Education in Wales (1848)

Background notes

The complete Volume is shown in this single web page. You can scroll through it or use the following links to go to the various sections.

Part I: Carmarthen, Glamorgan, Pembroke

Introduction page v
1 Report 1
2 Parochial summaries 68
3 Day schools 90
4 Sunday schools 104
5 Extracts from the Appendix 108

Part II: Brecknock, Cardigan, Radnor, Monmouth

Introduction 199
1 Mode of inquiry 204
2 School statistics 210
3 Income of schools and masters 228
4 School houses and apparatus 237
5 Teaching: the masters 240
6 Subjects and attainments 254
7 Sunday-schools 279
8 Moral and physical condition of the people 292
9 The Welsh language 309
10 Monmouthshire 365

Part III: North Wales

Introduction 419
1 Education of children 421
i Buildings, furniture and apparatus 428
ii Teachers, teaching methods 438
iii Government and organisation of schools 466
iv Scholars and their proficiency 479
v Causes of defective education 501
2 Education of adults 513
3 Results: intelligence and civilsation 519

The text of The State of Education in Wales was prepared by Derek Gillard and uploaded on 30 March 2023.

Reports of the Commissioners of Inquiry into the State of Education in Wales

London: Her Majesty's Stationery Office 1848
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

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Committee of Council on Education,
Council Office, Whitehall, October 1, 1846.

SIR,

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.

Their Lordships having had this subject under their consideration, 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 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

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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 unwilling 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 Commission 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 your labours. You 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 will be limited to an attempt to form a just general estimate of the means of education available for the poor in Wales.

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 schoolroom - the state of the school furniture and apparatus - 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

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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.

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 education.

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 remarkable, 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 yourself 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 permitted to acquire.

The results of your inquiries will be important in proportion as they are complete and accurate, and you will be provided

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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 language.

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 ecclesiastical 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.

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[†For information about the Rebecca riots and Chartism see my Background notes.]

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system, viz. the Sunday-schools, which I shall at once do with some minuteness, as exhibiting the most characteristic development of native intellect, and the efforts of the mass of a people, utterly unaided, to educate themselves upon their own model. These schools have been almost the sole, they are still the main and most congenial, centres of education. Through their agency the younger portion of the adult labouring classes in Wales can generally read, or are in course of learning to read, the Scriptures in their mother-tongue. A fifth of the entire population is returned as attending these schools; half of this number is returned as able to read the Scriptures.

The type of such Sunday-schools is no more than this: A congregation meets in its chapel. It elects those whom it considers to be its most worthy members, intellectually and religiously, to act as "teachers" to the rest, and one or more to "superintend" the whole. Bible classes, Testament classes, and classes of such as cannot yet read, are formed. They meet once, generally from 2 to 4 pm., sometimes in the morning also, on each Sunday. The superintendent, or one of the teachers, begins the school by prayer; they then sing; then follows the class instruction, the Bible and Testament classes reading and discussing the Scriptures, the others learning to read; school is closed in the same way as it began. Sections of the same congregation, where distance or other causes render it difficult for them to assemble in the chapel, establish similar schools elsewhere. These are called Branches. The constitution throughout is purely democratic, presenting an office and some sort of title to almost every man who is able and willing to take an active part in its administration, without much reference to his social position during the other six days of the week. My returns show 11,000 voluntary teachers, with an allowance of about seven scholars to each. Whatever may be the accuracy of the numbers, I believe this relative proportion to be not far wrong. The position of teacher is coveted as a distinction, and is multiplied accordingly. It is not unfrequently the first prize to which the most proficient pupils in the parochial schools look. For them it is a step towards the office of preacher and minister. The universality of these schools, and the large proportion of the persons attending them who take part in their government, have very generally familiarized the people with some of the more ordinary terms and methods of organization, such as committee, secretary, and so forth.

Thus, there is everything about such institutions which can recommend them to the popular taste. They gratify that gregarious sociability which animates the Welsh towards each other. They present the charms of office to those who, on all other occasions, are subject; and of distinction to those who have no other chance of distinguishing themselves. The topics current in them are those of the most general interest; and are treated in a mode

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partly didactic, partly polemical, partly rhetorical, the most universally appreciated. Finally, every man, woman, and child feels comfortably at home in them. It is all among neighbours and equals. Whatever ignorance is shown there, whatever mistakes are made, whatever strange speculations are started, there are no superiors to smile and open their eyes. Common habits of thought pervade all. They are intelligible or excusable to one another. Hence, everyone that has got anything to say is under no restraint from saying it. Whatever such Sunday-schools may be as places of instruction, they are real fields of menial activity. The Welsh working-man rouses himself for them. Sunday is to him more than a day of bodily rest and devotion. It is his best chance, all the week through, of showing himself in his own character. He marks his sense of it by a suit of clothes regarded with a feeling hardly less sabbatical than the day itself. I do not remember to have seen an adult in rags in a single Sunday-school throughout the poorest districts. They always seemed to me better dressed on Sundays than the same classes in England.

This original idea of the Welsh Sunday-school (a mixture of Worship, Discussion, and Elementary Instruction, which the congregation performs for itself, and without other agency than its own) is found under every variety of development between a highly elaborated and the rudest form.

In the rudest form of the institution little more is attempted than reading, or slowly learning to read, the Scriptures. Each class by itself reads through the Bible from beginning to end. There is no questioning or discussion in the greater number of classes, or, if any, it is merely those verbatim interrogatories which I shall hereafter have to describe. Besides this, there is the learning to repeat Verses, Chapters, and Pwncau. With regard to the Verses and Chapters, we find such curious records as the following:

Appendix, p. 256:-

In the last year 105 chapters of the Holy Scriptures, containing 1716 verses, and 7988 single verses, were repeated in the school.

Ibid., p. 346 (copy):

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At the time that this account was taken, prizes were given to Levy Lewis, a boy employed on the wharfs, who had learned and repeated 35 Psalms, and to David Hughes, a collier's boy, who had learned and repeated 26 chapters of the Old Testament, during the preceding quarter.

Pwncau is the plural of Pwnc, which means a point, sc. of doctrine, printed in question and answer, with Scripture proofs. Each denomination, almost each chapel, has Pwncau of its own, which are, from time to time, published in the cheapest form possible. The different classes in a school have several parts of a Pwnc assigned to them. Each class learns its own part only. As soon as it is well committed to heart, the school makes a sort of triumphal procession to other chapels, very often to churches, to repeat publicly what they have thus learned. The mode of recitation is a species of chant, taken up in parts, and at the end joined in by all. It is generally expected that they should be able to sing a hymn or two at the same time.

In such schools there is usually to be seen some very old person who, at that age, has learned to read in them. Appendix, p. 222:-

A woman aged 72 commenced learning the alphabet at 70, and read a page from an elementary book to me with great accuracy.

Appendix, p: 346:-

In this school there were among the scholars three old women, one upwards of 80, who, at that advanced age, had learned to read. She was now blind, but attended the class as a listener, and could repeat many psalms.

Very different from the foregoing are those instances in which the vigour of the old institution has been clothed in more modern dress, such as Capel Mair (Appendix, p. 246), Capel Pen-y-groes (ibid., p. 416), the Narberth Sunday-school Union (ibid., p. 435), the Wesleyan and Independent schools at Milford (ibid., pp. 452-3), or the Wesleyan at Bridgend (ibid. p. 350) and Cardiff (ibid., p. 369). The distinguishing mark of superiority in these latter schools is, that all the classes which can read the Scriptures are simultaneously employed upon the same passage, generally a very short one. By this plan, the minister, if he takes part in the school, is enabled to prepare all the teachers beforehand, or the teachers to meet and discuss the passage among themselves, and at the end of school all the classes can be catechized simultaneously.*

The causes which have been pointed out as enhancing the popularity, and, so far, the utility of Sunday-schools, apply to

*See "Extracts from the Appendix", pp. 122-136 of this volume.

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adults rather than to the young. In country districts, where the great majority of Sunday-scholars are adults, the teaching of the junior classes is most meagre and unmethodical. It is true, they learn to read in time, and, as they grow older work themselves into the system of the school. Except, however, as preparing them for this, the education which they can get on such occasions is worth little. Though Sunday-schools are too often the only substitute for daily education, it is not pretended that they can supply its deficiency. On this point no evidence is more positive than that of Sunday-school teachers and superintendents:

Appendix, p. 226. (Mr. John Davis.)

The education received at a Sunday-school is nothing like sufficient for the wants of the poor.

The Sunday-schools effect a great deal in the moral and religious instruction of the people; and very few children fail to attend some Sunday-school or other. The instruction, however, which it is possible for them to acquire here is inadequate to their wants; being confined to purely religious topics and the art of reading. We experience great difficulty in making even thus much progress with a child that attends no day-school at all.

The instruction received at a Sunday-school is quite inadequate for the general education of the children of the poor.

The influence which a separating language has had in giving this peculiar turn to popular education may be estimated from the following table (extracted from the Parochial Summary), in which the two first hundreds are Welsh-spoken, lying in the upper part of Carmarthenshire; the two last English-spoken, lying in the South of Pembrokeshire:-

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Most singular is the character which has been developed by this 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 religions 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 peculiar 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 attack 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 him, 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.'"

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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, fight 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.)

On the manifold evils inseparable from an ignorance of English I found but one opinion expressed on all hands. They are too 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 - biddings† - 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 beyond that which the Englishman of the same degree possesses over his.‡ 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 or 40 or 50 miles [65-80km]. The public part of them consists in listening out of doors to a succession of sermons delivered by the most celebrated preachers.

†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 the 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.

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it is called, 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 predominates, 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 the instructional matter; but this also existed only a few years, and is now abandoned.

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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 risible 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 the Council of the Royal Institution or 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 attending 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 instances 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 Boys and Girls, and not of 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:-

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Where no numbers were given in 1841, 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 11.1 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 information. They were generally good persons, and able to teach moral and religious truths, but ignorant of geography and facts."

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 (£20 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,* etc.), 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 £120 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 the 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.

The ignorance of the Welsh farmers 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

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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 days back I crossed his farm, and asked my woodreve, "why John Thomas had not had the usual allowance of 2½ 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.

David Evans, an innkeeper in the village of Brechfa (part of which is in Llanfihangel Rhôs y Corn parish), a very intelligent person, informed 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 [3.2km] 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 which number he undertook to affirm that not three individuals could keep the parish accounts.

The want of education extends beyond the mere labouring class. Thus farmers, paying their £50 or £60 a-year rent, are often obliged, on being elected to fill any parochial office, such as overseer or churchwarden, to pay a substitute, because they are too illiterate to discharge its duties.

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 assistant-overseer is a permanent officer, and it is he who really acts as overseer.

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.

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In the Plate-works near Pont-y-pridd, 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:

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Of the 28 persons examined, there were -

It was Mr. Fothergill's opinion that, from the skilled character of the labour employed in this process 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 annexed 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:

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Thus it appears that 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.

I classed under the title of "Church of England" every school in which the Church Catechism was being taught, and which was 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. Bevan's charity is given in the Report of the Rev. J. Allen, H. M. Inspector, in the Minutes of the Committee 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, is £944 12s. 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 Llanrlowror, 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 £25 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

[page 18]

class. I subjoin, from the Appendix, my report of the two schools held in churches, and of the model-school.

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 dispersed 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.

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 inconvenient 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.

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. Bevan'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 backward 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.

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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, black board, 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, conducted 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 school-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.

I found workhouse schools at Llandovery (Appendix, p. 238),

[page 20]

Llandilo (p. 232), Carmarthen (p. 290), Narberth (p. 432), Pembroke (p. 463), Haverfordwest (p. 461), St. Dogmell's, i.e. Cardigan (p. 410), Kenarth, i.e. Newcastle-Emlyn (p. 267), Llanelly (p. 212), Swansea (p. 379), and Cardiff (p. 367). At Neath (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.*

By the denomination "Workmen's Schools," I intend to designate schools directly connected with particular works, and maintained (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 ½d., 1d., or 2d. per week; 2d., 4d., or 6d. per month; ½d., 1d., or 4d. in £1 (in the latter instance the sick-fund is maintained from the same source). For these payments, 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 understanding that, in consideration of the stoppage, the proprietors will keep open the school as long as they keep on the works.†

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 the Appendix", pp. 136-150, of this volume.

†See "Extracts from the Appendix", pp. 150-173, of this volume.

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such contradiction between the parochial and the veritable distribution of the population, it is impossible to deal with its educational necessities through any adaptation of the existing parochial machinery. 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 proprietors 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 tending 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 -

[*For information about the truck system see my Background notes.]

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Or, taking some of the larger towns -

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. Clear's; Laugharne; and now at St. Clear'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.

The master was an Independent preacher, and was trying the speculation of a school, after similar attempts in five other places within nine years.

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.

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 attempted to establish a school only in the Government-built room at Carn. 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.

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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 schoolrooms 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 incumbent or the parish, informal conveyances of them have been executed by entries of consent in the parish books, and in this manner church-houses,† 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 Carn 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 in the case of the Devonald and East Gate charities at Narberth. On the whole, excepting old endowed schools, the importance of legally-secured school-buildings seems to have been wholly overlooked.

With regard to private schools held in public buildings, although it may be very desirable to encourage in this manner the establishment 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:-

Carn School. - The building was erected by the help of a grant from Government of £30 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 [3.2km] 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 26s. 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 additional penny was demanded for writing and arithmetic respectively.

*Appendix, pp. 270, 410, 444.

†Appendix, p. 321.

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The poor were anxious to educate their children, and were continually importuning 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 £47 3s. 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.

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. She told me there was a free-school at Narbeth, but that was too far - five miles [8km] off. 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 boy 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 5s. 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 villainous 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

[page 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".

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 [15cm] 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.

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 accuracy 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.

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

[page 26]

benches, about half a yard [47cm] 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, and 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.

In the schoolroom, which, at six square feet [0.5m²] 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.

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.

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 observed, after the scholars went out at noon (for there was no seeing anything but children while they were in the room), 1 square table for the master, 2 long tables for the writers and cipherers, 5 benches, and 1 chair.

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.

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".

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.

The day-school (which used to be held in private houses) is now

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held in an old Independent chapel, no longer used for religious purposes, 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.

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?

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.

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 inquiry. It is a disgusting fact that, out of 692 schools, I found 364, or 52.6 per cent, utterly unprovided with privies [toilets]. But it is not schools that stand alone in this respect; they are but instances of the general neglect. Here are facts.

The whole row of houses (part of the main street) in which this school is held, varying in rent from £10 to £15 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.

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 consequences 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!

The school, as usual, possessed no privy, and the master informed

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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 himself 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.

It appears that at six square feet [0.5m²] per child there is school accommodation for 41,325 scholars, the number at present on the 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 unscholastic 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 determinations of value as bricks and mortar.

In 62 schools only out of 698, or 8.9 per cent of the number 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

[page 29]

the furniture 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.

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.

(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 consisted 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.

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.

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 letter, which the village mason was to cut as an inscription: on the table lay a jug and pipe.

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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 about 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.

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 day or two at home. Accordingly (I was specially informed that) I saw the school at a number under its average attendance, because it was considered a bad week to pay for, one or two days being to be occupied away from school.

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.

Philip Davis, aged 14 years, eldest son of a miller, who was occupying a substantial two-story house, and renting 41 acres [16.6 hectares] of land at £40 per annum, had been "seven quarters" in a day-school.

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Appendix, p. 218 (Evidence of David Davies, Esq., and Dr. Davies):-

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 his pupils. Strictly speaking, with most of the country schools, if the pence were all regularly paid up, the entire records of the school's existence would terminate every Friday night, and commence anew every Monday morning. The list is kept solely as a debtor's and creditor's account.

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.

In 296 day-schools visited, the number on the books has been returned as 15,733, the average attendance as 13,277; the number 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 records 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

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and the time since which it had first attended that school, without regard 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.

It appears from Summary No. II., that, of the entire number of 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 existence 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.

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.) The disproportion marks in what quarter the adult male labour in South Wales is drained off, viz. to the coal and iron districts, for, if we take the population under 15 years of age, the males are in each county in a majority.

But, while the female population is left to preponderate in the rural nurseries of labour, its educational destitution is comparatively greater than that of the other sex.

Appendix, p. 218 (Evidence of W. Davies, Esq., and Dr. Davies):-

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.

Ibid., p. 243-4:-

The floor was of mud; on the right hand of the door, on entering, 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

[page 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.

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 are 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.

In the farmhouses separation and decency are not better attended 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 Johnes, 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 much together, and this even at night.

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 sexual intercourse takes place on these occasions.

The farmers connive at young people meeting in their houses after the family has retired to rest.

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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 6½ miles (10.5km]; in this way much immorality takes place.

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.*

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.

Ibid., p. 237 (Mr. David Owen):-

The peasantry are generally very poor, and possess few comforts; but they are economical, and more cleanly than a stranger would think.

"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 were substituted for biddings, cards, and ghost stories."

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The woman has the entire management of the house, and this she generally does well; she can generally sew and knit, and is very industrious.

At the top of a valley, forming a cul-de-sac, suppose some 5000 or 6000 people collected, and nearly cut off from the rest of the world. This is their domestic economy.

Appendix, pp. 304 and 351:-

The works have increased faster than adequate accommodation for those employed in them could be provided. The houses are all overcrowded. 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 average to be quite as great as this. The houses are often in the hands of middlemen; in such cases the rents are usually higher than when they belong to the company. Rent ranges from £8 to £10 per annum. The tenant makes it up by the payments of his lodgers. The cottages are expensively furnished. They contain, almost all of them, a handsome chest of drawers. On this usually rests a large and well-bound Bible. The latter is considered an article of furniture essential to respectability; but a less costly Bible, if 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.

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.

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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:-

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.

It appears from Summary No. III., that in all three counties more than half the scholars are between 5 and 10 years of age. It will be observed, however, that in Glamorganshire the percentage 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 11 or 12 can earn from 5s. to 7s. per week), and manufacturing 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 therefore appear, that, so far as any desire is manifested by the poor themselves to extend the period of education, the inclination in the rural districts is to continue it longer, and in the manufacturing to commence it sooner, than at present. Such indications are instinctive announcements in what manner these classes can most conveniently, and therefore will most readily, co-operate with extrinsic efforts to educate them. Infant-schools ought to bear a much larger proportion to day-schools in the manufacturing than in the rural districts.

In connexion with this question of consulting the convenience of the population to be educated, though otherwise out of place here,

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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.

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.

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 to him, the meal is prepared at that hour.

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 Twrch) for all that north-west corner of Carmarthenshire which is comprised in the parishes of Cayo, Llanycrwys, and Pencarreg; 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 Ffald y brenin to the house of the Rev. Rees Jones, the Independent minister. The road from Ffald y brenin to Ysgardawe,

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six miles [9.7km] 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 for very young children to traverse these roads in bad weather, such as usually prevails in mountainous tracts during winter.

The free-school is intended for the benefit of the parishes of Llansadwrn and Llanwrda, and the master or mistress is to be chosen "not by both parishes, but by a vestry of the parish of Llansadrwn". 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 [0.6m] deep. There was only a plank-bridge across it. The only other way is two or three miles [c3-4km] round. By the direct way no child, on the day I saw it, could have safely come.

If the children get to school at all, it can only be once in the day, and then they are either kept at work for too great a number of hours together, or else they receive only half their proper time of instruction.

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.

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.

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.

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I found an important charity at Haverfordwest (Tasker's, C.C.R., p. 714), in one of the trusts whereof something of this nature seemed to be contemplated, although the foundation is administered only as a day-school. It runs, "And out of the same (rents and profits) to build an almshouse for the 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 schools.

The district which lies between Carmarthen and Llanstephan, a distance of not less than eight or nine miles [13km], is peculiarly destitute, there not being a singIe day-school within two miles [3.2km] of the road between those places, except the wretched one at Berllan Newydd. I found the conterminous parishes of Cilymaenllwyd, Egremont, LIangan, 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 [8km]. 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; 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.

This district embraces the north-west quarter of Pembrokeshire. Out of 21 parishes, containing an aggregate population of 10,840, no less than 12 parishes, containing a population of 2392, are utterly unprovided with day-schools at all; 13 parishes, containing a population of 3401, are without a resident clergyman; and 11 parishes, containing a population of 2462, are without either a day-school or a resident clergyman.

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 awl 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

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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 Dinas on the north, and the Precelly Mountain on the south, there is no day-school.

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 population of 2548, are without a resident clergyman; and 4 parishes, containing a population of 2115, are without either a day-school or a resident clergyman.

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 Castlemartin, on the E. by Carmarthenshire, and on the W. by the æstuary [sic] 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 Newton 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.

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 provide, and these are often old works wholly unsuited for the purpose.

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

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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.

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.

The Day-school Schedules contained columns to ascertain the number of hours professed to be devoted to each subject of instruction. I gave up this part of the inquiry after a very short time, as hopeless in the common schools. The quaint answer which I received from a schoolmaster, in reply to my questions on this head, may be held to represent the general state of country schools:- "You see, Sir, when I reads 'em 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 have just mentioned under the head of "Method", and the worthlessness of such a system, as a means of conveying religious or any other knowledge, I shall have to mention again when I come to "Religious Instruction". I am here merely concerned with the mechanical art of reading. The division into verses is commonly made use of to mark the portion which each boy must read. They read in the same order as they stand. Each boy looks out for the verse that is coming to him; beyond that verse he concerns himself with nothing, except the cue of the preceding one. Suddenly break the order, either by stopping in the middle of a verse, or missing a boy or two, and the chance is, no one can go on.

The number returned as reading "Simple Narratives" are for the most part those rated by the teacher as not able to read the BibIe, the simple narratives being only the sentences in common primers.

Punctuation is fairly regarded, from a custom common in Sunday-schools, of each person's reading from stop to stop. The

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modulation of the voice is often a sort of chant, which seems to have survived from the times "when a man who could read the 'Welsh Candle' with a tone was considered a very good scholar". (Appendix, p. 245.) There was no end to the insertion, omission, and miscalling of all the little words. To these no meaning whatever appeared to be attached. Even when the nouns and verbs were understood, the relation between them was not gathered from the other parts of speech or inflexions in the sentence, but supplied or surmised by the association of ideas, just as we should guess the meaning of a sentence in a foreign language, of which we had caught the principal word or two. Out of 88 children in the upper classes of schools that were better than the average, only 6 wrote correctly a few words of dictation; 42 either made no attempt, or wrote mere gibberish; the rest preserved more or less glimmering of the sense, with more or less of bad spelling.

I rarely or never found the Catechism taught to any purpose. The children connected the answers with the questions simply by the association of words, not of sense. Hence, the slightest variation in the form of the question puzzled them, and, if the mere mechanical memory failed, the proper answer of one question would be given in reply to another.

Appendix, p. 464:-

When I asked, "Can you tell me what the word sacrament means?" not one replied. I was simultaneously answered when I asked, "What meanest thou by this word sacrament?"

Ibid., p. 283:-

I found that they repeated the whole of the Church Catechism on Fridays and Sundays, and a section daily from an Exposition of the Catechism by Dr. Mann, Bishop of Cork and Ross. The Exposition seemed to me just as hard as the text: the children repeated it merely by rote, as appeared from several of them giving answers which belonged to some other question than the one asked, besides such omissions and misplacing of little words as often made nonsense of what they said. As an instance of the unsatisfactory nature of this Exposition for purposes of instruction, I may mention that the question "What are the works of the devil?" is followed by a list of vices arranged with as little method as the nouns and verbs which follow the rules in Propria quæ maribus and As in præsenti.

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exclusively appropriated to arithmetic, and paper to writing, even for beginners. The parents of a child who learns writing must provide it with a book, and pay (generally) an additional 1d. for the instruction. Hence it is regarded in the light of an extra, or accomplishment. Not much more than half of those found present in school were learning to write. Here is the testimony of a schoolmaster.

Appendix, p. 449:-

Writing. - I will merely observe, in reference to this, that no system is pursued, and, as the pupil has no elements to guide his judgment, but commences with the imitation of a copy-line, his ideas of the real forms of letters are nothing but confusion. A worse practice however prevails than this, - that the whole of his time in writing when at school is employed in copying that which is already written, and the consequence is, that, when he has to write that which has only an ideal existence (say it is a letter to his friends when from home), he is put to the greatest shifts.

Ibid., p. 342:-

I tried the 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. The average age of these boys was upwards of nine years; their average attendance at school upwards of three years.

Ibid., p. 341:-

I saw a boy copying from a tattered slip the following words: "Nothing more grateful than a 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 from ful. The line which he had just written when I looked at his book stood thus - "Nothing more grate ful than aplesant frend."

The copy-books were ill written, and the children suffered to write whole pages of misspelt words without correction - e.g. I noticed a page written from beginning to end with "Trartor an enemy to his country", and "Nowrth ward towards the north".

I found the third class copying on slates from some little dirty slips in round-hand: they had no desks before their benches, and had to hold the copy in their hands, and the slate on their laps.

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The copies set are often most extraordinary.

Appendix, p. 261:-

One of the copy-slips written by the master was "Zebu, an Indian animal"; another "Uncle, the husband of an aunt".

Several pieces were written from the "Ready Letter-writer," a somewhat odd compilation to put into the hands of children. In the first copy-book that I opened was copied at full length "A Letter from a young Gentleman to a Lady, begging her acceptance of a Present."

Just before the Christmas holidays the children had written letters (without assistance) to the patroness, on the occasion. I saw several of these letters. They were quite different enough from each other to mark them as really original. They exhibited, for the most part, a very pleasing proof of minds and feelings moved in a good direction.

Ibid., p. 282. (Evidence of Mr. Roberts, Glan-towi):-

I may mention one circumstance in particular which bears hard upon the poor: from their want of education they cannot generally write with sufficient ease to make use of the post-office; hence the reduction of postage has failed to benefit them; they can only transact business by word of mouth, and to do this they necessarily waste much time and labour in journeys.

Ibid., p. 238:-

The rules are not explained to the children so as to be understood; the reason is that the common books of arithmetic are all in English: the schoolmasters are wholly incapable of dealing with the rules otherwise than in the words of the book; and so they are presented to the children not only in a form, but in a language, wholly unintelligible to them.

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I asked, How many half-crowns make £1. 10s.? - The boy arrived at the result by writing down a pretty long list of 2s. 6d., 2s. 6d., etc., one under the other, and then adding them together; finding he had too large a total, he subtracted one 2s. 6d. after another till the total was reduced to the sum required; he then counted the number of times that 2s. 6d. was written in his column.

Arithmetic is rarely taught to girls, although those found in common day-schools are, as has been already mentioned, generally the daughters of farmers.

Hence (Appendix, p. 235, Evidence of Mr. Rhys Jones):-

When those females come to market, they are often obliged to come to shops to have their accounts made up; e.g. if they sell so many lbs. of cheese at so much per lb., etc.

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that Napoleon was a Russian (p. 352), or an American, Scotchman, Spaniard (p. 395)? What compass has a person for the direction of his energies to the most profitable account, who does not know to what English port the packets sail from Cardiff, whence all the produce of his neighbourhood is shipped? What hold has society upon the sense of interest, sympathies, or reason of such people?

Schoolmasters defend themselves by saying that with the smaller farmers (Appendix, p. 245),

It would be no recommendation, but rather the reverse, to be told that their children would learn history and geography.

English history and geography were taught from half a page devoted to each at the end of a spelling-book?

It is necessary to show Wales the value of education. If good education could be given to a few, the promotion of these (which would be sure to follow) would stimulate the rest to exertion. Much of the present agitation on the subject among the people has been occasioned by the example of some few of the farmers who have sent their sons to the London University, or Glasgow, to be educated. The subsequent advancement of these (which has been almost invariable) has awakened a desire in others to do the like. They will not, however, make sacrifices until it shall be more plainly shown to them how great an advantage will be gained.

In the English-spoken districts I found a greater number of schools in which a respectable course of instruction was given than elsewhere, though these were by no means in sufficient quantity, nor equally distributed. This is to be accounted for by the fact that the landed proprietors are more generally resident. But if the upper classes do more towards educating the children of the labouring classes, the adult portion of these latter classes does less for itself. In Castlemartin hundred, as has been already noticed, there are hardly any Sunday-schools upon the Welsh type with their own peculiar activity.*

From Summary No. IV. it appears that in 25.8 per cent of the entire number of schools no religious instruction is professed to

*See "Extracts from the Appendix," pp. 173-178 of this volume.

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be given. I laid down the following rule: If any Catechism or other religious formulary was being taught, or if the Scriptures were said to be used, not simply as a reading-book, but also to convey religious instruction - in either of these cases I entered the school as one in which religious instruction was given. I am inclined, however, to think that the answers upon which the foregoing proportion is founded overstate the fact, from the following testimonies:-

Appendix, p. 218 (Evidence of William Davies, Esq., and Dr. Davies):-

Religious instruction, as a general rule, is not given in private day-schools. The common reading-book 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.

To give religious instruction never enters into the head of a man setting up a private day-school; the parents would object to it.

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 consisted 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, "Who 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. 427-8):-

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.

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. What do you mean by

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"of thy judgments?" - Question was not understood, but the 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 examination afresh, asking, Who made the world? - I have recorded the questions as they occurred, seriatim and verbatim [one after another and in the exact words].

Appendix, p. 278:-

I heard 6 children read the 3rd chapter of St. Matthew. John the Baptist came to prepare our Lord's way; was called the Baptist, because 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.

Had heard of the apostles; when asked what they were, the answer was Jesus Christ.

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 same 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, being 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.

I heard them (12 boys) read St. John ii. John the Baptist lived in Bethlehem of Judæa; in Jordan (sic); in six waterpots of stone (sic). This answer arose from an effort of the boy who made it to find by reference 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 foregoing words, and gave them in answer to my question hap-hazard.

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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.

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 kept 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 palsy. 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.

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 Commandments 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.

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 out 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

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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 "Oystermouth* had boxed Tom Jones's ears", because in this instance they would know what Oystermouth and Tom Jones meant.

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 hell-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 instruction for 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.

†See "Extracts from the Appendix", pp. 178-183 of this volume.

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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 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 (Carmarthenshire and Pembrokeshire) assigned to me, 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 to 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 books. It is, therefore, important to mark the districts in the 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. Clear'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.† 38 per cent of them are conducted 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.

†See "Extracts from the Appendix," pp. 185, 186, of this volume.

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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 proportion 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 low a 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."

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.

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In the present day-schools the teachers are often most inadequately 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 vivâ 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.

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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, 1 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 cowkeepers, 3 collectors of taxes, 1 drover (in summer), 12 dressmakers, 1 druggist, 1 farmer, 4 grocers, 3 hucksters or shopkeepers, 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 matmakers, 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 however 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.

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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.

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.

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.

Her school hardly yielded her 1s. 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 4s. and 5s., which I shall never get, and which are large sums for me;

†Sc. 6 assistants in school, 2 family tutors, 2 governesses, 177 at home or in school, 108 married women, 17 widows, and 59 unascertained = 371.

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others can pay me, but are careless of doing so. I can't sit here teaching for nothing."

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.

The master said that he would rather be a labourer again than keep school if his health allowed him.

*

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and above the teachers' salaries, is nearly 3s. per annum, yet the ill-provided state in which I found the great majority of schools would by no means warrant me in supposing that any such additional sum is commonly expended from the resources either of patrons or scholars upon them. When the payment of a teacher, and a room to keep school in, have been provided, all else is left very commonly to shift for itself. According to what appears in Summary No. IX., the annual income of schools in the three counties (exclusively of workmen's schools) is £15,224 16s. 9d., which, divided among 27,903 scholars, allows rather more than 10s. 10¾d. for each child. The actual sum expended is probably something between 11s. and 12s. per annum, or, in the whole, some £19,000 per annum. The school-pence constitute about three-fifths of the entire sum; i.e. if each poor man's child is educated at an average cost of 12s. per annum, the parents themselves contribute more than 7s. of this sum. Now, if 7s. be spread over all the weeks of the year, it averages more than1½d. per week; but, in fact, it is raised upon periods of attendance much shorter than all the year round, and therefore, the rate per week is proportionably greater. Indeed, for reading, writing, and arithmetic, in the common private adventure-schools, the charge is commonly 3d. or 4d. Such a sum is very considerable in a country where little money circulates, and where the labourer, feeding at his employer's house, receives good part of his wages in kind, and not more than 8d. per day in cash. On such terms he cannot send his children regularly to school.

Appendix, p. 282 (Evidence of Messrs. Roberts):-

The practice of paying the wages so much in food also tends to diminish that sum out of which savings might be made for the purpose of educating the children, putting, as it does, the abstemious and gluttonous man on a level. The labourers prefer being fed, because they get their meals better cooked and with more comfort than at their own homes; and the farmers prefer feeding them, because it saves turning their produce into money.

*This Table was compiled from the Clergy List, which professes to distinguish those benefices to which a glebe-house fit for residence is attached. My attention has been called to some important inaccuracies respecting Castlemartin Hundred, in which I am informed that instead of 4 there are 9 glebe-houses, and 8 clergymen resident in them. It is therefore probable that the Table is inaccurate in other parts as well as in this. I have, however, no wish to retract the general statements in the text of my Report upon this subject, which I believe to be perfectly well founded.

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The poor provision which the Church offers to an educated man, and the necessity of ordaining those only for the great majority 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 Catechism being taught,

[The following footnotes relate to the table above:]

*Exclusively of Bedwas, Machen, and Michaelston-y-Vedw, the schools of which lie in Monmouthshire.

†Exclusively of 4 sinecure rectories, with an income of £708, and of 14 parishes, the clerical income of which is not ascertained.

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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.

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 2d. 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.

*See "Extracts from the Appendix", pp. 189, 190, of this volume.

†See Tables on pp. 60-63.

[pages 60-61]

[pages 62-63]

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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 subscribed 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 £20 per annum in rent, mechanics, or small tradesmen; that 887 are annual subscribers of less than £1; 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 Marros (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).

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 Llandaff Court, one of the trustees, stated very strongly his opinion, that this

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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.

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, which produced a very considerable sum, but which, by law expenses, etc., dwindled down to £1278 19s. 1d. in the 3½ per cents, and is now in the control of the Accomptant-General, producing about £44 11s. 9d. per annum, the interest, of course, accumulating.

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 says 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.

I found several grammar-schools. These institutions have been deprived of the voluntary support which they received (as licensed institutions from which clergymen were ordained) by the foundation or 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 from the Appendix", pp. 190-198, of this volume.

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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 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, and in relation to whose wants the sort or education which they were intended and are best calculated to give is uncalled for: the tendency, therefore, 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 encouraging 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 consideration naturally suggested by instances like the 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.

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

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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.

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 £4 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 the 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 LINGEN.

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[*For information about the Rebecca riots see my Background notes.]

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perhaps, have rendered them more of a cat's-paw than they would otherwise have been; but, excepting in this last respect, I saw nothing which induced me to connect the outbreak of those disturbances with popular ignorance, however much may have appeared in the course of them. I found them still popularly spoken of with much pride and satisfaction, and the causes which provoked them bitterly recorded.

The poor get only the coarsest barley-bread, and whey and buttermilk in summer: they were worse off last winter than usual, owing to the failure of the potatoes. They cannot afford to give any education to their children, and there is no gratuitous education for them in the parish of St. Clears. Farm-servants were getting from £3 to £8 and £9 a-year, and some as much as £12 or £15 if capable of taking care of the farm: female servants from 30s. to £5. A great number of farmers were said to be wholly illiterate; it was only the wealthy ones who were in any degree educated; but there were exceptions among both classes.

