm-servants. " They are tolerably fair as to truth, and they are generally in- dustrious. "This town (Builth) is very bad as to drunkenness. In the country they are pretty fair as to that. " The observance of the Sabbath is better in Breconshire than in Radnorshire, and good in the former. Radnorshire is very much neglected, and attendance at places of worship not good. The clergy generally reside at their livings, just in this neighbourhood. " The country people are generally peaceably disposed ; they are free from gambling ; but they are not very cleanly in their habits." The Reverend David Charley the Principal of the College at Trevecca, says " The morals of this part of the country are certainly very defective, owing to the system of drinking cider, &c., so prevalent here ; drunkenness is the common sin of both farmers and their servants ; seldom do we meet farm-servants returning from any considerable distance with their master's waggon or cart but that we find them intoxicated, while it is quite lamentable to witness the number of drunken farmers returning from market on Saturdays. In harvest-time this practice is still more prevalent. There is also among the class mentioned very little attention paid to the observance of the Sabbath." The Reverend R. Harrison, the Incumbent of Builth, says "The Welsh are more deceitful than the English; though they are full of expression, I cannot rely on them as I should on the English. There is more disposition to pilfer than among the English, but we are less apprehensive of robbery than in England. There is less open avowal of a want of chastity, but it exists ; and there is far less fei ling of delicacy between the sexes here in every-day life than in England. The boys bathe here, for instance, in the river at the bridge in public, and I have been insulted for endeavouring to stop it. There is less open wickedness as regards prostitution than in England. Drunkenness is the prevailing sin of this place and the country around, and is not confined to the labouring classes, but the drunkenness of the lower classes is greatly caused by the example of those above them, who pass their evenings in the public- houses. But clergymen and magistrates, who used to fre- quent them, have ceased to do so within the last few years. I have preached against the sin, and used other efforts to check it, though I have been insulted for doing so in the street. I think things are better than they were in this respect I Ho not think they are addicted to gambling, but their chief vice is that of sotting in the public houses. "They are very dirty. I found a house in Builth where, in the bed- room down stairs, I found two pigs in one corner, and two children ill with the scarlet fever in the other. The dunghills are placed in the front of the houses in some parts of the town." 296 On the State of Education in Wales^ Morals in David Griffiths, a working-man at Builth, says Brecknock- ' shir e. " The chief part of the poorer classes about here would rather be idle ; there is little saving among them, and those who save are regarded with envy and dislike by the rest. " They drink all they can get in the public-houses, but less now than formerly. Temperance Societies have done little ; none of the drunkards joined them except one man. Drunkenness extends to the women, more so now than formerly ; these are young women, mostly 20 or 25 years of age, and unmarried." " The young women are in general unsteady ; nothing is thought of having a bastard, and when in the family-way, they walk as publicly as a married woman ; a good deal of this is attributable to the soldiers who were quartered here some time back ; the mother of an illegitimate child is not generally married to the father. Public worship is generally attended, but the evening services are quitted by the younger people in a riotous manner, and much immorality then occurs. There are more filthy houses here, of the very poor, than in any other part of Wales. I was employed to inspect these houses in the time of the cholera. I found all that comes from a man's body in abundance inside the houses. There are no privies to these houses. There are mixens just outside the houses and open drains. There is not much desire of improvement among the old." The Reverend Richard Lurnley, Calvinistic Methodist Minister at Builth, says " The country people are anything but cleanly in their habits. It is not uncommon for the whole family among labourers to sleep in the same room without any distinction of sexes ; and I have lately witnessed instances of the same habit among the classes immediately above them." The Reverend James Morgan, Vicar of Talgarth, says " The standard of morality is certainly low ; illegitimate children are by no means rare, and pregnancy before marriage is of common occur- rence. It scarcely seems to be considered a sin, or even a disgrace, for a woman to be in the family-way by the man to whom she is engaged to be married. Drunkenness is but too prevalent, particularly on fair-days, and other similar occasions." Edward W. Seymour, Esq., a Magistrate of Crickhowel, speaking of the mining district, says " The vices of lying, thieving, swearing, and drunkenness, and the vastly increasing crime of illicit intercourse between the sexes, prevail to a great extent; and these are by no means confined to the uneducated. Of their disregard of common decency I had an instance, among many which have come to my knowledge, in a case which was brought before me only the other day, wherein it appeared that a young girl of sixteen, going on a visit to her sister (a married woman), was actually placed by her for many nights together in the same bed-room (without even a curtain between them) in which a young labouring man (a lodger and a stranger) slept, which man was brought before me on a charge of stealing, the parties, with the exception of the lodger, being to all appearances respectable, intelligent, and above the common order among the lower classes. Upon my expostulating with them on the impropriety of their Brecknock, Cardigan, and Badnor. 297 subjecting a female under their protection to such indecency, the parties ^eck seemed rather astonished at the remark than sensible of their error." shire. The Reverend John Hughes., Curate of Llanelly, a mining parish, says " their dwellings are almost universally destitute of those conveniences which are necessary to the health and comfort of mankind ; and, from the practice of the males stripping to wash themselves in the presence of the females, the usual barriers between the sexes are done away with, and the result is shown in the frequency of illicit intercourse. Drunkenness is also prevalent, although not to so great an extent as formerly." The Reverend George Howell, Curate of Llangattock, and Edward Davies, Esq., Agent to the Duke of Beaufort at Llan- gattock, say - "There is certainly a laxity of morals here, which may be easily accounted for, and entirely attributable to the overwhelming number of beer-shops which are open at all times, and where people resort to, and remain to a very late hour. The consequence is that drunkenness leads to immoral language, and ends in quarrels and broils, &c. Generally speaking they are strictly honest and trustworthy." The Reverend W. L. Bevan, Vicar of Hay, says " Drunkenness and illegitimacy are the prevailing vices of the neigh- bourhood. Very many of the poorer classes are ruined by this indulgence in the first, while the second is considered as a very venial offence. A promise of marriage on the part of the man seems to legitimatise the whole affair in the eyes of the parties themselves, as well as in the esti- mation of their friends." The Reverend James Denning, Curate of St. Mary's, Breck- nock, says " The poor seem ignorant on most subjects, except how to cheat and speak evil of each other. They appear not to have an idea of what the comforts of life are. There are at least 2000 persons living in this town in a state of the greatest filth, and to all appearance they enjoy their filth and idleness, for they make no effort to get rid of it. From my ex- perience of Ireland, I think there is a very great similarity between the lower orders of Welsh and Irish both are dirty, indolent, bigoted, and contented. " The defect in morals which is most remarkable to a stranger is the double dealing. Truth is not regarded where money is con- cerned. The women drink quantities of gin." The Reverend Lewis Havard, Roman Catholic Clergyman at Brecknock, says " The poor generally are given to drink, swearing, immodest talking, of which they seem not to be sensible of the impropriety, and sinfulness. In their different chapels they often meet, but the general feeling is, that there is no effectual improvement of the heart and morals. The profound adoration of God, the respect for man arising from that principle, may, I think, be fairly said not to be understood." 298 On tJie State of Education in Wales Morals in Tlie Reverend Rees Price, Curate of St. John's and St. David's, Brecknock- Brecknock, says shire. J " I am compelled to admit that want of veracity is no uncommon fea- ture in their character : this appears usually in their artifices, and indirect and even open falsehoods in answer to questions "put respecting their temporal circumstances. To this conduct, however, I have known many honourable exceptions a willingness candidly to make known the re- sources of their livelihood. Drunkenness, I am sorry to say, is a sin that prevails to a very great extent among the males, and not unusually the females. Chastity does not appear to be highly valued by the younger portion, as may be learned from the condition of the females in many cases when presenting themselves for the performance of the marriage ceremony, and also from the number of illegitimate children presented for baptism." The Reverend E. Davies, Professor at the Brecknock College, entertains a more favourable opinion : he says " I do not think their morals are generally defective. No doubt there are many immoral characters in the country, as many, I believe, in pro- portion, among the middle and higher classes of society as among the poor, who are influenced in this respect by their superiors in knowledge and station. I believe the influence of bad example to be much more injurious to the morals of our poor than the want of education." The Reverend Mr. Griffiths, the Principal of the College, says " Generally speaking, our calendars are not remarkable for their num- ber of gross crimes ; in fact, I believe quite the reverse. I am afraid, however, that social and domestic moralities are very low among us. The number of illegitimate children, when compared with England, is astounding. There is also a great deal of drunkenness. On fair-days we often have fights innumerable about the streets. I am sorry to add, among the lower order of boys, habits of gambling in a small way seem very much on the increase. I have not observed this elsewhere in Wales, but here it is doing incalculable mischief. It would be easy to adduce instances I will only mention one : On a summer's Sunday afternoon, crowds of boys, who ought to be at school, may be seen in the. fields near the town, playing cards, dice, &c., for halfpence or beer. In no town, either in England or Wales, have I teen this carried to such an extent. They are generally boys who have only learned just to read, and who therefore, being unable to find pleasure in reading, seem incapable of any higher amusement than gambling and drinking. As an index to charac- ter, nothing can be more significant than such habits." The Reverend D. Parry, of Llywell, thinks that " The morals of a great number are defective, in respect of chastity, truth-telling, and veneration for God's sacred name. In proof of which, suffice it to allude to the number of illegitimate children in the country ; to the little reliance that can be placed on what is often said or spoken, provided the individual have some bias or interest in the matter ; and to the frequent abuse of God's holy name in the common intercourse and transactions of life. These are facts well known to all observant minds, and loudly calling for some means of reformation." Brecknock, Cardigan, and Radnor. 299 In Cardiganshire the morals and habits of the people are not much better. The Very Reverend the Dean of St. David's says of many of the young persons in Sunday-schools that they are " Not only grossly ignorant on every other subject, but also grossly immoral. Many of these girls have bastard children ; but this generally exists without promiscuous intercourse. Drunkenness is very general, especially at the fairs. I think there cannot be a doubt that education, accompanied by religious instruction, would materially improve this state of things ; and I think that the people would go to good schools if they existed." Thomas Williams, Esq., Clerk to the Magistrates at Lampeter and Superintendent of the Independent Sunday- school, says " I do not think the moral state of the people low, but for want of education they practise a great deal of low cunning. Generally speaking they are honest. Bastardy cases are, however, very common. The women used to be ashamed of being in the family-way, but are not so now ; and promiscuous intercourse is carried on to a very great degree." Mr. Williams gives other particulars on this subject which will be found in his evidence in the Appendix. The Reverend L. H. Davies, of Troed y Raur, says " They (the young people) often meet at evening schools in private houses for the preparation of the pwnc, and this tends to immoralities between the young persons of both sexes, who frequently spend the night afterwards in hay-lofts together. So prevalent is want of chastity among the females, that, although I promised to return the marriage fee to all couples whose first child should be born after nine months from the marriage, only one in six years entitled themselves to claim it. Most of them were in the family-way. It is said to be a customary matter for them to have intercourse together on condition that they should marry if the woman becomes pregnant ; but the marriage by no means always takes place. Morals are generally at a low ebb, but want of chastity is the giant sin of Wales. I believe that the best remedy for the want of morals and of education is that of the establishment of good schools such as I have described." Richard Williams, Esq., M.D. and Coroner, says " The youth of both sexes are very unchaste, and do not consider promiscuous intercourse any disgrace, which is chiefly owing to the want of proper education ; to the ancient practice of bundling, or courting in bed, still prevalent ; to the construction of their dwellings ; and to the bad example of their parents. " The morals of the poor are generally indifferent. They are not disposed to commit atrocious crimes, but are addicted to petty thefts and prevarication. Injustice I should say that many strangers have informed me the lower classes of Wales are far superior to those of the same class n other parts of the kingdom." W. O. Brigsloeke, Esq., Magistrate of Blaenpant, says " Morals generally very bad ; intercourse between the sexes previous to marriage being very general ; misconduct after marriage is of rare occurrence. Drunkenness is a very common vice, especially on market or fair davs." 300 On the State of Education in Wales, Morals in A somewhat more satisfactory account is given of the north Radnorshire. part of t ^ e county by Mr. Owen Owen, of Taliessm : - " The morals of the people are improving. It is common still for women to be in the family-way before their marriage, but this is not so much the case as it was. This intercourse is only with the man to whom they are attached, and a common woman would be scouted in any of the villages. The veracity of the people is not bad. In a great many places there is a desire for better education, but in several they are so poor that they are hopeless. If better means were afforded, the people would be prompted to take advantage of them by their ministers. In Radnorshire the morals of the people are of a very low standard. The Archdeacon Venables, Chairman of Quarter Sessions, says " Their morals are at a very low ebb. An acknowledged thief is almost as well thought of and as much employed as better characters by the lower orders." The Reverend W. D. West, Curate of Presteigne, says " There is great laxity in the prevalent notions on the subject of sexual intercourse ;" and he cites an instance which will be found in his evidence. He adds " Sexual lusts and drunkenness (which last I omitted above) being the popular vices, education, not mere instruction, might counteract them by creating other tastes." Mr. Jones, the Superintendent of the Baptist Sunday-School at Presteigne, makes a similar statement. Sir William Cockburn, Bart., of New Radnor, a Magistrate, says " In the one crime of bastardy I fear that the people of this country are pre-eminent. As magistrates and individuals we have done our best to discourage this vice, but the remedy is yet to be found. But except- ing five or six cases of drunkards, and some of those conspicuous, I think that the rest of the population, of above 500 souls in this parish, are more than usually sober, temperate, industrious, civil, grateful, and orderly ; and, with the exception of small wood ' carrying' (as they term it), so honest, that I should fear no loss of any other kind of property, whether out of doors, or in the house even left open by night or day." The Reverend R. Lister Venables, Vicar of Clyro, and a Ma- gistrate, says " Crimes of violence are almost unknown, such as burglary, forcible robbery, or the use of the knife. Common assaults are frequent, usually arising from drunken quarrels. Petty thefts are not particularly nu- merous. Poultry- stealing and sheep-stealing prevail to a considerable extent. There is no rural police, and the parish constables are for the most part utterly useless, except for serving summonses, &c. Sheep and poultry stealers therefore very frequently escape with impunity. Drunkenness prevails to a lamentable extent, not so much among the lowest class, who are restrained by their poverty, as among those who Brecknock, Cardigan, and Radnor. 301 Morals In are in better circumstances. Every market or fair day affords too much Radnoishire proof of this assertion. Unchastity in the women is, I am sorry to say, a great stain upon our people. The number of bastard children is very great, as is shown by the application of young women for admission into the workhouse to be confined, and by the application to magistrates in petty sessions for orders of affiliation. In hearing these cases it is impossible not to remark how unconscious of shame both the young woman and her parents often appear to be. In the majority of cases where an order of affiliation is sought, marriage was promised, or the expectation of it held out. The cases are usually cases of bond fide seduction. Those who enter the workhouse to be confined are generally girls of known bad character. I believe that in the rural districts few professed prostitutes would be found." Cecil Parsons, Esq., of Presteigne, says '' It appears from the Parliamentary Returns that the proportion of illegitimate children in Radnorshire exceeds that of any other county." The Reverend John Price, Rector of Bledt'a, and a Magistrate, says " Drunkenness is rare in this neighbourhood, and the poorer classes are really honest, quiet and industrious ; the prevailing vice of the country is a disregard for chastity, a breach of which is considered neither a sin nor a crime. Apparently there is no disgrace attached to it, and women who have had two or three illegitimate children are as frequently selected by young men for their wives as those of virtuous conduct. But after marriage the women are generally well conducted. Probably the chief causes of this disregard to modesty and chastity may be referred 'first,' to the want of room in small farmhouses and cottages. Grown-up sons and daughters, and men and female servants, commonly sleep in the same room. 'Secondly,' to the bad habit of holding meet- ings at dissenting chapels or farmhouses after night, where the youth of both sexes attend from a distance for the purpose of walking home together. As a magistrate, I can safely report that in the investigation of numerous cases of bastardy I have found most of them to be referred to the opportunities of meeting above mentioned." Francis Phillips, Esq., of Abbey-cum-hir, Radnorshire, says "Crime of a serious character is not of frequent occurrence, but bastardy, which is scarcely considered a crime or disgrace, is very pre- valent with young women ; those who afterwards marry generally become industrious and domestic, but they have little idea of cleanliness or comfort. The very high price of coal leads to pilfering of wood, &c." Such appear to be the prevailing vices throughout my district, M ^ s ^ with the exception of the town of Brecknock, and the hill district t0 ' in the hundred of Crickhowel, where the mining district com- mences, and of which I shall presently have occasion to speak. In Brecknock and Builth, a graver character of vice prevails than in the country. Mr. Mordecai Jones, a Dissenter of great respectability, sums up the morals of the people in the former thus : " I am sorry to say there is a deal of low gambling in the public- houses about the town among the poor apprentices. Drunkenness and adultery prevail to a sad extent." 302 On the State of Education in Wales, None of these vices prevail to a great extent in the rural dis- tricts ; drunkenness is confined to the towns, and all the state- ments concur with those above cited that female profligacy ceases with marriage. I believe the crime of adultery to be entirely confined to one or two places. Perjury. The disregard to truth has a fearful development in Wales in the frequency of perjury in courts of justice. Mr. Williams, the clerl lerk to the magistrates at Latnpeter, says "Perjury is common in courts of justice, and the Welsh language facilitates it ; for, when witnesses understand English, they feign not to do so, in order to gain time in the process of translation to shape and mould their answers according to the interest they wish to serve. Frequently neither the prisoner nor the jury understand English, and the counsel, nevertheless, addresses them in English, and the judge sums up in English, not one word of which do they often understand. Instances have occurred when I have had to translate the answers of an English witness into Welsh for the jury ; and once even to the grand jury at Cardigan I had to do this. A juryman once asked me, ' What was the nature of an action in which he had given his verdict.' There is no remedy for this state of things except the propagation of the English language." E. C. Hall, Esq., a barrister in constant practice in the courts, and residing in Cardiganshire, after citing a curious case in which the administration of justice was entirely defeated by the same evil, proceeds to say " I can mention several similar cases, both civil and criminal. The two languages are a great facility to perjury. There is hardly a case in which it is not committed more or less. The want of accuracy in the knowledge of the language seems to remove the feeling of degradation. Their mode of numeration produces great errors : they have almost to do an addition sum in their heads before they can express some numbers. The Welsh language is peculiarly evasive, which originates from its having been the language of slavery. It is a regular custom for parties to a cause to employ persons to go and tamper with the jury before a trial comes on, and to infuse views of the case into their minds." W. O. Brigstocke, Esq., a magistrate acting for the three counties of Cardigan, Carmarthen, and Pembroke, says "Truth and the sacredness of an oath are little thought of ; it is most difficult to get satisfactory evidence in courts of justice." Mr. Thomas Davies, of Llangattock, for many years the agent of the Duke of Beaufort, says " I fear, in too many instances, they have not much idea of the obligation of an oath when examined as witnesses ; such I know was the opinion of the late Mr. Baron Gurney, which he attributed to the want of religious education." oenerai con- The morals of the people are of a very low standard.* In elusions on morals. * Somewhat contrary opinions were expressed by Richard Price, Esq., M. P., of Norton ; the Rev. E. Davies, of Brecknock, and also by Mr. Edwards, of Old Radnor (Nos. 50, 52, and 60) : the huik of the information I received was however to the effect of the evidence above stated, and which I am persuaded is substantially true. Brecknock, Cardigan, and Radnor. 303 fact, immorality prevails rather from the want of a sense of moral obligation than from a forgetfulness or violation of recognised duties. I am confident that as regards mendacity there is fre- quently no real consciousness that it is sinful., so habitual is disre- gard for truth whenever interest prompts falsehood. The whole people are kept back by their immoralities and low tone of principle. A Bristol merchant, who endeavours to deal with the Welsh to some extent in a line of business which throws him into communication with many of the country people, told me that his efforts to continue a commerce with them, which would be mutually profitable were they even commonly trust- worthy, are wholly frustrated by their inveterate faithlessness to their bargains the moment they see the possibility of gaining a penny by breaking them. The astute ingenuity exercised in ob- taining a minute advantage, or excusing themselves from an error, and escaping the effects of it, is remarkably great. Their want of morality is, however, entirely owing to their total want of mental cultivation, and the very great deficiency of all means of moral training. They are not taught better, and have at. present little means of improvement. Notwithstanding the lamentable state of morals, the gaols are Absence of empty. The following comparison between the relative criminality gr of the three counties in my district, with that of the neighbouring agricultural county of Hereford, exhibits this moral anomaly in the Welsh character very forcibly : Committals for Counties of Population in Trial at Assizes and Quarter Sessions for the Centesimal proportion of Oflenders to 5 vrs. ending Population. with 1845. Brecknock . . . 55,603 261 46 Cardigan .... Radnor .... 68,766 25,356 135 140 19 55 Hereford .... 113,873 1,198 1-05 Crimes, therefore, are twice as numerous in Herefordshire as in Radnorshire or Brecknockshire, and five times more so than in Cardiganshire. I attribute this paucity of punishable offences in Wales partly to the extreme shrewdness and caution of the people, but much more to a natural benevolence and warmth of heart, which powerfully deters them from acts of malice and all deliberate injury to others. And I cannot but express my surprise that a characteristic so highly to the credit of the Welsh people, and of which so many evidences presented themselves to the eye of a stranger, should have been left chiefly to his own personal testimony. Facts were never- theless related to me which bore out my impression j and I may Y 2 304 On the State of Education in Wales, ' instance the ancient practice among neighbouring families of assisting the marriages of each other's children by loans or gifts of money at the "biddings" or marriage meetings, to be repaid only on a similar occasion in the family of the donor, as well as the attendance of friends at times of death or adversity, as among the incidents which spring from and mark this honourable characteristic. in the The morals of the population congregated at. and near Brynmaur "' and Beaufort are deplorably low. Drunkenness, blasphemy, in- decency, sexual vices, and lawlessness, widely prevail there. This district was one of the chief sources of Chartism. One of the main bodies of the mob who marched upon Newport congregated at and is- sued from thence ; they took the chapels by storm, and forced many reluctant men to join them. Brynmaur contains 5000 people, nearly all of whom are of the lowest class, and, with the exception of one or two shopkeepers, exclusively so. Nearly every family in it is in the employment of Mr. Bailey, the iron-master, whose works are at Nant-y-Glo, in the adjoining parish in Monmouthshire. The town reeks with dirt ; there are no lamps or effective drainage ; and although so many years have elapsed since the Chartist out- break, not the slightest step has been taken to improve the mental or moral condition of this violent and vicious community. Neither church nor school have been established by those who employ the people or own the land ; and the only step that has been taken for their benefit is that of establishing, within a week or two of this time, a police station ! It is exclusively owing to the Dissenters that instruction of any kind is given in the place. By their unaided efforts, an inferior school and six chapels have been built; and, imperfect as their means of ameliorating the morals of the people are, their efforts have not been unattended with benefit. There is a visible improvement in the conduct of the people, according to the statement of Mr. Kershaw (No. 6), but it is still lamentably bad ; and their neglected state cannot be deemed otherwise than perilous to the tranquillity of the neighbourhood. I ought to state that the people of this place are not wholly Welsh. A large portion of them are emigrants, and not nnfrequently outcasts from distant places, both in England, Ireland, and Scot- land. I felt it my duty to take especial means of verifying the state- ments which poured in upon me with respect to this dangerous and degraded population; and, in addition to the evidence already cited of Mr. Seymour (an active magistrate of this district), I beg to present to your Lordships the following evidence from the Reverend Richard Davies, of Court y Gollen, a beneficed clergy- man and magistrate of the highest respectability, who, in answer to my request that he should, as a magistrate of the district, state facts which would illustrate the condition of Brynmaur, favoured me with the following evidence respecting it : Brecknock, Cardigan, and Radnor. 305 " It has long been a matter of deep regret and sorrow to witness in the character of those who are responsible for the peace, goo'l conduct, and well-being of society, the degraded and corrupt state of what is generally termed the * hilly district ; ' more especially the locality designated as Brynmaur. It has been the painful duty of the furnisher of this infor- mation to bring the sad and lamentable state of this district more im- mediately before the view of the magistracy of the county; it affords a frightful picture of the consequences that a want of education necessarily entails, and the fearful result of masses being brought together without an adequate provision made for leading their minds to higher and better things ; to subject them to the guidance of religious tuition, and thus pave the way for their becoming loyal subjects, peaceable citizens, a contented, well-disposed, and orderly community. The elements necessary to pro- duce this wished for result are not in Brynmaur. Let us refer to statisti- cal details as our guide and index. There are 5000 inhabitants in Bryn- maur, and 50 new houses are added, at a moderate computation, yearly. There are already 19 licensed public-houses and 38 beer-houses. No church or chapel of the established religion nearer than two miles. Six meeting-houses of comparatively small dimensions, with some schools attached to them, but far from affording an antidote to the great amount of evil that a vast increasing population, without responsible guides and pastors, must inevitably give rise to. One-half of the criminal cases that are entered upon the pages of our petty sessions record come from, and may be traced to, the densely populated Brynmaur. The scenes that the magistrates are compelled to witness, and which I can personally vouch for, baffle all description and outrage every feeling of propriety; oaths and profane language are apparently familiar to persons of all ages ; even children lisp out the foul expressions they hear, and seem perfectly ac- customed to every epithet that the most evil mind could suggest. In one instance a young and seemingly modest woman, with a child at the breast, with the most unblushing effrontery, used language that even caused the male portion of the audience to turn away their heads in shame and disgust. Frequent, however, are the examples that have given rise to the deepest regret drunkenness and its sad results, this occurring weekly as long as wages were high. The irregularity, com- mencing on the Saturday night, continues through the Sabbath, dese- crating that holy day, and ceasing not till the Monday has passed, some- times Tuesday. Strife, jealousy, bickerings, assaults, and quarrelling this is the constant reality of the immoral and degraded picture furnished us almost weekly from the sadly notorious Brynmaur." The evidence of Mr. Morris (No. 73) further confirms these sad statements. In order to illustrate the criminality of this lawless district, I applied also to the clerk to the magistrates for a state- ment of the number of offences falling within the cognizance of the hundred of Crickhowel, which arose from the agricultural compared with those from the mining portion, in which the town of Brynmaur is situated. The whole hundred contained a popula- tion of 17,559 at the census in 1841, which cannot be less than 18,000 now : the following was the number of offenders brought before the magistrates during 1845 and 1846 from the entire hundred : 306 On the State of Education in Wales, General ig- norance of the people. Prevalent su- perstitions. Ofleiice indicated by Punishment. From the Agricultural and non- Mining districts. From the Mining Districts. Summary Convictions. Males. Females. Males. Females. Offenders Fined ... , , Imprisoned Committed for Trial . . 10 4 46 3 2 I 1 (Signed) G. A. A. DAYIES. Evidence of ignorance. The number of manufacturers and miners is estimated,, by the overseers of the parishes containing them, as about 12,300, showing therefore, in the above return, a very undue proportion of offences in the mining part of the hundred ; and this disproportion will be largely increased by the establishment of a police station at Brynmaur. I shall reserve further comment on the mining dis- tricts for my Report on Monmouthshire. The people are, with few exceptions, grossly ignorant. The examination given in the " Notes of Parishes/' such as Mount, Llanychaiairn, Bryngwyn, &c., ate by no means exaggerated specimens of the facts. They seem to be a people whose whole scope of thought is limited to their locality and the means of livelihood. The only exception is that of religious, or rather doctrinal and sectarian discussion, which is therefore the channel in which any higher amount of intelligence expends itself. Superstition prevails. Belief in charms, supernatural appear- ances, and even in witchcraft, sturdily survives all the civilisation and light which has long ago banished these remnants of the dark ages elsewhere. Little or none of such light has as yet penetrated the dense darkness which, harboured by their language, and un- disturbed by availing efforts of enlightenment, enshrouds the minds of the people. The wide belief in ghosts and the almost incredible amount of superstition afford perhaps of all others the strongest proofs of the depth of ignorance which prevails throughout my district. I have before me a little book published as lately as the year 1813, written by a clergyman named Jones, and published at Newport, in which he relates above forty or fifty cases of appa- ritions as having occurred and being attested by creditable persons in several parishes in my district. This work, as the author states in his title-page, is "designed to confute and to prevent the infi- delity of denying the being and apparition of spirits, which tends to irreligion and atheism." A subscription was lately made by his fellow- workmen in order to enable a carpenter to travel fifty miles, from Monmouthshire to Lampeter, to consult a wise man how to recover some tools he had lost. Charms are commonly resorted to for the cure of diseases. The following extracts from the evidence given on these and other phases of the mental condition of the people will complete Bricknock, Cardigan, and Radnor. 307 the picture which it is my 'duty to present to your Lordships' attention. Sir William Cockburn, Bart., of New Radnor, is less unfavour- ably impressed with the mental state of the people than most of those who have favoured me with evidence. Sir William Cock- burn says " I think the poor naturally more intelligent; and hot more ignoranf, than I have usually found their class elsewhere. Like the inhabitants of most mountainous countries, however, they are superstitious; and I have found many cases (one in a Dissenting teacher) of the belief in the ' evil eye,' in charms, in the hearing of ' hell-hounds hunting a condemned spirit through the howling blast,' &c. &c. ; and they are often more in- clined to trust in ignorant empirics in religion and medicine than in enlightened and authorised ministrators." The Archdeacon Venables speaks of the people as he bystanders blamed the constable for doing it. Another came and offered himself to me as a schoolmaster whilst apparently under the influence of liquor. The Sunday-schools afford no sufficient education for the whole week. My Sunday-school boys behave better than the girls in church, because there is a weekly school for thorn and none for the girls, except for 16. The boys wh,p attend the day-school all go to the Sunday-school ; Brecknock, Cardigan, and Radnor. 34 1 we don't take them without. It would be a bad eNample for the rest if we did. I am now applying for assistance to build a girls' school. There is very far from sufficient instruction for girls. There are no sufficient funds for new schools. Mrs. Harrison meets sortie of the most ignorant once a-week. The girls here are running in the streets in a sad neglect for want of Ihem. However lamentable things may be, have reason to be thankful for much encouragement, and 1 trust God has begun a work which I pray He may continue and prosper. The Welsh people are much quicker than the English. I have been much concerned in schools in England, and have succeeded well with them, but the Welsh have much better and readier powers of perception. Their reasoning powers are much less developed. There are, however, beautiful faculties lost here for want of proper cultivation. They would learn quickly and profit greatly by good schools. There is great anxiety for better education among all classes of the people ; they would make sacrifices to procure it. The state of this neighbourhood, and perhaps the principality, appears to be this : for a considerable period past, the Church, I confess, had deserted her duty; Dissent then seemed to have been the means of pre- serving religion ; but for some time past Dissent proving false in its pro- fession, and also setting a bad example, the people have become irre- ligious and reckless. It has, however, pleased God for some time to arouse the Church ; He" may permit it to be a blessing. Many of the clergy have been non-resident,therebeingscarcely any parsonage-houses, and two or three livings are generally held by one incumbent to make up an income of about 200/. per annum : this, owing to their impover- ishment and the spoliation of Church revenues, generally most of the tithes being in the hands of laymen. For instance the living of Builth, with the adjoining parish of Llanddewy'r Cwm, is about 1801. per annum. There are three full services, and two miles to ride between the churches, consequently no time for one to attend to the Sunday- schools in either parish. Of the above income only 101. per annum is from the tithes, the rest arising from the Queen Anne's Bounty. How then can clergymen with three parishes attend to their various duties? Better education, under the grace of God, would produce a great im- provement in the moral and religious condition of the people. Their capacity is great, but their faculties, like their soil, barren for want of proper cultuie. The number of public-houses here is the cause of ge- neral complaint ; their are 18 here, with the population of only 1,200. They say that the magistrate cannot close them at night, and some of them arc therefore sometimes open all night. The drunkenness and bad language are such as seemingly to counteract the effect of educa- tion, to the great injury of the rising generation. The number of public-houses being so great for the population of Builth, it appears that they cannot get a living by proper custom ; some of the keepers of them go to daily labour to help out, and also encourage people to drink. In fact, the number of public-houses is the great bar to moral and religious improvement, and it may be well feared that they will counteract the efl'ect of any educational effort made for the people. It may already be seen that, a* intemperance subsides, the publicans will be tempted to encourage and induce people to drink, in order to keep up their business, and thus producing constant check to moral improve- 342 On the State of Education in Wales, tnent. The above remarks, as to the intemperance of the people and the number and injurious effects of the public-houses, apply to the principality also. RICHARD H. HARRISON. No. 36. Rev. Richard W. P. Davies, of-Court-y- Gollen, Crickhowel. 1. WHAT are the chief defects in the schools and education for the poor in this locality, and to what extent do they exist ? As far as my observation and experience have led me to form an opinion, I should say that the chief defects arise from a want of system and organisation. There is no lack of readiness, upon the part of the parents, to seek better education for their offspring ; but the quality is not such as the demand is entitled to ; in fact, a meagre apology for education at all. The mere elements offered, and these imperfectly adminstered, without any well-di- gested plan, method, or rule, to insure success. I scarcely know, in my own locality, any exception when speaking of education, unconnected with the National Society ; where union with this excellent institution exists, there breaks in the dawn of brighter arid more promising hopes. But the instances are rare, and few and far between. 2. Is it desirable to assist the extension of the English language? There can be no question as to the practical evil which the confusion of languages creates, and gives rise to, and though some, actuated by a morbid feeling that they erroneously call and denominate patriotism, may advocate and support the upholding of the Welsh tongue, and wish it to be perpetuated and encouraged in every point of view, I cannot conceive a greater injury conferred upon this country than the con- tinuance of the present system. Both languages imperfectly under- stood, sufficiently, however, to afford the dishonest and the artful, by feigning ignorance of one, to benefit by his limited knowledge, and to prevaricate when he chooses to speak in the language of the other. In our Courts of Justice, and the adminstration of the law, this is glaringly apparent; it has frequently been commented upon; there is no novelty in the remark. In an ecclesiastical point of view, as regards the progress of apostolical doctrine, and the important interests com- mitted to our Church to disseminate and diffuse, it is more appa- rently glaring, and the evils consequent upon it are to be beheld in every parish ; witness the mass of dissent that in Wales more par- ticularly prevails. There can be, therefore, no shadow of a doubt, no hesitating in saying, that the extension of the English language, facili- tating our arrival at "one fold," and "one voice" to direct that fold, would be a result that would confer inestimable advantages, and promote the interest of a Christian country. 3. What is (he moral and mental condition of the mining districts, especially in the neighbourhood of the great iron-works ? The reply to this question will be best understood by reference to the next. There can be no incorrectness charged where facts are brought forward to support opinions. 4. Be so good as to state facts which illustrate such condition, Brecknock, Cardigan, and Radnor. 343 especially as regards Brynrnaur, and which have come to your know- ledge as a magistrate for the district ? It has long- been a matter of deep regret and sorrow to witness, in the character of those who are responsible for the peace, good conduct, and well-being of society, the degraded and corrupt state of what is generally termed the " hilly district;" more especially the locality designated as Brynmaur. It has been the painful duty of the furnisher of this information, to bring the sad and lamentable state of this district more immediately before the view of the magistracy of the county ; it affords a frightful picture of the consequences that a want of education necessarily entail, and the fearful result of masses being brought together without an adequate provision made for leading their minds to higher and better things ; to subject them to the guidance of religious tuition, and thus pave the way for their becoming loyal subjects, peaceable citizens, a contented, well-disposed, and orderly community. The elements necessary to produce this wished-for result are not in Brynmaur. Let us refer to statistical details as our guide and index. There are 5000 inhabitants in Brynmaur, and 50 new houses are added, at a moderate computa- tion, yearly. There are already 19 licensed public- houses and 38 beer- houses. No church or chapel of the Established religion nearer than two miles. Six meeting-houses of comparatively small dimensions, with some schools attached to them, but far from affording an antidote to the great amount of evil that a vast increasing population, without responsible guides and pastors, must inevitably give rise to. One-half of the criminal cases that are entered upon the pages of our Petty Sessions' record came from, and may be traced to, the densley- populated Brynmaur. The scenes that the magistrates are compelled to witness, and which I can personally vouch for, baffle all description, and outrage every feeling of propriety : oaths and profane language are apparently familiar to persons of all ages; even children lisp out the foul expres- sions they hear, and seem perfectly accustomed to every epithet that the most evil mind could suggest. In one instance a young and seemingly modest woman, with a child at the breast, with the most unblushing effrontery, used language that even caused the male por- tion of the audience to turn away their heads in shame and disgust. Frequent, however, are the examples that have given rise to the deepest regret drunkenness and its sad results, this occurring weekly, as long as wages were high. The irregularity commencing on the Saturday night, continued through the Sabbath, desecrating that holy day, and ceasing not till the Monday has passed, sometimes Tuesday. Strife, jealousy, bickerings, assaults, and quarrelling : this is the constant reality of the immoral and degraded picture furnished us almost weekly from the sadly notorious Bryumaur. o. To what extent do the mining population in those districts possess means, and avail themselves of them, to form political opinions? 6. To what extent are they likely or liable to be excited by disaffected persons to renewed acts of violence or sedition ? 7. How far are the principles which regulate wages understood and acted upon among these classes of the people? 5, 6, ami 7. To these several questions I can give no answer. The impression upon my mind is, that political opinions form no part of the sphere of the present labouring men's inquiry ; and since the last 344 On tie State of Education in Wales, Chartist outbreak, all tendency to disaffection and sedition has happily subsided; they have seen their error and felt the effects of insubordi- nation. 8. What feeling do they entertain towards their employers ? The answer to this question must again be based upon rumour. The ge- neral opinion, I think, is, that the understanding between the labourer and employer is highly satisfactory. 9. To what extent do the employers charge themselves with the mental and religious instruction of their people? I arn not in posses- sion of sufficient facts to give to this question a satisfactory reply- 10. What are your opinions as to the expediency of aid to education from Government ; and if expedient, in what mode and by what plan would it be most beneficially applied, taking all the circumstances of the country, and the diversity of religious tenets, into account? It appears to me to be the imperative duty of a wise and patriotic legis- lature to encourage and facilitate, to the utmost of their power, by public grants, and public patronage and advances, the education and instruction of the people committed to their care : the resources of Government cannot better be applied than by affording knowledge, civilizing and enlightening mankind ; and it would ill become a minister of a Christian apostolical Church to suggest any other mode of dis- pensing education than intrusting it to the heads of those who, by divine appointment and divine right, are constituted the channel for diffusing the light of Christian truth. No education can be safe except based and grounded upon religious principles. The Church and its ministers are the proper vehicles for carrying out the same ; they are the people's expounders of the truth, that truth, upon which alone any kingdom can flourish, and without which, however high or haughtily any nation may pride itself its grandeur and prosperity, will inevitably fade away. If. W. P. DAVIES. No. 37. From Edtvard Compton Lloyd Hall, Esq., Barrister-at-Law, Newcastle Emlyn. THERE is a lamentable deficiency of day-schools for the poor. Very few of the masters are competent to teach. They seldom turn to teaching unless they have failed at something else. Their incomes do not average above 121. or 13^. per annum, barely enough to keep body and soul together: this applies to the country. The poor are generally desirous of better education, and wish about here chiefly to learn English : they feel that a knowledge of English is an advantage to them. Many understand it who do not speak it. The want of know- ledge of English is a decided drawback in a court of justice. Itope- rates as a moral rather than a practical detriment to the due administra- tion of justice, as jurymen and witnesses frequently avail themselves of their pretended ignorance of English to give corrupt verdicts and tes- timony, and to excuse them when given. At the last Quarter Session in Carmarthenshire I was counsel in a case in which a man named Philipps was tried for mi assault with intent to commit a rape. He Brecknock, Cardigan, and Radnor. 345 was a man of considerable property as a farmer, evidently a man of violent temper, very much dreaded by all his neighbourhood. At the previous Quarter Sessions I had prosecuted him for a highway robbery, of which he was acquitted, as I thought against the evidence. On the (rial for the assault the facts were proved that he had solicited the chastity of the woman in the morning, and knowing that she was in the habit of taking her husband's victuals to him at the works, he told her he would meet her in the evening. She immediately informed her husband of what had passed, and he desired her to bring his supper as usual. In the meantime he got a friend to take his place in the works, and in the evening returned \\ith his wife towards their home. Their way lay through a little wood ; the husband dropped behind to take notice what should happen. As soon as the woman got into the wood, the prisoner met her, laid hold of her and threw her down on the ground and assaulted her. The husband came and struck him, and caught him away from his wife, and he was committed for trial. On the trial this evidence was given, and also of an attempt at compromise. The jury laid their heads together for about ten minutes, without going out of the box, and the foreman delivered the verdict in these words " Guilty of a common assault." The verdict was recorded; and after the jury left the Court, some of them were bullied by the prisoner's friends; and they then said they did not intend to give a verdict of guilty ; they did not understand English, and it was the verdict of the foreman and not theirs. The chairman had the jury called back, and then the whole jury reversed the verdict, and one and all said they intended to have given a verdict of not guilty, and a representation was made to the Home Secretary, who pardoned the prisoner. I can mention several similar cases, both civil and criminal. The two languages are a great facility to perjury. There is hardly a case, in which it is not committed more or less. The want of accuracy in the knowledge of the language seems to remove the feeling of degradation. Their mode of numeration produces great errors : they have almost to do an Addi- tion sum in their heads before they can express some numbers. The Welsh language is peculiarly evasive, which originates from its having been the language of slavery. Ijt is a regular custom for parties to a cause to employ persons to go and tamper with the jury before a trial comes on, and to infuse views of the case into their mind., and similar conduct with Justices of the Peace, who permit persons to come and talk to them beforehand about cases which they will have to adjudicate upon. A better education is essential to the well-being of the people and of the slate. If there had been any man to lead them during the Rebecca riots in whom they had had confidence, the most serious residts would have ensued. Some English Chartists came, but they had no confi- dence in them, because they were English. Bastardy is very common among the women, and want of chastity is not thought a degradation at all. There is very little chance of good schools in this district being sup- ported by local efforts. Government grants are the only portal from which aid can come. In most places it would be necessary that the Government should both build schools and afford partial aid in supporting them. Nineteeu-twentieths of the whole population are Dissenters, but 346 On tlie State of Education in Wales, I believe that good schools, if the Church Catechism were not compul- sorily taught, would answer well for the whole people, and would be attended by Churchmen and Dissenters. Scriptural teaching could be given in every school, but going to the parish church should be rather a reward than a matter of compulsion. EDWARD C. LLOYD HALL. % No. 38. From Edward Thomas, Esq., Magistrate, Welfield. 1. Ts there a deficiency of good day-schools for the poor in Brecon- shire and Radnorshire? Yes, to a great extent. 2. Are the schoolmasters generally competent ? No, because the salaries are generally insufficient to secure the services of competent men. 3. Is improved education desired by the people themselves? Yes, judging from the unaided efforts they frequently make to obtain it, although labouring under the pressure of poverty. 4. Is it in your opinion needed as a means to their moral and social improvement? I am decidedly of opinion that an improved education is much needed, judging from the bad effects of the absence of it. * 5. Is it desirable that the knowledge of the English language should be extended, and are better schools desirable for that purpose ? The extension of the knowledge of the English language is unquestionably most, desirable ; but, under the present system, the schoolmasters are for the most part quite incompetent to teach it in an adequate manner ; but this remark applies more to Breconshire than to Radnorshire. 6. Are the inconveniences of an ignorance of the English language great, and of what nature, and to what extent do they prevail ? The disadvantages of an ignorance of the English language are quite apparent ; amongst them may be mentioned the fostering of local and narrow prejudices, incapacitating the people from deriving that improve- ment which would obviously be the consequence of a free intercourse with their English neighbours : the cherishing their well-known national antipathy to strangers, and hostility to the settlement of English amongst them : the facility afforded to the promotion and con- cealment of any seditious feeling, as in the case of the Rebecca riots : and added to these the serious evils that result from the imperfect interpretation of evidence given in courts of law, both as regards matter and emphasis. 7. Are there local means for the establishment and maintenance of good day-schools with competent masters? Certainly not in most of the rural districts. 8. Is there a reasonable probability that good schools will be shortly supplied and supported by local effort, and in sufficient number? I see no reason to believe that local effort will shortly be the means of furnishing the people with adequate education. 9. If not, in what mode would assistance from Government, if disposed to give it, be most usefully applied? In affording universally proper salaries to competent masters ; and in erecting, or aiding the erection of school-houses in those districts only where poverty is proved to be too great for local effort to be relied upon. Brecknock, Cardigan, and Radnor. 347 10. To what extent would such assistance, if offered, be probably accepted ? If the assistance offered by Government is found to be of a feeble nature, local energy will not be sufficiently roused to ensure efficient co-operation, as the population is neither large nor wealthy enough to make the sacrifice required. EDWARD THOMAS. [THE following evidence was given at a later period of the inquiry, in reply to the specific questions which follow. The answers are numbered to correspond with the following questions, which were addressed only to such persons as were deemed likely to have a correct knowledge of facts and matured opinions on the general topics of the inquiry, and who from their station or position were likely to know and represent the feelings as well as circumstances of different classes of the people. The answers are in all cases as above attested by the signature of the person giving them.] Questions. 1. Is there any deficiency of good day-schools, with competent masters in your neighbourhood; and in what respects are they defective? 2. Is there much ignorance among the poor, and on what subjects ? 3. Are their morals defective, and if so, in what respects? State instances and facts which illustrate this. 4. To what extent the people near you possess the means of religious instruction, and how do they profit by them. 5. State any other particulars with regard to the pursuits and character, or social or political conduct, of the people in your neighbourhood worthy of remark. 6. Would better education tend to improve the morals and conduct of the people ? 7. Do they themselves desire it ? 8. Is the English language gaining ground ; and is it desirable that it should be better taught, and if so, for what reason ? 9. Are there local means, by subscription or otherwise, for building and supporting good day-schools with competent masters in your locality, and are they likely to be established and main- tained without aid from Government? 10. If you think Government aid desirable, state specifically to what extent, and in what manner it could be best applied, taking into account the circumstances of the country, and the diver- sities of creed ? 11. State any other opinion which you think may assist the Inquiry? No. 39. From Mr. Thomas Jones, of the Bank, Presteigne. and Superintendent of the Baptist Sunday-school. 2nd March, 1847. 1. THERE are several small day-schools in the town kept by females, where children of each sex are instructed : not one of any importance 348 On the State of Education in Wales, with a competent master, except the endowed grammar-school, where only boys are received. As there is no free-school here for girls, it would be advisable for a limited number of those to be admitted also, who should be taught by a governess. 