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. 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."
We find the same statements amply corroborated by the evidence of Mr Symons, another of her Majesty's inspectors. He observes: —
"The Welsh language is a vast drawback to Wales, and a manifold barrier to the moral progress and commercial prosperity of the people. It is not easy to overestimate its evil effects. It is the language of the Cymri, and anterior to that of the ancient Britons. It dissevers the people from intercourse which would greatly advance their civilisation, and bars the access of improving knowledge to their minds. As a proof of this, there is no Welsh literature worthy of the name. The only works generally read in the Welsh language are the Welsh monthly magazines, of which a list and description are given in the Appendix lettered H. They are much more talented than any other Welsh works extant, but convey, to a very limited extent, a knowledge of passing events, and are chiefly polemical and full of bitter sectarianism, and indulge a great deal in highly-coloured caricatures and personality. Nevertheless they have partially lifted the people from that perfect ignorance and utter vacuity of thought which otherwise would possess at least two-thirds of them. At the same time, these periodicals have used their monopoly as public instructors in moulding the popular mind, and confirming a natural partiality for polemics, which impedes the cultivation of a higher and more comprehensive taste and desire for general information. This has been conclusively proved by Mr Rees, the enterprising publisher at Llandovery. He commenced the publication of a periodical similar to the Penny Magazine, in the Welsh language, but lost L.200 by it in a year. This was probably too short a trial of the experiment; but it sufficiently evinces the difficulty of supplanting an established taste, by means however inoffensive.
"The evil of the Welsh language, as I have above stated, is obviously and fearfully great in courts of justice. The evidence given by Mr Hall (No. 37) is borne out by every account I have heard on the subject; it distorts the truth, favours fraud, and abets perjury, which is frequently practised in courts, and escapes detection through the loop-holes of interpretation. This public exhibition of successful falsehood has a disastrous effect on public morals and regard for truth. The mockery of an English trial of a Welsh criminal by a Welsh jury, addressed by counsel and judge in English, is too gross and shocking to need comment. It is nevertheless a mockery which must continue until the people are taught the English language; and that will not be done until there are efficient schools for the purpose."
The Reverend Mr Griffiths, of the Dissenting college, Brecknock, says: —
"It (the English language) is gaining ground in the border counties, but not so fast as Englishmen are apt to suppose. Very few pulpits or Sunday-schools have changed languages within the memory of man. Until that is done, the English, however employed in ordinary matters of business, can have little effect on the formation of character. As to the desirableness of its being better taught, without entering on considerations of commerce or general literature, confessedly important as they are, perhaps you will forgive my taking an extract from the address published by the Llandovery conference" [from which the following passage may be cited]: – "'Hallowed by religion and rich with the magic of genius and associations of home, it (the Welsh language) cannot be otherwise than dear to our hearts. It has done good service in its day, and the sooner that service is acknowledged, the better for all parties concerned. If die it must, let it die fairly, peacefully, and reputably. Attached to it as we are, few would wish to postpone its euthanasy. But no sacrifice would be deemed too great to prevent its being murdered. At the best, the vanishing for ever of a language which has been spoken for thousands of years is a deeply touching event. There is a melancholy grandeur in the very idea, to which even its bitterest enemies cannot be wholly insensible. What, then, must the actual fact be to those who have worshipped and loved in its accents from the earliest hours of childhood, and all whose fondest recollections and hopes are bound up in its existence?'"
Mr Johnson, the third inspector, publishes a most curious list of all the books now circulating in the Welsh language. They are only 405 in number, and out of these 309 relate to religion or poetry, 50 to scientific subjects, and only the remaining 46 to general subjects. What can be done for the education of a people with such a literature? Evidently nothing, until one of these two contingencies shall take place: either that the people forsake their own language, and adopt English exclusively, or that a very considerable number of the best elementary and educational books in the English language be translated into Welsh, and the people taught in them. Neither of which contingencies are likely to fall out for many generations yet to come; though the latter is clearly possible and desirable; and the former not only impossible except in the lapse of ages, but also, for reasons that we shall advert to hereafter, highly to be deprecated even if it lay within the limits of feasibility.
We now address ourselves to the main features of the reports themselves; and shall begin by observing that each volume consists of an introductory report, followed and supported by an immense mass of detailed evidence, accounts of the examination of each school, and elaborate tables, enough to confound the diligence of the most indefatigable reader, and amply sufficient to satisfy the statistical appetites of Mr Kay Shuttleworth, the secretary of the committee, and Mr Williams, late M.P. for Coventry, in whose motion these volumes originated.
The first volume (Mr Lingen's) contains 62 pages of introductory report, and 492 of evidence and tables. The second volume, (Mr Symons's,) 68 of report, and 266 of evidence, &c.; and the third, (Mr Johnson's,) which is the volume devoted to North Wales, has also 68 of report, and 358 of evidence.
The reports of nearly all the schools, with very few and widely-scattered exceptions, run all on the same themes; the inability of the children to answer the examiner's questions, and their ignorance, bad pronunciation, bad syntax, &c., of the English language. We know for a fact, on the other hand, that the returns of the inspectors are disputed in a great number of cases by competent judges residing in or near the parishes where the examinations took place; and that the inspectors are accused of having conducted their examinations not only in an off-hand flippant manner, with much precipitancy, but with a method so decidedly English, and therefore foreign, as at once to unnerve both the children and the schoolmasters, and thus to have produced the most negative and unfavourable results possible. In a great many instances, too, the inspectors are accused of having made erroneous returns. We have been ourselves at the pains to make inquiries into these points, but for the very obvious reason of not wishing to involve ourselves in controversy, we abstain from discussing the evidence, especially with three lawyers for our antagonists: we leave this task to the Welsh local press, which has been for some time past running a-muck at them, and is disposed to devour them – reports, pens, ink, wigs, gowns, and all. We shall content ourselves with stating, that we know of one instance in which the inspector has sent in a very unfavourable report of a considerable school, which had been thoroughly and patiently examined only a few weeks before by one of the Welsh bishops, aided by some local clergymen, in the presence of a large concourse of the laity, and when the result had turned out to be highly creditable both to the teachers and the scholars. In the latter case, the children had been questioned both in Welsh and English by Welsh people, and by people whom they knew and were not afraid of. In the former, they had been examined by one of her Majesty's inspectors,