PARISH OF LLANGLYDWEN (Appendix, p. 257). - Mr. William Griffiths, of Castollgarw, Llanglydwen, farmer, and a teacher in Hebron Sunday-school, informed me that there were few children in the parish who were not going to some school; most of those who came to Hebron school could read and write; he did not know where they could have picked it up; clothing was given to some extent in order to induce attendance. There was a great lack of day-schools in the district. Wages were 6d. or 8d. with food; 1s. or 1s. 2d. without; 1s. 2d. for a superior man; he paid 1s. 2d. to a tanner; allowances are made in the rent of land, and in perquisites. The farmers draw culm for their labourers; they pay for this in labour; very little money circulates. They can cut turf free, and sometimes get it drawn for them. By way of counterbalance, in harvest their wives are expected to assist without making any charge, except their food. He was letting cottages and plots of garden-ground (one-sixth of an acre) for £1 per annum; but many are over-rented, paying as much as £2 for the same holdings (cf parish of Cilymaenllwyd, suprà); he carried away the cleanings of the gardens, and gave them manure instead. The poor generally wish to have their children taught. A free-school alone is not enough. The people have not proper clothing. Those that have had a little learning are anxious for schools: those who have had none are less so; but the desire of improved education is gaining ground. They are all expecting new schools, and will not send their children to the poor ones which they used to frequent. There are now about 150 children within two miles [3.2km] from Nebo Chapel, in Cilymaenllwyd parish, who could attend a day-school. There have till recently been schools at Hebron and Glandwr (parish of Llanfyrnach, Kemess hundred, Pembrokeshire), but there are none now. There are very few farmers in the parish capable of keeping parish accounts in a manner intelligible to any one but themselves; their children, however, are getting on before the fathers. The attendance at school is very irregular. No opposition had been encountered in establishing the school at Nebo. The two principal owners of the parish are both absentees; there are, also, a number of small freeholders, owning 100 or 200 acres [40 to 80 hectares] of land.

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The subscription for the new school is entirely local, from the farmers and small freeholders; neither of the two principal proprietors have been applied to. The poor are not ill versed in religious knowledge, but possess none other. The farmers' children, on coming home from school, often used to teach the farm-servants in the evenings and on Sundays; the latter practice is now discontinued; the Sunday-schools take up all the time, and, besides, it is not thought right. Many who put a mark can write; it is easier to put the mark, and they don't like to show their bad writing; others can write their names, who cannot write a line of anything else. The registers are no test; but the labourers in general cannot write. The people strongly object to having their children sent to church on Sundays; nor is this generally enforced, even in Mrs. Bevan's schools. They object, again, to the Church Catechism.

The general character of the county is that of valleys opening upward from the sea, with little or no lateral communication, and ending, as they approach the central table-land, in mere sheep-walks and wastes.

The western side of the county is comparatively more open than the eastern side; for, on the western side, the vales of Neath and Swansea are traversed by roads running right through them; but, on the eastern side, the mail-road from Neath to Merthyr on the north, and from Neath to Cardiff on the south, meeting the two extremities of the Taff Vale Railway, enclose a succession of valleys, each of which is a cul-de-sac. The mining population is clustered in dense and isolated patches at the farthest end of these valleys, where they join the uplands, and where the road through them, instead of falling into the mail-road from Neath to Merthyr, loses itself in a dreary track or bridle-path across the intervening moors. Cwm Afon and the Vale of Llangonoyd are precisely of this description. The mouths of these valleys, and all the level country on which they open along the Bristol Channel, from Llanelly to Cardiff, form an agricultural district, excepting where the line is broken by gigantic establishments for smelting copper between Swansea and Taibach. Part of this southern district, on the side of Carmarthenshire, runs out into a peninsula called Gower, exactly corresponding in shape and character with Castlemartin hundred in Pembrokeshire. In Gower, and throughout the south, English is the mother-tongue of the people.

PARISH OF EGLWYS ILAN (Appendix, p. 298). - This large parish includes both a manufacturing and an agricultural population: the former at Glyn Taff, towards Newbridge; the latter in and about Caerphilly, on the side of Monmouthshire. A good school, of public institution, for boys, is imperatively demanded at Glyn Taff. At present there is none, either there or within convenient reach. There are three large works near Glyn Taff: to none of them is any school attached. Hitherto the pro-

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prietors have made no effort in support of education, except that the Taff Vale Iron Company, to whom the Plate-works belong, have provided a building in which till lately , but not at the time of my visit, a school was kept, nine-tenths of the scholars being from those works. The greater part of the boys are not going to any school, except on Sundays. An attempt was made by the inhabitants, about a fortnight before my visit, to get a British school established at Glyn Taff and a committee was formed for that purpose. The population is ignorant and immoral, though not flagrantly so. Sunday is not ill observed, and three policemen are sufficient for the maintenance of order. In two of the works, however, the men are somewhat a picked class, viz. in the Chain-works and the Plate-works, these operations requiring considerable skill; yet foremen, earning £3 or £4 per week, will set their children, when scarcely older than infants, to work. Such of the men as do not squander their earnings lock them up so as practically to have little money at command. They buy houses or building-land, leaving the greater part of the purchase-money upon it as a mortgage, the interest and gradual discharge of which keeps them short of money, and they are proportionately unwilling to postpone the labour, and pay for the education, of their children.

PARISH OF MERTHYR TYDVIL (Appendix, p. 303). - The town of Merthyr is situated at the higher end of the Vale of Taff. A railroad is carried through this vale, and connects Merthyr with Cardiff as its port. Between the works at Newbridge (cf. parish of Eglwys Ilan, suprà) and the Plymouth Iron-works, which reach full two miles [3.2km] below Merthyr, the character of the vale is agricultural, and it becomes so again between Newbridge and Cardiff, excepting the Pentyrch and Melin Griffith works. About two miles beyond Merthyr, but nearly united with it, is Dowlais, quite at the end of the vale, which here terminates in a bleak and lofty table-land. The road from Merthyr to Abergavenny passes through Dowlais, and afterwards by the great works of Rhymney, Sirhowy, Beaufort, Nantyglo, and (rather more southward) Tredegar.

The population of Merthyr and Dowlais (which is constituted a district) together is rated in the last census at 34,977; it is now probably nearer 40,000. It is employed almost entirely in four ironworks, viz., the Cyfartha Works, belonging to William Crawshay, Esq,; the Plymouth Works, to Anthony Hill, Esq,; the Penn-y-darran Works, to Alderman Thompson; and the Dowlais Works, to Sir John Guest, Bart. These works are all upon a gigantic scale. The town and neighbourhood of Merthyr are less dirty than similar localities in the midland mining- counties of England, owing to there being little or no smoke from the coal used. The houses are generally of a substantial description, and in good repair. They mostly face to a street, and there are not many courts.

During the time that I was in Merthyr I saw nothing in the shape of public brawling or disturbance, either by night or by day. The streets are thronged, and the public-houses more than usually full through the greater part of Saturday and Monday nights. On other nights the town appeared to be quite as quiet as any other place of equal size. On Sundays public worship is most frequented in the

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evening from six to eight o'clock. From eight o'clock to ten the streets are as much thronged as on Saturday nights; those hours being devoted to a sort of public promenade by the working classes. At this time their houses are, for the most part, quite deserted. On the Sunday that I was in Merthyr, they were walking about in a manner sufficiently quiet and decorous. I went on the Sunday evening, with the Superintendant of Police, into every part of Merthyr, including the district called China, - a sort of Welsh Alsatia. I did not encounter a single disturbance, nor a single drunken man. So far as the external aspect of the population goes, I saw nothing to correspond with the injurious accounts which, in all parts of Wales, I had heard concerning it. Winter, however, is a more favourable time to see it than in summer. At the latter season, gangs of young men and women are in the habit of carrying drink into the fields, and of keeping up the most riotous orgies all night long. Even in winter the peace of the streets is better preserved on moonlight nights than at other times; for although there are gas-works in the town, it is not publicly lighted.

The workmen, who are perpetually immigrating, live together very much in clans, e.g., the Pembrokeshire men in one quarter, the Carmarthenshire men in another, and so on. This kind of clanship makes them oppose every obstacle to the detection of offenders, who flock to Merthyr from all parts of Wales. Scarce a day passes without constables from the country coming in search of criminals. The district called China is a mere sink of thieves and prostitutes, such as, unhappily, constitutes an appendage to every large town, and is not peculiar to Merthyr. Few, if any, of the workmen live in it, unless, perhaps, a stray lodger here and there.

The prevailing domestic economy is not such as to make the men comfortable at home. They come from work somewhere about six in 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. It is a general complaint that the workmen's wives know nothing of housekeeping. "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.

The observations hereafter made respecting diet, furniture, and the crowded state of the houses at Maesteg, apply to Merthyr. As a general rule, there is not much thrift among the people, though some men save, and become possessed of houses. There was formerly a savings-bank; but the manager ran away and carried £2000 in deposits off with him. The effect of this loss has operated very unfavourably upon the people. There is little or no distress, except, perhaps, where an improvident man, with a large family, is suddenly disabled or killed. During illness they can get 5s. per week, and medical attendance, from the sick fund; besides which, at Dowlais there is a benefit society, with an income of £100 per annum. Dowlais is divided into districts, and visitors for each appointed by this society.

There is no truck system[*] at Merthyr, thanks to the absence of which

[*For information about the truck system see my Background notes.]

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there has grown up, to a considerable extent, a permanent middle-class of tradesmen and shopkeepers between the masters and the men. The only approach to truck is, that a considerable part of the employment is managed by sub-contractors, or bullies, who often keep public-houses, where, in defiance of the law, they pay the men's wages, and, at the same time, calculate, if not insist, upon their drinking.

A great external improvement has taken place since the introduction of a police force, though there are only 12 policemen for Merthyr and Dowlais together. Drunken rows are frequent; and in these much cowardly ferocity, but nothing like fair fighting, is shown. Resistance, however, is seldom made to the police; and there is in the popular character little of that dogged, desperate, wrong-headed courage which distinguishes the English miners. Petty thieving and filching are not uncommon; and debt is both recklessly contracted and unscrupulously disregarded. Political agitation seldom originates at Merthyr: it is excited by delegates from the English mining districts. Captain Napier, the County Superintendent of Police, told me that he considered the miners in Glamorganshire to be, on the whole, a well-conducted set of men, and, certainly, not worse than the agricultural labourers in the county.

Such female labour as is employed in the works is not of a heavy description, and is performed by unmarried women, never by the workmen's wives.

Drunkenness is very prevalent, and beer-houses abound to an extent wholly unnecessary for any good purpose. There are said to be more than 200 such houses in Dowlais alone. The publicans are active in getting up clubs of all kinds, for which the Welsh have a great passion: the business of these clubs is transacted at beer-houses.

In a sanatory [sanitary] point of view, the state of Merthyr is disgraceful to those who are responsible for it. 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. Indeed, the town is in a very small degree drained at all. This is the case nearly all over Wales; but, in a dense population, the consequences of such neglect are more loathsomely and degradingly apparent. ... I was assured, also, 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. It is difficult to estimate how brutalizing an effect such circumstances produce. There is, also, a most insufficient supply of water, especially at Dowlais, where it is procured from spouts, round which from ten to sixty or seventy women are constantly to be seen, from six in the morning till twelve at night, and which are here, as in classic towns, the great centre of idle gossip and scandal.

To provide for the education of the young, there are no schools of public institution except Sir John Guest's at Dowlais,* and the National Schools at Merthyr. For the children of the men employed at the Cyfartha, Plymouth, and Penn-y-darran Works, no provision has hitherto been made, further than some trifling subscriptions by the proprietors to the National Schools. An effort is now making.

*Infrà

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New National Schools, in addition to the old ones, and, also, a British School, are on the point of being erected in the town of Merthyr. Mr. Robert Crawshay informed me that it was contemplated to erect a school-house, and establish a school, by the usual plan of stoppages for its support, in connexion with the Cyfartha Works, in the course of this year. I was not able to learn that any similar measure was likely to be adopted at the Penn-y-darran, or, within an early period, at the Plymouth Works. The tradesmen and shopkeepers of Merthyr naturally feel that they ought not to be called upon to contribute pari passu [side by side] with the three great masters of the place to educate a population in the profits of whose labour the latter get the lion's share. Of the 37 private schools which existed in Merthyr and Dowlais at the time of my visit for the labouring classes, 21 were dame-schools. The generality of children in them were very young; the school-room was usually the kitchen of the house; and instruction was given upon no plan or system whatever. Of the entire number, not more than 3 can be pronounced even moderately good; 26 indifferent; and 8 very bad.

As regards Dowlais, a good part of the land is not held by the Company, but by Mr. Overton, an attorney at Merthyr. Over this they have no control; added to which, their lease is on the point of expiring. The renewal of it was not settled at the time of my visit; they were, therefore, naturally unwilling to make any outlays which could be avoided. Should the lease be renewed to them, I understood from the incumbent of Dowlais that it was their intention immediately to build additional schools and a church. Up to the present time there have been only two churches for the whole of Merthyr parish, including Dowlais. A third will shortly be consecrated at Merthyr. Under these circumstances, without dissent, there could have been no public profession of Christianity for the mass of the population. There is no workhouse for the Merthyr Union. The fear of popular resistance appears to have deterred the guardians from erecting one, I annex a statement by the rector respecting the education of pauper children. I found one boy, in a very low quarter of the town, boarded in a common lodging-house, to the owner of which a domiciliary visit from the Superintendent appeared to cause no surprise. "As regards the pauper children, it would appear that they are let out to whoever offers to take them, and, for the most part, no further care is taken of them until they are old enough to earn (or, at least, to assist in earning) their own bread. Their education does not seem to be thought of; and their being sent to school or not depends on the person with whom they are boarded. It is no wonder, under these circumstances, that there is a difficulty in procuring situations for the girls when they are old enough to accept them."

PARISH OF ABERDARE (Appendix, p. 332). - The highroad from Neath to Merthyr forms an arc of 20 or 22 miles [c34km] in a direction from S.W. to N.E. It runs, as already mentioned, up the Vale of Neath, and from it, leaving the works at Blaengwrach on the right, traverses a table-land nearly in the direction of due east, until it reaches Hirwaun; from this point it bends rather more to the north again, and so proceeds to Merthyr on the north side of a high mountain range called Mynydd Merthyr. Another road branches off from Hirwaun, and, passing on the south side of

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Mynydd Merthyr, traverses the Vale of Aberdare until it joins the Vale of Taff 11 or 12 miles [c18km] below Merthyr. The parish of Aberdare (including the town so called) lies principally between Hirwaun and this junction. It contains a large population (6471), dotted down in dense patches round the many iron and coal works which it contains. For the state of this population I refer to the answers of the incumbent and the Rev. Mr. Williams of Hirwaun in the evidence respecting the mining and manufacturing population. I subjoin an extract from a letter, containing a list of the principal hamlets in the parish, together with some information about each, for which also I am indebted to the kindness of the incumbent.

Aberdare, April 21, 1847.

My DEAR SIR,

I ASSURE YOU I have the greatest pleasure in complying with your request as to the grouping of the population of the hamlets in my parish named in your letter. In order that they might be as accurate as the nature of the circumstances would permit, I rode through them all to-day, and consulted the different agents and masters of works. I will fill them up in the form you desire.

Cwmbach. - Population about 2700, employed in collieries. Distant from the only school of public institution in the parish, i.e. the parish-school, two miles and a quarter [3.6km]. Could be conveniently accommodated with a school at a farm called Tyr Llwyd, where a piece of ground has been given by Bruce Pryce, Esq. for building one; and for which we have collected £170. The remainder we hope will be made up by the Committee of Council and the National Society, in the usual way. From this hamlet three boys and one girl only avail themselves of the parish-school.

Aberamman. - This is a place that has risen entirely within the last 18 months. Its present population is about 1200, from the turnpike to Crawshay Bailey, Esq.'s new furnaces. But Aberamman is not to be judged according to what it is now, but what it will be 12 months hence when the furnaces are at work. My information is from Mr. Bailey's agents as delivered to me to-day. There will be here then four furnaces: each furnace requires 300 men to work it, including colliers, miners, labourers, etc. This will be 1200 men in Mr. Crawshay Bailey's employ. Allowing an average of two children to every workman, or four in a family, we then have at Aberamman alone, and supported by Mr. Bailey, 4800. Independent of this, there are in this hamlet two collieries, one just opened, the other beginning to work. The one at work employs now 45 men; the other (Mr. Powell's) will be on a larger scale, and will employ at least 100 men. They have touched the coal; it will, therefore, soon be at work, These, and Mr. Bailey's, will make Aberamman at the least above 5000 in two years. To judge of the rapidity of the building here, there were in the hamlet to-day 80 masons at work and 50 carpenters: there are also several rows of cottages whose foundations have been commenced within the last few weeks. Aberamman is distant from the parish-school, at different points, a mile and a half [2.4km], a mile [1.6km], and three-quarters of a mile [1.2km]. It is a long hamlet; could be conveniently accommodated with a school situated somewhere in its centre. At present I have no authority to say we shall have any here: all will depend on Mr. Crawshay Bailey. The number of children that attend

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the parish-school from this hamlet consists of two boys and two girls. There is a dame-school here, which you saw.* The rest of the children go nowhere.

Heol-y-felin - to which I would also add Llwyd-y-coed, as one school would serve both. The former has a population of about 1200, and the latter 960. The inhabitants of both places are miscellaneous, but principally miners, colliers, firemen, and labourers attached to the Aberdare works, and Gadly's works, The hamlet of Llwyd-y-coed is distant from the school about two miles [3.2km], more or less; that of Heol-y-felin about a mile and a half [2.4km]. One school situated at Heol-y-felin would conveniently serve both. The number of children attending the parish-school from them is from Heol-y-felin, seven boys and six girls; Llwyd-y-coed, five boys and three girls. ...

Yours, etc,    
JOHN GRIFFITH.

There are the works of three companies in the vale of the Llynvi, viz., those of the Llynvi and Maesteg Companies, opposite to each other, on different sides of the stream, and three furnaces recently erected about half a mile lower down the valley. - Cf. general description of the county, suprà.

The works have increased faster than adequate accommodation for the people 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 average to be quite as great as this. The houses are often in the hands of middlemen. In such cases the rents are usually higher than when they belong to the company. Rent ranges from £8 to £10 per annum. The tenant makes it up by the payments of his ledgers. The cottages are expensively furnished. They contain, almost all of them, a handsome chest of drawers. On this usually rests a large and well-bound Bible. The latter is considered an article of furniture essential to respectability; but a less costly Bible, if 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 is of the most wasteful

*A room in the dame's house was fitted up in some degree as a school-room. The woman appeared intelligent and respectable. Everything was very neat. I found some, but a few mere babies, present.

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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. This habitual excess, unwholesomely prepared food, and the crowded state of the houses, was said to be producing a visible injurious effect upon the health of the population.

In the main street, down the middle of which runs a tram-road, there appeared to be a fair amount of shops, and those of a substantial description. The Bowrington company leases a store, upon much the same principle as the railway companies lease the refreshment-rooms at Swindon or Wolverton. It is the lessee's speculation; he makes the best thing he can of it. The company takes this step to ensure a supply at all events, but does not interfere on behalf of the lessee if anyone prefers dealing elsewhere. On pay-nights there is much fighting and drunkenness in the streets. The phrase used to express a debauch at pay-time is "being out for a cruize". There is no great amount of female labour employed, and the feelings of the settled population run somewhat against it. It is usually done by strangers, or (which in this case means the same thing) by lodgers. The same may be said of the rude labour generally, whether performed by men or women. These female lodgers were said to be among the most ignorant and depraved of the population. Public worship on the sabbath is frequented chiefly at night, and it is by no means uncommon to go from the chapel, when service is over, to the beer-shop, especially the young men and women. While times are good, the population gives but little trouble to those about them; nor are they unsusceptible of kindly and generous feelings. I was told of a recent instance in which, the circumstances of a company causing a considerable arrearage in the men's pay, they nevertheless went on with their work, in entire reliance upon the good faith of the manager, and without any grumbling. An attempt to establish a mechanics' institute, with a library and reading-room, made by the resident proprietor, had failed. Sixty members had enrolled themselves at first, but never more than five or six attended. The room at last had to be closed. The people had no education to correspond with such an institution.

The high wages which boys can gain has its usual effect in draining the schools of all those who are much above the age of babies. A boy of 11 or 12 can earn from 5s. to 7s. per week.

PARISH OF LLANSAMLET (Appendix, p. 330). - This parish occupies the eastern side of the Swansea valley, as Llangefelach does the western. The river Tawe flows between them. Llansamlet extends six or seven miles [c10km] upward from the sea, to a place called Glais, which is at the northern extremity of it, nearly opposite Clydach, in Llangefelach parish. One of the hamlets of St. Mary, Swansea, is built by the sea, on the eastern bank of the river. This hamlet, with the southern part of Llansamlet parish, has been constituted a parliamentary district, and has a church of its own. The parish-church and village of Llansamlet are a sort of suburb to the town of Morriston, about the centre of the parish. From the sea upwards to Morriston there is a succession of enormous copper-works. There is not a blade of vegetation to be seen on the steep hills on either side of the river, which seem to have been greatly raised, if not in some places

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created, by accumulations of slag. This, with the whitish smoke of the furnaces, and the penetrating taste of copper, makes the whole region as dreary and disagreeable as I can imagine any to be. There are only three schools for the poor in the parish, viz., the juvenile and infant schools at Foxholes in the southern part, and the national school at Llansamlet, two or three miles [c4.5km] off, from which again it is upwards of two miles [3.2km] to Glais.* The school in the hamlet of St. Thomas (reported under St. Mary's, Swansea) is the only one for that populous quarter, except the schools at Foxholes.

The Rev. Thos. Harries, Perpetual Curate of the district, informed me that he lately went into every house in the village of Pentre-with. He found 130 children under 15; above 100 of whom were old enough to go to school. Not very many (he could not say the exact number) were going to school. There is a village above Pentre-with called Ponymaen, scattered, but with a good many people living about; too far from the present schools. It was contemplated to raise schools which should serve the population there and at Pentre-with. Mr. Grenfell was the only person in the district anxious about a school. The population was mainly employed by him.

There were 15 or 16 public-houses between Pentre-with and the ferry, about a mile and half. Drunkenness was the prevailing sin of the district. Wages were good, and there was little suffering except by the people's own fault.

Mr. Harries had served churches at Hubberstone (Roose hundred, Pembrokeshire) and Merthyr Tydvil, as well as in this district. The people at Hubberstone were the best conducted; those at Merthyr the worst. Thousands and thousands there were unable to read the Scriptures.

In the northern part of the parish I saw the Vicar, the Rev. Mr. Morgan, who furnished me with the following particulars respecting the school at Llansamlet:-

When Mr. Morgan came into the parish a school-room was fitted up (lent by C. H. Smith, Esq., the coal proprietor of the parish), by subscription of the parishioners, for the accommodation of one of Mrs. Bevan's schools which was in the parish for two years. This was in 1841. After Mrs. Bevan's master had left, the present master entered upon the school, and by an arrangement with Mr. Smith, 1d. in the pound is stopped upon his workmen's wages to maintain it. The school, though the master is an Independent, has been under the control of the clergyman only, and not visited by any one else. The Church Catechism has been taught in it, but not to all.

A site had recently been granted by the Earl of Jersey for a national school close to the parish church. Subscriptions had not yet been collected; they had been waiting to see what Government would do.

It was contemplated that the new National school would supersede the present school.

Mr. Morgan expected that the 1d. would still be contributed to a national school.

The population in the south were coppermen; in the north of the parish, colliers and agriculturists. He agreed with the Rev. Mr. Harries that a school was much wanted at Pon-y-maen. He did not find the

Infrà, p. 155.

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people of Llansamlet particularly ignorant in his clerical visits. They had had good parish priests, and were considered religious. - For a further account of this parish and neighbourhood, cf. the answer of P. S. L. Grenfell, Esq.

PARISH OF ST. JOHN'S, near Swansea (Appendix, p. 359). - This parish includes the northern suburbs of Swansea, and extends up the eastern bank of the Tawe (opposite to Llansamlet on the western) until it joins the parish of Llangefelach. The aspect of it differs little from that of Llansamlet. The principal feature in it is the copper-works at Hafod, belonging to J. H. Vivian, Esq., M.P. His agent informed me that about 500 persons were employed in them, of all ages and sexes, of which number 100 might be children and 30 women. No boy was then employed who was under twelve years of age. As to wages, calciners were getting 14s. or 15s.; furnace-men 21s., 25s. and occasionally 30s. (extra hours) per week, besides fuel gratis and a two-room cottage, built by Mr. Vivian, at 1s. 4d. per week. As a class they were not intemperate, but improvident, relying upon constant employment. They were mostly Welsh, with few English or Irish among them; a copperman was almost always the son of a copperman. The agent recollected no instance of a man who had risen from a workman to be a clerk; he considered them better off than any other class of workmen in the kingdom. The district was not unhealthy.

The school* is maintained by each man's being stopped one penny per week, for which he has the privilege of sending all his children (however many) to school. In general, they were apathetic about education. The only intellectual resource of the adult population is the chapel, whether used for preaching or a Sunday-school; such as do not frequent the chapel pass their leisure time in the beer-house. They are all Dissenters. A great improvement was said to have taken place in the manners of the district; this was attributed to the Sunday-schools; they were introduced about twenty-seven years ago; at that time the population was left wholly without spiritual care. I took down verbatim the following statement from a sort of clerk or overseer, apparently a man fifty or sixty years old: "At that time an Independent minister came to look after us - if he had been Baptist, Churchman, or any one else to have drawn the net, he would have had us all."

Capel Mair School (Appendix, p. 246). - I visited this Sunday-school on the 29th of November, being introduced by Mr. James Rogers, a respectable merchant of the place, who attends it regularly, and is himself a teacher in one of the classes. The chapel is of a good size, and in good repair, both as to the building, pews, and benches. I was too late for the prayer with which I was informed the school is opened. The first thing done after my entrance was the superintendent's ringing a little hand-bell, and then his calling over the roll of teachers, who answered to their names. The office of superintendent is filled by the teachers in rotation.

The mode of proceeding is as follows: - At the end of each Sunday's

*Infrà, p. 172.

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school, the teachers stay behind, and determine a few verses which are to form the text of the next Sunday's instruction; these they read over, each one reading from stop to stop, though it be only a comma. The superintendent of the next Sunday proposes a few questions upon it, which are answered or discussed, with a view to guiding the next Sunday's instruction. When the next Sunday comes, the passage so selected is read over by each of the classes under the direction of its teacher, and explained and discussed by him and them. About half or three-quarters of an hour before the school is closed, the superintendent of the day questions the whole school on the passage which has been read in the classes. As each question is proposed, another of the teachers, who assists, calls out "Class Mr. Rogers", "Class Mr. Good", "Class Mr. Lewis", etc., according to his discretion, in order that some one from the class named may answer the question if they can. If the answer is not approved by the superintendent, the same teacher calls on another class; or if any one in the school disapproves of the answer, he suggests his own explanation. After this, the younger children are questioned, then a hymn is sung: the whole concludes with a prayer by the superintendent for the day. The entire business of the school appeared to me to be conducted in the most orderly manner. I particularly noticed the mode of dismissal: the superintendent calls each class by the name of its teacher; the class named files out, the rest remaining still: as each passes the centre aisle, before turning to the door, they bow to the superintendent.

They do not read much at a time; I found them engaged upon 9th St. Luke, vv. 37-45. The school is wholly conducted in Welsh, with the exception of Mr. Rogers's class, which contained two adults and two children, females. These were not of the labouring class. I took down, as nearly as I could, verbatim the questions asked, and answers given in this class:-

v. 37. "And it came to pass", etc. What came to pass? - The father and the son met the Saviour the next day. Next day to what? - Day of the Transfiguration. Came down from the mountain - what mountain? - Mount Tabor. Much people met him - met whom? - Christ. "And behold a man of the company", etc. Behold - what does this expression denote? does it denote something important, something particular to follow? is it meant to attract attention? - Yes. What was the particular thing here? - The father besought the Saviour to heal his child. "Master, I beseech thee", etc. Did the man believe? - Yes; (another) he had seen Christ's miracles. The teacher referred to the parallel passage of St. Mark: "Lord, I believe; help thou mine unbelief." "Look upon my son - does this mean have compassion on him? - The father believed that a look from Christ was enough to heal him." Similar questioning, Mr. Rogers informed me, was going on in each of the Scripture classes, of which I found ten.

As soon as the class-reading was over, the superintendent again rang his bell, and called out two names, upon which two boys, in different parts of the school, repeated successively the 113th and 114th Psalms in Welsh. When any verses are learnt to repeat, the person learning them gives notice to the teacher of his class, and he to the superintendent, who calls for them, as on this occasion. Something of

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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? - AII. 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 Godhead 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 yom 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

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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 conversation 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 be 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 congregation. 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 worship. 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-ground, above the stable. The Testament classes are in the former, and the junior or elementary 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 everyone 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 for 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.

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All the classes in the chapel have the same lesson, and the teachers, on the mornings of every sabbath-day, meet their minister (the Reverend 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 considered themselves better than others - Herodians, Herod's partisans - tribute, a tax paid to the emperor of Rome - Cæsar 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 Cæsar - he told them to bring him a penny, a Roman coin, 7½d. of our money - he told them to render unto Cæsar the things which are Cæsar's, and to God the things which are God's. The Sadducees (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 female 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.

WM. MORRIS, Assistant.

January 31st, 1847.

(Appendix, p. 434). - The eight chapels named in the table next following 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

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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, suprà); and also in Newcastle hundred, Glamorganshire (cf. Report of Gilead Sunday-school, infrà). The annexed table, with which Mr. Evans furnished me, will show the precision with which the accounts are kept:-

Narberth, January 26th, 1847.

DEAR SIR,

I HEREWITH forward to you the returns for the schools connected 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, etc.    
DAVID EVANS.

R. R. W. Lingen, Esq.

*December 13, 1846.

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It may be necessary to explain the column headed Church Members. A member is one of a congregation who, by publicly receiving the Communion in their chapel, professes his adherence to that body.

Tabernacle Sunday School, Milford Haven (Appendix, p. 452). - I visited this school on the 17th of January. It is remarkable in this respect - that, contrary to the general custom, the minister of the chapel, the Rev. John Lloyd, is the principal conductor of the school. On each Sunday evening, for an hour and a half, he holds a Bible class, at which the Sunday-school teachers prepare the lesson to be read on the following Sunday - they use the course prescribed by the Sunday-school Union. On one evening of the week the minister holds a singing class, at which 60 attend; on another he gives gratuitous instruction in secular subjects to some of the junior teachers. There is a lending library attached to this school; the books are not exclusively of a religious character; they were nicely covered to preserve them.

The teachers meet to transact the business of the school on the first Sunday in every month.

It is further remarkable, with respect to this as a Dissenting school, that the scholars attend public worship (in the morning) in school order, all sitting together; there is a regular cycle of teachers like academical proctors, to superintend them while so attending.

The roll-book and the book of attendance are those adopted by the Sunday-school Union; the entries for morning and afternoon, being on opposite sides of the same page, are not nearly so compendious and convenient for reference as those at the Wesleyan school.

I heard a teacher (a somewhat rough-looking, but evidently strong-headed man) giving the lads in his class - boys thirteen or fourteen years old - a good practical lesson, in homely language, on the point wherein the people of Beræa were more noble than those of Thessalonica.

For five minutes between reading in the separate classes and the general catechising, four male and four female collectors (who have each an ascertained quarter of the male and female schools respectively assigned to them) go round the school to receive contributions towards the missionary fund. After this the males, in an orderly manner, and class by class, left the vestry-room and arranged themselves in separate pews down one side of the chapel.

The general catechising was conducted by the minister on St. Matthew iii. In answer to him it was said that John the Baptist came preaching A.D. 25 - the wilderness was east of Jerusalem; between that city and the Dead Sea - the Jordan was in that neighbourhood - "about Jordan" means "on the banks of Jordan" - repent = be sorry - the kingdom of heaven is at hand meant that Christ was at hand - this is he meant Christ - Esaias is also written Isaiah - repeated 3rd verse of 14th chapter of Isaiah - the same John = the Baptist. A garment of camel's hair did not mean a fine robe of camlet, but a coarse one of the untanned hide - such a robe was worn by prophets - the locust was like a grasshopper, but larger; two or three inches long - there are green and brown ones - the latter are the larger - come in clouds, i.e. lots of them together. Wild honey is that found in rocks and old trees - made by wild bees - Jonathan once dipped the end of

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his spear in such a nest - may see the same thing occasionally in Wales - all Jerusalem meant all the people - every one - the greatest part - the principal part. (Minister) "Which is right, James Sawyer?" (J. S.) The principal part. The Jordan rises in Mount Lebanon - runs under ground for thirteen miles [21km] - comes out at CÆsarea - passes through the Sea of Galilee into the Dead Sea. The Pharisees were self-righteous - believed in fate; in heaven and hell; in angels - that the soul will outlive the body (the answers came from all quarters of the school, and from the females as well as the males). The Sadducees disbelieved the resurrection; angels; God; (many to the last answer) no.

The minister then gave out the lesson to be prepared for the next Sunday.

'Happy Land' was exceedingly well sung, the minister leading, and in the course of it repeating occasionally "higher", and "faster".

He then desired that those among the females who had read over the Sunday's lesson on each day in the past week would hold up their hands. Thirteen held them up.

About the same number held up their hands among the males.

The school was closed with a brief prayer. - I annex a copy of the rules of this school:-

1. The hours of attendance are, nine in the morning and two in the afternoon. As it is a rule that the school should be opened and concluded with prayer, it is necessary that every child should be present at the school in time.

2. Every child who does not come to school clean and regular, or is found guilty of lying, swearing, stealing, fighting, or otherwise misbehaving, must be expelled if, after reproof, there is no reformation.

3. That each child shall be expected to come with his or her lesson prepared, that there be no delay in school-hours, and shall attend divine service after the morning school with the teachers.

4. That if any child be absent from the school four successive sabbaths, such child shall be excluded, unless a satisfactory reason be given.

5. It is earnestly recommended to the parents or friends of the children, to urge them to attend to their improvement, as we cannot hope for much success in our labours if the children behold at home an indifference to their welfare, or an example contrary to the instructions given at school.

I should say that the school was very well conducted.

Wesleyan Sunday School, Milford Haven (Appendix, p. 452). - I visited this school on the 17th of January. It is mainly conducted by the exertions of Mr. George Williams, an officer in the Customs, and his sister.

The school was opened with a hymn, and prayer by the superintendent.

In this school, as also in the Baptist and Independent schools at Milford, the vestry is used as a school-room for the boys. In all three the vestries are inconveniently small. I inquired at the Tabernacle why they did not use the gallery, and was informed that the arrangement of the pews made it inconvenient for the teachers who take down the numbers, collect pence for missions, etc., to visit the classes. The

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same reason, I suppose, applies to all. The instruction was given in this school upon a scheme prepared by the Rev. J. Stephenson, a Wesleyan minister. There were cards headed "Table of Sabbath Exercises" in the following form, which comprised each Sunday in the year:-

The First Catechism is the Wesleyan Catechism of that name. The Paraphrase is a work (well known among 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 illustrating 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 everyone. Then a scriptural name is taken; suppose Zacchæus: 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 scriptural names was by degrees being very thoroughly learnt throughout the school. The superintendent informed me that he found the system work [sic] 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:-

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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 Wesleyan chapel in Pater, q.v. The attendance register was kept in a particularly good and convenient form: e.g.-

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 superintendent, 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:-

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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 judgment-seat - every one of us - in an earnest manner, making them feel that this is not an abstract truth, but a personal 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 first 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-month 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 21st of March, 1847. The time during which the school is kept is divided thus: in the morning, 15 minutes for opening

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with singing and prayer, 35 minutes for reading, 5 minutes for spelling in what has been read, 15 minutes for lessons and religious conversation, 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 for 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 answering 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 examining 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, of

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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 number 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 to "kneel", and after the prayer to "rise". When the time allotted for any subject has expired, he rings a bell and mentions the next subject.

There is a circulating library belonging to the school, from which any one reading in the Holy Scriptures may get the loan of one book at a time for a week.

The school seemed to be very well organized, with exceedingly good method and system, and to be, on the whole, most efficiently conducted.

DAVID WILLIAMS, Assistant.

To the foregoing instances I subjoin two others, which I consider to be favourable specimens of the class of Sunday-schools lying midway between the old and the recent type; the first being a town Sunday School, and the latter a rural one.