2. Great ignorance prevails on general and likewise religious subjects. 3. There is a want of chastity among females and much intemperance in the males. 4. There is a church and three Dissenting chapels in the town, and Sabbath-schools connected with each, yet it is a lamentable fact that many of the inhabitants never attend a place of Divine worship. 5. It is to be regretted that provisions, &c., should be suffered to be sold on the Sabbath-day, and deplorable to reflect that numbers of the labouring classes frequent public-houses on that sacred day, and spend a considerable portion of their earnings which ought to be applied to the support of their families. Many of those who have it in their power to lay by a little are very improvident. 6. Undoubtedly. In proportion as education in sound and enlightened principles shall prevail, the better will the various duties of life be dis- charged. In the writings of the ancient philosophers we find the maxim, "As a field, although its] soil may be fertile, cannot be pro- ductive without culture, so neither can the mind without instruction." 7. Not generally. Many parents who are illiterate, lament their ignorance, and are very desirous to get their children educated. 8. It is the only language spoken here. 9. None whatever but the before-mentioned grammar-school. 10. The establishment of an infant-school is very desirable where children of the parents of every religious creed should be admitted. This would, I believe, be productive of incalculable good also a free school for educating the children of the working classes founded on principles abolutely unsectarian, where the Bible, without note or comment, will form its standard book, and the children be enjoined to attend some place of worship, to receive special religious instruction, but where they shall attend to be left to the choice and direction of the parents. THOS JONES. No. 40. Rev. George Hoivell, Curate of Llangattock, and Edward Davies, Esq., Agent to the Duke of Beaufort. 1. WITH the exception of an infant-school and for young children of a tender age, kept by a mistress, there is no day-school in this parish in the vicinity of the church. In the adjoining parish of Crickhowel, about a mile distant, there is a good day-school for children of both sexes, where they are taught separately, and which is attended by many young persons from this part of the parish of Llangattock. 2. Not having had, until within the last few years, any advantage of education, there is much ignorance prevailing among the poor on all subjects, their knowledge being principally confined to the first prin- ciples of religion. In the mining district at the upper end of trje parish, which is abont seven miles from the parish church, there is a lamentable deficiency even on this vital subject. Brecknock, Cardigan, and Radnor. 349 3. There is certainly a laxity of morals here, which may be easily accounted for, and entirely attributable to the overwhelming number of beer-shops which are open at all times, and where people resort to, and remain to a very iate hour. The consequence is that drunkenness leads to immoral language, and ends in quarrels and broils, &c. 4. In the vicinity of the parish church there are ample means of religious instruction, there being 1 two full services in the church every Sunday, and on festival days and during Lent, &c. Within a short distance there is a chapel belonging to the denomination called In- dependents, where there are two sermons preached every Sunday. In the neighbourhood there are several other Dissenting chapels within reach in which services are performed. 5. A considerable number, and the majority of our workpeople, ate employed in the extensive iron-works situate at Beaufort in this parish; the remaining portion of the inhabitants follow agricultural pursuits. Generally speaking they are strictly honest and trustworthy. They seldom interfere or take part in politics. 6. In our opinion, a better education would improve both. 7. We think that they are indifferent on the subject. 8. The English language is slowly gaining ground among us here. It would certainly be desirable that the people should be better instructed in it. In that case they would be better able to understand sermons, and other modes of instruction. A better knowledge of the English language would also enable the people to give clearer evidence in a court of justice, and fit them better to sit as jurors in the same, where an inconvenience, owing to this defect, is now frequently felt. 9. There are wealthy individuals in the neighbourhood, but whether they will supply the means we cannot at present undertake to say. Hitherto they have not done so. In this part of the parish we are not without hopes but that they may come forward to assist in this cause. 10. We think the Government aid very desirable : considering the extent of the parish, and the distance the majority of the parishioners are placed from the parish church, we think a National school erected in the vicinity of the Beaufort iron-works would be attended with advantageous results. There is a small church built near the works, and we think a National school, in connexion with the Established Church, at this place would tend greatly to ameliorate the condition of the rising generation. 11. The inhabitants of South Wales are, for the most part, tractable, and therefore are not difficult to be led by a little judgment and per- suasion ; but the present schoolmasters, who are in the habit of teaching the children in the rural districts, are so very deficient themselves in their knowledge of the English language, that it is not to be wondered tit the children in remote districts are not very forward. There is a degree of improvement even in this respect, but we are of opinion that if a superior class of schoolmasters were located throughout the villages of South Wales, in a few years the tone of the rising generation would materially change for the better, and the fruits of a superior raining would ere long manifest themselves in the general improvement of the inhabiiants. GEO. HOWET.L. EDWARD DAVIES. 2B 350 On tlie State of Education in Wales,, No. 42. W. O. JBrigstocke, Esq., of JBlaenpant, Cardiganshire, Magistrate. 1. I KNOW of no schools in this neighbourhood which are supplied with competent masters or mistresses, none of them knowing how to catechise the children, not having been trained in any way schoolmasters previous to taking the office : some few schools are better than others in this respect, in consequence of having the personal attention of the clergyman of the parish and chief promoters of the schools ; and when this is the case you always find them much better attended, and more sought after. .2. There is certainly great ignorance : difficult to state any particular subjects, as all general knowledge is deficient, yet it is seldom you meet with adults who are unable to read their Bible in Welsh ; but as to their knowledge of it, I cannot take upon myself to say. 3. Truth and the sacredness of an oath little thought of; it is most difficult to get satisfactory evidence in courts of justice ; morals gene- rally very bad ; intercourses between the sexes previous to marriage being very general ; misconduct after marriage is of rare occurrence. Drunkenness is a very common vice, especially on market or fair days. 4. Sunday-schools belonging to the various denominations of Dis- senters ; but their teachers generally speaking have had no advantage of education themselves; therefore not much fitted to instruct others; and in some instances Sunday-schools, in connexion with the Esta- blished Church, are met with, which are well attended. 5. One of the principal characteristics of the people is their having little idea of economising time; they will, without consideration, devote a whole day, which might be more profitably employed, to auctions, funerals, fairs, markets, and meetings of all descriptions, though they have no particular business which calls for their attendance : farmers and the labouring class are alike in this respect. 6. Doubtless, if founded on sound religious principles. 7. Very much. 8. Very much within a few miles of this place, and would gaee ground still more if better masfers could be procured ; and the peopu, are fully alive to the necessity of attaining the English language without which no advance in life can be made. They will prefer sending their children to an English day-school, where they pay them- selves, to a Welsh day-school free admittance. 9. We need no assistance for building school-rooms for boys or girls in this parish, new ones having been erected within the last ten years, the one for the boys at the sole expense of the parishoners, the one for the girls built by a private individual, and the lord of the manor giving the land. The funds for supporting the boys' school are quite inadequate to obtain a competent master, his salary varing from 201. to 25/. per annum ; but of the three parishes adjoining this, two are totally destitute in every respect as to local means of supporting good day-schoools, and the other parish only supports a girls' school. 10. The question is a very difficult one, but my opinion is that the Brecknock, Cardigan, and Radnor. 351 end would be best answered by providing competent masters, and assisting according to circumstances in paying the salaries of the parish schools already in existence. Without interfering with their religious creed, I think it quite impossible a system of education can be adopted which would embrace under it indiscriminately all the different persua- sions of the country. Should Government make any grant towards assisting to pay the salary of competent schoolmasters, inspectors ought to visit them once a-year, to see there is no abuse of the money so granted. This should be carefully borne in mind. 11. In almost all parishes you will find the parishioners glad to assist in erecting school-rooms. The portion of land given for the purpose is, generally speaking, of little value. The difficulty is keeping them up after they are built, as you must be fully aware how small the sub- scriptions are lor this purpose. The church, by the almost universal alienation of tithes, being much too impoverished for the clergy to make the necessary effort, towards education which under other circum- stances we know would be attended with most beneficial effects. Par- sonage-houses are so rare in this district, clergymen are often obliged to reside some distance from their churches. W. O. BRIGSTOCK.E. No. 43. The Rev. James Morgan, Vicar of Talgarth, Brecknockshire.. 8th February, 1847- 1. THERE are two day-schools in the village of Talgarth, one attached to the Church and the other a Dissenters' school : of the latter I have but little personal knowledge, but believe it to be well conducted. The Church school might be rendered much more efficient than it is if a more competent master could be procured ; but the school being entirely supported by voluntary contribution, and the amount of sub- scriptions being small, we have not been able to pay the salary which a properly-trained master would require. These schools have been established about three years. 2. Great ignorance exists among the poor on almost all subjects, the great majority of adults having had little or no means of education. As a proof, I would mention that, out of 260 signatures of all classes in the Registrar of Marriages in the parish of Talgarth, since the Registration Act has been in operation, 127 are signed " by marks," although upon these occasions I have always endeavoured to select the attesting witnesses from those who could write, if any such were present. 3. The standard of morality is certainly low : illegitimate children are by no means rare, and pregnancy before marriage is of common oc- currence. It scarcely seems to be considered a sin, or even a disgrace, for a woman to be in the family-way by the man to whom she is engaged to be married. Drunkenness is but too prevalent, particularly on fair days, and other similar occasions. 4. In the village of Talgarth there are three Sunday-schools one Church and two Dissenters' schools, which are pretty well attended, but the parish being a very extensive one, and the village at one ex- 2n2 352 On the State of Education in Wales, tremity, the distant parts are almost destitute of the means of religious instruction. 5. I consider the people to be, for the most part, honest, quiet, and well behaved in their general conduct, civil and obliging, and seldom troubling themselves with any matters beyond their own immediate sphere. There are, of course, many exceptions to this rule, but such I consider to be the general character of the people. 6. Undoubtedly it would. 7. I think they do. 8. The English language is gaining ground fast, and is almost entirely spoken by the rising generation, and, with the exception of a few old people, is understood by all. Parents are generally anxious that their children should learn English. I am therefore of opinion that what- ever instruction is given should be in English. 9. There are no local means that I arn aware of available for this purpose beyond what are already in operation, and which are hardly sufficient to keep up the present school. It is not, therefore, probable that any will be established without aid. 10. Having already a school-room, the principal want we feel, is the means of procuring a regularly trained master, for which one sub- scription is sufficient. I am not aware what sum would be required for this purpose, but as our local subscription amounts only to 25/. per annum (besides the payment of a penny a-week by each child, which may perhaps be taken at 101. per annum), the grant of an annual sum sufficient to make up the salary of a competent master, would, I think, be the most effectual means of promoting the education of the poor of this parish : and as I never found any objection on the part of the poor people, being Dissenters, to send their children to the Church school, I see no reason why such a grant should give offence to any parties. 11. I have nothing further to add which seems of importance. JAMES MORGAN. No. 44. Edward W. Seymour, Esq., of Porthmawr, Brecknockshire, Magistrate. 15th February, 1847. 1. YES, there is; and the schools that are established are defective in the very first principles and system of elementary teaching, the salaries being too low to command the services of well-educated teachers; it arises, too, from an indifference on the part of the parents to sending their children to incompetent and inexperienced teachers, and partly from (being themselves many of them untaught) not duly appreciating the benefits which may be derived, in a moral and religious point of view, from the education of their children. 2. Yes, on most subjects, especially religious. 3. Yes, very the vices of lying, thieving, swearing and drunkenness, and the vastly increasing crime of illicit intercourse between the sexes, prevail to a great extent ; and these are by no means confined to the uneducated. Of their disregard of common decency, I had an instance, among many which have come to my knowledge, in a case which was Brecknock, Cardigan, and Radnor. 353 brought before nip only the other day, wherein it appeared that a young girl of 16, going- on n visit to her sister (a married woman), was actually placed by her for many nights together in the same bed-room (with- out even a cur'ain between them) in which a young labouring man (a lodger and a stranger) slept, which man was brought before me on a charge of stealing, the parties with the exception of the lodger, being to a ] h appearances respectable, intelligent, and above the common order among the lower classes. Upon my expostulating with them on the impropriety of their subjecting a fema'e under their protection to such indecency, the parties seemed rather astonished at the remark than sensible of their error. 4. This (Crickhowell) and the surrounding parishes have the advan- tage of religious instruction to a certain extent in day and Sunday schools, which are provided, and for the most part supported, by volun- tary subscription, if they choose to avail themselves of it : this many of the poor do, though (far want of a better system) not to the extent they might. The Dissenters have in some instances schools for which the parents pay ; but the greater part, whether of Dissenting parents or otherwise, are taught at the National schools. There is in this parish an Infant-school as well. 5. Though Wales generally is the stronghold of dissent, the people here are by no means averse, many of them, to send their children to the National schools, whatever may become of them afterwards I mean Dissenters. Though hot in temperament, and litigious and quarrelsome among themselves, they are by no means a disaffected or disloyal people; nor are they (the natives) addicted to crimes of a heinous character. 6. If accompanied with religious instruction, undoubtedly. 7. I think they do, some decidedly. 8. Yes, most assuredly, and it is desirable, as they decidedly prefer it, especially the rising generation. 9. There are means, though very insufficient, and this (with one ex- ception, where there is a small endowment) from private subscription only, for carrying on the schools already established, but none for building, or procuring more competent masters. It better houses and masters could be obtained, we should be but too glad, seeing the increasing desire for instruction, to avail ourselves of them. 10. I certainly do think Government aid desirable ; and that if it be grunted, it, in my humble o: inion, cannot be better dispensed than in carrying out the plan of the National Society in promoting the build- ing of schools and providing a more competent class of teachers. ED.\VJJ. SEYMOUR. No. 45. Rev. David Charles, Principal of the College of Trevecca, Brecknockshire. February 17, 1847. 1. AT Tal garth there are two day-schools, one attached to the Church of England, and the other based upon free and unsecUman principles, and conducted on the British system. The master of this latter is a competent person. There is also a day-school at LJangorsc, and another at Llanfihangel-Tal-y-Uyn villages, situate about 3 or 4 354 On the State of Education in Wales, miles off. I can, however, scarcely reckon on the competency of their masters; the general defect appears to me to be in the method of com- municating knowledge to the young. 2. There is much ignorance among the poor in general, but more especially among farm-servants, who are extremely deficient in every kind of religious and useful knowledge. The poor, however, are better informed on religious subjects than any other. 3. The morals of this part of the country are certainly very defective : owing to the system of drinking cider, &c., so prevalent here, drunken- ness is the common sin of both farmers and their servants; seldom do we meet farm servants returning from any considerable distance with their master's waggon or cart but that we find them intoxicated, while it is quite lamentable to witness the number of drunken farmers returning from market on Saturdays. In harvest time this practice is still more prevalent. There is also among the class mentioned very ittle attention paid to the observance of the Sabbath. 4. The means of religious instruction are ample, and are well attended by tradesmen, labourers, &c., and their families. 5. The general character of the people of this neighbourhood is marked by great indifference to any social improvement. Knowledge is not generally appreciated, and this circumstance has its concoiritant results, such as belief in witchcraft, &c. 6. It certainly would be the most powerful means of improving the people, as it would tend to elevate their character and direct their industrial pursuits. 7. There are many who are very anxious to provide or procure means of instruction for the people, the value of education is not, however, appreciated by the majority. 8. The English language is fast gaining ground in this neighbour- hood, so much so that the Welsh will not continue to be the prevailing language in a few years. The admixture of both English and Welsh in the dialect at present spoken renders it highly desirable that the people be correctly taught in the languge they will have to use in future. 9. A good day-school has been erected, at Talgarth, in which the neighbourhood has felt much interest, The subscriptions to the build- ing, however, have not been adequate to defray the expenses incurred. It is very improbable that proper means of instruction will be generally provided in this part of the country without extraneous aid in the erec- tion of schoolhouses. 10. The people require schools unattached to any one creed. They regard liberty for their children to attend their own places of worship on the Sabbath as of the highest importance ; it would therefore be desirable that whatever Government aid be given, it be applied in such a manner as to secure this. I believe that were means to erect school- houses supplied, it would in general be sufficient, and education would be greatly promoted. 11. I would suggest that the fact of the great majority of the Welsh being Dissenters ought to be taken into serious consideration in the adoption of any plan for their social improvement. Their motives are conscientious to a high degree, and any system opposed to the free and unfettered exercise of their religion will but mar their best feelings. I would also recommend that the Welsh receive their knowledge of the Brecknock, Cardigan, and Radnor. 355 English language through the medium of their own at first, by means of Welsh-English books. The want of this mode of instruction has been a great drawback, which I have often desired to get removed. DAVID CHARLES. No. 46. The Rev. D. Parry , Vicar of Llytvell, Brecknockshire. 18th February, 1847. 1. YES; and they are defective in point of number to answer the population of the country; and in some instances the masters are not sufficiently competent, for want of higher and more general attainments. 2. Yes ; the major part of them are unable to write and to do plain arithmetic. They are also very deficient in the knowledge of history, common geography, and the simple elements of astronomy, as well as most other branches of general knowledge. 3. The morals of a great number are defective, in respect of chastity, truth-telling, and veneration for God's sacred name. In proof of which, suffice it to allude to the number of illegitimate children in the county ; to the little reliance that can be placed on what is often said or spoken, provided the individual have some bias or interest in the matter; and to the frequent abuse of God's holy name in the common intercourse and transactions of life. These are facts well known to all observants' minds, and loudly calling for some means of reformation. 4. Most of them attend some place of religious worship, and enjoy the benefit of Sunday-schools ; but we have deep cause to regret, as regards the majority of them, the absence of that general and decided relbrmation in the moral character which we have reason to expect from the use of snch means. 5. They are for the most part quick, shrewd, and clever, in propor- tion to their advantages, evidently possessing sufficient natural abilities to form as useful members of society as any within Her Majesty's dominions, were they equally blessed with early cultivation ; and they are rather warm-hearted and kindly disposed, though their temperament generally requires to be somewhat softened and subdued, which can only be effec'.ed by early mental culture and sound moral training. 6. I have not the least doubt of it ; for as nothing tends more powerfully to elevate the mind and give a high tone to the moral feelings of man than good, sound, Scriptural education, when com- menced early, I feel confident that the morals and conduct of the people would be greatly improved were the means of such mental training generally established throughout the country ; for we often painfully witness how little can be effected in changing the leading features of man's moral character when the mind has not received proper training at an early age, while susceptible of deep and lasting impressions. 7. Yes, many of them, and especially the most intelligent ; but perhaps the greater number merely lament their inability, from poverty and the small number of day-schools, to supply their children even with the education now so scantily afforded. 8. Yes, and I think it desirable that it should be better taught; for 350 On the State of Education in Wales, all our accounts being kept in English, most books for the improvement of the mind being written in English, and all public business being generally transacted in the English language, there can be little doubt but that a better teaching of it would confer great benefit on the principality. 9. We have no prospect of being able to establish any additional day-schools, or to improve those we now have, without aid from Government towards the support of competent masters. 10. I think, as the country can be supplied with efficient education, that Government must ultimately take the education of the country into their own hands, so far as the payment, in whole or in part, of com- petent masters, leaving the erection of buildings to the exertions of each locality ; for the latter, requiring only a temporary effort, may be accomplished by local means, but the former, requiring permanent support, cannot be secured without the aid of Government; and their salaries should average from 40/. to 70/., according to local circum- stances. And should Government propose a general and comprehen- sive scheme of education, based on sound Biblical teaching, without insisting on the Church Catechism being learnt by the children of Dissenters, when objected to, and allowing them to attend their own Sunday-schools, I fully believe that such a plan would meet with little or no opposition from all the most respectable and most numerous of Dissenting communities ; for the subject of education has of late so arrested the attention of the public mind, that a large portion of all classes of society are now become willing- to make some concession to insure that most desirable object. And, in my opinion, any general plan of education must be on the principle of amalgamation, and not by separate schools to meet the diversities of creed ; for the latter plan would tend to create and perpetuate among us all manner of jealousies, strifes, and animosities ; while the former would be productive of union, harmony, and love. And I would recommend that the appoint- ment of masters be vested either in Government or the proprietors of the soil, which would prevent every contention that would attach to any other mode of appointment. 11. I think that the masters should possess higher and more extensive acquirements than the generality of those now employed ; but that tho.^e amongst them who have devoted a considerable portion of their lives to teaching, and are decently competent, should, in consideration of past services, be retained on the list. And I also think it advisable that Government Inspectors be ap- pointed to visit the school periodically as a stimulus, both to the scholars and masters, and a guarantee to Government for their proper management. DAVID PARRY. No. 47. The Rev. John Huyhes, Curate of Llanelly, Brecknockshire. Feb. 27, 1847. 1. CONSIDERING the extent and population of the parish, I am of Cardigan, and Radnor. 357 opinion there is a deficiency. The only school attached to the National Society is at the lower and most thinly populated part, while the school supported hy the Clydach Iron Company is confined to the children of their own workmen. 2. There is not more than one-third of the adult population can read, and a slill smaller proportion are able to write; while from the little intercourse they have with strangers, and the prevalence of the Welsh language, they are but slightly acquainted with the common obser- vances of civilized life. 3. Partly so; their dwellings are almost universally destitute of those conveniences which are necessary to the health and comfort of mankind, and from the practice of the males stripping to wash themselves in the presence of the females, the usual barriers between the sexes are done away with, and the result is shown in the frequency of illicit intercourse. Drunkenness is also prevalent, although not to so great an extent as formerly. 4. The majority attend Dissenting places of worship, where the services are in the Welsh tongue. There is morning service in the parish church in English, which is usually well attended, but princi- pally by the more educated classes. The afternoon service at the parish church is in Welsh, and is thinly attended. The Wesleyans have English service, which is well attended, as also is an evening service in English at a school-room licensed by the Bishop ; and in the upper part of the parish, Brynmaur, are Baptists' and Primitive Methodists' or Ranters' places of worship, where the services are English, which are attended by many who would attend the church if there was one here. 5. The conduct of the people, although in the main orderly, is marked by strong suspicions of any attempt to do them good. They dislike strangers, and are consequently narrow-minder!. This arises partly from the ignorance of the Dissenting teachers, and partly from the prevalence of ihe Welsh language. 6. Undoubtedly it would. 7. To a certain extent they do, but from a desire of gain, although getting very good wages, will put the children to work at so early an age as to give them no chance of being permanently bettered by going to school. 8. The English language is gaining ground, and it is desirable it should be better taught as a means of overcoming prejudice, and pro- moting a better knowledge of science, and of other portions of the empire. 9. No. There is a school- room recently erected at Brynmaur upon the principles of the British and Foreign School Society, but there are no means for its support. At present about 70 children attend. 10. If Government were to aid in erecting a school-room at Bryn- maur on the National system, it would no doubt receive aid from the better-educated classes in the neighbourhood, and might be used for the services of the church on Sunday, when there can be no doubt it would be filled. 11. The small size and inconvenient situation of the parish church has been one cause of the prevalence of Dissent. The population is near 10,000, and only church accommodation for from 300 to 400; 358 On the State of Education in Wales, while full 4,000 reside at Brynmaur, four miles from the parish church. The burial-ground attached to the church is much too small, and in- conveniently full. JOHN HUGHES. No. 48. The Rev. James Denning, Curate of St. Mary's, Brecknock. 10th February, 1847. 1. YES, there are four day-schools connected with the Church in the town of Brecon, anil only one of the teachers of those schools was ever in a training establishment. I believe all the teachers are deficient in " order," and that the discipline of the schools is very defective. We want well-trained masters. 2. The poor seem ignorant on most subjects, except how to cheat, and speak evil of each other. They appear not to have an idea of what the comforts of life are. There are at least 2000 persons living in this town in a state of the greatest filth, and to all appearance they enjoy their filth and idleness, for they make no etfort to get rid of it. From my experience of Ireland, I think there is a very great similarity between the lower orders of Welsh and Irish both are dirty, indolent, bigoted, and contented. 3. The defect in morals which is most remarkable to a stranger, is the double dealing. No person here ever asks the sum he intends to take for an article. The seller vows and declares he will not dispose of an article for a less sum than he at first asks, but presently he lowers the price if he sees you unwilling to buy. Many may suppose the asking of a second price for an article does not prove a defect in morals ; but I think that every right-minded stranger when coming to Wales would, on consideration, be obliged to confess that morals are very low ndeed with regard to selling and buying. Truth is not regarded when money is concerned. The women drink quantities of gin. 4. There are three churches in Brecon capable of holding 2000, and there are seven Dissenting chapels that might contain about the same number, or perhaps not quite 2000. The large mass of people go on Sundays to some place of worship. 5. The people, generally speaking, are thankful for any kindness shown them, and the clergy are always respected when they are atten- tive to their duties. The Welsh are warm-hearted and kind, and might be much improved in morals if their spiritual teachers were men of zeal and piety. But, alas ! the large body of the clergy are drones, and the preachers fanatics. 6. I am quite convinced that if we had good schools built here, and a superior class of men as teachers who would be good disciplinarians, and strict in punishing any even the slightest deviation from truth, that incalculable good would be effected. We want in Brecon Englishmen as teachers, in other parts of Wales you must have Welshmen. 7. There does not seem to be a great anxiety amongst the parents to get education for their children, certainly nothing amounting to the Brecknock, Cardigan, and Radnor. 359 necessity which exists. But I think generally that a good system, if provided, would be accepted, even though opposed by a few narrow- minded preachers. Our girls' school is pretty well attended. 8. Yes, it is gaining ground, and until it is universally spoken nothing effective can be done to raise the social character of the people, and for this reason the arts and sciences, agriculture, &c., are brought to perfection in England. If improvements are to be introduced here, they must be by persons who have acquired them through means of the English language. All scientific books are written in English ; medical men study in English; our courts of law pronounce judg- ment in English ; in fact, in everything but language we are part and parcel of England. Teach English, and bigotry will be banished. 9. An effort is being made to establish schools in connexion with the National Society ; but I think Government, will be expected to make grunts for the purpose of meeting private subscriptions. 10. My firm opinion is, that the Church ought to be made the means of imparting- education ; and I am as firmly of opinion that the people would accept it ; but owing to the bigotry of the preachers, I think it would be a wiser plan at present for the Government to grant sums in proportion to private subscriptions. Let good teachers be prepared first of all ; give grants of money for building schools, and an annual sum for the payment of teachers, to be met by a similar sum by each school ; make it a rule to teach English (indeed, it ought not to be granted unless this was insisted on), and let an annual or half-yearly inspection take place; if these things were done, I believe in a few years that the social, moral, and religious character of the people would be greatly improved, and that Wales would be one of the first in the scale of nations, in place of being sunk in comparative heathenism. 11. I cannot too strongly express my opinion about the necessity of getting rid of the Welsh language. The clergy are content to remain in carelessness, because they are aware no Englishman can intrude here on account of the Welsh language : in consequence of this want of healthy rivalry, many clergymen neglect their churches; regardless of public opinion, they get the fleece and care not for the flock ; but banish the Welsh language, and Englishmen would come and reside here, and thus a healthy tone would be given to society. Our courts of law would be cleared from the anomaly of having justice adminis- tered in a language unknown to the people. The bigotry of the preachers would be driven away : in fact, they are now aware that if once the English language becomes universal, their occupation, like that of Othello, would be gone. Therefore give us English schools, and you may, under God, be made the means of conferring on poor Wales a great and lasting blessing. JAMES DENNING. 60 On the State of Education in Wales, No. 51. Francis Philips, Esq., Abbey-cwm-hir. 19th February, 1847. 1. WHEN I purchased the estate of Abbey-cwm-hir, nine years ago, there was no school within reach of the people ; the nearest being six miles distant, at Rhayader, and the road over mountains scarcely passable. 2. Very ignorant of religious and moral duties ; when the day and Sunday-schools at Abbey-cwm-hir were first established, scarcely a child could repeat the Lord's prayer, and none had heard of the Church Catechism. Education in general had been grossly neglected. 3. Crime of a serious character is not of frequent occurrence, but bastardy, which is scarcely considered a crime or disgrace, is very prevalent with young women ; those who afterwards marry generally become industrious and domestic, but they have little idea of cleanliness or comfort. The very high price of coal leads to pilfering of wood, &c. 4. Owing to the tithe, which belongs to the Dean and Chapter of Worcester, being paid very unwillingly to the creditors of a lay lord, by whom it is entirely abstracted from the country, there is a hostile feeling to the Church amongst the farmers, many of whom are either Baptists or Methodists, and have Sunday nightly prajer-meetings at their own houses. The church at Abbey-cwm-hir is now well attended, principally owing to the exertions and popularity of the present re- spectable curate ; but as he has also the care of another district and large parish where he resides, it is impossible for him to visit his distant parishioners as often as is desirable. As the salary of the curacy of Abbey-cwm-hir is only 401. per annum, it is scarcely worth the acceptance of a man of respectability and ability, and it is to be feared the services of the present curate cannot long be retained. The incumbent has not visited the place during the last ten years. 5. They are, especially the women, civil and obliging in answering inquiries, showing the road, giving shelter, or a cup of spring water. They knit stockings for their families. 6. Unquestionably, the good effects of the day and Sunday school, which my son Francis Aspinall Philips and his wife support and superintend, are very perceptible in the conduct and appearance of the children ; but until the landed proprietors and clergy take a much greater interest in the conduct of the fanners- and of the labouring population, little permanent good can be expected. 7. The children are generally quick and intelligent, and are desirous of instruction, as is evinced by the fact, that many come a distance of more than three miles, through roads almost impassable; the parents also frequently express their gratitude to my son and daughter for the advantages afforded to their children by the establishment of the school. 8. On my estate I never hear the Welsh language, but in the parishes to the westward I believe it is generally spoken. I consider it very important for the improvement and the condition of the people that the English language should be generally introduced. 9. Nothing of the kind. I know of no school except the one my Brecknock, Cardigan, and Radnor. 361 son and daughter established, which has now been in operation eight or nine years. 10. In the present neglected state of the neighbourhood of Abbey- cwm-hir, any aid from Government applied to schools would probably lead to abuses and jobbing, unless very cautiously applied and strictly watched. 11. The frequency of bastardy may in some degree be accounted for from the want of decent accommodation in most of the farm-houses and cottages, and also from the nightly prayer-meetings of the Methodists and Baptists, which are generally followed by a kind of gossiping, in which farmers and labourers delight. The wretched state of the roads, the want of a resident gentry, and a better-paid church, are all great bars to improvement. FRANCIS PHILIPS. The " inquiry" being addressed to me at Newtown Montgomery- shire, only reached me yesterday. I shall be happy to give any further testimony; the application of a remedy for the present disgraceful state of Radnorshire appears to me very easy ; time and space forbid my now enlarging on the important topic. F. P. No. 65. The Rev. Henry Griffiths, PRESIDENT of the Independent College, Brecknock. 9th February, 1847. 1. Is there a deficiency of good day-schools with competent masters, in your neighbourhood ; and in what respects are they defective? Yes. very great deficiency indeed. * * lam afraid few of the chil- dren are made to understand what they hear or read. In many cases it is mere parrot-work, and therefore, utterly incapable of producing any healthful influence on character. This is still worse, where, having nothing but English in school, and nothing but Welsh at home, the children may be said to think in one language and feel in another. 2. Is there much ignorance among the poor, and on what subjects? Taken as a whole, I believe the Welsh peasantry are decidedly superior to the English. Having spent 12 years as a minister in England, and in daily communication with the poor, I may perhaps be allowed to speak with some confidence. But all the other classes among us are immeasurably inferior, in point of information, to the corresponding classes in England. Nothing can be more worthless than the schooling ordinarily given to the children of our small farmers and shopkeepers. This is especially the case with respect to girls all through Wales. Let me add, the whole community suffers from the absence of that teaching, which would tend to fit boys to excel as mechanics or artizans. Ac- cording to the Registrar of Marriages, nearly one-half of our men, and nearly three-fourths of our women, are unable even to write their name?. During the last five years, I have spent whole weeks going about from house to house, in different towns and different counties, for the purpose 362 On the State of Education in Wales, of collecting information on the subject. I am sorry to say, every suc- cessive inquiry has only deepened my impressions as to the extent of their ignorance. There is also an almost incredible amount of super- stition. Not a few facts have been brought before me, which, until lately, I should have pronounced to be utterly impossible in Wales. In the border towns especially, there is a number of families who know very little Welsh, and who therefore never enter a place of worship, It was but the other day I visited a house where lived a grandmother, father, mother, mother's sister, and 13 children (most of them grown up), and yet not one of them could read a syllable. Of the plan of sal- vation, so far as I could make out, they knew absolutely nothing. Let me hope this was an extreme case ; I fear, however, it is not so rare as is generally supposed. Indeed, I am sorry to say, I could mention a great many other instances almost as bad. But facts like these do not present themselves to the more casual observer. Nothing but careful personal examination can give one any adequate idea of the fearful ig- norance by which we are surrounded. In the purely Welsh towns, the case perhaps is somewhat different. Of secular learning they have very little or none ; most of them, however, regularly attend public worship on the Sabbath, when they are familiarized with truths which feed the heart, and which thereby quicken their minds and improve their man- ners. Hence, in Wales, the education of the people is independent of, and therefore must not be measured by, the extent of their school at- tainments. Miss Sedgwick writes of a guide at Antwerp who could speak, intelligibly, French, Spanish, English, Italian, and Flemish, of course, but who could not write, and had never heard of America. Something very like that may often be seen in Wales. There have been ministers among us, men of great mental and moral power and pro- digious influence, men whom we need not blush to class with England's best, and whose memoirs will be instructive to the end of time, but who nevertheless knew nothing of English, and never were able to write their names! In hundreds of our cottages, at this day, you may find men of most elevated habits of thought and feeling who never read a page in their lives but the Bible. The pulpit has been our national teacher, and nobly has it done its work. There is a work, however, which it cannot do, which consequently, for want of schoolmasters, has hitherto been awfully neglected among us. 3. Are their morals defective, and if so, in what respect? State instances and facts which illustrate this. Generally speaking, our calendars are not remarkable for their numberof gross crimes; in fact, I believe quite the reverse. I am afraid, however, that social and do- mestic moralities are very low among us. The number of illegitimate children, when compared with England, is astounding. There is also a great deal of drunkenness- On fair-days, we often have fights in- numerable about the streets. I am sorry to add, among the lower order of boys, habits of gambling, in a small way, seem very much on the increase. I have not observed this elsewhere in Wales, but here it is doing incalculable mischief. HENRY GRIFFITHS. Brecknock, Cardigan, find Radnor. 363 Answers to Inquiries supplied by the Vicar of Presteign, and printed at his request in this Edition. 1. THERE is great deficiency both of schools and school accommo- dation. There is an endowed Grammar school capable of affording instruction enough for all the boys in the parish ; the number, however, of admissions is restricted to about 62. The present rector is not a trustee, and has consequently no voice in the management of the school. There are several small schools in the town of Presteign for the reception of children of both sexes. I myself supported a girls' school for several years at a great expense, but I received neither help nor encourage- ment from my wealthier parishioners. It was thought that the educa- tion I was giving the girls would lever them out of the position they woiild in after life fill. My failure was a great disappointment to me. 2. The employments and pursuits of all the poor in my parish being entirely agricultural, there cannot be that developement of mind and character which we discover in the artisans of the manufacturing dis- tricts ; they are a shrewd people. 3. I should confidently say that in Presteign the morals of the poor are less defective than elsewhere ; my opinion is thus formed. For many years I have acted as a magistrate, and during that time have known very very few instances of parties brought before me for drunken- ness, and the same individuals have for the most part been the parties complained of. There is in Presteign a policeman, supposed to be always on duty ; and there are four constables. Since my institution to the living of Presteign, I have constantly acted with the Board of Guardians. I have recently consulted our relief books, and I find bastards chargeable upon our parish for the last eight years as under : Years. No, 2 2 Years. No. 1843 3 1844 1845 3 1846 2 Population 2344. Total bastards chargeable 13, or 1^ a year only. Thus I say that the morals of Presteign are not very defective in the matters of drunkenness and fornication. Petty thefts are common, hedge-stealing, too, is carried on to a great extent ; fuel is very dear, and often very scare, which may account for the hedge-stealing. 4. There are two full services at the parish church, and an afternoon service at Discoyd, at the northern extremity of the parish. There are several Dissenting places of worship ; one Wesleyan, one Primitive Methodist, one Baptist Chapel. The attendance of the people ought to be much better than it is. The Sunday-schools are well attended. The teaching is gratuitous. 5. The greater number of the inhabitants of Presteign being of the labouring class, I have little to observe on this question as touching the social and political character, however, of my parishioners. I may be 364 On the State of Education in Wales, allowed to hay, that I have never experienced unkind opposition in the slightest degree from my dissenting brethren in church matters. I have never known an attempt to negative a proposed church rate. 6. Most undoubtedly. I have always been most anxious to establish a National-school, and have a promise from the Lord Lieutenant, Sir John Walsh, of 50. in aid of the like sum from myself, but my project has not been carried out from the circumstance of my inability to con- scientiously apply for a Government grant ; assured as I am that the annual contribution for its support would fall far short of its wants. *J. I have had more applications for the establishment of infant schools than complaints of the want of better education for the older children. Indeed I am sure that if the trustees of the Grammar school had the power to do so, and would throw the school open to the parish, all our boys might be well educated, and a National school, on a smaller scale than I have contemplated building, would be amply sufficient for our wants and could be supported. 8. English only is spoken throughout the parish. 9. No. 10. Answer 7 will suffice for this question. OLIVER O:\IEROD, Rector of Presteign. ileport on the County of Monmouth, under the Commission of Inquiry into the State of Education in Wales. BY J. C SYMONS, ESQ. To the Might Hon. the Lords of the Committee of Council on Education. M V LORDS, London, September 1, 1847. AFTER I had completed my inquiry into the state of Educa- tion in the counties of Cardigan, Brecknock, and Radnor, in March last, instead of proceeding to that of Montgomery as had been originally designed, it was thought expedient that I should con- duct the inquiry in the mineral portion of the county of Monmouth. Although Monmouthshire no longer forms a part of the Princi- K C asone relied It thus appears that in Monmouthshire the tide of immigration took place between 1801 and 1811 ; that it subsided even below the general average of increase between 1811 and 1821, and that it again flowed in with remarkable steadiness during the succeed- ing twenty years ; and from the observation and enumeration made in different parts of the district, I am informed that during the last few years of mineral activity the ratio of increase has derived a considerable augmentation ! The actual present amount of population (1847) of these eighteen parishes is likely to be little less than 100,000.* And as the census of 1841 is taken as the basis of the centesimal proportions of population given in the fol- lowing tables, the results will be in each case less than the truth, and the relative amount of schooling to population will be in most cases somewhat more favourable than the truth. The following is the parochial abstract of schools and popula- tion in the gross.- (See p. 367) I cannot present to your Lordships even these gross returns, or the details which are inserted in the Appendix, with any confidence in their precise accuracy. I have used every endeavour to obtain the requisite information, by means of my assistants, fairly, fully, and correctly, and in a large majority of instances, the facts and facilities for testing them were readily given by the managers of schools : there were, however, exceptions to this obliging conduct, which render it somewhat doubtful whether, in a few instances, the exact truth was obtained. The hostility evinced towards your Lordships' Minutes of Council of 1846, made known just previously to my arrival in Monmouthshire, in some measure, and in some cases, extended itself to my inquiry, and impeded its execution. No inconsider- able interruption to my own investigation was caused by the necessity of explanations to those who had expressed reluctance to further the labours of the assistants, and to whom it. became essential to explain the independence of our commission, and its disconnexion from the measures recently propounded by the Committee of Council. I also endeavoured to impress the Dissenters with the * This is of course a mere guess, founded however on strong probabilities. Monmouthshire. 3G7 S(ooqos Xspung jo JBJOX puma * r- 1 OJ C* Ol in ClCiCOCS-HOOl~-HffiO < w g; * * - . E 9 e 6 z > 8s s 8 ~ CO CO 00 r-l ^-1 OJCOOJOi o" TiT _T ," c ir> t-T Dissenting Sunday Schools. H * O -H l~ 00 C*JCO"C?i'^CCCOf > ^ E5 ?< IM <5> -H J 00 s CJ 9 >n 1 T3 _!= = . fe jf -< 3? j~- 1-1 oooo(MO>-*o -HOr^'-o i-CT*m . m . momoe>ojrt..- 10 CJO^f . >o . on-.aor- o IT! < OJ r^^^ II rHCOO ^-1 I 1 o n Church Sunday Schools. H O < -J (M i <> m i< PS ci . ,-.o HOitg 2 rrs" Above 15. fy | omo M < aoxOTjico i jj " 2 10 ^H Ot ^ l-H rH 1^ CJ CJ tO m*, .^> I-HI i o CJ Under 15. 1 mt^to o>fl r^tsii 10 oo us m > ^ i^fco.cji-i . . mj-.iMOO>in^iiig 41 CI 35 ' _0 "3 ^^OOPOMC-JOO CiCOO TW1^.I>-OCO N-airtTp;-. . . .^.Ncomcoi- I i >> & < j t^)OOOOO < IO^DOiCOr>.-H*^HIf5 O*H -Hincom co coo'neicor^-T'.-o <> I 1 IN P-< ^Hr^^HCOrH^HIftCO ^HCO i g CJ 1 E fa csor-ci ^f cr. o i^- o to v r-< eooo i^ c-j c co . ?i >M in et fi to ' . -" 5) i >n 3 "rt cir-cocn r- MoototDO'jioi^ co-- i^ >. .BMofrSAw c ' 1 ^; From 5 to 10. i >n IS i in ci o* . "* . co TO m > co N co oo . co >n 1-1 (M r-l ^ CO CO _0> 1 Soocio ^H r>.(omcooton(M coo ^Tjiftco . ri . ci-vincico-^ooo .10 10 CI -p ci Oi Under 5. s to 10 eii-i^toi>o- ! _ "rt S mr-ot^ -- o o r- PS m >n so dj^ irj _. l, _ _ _ .MrMF^Rr^SV .-^ ~> o n X o I 3 cn 00 1O ff) d r-l CO MlOPiOPStDO-^lTtllO CO 1 'O I OOOIS Cl lltOCOOfOClCDOO OOO *"* ** ci B ~rf "s P. ,c 'S H d'-CO < *W CJ r- co ^ >! 00 o oo>toeiqor-305or->> IMI^^ CO i- o ^r -, , C . rt CO CJ -i IT>" CO C-J -i 2 1 SS^K^S g^SS2S2g5S2S o co o io t ro o r* H v ol ID >o c* C> *" 8 s TfcT ^^-Wto''-'*^ i "3 S ifi OO C* t"- O Oi Ci ro (O t ifl Tj< C*i '^ r* *J' ^2 * T SS^^SS S glpsSSSteS2S 55 CI S < cj _ , , cT r- < i^ ^5 13 . . . .3 rfJ2 "S < ' *' > tccfco K73 S.s -o f 1 1 i II li i.l.l.i I- j ti ; : it H 1 1 1 i I II 11 1 1 1 1 ! J I f| 1 P <^^523 5 gapsaasiizsfiac o f. FHOico^intD t^. oooo^c-ico^i^tofr-oo SGS /i the State df fidueatitoi in fact, that whatever th ing for each period to the whole Number. 4223 63-5 ~ 1 More than one year, and less than two years . "- stem - control over the management of the fund they contribute to, and inasmuch as the employer causes the school to be conducted after his own views, a portion of the contributors to it are sure to feel asfofrieved. No account is rendered to the men, and the surplus DO ' 376 On the State of Education in Wales, money may go to the payment of a Church minister, the majority of the workmen being Dissenters, or it may be pocketed by the firm, and become a source of clandestine profit to the employer, without any possibility of detection. It has a tendency, moreover, to make the schoolmaster independent of the parents of the chil- dren ; he is dependent solely on the employer, who is generally fa.' too much occupied to give heed to the grievances or complaints of the parents. At the same time, it is but fair to admit, that those schools are among the best in the district. In all these cases the fund thus collected has been entered as " subscription." There were instances in which it was not. very easy to ascertain the exact facts, and having no power to enforce any information which was not willingly given, I regret that my report, on this head is not so ample as I could wish to make it. I feel it my duty, however, to state my conviction, that the work- men do not derive an equivalent for the fund usually raised from iheir wages, and to which they are compelled to pay. The system of a compulsory payment, under proper regulations, is one which I should be averse to condemn too hastily. It may, in many cases, prove the only efficient means of procuring a maintenance for a good school; the workmen would scarcely maintain it adequately if left to themselves, and the masters are unquestionably as little likely to do it for them. The only desideratum seems to be that the money should be properly applied and accounted for, and that the men themselves should have the benefit of the surplus, if there were any. The time may come when it will be compulsory on the employers to have the children educated before they employ them, and if so, it may be expedient that the means of doing so should exist. At present, more money than enough is paid in these establishments by the people, and the end is not answered. Endowments are not very numerous. There is a richly endowed school called the Blue School, at. Caerleon, of which the income is said to be considerable ; but as one of the teachers wrote to one of my assistants, after having given information on the subject,, begging to withdraw it, I do not feel at liberty to state the amount. It is, moreover, a school almost wholly removed from the minium" district. I allowed it to be included in the returns with the other Caerleon schools, simply because there are works in the neigh- bourhood at which children are employed, p.nd I was anxious to exclude no portion of the field which partakes, however remotely, of the mining character, The following abstract, though imperfect for the reasons stated, will afford to your Lordships a fair notion of the relative, as well as aggregate, means of maintenance for existing schools : Income of Schools. Xumbef of Schools. Total Amount; Awryge per School. Dl fruiu . S. d. . *-. d. Subscnptiuns .... ColifCtions .... 24 6 1,391 18 (i 81 7 57 19 11 13 10 1 School pence .... Endowments .... 11$ 1,868 13 5 167 10 16 4 10 27 18 4 Income from all sources . 1-22 3,509 -2 G 28 15 3 TsVu- of tsl- come of Schools. Five of the schools are not included in this estimate, the income not having been ascertained. It is not to be lamented that this is so, for these schools happen to have very much larger incomes than the others, and would have swollen the average so as to make it no index to the truth. It comprises, however, schools having incomes from 57. to 500/. per annum. As the subscriptions include some of the per centage levied upon the wages of the workmen at the iron-works, and as the school pence consist exclusively of their own payments, it follows that two-thirds at least, if not a far larger proportion, of the sum spent, on education in this district is paid by the people themselves, and that very little is clue to the beoevolenca of the rich. The amount of the money subtracted from the wages of the workmen is by no means ascertained or included to its full extent, nor is it ascertainable ; it would fluctuate, moreover, with every vicissitude of trade, even if it were entirely applied to the support of the schools ; but it is not unfrequently mixed with funds for other objects. I may, perhaps, be allowed to remark, how little the wealth or poverty of a district practically affects the quality or extent of the education given to its poor. My inquiry has now embraced perhaps the very poorest and the very wealthiest districts in the kingdom. The people can scarcely exist on less than they receive for their labour in South Cardiganshire, nor have their employers the means of paying them more ; in the mining district of Mon- mouthshire, large fortunes are being rapidly accumulated, and in few, if any spheres of industry, are higher wages given. In buth is education neglected. It is often said that the people will edu- cate themselves if they have the means : the means will never be more abundant than in Monmouthshire, and there is, according to all accounts, a decrease of education there. The school-houses are better in this district than in Midland Wales. There arc some very good ones, and several tolerably adapted to their purpose. Tiie following abstract will show the relative number of the different classes of schools, and their condition : Tenure and c!i:inu: 1 of School . house*. 378 On the State of Education in Wales, Whole ' School Buildings, Furniture, and Apparatus. Number of each Class. Centesimal Proportion of whole Number. Number of which the Proportions are given. TENURE OF SCHOOL. Tenancy at Will .... In trust for ever .... 103 15 81-1 11-8 I 127 By lease for a term . 9 71 j STATE OF REPAIR. School Buildings Good . 