Blackwood's Edinburgh Magazine, Volume 63, No. 391, May, 1848

CHAPTER X

I seemed to myself to have made a leap in life when I returned to school. I no longer felt as a boy. Uncle Jack, out of his own purse, had presented me with my first pair of Wellington boots; my mother had been coaxed into allowing me a small tail to jackets hitherto tailless; my collars, which had been wont, spaniel-like, to flap and fall about my neck, now, terrier-wise, stood erect and rampant, encompassed with a circumvallation of whalebone, buckram, and black silk. I was, in truth, nearly seventeen, and I gave myself the airs of a man. Now be it observed, that that crisis in adolescent existence wherein we first pass from Master Sisty into Mr Pisistratus, or Pisistratus Caxton, Esq. – wherein we arrogate, and with tacit concession from our elders, the long envied title of "young man" – always seems a sudden and imprompt up-shooting and elevation. We do not mark the gradual preparations thereto; we remember only one distinct period in which all the signs and symptoms burst and effervesced together; – Wellington boots, tail, stiffener, down on the upper lip, thoughts on razors, reveries on young ladies, and a new kind of sense of poetry.

I began now to read steadily, to understand what I did read, and to cast some anxious looks towards the future, with vague notions that I had a place to win in the world, and that nothing is to be won without perseverance and labour; and so I went on till I was seventeen, and at the head of the school, when I received the two letters I subjoin.

1. – From Augustine Caxton, Esq.

"My Dear Son, – I have informed Dr Herman that you will not return to him after the approaching holidays. You are old enough now to look forward to the embraces of our beloved Alma Mater, and I think studious enough to hope for the honours she bestows on her worthier sons. You are already entered at Trinity, – and in fancy I see my youth return to me in your image. I see you wandering where the Cam steals its way through those noble gardens; and, confusing you with myself, I recall the old dreams that haunted me when the chiming bells swung over the placid waters. 'Verum secretumque Mouseion, quam multa dictatis, quam multa invenitis!' There, at that illustrious college, unless the race has indeed degenerated, you will measure yourself with young giants. You will see those who, in the Law, the Church, the State, or the still cloisters of Learning, are destined to become the eminent leaders of your age. To rank amongst them you are not forbidden to aspire; he who in youth 'can scorn delight, and love laborious days,' should pitch high his ambition.

"Your Uncle Jack says he has done wonders with his newspaper, – though Mr Rollick grumbles, and declares it is full of theories, and that it puzzles the farmers. Uncle Jack, in reply, contends that he creates an audience, not addresses one, – and sighs that his genius is thrown away in a provincial town. In fact, he really is a very clever man, and might do much in London, I dare say. He often comes over to dine and sleep, returning the next morning. His energy is wonderful, and – contagious. Can you imagine that he has actually stirred up the flame of my vanity, by constantly poking at the bars? Metaphor apart – I find myself collecting all my notes and common-places, and wondering to see how easily they fall into method, and take shape in chapters and books. I cannot help smiling when I add, that I fancy I am going to become an author; and smiling more when I think that your Uncle Jack should have provoked me into so egregious an ambition. However, I have read some passages of my book to your mother, and she says "it is vastly fine," which is encouraging. Your mother has great good sense, though I don't mean to say that she has much learning, – which is a wonder, considering that Pic de la Mirandola was nothing to her father. Yet he died, dear great man, and never printed a line, – while I – positively I blush to think of my temerity!

"Adieu, my son; make the best of the time that remains with you at the Philhellenic. A full mind is the true Pantheism, plena Jovis. Wherever there is knowledge, there is God. It is only in some corner of the brain which we leave empty, that Vice can obtain a lodging. When she knocks at your door, my son, be able to say, 'No room for your ladyship, – pass on.' – Your affectionate father,

"A. Caxton."

2. – From Mrs Caxton.

"My Dearest Sisty, – You are coming home! – My heart is so full of that thought that it seems to me as if I could not write any thing else. Dear child, you are coming home; – you have done with school, you have done with strangers, – you are our own, all our own son again! You are mine again, as you were in the cradle, the nursery, and the garden, Sisty, when we used to throw daisies at each other! You will laugh at me so, when I tell you, that as soon as I heard you were coming home for good, I crept away from the room, and went to my drawer where I keep, you know, all my treasures. There was your little cap that I worked myself, and your poor little nankeen jacket that you were so proud to throw off – oh! and many other relics of you when you were little Sisty, and I was not that cold formal 'Mother' you call me now, but dear 'Mamma.' I kissed them, Sisty, and said 'My little child is coming back to me again!' So foolish was I, I forgot all the long years that have passed, and fancied I could carry you again in my arms, and that I should again coax you to say 'God bless papa.' Well, well! I write now between laughing and crying. You cannot be what you were, but you are still my own dear son – your father's son – dearer to me than all the world – except that father.