Capel Als Sunday School, Llanelly (Appendix, p. 214). - I visited this school on the 14th of February, being introduced by the Rev. David Rees, minister of the Welsh Independent chapel, in which it is held. School was commenced with a hymn and prayer given out by one of the teachers. After the hymn and prayer, the teachers' names were called over. There is a register of teachers, and of each class. Many of the teachers were absent at the copper-works. The furnaces are kept at work day and night. The men work by day and by night in alternate weeks; this, therefore, must be a permanent cause of absence, though not to the same individuals, every Sunday. Others of the teachers whose names were called were said to have left the town in search of employment. The female teachers did not answer to their names; but a man from the gallery, overlooking the school, answered whether they were present or not. The course of lessons recommended by the Sunday-school Union has not yet been, but is to be, adopted. At present, the business of each Bible class is to read the Scriptures through. The rates of progress being different, no two classes are in the same place. One great mischief of this plan is, that it renders any general catechising of the whole school upon the subject of their day's reading impossible. Mr. Rees has a class of 15 under his own charge. I found this class to be composed of four colliers, one farmer's son, two carpenters, one brewery-man, two clerks in works, one shopkeeper, one very old man, two lads, and one not ascertained. From this class the teachers are mainly supplied. There were five Scriptural maps (three of Palestine, one of St. Paul's journeys, and one of the wanderings of the Israelites), intended to be for the use of the school generally, but practically of use only to this class, the maps being hung on the pulpit, and this class sitting within the space which, in dissenting chapels, is railed off immediately under the pulpit. Mr. Rees conducts the instruc-

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tion wholly in Welsh. The members of it were said to understand English imperfectly. I heard them read the 9th chapter of St. John. They read from period to period, and apparently with ease. If one of them made a mistake, he was simply told that he was not right. He then read the verse over again: it was only after repeated failures to discover his mistake that the next was called upon to do so. They appeared to have prepared the passage with great care (my visit was wholly unexpected), from commentaries in their possession. One minutely explained the Jewish custom of expulsion from the synagogue. Another, the doctrine of metempsychosis, supposed to be referred to in verse 2, saying, "that souls which had sinned in former and better bodies were doomed to live in that gloomy or more deformed body, such as the blind man's; or even in the bodies of beasts, as oxen or asses". On this passage, another said that the Jews expected temporal punishments for sin. Different opinions were often given. In general they seemed able to answer Mr. Rees's questions. To-day meant during Christ's life: he used the expression because his life was drawing to a close: probably, also, the sun was setting at the time. Night meant the night of death. This class appeared to be interested and diligent. I am inclined, however, to think that the school could be of little use for the instruction of the young. Want of space compelled a bad arrangement of the classes. Each teacher was in the same pew with his class. It was thus impossible for him to survey or control the whole class at once. It was only the child under immediate notice for the moment, as the teacher listened to each reading its verse, that seemed to be attentive: the rest were looking about or chatting together. The names are called in each class. It is the teacher's duty to visit the parents of absentees during the week, and ascertain the cause of absence in each case. I saw few in school who were not tolerably well clad and clean. Assistance is given to those who are too poorly clad to attend. There is an English Sunday-school of the Independents at Siloam chapel, which is attended by the wealthier part of their body in Llanelly.

Among the male classes, down stairs, I found only two, of four boys each, reading in English; but of the female classes, two-thirds were reading in English. Some of the parents, whose children were going to a day-school, objected to their being taught Welsh on Sundays. But (Mr. Rees informed me) the school was badly off for English teachers. In none of the juvenile classes did I see any symptom of the teachers' questioning the children. Out of 72 classes I found not less than 18, or one in four, engaged upon elementary books for acquiring the mechanical art of reading. In two cases I noticed an adult male teacher for an adult female class. I endeavoured to listen to a class or two reading; but the buzz of the school was so great, and the tone of reading, while I stood by, was so low, from an awkward sort of shyness, that I could not hear sufficiently to form an accurate opinion.

Gilead Sunday School (Appendix, p. 349). - I visited this school on the 7th of March. It is conducted wholly in Welsh. The chapel was well warmed, comfortable, and in good repair. The part near the fireplace was not occupied by pews, but by loose benches; on each side of it sat the

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two senior classes; all the adults were males. This school forms one of a Sunday-school union. The books were remarkably well kept: they consisted, indeed, of only a threepenny memorandum-book in the superintendent's pocket; but he had got his columns well and methodically arranged; he was able to tell me in an instant every particular of the school's actual and average attendance.

I found an adult class reading from the Sermon on the Mount in Welsh. One of the class was a man apparently upwards of 60, and looking like a decent farmer. The teacher seemed to belong to the same class. Another of them, from his dress, I judged to be a village mechanic, either a mason or carpenter; the two remaining ones might be farm-labourers, aged, perhaps, 30 and 18 years respectively. They were reading the verse, "No man can serve two masters", etc. The passage was first read from stop to stop, and then again from verse to verse, in class. The teacher next proposed questions upon the meaning of each word contained in the passage; lastly, he commented upon the whole. With regard to the meaning of words, there was, every now and then, a certain attempt at etymology. The superintendent, who stood by and acted as my interpreter, had some acquaintance with the nature of translation, e.g. he explained to me that take no thought for was expressed by a single word in Welsh, though there were four in English. The word proposed did not always seem to be selected as one which necessarily required explanation: e.g. among others the teacher named God; the answer given was, "the cause and creator of all things". When they came to Mammon, he produced from his pocket a Welsh version of Gurney's Bible Dictionary, and read an account of the word as there given. The practical comment which he delivered was short and sensible, taking Mammon for the cares of this world. I formed rather a favourable opinion of the Scriptural instruction in this class.

Readiness and propriety of expression, to an extent more than merely colloquial, is certainly a feature in the intellectual character of the Welsh. On the present occasion I may mention the comment just above referred to; and that, when I requested the superintendent on my entrance to explain the nature of my visit, he did so in very few words, very well delivered, which appeared at once to convey the desired information to the whole school.

Union Workhouse School, Llandovery (Appendix, p. 238). - I visited this school on the 19th of October, and found 5 boys and 11 girls sitting round a table in a whitewashed stone-floored room, poring over Testaments and dog-eared primers. Some of the children were very young. One little girl fell from the wooden bench asleep, under the table, while I was getting the printed form filled up. About five of the number could read mechanically, and with much miscalling of words; they could answer hardly anything. The masters (of the school and of the house) prompted them in harsh tones; four could

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write on slates; no paper or copy-books were found. The children looked stolid and lifeless. Excepting the benches, table, and a few wretched books used by the children, the room was bare. There was a most cheerless air about the place and the children.

The Union Workhouse School, Llandilo (Appendix, p. 232). - I visited this school on the 31st of October. It contained, at the time of my visit, 18 boys and 15 girls, of whom all, excepting some half dozen (as the master of the house informed me), were illegitimate. It is an abuse of words to speak of a school in this instance. Nothing was professed to be taught except reading and spelling; and the whitewashed stone-floored room, in which the children were mustered for me, 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 understand the names of the figures in English, and the schoolmaster could not explain them in Welsh. The house-master acted as interpreter. 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 state of utter destitution 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 spiritual 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 weekdays. 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.

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Union Workhouse School, Carmarthen (Appendix, p. 290). - Fifty-eight children were said to be attending 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 towards 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 pinafores of the girls were very dirty; few of them had stockings, and some very 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 otherwise 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 could 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 that 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, being Dissenters, 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, Narberth. (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

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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 manger is; could see one at Bethlehem; 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; reveal, afraid, correctly, but spelt power with p, o, 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 had in use a little Catechism of general information called the Mother's Catechism, which seemed a good sort of book. Better books were being used here 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 rises 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 régime and phraseology were of a military character. I was introduced to the school

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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 excellent 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". I heard 19 children read to him the 14th chapter of St. Matthew. He paid great attention to them and corrected any mistake made, except desért for désert, 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 happened 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? etc. 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 than 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 his dictation three thousand four hundred and twenty-five, etc., to eight rows of figures; these they

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added, and proved their addition rapidly and correctly. His best pupil then worked £76 14s. 2½d. ÷ 34 in a very clear and steady manner, without making a single mistake, under my inspection. Only 3 of the 19 children in the first class had been in any other day-school. The matron instructs the girls in sewing. I heard from Captain Leach that the old master takes great delight in drilling his boys, and that they are tolerably expert in manœuvring. At the time of my visit the snow had choked up the boys' yard, and so spoilt his parade-ground. The effects of discipline appear to have been good both on master and pupils. I was much pleased with the school.

Union Workhouse School, Haverfordwest (Appendix p. 461). - I visited this school on the 5th of January. The workhouse is very pleasantly situated. The master of the house served for upwards of 30 years in the Fusilier Guards; he appeared a kind and intelligent man. No house-chaplain is appointed; ministers of various denominations attend by turns to preach on the evenings of Thursdays and Sundays. The Reverend J. Thomas, master of the grammar-school in Haverfordwest, has a lecture on Friday evenings. Every one in the house attends each of these services. On Sunday mornings the children go to the parish-church, if the weather permits. No objections have ever been made by any person in the house on religious grounds. Nothing like a Sunday-school has been attempted within the walls. There were at the time of my visit 84 persons, of whom 70 were children. Of the latter at least 60 (the master assured me) were illegitimate. Pembrokeshire was said to be the worst county in Wales for bastardy. The boys' yard was covered with a sort of loose shingle. Great pains appeared to be taken in classing the inmates both by day and night. They were said to be generally very manageable, but excessively filthy in their habits.

Children enter the school at two years and a half.

The schoolroom is very well adapted for its purpose; not so the mode of furnishing it. There were benches along the walls, and a long table down the centre; the table accommodated but a small portion of the scholars; the remainder, sitting round the room, with nothing before them, cannot conveniently be separated into classes - have a tendency to become restless by having to sit upright and hold their books - and cannot be well commanded by a single glance. I was surprised, considering these disadvantages, to see how readily the mistress picked out her numerous classes; far more numerous indeed than need be, and approaching, by their multiplicity, to the worry of individual instruction. There were no less than eight classes of boys, and four of girls. There is only one permanent monitor, though two others assist occasionally. He is distinguished by a long coat, while all the rest wear jackets.

I was somewhat surprised to find a mistress superintending boys above 10 years of age. The master of the house, however, is active in maintaining discipline. The children were very orderly during my visit. If any noise occurred, it arose among the little ones, many of whom were the merest infants. There was a Book of Conduct kept in the following form:-

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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 comprehension 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 1s. 6d. = 18d.; half-a-crown

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= 30d.; 5s.=60d.; 1s. 6d. + 2s. 6d. + 5s. = 9s.; 9s. - 3s. 6d. = 5s. 6d.; £2 5s. = 45s.; 45s. - 7s. = £1 18s.; 4 half-crowns = 10s.; 5 half-crowns = 12s. 6d.; £1 - 2s. 6d. = 17s. 6d.

Second class (7 boys). - I heard them read part of the 8th chapter of St. Mark. Could all read with ease. Compassion = pity; diverse = 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 forerunner was John the Baptist - no one could explain Baptist or baptize -repeated the first, fourth, and tenth commandments correctly. Their writing was clean and good.

7 x 5 = 35; 8 x 6 = 43; 6 x 9 = 54; 8 x 12 = 96. Two of this class had been in another day-school, the one for three years, the other for one month.

Third class (5 boys). - St. Matthew xxv. 31. Could all read with tolerable ease. Son of man = Christ - the passage read describes the day of judgment - so called because Christ will judge the world - could prove that he would come in a glorious way - by verse 31 - those who sit on thrones are the richest people - Queen Victoria rules over England and Wales - is called Queen - if a man, would be called King - did not know where she lives - the largest town in England is London. None had been in any day-school. Spelt correctly "holy, sheep, goats," and (after three or four trials) "shepherd".

First class of girls. - St. Matthew xi. Could all read fairly. Christ was born in Bethlehem - Herod would have killed him - Herod was a king - could not say of whom - killed all the young children of the age he supposed Christ would be according to the time that the star appeared to the wise men - they came from the East - offered gold, frankincense and myrrh - the star stood over the house - Herod did not kill Christ - because he was not in Bethlehem. They quoted the words in which Joseph was warned - Christ's parents came back and lived at Nazareth - a place ill spoken of - Christ was called Jesus of Nazareth. These questions were principally answered, though all more or less joined in them, by one girl; she had been bred up in the house, and had been in no other school.

The writing was clean, but not so good as that of the boys.

Girls, 2nd class. - 23rd chapter of St. Luke. Could not all find the place. Only two could read with case. Malefactor = thief; in v. 39 Father = God; raiment = clothes (answered by the 1st class of boys); beholding = looking (ditto); vinegar is sour; no one in school could explain mock, except that it was an unkind thing to do. God made the world - in six days - rested on the seventh - hallowed it - so ought we - could not tell by which commandment we are so bidden - nor how many commandments there are in all.

The boys are allowed to play, not only in their yard, but round the house, which stands on a commanding terrace. There is a mast for them to climb. It is also to be mentioned, to the great credit of this school, that the girls readily obtain situations from it, and, indeed, are much sought after. In some instances, where they have gone to

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Welsh parishes, they have become something like governesses for the farmers' children.

Some slight alterations, such as furnishing the room on the National or British system, increasing the number of monitors, organizing the school into one-third of the present number of classes, and a small outlay in apparatus enabling the mistress to give a more extended course of oral instruction, would render this school one of the best dame-schools of those which have come under my observation in South Wales.

Union Workhouse School, Carmarthen (Appendix, p. 410). - I visited this school on the 27th of January. It was held in a room in the workhouse. Everything about it seemed very comfortable. The children had been just dismissed and were preparing for dinner. The school was conducted by the house-master's daughter. She told me that the attendance was very irregular in consequence of the children leaving the house for a time, and then returning. There was nothing taught at the time of my visit but reading.

DAVID LEWIS, Assistant.

Union Workhouse School, Newcastle Emlyn (Appendix, p. 267). I visited this school on the 6th of February. It is held in a room similar to that at Llandovery, being the day-room which opens from the boys' yard. On Sundays, both adults and children are allowed to attend whatever place of worship or Sunday-school they or their parents please. The master takes such children as are too young to exercise their choice, or have no natural guardians, to the school at his own chapel, where the instruction is exclusively in Welsh. The numerous calls upon the master's time, in his capacity of house-master, do not allow of his keeping school at any regular hours. None of the few children whom I found present could read the Scriptures either in Welsh or English. The copies were well set in their books, but the children's writing was a miserable scrawl. The master, who seemed a quiet and rather intelligent man, told me that he had once had a scholar learning arithmetic, but that the rest had all stayed too short a time. I must mention that the two boys who had been longest in school were said to have weak intellects. I requested the master to select me a few of his best pupils. He chose three, of whom two were the boys last named. All three were attending Bethel Sunday-school; had been upwards of three years in the house, and had never been in any other day-school; two of them were more than 10 years old, including one of those with weak intellect, They had heard of Christ - he was God - did not know that he had ever been in the world - he was born (sic) - at Bethlehem - is in heaven now - had died - (in answer to the question By what death did he die?) he died in our stead - (in answer to the question Why did he die?) he died that we might be born - (in answer to the question What makes the difference between day and night) Jesus Christ - God - the sun - God made the sun - and all the world besides - in six days - rested on the seventh - on the sabbath - is now Sunday - we should not work on Sunday - said the Lord's Prayer in Welsh - did not know the meaning of amen - it came at the end of prayers - God sees us at all times - in the dark as well as in the light - we cannot see God - God will make

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a difference between the good and bad - by sending the good to heaven and the bad to hell. The master put my questions in Welsh, being almost the first person in Wales that I could induce to put them verbatim. He said that perhaps by varying them he could have made the children answer more. (But cf. remarks on Steynton Church Sunday-school, Roose hundred, Pembrokeshire.)

Prayers are read in the house by the master morning and evening, at which the children join in the responses, and so, twice daily, repeat the Lord's Prayer.

It is hardly proper to call such casual instruction, as the master can in this manner afford to give, a school.

The master has to pay out of his salary of £15, according to his agreement with the guardians, a woman who teaches needlework to the girls. The guardians find her lodging and rations in the house. He pays her £7 per annum.

Union Workhouse School, Llanelly (Appendix, p. 212). - I visited this school on the 9th of February. The mistress is sister to the mistress of the National school, whom she had previously assisted in school at High Littleton, in Somersetshire, before their removing to Llanelly. She appeared intelligent.

The schoolroom looked clean and comfortable. It was fitted with parallel desks and benches in the centre, a desk along one side, cards of letters and spelling, another showing the face of a clock, three windows, and a fireplace.

The children had caught the itch from an influx of Irish paupers, and were under quarantine in a separate part of the house.

There is no house chaplain. The mistress goes with the children to church on Sundays. Adults on that day go to what place of worship they please. No objections have ever been made on the score of the children's attending church. On Sundays the mistress gives them religious instruction from ten to eleven, before the morning service.

The mistress speaks no Welsh. She has uniformly found that the children understood English.

I went into the boys' ward. Of course I found them merely in such old rags as could with least cost be burnt after their cure. Their faces also were excessively dirty. Three of them were barefoot. Their ward was in a very untidy condition. I found eleven present. The following answers were obtained from two only of the whole number.

There are ten commandments - repeated the fourth commandment slowly and correctly - the seventh day is now called Sunday - one boy repeated the days of the week correctly (the rest failed to do so, though separately asked) - did not know what month it was, nor the year we are living in - there are twelve months in the year - repeated them - could not say in which month Christmas came - we were in the winter quarter - could not name any other quarters besides winter and summer - repeated the fifth commandment - the sixth - the first murderer was Cain, who killed Abel his brother. I proposed to them a simple case of accidental homicide by throwing a stone. They replied it would be murder, and a man would he hung for it - repeated the eighth commandment. I proposed to them several familiar cases of taking one's own property, of taking another's and this with or without permission,

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to which they gave correct answers. From the commandments we learn, besides our duty to God, our duty to our neighbour - our duty to our neighbour is to love him as ourselves - repeated the Lord's prayer - Our Father means God - the word trespasses is the same as transgression - could not give any shorter word for the same thing - heaven is God's dwelling - the place most unlike it is hell - he did not know the meaning of Amen - it came at the end of prayers (same answer at Kenarth workhouse school). Twelve pence is 1s.; could not tell how many pence in 3s.; two sixpences in 1s. - could not say how many in 18d. - could not tell the value of half-a-crown, nor by how much it exceeded a shilling. £1 = 20s. £3 = 60s. (after several attempts).

The Queen's name is Alexander - did not know where she lives - is a woman - is married - did not know her husband's name - the country we are living in is Llanelly - could not say whether it was in England or not - could not name any other place than Llanelly - the mail goes to Swansea - to Kidwelly - to Carmarthen - these places are not all in one direction - Kidwelly is nearer than Carmarthen - these names represent towns - could not tell if there was any other way of going from Llanelly to Swansea, except along the road.

The girls were in a separate ward in the women's yard, and suffering from the same complaint as the boys. I opened the door, but the room was so close and offensive that I could not enter.

Union Workhouse Schools, Swansea (Appendix, p. 379). - I visited these schools on the 22nd of February. That for the boys is held in a room opening out of the boys' yard, with a common wall between it and the stables of the infirmary. This common, or inside, wall of the school-room is much higher than the wall fronting the yard. The privies are close to the school-room. There are no means of cleansing, except by emptying them out into the boys' yard. During such times, of course, the school-room is untenable; and at all times it is more or less offensive.

I annex to my Report copies of the time-table and rules, as well as a prospectus of contemplated improvements.

I found the school in a satisfactory state, so far as the instruction went. The writing was clean and good. All the boys present, except six, came from Swansea parish; only one understood Welsh.

I heard five boys read Genesis xx. They all read well, and answered with intelligence, giving a very fair account of Ishmael - Agar - Sarah - Isaac. I was particularly pleased with their recollection of circumstances - e.g., they were able to reproduce the picture of Agar and her dying son, and the angel showing her the fountain - of Ishmael's being a wild man, "fighting against everyone", and living by his bow - very different from the stolid insensibility to all that is poetical in the subjects read which one generally finds in elementary schools.

I heard eight other boys read in the New Testament, all with ease. The word "sufficeth" means "enough". Gave the names of most of the disciples. Peter had been a fisherman; he was to be made a fisher of men; the meaning of that was "that he would draw men to be holy" (sic); his net would be the Bible - the gospel - his preaching.

They worked a few sums in mental arithmetic pretty well; though one or two did not know how many pence there are in half-a-crown.

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They sang an old-fashioned carol-tune, which, from its very rudeness and simplicity, was pleasing.

On the whole, I consider that this school reflects much credit on the master and chaplain. It would be very desirable that the board should find him a better school-room and more sufficient apparatus.

I found the girls huddled together in a very close and inconvenient room upstairs. There was a better school-room for them, but, as it had no fireplace, it could not be used in winter. The one in which I found them contained only a bench or two, and a common round three-legged table, at which the mistress sat. She seemed a superior woman, and to have good ideas of her duty, so far as I could judge from her conversation. She had been in a walk of life somewhat superior to her present position. The children were ill off for books; only four tattered Bibles could be mustered. She was in the habit of lending books of her own - Mrs. Barbauld's stories, an odd volume or two of the Saturday Magazine, or coloured prints, to be read or looked at, as rewards. It was also her endeavour (she said) to teach them the practical application of arithmetic as servants - e.g., to make out a butcher's bill; receive change; to know what the several parts of a gown would cost; how much would remain, after paying for it from their wages, for the savings-bank; etc. She endeavoured in this way to make up for the loss of daily experience to which their confinement within the walls subjected them. She also told me that she took particular pains in explaining the words which they read.

I was very much pleased with these intimations, but disappointed in the proficiency of the children.

Of the seven whom I heard read, six read with ease; but they could tell me nothing about St. Peter, except that he wept bitterly; did not know for what. It was Judas who betrayed Christ. Described accurately the position in which Christ was nailed on the cross, but could give none of the circumstances attending the crucifixion; two thieves were crucified with him (in answer to the question "Was he crucified alone?"); knew nothing about the penitent thief, nor in whose grave Christ was laid. He was dead three days; rose the third. Did not know who was keeping guard at the grave. He is in heaven now; no one saw him go there. He will come again, when the world is at an end; could not tell any difference which there would be between his first coming and his second. Did not know what a manger is. They knew the Catechism, but only by rote.

There were no more than two copy-books, and these but little written in, being partly filled by girls who had left the house. There was so little room or apparatus that I could not examine the girls in arithmetic and writing on the slate. Some complaints were made that the mistress was supine in not applying to the board for what apparatus was wanted.

There is a beautiful sea-view in front of the house, full of vessels at the time of my visit. It is effectually built out by the high walls of the girls' yard. The boys' yard is on the other side of the house. (Cf. Union Workhouse, Neath.)

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Memorandum. - The boys, by order of the visiting committee, are to be kept decently clothed; to have a change of shirt and stockings at the least once a-week; their shoes always kept as well as possible in repair; and they are expected to be kept in every respect clean and wholesome in their persons.

The schoolmaster of the union is to see that the boys under his care have their regular meals in a proper manner, agreeably to the dietary table - that is to say, it is his duty to see and inspect the same, and to satisfy himself that the boys have every justice done them as regards quality and quantity.

The boys in the said workhouse are to be instructed according to their respective abilities and ages in reading, writing, and arithmetic as far as to the end of the rule of Practice; and also the schoolmaster is expected to pay and keep the strictest possible attention to and over the morals of the boys under his care, early impressing upon their youthful minds the fatal consequences of sin, and the blessings promised to those who do well.

The boys belonging to the school are to be taken out in fine weather to walk for at least one hour and a half each day accompanied by the schoolmaster.

Every boy under the age of sixteen to attend this school in school-hours at the least three hours each day. No boy under the age of twelve years is to be confined during the night in any cell or dark room alone, or otherwise, as punishment.

No male child whose age may reasonably be supposed to exceed fourteen shall be punished by corporal punishment.

Corporal punishment not to be inflicted but by the master of the house or schoolmaster, and in every case of the kind it is ordered for both to be present if possible.

All punishments whatever, either by confinement or by corporal punishment, must be duly reported to the visiting committee on their next visit.

No boy to be punished by corporal correction until six hours shall have elapsed from the time of his commission of the offence.

In short, corporal punishment is to be avoided as much as possible, and never to be had recourse to until every other means have been tried to reclaim the offending party.

The manner and method of passing the time each day by the boys in the workhouse school belonging to the Swansea Union:-

Mornings -

The boys are brought from the dormitory at 6 o'clock.
From 6 to ½ past 6, to be occupied in washing and combing.
From ½ past 6 to 8, to be spent in learning lessons.
From 8 to ½ past 8, public prayers and breakfast.
From ½ past 8 to ½ past 10, in walking, playing, and gardening.
From ½ past 10 to 1, lessons, instruction, and study.
From 1 to 2, dinner and play-hour.

Afternoons -

From 2 to 5, lessons, instruction, and study.
From 5 to 6, recreation and play.
From 6 to ½ past 6, public prayers and supper.
From ½ past 6 to ½ past 7, recreation and play.

The boys are then taken to the dormitory by the schoolmaster, and retire for the night, being all in bed by 8 o'clock.

It is proposed for the recreation, and also with the view of instructing the bigger boys in gardening and agriculture, that a small allotment of ground be marked out for each boy above the age of nine years, such spot to be cultivated and managed by the said boys under the instruction of the schoolmaster or other competent person; and also that they severally be supplied with necessary seed for sowing and planting the same; and that, in proportion to the care, attention, and good management of the boys, which will he seen by the crops produced, they shall receive a reward of merit by way of stimulating them take a pride in their several gardens.

To carry the above proposition into effect, each boy above the age of nine years shall have a spot of ground marked out for him, for his sole management, consisting of twelve yards by two [11 x 1.8m], and in proper season that be shall be supplied with necessary

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seed. Each boy shall be allowed an hour, or if necessary an hour and a half, in the morning - say from half-past eight to ten - to work in his garden under the care of the schoolmaster. That the several crops reared and produced shall not be molested or interfered with by any person until they arrive at perfection, and have been seen by the chairman of the board of guardians, and then to be disposed of agreeably to his order and direction. That, in order to initiate the younger boys, they shall be allowed occasionally to assist the bigger ones. That the schoolmaster shall instruct the boys what is necessary to be done, and also visit the garden each day to see that such instruction has been duly attended unto.

xv. St. Luke. - 13 boys, 2 girls. - A story of this kind is called a parable - an instructive story - a comparison between one thing and another - another such story was that of the unjust judge - repeated it almost verbatim - Christ meant to teach men thereby that, though our sins are not forgiven the first time, we should pray often - explained the parable of the sower very satisfactorily piece by piece - we cannot resist the devil by our own strength - we learn that Christ is stronger than the devil from iv. St. Matthew - the devil tries to overthrow men by tempting them - he tried so to overcome Christ, and failed. In natural history they had been reading about the elephant, dog, eagle, and whale. They could not tell by what name those animals are called who live with man - the dog is recommended by his showing more love to man than any other animal - could not give the word fidelity in answer to its definition - but gave faithfulness as a synonym - in the Scriptures we read about dogs, in the story of Lazarus and Dives - different kinds of dogs are Newfoundland dogs - bull-dogs - terriers - spaniels, bloodhounds - greyhounds; could not give pointers in answer to a description of them; could not tell how the Newfoundland dog's feet fitted him for swimming, but described web-footed by contrasting a hen and a duck when I suggested it; of the other species of dogs named they only knew that terriers hunted rats, and greyhounds hares. The elephant lives in hot countries - in India - which is in America - Africa - Asia, distinguished from other creatures by his trunk and his tusks - ivory is made of his tusks - ivory is used for stamps, and handles of knives - uses his trunk as a hand - his mouth is under his trunk; could not say if his teeth are large - lives on vegetables - man uses him -to carry heavy burdens - driver sits on his neck, almost on his head - those who ride on him have a couch on his back - is a wise animal - the elephant is stronger than man - man subdues him by power given from God - as we read in Genesis - knew the verse - because man has a soul.

The whale is sought for his oil and for whalebone - the whale is found in cold climates - is discovered by his coming up to breathe, and throwing up a column of water.

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The eagle lives upon other birds - called a bird of prey - spelt "prey" correctly - has a bended beak - has strong claws or talons - is called the monarch or king of birds - the lion is called the monarch or king of beasts.

They worked correctly, "If a thing happened 59 years ago, in what year did it happen?" but failed to answer, "What is the difference between 5lbs. 8oz., at 6d. per lb., and 7lbs. 4 oz., at 8d. per lb.?"

The writing was unusually good and clean.

A few volumes had been presented to form the commencement of a library. The favourite books are Robinson Crusoe, and the lives of Nelson, Franklin, and Napoleon. Some of the latter are lent by the master. The girls sew every afternoon. There is a matron, who takes charge of the youngest children, and who walks out with the girls after their work. They do not usually enter school before five years of age. There is no attempt to create an infant school. I found the very little ones sitting unemployed.

Union Workhouse, Neath (Appendix, p. 345). - I visited the house on the 24th of February. There is no school. Such of the children as are old enough attend the charity-school in Neath. There were at the time of my visit only five girls and six boys in the house. They attend three full church services each Sunday, two out of the house, and one, by the chaplain. within the walls. There is an up-stairs room for the children in wet weather. Their yards were miserable places; little irregularly-shaped patches, enclosed with high walls, and covered with green mouldy damp. This workhouse is very pleasantly situated. I can see no reason for immuring children in such pens as these. There is no sort of library for their use in the house, and thus many hours are wasted in that listless vacuity which is the readiest nourisher of vicious thoughts and habits. All those in the house when I visited it could read. The mistress described them as well conducted and anxious to learn. Tracts were occasionally brought for them by ladies of the Society of Friends, and by some chance or other (I believe one of the children had brought a parcel wrapped up in it) I found a copy of the Times lying in the boys' room. The mistress had known several places lost to boys in the house from their not being able to write.

PARISH OF PEMBREY. - Trim Saran School (Appendix p. 216).- This school is supported principally by Messrs. Norton, Upperton, and Stone, who pay 4s. a-week to the mistress for teaching their workmen's children. The children are required also to pay 1d. per week, but all do not pay. Farmers' children pay 2d. a-week. The mistress spoke English tolerably well. The furniture consisted of one table, one desk, and four benches. Some of the copy-books were tolerably well written. The school-room being very small, Messrs. Norton and Stone informed me that the sum of £100 is subscribed to erect a new one.

(Signed) WM. MORRIS, Assistant.

Tin Works Day-School, Carmarthen (Appendix, p. 293). - This school is held in a room of the master's house, which was far too

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small to contain the number present, 40, although generally attended by 50. The master has been brought up in a superior manner, and seemed well qualified to discharge his duties. From what I saw and heard, his scholars were making great progress under his instruction, but an undue proportion were in the junior classes. Several of the best scholars had lately been taken away from the school. Their writing was good, and some answered questions readily on what they had been reading.

Wm. MORRIS, Assistant.

November 9, 1846.

Rhymney Iron Company's School (Appendix, p. 303). - The master and mistress of this school have laboured under great disadvantage, for the last few months, in consequence of the school-room having been damaged by fire, and the dwelling-house, at present used as a schoolroom, being far too small to accommodate the scholars. It is expected, however, that the regular school-room will be ready again in a few weeks.

The master and mistress seemed to devote themselves entirely to their duties, and to give great satisfaction. The master, however, did not always express himself grammatically - he said, "They goes and comes". Both school furniture and books had been burnt; whatever was now in use was only temporary until the school-room would be ready.

The 1st chapter of St. John's Gospel was read by many with ease; but they could translate only the first verse into Welsh. They answered correctly several questions from "Faith and Duty."

(Signed) Wm. MORRIS, Assistant.

March 8, 1847.

[It does not appear that this school is supported by compulsory stoppages. The company pay a salary to the master and mistress, and each scholar pays twopence per week.]

Dowlais Schools - for Boys, Girls, and Infants (Appendix, p. 305, and suprà p. 116). - I visited these schools on the 29th of March. The funds by which they are supported are derived out of a monthly stoppage of 4d. in the £1 upon the work people's wages. But the sum thus raised is also applied to provide medical assistance, medicines, and relief during sickness.

The girls' and infant schools are held in an upper and lower room of the same building. The boys' school-room is quite separate, in another place. The latter is divided into an upper and lower school. Besides the stoppage upon wages, the children pay, in the infant, girls', and lower boys' schools, 1d., and in the upper boys' school 2d. per week.

The girls' school-room is well lighted and ventilated. It has the advantage of three adult teachers, two of whom have been trained. The present mistress has not been in charge of the school more than 12 months. Under her predecessor it had considerably declined. Each afternoon the girls sew from half-past three to a quarter past four. On Fridays, they bring work from their own homes. There were maps of the World and Palestine on the walls. Arithmetic is taught both from the board and slates. The children were neat and clean, and the school quiet and orderly.

I heard the 1st class (17 girls) read from iv. St. Luke. Only eight

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of them read with any approach to ease and correctness. One read, Thou shalt not live by bread alone as Thou shalt not evil by bread alone; another, a moment of time as a mountain of time; another, he taught in their synagogues as he thought into their synagogues. Christ had been baptized in the river Jordan - could not tell what doctrine John had preached, nor any story about the Jordan in connexion with Joshua - knew that Elisha divided its waters with Elijah's mantle - could give no description of a wilderness - the Israelites were wandering there after they came out of Egypt - Christ was called a Nazarene - repeated the verse in which Nathaniel asked if any good could come from Nazareth - could not give the Christian doctrine of the 6th commandment - Christ prayed for his enemies - could not give the instance of his healing the man whose ear Peter smote off in the garden - our neighbour means all the world - could not narrate, nor tell anything whatever, after repeated questions, of the parable of the Good Samaritan.

They answered fairly in arithmetic. The copybooks were well written.

I heard the 2nd class (28 girls) read. Only 12 read with ease. I asked them a few questions on the natural history of animals, such as the lion, camel, etc. They appeared silly and ignorant. Their copybooks were not ill written. I expected a great deal more proficiency than I found in this school.

The infant-school is well supplied with apparatus, and the master appeared an efficient one. There is a small room, of a very inconvenient description, which is used as a class-room. Children, unless backward, are not retained in this school later than six years of age. There is an enclosed play-ground attached to it; at the time of my visit it had been newly laid with broken slag, which offered a dry surface, though rather a rough one, for children to play upon. It contained circular swings.

The upper and lower boys' schools occupy two unequal parts of a long room, well lighted and ventilated. The entrance is into the larger part, or lower school, which is fitted up with a gallery, running longitudinally and divided, like the boxes of a theatre, into transverse sections, by curtains. Each class has a section. The curtains, however, can be drawn back, and two or more classes united for simultaneous instruction. The teacher of each class occupies the floor in front of its section of the gallery. Opening out of this, and partitioned off from it, is the upper school-room, which, in shape, is nearly square, and also fitted with a gallery. It contains a piano; drawings from solid figures, done by the boys, upon the walls; maps, and every kind of needful apparatus. It is by far the best provided school-room which I have seen in Wales. I found 28 boys in it receiving a singing lesson. I afterwards heard a Bible lesson given to them on 2 Samuel ii. They appeared to have a fair knowledge of Bible history; but they did not, in general, read as well as I expected. They had a competent knowledge of the outlines of English and general geography, and the two head boys, who were considerably senior to the rest, were able to give a tolerable account of some of the principal articles of commercial exchange between different countries - also of Gibraltar - the East Indies - Malta - St. Helena - Cape of Good Hope. But of the British constitution, political and judicial, they knew nothing whatever, not even the difference (except in

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name) between the two Houses of Parliament, nor the nature of trial by jury. In arithmetic they appeared to be very well taught; working sums in fractions, and a simple equation or two, with extreme rapidity. Some of them had studied mensuration and trigonometry, with the application of logarithms to it. The greater part, however, were not so far advanced as this.

As a general rule, boys are not allowed to remain in school after 14 years of age. The two schools are always full to overflowing, and when this upper school is once attained, it is considerably appreciated, and parents are in no hurry to remove their children. It offers the means of a thoroughly good, even superior, education, which the master appeared well qualified to give.

Attached to this school is a very well-furnished laboratory, of which use is made in lecturing. The master has an evening class of adults; upper workmen, who come to learn mathematics.

In the lower school I set the head class (27 boys) to write a few lines from dictation, about the cuckoo, on their slates. Of the whole number only one wrote it in any tolerable manner; five with just the remotest glimmering of sense in the few words set down by them; the rest wrote mere gibberish (I use the term advisedly).