80 63-0 1 Indifferent 36 28-3 > 127 Bad . . 11 8-7 1 Outbuildings. Sufficiency Sufficient . Insufficient 53 42-1 5-5 1 126 None . f.6 52-4 1 Quality Good . . 54 90-0 I 60 Indifferent 4 6-7 Bad . . 2 3-3 1 SCHOOL ROOM. Furniture and Apparatus. Sufficiency Sufficient . . Insufficient . 47 75 38-5 61-5 | 122 Conditions In good repair In bad repair . 75 47 61-5 38-5 I 122 Whole Number ol Total Average Schools on School Accommodation. Number. per School which the Average is struck. Number for whom there is ac-1 commodation, at 6 square feet 9,249 73 127 In very few of these schools is there sufficient solidity and capacity of structure, or site enough, together with apparatus, to meet the requirements of the improved systems of instruction. The return above made is according to the purposes for which the school is designed. Very capacious and excellent buildings exist at Court-y-bella, Newport, Pontypool, Pontnewynydd, Abersychan, and Machen ; but the majority are held in private rooms, or rooms attached to buildings not originally built for the purpose. At Ponlypool, the Dissenters are building large rooms for the British and Foreign school, held, when I was there, in a room at Pontnewynydd. School buildings are not the greatest want, in this district, though several new ones, and much improvement of those which exist, would be requisite to an efficient education of all those whom it is desirable to educate. The apparatus and books are generally insufficient. Galleries Monmouthshire. 379 and play-grounds, for instance, very seldom exist ; and even the minor apparatus is supplied only in a few of the best schools. The teachers are not only generally untrained, but they are fre- e ^v? us quently persons who are wholly unfitted, as regards previous occu- occupations. pation and habits of life, for the delicate and complex functions of an efficient teacher and trainer. The following is a summary of their previous employment. Of the whole number of 127 teachers, there were 3 labourers, 1 pri- vate assistant in a school, 1 accountant and mineral surveyor, 6 farmers, 1 merchant's clerk, 3 counting-house clerks, 5 students, 1 bricklayer, 1 excise officer, 1 Independent minister, 13 in school, 2 miners, 1 blacksmith, 1 gardener, 1 carpenter, 2 cabinet-makers, 1 gentleman's servant, 1 currier, 1 shopman, 1 stationer, 3 grocers, 1 sugar planter, 1 tailor, I architect, 1 carver, 2 shopkeepers, 1 sailor ; 14 dressmakers, 4 servants, 1 in a draper's shop, 7 house- keepers, 1 teacher in a school, 5 sempstresses, 1 baker, 1 lodging- house-keeper, 1 butcher's wife, 1 lady's-maid, 1 labourer's wife, 3 milliners, 1 dealer in earthenware ; and 28, some men, some women, who had had no occupations of any kind. The remarks I have already made to your Lordships with System of in- , i p f n i TT i iii strucuon ana regard to the schools or Midland Wales, and the character of the extent of ac- instruction given, apply with nearly equal force to the generality q " of the schools of this district, and it would be superfluous to repeat them. There is a larger proportion of tolerably good schools, that is to say, in which elementary instruction is well given, but in by far the greater number even this is not effectually done. As re- gards training, or mind teaching, it exists only in one or two schools, and there, owing to the shortness of the stay of the children, among the older classes alone. The whole system seems as though it were designed to impart instrumental education alone, not actual educa- tion ; in other words, to supply the mind with tools, but not to teach their use; to supply the externals of mental power without exercise of the mind itself. The understanding of ninety per cent, of the children who pass through these schools is just as little im- proved or informed as when they entered it. There is the same book-labour and rote-labour as in Wales, with the same utter in- activity of mind. There is the same absence of thought and of desire to be taught to think. Schooling is desired simply because it is deemed a stepping-stone to gain, and a means to advancement, in life. On that account is it alone sought for. The Bible is uni- versally read in the day-schools, both great and small. Little children are found stammering through the Pentateuch or the Re- velations, who might be reading the Koran with equal profit. I found the prevailing ignorance of Scripture history and doctrines almost as dense as in Wales. The Bible is read as a reading exercise, and seldom with any attempt at a comprehension of its meaning in day-schools. The mechanical arts of education are, on the whole, better taught a' cm of uc!i;m a 0/4 f Atf Stete tf 'Md&&to$ t/t than 1 had befcri led to expect j and, considering the short tittle thd children stay in school, they certainly attain as much facility in reading, Writing, and ciphering as could reasonably be expected ; and I can perfectly understand a person who fancies this is educa- tion, giving a favourable rather than an unfavourable report of what is effected with scholars whose average stay at school very slightly exceeds a year. The following extracts from the notes I took in several schools which I inspected may furnish your Lordships with some notion of the general character of the different classes of schools, and with illustrations of the instruction given in this district: i n . The following Table sums up the results of the inquiry into the " d . details of discipline and system : Instruction, &c. Number of Schools. Proportion per Cent, of whole Number. Whole Number of which the Proportions are given. Schools opened with a hymn or prayer . RELIGIOUS INSTRUCTION CONDUCTED BY 72 93 29 1 4 44 26 22 25 10 47 120 fj 37 90 15 31 "o '75 56-G 73-2 \ 22-8 1 8 f 3-2 J 34-6^1 20-5 17-3 ( 19-7 f 7-9 37-0 J 94-5 ) 5-5 / 29-1 \ 70-9 / 11-8 } 24-4 " f 59-1 J 127 127 127 127 127 METHOD ov INSTRUCTION. . Individually . . .] I ~ If Individually and in classes) Individually and in classes/ B ? mo tors j LANGUAGE IN WHICH INSTUUCTION is GIVEN. VISITATION MADE BY Total Schools .... 127 NOTES OF SCHOOLS. T7te Town Schools, Pontypool. I VISITJED these schools on the 12th of March. The boys' school did not impress me very favourably. I found great noise prevailing. The monitors were either teaching mono- Monmouthshire. 381 syllables to very young children, or were screaming questions out of a catechism about Scripture history and sacred writers, which, as many as could, answered at the pitch of their voices. There is a gallery at* the end of this school, in which I requested that the children miht be ranged ; a class of the girls was also brought from the girls' school. There were 43 boys, of whom 25 were of the first class, and 34 girls, of whom 15 were of the first class. Both of the first classes read iu the Testament very fluently, but none, I thought, with expression ; the tone and style of reading was a near approach to shouting. i^The master did not show the children how to read better himself, but told one of the boys once to imitate another boy who had read the verse correctly, but without any emphasis or impressive intonation of voice. I mention this incident, because it is a specimen of the standard alone aimed at. In one instance the master corrected a boy, who had pronounced shewed as showed; he told him it was pronounced shoo-ed ; the boy repeated his former pro- nunciation of the word, and was told by the master to sit down, and not to read again to-day, as a punishment. He then made them answer question?, put in the usual way, on the subject of the chapter itself, in turns. The 7th chapter of the Acts of the Apostles was selected by the master. The Testament given to me was thumbed quite black at that place. Most of the questions put by the master and by myself were very fairly answered by a few of the girls and boys in each of the first classes ; by 10 of each at the outside. The ability and information evinced by some few of these children were very satisfactory and pleasing. It was far otherwise with the rest of the school. Out of 18 girls in the first and second cksses, only one knew what " perceive" meant. Very few even of the higher children, and none of the lower, knew the meaning of " object," " preserve ;" and one of the best informed of the girls said " civilized" meant Christian. In spelling, most of the children were proficient. The few elder children were able to answer very simple general questions, and a few on the elements of geography ; the great bulk of the school were ignorant of the large towns of England, and their products. Three only knew of Leeds, 4 of Sheffield, 6 of Manchester, and none of Macclesfield. The second class thought Ireland was in Africa, and that in Turkey, Scotland, Spain, and Canada, the people were black. Several equally absurd guesses were made. This school is well supplied with funds, and there are maps and prints of animals hung up aloft on the wall, with very little appearance of being used. I found the children generally very backward in arithmetic. The copy- books in both schools were good. My general impression of this school is, that a few clever children are well taught ; that the answers which have raised the reputation of the school in the examinations which occa- sionally take place are almost exclusively made by 15 or 20 children, and that the education of the rest is much neglected. I think the system, moreover, of teaching defective, and that oral instruction, for which the gallery affords the means, is very imperfectly practised. The children sang very nicely. I cannot conclude my remarks on this school without mentioning the cleanliness and orderly conduct of the girls, which struck me as being very superior to that of the boys, very few of whom had clean faces. The Rev. Mr. Davies takes much interest in these schools, which are in connexion with the Church. Mr. Hanbury Leigh, the Lord Lieutenant, is one of the chief promoters. 2 D 382 On the State of Education in Wales, Mr. Brown's Private School, Pontypool. This is a private school, kept by a poor but intelligent man and his -wife, in the common room of their small house. 32 children were present on the day of my visit. They were of all ages from two years to 16. There was nothing more than a few benches and a table by way of school furniture. The woman had a young child in her arms, and divided her attention between the dinner on the fire and the performance of her maternal duties. The only instruction given was in reading, writing, and arithmetic, which was done according to the old system. Several of the children were learning long rows of spelling. In ciphering 1 , two or three had made respectable progress; the copy-hooks were creditable; and, seeing that the master had no conception of any improved system of teaching, his pupils did him credit. He assured me that the parents of the children were per- fectly indifferent to education, and that they came less when trade was good, and went away to work before they had made any sufficient pro- gress. He had an adult school, attended by about 20 persons, in the evenings ; chiefly to learn arithmetic and writing. This school was a very favourable specimen of its class. Mr. Williams's Ponteneioydd Schools. These schools are in con- nexion with the iron-works of Mr. Williams, of Snatchwood. Pontenewydd. They are held in a very large and substantially-built school-room, with a gallery in a separate side-room, which opens out of the school-room, and would afford every facility for the excellent plan suggested by Mr. Moseley, in his Report on the Midland District, for drafting sections of the school into a class-room, fitted up for gallery instruction. It is much to be lamented that, although the manager of the school is zealous for education, and presents a complete exception to the general indifference of iron-masters on the subject of education, he has neglected and under- rates the manifest advantages for which his building presents unusual facilities. The gallery is not used, there being no stove or grate in the fire-place; although it is alone wanting in order to complete this desirable addition to an establishment which is a credit to its promoters and an example to the neighbourhood. I have met with none equally efficient, or on a more liberal scale, in this county. The schoolmaster is a person of considerable ability, and I am enabled to speak in decided terms of his energy and the success of his instruction. He has nearly all the same disadvantages in shortness of stay and out-door contamination to contend with ; but, nevertheless, I found the first class very far advanced in comparison with other schools, and I took pains to test the information of the younger boys in a very large class which I examined, and I found them all satisfactorily taught, as far as the appliances placed at the com- mand of the master permitted. I have already mentioned one deficiency in the disuse of gallery instruction, and the comparative inefficiency of oral lessons. The Abersychan, or British Iron Company's School. I visited these schools on the 29th of March. They are held in a very substantial and sightly building, on the premises of the Company. The master of the boys' school appeared to be an amiable and deserving man ; he complained, as usual, of the short time the children remained at school, and the early age at which they went to the works. The first class of boys read the 2nd chapter of the First Book of Kings. They read in the usual shouting Monmouthshire. 883 twanging tone of voice, and without any apparent instruction in modu- lation or expression. Some of the elder children in the first class answered elementary questions in Scripture very pleasingly. The master had previously questioned them in some recondite minutia, such as how old Saul was when he was anointed, et similia, without much success. I found that the elder hoys had a good general knowledge of the nature of prophecies ; the distinct objects of the different dispensations ; the nature and character of parables and miracles, &c. Their knowledge of geography was very deficient, although several excellent maps hung on the walls of the school. None of them could tell me what sea hounds Prussia on the north, and only half-a-dozen had any notion of the names of the large towns in England or the capitals of Europe. They spelled very indifferently ; the easy words were alone spelled with accuracy ; the e's and i's, in perceive, believe, &c., puzzled them sadly. Their knowledge of the language was singularly defective, although the majority do not speak Welsh at home. Of the first class, some of them thought the word " observe " meant to obey ; 10, to love God ; and 10, to take notice. According to my usual practice in these cases, where I have reason to suspect gross ignorance of the meaning of words, I put to each child seriatim the question, What does to observe mean ? Is it to obey, to take notice of, or to love God ? I mark the reply of each in my note- book. None of the second class knew the meaning of " observe," or "demand;" which they guessed, meant to do nothing; others, to serve God ; and one thought it meant to be good. Writing and arithmetic were better attended to. Rules and Regulations for the Neiv British Iron Company' *s School at Abersyclian. AT a Meeting of the Committee of Management of the Abersyclian School, held at the office of the New British Iron Company, on the 20th May, 1845, Resolved That the New British Iron Company's School is established for the purpose of imparting to the children of their workmen a sound, religious, moral, and suitable education; and that it shall be governed according to the following Rules and Regulations : I. The children eligible to be admitted are the following, and they take precedence in the order they are arranged: Children of parents working in the works ; Children having lost their parents, who died in the Company's employ, and who are supported by brother?, or other relatives employed in the works ; Children of parents who died in the Company's employ, but who have no relatives employed in the works. II. That the school shall be opened and closed, morning and evening, with prayer and hymn ; and the Bible shall be the only text- book for leligious instruction. III. That the children shall attend at nine o'clock in the morning, and go to dinner at twelve ; return at two o'clock ; and break up for the day at five, from the first day of March to the first day of October, and at four o'clock from the first day of October to the first day of March. IV. That every child must attend school with hands and face clean, and hair combed; and in case this rule is not attended to, the master and mistress are required to send them home. 2 D 2 384 On the State of Education in Wales,' V. That children, after being admitted, must attend the school regu- larly ; but in case they do not, a report to that effect must be made by the master and mistress, and delivered into the Company's Office every Saturday. That the parent or parents of the children absenting them- selves must be called upon by two or more of the members of the committee, and admonished. If the irregularity continues after this, the children may be suspended or dismissed from the school, at the discretion of the committee, and not to be re-admitted without an order from them. VI. Parents are not to interfere with the schoolmaster or mistress in consequence of any correction which they may, in discharge of their duty, inflict upon the children. If they consider unnecessary severity has been used, they must complain to the committee, who will make inquiry into it, and adopt such measures as the case may require. Any inter- ference contrary to this regulation will occasion the immediate expulsion of the child or children. VII. That the schoolmaster and mistress keep a list of all the chil- dren, with the names of their parents, and their occupations, and a daily account of their attendance, in a book to be provided for that purpose. VIII. That the children be dismissed from school in classes, with a short interval between each ; and each class to be attended by the monitor beyond the limits of the school. IX. That a monthly report be made by the master and mistress of the general conduct of the children, and of any irregularity not com- prised in these regulations. That the said report be sent in to the New- British Iron Company's office, on the last Saturday in each calendar month; and that a meeting of the committee be held on the first Mon- day of the following month, at twelve o'clock, at the aforesaid New British Iron Company's office. X. That the holidays for the year shall be five weeks, and take place as follows : Two weeks at Christmas ; Three days at Easter ; Three days at Whitsuntide ; Two weeks at Midsummer ; XI. That two children out of each school shall be appointed by the master and mistress weekly to sweep the rooms daily. That the said rooms shall be washed every fortnight, and the windows cleaned ; and that 3l, per annum be allowed for doing the same, including brushes, flannels, soap, &c. XII. That neither the master nor mistress shall, on any consideration whatever, employ the children, without their parent or parents' consent, to carry coal into their house, nor manure into their garden, nor any other description of work not comprised in these regulations, nor with the parents' consent during school hours. XIII. That no children in whose family there exists any infectious disease shall be permitted to attend the school till it shall be pronounced safe for them to do so by the medical officer of the works for the time being. XIV. That any child absent after the time for opening the school shall be kept in, by the master or mistress, to learn some lessou, for the same length of time after school hours. XV. That it is also desirable that ihe lacliea of the Abersychan Monmouthshire. 385 district and neighbourhood he invited to pay periodical visits to the girls' school, for the purpose of superintending the needle and other work belonging to their department. XVI. That the girls he taught some work of industry, such as knit- ting, straw-platting, and plain needlework ; or any other branch of industrial labour the ladies may suggest, subject to the approval of the committee. XVII. That for the purpose of carrying out these regulations, any four members of the committee shall form a quorum, arid their decision shall be final. The meetings to take place in the office of the New British Iron Company. WILLIAM WOOD, Chairman of the Committee. The British School at Pontneivenydd. This large school, which is calculated to do much good, when I visited it, was held in a low and inconveniently crowded room. The master appeared to me a person of capacity, who, both in the want of sufficient apparatus and in the fluctuating stay of his scholars, had very great disadvantages to encounter. Some of the children who had been longest in the school evinced the fruits of good instruction, but a large proportion, as far as I could judge, were extremely ignorant. The singing was very good. When this school is housed in its new building, it will, in all probability, be much improved. In the estimate of the acquirements of the scholars attached to the account of it in the Appendix, only 8 are entered as reading with fluency and expression. It was suggested to me that either this was too low an estimate or that my standard was too high. It is fair to state that I consider that this classification excludes all children who do no more than read correctly with proper attention to punctuation. I think they are included in the category of "reading with ease." Expressive reading means the highest order of reading : so, at least, I have considered it. I may remark, however, that in very few cases have I felt that this estimate and classification of scholars according to acquirement could be usefully given. Unless a personal examination of each child were made, it is not possible to speak with any confidence of their individual pro- ficiency ; and as in my Lords' Instructions and in the Schedules supplied for our use, such details were not imperatively required, I have generally refrained from giving them, owing to the great difficulty and expenditure of time which it would have entailed to do it accurately. Nont-y-Glo School. These schools (one for boys and one for eirls) arc held in a school-house, built for the purpose by the Messrs. Bailey, who own these iron-woiks. The boys' school was badly conducted, but as I believe the master is to be shortly removed, it is scarcely of use to enter into any detail as to the present state of things. 1 examined the children of both schools in the presence of the clergymen of the district and of other neighbouring districts, and fovnd their infoimation and acquirements somewhat scanty. The girls were, however, superior to the boys. JBfahia Iron-icorhs, Schools. These schools are conducted en the Lancasterian principle, but certainly not very effectually at present. The schools are, however, newly built and established, and may irr prove. I examined children in each school, and found them more than usually backward. The vccal music was vciy good. 386 On the State of Education in Wales, In few, if any, of the schools is there any idea that it is desirable to do more than teach reading, writing, and a little arithmetic. A detail of the examination in each school would be a mere repetition of the same barren results. Court- y-bella School. I visited this school on the afternoon of March 31st, accompanied by the Rev. Mr. Hughes, of Mynyddyshvyn. It was established and is chiefly maintained by Sir Thomas Philipps, who has large coal-mines in the immediate neighbourhood. The ex- ertions of this truly benevolent man in the cause of education are well known, and this school is worthy of its author. It is a handsome building, standing on the bank of the deep ravine which skirts the tram-road to Tredegar. It consists of three spacious rooms, of which the two outer ones contain galleries. Neither the master nor the mistress were in the school when we entered ; they both came shortly, and the two first classes were marshalled in one of the galleries for examination. They read indifferently, but the first class and a few of the second class answered questions in Scripture history and doctrines remarkably well. They also acquitted themselves very fairly in arithmetic and geography. I was not able to examine the lower classes, but I believe that they were not nearly so proficient. The master appeared to me to be a person of considerable ability. British School, Monyddyslwyn t near Blackwood. This school-room is newly built and very well adapted to its purpose. I cannot say that I was much pleased with the instruction given. The boys I examined knew little or nothing, and the girls, though perfectly able to go through a set of answers when catechised by the mistress, were unable to reply to very simple questions put by me. The reading was very tolerable, but there is little appearance of any mental instruction whatever. Of arithmetic, with a very few exceptions, they were wretchedly ignorant ; the girls seemed to know little or nothing of it. The copy-books shown to me were very creditable. The girls were taught sewing to good purpose. Risca School. The only day-school, except dame-schools, in this parish, was held temporarily in a little chapel belonging to the Wealeyan Methodists, although it professes to be a Church school. It is a fair specimen of the country schools. The master is a poor cripple, but a man of some capacity. A few children were scattered about the chapel : 15 could read in the Bible, but 9 could scarcely read at all. As usual, the mechanical art of reading and writing were all that were taught, except a little arithmetic. The children knew very little of the meaning of anything. They had just been reading the Psalms, which they did with more ease than usual. Several of them thought that David lived after Christ, and one or two believed that Christ will never come again, and three or four only had any notion of the doctrines of salvation. With a few exceptions, the words they read conveyed no notion to their minds whatever. Four thought " defend" meant " to pray ;" 1 1 thought " regard" meant " to feel," and four only gave its meaning. They spelt much worse than usual. Two only spelt " rough" rightly, and the rest all spelt it " ruff." In arithmetic they had made more advance. One was in the Cube Root, 2 in the Rule of Three, 4 in the Compound Rules, 17 wrote in copy-books. Of all ordinary knowledge they had scarcely a vestige ; four thought they were living in Africa, and 5 in Wales. The answers to Monmouthshire. 387 "which is the largest town in England?" were " Bristol, Wales, Mon- mouthshire, and America." One only said London. Seven thought there were 48 weeks in a year, and one only said 52, which several said was wrong, but they had never heard how many there were. My impression, never- theless, was that the master had ability which may be turned to better account. At present it is not expected that the minds of his scholars should be instructed, and of course, it is not attempted. The curate of this parish had service to perform, and, consequently, could not accom- pany me to the school ; he mentioned that a better building was in contemplation. Tredegar Town-schools. Mr. Homfray has had the discretion and good sense to select an able master for this school. It would have required several hours to have inspected it thoroughly. I paid it two visits. It is held in the Town Hall, a very large room, well lighted and warmed. The school is conducted on the monitorial system. It con- tained a large number of boys. I examined three or four classes, and found more proficiency than in nine out of ten of the schools I have seen. The higher classes possessed a very good general knowledge of the Scriptures. In spelling they excelled. In arithmetic I found the first class very fairly taught, and some of the boys had attained much power of calculation ; they were not, however, beyond practice, with a few exceptions. The second and lower classes were very backward in arithmetic, few could work more, than a Simple Multiplication sum, and many of them worked one incorrectly. Simple questions in general knowledge, elementary history, and the outlines of geography, were answered very fairly by the higher classes. A large number of the younger children were learning to read and write, and no further progress had been made with them. I tried the first class with writing from dictation : very few children can do this, even in the best schools, and the following is the result of the trial I made : The sentence given was this, " The horse is a noble animal, of the description called quadruped, and is very useful to man. In this country it is only to be seen in its tame state, but in many parts of the world horses are found wild, and are seen feeding in herds of 400 or 500. r> Out of 15 boys, five made no mistake in writing these words, one made 1 mistake, two made 2, three made 3, two made 5, one made 6, and one made 7 mistakes. Of four, the hand-writing was very good ; of five, good; of four, tolerable ; and of two, bad. The copy books were very good, and gave evidence of superior instruction. There is also a girls' school and an infant school in the same building, which are creditably conducted. These schools belong to the Tredegar Iron Company, and are supported entirely by the money deducted for that and other purposes from the wages of the workmen. Much dis- satisfaction was expressed at the children being compelled to attend the Church Sunday-school though many of the parents are Dissenters. Some of the men are therefore compelled to pay for schooling which they cannot conscientiously avail themselves of for their children. Sirhowey Day-school. This school belongs to the Company, and is held in a long, low, narrow room. The children were all very young. They sat in square classes, and were all reading apparently without method or superintendence. The master complained that lie had no 388 On the State of Education in Wales, assistant. It was impracticable to question much, he said, and all that the children appeared to be learning was the mechanical art of reading and writing. They read in the Gospel. The attempts to obtain an- swers were not successful. To the question, " What must we do to be saved ?" the only answers were " to live, to believe, to cry out, and to fear." None knew what a parable was; 7 only knew of Christ, 11 out of 12 did not know who St. Paul was, and the 12th said he was a Roman. Of the meaning of words they were as ignorant as usual. To persecute, one said, meant to preach, but none could set him right. They spelled tolerably well. Two out of the whole school were in the Rule of Three, 12 in Reduction and compound rules, and 24 in the common rules. In all points of general geographical knowledge they were quite ig- norant. Two thought the people in Scotland black, and two white, England was part of Wales, Ireland a town, the weeks in the year were 40, 60, 50, &c. ; none knew how many there were but one boy out of 13. March had 21 days. The writing was indifferent. Newport National-schools. These are important schools : they are handsomely built, and consist of two large rooms on the ground-floor in the principal street. They are very capacious, lofty, and airy. I visited them on the 30th of March. These schools are frequently called Normal and Training schools. They, in some measure, serve these purposes, but very imperfectly. Young men and women go for short periods to learn their art, periods in which it would be scarcely possible to acquire a tolerable knowledge of the easiest handicraft. I am sorry to be compelled to say, that from the examination of the boys, together with my observation of the mode of instruction, I am constrained to think that these schools, as regards the training of masters, and especially of schoolmistresses, are likely to do as much harm as good. Neither the instruction given, nor the time it lasts, nor the character of the model given can impart proficiency. On the contrary, they must send the pupils away with a mere smattering knowledge of their practical duties, and a very defective notion of the requirements of their office. I found few large schools where there was less mental exercise ; and if, as is pro- bable, the pupils who leave this school administer still less efficient educa- tion, and, nevertheless, are regarded as the offspring of a training-school of reputation, they cannot but disseminate very mischievously erroneous views, and contribute to degrade the standard of opinion which it is so essential to instruct and raise. Mr. Lingen had mention made to him, he tells me, of this school as a model one of some mark. I did not examine the girls' school, for the Rev. Mr. Wybrow, the incumbent of St. Woollas, in which the schools are situated, told me, that the girls' school was decidedly inferior to the boys' school, and expressed his dissatisfaction with it. The master is apparently a very amiable and kind person, but I believe unable to cope with the adversities which beset him with such a ruffian class of children as compose no inconsiderable portion of his scholars: they come and go perpetually, they learn next to nothing, and keep up a constant counteraction to discipline. Considering the powers of dis- order at work against him, I am disposed to think the chief merit of this school is the imperfect degree of discipline which the master nevertheless maintains. As a specimen of the dispositions he has to struggle with, I may mention that his utmost efforts have failed to pre- Monmouthshire. 389 vent obscene words from being chalked on the doors of the school, often in a handwriting which shows that the culprits are not confined to the lower classes of the school. Whilst I was there, caps were thrown and scuffles took place whenever the master's back was turned. An arithmetic lesson was being given when I entered the school ; the black board was used, and the sum was 278s. -f- 12, each boy in rotation giving answers. Ten boys only were in the Rule of Three. I gave them 99 at 6*. 8d., and one only could work it, and he knew no simpler mode of doing so than by multiplying 6s. 8d. by 1 1 and 9. In mental arithmetic two only could reduce 365(7., and none 520(7. In the Rule of Three, I gave them 51bs. : 5s. 3d. : : 801bs. : x. One only succeeded in working this. The second class was much le?s pro- ficient. Both classes read the 1st and 2nd chapters of the Acts, the first class consisting of 17, and the second of 21 boys. Of the first elass, all but 2 could read with ease ; the whole of the second class could scarcely read at all, they made perpetual stops and hesitations, mispronouncing many of the words. The first-class boys were only able to answer very simple questions and give the meaning of simple words; they repeated the Church Catechism, but with one or two exceptions, they did not understand it. An "inheritor" they thought was one who has done good on earth ; others thought it was " having possession," and some, " having a name." To be baptized was said to be " possessing heaven," and " one who lives there." Six could not tell what pomps and vanity were. The articles of the Christian faith were thought to be " faith in God " by some, and others could not tell. Vain meant " outward," " envy," " happy," &c. " Catholic church " and " resurrection " were understood only by 7 out of the number, and, communion of saints, they all thought, meant "a great many." In spelling, I found less proficiency than usual. Even this path, so extremely well beaten in most schools, was less familiar to the scholars than I have generally found to be the case elsewhere. The result of my trial of the test words was as follows, applied to the first class: In " deceive," 10 thought the i came first, and 6 thought the e came first, in the last syllable. In "believe," 2 thought the e came first and 13 thought the i came first. The difficult words were spelled wrong as often as right, even by the first class. The second class were not very inferior in this respect. The copy-books of the first-class were good, those of the second very inferior. The parents, it appears, pay for the copy-books themselves, which is a condition to their children being taught writing. The result of this is, that long intervals constantly elapse between the expiration of one copy-book and the purchase of another, much to the detriment of the scholar's progress. Of geography, even the elder children knew very little, the others nothing whatever. Some few of the boys learn drawing, but the perspective of what I saw was very defective. With the singing I was belter pleased. The second class were grossly ignorant of the meaning of words; ''countenance," for instance, 5 thought meant man, and 3, a town. A very efficient school in this place would be of great service. No community requires it much more, and the advantage would be appre- ciated by the respectable inhabitants. There is a new British School under the superintendence of Dissenters. The secretary is the Rev. Mr. Bright, the Independent minister. I 390 On the State of Education in Wales, went to this school, but it was just closed for the Easter holidays. From all I learnt, and from Mr. Jones's Report, who had seen it, I am dis- posed to think it promises to be useful, though it is yet in its infancy. It certainly exhibits symptoms of intellectual activity. The buildings are very good. The Endowed Schools at the Blenavon Works. These schools are very promising ones, but owing, in some measure, to the extreme youth of the children, their attainments were not very satisfactory in the boys' school, but were superior in the girls' school. The master and mistress would repay a year's training in a good normal school. Machen Schools. There are two day-schools in this parish, both of which I visited. The Rev. Augustus Morgan, the incumbent, chiefly supports the Church-school, which was built by his father. These schools are held in an extremely ornamental and commodious building near the church. I was extremely pleased with the building, which consists not only of two school -rooms, but of a very comfortable house for the master and mistress. The children fluctuate in attendance. Reading, writing, the elementary rules of arithmetic, and sewing, are well taught in these schools, but little is attempted beyond this. An efficient and well-trained master and mistress would do great service in this school. It is surrounded by a growing population of colliers, who have increased in a ratio exceeding 8 per cent, per annum. The other school is on the border of the county, and is only an infant- school, on which little need be said : it is an appendage to some iron- works, and its principal object is probably that of affording an asylum during working hours for the young children of those who are employed during the day. Some rote answers were given to set questions in Old Testament history about the tower of Babel, &c. Definitions were given of squares, parallel lines, &c., not very correctly ; a few only could spell, and wrong guesses were given to questions on common topics. The singing was very good. Pontypool Church Sunday-school. This school consists chiefly of the children who attend the day-schools, with some additions. The room was crowded when I visited it, and the Rev. Mr. Davies was ad- dressing the children en masse, a duty which he performs with very great ability. My object of testing the actual knowledge of the children was not very easily achieved. I selected, however, two circles of children, and obtained very good answers to nearly every question I asked , assisted by Mr. Davies ; but, as usual, a few of the older children almost exclusively gave these answers, and the impression 1 imbibed in the day-school was nowise altered in the Sunday-school : a small portion only of the children are becoming really instructed. The singing was very good. In the evening the Rev. Mr. Davies gives a service here, with a ser- mon especially adapted to the working classes. ] was pleased to find the large school-rooms thrown into one, crowded by the families of the artisans. Mr. Davies did not refrain from rebuking the evil practices and debaucheries so prevalent among them, and is in the habit of dealing home-truths in very forcible terms, but, nevertheless, he has increasing congregations. I must say, that this fact constitutes by far the most cheering feature I have met with in my inquiry in Monmouthshire. Pantey Church Sunday-school. I visited this Sunday-school on Momno utksli ire. 391 the 14th of March : 35 children were present. It is attended by the lady of the vicar and other members of his family. It is held in a lar^e room, which also serves the purpose of a place of evening worship. The classes instructed by the ladies evinced a fair knowledge of the. Scrip- tures, but the power of explanation was, as usual, very limited. Some children from one of the hill districts had been sent down that I might examine them. They were entirely ignorant. They could give me no intelligible notion of what was meant by a Saviour, and evidently had none themselves. Some of them read mechanically, but could not answer the simplest questions. These children did not belong to the school, but attended another Sunday-school on the hills. The instruction given in this school is more systematised than is usually the case, and evident pains are taken by Mrs. Jones and her daughters to advance the children. Notes of schools and parishes by the assistants will be found in (he Appendix A. Sunday -schools. The Sunday-schools present features very analo* gous (o those which characterised these useful institutions in Midland Wales. The following tables present the summary of the chief details. (See Table, p. 392.) Thus the Church Sunday-scholars form but 18' 2 per cent, of the whole number of scholars ; and a smaller proportion of them remain after 15 years of age than in Dissenting schools. The remarks I ventured to make on these useful institutions in my former Report, apply with the same force to those of this district. The Dissenting schools are superior to the Church schools in every respect as means of religious instruction ; the far larger attendance of teachers, sitting each with their own class, reading with and questioning them, would alone give this superiority. I should fail in my duty were I not to give a prominent place to this source of the slight moral right which prevails among this population ; but one-sixth part of whom it thus appears are sub- jected to this discipline, and their attendance is irregular. The system is very imperfectly administered, owing to the deficiencies of the teachers, who are far from being always adequately informed or qualified to question ; and without questioning and subsequent information, accompanied by skill in communicating knowledge, the fruits of this Sunday-school system cannot be realized. It is one. however, which does imperfect good even in its weakest application; and I repeat my conviction, that the little religious knowledge existing among the people is greatly owing to the Dissenting Sunday-schools. The full attendance at them is in great measure a premium diligentice. Those who feel an interest in the furtherance of their own views among Dissenters, testify their sincerity by doing their best to instruct others : hence the number of teachers who devote two of the best hours of their only day of rest and recreation to this benevolent work. In 120 Dis- .\.-tmtyof senting Sunday-schools there were 15-3 teachers to every lOOinguity 1 *" scholars; in 30 Church Sunday-schools there were only 8'9jjJ5J; teachers to every 100 scholars. Dissent has firm hold of the affec- On of Education in Wales, o ;* = s_> J^* 1 V. g S S fis . m CO t. a ** S -^ E o J | i ^ S5 t e 1 COCO 2 r?t 52 co ro ^ ci ci ^^ m in i C 01 5) JS 2. S "5 ~ '"S - PH < . 5 o 1^ ( l-~ Tt* CO -^ co in 4c co " S i fe^ 2 O c^^. _2 c oico to i-t- OJ S " u fc ^ -2 * 6 o^ o-g's !5 e. 0) /3 to to r" to m to co i o> CO C-. C1 t-0100 ci o ^r 1 in * CO X . B| II 1 h CO M in GO O * co co o m 01 co CO 30 s 1 CO 01 i-H 0^00 1^ ILL o 01 to to o m in oo as -* to t<; e S S ? -a 11i ||l|] i to 01 Oi coco t- to iri^ u ^ ^ <~ z o "e to o to ocom CO. GO (71 ^- 71 Ci co to o to r- 1-- CO es ._ i co to 01 in * o r CO 01 l^ CO to co ^* d co co rt 1 I-H CO to O< Ij in" ^ " 1 cc to -v m co ^ i 2 o * S 1 O GO ^ I s - O> CO 1- f OI Ci to OI i* i" oo TT CO co" !5 - 5 'o gj co to co ^ i^ of of r-> Ciof fo E 6 v ^p m o 01 ^-GO (M tC -HtO (M CO IO OI 51 to in m" o s | fi S 12 2 cS ! co m to 01 C .!"* . . C I 2 : . -| 1? a a & a \z ' * ;.= 1 1 i i 3.5 is ficb a cow * S .2 c GO | S SS232 "* )f Schools T CO O *fl 1 CC o 1 1 S5 sii il s l a M- 3 ii tion is given. ! I '. '. . .' Centesimal Proportion 3 S OS S O m Tti in in in co in n 01"^ > 1 3 '-2 co S S S GO a o c. B B 5 - o SJ fr-g .c o O 01 to ("- OI CO i !>. * to OI 01 to f PI ii >, cm . to to i O 3 _ "^ C D 2 "5 "3 H S S! o ^ o ^s* *l . If CO O C * ' CJO JT * O .!>>* o i -i- i habits amonjj number ot these men, lor his contribution and patronage, the Men. " Indeed," he said, " I cannot give you either, for if I did I should be arming the men against myself, and enabling them to strike for wages. I want them to spend their earnings and not to hoard them." This was an unusual case of candour, but by no means unusual policy. I mentioned it to a neighbouring magis- trate, who told me he firmly believed it; and I heard from others, in whom I can place confidence, that the desire to deprive the men of the means of striking for wages and to subjugate them to their employers, is said to animate their conduct, and it appears to be even more at the root of the truck-system than the immediate gain which springs from it. After considerable inquiry, and much conversation on the subject, I am persuaded that the same motive in effect protects the spirit-shops. In one part of my district alone, I was informed that there are above 80 private houses where spirit is sold without a licence ! The public-houses swarm : and it is not easy to ascribe the extent to which these outrageous temptations to drink are allowed to multiply with impunity to any other cause than a wilful connivance on the part of those who are morally bound to check them. Where a man gets a little behind in the world, it is a common ^ !n * O ' UJIKS. practice to have a bidding ; he buys a cask of beer, a few bottles of spirits, and invites a party of males and females to his house nominally to supper, each paying him a certain sum for the entertainment and the liquor. They not unfrequently keep up the orgies at these banquets all night lorfg and part of the follow- ing day, when the coarsest debaucheries take place. Children Trucl Sys- tem. 396 On the State of Education in Wales, and young people are generally present part of the time, and the demoralization of this practice is said to be frightful. Wages are so constantly paid at public -houses, and such an unblushing tolerance of these invitations to drunkenness abounds, that I feel almost justified in believing that could the present system of drinking be abolished to-morrow, the majority of the iron-masters would not be likely to aid its removal. If I had had my informa- tion from any one party or source alone I should doubt it; but when I found all parties, who dared trust my promises not to reveal their names, giving the same account, and saw practical evidence of its existence with my own eyes in almost every corner and alley of this district, the system adopted by the masters did appear to me as if expressly designed to reduce the men to a state of powerless vassalage. Wages are high ; for without plenty of good food there would not be sufficient strength to do the heavy work required alike at the forge, the rolling mills, the puddling furnaces, and in the mines: all is hard work, and muscles must be nurtured. Wages, under these circumstances, are always high ; but this creates a danger, and arms the workmen in the constant struggle for higher wages still ; for there is as much craving for gain among the men as among the masters they struggle with each other in the worship of their common idol. Everything that would give the men foresight, prudence, and discretion, and which, by teach- ing them to husband their means, would empower them in the strife and give them a vantage ground whereon to make their stand, is discouraged and checked by the masters. In order effectually to subjugate the men and disarm them from power to strike, which is the great dread of the employer, they seem to strive to keep the men always at the end of their means, and their expenditure in advance of their income. Where the master is above keeping a truck-shop in his own name, he effects the same purpose in this way : Wages are paid monthly. Few men can pay their way after they once fall into the snare of the spirit-shop, or wait for pay-day : they apply for an advance ; they receive a small slip of paper containing an acknowledgment of wages due for IDs., or 15.?., or 20^. This ticket is exchanged for goods only at particular shops ; but. almost invariably at the spirit-shops. These shops exchange them with one another ; and, in some cases, they are realised by the shop- keepers at one shop which is in connexion with the master's interest, if not his own concern, as often happens, and is deducted in the final settlement with the man himself. As these tickets are seldom cashed for money, every one through whose hands they pas;, takes his profit out of them, and the labourer forestalls a portion of his wages, part only of which he ever enjoys. Mining agents are allowed to htive spirit licences : and wages being paid, are expected to be partly spent, at their houses. Of all these Monmouthshire. 397 facfs testimony is given in the following evidence, and especially in the letters of the Rev. A. Morgan, and Rev. Mr. Hughes, who lives in the centre of the district. Even the physical condition of the people seems almost as i contrived for the double purpose of their degradation and the tlie People- employers' profit. Some of the works are surrounded by houses built by the Companies without the slightest attention to comfort, health, or decency, or any other consideration than that of realizing the largest amount of rent from the smallest amount of outlay. I went into several of this class of houses in the north part of my district, and examined them from top to bottom. Men, women, and children, of all sexes and ages, are stowed away in the bed- rooms, without any curtains or partitions, it being no uncommon thing for 9 or 10 people not belonging to the same family to sleep together in this manner in one room. In one instance I found three men sleeping in a sort of dungeon, which was about 9 feet by 6 in dimensions, without any light or air, except through a hole in the wall not a foot square, which opened into another room occupied by some women. The houses are, many of them, so constructed that each story is let oiT to different tenants. The necessary outbuildings in most cases do not exist at all. An immense rent, in comparison to the accommodation, is paid to the Company or master for these miserable places. Heaps of rubbish lie about in the streets and before the doors of the houses. There is neither drainage, nor even lights, in the streets although coal is close at hand. Tram-roads intersect and run along the streets of these places, which contain above 30,000 inhabitants. Never- theless these places are little worse than others, and, in some respects, superior to Brynmawr, which I described in my last Report. In many cases the Iron Companies have merely a lease of the estate, and have no other interest than that of making the most they can out of it. In some places I heard of beds being so scarce that they were perpetually occupied, one gang or set of men turning in as the others turned out : they work every eight hours consecutively, and the beds had never time to cool. I need hardly say that, fever ensued, and the practice was then forbidden by the employers I could dilate considerably on this state of things were it pertinent to the object of my mission to do so. I have felt it right to say what I have said, because I cannot but feel that the external circumstances of a community operate on their morals, and that both affect their minds and form serious impediments to education. They who constantly witness scenes of dirt and disorder, and who are exposed to the debasing agencies of a low physical condition, are almost out of the reach of moral influences. Nevertheless these influences, I feel assured, might produce ample fruit. In spite of the rough and repulsive exterior these benighted people exhibit, I have had reason to know that Mr. Hughes, of Llanhilleth, is fully 2 E 398 On the State of Education in Wales,* borne out in his mention of the kindheartedness and benevolence they possess : they are, moreover, by no means deficient in natural ability. I regard their degraded condition as entirely the fault of their employers, who give them far less tendance and care than they bestow on their cattle, and who, with few exceptions, use and regard them as so much brute force instrumental to wealth, but as nowise involving claims on human sympathy. I am aware that I have used strong language on this subject, but I am more than fortified by strong facts, and I am not therefore to be deterred by fear of ill-will from the duty I humbly believe to be incumbent upon me. ignorance 1 found in all my inquiries the grossest ignorance prevailing amongtlfe among the people ; and by no means confined to any particular I'eopie. sec t or age. I examined numbers of children, and took every opportunity of conversing with adults among the working classes. The most startling proofs were afforded of absence of all know- ledge, even of the most ordinary matters, out of the sphere of their own narrow experience, and unconnected with their own concerns. On religious subjects I found them generally better informed, where they knew anything, than on any other subjects. Men who had no conception whether York was in England or Ireland, or how many days there were in a year, would argue on the necessity of adult baptism and the question of regeneration ; but, usually, I found them quite ignorant, and divested of any desire for know- ledge. The prevailing sentiment among them seemed that, if the Government, wanted to mend their condition, it had better " tackle their masters," and stop the Irish coming among them. This referred to the subject of a strike then occurring, owing to the employment of Irish labourers, who were the means, they alleged, of reducing wages. Very violent threats were used at. meetings of the men ; and one of the magistrates told me, whilst I was at Pontypool, that he had notice to be in readiness to read the Riot Act. These things are not of very un frequent, occurrence, superstition. Superstition prevails to a great extent. Not only is a belief in supernatural appearances almost, universal (borne out by evidence which is certainly calculated to confirm the belief), but charms are resorted to of the most ludicrous description, and which are recon- cileable with nothing but a state of barbarism. Although I gave evidence in my last Report, derived from magistrates of high respectability, relating to Brynmawr, which in no material respect differs from this district, which it adjoins, I was anxious to procure some additional testimony relating to Mon- mouthshire alone, and beg respectfully to invite your Lordships' attention to that which follows : Questions. 1. Is there a deficiency of good day-schools, with competent masters, in your neighbourhood ; and in what respects are. they defective? 2, Is there much ignorance among the poor, and on what subjects ? Monmouthshire. 399 3. Are their morals defective, and if so, in what respects? State instances and facts which illustrate this. 4. To what extent do the people near you possess the means of religious instruction, and how do they profit by them ? 5. State any other particulars with regard to the pursuits and character, or social or political conduct of the people in your neighbour- hood worthy of remark. 6. Would better education tend to improve the morals and conduct of the people ? 7. Do they themselves desire it ? 8. Is the English language gaining ground ; and is it desirable that it should be better taught, and if so, for what reason ? 9. Are there local means, by subscription or otherwise, for building and supporting good day-schools with competent masters in your locality, and are they likely to be established and maintained without aid from Government? 10. If you think Government aid desirable, states pecincally to what extent, and in what manner it could be best applied, taking into account the circumstances of the country, and the diversities of creed. 11. State any other opinion which you think may assist the Inquiry. No. 1. John Harley, Esq., Pontypool. 31st March, 1847. Si", IK?' 1.* The schools, as compared with the population, probably afford P 00 - sufficient accommodation at present. The population, however, is rapidly increasing in the parish of Trevethin, as well as in the adjacent parishes connected with the iron works. 2. Yes; but less among young persons than those more advanced. 3. Intemperance, particularly drunkenness and general improvidence, prevail to a lamentable extent, and great earnings are dissipated without further provision for sickness or old age, than the temporary one of benefit clubs, very general through the district. 4. A large parish church, now nearly re-ere.cted, a chapel of ease, two district churches, services in the school-room in Pontypool, a Roman Catholic church, and several dissenting meeting-houses. The churches, as well as the meeting-houses, are generally reported to be well attended. 5. Good order generally prevails, excepting only drunkenness and its consequent evils. The district is free from crimes of violence, and poli- tical agitators have not latterly produced much effect. 6. Though there has been great improvement in education, further progress is very desirable, and it is hoped will be attained by means of the systematical inspection and other measures now determined up;m by Government. The morals, conduct, and usefulness of the people in their various duties, will doubtless be promoted by better education. 7. In numerous instances it is desired, but, the inducement of great earnings leads young persons into the works at a very early period of life. 8. The English language is gaining ground rapidly. * The numbers refer to the questions. 400 On the State of Education in Wales, Xo. i. 9. Local means have hitherto been the sole reliance for maintaining JohnliTrley, the Schools. Eiq., Po.-ity- 10. Government aid is doubtless desirable, together with participation in the system of inspection, &c. &c., and in such improvements as may arise from it. 11. The foregoing replies have reference to the parish of Treveton, principally, and are communicated by the undersigned at the request of Capel Hanbury Leigh, Esq., whose engagements do not permit him to attend to the business at the present moment. JOHN HARLEY. No. 2. No. a. Edward H. Phillips, Esq., M.D., Pontypool. ****** 31st March, 1847. Phillips, Esq. M.D., Peaty- 1. Great improvement has taken place, within the last few years, in the provision made for the education of the poorer classes in this parish, and the attainments of the schoolmasters are respectable. A different picture, however, is presented in the agricultural distrcts ; in many country places there are no schools at all; and where any have been esta- blished, the stipends are too small to secure the services of really compe- tent masters. 2. Yes : on religious subjects, on their duty to their superiors, and the necessity of obedience to the laws and institutions of their country. 3. Intemperance, incontinence, Sabbath desecration, prevail to an alarming extent, particularly in our manufacturing districts. I consider the beer-houses a very great evil; sufficient legal authority to control them is much needed. The latter remark applies also to public- houses. 