"I am so glad, too, that you will come so soon: come while your father is really warm with his book, and while you can encourage and keep him to it. For why should he not be great and famous? Why should not all admire him as we do? You know how proud of him I always was; but I do so long to let the world know why I was so proud. And yet, after all, it is not only because he is so wise and learned, – but because he is so good, and has such a large noble heart. But the heart must appear in the book too, as well as the learning. For though it is full of things I don't understand, every now and then there is something I do understand – that seems as if that heart spoke out to all the world.

"Your uncle has undertaken to get it published; and your father is going up to town with him about it, as soon as the first volume is finished.

"All are quite well except poor Mrs Jones, who has the ague very bad indeed; Primmins has made her wear a charm for it, and Mrs Jones actually declares she is already much better. One can't deny that there may be a great deal in such things, though it seems quite against the reason. Indeed your father says, 'Why not? A charm must be accompanied by a strong wish on the part of the charmer that it may succeed, – and what is magnetism but a wish?' I don't quite comprehend this; but, like all your father says, it has more than meets the eye, I am quite sure.

"Only three weeks to the holidays, and then no more school, Sisty – no more school! I shall have your room all done freshly, and made so pretty; they are coming about it to-morrow.

"The duck is quite well, and I really don't think it is quite as lame as it was.

"God bless you, dear, dear child! – Your affectionate happy mother,

"K. C."

The interval between these letters and the morning on which I was to return home, seemed to me like one of those long, restless, yet half dreamy days which in some infant malady I had passed in a sick-bed. I went through my task-work mechanically, composed a Greek ode in farewell to the Philhellenic, which Dr Herman pronounced a chef-d'œuvre, and my father, to whom I sent it in triumph, returned a letter of false English with it, that parodied all my Hellenic barbarisms by imitating them in my mother tongue. However, I swallowed the leek, and consoled myself with the pleasing recollection that, after spending six years in learning to write bad Greek, I should never have any further occasion to avail myself of so precious an accomplishment.

And so came the last day. Then, alone, and in a kind of delighted melancholy, I revisited each of the old haunts. The robbers' cave we had dug one winter, and maintained, six of us, against all the police of the little kingdom. The place near the pales where I had fought my first battle. The old beech stump on which I sate to read letters from home!

With my knife, rich in six blades, (besides a cork-screw, a pen-picker, and a button-hook,) I carved my name in large capitals over my desk. Then night came, and the bell rang, and we went to our rooms. And I opened the window and looked out. I saw all the stars, and wondered which was mine – which should light to fame and fortune the manhood about to commence. Hope and Ambition were high within me; – and yet, behind them, stood Melancholy. Ah! who amongst you, readers, can now summon back all those thoughts, sweet and sad – all that untold, half-conscious regret for the past – all those vague longings for the future, which made a poet of the dullest amongst you on the last night before leaving boyhood and school for ever!

EDUCATION IN WALES

²That it is the duty of a wise and foreseeing government to inquire into the condition of whatever affects the well-being of the people, is almost a political truism, and may certainly be received as a political axiom. More especially, however, when the subject is one of such vital importance as education, does such an inquiry become necessary: and, in truth, the leaders of the state cannot be considered as doing their duty, unless they make themselves acquainted with the practical bearings and results of the system, whatever it may be, that exists. Not that the government of this country, until very recent periods at least, ever troubled themselves with such matters: the more direct political business of the state, the clash of parties, and the struggle for power, absorbed their whole attention; and education was left, as a matter of private and local concern, to the clergy and the gentry exclusively. The voluntary system, superinduced upon the country by the indolence or neglect of those who held the reins of authority, was allowed to remain in unaided operation as far as education was concerned; and until the establishing of National Schools, as they are commonly termed, and for some time after that event, the governments that followed each other in the dingy recesses of Downing Street cared no more for village schoolmasters, and knew no more about them, than they did about village blacksmiths. It was enough if the people went on tolerably well, and paid their taxes; whether they learned any thing at school, or whether they had schools in which any thing might be learned, was, at head-quarters, a matter of no moment. Most of the upper classes of the nation were of the same feeling – the middle classes, too, folded their arms and looked on.³ Had it not been for the force of events, and the efforts of a few energetic men, education had been shelved, as a musty useless topic, for an indefinite period.