I then heard them read from the 2nd Book, p. 89. Only six of the number could read tolerably, not one could be said to read with ease. They had lately been reading (I was told) the 1st chapter of Acts; they could give no account of what it contained. After that by leading questions I had got from them some account of the descent of the Holy Ghost, in answer to my question -"Why were the disciples sitting with closed doors; of whom were they afraid?" - they replied, "Jesus Christ - God - the Holy Ghost." Q. Where was Christ crucified? A. At Bethlehem - at Jerusalem - on Mount Moriah - Pontius Pilate.

In arithmetic they could do the simple and compound rules; but not readily or correctly.

Finding the most advanced class in the lower school so very ignorant, it became important, in order to estimate the practical influence of the school, that I should ascertain from what part of the school the majority of boys leave it. No registers of admission or departure had been kept in the lower school. I am indebted to the master of the upper school for the subjoined particulars:-

Dowlais, April 5th.

Sir, - I have made a list, as correct as possible, according to the plan you desired when at Dowlais. I am anxious to state, regarding the lower school, that at present it labours under considerable disadvantage. Originally there were two masters in it; but for a long time past there has only been one, the place of the other that left never having been supplied. The second master has therefore had more to perform than he has been able to do efficiently. A third master is now engaged, and he will shortly commence his duties. I am, etc.

M. HIRST.

R. R. W. Lingen, Esq.

32 boys were in the upper school at the commencement.
56 have been taken from the lower school into the upper during the last three years.
56 have also left the upper school.

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32 of those who have left the upper school are employed by the Dowlais Company in the Iron Works,
10 are apprenticed to various trades.
10 have left in consequence of their parents leaving the Works.
2 are engaged as clerks at Merthyr Tydvil.
1 as an assistant in Sir John Guest's school at Poole.
1 dead.


54 boys have left from the various classes of the lower school, during the last three years, without entering the upper school at all.
20 of that number are from the first class alone (of the lower school); consequently, upon the average, the proportion of those boys who enter the upper school from the first class of the lower to those who leave before entering the upper school is nearly as 19 to 7; that is, about 19 boys enter the upper school for every 7 that leave from the first class of the lower without doing so.

M. HIRST.

The result of this information is, that of 110 boys who have left the school during the last three years nearly one-half (54) have not reached the upper school, and more than one-third (54 - 20 = 34) have not attained even the first class in the lower school,

I annex Time Tables of each school.

M. HIRST.

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WM. HOLMES.

March 30, 1847.

National School, Llansamlet (Appendix, p. 330, and suprà, p.121). - I did not find this school in operation; but I saw the master, and was very much pleased with him. He spoke as a quiet sensible man; not at all disguising those points in which he did not feel well qualified to keep a school, and anxiously inquiring about the expense of normal schools, particularly the Borough Road. Among other books in his house, I noticed the volume on Mechanics in Chambers' series, which he was reading, with a view to making some use of it in school.

Infant School, Llansamlet (Appendix, p. 330, and suprà, p. 121). - I visited this school on the 17th of February. The building is commodious and furnished in the usual manner. The site was given by Messrs. Freeman and Company, and the cost of erection defrayed by Messrs. Grenfell and Sons.

I heard a gallery-lesson given. There was a stand with a frame into which prints could be fixed. Each scriptural lesson was illustrated by a scriptural print. That chosen on the day of my visit was the cure of the paralytic man by Our Lord. The former lesson had been about Christ's walking on the sea, on which some questions were asked, to see if the children remembered it. The master took occasion from it to contrast Christ's power with that of a common man, and to throw in some remarks upon the conditions under which bodies sink or swim in water. On the words, they thought they had seen a spirit, he cautioned them against believing in ghost stories.

In giving the lesson on the cure of the paralytic, he began by asking, Whom do we see in this print? - Jesus Christ. Point him out. They did so. What did Christ go about doing? - Curing. What else? - Teaching. How could we tell from this print that the people liked to hear Christ's teaching? - No answer. How can you tell a good preacher from a bad? - Because one preaches better than the other. Suppose you were to find only three or four people to hear the preacher at Cana (a neighbouring chapel), would that be a sign of his being thought a good preacher or a bad one? - A bad one. How many are there to hear Christ preach in the house? - It is quite full. The master's manner was good and animated. The children appeared pretty well interested and attentive.

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The girls were much older than the boys; the latter were drafted off into the juvenile school. There is no similar school for the girls. They sew with the mistress in the afternoons; and members of Mr. Grenfell's family attend twice a-week to teach them writing. Beyond this, their daily instruction is confined to the routine of the infant-school. Almost all the answers came from the girls. Among others, they repeated the number of miles which the earth is distant from the sun, its circumference, its diameter, and most of the counties in England, locally grouped, as southern, midland, etc. They performed the following additions very readily - 25 + 16, 41 + 27, 68 + 40, 108 + 9, and others of a similar nature, without slates.

I heard six girls read from the 21st chapter of St. Luke. One could not find her place. A widow is a woman who has buried her husband; the word in verse 4, by which we learn that this widow was a poor woman, is penury; 2 mites = 1 farthing (not mentioned in this chapter). They explained rightly how it was that she had given more than the rich people. Christ was a poor man; was crucified by the Jews and Romans; knew the distinction of Jews and Gentiles; the Jews at present are living at Jerusalem; gave the word prophet in answer to its definition.

This school appeared to be efficiently conducted.

Juvenile School, Llansamlet (Appendix, p. 331, and suprà, p. 121). - I visited this school on the 17th of February. It is held in a dingy, dilapidated building. I found the old master (a mason, disabled, 41 years ago) sitting, stick in hand. The 12 senior boys present were reading the Epistle of St. James. The class to which they belonged had been reading straight through the Testament. I set them to read the 2nd chapter of St. John's Gospel, v. 13. The word scourge was read sugar. (Sugar grows; is made from canes; in India; which is warmer than this country; used to be grown by slaves.) What happened at Christ's baptism to show that he was not a common man? - He was crucified. John's clothes were a leathern girdle (sic; could obtain no other answer); could not tell what girdle means; would put one round their waist, not round their neck. John lived in Bethlehem of Judea; in Jordan (sic); Jordan is a river; John lived by Jordan; it is a very green and fertile country all about there where he lived; he lived in six waterpots of stone (sic). This answer arose from an effort of the boy who made it to find by reference 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 word waterpots, and gave it in answer to my question haphazard. Cf. National school, Merthyr Tydvil, suprà. John lived in the wilderness; a place where nothing grows. Christ was now grown up: while a child he had obeyed his parents. Repeated the fifth Commandment.

The writing was middling. The books were not very clean.

The master complained that the children could not come early in the morning, because they had to take their parents' breakfast to the works; and that they were removed at a very early age from school.

A list of attendance is sent in weekly to the Companies whose workmen support the school.

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Hirwaun Schools, Aberdare (Appendix, p. 333, and suprà, p, 117). - I visited these schools on the 30th of March. I have described, in speaking of the parish, how they are situated. A bleaker or more desolate-looking spot than the table-land on which Hirwaun lies could not well be conceived. The flat is common and waste, lying between the summits of the Breconshire and Glamorganshire ranges, which, some miles apart, bound it on the north and south. A population of about 2000 is collected here.

There are two schools connected with the works, which are supported by stoppages in the usual manner. The proprietor, however, leaves the entire management in the hands of the men, who administer the funds neither very amicably nor very efficiently. The schools are called - the one, the Colliers' and Miners' school, the other, the Furnace or Firemen's school. Each is supported by the class of workmen whose name it bears.

The Miners' School is held in a room over a stable. I found it very close and crowded. Nothing is professed to be taught beyond reading, writing, and arithmetic. The only reading-book is the Bible.

I heard eleven children read vii. Acts; nine read with ease. Religious instruction was not professed to be given. The master proposed to himself to teach them English. They knew what they read better than many children whom I have met with, and put correctly into Welsh (the incumbent of Aberdare was present) "The Bible is the word of God - Jesus Christ is the Son of God - Jesus Christ will judge the world - at the last day." Only one of those present was advanced as far as the compound rules in arithmetic. They were able to add simple figures with extreme rapidity.

They knew that they were living in the county of Glamorgan and in Wales. They mentioned as places in Glamorganshire - Aberdare, Merthyr, Rumney, Dowlais, Rhidos, Cardiff, Neath, Cwmbach, Swansea: did not know in what county the hills which they see on the other side of the river are (Brecknockshire) - the county beyond Swansea is Abergavenny - could name no other counties in Wales, except Glamorganshire and Monmouthshire - the chief town in England is Tredegar - Queen Victoria governs the country - she lives at London - could name no other town in England besides London - did not know where the packets [ships] go to from Cardiff. Only one of the scholars present had been at Cardiff and Merthyr; two at Swansea and Merthyr; none of them had ever been in England; the greater part had never been three miles [4.8km] from Hirwaun. The writing was fair.

The Furnace-men's school is held in the master's kitchen. I heard eight children read xxiii. Acts very indifferently. The master is a Roman Catholic, and no religious instruction is given in the school. He gave a few words to be spelt (which was for the most part done correctly) on the passage read.

On being asked to name works in the county of Glamorgan, they named Hirwaun, Merthyr, Cyfurtha, Aberdare, but could name no others; knew that they were living in Glamorganshire - and, as other Welsh counties, named Brecknockshire, Carmarthenshire, Monmouthshire, Merthyr, Aberdare, Dowlais - beyond Monmouthshire is England - did not know the capital of England - after being told London, they named, as another town in England, Europe - a railway train is drawn by an engine - the engine is moved by fire and water - steam

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- knew the use of sails, and also of steam, for ships - knew the months of the year very imperfectly - did not know what day falls on the 25th of December - nor the name of the day on which we celebrate Christ's birth - after a long time a boy of 15 or 16 said Christmas. The master thought that the children could generally read and write before going into the works. He spoke English well himself, and corrected the children's pronunciation judiciously.

To be made in any degree efficient both these schools require to be put on a totally new footing: the parents have no confidence in them, and the children hate attending. New schools will probably be erected on the waste in a short time, connected with the Church. There is a wish on the part of the ministers and workmen to erect a school on the British system. They were not able, however, to obtain a site. Welsh is almost universally spoken here; but there exists no prejudice against English. I heard of several cases of workmen reading and "grasping after knowledge" (such was the expression used) as much as they could. Several of the bigger lads had learnt to write during the winter. Shortly before my visit, the schoolmaster from Taigarth, in Brecknockshire, had been at Hirwaun, with one of his pupils as a specimen, lecturing upon various subjects, which had given a great impulse to people's minds, and they were anxious to get a master who should be capable of giving similar lectures in the school-room, occasionally, after work-hours in the long evenings of winter.

Looking at the narrow limits of information possessed by the boys in the two schools, it becomes easy to understand what was told me by one who witnessed much of the Chartist outbreak[*]. He said, "The men who marched to join Frost had no definite object, beyond a fanatical notion that they were to march immediately to London, fight a great battle, and conquer a great kingdom." One 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. The peculiar excitability of the Welsh character on any idea of religion, whether of a doctrinal or social aspect, coupled with their almost inconceivable secular ignorance, appears to me, from all the inquiries I have been able to make, the true clue to the peculiarities of that insurrection.

Tonmawr School (Appendix, p. 337). - I visited this school on the 4th of March. The works with which it is connected lie almost at the extremity of Cwm Afon, and can hardly be said to have a road to them. There had been no school previous to the present master's corning, a few months before. Among his scholars were five children of the agent of the works. Those with whom I was most concerned, the working-people's children, were hardly farther advanced, any of them, than being just able to read. The boys were all comfortably clad, and shod in very strong hoots. They looked remarkably fat and well fed.

The school appeared to be wholly unorganized. There was neither assistant nor monitor. While the master attended to one part, the remainder were supposed to be learning their lessons; which the younger ones performed by putting their faces close to their books or cards, and moving their lips with great rapidity as often as they saw that they were looked at, and by staring about them at other times. The master, who was librarian to a mechanics' institute at Neath, had

[†For information about Chartism see my Background notes.]

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been but a short time at his post, and I could ascertain very little from him. Three of the agent's five children form a senior class, and could all read well. I heard six others read, all very ill, from one of Chambers' books, a passage describing a walk in the country. God made all the beautiful things they had been reading of - in six days - rested the seventh - read this in the first chapter of Genesis - we ought to rest also - we are told to do so in the Bible - repeated the fourth commandment - there are nine other commandments - to be found altogether in the Bible, not in the Testament - in the twentieth chapter of Exodus t he New Testament is about Christ - knew nothing about the prophets or prophecies - Christ was the Son of God - could mention no fact proving him to be more than man. The Scriptures are read in school without any comment. I saw no maps, prints, or provision of any kind for giving more than the most elementary instruction, and not even this by the best means. The stoppage upon the men's wages does not include books. The master said that he experienced no difficulty in this respect. There is no separate room for the girls, nor any provision for their industrial training.

Neath Abbey Works and Schools (Appendix, p. 338). - These works and the houses round them form a suburb of Neath. Joseph Price, Esq., who is managing partner of the company, told me that the schools attached to them had had the most beneficial effect upon the working-classes of the neighbourhood, who used to be notorious for their blackguardism. The school was formerly held in premises which were part of the works. Previous to the erection of the present school-rooms, which are separate buildings surrounded by a wall, Mr. Price instituted some inquiries respecting the effects of the school, which had then been in operation for about 20 years. Cadoxton is a large parish, extending nearly the entire width of the county, from Swansea Bay to Brecknockshire, and containing eight or nine hamlets. Of all the scholars who since its commencement had been in the school, two only had become chargeable on the parish, and of these two, one, a girl, had become insane, and the other, a young man, had lost the use of his arm. The present buildings were erected at the cost of Mr. Price on the land of, and with materials furnished by, the Lords of the Abbey, of whom Lord Dynevor is one. There had been three masters at the boys' school. When it was about being opened for the first time, a lad of 16, who had up to that age been in the National school at Neath, occasionally assisting the master, applied to Mr. Price for work. Mr. Price thought him likely to make a good master, and bound him apprentice to himself to learn the art of a schoolmaster. In fulfilment of this agreement, he first sent him to the British school, in Goat-street, Swansea, as a model-school. On his return, the Neath Abbey school rapidly filled under his hands. During the vacations, Mr. Price sent him to London, Bristol, and elsewhere, to see the best schools that he could hear of. The master, by taking advantage of these opportunities, had risen, at the time of my visit, to be head of Coalston school, at Bristol. His successor at the Abbey school was less efficient. Under his hands the school declined, and he had recently been induced to resign. The present master was just entering on his duties, and seemed likely to discharge them well.

Mr. Price was one of the first proprietors of works who introduced

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the custom of weekly stoppages for the support of a school. The plan had been already in successful operation for providing medical attendance. Mr. Price considered that the masters in South Wales had the power by these means to provide effectually for the education of their people without further assistance. It is understood that, should the surplus arising from the stoppages in good times fail to meet the expenses of the schools in bad times, the company will still keep the school open. Thus the payment not only provides, but insures (on the honour of the employers), the means of education. The Kilvey schools (cf. parish of Llansamlet) were kept open by the companies during a strike of the men.

The present superintendent of the Bristol Company's steamers, the chief engineers of the "Great Britain" and "Great Western", and a great many of the engineers of the river-boats in London, have been educated in the Abbey school. Mr. Price considered the mechanical employment in the adjoining works to be useful in promoting and carrying out the rudiments of education acquired in school; and he attributed the general success of the Neath Abbey people in the world to the tout ensemble of the influences with which they were surrounded, and not to those of the school only.

Considering these schools to be important ones, I have minutely reported what I was led to observe respecting them. My visit was made on the 25th of February.

The Boys' School. - This school had been closed for three months, and re-opened under the present master only on the Monday previous to my visit. The room is a very good one, fitted with a raised gallery and desk for the master, parallel desks and fixed slates for the scholars, a border of black board running round the walls for writing or drawing with chalk, maps of the Irish National Society, and prints and cards from the Borough-road. I found the standard of proficiency low; there were no boys in the school capable of using a lesson-book higher than No. 2, and they were very backward in arithmetic, though this subject appeared to have been well taught so far as it went. I saw an etching of an eagle, made by the only boy learning linear drawing, which I wish it were possible for me to transfer into my Report. It would be an admirable comment upon the talents which we lose in each generation, because our elementary schools afford no sphere for its development - no, not even for its indication.

I found the head class (seven boys and a monitor, who fell in with the rest) reading about the raising of Lazarus. I asked what they had been leading about? - Lazarus. I asked for circumstances about him. - He was sick; he died; Jesus loved him; his sisters were Mary and Martha (the two last answers in reply to leading questions). I asked what were the first words addressed by them to Jesus. - "He won't be die if Jesus was there" (sic, the monitor). Funny as this answer sounds, it is one of the very few instances in which I have been able to obtain anything like a paraphrase. I asked what made Martha think her brother would not have died had Jesus been there. - Because he was a Saviour. In ver. 41 Father meant God; another said Jesus Christ. Was Christ obliged to pray for help to work the miracle? - (some) Yes; (others) No, he could have done it without praying. I could not make them give any answer from the 42nd verse (though I

[page 161]

pointed it out to them) as to why Jesus prayed? At last one said "That all men might believe in him". In ver. 37 the words "this man" (which are twice repeated) mean the same person each time - different (monitor); the first means Jesus, the second Lazarus. On my asking for other miracles wrought by our Lord, they said that he walked on the sea (after I had suggested "What had he to do with the sea?"). On my asking what he did to the blind,one little fellow said, in answer, "The Jews were frequently blind." When I asked for other miracles - He suffered on the cross - he fed a multitude with seven loaves and two fishes (gave the circumstances very pleasingly and without suggestion) - he made them sit down - he gave to his disciples, and they to the multitude. I beg to call attention to the following answer, as showing how completely ignorant children are of syntax; their grammar is really little else than a string of nouns. I asked, Would there have been enough for so many if Christ had been a common man? They understood nothing of this sentence except "enough for so many", and accordingly the answer was "They took up of that which was left twelve baskets full." Another miracle was given by the monitor exactly in these words: "There was a little boy, and his mother was crying shocking, and he made the bearers bide still, and made the little boy stand up in the coffin." The picture thus reproduced showed considerable imaginative power. I may mention another instance as proving how dull the ear grows by neglect to discrimination of sounds. I asked what Jesus made the deaf do? - Rise (thinking I had said dead). It is from this want of practising the ear that provincialisms are insensibly engendered, which (not in Wales only, but everywhere) are such serious impediments to the poor man's rising in the world, even after the first rounds of the ladder are mounted. Christ will come again, at the end of the world, to save us - to make us rise up from the dead. Why will Christ make us rise up from the dead? - (Four asked individually gave no answer) Because the world will be burning - the wicked people won't have to be risen from the dead (sic) - the wicked will be in hell, the good in heaven. He'll raise the wicked as well as the good (monitor, correcting himself and the rest). How will he find out who's good and who's wicked? - There'll be the Book of Life - the bad are written in it; is called the Day of Judgment because the last day - because he will judge them all.

They said we were living in the county of Glamorgan - in Wales - a country is larger than a county - other counties in Wales are Pembrokeshire, Cardiganshire, Carmarthenshire, England, London, Wiltshire, Devonshire (the last four answers, made by two, were rather indignantly corrected by the rest). Towns in Glamorganshire are Merthyr, Neath, Swansea, Cardiff, Newport, Bridgend, Llandaff, Cowbridge - mentioned correctly those which are and those which are not upon the coast - Bristol was mentioned as one of the towns, but two or three others at once exclaimed that Bristol is in England - London is the chief town of England, and there the Queen lives.

No registers were kept except a book of attendance.

The following table exhibits the age and attendance of such as I found present in the three first classes of the school:-

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From this table it appears that there is but little difference of age between the classes; they exhibit, however, this result, that the boys highest in position have also been lowest 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 the present, it is in the earlier years of childhood only that we can 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 bear to the day-schools.

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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 [0.6m²] 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 multitude; a man sick 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.
PM. 2-3½ reading.
        3½-4 writing,

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. I found the children singing some verses about the cow, and the various uses

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made of its milk, flesh, hide, horns, hoofs, etc. 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 as 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 schoolroom. 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 commandment, 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 to 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 Bethlehem - 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 a 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 from ful. 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 arithmetic; they subtracted -

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£25      6      1½
£19    19    11¾

Blaengwrach School (Appendix, p. 342). - I visited this school on the 26th of February. The master's manner was mild, and he appeared 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, apparently 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      2½
£4987    18    11¾

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 vivâ 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 the boys gave in reply the English to which I had pointed. With the exception of the Misses Peel's schools at Talliaris, 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-

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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, however, 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 exception) failed utterly to write from dictation with any approach to correctness - "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 forwardest 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

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from America, and of the relation between coal and copper as determining the place of smelting.

The same boys are taught to write business letters, such as orders, acknowledgments, etc., and 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 delivery.

The room and apparatus of this school are both most inadequate. As it is, the master has done much, and would, it may reasonably be expected, under 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 Oakwood, 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 into 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 Schools, Llangonoyd (Appendix, p. 351, and suprà, 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 well furnished with apparatus. In these schools books are found by the proprietors, and not out of the school-fund.

In the girls' school I heard 23 read from xii. St. Luke. It will be

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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 instruction from the master in the other school.

They are taught needlework.

The boys' school-room contains maps of Europe, Asia, Africa, America, 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, after pressing them for some time to answer "what countryman was Napoleon Buonaparte?" 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 intelligence 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 suprà, 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 supply 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 entertained 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

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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. It is hard to conceive how anything could be learnt in it. The master, however, had a good command 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 superior 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 he purchased by individuals, each for his own child.

The great fault of the school appeared to be its heterogeneous character - boys, girls, and infants being all in one room, and educated together. Even with such a conglomeration as this, there was no classroom.

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 prevailing ignorance of English. These were old works, and the population about them had been less intermixed with strangers than at Cwm Afon and elsewhere. They were said to regard the compulsory stoppage 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 instance. 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. The classes did not appear to he 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

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above the 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 made of the boys. On my return I heard 13 read (from one of Chambers' 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 we see flying about in summer?) They could enumerate no other fish than salmon, herring, flatfish. 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 remonstrated at such a question): 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 can read but indifferently,

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and the girls, employ the morning of Friday in preparing the passage to be read 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 from 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 neighbourhood, "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 "get up" the stories in Herodotus or Livy. The value of such an exercise, both as the vehicle of acquiring a language, of forming the taste, and of habituating the mind to make to itself vivid and definite representations, will be undervalued by those only who most require such discipline.

The girls sew in the afternoon. I found them saying the Church Catechism, very much by rote. They had no notion of idol or graven image, nor why it would be wrong to try and make images of God. In fact, I may say that I never obtain a satisfactory answer on this point. Very few children fail to answer that God is a spirit; but they are unable to connect the idea which this word ought to convey with the 2nd Commandment. I was a long time in getting from them any notion of the word jealous, At last, however, it was partially explained by saying that a person is made jealous when another has something which the first wants. But they were barely able, in following the most palpable leading questions, to apply this idea to the last words of the 2nd Commandment.

In both schools the writing was very good. Accounts seem not to be carried out so well as in the Cwm Afon school. The attendance was said to be improving under the operation of the rule laid down by Mr. Guppy, as mentioned in the Report of Cwm Afon school.

The Company provides everything for the use of the school out of the stoppages from the men's wages, except copy-books; these are bought wholesale by the Company, and retailed at cost price. The parents are now generally willing to provide them; they were not so formerly; they grew pleased, however, with the sight of their children's clean copies, and were so won over.

I may mention that this, like the other schools in the vicinity connected with works, is utterly deficient in apparatus. A few days previous to my visit there had been a reading-lesson about a deer. Not a single boy had seen one; there were no prints; it was found impossible

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to convey any idea of the animal. It is difficult to conceive that the stoppages in these immense works are not sufficient to provide all that ought to be found in the best-appointed schools.

The master informed me that no boy whose name is entered on the school-list had ever gone to work in the Cwm Afon or Oakwood works until he could read and write.

Bryndû Works School (Appendix, p. 354). - I arrived too late to find this school in operation. It is in contemplation to supersede it by a larger and more efficient establishment, to be jointly supported by stoppages from the wages of the people employed in the Brynd[ (H. Ford's, Esq.) and Messrs. Malin and Robinson's works. The valley at the bottom of which these works are situated runs up into the same valley in which Maesteg lies.

Hafod Works School (Appendix, p. 360, and suprà, p. 122). - The present excellent and conspicuous building has been erected at the expense of J. H. Vivian, Esq. M.P., and other rooms are about to be built in a short time for the separate accommodation of girls and infants. The present room has a floor sloping upward from the dais, on which stands the master's desk. The parallel desks are divided down the centre by a partition, so that when the children are in the desks, either to write or receive simultaneous instruction, the boys and girls are separated. When the school is in drafts, they occupy opposite sides of the room.

The master, who appeared a superior man, had arrived only the day before my visit, and was wholly engaged in the process of organization. Indeed, the carpenters were still at work, and the apparatus not fixed.

I was curious to observe in what spirit the scholars would receive their organization. The school was calculated for 250; there were 119 present. It was therefore necessary for the master to habituate them, being so large a number, to act in obedience to his manipulations. When he stood on one of the desks and made one or other of his signals, there was at first a tendency to smile; but the signal not being a thing merely to be looked at, but to be noticed, for the purpose of forthwith doing something in obedience to it, their attention was at once drawn off from what they might deem ludicrous in the signal itself to what they themselves had to do. It was singular to observe how readily the master's collected manner won their obedience. At the same time it was equally evident that if the desired impression was readily produced, it would still require continued effort to sustain it. Both monitors and drafts were ignorant of their relations and duties. If confusion vanished wherever the master's eye fell, it sprang up with equal rapidity as fast as his eye was removed.

To these may be added the following school, which, like that of the Rhymney Iron Company (suprà, p. 151), is connected with works, though not supported by compulsory stoppages:-

Ystalafera Girls' School (Appendix, p. 329). - I visited this school on the 3rd of March. I found twenty-five girls present; each was clothed in a clean white pinafore, provided by the patroness as a school-dress. The space was very confined; but I found the window open, and did not

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perceive the room to be close. It must be so, however, in summer or bad weather. Both the mistress, the children, and the room were very neat. Sewing, reading, writing, and so much arithmetic as could be learnt from the cards on the walls (of which there seemed a pretty good supply), were taught; there were also four coloured prints of natural history on the walls, viz. the dog, the sheep, the mouse, and the ostrich, with accounts of those creatures beneath. I heard eleven read St. Luke, xviii. - knew what prayer our Lord taught his disciples - and why it is called the Lord's Prayer - knew the number of the disciples - and most of their names - it was Judas who betrayed Christ - knew nothing of Simon Peter except that he wept bitterly - were able, however, to tell, in the course of being questioned, why he wept bitterly - recollected the cock-crowing - and that Christ had forewarned Peter of his denial - did not recollect Peter's conduct in the garden - nor could tell why, nor on what night, it was that Peter denied Christ - said, however, that the Jews were going to put Christ on the cross - Christ is the Son of God - came to save us from our sins - was born at Bethlehem - in a stable - in a manger - was the son of poor parents, and a poor man - did not remember any verse proving that - did not know why Herod sought to kill him - nor under what name the wise men inquired for Christ - they were guided by a star - failed to name any other persons whom God informed of Christ's birth - when reminded of the shepherds, one little girl said that they were informed by a star, the others said by angels. The mistress appeared a kind and superior woman; she had considerable tact in devising little rewards for the children, such as occasionally drinking tea with her, and other things which sound more trifling than they are found to be in their effects on the young.

The children were very shy, and would only speak in whispers; they appeared, however, aware of what the questions meant, and did not make the random answers which it is so common to hear in elementary schools. I should say that this was a school doing real good in a quiet unpretending way.

I find the common people, among the thoroughly Welsh, in all the parts where I have resided, anxious to educate their children; not so the lower order in the English districts.

This district lies nearly within a line drawn from Hobb's Point to Tenby, and was planted with a colony of Flemings. It is upon the whole the best-educated* district which I found in the counties assigned to me. There are good schools at Redberth, Carew, Pater, Warren, Stackpole, and Lamphey, which, although not all of them included within its limits, yet are all available for some portions of it. The schools at Warren and Stackpole are maintained by the Earl of Cawdor

*Sc. Has the greatest proportionate number of good day-schools.

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on his own estates. The portions most unprovided with schools are those lying between Pater and Angle, about Cosheston, and between Tenby and Lamphey. There are in this hundred a greater number of resident gentry and proprietors than in the purely Welsh parts. On one side, the dockyard at Pater affords extensive employment, and tends to raise wages; besides being a centre from which habits of regulated industry and improved applications of labour to the various purposes of life must be, to some extent, circulated among the population. At the other extremity, the strangers, who either reside at Tenby or frequent it as a watering-place in the summer, not only circulate a good deal of money, assist local funds, and exercise much private charity, but also (which is of far more importance) help by their presence to break through that feeling of isolation in which the lower orders of Welsh throughout remoter districts too complacently hug themselves.

The hundred of Castlemartin and part of Roos is familiarly called "Little England beyond Wales". I found in the purely Welsh parishes about St. David's that a Roos or Castlemartin man was spoken of in much the same manner as we do of a Yorkshireman.

The borough extends into the parishes of St. Michael's on the east, St. Mary's on the north, and Monkton or St. Nicholas on the south and west. Pater or Pembroke dock is made a district out of St. Mary's parish.

At the time of my visit the only school of public institution in the borough of Pembroke for the poor was the National school hereafter reported. A British school was being talked of, and a committee had been formed, At a public meeting, recently held, the sum of £200 had been promised to be paid by instalments of an equal amount during the ensuing five years. In the address of the committee it is stated, as ascertained by a canvass from house to house in Pembroke and its immediate neighbourhood, that there were upwards of 500 children without even a nominal education. In these canvasses, however, children of all ages are included under 15, and Sunday-schools are not taken into account. The Rev. Mr. Davies, Independent minister of Golden, near Pembroke, considered that in and about Pembroke there was a general carelessness on the subject of education, and that, as regards religious knowledge, the people were inferior to those in the Welsh districts. The Sunday-schools are fewer, and worse attended. This inferiority would particularly apply to that part of Pembroke and its vicinity which lies in Monkton parish to the south and west. The range of the good day-schools at Stackpool and Warren (cf these parishes in Castlemartin hundred, suprà) hardly extends as far as this district; but the eastern side is, to some extent, within distance of the school at Lamphey, and the northern within that at Pater. The superiority of these day-schools compensates for the absence of Sunday-schools.

The condition of the population improves in proportion as they come within the influence of the dockyard. Pater exhibits all the symptoms of a thriving and active place. Besides the National school there, I found a large British school-room nearly completed. In the opinion of one of the promoters of the latter school, there was still a vast mass

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of children in Pater not receiving daily instruction. Supposing primary education to be established in Pater upon a sufficiently wide and satisfactory basis, the promotion offered by the dockyard school for apprentices is admirably calculated to maintain and raise its standard. It might well be worth while considering how far some local and officially recognised connexion might be established between the two. The prevalent and popular feeling, at the time of my visit, was, that apprenticeships were obtained by political interest.

I had some conversation with the master of the Apprentices' school, apparently a most intelligent man. He said that it was difficult to realize, except by experience, the backwardness or rather utter absence of secular education in Wales. He found his own exertions, as head of a secondary school, in considerable measure crippled by it. The vocabulary and ideas of the great majority who came to him were limited to such as expressed nothing beyond a few religious notions, and the immediate objects of the sphere in which they had moved. The style of the Scriptures, their only reading-book, did not enable them to read with intelligence the most ordinary work upon subjects of common information. Such was the experience of a man who was coming into daily contact with what are rather the élite of the Welsh labouring classes in an English-speaking part of the country.

National Schools. - I visited these schools (for boys and girls separately) on the 18th of January. The school-house, which is of two stories, is built against the hill on which the barracks stand. The ground being higher on one side of the buildings than on the other, rooms which appear from the front to be upon the ground-floor appear from the back to he upon the first-floor, and those which from the back appear to be upon the ground-floor from the front are underground. Hitherto the two schoolrooms have occupied the upper floor, one at each end, with separate entrances, and the master and mistress have lived on the ground-floor; a change was, however, being made by which the whole of the upper floor will be appropriated to the boys' schoolroom, what is now the master's house converted into a girls' schoolroom, and a new house for the master erected on the east side or the present range. The ground at the back is terraced, and contains the master's garden, the outbuildings (which are very inconvenient), and a small enclosed yard for the children.

Boys' School. - I was present when this school was opened for the day. A hymn was sung, having been first repeated by a couple of lines at a time from the master's dictation. The prayers were few and short, and the manner of the children very good. The numbers present at prayers were then taken; such as had arrived too late for the commencement were admitted into the school and noticed. The business of the day began (in the senior class ) with a spelling-lesson conducted by monitors: this lesson had been learnt at home. Places were taken, and general animation prevailed. The same class next read a chapter from the "History of England", published by the Christian Knowledge Society, about William Rufus. They then spelt and explained different words occurring in it. The mode of spelling followed was for each boy

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to repeat a syllable of the word; when each syllable had been in this way repeated separately, the next boy repeated the entire word; the succeeding boys spelt and repeated the word syllable by syllable, and then the entire word, in the same manner and order as the preceding ones had repeated it. The master contrived to put into this lesson a few etymological remarks on the composition and derivation of words. Kings and Queens are crowned in Westminster Hall - did not know what other courts are held there - remonstrance means when a person's doing wrong to try and bring him back - infidels are those who believe in many gods - those who believe in none. The writing from dictation which followed was in general well done. The boys change slates; the passage given is then gone over word by word.

In the lesson of religious instruction the senior class said that forgiveness is the same as free pardoning - sin is the transgression of the law, St. Paul tells us so - Christ alone can forgive sins - two things are required in the Christian life, repentance and faith - defined faith from the Epistle to the Hebrews - repentance was preached by John the Baptist - the proof of repentance is fruits, i.e. good works - the Sadducees denied the resurrection - knew how St. Paul took advantage of this circumstance when he was brought before the council - it was the resurrection of Christ which would engage the feelings of the Pharisees in favour of Christianity. Repeated a good many verses from the 15th chapter of 2 Corinthians illustrative of the resurrection - stated several respects in which a grain of corn when sown resembles man's mortal body - explained correctly the mode in which the fifth Commandment was abrogated by the Jewish traditions - gave correctly the reasons why Chorazin and Bethsaida should fare worse at the last day than Sodom and Gomorrah - quoted (upon suggestions) the verses respecting the different measure of punishment which the servant who knew and the servant who did not know his Lord's will should receive.

The 12 monitors all read extremely well, and answered with much intelligence various questions from early English history. They gave a tolerably exact definition of murder, distinguishing it from other kinds of homicide - of the several parts constituting a court of common law - of the number of the jury and meaning of their name - of the constitution of Parliament - of the consents necessary in enacting a law - of the mode in which the Queen shows her consent - of some points of difference between the Houses of Lords and Commons - of the duration of Parliaments. On my asking, Who was head of the Church of England? they said, Jesus Christ. The temporal head? - The Archbishop of Canterbury. It appeared strange to them when I named the Queen. They persisted also in saying, that the judges are appointed by Parliament.

In arithmetic they reckoned mentally, employing Practice, with great quickness. A Rule of Three sum was readily worked on the black board; and 6 4/8, 9½, 2 4/7 were reduced and converted by them backwards and forwards in such a manner as to show that they understood the principles of fractions.

I attended a little to some of the other classes while at their work. They appeared to me to be going on well.

The master had a good method of conducting the school. All the

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scholars were kept employed. The work went forward with that apparent ease which betokens previous care. I am the more led to notice the effects of system in this case, because the master's manner appeared to me at times rather confused and nervous, such as, if he had nothing to rely upon but his personal influence for the moment, was not best calculated for maintaining in such excellent discipline so large a school.

Both the master and members of the committee expressed their want of an infant-school (cf. the number of dame-schools in Pater). The presence of so many little ones was retarding the advance of those scholars who were more fitted for a day-school: for this inconvenience, however, provision had, in some degree, been made by the master. At 10 o'clock the little ones leave school, and go into their yard for 10 minutes. This arrangement at once avoids much confusion from their constantly wanting to go in and out, and leaves a quiet interval for the master, during which he takes the monitors and head class, drafting other boys as monitors for such classes below the first as remain in school.