4. If by means of religious instruction be meant opportunities of attending the public services of religion, then I would observe that the church accommodation is sadly inadequate, there being no church or any place of worship in the western district, extending three miles and a half from the new parish church. The population of the parish at present is at least 18,000, and yet in our churches there is not room for more than 3'000 at the very outside. 5. It is impossible to think of the social and political conduct of the people without alarm. Their dissolute habits, their recklessness of living, their contempt for authority, their "speaking evil of dignities," must, if unchecked, bring on a state of things in this country which it is frightful to contemplate. I would not needlessly make invidious remarks, but I cannot help observing that much of that turbulent insubordination, and that haughty independence which spurns control, manifested by the people, may be attributed to the violent and inflammatory harangues which they often hear from platforms and pulpits of dissenters. 6. I have no doubt that decidedly religious and moral training would improve the character of the people. 7. I believe that many are desirous ; but I fear that, generally speak- ing, there is not in parents that concern for the moral and religious welfare of their children which there ought to be. 8. The English language does gain ground, but it is very desirable that it should prevail to a greater degree than at present, for the follow- ing reasons : it would tend to destroy the jealousy which more or less Monmouthshire. 401 exists between the Welsh and English, by cementing them more closely No. 2. together ; it would extend the influence and power of the Established Kdw ~T~ H Church, because it would remove the cause of complaint on the part of Phiiii many Welsh persons that they cannot get Welsh exclusively in the ^ M Establishment, which they forsake for Dissent, where this exclusiveness is generally found ; and consequent upon this would be the general improvement of the people in due deference to their superiors and respect for the law of the land ; for a long experience has convinced me of the. more peaceful and submissive character of the lower orders who are members of the Church of England over those of other sects, and it would facilitate their access to religious and literary works, which would improve their morals and refine their taste, as there is no litera- ture of any real value and utility in the Welsh language. 9. The inhabitants of this place are not able to contribute more than they do at present, and schools in this locality are not likely to be sup- ported without aid from Government. 10. The population certainly requires more schools here than we have at present. Owing to the prevalence of dissent, it would be better to have separate schools for Church people and Dissenters, as it would be impracticable to establish exclusively church schools. 11. Many of the large iron works are managed by agents, there not being any resident partners, consequently little or no interest taken to improve the morals of the people. EDWARD H. PHILLIPS. No. 3. NO. 3. W. W. Phillips, Esq., Ponty Moile. w. w.Thii- 1st April, 1847. 1. We shall be fairly supplied, both as to number of schools and quality of instruction, very shortly. 2. The neglect of public worship is very great, and it is much to be feared there is a considerable deficiency of religious knowledge. 3. The beer and public-houses are largely frequented, and the drink- ing customs very extensive. 4. Very considerable ; I should say nearly one-third of the population attend public worship. 5 The holding of benefit clubs in public-houses I believe to be attended with very serious injury to the morals of the people. 6. I hope we shall see large benefits arise from the existing schools in a few years hence. 7. There is an increasing desire for the education of their children on the part of the parents. 8. It is gaining ground, and doubtless will be an advantage, as it will open a very increased means of improvement in the numerous small cheap publications in the English language. 9. Yes. 10. I do not. 11. I am greatly in hopes that our Sabbath -schools are raising their standard of religions education, and I believe great good will arise there- from to nearly 2000 children in our parish. W. W. PHILLIPS. 402 On the State of Education in Wales, NO.J. No. 4. Kev. Francis The Rev. Francis Bluett, of Abersychan. Bluett, -,,- A ., ,_,.). Abersychan. 6th April, 1847. 1. There is a deficiency of good day-schools in the district of Aher- sychan ; the population of the district amounts, I believe, to from 8,000 to 10,000, but I cannot speak with much accuracy on this point, as when the last census was made it had not been constituted a distinct chapelry district by the Queen in Council. The population of the district has also nearly doubled within the last three years, since 1 have known the place, occasioned by the increased briskness in the iron trade. The only diy-school, with efficient master and mistress, within the district, is the British Iron Company's School, capable of containing about 300 children. 2. There is much ignorance among the poor, especially on the subject of religion, and this to a most lamentable extent. I not unfrcquently meet with persons who have not attended any place of worship for years, and who know nothing about the Lord Jesus Christ. 3. As the answer to the above would indicate, from the connexion between religion and morality, there is great and awful immorality in this place ; neglect of the Sabbath and drunkenness abound ; nor is this to be wondered at, as there is much work done on the Sabbath ; and it is more natural that those who have broken the fourth commandment in the morning, should spend their evening in an ale-house than a place of worship, especially as (as I am informed and believe) it is a common practice to give beer to induce the men to work on the Sabbath. But the sin I have been most struck with as abounding in the district, is the disregard and lightness with which the marriage vow is held and treated. Persons are often found here living together as man and wife for years, and supposed to be married, when it is discovered, sometimes after the death of one of the parties, that they were not married, and sometimes that they could not, inasmuch as that one or both the parties had husband or wife already living ; yet this does not prevent some from going through the marriage service. I have lately heard of two women being married to other parties on the same day, who had each a husband already living; and I lately saw a letter from a woman, who had gone off with another man, to her mother, which expresses a feeling too common here ; it was to this effect, that she had married the man she had gone off with, and that her husband (not calling him her hus- band, but mentioning him by name) may get married as soon as he pleased. 4. There is one church capable of containing from about 900 to 1000 persons, and chapels of different Dissenting denominations capable of containing perhaps nearly double that number, some of them pretty well attended, but the replies to the foregoing questions would seem to show not with much profit. 5. Standing out for wages is far from uncommon here, and has a very- bad effect on the people; a few ill-disposed persons can, I am informed, almost at any time produce this effect. At the present moment many are in almost a starving condition from this cause, and all in the neigh- bourhood are greatly injured by it ; it has now continued for weeks, and some seem as resolute as at first still to stand out, though most with whom I converse on the subject, express their willingness and even Monmouthshire . 40o anxiety to work, but are afraid to do so, lest as they say they should be No 4 marked and suffer for it from their fellow workmen even years hence. 6. Undoubtedly, if founded on the word of God. Btaetf 7. Not generally to the extent that could be wished, though many ***. certainly do. 8. The English language is gaining ground ; it is therefore desirable that it should be better taught, and all the instruction now given in schools is carried on in that language, as far as I know, except in a few Dissenting Sunday-schools. 9. One school for all denominations, in which the Bible is the book of religious instruction, is supported by the British Works ; nnother, not on exactly the same plan as to its support, but similar to the one at Pontnewynydd, has been purposed for the Gelynos and Varteg Works, both in my district; this has not yet commenced: these could be maintained without aid from Government, but I know of no funds or means from the district by which a school could be built or supported strictly in connexion with the Established Church, though much required, arid most desirable in my opinion. 10. I think parts of the Government plan might be advantageously applied to the schools existing and purposed here, but I rather imagine it would not be desired by persons of influence connected with them ; of this I think I can speak with certainty, as far as regards the British Company's School. 11. Sunday work, and the number of public and beer-houses are, in my opinion, the great curses of the place, and as long as these causes exist in anything like their present extent, I cannot see ground to hope for much religious and moral improvement to take place ; yet, as if we had not enough of Sabbath desecration here already, a Sunday post and public delivery of letters, &c., has lately been introduced, though here- tofore unknown here. FRANCIS L. BLUETT. No. 5. N - 5 - Rev. Mr. The Rev. Mr. Morgan, of Nantyglo. 26th March, 1847. 1. This immediate neighbourhood contains a population of upwards of 20,000 souls, and the deficiency of good day-schools is truly lament- able, there being only two well-organized schools established here; one at Nantyglo, conducted on the National system, and another recently established atBlaenan, in connexion with the British and Foreign Society. It is extremely difficult to procure active and efficient, masters and mistresses; and as the population is continually shifting in these mining districts, and the children, in consequence of their obtaining high wages in the works, are removed from school at an early age, the proficiency which is generally found in the schools is not so satisfactory, as under other circumstances it doubtless would have been. There are no private day-schools, to my knowledge, of any efficiency in this neighbourhood. 2. ignorance prevails to a great extent on almost all subjects among the poor ; except a very limited knowledge of the fundamental doctrines of Christianity. It is,' however, remarkable, that the poor in Wales are generally better able, as I can state from my own personal knowledge and 404 On the Stale of Education in Wales, observation, to form a correct estimate of a sermon and sound doctrine than the poor in England. This I attribute chiefly to the existence of adult Welsh Sunday-schools, which are generally numerously attended, and well conducted. The people take great interest, in these schools, and repeat large por- tions of Scripture every Sunday ; an important defect, however, in them is that, comparatively, but few children attend them. 3. The morals of the people are lamentably defective ; certain habits which prevail among them have a most demoralizing tendency ; and the grosser and more heinous sins prevail here to a fearful extent. 4. A new district has been recently constituted at Nantyglo ; the popu- lation is about 5000 ; and Divine service is at present performed twice every Sunday at the school-room, which accommodates between two and three hundred, and is generally crowded to excess. There are also several dissenting chapels in the neighbourhood. 5. The people do not seem to take any particular interest at present in political affairs: the wages have of late been very good, and the more, provident and industrious among them form relief clubs and unions, and thereby provide for sickness and old age. But, upon the whole, they are exceedingly improvident and extravagant. 6. On this point I entertain no doubt whatever ; and I am persuaded that the extreme profligacy, improvidence and misery, which are so pre- valent among the labouring classes in these districts, are chiefly to be ascribed to the want of a sound, religious, and moral education. 7. There is, I believe, an increasing desire for better education among the people, though they do not, generally speaking, sufficiently appreciate it. 8. The English language is gaining ground decidedly and rapidly ; and it is most desirable that it should be better taught ; because it is almost universally used in transacting business, and all documents and receipts are drawn up in it. Great inconvenience has also arisen in courts of justice, and instances are know r n where the ends of justice have been defeated in consequence of the jury's ignorance of the English language. 9. There are no local means available for this purpose, and it is most desirable that aid should be afforded by Government. 10. The be?t plan that could be adopted, in my opinion, to apply Government aid, would be to establish schools throughout the country, and to bring education within the reach of the lower orders, by allowing limited salaries to the schoolmasters, in aid of the school wages, instead of going to the hurtful extreme, which tends to render teachers careless and parents indifferent. 11. I have no other opinion to state. DAVID MORGAX. No. 6. No. 6. J- n Mr - The Rev. Owen Phillips, Pontencwydd. MMMftfr. 18th March, 1947. 1. We have a good day-school in the centre of the district, with com- petent teachers, capable of affording instruction to six or eight hundred children. There ia no deficiency in that respect. MonmoiitJishire. 405 2. There is great ignorance amongst a large portion of the poor, chiefly No> 6> those who come from (he counties of Gloucester and Somerset. The natives of the county and of the principality are, for the most part, philips' tolerably well informed, especially on religious subjects. Ponteaew 3. The principal defects in morals are those of intoxication and prosti- tution. These evils prevail to a very great extent among the unsettled parts of the population. 4. There is a church, to which a district has been assigned within the last three years, and also a Sunday-school. In the former there are two services on Sunday, and one evening service during the week, each of which is well attended There are also two Dissenting chapels, having good congregations attached to them. 5. The people of this neighbourhood (like those of every other con- nected with iron works) are extremely prodigal. They earn high wanes, varying from 3/. to 25/. per month, but there are few indeed who think of saving any portion of it. 6. The present means of education are quite sufficient. They have been in operation for a very short time, but a decided improvement in morals and conduct has already been manifested, and is very apparent, by comparing this with such places as have not the means of education to so great an extent. 7. The people appear to be satisfied with present resources. 8. The English language is gaining ground rapidly ; and, in order to promote unanimity, stability of principle, and religious knowledge, it is highly desirable that it should become still more general. 9. The proprietor of the works, W. Williams, Esq., supports a school for boys and girls, on the National system, at his own expense. The school- rooms are commodious, and the master and mistress fully competent. 10. I do not think any aid necessary at present. 11. I think that a sound Scriptural education is, of all other things, necessary to a population such as we are surrounded with. It is evident that the inculcation of the pure truths of the Gospel can form the only effectual antidote to existing evils. Sceptical and profane publications are but too freely circulated amongst a certain class ; and whenever a spirit of insubordination and dissatisfac- tion prevails, it is invariably to be found amongst that class. OWF.X L. H. PHILLIPS. W. Williams. Esq., to J. C. Symons, Esq. SIR, Snatch wood House, April 28. 1847. I BEG to apologize for my seeming neglect in not acquainting you before that our respected clergyman, Rev. Mr. Phillips, brought me Irs report to you of the queries wanted by you answered, and as they were quite in accordance with my views, I did not consider another report necessary ; nor have I anything further to say on the subject than what he communicated to you. Sir, your obedient Servant, W. WILLIAMS. 406 On the State of Education in Wales, No. 7. No. 7 ;v. James The Rev. James Hughes, Rector of Llanhilleth, Pontypool. ^nMiieth. 15th March, 1847. 1. There is no deficiency of day-schools ; but a more competent master in one of the twu parochial schools of this parish is very desirahle. 2. Of religious subjects and the contents of the Bible, I should say that the poor of this locality are far from being ignorant ; but I should say that the poor are deplorably ignorant of all knowledge of a secular nature. 3. The leading vice is drunkenness. I once witnessed an individual who had attended a funeral falling down in an insensible state of intoxication within a few yards of the grave, while I was reading the funeral service over the corpse. This indecency I thought proper to notice, by summoning the said individual before the magistrates, who was fined accordingly. 4. The Welsh portion of the community possess abundant means of religious instruction ; but the English portion have not equal advantages, having seldom more than one service on the Sabbath, and in some in- stances without any. 5. In regard to their pursuits in life, they are all in this locality agri- culturists or colliers. In regard to their character, a disposition to de- ceive, to act disingenuously, and even dishonestly, characterizes the generality. The poor people are very kind and accommodating to each other. They are dissatisfied with many of the laws of the land, particularly the ecclesiastical laws, and those relative to the poor. 6. Education would decidedly improve the people, by infusing into the mass of the people a higher tone of morality, better principles of honesty, and by softening sectarian and political prejudices. 7. They are particularly anxious for a good education for their children. 8. The English language is gaining ground but very imperceptibly. As the Welsh language has not any valuable writings, either in prose or poetry, and as the Welsh people have not one single interest uncon- nected with the English, I consider the language to be a nuisance and an obstacle, both to the administration of the law, and to the cause of religion, imposing on pastors a double degree of work (or duty), by their having the Welsh and the English portion of the community to attend to. 9. There are scarcely any local means to promote education. 10. I should say that few places can be found where government aid is more desirable ; it should be afforded to the extent of securing half the salaries of the teachers; of securing residences for the teachers; and of rewarding the monitors who help the teachers. The day-schools of this parish have been but recently established. They are both under the sole management of the incumbent of the parish, and no antipathy on the score of diversity of creed has hitherto been manifested by any party, it being known that the clergyman does not insist on the children's attendance at church, provided they go to some other place of Christian worship. 11. I consider a district partly rural and partly manufacturing to be Monmouthshire. 407 far move deserving of Government aid than districts where large coal or No 7 iron works are in operation, and where the proprietors of these works are principally resident, and therefore are more ready, as well as more able Hughes/ 6 " to support schools. In this locality there is not one proprietor resident; Lianhu'ieth. not one gentleman of wealth or education to support a public object such as a school ; and thus the clergyman of the parish is the only one either disposed or competent to attend to the education of the working classes. JAMES HUGHES. The Rev. Mr. Hughes to /. C. Symons, Esq. Llanhilleth via. Newport, Monmouthshire, DEAR SIR, August 24, 1847. I HAVE great pleasure in forwarding to you any information that I am able to give relative to the subject of your communication. This parish is an agricultural district, interspersed with small collieries, which are superintended by petty agents or foremen (the owners being non-resident). Here the collier is not employed except at such times as there is a demand for coal in the market (Newport). This irregularity of employment is a feature in the condition of the country collier which does nut exist in the case of those who are employed at large works, such as Merthyr, Tredegar, and others ; the latter are constantly em- ployed (except, of course, in times of general depression of the trade throughout the country) ; but not so the country collier, he has no cer- tainty of getting work for two days consecutively, and as a general rule, it may be said that he is unemployed for 10 days in each month ; and in the months of March and April, when vessels are detained by stormy winds, they have no work at all. The natural consequence of such a state of things is, that no operative will seek employment at the country coal provided he can get it elsewhere, and the country colliers are for the most part composed of those who have been discarded by their em- ployers at those large works, and I consider them to be interior to the general run of colliers, both as regards their moral habits and temporal condition. During the interval of non-employment, they are supported by getting credit in small country shops, who sell inferior goods at an extravagantly high price, and thus they become involved in debt, which they can never finally discharge. It is not an uncommon thing 1 for one man to get into debt to the amount of seven or eight pounds at two'or three of these shops at the same time (for there is not one great truck-shop in the county). Their debt prevents them from being able to pay the weekly pence for their children's school, much less to give them shoes to go to school, and I cannot describe to you the sorrow that I have felt at witnessing their poor children thus debarred from the ad- vantages of education ; and I cannot think that any scheme of education will be complete unless some provision be made to meet such cases, inasmuch as the lowest portion of society are, from want of clothing, frequently unable to derive advantages from the schools which are close by. There is another evil connected with the condition of the operative in this district still worse than any I have hitherto adverted to, viz., the 408 On the State of Education in Wales, practice of agents keeping public-houses. There are in this small parish two agents of works keeping each a public-house, and a third who already keeps a public-house is likely to become the agent or superintendent of a very large coal-work now being opened. This state of things actually prevents the operative from being sober and thrifty, and holds out a reward to the drunkard, it bein^ the interest of the employer or agent to have such men as will spend their all at his house ; nor is he slow in intimating to such as are not in the habit of frequenting his house, that their services are not acceptable, and thus the more sober a man is, the more he is exposed to petty annoyance from his employer. Much has been said of the evil of truck and the practice of paying the men in public-houses, but these evils are trivial compared to the evils of the system I now allude to a system which appears to be getting more and more prevalent, and which strongly demands legislative interference. Another subject to which I am desirous to allude is the following : There are in this small parish eight public-houses, five of which have spirit licences. The frequency of these houses in a parish comparatively agricultural and thinly populated has often been to me a matter of no small surprise.* ******* Public- houses are also very much open on Sundays during Divine service, as well as during unseasonable hours of the night. In town and populous districts there are policemen to stop these disorders, but there is not the least check ever attempted in a locality of this description, and I do not know where the fault lies. I also consider the owners of collieries much to be blamed for their selection of agents over these small concerns, as they may be termed, as compared with larger works. They are, for the most part, men who have been raised from the condition of the workmen, given to the same nabits of life, and much addicted to swearing and irreligion, and capable of harbouring vindictive feelings towards the operatives. Much has been said of the ignorance of the Welsh, but this declaration should, in my opinion, be made with much restriction. In secular knowledge the Welsh are doubtless more ignorant than the English, but in knowledge of the Scriptures the former are undoubtedly before the latter. I have met with Welsh cottagers capable of arguing on the most abstruse theological points, and taking them as a whole, they are very well acquainted with the Bible ; but the Welsh have absolutely a dis- taste for any other kind of reading. Seldom will you see a Welshman reading a newspaper, but he reads with unusual fondness such publications as extol his religious party or expose the failings of those sects to which he does not belong. This fondness for divinity subjects to the exclusion of all secular knowledge, I ascribe in a great measure to the absence of day-schools, which were nowhere to be seen in Wales until of late years. It has been frequently said that secular knowledge is a great handmaid to true religion, and I believe the character of the Welsh illustrate in a remarkable manner this proverb. With all their religious knowledge, I consider them to be inferior to the English in principle, honesty, and * A statement reflecting oa the conduct of the magistrates, published in the folio edition of this Report, has been subsequently retracted by Mr. Hughes. J. I'.. S. Monmouthshire. 409 sincerity. They are moreover bigoted and intolerant, and such is their contempt of the Scriptural knowledge of the Englishman, that in their minds (although they do not express it) they scarcely consider him within the pale of salvation. The workpeople are very kind to each other, and will help each other in times of distress to an extent that would scarcely be believed, and ought to put to shame the paltry charity of those who are in wealthy circumstances. I have often been much surprised at the self-denial that they will exercise in order to relieve their fellow-workman when out of work, and that apparently for no other cause than that he is a neigh- bour. This feature in the character of the operatives of those parts I consider to be very creditable to them a feature, however, which characterizes the Welsh portion more than any other. In these parts the iron and the coal trade are rather on the increase than on the decrease. Of their origin, and of other matters connected with these mercantile enterprises, I confess that I am not capable of passing an opinion. I have only lived five years in Monmouthshire, and I have carefully abstained from adverting to any points which I have not perfect knowledge of, lest I might possibly mislead you ; if, however, what I have hereby stated will in any way be of service to you, you may safely depend on the accuracy of this report, as derived from my own personal knowledge and experience. I have no objection for my name to be mentioned in connexion with this Report, only that I should not wish to appear as exposing any parties in an unfavourable view. Any other information that 1 am capable of imparting I shall be most happy to do so. As it is your desire to have the Report as soon as possible, I have endeavoured to do so without delay, and have not spent time either in the wording or the writing of it, but simply to state facts which I have no doubt you will embody in your Report better than I could, and I have the honour to remain, dear Sir, Your obedient and faithful Servant, JAMES HUGHES, Rector of Llanhilleth. No. 8. No. 8. The Rev. D. Jones, Incumbent of Panteg. jon^'pa 15th March, 1847. ""' 1. Yes ; there is not a day-school in the parish of Panteg. 2. Yes, on most subjects. 3. Not very defective in this parish. 4. There is a parish church and a chapel at Pontymoile, and also an Independent place of worship. 5. Dissent, with its concomitant peculiarities, gives a bias to the reli- gious and political character of the people that is more to be deplored than admired. 6. Y r es. 7. I believe many do. 8. Yes. Yes, in order that the minds of the people should be better informed. 9. No. 410 On the State of Education in Wales, NO. 8. 10. Yes; but I am not prepared to answer the latter part of the Kev.~D~ question specifically, hut in a general respect the aid and consideration Jones, pan- of Government would he most desirahle. "* DAVID JONES. NO. 9. No. 9. "el," /Wy a -~ The Rev< T ' Davies, Incumbent of Trevethin. 17th March, 1847. 1. The parish of Trevethin is now rather well supplied with day- schools, and the masters may be reported to be well qualified for their duties. The upper part of the parish (including Varteg and Garnddifaith) is in want of da*y-schools, but the deficiency, I am happy to say, will be supplied by the establishment of schools, which will be done at the joint expense of two gentlemen in whose employ the people chiefly are, viz., William Williams, Esq., Snatchwood House, and Mr. Vipond, a coal- merchant. 2. I should certainly say that the working population were not in a state of great ignorance; they do not always understand, it is true, the precise meaning of English terms, though in common use ; still they apprehend distinctly what is intended to be conveyed by the use of such words. The same remark well applies to the children also. 3. I should say that the morals of the larger proportion of our manu- facturing population were decidedly bad. A spirit of restlessness and disaffection pervades a large number of the working class, and this dis- contented feeling is much strengthened and invigorated by their associa- tions with dissolute characters in public-houses, and by listening to the clamorous declamations of a few disaffected leaders. This unfortunate feeling is often provoked to acts of public outrage. The bane of the manufacturing districts is the beer-shops. They ruin the morals of every neighbourhood. Drunkenness is the crying sin of our working class, and by the facility which beer-houses afford of inducing people to drink, multitudes are led astray. 4. The means of religious instruction, as afforded by the Church of England and Dissenters, are quite adequate to the wants of the popula- tion, but the measure of good fruits is scanty indeed. Profession of re- ligion is common amongst the people, but their lives are often very in- consistent. 5. The mass of our population are slaves to intemperate habits, and consequently they have scarcely any taste for such pursuits as would tend to the improvement of their minds and morals. Often, for the want of public amusements (such as would afford real recreation for mind and body), they flock to the beer-shops for them. The great desideratum in our manufacturing districts seems, to my mind, to be the establishment of such recreations as would divert from such grovelling pursuits and pleasures as beer-shops afford. 6. My opinion is, that a certain kind of better education would be much appreciated by a certain class of our mechanics and artisans, espe- cially such an education as would in some measure be made to bear upon their several vocations in life, and which would tend to give them a deeper insight into the various improvements in mechanical sciences. Monmouthshire. 411 7. The delivery of popular lectures would also produce good effects, NO. 9. and would be hailed with cordial welcome on the part of the better class R OV ~X~ of our mechanics and other labouring people, especially if a large room Da vies," (where the poor people could feel at home, and where coffee or tea, &c., Pvat w" l - &c., could be supplied cheaply to them) were built for the purpose : I am confident of the success of such an undertaking. Many have ex- pressed themselves as very desirous of securing such advantages. 8. The English language is decidedly gaining ground, and by means of English schools the rising generation for the most part will know no other language. The existence of two languages is a serious disadvantage to the minority of the people. This remark applies with unquestionable truth to the Welsh people. One need only read the Welsh publications to be convinced of the non-u'ility of the language for any practical purpose whatever, religious, political, or commercial, and the sooner it becomes dead the better for the people. 9. To establish new schools with more competent masters would be next to an impossibility in this place and neighbourhood. For example, it is with great difficulty that the Pontypool Charity-school can be supported by means of voluntary subscriptions ; and whatever fresh efforts are made for establishing a better kind of education, they must be done at the expense of Government. 10. For carrying into effect my suggestions (Ques. 6), under the plan most easy of execution and the least expensive, would be to add to the present town schoolroom awing to connect with it by means of a folding door; by adopting this plan the whole space might be made available to the use and accommodation of the public when occasion required, such as the delivering of lectures, &c. &c. ; and with closed doors the room might be used for imparting a better kind of education to superior mechanics, or as a reading-room, where coffee and tea might also be supplied cheaply to the working classes. This would prove, I am per- suaded, a source of great improvement and amusement to them. 11. In addition to the foregoing observations made under the various questions proposed; little remains to be said. I feel the vast difficulty of suggesting any scheme that will meet, in the way of effective remedy, the evils now existingamongst a population like that of this manufacturing neighbourhood. I cannot, however, but cherish a strong hope, that by establishing public rooms of the kind already described, a partial remedy would be applied to existing evils. I have an earnest desire to make the trial, if pecuniary means could be found. Some aid would be afforded by a few neighbouring friends towards the accomplishment of this scheme, but at present I have no prospect of immediate success. May I hope these remarks will prove worthy of your benevolent attention. THOMAS DAVIES. No. 10. N". 10. The Rev. Daniel Rees, of Ctcm Celyn. j}| Mr - 23rd March, 1847. cCtiy 1. There certainly is a great deficiency of good day-schools with com- petent masters in tins neighbourhood ; in fact, with the exception of a few small dame-schools, which, for want of encouragement, are seldom kept for any length of time, there are only two day-schools capable of 412 On the State of Education in Wales, NO. 10. accommodating between them about 500 children, viz., the National School at Nantyglo, and the British School at Blaina iron-works, among a population of from 20,000 to 25,000 people, including Beaufort iron- works and Brynmaur. The latter of these schools has not been opened quite a twelvemonth ; and during the ten years the former has been in existence and operation, it has been found exceedingly difficult to meet with competent masters and mistresses to conduct it. The consequence has been that the children have seldom made that progress which, under more favourable circumstances, might have been reasonably expected. 2. Speaking generally, it may be safely stated that the poor are very ignorant on almost all subjects, except, perhaps, a very crude knowledge of the leading doctrines and duties of Christianity. The majority of them can seldom read with fluency and propriety, and few of them, comparatively, can even write their names. 3. I lament to state that, with some rare and honourable exceptions, the morals of the poor also are very defective. Their prevailing sins are cursing and swearing, lying and slandering, profanation of the Sabbath, neglect of Divine ordinances, breach of the seventh commandment, drunk- enness, and the numerous train of evils that usually accompany it. Many instances and facts in illustration of this state of things occur at almost every petty sessions held in the neighbourhood, where numerous cases of assault and battery, the result of intoxication, have invariably to be disposed of. 4. They possess the means of religious instruction to a considerable extent, there being, besides the very inadequate means provided by the Established Church, chapels belonging to almost every denomination of Christians, attached to most of the iron-worka ; but I have reason to think that one-half of the people seldom profit by them. 5. Of late years, ever since what is here called the Chartist rise, in the autumn of 1839, the people have not meddled much with political matters ; but their social state is not improved, while their general pursuits are such as might be expected from their state of ignorance or want of information. 6. On this point I have no doubt whatever ; indeed, I consider better education to be the very thing which they most need, and that it could not fail vastly and speedily to improve their morals and conduct. Edu- cation, however, to be thus effective, must include the constant and diligent inculcation of Christian principles. 7. I fear the majority do not. The people, involved as they are in ignorance, do not appreciate, and perhaps cannot reasonably be expected to appreciate as they ought, the value of education, either to themselves or their children, and therefore do not desire it. 8. The English language is certainly rapidly gaining ground in this neighbourhood, and is, I believe, the only language used in all our day- schouls. It is desirable, of course, that it should be well taught, in order to open the various sources of instruction to the rising generation in a language they can understand. 9. There are here no local means worth mentioning for these purposes, except what may be supplied by the iron-masters ; and, if I may judge by the apathy displayed on this subject in past years, there is little pros- pect, I apprehend, of schools being established in this locality, on any- thing like an adequate scale, without the aid of Government. 10. I do certainly think Government aid most desirable, nay, T should Monmouthshire. 4 1 3 say it is absolutely necessary and indispensable, and I do not see any NO. 10. prospect of a better state of things without it. I am, however, unable Rev ~^ to state to what extent and in what manner it could be best applied. Kees The diversities of creed are such obstacles in the way of almost every Cw "' Ccl y n - plan that can be proposed, that it must probably be left to every denomi- nation of Christians to conduct their schools in their own way, subject only to some such control as that proposed to be exercised in the Re- solutions lately issued by the Committee of Council on Education. 1 1 . I have no other opinion to offer. _____^^^^__^^_^_ DANIEL REES. No. 11. No . n . The Rev. Augustus Morgan, Rector of Machen, and Rural Dean. Ucv.~/uT g us- tus Morgan, 6th April, 1847. Mac/ten. 1. A great deficiency. This arises, I consider, chiefly from a lack of funds to erect school-rooms and furnish salaries sufficient to induce com- petent and respectable persons to undertake the office of schoolmaster. 2. The poor are shrewd enough in their respective callings, but sadly ignorant on the subject of religion and literary attainment, 3. Throughout the mineral districts their morals are very defective, and, I regret to say, that the evil seems to be extending to the lowlands, or rural districts, caused, I consider, by the communication necessary for the sale of their produce, as well as from the agricultural labourer, who has been induced to leave his home to obtain a higher rate of wages on the hills, returning contaminated by the drunken and profligate habits he has acquired during his absence among the ironworks and collieries. In my opinion, a tramroad, for the conveyance of coal from the hills to the sea-port for exportation, tends to demoralize the district through which it passes to an inconceivable degree. The results are theft, drunk- enness, and prostitution. Women and children of all ages, sent out ex- pressly by their parents, are seen at all hours following the tram-waggons, to obtain by any means, save by a pecuniary purchase, coals for the use of their respective families ; the haltiers of the trams, from a knowledge and intimate acquaintance with the parties, oftentimes aiding and assist- ing in the plunder of their employers. 4. In my own parish I have two day-schools, in addition to which. there is a Sunday-school held at the Wesleyan chapel ; many of the Dissenters, however, send their children to my day-schools, and make no objection to their conforming strictly to the rules, and attending the service of the Church on Sunday. 5. My impression is, that if good day-schools were established, and no invidious distinction made with regard to sect, but merely a strict com- pliance with the rules insisted upon, numbers who now call themselves, and are considered Dissenters, would take advantage of these schools, and send their children to them without hesitation. 6. Most assuredly it would, in a general point of view, although some children, who are innately of a wicked and depraved disposition, would, in my opinion, become greater adepts in crime by the cultivation of their intellect. I consider I have had instances of this in my own neighbour- hood, and that some families, with scarcely a member of it that would prove an exception, are incorrigible. 7. There is a very general desire amongst the working classes to edu- 2 F 414 On the State of Education in Wales, is 7 o. 11. cate their children, but as in the neighbourhood of the works employment Kevins- can be obtained for them at a very early age, they readily sacrifice the tus Morgan, future welfare of their offspring as regards their education for the sake Maeken. ^ ^ f ew s hin m g s t ne y are a b} e t get by their weekly earnings. 8. The English language is rapidly gaining ground, and it is very de- sirable that it should altogether supersede the Welsh, for the following reasons : 1st. For the better carrying out matters of law in courts of justice, where, in many instances, judge, counsel, and jury, are altogether dependent upon an interpreter for a correct version of the evidence ad- duced. 2nd. It would, I consider, ensure a larger congregation, and a more regular attendance of the rising generation in parish churches, which the administration of the service alternately in^English and Welsh has a tendency to diminish and prevent. 3rd. I believe it has been proved, that the meetings which preceded and which were held during the chartist outbreak . and Rebecca conspiracy, in Monmouthshire and South Wales, were carried on altogether in the Welsh language, solely with a view that the extent of their proceedings should not be discovered by the police and other agents sent down by the Government for the dis- covery and counteraction of their revolutionary plot. 9. I do not consider that there are sufficient local means available for building and supporting good day-schools in this locality without Go- vernment aid, as the owners of land, and the proprietors and lessees of the works and collieries, with a few exceptions, do not seem disposed to give that countenance to education which, in my humble opinion, they ought to do, and the livings are too small for the clergy to effect much out of their limited incomes. - 10. As the parishes in this locality are so unequal both in extent as well as population, I would propose that they should be divided into districts, that Government should be met half way by the owners of property, each subscribing in proportion to the nature of the property they possess within the district. This can be ascertained by reference to the parish rate-book. That the parties so subscribing should have the nomination of a number of children in proportion to their subscription ; that the clergyman of the district should have the nomination of the children whose education would be defrayed by the sum advanced by Government, subject to the sanction and approval of the Government inspector ; that these sums should not altogether defray the charges of education, but that the parents of each child should have to pay a certain quota, however small, towards it. This latter point I consider most essential, as I have invariably found that the working classes seem to value less, at all events appear more indifferent to, free schooling than when they themselves pay wholly, or in part, for ;the tuition of their children. The attendance of the children is therefore less regular, and their instruction consequently retarded. 11. As, from the increasing number of works and collieries, there are a great many more agents and clerks employed, who require for their children a higher grade of education than is generally afforded by the present day-schools of the district, it would be desirable that the masters should understand and be able to teach at least the elements of engi- neering, land-surveying, levelling, and dialling. AUGUSTUS MORGAN, Rector of Machen, and Rural Dean Monmouthshire. 415 The Rev. Mr. Morgan subsequently writes thus : " From what I have seen within the last few days as regards the different works and collieries in my immediate neighbourhood, the sad, nay almost total, ignorance on religious matters of children ripening into manhood, the total indifference of their masters, and, I regret to add, almost equally so of their parents (beyond the obtaining the day's work on the part of the former and the daily earnings on that of the latter), all convince me of the imperious necessity of even a compulsory system for the education of the working-classes. ***** It is really painful to see the degraded state, both mentally as well as physically, of lads who, had they not been buried alive from the earliest age they could use their hands, might have been healthy, active, and intelligent, but are now squalid pictures of disease and deformity, many indeed ignorant and indifferent to anything beyond what is absolutely necessary for the support of their bodily strength." [I have subsequently received the following letter from the same gentleman.] " You are at full liberty to make an extract from the letter which I last wrote you, for, as far as I can recollect, it contained nothing but my candid opinion on the. matter, which I care not who knows. I believe I qualified my assertions by stating that they were exceptions to the general rule, and one of an interesting character occurred, not long since, where an ironmaster of great respectability appeared at the baptismal font as sponsor for two of his workmen's children, thereby proving an interest in their spiritual as well as their temporal welfare. I do not know that I am justified in saying that there is a will to encourage drinking, to prevent these men laying by a store against a rainy day, lest it should form a fund to support them during a strike, but this is, I believe certain, that neither by advice nor remonstrance do they endeavour to check this prevailing vice, and that the mass of the population in the mining districts are not so much bound to their masters by love, respect and esteem, as they are by the dread of losing their work ; and it has always been found, whenever an emeute or outbreak has occurred, that, with a few exceptions, a stranger, whether magistrate or otherwise, had more weight in bringing them to their senses, by showing a kindness and sympathy with regard to their fancied or real hardships, than those by whom they had been employed, probably for the greater part of their lives, and to whose control and advice you would have supposed they would have yielded without a murmur ; but for what reason 1 Simply, because they had never shown, when times were flourishing, that interest in their domestic comforts that wish to promote the moral arid religious education and civilization of their families, to which a few pounds annually out of their enormous profits would have essentially contributed. I feel more convinced every day that Government can, comparatively speaking, do nothing unless they are willingly and ably assisted by the landed proprietors in the agri- cultural, and the lessees as well as the owners of the works and collieries in the mineral, districts. The clergy, however zealous they may be, without the co- operation of their patrons, can avail but little : their confined incomes put it out of their power to do much in a pecuniary point of view ; but I feel convinced that in most instances they will not be found wanting, provided the sinews of war are forthcoming, to carry out the views and wishes of those who are able and who ought to furnish them with the means of mutually benefiting so many of their fellow-creatures at this moment, in one sense of the word, in a state of utter destitu- tion. The character of the Welsh has always been that of a wish to show gratitude for favours conferred. But now there is no favour to acknowledge no feeling of gratitude engendered : you contract for him in labour and bodily strength ; for this it is true you pay him, oftentimes in truck (which, again, is a source of profit to the master), but you interest yourself no further about him or his concerns ; he, therefore, naturally enough, cares as little about you. This I hold to be the general feeling throughout our enormous mineral population,'and I only trust that the time is far distant when it will be put to the proof. A time of dearth and bodily priva- tion would tell a fearful tale. You would find those mothers and daughters, (whom clothing clubs and schools of industry would have civilized and conciliated), as in the French Revolution, to be the leaders of the affray. They are now little below the savages, the drudge and servants of their husbands ; but, as in the Chartist riots, they tried to urge them on to plunder and riot." 416 On the State of Education in Wales, No. 12. No. 12. Samuel Dobree, Esq., Risca, near Newport. 3 1st March, 1847. 1. Yes, decidedly. There is only one school conducted on Church principles, and held in a Dissenting chapel in the parish ; at present it is attended by about 20 children, paying 4d. and 6d. a-week ; last year the numbers were nearly double, but, from the dearness of provisions, the parents state that they cannot afford to pay so much for their chil- dren's schooling. There is also a Baptist school attended by about the same number of children. The education in both schools is very limited. There are also a few dame-schools hardly worthy of notice. 2. The poor are generally intelligent, but very ignorant on religious subjects. They are nearly all Dissenters. 3. Drunkenness is almost universal, which is encouraged by the end- less number of beer-shops. After the pay-day (once a-month) no work is done for two or three days, and the village is full of drunkenness and disorder. 4. The church was, until lately, only open once on a Sunday; but about six months since a second curate was appointed, and since that time there have been two full services on the Sunday, and the sick and poor have been much better attended to ; theattendance at church is also increasing. There are several Dissenting chapels in the parish, principally Wesleyan, Baptist, and Primitive Methodists. They are all well attended on Sundays. There appears to be a religious feeling among the colliers, mixed up with great ignorance and almost universal dis- sent. 5. Improvidence is the distinguishing feature of the men. Although receiving good wages, they are generally penniless ; all their money goes in drink ; and there does not appear to be any effort made in this place to bring about more provident habits ; on the contrary, a feeling exists, that, if the men could be induced to save their money by provident societies, or other means, it would be arming the men to stand out longer against the master when a strike occurs, and consequently no en- couragement is given to such societies. 6. This can only be a matter of opinion ; in mine most decidedly it would. 7. Yes, most decidedly. 8. In this neighbourhood there are very few persons who do not speak English, although Welsh is most commonly used among the people. I do not see that any alteration in this respect is desirable. 9. Endeavours are now being made to build a Church school to edu- cate 150 children, but from the poverty of the neighbourhood (the popu- lation being wholly composed of colliers and miners) great doubts exist if sufficient funds can be raised even to build the school. The local means of supporting a day-school by subscription is very small indeed ; not more than 51. per annum could be collected. 10. T am of opinion that, if means could be found to build a Church school for the education of 150 children, it would be fully attended, as the Dissenters now send their children to the Sunday-school held in the church (in number from 60 to 70), and express a strong desire to see a school built, that they might send their children to it. This would, I Monmouthshire. 417 think, tend to improve the rising generation more than anything else; but No - 12 - I am doubtful if such a school can be supported by the pence of the Samuel U children, and from some trifling local subscription, without the aid of ^c^nea Government or of the Educational Societies. Newport. SAMUEL DOBREE. No. 13. No. 13. [The following Answers refer to the South Brecknockshire Mining } District, and were not received in time for the former Report.~\ Cnne, Y S - tradgynlais, P. Moir Crane, Iron-master, Ystradgynlais, Brecknockshire. Brechnoch- 25th March, 1847. 1. I consider that there is a great deficiency, which arises principally from a want of proper persons as competent masters; there are several schools, but mostly inefficient. 2. The ignorance is very great, 1 may say, on every subject; but the ignorance that strikes one most is, that want of a care of themselves, as, for instance, education is regarded as almost useless, laying by a part of their earnings for old age or sickness is almost unknown, and the practical bearing of vital religion in the heart in promoting peace, con- tentment, and happiness, amongst a professedly religious people, appears little understood. 3. Drunkenness prevails to a great extent on Sunday, and after work the public-house appears to be the great recreation. Almost in every case on marriage intercourse has taken place before, so that a child is born soon after ; it is not thought anything for a woman to have had one or two children before marriage. Numbers of deaths occur with illegitimate children. Parental discipline is almost unknown, and family ties are very slender. 4. The means of religion, with the exception of sermons on the Sun- day, are very few, and inadequate to the population ; there is nothing like a pastoral superintendence ; the means are good as far as they go, and the people do profit by them, but more means are wanted. 5. The advance of population has been far beyond the provision made by any denomination for the spiritual wants of the people. 6. There cannot be a doubt but that education would tend to improve the people, more especially if it is based upon truth and the religion of the Bible, laid down as the great source of true morality and content- ment. 7. I cannot say there is much desire for education. 8. The English language is gaining ground ; it is most desirable that it should do so ; the means of communicating knowledge and of in- structing are very scanty amongst the Welsh. 9. In this immediate district there are means ; but, around, assistance would be desirable. 10. I think in assisting to pay good masters, as schoolmasters are generally underpaid, and a man can do better at other trades, wherever a school could be got up. From 20/. to 40^. per annum would be a great boon to assist good schoolmasters, to be open to all denominations. 11. As master over about 1200 workpeople, I am quite of opinion 418 On the State of Education in Wales. NO. is. that the state, of Wales is worse than almost any part of the kingdom ; M "^~ if I have any strike or quarrel with the people, it is almost next to im- rane, Ys- possible to reason or talk with them, for they are so led by others that irecknock- * ne y w ^ g' ve U P their own judgment entirely. I have never known a w. people with less of a mind of their own when their interests are called into question, when they have to act for themselves. P. Mom CRANE. This testimony, my Lords, develops the existing evils and the true root of the great moral disease which opposes itself to all educational progress. The patients have no faith in the physician. They estimate all the superior classes by the conduct of those they are immediately placed under. Sympathy and kindness towards the poor are essential to their confidence in the rich ; to sympathy and kindness these benighted people are well-nigh utter strangers. The fierce struggle of interests believed to be adverse is ever pre- sent, fomenting envy, bitterness, malice, and all the inhumanities of hatred. It pervades the entire conception of the relation be- tween labour and capital. There is, therefore, no confidence in the class through whose medium the remedy should be administered ; nor are they inclined to administer it by other means than a tax on wages, which renders it repulsive to the recipients, whose sym- pathy and appreciation it is so essential to secure. No effective voluntary efforts on the part of the people to obtain sound education can be expected whilst they are too ignorant to value it ; nor will any voluntary exertion be made by those who can so well afford it, whilst that feeling prevails among the majority of the employers of labour which it has been my painful duty to develop and attest. These, my Lords, are the results of my inquiry. I could have multiplied details to a great extent, but, on carefully looking over the notes and documents I collected, I am persuaded that though the district I have visited is one of the first importance, of great peculiarity of feature, and deserving earnest attention, I could not, by merely enlarging the picture, have rendered it more ex- pressive of the facts I was commissioned to investigate. I have the honour to be. My Lords, Your very obedient faithful Servant, JELINGER C. SYMONS. [ 419 ] PART III. REPORT ON NORTH WALES. BY HENRY VAUGHAN JOHNSON, ESQ. [ 420 ] CONTENTS. REPORT : PAGE I. STATK OF EDUCATION AMONG CHILDREN ...... 421 Number of Schools and Scholars, compared with extent of several coun- ties arid density of inhabitants, 421. Origin and classification of Schools, 422. Date of establishment, 426. Professed object, 428. i. The School Buildings, their Furniture and Apparatus .... 428 School-rooms, number and capacity compared with demand for Educa- tion, 428. Miscellaneous buildings, description of, 429. Precarious tenure, 433. Apparatus insufficient, 433. Books ill selected, 437. Materials for teaching English, 438. >, ii. The Teachers, and their Method of Instruction ..... 438 Income of teachers, 439. Class from which taken, 439. Sex, 439. Age, 439. Physical condition, 440. Collateral employments, 440. Qualifications : first, intellectual ; knowledge of the English lan- guage, 446. Methods adopted for teaching English, 449. Reading, 452. Writing, 454. Arithmetic, 454. Higher secular objects, 455. Holy Scripture,? 458. Catechisms, 460. Secondly, moral qualifica- tions : discipline and general moral influence, 460. Methods of punish- ment, 462 Specific training of Teachers, 462. Object of Normal Schools misunderstood, 462. iii. The Visitors; Government and Organization of Schools . . . 446 Individual instruction, 466. Monitorial, effects of, 469. Simultaneous, 471. Inspection, neglect of, 471. Results, 471. Abstract of Schools in abeyance, 474. Defective inspection ; promoters uneducated, 476. Or misapprehend the Education required, 477. 3v. The Scholars and their Proficiency ....... 