Now, however, in this forty-eighth year of the nineteenth century, it is viewed in a far different light. The middle classes have begun to take up the matter as they had never done before, – "purging and unsealing their long abused sight" to the manifold advantages involved in it for themselves; while the upper classes look more to how it fares in this respect with the very poor or the profligate. And so much pressed on this subject, from many quarters, is the government, that neither Lord John Russell, as long as he remains on the Treasury Bench, nor any body else, who may get there, can ever hope to avoid doing something for the education of the people.

There has been a growing sense of the importance of this subject on the part of the nation at large, which has acted on the nervous sensibilities of all occupants of office in later years; and the very force of events themselves, apart from all theoretic reasoning as to expediency or the contrary, has compelled each successive government to look after the schoolmaster, and even to send him abroad in the world, though at the risk of making him the laughing-stock of his scholars for want of due preparation.

We do not purpose to write the history of the educational movement of this realm since the middle of the eighteenth century – volumes might be compiled on the topic, and it would still remain unexhausted.

There are, however, two things which we would point out to the attention of our readers. The first is, that the constituted authorities of this country and the legislature, ever since the time of the Reformation, have acted too much upon the principle that the ecclesiastical establishments of the nation, aided by the Foundation schools of the land, not only were sufficient to attend to the moral and religious welfare of the community, but that they actually did effect this end, and that they did bring up the people in the right way; whereas we now know, that not only has the constitution of the ecclesiastical revenues and administration been lamentably unequal and ineffective, but that provisions for teaching, upon a general and effective plan, could hardly be said to exist. At all events, when the population began to increase rapidly – when the great movement of the Methodists took place in England – and later, when religious dissent not only reared its hydra head, but became encouraged in high places – the nation seemed all at once to start from its lethargy, and to inquire into what means it possessed for enlightening and civilising the humblest classes of its children; and, when it did so inquire, those means were found wanting.

Again, in these our own days, when crime is shown to be increasing in a much faster ratio than either the enormous wealth or the already great population of the country; and when legal inquirers have traced back adult crime to puerile and even infantine neglect and ignorance; when the brutality of the people shows itself at every man's door and homestead, in the burning of farming-stock or the destruction of machinery and dwelling-houses, and makes itself to be paid for in the form of constantly increasing poor-rates, – in times such as these, it behoves every man, who has any thing to dread from the insurrectionary rising of the lower classes, to look sharply around him, and to see how best the sources of the evil torrent may be dried up; where the strongest dam may be thrown across its impetuous course, and into what side-channels its blind strength may be diverted. It behoves every thoughtful lover of his country to consider well how the innate national energies of his fellow countrymen may be improved, humanised, and directed to proper objects; and how the mass of the people, instead of being dreaded as a mob of hungry, savage levellers, may come to be looked on as the broad basis and support of the whole national edifice. And this is to be effected by attending, not merely to the physical and material well-being of the people, but by giving well directed and unceasing diligence to the promotion of "true religion and sound knowledge" among them. We maintain that hitherto, and even at the present time, the public constituted means for attaining this important end have been, and are, altogether insufficient; and we further maintain, that the necessity of making some adequate provision is increasing every day, and cannot long be postponed without imminent danger to the community.

We would also beg our readers to observe that, in the case of these commissions of inquiry into the existing state of education in any given district, but especially in Wales, the commissioners had not got to look into what the existing government, or previous governments, had done, nor into how their systems acted – those governments had done nothing, and they had no system; but they rather went to see what the people, abandoned to their own resources by the state, which ought to have aided them, had been able to effect out of their own means and goodwill, and to witness the results of the voluntary and fortuitous systems which were then in full and unaided operation. Whatever causes of blame and offence the commissioners might meet with – whatever imperfections, and shortcomings, and ill doings, they might perceive – these could not so much be laid to the blame of the people, as they might in fairness be attributed to the neglect and apathy of the nation at large. It was entirely owing to the private efforts of the people in their various localities, unconnected with each other – to their desultory and varying efforts – that any thing had been done at all. It was obviously better that something should have been done rather than nothing; but the debt of gratitude for the "something" was due to the people – the blame of the "nothing" lay with the legislature and the nation at large.

It would, therefore, be highly unbecoming in such commissioners, to show any flippant petulancy in their animadversions on the generally defective results which the isolated operations of the several parishes and districts might evince. It would behove them to look on with rather a benevolent eye, and to speak with a guarded tongue concerning the evils they might witness. We think they have not altogether shown these qualifications in the Reports now before us; and after perusing them, we rise with the feeling that the commissioners seem to have thought themselves authorised to find out how far the various teachers, &c., had neglected duties imposed on them by the public, and that they had expected to find perfection pervading the country; whereas they should have anticipated that imperfection and neglect would prove to be the rule – perfection and care the few and distant exceptions.