Several pieces of part music were nicely sung. The boys kept time, when necessary, by manipulation. Some of the songs appeared to me excessively childish - mere baby-rhymes, only fit for a nursery.

After the monitors had collected books and slates, and given in the numbers present of their several classes, some explanations of absence were asked, and the school, class by class, dismissed.

The master is very judiciously allowed to take a few scholars from a superior class, who pay at a higher rate than one penny per week: no difference is made between them and the other boys in school. By this arrangement, the master's salary and the tone or feeling and manners among the boys are improved. There can be but little doubt that a well-regulated public school of this kind offers advantages for education (except a classical one) to the children of the middle class far higher than are open to them at the more expensive private schools, and even grammar-schools, to which they have hitherto been sent.

The Rev. F. G. Kelly, Incumbent of the district, and two lay members of the committee, Thomas Pretious, Esq. and Lieutenant Weatherley, R.N., of the Royal Dockyard, are indefatigable in their attendance and supervision of the schools.

The school has some tendency to become, not by any arrangement directed to that end, but by the nature of its position, a preparatory school for the apprentices' school in the Royal Dockyard. Many of the scholars are, of course, the children of shipwrights, and, as such, eligible to be apprentices. The new regulations of the Admiralty, by which a suitable field of promotion is open to talented and deserving apprentices, cannot fail to carry a stimulus into every stage of their education, and therefore into the earlier, which is conducted in the National or other schools, as well as into the later, for which a separate school is provided.

The four boys beginning to learn linear drawing showed fair promise.

The admission book is kept in the following form:-

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Besides the admission book there was one of daily attendance.

Girls' School. - I was present at the opening of this school in the afternoon. The girls entered in the most exact order, one after another, class by class, very slowly and quietly. They began by repeating Grace after Meat. The afternoons are given up entirely to sewing, excepting the teachers, who sew with the rest from half-past 1 to 3, and from 3 to 4 cipher and write.

I heard 24 girls read the 5th chapter of Acts: when the verse ended without a full stop, they read on to the next full stop. They read slowly, distinctly, and well. They also answered questions in a satisfactory manner, especially the senior teacher, who appeared to me in every way qualified to make an excellent schoolmistress. The mistress gave them a vivâ voce lesson in geography from the Map of the World at my request. They appeared conversant with the position of the different countries of the earth, and could point to capitals and other notable places. A few sums in the compound rules were rapidly and correctly worked both on slates and mentally. The second class wrote each some little scriptural story or passage from memory (on the whole) very fairly. They sang in very good time. Nothing could exceed the neatness and regularity which appeared to pervade this school.

Talliaris Schools for Boys and Girls (Appendix, p. 231). - I visited these schools on the 9th of November. They are held in very excellent and commodious buildings. Everything about them was in the best order, and the children tidy and well-behaved. They were founded and endowed by the late Robert Peel, Esq. of Talliaris, and are actively and constantly superintended by the Misses Peel. They are conducted, very strictly, upon Church of England principles. The instruction given does not extend beyond reading, writing, arithmetic, and religious knowledge; together with sewing, etc., for the girls. Thus much, however, appears to be conveyed in a sound and satisfactory manner. Although grammar is not entered as a subject professed to be taught, yet the children are taught English (it may be said) grammatically, through the medium of Welsh, by books of short sentences in each language, which they are practised in rendering from one to the other: without something of this kind the English Scriptures can be read with little comprehension in Welsh districts like that round Talliaris. The patronesses have provided a very good collection of Scriptural prints

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for the use of the school, and find them of great service in teaching. The master (though not trained) seemed rather a superior man. I found the children in both schools fairly proficient. But religious instruction occupied too large a place, altogether excluding secular, except such as is purely instrumental.

Edward Romilly, Esq.'s School (Appendix, p. 322).- I visited this school on the 12th of March. It is held in the old church-house. The lower room is used for the girls to sew in; the upper is the schoolroom. This latter is fitted with a gallery (which covers more than half the floor), and is well supplied with maps and prints, but is confined in space.

I heard eight boys and thirteen girls read from the Irish Society's Third Class-Book, p. 65, about Whirlwinds. They were not very quick in telling me how many years had elapsed since 1669. Knew the position of Northamptonshire, the Dee, the Thames, and the Tyne. Speaking of wheels, they gave the words "axle-tree", "circumference", "centre", "radius", in answer to descriptions of them. 100 yards = 300 feet. Knew and could describe the meaning of "latch", as distinguished from "lock"; "spent" (applied to a storm) means "over". Houses are roofed with straw or slates; did not know the word "thatch"; slates are dug out of the earth, and are prepared artificially; the place where they are dug is called a mine or pit; did not know the word "quarry". India is in the south of Asia; it belongs to the Queen of England: her possession has not always been peaceable; some great battles had been fought there lately. Another expression for "considerable rapidity" was "great quickness"; "secured" (applied to a tent) meant "fastened"; a tent in Scripture is sometimes called a tabernacle; in the Jewish tabernacle was the ark, in which was kept the law, written on two tables of stone; were not able to give such a definition of the word "ark" as should include both the ark now spoken of and Noah's ark. The source of a river means the beginning of a river in a mountain; on being asked for a word expressing this idea, which would rhyme with "mountain", they gave "fountain". The Nile flows through Egypt, and is the only Egyptian river; it overflows its banks. Natural peculiarities of Egypt are, that there grow seven ears of corn on one stem; there is not much rain there; the Nile has seven mouths; a great port near one of them is Alexandria. I pointed to the print of a camel; he is well fitted to traverse the desert by the elasticity of his feet; those companies of merchants that cross the deserts are called caravans, and the places where they rest caravanserais. (One little girl said that these companies were called Ishmaelites. On my asking her what made her say so, and what Bible story she was thinking of, she said at once "Joseph".) The camel is also well fitted for the desert because he can carry so large a supply of water; his master sometimes kills him for the sake of this when he finds the fountains dry. The Ishmaelites are now called Arabs; when Joseph was sold, they were carrying spices down to Egypt; the Egyptians exported corn in exchange. Had not realized the idea of how the nations of the earth are bound together by the necessity of exchange; nor why God, who clothes all other animals (I pointed to a bear) according to the climate in which they are to dwell, has sent man

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naked into the world (Paley's argument), In both cases, however, they knew enough to enable them to follow rapidly a series of leading questions; and they evidently exhibited the pleasure which always arises from a new idea thoroughly seized. Connected with Persia, they gave me the story of Daniel; and knew what the Bible tells us about Cyrus and Darius.

Varty's Registers for admission, attendance, and school-pence, are regularly kept.

I saw a letter written by one of the boys to the patroness, without any assistance. It was very well done. I do not recollect another instance of this excellent practice, except at Uzmaston in Pembrokeshire. School broke up with a hymn and a short prayer; the latter was a very good one, and such as children could follow, which I rarely found to be the case with school-prayers.

Sunday School. - I saw the same children assembled on the following day (Sunday, the 13th of March). The Sunday-school is under the more immediate direction of the incumbent. The children gave a very fair account of the Sacraments, principally from the Catechism. The worshippers of false gods are called Heathen - Idolators; there are some who are not Christians, and yet not Idolators, as Atheists (who believe in no God at all), Jews, and Turks. (This last answer was made in reply to a geographical description of Turkey by me.) The Turks are Mahometans; Mahomet was their prophet; he lived in the seventh century after Christ. They were asked to name the lessons for the day, morning and evening, which they did. They repeated, each of them, our Lord's confutation of the Sadducees. The children sang a hymn, and then went from the school to church. On Sundays the younger children occupy the lower room.

In these schools real education is at work. The only point in which I noticed a deficiency was arithmetic. Considering their progress in other subjects, the children, as will be seen from the table, were backward in this. It is also remarkable that, with one exception, the most proficient scholars were girls. I annex a time-table of the school:-

9.00 Children assemble; hymns and prayers,
9.30. Reading in classes.
10.00 First and Second Class: writing, Third Class: lesson on objects.
10.45 Marching round playground.
11.00 Reading - Bible, and questions or Catechism.
11.30 First and Second Class alternately: geography, grammar, dictation, lesson on objects. Third Class: writing on black board.
12.00 School closes.

Assemble at half-past 1 in winter; 2 in Summer. Singing lesson.
2.30 Arithmetic. Girls go down to work.
3.00 Reading in classes.
3.30 Marching round playground.
3.45 First and Second Class: writing or drawing. Third Class: gallery lesson.
4.15. First and Second Class: gallery lesson. Third Class: black board.
5.00 Prayer, and discharge of school.

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Redberth National (Sunday) School (Appendix, p. 437). - I visited this school on the 4th of January.

The school was commenced by the patroness, who called over the names, and marked down those present. She then read the 5th of Dr. Watts's Hymns, and asked, "For what we thank God in it." It was then sung very well, the patroness giving it out verse by verse. There is only one service in the church on Sundays: the Sunday-school in reality forms a second service. After the hymn, the master of the day-school read the Collect for the second Sunday in Advent, the Lord's Prayer, and the Benediction, all present kneeling and repeating the Lord's Prayer after him. The children then commenced their work in classes.

I heard the day-schoolmaster and a class of eight boys engaged upon the first chapter of Genesis. He questioned them exceedingly well. The following answers were given to his questions:- Genesis meant creation. In asking for the work of each day, he required answers in their own language, saying, "How would you tell a man if you met him on the road, and you had not your Bible with you?" Firmament means heaven - referred to the first verses of Genesis, and the expression Let us, to prove the Trinity - correct answers were given to his questions on this head - mentioned that we do not find any solemn expression like Let us in connexion with the physical creation - though three persons, there are not three Gods - "in God's image" means "holy" - there is no image of God - God is a spirit (in answer to me) - The second commandment forbids us to make images of God - the next recorded sin to eating the forbidden fruit was the murder of Abel by Cain - there was no sixth commandment then - yet it was wrong - and Cain knew it - by his conscience - by which, as well as in his written word, God speaks to men.

The class of girls taught by the patroness had just finished reading in the Old Testament about Moses conversing with God. On my asking for some similar glorification of Christ, they mentioned the Transfiguration. I heard them say the Church catechism very well, and they seemed to understand it more than is usually the case. They answered a variety of questions from the New Testament, in general very well and intelligently. Two junior classes of boys knew the meaning of several words which I asked them, and seemed not to be taught by rote. The books were then collected. Before separating, the patroness read to the school an answer from the secretary in acknowledgment of their subscriptions for the Church Missionary Society in the preceding year. They had raised 30s. The patroness, from the words of the secretary's letter, asked for the anecdote of the widow's mite, which was correctly given. She also mentioned that, but for the subscriptions of those who had never seen them (meaning those present), she could not have raised or maintained the school. It was their duty, so far as they could, to do the like by the heathen. They could not explain the word appreciate, for the meaning of which she asked them, in the secretary's letter.

The school ended with prayer and singing.

Altogether this appeared to me to be a truly excellent school, both in spirit and discipline. At the commencement, the patroness had to form her teachers as well as her school. She took the class of men and lads herself. I saw a very respectable-looking collier in the school,

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aged 34, who is now a teacher, and had learnt to read at the same time as his little son.

Uzmaston School (Appendix, p. 404). - I visited this school on the 7th of January; it is constantly superintended, and in great measure supported, by the Misses Acland, of Boulston, and the Rev. S. O. Meares, the Incumbent.

The school-buildings, at the time of my visit, consisted only of a thatched mud-hovel, which was made into a single room, calculated to accommodate in winter one-half, and in summer one-third of the children resorting to it.

The master, besides being trained for six months at the Sanctuary, had been previously instructed for 18 months by the Rev. S. O. Meures. His training in London, including travelling expenses, had, by his own meritorious economy, barely cost £20. 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 the normal schools. The master of the Uzmaston school appeared to have made the most of his advantages.

The inside of the school-building was fitted up so as to turn its narrow dimensions to the best account. There were galleries of desks and benches along the walls. The centre was left free for the master and monitors to move about in, and employ the black board. There were maps and cards hanging up. The master's desk had to be pushed into a little corner at the upper end of the room. Everything was very neat and orderly.

I gave each child in the first class (20) something to write from memory on their slates. In this manner I had written out the 4th Commandment (correctly) - Duty to God (with a few omissions) - the 2nd Commandment (nearly right) - the Lord's Prayer (ill-spelt and incorrect) - the Creed (right) - an account of Christ's birth and death (each very nicely done) - Christ's resurrection - an account of St. Paul (exceedingly well done) - Cain - Joshua - David - Saul - Solomon - Samuel - Samson - St. Paul's conversion - Lazarus. For the most part these questions were exceedingly well answered.

The master questioned the second class (21) in geography, pointing to the map of the world. He did it with spirit and intelligence. No one in this class could find Palestine on the map. A boy from the head class came and pointed to it, and also to Greece. The second class read xii. St. Luke - sixteen of them with ease. The master questioned them very satisfactorily on what they had read, showing considerable tact in eliciting answers, and in illustrating, without lecturing. They repeated some verses from xxv. Matthew correctly, to prove that the Son of Man will judge the world - we don't know when - God knows when - because He knows all things. One of them repeated the 2nd Commandment, but put in and left out many small words.

The first class read Acts xvii. 22, all of them with ease - "haply = perhaps; winked at = left to pass by." The master questioned them as before. Such questions as were proposed in arithmetic (viz. in Rule of Three, Practice, and Fractions) were well answered. They also answered a few simple questions from early English history.

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Some of them knew the signs, and could add and subtract algebraical quantities. While the master collected the slates the whole school was repeating "9 times" from the multiplication-table simultaneously. When he had done, he rang a little bell three times, at intervals, a single stroke at each. It had the effect of producing the most profound silence, - then followed a prayer and the Evening Hymn. The school broke up with as much regularity as the crowded space admitted of.

There is a clothing club attached to the school - the pence are paid on Sundays, and are doubled at the end of the year by the patronesses - this forms an inducement to attend the Sunday-school regularly. No general permission of absence on religious grounds is ever granted. There is a lending library (Chambers' volumes) attached to the school, and another at Cartlet; besides which, the patronesses lend books to the poor at Boulston.

The children were clean and well clad, and the master seemed in good spirits and fond of his work.

Just before the Christmas holidays the children had been set to write letters (without assistance) to Miss Acland, on the occasion. I saw several of these letters. They were quite different enough from each other to mark them as really original. They exhibited, for the most part, a very pleasing proof of minds and feelings moved in a good direction. One, written by the same boy that gave so good an account of St. Paul, was a very creditable performance. It was very simple and unaffected.

The school required and deserved a better building: subscriptions were on foot, and grants hoped, for the purpose.

The school registers were very well kept. They included registers of admission, attendance, employment, clothing club, and weekly pence, a visitors' book, and a time-table. I annex the last (see p. 184.)

Paskiston, Pembroke, January 5, 1847.

Ten years ago, when my father came to reside in this parish, where he possesses an estate and is the only resident landowner, I was anxious to get established, at least, a Sunday-school, which was effected by the co-operation of others and of the family of the Rev. Mr. Holcombe, the late rector. The population of this parish is under 600 souls; we average between 40 and 50 children between the ages of 5 and 16 years, principally between the ages of 7 and 14 years, at the school; the whole number of children between 5 and 16 years of age in the parish being, I should guess, about 70 or 80. The teachers at present are the Rev. Mr. Bowling, the rector, Mrs. Bowling, another lady, and myself, besides a paid schoolmaster.

The fortune of the school has continued almost the same, though with a little variation. At first it was a novelty, then it was treated with indifference, but now I fancy in some instances I perceive the indifference wearing off. But still the parents seem to consider education - or, I should rather say, the mere prelude to education, such as

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[page 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 influence and management to keep the affair together. The parents, however, are always very particular in sending their children neat and clean, and want of shoes and clothes is the most fertile cause of occasional absence.

I need scarcely say, that during a couple of hours once a-week 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 explanatory 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 sometimes found that a vivâ 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.]

I am induced to print, verbatim et literatim, the following characteristic 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

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, will come to good consequence to the Welch Nation.

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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 the countrys one here and one there. The major part of the welchmen, not knoweth in what quarter of the world they live? this thing I think is very true.

In 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 ddrg fe roddwyd iddo
    Fe'i marchnattodd hwy yn iawn
Ae o'r deg fe'i gwnaeth hwy'n gannoedd
    Cyn maihludo 'i haul brydnhawn.†

Sir, Please to excuse my vulgar english writing became 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, ...

The Presbyterian College (Appendix, p. 287) in this town was originally confined to Presbyterians (i.e. Arians and Unitarians) and Independents. 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 denominations: 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 religious opinions, the testimony of two respectable ministers being deemed

*The Rev. Wm. Williams, Pantycelyn.

†Ten talents were given him,
    And he traded with them well,
And out of the ten he made them hundreds (literally)
    Ere his sun set at eve.

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a sufficient guarantee on that point. He is required to be able to read the Greek Testament and Virgil with some degree of readiness, ann must know the common rules of arithmetic, including fractions, decimals, 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: £10 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 belonging 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 those on the foundation, 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 Carmarthenshire, 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 fireplace, and the master's desk, occupy the little remaining space, opposite to the end at which you enter. Dr. Davies much regretted that the unprotected situation and narrow dimensions of his isolated schoolroom 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

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he had received from the Rev. J. Pye Smith, D.D., LL.D., F.R.S., F.G.S., etc., 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., etc., Brighton; Alfred Day, LL.D., Bristol; the Rev. W. Smith, LL.D., Ph.D., Highbury College, London. The terms range from 15s. to 42s. per quarter: the school was established 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, etc.; but chiefly of farmers' sons, who come for an odd quarter or two, to eke out the scanty stock of knowledge acquired at the common schools; particularly such as are going to follow trades in which some knowledge of the higher parts of arithmetic, or practical mathematics, are required, such as builders, carpenters, 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 prepare for the instruction which he intended giving in the next winter. Now, however, that the normal school is opened at Brecon, such persons more naturally direct themselves there. I think, however, that in this point of view Dr. Davies'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 of ten 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 2½ 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 no day scholar in it from the neighbourhood, except the children of the promoter.

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Wesleyan Day-schools, Cardiff (Appendix, p. 368.) - Attendance on the Sunday-school is not enforced, neither is the Wesleyan Catechism on such as object 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 committee?" - 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, etc.,
    JAS. GRIFFITHS.

St. David's, February 13, 1847.

SIR,

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-

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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 Tabernacle 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, etc.,
    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.)

PARISH OF LLANWRDA. - The Free School below reported is intended for the benefit of the parishes of Llansadwrn 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 Lausadwrn 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 had 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 [c4.5km] 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 Letitia 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

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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 Commandment, nor whether there was any other way of breaking the sixth Commandment, 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. 6d., not asked as a question, but given as a sum. Not one reduced correctly £20 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 because 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 in 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 CONWYL 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 appointment 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 £2 2s. which is paid on account of a farm called Pen-allt-ddu towards expenditure or repairs; he told me that he expends from 5s. to 10s. 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 consisted of two tables and a few benches, all in a bad state of repair; the

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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, but 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 constitution 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 4s. per week with food, and 6s., 7s., or 8s. 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 6d. 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 [13km] apart.

As matters stand, the poor of Treleach have a better chance of education 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 Llanybyther 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

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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, helpless 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; I 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 suggestive 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 = 1s.; 20s. = £1.; 2 sixpences = 1s.; 4 sixpences = 2s; 5 sixpences = 2s. 6d.; 10 sixpences = 5s.; 21d. = 1s. 9d.; 7 x 9 = 63; 8 x 8 = 64; 5 x 7 = 35; 8 x 6 = 48; 9 x 12 = 108; 100 - 11 (could not tell without the slate, and then were three minutes in discovering) 89; 100- 17 = 82; 100 - 18 = 29; 57 + 65 + 72 = 294 (with the slate.)

The second class (3) were reading in Ephesians! - not that this much matters while the Scriptures are merely used as a reading and spelling book.

The children spelt with readiness and accuracy "general - receive - believe almighty - brightness - light - deliver", but no one could give any meaning in Welsh or English for "deliver".

We were living in Wales, in the county of Carmarthen. England is nearer than Ireland. We must cross the water to get to Ireland. The Queen rules over England; is not married (the master said "Yes"); her husband is the king; she lives in London. London is in another country, but could not say in what.

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Both the Vicar and the master declared that the children knew more than they answered; I think that they did myself. But of their utter incapacity of adapting an answer to a question, and their ignorance of English, there could be no doubt.

Although my visit was expected, I only found 35 children present. The attendance appears to be most irregular; of the 72 children said to be on the books, 23 were absent every day during the week before my visit, 3 were absent 5 days, 4 were absent 4 days, 5 were absent 3 days, 13 were absent 2 days, 4 were absent one day, only 4 were not absent at all, and 1 was ill. Of the first number (23) no less than 10 had not been in school since July last, 1 since August, and 2 since October. Some of these must, I suppose, have left the school, but the trustees had not removed their names or supplied their places.

Besides that, the master does not reside at the school-house as he is required by a bye-law to do (for which irregularity a reason is given at p. 633 of the Commissioners' Reports). There are several other discrepancies between the founder's intention and the present state of things, e.g. -

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Such of these omissions as respect school prayers and public worship are perhaps unavoidable from the mutual jealousies of so large a body of trustees differing in religious opinions. But such of them as impair or curtail the instruction afforded by the school are attributable to pure neglect, and this neglect arises from a very narrow and (in my opinion) ill-advised interpretation of the founder's will. The will provides that the master shall not be suffered to teach any other scholars (than the charity scholars) to the detriment of the said school, whereby the said charity children may be neglected. Again, there is a bye-law which renders the child of a man ineligible to be upon this foundation who pays more than £10 per annum in rent, and the invariable impression in the parish has been that the master is not permitted to take any pay-scholars, nor has any of the masters ever attempted doing so. These two last provisions, coupled with the qualification of trustee, effectually prevent every trustee from having by possibility any personal interest in the school. Their own children can never resort to it, and the trustees are not of a class to take any very extensive views or energetic steps for the benefit of others; but these same men could, and probably would willingly, pay from 5s. to 10s. per quarter for the education of their own children at a good school. The will does not prohibit pay-scholars absolutely, but sub modo. I can see nothing to prevent the master's being allowed to take a limited number of pay-scholars. By this means the school would be opened to the sons of the respectable farmers, and they would then have a direct interest in raising its standard, whether by stimulating the present master or nominating one more efficient. The children of the poor would share in the benefit. The clergyman, being an ex-officio governor, with the power of appealing to the Bishop as visitor, would be their natural protector to see that they were not neglected.

Llangendeyrne School (C. C. R., p. 658). - The school-room, which is built in the church-yard, and its furniture, are out of repair, and the room is too small. The master has kept the school with great satisfaction to the parishioners for the last 36 years, and not less than 2600 children are said to have been under his instruction during that period. There are many farmers' children in the school, most of whom are above ten years of age. The copy-books did great credit to the master and scholars.

The answers given to scriptural questions, and in English grammar and arithmetic, particularly the latter, were very satisfactory; I met no better arithmeticians in any one of the schools which I visited. The master provides stationery for the 30 charity-scholars out of the annual sum of £20 6s. 3d. which he receives from Mrs. Goldfrap's endowment. Last year the trustees had to be changed, which was a loss to him of £27. The legal expenses were paid out of the interest of the charity-funds, and absorbed not only that year's income, but £6 13s. 9d. besides.

(Signed) WILLIAM MORRIS, Assistant.

PARISH OF NEVERN. - This parish is endowed with a charity called Rogers's Charity, an account of which is given in C. C. R., pp. 692, 693. The Vicar put into my hands the following statement and the recommendation respecting this charity. The statement coincides with that given in the Commissioners' Reports. The recommendation is, I think, highly expedient, but I see no means of legally carrying it into effect:-

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Copy of a Will. - William Rogers, of Kensington, in the county of Middlesex, gentleman, in and by his last will and testament, bearing date the sixth day of June in the year of our Lord 1806, among other things, 'gave and bequeathed unto the minister and churchwardens of the parish of Nevern, in the county of Pembroke, and their successors for the time being, for ever, £800 stock in the 3 per cent. Consols, to be transferred by his executors thereinafter named within six months after his decease, and the interest and dividends to arise and be received therefrom from time to time. It was his will and desire that the same be laid out annually in manner following: - one moiety thereof in good beef, and the other moiety thereof in good barley; and the same to be distributed on every St. Thomas's day in every year by the minister and churchwardens for the time being of the said parish of Nevern to and among the poor of the said parish.'

The Commissioners of Inquiry into Charities recommend that in future the Rogers's charity should be confined to those poor not receiving parish relief, and that it should be given not indiscriminately to all who are in want, but to those who have rendered themselves deserving of it by industry and good conduct.

JOHN WRETTESLEY,
C. H. CAMERON,
Commissioners of Charities.

Newport, Pembrokeshire, Oct. 1st, 1833.

N.B. The above charity, although given away in the very best manner possible, according to the judgment of the minister and churchwardens of the parish of Nevern, is found to be the cause of more wrangling and ill-will in the parish on St. Thomas's day than in all the other days of the year put together. Whatever good or benefit the donor had in view when he made his will, the minister and churchwardens have not been able to find out that the distribution of the beef and barley has been of any benefit whatever to the individuals receiving the charity, save and except for one day only. Last year £22 worth of beef and barley was distributed to about 150 families, none of whom were contented with what they received.

The minister and churchwardens, and it may safely be added the parishioners also, would be glad if the interest of the money mentioned in the above will could be paid towards supporting a schoolmaster in the parish for educating the children; and they will thank the Commissioners of Education to take the subject into their consideration, and report to them their opinion on the case.

(Signed) JOHN JONES, M.A.,
Vicar of Nevern, Pembrokeshire.

January 26th, 1847.

N.B. The parish of Nevern contains 14,522A. OR. 13p. of land; it is an agricultural district; population very poor; and there is no endowed school in the parish; and there is no one to contribute towards the maintenance of a schoolmaster. - J. J.

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places, showing not merely the laths and rafters, but also, here and there, the sky. Light is admitted through dilapidated windows in the roof, which begins to slope, almost from the floor. The floor was covered with sawdust (a common practice in the neighbourhood), and also spit over in all directions. The room and the approach to it reminded me of the sort of place usually hired at a country fair by a conjuror or low showman. The boys sat at long desks round the room, wearing a prescribed uniform - long blue coats with red collars and cuffs, red waistcoats, corduroy breeches, worsted stockings, and laced boots. This costume was not in all cases complete. Some of them had it all except the long coat, instead of which they wore their own short jackets; others had the long coat with their own tattered trousers. The result was very comical. All the arrangements appeared to be the conventional ones of the most old-fashioned charity-school, such as one would see them in a picture.

On entering the school I found it a perfect Babel of stunning noise. The boys were said to be learning to read their lessons. This was performed by each boy's reading it over, for himself and on his own account, at the top of his voice. When 25 boys were doing this at the same time, each at a different verse, the din may be imagined better than described.

The master had just parted with most of his senior pupils, and had not had time to classify his school since the recent admissions. He seemed an intelligent man.

The 25 boys whom I heard read the 12th chapter of St. John did so for the most part very fairly, and answered scriptural questions by no means ill. Some of them also acquitted themselves creditably in arithmetic, knowing some little of Practice, and employing it in mental calculations.

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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 population. 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. According 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 children, 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,

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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 [to a certain extent] 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 county of Brecknock there are no less than 29 parishes with a 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 a nature so thoroughly immeasurable and yet so certainly operative, that I refrain from any statistical conclusion or precise estimate 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:-

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 practice to give a child half or even a quarter of a year's schooling.

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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.

The belief is very general among the parents that the benefit of schooling bears a precise proportion to the amount of days, or 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 Builth, on this subject); and the master spoke of it as a very natural arrangement. Almost the only schools where the stay is prolonged are those like Mrs. Baskerville's at Clyro, where clothes as well as instruction are given.

There is another reason why statistics fall short of the truth: 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 of age, 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-schools 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-estimated 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 Lordships' 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

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county of Brecknock 42.2 per cent only of the whole number being educated, are girls; in Cardiganshire, 33.6; and in Radnorshire, 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 arithmetic 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 Radnorshire.

There is a marked disparity between the number of children at school in the towns, compared with the rural districts. Taking 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 denomination of adventure or private schools, according to the statement almost invariably made that the school was unconnected with

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any particular religious congregation. The distinction between Adventure and Dame schools is not always easy; there are several Adventure schools in my district where the instruction is perfectly on a par with that of Dame schools. It must, therefore, be remembered that 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 connection with the Church from those not in connection with it.

The total relative number of the different schools, therefore, is as follows:-

This includes the entire income of 90 schools in Brecknockshire, 94 in Cardiganshire, and 41 in Radnorshire, or 225 schools out of

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the total number of 240, and including all the richest schools. The average incomes will be seen by the following Table:-

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 Meyric, 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 Dü, 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 clergymen's and farmers' sons to be within the scope of my inquiry.

There is room for much comment on the manner in which endowments 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 for 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

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£25 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 Archdeacon 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 competent persons. Whenever a schoolmaster belonging to this charity 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 schoolmasters 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 Secretary 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.

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 £43 subscribed by the latter the former contribute £100; 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 liberality 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 Llandygwidd, 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

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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 still require at the very least £60 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 inadequate, 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 £60 for each school would require £14,400 per annum, being £8,718 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 maintenance of good schools.

An effort has been made by the National Society, through the medium of the exertions of Sir Thomas Phillips in the southern 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, or means among the people themselves, to support schools adequate to supply the existing necessity. Other aid is requisite."

"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 school masters and properly trained would be more easily satisfied than strangers; and I think a salary of from £40 to £50 would amply suffice. I think there are no means short of public ones of effecting a supply of such masters. 1 am satisfied there are no local means of doing so."

"It appears to me to be the imperative duty of a wise and patriotic legislature to encourage and facilitate, to the utmost of their power, by

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public grants, and public patronage and advances, the education and instruction of the people committed to their care."

"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 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."

"I certainly do think Government aid desirable."

"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 £40 to £70, according to local circumstances."

"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 establish; they are now looking with anxiety for fresh means to enable them to do so."

"As regards the parishes in Radnorshire where a system of absenteeism 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

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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 devoid 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?"

"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 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 themselves of the good education offered, while very few objections would probably be raised. The Government Bill of the present Session of Parliament on Education seems a very suitable one."

"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."

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."

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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."

"There is no chance of good schools being established and supported generally by local exertions. If Government aid were given, it had decidedly better be applied towards the salary of the master than to the primary establishment and building of the schools."

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."

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-

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ment 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.)

"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. I am sure Government assistance would be generally accepted."

"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."

"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-houses, 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."

"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 anything else. Where grants were given by Government, inspection would follow; and this might be objected to in 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."

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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 education being properly conducted without some such aid from Government."

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 generally Churchmen, and when they establish day-schools in this neighbourhood, 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."

"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 prefer 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," etc.

"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 schoolhouses supplied, it would in general be sufficient, and education would be greatly promoted."

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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 voluntary subscriptions."

"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."

"About two or two miles and a-half [c3.5km] 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 schoolroom, and also grant a small sum to aid to keep a competent teacher, a school entirely on unsectarian principles, efficiently conducted. would undoubtedly be of incalculable benefit in that locality. All comments on the Scriptures, and all sectarian catechisms, should be carefully avoided."

"I think that Government aid is desirable to build and furnish schoolrooms, 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."

This evidence, the whole of which was written down and signed by the persons giving it, is sufficient to attest the fact that Government aid was desired by a large majority of the Dissenting community 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.

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There are some few good school-houses in my district. Those 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 Whitton, 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 Brecknockshire, etc. - in buildings erected for the purpose in churchyards; 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 implements 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 Cardiganshire. There are upon the whole a larger proportion of decent school-rooms in Brecknockshire than in other counties. In the north, however, and in the greater part of Radnorshire, schools are held, if at all, usually at the end of the nave of the church, partitioned 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 Llaudulais Tyr Abad. Several of the Adventure schools are held in Dissenting chapels.

The necessary outbuildings exist only at a very few of the superior schools. Nine out of ten have none at all. Those which exist are usually very bad and insufficient. An utter disregard of decency necessarily results, and instances are by no means uncommon of consecrated ground, and the very walls of churches, being degraded.

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The few superior schools alone are furnished with any approach to a sufficiency of books; and maps and black boards, ball frames, and the 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 Walkinghame's Tutor's Assistants, an old newspaper, a rod, and, if it be winter, a heap of peat in the comer, 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 adventure 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.

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

[These footnotes refer to the table:]

*The number of monitors for 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.

†Simultaneous instruction, properly so called, existed only in two or three schools. These figures apply to schools where classes exist.

‡In many cases these schools are visited both by the committee, inspectors, etc; the results therefore embrace both these kinds of inspection where such occur.

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keeps up passes current for vast industry with all passers by. It is singular that in three or four instances only have I found a schoolmaster occupied in teaching on suddenly entering a school of the common class. I have far oftener found them reading an old newspaper, writing a letter or 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-buff or some similar game, though the dust and confusion prevented me from ascertaining 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.

The returns, of which the following is a summary (page 247), 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 other pursuit, can be a schoolmaster at pleasure. That this is a practical belief is further evidenced by the almost total absence of any schoolmaster who has not been brought up to another and dissimilar 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-manufacturer, 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 clergyman, 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 assistants or ushers in schools.

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Of 49 schoolmistresses, 6 had been sempstresses, 7 governesses, 1 dairymaid, 10 milliners, 9 housekeepers, 12 ordinary maidservants, 2 shopkeepers, and 2 only were originally in schools.

The previous occupation is not the only element in the unfitness of the existing race of schoolmasters for their office. They are often aged persons. The results of the inquiry into their ages are these:-

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 inquiry on this head stand thus:-

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, probably understated, at £265 at Ystrad Meyric; another at £150, at Presteigne; another of about £80 net, at Whitton; one, a Baptist school, of about £50, at Hay; and three others at about £40 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,

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one where the master and his wife receive £72, and another where the master has about £40. There is one Dissenting school, the Wesleyan, at Aberystwyth, at which the master receives £52, and one Calvinistic Methodist school where he has £60; there are two British schools where the master's salary is about £50, and one about £40; the master of an adventure school at Vaynor makes £70; and at Clydach Works, Llanelly, the master and mistress receive altogether about £82. I believe these are the only schoolmasters in the whole of my district who receive as much as £40 - 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 £18 to £25 per annum; and many have less than £15. 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 and 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 £4, having resolved to support a good school, gave his master £70 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 the mistress (his wife) receive £30 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, £6 per annum is thought enough for the stipend of a schoolmistress, out of an endowment of six or seven and twenty pounds, the rest being misappropriated to the relief of the poor.

So inveterately is the low standard of payment established that a competent schoolmaster finds it very difficult to obtain a payment proportioned to his capacity. He will look in vain for encouragement even from those who have the means (with a few honourable exceptions), and very numerous are the examples of adherence 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-

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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 £10 per annum, and whose whole income is £28. The same company, at Lefel 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 Breconshire, manage otherwise; and though their own 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 something more required of him, something more supplied, and likewise 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.

"Competent masters (says the Dean of St. David's) are very scarce in Wales: in point of fact I know of not one in this neighbourhood. It would 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.)

"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.)

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The Reverend John Rees and other Dissenters at Tregaron said -

"The masters hereabout are generally incompetent to teach properly." (No. 10.)

"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." (No. 44.)

"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.)

"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 £12 or £13 per annum, barely enough to keep body and soul together; this applies to the country." (No. 37.)

"Many servants are equally well off with schoolmasters; the grand thing is to have efficient masters and the means of supporting them." (No. 21.)

"A really competent master would require from £45 to £50 a-year. I am sure that that amount of salary could not be supplied by any local efforts." (No. 20.)

"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 incompetent 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 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).

"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.

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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 impoverished, and think it better to be almost anything rather than schoolmasters. 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."

"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.)

"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 kind 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.)

Were even the means of training schoolmasters as ample as they are defective, and were the number of men adequately trained to the work at hand, the generality of schools would be not one jot the better supplied, for such training would fit men for employment 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 circumstances. 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

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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 continuance 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 subscriptions, it may be safely inferred that the difficulties are generally insuperable.