479 Number of Scholars, 479. Average daily attendance, 479. Sex; com- parative Education of Males and Females, 480. Age of prevailing Education, 484. Pupils between 10 and 15 years, 484. Age of least Education"; Infant Schools, 484 ; Duration of attendance, 484-Distance of Scholars from School, 484. Inferences, 484. Attainments of Scholars classified, 486. Results of Examination of 19,521 Scholars in all subjects professed, 487. Knowledge chiefly religious, 493. Extent illustrated, 493. Varies inversely with repetition of Cate- chisms, 497. Fundamental error in Welsh Education, 500. V. Causes of Defective Education ....... School Funds, 501. Imperfectly distributed, 501. First, Endowments ; breaches of trust, 501. Schools in abeyance, 505. Or useless, 506. Madam Beavan's Locomotive Schools, 509. Secondly, Benefactions of rich and payments of poor applied to maintain conflicting Schools, 511. Fatal results of social division, 511. II. MEANS OF EDUCATION FOR ADULTS ....... 513 First, Secular Instruction ; Night Schools, 513. Mechanics' Institute Reading Rooms, Circulating Libraries, 513. Secondly, Religious Instruction ; Sunday Schools, statistics of, 515. Nature and object, 515. Course of proceeding in, 515. r III. RESULTS: GENEUAL INTELLIGENCE AND CIVILIZATION . . . Results of present system ; imperfect civilization ; First, in language, 519. Literature, 519. And general intelligence of the people; farmers, 522. Tradesmen, 524. Sailors, 525. Quarrymen, 526. Secondly, in social and moral condition of agricultural counties, 527. Towns, 527. Carnarvonshire quarries, 528. Mining districts on English border, 531. And manufacturing towns of Montgomeryshire, 533. The besetting vice of North Wales, 534. [ 421 ] Report on North Wales, comprising the Six Counties of Anglesey, Carnarvon, Denbigh, Flint, Merioneth, and Montgomery, under the Commission of Inquiry into the State of Education in Wales. BY HENRY VAUGHAN JOHNSON, ESQ. To the Right Hon. the Lords of the Committee of Council on Education. MY LORDS, Lincoln's Inn, October, 1847. UNDER the Commission which I received from your Lordships, I have made Inquiry into the State of Education in North Wales, especially into the means afforded to the labouring classes of ac- quiring a knowledge of the English language. I have conducted this Inquiry in conformity with the Instructions which I received ; and by the aid of the assistants appointed under your Lordships' sanction, I have procured information upon the several particulars set forth in my Instructions. The Appendices of Evidence obtained under this Commission are preceded by statements of the sources from whence they were Resultsof severally obtained, comprising an account of the general method inquiry. which I have pursued. In the following Report, I have the honour to lay before your Lordships the results of my Inquiry, as they illustrate, first, the state of education among the children of the labouring classes ; secondly, the means of instruction provided for adults ; and, thirdly, the general state of intelligence and civilization among the poorer classes in North Wales.* I.- STATE OF EDUCATION AMONGST CHILDREN. North Wales comprises one half of the number of counties which Number of form the principality ; it, includes 2,044,160 acres, and contains a Rhoianeomr population amounting at the last census to 396,320. In this ^nYo}" 1 district I found 591 schools for primary instruction, of which 13 district ana were in abeyance : the remaining 578 were attended by 32,033 inhabitants. scholars. The distribution of the latter, with reference to the amount and density of the population in the several counties, appears from the following table : I Counties. Statute Acres. Population in 1841 No. of In- habitants to 100 Statute No. of Schools in opera- tion, and of Scholars on the Books, at the time of Inquiry. Schools. Scholars. Anglesey 173,440 50,891 29-3 60 3,404 Carnarvon 348,160 81,093 23-3 79 5,867 Denbigh 405,120 88,866 21-9 127 7,405 Flint 156 160 66 919 42 '8 131 7 586 Merioneth 424,320 39,332 9-3 60 3,006 Montgomerj 536,960 69,219 12-9 121 4,765 Total North Wales . 2,044,160 396,320 19-3 578 32,033 * In conformity with Section XX. of the Instructions, this Report is confined to a statement of the facts which have been ascertained. On the State of Education TABLE (A). CLASSIFICATION OF SCHOOLS. DENOMINATION. 1 ANGLESEY. Under a Master. Under a Mistress. Under both. Total. fLsJ Jflj ||l eu ** Schools Scholars Schools Scholars Schools Scholars Schools Scholars I. SCHOOLS PROVIDED FOR THE BENEFIT OF THE POOR I. IN CONNEXION WITH A PARTICULAR CHURCH OR SECT : 1. Church 2. Baptists 3. Calvinistic Methodists . . . 19 1,163 2 62 62 4 654 25 1,879 41-7 55-2 5. Roman Catholics .... II. SCHOOLS NOT SECTARIAN : 1. British and Foreign Schools . 2. Schools not British and Foreign 19 1,163 2 4 654 25 1,879 41-7 55-2 5 2 449 90 ' 1 *90 ^ t f % 5 3 449 180 8-3 5-0 13-2 5-3 A a > l * II. SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE: 1. Private Adventure .... Grand Total Schools and Scholars Average per School .... 7 15 539 1 90 8 629 13-3 18-5 522 11 330 1 44 27 896 45-0 26-3 41 2,224 14 482 5 698 60 3,404 100-0 100-0 54 . . 1 34 140 57 I. SCHOOLS PROVIDED FOR THE BENEFIT OF THE POOR I. IN CONNEXION WITH A PARTICULAR CHURCH OB SECT: 1. Church 2. Baptists ....... CARNARVON. 36 2,411 6 640 5 943 47 3,994 59-5 68-1 5. Roman Catholics .... II. SCHOOLS NOT SECTARIAN : 1. British and Foreign Schools . 2. Schools not British and Foreign 36 2,411 6 640 5 1 943 47 3,994 59-5 68-1 4 4 1 356 332 36 'i 46* 339 5 5 1 695 378 36 6-3 6-3 1-3 11-85 6-45 6 II. SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE : 1. Private Adventure .... Grand Total Schools and Scholars Average per School .... 9 724 1 46 1 339 11 1,109 13-9 18-9 13 514 8 250 21 764 26-6 13-0 100-0 58 3,649 15 93G 6 1,282 79 5,867 100-0 63 62 214 74 in North Wales. TABLE (A). Classification of Schools continued. DENOMINATION. DENBIGH. Under a Master. Under a Mistress. Under both. Total. P K0J 8*2.5 li!l 111 I *gl* UP r-f 2 00 = Schools Scholan Schools Scholars Schools Scholars Schools Scholars Mis |*fc I. SCHOOLS PROVIDED FOR THE BENEFIT OF THE POOR I. IN CONNEXION WITH A PARTICULAR CHURCH OR SECT : 31 ' 2 2 ' l" 2,085 9*2 84 ' 85 20 886 9 875 60 ' 2 2 '\ 3,846 '92 84 '85 47-2 V*6 1-6 '8 52-0 1-24 1-13 l'-l*3 2. Baptists .... . . 3. Calvinistic Methodists . . . 5. Roman Catholics .... II. SCHOOLS NOT SECTARIAN : 1. British and Foreign Schools . 2. Schools not British and Foreign 36 2,346 20 886 9 875 65 4,107 51-2 55*5 8 9 1,010 469 ' 2 157 3 '2' 730 123 11 11 2 1,740 626 123 8-7 8-6 1-6 23-5 8-4 1-7 II. SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE : 1. Private Adventure .... Grand Total Schools and Scholars Average per School .... 17 1,479 2 157 5 853 24 2,489 809 18-9 33-6 11 274 26 505 1 30 38 29-9 10-9 64 4,099 48 1,548 15 1,758 127 7,405 100-0 100-0 64 32 117 - 58 I. SCHOOLS PROVIDED FOR THE BENEFIT OF THE POOR I. IN CONNBXION WITH A PARTICULAR CHURCH on SECT : FLINT. 24 V 2 1 1,409 48 103 12 16 962 ' 20 2,622 60 4,893 45-8 64-5 ' -6 1-4 7 2 Baptists . . . 3. Calvinistic Methodists ... g !: 48 103 55 8 1-5 1-5 5. Roman Catholics .... II. SCHOOLS NOT SECTARIAN ; 1. British and Foreign Schools 2. Schools not British and Foreign 28 1,572 17 1,005 20 2,522 65 5,099 49-6 67-2 4 3 '.1 493 236 'so *2 75 1 '2 313 112 5 5 2 1 806 311 112 30 3-8 3-8 1-5 8 10'6 4-1 1-5 4 [I. SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE : 1. Private Adventure .... Grand Total Schools and Scholars Average per School .... 8 759 2 75 3 425 13 1,259 9-9 16-6 19 459 33 723 1 46 53 1,228 7,586 40'5 100-0 16-2 55 2,790 52 1,803 24 2,993 131 100-0 51 34 125 | .. 58 . . 424 On the State of Education TABLE (A). Classification of Schools continued. DENOMINATION. MERIONETH. Under a Master. Under a Mistress, Under both. Total. ?^o 2il ES Jj 1-gSs " =-2-5 m ~.= S.'* c'z z--f. p Schools Scholars Schools Scholars Schools Scholars Schools Scholars I. SCHOOLS PROVIDED FOR THE BENEFIT OF THE POOR I. IN CONNEXION WITH A PARTICULAR CHURCH OK SECT : 21 ;? 968 Vo 4 199 5 369 30 *1 1,536 '40 50-0 1-7 51 1 3. Calvinistic Methodists . . . 5. lioman Catholics .... II. SCHOOLS NOT SECTARIAN : 1. British and Foreign Schools . 2. Schools not British and Foreign 51-7 52 22 12 1 1,008 4 199 5 369 31 1,576 1,051 20 12 1 1,051 20 20-0 1-7 34 II. SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE : 1. Private Adventure .... Grand Total Schools and Scholars Average per School .... 13 13 1,071 13 1,071 21-7 35 12 100 308 2 11 1 40 16 359 26-6 100-0 48 2,387 6 2iO 6 409 60 3,006 50 35 68 50 | .. I. SCHOOLS PROVIDED FOR THE BENEFIT OF THE POOR- I. IN CONNEXION WITH A PARTICTOAB CHURCH OR SECT : 1. Chmch MONTGOMERY. 30 ' L 1,374 *48 11 310 6 '1 900 47 2,584 38-9 & '] < 3. Calvinistic Methodists . . 4. Independents 5. Roman Catholics .... 200 *1 "l ' 200 ' -8 8 II. SCHOOLS NOT SECTARIAN : 1. British and Foreign Schools . 2. Schools not British and Foreign 31 1,422 11 310 7 1,100 49 2,832 40-5 5< I 4 4 1 238 211 28 ' 2 164 4 4 3 238 211 192 3-3 3-3 2-5 II. SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE : 1. Private Adventure .... Grand Total Schools and Scholars Average per School .... ' 9 477 . . . 2 164 11 641 9-1 i; 28 693 32 539 1 60 61 121 1,292 50-4 2" 10( 68 2,592 43 849 10 1,324 4,765 100-0 38 19 132 39 in North Wales. TABLE (A). Classification of Schools continued. 425 THE SIX COUNTIES. DENOMINATION. Under & Master. aMss. Unto both. Total. if yj U a>*-- "5 s '" - ? P O ft Schools Scholars Schools Scholars SchooU) Scholars Schools Scholars Kll o'u 5 S y*J " SCHOOLS PROVIDED FOR E BENEFIT OF TE1E POOR N CONNEXION WITH A PARTICULAR HuncH on SECT : 161 9 410 59 3 059 la 6 263 18 73 46*5 58'5 3. Calvinistic Methodists . . . 3 140 3 140 5 4 75 g 275 1*0 *8 5. Roman Catholics .... 1 12 1 43 ' ' 2 55 4 .0 I 85 j 200 9 285 4 .9 * * * * 172 9,922 60 3,102 50 6,463 282 19,487 48-8 60-8 SCHOOLS NOT SECTARIAN : 1. British and Foreign Schools . 2. Schools not British and Foreign 37 23 3,597 1,353 64 ' 6 368 5 ' 6 1,382 399 42 29 8 4,979 1,726 463 7-2 5-0 1-4 15-5 5-4 1-5 1 30 1 30 2 1 63 5,049 6 368 11 1,781 80 7,198 13-8 22 '5 SCHOOLS NOT PROVIDED FOR THE POOR, but taught on PRIVATE ADVENTURE : 1. Private Adventure .... 99 2,770 112 2,353 5 220 216 5,348 37-4 16-7 Grand Total Schools and Scholars 334 17,741 178 5,828 66 8,464 578 32,033 100-0 100-0 Average per School .... 53 33 128 55 The schools at present in operation belong to two principal classes, viz. schools provided for the benefit of the poor, and schools conducted upon speculation or private adventure. The former have been established from a sense of the importance of providing instruction for those who may be too poor to obtain it. for them- selves ; the latter have been set up as a speculation or trade for the benefit of the promoters. Schools of the first class are divided, according to the motives which determined their original foundation, or the principles upon which they are at present conducted, into schools established in connexion with some religious church or sect, with the primary object of inculcating certain religious tenets ; and schools established for general education. The distribution of the 578 schools of North Wales, according to this classification, is exhibited in the foregoing tabular sum- mary. The following table shows the number of schools which have been more than 20 years in operation, and the several numbers established in each of the last 20 years, distinguishing Church schools, British schools, and schools taught on private adventure: Causes which led to estab- lishment of schools. Correspond- ing classifica- tion. Date of establish- ment pro- gress of edu- cation. 426 On t/ie State of Education TABLE (B). DURATION OF SCHOOLS ; DATES OF ESTABLISHMENT. Year of Establishment. ANGLESEY. CARNARVON. I'KNBKill. FLINT. 11 C x jl fill! S^E 3 ill i" 5 *w JJ i c^= |3 ij ' *4 sj 1 3 "SO I l - p* iSoE U ' si [I 1' i-f . * t ^ ^ 1*1 3oO sl ~1 lip si * b r2 (^ 5^0 w Before 1827 . :3 4 i 10 3 2 30 7 2 28 1 'i 8 1 *i 3 1 2 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 1841 1842 . . . 1 1 .. i 1 1 1 1 i 2 2 2 1 *i ' 1 1 2 i 1 'i i 3 'i i 3 1 2 2 2 2 1 2 1 2 4 I 1 2 3 [ . . . 1 i 4 2 1 *i . . . 2 .. . . . 3 2 2 i t : i i i 3 8 'i i 4 2 1 *i i j 2 8 1 3 i 2 1 1 "i *i 3 "i 2 7 "i 'i 'i 'i 4 3 1 1 . 1 "i i i 2 *5 ' 7 2 'i i 'i i *3 2 5 3 1 3 1 1 1 3 9 2 3 '2 *3 2 2 1 2 1 1 2 2 2 6 6 7 3 * ! . . . 1 1843 1844 1845 1846 Part c Numt blis IKS Not a * ! f 1847 ! icr esta- 1 led since \ 1 . 1 scertained. 2 'l 2 i < a 13 1 23 2 34 3 5 18 5 35 10 1 30 1 16 1 . 31 2 5 44 1 i: Year of Establishment. MERIONETH. MONTGOMERY. THE SIX COUNTIES. ft"o 11 gee 3 -a"3 o .2 2 ' a 2 5*3 .St! * & -34 ! =o i] k' c a] >J5 'll ^ o j j > w " 111 l= s i: 5^ 106 j 2 1-Zl ' ~ ^ J2* sftlJ *J= 2 o g^iloS -1 3s o-S H w Before 1827 . 7 18 11 2 33 7 146 4 'f *2 'i 7 8 7 1 4 5 4 5 15 8 7 8 6 7 7 17 15 8 21 4 i i '4 7 10 14 5 4 2 2 7 3 8 6 2 1 5 5 5 4 8 6 10 8 18 21 46 10 1 'i 2 1 *i "i i '3 3 3 4 5 7 10 2 1 4 9 - 9 9 14 14 7 6 20 14 14 13 17 16 20 33 45 46 91 21 1829 . . . 1 - 1 1831 . . . 2 1 1 1 1 3 3 'i 1833 . . . 1836 . . . 1 2 1837 . . . 1838 . . . 3 1 ' '. "l * 'i *4 1 1 1 1 2 6 1 "2 *2 2 1 3 2 3 3 ' 6 5 10 5 2 'i *2 'i 1840 . . . i 2 1842 . . . 1843 1844 1845 1846 Part of 184 Number Wished 1827 . Not ascert '{ 2 1 7 4 *4 5 *4 *9 esta-1 rince lined 25 13 16 2 28 1 4 50 7 166 7 42 1 181 2 4J 1 434 11 in North Wales. 427 rf 11*1 CO CO | o sembled. FLINT. III 00 * O (N t-. 1 II- n a "o y Z tn 04 (M . (N il j CM CO iO . e^i oo CO *! OO OO KS ii CO *! 5 01 's 0} i-^Li o ,2 to to _0 1 to to _o o 1 a W I 111 3 CO t-. t^ O *-> *>. CO t>. CO s O Z O M <^ 3 . OD ' to i i i i l>. (N "p V-H " J $ -g ! .5 ^o 01 ~ sj |4j 5 3 1 le |iJ HI si I 3 |lz "5 i DESCRIPTION OF SCHOOL- BUILDINGS : School-rooms set apart for thel 36 26 58-1 41-9 1 62 52 28 65-0 35-0 I 80 55 78 41-3 58-7 {.133 Miscellaneous buildings . . TENURE: Tenancy at will .... 37 59-7 46 57-5 85 63-9 [7] [2] [8] In trust for ever* ... 19 30-6 62 30 37-5 80 46 34-6 133 By lease for a term . . . 6 9-7 4 5-0 2 1-5 STATE OF REPAIR: School-room Good . . , , Indifferent ,, Bad ... 37 19 6 59-7 30-6 9-7 1 62 49 15 16 61-2 18-8 20-0 I 80 63 43 27 47-4 32-3 20-3 Il33 J Out-buildings : Sufficiency Sufficient . 18 29-0 1 25 31-2 37 27-8 ] ,, Insufficient. 12 19-4 } 62 22 27-5 80 64 48-1 }133 , , None . '. ' 32 51-6 1 33 41-3 I 32 24-1 J Condition Good . . 13 43-3 21 44-7 1 34 33-7 ) , , I ndifferent . 7 23-3 30 4 8-5 147 37 26-7 10 ,, Bad '."'(' 10 33-4 J 22 46-8 j 40 39-6 1 FURNITURE AND APPARATUS : Sufficiency Sufficient . ,, Insufficient. 25 37 40-3 59-7 } 62 35 44 44-3 55-7 [ 79 16 115 12-2 87-8 }l31 Condition In good repair , , In bad repair 40 22 64-5 33-5 J 62 53 26 67-1 32-9 I 79 46 85 35-1 64-9 }131 . _ g "5-g.* 1 5-gx 1 o-g-s j B &'% g IS! 1 1 ||| 1 1 Si b '= 3 11! School Accommodation. % 3 O'~ "& m ^1 g ^3 & so- 2 *"5 2 a & o> 30"" X . * f < Sf 0) g 3 E "rt E 0_2 0) 2 2 "2 J g I E J3 o 5 I w jC u ^J i > J V ^J H ? ^ tS < 2 P ^ * Number for whom accommo-\ dation is provided, at six feetl square for each child, in j 3,692 103 36 7,405 142 52 8,100 147 55 In miscellaneous buildings . 1,203 46 26 3,064 109 28 5,613 72 78 Total Number for whom there 1 is accommodation . . . j 4,895 79 62 10,469 131 80 13,713 103 133 * The numbers within brackets [ ] denote the schools which are not secured by deed. in North Wales. FURNITURE, AND APPARATUS. FLINT. MERIONETH. MONTGOMERY. THE SIX COUNTIES. M f.2 1* ||f 1 8.2 1*3 h 0. o c f 1. 111 1 |j 11 ||| IN s' | a/So o 1 o S _3 '3b o 3 w o 1 o 55 | "a; "So ft S "i III "o -3 S ^"5-2 ^ ri S "p ^ S |ll r ~~ ' C.o 3 |ll 1 ! Jll iij 64 68 48-5 51-5 1 132 32 31 50-8 49-2 1 63 35 86 28-9 71-1 1 121 274 317 46-4 53-6 1 591 97 74-1 41 65-1 90 75-6 396 67-3 71 [3J [8] [35] 32 24-4 131 19 30-1 . 63 22 18-5 119 168 28-6 . 588 [1] 2 1-5 3 4-8 7 5-9 24 4-1 83 37 12 62-9 28-0 9-1 i 132 33 15 15 52-4 23-8 23-8 i 63 66 35 20 54-6 28-9 16-5 J, 2I 331 164 96 56-0 27-8 16-2 I 591 51 38-6 ) 17 27-4 ) 18 15-8 ] 166 28-5 | 58 44-0 132 14 22-6 >62 37 32-4 > 114 207 35-5 } 583 23 17-4 j 31 50-0 j 59 51 '8 1 210 36-0 I 52 47-7 17 54-8 20 36-4 ] 157 42-1 1 26 31 23-9 28-4 109 3 11 9-7 35-5 J31 10 25 18-2 45-4 > 55 77 139 20-6 37-3 > 373 29 99 22-7 77-3 ) 128 12 48 20-0 80-0 } 60 11 109 9-2 90-8 } 120 128 452 22-1 77-9 } 580 52 76 40-6 59-4 > 128 30 30 50-0 50-0 J 60 38 82 31-7 68-3 } 120 259 321 44-7 55-3 | 580 j *"2 2 I of| j 2 = 1 o-^ 3 1 1 1 c 1 so- JB i |gi 1 1 I lo-2 83 | i Ec^ 3 a V $ w*S 2? 3 is 1 el 1 ! i 5 3 S li 2 9 s 'o 2 a> 3 ||* 3 "c J S I 1 ^^< 3 l^< S i 4 < S I |c2<5 8,838 138 64 2,967 93 32 4,236 121 35 35,238 128 274 3,353 49 68 2,985 96 31 5,438 63 86 21,661 68 317 12,196 92 132 5,952 94 63 9,674 80 121 56,899 96 591 430 On the State of Education and remit the payment in advance of Is. for the first quarter ; but as the payments of the children are the only source of income, it is doubtful whether the school will be able to continue. In the Church school at Capel Curig, Carnarvonshire While some of the scholars were examined, the rest were either playing or staring at me. On my asking- the master why he did not teach the scholars in classes, he said he could not for want of proper books. The building is very damp ; the earth behind the house resting on the back wall as high as six feet above the level of the Hoor. Sometimes the place is overflowed with water from the hills. The room is too dark, there being only three small windows, and in these I counted twelve panes of glass broken. Between holes in the windows and crevices in the door, the place was well ventilated. The floor is of stone, and for furniture and apparatus there are only two rickety desks, barely sufficient for six children to write at, a torn and dirty map of the Holy Land pasted on the wall, and a few ragged books, copies, and slates. The room was dirty, and I observed a heap of wood for fuel in one corner. In the Church school at Llamnddwyn, county of Merioneth The building in which the school is held is dirty, and contains a stove which smokes insufferably. The fixtures and school apparatus are very deficient. There are no books except such as are torn to pieces, and no maps. The master complains that there are no Tes- taments, and the children read from penny books, almost obliterated, of the Discourses of our Saviour. In an endowed Chui'ch school in the parish of Gwyddelwern The building is a small cottage of the poorest description, and in miserable repair. The windows are nearly all broken, and mended with paper. The room contains none of the apparatus necessary for a school. The scholars being required to provide themselves with books, there is scarcely a book or slate to be found. There are no outbuildings for the children. In the National school at Machynlleth The floor of the boys' school-room was so damp that the boys were mounted upon planks to avoid catching cold. The rooms are spacious, but the furniture and fixtures were dirty, scantily provided, and ill arranged. The books and other materials, with the exception of those belonging to the master, were ill selected, miscellaneous in kind, insufficient, and in bad condition the usual effects of requiring the parents to provide them. This evil might be remedied by requiring the scholars to pay a small sum towards a fund for providing materials. At present all are admitted gratuitously without reference to the ability of the parents to pay. nse- The system of requiring pupils to provide their own books and ngpu- e " materials is adopted in the great majority of schools, and invariably ^tileS" occasions the injurious effects above mentioned. In such cases books, there are no depots or repositories for the sale of hooks fitted for sound elementary instruction, and the expense incurred by the parents in purchasing such as are offered for sale in the ordinary iii North Wales. 437 .- shops is ten times as great as need be required. I have found this system attended by the worst consequences, as regards the extent of instruction, the method of teaching, and the general organization of schools. In very many cases the teachers have complained that they have no scholars in arithmetic or grammar, inconsequence of the unwillingness or inability of the parents to incur the expense of providing the necessary materials. In other schools, where arithmetic, grammar, or geography are taught, I have found only one book for each subject ; and as the teachers are generally incompetent to give instruction vivavoce upon such higher branches, they are accustomed to dictate page after page of the book, requiring, the children to repeat it after them until the entire work is com- mitted to memory. Lastly, the variety of reading-books introduced by allowing each child to furnish his own, renders classification impossible. Instead of arranging his scholars according to their respective attainments, the teacher is compelled to form his classes according to the books in use, and in many cases to instruct each child individually, during which process the business of the school is at a stand, and the remaining scholars are idle or doing mischief. The defective character of the materials is even more important to notice than the deficiency of the supply. In by far the majority of schools the materials for secular instruction comprise no more than " Vyse's Spelling Book," the " Reading made easy," " Walk- inghame's Tutors' Assistant," and "Murray's Grammar;" works which represent the subjects of which they treat in the most difficult and repulsive form, and to Welsh children remain at the close of their education as unintelligible as at the commencement. In all Church schools in North Wales, and in many of those conducted on private adventure, the materials for instruction in the art of reading consist of the Bible, or books composed of extracts from the Bible. Many of these schools, being in union with the National Society, are well supplied with versions of the Scripture, and with the various editions of the Church Catechism published under the sanction of the Society. The exclusive employment of books which treat, only of the most sacred truths of religion, as hand-books for teaching the mere mechanical art of reading, and as vocabularies for introducing Welsh children to an elementary knowledge of English, is beginning to be considered by the clergy as no longer desirable. The following note of some remarks made upon this subject by the Rev. Robert Williams, incumbent of Gwernafield, in the parish of Mold, expresses the opinions of those of the clergy in North Wales who have thought most upon the subject of education : The clergyman expresses his anxiety to employ books of a miscel- laneous character in teaching 1 children to read, considering that the constant employment of the Bible, or of selections from the Bible, as a hand-book to teach children their letters, and the meaning of English 438 On the State of Education words, is injurious both in a religious and in an intellectual point of view, tending at once to make them associate the idea of the Bible with tasks and punishments, and lo limit their knowledge of the English language to the words and phrases employed in Scripture, which are inadequate for the purposes of daily life ; a defect which, in the case of Welsh children, is not remedied by conversation at home, English being never heard except in school. Besides the Bible, I have rarely found in National or Church schools any reading-books except abridgments of Holy Scripture, which, where intelligible, appeared to be exposed to all the dangers incident to the exclusive employment of the Bible as a hand-book, without possessing the corresponding advantages.* J n the few schools established in connexion with the British and Foreign Society, the selection of books is better adapted to the "requirements of pupils in every branch of education; but I have found no class of schools in which an attempt had been made to remove the first difficulty which occurs to a Welsh child at the very commencement of his course of instruction in consequence of his ignorance of the English language. Every book in the school is written in English ; every word he speaks is to be spoken in English ; every subject of instruction must be studied in English ; and every addition to his stock of knowledge in grammar, geography, history, or arithmetic, must be communicated in English words ; yet he is furnished with no single help for acquiring a knowledge of English. As yet no class of schools has been provided with dictionaries or grammars in Welsh and English. The promoters of schools appear unconscious of the difficulty, and the teachers of the possibility of its removal. In the mean time it is difficult to conceive an employment more discouraging than that of the scholars, compelled as they are to employ six hours daily in reading and reciting chapters and formularies in a tongue which they cannot understand, and which neither their books nor their teachers can explain. I pass over the want of materials of a higher order required for an intelligent system of education, such as black boards, pictures, models, and collections of natural or artificial productions for teaching by object-lessons. To illustrate the deficiency of such materials is superfluous, as it will appear from the sequel that the great majority of teachers are at present incompetent to employ them. ii. THE TEACHERS AND THEIR METHOD OF INSTRUCTION. The information obtained upon this subject relates to the income of teachers; the class of society to which they belong; the quali- . * In a few National schools the secular reading-books published under the direction of the Society for Promoting Christian Knowledge were found to be in use ; and very rarely those published at Dublin by the Commissioners of National Education. In general, \yhere the want of a better selection was felt by the promoters of Church schools, it wa complained of as a desideratum in literature. iii North Wales. 430 fications which are deemed sufficient for the office as seen in the attainments of teachers, and their method of teaching ; and to the amount and character of specific training which they receive. The income of teachers in North Wales affords a compendious income out certain indication of the general state of schools. It appears that of 625 teachers at present employed, 601 are receiving an income less than the wages of the lowest class of skilled mechanics, and that of this number 420 have neither a house rent free, nor any other emoluments. It appears further that 401 teachers are receiving an income lower than the wages of common agricultural labourers, of which number 305 derive no other benefit from their calling. Hence may be inferred the condition and circumstances of persons who are induced to become teachers. The teachers in North Wales are, in fact, drawn from class of the lowest class in society which contains individuals competent to p"y ei us read, write, and cipher. In many cases even these conditions are teachers. dispensed with, and any person who is supposed to understand the English language better than his neighbours is encouraged to undertake the office of schoolmaster. A catalogue of the previous occupations of teachers throughout North Wales is contained in the tabular Reports of the several counties, from whence it appears that several schoolmasters have been selected from the class of agricultural labourers, quarrymen, miners, or weavers, according to the prevailing occupation of the working classes in the neigh- bourhood ; but as few persons in the class of operatives possess an available knowledge of the Enghbii language, the majority of schoolmasters are persons who were formerly employed in some petty trade or occupation which has afforded opportunities of learning English as carpenters, joiners, innkeepers, assistants in grocers' or drapers' shops, retired soldiers or excisemen. Females of the poorest class being enabled while engaged in domestic service to acquire a knowledge of English with greater facility than men, the class of schoolmistresses is composed of persons who have been employed as sempstresses, charwomen, and ser- vants of the most humble description. The relative number of male and female teachers has been Their sex, already stated in Table (A), page 422, which shows the number of schools and scholars under a master, under a mistress, and under both. The average income of teachers being lower than the wages of age, able-bodied labourers, few persons are induced to undertake the employment who are not incapacitated by age or infirmity for manual labour. The following tablp, intended to exhibit the average age of teachers, and the period of life at which they commence their employment, is rendered inaccurate by the fact that great numbers commence teaching because they are either too old or too young for hard work : 440 On the State of Education TABLE (E). AGE ov TEACHERS. AGE o? TBACHERS. ANGLESEY. CARNAR- VON. DENBIGH. FMNT. MERIO- NKTH. MONTGO- MERY. The Six Counties. If erage Age. mber on which the Average is taken. erage Age. mber on which the Vverage is taken. erage Age. mber on which the Vverage is taken. do Number on which the Average is taken. Average Age. a Z Average Age. 5 '& "^ z Average Age. Z < Z < Z < Z < Present Age of Schoolmasters Present Age of School-") 46 19 65 Years. 43-9 45-4 64 21 Years. 41-0 34-8 80 63 Years. 37-9 42-5 79 74 Years. 39-4 38-8 51 12 Years. 39-0 37-6 78 51 Years. 40-0 42-6 41-0 398 ,240 638 Years. 40-0 40-7 40-2 Present mean Age of Teachers Age at which Schoolmasters ") commenced vocation . 3 Age at which Schoolmistresses ) commenced vocation . j Mean Age at which Teachers ~) commenced their vocation j 44'3 85 39-5 143 39-9 153 39-1 63 38-7 129 46 19 28-7 33-2 64 21 28-2 24-0 80 63 26-4 31-5 79 74 27-6 29-0 51 11 28-8 36-3 78 51 27-7 29-5 398 239 30'Oj 65 30-0 85 27'2 143 28-6 153 98-3 62 30-2 129 28-4 637 28-6 and physical condition. The extreme youth of the teachers is a fruitful source of ignorance and disorder in many schools. Many youths who are themselves fresh from school, some not 18 years of age, being intrusted with the charge of large schools, containing scholars who are wholly undisciplined and ignorant. On the other hand, still worse results are occasioned by employ- ing aged persons and cripples, who are yet more numerous among the class of Welsh teachers. The following extracts of evidence illustrate the condition of this class of teachers : In the parish of Kilken> Flintshire At the time of my visit the National school was not in operation, and the original schoolroom was let (by what authority it does not appear) to one Thomas Jones, who employs it to teach a school upon private adventure. Thomas Jones was formerly a miner. He was disabled from following that employment by ill health, and has now become a schoolmaster and preacher. His knowledge of English is so limited that I was frequently obliged to interpret my questions into Welsh in order to obtain an answer. In the National school at Pontbleddyn, in the parish of Mold The master has received a very slender education, and no training. His knowledge of tbe English language does not exceed that of a labouring man in England. He adopts no system of interpretation although many of his scholars understand English imperfectly. His total income from the s-chool does not amount to 19/., and he has no house. The loss of one eye appears to have induced him to become a schoolmaster upon these terms. in North Wales. 441 Li ^SCM- o o OJ O tj II ^coo . . o .|2 CM O M 2 ^J '3 :_,' '3 o j< ^ 3 ^ r* >n . O t^ CO g TT 0> it -*^ fe M o g j o o . OJ O C*J Ir- J3 O K OO TT cS CO o CO CO h O CXI OO to CO CM 11 00 amour 1-1 CM fc CM CMr-H CO ^ CO J scjj . "*"* ^B o *> *"* o a fe'S ^ 3 CO C-J 3 |^ e a rf l^ CO o >n co 00 ^~> 30 O> O -<^ r-l Tf OO ~\ O r-l CO va ~2 S aj jj 3 CO ^ ' co -i lls 1 H "s oo en O CO -CM : o oo CO rr . . O CO CO . N. 00 00 . o! ii Oi oo d "* D ^ ^ ~ " 1 CO ca 2P - tn -"? ^* " * O ^ -^ .S I?} CJ -- OO CO C* i i -N CM 2 , ,0 C CO OO O C-l CM O-l ^3* **^ CM O 9 rj* r ' "T ri *^s^ Tl* ^ - - 2 co "^i* CM t^ CO ^^ t 1-1 CM 1* ^ 1 5 -S ^ .2 CO u ||1 3 . . . . * 1 ! . . 2 * M O . . . . , .... . . . 13 ^T a fl J . | s S 1 ''!! -i a * r * .2 i 'o H "p Q I'i I 3 X o o PN ... *^J . 'A 5j 99 ^^ H 5 V} G . v> ^ 3 <> tj * * ^"^ 1c , . JJ a) . . r*^ ""I* ^"^ INCOME o: s derived from, Salary . School Pence . House and Garden Other Emoluments otal from School sour mrces independent of Trade . . . Profession . . otal Teachers whose Gross Amount from i s derived uom, Salary . . . School Pence . House and Garden Other Emoluments Dial from School soun surces independent of Trade . . . Profession . . otal Teachers whose Gross Amount from i 'lie fractional notation "7 H :e E- r-X H ^ 442 On the State of Education . rt TT -H o V 11 *" H : ~ S ^2 ' ' 00 tO en II . O N 5 '2 S a e oo o |o o S . "S o^ CO CO a CO - O> vfS o a 3 o s E- H S *o o rfS te CO cyi z Jj O CT: S CO f*i ** Vx^^ "S *1 2 -"- 1 25 CO sPSS * - c S - J-Sitc o o *o (M co CO O co co 2 S o " *s II S 05 ' ' (M -! 00 l o GO . CO --* ^ oo ro 20 6 8 ascertained. 70 3 GO O O o H co ** Z p O 1-4 P * si? " ' ,720 1 10 ascertained. ,128 9 O CO GO I u S :- r CO H O O EH " in o - 25 CO ^2 A . "S 5 a fi o * & 6 2 * 'd' 'a 1 j B Iff .... . . *; . . I i" ' a> s ' a 3 4 d . M S . . v . 2 . ' 1 ' . Oi . 1 . . .- V V 4 "5 I] .1 m . 2 5 S o H ' M ' ' O n t C at) P * ' t* 8 to . . 3 * D a ~ >-i aJ 6 ' si go J^ S s 1 \ . 01 r'S V CJ *^ J2 i| ' t5 * * *o ~ L s 5,1 --> 81 a "S ** . e o S rf -^ 1 Total from Scho Sources iudepen Trade . Profession 1 Total Teachers Gross Amoun I -111 111 II SOT to HO 8 Total from Scho Sources indepen Trade . Profession Total Teachers Gross Amouii in North Wales. 443 | o o fUP=P* T* 4 e^j^co--t>.-^ < rO' CM O-H CO ^-sssss^sgg CO CM s;uaumi CO r-it-Hi 1^ CO -oui^jsqio 1 ^noli . CO O -^ >O OO > T}i d CM <* .QOlfflC?icMO500OO CM CO CO aofflo : : : ^ ; :~ CO - .coooo^oco . ; CO CO . 8 CO ^ *f ^sss ^0,0002^0^. .~,r 00 CM 11 !M CO 2^ i 1 Average. ^ CMCO-cTibcO o CO CM CO*OOC7' COC;t>OOO CO CM sjuamni ^_ . . . . . . CM . it CO CO * -H . . . CO -ora a jaqio . . T >' a ? : C,~~,0^O OO OO OO TT CO -i-i CO ANGLES Income from Salary and School-pence. cj CO ^N * I'x. OT CO O CO I-H ~ CM -q" CM 00 o DENBIG -2- 22 oo co CO as . -COO ; lOi < O CJ ^O ^D "" " t > * CO CO >" C^ '^ OO 00 -otugjaipo nH C^ ~^ O C*-l ^^ * s :*' (A 10 asnojj r ^ ,t ,, , co j5 a ^5000000000 o O 5s : 9* *1 | Cf> ^^ ^t* yD *O *O tO *"" ^5 GO OO o to 33IJJO -^O^.KW^^ : : o 1-1 ^Si CO'M'MC35OOOOO-lCO i CO IM ^ bA S 4 ^*3wI. Tf r-i O Ol CO siuauin! . ..-171 10 CO^eooooicO...^ co -omg Jai^o . a jo asnojj :^~* : : :- CM H *^ <^( >O ^f CO d MERIONET Income from Salary and School-pence. ^ CO CN -* 00 o >h 8 i CO CO Ol *ft 80TJJQ : o^- . : - M i t ^ r-< *O "sjail^Ba^ jo jac^um^ TfOI>l^^Ot > ^^'' F^ i-H O ^SSK^SSS^^ 00 ||/ s . o * * * * o M QQ S . 8 Q O CO 0755 1 i^ 8 v T-j ' c O< p 3 o . " " QC 'H * S S "S .S * i H >o -3 -a -5 c -S rt . ........ * *2?,g in North Wales. 445 . In Llanferras endowed Church school, in the county of Denbigh Neither master nor mistress has received any kind of training 1 or preparation for their present employment. The master, having lost an arm, commenced teaching at the age of 19, and has been so employed for four years : he speaks English with a strong Welsh accent and idiom, and ungrammatically. His mode of conducting his school is altogether old-fashioned. No system is adopted either for teaching or maintaining discipline. The mistress was formerly a dressmaker. In the Churchschool at Llanfair-is-gaer, county of Carnarvon The master was formerly a shopkeeper. Having been disabled by an accident from active work, he became a schoolmaster, and spent two months and a half at Carnarvon to learn the National system. He speaks very broken English, both in point of grammar and pro- nunciation ; and his questions on Scripture were feeble. In Pentrecaehelyn Church school, in the parish of Llanfair- dyffryn Clwyd The master was formerly a quarryman. Having met with an accident by which he fractured his leg, he determined to commence teaching; but instead of attempting to be trained for the purpose, or preparing himself by an elementary education, he commenced learn- ing Latin and Greek, and, after pursuing these studies for nine months, set up a school. He is unable to pronounce a word correctly, and his English was a literal translation of Welsh thoughts. His school is conducted upon the old fashion of private adventure-schools, and not in proper discipline. In the Church school at Rhyl, county of Flint The present master has been engaged in teaching for four months only : he was never trained for the purpose. He is unfortunately extremely deaf, and can neither detect mistakes nor ascertain when his scholars are creating a disturbance, The deplorable condition of the Church school at Llandrygarn, Anglesey, is to be attributed to the system of employing aged and infirm persons, who are past work, to discharge the duties of a schoolmaster. None could read simple passages in a spelling-book correctly ; none could repeat any portion of the Church Catechism ; none had any knowledge of Scripture or of the truths of religion. A boy, who professed to be reading in the New Testament, thought that Jesus Christ was another name for Moses. He could not tell what was meant by the Bible. This was an English boy. Another, also reading in the New Testament, when asked, " Who made you ?" replied, " Jesus Christ." Another boy, examined in Welsh, had heard of God^ but did not know who He was, and could state nothing about Him. The master is aged and infirm. He appears to have had no educa- tion ; and, although professing to teach English only, he understands it so little himself that I was compelled to employ an interpreter in order to communicate with him. The evil effects of employing persons of this description will be seen by reference to the full reports of the respective schools, as given in the Appendix. 446 On the State of Education Teachers It appears from the foregoing table respecting the income of foTow e oth d er teachers, that 107 teachers receive less than 10Z. per annum, 185 occupations } ess than 1 51, and 258 less than 201. in return for their exertions. or trades. T i i 11 /v It is clear that a pittance so meagre would not suffice to provide the means of livelihood ; it is therefore necessary to combine some other occupation with that of teacher, in order to induce even the poorest to undertake the business of instruction. In schools which are not connected with the Established Church, the masters are frequently ministers or local preachers in connexion with some Dissenting congregation. In Church schools the master is frequently made parish clerk, constable, overseer, or collector of taxes; and the schoolmistress takes in needlework. Other teachers combine some petty trade or craft with their scholastic duties. These occupations will be found noted in the tabular reports of the several schools, whence it appears that schoolmasters are employed as village shopkeepers, gardeners, small farmers, coopers, barbers, shoemakers, and even publicans. Some are compelled to work as agricultural labourers, and others are in the receipt of parochial relief. Many are appointed to the office of teacher by the parochial authorities, in order that they may not become chargeable to the parish. Qualification? The qualifications of those who become teachers may be inferred of teachers : f rom preceding statements. Persons are appointed to conduct important schools who are unable to speak or even to understand knowledge of English. In addition to the extracts already given, which inci- Engiish: dentally illustrate this subject, I select the following evidence. It will be remembered that, with one exception, all the schools in North Wales have been established for the purpose of teaching English among Welsh masters. In a well-supported school in the parish of Llanbrynmair, county of Montgomery, The master is a village shopkeeper. He has never been trained to teach. He appeared unable to maintain discipline, as the children laughed at everything which was said to them. He was unable to speak English correctly, but asked the following questions : " Did God heard their irroaniugs ?" " What did Moses said ?" " To where he led his flocks ?" ' What did John worn ?" In the large National school at Llanfair Talhaiarn The master was formerly a farmer. He has never received any kind of preparation for his present employment. He spoke English (which is the only language professed to be taught in the school) very incorrectly ; e.g. " Where was God appeared to Abraham ?" " What God said to him?" "Did God made the world?" He could with difficulty understand what was spoken to him in English, and was unable to detect the mistakes committed by h>s scholars. Five could repeat a portion of the Church Catechism; but they knew it by rote only, and did not understand the meaning. They appeared to know nothing either of Scripture or of the truths of religion. Could not tell which part of man was immortal, his body or his soul ; in how in North Wales. 447 many days God created the world ; could not say how many days there are in a week, or how many months in a year. It appears that no one assists the master to give religious instruction. In Gwydyr Church school, parish, of Bettivs-y-coed The master was formerly a draper's assistant in London. He has been employed as a teacher for 10 years, but was never trained. His total income from the school is 19/. per annum, and he makes only 11. from other sources; but he was clean and respectful in his manner. He spoke very bad English. He said "hypocrissy" for " hypocrisy ;" and talked of "only four of them gone about a week into the Testament." In order to teach the children English, at night, when the school is dimissed, he gives each "a word," with the signifi- cation, and these are to be remembered till the next morning. He had but very little government over the school, and he was careless in hearing the lessons. He allowed his own little daughter to say her lesson to him thus : " Cla,sla; cle,sle; cli, sli," &c. As he did not correct her at all, I asked him if he taught her to say so? He replied, " No, sir; he" (the daughter) "is very bad for learning." In the Church school at Maentwrog, county of Merioneth The master was formerly a sailor. He has been 30 years engaged in teaching. Before commencing his employment he spent three months at a National school in Wales, in order to learn the system. This is all the training he has received. He appears to have had but little education. He speaks English indifferently, and writes incor- rectly. In his school register I saw the following entries: " Stuborn girl ;" " verry bad ;" "her parents gave to much her own way." In Rhiulas school, parish of Llansilin The master is 34 years of age ; he has been a teacher 12 years, but has never been trained. He was formerly a blacksmith. He under- stands English, but not well ; and he speaks the language most incorrectly. For father he said fay t her ; and he pronounced the word counsellor as if written gounzellor. It would be profane to repeat the mistakes he committed in putting Scripture questions, which in other respects were creditable. In a Church school in the parish of Llandwrog, county of Car- narvon, situate in an important district abounding with slate- quarries, The master appears to have had very few opportunities of receiving instruction. He speaks broken English. He asked such questions as these: "How many Gospels are? How many Apostles are?" &c. Although grammar and geography are professed, nothing was known of either subject. The master did not appear to detect the blunders which his scholars committed: "Brethren" he admitted to be the singular number, and the word " child " was stated to be the singular number of the plural "women." In geography, I was told that Wales is to the east of England, and Ireland to the east of Wules. The questions were put in Welsh as well as English. Of Holy Scripture the scholars were very ignorant, although attempting to read the most difficult passage in the Epistle to the Galatians, upon which tion. 448 On the State of Education subject tiie master assured me they could answer questions. It would be profane to detail the mistaken answers which were given. In a Church school in the parish of Peneyoes, county of Mont- gomery The master has not been trained to teach, and appears to have had no opportunities of education. He speaks English incorrectly in every respect. He pronounced wild, weeld ; region, ragion; sort, short, &c. ; and his questions, in catechising, were ungrammalical, e. g. " What he say of him?" with innumerable other errors of a similar kind. Among his pupils there was not one who could tell me who was the Father of Jesus Christ, the number of His disciples, or the name of any one of the disciples. Two were able to read a verse of the Bible, but all have contracted a habit of stammering and repeating the same words over and over again, which it will require much pains to eradicate. They understand scarcely a word of English. among mas- This ignorance of English is not confined to teachers who are its extra"? natives of Wales. In schools taught by English masters the children are taught the bad grammar and mispronunciation incident to the provincial dialect of the teacher. In a large free school at Holt, county of Denbigh The master speaks English with a broad Cheshire dialect, and very ungrammatically. He said he "went and teached" some "byes" (boys). He prefaced a question as to whether I had not met with many " ignorant schoolmasters," by saying me being an interested party." And while I was examining a class, he directed the children to " stand backer" He used no book in hearing the reading-lesson, and when lie thought a blunder was committed lie corrected it by committing another. In an important Church school, well supported by subscriptions, at Halkin, county of Flint The master is an Englishman, 39 years of age. He speaks English incorrectly, and his pronunciation is very bad. He says whoole for whole, han for an. In hearing a little boy repeat a lesson, he said, " O-hen-e, what does that spell? One, isn't it?'' In questioning ihe first class, he said, " When the apostles returned, what did he tell them hall?' The mistress is an Englishwoman, and speaks very much with a Lancashire accent. She appears to have had little education. Such is the ignorance of English among the majority of Welsh teachers. Among the rest it is rare to find one who has ever thought of the importance of explaining or interpreting English to his scholars, and hitherto no attempt has been made to carry out systematic instruction in English.* The following extracts illustrate the course pursued by most teachers : In the free school at Aberffraw, Anglesey * In the British and Foreign school at Rutlnn, an English arid Welsh vocabulary is employed, and the master of the National school at Machvulleth has compiled a small work of the same description : but these are rare exceptions : in by far the majority of schools the children are left, in the words of the masters, " to pick up English as they can." in North Wales. 449 The master has the reputation of being a good scholar, but he has Course pur- , , , 11- iL i e L i sued in teach- never been trained to teach, and Ins metliod or teaching is very ing Kngiish antiquated. He has no books, except one or two Bibles, a Church ^aJters*- 1 Catechism, and a copy of Walkinghame's Arithmetic. None of the children can read with ease. They understand nothing; of what they read in English, and are unable to translate the simplest English words into Welsh. The master assured me that they knew nothing of the meaning of what they read; that it was impossible for them to do so, considering that at home they never heard a word spoken in English, and considering the utter worthlessness of his materials for translation. He does not attempt to assist them by any system of interpretation rivu voce, or by any kind of explanation in Welsh of what is read or learned. Under such circumstances it is difficult to comprehend how any ideas can be communicated between a master and his scholars. In the Church school at Caerwys, county of Flint Both teachers admitted that their pupils do not understand what they read or hear from ignorance of English, yet no system of interpret- ation is attempted, and neither teacher professes to ask any questions or to give instruction upon the meaning or history of the Bihle ; consequently the children know nothing of Scripture. 15 were able to repeat parts of the Church Catechism ; but if questioned out of the usual order, their answers were extravagantly wrong : 3 boys in the first class were ignorant of the Commandments, and one of them of the Lord's Prayer. The first girl in the school said, that to " descend " meant to go ?//>, and that " hell," in the Apostles' Creed, signified the place of torment. Even to Dr. Watts's Catechism, which is employed in the school, I received the most incongruous answers when the questions were asked irregularly. The first girl in the school said that James, John, Abraham, and Isaac, were four of the twelve apostles of Jesus Christ; yet 25 pupils had been members of the school for more than three years. The most ignorant pupils had attended school for periods varying from five to seven years. Even in reading they were unable to pronounce a word distinctly, and what they had learned by rote was rendered unintelligible. No subject appeared to be taught or learned intelligently. The children were unable to take down a sum from dictation, and could not work a simple process of multiplication without referring constantly to the Multiplication Table. In the Church school at Capel Curig One boy said that James was the mother of John the Baptist. The children are questioned in Scripture only once or twice a- week. The master said he could get no better answers, because the children hardly knew what he said. Although he is a Welshman, he never questions them in Welsh. I tried both languages, but could get no good answers. The master understands English, but does not speak well. He was formerly a shopkeeper, and has never been trained to teach. He has been a schoolmaster nearly 20 years. In the Church school at Rhyl, The attainments of the scholars were exceeding low. The head girl could not repeat the Belief. I asked a few of the easiest questions 2 i 450 On the State of Education upon Holy Scripture, but none could answer them until translated, and then it was necessary to put them in the form of leading questions. None could tell me the Welsh for the word Gospel; none knew what sin Judas Iscariot committed. They said that Jesus Christ remained in the grave for 40 days ; and none knew for what purpose Jesus Christ will come again at the last day. It appears that the children never read the Bible in Welsh, English alone being used, even in the Sunday-school. On the other hand, with the exception of two or three who are English, they understand nothing of any language but the Welsh, so that their ignorance on all subjects is not surprising. Interpretation is occasionally taught, but not upon any system, or apparently with success. In the Church school at Bodewryd, Anglesey When examined in Welsh, some of the children could read the New Testament pretty well, and were able to answer some easy questions respecting its contents. In English they could neither read nor under- stand. One boy could repeat the Church Catechism in Welsh and in English ; but there was no process of interpretation going on in his mind. If prompted with the first word or two of an answer in Welsh, and afterwards with the corresponding words in English, he would repeat the rest of the answer in both languages, without knowing that he was stating the very same thing. The consequent hindrance to mental development in every branch of knowledge is inevitable ; all books at present used in Welsh schools for instruction in history, geography, and higher subjects being written in English. In the British and Foreign School at Llanuwchllyn Upon all higher subjects the information of the pupils was confused and desultory. A young man, 18 years of age, believed the world to be divided into twelve parts ; another conceived Asia to be a large mountain in America. The majority of the scholars are entirely ignorant of the English language, and all they read is necessarily unintelligible to them. In fact, there was not one in the school who had such a command of English as to make it (he medium of thought. In stating that one excelled in English grammar, I mean that he had committed the rules to memory. He had but few words at command, and the little he said in English was quite migrammatical. With reference to those who were learning geography and history, their progress appeared to be checked by their very limited acquaintance with the language in which the information was communicated. Owing to their ignorance of English, the master finds it necessary to convey most of his instruction in Welsh. Even in teaching "the grammarians," as he styled them, he is accustomed to talk Welsh. In schools where English teachers are employed, the confusion and ambiguity is increased. The following extract from the Report on the Church school at Brymbo, in the parish of Wrexham, illustrates the course adopted in such cases : The mistress does not understand Welsh, and finds great difficulty in conveying ideas to her pupils. She employs a child to explain to in North H 'ales. 45 1 the class an English word by a Welsh one, but is unable to detect whether the Welsh interpretation is correct; and so little English is known by any of her pupils that this is seldom the case. In the Church school at Cyffylliog, Denbigh Of those present, four or five had a very slight acquaintance with. English ; the rest could understand nothing but Welsh. The mistress understands English only, and can convey no ideas to the pupils except by the help of one of the older girls, who acts as interpreter. Under these circumstances little progress can be made, and none in the absence of the interpreter. The mistress has never been trained to teach, but spent six months in 1843 at a third-rate National school in North Wales to learn the system. The ignorance of the scholars in the Church school at Llan- fynydd, county of Flint, illustrates the effect of this system : I tbund five scholars who could read a verse of the Bible, but none who could write well upon paper; none who could work a sum in compound arithmetic correctly, or answer questions upon Scripture. They were ignorant of the birthplace of Jesus Christ ; of his death, burial, and crucifixion. They are for the most part Welsh children, and unable to understand the greater part of what they hear read in English. On the other hand, the master does not understand Welsh, and no kind of interpretation or explanation is attempted. The master was formerly a labourer, and now keeps a toll-gate. He has never been trained to teach, and appears to have been little educated. He did not know the meaning of the most common English words ; did not know what was meant by teaching children in classes, and assured me that he had no classes in his school, although there was a class before him at the time. He instructs his pupils to pronounce very many words incorrectly, so that after they leave school it will be necessary for them to unlearn much which they have here learned amiss. In many cases the English teachers who are employed appear unconscious of any necessity for interpreting the unknown lan- guage which it is their business to teach. In the importan. Church school at Ruthiu, containing 208 scholars The attainments of the scholars were, for the most part, acquired under the preceding master, who had resigned the school a few weeks before my visit. The present master is an Englishman, and under- stands nothing of Welsh. He adopts no system of interpretation, although all his pupils are Welsh, and have no other means of acquiring a knowledge of English. He has been trained for eight months at the central school, Westminster, but there is no appearance of improved method in his government or mode of teaching. The questions which he put were few, slowly conceived, and common- place, and his pronunciation of English was inferior to that of many Welsh masters. The same defect is observable in superior schools. In the free grarnmar-school at St. Asaph, in which Latin and the classics are taught by a superior master, 2 i2 452 On the State of Education Six boys were reading the outlines of English History, published by the Christian Knowledge Society j but, with the exception of one boy who was born of Scotch parents, none were able to answer miscellaneous questions correctly. The "language of the book they were reading was unintelligible to the Welsh boys, and there was no system of interpret- ation practised. None could explain in Welsh or English the meaning of the words, "A sanguinary conflict ensued," although they could interpret the words equivalent, "A bloody battle followed." Those who learn Latin are provided with grammars, dictionaries, and vocabularies ; but here as elsewhere no hand-books have been provided for learning English, although English is to many of the pupils as unintelligble as any dead language. This accounts in some measure for the limited knowledge of Scripture History in this school. The Scotch boy above mentioned was well acquainted with the Old and New Testament, but among the Welsh pupils I found no adequate knowledge of the Bible, although all read it daily. J t l ie k V. Welsh The following extract from the report upon a school at Llandyrnog, county of Denbigh, contains mention of a custom which has been invented in the hope of promoting a knowledge of English : My attention was attracted to a piece of wood, suspended by a string round a boy's neck, and on the wood were the words, "Welsh slick." This, I was told, was a stigma for speaking Welsh. But, in fact, his only alternative was to speak Welsh or to say nothing. He did not understand English, and there is no systematic exercise in interpreta- tion. The Welsh stick, or Welsh, as it is sometimes called, is given to any pupil who is overheard spealdng Welsh, and may be trans- ferred by him to any schoolfellow whom he hears committing a similar offence. It is thus passed from one to another until the close of the week, when the pupil in whose possession the Welsh is found is punished by flogging. Among other injurious effects, this custom has been found to lead children to visit stealthily the houses of their schoolfellows for the purpose of detecting those who speak Welsh to their parents, and transferring to them the punishment due to themselves. juaiiBcaticms Teachers who are unable to pronounce English cannot be ela? n "! lin3 expected to give instruction in the art of reading. I have fre- quently observed teachers reprove their scholars for pronouncing English words correctly, and mislead them by a false pronunciation. The consequences are seen in a subsequent table, showing the attainments of the scholars, whence it appears that, of 19,521 scholars examined, only 149 were found able to read with propriety and expression. In a large class of schools the teachers have had so little education themselves that they scarcely profess to teach reading, but confine themselves to hearing their pupils spell columns of polysyllabic words ; a task which is performed in a confused and gabbling manner, which makes it impossible to ascertain whether it is performed correctly or not. in North Wales. 