It is by no means so easy to inspect a school, or to find out the knowledge and the modes of thinking of young people, as might be supposed. It is not to be done by any one stalking stiffly into a school-room, giving himself the airs of a Dr Busby, and putting questions with the consequence of an examiner in the schools at Oxford. The very idea of a stranger being in the room, and much more of one authorised to examine, is enough to dislocate the thoughts of children, older and riper than village boys and girls commonly are; and the mere interruption of the usual formalities of class arrangement and class work is sufficient to break up the discipline which, in all parochial schools at least, rests upon a very precarious and doubtful basis. Much less is it possible, by a flying visit of one, or two, or three hours, to get at a true perception of what the average knowledge of children may be fairly rated at: it is only by repeated and patient inspection that the ordinary amount of work done, and knowledge gained, can be discovered. The young mind, too, does not commonly retain facts – it rather receives general impressions, and, though this is not produceable knowledge, it is, nevertheless, information, and cultivation of the mental powers, and formation of the character, not without great value. But because a child cannot answer certain questions at a certain time and place, it does not therefore follow that it is ignorant of the subject. The thoughts cannot be concentrated, the powers of the memory and of expression have not been sufficiently cultivated; the faculty of reproduction, and the method of arrangement and classification of ideas, do not exist. It is impossible for such a child to pass through the ordeal. And yet the common expression of young people, when the question they could not answer is explained for them – "Oh yes! I knew that – only I could not remember it," tells the whole truth, and reveals at once the constitution and the weakness of their minds. Examinations, unless they immediately follow the subject learnt, are not suited to young children, and may tend to give a false idea of their real acquirements. But, if to this dread of answering questions be added the awe arising from an examiner's – a strange examiner's presence, the physical impossibility of obtaining satisfactory replies is thereby confirmed. We remember it in our own case at school; in the presence of the university examiner, who periodically visited us, it was and even in the schools of adolescent life, the examiners put us many a stiff question in Plato and Aristotle at which we hung our heads and stammered out nonsense; but which, as soon as we got back to our rooms in college, came to our memory in provoking vividness.

"Obstupui, steteruntque comæ; vox faucibus hæsit;"

The commissioners seem to have hoped for unimpeachable examinations – and in almost every case they were disappointed: they could often hardly get a reply to the commonest questions. Much of this arose from their examining chiefly in subjects that were taught in a foreign language. But of this more anon.

The nature and object of this inspection of Welsh schools are sufficiently explained in the instructions from Mr Kay Shuttleworth, the secretary to the Committee of Council, which preface the first of the three goodly volumes to which these Reports extend. These instructions say: —

"Attention was called, during the last session of parliament, 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 knowledge of the English language.'

 

"The secretary of state for the home department undertook on that occasion, on behalf of her majesty's late government, 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.

"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 labouring 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 parliament 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 to be taken for the improvement of the existing means of education in Wales."

It will be perceived from this portion of the instructions, that the inquiries of the Commissioners were to be limited to the schools intended for the lower classes only; and therefore that they would have to look for the workings of the voluntary and the isolated system in its fullest extent. The further definition of the object of the Commission is thus specified: —

"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.

"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 unwilling to communicate.

"If no objection is made to your visit, you will personally 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 school-room – the state of the school furniture and apparatus – the number of the children on the books – the average attendance – the organisation of the school, and the methods used – the subjects professed to be taught – the time allotted 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 commenced 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.

"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 remarkable, because the most general, spontaneous effort of the zeal of Christian congregations for education. Its origin, organisation, and tendencies, are purely religious."

So far so good; the spirit of these instructions is wise and humane; we can only regret that such a commission had not been issued a century earlier. But shortly after, there follows a sentence which, to any one tolerably well acquainted with Wales, must appear at first sight absolutely trivial, and then highly extraordinary: —

"In some parts of the country it will probably be necessary that you should avail yourselves of the services of persons possessing a knowledge of the Welsh language."