The most obvious deficiency with respect to education in Wales is the absence of good normal schools. One only exists, which 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, inadequately 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 find 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 acquirements of the students, which is inserted separately in Appendix B, after the "Notes of Schools". The obvious defect of this institution 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 [emptiness] if established in Wales without some concomitant means of remunerating the abilities it called forth. A college for the cultivation of Arabic in Birmingham would scarcely be a more hopeless enterprise. 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.

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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 Brecknockshire; 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 impracticable 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.

It appears, from the foregoing table, that, of the whole 43,094 scholars, 46.8 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 preponderance 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 38.5 per cent of the total number of female scholars, as appears by the 9th and 10th columns in the table. In Brecknockshire the preponderance is in favour of children; 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 11th columns. There is no preponderance of adult scholars over the children relatively 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 9.1 per cent alone belong to them. Relatively these numbers are, I believe, to be relied upon; but an average deduction of 20 per cent must be made in estimating the number who actually attend. These numbers were taken from the statement of the parties themselves who governed the schools, and result as follow in each county:-

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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 beneficial. 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 string 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 other instances of real instruction 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 spiritual 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. Simultaneous 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 belonging 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.

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The Dissenting Sunday-schools are decidedly more effective for the purposes of religious instruction than those of the Church. 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 children 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 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

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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 appeared 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 done to weary - everything to keep attention awake and to enliven the school: nothing is tediously prolonged. There is a continual 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 Reports 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 bestow 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 gentleman 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 venturing 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 instruction, 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.

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I beg likewise to be permitted to fortify and illustrate these conclusions by the following brief extracts from the evidence of clergymen; 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 -

"The instruction in Sunday-schools is generally inefficient. In the 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, etc., and be not only grossly ignorant on every other subject, but also grossly immoral."

"The Welsh poor people are woefully 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 connexion; that confirmation is contrary to Scripture; that baptism ought to be by immersion, or the reverse; Presbyterianism and Independency, etc. 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 better 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.

"Sunday-schools belonging to the various denominations of Dissenters; but their teachers generally speaking have had no advantage of education

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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."

"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 Sabbath, which is now abandoned, owing to the influence of the Independent and other Sunday-schools. Sunday-schools, however, cannot be 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 are 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 the 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."

"They get their knowledge of the Bible chiefly in Sunday-schools, with the exception of such day-schools as exist; but there is an immense number who are perfectly ignorant, and attend no school."

"The children on the whole, are as well informed in Scriptural knowledge 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 question the children, so as to make them understand 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 he afterwards remarked, chiefly in Pembrokeshire), "There is no doubt that in secular information the people are very deficient; secular knowledge is only accidentally imparted in the generality of Sunday-schools."

The Reverend Abel Green and other Calvinistic Methodists of Abarayron, in the middle of Cardiganshire, say -

"The Scriptural education is much better; a great deal of pains taken in Sunday-schools, the teachers sitting with the children, and

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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 education respecting religion is very good in our Sunday-schools."

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 congregation at large."

"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 Sunday-schools are very well attended, and do great good, and they supply much 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."

"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 respective 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-

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nation to which I belong. The children are thus much better off than they would have been otherwise; there is no doubt that these schools have effected a great change in the morals of the people. They are increasing in number in this county. They do not, however, supply the deficiency of day-schools."

The Reverend David Parry, the Vicar of Llywell, 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 reformation in the moral character which we have reason to expect from the use of such means."

"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 days, 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 situations 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-schools differs considerably 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 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."

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"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 themselves of them derive much benefit."

Archdeacon Venables remarks that -

"The Sunday-schools are not sufficient to give the children even Scriptural knowledge; 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."

"The Sunday-schools do not give adequate instruction to the children."

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 nevertheless related to me which bore out my impression; and l may

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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.

The morals of the population congregated at and near Brynmaur and Beaufort are deplorably low. Drunkenness, blasphemy, indecency, 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 issued 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 outbreak[*], 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 unfrequently outcasts from distant places, both in England, Ireland, and Scotland.

I felt it my duty to take especial means of verifying the statements 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 clergyman 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:-

[†For information about Chartism see my Background notes.]

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"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 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 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 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 [3.2km]. 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 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 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, commencing on the Saturday night, continues 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 Brynmaur."

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(Signed) G. A. A. DAVIES.

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 districts 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, etc., are 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 or 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 appearances, 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 undisturbed 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 apparitions 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 infidelity 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 [80km], 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

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the picture which it is my duty to present to your Lordships' attention.

Sir William Cockburn, Bart., of New Radnor, is less unfavourably impressed with the mental state of the people than most of those who have favoured me with evidence. Sir William Cockburn says -

"I think the poor naturally more intelligent, and not more ignorant, 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', etc. etc,; and they are often more inclined to trust in ignorant empirics in religion and medicine than in enlightened and authorised ministrators."

The Reverend John Price, of Bledfa, also in Radnorshire, says -

"The majority of the agricultural labourers and women of the same rank cannot read: they are generally good workmen, but ill-informed in the requirements of religion."

"Many of the poor in the locality referred to, and indeed in all the country around, are very ignorant of both religious and political subjects: they are in fact almost entirely ignorant of all subjects except the cultivation of the ground.

Several neglect the means of grace on the Sunday, indulging themselves in indolence and inattention to their temporal comfort and eternal welfare. I have known within the last two years instances of profaning the Sabbath by kicking foot-ball, drinking, fighting, etc.

They have the means of grace conducted by reading the Scriptures, praying, and preaching the Gospel, within their reach, twice or thrice every Sunday, a Sunday-school, and a prayer-meeting once a-week. By this means several have, from time to time, been converted to God, and become moral and pious characters. Several of the poor children that attend the school have become able to read the Scriptures.

The peculiar characteristic of some of the poor is a total insensibility of the value of education, and owing to this state there is great difficulty to persuade some of the lowest class to send their children to school, or to attend the means of grace, and, if they accidentally attend, they do not steadily persevere.

Most certainly a good education, properly conducted, would greatly tend to change the habits and improve the character of the people.

Those who have been awakened to the value and benefit of education have a strong desire for it, while others, owing to their ignorance, are wholly indifferent to instruction."

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"Knowledge is not generally appreciated, and this circumstance has its concomitant results, such as belief in witchcraft, etc."

"Great ignorance exists among the poor on almost all subjects, the great majority of adults having had little or no means of education."

"There is not more than one-third of the adult population can read, and a still 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 observances of civilized life."

"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 of collecting information on the subject. I am sorry to say every successive inquiry has only deepened my impressions as to the extent of their ignorance. There is also an almost incredible amount of superstition. 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 thirteen children (most of them grown up), and yet not one of them could read a syllable. Of the plan of salvation, 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 ignorance by which we are surrounded."

As little difference of opinion exists on the subject of secular ignorance, it is unnecessary to multiply citations of the abundant evidence on this point, and on the essential need of education as a means of moral and social improvement.

I cannot but regard the condition of the people as one pregnant with grave peril to the interests of society. The Welsh are not prone to sedition; on the contrary, they are very loyally and peaceably disposed, but their passions are easily excited, and their ignorance renders that excitability peculiarly hazardous. Mr. Hall has not overstated the existing danger at the time of the Rebecca riots[*]. There is no doubt that, after the war against tolls had expended itself, the aroused passions of the people would have been directed with fearful effect against far less obnoxious

[*For information about the Rebecca riots see my Background notes.]

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institutions, had the people had leaders in whom they could confide. This happy contingency, added to their intense national distrust of foreigners, doubtlessly prevented much serious outrage at that time, which may not always be averted by similar accidents. These various circumstances render it, in my humble judgment, peculiarly impolitic and dangerous that the Welsh people should remain without efficient mental and moral education. - (See also the evidence numbered 27.)

I can speak in very strong terms of the natural ability and capacity for instruction of the Welsh people. Though they are ignorant, no people more richly deserve to be educated. In the first place, they desire it to the full extent of their power to appreciate it; in the next, their natural capacity is of a high order, especially in the Welsh districts. They learn what they are even badly taught with surprising facility. Their memories are very retentive, and they are remarkably shrewd in catching an idea. In the words of a clergyman who has lived among them, they "see what you mean before you have said it". I can bear evidence to the extreme sagacity with which my own motives and objects were scrutinised, scanned, and decided in favour of my inquiry in coming into their mountains and villages, often by perfectly illiterate persons.

The Reverend Mr. Harrison, of Builth, an English clergyman, says -

"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."

"They are for the most part quick, shrewd, and clever, in proportion 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 effected by early mental culture and sound moral training."

[*For information about the Rebecca riots see my Background notes.]

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are ill qualified to teach, and confine the instruction given to reading and writing, and the elementary rules of arithmetic; generally they do not attempt to explain to the children the meaning of what they read. There are, of course, exceptions, but this is the general practice.

The Sunday-schools are very well attended, and do great good, and they supply much 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.

I think that the means might be had to establish and maintain good schools for the poor, but that it is requisite that something should be done to stimulate local efforts. An excitement has been arising on the subject of education, and there is a general desire for information growing among the people, and this is chiefly observable of late years. 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 anything else. Where grants were given by Government, inspection would follow; and this might be objected to in 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. Upon the whole, I think local efforts preferable to Government grants; I think the people would take more interest in schools which they themselves had participated in establishing. The wealthy classes, I think, would contribute a little to the purpose. The poor, I believe, have a desire to learn, and it is on the increase. I think they would derive great moral benefit from better instruction.

JOHN SAUNDERS.

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 incompetent 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. The Scriptural education is much better; a great deal of pains is taken in Sunday-schools, the teachers sitting with the children, and 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 morals of those who, being poor, are ill dressed, and stay away from Sunday-schools, are worse than those of the young persons who do attend. The most ignorant are decidedly the worst behaved, and the lowest in point of morality. We believe that the people themselves desire better education, and see the want of it more and more; many who send their children to sea are

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anxious that they should first learn to write. This feeling is increasing. 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 generally Churchmen, and when they establish day-schools in this neighbourhood, 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.

ABEL GREEN.
WILLIAM JAMES REES.
BENJAMIN EVANS.

1st December, 1846.

THERE is a deficiency in the number of day-schools for the poor in this district, but there is a far greater deficiency in the qualifications of the masters. 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.

There is a great desire among the poorer classes to learn the English language; there are many motives inducing them to do so, as they can succeed better in life. I think it beneficial for them to learn English , but not to forget their own language. The people are very much for having better schools on a better system, according to the British and Foreign School Society's plan.

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 prefer 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 in building schools, and the carriage of material, from the farmers and others, which the

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Government would not get. The children generally here get a little reading and writing, but that is imperfect owing to the shortness of the stay of the children in them. This is owing to the poverty of the parents. The morals of the children would be improved by better education. It is to be attributed to the Sunday-schools that the improvement of morals has taken place. The children and people who neglect the Sunday-schools neglect all other places of worship, but it is not true that the children educated in Sunday-schools are often immoral.

W. EVANS.

1st December, 1846.

I AM decidedly of opinion that the best mode in which Government could apply grants for Education in Wales, would be by contributing to the salaries of the masters of schools rather than by assisting the building of schools. It would be easier to effect the building of schools by local efforts than to obtain an annual subscription. I think this would be the case generally. A really competent master would require from £45 to £50 a-year. I am sure that that amount of salary could not be supplied by any local efforts.

DAVID EVANS, Vicar.

THE existence of the two languages is a great impediment to the improvement of the people, and the interpretation in courts of justice is often not sufficiently correct to make the proper impression. The poorer classes themselves exceedingly desire to learn the English language. I know of no day-school whatever carried on in Welsh; they all teach the children to read English. The present day-schools are very inefficient for giving solid information. Many servants are equally well off with schoolmasters. The grand thing is to have efficient masters and the means of supporting them. I believe no plan for education which blended the instruction of the children of Churchmen and Dissenters would answer. There is no chance of good schools being established, and supported generally by local exertions. If Government aid were given, it had decidedly better be applied towards the salary of the master than to the primary establishment and building of the schools.

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 congregation at large.

J. HUGHES.

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8th December.

THERE is a great deficiency of schools for the poor in this town and neighbourhood. The masters are not generally competent to teach. There are many parishes, in consequence, in which the children are very ignorant. They get their knowledge of the Bible chiefly in Sunday-schools with the exception of such day-schools as exist; but there is an immense number who are perfectly ignorant, and attend no school. Many of these grow up quite unable either to read or to write, and were it not for our National Schools in this town, numbers would go to sea unable to read or write; and many who come to be married cannot sign their names. We are about to build an excellent school-room for the boys' and girls' schools, which will contain 322 children and a master's house; this has been done by local subscriptions, and my own exertions, aided by a donation of £20 from the Queen Dowager, and £200 with the site, from the Rev. R. H. W. Miles, and grants from the Lords of Committee of Privy Council and the National Society. The only salaries we can hope to get for the master and mistress are, £30 for the master and £16 for the mistress; but I obtain these only by great efforts, and cannot possibly reckon upon this sum for another year. 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 should 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. If we were to charge the children anything in the National schools, we should lose them all for want of means to pay for it. A shilling per day is the highest rate of wages paid to a labourer in the town, he finding himself with everything. And in the country, in the winter, the farm labourers get only from 6d. to 10d. per day, without food, etc.; and in the hay and corn harvest, 1s. with food.

Women work at 6d. a-day in the harvest.

The people live chiefly on barley-bread, with scarcely any animal food, and generally without beer. They are for the most part very contented, though their cottages are very bad and comfortless, often with wet floors and without ventilation. They are very desirous of having their children educated, especially in the English language. Numbers come to me to make interest to receive their children into the National schools here. They would not value schools for teaching Welsh. If any one were to set up a Welsh school it would not answer, for he would have no scholars. If Welsh children learn English they can themselves learn to read Welsh; they have only to learn the alphabet, for every word is to be pronounced as it is spelt, The desire is great to learn English. This should be encouraged, as it is a great advantage to them, for without it they are unable to communicate with any one out of their own district, or to hold any superior position here in Wales without a knowledge of English.

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It would greatly improve the moral, intellectual, and religious condition of the people to establish good schools in Wales. There is no doubt that good training schools are greatly needed in the first place, and some masters would always be wanted for the schools in the country. The Government could most beneficially promote education by assisting both in building schools and in defraying a portion of the salary of competent masters and mistresses. Were schools built without Government assistance towards the salaries, they would be built in vain, and become useless. I have no objection myself to the Dissenters having a share of the grants, neither should I object to Government inspection; but, on the contrary I should always hail it and be pleased at its taking place.

GRIFFITH THOMAS.

9th December, 1846.

THERE is a deficiency of schools for the poor in this neighbourhood, and generally the masters are not well qualified to teach. I think that the poorer classes desire better education than they have, but many of them are too poor to get it; and the parents desire their children to learn English, as they are thus better enabled to succeed in life. In the country many of the labourers do not get more than 8d. a-day, with food for themselves. In the town, from 1s. to 1s. 3d. per day. I think it would be best for the Government to aid in building schools, and also to pay part of the salary of the master. I see no objection to Government grants for education as a Dissenter. I think they would be useful. I do not think that there is a chance of education being properly conducted without some such aid from Government.

DAVID JENKINS.

I THINK there is a want of better schools for the poor. The lowest class have not the means of paying for them. I think that a competent schoolmaster would do with a salary of £50 in the country. I do not think that a well-educated schoolmaster would be satisfied with a less salary than that.

There may be here and there a well-trained schoolmaster, but generally 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 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.

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If Government makes no grant, there is no great chance of good schools being established. The poorer people are very ignorant and in great want of a better education.

JOSHUA THOMAS.

THERE is no doubt that there is a great deficiency of good day-schools for the poor, and more especially in the villages. The children, on the whole. are as well informed in Scriptural knowledge 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 question the children, so as to make them understand 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. There is no doubt that in secular information the people are very deficient; secular knowledge is only accidentally imparted in the generality of Sunday-schools. In Cardiganshire the people are much less informed in these matters, as a whole, than in Pembrokeshire. The masters of day-schools for the poor in the country are not trained as they ought to be, as a whole, though there are some happy exceptions. There are some in this town who are decidedly above mediocrity, both as to talent and information. These are the masters of the private schools, who are decidedly superior men. There are not many day-schools connected with Dissenters in Cardiganshire. There is a likelihood of their increase in this county. I think the different denominations can afford to build and support good day-schools in this county. They can always get land in the villages for nothing, and £100, I think, would be ample for the building of a school-house, as the farmers dig the stones, and carry lime and timber, without any expense. Masters would be obtained by sending pious and intelligent young men to the Brecon Training College, at a small expense; and they would afterwards, when competent to teach, be satisfied with from £25 to £30 salary per annum in country villages, when chosen, as they would be, from the immediate neighbourhood of the school. Their incomes would be increased, if competent, by school fees and presents from the farmers. There has been great apathy about secular education among the lower classes, but I think that that is dispersing, and every day the desire for education is increasing; and there are new schools in different parts of the county about to be built, and some have been commenced. I dread Government interference with education; it has nothing to do with the education of the people, and its interference with it will be a curse, and not a blessing, in my opinion. I think education will proceed better without than with it. I am, however, aware that great difference of opinion exists on this subject among Dissenters. This town will, I believe, be amply provided with good schools. The Dissenters, in my own opinion, in this town will provide good education

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for the poor without any Government grant. At a conference meeting held here during the last autumn, it was unanimously resolved that no Government grant should be taken for the school, or for the Normal school at Brecon.

THOMAS LLOYD.

19th December, 1846.

I am of opinion that the present day-schools in this neighbourhood are not nearly sufficient for the wants of the people, Three or four more day-schools could be well attended if we had the means in this parish alone. The people are kept entirely in ignorance, except the little instruction they get in Sunday-schools, when the people of the chapel teach them their own particular notions. 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.

ENOCH JAMES, Vicar.

29th December, 1846.

I am visitor of the schools under the will of Mrs. Bevan. There are but three in this county, and they are not in so efficient a state as I could wish; we pay the masters £25 per annum. I have advised the trustees to increase the salary to £30.

The day-schools are very deficient in Wales. The people generally desire and deserve to have better schools. I believe that good schools, where the Bible should be taught, without the Church Catechism or any sectarian doctrines, would flourish; but I am sure that in this neighbourhood no schools exclusively on any church or sectarian principles would answer or be sufficiently attended. As an instance of this I may state, that when Sir James Graham's Bill was proposed, the Dissenters and Methodists in my parish opposed my school, and told the people I was a Roman Catholic. Very few children remained, and it was obliged to be given up in consequence. The Independents and Methodists then joined in establishing a day-school in my parish. They tried to teach each their own doctrines and catechism in the joint school, and soon split, and were obliged to establish a separate school within two or three fields of the other; and yet their principles are nearly similar.

The Welsh poor people are woefully ignorant on all secular subjects. They used to be well instructed in the Sunday-schools in the Bible and

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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 connexion; that confirmation is contrary to Scripture; that baptism ought to be by immersion or the reverse; Presbyterianism and independency, etc.; 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 6 years ago, and this state of things is rather worse than better 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 lo 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. Scarcely one out of ten of the people who are married in my parish can sign their own names. They desire, generally speaking, to learn English. The school visited at Llandyfriog is the only exclusively Welsh school that I know of in South Wales. Had the master been able to teach English, I believe he would have had three times the number of children in his school.

The Rebeccaites[*] were very numerous about here. I believe that they had objects far beyond the ostensible ones. One of them was to get the tithes and to be rid of Church and State connexion; and the people were well disposed for violence, for the redress of whatever they considered a grievance. They only wanted a leader. I believe Rebeccaism is only dormant, and that it is highly dangerous to leave the people in their present state of ignorance. They are liable to be grossly misled and are easily excited by any demagogue. I think the military would have great difficulty in suppressing any organised outbreak, there being so many by-ways in this country. The labouring classes are in a state of great poverty. Farm labourers get only from 6d. to 8d. per day and his own food. The farmers never checked the Rebecca riots, so long as they were directed against tithes and toll-bars; but at last the labourers demanded, according to an old custom, at the time of harvest, to have supper at the farmer's table, and a loaf of bread and cheese to take home, called "supper adref". This the farmers resisted, and a split insued; and a Rebecca visit to one or two of the farmers took place, owing to which they returned to their old habits, and the Rebecca riots were at an end directly.

H. L. DAVIES.

[*For information about the Rebecca riots see my Background notes.]

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12th October.

THERE is an endowment here of the school in the parish church of about 17 acres [6.9 hectares] of land, of which the rental was £22 net when I ceased to rent it, in 1842, or thereabouts; of this sum £4 per annum goes to the poor of the parish, and the rest to the master of the school. The children have a right to free education there. The clergyman is forbidden to have his horses in the churchyard, but he puts in two calves. The school is held in the end of the church into which the belfry opens, which is open to the churchyard.

James Davies was formerly schoolmaster, and then was got rid of; but after several years, Mr. Jones restored him against the general wish of the parish. He is considered perfectly incompetent to teach. Mr. Jones and the two churchwardens are the trustees of the schools. Thus Mr. Jones, by appointing one of the churchwardens, has a majority, and Davies and Mr. Jones appoint the master; and I believe Davies was a churchwarden at the time he was reappointed.

About 1842 or 1843, Mr. Jones threatened to deprive the parents of a share of the £4 charity if they did not send their children to the school.

Mr. Jones seldom goes to the school now; the school is very badly conducted.

The rent was paid to Mr. Jones by me, when I rented the land.

We don't think the poor people have a fair chance to gain instruction, as they are not properly taught; and I am sure that the children have not the means of proper instruction afforded them.

There is no day-school within 4 or 5 miles [6-8km] of this place.

The morals of the people are better than I can remember them to have been.* If there were a properly conducted school, many of the people would avail themselves of it. I think that the charity land here would fairly let for £22 per annum. I would give it myself, and that would allow of £18 for the master. I think that 20 children would attend the school, in addition to the free children, if the school were well conducted. I am obliged to have a resident schoolmaster in my house, in consequence of there being no proper school for them in the parish.

JOHN DUGGAN.

IN these parishes there are no permanent funds for the education of the poor. The only means available for this purpose are the contributions of visitors to the Wells, (mineral springs in the neighbourhood), the subscriptions of the landed proprietors, and of the clergyman.

The substantial farmers are generally unwilling to pay anything towards educational purposes, even so little as a penny a-week for their

*Trewern, Oct. 17, 1846.

Sir,

I beg leave to retract part of my evidence respecting the morals of the people: I am sorry to say, upon due consideration, that for these last four or five years there is no improvement.

JOHN DUGGAN.

J. C. Symons, Esq.

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children, although at the same time anxious to have their children instructed. In the school which I established at Llandrindod, this was the case.

The wages of the labourers are at a minimum, not sufficient to allow anything for educating their children, if numerous.

Thin attendance at school in summer - winter the chief time of attendance.

Female servants generally ignorant of sewing and knitting. I should sooner have schoolmistresses than schoolmasters, if I could not have both. Generally good servants and intelligent, but wholly unacquainted with sewing and mending. This is very plainly manifested in the household arrangements and dress of the poor.

The poor excessively filthy in their habits, particularly in reference to the parish of St. Harmon's.

The children of Dissenters frequent the day-school which I have established. I respect their scruples with reference to enforcing their learning the catechism.

Few of the children are ignorant of reading, though it is difficult to say how in many instances they have picked up this modicum of knowledge.

Few resident gentlemen of property; the wealthy classes are not generally disposed to contribute towards education.

There is a charity of Mrs. Bevan, for the payment of travelling schoolmasters, which supports as many as 50 schoolmasters. Applications are made by the parishes included in the trust. I have not been able in my parish to obtain the benefit of the trust, though there has been no school there for 20 years.

If no inquiry had been instituted, I had intended to build a schoolroom, and master's house, with such aid of the National Society or elsewhere as I could have obtained. I should find a master from some one of the training schools, and have opened the school to the neighbouring masters for them to learn better methods of teaching. At present, however, I am uncertain of what may be about to be done by Government.

THOMAS THORESBY.

THERE is a most lamentable want of proper schools for the working classes. Those which exist are of little use as at present conducted. Nothing efficient can be expected from the private subscriptions, and the poor people are certainly not able to support schools. I do not think that, whatever their wishes are, they have the means of doing so. I think there is a desire for better education among the people, and that those who have families very strongly desire it. Those who have had it, are quite a different class from those who have not; and are superior, as well as to moral character as to mental attainments. The bulk of the poorer classes are excessively cunning, but woefully ignorant. They evince this by escaping the penalties of the law by knowing how to evade them. Their morals are at a very low ebb. An acknowledged thief is almost as well thought of and as much employed as better

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characters by the lower orders. The Sunday-schools are not sufficient to give the children even Scriptural knowledge; 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 chief evil of the system pursued by the trustees of Mrs Bevan's Charity was that of sending Welsh schoolmasters into the Radnorshire parishes, where the people are entirely English. I think that the change of schoolmasters merely for three years disturbs the existing system where there is an established school, without permanent benefit, as when the itinerant master departs, everything has to be begun again. This I experienced at Nantmel. The existing schoolmaster was interfered with by Mrs. Bevan's master, who took a cottage for a period and then left the place.

Whatever scheme is adopted, school-houses would be required. I know of none in my immediate knowledge. The school-houses could not be supplied by any local means.

Some exertion should be made to obtain the appointment of trustees to the Rhayader Charity school. There are none at present. With every exertion, we have only been able to raise about £110 for the erection of a new school-house at Cwm Toyddwr, where there is an endowed school with an income of more than £40. Mr. Evans and myself as incumbents of Rhayader and Nantmel, are trustees of this school. The will is merely to assist in the support of the schoolmaster; nothing is prescribed as to the subjects to be taught. The impression has been that it is a grammar-school, and the classics have been professed to be taught. It is not to be made a pauper school, as a better school for the use of the farmers is exceedingly wanted; at the same time the object should be to give a good mercantile education; there is another charity-school for the purpose of instructing the poor at Rhayayder, which I have noticed before. The late master, Mr. Rees, has ceased to be master, or is about to be deprived of his office.

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 be more easily satisfied than strangers, and I think a salary of from £40 to £50 would amply suffice. I think there are no means short of public ones of effecting a supply of such masters. I am satisfied there are no local means of doing so.

RICHARD VENABLES.

THERE is a great deficiency of day-schools in this neighbourhood. The Sunday-schools are not sufficient for the instruction of the people, as

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nothing secular is taught there. The teachers in our Sabbath-schools generally endeavour to make the children understand what they learn. The children who do not go to the Sunday-schools are in general very ignorant, and their parents instruct them but very little; their morals are not good. In the immediate neighbourhood the majority attend a Sunday-school. The masters of the existing schools are very deficient as teachers. Their morals are very defective; they are often drunkards, and in a sad state in this country. Better schools would tend to improve the state of things very much. The rich and the poor together might support good schools, but there is not sufficient value set upon education to do this.

The Dissenting children are prevented from attending the day-schools which are endowed. That is the case at Llandegley.

I think £40 per annum would satisfy a good master. If this were provided, I have not the least doubt that the Dissenters would endeavour to obtain ground and build houses, in order to benefit by such an offer if it were made.

EBENEZER WILLIAMS.

I WAS churchwarden in 1842, and in 1843 and 1844, of this parish. There is, as I have always understood, a charity here consisting of about 18 acres [7.3 hectares] of land, of which £4 a-year is for the poor, and the remainder of the rent for the support of the school. In the first year that I was churchwarden, Mr. Duggan ceased to rent that land: he paid me £2 of the rent for the poor, and said that Mr. Jones would give another £2 to distribute to me. I told Mr. Jones on Easter Monday, 1843, that I was going to distribute this money on that day, and that he had better come and pay his £2; he said he would do it another time. I distributed the £2 I had (shows the list), and I never could hear that the poor got the £2 from Mr. Jones. I never received any money for the poor afterwards, and never could hear that a shilling was given afterwards. The school ought to have the benefit of the rest of the rent; and I think there is not nearly so good a master as there ought to be for the money now; every time I have been there the school was in a shocking state; the school opens out of the belfry, and calves are now still turned into the church-yard, and I am told sleep in the belfry. If there was a decent school there, I should think numbers of the people round here would send their children to it; very few send them now, but if the charity were properly applied and a good master were appointed, the charity and the school fees would support a good master. The charity land is let to Mr. David Owen, who rents of Mr. Jones, who is joint trustee with the churchwardens. James Davies, the schoolmaster, is the Vicar's churchwarden, and Isaiah Lloyd for the parish. I told Lloyd to ask what the rent was, and Mr. Jones said "indeed Stevens shall not know."

WM. EDW. STEVENS.

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GENERALLY there is a great deficiency of proper schools for the working classes in this hundred. Day-schools are especially deficient. Generally the schoolmasters are very incompetent. There is an indisposition on the part of the poor people about here towards education. They do not value it; they will often keep their children at home to do any little service they can put them to, rather than send them to a day-school, even when they can do so gratuitously. The Sunday-schools do not give adequate instruction to the children. I am afraid that the farmers here are much too poor to support good schools themselves, and therefore cannot give the poorer classes sufficient wages to support them. This country cannot establish and support efficient instruction without some assistance from without. £40 or £50 a-year would be required to enable a competent schoolmaster to maintain himself respectably in this country. Supposing this were provided and Government were to make such an offer, I think efforts would be successfully made to provide proper school-houses by the gentry and others in many parishes. I believe the farmers, too, would give their carts and labour to assist in building them. Good training schools are essential to fit masters to teach the labouring classes, for if not specially trained they would be useless. There is a great deficiency in this respect at this time.

The people have good natural abilities, and are capable of being instructed. They often get a knowledge of reading and writing to a certain extent in Sunday-schools, from being taught in the houses, but they get no solid information. The morals of the people are capable of being improved to a great extent in every respect, and I think decidedly that they would be much improved by better education, which would open the way to it; but education should be accompanied with religious instruction, or it can never profit the people.

WILLIAM EVANS.

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 feeling of delicacy between the sexes here in every day life than 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 evening in the public-houses. But clergymen and magistrates who

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used to frequent 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. The better classes support me, but lately the turnpike-gate keeper, about half a mile from Builth, told me that he could not allow his family to keep the gate on a fair night, owing to the language and conduct of those who pass through, and on market-day nights they are kept up generally till past 12 o'clock, the people returning home so drunk that they can hardly sit upon their horses, and sometimes fighting. At another gate sometimes there are drunken people to the number of 50, making a disturbance at midnight. The greater part of the people go to no place of worship at all in this place. I always ask them to go to some place to church or to chapel; I don't ask the people to send their children to the Church school, I tell them there is the opportunity. The people are very quarrelsome, and I have been often called out of my house at night by cries of murder, and to stop fights on fair days. Lately at a fair about 11 o'clock at night, I was obliged to go and look for our solitary policeman to stop a row; he was then engaged in stopping another, the two parish constables being as usual drunk, and of no use to him. For the last year one of the magistrates, Mr. E. Thomas, of Welfield House, and myself have provided a special constable at our own expense to assist the policeman at fairs. I do 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 bedroom 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.

There are but very few endowments for schools. The labourers generally could pay 2d. per week. My Sunday-school is well supported. They gave me £30 last year, and I gave the children £14 in clothing out of it, and I have instituted a penny clothing club, and I give them 2d. for every shilling they save. There is a greater deficiency in the schooling than I ever saw anywhere; it is most lamentable.

Twelve clergymen met in my 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 establish; they are now looking with anxiety for fresh means to enable them to do so. The existing class of schoolmasters here are so drunken and incompetent, that I was obliged to apply to Trinity Training School, Cheltenham, for a master for the school here. I was obliged to send for a constable to remove a drunken fiddler in the street, and he proved to be the schoolmaster of Aberedw, and some or the 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 them and none for the girls, except for 16. The boys who attend the day-school all go to the Sunday-school;

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we don't take them without. It would be a bad example 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 some of the most ignorant once a-week. The girls here are running in the streets in a sad neglect for want of them. However lamentable things may be, have reason to be thankful for much encouragement, and I 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 preserving religion; but for some time past Dissent proving false in its profession, and also setting a bad example, the people have become irreligious 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, there being scarcely 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 impoverishment 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 Llandrlewy'r Cwm, is about £180 per annum. There are three full services, and two miles [3.2km] to ride between the churches, consequently no time for one to attend to the Sunday-schools in either parish. Of the above income only £10 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 improvement in the moral and religious condition of the people. Their capacity is great, but their faculties, like their soil, barren for want of proper culture. The number of public-houses here is the cause of general 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 are therefore sometimes open all night. The drunkenness and bad language are such as seemingly to counteract the effect of education, 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 effect of any educational effort made for the people. It may already be seen that, as 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-

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ment. 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.

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 administered, without any well-digested 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 and 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 continuance of the present system. Both languages imperfectly understood, 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 administration 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 committed to our Church to disseminate and diffuse, it is more apparently glaring, and the evils consequent upon it are to be beheld in every parish; witness the mass of dissent that in Wales more particularly prevails. There can be, therefore, no shadow of a doubt, no hesitating in saying, that the extension of the English language, facilitating 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 the 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,

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especially as regards Brynmaur, and which have come to your knowledge 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 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 [3.2km]. 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 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 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 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 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 Brynmaur.

5. 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, and 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

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Chartist outbreak, all tendency to disaffection and sedition has happily subsided; they have seen their error and felt the effects of insubordination.

8. What feeling do they entertain towards their employers? - The answer to this question must again be based upon rumour. The general 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 am not in possession 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 legislature 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 dispensing 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.

R. W. P. DAVIES.

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 £12 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 knowledge of English is a decided drawback in a court of justice. It operates as a moral rather than a practical detriment to the due administration of justice, as jurymen and witnesses frequently avail themselves of their pretended ignorance of English to give corrupt verdicts and testimony, 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 an assault with intent to commit a rape. He

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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 trial 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 mean time he got a friend to take his place in the works, and in the evening returned with 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 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, 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 state. If there had been any man to lead them during the Rebecca riots[*] in whom they had had confidence, the most serious results would have ensued. Some English Chartists[*] came, but they had no confidence 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 supported 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. Nineteen-twentieths of the whole population are Dissenters, but

[*For information about the Rebecca riots and Chartism see my Background notes.]

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I believe that good schools, if the Church Catechism were not compulsorily 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.

1. Is there a deficiency of good day-schools for the poor in Breconshire and Radnorshire? - Yes, to a great extent.

2. Are the schoolmasters generalIy 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 improvement 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 concealment 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.

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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.)

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 maintained 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 diversities of creed?

11. State any other opinion which you think may assist the Inquiry?

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

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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 etc., 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 discharged. In the writings of the ancient philosophers we find the maxim, "As a field, although its soil may be fertile, can not be productive 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 absolutely 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.

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 [1.6km] 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 principles of religion. In the mining district at the upper end of the parish, which is about seven miles [11.3km] from the parish church, there is a lamentable deficiency even on this vital subject.

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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 late hour. The consequence is that drunkenness leads to immoral language, and ends in quarrels and broils, etc.

4. In the vicinity of the parish church there are ample means of religious instruction, there being two full services in the church every Sunday, and on festival days and during Lent, etc. Within a short distance there is a chapel belonging to the denomination called Independents, 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 work people, are 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 persuasion; 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 at 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 training would ere long manifest themselves in the general improvement of the inhabitants.

GEO. HOWELL.
EDWARD DAVIES.

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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 generally 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 Dissenters; 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 Established 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 religions principles.

7. Very much.

8. Very much within a few miles of this place, and would gain ground still more if better masters could be procured; and the people 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 themselves, 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 parishioners, 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 varying from £20 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-schools, and the other parish only supports a girls' school.

10. The question is a very difficult one, but my opinion is that the

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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 persuasions 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 subscriptions are for 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 circumstances we know would be attended with most beneficial effects. Parsonage-houses are so rare in this district, clergymen are often obliged to reside some distance from their churches.

W. O. BRIGSTOCKE.

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 subscriptions 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 occurrence. 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-

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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 whatever instruction is given should be in English.

9. There are no local means that I am 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 subscription 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 £10 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.