453 In the Church school at Dolwydellan, county of Carnarvon The master is 64 years of age, and, without ever having been trained or prepared in any way, has been a teacher 34 years. His previous occupation was that of cattle-dealer and drover. Having, in pursuit of tins calling, had frequent occasions to go to England, he managed to pick up a little English ; and this appears to have been the main part of the stock with which he commenced business as a schoolmaster : but he speaks English very incorrectly. Upon my inquiring if any of the absent scholars could speak English, he said, " There's only him as is in arithmetic as can'' (the boy alluded to was absent) ; yet he alleges that he is accustomed to teach by interpretation, and to question the children in Scripture, once a-week. As to controlling the scholars, they positively laughed at his attempting to do so. His method of teaching is quite old-fashioned. There is nothing in the school but rote. In point of fact, reading is little taught ; all spell, and a few read. He told me that he "kept them long spelling." The surprising ignorance of the scholars in the Church school at Llanfihangel, county of Montgomery, a school which receives the benefit of a large endowment, is owing to the same defective system : I found none able to read a verse of the Bible correctly, or to write well upon paper; only one could remember any part of the Ten Commandments, and could not repeat the Fourth Commandment through, although he had been for seven years a member of the school. Of the facts narrated in the New Testament, the pupils were, with two exceptions, totally ignorant. These two children were members of Sunday-schools; their knowledge did not extend beyond the first outlines of the Gospel history, although they had been in school for six and seven years respectively. The master has never been trained to teach. He appeared to understand very little English, and declined to take any part in the examination, but remained doing nothing, or reading a book to himself, until I had concluded. He states, that he " learns them to spell," but seldom makes his pupils read, and does not ask question?, or teach them Scripture history, or religious knowledge, lor want of books. In many schools all the children in a class are required to read simultaneously, so as to prevent the possibility of individual correction or progress, as in the Church school at Llanenddwyn, Merioneth : Neither teacher has been trained to conduct a school. The master speaks English incorrectly. His grammar is defective; he is slow and old-fashioned in his method of teaching, and there is no attempt at organization in his school. I saw one monitor, but he could not understand a word of English, nor did he appear to be doing anything. The master called upon them to interpret words into Welsh, but did not profess to ask them questions either on the sense of what they read or on Scripture history. The children observed no discipline, but, as soon as their books were distributed, all read out aloud simultaneously, making a deafening noise. The master allows them to read the same verse one after another till they know it by rote. Even in the best schools the scholars are allowed to read the 454 On the State of Education same book repeatedly, until it ceases to be an exercise, even for the memory. writing. ^he ar t of writing is the forte of Welsh masters. It forms the only branch of English education of which Welsh parents, and in many cases the promoters of education in Wales, are competent to judge. Much time is therefore consumed by the teachers in perfecting themselves and their scholars in this accomplishment. They are in the habit of setting a manuscript copy in every fresh page of the writing-book of each scholar, a process which in larger schools occupies all their leisure time, and excludes every oppor- tunity for improvement in higher subjects. In examining these copies, I have often found startling mistakes in grammar and orthography written by the master in a hand which might other- wise have been mistaken for copperplate, and carefully transcribed by the scholars in every line of the page below. The following letter, written in a fair Italian hand, was addressed to me by a schoolmaster in a populous mining district in North Wales : " HONOURED SIR, 9th March, 1847. '" I WAS feeling much grievious for not been present when your Assistant came to visit my school, I was that day in a Funeral one of my relation Brother in law that was the cause, And now at your desire I shall in this place obey to give and answer to your questions. j.-. " Question, of teaching Catechism in th shool i have not put some questions myself from the Holy Scriptures. I Learn the Creed the Ten Commandments and the Lord's Prayer for them. " What do i teach them is spelling, reading, writing-, an arithmetic, some of the gramma also of the geography some, they are all But young for the two last named." Arithmetic. Many teachers have a practical skill in working sums in the four first rules of arithmetic, but very few possess an intelligent know- ledge of the elements of the science, or of the reasons upon which simple arithmetical operations are based. Yet more inconsiderable is the number of those who have studied the best method of teaching arithmetic to others. In modern National schools the teachers are occasionally furnished with black boards, but are in general ignorant of the end for which black boards were designed, and employ them in a manner which allows the children to copy each step in the process without comprehending the reason why the result is correct, or the end to be gained by it. The majority of schools are not provided with these materials, but the teachers pursue the antiquated method illustrated by the following report upon the free school at Overton : The master dictates each step to a whole class, who repeat it after him in a chanting tone, thus: "About an inch from the top, and an inch from the left-hand side, set down seven." When this is repeated and accomplished, the master continues, "About half an inch to the right, set down six." The consequence of this system is a total ignorance of notation, and of the value of numbers and figures, so that in North Wales. 455 the pupils are unable to set down " seventy-six," or any other number above the value of units. Out of six who professed to know arith- metic, only two could work a plain sura in Addition. In such cases, if the pupils cannot copy from the master, they copy from each other, and a long operation is exhibited as the unassisted performance of each child in a class of 3(1, whereas every slep has in fact been copied, right or wrong, from some one scholar who is supposed to be most proficient in the class. In the great majority of schools arithmetic is not taught, in classes, but the scholars are left to acquire a knowledge of the science by the aid of ,the Tutor's Assistant, a work in which the rules are expressed in terms which an English scholar would not understand, and which few English masters could explain. To Welsh pupils and teachers it is equally unintelligible. The children may be seen endeavouring to imitate the examples contained in this work, and carefully transcribing them, together with the rules, into account-books, which are exhibited to the visitors and examiners as evidence of the progress which the school is making. In the mean time they are often found to know nothing of the value of numbers or figures. I have scarcely found one in thirty Welsh schools where the children who learn arithmetic have been able to take down a sum from dictation correctly : for 1847 they would write 8,0047, or 7481, or any combination of figures but the right one. Even the course prescribed in the Tutor s Assistant is inverted, the tables of Addition and Multiplication are neglected, and children who profess to understand the higher rules of arith- metic may be seen counting on their fingers, or by notches and marks on their slates, and referring to the tables printed at the backs of copy-books, in order to ascertain the amount, of 6 + 8, or 5 times 9. The following: extracts illustrate the qualifications of teachers to Sl???!^*? 8 * iii i i / 11 i higher o-ive instruction in the higher branches or secular knowledge as branches or , . secular in- grammar, history, geography, &c. struction. In Trinity Church school, in the parish of Llanfawr, Merioneth In English grammar, a class of 5 were able to repeat portions, but they did not profess to understand the application of rules or the mean- ing of definitions. If asked, "What is an article?" they replied, in the words of the book, " An article is, &c., as a man, a tree, a horse;" but were unable to distinguish between the article and the substantive, or say whether man, tree, and horse, were articles or not. The master professed to teach them first the rules and then the application. In a school at Efailrhud, in the parish of Llanrhaiadr, Denbigh The master was formerly a farm-servant, but has followed his present employment for seven years without having received any training. Although he understands English tolerably well, he speaks with a strong Welsh accent, and very ungrammatically. He spoke of children 456 On the State of Education who had been " sended " to his school. His method of teaching grammar is unusual. He reads the book, and the children repeat after him as it' making responses at church. It was lamentable to hear him mispronounce almost every word he uttered, and the children closely imitating him. A noun he called a "noons' In the National school at Llanelidan, county of Denbigh There were scholars who had read 76 pages of the History of England, comprising an outline of the narrative to the reign of Henry VI. Upon questioning them, I found that they knew literally nothing at all of the subject ; and when I asked the master the cause, he said that he was thinking he had better let them read the book " onest over, and then catechise them upon it." By which means, they were allowed to remain in perfect ignorance of the contents of the book till they had finished its perusal. It is needless to multiply illustrations of the inability of the present teachers to give instruction in these subjects. Their extremely limited knowledge of English, combined with the fact that all the books at present employed for teaching grammar, geography, and history are written in English only, prove that such instruction is impossible. Even if the teachers were com- petent to understand the books which they employ, and to acquire a comprehensive knowledge and mastery of the subject sufficient to explain the difficulties which must occur to the minds of children in a manner adapted to their capacity, a further impediment is presented by the prejudice of Welsh parents against the employ- ment of their own language, even as a medium of explanation. " In the day-schools," say they, " we wish our children to be taught English only : what good can be gained by teaching us Welsh? We know Welsh already." In fact, of these higher branches of secular instruction, the only one which is taught in a considerable number of schools is grammar. It appears from a preceding table* that about one-third of the schools at present in operation profess to give instruction in grammar, and, with two exceptions, in English grammar only. Grammar. In the greater number of cases, grammar is taught not as a science, or as a subject to be addressed to the understanding, but as an exercise of memory only, so as to become a matter of pure skill in the same manner as reading and writing. The teacher 1 ! requires his pupils to commit to memory page after page of Murray's Grammar, or of some cheaper treatise contained in one of the various spelling-books provided by the parents. The definitions and explanations in these works, which would be difficult to an English scholar, are incomprehensible to Welsh children, and the teacher, even if competent to interpret, neglects to do so. No part of the subject is illustrated by familiar examples suited to the capacity of children ; and in the conversation * Table (C), ].. 427. in North Wales. 457 of the teacher, the rules of syntax and grammar are far more frequently broken than observed. Instances might be multiplied of schools in which the master, while perfecting his pupils in the rules and theory of grammar, violated every rule both in speaking and writing. With respect to geography, in the majority of schools, there G is nothing to indicate that the teachers are aware that such a science exists. Some possess a map of Palestine, from which they profess to give instruction in Scripture geography, but the scholars have no conception where Palestine lies with respect to any other country in the world, and cannot distinguish north from south upon ihe mop. In the few schools which are provided with the requisite books and maps, geography, like grammar, is taught as an effort of memory, and not as a means of enlarging the intellects or extending the knowledge of the pupils. Whole classes may b heard repealing with one response the definitions of longitude and latitude, of equatorial and equinoxial lines, of circumference and oblate spheroids, in phrases which might possibly be intelligible to an English scholar, but to a Welsh child are as unmeaning as the technicalities defined. Even the familiar illustrations con- tained in the modern and improved treatises on geography are committed to memory, and thus divested of their meaning. But it does not appear to have occurred to the teachers, or even the visitors and promoters of schools, that to Welsh children even English definitions need to be defined, and the most familial- illustrations to be illustrated. In the best schools I found occasionally a remarkable degree of proficiency in pointing out places on the map, an art which the natural quickness of Welsh children enables them readily to acquire, as involving a knowledge of no language except their own. But at best their skill is useful only as means towards an end, and, taken alone, is as unprofitable as that of a librarian who can find the position of every book in a library, but is altogether ignorant of the contents of any. These children can point out many places, but have no idea of their inhabitants or productions, of the peculiar climate or features of the several countries, or of their relations to each other. Upon the whole, even in the best schools in North Wales, the true method of teaching geography is inverted ; the geography of home is neglected. Children who are perfect in definitions, and can point out islands, straits, mountains, and promontories in the other hemisphere, suppose that such phenomena have no existence in North W 7 ales; yet few countries afford an intelligent teacher such facilities for instruction. From the top of a Welsh mountain with every variety of phenomenon before him, he might teach more on a single holiday than has yet been taught in any school, by explaining that difficulty which never ceases to perplex the minds of children the connexion between the real appearance 458 On the State of Education of the earth and the conventional representation of it by geo- graphers. Quaiisca- ^ a PP ears from the foregoing table that, of the entire number Hons for g iv- of schools provided for the poor, those established in connexion t"on^n' n reH-; with religious bodies, or with the view of perpetuating particular religious creeds, are nearly four times as numerous as schools for general education unconnected with a sect or church. It is, therefore, of the more importance to ascertain the qualifications of teachers for imparting a knowledge of Holy Scripture, and of the truths of religion. in iioiy With respect to Holy Scripture, the following extracts illustrate .cnpture. fjj e attainments of a class of teachers who have large and important schools committed to their charge : In the Church school at Corwen, county of Merioneth None appeared to understand what they were reading, and the master was not able to explain. He even explained wrong : e. g., " There came a dearth over all the land of Egypt." Master, " What is a dearth ?" No answer. Master, " A dearth means a dew or dark- ness." He professed " to question them sometimes, when a public examination was at hand." At my request he asked them questions upon what they had been reading, but his questions were of the most ignorant description, consisting of no more than a repetition of the commencement of each verse successively in an interrogatory tone : in reply to which the children repeated in a loud voice the remainder to a full stop. As the Bible and Church Catechism were the only subjects taught, I examined the scholars in both. The answers were very few, and those grossly ignorant : Jesus Christ wrote his own history, as given in tlie Gospels. Others said it was written by his disciples, and that St. Mark and St. Luke were two of the twelve apostles. No one could explain what a miracle meant ; no one could remember an instance of a miracle. St. Paul was a friend of Jesus Christ when he was on earth. The word Acts, in the title Acts of the Apostles, meant a tool, such as coopers use. Out of 14 who professed to know the Church Catechism, 5 were ignorant of the Commandments, and only 2 knew the answers to the questions respecting the Commandments and the Lord's Prayer, and those two repeated them by rote, making mistakes which destroyed their sense "that it may please him to save and descend us," &c. The master stated, in excuse, that " they did not remember the Catechism well at tbat time of the year (it was in January) ; they were not accustomed to keep it up all the year round, the country people not liking it. Just before Lent time, they were used to learn the Catechism." In the Church school at Llandysilio, county of Denbigh The master is a mere boy, 19 years of age. He has never received any kind of training. He appears incompetent to give instruction. During my visit he even instructed them wrong. " Was St. Peter one of the twelve apostles? Ans. "No." " What was he then ?" No answer. Master (informing the whole school), " He was one of the seventy." In examining them upon the passage of Scripture which had been read, Acts i. 1, " The former treatise," &c., I said, " St. Luke in North Wales. 459 wrote two books ; The Acts was the second, what was the first?" Ans. " St. Matthew no, it was St. John." I applied to the head boy, and asked him the simplest questions " Who was the mother of Jesus Christ ?" Ans. " God." Again (the. same boy), " Judas Iscariot was a good man. I never heard how many gospels there are. I never heard for what purpose Jesus Christ came upon earth. I do not know how long it is since Jesus Christ was born, nor the day upon which we keep his birth in memory" (though the Christmas holidays were barely over). " Jesiis Christ died like other men a natural death lie died in his bed." The master alleged thai only one, who was an Englsh boy, could understand what I said ; that the rest could only understand Welsh ; I therefore requested him to explain a simple question to the class in Welsh, upon which he admitted that he knew very little of the Welsh language, and not sufficient for that purpose. I believe that he did his pupils injustice, for I observed that, when at play in the church- yard, they conversed with rne in intelligible English. The master said that his pupils knew the Church Catechism ; I therefore asked, " What is the first commandment?'' No answer. (To the head boy) "Can you repeat the Belief?" " I believe in the Holy Ghost." " If you cannot repeat the Belief, repeat the Lord's Prayer." He repeated the beginning, as far as "thy will be done on earth" then continued, "as it is against us." The Creed being at length repeated between them, I asked the English boy, " What do you mean by the resurrection of the body ?" Ans. "Amen." The master complained of the difficulty he experienced, as the children could not understand English, and he could not translate it into Welsh; that his teaching was therefore confined to writing and a little accounts. But only one boy professed to know any- thing of arithmetic, and he could not write down 104. There was only one slate in the school. In the Church school of Llanynys, in the same county Of Holy Scripture nothing was known, and the master appeared unable to give them instruction in this subject. When his pupi s stated that Pharaoh was the king of Israel, he commended them, saying, " Very good." He has never been trained to teach, hut has conducted a school fur 35 years upon the old-fashioned method of private school- masters. He seldom attempts to teach interpretation, and his scholars cannot distinguish between their right hands and their left when asked to do so in English. He himself understands English but imperfectly, and speaks it without any regard to grammar or pronunciation, calling British Brutish, with other mistakes. Ignorance of Scripture, however, is less frequent among Welsh teachers than ignorance of the proper method of teaching Scripture to others. Owing to the prevalence of Sunday-schools in Wales, adults among the poorest classes are far better acquainted with the Bible than persons of the same class in England; consequently the teachers who frequent such schools possess a better knowledge of Scripture than would be inferred from their deficiency in other qualifications ; but being accustomed to read and explain the Bible in Welsh, they are at a loss when confined, as in all day-schools, to the English version and the English language. On the other 460 On the State of Education hand, in the great majority of Church schools little effort is made by the teachers to give intelligent or lively instruction in Holy Scripture in a form adapted to the minds of children. This object is presumed to be attained by employing the Bible, or selections from the Bible, as the only hand-book, and by excluding secular subjects. To interpret, to explain, or illustrate, are deemed superfluous, or, if attempted, are performed by the aid of printed questions, which, being learned by rote by teacher and pupil, prove alike useless and injurious to both. in cate- A mong the various catechisms and religious formularies in use in North Wales, that of the Established Church is alone enforced as a subject of instruction. It is taught sometimes without expla- nation, sometimes accompanied by larger or smaller treatises, containing explanations, commentaries, glossaries, and Scripture proofs ; but whatever catechism was employed, I do not remember five schools in which the teacher was heard to accompany it by original questions, or to explain in his own words the nature of the truths to be conveyed. In all cases the employment of a form of questions and answers has induced the teacher to suspend all intelligent exertion ; the formulary has been left to work its way into the mind of the pupil, and the process of learning it by rote has deprived it, as in the case of the definitions and illustrations of grammar and geography, of all significance and vitality. I do not remember five schools in which the most perfect repetition of the catechism in any language, or with any amount of glossaries or exposition, could safely be taken to indicate a real understanding of the subject. The fatal effects of this system will be illustrated in a future part of the Report,* by extracts from evidence respect- ing the attainments of scholars in religious knowledge. Moral quaiiii- With regard to the moral qualifications of those who are cations, du- employed as teachers, their ideas of order and decorum, their cipline, and ... i i < , pnerai mori ability to control and direct the operations ot the school, their ce '" modes of punishment and general moral influence, the following extracts illustrate in some measure the present condition of the great majority of schools : In the large Church school at Gresford, in the county of Denbigh The master and mistress are husband and wife; neither of them was ever trained to conduct a school. We found the master in a public- house ; the hour was 10 A.M. The boys were in the school meanwhile, playing with all their might. In the afternoon, when I had occasion to revisit the school, I found the master again absent, and the boys making all manner of noises, playing at horses, &c. The master has no control over the school, and does not appear to think noise and confusion at all * See pages 496 500. If the present teachers are incompetent to teach (he simple Gospel narratives and precepts, much less are they qualified to inculcate efli dually distinctive creeds and formularies. in North Wales. 461 incompatible with education. Neither has he much management of any kind ; for, when the arithmetic class came to be examined without slates, instead of supplying them himself with slates in order as they stood, or directing a monitor to do so, he sent them flying in all directions to supply themselves. When he had occasion to leave the room for a short time, he took no measures to secure order in his absence, and instantly he was gone the school was a complete fair. In the school attached to the Montgomery and Welshpool House of Industry There appeared to be a great want of discipline and proper respect for the school and schoolmaster. During my visit, one of the female paupers was nursing a baby, which prevented her from learning anything, and disturbed the business of the school. She appeared to be a pupil, as the master stated that "she was there saying a lesson upon times." Another female pauper rushed into the school during school -hours, in a manner which indicated the small respect paid to the duties of the school and the authority of the master. It appears that some of the pupils are also employed in out-door work, as I met two of them driving cattle on my way to the school. In the Church school at Llanfynydd, county of Flint The master had no idea of governing his school, and did not attempt to suppress the tumult, uproar, and disorder which prevailed during my visit, but allowed the scholars to continue laughing, playing, and jumping upon each other's backs, boys and girls promiscuously, with such contempt for all authority, that I was under serious apprehension lest a general fight should ensue before my examination could be concluded. In St. David's Church school, Festiniog During my visit, discipline was not attempted. The school was in a continual uproar; girls were sweeping the school-floor unbidden, and struck the heads of the boys with a broom while the examination was going on. The organization is defective, the lower classes being in total idleness while the first was examined. The monitors were neither capable cf maintaining discipline nor of giving instruction. In the large Church school at Ruthin, containing 208 scholars, taught by a master who has been trained for eight months at Westminster Neither master nor scholars appeared to have any idea of manners or discipline. While I examined the school, all remained sitting, including the master; I could not do the same, as there was no seat left. The boys sat lolling luxuriously with their hands in their pockets, and answered or not, just as they felt inclined. In the mean time all business was abandoned by the rest, who collected themselves in group?, looking on and talking. One or two monitors amused themselves by wandering about, striking the younger boys, but indiscriminately, and with no useful object in view. I could with difficulty walk across the room without catching the saliva which the bo\,s were spitting in all directions not through disrespect, but from habit. In the British and Foreign school at Ruthin, a school which, in respect of the method of instruction and the attainments of the scholars, is one of the best in North Wales 462 On the State of Education The master has inspired his pupils with a desire for knowledge, but has neglected to teach them proper discipline and good manners. When any movement was required, his pupils rushed pell-mell to their places, thwarting and tripping each other; then mounted the desks and sat upon them with their caps on, swinging their legs ; some peeling sticks, others caning those near them with the master's cane, the rest struggling together, talking, or playing tricks with anything which happened to be at hand. The answer sent by one boy, when summoned by the master to his place, was, that he would not come. It is to be regretted that scholars so intelligent, and making such sound progress in all subjects, should not be taught manners. corporal J n the majority of schools corporal punishment is employed. I punishment. . . - > J . u i - i . i j have seldom seen it actually administered except by ignorant and petulant teachers, when it has always failed to produce adequate results except in noise and confusion. In a Church school in Anglesey, in which, notwithstanding, the discipline was imperfect The conduct of the master was wantonly severe. He was in the habit of striking the children in the face with a large rod, boys and girls indiscriminately, and without regard to merit or demerit. In this manner I saw him strike one little girl, who had committed no kind of offence, a blow which deprived her of sight during the remainder of my visit. Yet he did not appear to be naturally ill-natured, but was ignorant of any better system of discipline. However deficient in other apparatus for instruction, few schools were found destitute of a cane or birch rod, and the general appearance of the pupils indicated that they were habitually governed by fear, and not by that moral and intelligent influence which, by enlisting the affections and awakening the attention and enterprise of children, secures the most perfect discipline and industry, and, by accustoming them to the habit of self-government, attains a moral object more valuable than mere outward decorum. Training at The practice of receiving specific training at Normal or Model Modei' e schools, preparatory to undertaking the office of teacher, is of schools. recent origin in North Wales, and the real object of such institutions is still misapprehended. For many years past it has been supposed sufficient preparation to spend a fortnight at some National school in the neighbourhood, conducted by a teacher who has himself received no specific training, and, in fact, possesses no superiority over the novice whom he professes to train except that of seniority and longer experience in a defective system. Thus far the principle of training teachers has been recognised for many years. In the year 1846 a Normal department was formed in the National school at Carnarvon, with the view of training masters for Church schools. As a Report of this institution is contained in the Appendix of Evidence, it is sufficient here to state that the master was him- self trained for three weeks only, more than ten years ago ; and that, in addition to his important duties, he gives private instruction to adult pupils, and has the charge of the largest National school in North Wales. The Carnarvon Training school is the principal in North Wales. 463 resort of those who can afford to be trained as National school- masters. For schools unconnected with the Established Church, there is at present no training institution in North Wales. The 1> "?r j ' tion of . - 11 . . ,, . . trained number ot teachers or either sex who have received specihc training teachers. at Normal or Model schools is shown in Table (H) p. 464, 3.SCT whence it appears that, of 643 teachers at present conducting trainin s- schools in North Wales, only 65 have been trained, and that the average time spent at such institutions is six months. In stating the numbers of those who have received specific i^sn of training, it is important to notice a misconception which exists in school" 8 u the minds not only of teachers but of the promoters of education co as to the real nature of the benefit to be derived from a Normal or Model school. At present the object of such schools is over looked, and they are made to do the work of teaching as well as training to teach. The candidate is sent to a Normal school, when he requires to be himself taught not only every branch which he is about to profess, but the first elements of English. In one of the best schools which I examined in North Wales, the master, while catechising the children upon a passage in Scripture respecting the Land of Promise, asked " To whom did God promise her (Canaan) ?" This master had been trained for sis months at the Borough-road Normal school. In the British and Foreign school, at Llandudno The master was formerly a printer. He has been trained for six months at the Borough -road. He was able to ask good questions upon the subject-matter of the lessons, but his English was bad in grammar and idiom. He allowed the children to make blunders without correcting them. He took no notice of the rude answers which they made when he spoke to them, but allowed them to jump about the school from place to place, and to play and chat with each other. It is difficult to conceive boys in school, and subject to a master, more rustic and offensive in their manners. The first and second classes were deplorably ignorant; they could not tell the number of Jesus Christ's disciples, how many Gospels there are, or whether St. Matthew was a man or a woman. When examined in grammar, the first class com- pared good and bad thus: " Good, gooder, goodest ; bad, badder, baddest." The monitors were rude, undisciplined, and ignorant, and were neither able to teach nor to maintain discipline. In the British school at Llangerniew, Denbigh The master is 23 years of age ; he has spent a month at a British school in North Wales, and attempts to imitate the British system. But some ot his scholars surpassed him, both in respect of attainments and manners. His questions were slowly conceived, such as might be expected from a child who had received an ordinary education. He understands English imperfectly, and in catechising his pupils spoke incorrectly : e.g. " Where river Thames is?" " What Jesus Christ did?" &c. There was great confusion in the classification of his school ; the discipline was not good; the children were exceedingly rude and unmannerly. 464 On the State of Education c "3 O o 00 r^ co o i-~i O^ o B 1 S r-,00 *> 3 00 C-l 01 o 13 , e s ^r o o l^ -v| v ( 2 2 -- o> o a> cS b t ~ S o (^ V 00 . S 2 2 2 2 *2 <~ "a i-~ S _ %i op 7" CO O co S co cc Sou 2 s ! S5 "^J* o r- 00 Ci o ^5 CO o ^ t-^ 5 o * s * S~ c ?? o> -^ o ' g 3 oi C7> O I ^3 o o Jjl A o o O 00 CM o 1^ l Cb O CD 00 o o TJ< O o >' 1 t^ CO o V5 O o C^ H " o o 00 o 2 I (4 O O5 'O ti ^ ^5 H t> o CO * ji oo 5 ^ o CO o co T O 35 ^ O ^ PM S 1 E B 2 J 1=1 i c-^ t^ CD o * CO CO O CO CO It z c S 1 _Z! 2 ^ C*l cff "^ CO t^ TJ* CO oo $3> ^ ^3* 01 14 CT3 00 ^ "ft g o 1 _ 1 1 |H J . l y (K CO * O V , 9 . . , C5 a tc C s tti 1 s 'S ^ H .^ 3 rt . o rt . ^ ^ ^_ _, H H 1- o c c! s *3 bC n 1' C a '2 ' d o '3 Trained at Uutraiued Total dura H 52 0) Trained at Untrained 1 Total dura H s fcD a E < in North Wales. 465 S 2 3 ^ o O o S o iO ~3* o JS fe Cl o II i 05 *-* o "3 & X-r g ^* GO Q . 33 g r o 2 .5 r* -~ at * 4"** CO M C"S 1 t^ CM i : " jj ^^ O5 ^ S a> "i O Cl o r^ 3 t> CO o ^ t> j3 r-< r-. 00 o o . CO o . g C-J t^. o E- GO * i-c CO -i 00 o a o ] g r^J CO t-* fiC, P* ^_ S do ' o v o 99 *ee -5 05 m ^* Jin SsS fa I < J 3 >0 00 CO ^- o '^l 2 CO l^. T5* o ^ tJ o o ju co ;M o " Q H o O J^ "^ O i 1" S O Ol o o ^ S 5r w 1-^ ifl MERIO 1 H a 3 o tc a o a 'rt o tc 2 O S H '3 g s H '^ O g g "3 "3 H 2 I IM O "3 H ; S a H S o c' a o . a "B 3 . c B f, o "^ 2 o '3 15 "^ 1 H Is -3 s H V 3 S a -3 s 0] 1 a J -3 1 |. '3 5 ,2 V "3 S M - H f o o 5 2 K 466 On the State of Education In Ebenezer Chapel school, in the parish of Llangynog, Montgomery The master was formerly a farm-labourer, and is now a preacher among the Independents. He has recently been trained at the Brecon Normal school for 14 weeks, and professes to teach English and Welsh. His English was imperfect. Place he pronounced please, and asked the following questions upon Matthew, chap. iii. : " What was John the Baptist's mate (meat) ?" " Who was John call to repent?" " How was Esaias say of him ?" His control over his pupils was defective. As I approached the school, I heard a noise, and, on entering, found one of the boys fighting with the master. The boy was endeavouring to go out of school, which in the end he effected in spite of all the master's efforts to retain him. Insubordination and anarchy were triumphant. In many cases of National schools for which the teachers had received specific training, I observed a more incurable defect they appeared to have no natural disposition for teaching. iii. ORGANIZATION AND GOVERNMENT. OBOA.NIZA- The tabular summary at p. 467 exhibits the general organization of the schools in North Wales, in respect of the instrumentality employed for imparting instruction in religious and in secular knowledge ; the mode in which such instruction is received by the scholars, whether individually, in classes, or collectively in the form of simultaneous lessons ; and lastly the visitation and super- vision exercised in order to secure the efficient working of this machinery. This tabular summary has been framed upon the authority of the teachers or promoters of schools, the subjects of which it treats being from their nature incapable of discovery during a single examination. It can, therefore, be considered only as illustrative of the organization which the promoters of schools in North Wales profess to adopt. The extent to which such organization can in practice be adopted, and the value of the machinery employed, must be tested by the qualifications of the teachers, monitors, and scholars visitors of schools, and the attainments of the scholars. taught indi- It appears from this summary that in nearly half the number of schools the system of teaching each child individually is pur- sued either exclusively or in part. The schools in which this system obtains belong for the most part to the class of private adventure-schools, which as a class are in every respect so defectively conducted as to require separate notice in a subsequent part of the Report. It appears further, that in more than one-third of the entire number of schools the system of teaching by monitors is employed. in North Wales. 467 2 K2 On the State of Education THE SIX COUNTIES. uaAiS a suoii -jodoij atp qanj.w jo wquintf aioqAV !>. t 10 rt ...... s o ^1^ S f & nfaircaereinion) was imperi'ectly obtained, the mistress being absent and the school not assembled. jaqumsi ajotiM jo }ua3 lad uopjodojj 1 O !M .'MfO!M IM'CIO C-l Schools discontinued, 14 -q< co ci irs o^ioJ^cx) cno . tDC-J C-1?M(NCO-S< TTf ITT sjooqag jo jaquinsj OJ t>.CCOOOO O QCOOCO COt> -M O l aioij./w o o B |g g 2J OJ "^ < aaquunsj S^OHAI jo juaQ jad'uoi^odoj,! 1- (MGOOf-W P5CO.t^ OCO O O * F i O5 ITS' CCO WiCOl "^^ OOt--t>. to too>t>. t-. OOP5 C^-^T(MCO n-iTj-. .0 MERIONETH. usAiS ajE suoi} -lodojj aij} ijsiq.w jo jaqtankj SIOIJAV e '5 o *-< 2 *o c e_ o = s laqransj ajon \\ jo }tiaQ jad uopjodojj t- OOt- t>. .OO ts.M O t^ Schools discontinued, 3 i< Or ii i . to ^^vD^OO tCQO.O.CO (o n > frc P ^> - B eo E. s .1 1 . jtjf . :** Jt * * 5 * - I . -I o| . ..e ' . 1 | 3 5. j|:g a & . . g > >,>, s> ^ sj, s > w \: -2 i-^ili.l -a^i^; ss i Ai;"ii!||i|i|| s h >. g . ilillf ^sll-lll 1iii JS 2co = trt., 2 J! S w 55 ^ B HHa^-i: -^ $xx Hl^l gSslrfjSjl P4 0^ ^ in North Wales. 469 As practised by untrained teachers, this system is an unmixed Monitorial evil. The following examples, taken from Reports upon British resuu".' " schools conducted by masters who have received the best description of training, show what defective discipline and teaching are pro- duced even under the most favourable circumstances : In the large British school at Rhosymedre, in the parish of Ruabon The classes were unequal ; and the monitors were too ignorant to teach their classes, and too undisciplined themselves to think of keeping others in order. They shouted their instruction in the most deafening manner. The children were very dirty and ragged, uncouth and undisciplined. The noise in the school was distracting. The master informed me that when the school commenced six months ago, the children were so completely wild, that it required three men besides himself to keep them in any sort of order. The master is only 24 years of age. He was trained at the Borough-road. In the large British school at Llanrwst, conducted by a master who has many excellent qualifications Though there were two or three of the monitors who did their duty pretty well, generally speaking, they were, as usual, incompetent; one monitor, who was supposed to be capable ot interpreting English words to the class, as the lesson proceeded, was himself unable to read with ease. A second not only read incorrectly, but contradicted her pupils when they pronounced words aright. She said that she had been doing so " since long time." Two others were much too young to be employed as monitors, and I saw another beating the members of his class. In a British school, established a few weeks previously to the date of visitation, at Cemmaes, county of Montgomery, The monitors receive special instruction after school-hours. At present they are incompetent. One little girl, who was employed as monitress of an alphabet class, said that she " could not read them," meaning the words of a very simple narrative; and, as if conscious tbat she ought to have been able to do so, added, in Welsh, " I have done nothing but teach these disagreeable little children." In a British school at Llanrhaiadr, in the county of Denbigh, The first class of monitors were uncertain as to whether Mary Magdalene or the Virgin Mary was the mother of Jesus Christ. In answer to my questions, they stated that Moses, Jacob, and Abraham were of the twelve apostles, and that Herod and Pharaoh were the two wicked ones who betrayed their Lord and Master. In a British school at Llanddcrfel, in the county of Merioneth, With one exception, the monitors were unequal to their duties. One of them read more incorrectly than his own pupils. They used Welsh to communicate their wishes to the scholars, and appeared to know very little English, except the words " tell him !" One of them, finding that a member of the class would not give place when corrected, took him by the shoulder and pushed him down by main force. In the boys' department of the British school at Mold, 470 On the State of Education The classification of this school is very unequal, especially among the lower classes. The monitors vary considerably. I found one who was intelligent; the next to him reproved a pupil who was reading correctly, telling him to read scared for sacred. The s one ever visits his school, or assists him to give religious instruction. In the Blue-coat Church school at Denbigh a school richly endowed with an income of 118Z. per annum, I found none who could read with ease. Among all the copy-books belonging to the school, there was not one which contained good writing. I found 3 who could work a sum in Proportion, and 26 who could repeat parts of the Church Catechism, but this was the amount of their attainments. None had any competent knowledge of Scripture j so little English is known that they cannot understand what they read, and the master adopts no system of interpretation. He does not even catechise them upon what they read, further than to ask a few questions out of a book, which, if the children answer, they answer by rote. Beyond this, he appears to have no idea of instruction. He states that no one assists him to give instruction in religion. He has been 14} r ears a teacher, but was never trained in any way. He was formerly a joiner, and still follows that trade during the holidays. Although monitors are employed, none of those I saw were able to read. The children were dirty, which could not be a matter for surprise considering the state of the school-room, which was dark, wet, and filthy in the extreme. Al- though there were at one time more than 200 scholars of both sexes, and the building is in the centre of the town, no outbuildings of any description have been provided. The snow was deep at the time of my visit, yet the windows were broken, and one casement was entirely gone. At the time when the Charity Commissioners visited Denbigh, there was a large girls' school, supported by the funds of the charity. This has been discontinued for many months. No adequate reason is assigned for its discontinuance. In the Church school adjoining the vicarage at Hanmer, in the county of Flint, supported by a valuable endowment, The master stated that no one ever visits the school ; and that during three months of the year, viz., from the 5th of November to the 14th of February, the school is not held during the afternoon. The building was very damp and badly drained. It appeared to be literally falling to ruins. The door was worse than that of any barn or out-house in the neighbourhood. The master and another person in the village in- formed me that parents object to sending their children into the place, because it is so damp- The furniture, which consists of a few forms and desks, was apparently rotting, and so dirty was everything in the school, that [ could find no decent place whereon to lay my papers. Only 8 children were present, all of whom, except one, had attended the school between one and four years. Among 3 who were learning arithmetic, the highest could with difficulty add a few sums of money together in North Wales. 473 and there was not one good specimen of writing on paper among all the copy-books belonging to the school. The knowledge of Scripture in this school was exceedingly low. One pupil said that St. Paul wrote the Acts of the Apostles ; another said that the apostles wrote the book themselves. I was told that Jacob had only two sons ; and that Zebedee was the mother of St. John the Baptist. Upon my asking from what place it was that Jesus Christ ascended into heaven, a boy replied, " From hell." All the pupils understand English, which is the only language spoken in the parish. In the Church school at Llangwnadl, county of Carnarvon, The master was formerly a labourer he has never been trained to teach ; he could not read an English book well, and, in speaking English, he made the most extravagant blunders, yet he maintained that he was competent to teach English grammar. He complained that nobody " looked after them," meaning himself and the scholars. The place in which the school is held appeared to me miserably unfit for the purpose, without sufficient light, without a proper fireplace, smoky, dismal, and out of repair. There are no outbuildings. The school is partly supported by several endowments. In a Church school of 60 children at Trefriw, in the same county, Only 7 could read a chapter of the Bible with ease ; of 10 who were learning to write, there was only one able to write legibly ; only 3 were learning arithmetic; of these, the most advanced, who was practising Bills of Parcels, could not tell what 13 articles would come to at . 1 5. \d. each. The rest were scarcely able to work a sum in Simple Addition. The Scriptures are read in the school, but nothing was known about them. Some of the first class said that Moses was the husband of the Virgin Mary, and that Jesus Christ was born in the garden of Eden. They were questioned in Welsh, none being able to understand English. The master was never trained to teach, and conducts a school after the old-fa>hioned system of private adventure- schools. He can speak good English, but there is no systematic inter- pretation employed. No one visits the school. In the Union Workhouse school at St. Asaph, owing to the indifference of the Board of Guardians, the schoolmaster could procure no materials for teaching arithmetic, which was considered by the authorities to be a superfluous accomplishment. In con- sequence of the same indifference and neglect, the girls' school was found to be reduced to a state of shameful neglect. In the girls' school-room, although the mistress had received previous notice of my visit, I found only half the children assembled, the rest being engaged in different wards in nursing. Among those present, 2 were employed in sewing, 2 had monosyllabic books in their hands, and the rest were making unmeaning marks upon their slates, without anything to copy. When all were assembled, I found only 2 who could read words consisting of one syllable ; none could write legibly on paper or on slates; none could answer a single question upon Scrip- ture or the Church Catechism. It was alleged, in excuse, that the girls remain a very short time in school. This need not be matter for regret, 474 On the State of Education to judge from the amount of intelligence of the three oldest pupils, who had been nearly three years in the school, none of whom could remember any one of the Ten Commandments, or even repeat the Lord's Prayer correctly. The mistress is the daughter of the master of the Union. She is very young, has received no kind of training, and appears to have no idea of teaching. The new Church school at Llanedicen, Anglesey, is in a similar state of neglect ; the promoters apparently considering that their duties are confined to the payment of an annual subscription :- I found the school-room used as a receptacle for churning materials, gardening-tools, and sacks of flour. The master stated that he was very seldom visited. The total number present amounted to 29 out of 49 members. Of these only 14 knew the alphabet, and none could read a simple sentence in a spelling-book correctly. Six were writing illegibly upon paper, and one had learned Compound Multiplication ; 12 repeated parts of the Church Catechism imperfectly, and all were very ignorant of Scripture and of the truths of religion, although ques- tioned in Welsh and English. The master was formerly a sailor; he has never been trained for his office of schoolmaster, and no one assists him to give religious instruction. The attainments in this school reduce it to a level with the lowest description of private adventure-schools, yet it is well supported by subscriptions to the amount of 30 guineas annually. In an endowed school at Cynwyd, county of Merioneth, The master states that this school is visited by the officiating minister of the parish once a-year, but that no one assists him in giving religious instruction to his scholars. It appears that no religious instruction is given at all. The Bible is read as a text-book; but the master states that he is not in the habit of catechising or explaining the subject read, " because they understand so little English." In consequence of this, I found that they knew nothing either in English or Welsh. One half of the children in the first class did not know where Jesus Christ was born ; none knew how long he lived ; none could tell what the four first books of the Bible are called, or who wrote the history of Jesus Christ. In Catechism, out of 9 who professed to have learned it, only one knew the First Commandment. This boy could repeat the long answers respecting his duty towards God and his neighbour, but could not understand a word. He had no idea who was meant by his " ghostly enemy." The building is a small cottage of the poorest description, and in miserable repair; the glass of the windows broken, and mended with paper. The room contains none of the apparatus necessary for a school. The scholars being required to provide them- selves with books, there is scarcely a book or slate to be found. There are no outbuildings for the children. In consequence of the general neglect of visitation, and a want of proper interest on the part of the promoters of schools, a large number have been allowed to fall into disuse. The following abstract of schools which are at present in abeyance illustrates this and other important conclusions respecting the state and prospects of education in North Wales : in North Wales. 475 ANGLESEY : Llanelian Church School, situate in a populous mining district ; destitute of any others means of instruction ; school closed for many months; windows broken, and furniture burned. Llechylched Church School, situate in the largest of six parishes, containing together 2503 inhabitants, for whom there is but one other school, and that of the lowest and most useless description. The people complain that they do not know what to do with their children, the school having been closed for several months, with no prospect of revival. CARNARVON: Demo Free School, discontinued for five years. Building and master's house used as a dissenting-room and barn. Arrears due amounting to 200/., and annual income 40/. Great com- plaints that the class of tradesmen are in utter ignorance, and that general civilization in the neighbourhood is half a century behind other parts of Wales. DENBIGH : Denbigh Grammar School, closed for some months. Llanarmon Fach Church School, school-room closed for seven or eight years, and the windows broken. Memorial from the parishioners in Minutes of Evidence, expressing their anxiety for some means of education. Llanddoget Church School, discontinued for an indefinite time, with no prospect of being re-opened. Llanrwst, Capelgarmon Endowed Church School, discontinued for an indefinite time; school-room converted into a lumber-room for the master's tools, who is sexton and parish-clerk. No other school in the neighbourhood. Ruabon Free Grammar School, school discontinued for some months ; master unable to state when : school-room filled with lumber and coals. Endowment nearly 100/. per annum. Wrexham Free School {Boys), closed for want of a master. FLINT: Meliden Infant School (Church), closed two years ago, for want of funds. MERIONETH : Llanegryn Endowed Church School, discontinued for several months; arrears due, in consequence of a gross breach of trust of 36 years' standing, amount to 720/. Annual income, IQ61. Llansantffraid- Glyndyfrdwy British and Foreign School, closed for some months for want of a master ; schoolroom filled with turnips belonging to a trustee. Llanuwchllyn Endowed Church School, discontinued for three years; great want of education for a distance of many miles. Llanycil Church School, discontinued for several years ; no other Church school for the poor of the parish, which includes the town of Bala and a population of 2467- This abstract omits many schools which, for want of encouragement, have recently fallen into disuse ; and includes those only for which a 476 On the State of Education building or endowment has been legally secured as a guarantee of permanent continuance. and endow- The effects of the neglect of visitation are yet more apparent in mentsabused. ,. . T,-P i i 111 , -T i the disgraceful condition or endowed schools throughout North Wales. The discoveries made in this branch of my inquiry are of such importance as to demand separate notice in a subsequent part of the Report. It may suffice here to state that an annual income of nearly 3000Z. has been set apart, under different charities, for the support of schools visited for the purpose of this inquiry, exclusive of the higher grammar schools at Bangor, Ruthin, and Beaumaris, and of some other endowments the value of which remains at present unascertained ; that the endowed schools have been found, almost without exception, to constitute the most worthless class now in operation ; and that, their present state is mainly to be attributed to the neglect of visitation and inspection by the trustees, visitors, or governors, who allow the schoolmasters to hold their office for life, and to remain irresponsible from the day of their appointment. Defective Jn the case of schools which are visited, the ignorance of English, visitation. an( j g enera j wan t of education, which prevail among a consider- able class of the promoters of schools, render their superintendence visitors are futile. The following certificate was addressed a few years ago uneducated; ^ ce rtain parties interested in the promotion of schools to a person who was in search of a schoolmaster for a very populous district in North Wales, and was admitted to be perfectly satisfactory : " Sir " I am sending those fue Lines Concerning A. B. School Master at ' that he is a Good Teacher of a children and bears a good charitor cipin \keeping~\ a good time with children and very carefull in Teaching them I had my children with him a Long time f David Sirgeon " Witness our hands 4 Samuel Ditto [ thomas " Enclosed is the following communication from the candidate himself, written in a round-text hand, as a specimen of penman- ship : " I willingley to come fore 6 per Quarter if you things proper, " I humble beg to you send me a line, in answer with the Bearer, these few lines, from your most humble Servant, and well wisher, Llan - f A. B. January 14 1832 (School Master" The original was given in evidence, accompanied by the follow- ing statement : The writer was originally a weaver, but, upon his becoming a preacher in connexion with the , it was thought that, by taking the school, he might have more time for his ministerial studies. He obtained the situation, and kept the school for some time at Llan . in North Wales. 477 The following evidence of Mr. Abraham Thomas, Assistant, illustrates the inability of a large class of the promoters of schools to select masters, or to superintend instruction. It relates to a British school of great reputation throughout the neighbourhood, and was accompanied by certificates from the promoters, represent- ing in high terms, but incorrect spelling, the extent of instruction and the attainments of the pupils: Many subjects were professed to be taught, but the scholars had attained proficiency in none. When examined in grammar, they stated that there were 9 vowels, and that they never heard of the singular or plural number. In English History they were unable to answer the jnost elementary questions; and even upon the History of the Bible, none could give correct answers, not one of the four who composed the first class being able to state where Jesus Christ was born. They had never heard of St. Matthew or of John the Baptist } they believed that Mary Magdalene was the mother of our Saviour,, and that Joseph of Arimathea was her husband ; yet, with the excep- tion of three or four, these children understood both Welsh and English,, and some were English altogether. The master is an Independent preacher. He has never been trained to conduct a school. Bespoke English very Ungrammatically during my visit. When his pupils pronounced words wrong, he was unable to correct them. He declined to ask questions upon the lesson which had been read. His classes were ill arranged, there being the greatest confusion and disparity in' point of attainments among children belonging to the same class. He proposes to go to the Borough-road Normal school for the purpose' of being trained. At present the British system of teaching is not adopted, and the British reading-books are not employed, although the; school is called a British school. In many schools of this class, which, in other respects, is welll adapted to the character of the Welsh people, and comprises the; best schools at present in operation in North Wales, the persons; who compose the committee are self-taught, and often ignorant of English. I have observed the schoolmaster correcting tfie broken English of the secretary, and acting as his interpreter. Even in the case of schools which are richly supported by the or misap clergy and the wealthy classes, ignorance of the Welsh character, kfndof e and of the actual requirements of children, especially among their c " > e n d . re " poorer neighbours, lead them to establish schools upon a principle which excludes the great majority of the poor, and to introduce subjects of instruction which are at once obnoxious and unintel- ligible. The visitors and promoters of such schools appear to have overlooked the defect which lies at the root of all other deficiencies, the want of books expressly adapted, and of teachers properly qualified, to teach English to Welsh children. The majority appear conscious that English may remain an unknown language to those who can read and recite it fluently ; others have frequently assured me that Welsh parents would not endure any encroachment upon their language an argument which would seem to implv great ignorance of the poor among their country- 478 On the State of Education men, who, as I have already stated, insist on having English only taught irt the day-schools, and consider all time as wasted which is spent in learning Welsh. I have been present at such visitations when the patrons and promoters of schools have awarded their com- mendation to the scholars who could repeat in English, with the greatest fluency, the questions and answers (indiscriminately) of the Church Catechism, or recite so many pages of a hymn-book, without either pausing for the stops, or taking breath at the con- clusion of a hymn : while, at the same time, it was obvious, from the inability of the teacher, as well as of his scholars, to answer the plainest question in English, that no particle of intelligence could possibly accompany the recitation. and are often In many cases there is too much reason to fear that the visitors Sllrs. by are intentionally imposed upon. Of this I will select but one illustration, although too many might be added. It relates to a large National school which is in high esteem throughout, the neighbourhood : Having heard from the patrons that the scholars were particularly expert in arithmetic, I requested the master to exhibit his best scholars. Thirteen boys accordingly multiplied a given sum of. s. d. by (25 + ^). The process was neatly and accurately performed by every boy. I then examined the same class in arithmetic, and set each boy a distinct sum in Multiplication of Money. Instead of (25 + ), I gave 5 as the number by which the several sums were to be multiplied. I allowed each boy for this simple process twice as much time as he had required for the preceding, which was far more complicated; but only two of the 13 could bring me a correct answer. This is well worthy of remark. The original sum appears to be one which they are in the habit of performing before strangers ; many had copied the whole process from those next them, without understanding a single step. In knowledge of Holy Scripture and in arithmetic the boys were very deficient. Scholars in the first class said that there were 18 Gospels that Bartholomew wrote one and Simon another; that Moses was the son of David. These answers were not corrected by the rest. By a lower class it was said that Jerusalem is in heaven, and that St. Paul wrote the Gospel according to St Matthew ; another believed it was written by Jesus Christ. The oldest boy in a large class said that Joseph was the son of Abraham. A child about 10 years old said that Jesus Christ was the Saviour of men ; but upon being asked " From what did He save mankind ?" replied, " From God." i Upon this subject the results of my inquiry confirm the follow- ing statement of an intelligent Welshman, who complained that, for want of good schools at home, he was obliged to send his two sons, at a heavy expense, to be educated in England : "The great majority of schools in North Wales teach the children to read the Bible and to repeat the Catechism ; and when the gentry visit them, the children read a chapter which has been expressly pre- pared for the purpose, and answer questions which have been prepared in like manner ; and by this means they gain great approbation, and the schools obtain the credit of being excellent institutions." in North Wales. 