Why, of course, when Welsh is the living spoken language of three-fourths of the whole district to be examined, and when English is essentially a foreign language, imperfectly understood in those portions, – in some parts, indeed, hardly at all known, – the very least of the qualifications that we should suppose a commissioner or school inspector ought to possess, would be a good knowledge of the Welsh language. Did, then, the lords of the privy council, composing the committee of education, know so little of the country they wished to have inspected, that they thought it only "probable" that in "some parts" of the country a knowledge of Welsh would be necessary? If they had been sending travelling commissioners to the Continent to inquire into the state of public education in France or Germany, would they then have sent to the former country those who knew no other foreign language than German, and to the latter those who knew none but French? This is a regular piece of official oversight, betraying one-sided and crude views of the subject to be treated; and showing that the examination of it was begun in a hasty and somewhat inconsiderate manner. It might have been predicted that any one not thoroughly conversant with Welsh could never obtain original information for himself, but would have to speak through other people's mouths, hear with their ears, and even see with their eyes. He would never gain the confidence of the people, but would return with an imperfect, and all but a second-hand report. He would resemble the honest tar who, on his return from Cherbourg, gave it as his opinion that the French were the dullest nation on the face of the earth, since they could not speak common English. And so it has actually proved to be the case with these very Commissioners. Not only do we find the main grievance in their reports to be the ignorance of the children in the English language, but the prevalent feeling, all over Wales, is, that these gentlemen have gone out of it nearly as wise, concerning the actual knowledge of the people, as they came into it: and that, could the examinations have been conducted by them in the Welsh tongue, their reports would have assumed a very different character. What? complain of children not twelve years of age for not comprehending questions addressed to them in a foreign language? Bring a French Government inspector of schools from Paris, and set him to examine all the boarding-schools round London in the French tongue, he himself using it all the while for his questions; and then let him go home and declare that not one child in ten knew any thing about what he said to them, – and he would come near the truth; – and very like this is the result of this inspection of Welsh schools by English examiners. The Government, however, do not seem to have learnt wisdom in this respect, for they have very recently appointed, as permanent inspectors for Wales, a gentleman named Morell, and one of the authors of this very report, Mr Symons; neither of whom, we will bet a leek to a potato, can hold a conversation in Welsh.

One of the main difficulties in the way of education in Wales, if not the principal difficulty of all, results from the circumstance that the language of the principality is not that of the rest of the kingdom. To understand this difficulty fully, it must be remembered that the Welsh belong to a race of men essentially and altogether distinct from those that inhabit the lands eastward of Offa's dyke; that the peculiarities of national character which subsist among them have been only in a very small part removed by amalgamation of the two races; and that these differences are so wide, and so deeply seated, that here, as elsewhere – wherever, indeed, the Celtic and Teutonic races have been brought into contact, – a struggle and an opposition, a repulsive tendency, more or less open and active, have ever existed, and have brought about the subjugation, the inferiority, and, to a certain degree, the degradation of the former. The Saxons produced few or no results of importance by their attacks on the Welsh; the hardy mountaineers generally gave them as much as they brought; and, had they been doomed to meet with no men of sterner stuff, they would still have held their own in unbroken integrity. But the energy of the Normans, their fire and gallantry, animating and directing the slower impulses of their Teutonic vassals, made the monarch of England at length the conquering sovereign of Wales; and, from that moment, with the transient exception of Owen Glyndwr's bright resistance, Wales not only became the conquered and suffering country, but showed all the symptoms of it, and brought forth all its fruits. The higher classes either became replaced by Anglo-Norman nobles, or imitated both their customs and their language; – many of the largest landed proprietors no longer resided in the principality; and those who did, held themselves far above their Celtic vassals in proud and domineering exclusiveness. The common people – the mass of the nation, including the petty free-holders and the remains of the conquered native nobles – formed a national party, ever opposed to their haughty masters; adhered to their national language with the greater devotion, as it was to them the only relic of their former independence; retained their ancient national customs and superstitions; and were content to turn their backs upon the progress of that nation whose power they could not throw off, though the desire to do so remained, and is not, even at the present day, extinguished. The Welsh still call themselves "the Cymry," and the English "the Saeson." They still look on the English as foreigners; and this fact alone speaks volumes as to the antagonism that still subsists between the two races. It is not our intention to go into any discussion upon the political bearings of this state of things: we will only observe, that the gentry and clergy of Wales having mainly carried on their studies in the English language, and having been anxious to do so as a mark of distinction from their humbler neighbours, not only has the Welsh language remained almost stationary since the time of the conquest, but the national mind, the intelligence of the common people, has never kept pace with that of England. Nearly all the literature and science, all the poetry, history, and belles-lettres of the English nation, have been to the Welsh totally unknown. They have never been translated; and, for that very reason, the middle classes of the country, and of course all the lower ones, are, it may be said, almost totally ignorant of them.