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

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brought before me only the other day, wherein it appeared that a young girl of 16, going on a 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 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 subjecting a female 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 advantage of religious instruction to a certain extent in day and Sunday schools, which are provided, and for the most part supported, by voluntary subscription, if they choose to avail themselves of it: this many of the poor do, though (for 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 exception, 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. If 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 granted, it, in my humble opinion, cannot be better dispensed than in carrying out the plan of the National Society in promoting the building of schools and providing a more competent class of teachers.

ED. WM. SEYMOUR.

February 17, 1847.

1. AT Talgarth there are two day-schools, one attached to the Church of England, and the other based upon free and unsectarian principles, and conducted on the British system. The master of this latter is a competent person. There is also a day-school at Llangorse, and another at Llanfihangel-Tal-y-Llyn villages, situate about 3 or 4

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miles [5-6km] off. I can, however, scarcely reckon on the competency of their masters; the general defect appears to me to be in the method of communicating 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, etc., 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.

4. The means of religious instruction are ample, and are well attended by tradesmen, labourers, etc., 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 concomitant results, such as belief in witchcraft, etc.

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 neighbourhood, 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 language 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 building, 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 erection 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 schoolhouses 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

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English language through the medium of their own at first, by means of Welsh-English books. The want of this mode of instruction bas been a great drawback, which I have often desired to get removed.

DAVID CHARLES.

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 reformation in the moral character which we have reason to expect from the use of such means.

5. They are for the most part quick, shrewd, and clever, in proportion 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 effected 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 commenced 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

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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 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 £40 to £70, according to local circumstances. And should Government propose a general and comprehensive 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 appointment 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 those 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 appointed 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.

Feb. 27, 1847.

1. CONSIDERING the extent and population of the parish, I am of

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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 by 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 still 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 observances 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 principally 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-minded. This arises partly from the ignorance of the Dissenting teachers, and partly from the prevalence of the 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 promoting 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 Brynmaur 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,

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while full 4,000 reside at Brynmaur, four miles [6.4km] from the parish church. The burial-ground attached to the church is much too small, and inconveniently full.

JOHN HUGHES.

10th February, 1847.

1. YES, there are four day-schools connected with the Church in the town of Brecon, and 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 effort 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 indeed 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 attentive 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

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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, etc., 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 judgment 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 grants 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 administered 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.

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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 [9.6km] 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, etc.

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 prayer-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 respectable 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 £40 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 farmers 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 [4.8km], 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

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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 lend 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:Montgomeryshire, 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.

9th February, ]847.

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. ... I am afraid few of the children 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 artisans. According to the Registrar of Marriages, nearly one-half of our men, and nearly three-fourths or our women, are unable even to write their names. 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

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of collecting information on the subject. I am sorry to say, every successive inquiry has only deepened my impressions as to the extent of their ignorance. There is also an almost incredible amount of superstition. 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 salvation, 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 ignorance 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 manners. Hence, in Wales, the education of the people is independent of, and therefore must not be measured by, the extent of their school attainments. 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 prodigious 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 number 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.

HENRY GRIFFITHS.

[page 363]

1. THERE is great deficiency both of schools and school accommodation. 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 encouragement from my wealthier parishioners. It was thought that the education I was giving the girls would lever them out of the position they would 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 development of mind and character which we discover in the artisans of the manufacturing districts; 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 drunkenness, 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:-

Population 2344. Total bastards chargeable 13, or 1 5/8 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

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allowed to say, 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 conscientiously apply for a Government grant; assured as I am that the annual contribution for its support would fall far short of its wants.

7. 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 OMEROD, Rector of Presteign.

[page 365]

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 succeeding 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 following 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 population 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 inconsiderable 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.

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[page 368]

fact, that whatever their views as to the fittest remedy for the existing deficiency of educational means, those views could derive nothing but aid from an inquiry into facts, and a faithful representation of the statistics of the case.

I am bound to say that the Reverend Mr. Thomas, the principal of the Baptist College at Pontypool; the Reverend Evan Jones, of Tredegar; the Reverend Mr. Bright, of Newport; W. Philipps, Esq., of Pontymoile, and other Dissenters of influence, who expressed in no measured terms their disapproval of the Minutes of Council, gave me very valuable assistance in the prosecution of my labours, which I am desirous of acknowledging with thanks. The clergy of the Church of England were most cordial in their assistance. The only class from whom I met with indifference to the inquiry were some of the iron-masters, and those who employed the largest number of labourers. The Lord-Lieutenant, Mr. Hanbury Leigh, proved an honourable exception, and procured me every information I requested from him.

Upon the whole, I am therefore disposed to think that the results of my inquiry, which I have now the honour to report to your Lordships, are substantially correct, and may be relied on as affording a view sufficiently near the truth to be useful for all practical purposes; but although it fell to my lot to compose the forms in which the results are given by my colleagues and myself, I cannot vouch for the accuracy of all the details, dependent as I necessarily was on the care and fairness of those from whom we alone could derive much of the information we sought.

The following are the numbers of the children found in the day-schools, those only being enumerated who belong to schools mostly frequented by the working classes:-

[page 369]

The total population of the district being 86,079, it results, from the census above stated, that only 7.72 per cent, not a twelfth part of the population, are in these schools. It is impossible to form an exact estimate how many of these children in the district are of an age to be at school, for the population returns do not give us the ages of the children in each parish or district, but only in the counties. To assume that the same proportion exists between adults and non-adults in the mining districts as exists in the whole county, would lead us to a conclusion certainly erroneous; for in all communities swollen by rapid immigration, a smaller proportion of old people exist than in those of natural growth: moreover, mortality is much increased and longevity diminished, by the larger excesses and lesser health of a crowded and vicious populace. I think, therefore, that a much more correct notion will be obtained of the fact by taking a fourth part of the number of young persons under 20 years of age as the number which ought to be in school, allowing five years as the usual (though an inadequate) period of schooling.

The total number of young persons under 20 given in the population returns for the 18 parishes in question is, males, 20,084, and females, 18,914: total, 38,998: the number who ought to be in the day-schools I am reporting upon will therefore be one-fourth of this number, less by about 10 per cent, which represents the children who belong to those persons who are above the class who frequent these schools, the community being very largely composed of those who do frequent them. Making these deductions, the number who ought to be found in these schools compared with those who were returned as being there, will stand thus:-

It would appear that the deficiency in the actual number at school is not insignificant; and when the fact is considered that the attendance of these children is very lax and uncertain - that there are many absences and long intervals during which children who are comprised in the above returns are without schooling, these numbers give too favourable a view of the facts. The average attendance last year, as far as it could be ascertained, was - males, 2825, and females, 2304. This alters the whole case, and shows a very large deficiency in the actual amount of schooling, or, in other words, the actual period during which it is really given.

[page 370]

Comparing the average number in attendance with the number who ought to be in school, it appears that of the whole number who ought to be at school there are only 62 per cent of males, 54 per cent of females, and 58 per cent of males and females who are usually in attendance - thus showing a very large deficiency in the amount of schooling.

Very many causes contribute to this effect, but the chief one is love of gain.

The children are constantly taken away from school, or kept away altogether in order to go to work, there being many employments in which they are useful. They gain from 2s. 6d. to 10s. or 12s. per week, according to the kind of work they do, and their age. The parents almost universally regard this as a sufficient reason for keeping them from school, and it is rarely that they resist the temptation. Unfortunately they seldom apply the wages thus earned to any means of improvement, but solely to the fund for sensual and animal pleasures - a topic on which I must presently touch.

A lady connected with, and living at one of the large iron-works, told me that she interested herself in persuading the workmen to allow their children to attend the school established there: finding a promising girl removed from it to pick coal at the pit's mouth, for which she could earn only 2s. 6d. or 3s. per week, the lady went to the parents to expostulate. The man declared he could not afford to spare the girl's wages - and this he said whilst pouring rum into his tea. This is a very small fact, but it precisely depicts a habit. These people are living in all the luxury of self-indulgence, their wages are very high, and every mental and moral necessity is subordinate to bodily pleasures - they have none other. Nothing is more common than to enter children at school, and then remove them on every trivial pretext, as soon as money-gain affords a motive. The children, moreover, as in every ill-regulated community where moral dominion is weak, obtain easy mastery over parental authority, and do whatever they like. The insubordination engendered and sanctioned at home is little corrected at school, and most masters find bodily discipline all that they can possibly effect by the means within their knowledge: this is only partially effected, and the pupil revolts against restraint, no less novel than irksome, palliated and softened by none of those moral concomitants wherewith a higher educational intelligence sweetens instruction, and can alone render school attractive. Children, therefore, in this district usually remain at school only whilst the combined authority and will of the parent last. Both terminate at the age when the child becomes first able to earn some addition to the income of the parents: this age is a very early one in all iron and mining districts, owing to the variety of light work young children can perform. Your Lordships will therefore not be surprised to see, by the table of ages, that only

[page 371]

20.4 per cent of the whole number of children on the books of the schools are above the age of ten years. Previously to that age, the males have preponderated over the females by 26 per cent; after it, the females preponderate over the males by 20 per cent. This further confirms my statement, for the labour of the boys becomes first available. These figures, strong as they are, do not by any means convey the full force of the truth; in order to do so it were necessary to give the ages of those who usually attend the school, when it would be found that the absentees are mostly the older children. I may say that I scarcely ever entered a school in this district without being informed that the oldest and best-instructed children were absent, and their return was often uncertain. I have occasionally found that children who had left the school were resummoned, pro re nata, to swell muster. I took the average age of the first class in the boys' school connected with the Blenafon Works which I inspected, and the result was an average of scarcely more than 10 years; the average of the whole school would have probably fallen under eight years, and in very few of these schools would it much exceed it.

The shortness of the stay of the children in school is another painful feature of educational deficiency. The following are the results of my inquiry on this subject:-

Thus no less than 63.5 per cent of the whole number of children in school have been there too short a time to have derived even the mere elements of common school instruction, and scarcely 15 per cent have staid [sic] long enough to have been even decently educated, however good the system adopted! It may indeed be said that there is nothing to show how long these children may yet stay, and that although they have been at school but a short time, others may just have left who staid many years, and that although the average stay of these children found by us on the books is only 1.09 year the average ordinary stay may be much larger. Arithmetically, this is true, but practically it is not so. The average

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stay (1.09 year) of those at any given time in school is no certain indication of the average of stay at school, for in order to find this it would be requisite to know the exact time each child had staid, who had been at, and had left the school for some time past. No short period would suffice for such a calculation, and even were all the data obtained, which is generally impracticable, it would then be no very easy process of calculation which would give the precise average for any definite time. Like many other statistical facts, these returns have a very limited value. Even accurately giving the attendance of the children in a particular school would not give the schooling those children had had. They might have been, and many have been, at other schools. Unquestionably the average total duration of schooling in this district is more than one year; if it were not, so large a number as appear on the books could not be attained or kept up, for the larger the total duration of schooling the greater the portion of children which are at school at any one time out of a given number.

The truth is, in all these cases where so many disturbing circumstances surround the statistical facts and affect the results, it is safer to trust to the evidence of those who have a practical experience of the truth. I have found no difference of opinion upon the facts in this matter. All persons of whatever character or class, accorded in the opinion that the attendance of children at these schools was excessively fitful and utterly inadequate for the purpose of instruction: the period of stay returned in the schedules was from the first arrival of the child in the school: this, however, included many intervals of absence. Very great fluctuations were said in most schools to occur in attendance; the periods of industrial activity being those in which the dearth of attendance was the greatest. The desultory and broken attendance of children at school often extends over several years.

I venture to direct your Lordships' attention to a fruitful source of popular ignorance. The love of money will survive every present means for the improvement of schools. To some extent it may indeed be that a knowledge that instruction is better worth having than it has hitherto been would make some of the working classes appreciate and desire it more; but I am quite persuaded that this effect would be confined to a very small portion of the present generation of parents, and that these would for the most part be influenced by motives of pecuniary rather than of moral advantage. Proficiency in accounts and writing are the most highly prized of all acquirements. Some new inducement for higher attainments would be needed to conquer the idolatry of profit which holds sway in this district. In fact, the parents who allow their children to remain in school a sufficient time to be well educated must sacrifice from 3s. to 10s. per week, besides the prospect of their remaining afterwards on their hands owing to their then incompetency to enter the business of which they had failed

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to pass through the noviciate. No very effectual means of abating the evil and diffusing the growth of education can be found short of an external influence which shall address itself to the interests of the parents as well as to those of the children. The best conceivable education will remain untouched so long as ignorance obtains ready employment, and the parents derive from it an income which they sacrifice by the education of their children. This mighty impediment to the diffusion of instruction among the working classes, I venture to think, deserves your Lordships' best consideration: I know of none so formidable, and of none which existing expedients are so little calculated to remove.

The teachers are for the most part very incompetent to teach, and wholly unacquainted with any efficient system of instruction. All that is required or supposed to be necessary is to teach the mechanics of education. Reading, writing, and arithmetic are the only objects or fruits of schools with few exceptions. Great proficiency in teaching is not sought for, nor would it be estimated at its real value did it exist; nevertheless there are some teachers of ability and promise, though very few, who have sufficiently profited by the existing means of instruction. The number who have availed themselves of Normal and Model Schools are as follows:-

Thirty years' aggregate training among 59 male teachers, and eleven years among 77 females, gives but a sorry notion of the general amount of aptitude in the practice of instruction, 32 only have had any such advantage out of 136; less than one quarter of the whole number!

Notwithstanding the absence of training and the undeniable deficiency of aptitude, the schoolmasters are, upon the whole, better in this district than in the midland counties of Wales, which

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I previously visited, and in one or two instances I saw well-conducted schools in Monmouthshire.

The salaries of the teachers are, as usual, very inadequate. The following is an abstract of the ages of the teachers at the time when they commenced teaching, and the amount of their incomes:-

This average income, low as it is, is swollen by one or two large salaries. It need scarcely be stated that no adequate competency can subsist on so meagre a pittance. The wages of common workmen are often higher. A few, certainly, of the better class of masters derive tolerable amounts; but the number of dame and small schools, where the produce is merely auxiliary to other income, tend materially to lower the average.

The income of schools, from whatever sources raised, for the education of the poorer classes of the people, is very insufficient

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for the purpose. In the Appendix will be found the exact amount, as far as it could be ascertained. This was a very difficult matter. Private schools gave a return of income far more readily than some of those supported by the iron-masters.

Most of the large iron-works have their own schools connected with the establishment. These schools are often supported by a compulsory deduction from the wages of the labourers at the works. They are mulcted [charged compulsorily] a penny or twopence per pound, which frequently amounts to a very large sum per annum, - a larger sum than is always appropriated to the school. Sometimes medical attendance and a sick fund, and the school, are defrayed out of the same collection. This renders it quite impossible to give, in all cases, the income of the school. It is stated, and as far as I could judge not without ground, that the masters in some - but I trust a few cases only - make a profit of this school tax, and collect more than the school, etc., cost. In times of good trade, as at present, this must almost necessarily ensue from this arrangement; and a very ample fund in such cases may exist which is not properly applied. The system, however, varies:-

At Nant-y-Glo, the Messrs. Bailey, I was informed, support the school themselves.

At Tredegar, Mr. Homfray writes me thus:-

"I send you the account of the expenses as requested. The penny in the pound alluded to by the master of the school is for the schools and any other purposes connected with the schools that can tend to the mental and moral welfare of the workmen. This income varies according to the rate of wages paid, and amounts at present to about £500 per annum. The overplus, after paying the expenses, is kept as a fund for the purposes alluded to as above. The school-rooms are at present in the Town-hall, no buildings having yet been provided.

I remain, Sir, yours truly,
    SAMUEL HOMFRAY.

Expenses of the Maintenance of the Tredegar Schools.

This system is far from peculiar to the Tredegar Company. The obvious evil of it is, that those who pay have not the slightest 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 aggrieved. No account is rendered to the men, and the surplus

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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 children; he is dependent solely on the employer, who is generally far 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 these 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 workmen do not derive an equivalent for the fund usually raised from their 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 mining district. I allowed it to be included in the returns with the other Caerleon schools, simply because there are works in the neighbourhood at which children are employed, and 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:-

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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 £5 to £500 per annum.

As the subscriptions include some of the percentage 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 due to the benevolence 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 Monmouthshire, large fortunes are being rapidly accumulated, and in few, if any, spheres of industry, are higher wages given. In both is education neglected. It is often said that the people will educate 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 are some very good ones, and several tolerably adapted to their purpose.

The following abstract will show the relative number of the different classes of schools, and their condition:-

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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 Pontypool, 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

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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 frequently persons who are wholly unfitted, as regards previous occupation 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 private 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, I currier, 1 shopman, 1 stationer, 3 grocers, 1 sugar planter, 1 tailor, 1 architect, 1 carver, 2 shopkeepers, 1 sailor; 14 dressmakers, 4 servants, 1 in a draper's shop, 7 housekeepers, 1 teacher in a school, 5 sempstresses, 1 baker, 1 lodging-housekeeper, 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 regard to the schools of Midland Wales, and the character of the instruction given, apply with nearly equal force to the generality 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 regards 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 education; 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 improved or informed as when they entered it. There is the same book-labour and rote-labour as in Wales, with the same utter inactivity 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 universally read in the day-schools, both great and small. Little children are found stammering through the Pentateuch or the Revelations, 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

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than I had been led to expect; and, considering the short time the 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 education, 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:-

The following Table sums up the results of the inquiry into the details of discipline and system:-

The Town Schools, Pontypool. - I VISITED 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-

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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 might 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 in the Testament very fluently, but none, I thought, with expression; the tone and style of reading was a near approach to shouting. 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 pronunciation 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 questions, 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 classes, 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 copybooks 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 occasionally 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.

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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, two or three had made respectable progress; the copy-books 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 perfectly indifferent to education, and that they came less when trade was good, and went away to work before they had made any sufficient progress. 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 Pontenewydd Schools. - These schools are in connexion 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 underrates 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 command of the master permitted. I have already mentioned one deficiency in the disuse of gallery instruction, and the comparative inefficiency of oral lessons.

The Abersychcan, 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

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twanging tone of voice, and without any apparent instruction in modulation 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 boys 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, etc. 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 bounds 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, etc., 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 [one after another] the question, 'What does to observe mean? Is it to obey, to take notice of, to to love God? I mark the reply of each in my notebook. 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.

At a Meeting of the Committee of Management of the Abersychan 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 brothers, 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.

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.

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V. - That children, after being admitted, must attend the school regularly; 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 themselves 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 interference 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 children, 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 comprised 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 Monday 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.

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 lesson, for the same length of time after school hours.

XV. - That it is also desirable that the ladies of the Abersychan

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district and neighbourhood be 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 be taught some work of industry, such as knitting, 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, and 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 Pontnewenydd. - 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 proficiency; 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.

Nant-y-Glo School. - These schools (one for boys and one for girls) are held in a school-house, built for the purpose by the Messrs. Bailey, who own these iron-works. 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. I examined the children of both schools in the presence of the clergymen of the district and of other neighbouring districts, and found their information and acquirements somewhat scanty. The girls were, however, superior to the boys.

Blaina Iron-works, Schools. - These schools are conducted on the Lancasterian principle, but certainly not very effectually at present. The schools are, however, newly built and established, and may improve. I examined children in each school, and found them more than usually backward. The vocal music was very good.

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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 Mynyddyslwyn. It was established and is chiefly maintained by Sir Thomas Philipps, who has large coal-mines in the immediate neighbourhood. The exertions 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, 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 Wesleyan 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"; 11 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

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"which is the largest town in England?" were "Bristol, Wales, Monmouthshire, 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, nevertheless, 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 accompany 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 contained 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." 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 dissatisfaction 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 he had no

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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 answers 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 ignorant. 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, etc.; 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 probable, the pupils who leave this school administer still less efficient education, 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 disorder 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-

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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. ÷ 12, each boy in rotation giving answers. Ten boys only were in the Rule of Three. I gave them 99 at 6s. 8d., and one only could work it, and he knew no simpler mode of doing so than by multiplying 6s. 8d. by 11 and 9. In mental arithmetic two only could reduce 365d., and none 520d. In the Rule of Three, I gave them 5lbs. : 5s. 3d. :: 80lbs. : x. One only succeeded in working this. The second class was much less proficient. 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 class, 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", etc. "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 better 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 appreciated 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

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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 disposed 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 ironworks, 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, etc. Definitions were given of squares, parallel lines, etc., 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 addressing 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 I 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 sermon especially adapted to the working classes. I 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.

Panteg Church Sunday-school. - I visited this Sunday-school on

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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 large room, which also serves the purpose of a place of evening worship. The classes instructed by the ladies evinced a fair knowledge of the Scriptures, 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 the Appendix A.

Sunday-schools. - The Sunday-schools present features very analogous to 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 subjected 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 diligentiæ. 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 Dissenting Sunday-schools there were 15.3 teachers to every 100 scholars; in 30 Church Sunday- schools there were only 8.9 teachers to every 100 scholars. Dissent has firm hold of the affec-

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[page 393]

tions of the people. There are some excellent and active clergymen in this district, which makes me more convinced of this fact; but the Church laity do very little for the religious instruction of the poor - with a few bright exceptions, next to nothing; the people feel, therefore, the force of the superior sympathy and good offices of the Dissenting laity, who beset them with many efforts which rarely exist on the part of the Church laity. The clergy are scattered and few in number, and can make little way with the people against the combined numbers and activity of the Dissenting bodies, who are inspired no less by emulation among each other than by zeal for the sake of truth. In developing the state of facts as I believe them to exist, I am anxious not to appear to cast censure when it is certainly not deserved. The Church clergy are a most praiseworthy body; nothing but love of God and man could well induce an educated man to dwell on a small pittance in such a district, so revolting to civilization as this; and I had admission of their activity and usefulness from Dissenters. But truth requires me to say that the religious education of the people is far more furthered by Dissenters than Churchmen, and that the former have the ear and heart of the people, as far as regards Sunday-school teaching, with which I have of course alone to do.

Before proceeding to narrate my impression of the prevailing state of vice and ignorance among the people, I must beg your Lordships to glance at the peculiarly adverse state of circumstances in which this singular population is immersed. I should be doing injustice to the existing though isolated efforts of philanthropy were I not to show the strength and breadth of the evil against and owing to which they are comparatively powerless.

As I have already stated, this community has risen up chiefly by immigration from most parts of Wales and England. Whatever is unsettled or lawless, or roving or characterless among working-men, as long as bodily strength subsists, has felt an attraction to this district, and a surety of ready acceptance and good wages which very few other districts have afforded in so great a degree. It therefore contains a larger proportion of escaped criminals and dissolute people of both sexes than almost any other populace; I know of none which, from what I could gather, contains so many. If the people have few virtues, they have great strength; if they have dark minds, they have strong passions and vigorous vices. They are so lawless and insubordinate that the truck system[*] has been defended more than once to me on this very ground:- "If the masters had not some hold over such a set of men, and were to make them entirely independent by giving them complete control over their high wages, they would work just when and how they liked, and the capital embarked in the works would be at their mercy. It is difficult enough to manage them as it is." Such is the substance of the answers I have more than once received on this subject from men well acquainted with the facts.

[*For information about the truck system see my Background notes.]

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When John Frost sought to achieve an insurrection which had no other hope of success than in the impulses of brute force, divested of discretion and judgment, he chose the north point of this very district for the first gathering of fit men. They commenced their march at Brynmawr: they recruited themselves by musters from its neighbourhood, and marched down through the entire length and heart of my district by Tredegar, Blackwood, Abercarne, Abersychan, and Pontnewenedd to Newport, gathering a phalanx of the disaffected as they rolled along; and nothing but the interposition of the elements* prevented frightful disaster and contemporaneous outrage in other towns.

Evil in every shape is rampant in this district; demoralization is everywhere dominant and all good influences are comparatively powerless. They drink to the most brutal excess, especially on occasions which I will endeavour presently to describe, which are designed for the purpose. They have little regard to modesty or to truth, and even the young children in the streets, who can scarcely articulate, give utterance to imprecations. The bodies and habits of the people are almost as dirty as the towns and houses of the swarthy region in which they swarm. The whole district, with the exception, of Newport, teems with grime, and all the slatternly accompaniments of animal power and moral disorder, with scarcely a ray of mental or spiritual intelligence. The people are savage in their manner, and mimic the repulsive rudeness of those in authority over them. The whole district and population partake of the iron character of its produce; everything centres in and ministers to the idolatry of profit; physical strength is the object of esteem and gain their chief god. There are of course, even in this black domain, some individual exceptions, but the general picture can only be drawn with truth in the colours I am constrained to use.

The masters are looked upon generally as the natural enemies of the men; the intimate relation between capital and labour, and the identical interest which links their fate are neither understood nor believed; both classes imagine that they are necessarily antagonist.

The spirit which engendered and fed the onslaught on Newport is by no means defunct. It is however entirely restrained at this time, by the belief that the subsequent fall in wages was caused entirely by the outbreak. But the restraint arises from a money motive; it is no moral restraint; it is no lasting restraint; it is one, moreover, which some fresh state of circumstances may any day convert into impassioned impulse and a fresh appeal to force;

*The whole of the Sunday night chosen for the march, the rain came down in one continuous torrent. An old man who was out with them told me that he never saw such a night. It had no small effect on the vigour of the party. Nevertheless the resisting force at the Westgate Hotel was in extremis when the insurgents gave way: any extra degree of assailant force or courage would have achieved the catastrophe.

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for physical means are the only ones these people are taught to use or to appreciate. They are the chief resources used against them by their employers, and are naturally the first they resort to for the purpose of retaliation. Moral influences are well-nigh unknown. Something is done indeed for schooling the children in the elements or mechanics of instruction; but I have failed to find adequate efforts made by any of the employers of labour in this district to moralize or improve the hearts and habits of their workpeople; and the large majority utterly neglect any such duty. To employ a clergyman at a very insufficient salary, and to place him single-handed among a population so thoroughly unprepared for the approaches of civilization and spiritual culture, is almost wholly ineffective. I know of few other means taken to reform them; but I met with more than one to keep them debased. I will give an instance:- A respectable inhabitant of one of the mining parishes told me that one or two benevolent ladies exerted themselves to establish a provident society for the purpose of encouraging the men to rescue something from the spirit and beer house, and lay it by for the day of want or sickness. They applied to the proprietor of large mines in the place, who employed a number of these men, for his contribution and patronage. "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 magistrate, 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 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 long and part of the following day, when the coarsest debaucheries take place. Children

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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 information 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 teaching 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 10s., or 15s., or 20s. 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 shopkeepers 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 pass 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 have spirit licences: and wages being paid, are expected to be partly spent, at their houses. Of all these

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facts 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 if contrived for the double purpose of their degradation and the 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 bedrooms, 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 [2.7 x 1.8m] in dimensions, without any light or air, except through a hole in the wall not a foot [30cm] square, which opened into another room occupied by some women. The houses are, many of them, so constructed that each story is let off 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. Nevertheless 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

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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.

I found in all my inquiries the grossest ignorance prevailing among the people; and by no means confined to any particular sect 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 knowledge, 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 knowledge. 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 unfrequent occurrence.

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 reconcileable 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 Monmouthshire alone, and beg respectfully to invite your Lordships' attention to that which follows:-

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?

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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 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 maintained 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 diversities of creed.

11. State any other opinion which you think may assist the Inquiry.

31st March, 1847.

1.* The schools, as compared with the population, probably afford 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-erected, 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 political 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 upon 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.

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9. Local means have hitherto been the sole reliance for maintaining the schools.

10. Government aid is doubtless desirable, together with participation in the system of inspection, etc. etc., 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.

31st March, 1847.

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 districts; in many country places there are no schools at all; and where any have been established, the stipends are too small to secure the services of really competent 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 [5.6km] 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 speaking, 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 following reasons: - it would tend to destroy the jealousy which more or less

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exists between the Welsh and English, by cementing them more closely together; it would extend the influence and power of the Established Church, because it would remove the cause of complaint on the part of many Welsh persons that they cannot get Welsh exclusively in the 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 literature 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 supported 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.

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 drinking 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 religious education, and I believe great good will arise therefrom to nearly 2000 children in our parish.

W. W. PHILLIPS.

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6th April, 1847.

1. There is a deficiency of good day-schools in the district of Abersychan; 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 I have known the place, occasioned by the increased briskness in the iron trade. The only day-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 unfrequently 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 husband, 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 neighbourhood 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

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anxiety to work, but are afraid to do so, lest as they say they should be marked and suffer for it from their fellow workmen even years hence.

6. Undoubtedly, if founded on the word of God.

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; another, 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, and 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, etc., has lately been introduced, though heretofore unknown here.

FRANCIS L. BLUETT.

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 lamentable, there being only two well-organized schools established here; one at Nantyglo, conducted on the National system, and another recently established at Blaenan , 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

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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 portions 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 population 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 prevalent 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 known 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 best 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 MORGAN.

18th March, 1847.

1. We have a good day-school in the centre of the district, with competent teachers, capable of affording instruction to six or eight hundred children. There is no deficiency in that respect.

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2. There is great ignorance amongst a large portion of the poor, chiefly those who come from the counties of Gloucester and Somerset. The natives of the county and of the principality are, for the most part, tolerably well informed, especially on religious subjects.

3. The principal defects in morals are those of intoxication and prostitution. 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 connected with iron works) are extremely prodigal. They earn high wages, 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 schoolrooms 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 dissatisfaction prevails, it is invariably to be found amongst that class.

OWEN L. H. PHILLIPS.

Snatchwood House, April 28, 1847.

SIR,

I BEG to apologize for my seeming neglect in not acquainting you before that our respected clergyman, Rev. Mr. Phillips, brought me his 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.

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15th March, 1847.

1. There is no deficiency of day-schools; but a more competent master in one of the two parochial schools of this parish is very desirable.

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 instances without any.

5. In regard to their pursuits in life, they are all in this locality agriculturists or colliers. In regard to their character, a disposition to deceive, 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 unconnected 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

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far more deserving of Government aid than districts where large coal or 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 to support schools. In this locality there is not one proprietor resident; 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.

Llanhilleth vià Newport, Monmouthshire,
August 24, 1847.

DEAR SIR,

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 not exist in the case of those who are employed at large works, such as Merthyr, Tredegar, and others; the latter are constantly employed (except, of course, in times of general depression of the trade throughout the country); but not so the country collier, he has no certainty 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 employers at those large works, and I consider them to be inferior 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 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 advantages 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

[*For information about the truck system see my Background notes.]

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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 being 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-homes, 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 habits 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 distaste 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 on the conduct of the magistrates, published in the folio edition of this Report, has been subsequently retracted by Mr. Hughes. - J. C. S.

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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 work people 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 neighbour. 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 I 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.

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 religious and political character of the people that is more to be deplored than admired.

6. Yes.

7. I believe many do.

8. Yes. Yes, in order that the minds of the people should be better informed.

9. No.

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10. Yes; but I am not prepared to answer the latter part of the question specifically, but in a general respect the aid and consideration of Government would be most desirable.

DAVID JONES.

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 day-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 manufacturing population were decidedly bad. A spirit of restlessness and disaffection pervades a large number of the working class, and this discontented feeling is much strengthened and invigorated by their associations 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 population, but the measure of good fruits is scanty indeed. Profession of religion is common amongst the people, but their lives are often very inconsistent.

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, especially 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.

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7. The delivery of popular lectures would also produce good effects, and would be hailed with cordial welcome on the part of the better class of our mechanics and other labouring people, especially if a large room (where the poor people could feel at home, and where coffee or tea, etc., etc., could be supplied cheaply to them) were built for the purpose: I am confident of the success of such an undertaking. Many have expressed 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-utility 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 a wing to connect with it by means of a folding door; by adopting this plan the whole space might he made available to the use and accommodation of the public when occasion required, such as the delivering of lectures, etc. etc.; 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 persuaded, 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 existing amongst 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.

23rd March, 1847.

1. There certainly is a great deficiency of good day-schools with competent masters in this 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

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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 ironworks 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, drunkenness, 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-works; 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 lie 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. Education, 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-schools. 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 prospect, I apprehend, of schools being established in this locality, on anything like an adequate scale, without the aid of Government.

10. I do certainly think Government aid most desirable, nay, I should

[†For information about Chartism see my Background notes.]

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say it is absolutely necessary and indispensable, and I do not see any prospect of a better state of things without it. I am, however, unable to state to what extent and in what manner it could be best applied. The diversities of creed are such obstacles in the way of almost every plan that can be proposed, that it must probably be left to every denomination of Christians to conduct their schools in their own way, subject only to some such control as that proposed to be exercised in the Resolutions lately issued by the Committee of Council on Education.

11. I have no other opinion to offer.

DANIEL REES.

6th April, 1847.

1. A great deficiency. This arises, I consider, chiefly from a lack of funds to erect school-rooms and furnish salaries sufficient to induce competent 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, drunkenness, and prostitution. Women and children of all ages, sent out expressly 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 [not in OED; presumably drivers] of the trams, from a knowledge and intimate acquaintance with the parties, oftentimes aiding and assisting 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 compliance 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 neighbourhood, 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-

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cate their children, but as in the neighbourhood of the works employment can be obtained for them at a very early age, they readily sacrifice the future welfare of their offspring as regards their education for the sake of the few shillings they are able to get by their weekly earnings.

8. The English language is rapidly gaining ground, and it is very desirable 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 adduced. 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 discovery 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 Government 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 engineering, land-surveying, levelling, and dialling.

AUGUSTUS MORGAN, Rector of Machen, and Rural Dean.

[*For information about Chartism and the Rebecca riots see my Background notes.]

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"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."

"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 [popular rising or disturbance] 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? Simply, because they had never shown, when times were flourishing, that interest in their domestic comforts - that wish to promote the moral and 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 agricultural, 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 destitution. 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 privation 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."

[*For information about the truck system see my Background notes.]

[page 416]

31st 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 children'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 endless 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; the attendance 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 dissent.

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 encouragement 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 educate 150 children, but from the poverty of the neighbourhood (the population 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 £5 per annum could be collected.

10. I 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

[page 417]

think, tend to improve the rising generation more than anything else; but I am doubtful if such a school can be supported by the pence of the children, and from some trifling local subscription, without the aid of Government or of the Educational Societies.

SAMUEL DOBREE.

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, I 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, contentment, 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 Sunday, 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 contentment.

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 instructing 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

[page 418]

that the state of Wales is worse than almost any part of the kingdom; if I have any strike or quarrel with the people, it is almost next to impossible to reason or talk with them, for they are so led by others that they will give up their own judgment entirely. I have never known a people with less of a mind of their own when their interests are called into question, when they have to act for themselves.

P. MOIR 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 present, fomenting envy, bitterness, malice, and all the inhumanities of hatred. It pervades the entire conception of the relation between 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 sympathy 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 expressive of the facts I was commissioned to investigate.

I have the honour to be,    
My Lords,        
Your very obedient faithful Servant,    
JELINGER C. SYMONS.

[page 419]

*In conformity with Section XX. of the Instructions, this Report is confined to a statement of the facts which have been ascertained.

[page 422]

[page 423]

[page 424]

[page 425]

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 themselves; 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 summary.

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:-

[page 426]

[page 427]

[page 428]

The professed object for which day-schools have been established in North Wales is to teach the English language.* It is important to state this at the commencement, as affording the standard by which the present condition of schools in every particular must be estimated. It appears from the preceding table (p. 427) that only one school has been established in North Wales for instruction in Welsh.

The 591 schools above mentioned have all been personally inspected, and 19,521 scholars examined in all the subjects professed to be taught. The information thus obtained relates to the school buildings, their furniture and apparatus; the teachers, their qualification and methods of instruction; the visitors, the government and organization of schools; the scholars and their attainments; and lastly, to the causes of defective education.

On the other hand, the demand for instruction so far exceeds this limited supply of means, that there are at present in operation 317 additional schools, for which, in default of rooms set apart for the purpose, the promoters are compelled to employ churches, dissenting chapels, shops, cottage-kitchens, and even bed-rooms.

*The proportion of inhabitants in North Wales who habitually speak Welsh is nearly 80 per cent. - See Appendix E, folio ed.

[page 429]

The following extracts from evidence illustrate the difficulties to which schools are consequently exposed.