479 iv. THE SCHOLARS AND THEIR PROFICIENCY. The information procured with respect to the scholars relates to SCHOJ.AB*. their number and regularity of attendance ; the comparative education of males and females ; the age at which education is most prevalent ; the amount of time spent in receiving instruction, so far as can be inferred from the duration of attendance of those who are at present pupils; and lastly, the result of the present system of education as shown by the attainments of the scholars in their several subjects of instruction. The number of scholars alleged to be members of the several Number of schools in North Wales, at the time when they were respectively sc visited, amounts to 32,033, being little more than one-fifth part of the entire population of the same age, as found by the last census. The distribution of scholars according to the several counties is shown by the following table, in which the counties are arranged according to the measure of education in each : Name of County. Population under 15 Years, 1841. Number of Scholars under 15 Years, 1846-7. Proportion per Cent, of Scholars to Population of same Age. 18,739 3,404 18-2 Montgomery ... Carnarvon .... 25,905 29,706 13,825 4,765 5,867 3,006 18-4 19-7 21 '7 Denbigh 32,436 7,405 22'8 Flint 25,151 7,586 30-2 Total North Wales 115,762 32,033 22-0 The average daily attendance throughout the year could not be Average ascertained with the same completeness, many of the schools having ^J. al been but a few months in operation, while in others the Teachers professed themselves incompetent to form an estimate upon the subject. The following table comprises information! respecting 445 schools, of which the average daily attendance was stated by the teachers : Name of County. Number of Schools. Alleged N umber of Members. Alleged Average Attendance throughout the Year. Number actually present at date of Visitation. Deficiency of Number present com- pared with alleged Number of Deficiency of N umber present com- pared with, alleged Members. Anglesey . 53 3,195 ' 2,739 2,317 878 422 Carnarvon . [ 68 5,416 4,154 3,468 1,948 686 Denbigh . ! 108 6,197 5,183 3,662 2,535 1.521 Flint . . ; 96 6,431 5,314 4,477 1,954 837 Merioneth . ( 36 2,253 1,906 1,521 732 385 Montgomery , 84 3,814 3,043 2,474 i 1,340 569 Total North Wales 445 27 ; 306 22,339 17,919 9,387 | 4,420 480 Cn the Slate of Education Probably over-estima- ted. Comparative rdncation of males and fr mules. As the alleged number of members and average attendance are probably over-estimated (owing to the neglect on the part of teachers in the majority of schools to keep. any register of attend- ance, and their incompetence to understand the meaning of the word average), I have included in this table the number of scholars actually found present in the schools to which the statements refer. If the number actually found present, affords any indication of the average daily attendance,* it appears that not more than 65*6 per cent, of the number of alleged scholars are daily present in . school throughout the year. The same inaccuracy and neglect on the part of teachers in pre- serving records of their schools have rendered it impossible to obtain complete statistical details respecting the age, sex, and duration of attendance of every scholar. In the great majority of cases, the information offered upon these subjects respecting absent members was so purely conjectural, that it became neces- sary to confine the returns to statements respecting the scholars who were found present at the time when the schools were visited. The following table shows the comparative education of males and females under 15 years of age, as obtained by an analysis of 27,147 cases out of 32,033. TABLE (K). COMPARATIVE EDUCATION OF MALES AND FEMALES. (Approximation attained by an Analysis of 27, 147 cases out of 32, 033.) Population under 15, in 1841. Scholars under 15, in 1846-7 County. Proportion per Cent, of Proportion per Cent, of Females Females, Females. Males. above or Males. Females. above or below the below the Males. Males. Anglesey 9,586 9,153 4-5 1,821 1,283 . 29-5 Carnarvon 14,931 14,775 1-0 2,899 2,279 21-4 Denbigh 16,535 15,901 3-8 3,341 2,660 20-4 Flint . 12,746 12,405 2-7 3,395 3,039 10-5 Merioneth 7,027 6,798 3-3 1,550 977 37-0 Montgomery 12,932 12,973 + '3 2,034 1,869 8-1 Total North Wales 73,757 72,005 2-4 15,040 12,107 _ 19-5 A M - The information procured respecting the ages of scholars shows, fast, the comparative numbers receiving education at various periods under 15 years of age; and, secondly, what proportion of the juvenile inhabitants at each of these periods of life is at pre- sent under instruction. These results are exhibited in the follow- ing tables : * The inquiry was conducted during the winter months, from October 184C to April 1847, including that portion of the year during which the attendance is far most numerous. Intermittent attendance is sometimes occasioned by unusual poverty : see Reports on the Church schools at. Llanelidan and Llangollen (Denbigh), and Llangwrig (Mont- gomery), Appendix A (folio edition). The proportion per cent, of paupers relieved in North Wales in the first 'quarter of 1844 shows an excess of 28'8 above the average of all England and Wales upon the like population. in North Wales. 481 'X3S 3UI8S JO KIB[Ol{.1g JO 1-35 CO n>ts CO CM 1> 00 O o J < IB uoi>.iodojd iBiuisajua^ 00 *"* t>. o 3 iO CO CO -O CO CO CO O = o o 8 .lo HaS ;oM.iuin N 35 O o OO CO CO CO 00 T)< pp CO O t^ T< O -r o 00 00 CO CO o 11 H 00 CO KJ SJ 21! CM * tN CO * xag auiBs jo sjBjoqac; jo -^ CO 00 O O CO 3> <* CO O O n o O CO o -0 ^* 00 CO CO CO CO o o O o H O i O ^' O 35 C-l O 33 2g 01 T CO CO o oo (M i CO CO CO 00 CO o. j xag auiBs jo sjBioipg jo o CO 35 CO O CO T O o id X \v uoijiodojd |euus,)4ii.i 1 ) Iflj O 00 co .O '0 ^< CO 3 = o o o K Cd s *sjB^oi|og jo iaquin^j t^ >r> 2 o . CO rt O CO t> ~* 01 CO s O o o o o h sjBfOipg jo jaquin^j (M 35 CO i CO CO co o -o M "5 co OO co m -r CO C5 3) o 35 O 35 35 CO CO O CO s co 30 CM .-< co" ~ CO CO CO - l^ xg aniBS jo siE]oipg jo CO C^ ^ CM CO CO oo co r- t- o o oo r^ oo T?< oo C 1 ! O5 1 ** CO co co o -r o i i i CO _l CO o -M (M s >}< CO CO O f. A *. sjnouosjojaquznM CM CO o CO 00 <>l OO " J 35 CO >O -00 C-l 0> 05 05 C5 t- OO CM 00 35 00 CO 55 00 ' ' -M ^ CM CM *o . xag SIUBS jo sJBjoipg jo C5 * i* CO t^ t-0 oo a CO H JB uopjodojd {ui;s34ua3 CO 00 r- O CO o o oo 00 OO CO ^3* CO CM OO 00 t> f n 3 fMale Between 10audl5years< Female _^ || C ^_ CO 3 cu I* .s "rt ' I Ages unknown .... 'a ~o B 09 2 L 482 On the State of Education r; >< re "3 I; i! IIOIJBJlldo,! in O i rf O 00 Ol C-0 CM co c-i O CO Ft' yr y . OJ O :r. t^ ^P C5 to 'O r; s 1 (M 'M Tf rH n-< C-l -t co t^. A .-I MS n< os OS 00 T5 O CO oo :c CM TT OO C-J O CO CO to t^- o o Cl t> CO CO to n o O CO o CO CO CO OS to 00 31133 jad uoiijodojj CM n CO Tf O ^r co ^r os o N OJ (>. C-1 -p o C-1 C-4 O * CO 3 a> C-l CS OS CO i O (M 00 >o t^ CO CM C-l OO i i CM il O ^p H 3 5 ,a c* -> ** I I r i C-l * co t- fjfs if) in (M 00 00 o -^ 1 ta CO O to ts ^ !M co o l^ t^ . in r-> CO O O OS to CO * ,ps o >n ^ o o o o ^r o to in CM CO uoiiBindoj * CO CO t^ CM C! t>. oo * O O ^ atp 01 -s-reioipg .?o ^ugg jad uopjodojjj q< ea in ^< t^ CO CM o CO OS O C-J C-l in CM C-l >, n a o "3 g"3 (M o ^r . lO o >n ^^ t- (M 3 00 CO >0 O CO t^ n 00 00 C-l 1^ t^ OS O os -^r ^p o q* CO * "3 c"5< >0 -H ir: in CO 1-1 SD O >0 (M Tj< CO 00 O OS 0> 00 t^ OS QO to co OO lO O i i CS g l~ S CO CO 5D CO CO o CN o GO t** ^ CO OO ^H tO OO GO CO cr> CO CO o 11 CN CO ^i CJ 1-1 -f o Tf t^ CM o * 0) 3 , * MA CM O I ^ X CO ift ^ 2 CM CO H c" CO O CO *? 00 CM ' 3 1 CO CM o O CM -M O CM CM I-ICN rr t> t^ ~ C^! C .2 a C ,. o 00 CO r-i CO 00 in F tO -r CM CO TJ- o O V "o S .2 cLt, o 3 g>& "3 S a, CM CO CO CO CM CO C^CM . to to i^ 00 00 CO CO ^1 00 00 ^ (M to rH CO to "* O CM co in 00 t^ CO >O CO --. o SI o CO CO to i O " ' CJ CJ CJ -f *& CJ -. -ql GO ?r r CO ^_, e GJ ^ -2 Clt CO CM CO CO CM CO ^1 1-1 CM *JLjfi a 8" 2 ^ 00 Tf ei CJ ^ CO * CM to r ,0 ft fc S M 1 S 1 1 ^Z st '* ?_ cu ^ il O 3 o S ~ U ^ S M 111 .fif II T ^ _3 3 !'! H.S S, 484 On the State of Education A{ rl p d e From these Tables it appears that the period of life at which cation? e ' education is most prevalent is that between the ages of five and ten years ; that this is the case for males as well as females, and is ob- servable in a greater or less degree in every county of North Wales. Education of From Table (M) it appears that of the juvenile population Children ,. , * * j /./. f -u from ten to between the ages or ten and fifteen one-fourth part are receiving tuteen years, instruction : that the counties in which boys of this advanced age are most neglected are those of Anglesey and Montgomery, and the county in which they are most frequent in their attendance at school is that of Merioneth ; that girls of this age are found most frequently at school in the counties of Denbigh and Flint, and are most neglected in Anglesey a fact which should be compared with the prevalence of incontinence in that county.* Age of least Lastly, it appears that the age of least education is that of infants under five years. Of the entire infant population of this age the proportion receiving instruction is 4.5 per cent, which may be assumed to be equivalent to 9 per cent, of the number of in feints of an age to receive such instruction as is imparted in infant schools. This is the most important inference from the foregoing Tables, inasmuch as infant schools afford the most effectual means of imparting a knowledge of the English language to Welsh children, and the only means which can enable children, upon the present system of Welsh schools, to derive any practical benefit from their subsequent course of instruction. '^' le avera g e length of time which is devoted by each child for the purpose of receiving instruction is a result which could not possibly be ascertained, from the extremely imperfect and irregular records of attendance. The following Table (p. 485) exhibits, in the case of 27,640 children who still continue to receive instruction, the comparative numbers who have attended school for one, two, three, and four years respectively. So far as a comparison can be instituted upon these data, between the several counties in North Wales, it appears that children remain longest at school in the counties of Montgomery and Flint, and for the shortest time in those of Merioneth and Anglesey. Children f ^ appears from the same Table that the number of scholars attending \ v ho live more than a mile and a half distant from the school which schools. they are accustomed to attend is 4135. Many of these were found to be in the habit of walking daily a distance of eight miles and more. These facts are valuable, as indicating the desire for education in North Wales. Inference as ^ have met with frequent complaints respecting indifference to to desire for education, irregular attendance, and general apathy and careless- ness on the part both of parents and children. The foregoing summaries afford the best means of estimating the justice of such complaints. It appears that, considering the extremely small * (See Appendix (H), Letter 2, folio edition, f in in North Wales. 485 THE SIX COUNTIES. jaqranjj pauisuaasB aqj oj pouad qi>B3 Joj SuipuanE SJBJ -oqagjo uoijjodoj,! leunsajuag (MM 00 Sk OS OO C GC I"H oo ^* (>l CO to i "* . *.. to MERIONETH. jaqumvj pauiBjjaasB aqj 0} pouad qaca joj Sujpuajjv siv\ -oqbg jo noiuodojj jBunsaiuag IM i i o C- O ol E M g? o o o j, o < : 1 ll u uajpjup jo jaqninsj SO tO t^ > i (M TJ" O OO Tf i < If) S !>. O i-i M o 00 FLINT. jaquin sj pauiswaosB aqj oj pouad qoBa joj Suipuajje SJB{ oqog jo uoiuodojj pjunsajua-j O 05 ** O ** M s? ro tO O ifl OS 00 o uiup^nfg jo jaqtunij c-i <-i ' Z* to 00 o 00 DENBIGH. pouad qo3 joj 3uipuai}B SJB; -oqj;jo uojjjodojj iBUiisajua^ % s i ^ ^ : , 00 usjpuqg jo Jaquin \j -* t^ c^ c^i co r^ 1* "^r o ^ t>. -- CO r^ ^ S 1 OS o CARNAKVON. jaquin sj pautB^jaasB aqj o^ pouad tpsa joj Suipna^B SJBJ *O O O < CS : v . to OS S 2 ^ "* i to 00 ^,,^.H o t>. os c to -r to < i oo co 01 to Ol to a ANGLESEY. jaquin sj pauiFjjaosB aq) oj pouad qosa Joj Suipua^B SJBJ -oqag jo uopjodoj,! iBtuisaiuaQ O O M O 00 o I. rt 04 V . : to M c -r ^-i to (M o e-i i i o *, N oo to to ob o> K. t> M * i C^l o CO M . V gl3 ficiency. >," = "3 SUBJECTS ON WHICH Jf 9| 0,2 THE CHILDREN WIRE EXAMINED. J T3 "io bs c x 5 1 4 * c j Q j? 3 o ^ Co 8*S 1 O \ "3 5 * M d 3l S-a 6 j o U 'a S.S E 1 P I P ~ z K 1 p Z - " Religious | Holy Scriptures .... 46 114 211 46 417 15-4 533 1018 1467 209 3227 16 Instruction j Catec y sm &c 212 233 262 260 967 35'7 1203 1387 1764 762 5116 V6 Letters and Monosyllables . 231 262 298 147 938 34'6 1414 2090 .2620 702 6826 34 Reading Simple Narratives 176 191 211 246 824 30-4 1252 1639 1533 493 4917 25 Reading Reading with Ease . . . 112 187 216 170 (M 25-3 1524 1811 1470 24i 5050 25 With Fluencyand Expression 4 4 6 14 5 7 54 54 34 149 ( On Slates 6 118 40 399 121 C61 350 517 1223 19'0 295 923 914 ?8 t>* b*. O CO r-l 1 CO CO -Tf O t> C-^ t>- OO GO OO u u 3 ^ ^^^ ^^^^ ^^^.r o SSBIO jsjij ui sjiqoqas y* IS. CO W t^ t>. r * C5 ^ OO MS a jo -juaQ jad uoipodoij CMM5 t^ CO 00 i ( f^ P 1 NI5IGH. 3sai J aq; jo Jaquinjj; CO ^-i c- CS i i Ol CO CO CO C-4 CO CM C5 O Ol t>. T CO r-l 00 CO CM CO CO * . o o ,0. Q . .sassBtoJojpou, (M !M O to i i -H co ci co r^ (M CM CO >! CM C-1 CO CO to C-1 CM C-l (M ci ci i . -r o CM O 1-*. o to cc t^ CM C-1 C-1 C-l ~l C^ C-1 u mpqas JO jaquin iV " Tf ^""*^ ^^^^ ^^TT^^^^ ssBjg isjij ui sjB(oqas CO C-1 ,n^oi 00 00 00 M TJ ao co oo t CO ^^ ^* a S jo 'juag jad uoijjodoj t i CO ^ 00 CO - 1-1 -. r-. . . "1 a NARVO }SJij aq} jo jaqiuni^ 5;?? IO OO i OO t> Tj* r Ol t OO CO O CM ^" Tf o) oo co CO Tf TT O GO CS O *"" OO *M CO O CO T OO O O cn oo CC C! C5 O 05 C! ov en C2 OS C^ OS 0> C^ CS MONTGOMERY. SSBjg 1SJJJ HI SJBJOIpg jo - }ua,3 jad uopjodojj t^ co o~^r -*f ^H CO TP CO CO i CO 03 t^ Tf --"-- 1 5SJIJ atp jo jaqtun^ CO CM CM * CO CM CO l^ CM 1-H I-H OO l^ C7> CO CM CN 1^ t>* Tf sassBig joj paujure -xa sJBjouas jo jaqtutijj < o >.o CO ^3- CO CO "^f O es co c-i K. OS CO CO t--. CO t co i i en i i CO CO > CO t>. t- t> 0l O-l ^ i> to oo co oo ce x oo co SUBJECTS ON WHICH THE CHILDREN WERK EXAMINED. . % . . . (3 2 OH g 4) S a .5 2 >< *g ' r Religious f Holy Scriptures . Instruction iCatecliism {Letters and Monosy Reading Simple Nai n j- -.1. v Ueadmg with hase With Fluency and J Writing. [Learning First Rule * -it. i- J Reduction and Com Arithmetic i r TU ] Rule of Three, &c. . [Mental Arithmetic . M tC 3 , C5 _0 _C8 _ E E ,'3 -S -S ^ g ^' W | " H c "Eit'tc'S 2i c '> cu c c - .5 s s C W K B J ^ 2 in North Wales. 493 On the other hand, it appears from Table (O), that of 19.521 inference as 1 77 1 / 1 * Io ll0rance - scholars examined, the proportion unable to read a verse or the Bible was 73-5 ; totally ignorant of the Rule of Three, 96'8 ; of geography, 94'6 ; of English grammar, 94'9 ; of history, 98*2; and the proportion ignorant of the first outlines of the history of the New Testament, 83'4. The extent to which ignorance prevails among this vast E *tentof 11 111 i i f ignorance majority is illustrated by the answers received in the course ofouieiiyon examination, as given in the Appendix of Evidence. The following jects^mu"" 1 ' extracts illustrate the degree of ignorance of the history of the trated - Bible and the outlines of Christianity, subjects which, independently of their intrinsic importance, acquire additional significance as constituting the basis of the present system of education in Wales. The hand-books for teaching the art of reading are, in almost all cases, extracts from the Bible ; the principal subjects repeated as an exercise of memory are catechisms and religious formularies; consequently, if the present system of education produces any results, they will be seen in the religious knowledge of the scholars. In a Church school in the township of Nerquis, Mold I could find no one who could read a verse of the Bible correctly, no one who could write well ; no one could work a sum in the first four rules of arithmetic, or repeat any portion of the Church Catechism. They all appeared heavy and dull. Failing' to obtain any answer upon the chapter of the Bible which they had attempted to read, I asked a few general questions, e. g., " Who was the mother of our Saviour?" A boy, 14 years old, replied, " The Queen of England." Others said, " Adam ;" and others, " Eve." No one present could tell me the name of the Queen of England ; yet all these pupils understand English, and can speak English tolerably well. In a Church school in the parish of Tregynon, Montgomery Four scholars were able to read a verse of the New Testament, but could answer no questions upon that or any other subject; did not know who John the Baptist was, what was his food, what clothing he wore, or how he was put to death ; had heard something of St. Paul, but could not recollect what that was ; could not say who were the sons of Adam and Eve, or give any account of those persons ; thought that the Book of Genesis was written by Exodus, and the Book of Exodus by Genesis ; and believed that Prince Albert was Queen of England : yet nearly all these children were well conversant with English, which is spoken by nearly half the inhabitants, and 14 could repeat parts of the Church Catechism correctly. The master states that they receive no instruction in Scripture, the Bihie being used solely as a hand-book to teach reading. He was unable, at my request, to ask a single question upon the chapter which had been read, but called me out of the room, and stated that he hud never been in the habit of doing so. He appears to remain satisfied with teaching the mere mechanical parts of reading, writing, and ciphering, which, with a knowledge by rote of the Church Catechism, constituted the amount of their attainments. 494 On the State of Education In the Church school in the parish of Llanllugan, in the same county Two scholars were able to answer a few questions upon Scripture. With these exceptions they were ignorant in the extreme, unable to understand a word of English, and ill mannered. They said that Mary Magdalene was the mother of Jesus Christ, and the master acquiesced, and assured me that the case was so. It appears that the religious instruction is left in his hands, except when the curate visits the school, which he says is eight times in the course of the year. In a school in the parish of Eglwysfach, county of Denbigh None of the children could read correctly or answer questions upo^ Scriptures. They understood very little English. They did not know the meaning of the English words bread and cheese. When I asked, " Who is meant by the Comforter ?" they replied, " Abraham." They had never heard of the Deluge, and did not know in how many days the world was created. The master is a young man aged 22. He has never been trained to teach. He was quite unable to speak English grammatically. He appeared to feel that he was not sufficiently educated to discharge his important duties, and -assured me that he would never have accepted the office had not the fanners entreated him to do so, alleging that their children must otherwise remain untaught, as they could not afford to send them to more distant schools. In a school in Llangynog, Montgomery I could not find one scholar in the school who could understand English of the plainest kind ; not one who had any conception of the meaning of such a question as " How old are you?" A gi own-up girl said that Abraham was the father of Jesus Christ, and that Jacob baptized Him; others believed that the Ten Commandments were given on Mount Calvary, and did not know the name of any one of the Evangelists. Whether catechised in Welsh or in English, they were alike in utter ignorance of the fundamental truths of Christianity ; did not know that man's soul was immortal and his body mortal ; and the greater part had never heard of the resurrection of the dead. In Dr. Williams's charity school at Holyhead A boy, about 13 years old, whose only hand-book for reading was the Bible, said that of the 12 sons of Jacob, by far the most remarkable was Judas Iscariot. This specimen is from the first class, and was not corrected by the rest. In the second class, G boys, about 9 years old, were reading the New Testament. These knew nothing " when asked, "Who put Jesus Christ to death?" they replied, "Cain. Yes, Cain; Abel's brother." In Llanenddwyn Church school, Merioneth 35 children were present. Among these I found none who could read a verse of the Bible correctly ; none who could answer the most simple question on Scripture history; none who could repeat the Church Catechism; none could tell me who put Jesus Christ to death ; none knew where He was born ; they believed He was born at Jerusalem. Three were selected as being able to repeat the Church Catechism, but they could not repeat the Commandments. Two professed to under- stand compound arithmetic, but were unable to work a sum in the in North Wales. 495 first four rules correctly. Ten of the scholars have been members of the school for more than two years, and four for more than three years, yet among twenty-four copy-books I found only one good specimen. In the Workhouse school belonging to the Ruthin Union When examined on religious subjects, 10 could repeat portions of the Church Catechism, but without any conception of their meaning; and, in like manner, they liad been made to get up by rote a great nninber of Scripture definitions without the least knowledge of Scripture. Some told me that Samuel was the son of Jesus Christ, Mary Magdalene the mother of our Savionr, and the Virgin Mary his wife: the Virgin Mary was God. The rest appeared not only ignorant but ill-mannered, standing staring me in the face with the appearance of idiots, and giving no kind of answer to any question in Welsh or English. Their knowledge of English was very limited, and is not likely to increase, for no kind of interpretation is adopted ; not a word is allowed to be spoken in Welsh, either by the master or scholars. It is difficult to conceive how any progress can be made when their language the only medium through which the mind receives instruction is taken from them, and none given in its stead. In the Independent Chapel school, Flint Although the Bible is constantly read, I found only one who could answer any questions upon Scripture history; I asked the rest, " Who were the twelve apostles?" Answer " Reuben, Simeon, Levi, &c." "Who wrote the Epistles?" Answer " Timothy, Acts, Rome, the Corinthians, and the Ephesians." I asked many other very easy questions, but could obtain no correct answers. The children under stand English; out of 18 present 8 are accustomed to talk English during play-hours. In the Church school at Bistree, in the same county : Every pupil in the first class of boys said, that he had neither read nor heard of John the Baptist, although I pressed the question kindly on each of them. Although the master had prompted them to say that Jesus Christ was born at Bethlehem, and one had actually returned that answer ; yet, upon my requesting the master to desist, and repeating the very same question, one pupil said that our Saviour was born in heaven, and another that He was born in hell. The Minister assists in the religious instruction of the scholars. In a Church school at Cicm, in the same county, some of the scholars having attended for more than four years : In Scripture, only three could answer any questions. When I asked, "For what purpose was St. John the Baptist sent?" a boy about ten years of age replied, " To baptize the Holy Ghost" Many other erroneous answers were given to very simple questions, put in Welsh and English, which proved that the children had been taught, but not taught to understand. Only three or four pupils understand any English at all, and their knowledge was limited to a very few words. There was a boy who had attended the school for more than five years, but could not work the plainest sum in the Rule of Three. He appeared to be an intelligent boy. In Dr. Williams's charity school, Abergele, 498 On the State of Education Not one could tell me how many commandments there are ; of whom Jesus Christ was born; or the name of any one of His disciples. Of secular knowledge they were quite as ignorant: there was not a single individual among them who could tell me the name of the Queen of England. A very few (and those apparently by accident) were able to name the four seasons of the year. In arithmetic, there was not one of those who had been through the four first rules, who could take down a simple sum in Subtraction, after I had several times dictated it. A boy, who professed to understand Exchange, could not reduce guineas to pounds sterling. The master was formerly a shopkeeper ; he is now an Independent minister; he has never been trained to teach. He adopts no means of teaching interpretation, although all his scholars are Welsh, and are required to learn English, without any dictionary or other books to assist them. In a school supported by the same charity at Banaot I could find only five out of a large class who knew anything about Scripture. One boy said that Adam had four sons, named Cain, Abel, Isaac, and Jacob. Another thought Adam had only three sons, Shem, Ham, and Japhet. These children comprehend very little of the Eng- lish language, though they read it continually. One of them translated the words " a man with an unclean spirit," into a Welsh phrase, which means a man with the Holy Ghost, and interpreted " to obey " by u Welsh word signifying a sharp breeze. Many of these scholars were above ten years of age; 33 had been members of the school for more than two years, and many of them more than three years. In a large National school at Llandrillo-yn-Rhos, county of Denbigh Of a large class who were reading the Scripture, I found only nine who could answer simple questions; and only two possessed a com- petent knowledge of the subject. One said, that "Moses was the servant of the wilderness ;" another said, that " Christ came to condemn the world ;" and in answer to the question, " Who wrote the Gospel according to St. John?" one said Matthew; another, Mark; a third, Luhe ; and a fourth (as if purposely passing over the very gospel we were reading) said, The Acts. As only four understood English, my questions were explained in Welsh. The majority of the pupils knew exceedingly little of any subject, and the information of the rest was desultory. In a large Free school at Holt, counly of Denbigh There were 11 who could repeat the Church Catechism 2 of them correctly. A girl, about 10 years of age, could not .remember the First Commandment. Only one possessed a competent knowledge of Holy Scripture ; and, with the exception of 5, the rest of those present knew nothing about the subject. Not one of the children (who are all English) could tell what it was to *' inherit" a thing: One said it was to make; another to sace. In answer to the question, whose son was Abraham ? one said JLaban, another said Joseph, another Jacob, a fourth, Isaac I As to the "seed" mentioned in the 5th verse of the lesson (Acts vii.), they did not know at all what it properly meant. They said, Isaac, Jacob, or Judas; they said, also, that the Philistines took Joseph into Egypt. I asked them where they learned the littl? in North Wales. 497 they knew about Scripture ? all but one replied, " at the Sabbath school," meaning a school held in some neighbouring dissenting chapel. In a large Church school at Gresford, in the same county, 40 professed to know the Church Catechism, but only 15 could re- peat it correctly. Only 3 possessed a competent knowledge of Scripture. In answer to some questions upon Scripture geography, they could make no other reply than by repeating " beyond Jordan," an answer which was not applicable to the question asked. A boy was present who had attended the school for seven years, without attempting to learn arithmetic. Another boy, who had attended the school for five years, read very imperfectly in the National Society's Central School Book, No. 3. A third, 10 years of age, who had, according to his own statement (for the master knew nothing about it), been in the school four years, could not read a simple narrative. There were girls, 12 or 13 years of age and upwards, who could not name the mother of John the Baptist, and who said that John the Baptist and St. Paul were two of the disciples of Jesus Christ. These girls respectively had attended the school six, seven, and eight years ; and I was told that they were regular in their attendance. Knowledge The foregoing tables exhibit a marked disparity* between the scripture attainments of scholars in knowledge of Catechisms and other *** religious formularies on the one hand, and in knowledge of the Wlth repeti- outlines of Scripture history and of the first truths of Christianity chism 3 . c:l1 on the other. It appears that, scholars who are perfect in the former subject are nearly three times as numerous as those who possess a competent knowledge of Scripture History ; that in the two counties in which the scholars are most perfect in Catechisms, the same scholars are least proficient in knowledge of Scripture, and that in the three counties in which the knowledge of Scrip- ture was the highest, that of Catechisms was the lowest. Igno- rance of the first outlines of Scripture History, and of the truths of Christianity, was frequently found to be compatible with accurate repetition of the Church Catechism, and even of the Thirty-nine Articles. In the Church school at Bersham, in the county of Denbigh, When I questioned the scholars miscellaneously upon the outlines of Scripture history, they were ignorant of everything. All agreed that Jesus Christ was the son of Mary Magdalene ; and the second pupil in the school told me that Moses wrote the history of Jesus. In the Catechism and Ritual of the Church of England they have been taught apparently with considerable pains. Three repeated several of the Thirty-nine Articles, one as far as the Tenth Article, with accuracy; and four recited the Church Catechism fluently; but when questioned irregularly, all but one misplaced every answer. The outward sign in the Lord's Supper was said to be water. I examined them in a work * This disparity is the more remarkable because in more than half the schools at present in operation no Catechism is employed, whereas the Scriptures are almost uni- versally taught. The scholars examined in Holy Scripture were nearly twice as mnnerous as those examined in catechisms. 2M 498 On the State of Education entitled " Scripture Proofs," a book more nearly adapted committed, or whether St. Peter was a good or bad man. Yet all understood English, and could speak no other language. At the Church school at Buttington, in the same county : Eight repeated parts of the Church Catechism, but all were ignorant of Scripture. A scholar in the first class believed that St. Matthew wrote the History of England; yet these children speak English as their mother-tongue. English grammar was professed, but nothing was known of the subject. The master was formerly a farmer; he has never been trained to teach; he unites with his office of schoolmaster those of parish clerk, parish constable, and overseer of the poor for in North Wales. 499 two townships. He appeared incapable of illustrating, explaining, or catechising children without the aid of a book; his method of teaching resembles that adopted in private schools. In St. Mark's Church school, in the parish of Northop, Flint- shire : Although 20 coujd repeat the Church Catechism correctly, only 4 could answer questions upon Scripture. English is spoken in this part of the parish of Northop ; but notwithstanding this, the children who had been recently admitted could not tell me which was their right hand and which their left. With the exception of about 8 children, none had heard of the name of any person of note mentioned in the Bible, or even of the difference between the soul and body ; even the best scholars asserted that the soul was mortal, and the body im mortal. In the Church school at Clocaenog, in the county of Denbigh : I found none who could read a verse of the Bible with ease, none who could write well upon paper, none who understood arithmetic. Seven attempted to work sums in Simple Addition, but all were wrong. Upon religious subjects they were equally ignorant. The catechism formerly employed was that of Charles, which contains part of the Church catechism, the Creed, the Lord's Prayer, the Ten Command- ments, and the summaries of our duty towards God and towards our neighbour. This was exchanged for the complete Church Catechism by the present incumbent, who disapproved of the omission of the baptismal vows ; but I found the scholars ignorant of the first principles which are common to both catechisms. All except 3 were ignorant of the Commandments, and one of those who failed had been confirmed. The 3 who knew the Commandments could repeat part of the Cate- chism by rote, but when questioned upon the meaning, and without reference to the usual arrangement, could give no answers at all. One boy, when asked "who is our ghostly enemy ?" replied, " Jesus Christ." Of Holy Scripture nothing whatever was known. I asked questions upon the History of Joseph, of Moses, and of Jesus Christ, but could obtain no correct answers even respecting the History of the New Testament, although I reque.-ted the master to interpret my questions in Welsh. Twelve of the scholars examined had been members of the school for more than two years, some of them for more than four years ; 13 were above ten years of age. The same ignorance was observable whatever catechism the teachers might happen to adopt. In a Calvinistic Methodist School, in the parish of Holt, where the catechisms of Parry and Charles are employed : Those in the first class were reading a chapter in Genesis, and six could read with ease. They all understood English, but none could give any account of the chapters which they had just been reading. None could tell me who wrote the book of Genesis, what was meant by the deluge, what was the ark, or who was saved in it. They knew nothing of the call of Abraham, of his covenant with God, or respecting his sons and grandsons. The master admitted that they were ignorant of manv important facts in Old Testament history, I therefore turned 2 M 2 500 On the State of Education to the New Testament. They could not tell me the names of the Evangelists. When I asked who wrote the Gospel of St. John, one replied, "John the Baptist," others, " Nazareth," and all agreed that Jesus Christ was the son of Mary Magdalene. In secular subjects they were not more advanced ; only one could write a good hand, and no one could work an easy sum in the first four rules of arithmetic correctly. I found none who knew anything of grammar. Eleven of those examined had been members of the school for more than two years. In a Church school at Llanwnog, Montgomery, Twenty could repeat parts of the Church Catechism, or that of Dr. Watts ; but, with one exception, they were very ignorant of Scripture. Some of the first class said, that the ark in which Noah was saved was constructed of iron, and built by Solomon. These children for the most part understood more English than Welsh, yet their information upon every subject was exceedingly limited, and their knowledge of the first rudiments of morality and religion was next to nothing. In the endowed Church school at Bryneglwys, county of Denbigh, It was stated that the Church Catechism is taught with the aid of Lewis's elaborate Exposition upon the subject; notwithstanding this, no one knew the Tenth Commandment; and when I asked "What is the First Commandment?" I was answered, "Thou shalt do no murder;" another replied, "My godfathers:" yet these children attend a Church Sunday-school. Fundamental A fatal delusion has misled the promoters of schools in North Sun 6 *"" Wales. They have supposed that, if children make use of the North Wales. Bible as a handbook to learn reading from the alphabet upwards, and if catechisms be carefully committed to memory, the narratives and doctrines therein contained must be impressed on their understanding and affections. The catechisms and religious formularies which were intended to direct and assist the teacher in explaining Scripture and in imparting religious instruction, to supply the defects of extempore explanation, and to secure the scholars from the inculcation of false doctrine, have had the effect of suspending all intelligent exertion : have degraded the office of the teacher, and reduced the scholars to a state of hopeless ignorance, not only of the peculiar doctrines of respective denominations, but of the first principles and truths of Christianity. Note. In the foregoing description of the present state of education in schools for the young, I have spoken of the great majority of schools, and described the average state of education. There is a small class of schools recently established which form an exception to some of the harsher features above described, as, on the other hand, there is a large class in which education is yet more deplorably deficient. It will suffice here to annex a catalogue of schools of the former description, of which full Reports will be found in the Appendix, folio edition : ANGLESEY : The National school at Beaumaris (LI.ANDEQFAN), the Infant school at Holyhead, and the British and Foreign school at Llanrhyddhul. CAKNAKVON : The Carnarvon Infant school is excellent. The Church schools at in North Wales. 501 v. CAUSES OF DEFECTIVE EDUCATION. The present defective condition of schools for the poor in North CAUSES OF Wales is usually attributed to the want of funds for the support of ED'CA"^*, education. It is, in fact occasioned by the misapplication and ^'^u^ tio defective distribution of funds already available for the purpose. The following table (page 502) shows the present state of funds in the several counties of North Wales, as returned by 517 out of 501 schools, distinguishing the various sources from whence they are derived. Defective distribution occurs in every source of income, but First > endo especially in permanent endowments. The sum at present avail- able for education from this source considerably exceeds 4000Z.* ex- clusive of lost charities and certain large endowments, which, being under litigation, have not been returned. Of this large sum it appears that a considerable portion is misapplied by the trustees ; that where there is no breach of trust, and the funds are Breach of actually available for the purpose of education, the schools are in many cases in abeyance ; and that where the income is paid, and the schools are carried on, the education given is, in the great majority of cases, of no practical value. These statements are illustrated by the following facts, abstracted from the detailed evidence contained in the Appendix : Ju the parish of Ncicmarkct, county of Flint, the arrears due for the purpose of education exceed 2559/. The intention of the founder of this charity was to establish a grammar school for instruction in Greek and Latin, or for primary education. The parish and neigh- bourhood have derived no benefit from the endowment for nearly a century, notwithstanding the animadversions of the Charity Commis- sioners and repeated decrees in Chancery. No other funds are raised for education in the neighbourhood. In a Church school which is self-supported in the parish, the children were found deplorably ignorant : believed that their " ghostly enemy " is Jesus Christ, and that there are three, nine, and fifteen gods. Y Bont Newydd (LLANBEBLIG), and Pwllheli are premising, and those at Bangor and Carnarvon possess great advantages. DENBIGH: The British and Foreign schools at Denbigh, Rufliin, Wrexham, and Llanwrst, and a Church school just commenced on a good method in the latter town. FLINT : St. Asaph Church school for girls, and the British and Foreign school at Mold. MEHIOMETH : The British and Foreign schools at Bannouth (Lt ANAEER), Bryncrug (Towys), Corris (TALYLLYN), Convert, and Dolgelley. MONTGOMERY : The National school at Machynlleth, and the Wesleyan School at Newtown. On the borders of England, there are useful Church schools at Chirk. Hawarden, Penley, Threapwood, and Welch pool, but these are for the benefit of an English popu- lation. * A portion of this sum is received by the masters of the grammar schools at Bangor, Ruthin, and Beaumaris, which not being, as at present conducted, available for the poor, were beyond the purpose of this inquiry. 502 On the State of Education e CM o - Ci t>O 2 "'2 " ~ * * 1 .J CO CO O CM c o> o o> CM CO 3 c " !<5 o *s TJ I- l~ 00 * to 'ft 4 to bo 2 tit-i^ m CO -" 01 O >* > ^ "^ S CM CO 1 " - " en 3 ^ ^oo * s i * t- N 00 -* 1 63 fe W Q u ^ I- O CO O >O e i- o o> i- en t- CO . CO r-T r^ o to CM s r ~ ll-sl-l oo o r-; co O 00 CM CO CO to eo o O CO 00 CM -V f 1- * i- en a *g 3 * ts ^ o r> r- rt t- i CO O o *""* ^ - (M ift W * CO F< IN CO I 'ij SJ ^ 2 S r- CO t- t- CO CO CM d O a *3 00 ^* t" tD (-4 1 S o o o o in Bj 3 1 . -< o p- oo . o o 3 '>' : S j . KJ .1" tC C ^J en 5 ec CD o c 5 * T* O 04 CQ r- o O - CM i n s| s> .* to o o "O 10 o w >- = r-c CM |5 a | a l K o J Q * tO O FH Cl -< C<5 to O to 2 K CM O O pd CM ^H CO 1^ ^H 5 j Hi'S *' 2 2 M to 1" 0> O - t" H M "S O O ^- O _< p^ O t- f CO 9 t- CM 00 "< . K O * to t- o B 9 i 4j o co i S i ^ w co co en o i,J3 cj =ll a> 2 > 'o * ^ co * 00 CM to ] CM i-. 2 CO M ; ; s | ^ ; ' i 1 -a '- ' ANNUAL INCOME o SCHOOLS. . ,$> & C nd 04 a : : 1 I I 3 g S w | S ^ 3 S o ^ g s c >5 g rj *O w C O r* to ' s are induced to connive at the infringement of the rules which schools ' require conformity in religion, and allow the parents (sometimes ' covertly, sometimes with the consent of the promoters) to purchase exemption for a small gratuity ; those who cannot afford it being compelled to conform, or expelled in case of refusal. Where, however, the rules arc impartially enforced, or the parents too poor to purchase exemption, a compromise follows. The children are allowed to learn the Church Catechism, and to attend church, so long as they remain at school, but are cautioned by their parents not to believe the Catechism, and to return to their paternal chapels so soon as they have finished schooling. A dispensation, in fact is given, allowing conformity in matters of religion during the period required for education, provided they allow no impression to ba made upon their minds by the ritual and observances to which they conform. The desired object is attained by both parties. Outward conformity is effected for the time, and the children return in after-life to the creed and usages of their parents.* * Such are the moral effects of the present system. Its iuexpedience is not yet appa- rent, except to a few. The evidence of the Rev. St. George A. Williams, incumbent of Demo, illustrates what has been said : " I think it right to mention a subject which I have found of great importance. There lias been a great difficulty respecting the attend- ance of children at church. So long as no compulsion was employed, they attended church tolerably well ; but the effect of compulsion on the part of certain subscribers has been to empty the church as well as the Sunday-school of the children. It is my 512 On the State of Education The intellectual results produced by the present class of Church schoolmasters, reduced as they are to such extremities, has been already seen in the ignorance of scholars, not only respecting the distinctive doctrines of the Church, but of the first elements of Christianity. It remains to show what is the present condition of the large class of private-adventure schools which owe their exist- ence to the causes above mentioned. Of 578 schools at present in operation, 216 are taught on private adventure, 112 by dames, the rest by male teachers. The total number of scholars in such schools amounts to 5348. These schools have been carefully examined, and minute notes have been taken respecting their present condition as regards the build- ings, furniture, and apparatus ; the teachers and their qualifications, and the attainments of the scholars in every branch of instruction. In every one of these respects they are so utterly worthless, that nothing can account for their existence, except the determination on the part of Welsh parents to have their children instructed without interference in matters of conscience.* Aware of this determination, the teachers of private-adventure schools demand exorbitant fees for instruction, although the range of subjects professed seldom exceeds reading, writing, and arithmetic. The schoolroom is rarely set apart for the purpose, but consists of a cottage kitchen, oral best a shop, often too small to accommodate half the number which it is made to contain, the narrow space being further contracted by sacks of corn, loaves, stores of bacon, crockery, and other articles of village merchandize. The dame- schools were found in kitchens, often the only rooms belonging to the owners, and made to serve the purposes of kitchens, bed- chambers, and schoolrooms. Nothing could exceed the squalor and discomfort of these abodes of education ; the floor and walls begrimed with dirt and smoke, the windows broken and stopped up, the interior dark, smoky, close to suffocation, and with no means of escape for the stifling atmosphere, except by opening doors and windows, which let in the snow. The teachers had been induced to undertake their calling by ihe loss of a limb, by blindness, deafness, old age, or some calamity which disabled them from manual labour; and being prevented by the competition which prevailed, notwithstanding the terms they charged, from supporting themselves by teaching, were squalid and ill-clothed, and complained bitterly of poverty. Wholly unprepared for their conviction, that if no compulsion were employed, tlie day-school and Sunday-school would be much bettci attended ; and not only so, but there would be a much better attendance of the children at church, if their attendance were voluntary. I would require them to attend church if they attend no other place of worship; but otherwise I think it hard to compel them in mailers of religion, merely because they pay ! IM CO CO Language. q,oa IN CO - WA : : : : ^ : * q S! lSu 3 ^ 00 rt CO r-H S Wsjo^nK ^ OO > Z ' -s s I S 5 j 1 I ftp c c g B oj U ^5 > O ^ w H ' IE 5( ?( in North Wales. 515 The eagerness of the labouring classes to take advantage of these institutions wherever they exist, and the benefit derived from them in Withdrawing idlers from the ale-house, and promoting rational amusement, proves the importance of extending these means of education.* Of Sunday-schools, i there are two classes in North Wales, viz., ? elii;io : ! ' J ' ' 11 i i i instruction Sunday-schools, properly so called, which exist as separate institu- s mi .1 .>. tions, and are assembled on Sunday only, and Sunday and day- s schools, comprising the children of the National or Church-school, without additional scholars. The latter are intended for the young only, are conducted by the teacher of the day-school, and are intended to prepare the children for attendance at church; the former are frequented by persons of all ages, are conducted by numerous lay teachers, and combine instruction and devotional exercise in the same service. It is this class of separate Sunday- schools which is peculiar to Wales, and which relates to the present subject. J The Sunday and day-schools have been already described in their capacity of day schools. Tables (S) and (T), pages 516-518, contain a summary of the information procured from the superintendents of the respective Sunday-schools according to the method of inquiry which I was instructed to pursue. The vast number of these institutions made it impossible, as they were only assembled once a-week, to visit more than a very small proportion; consequently the statements contained in the foregoing summaries are not based upon personal examination. The nature and object of the Welsh Sunday-schools are ^ r t e f nd distinctly marked. In the week-day schools all profess to learn welsh Sun- English, in the Sunday-schools (speaking generally) all learn Welsh ; the object which the poor desire from the former is secular knowledge ; the end to which they devote their whole attention in the Sunday-school is religion, to the exclusion of every other study. The course of proceeding in these schools is much the same, to Course of i i i 11 rri i proceeding whatever denomination they may belong. 1 hey are commenced described, as a religious service, by reading a chapter of the Bible,, singing hymns, and by prayer. * Reading-rooms, containing a small selection of books of general information, with newspapers and periodicals in Welsh and English, have been formed, on a very small scale, at Bala and Portmadoc. Small village libraries, containing a few publications, of the Christian Knowledge Society, are occasionally attached to National schools, as at Carnarvon and Wrexham. The Sunday-schools of the Dissenting denominations have frequently a small library of religious books for circulation among their respective members. The poorer classes can generally read and understand Welsh books upon religious subjects. ) Sunday-schools are treated under the head of " means of instruction for adults," because it is on !he adult portion (which forms the characteristic of Welsh Sunday- schools) that their effects are mainly seen. To children they are chiefly useful as instruments of moral training. J Many of the Church Sunday-schools returned in the annexed Tables appear to be Sunday and day-schools. 2N2 516 On the State of Education TABLE (S.) SUMMARY OF CONGREGATION OR SECT. Number of Schools. Number of Scholars. Under 15 Years of Age. Above 15 Years of Age. Totalo 11 Ages Males. 'emales |1 SI CO Total. Males. 'emales. g f J M " Total. ANGLESEY. Church of England . . 10 17 70 21 14 89 327 2,064 587 276 271 290 1,967 480 302 560 617 4,031 1,067 578 79 396 3,107 555 354 70 317 2,235 438 303 ' 149 713 5,342 993 657 709 1,330 9,373 2,060 1,235 Calvinistic Methodists Independents .... Wesleyan Methodists . . Other Denominations . . Total .... CARNARVON. Church of England . . 132 3,543 3,310 6,853 4,491 3,363 -. 7,854 14,707 16 16 131 49 24 587 352 4,212 1,028 532 546 298 4,149 997 491 36 1,133 650 8.397 2,025 1,023 181 303 5,543 1,262 677 141 221 4,101 711 365 30 322 524 9,674 1,973 1,042 1,45! 1,174 18,071 3,99 2,06i Calvinistic Methodists Independents .... Wesleyan Methodists . . Other Denominations . . Total .... DENBIGH. Church of England . . 236 6,711 6,481 36 13,228 7,966 5,539 30 13,535 26.76J 32 19 104 40 38 2 1,311 434 2,855 827 863 113 1,363 397 2,807 807 751 74 2,674 831 5,662 1,634 1,614 187 223 318 3,853 809 751 39 243 194 3,551 580 615 23 471 512 7,404 1,389 1,366 62 3,u: 1,34: 13,06( 3,02: 2 , 981 24! Calvinistic Methodists . Independents .... Wesleyan Methodists . . Other Denominations . . Total .... FLINT. Church of England . . 235 6,403 6,199 .- 12,602 5,998 5,206 .. 11,204 23,80( 26 2 43 27 34 1 1,409 36 1,284 730 1,201 32 1,565 35 1,039 644 962 28 2,974 71 2,323 1,374 2,163 60 465 69 1,723 608 1,066 402 21 1,046 395 550 867 90 2,769 1,003 1,616 3,84 16 5.09! 2,37' 3,77' M Calvinistie Methodists . Independents .... Wesleyan Methodists . . Other Denominations . Total .... MERIONETH. Church of England . . 133 4,692 4.273 .. 8,965 3,931 2,414 86 145 2,927 759 421 222 6,345 15,31 15 10 96 45 27 354 134 1,993 693 401 334 148 2,094 665 383 !44 688 282 4,231 1,358 784 110 204 3,115 1,049 578 196 349 6,264 1,808 999 88 63 10,49 3,16 1,78 Calvinistic Methodists Independents .... Wesleyan Methodists . . Other Denominations . Total .... MONTGOMERY. Church of England . . 193 3.5',5 3,624 144 7,343 5,056 4,338 222 9,616 16,95 23 9 101 50 46 1 630 265 1,815 786 893 16 763 241 1,909 813 870 14 238 1,393 506 3,724 1,837 1,763 30 217 290 2,206 820 983 8 247 258 2,314 741 872 12 488 464 548 4,520 2,049 1,855 20 1,85 1,05 8,24 3,88 3,61 5 Calvinistic Methodists . Independents .... Wesleyan Methodists . Other Denominations Total .... To ATL NORTH WALES. Church of England . . liaptists 232 4,405 4,610 238 9,253 4,524 4,444 488 9,456 18,70 124 73 545 232 183 4 4,580 1,548 14,223 4,651 4,166 161 4,842 1,409 13,965 4,406 3,759 116 180 238 9,422 2,957 28,368 9,295 7,625 277 1,990 1,580 19,547 5,103 4,409 47 1,189 1.156 16,174 3,624 3,126 35 252 488 2,469 2,736 35,973 9,215 7,535 82 11,89 5,69 64,34 18,51 15,46 35 Calvinistic Methodists . Independents .... Wesleyan Methodists . . Other Denominations Grand Total . . l.lfil 29,329 28,497 418 58,244 31,966 25,304 740 58,010 116,25 Note. The following is a list of Sunday-schools not included in Tables (S) and (T), the Ketunis being too vague in North Wales. SPNDAY SCHOOLS TEACHERS AND SCHOLARS. 517 Centesimal Proportion of Scholars under 15 to the whole sumber of Scholars. Number of Teachers. Number of teacher* who arc paid for their Services j A 2 y *" I'S g Centesimal Proportion of Scholars of each ClaM o the Total Population of the unme !>cx and Agr, in eiich Cuuntv. Number of Scholars said to attend Day School. j j I's ill Under 15 Years of Age. Above 15 Years of Age I Ml III f- 'J - t~ - 9 ii lales. Fern. FoUl. Males. Fern. G It Total. I j 1 g 6 * | J m "a | 78'5 45 2 39'9 31-4 43-8 79-5 79-0 43 47-K 4G-4 152 46-8 43'0 1,114 52-3 51-8 234 50-0 46-8 122 30 81 524 96 53 ;; 73 233 1,638 330 175 '' 10-3 3-0 17-5 3-4 17-5 21-5 16-0 6M 14-2 2-9 2-9 3 2 81-5 5-2 3-3 3-0 3-3 1 *5 5-7 3-1 5 2-7 81-0 3-7 2-4 4 1-8 29 2-5 1-7 2-2 6-6 3-1 2'0 1-4 2'6 18-4 4-1 2-4 290 275 ,515 527 209 5 78 312 39 25 41-1 4'.l-6 4C'6 1,665 . 784 .. 2,449 16-6 36-9 36-1 6-6 0'3 19-3 4-4 28-9 2,816 459 76-4 53-7 43-2 49-9 44'0 79-5 57-4 50-3 57-4 77-9 55-4 46-5 50-7 49'5 80 150 8,358 476 248 79 49 717 115 91 '5 159 199 3,075 591 344 10-9 17-0 17-0 14-8 16-7 3-9 2-3 6'9 3-6 3-7 2-0 28-1 6'7 3-3 3-8 2-2 8-3 6-8 3'4 7 1-2 2-5 5-1 5 1-8 15-4 2-7 1-3 6 1-0 8'8 3-9 2'0 1-8 1*6 22-3 4-9 2'5 760 234 2,069 496 362 39 34 477 89 44 45-7 53-9 49-4 3,312 1,051 5 4,368 ., 1G-3 44-9 43-8 4'5 2-2 20-7 6-3 33-0 3,921 683 85-2 57-7 42-6 51-2 53-5 74-3 84-S 67-2 44-1 58-2 55'0 76-3 85-0 61-9 43-3 54'1 54'2 75-1 135 148 1,205 281 290 20 129 72 534 121 116 14 4 264 220 1,743 402 406 34 7 8'4 16M I3'3 13-3 13-6 7'9 2-6 17-3 5-0 5-2 8-6 2-5 17-6 5-1 4-7 8-2 2-6 7'5 5-0 5-0 82 1-14 3-8 2-9 2-7 8 7 2-4 2-0 2-2 8 9 3-1 2-5 2-4 3-5 l-o 14-7 3-4 3-4 1,569 B18 2,038 622 540 30 377 54 590 150 85 10 51-6 1 54-4 52'9 2,079 986 4 3,069 7 12-9 38-7 38'9 ',8' 9 1-5 18-2 9-8 26'8 5,117 ,272 75-2 34-3 42-7 54 6 53-0 OO'O 79-6 77-4 62-5 44-1 49-8 45-6 r>2-0 57-8 63-6 57-2 100-0 100-0 184 553 419 8 177 2 205 104 75 8 361 21 758 357 494 16 ' 9-4 13-0 14-9 15-0 26-6 11-05 3 10-1 5'7 12-6 3 8-4 5-2 11-8 3 9-2 5-5 2'2 3 8-2 2-9 1-9 1 5'05 1-9 2-05 2-1 2 6-6 2-4 3-9 5'7 2 7-6 3-0 5-6 1 l,89n 18 990 533 714 28 254 221 40 248 25 2 2 54-4 63-9 58-6 1,436 571 2,007 .. 13'1 3G'8 34-4 35-6 18'6 11-6 15-2 22-8 4,185 763 76-3 39-6 39-0 39-8 41-0 79-5 50-5 41-7 4-7 47-6 77-8 44-7 40-3 42-9 44-0 52 60 959 312 171 48 33 363 104 72 48 100 93 1,370 416 243 2 11-3 14-7 13-0 13-1 13-6 5-0 1-9 28-4 9-9 5-7 2-2 30-8 9-8 5-C 5 2'0 30'6 9-8 5'7 9 25-4 8-6 4'7 6 I'l 22-1 5-7 3-2 8 1-3 24-6 7-1 3-9 2-2 ra 20-7 9-1 4'5 502 65 1,372 3P2 313 81 32 308 16fi 69 41-4 45-5 43-3 1,554 620 48 2,222 2 13-1 50-9 53-3 53'1 41'3 32-7 37-7 43-1 2,634 650 74-4 47-7 45-1 48-9 47-6 66-6 75'5 48-3 45-2 52-3 49'9 j 53'8 75'0 48-0 45 2 47 3 48-7 60'0 88 75 798 381 320 87 36 357 144 130 3 is 182 111 1,155 543 450 3 13 9*8 10-5 14-0 14-0 12M 6-0 4'9 2'0 14'0 6M 6-9 1 5-9 1-8 14-7 6-3 6-7 1 5-4 1-9 14'4 7-1 6'8 1 I'O 1-4 10-33 3-84 4-6 04 I'l 1*1 10-5 3-4 3-9 0.5 IM 2-7 1-2 1-5 10-43 11-9 4-73 5-6 4-:; 5-2 04 -1 681 44 459 699 6 302 14 358 54 149 49-3 50'9 in -5 !,662 757 25 2,444 13 13-1 34-0 35-5 '35-7 21-2 20-2 21-2 27-0 2,934 877 78-2 56-3 42-1 47*7 77-4 80'3 54-0 M-3 94-8 54-6 76-8 79-2 51 s 44M .'nl 2 77' 1 582 604 6,987 1.937 1,570 82 550 273 2,700 684 537 25 7 1,139 .. S77 52 9,739 18 2,639 5 2,112 53 22 9-f, 1.V4 15-1 14 3 13-7 14-8 6-2 19-3 6-3 5-7 2 6-7 2-0 19-4 c-i 5-2 2 6-5 2-0 19-4 6'4 5-4 1-0, 1-3 I6'0 4-2 3-6 o 92 9 12-6 2-8 2-4 1 -0 98 3-0 1-09 14 14-3 16-2 3-7 4 ' fi 3-11 3-9 03 '0 5,698 954 2,837 i 64 1,058 212 2,272 620 10 47-8 ! 53-0 50'1 11,708 4,769 82 16,55! 22 14-2 39-8 39-6 39-9 .6-2 19-7 23-1 29-3 21,607 4,710 'or calculation. In Anglesea, 11 ; Carnarvon, 13 ; Denbigh, 8 ; Flint, 5 ; Merioneth, 5 ; Montgomery, 4 ; Total, 46. 518 On the State of Education TABLE (T.) SUMMARY OF SUNDAY SCHOOLS DISCIPLINE AND INSTRUCTION. SECT OR CONGREGATION. Number of Schools. Numb of Schoo whic Simultan Instruct is given er Centesimal Proportion of Schools taught in each Language to the ascertained Number. Number of Scholars who read the Scriptures. II = S| Z^ Q.O3 E.'s's w % ~J| |!| C.C X 3** Number of Schools which El eous ion by which Instruction is given. Secular Instruction is given. 1 !1 go 3 oj'g II Catecllisms are used. c, s I '3 i c I .3 i 2 3 6 4 1 a JU r c "So . &* -= 1 3 h "Bo . c .-. w? ja 1 ~ kH ANGLESEY. Church of England Baptists ... Cal vinisticMethodists Independents . . Wusleyan Methodists O ther Denomi nati ons Total . . . CARNARVON. Church of England Baptists .... CalvinisticMethodists Independents . Wesleyan Methodists Other Denominations Total . . . DENBIGH. Church of Kngland Baptists .... CalvinisiicMethodists Independents . . Wesleyan Methodists Other Denominations Total . . . FLINT. Church of England Itaptists .... CalvinisticMethodists independents . . Wesleyan Methodists Other Denominations Total . . . MERIONETH. Church of England Baptists .... CalvinisticMethodists Independents . Wesleyan Methodists Other Denominations Total . . . MONTGOMERY. Church of England Baptists .... CalvinisticMethodists Independents . . Wesleyan Methodists Other Denominations Total . . . TOTAL NORTH WALES. Church of England Baptists .... CalvinisticMethodists Independents . Wesleyan Methodists Other Denominations Grand Total . . 10 17 70 21 14 i 'I 4 14 59 16 11 4 17 68 19 10 2 'i 4 *2 2 3 40'0 100-0 97'1 90-5 71'4 20'0 7-'l 40'0 2*9 9-5 21-5 386 919 6,413 1,189 544 54-4 69-1 68-4 57-7 44-0 M 7 17 70 21 14 8 16 70 16 13 7 13 56 18 7 132 2 104 16 118 3 11 89*4 2-3 8-3 9,451 64-3 129 123 101 16 16 131 49 24 8 1 12 120 42 18 1 2 3 3 1 3 12 127 45 13 4 i i 9 3 1 2 9 18-7 80'0 99-2 93'7 56'5 25-0 2 : 1 4-4 56-3 20-0 8 4-2 39.1 718 637 12,499 2,333 1,307 49-3 54-3 69-2 58-4 63-3 13 16 129 46 24 14 14 126 35 22 9 10 105 37 20 200 24 228 236 8 193 10 6 87'0 2'6 10-4 65-6 36-9 8-6 o-o 44'7 50-0 47,494 65-4 .. 211 181 32 19 104 40 38 2 9 2 3 1 12 88 30 36 1 1 4 8 9 2 1 2 10 87 29 19 9 2 8 3 2 1 21 7 9 8 17 1 6'3 52'6 83'7 72-5 50'0 28-1 10-5 7-7 7-5 5-3 50-0 1,585 701 8,704 2,008 1,700 140 50-4 52-2 66-6 66-4 57-0 56-2 1 26 19 104 39 38 2 30 15 104 32 36 1 23 14 9!) 30 27 2 235 14 168 25 147 25 63 62*6 10-6 26-8 14,838 62-3 1 228 218 195 26 2 43 27 34 1 13 *i 2 1 36 20 20 2 *4 6 3 2 32 9 8 9 3 1 4 14 2 7 17 22 8'0 76'2 33-3 23 5 36*0 7'1 3-7 11-8 loo-o 56-0 100-0 16-7 63-( 64-7 2,123 119 3,361 1,261 2,057 15 55-3 73'9 66'0 53-0 55-4 25-0 22 2 43 27 33 26 2 43 21 32 1 15 2 42 18 28 1 14 133 89 15 51 18 62 38'9 13-8 47-3 8,936 58-4 .- 127 125 lOfi 15 10 96 45 27 4 'i i 4 7 90 37 25 2 2 6 7 6 10 94 43 23 4 5 'i 2 4 40'0 100-0 98'9 95-6 85'2 26-7 33-3 1-1 4-4 14-8 480 404 7,582 2,225 1,206 54'3 64-0 72-3 70-2 67-6 2 13 10 96 43 26 13 6 94 19 23 12 6 72 29 17 193 6 9 '1 10 163 17 3 3 29 10 3 176 4 12 7 4 21 12 21 91-7 2-1 6-2 11,897 70-1 2 3 188 155 136 23 9 101 50 46 1 232 3 5 67 36 38 4 3 63 30 17 14 1 14 6 5 16-0 37-5 64-3 62-5 39'5 56-0 12'5 14-3 12-5 11-6 28-0 50-0 21-4 25-0 48-9 1,075 570 5 , 820 2,601 2,091 30 57-9 54-1 70'6 67-0 57-8 60-0 24 8 97 47 43 1 23 5 97 32 40 1 20 6 88 34 30 1 170 48 117 41 42 3 25 11 13 3 65 29-1 149 52-5 18-4 12,187 65-1 220 198 124 73 545 232 183 4 44 2 3 1 3 1 54 15 51 460 181 158 1 11 14 56 39 10 1 21 52 471 175 90 809 60 16 41 43 76 1 237 17-1 73-2 87-7 76-4 50'3 34-1 4-2 4'7 4-8 7'2 75-0 48'8 22-6 7-6 18-8 42-5 25'0 6,367 3,350 44,379 11,617 8,90j 185 53-5 50-1 69-0 62 8 57-6 51'5 105 72 539 223 178 3 114 58 534 155 166 3 86 51 462 166 129 4 1,161 866 131 97 70'8 8-6 ^0-7 74,803 64-3 3 ,120 1,030 898 in North Wales. 519 The classes are then distributed in pews, each pew containing from 5 to 10 scholars, with their teacher. These are occupied for nearly an hour in reading the Bible in Welsh, repeating portions by heart, and answering questions addressed to them by the teacher. This is followed by a simultaneous catechis- ing of the whole school from some doctrinal catechism peculiar to the religious denomination to which the school belongs, the questions being answered simultaneously by the older or younger portion of the members, accordir-g as they are respectively ad- dressed by the superintendent, who explains and enforces the catechism in use by extempore interpolations. The proceed- ings conclude, as they began, by devotional exercises. The hum- ble position and attainments of the individuals engaged in the establishment and support of Welsh Sunday-schools enhance the value of this spontaneous effort for education ; and however imperfect the results, it is impossible not to admire the vast number of schools which they have established, the frequency of the attendance, the number, energy, snd devotion of the teachers, the regularity and decorum of the proceedings, and the striking and permanent effects which they have produced upon society. III. RESULTS : GENERAL INTELLIGENCE AND CIVILIZATION. The Sunday-schools, as the main instrument of civilization imperfect in North Wales, have determined the character of the language, ^ee^in literature, and general intelligence of the inhabitants. The Welsh language cultivated in the Sunday-schools is Welsh; the subjects dngua e ; of instruction are exclusively religious : consequently the religious vocabulary of the Welsh language has been enlarged, strengthened, and rendered capable of expressing every shade of idea, and the great mass of the poorer classes have been trained from their childhood to its use.* On the other hand, the Sunday-schools, being religious instruments, have never professed a wider range. They have enriched the theological vocabulary, and made the peasantry expert in handling that branch of the Welsh language, but its resources in every other branch remain obsolete and meagre, and even of these the people are leff in ignorance. The impress of this imperfect civilization is seen also in literature ; the literature. * In the words of a Welsh scholar, " The Welsh language is very efficient as a means of religious discussion. Words which were not known at all, or not known hi con- nexion with the new use made of them, have become well known ; and while it would be impossible to express in Welsh many an ordinary proposition in politics or science in such a way as completely to convey the sense to even an intelligent Welsh reader unacquainted with English, the profoundest and most abstruse ideas of theology may be expressed in terms which are ' familiar as household words ' to a great proportion of the Welsh people, words having long since been coined, and now become well recog- nised, and phrases and idioms having long since been stereotyped and made part of the language. Poetry also abounds in the Welsh language, which has been literally drilled into a facility of assuming a versified form, and is consequently strong in the expression of poetical ideas." 520 On the State of Education The following abstract, made from an analysis* of all the works at present printed and read in North Wales, shows the marked disproportion which exists between the amount and value of religious and of secular literature, and illustrates the imperfect form of civilization which has resulted from the neglect of secular education as an accompaniment to the energetic working of the missionary spirit in religion. ABSTRACT OF WELSH LITERATURE. 46 Commentaries on the Bible, including Translations from Calvin, Bishop Hall, Owen, Matthew Henry, Burkitt, Reach, Gill, Scott, Adam Clarke, and 28 Original Commentaries. 8 Treatises on Sacred History and Antiquities, including Transla- tions from Burder's Eastern Customs, and small publications of the Religious Tract Society, and Lloyd's Scripture Chronology (an original work), said to have gone through two editions of 1000 copies each. 132 Works of Divinity and Theology, including 57 Translations, chiefly from Calvin, Bunyan, Owen, Bishop Hall, Gurnall, Reach, Charnock, Mason, Hervey, Doddridge, and Jontahan Edwards; and 75 original works. 14 Collections of Sermons, principally original, but containing translations from John Wesley and Adam Clarke. 19 Biographies, comprising the Lives of John Bunyan, George Whith'eld, and Joanna Southcote ; the rest relate to 15 Welsh Preachers, chiefly eminent Dissenting Ministers, and one Welsh Poet. 64 Books of Poetry, comprising a translation, by Dr. Pughe, of Milton's Paradise Lost, which bears a high reputation among a few Welsh scholars, but is as unintelligible as the original to the Welsh people; Dr. Watts' Psalms ; and 62 original works, chiefly relating to religion or subjects of local interest. 46 Prose Works on miscellaneous subjects, comprising some practical books on Domestic Medicine and the Diseases of Cattle : the rest are for the most part of a frivolous character. The nearest approach to scientific subjects is found in the following Catalogue : 2 Books on Astronomy and Natural Philosophy, being translations from Chalmers' Astronomical Discourses, and Dick's Christian Philosopher; both apparently translated on account of their religious character. 24 Histories, comprising a translation from Josephus, which is not intelligible to the majority of Welsh readers. The rest are original, and (with the exception of 5 local and legendary histories, and the History of Great Britain, in one volume, by Titus Lewis) relate to religious subjects; e.g., I History of the Jews; 3 Histories of the Church ; 2 Histories of Martyrs ; 4 of Christian Missions ; and 7 of Religious Sects. 4 Treatises on Geography (original works), which are out of use, and which I have never found in any school. 6 Treatises on Agriculture; 4 of these are Prize Essays, and * This analysis is printed at length in Appendix (F) of the folio edition. in North Wales. 521 of recent origin. The Welsh farmers complain that they cannot understand the terms which the authors were compelled to employ. 8 Books of Music ; 2 of which appear to be scientific; the rest chiefly religious. 5 Arithmetical Books. 14 Grammars. 13 Dictionaries. The books on the last three subjects were not found in use, where they are most needed, in the schools. They are confined to the libraries of those who have leisure and learning. It appears on the whole, that of 405 works, 309 relate to Religion or Poetry ; 50 to scientific subjects, which are intelligible to the few who are Welsh scholars, but unknown in the cottages or even the schools of the poor ; and the rest to miscellaneous subjects, generally of the most trivial description. The same defects are to be seen in the character of the Welsh periodicals a class of literature which is read by every person who can read Welsh, and which, therefore, affords the surest, indication of the favourite subjects of thought, and the extent of intelligence among the inhabitants. Being unable to obtain an impartial statement of the character of these publications, I have printed in the Appendix * a translation and brief abstract of the contents of the several periodicals at various periods, stating the denomination to which they belong, and the number in circulation. It will be seen that they owe their origin to the several religious denominations, and treat almost ex- clusively of religious subjects, either in a polemical or in a practical form ; that the single publication which originated in an attempt to diffuse useful knowledge as a separate subject, survived only a few months, and has been for many years extinct. f Upon this exclusive character of Welsh literature, the following remarks have been communicated : " The poverty and indifference of the Welsh people, and the difficulty of withdrawing any of their attention from questions of theology and polemical religion, forbid all hope of extending Welsh literature, without the hearty and continued co-operation of the wealthier clashes. No person would venture to set up a periodical of a merely literary or scientific character, unless he had the support of some religious party; and such a support cannot be obtained to any extent. The only way to convey a little secular information to the people, is by introducing an occasional paper into periodicals, of which the main purpose is to disseminate religious tenets. This is true to a certain extent of the Traethodydd, a recent improvement on Welsh periodical literature, and of the newspapers which are growing into fashion in the Welsh language. The Amaethydd (or Agriculturist) is not such an exception as will in any way affect the truth of my asser- tion, for that publication was given away, as a supplement to a news- paper, and^ven then it failed. * See Appendix (F). f " Y Cylcligrawn,'' see Appendix (F), II, folio edition. 522 On the State of Education " But as for publishing a book in Welsh, on any other subject than religion in some shape, it would be as hopeless as an attempt to repre- sent moralities and mysteries on the English stage. Indeed it is no small speculation to publish a religious book of any size, and it would generally fail, but that religious or sectarian feelings are enlisted in its favour. A sixpenny or at most a shilling book, of a religious character, is the only safe publishing speculation in the Welsh language, and even this would be a loss, if it were not ' pushed ' in religious circles. It is by no means an uncommon thing for books to be advertised from the pulpit, in dissenting places of worship ; and I have known cases of ministers and local preachers writing a book, and taking copies with them for sale, while on preaching tours through the country. I do not assume to give an opinion as to the propriety of this practice, but there is no doubt that it exists.' and general The intelligence of the poorer classes in North Wales corre- sponds with the means afforded for education. Far superior to the same class of Englishmen in being able to read the Bible in their own language, supplied with a variety of religious and poetical literature, and skilled in discussing with eloquence and subtilty abstruse points of polemic theology, they remain inferior in every branch of practical knowledge and skill. Their schools, literature, and religious pursuits may have cultivated talents for preaching and poetry, but for every other calling they are incapacitated, For secular subjects they have neither literature nor a language. In Welsh, although they speak correctly they can neither write nor spell.* Thus situated, they are compelled to employ two languages, one for religion and domestic intercourse, another for the market, in the courts of justice, at the Board of Guardians, and for the transaction of every other public function ; and to increase their difficulties the latter language remains, and must continue, an unknown tongue. ignorance of Upon the ignorance of the agricultural classes, the Rev. William farmers, Williams, Independent minister, Carnarvon, stated : The most ignorant class of people in this country are the small farmers. Of these there are great numbers who do not even know their alphabet. Their children, too, are very ignorant ; great num- bers, though they are grown up, are in this state of ignorance. When they come to be married they cannot write their names. Those farmers who can read have no means of general information. The only books to be found in their cabins are the Bible, and perhaps a bundle of almanacks ; old almanacks which have been hoarded up year after year upon a shelf. They care for nothing beyond this, the list of fair days and market days in the neighbourhood, and the few facts to be * See Appendix G. Specimens of the errors in Welsh orthography occurring in Returns made by the Superintendents of Sunday-schools. It is exceedingly rare to find, even among educated Welshmen, one who has ever written a sentence in Welsh. Many who are perfectly skilled in interpreting from Welsh into English, and vice versa, with fluency and precision, and respectably educated in the latter language, cannot spell a Welsh word. The few who contribute to Welsh periodicals are self- educated, so far as a knowledge of Welsh orthography is concerned ; or else the task of rendering their compositions intelligible is left for the printer. in North Wales. 523 found in an almanack. If you talk to them of books and reading, they reply, " Indeed we don't want for books ; we have enough already." There are numerous periodicals published in Welsh, by means of which all that goes on in England is known in Wales.* They contain notices of all the principal events and discoveries, and notices of all books of importance. These periodicals are read by the quarrymen and trades- men, but not by the farmers; they read nothing. They cannot read, and could not understand if they could read. It matters not how plain and colloquial the style of a book, the farmers complain that they can't understand it. Upon the same subject the National schoolmaster at Y-Bont- Newydd, slated : Last winter I was requested to teach a class of small farmers. I taught them of an evening in the depth of winter. I had 12 pupils, and taught them once a-week. At the beginning of the winter they could not write. The small farmers are very ignorant. This ignorance is not confined to the poorest class of farmers ; some who pay 601. and 70/. a-year areas ignorant as any. One of them attended this winter school and in January last could not write a single letter. The wives and daughters of people of this class are still more ignorant. This is not peculiar to the county of Carnarvon ; in the Report of the parish of Kilken in the county of Flint, Mr. Abraham Thomas, assistant, states : The children, and even the adults in this parish, are very ignorant of English. I examined the vestry-books and found that not more than one in five of the farmers who attend the vestry are able to write their names. It appears from the same books that a larger proportion were able to write half a century ago. And in the county of Denbigh, the state of the agricultural parishes is the same. Cyfylliog contains 633 inhabitants, mostly small farmers and farm labourers ; the former are represented as being poor and unenterprising. They are very ill educated. Some who farm as many as 180 acres can read no language. The officiating minister, the Rev. E. J. Owen, in- formed me that it is very rare for the three churchwardens and overseers to be able to write their names, and that frequently they are unable to read. This parish contains only one small school, which is scarcely within reach of the poor. In many parts of the counties of Merioneth and Montgomery, the class of farmers are inferior to their labourers in point of intelli- gence. The following cases were certified upon the authority of Samuel Holland, Esq., of Plas Penrhyn, in the former county : Mr. , of the parish of , is a yeoman of considerable property, farming a farm of 300/. per annum, and keeping a pack of hounds. He cannot read, or write, or speak English. His three brothers the same, the eldest of whom has nearly 800/. per annum in landed property. The following letter, communicated to me by the Lord Lieutenant * The character of these periodicals may be inferred from Appendix (F), I, folio edition. 524 On the State of Education of the couty of Merioneth, as an original composition of a Welsh farmer, describes the difficulties with which farmers have to con- tend : "Brothers Farmars I have lattly ponder much in the sience cf agricultural, and in spite of my yearly predigus I come to the conclusion that nothing will capacitate a man to be good Farmar but a good and substanceal education in the Englar langwes because all the nowladge you expect to arrive at come through the meidiam of the above Languais. Therefore the wish of your friend is, that you may consult the inglis Books as much as posible but how can illitred Farmar consult them, they will be as ded letters in his hands My Farends what will remedy that state of thinges ? Suarly nothing will but education, it will be in vain to fortune your sons without good schooling they cannot prosper Farming is like evry other sience requiars greclel of study ; they aught by all menes to understand little chemistry to enable them to asortu the neater of the difrant soile upon their land and to apply the proper manuar, education not only asist you in the tilage of your ground olso in selection and improvment of your live stock. My Frends we are in wals lamentably behind your neibours in England. I latly inspected few farmes in Shiopshire and i was struck with admeration at their mode of cultural espesialy the Turnips filds, and I also inspected the cattle at Shrewsbury Fair and I found that their bredes and mode of feding are far superiar to yours. Prapps sum maight say that their land is better than ovvars I granted with all allowens due to them I tell you that the are a sentry before us. " My Frends, as I am a welsman my self I hope and trust that you recive thiesas ceindnes from me and not in any way intended to hurt your filings confident as I am that nothing will remedy your presant mode of farming but education your sones. Thies, &c. From a brother Farmar Attempts have been made to reach the minds of the farmers through the medium of the Welsh language. A series of practical letters upon farming were recently published in a Welsh periodical, in a style adapted to the limited capacity of small farmers ; but, though written in Welsh, the farmers complained that they were far too difficult for them to understand. The author assured me that the style and expressions employed were so homely that he had been ashamed to be known as the writer. trades- , This ignorance is not confined to the class of farmers. In the towns the amount of intelligence possessed by the industrial classes is represented as inconsiderable. The greater number have raised themselves by habits of industry and thrift, rather than by superior intelligence, from the lowest rank to the position of tradesmen, and in seaport towns, to that of captains of vessels : but not having been educated when young, they have carried with them to their new position in life their former ignorance and prejudice. Upon this subject, Mr. William Jones, shipbuilder, Pwllheli, stated in North Wales. 525 In all occupations of life this evil is perceived ; I often want masters ami mates for great numbers of ships, but I can find none in this place. It is necessary to go elsewhere to find them ; it is so in my ship-yard ; it is so among the tradespeople. The young men of 20 years of age have not been taught, and consequently they cannot even make out a bill. Very few, indeed, can read in English ; they are able to read the Bible in Welsh, but they can do no more. It is aw fill to contemplate the state of ignorance the rising generation of this town and neighbourhood are brought up in ; for if we consider any practical branch of knowledge essential to the prosperity and well-being of ihe rising generation, they are quite destitute here of the means of obtaining it. The young mechanics, such as shoemakers, joiners, shipwrights, smiths, tinmen, tailors, &c., are now mostly brought up without learning to write or read, or to understand common arithmetic ; while in former days, when the free school was in existence, almost all this class were well taught in these necessary branches of knowledge. Also, Pwllheli being a sea-port, a great many of the young men are sailors, and, I am sorry to say, there are but very few indeed of all the young sailors of the town who are able to read and write and to understand common arithmetic; not to speak of navigation, which is essentially necessary for a seaman to know before he can advance himself in his profession. The young men of the place who do understand navigation and naval astronomy, have been obliged, at a great expense, to go to Liverpool and other places to learn it. In respect of ignorance of navigation among the sailors in seaport towns, the following evidence was communicated at Car- narvon : It is a fact that many of our captains know nothing of navigation, sailors, They can just go to London, Hamburgh, the French coast, and different ports, by help of certain clues which they have. Many have become very rich by their trade, without any knowledge of reading or writing English. A captain of this port who carries on an extensive traffic to distant parts of England, in sending home liis accounts to the owner of his vessel, entered as one item sago dadus, meaning sack of potatoes. For the most part they have been sons of small farmers and labourers, who could not provide them with support after they were 10 or 12 years old. They go on board a ship as cabin-boys at that age before they have had any advantages of education. If they are lucky they rise to be mates and captains, and scores have become captains in this way. This statement was confirmed by the Rev. Thomas Thomas, the vicar, and Mr. James Foster, the master of the National school of Carnarvon : There has been no education whatever for the sailors of this port. They know nothing of navigation, except a sort of knack which they have acquired by practice and by tradition. All the navigation which has been learned here as a science has been taught by an old woman of Carnarvon. This is not confined to the port of Carnarvon ; it is generally the case throughout the country. This ignorance extends to other branches of industrial knowledge. They are not only backward in navigation, but in agriculture and everything else. Wales has been a very neglected country. No one expected anything extraordinary to be produced among us, therefore there was no encouragement and 5*26 On tJie State of Education because there was no encouragement, no one cared to become acquainted with the improvements which are making- elsewhere in agriculture and other branches of industry. The people, rich and poor, were strongly prejudiced in favour of all that was old, and would endure nothing new. A change is observable now. The movement which is going on else- where has extended to Wales. In Anglesey a great change has been produced in agriculture during the last 15 years; this is owing to Sir Richard Bulkeley. Hitherto navigation has been as much neglected as every other branch of industrial knowledge, and the same ignorance charac- terizes the adult sailors at Holyhead, Amlwch, Bangor, Barmouth, Portmadoc, and Conway. quarrymen.; As allusion is made in the last evidence to the literary character of the quarrymen, it is necessary to state that few of them have access to any information, except what is contained in the Welsh language. Some are able to write, and the best scholars among them can read a newspaper in English, but very few so as to derive information. The following specimen of English composition is copied from an original letter given me by David Williams, Esq., solicitor. It was addressed to him, not by an ordinary labourer in the quarries, but by a quarry agent : SIR, Sep r . 6, 1845. I AM obstructed by a friend of you To acquaint with you respecting an Illegality Treating I received off A. B.'s clerk and Bayliffs and as fore mentioned, by your friend Come and state all the case from first to Last and how I had been Robed by those Inferior Class, and now had force them before the mare of the Town, and the case was to Important to that Court, and had been throwed it to the Quarter Sessions, therefore I beg to know have you any call to be in Carnarvon Next week, &c. 2) yy JSsq., I am your Humble serv 1 , Bron Eryri. .* imperfect Nor are these imperfect results of civilization confined to the oSanind 1 ' intellectual state of the inhabitants : they are seen also in the social moral, an( j mora l condition of the poorer classes in every county in North Wales. Here also the means employed have been inadequate to meet the evils to be remedied. The main instruments of civiliza- tion have been exclusively religious, and the forms of religion which have alone succeeded in reaching the great mass of the inhabitants have been the spontaneous production of the poorer classes. The chief promoters of religion and civilization being themselves drawn from the poorer classes, are naturally unconscious of social defects to which they are habituated, and if their standard of civilization were higher, would be too poor themselves to assist their poorer * The inability of many Superintendents of Sunday-schools to write a simple English sentence, demonstrates the ignorance of English among the people generally. See Appendix G. Specimens c/ errors in English orthography occurring inReturns made by the Superintendents of Sunday-schools. in North Wales. 527 neighbours. The remedy for these evils is obvious; it will be sufficient here to point to their existence throughout North Wales, among the agricultural districts, in the towns,, the quarries of Carnarvonshire, the mining districts on the English border, and among the mixed manufacturing population in the county of Montgomery. The social defects of the agricultural districts of the counties of J^~ A \ Merioneth, Montgomery, and a considerable portion of those of counties; Carnarvon and Denbigh, is illustrated by the following evidence relating to the parishes of Talyllyn and Llanfihangel, in the county of Merioneth : I visited many cottages in Talyllyn and the adjoining parish of Llanfihangel. The house accommodation is wretched. The cottages are formed of a few loose fragments of rock and shale, piled together without mortar or whitewash. The floors are of earth ; the roofs are wattled, and many of these hovels have no window. r J hey comprise one room, in which all the family sleep. This is in some cases separated from the rest of the hut by wisps of straw, forming an imperfect screen. These squalid huts appear to be the deliberate choice of the people, who are not more poor than the peasantry in England. They are well supplied with food, clothing, and fuel ; every cottager has a right to cut turf on the mountain ; the farmers give them wool at sheep-shearing; their cottages are well supplied with bacon, and many poach the streams for salmon, and the moors for game. But they have never seen a higher order of civilization, and though they have the means to live respectably, they prefer from ignorance the degraded social condition above described. Nor is this confined to the labouring population. The farmers, who might raise the standard of domestic comfort and civilization, although they live well and dress in superfine cloth, are content to inhabit huts scarcely less dark, dirty, and comfortless. The social and moral depravity of the pauper population in the in tjwiis ; towns is illustrated by the following evidence of Mr. William Williams, chemist, of Carnarvon : There is a great amount of extreme poverty, filth, and misery in Carnarvon, for the most part owing to immorality and ignorance. I can mention three places in particular in this town, Glanymor, Tanallt, and Smithfield, where many families have only one room to live in, 9 feet square, with an earthen floor, and the ventilation dreadfully bad. These rooms have but one window, of a foot square, which is always closed. With the exception of some who are aged, sick, or widows, the poverty in Carnarvon is generally owing to the depravity of the people. Wages are good here. Owing to the railways 2*. 6d. is now paid where 1*. 6d. would formerly have been paid. Able-bodied men can always get work if they are disposed, and at good wages. But the people crowd into the towns from the country round in order to be lodged in these filthy places, and to beg ; Carnarvon is full of such. Rates are now Is. where they used to be but \d. The chief vice in this town is drunkenness. Many who earn '20s. y some of them 26*. a-week, bring home 5*., some only 3s., to their families ; the rest is spent in the public-house. Their families cannot 528 On the State of Education attend a place of worship or a school either on Sunday or week-day. They have no clothes. Ragged schools would do great good among these people. The two which have been set on foot by the Methodists have already done a great deal of good ; the children attend them with very little clothing. Upon the same subject the Rev. William Williams, Independent minister, said : In Carnarvon, if you go beyond the different religious circles, you will find scarcely a single young man who does not devote himself to smoking and drinking, and things that are worse. They are beastly in their habits in this town. Evidence to the same effect might be adduced respecting Bangor and other large towns in North Wales. The condition of the quarrymen in the large quarries of Carnar- ' vonshire is unequal. Where attention is paid to their wants by the proprietors, who derive immense revenues from the labour of the operatives, the cottages are neater, and the general social condition is higher than among any other class. Elsewhere, they remain in the state of degradation of the quarrymen in the parish of Llandwrog. Mr Joshua Williams, schoolmaster, Llandwrog, stated : There are a great many all round the school who are of an age for instruction. They are anxious for it, both parents and children. But they are very poor, the majority are labourers with very large families ; many of them 8 or 9 children. A great many are too poor to pay for instruction, too poor to pay for clothes and shoes or clogs for their feet in order to send them to school. I have to teach many lor nothing. The cottages are very, very poor. One bed-room for three or four beds, and the beds of straw, very bare indeed. Very often all the family sleep in the same bed-room. Grown-up children among them of both sexes. This has a bad effect very bad on their health and morals. They alti-nd very regularly in winter, more so than in summer, because in summer they can work in the quarries. Children are sent to the quarries before they are 10 years old. They are sent there to be apprenticed to the quarry business which takes a long time to learn. They do not earn money. It takes three or four years to learn this business before they can earn anything. This boys' school-room has had more than 100 children in it. They come in great numbers in winter, because in winter the quarries are so cold for the children, and they can best afford the time then. They are beginning to come already, and next week 20 more are expected. But the lowest form of social degradation and moral depravity is met with in the mining districts, and is found to grow worse on approaching the English border. These districts extend from Llangollen, through the parishes of Ruabon and Wrexham, to the point of Air, at the north-eastern extremity of Flintshire. Respecting the population of Rhosllanerchrugog, Minera, Broughton, and Brymbo, which include the heart of the mining district, I obtained the following information. in North Wales. 529 Evidence of Mr. Thomas Francis, shopkeeper, Wrexham : The children are employed in these mines at a very early age, some to carry food to their parents, others to clear the banks, and many work in the mines. The mines and quarries are for coal, lime, iron, &c. The children are employed in the mines and pits to open the doors for ventilating the pits, to drive horses which are employed below, and to drag small carts on their hands and knees. The average age at which children are employed is 8. There are a great number of girls and young women employed, not in the pits but on the banks. Their employment is to carry coals on their heads to their own families, to remove obstructions from the mouths of the pits, to wind up materials from the bottom by the wheels, and in many cases to load coals. They acquire a taste for this employment at an early age, and will often leave good situations in respectable families, when they are grown to be young women, in order to return to their old occupation. Cases of this kind have occurred in Wrexham not a month ago. There is great want of instruction for girls in the neighbourhood of the works. The young women have no kind of industrial skill. When they marry, they are unable to make or mend any article of clothing, even a pair of stockings for their husbands. The husband's wages must be spent in buying in the towns an article which costs twice the money, and does not last half the time. In consequence of this, though the wages are high, the people are often in a miserable condition. Thirty shillings a-week do not go so far as ten. The women have no knowledge of housewifery or economy ; and their ignorance and inefficiency produce all kinds of domestic dissension and distress. The truck system goes on at Rhos- llanerchrugog or the neighbourhood. If it is not carried on directly, it is indirectly. A very small portion of the wages due to the operatives is paid in money. They receive tickets, which they must take to the shop. If this method of payment is not compulsory upon the workmen, it amounts to the same thing, for they would not be employed if they declined to receive the tickets instead of money. The price of provisions in these shops is much higher than in Wrexham; \Qd. is paid for bacon instead of 8rf., and 4 Ibs. of flour are sold for Is., when 6 Ibs. are sold for the same sum within a distance of 5 miles. The magistrates have offered to put down the practice, but the workmen will not come forward with evidence, knowing that, if they were to do so, they would lose their employment. The Rev. P. M. Richards, Incumbent of Rhosllanerchrugog, stated, That many of the wives of the operatives have so seldom had money at their disposal, that they would now scarcely know the use of it ; that whenever he endeavours to persuade his parishioners to economise and to put money in the savings-bank,* he is told in reply that the wages they earn are merely nominal, being invariably received in the form of tickets ; he is of opinion that this cripples the means available for the education of children throughout the district, and accounts in some measure for the wretched house accommodation and degraded habits of social intercourse among his parishioners. Mr. Richards * The proportion per cent, of deposits in savings-banks 20th November, 1844, made by inhabitants of North Wales, was 50' 7 below the average on the like population in England and Wales. 2n 530 On the State of Education declared that, although he spent some years as curate of Merthyr Tydvil, in the county of Glamorgan, which is usually considered the most depraved and uncivilized locality in Wales, yet he never met with so much poverty, so much social and moral degradation, as in Rhos- llanerchrugog. He complained that throughout the district the women have no kind of knowledge of the duties of their sex, or of common household occupations and requirements ; that till lately needlework was unknown among them. He confirmed the evidence of Mr. Francis respecting the employment of young women and girls on the banks, and spoke strongly of the immoral effect of this kind of occupation, partly as being in itself degrading and unnatural for women, and partly from the associates among whom it introduces them ; adding that young girls become in consequence bold and impudent, and wantonly vicious, sing the vilest songs, and publicly behave in the most indecent manner while engaged in this occupation. He stated that there are two girls thus employed together within a few yards of the church, one aged 16, the other 18, the youngest of whom was lately brought to bed with an illegitimate child. The following evidence was taken from personal inspection of the district : I visited Rhosllanerchrugog, Sunday, January 31. It is situate midway between Ruabon and Wrexham, and is a place of great importance, owing to the vast number of operatives who are employed upon the extensive coal-mines with which the district abounds. I visited the Sunday-schools of several religious denominations, which were filled with persons of all ages respectably dressed and well con- ducted. I then visited many cottages in different parts of the village. Some of these consist of a single room from 9 to 12 feet square ; others have in addition a sort of lean-to, forming a separate place to sleep in. They are in general void of furniture; but in some I found a bed which is made to accommodate double numbers by arranging the occupants feet to feet. The roofs are wattled ; sometimes plastered over with mortar, sometimes bare; others are of straw, and full of large holes open to the sky, which are frequently the only means for admitting light. Each of these hovels contains on an average a family of six children, with their parents. If they comprise two rooms, the parents sleep in one, and the children in the other; if there is but one room, all sleep together. In either case the young people sleep together in the same confined room regardless of age and sex. I observed one cottage unusually neat and clean ; it contained a father and mother well and neatly dressed, a son 18 years old, and a daughter aged 20. All these sleep together in the same room, which is about 9 or 10 feet square. Next door live two idiots, a brother and sister. In several other cottages I observed the inmates well and even ex- pensively clothed, and the tables well supplied with food bacon, &c. Yet in these the families were crowded in the same unseemly manner ; the father, mother, and six children all sleeping together. The existence of the evils above-mentioned was less surprising than the remonstrances addressed to me by persons of high religious profession in the neighbourhood, representing the injustice of apprehending immoral results from habits of promiscuous inter- in North Wales. 531 course. Nothing could more forcibly illustrate the imperfect nature of indigenous civilization if isolated and unaided. The following is the Report of Mr. John James, Assistant . January 20, I went in company with the Rev. P. M. Richards, the officiating minister of the district, to visit some of the houses of the colliers at Rhosllanerchrugog; and though I have seen St. Giles's, Cow Cross, Wapping, and other places in the metropolis where the houses of the poor are unfit to live in, I never beheld anything to equal some of the cottages at Rhosllanerchrugog as regards confine- ment, filth, and utter un fitness for human abode. Collage No. 1 consists of one low room, about 12 feet square, containing an old man perfectly black with dirt, lying on a bed of rags and filth. In the same cottage lives his son, who is in a consumption. No. 2 consists of one small room, dirty, and so close that the atmosphere was insupportable. The floor was alternately of mud and stone. In the centre an idiot was seated on a stool. Her mother, an old woman, 70 or 80 years of age, was lying on a filthy bed beside her, reduced to a skeleton with disease. The room was without an article of what would be called furniture. No. 3 contains only one room, in which live a man and his two idiot children, both about 20 years old. No. 4, a cottage of one room, contains a father and mother, their daughter and her husband, occupying two beds placed close together, the room being very small. The beds were filthy, the furniture miserable, and the ventilation bad. No. 5, a cottage of one room, inhabited by two adult sisters and their two adult brothers. All occupy the same bed, which may be enlarged a little, but is still the same bed. The room is low-roofed and ill-ventilated. None of these houses had a necessary anywhere near them, nor did I see such a thing in the whole village. The Rev. Mr. Richards and Mr. William Jones, of Llanerchrugog, informed me that houses of this description are frequent in this place ; that they are for the most part built by the poor people themselves, an acknowledgment of from TV. to 15s. per annum being paid to the landlord as ground-rent ; that fever is very common in this district, although the village is well situate and naturally very salubrious ; that morals are exceedingly low ; that there is a man in the village who notoriously lives in a state of incest with his own daughter, and that this is not an isolated case. Superstition is said to be very common among the poor of this neighbourhood; there was recently a woman in the village who gained her livelihood by conjuring, and there is now a pretended conjuror at Wrexham, to whom scores of people are said to go annually from Rhosllanerchrugog. JOHN JAMES, Assistant. As the influence of the Welsh Sunday-schools decreases, the moral degradation of the inhabitants is more apparent. This is observable on approaching the English border. The following the^ evidence relates to the town of Flint : border; The streets of the town are filthy; the houses are wretchedly built, and in worse repair; and the people are squalid and in rags. I visited several cottages in the town. A small house, 10 or 12 feet 2o2 532 On the State of Education square, with a chamber above, accommodates on an average 2 parents, 6 children, and 6 lodgers. The floors are of earth, and in wretched condition. There is no room for furniture, and the interiors are filthy and unwholesome. I -saw other cottages of 9 feet square, with no other room adjoining. These generally contain a husband and wife, with infants and a lodger. I visited a parish almshouse of this description, containing 9 people, a father, mother, and 7 children. There was one bed for the parents, and another for the 7 children, both placed in the only room which the house contained. The eldest boy was 16 years old, the eldest girl 15. The character of the inhabitants is degraded in respect of turbulence, intemperance, and debauchery. The prevailing vice of the neighbourhood is drunkenness, which is rendered more flagrant and pernicious from the prevalence of the old Welsh custom of keeping merry nights. A week previous to my visit a murder had been committed by a party (as was supposed) who had been thus engaged in revelry. The clergyman informed me that fornication also is common in the town and neighbourhood ; but that in Flintshire, as in England, it assumes the form of promiscuous debauchery, and is not a recognised and systematic institution as in other counties of North Wales. The female popula- tion are ignorant of economy and of all kinds of domestic industry ; in consequence of which, and of the general improvidence and intemperance of the men, the social condition of Flint is almost as degraded as at Rhosllanerchrugog (Ruabon). In the adjoining district of Bagillt In some of the collieries the men are paid every other Saturday, and do not return to their work till the following Tuesday or Wednesday. In Bagillt and in the adjoining town of Flint the old Welsh custom of keeping a merry night (noswaiihlaweri) is still prevalent, and, being generally reserved for a Saturday, is protracted to the following Sunday, during which drinking never ceases. This custom is represented by the clergy and others as involving the most pernicious consequences. I saw two men stripped and fighting in the main street of Bagillt, with a ring of men, women, and children around them. There is no policeman in the township. The women are represented as being for the most part ignorant of housewifery and domestic economy. The girls are very early sent to service, but marry as early as 18, and have large families. Women are not employed in or about the mines, hut spend most of their time in cockling, or gathering cockles OB the beach. They have low ideas of domestic comfort, living in small cottages dirty and ill- ventilated, and at night are crowded together in the same room, and sometimes in the same bed, without regard to age or sex. In the district of Sf. Matthew, in the parish of Haioarden, where the inhabitants are exclusively English, the Rev. J. P. Foulkes, the officiating minister, states that The state of morals is degraded in respect of drunkenness, profanity, dishonesty, and incontinence; that the latter vice is increasing so rapidly as to render it difficult to find a cottage where some female of the family has not been enceinte before marriage. Whatever may be the defects of society in North Wales, it is free, in the five northern counties, from crimes of a heinous in North Wales. 533 nature,* and no signs of disaffection or sedition have appeared within the memory of man. In the county of Montgomery a different state of society is met with, and nothing; but liberal i"" 13 ?"- i l ^ 1 c J v factunnj; education, based on the principles or reason and religion, can towns of reform the profane and seditious character to which the negligence .jo'meryshi and apathy of the higher classes has reduced the manufacturing population. The following evidence relates to the parishes of Newtown and Llanllwchaiarn, which contain 6842 inhabitants : It appears that, previously to the year 18-15, no district in North Wales was more neglected, in respect of education, than the parishes of Newtown and Llanllwchaiarn. The effects were partly seen in the turbulent and seditious state of the neighbourhood in the year 1839. The permanent evils which have sprung- from this neglect it will require many years of careful education to eradicate. A memorial presented by the inhabitants to the Lords of the Committee of Council on Education at the close of the year 1845 contains the following- plea for assistance in providing- popular education : " In the spring- of the year 1839 the peace of the town and neighbour- hood was threatened by an intended insurrection on the part of the opera- tive class, in connexion, it is supposed, with other parts of the kingdom, with a view to effect a change in the institutions of the country ; but such an insurrection, if intended, was prevented by the presence of an armed force ; and a military force has ever since been stationed in the town with a view of preserving- its peace. " Your memorialists believe that, if the inhabitants had had the benefit of a sound moral and religious culture in early life, the presence of an armed force to protect the peace of the town would not be needed in so comparatively small a place; and your memorialists are under a firm conviction that no better way can be devised for the removal of all disposition to vice and crime than by enlightening- the ignorant, and especially by sowing in early life, by the hands of the teacher, the seeds of religion and morality." The alarm occasioned by these disturbances has passed away ; but I ascertained, by a careful inquiry among the persons best acquainted with the condition of the working classes, that even at the present day low and unprincipled publications, of a profane and seditious tendency, are much read by a class of the operatives ; that private and secret clubs exist for the dissemination of such writings, by means of which the class of operatives have access to the writings of Paine and Volney, to Owen's tracts, and to newspapers and periodicals of the same pernicious tendency. It is stated that many persons who read such works also attend Sunday-schools, from their anxiety to obtain a know- ledge of the art of reading, which they cannot otherwise acquire. It is the opinion of those who are best acqnained with the evils complained of, that the most efficacious remedy would be the circulation of intel- ligent publications on general subjects, within the comprehension of the * The proportion per cent of commitments for North Wales is 61*2 below (he calculated average for all England and Wales on the same amount of male population of the like ages. 534 On the State of Education working classes, by the help of reading societies and circulating libraries', at terms which the operatives would be able to afford. The parish of Llanidloes is in a similar condition : With respect to profanity and infidelity, it appears that ever since the Chartist disturbances Llanidloes has been infected with infidel and seditious principles. The writings of Paine and Carlile are read, and societies exist for teaching and discussing their theories. Newspapers and publications with the same evil tendency are circulated, and on Sunday people meet together to read and discuss them in summer time on the river's bank, in winter within doors. It is agreed on all hands that sound secular education, based on the principles of reason and religion, would be the best antidote against these vicious habits; that hitherto no such education has existed worthy of the name, and no attempt has been made to form a circulating library or a reading society for the operatives. It is apprehended that this would be the proper check; that Sunday-schools may do much, and have done much, at Llanidloes ; but people with active minds, who are always numerous in the class of operatives and mechanics, require in the present day more extended knowledge: this, persons who teach in the Sunday-schools for the most part do not p&ssess and cannot com- municate. Hence it is assumed to be incompatible with religion ; and from an unsatisfied craving after knowledge, which might have been turned to good account v men pass at one step from the extreme of ignorance to the extremes of scepticism and profanity. Besetting But there is one vice which is flagrant throughout North vice of North TTT , 1 . i i i i < -T \vaies-in- Wales, and remains unchecked by any instruments or civilization. It has obtained for so long a time as the peculiar vice of the Principality, that its existence has almost ceased to be considered as an evil; and the custom of Wales is said to justify the bar- barous practices which precede the rite of marriage.* Upon this subject it is unnecessary to add more than the following evidence : The Rev. William Jones, vicar of Nevin : Want of chastity is flagrant. This vice is not confined to the poor. In England farmers' daughters are respectable; in Wales they are in the constant habit of being courted in bed. In the case of domestic servants the vice is universal. I have had the greatest difficulty iu keeping my own servants from practising it. It became necessary to secure their chamber windows with bars to prevent them from admitting men. I am told by my parishioners that unless I allow the practice I shall very soon have no servants at all, and that it will be impossible to get any. The Rev. St. George Armstrong Williams, incumbent of Denio, states The want of chastity is the besetting evil of this country, but espe- cially of this district of Lleyn. In the relieving officer's books, out of 29 births, I counted 12 which were illegitimate. This was in one * The proportion of illegitimate children in North Wales shows an excess of 12' 3 per cent, above the average of all England and Wales in the year 1842 upon the like numbers of registered births. continence. in North Wales. 535 quarter of a year. Our workhouse is completely filled with the mothers of illegitimate children, and the children themselves. What is worse, the parents do not see the evil of it. They say their daughters have been unfortunate, and maintain their illegitimate grandchildren as if they were legitimate. In my parish of Llannor, in one house, there is a woman with five illegitimate children, and these hy different fathers ; her sister had four children, all illegitimate. Another in the same village had four, also by different fathers. In this parish of Llannor there are no means of education for the female children of the poor. These low morals I attribute entirely to want of education. The fullest evidence on this subject was given by the Rev. J. W. Trevor, chaplain to the Lord Bishop of Bangor : It is difficult, as it is mortifying, to describe in proper terms the disgraceful state of the common people in Wales in the intercourse of the sexes ; but it is important that the truth should be known. I believe the proportion of illegitimate children to the population in Anglesey (with only one exception, and that is in Wales) exceeds that in any other county in the kingdom. This fact is enough to prove the moral degradation of our common people. But I must draw your notice more particularly to some details on this subject, which will show you at once what 1 want to make known, that the moral prin- ciples of the Welsh people are totally corrupt and abandoned in this respect ; that no restraints or penalties of law can cure or even check the evil, until, by the appliances of better education and more general civilization, they are taught to regard their present custom with a sense of shame and decency. I put out of consideration now any higher motives for they are not to be looked for at present. While the sexes continue to herd like the beasts, it were idle to expect they can be restrained by religion or conscience. I assert with confidence, as an undeniable fact, that fornication is not regarded as a vice, scarcely as a frailty, by the common people in Wales. It is considered as a matter of course as the regular conventional process towards marriage. It is avowed, defended, and laughed at, without scruple, or shame, or concealment, by both sexes alike. And what if, as it often happens, the man proves faithless, and marriage does not ensue, and yet a child is to be born? Then comes the affair of affiliation, and with it, as the law now requires, all the filthy disclosure in open court of the obscenities which preceded it. I will state some facts as they came under my own cognizance as a magistrate, and you will bear in mind they were heard by the public of all ages and both sexes. A young girl was brought to swear that she sat by the fire while her widowed mother was in bed with her paramour in the same room ; and this she did on several occa- sions. Another swears that she stood by, in open daylight, and in the open air, while the deed was perpetrated which made her friend the mother of a bastard. A man in bed with two women, night after night, for months together, and one of the women swore to the required fact. Both parents, or either of them, came forward to prove the parentage of their daughter's bastard witnesses often to the very act. I might multiply such instances to prove the utter disregard of common natural decency and shame among the people. This evidence was given (with but few exceptions it is always given) without the slightest reluctance or modesty, and with a levity and confidence of- manner which prove 536 On the State of Education in North Wales. the parties to be quite callous and lost to all sense of shame. When I have attempted at the Union Board to persuade the guardians to build a workhouse (we have none in Anglesey), and used as an argument that it would check the increase of bastardy, which is a monstrous charge on our poor-rates, as well as a disgrace to our community, they quite scouted the notion of its being any disgrace, and they maintained that the custom of Wales justified the practice. In fact, the guardians, who are almost all country farmers, are so familiarized to this iniquity, and have so long partaken in it, that they are totally incapable of any right feeling on the subject. They absolutely encourage the practice ; they hire their servants, agreeing to their stipulation for freedom of access, for this purpose, at stated times, or, it may be, whenever they please. The boys and girls in farmhouses are brought up from child- hood with these filthy practices ever before their eyes and ears, and of course, on the first temptation, they fall into the same course them- selves. In short, in this matter, even in a greater degree than the other which I have noticed, the minds of our common people are become thoroughly and universally depraved and brutalized. To meet this appalling evil the present system of education in Wales is utterly powerless. Such, my Lords, is a selection of the most important facts re* specting the means of education provided for the poor in North Wales, and their results as seen in general civilization, intellectual, social, and moral. They afford materials for serious reflection and forethought, and suggest important conclusions upon which it would exceed my province to venture. In conformity with the instructions which I received from your Lordships, I limit this Report to the facts which have been ascertained. HENRY VAUGHAN JOHNSON. Tlie Folio Edition of the preceding Report upon the State of Education in North Wales is followed by Appendices comprising details of the evidence and informa- tion procured under the Commission, arranged as follows : APPENDIX : PAOK A. Minutes of Evidence respecting the Parishes, and the Schools provided for the poor, in the Six Counties of North Wales, alphabetically arranged ... 3 B. Tabular Reports of Day Schools . . 1 66 C. Tables of Sunday Schools .... 266 I). Tables of Night Schools for Adults . 320 E. Table of Parishes in which English is spoken, with the Number and Proportion of Inhabitants habitually speaking English 321 F. Welsh Literature : 1. Welsh Periodicals circulated in North Wales 322 2. Extinct Welsh Periodicals ... 325 3. Books in the Welsh Language printed or read in North Wales 327 4. Note on the influence ofKisteddvods upon Welsh Literature and r'::i: Civilization 330 PAOE G. Specimens of the Errors in Welsh and English Orthography, occurring in Returns made by the Superintendents of Sunday Schools in North Wales . . 331 II. Letters and Memorials 334 1. On the want of Secular Education in North Wales 334 2. On the prevalence of Bastardy in Anglesey, as a consequence of defective Education .... 335 3. On the Endowed (grammar Schools which have fallen into decay, and the expediency of engrafting Normal Schools upon such foun- dations 33G 4. On the necessity for an improved system of Books, in order to teach Welsh Pupils the English Lan- guage ... 336 5. On the want of Education in certain parishes in the County of Mont- gomery 33/ London : Printed by WII.MAM CI.OWKS and SONS, Stamford Street, For Her Majesty's Stationery Office. UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. ' OCT U> Form L9-oOw-7,'54 (5990)444 LIBRARY UNIVBHSITY OF CAI.IH LOS AiNGELES \* A 000 490 438 9 H5 18U8