The Church school at Llanllugan, county of Montgomery:-

The school is held in the parish church, which was cold and damp. The furniture consisted of some temporary tables made by placing boards across the bier, or any stool which offered itself. The reading-books were insufficient and miscellaneous, being provided by the parents, and often at the private expense of the master.

The church tower, in which this school is held, is damp and very dirty. It is so dark as to render it necessary to send those who learn to write and cipher to the singing gallery, where they are necessarily removed from the superintendence of the master, while he is occupied with his other pupils. The gallery has no school furniture; the tower contains a few forms and desks, which are in bad repair. The books and apparatus are insufficient, comprising only the Universal Spelling Book, the Tutor's Assistant, and some Bibles, casually supplied by the benevolence of the neighbouring gentry.

The school-room is a portion of the church boarded off and set apart for the purpose. Allowing six square feet [0.6m²] for each child, it would accommodate only 48, yet 77 children are said to be members of the school. It is dirty and in bad repair. It is insufficiently supplied with fixtures and apparatus, and the few books which are provided are ill selected and in bad condition. There are no outbuildings of any description. The school being in the centre of the churchyard, the graves form the playground of the children.

There were no scholars present, owing to the ill health of the master, who is severely afflicted with the cancer. The school is held in a part of the parish church, separated by a partition for the purpose. It was very dirty and ill ventilated. The furniture consists of a few old benches taken out of the church, and one small desk; they are insufficient for the purpose, and were filthy with smoke. The master has been engaged in teaching for 26 years, but was never trained for the purpose. He could speak but a very few words of English; he was living in a miserable cottage, and appeared dirty and very poor.

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these buildings: the British schools which are held in them are among the most efficient schools at present in operation; but the peculiar system of teaching and organization to which British teachers have been trained is incompatible with the materials which they are driven to employ.

In the British and Foreign school at Mostyn, Flintshire -

The building is entirely occupied with pews. In these the classes are placed in the most inconvenient manner, so that organization and discipline are alike impossible. When I entered, some 20 children or more were sitting in pews doing nothing, and without books. The British system cannot be carried out. The materials for teaching are insufficient, and in indifferent repair. There appears to be no immediate prospect of a suitable building being erected, and even the funds of the school are altogether uncertain. The master realizes about 7s. per week from the pence of the children. At present there is no salary fixed, and the continuance of the school is precarious.

The chapel is large, but insufficiently warmed, and very inconvenient for the purpose of a British school. It was very dirty. The school apparatus, which are provided by the Committee, are all insufficient. For this school of 267 scholars of both sexes, there is no outbuilding of any kind.

The building is singularly ill adapted for the purpose to which it is applied. The pews are a hindrance, and there are none of the fixtures necessary for a British school. It is stated that many more scholars might be receiving education if the managers had a building constructed and set apart for the purpose. The general apparatus, books, black boards, slates, etc., are deficient; and there are no outbuildings proper for the school.

In winter the school is removed from the chapel to a room over the adjoining stables, to secure the convenience of a fireplace. The pews in the chapel have been fitted up with a few desks. The books, which are miscellaneous, have been provided out of a fund raised for the purpose by collection. They were insufficient and in bad repair.

The school is kept in a little loft connected with a chapel, and intended for a school-room. Considering the area, the number of children on the books are twice as many as the room will accommodate. It is moreover dark, low-roofed, and incapable of sufficient ventilation. The master informed me that a new school-room was about to be built in the neighbourhood, but it does not appear that any subscription has been set on foot for this purpose.

[page 431]

The chapel in which the school is held is most unsuitable for the purpose. The furniture, with the exception of a small table and a pulpit, consists exclusively of pews. This prevented classification, order, discipline, and system. Whenever a movement of the classes for any purpose was required, it occasioned great inconvenience and disturbance, the same class being often in two or three pews, the doors of which opened in different directions.

In the free grammar-school at Dolgelly -

The school-room consists of the upper floor of a very old building. It is reached by a flight of steps ascending outside, the ground-floor being let to poor cottagers. Nothing can exceed the miserable condition of the building. The floor of the school-room is rotten and intersected with large holes, and the roof is too low to allow a person to stand upright. At one end of the room, behind a desk, is a large coal-heap. The furniture is ill suited for the purpose, and in wretched condition, and there are no maps, books, or apparatus. The present master is the Rev. G. Andrews, B.A., of Trinity College, Cambridge; he is the curate of Dolgelly.

I examined this school November 24th. I found the school-room, and the master's house, which is under the same roof, in miserable repair; the appearance of both was wretched, dirty, and disorderly; the windows of the school-room were broken, and the floor contains large pits, which have been filled with wet clay. The furniture was scanty and bad, and the books torn.

The building is in an exposed situation and much out of repair. On the day of my visit there was a great hole in the roof. The floor of the room used for the school is of earth and full of holes. The outbuildings are insufficient, out of repair, full of lumber, and inaccessible. There is a separate girls' school-room, but it is used as a receptacle for turf.

The school-room is very ill adapted for the purpose, being low, dark, ill ventilated, and very dirty. The fixtures were insufficient and worthless. There was not a map in the school, nor a book besides the spelling-book and Bible.

The school-room is very low, dark, and ill ventilated. It was also dirty, and contained a heap of coals in one corner. There was no proper drainage, the floor being on a level with the street, into which it was difficult to walk without stepping into puddles and heaps of filth.

[page 432]

Although the school has been held here for a great many years, there are no outbuildings connected with it.

The school-house is very old, having been built in 1675. There appears to be danger of the roof falling in, and of the floor giving way beneath. The building is so damp, that the master was obliged to vacate his dwelling, which is on the floor below the school-room. The latter is dark, low, and ill ventilated, and far too small to hold the number of pupils.

The school building is very damp, the earth resting against the outer wall to a considerable height. The girls are obliged to stand upon blocks and planks of wood to prevent cold. All the materials for instruction are deficient.

In the Church school at Llangurig, county of Montgomery -

The room is too small for the number of scholars, and so out of repair as to be full of draughts. The master stated that, when he began keeping school in it, he found that the children became ill, and he felt so himself; and that the only remedy he could find was "frequent exercise in the open air". On the occasion of my visit there was but a very bad fire, though the day was cold. A collection is made among the children twice a-year for the purpose of providing fuel. Last year 4s. were collected in this manner, which served to purchase peat sufficient to last for two months. There are no outbuildings at all. There was a deficiency of every kind of apparatus, which the children are required to provide. The master informed me that the subscriptions had been lately reduced from £20 to £3. He has no house or other emoluments, and receives in all only £10 4s. from the school.

The mistress appeared in weak health, a circumstance which need not he wondered at, for, at the rate of six square feet [0.6m²] to a child (much too little in so small a place), the room is calculated for only about one-third of the scholars. In this room is the mistress's bed; and there are no means of ventilation, except those caused by the dilapidation of the cottage.

It appears that it has been customary to hold the school in a species of crypt underneath the chancel of the parish church at Denbigh. I visited this school-room February 11. It is in wretched repair, the planks of the floor being broken, and the battening of the south wall, which is considerably below the level of the churchyard, being destroyed. This battening was constructed to prevent the ill effects of the damp from the churchyard, which caused disease among the scholars. The few articles of furniture which remained were in miserable condition. There are no outbuildings for the use of the school, and none have ever existed, either for the grammar-school or for the adjoining blue-coat school, although both are situate in the centre of the town.

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The precarious tenure of a large proportion of school-buildings is another important fact ascertained by the inquiry. It appears that more than two-thirds of the schools at present in operation are conducted in buildings held on temporary occupation, for the continuance of which there is no security. This defect is principally incident to schools in connexion with the British and Foreign Society, the promoters of such schools being unable, as I have already mentioned, to obtain conveyance of suitable buildings, or even of sites for the erection of school-rooms. Consequently vast numbers of schools of this description, after surviving a few months in Dissenting chapels, are compelled to be discontinued, the rooms being found wholly unsuitable, or the congregations requiring the scholars to remove.

It is a fact significant of the Welsh character, that 417 schools (71.5 per cent of the entire number) are destitute of sufficient outbuildings: 210 (or 36 per cent) having no sort of provision of the kind. The germs of the barbarous and immoral habits which disfigure Welsh civilization are thus implanted in the minds of children, together with the first elements of education.

Table (D) (p. 434) exhibits a summary of statistics relating to the description, tenure, capacity, and condition of school-buildings, and the sufficiency and condition of the school furniture and apparatus; from which it appears that, of 580 schools, only 128 are provided with a sufficient supply of furniture and apparatus, sufficiency being here measured not by what is required for a proper system of education, but with reference to the limited subjects of instruction in each school and the method which the teacher professed to adopt. Of the 580 schools above mentioned, 128 possess this bare sufficiency of materials: the remaining 452 are destitute of forms, desks, and other indispensable fixtures, of books for reading, and of slates and other materials for writing and ciphering.

The following examples illustrate the extent to which this deficiency prevails; the pages of the Appendix from which they are taken abound with evidence to the same effect:-

In the British school at Llanbadrig, Anglesey -

The committee and master complain of the want of books, slates, maps, and other school furniture and apparatus. These cannot be procured for want of funds. The school was established by a few farmers and small tradesmen in the neighbourhood, who have already done their utmost in erecting the school, which is yet incomplete. They have guaranteed a salary of £50 per annum to the master, but nothing has been subscribed towards a fund for this and other expenses. The labourers are very poor in this neighbourhood. Great numbers are unable to send their children to the school, although it is capable of containing 70 more than are at present members. To induce the children to attend, the committee, in many cases, pay the entrance fee,

[pages 434-435]

[page 436]

and remit the payment in advance of 1s. 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.

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 [1.8m] above the level of the floor. 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.

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 Testaments, and the children read from penny books, almost obliterated, of the Discourses of our Saviour.

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.

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.

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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, in consequence 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 vivâ voce 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 committed 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", "Walkinghame'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 or 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 more 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 miscellaneous character in teaching 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

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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 to 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.

In 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 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.

The extreme youth of the teachers is a fruitful source of ignorance and disorder in 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 employing 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.

The master has received a very slender education, and no training. His knowledge of the 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 school 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.

[page 441]

[page 442]

[page 443]

[page 444]

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In Llanferras endowed Church school, in the county of Denbigh -

Neither master nor mistress has received any kind of training 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.

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 pronunciation; and his questions on Scripture were feeble.

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 learning 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.

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.

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 education; 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.

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It appears from the foregoing table respecting the income of teachers, that 107 teachers receive less than £10 per annum, 185 less than £15, and 258 less than £20 in return for their exertions. 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.

The qualifications of those who become teachers may be inferred from preceding statements. Persons are appointed to conduct important schools who are unable to speak or even to understand English. In addition to the extracts already given, which incidentally 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 groanings?" "What did Moses said?" "To where he led his flocks?" "What did John worn?"

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 his 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

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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.

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 £1 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 dismissed, he gives each "a word", with the signification, 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", etc. 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".

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 incorrectly. In his school register I saw the following entries: "Stuborn girl"; "verry bad"; "her parents gave to much her own way".

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 understands English, but not well; and he speaks the language most incorrectly. For father he said fayther; 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.

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?" etc. 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 Wales. 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

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subject the master assured me they could answer questions. It would be profane to detail the mistaken answers which were given.

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, etc.; and his questions, in catechising, were ungrammatical, 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.

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 he thought a blunder was committed he corrected it by committing another.

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 the 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.

In the free school at Aberffraw, Anglesey -

*In the British and Foreign school at Ruthin, an English and Welsh vocabulary is employed, and the master or the National school at Machynlleth 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".

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The master has the reputation of being a good scholar, but he has never been trained to teach, and his method of teaching is very antiquated. He has no books, except one or two Bibles, a Church 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 vivâ 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.

Both teachers admitted that their pupils do not understand what they read or hear from ignorance of English, yet no system of interpretation is attempted, and neither teacher professes to ask any questions or to give instruction upon the meaning or history of the Bible; 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 up, 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.

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.

The attainments of the scholars were exceeding low. The head girl could not repeat the Belief. I asked a few of the easiest questions

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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.

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 understand. 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.

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 the 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 ungrammatical. 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.

The mistress does not understand Welsh, and finds great difficulty in conveying ideas to her pupils. She employs a child to explain to

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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.

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.

I found 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.

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 understands 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 commonplace, and his pronunciation of English was inferior to that of many Welsh masters.

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Six boys were reading the outlines of English History, published by the Christian Knowledge Society; 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 interpretation 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 unintelligible 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.

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 Stick". 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 interpretation.

Teachers who are unable to pronounce English cannot be expected to give instruction in the art of reading. I have frequently 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.

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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 this 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".

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 questions, or teach them Scripture history, or religious knowledge, for want of books.

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.

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same book repeatedly, until it ceases to be an exercise, even for the memory.

The art 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 opportunity 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 otherwise 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:-

"9th March, 1847.

HONOURED SIR,

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.

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."

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

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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 arithmetic, only two could work a plain sum in Addition.

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 arithmetic 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 give instruction in the higher branches of secular knowledge - as grammar, history, geography, etc.

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 meaning of definitions. If asked, "What is an article?" they replied, in the words of the book, "An article is, etc., 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.

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

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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 if 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 "noon".

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.

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 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), p. 427.

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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 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 the map. 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 be heard repeating 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 contained 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 familiar 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 Wales; 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

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of the earth and the conventional representation of it by geographers.

It appears from the foregoing table that, of the entire number of schools provided for the poor, those established in connexion 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.

With respect to Holy Scripture, the following extracts illustrate the 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 darkness". 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 the 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 titIe 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", etc. The master stated, in excuse, that "they did not remember the Catechism well at that 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."

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," etc., I said, "St. Luke

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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), "Jesus Christ died like other men - a natural death - he died in his bed." The master alleged that only one, who was an English 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 churchyard, they conversed with me 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 anything of arithmetic, and he could not write down 104. There was only one slate in the school.

Of Holy Scripture nothing was known, and the master appeared unable to give them instruction in this subject. When his pupils stated that Pharaoh was the king of Israel, he commended them, saying, "Very good". He has never been trained to teach, but has conducted a school for 35 years upon the old-fashioned method of private schoolmasters. 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.

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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.

Among 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 explanation, 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 respecting the attainments of scholars in religious knowledge.

With regard to the moral qualifications of those who are employed as teachers, their ideas of order and decorum, their ability to control and direct the operations of the school, their 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 noise, playing at horses, etc. The master has no control ever the school, and does not appear to think noise and confusion at all

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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.

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.

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.

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 of maintaining discipline nor of giving instruction.

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 groups, 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 boys were spitting in all directions - not through disrespect, but from habit.

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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.

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.

The practice of receiving specific training at Normal or Model schools, preparatory to undertaking the office of teacher, is of 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 himself 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

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resort of those who can afford to be trained as National schoolmasters. For schools unconnected with the Established Church, there is at present no training institution in North Wales. The number of teachers of either sex who have received specific training at Normal or Model schools is shown in Table (H) p. 464, whence it appears that, of 643 teachers at present conducting 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 training, it is important to notice a misconception which exists in the minds not only of teachers but of the promoters of education 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 six 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 compared 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.

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 of 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?" etc. There was great confusion in the classification of his school; the discipline was not good; the children were exceedingly rude and unmannerly.

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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.

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As practised by untrained teachers, this system is an unmixed evil. The following examples, taken from Reports upon British: schools conducted by masters who have received the best description of training, show what defective discipline and teaching are produced even under the most favourable circumstances r-e-

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.

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 of 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.

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 that she ought to have been able to do so, added, in Welsh, "I have done nothing but teach these disagreeable little children".

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.

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.

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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 same monitor failed to correct a boy, who repeatedly said mistolee, instead of mistletoe. Some questioned their pupils intelligently, others were careless. All the monitors receive additional instruction for half an hour after school, both morning and evening.

It is impossible, in a school so recently established, to have monitors competent to teach, yet nine monitors are employed in this school, all of whom were found to be incompetent. Upon these monitors and the master, aged 21, depends the education of 267 children. The master is necessarily inexperienced, and it is difficult to imagine a school where more experience would be required. Though he appears anxious to do his best, he does not and cannot control the school, which is not only numerous, but consists of children who, being altogether uncivilized, appear to require discipline even more than instruction.

In the Church school at Llangelynin, county of Carnarvon -

The monitors employed to teach reading could themselves only read monosyllables. The monitor of the first class in arithmetic could not tell how many pounds are contained in 51 shillings. None of them were able to keep alive the interest and attention of their classes; the children, therefore, became listless and dull.

The master has been but a few months engaged in teaching. He was formerly a bookseller, and has recently spent four months at Carnarvon, with the view of being trained. He understands very little Welsh. The younger pupils in his school understand no English. The children are in general monotonous and sleepy, and he appears to want the power of interesting them and fixing their attention. His questions were feeble and without point. His school is not well organized. Monitors are employed, but, if the master's attention is withdrawn for an instant, the business of the school is at a stand. The attainments of the scholars are so low that there is not much opportunity for classification, but the scholars are not arranged according to their merit. All the children in a class are in the habit of answering simultaneously, but on a bad system, so that those who are ignorant cannot be detected.

The master was formerly a labourer, and speaks English very ungrammatically. He has been employed in teaching for a year, but has never been trained or educated for the purpose. He attempts to conduct his school upon the National system, which he has seen adopted at Bangor. He employs 20 monitors, five for a week at a time, but there is not a pupil in the school competent to teach. None had any

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conception of the meaning of what they were learning and reading. As no system of interpretation is adopted, they are in the habit of reading the Scriptures without deriving any notion of the first rudiments of Christian doctrines or morality. I asked "How many Commandments are there?" and, failing to obtain an answer, I asked them to tell me in Welsh the meaning of the word "commandment"; upon which one answered "Ioan Fedyddiwr" (John the Baptist). A young man 20 years of age, in answer to a question respecting the passage of the Israelites through the Red Sea, told me that he thought they must have crossed when the tide was out. None could tell me who were the Jews, and many believed that the Welsh were Jews. They were questioned in Welsh and English.

It appears from the foregoing summary that, of the 578 schools now in operation, 232 are never visited at all; that, of the remainder, none have as yet been subjected to any periodical visitation by the Inspectors appointed under your Lordships' authority, or by other Inspectors expressly appointed by any diocesan or other local Board of Education - there being no such Board in existence in North Wales; and that only one school is periodically visited by the Bishop of the diocese.* The visitation which prevails is conducted, in the case of Church schools, by the minister, or patron, or both; and in that of British and Foreign schools, by the Committee. The following extracts illustrate the effects which follow the neglect of visitation and assistance:-

In the Church school at Penmachno, county of Carnarvon -

I asked six boys, between 10 and 13 years of age, where did Christ die? Two replied, "In Eden". Another said, "In Bethlehem". They were questioned in Welsh, not one of them being able to talk English at all. The master said he was in the habit of questioning them as to the meaning of English words; but on my requesting him to do so, he allowed the children to translate English verbs into Welsh nouns. Even in reading, he is incapable of correcting the children's blunders. He read the word interpretation - interprétation; and the word stripped - striped. His method of teaching arithmetic is not good. A boy could not tell how many pounds there are in 53s. without getting his copy-book, on the cover of which there was a money-table. The master has been more than 20 years a

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teacher. He was originally a farmer, and received no preparation for his present employment. When I entered the school, I found him reading a newspaper. He told me that he durst not teach the "catechis" (that of the Church), the parents having sent him word that, if he did, they would take away all his pupils. A new school had been commenced, about a fortnight before, in an adjacent chapel, and had taken away a great number of his scholars. His salary is £10 per annum. The building was dirty, and the windows were much broken and patched. There are no outbuildings. The master states that no one ever visits his school, or assists him to give religious instruction.

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; 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 years 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. Although 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.

The master stated that no one ever visits the school; and that during three mouths 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 informed 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 I 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

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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.

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.

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 1s. 1d. 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-fashioned system of private adventure-schools. He can speak good English, but there is no systematic interpretation employed. No one visits the school.

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 Scripture 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,

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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.

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 questioned 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 [£31 10s.] annually.

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 themselves with books, there is scarcely a book or slate to be found. There are no outbuildings for the children.

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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 2563 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:-

Denio 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 complaints 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, £106.

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

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building or endowment has been legally secured as a guarantee of permanent continuance.

The effects of the neglect of visitation are yet more apparent in the disgraceful condition of 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 £3000 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.

In the case of schools which are visited, the ignorance of English, and general want of education, which prevail among a considerable class of the promoters of schools, render their superintendence futile. The following certificate was addressed a few years ago by certain 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

Witness our hands

David - Sirgeon
Samuel - Ditto
thomas - "

"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_______ January 14 1832
A. B. School Master"

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_______.

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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, representing 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 most 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 exception 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. He spoke English very ungrammatically during my visit. When his pupils pronounced words wrong, he was unable to correct them. Be 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.

Even in the case of schools which are richly supported by the clergy and the wealthy classes, ignorance of the Welsh character, and of the actual requirements of children, especially among their 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 unintelligible. 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 imply great ignorance of the poor among their country-

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men, who, as I have already stated, insist on having English only taught in 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 commendation 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 conclusion 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.

In many cases there is too much reason to fear that the visitors 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 + ½). 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+ ½), 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".

Upon this subject the results of my inquiry confirm the following 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 prepared 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.

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The average daily attendance throughout the year could not be ascertained with the same completeness, many of the schools having been but a few mouths in operation, while in others the teachers professed themselves incompetent to form an estimate upon the subject. The following table comprises informatiom respecting 445 schools, of which the average daily attendance was stated by the teachinformationers:-

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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 attendance, 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 preserving 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 necessary 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.

The information procured respecting the ages of scholars shows, first, 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 present under instruction. These results are exhibited in the following tables:-

*The inquiry was conducted during the winter months, from October 1846 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 (Montgomery), 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.

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From these Tables it appears that the period of life at which 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 observable in a greater or less degree in every county of North Wales.

From Table (M) it appears that of the juvenile population between the ages of ten and fifteen one-fourth part are receiving 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.*

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 infants 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.

The average 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.

It appears from the same Table that the number of scholars who live more than a mile and a half [2.4km] distant from the school which 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 [13km] and more. These facts are valuable, as indicating the desire for education in North Wales.

I have met with frequent complaints respecting indifference to education, irregular attendance, and general apathy and carelessness 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.

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value of the instruction given compared with the expense, and considering the materials for instruction and the qualifications of the teachers, the scholars cannot reasonably be expected to be more numerous, more regular in their attendance, or to expend more time in an employment so unprofitable. The complaints have been generally made by persons among the higher classes, who, through neglect, have allowed their schools to become extinct, or, through misapprehension of the character and temper of the inhabitants, have failed to adapt the style and subjects of instruction to the requirements of those whom they professed to teach.

In order to lay before your Lordships the fullest statistical derails respecting the attainments of the scholars, which afford the only certain criterion of the value of the present means of education, I have endeavoured, in conformity with the instructions which I received, to examine every school in such a manner as to enable me to record the attainments of the scholars in the form of a tabular summary. In this manner 488 schools have been examined, and the attainments of the scholars present, to the number of 19,521, recorded according to the following standard of classification:-*

Holy Scripture. - Class 1 includes those who were able to answer plain questions upon the History of the Old, as well as of the New Testament; e.g., the History of the Patriarchs, the Plagues of Egypt; the deliverance of the Israelites out of Egypt; the History of Moses, Samuel, Saul, David and Solomon; the names of some of the Prophets; the captivity of the Ten Tribes, and that of the Two Tribes.

Class 2 includes those who had a corresponding amount of knowledge of the New Testament History without more; e.g., of the General History of the Gospels, the miracles of our Saviour, the principal events in the Life of St. Paul and St. Peter, the names of the Epistles, and of the Apostles who wrote them.

Class 3 comprises those whose knowledge was limited to the facts attending the birth and death of Jesus Christ, with the names of the four Evangelists.

Religious Catechisms. - The knowledge of Welsh children in this branch being found, as stated above, to be confined in nearly all cases to verbal repetition, I have not attempted in this summary to distinguish those who possessed an intelligent knowledge of the subject. Of the entire number of schools in North Wales, there are not five in which any attempt is made to convey such intelligent knowledge of the subject, except by requiring the pupils to commit to memory expositions or glossaries, which, being in English, do not serve the purpose of interpretation to Welsh children, and, being committed to memory, fail to

*Schools in which the scholars have not been examined consist almost exclusively of dame schools, or schools taught on private adventure, in which the attendance was extremely small, and the amount of instruction inconsiderable. Consequently the results of this branch of the inquiry afford the most favourable representation of the attainments of scholars in North Wales.

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reach their understanding. Consequently the classification under this subject is confined to verbal accuracy of repetition:- Class 1, comprising children who could repeat the whole perfectly; Class 2, those who could repeat a part perfectly: and Class 3, those who had a less perfect knowledge of the whole or of a part of the Catechism.

Art of Writing. - Class 1 comprises such as could write a round hand perfectly.

Class 2, such as could write legibly, but with less neatness and symmetry.

Class 3, such as were beginning to form letters, and to join them into words.

The number of children able to write upon paper cannot be taken as a basis of calculation, since, in many cases, copy-books were produced which belonged to scholars who were not present during examination.

Arithmetic. - The scholars examined have been classed according to their respective proficiency - (l) in the first four rules; (2) in Reduction and Compound Arithmetic; and (3) in Proportion: Class 1, in each case, denoting those who were able to work an easy sum correctly at the first trial; Classes 2 and 3, those who had some knowledge of the rules which they respectively professed, but who applied them more or less incorrectly.

Mental Arithmetic has been recently introduced, and is seldom taught except in the few schools conducted by teachers who have received express training. It requires little knowledge of English, and consequently Welsh children, who are naturally quick, make very rapid progress in mental calculation.

Grammar, Geography, History, etc. - From the method of instruction in these higher branches, as already detailed, it has been necessary to classify the scholars, not according to their comprehension of the meaning of what they have been taught, but for the most part, as in the case of catechisms, according to the degree of verbal accuracy with which they were able to repeat the books committed to memory. Thus, in Grammar, all who could parse words. or exemplify rules correctly, are included in Class 1. Classes 2 and 3 are formed with reference to the degree of accuracy with which the scholars could repeat from memory larger or smaller portions of the treatise used in the school. At present, as stated above, none have acquired such a knowledge of grammar as to write or speak correctly. In the same manner in Geography, Class 1 is confined to such as were able to point out upon the map the position of the countries, towns, etc.., the names and classification of which they had learned by heart; Classes 2 and 3, including those who could repeat with more or less accuracy portions of the book used in the school for instruction in geography, and those whose skill in local geography was very inferior.

From an analysis of Table (P), it appears that the proportion of scholars entitled to a first class on the several subjects of examination is as follows:-

In knowledge of catechisms or other religious formularies, 6.4; in Holy Scripture, 2.7; English grammar, 0.56; geography, 0.54; History of England, 0.18. Of scholars able to read with ease and correctness, 8.2; to work sums in the Rule of Three correctly, 1.15; to calculate mentally, 0.32.

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On the other hand, it appears from Table (O), that of 19,521 scholars examined, the proportion unable to read a verse of 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 majority is illustrated by the answers received in the course of examination, as given in the Appendix of Evidence. The following extracts illustrate the degree of ignorance of the history of the 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.

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 Bible 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 had 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.

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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.

None of the children could read correctly or answer questions upon 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 farmers 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.

I could not find one scholar in the school who could understand English of the plainest kind; not one who bad any conception of the meaning of such a question as "How old are you?" A grown-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.

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, 6 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."

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 understand compound arithmetic, but were unable to work a sum in the

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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.

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 had been made to get up by rote a great number 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 Saviour, 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.

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, etc." "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 understand English; out of 18 present 8 are accustomed to talk English during play-hours.

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 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.

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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.

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 English 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 a 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.

Of a large class who were reading the Scripture, I found only nine who could answer simple questions; and only two possessed a competent 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, Luke; 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.

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 save. In answer to the question, whose son was Abraham? one said Laban, another said Joseph, another Jacob, a fourth, Isaac! 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 little

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they knew about Scripture? all but one replied, "at the Sabbath school", meaning a school held in some neighbouring dissenting chapel.

40 professed to know the Church Catechism, but only 15 could repeat 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.

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

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entitled "Scripture Proofs"; a book more nearly adapted to their capacities, but this was not known.

Out of 91 scholars examined, only 2 professed a competent knowledge of Scripture. One scholar said that Calvary was on Mount Olives, another that it was on Mount Sinai; yet 53 could repeat portions of the Church Catechism (several in Welsh and English).

I found 16 who could read a chapter of the Bible, and repeat parts of the Church Catechism. This was the sum of their attainments. Of intelligent information upon any subject, religious or secular, they were destitute. The head boy told me that Nebuchadnezzar and Pharaoh built the temple at Jerusalem. The girls who were placed first in the class knew nothing of the history of Moses or of Joseph, although they understood English well. When examined in the Church Catechism, out of 21 who professed to know it, 16 could repeat it fluently by rote. When questioned irregularly, or in equivalent words, only two could answer, and they did not know the meaning of the terms which they repeated; the rest frequently destroyed the sense altogether by their mode of repetition. In arithmetic, three professed to understand Proportion, but none were able to work the following easy sum: "If 3lbs. cost 1s. 6d., what will 21lbs. cost?" Two professed compound rules, but were unable to add or subtract, sums of £. s. d. Among six examined in the first rules, three could not work a simple sum. I gave all these abundance of time, and the easiest sums.

The Church Catechism is taught with considerable perseverance; 17 were able to repeat considerable portions, the reluctance of Dissenting parents having been overcome by the promise of a reward for the best repetition. It is learned, however, by rote, and forms the only branch of religious instruction imparted in the school, the Bible being; not even read; consequently, the ignorance of the children was startling. Scholars, who could repeat the Church Catechism perfectly, believed that their "ghostly enemy" was Jesus Christ; and that there were three, nine, and fifteen Gods. The master states that the clergyman assists to give religious instruction, and visits the school once a-quarter.

Although 10 were able to repeat the Church Catechism, none could tell me who built Noah's ark; who was Judas Iscariot, what sin he committed, or whether St. Peter was a good or bad man. Yet all understood English, and could speak no other language.

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

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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.

Although 20 could 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 immortal.

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 Commandments, 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 Catechism 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 requested 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.

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 many important facts in Old Testament history. I therefore turned

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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.

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.

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.

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 (LLANDEGFAN), the Infant school at Holyhead, and the British and Foreign school at Llanrhyddlad.

CARNARVON: The Carnarvon Infant school is excellent. The Church schools at [note continues at foot of next page]

[page 501]

[page 503]

In the parish of Denio, county of Carnarvon, the free grammar school has been in abeyance for the last five years, during which period the endowment, amounting to £40 per annum, has been allowed to accumulate. The school-room and master's house (which is an excellent residence) were found to be filled with straw, hay, empty bottles, and other lumber. Fragments of valuable library books were strewn about the floor, and in a drawer of the school-table was found part of a human body in a state putrefaction. The evidence contained in the Report upon this parish shows that the administration of the trust commands a searching investigation. The inhabitants complain of the deplorable ignorance of the middle classes, who are left unfit for any trade or calling in life.

In the parish of Llanegryn, county of Merioneth, there are valuable endowments for the support of a free grammar school, the income of which, if paid, would exceed £100 per annum. In consequence of a breach of trust on the part of a deceased trustee in withholding the portion of the endowment charged upon his estate, arrears have accumulated amounting to £720, which, as well as the rent-charge, are at present withheld on the ground of non-payment for so long a period. At the time when the parish was visited, the school had been in abeyance for more than half a year.

In the parish of Llanrwst, county of Denbigh, the funds available for education are larger than in any parish in North Wales, amounting, it is supposed, to an income of £600 or £700 per annum. The misapplication was discovered by the Report of the Charity Commissioners, and the case certified to the Attorney-General. At the time of my inquiry, the schoolmaster and the resident trustee of the school were unable to give any account of the scheme for the future conduct of the institution. From the Report upon the school, it will be seen that the schoolmaster is at present the only person who derives advantage from the charity.

In the township of Capelgarmon, in the same parish, there is another endowment for the education of the poor, but the school has been in abeyance for an indefinite period, and the school-room is used as a tool-house by the schoolmaster, who is parish clerk and grave-digger.

In consequence of proceedings under the same Commission, a decree of the Court of Chancery was obtained for the future administration of the valuable endowments for education in the parish of Wrexham; directing schools to be erected in the populous mining districts of Brymbo and Minera. It appears, however, from the statements of the officiating ministers of these respective districts, that no steps have been taken in pursuance of the decree. The Report shows that the inhabitants are as ignorant and immoral as any in North Wales, and destitute of adequate means of instruction.

In the parish of Bryneglwys, in the same county, there is an endowment for the support of education, and a school-room has been erected upon a part of the charity estate; but in consequence of a controversy and lawsuit between the clergyman and his parishioners, the schoolroom has been closed for some years, and is at present used as a laundry. The clergyman has appointed himself to be master of the school, and

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employs a governess to teach the children in a cottage kitchen incapable of holding half the number of members.

In the parishes of Llandegla and Llanarmon, in the same county, it appears that until recently the trust estates originally devised for education have been disgracefully abused. The lessee of a part of the charity estate, being the owner of a public-house, was in the habit of considering the rents, as they became due, in the light of a set-off against the personal debts contracted for gin, etc., by the lessor, who acted as trustee of the charity. In this manner arrears accrued due to the amount of £88 15s. Previously to the year 1843 there were no trustees legally appointed, and it was found impossible to recover the rents. Respecting the present schoolmaster at Llandegla, I received the following information from the incumbent of the parish:-

"The clergyman of Llandegla and the clergyman of Llanarmon are appointed visitors of both schools under the will of the founder of the charity. In the case of Llanarmon, the clergyman, the Rev. Evan Evans, obtained from the trustees the power of appointing the master, and has had the school enrolled as a National School. I have failed in a similar attempt with regard to the school at Llandegla. I made this attempt in consequence of the improper persons who were appointed as masters. The present master has been discharged as a policeman. In last March, 1846, I was informed that the master was found upon the road in a cart in a state of intoxication. In May I was again informed that the master was seen fighting at the fair. These charges were made to me upon undoubted evidence. I represented the facts to the trustees. The answer received was, that the trustees had called the master to account, and had forgiven him. In consequence I have ceased to act as a visitor, or to take any part in the supervision of the school." - E. WILLIAMS, Rector of Llandegla.

I made inquiry of Mr. John Hughes, the acting trustee of the charity, who admitted that "complaints had been made, and that he believed the master was too fond of drink; but others were the same, and the man did not make the worse master on that account."

In the parish of Llanerfyl, county of Montgomery, there is a valuable endowment for education; but one of the trustees is allowed to farm the charity estate, without accounting for the rents and profits; in return for which he professes to act as schoolmaster. The parish extends nearly eight miles in length by three in breadth [13 x 5km], and contains 1000 inhabitants, consisting of small farmers and farm labourers. Adjoining is the parish of Llanfair, in which there is no school provided for the poor of a population amounting to 2787. It is stated by the clergy and gentry in the neighbourhood that the poor and the class of small farmers remain in ignorance; that education has been and continues to be greatly neglected, and that the management of the charity requires careful investigation. The following Report shows the present condition of the school:-

"I visited this school April 15, and found 3 boys and 5 girls present. None of these could read well. There were 12 copies shown, all indifferently or badly written; only 2 children had commenced learning arithmetic. Of the Church Catechism and of Holy Scripture, none present knew anything. A boy 15 years of age said that Esther

[page 505]

was a man, another said that Reuben, Simeon, and Levi, were three of the disciples of Jesus Christ; and one of the girls present did not know for what purpose Jesus Christ came into the world. It was stated that one scholar was learning grammar, but he was not present. The master is 40 years of age. He has conducted this school for 18 years but has never been trained to teach; his education appears to have been limited, and in conversation he often speaks ungrammatically. He is churchwarden of the parish, and ex-officio one of the trustees of the charity estate. At the same time, he is also the tenant of the said estate and the schoolmaster. He farms the estate, comprising 41 acres [17 hectares], on his own account, and conducts the school in return for the profits. His duties as a farmer appear to occupy a large portion of his time. It was necessary to make three several visits to his school before he could be found at home. On my first visit, March 26, he was absent at a fair at Llanfair, and the school was not assembled. On my second visit, April 15, he was again absent at a fair at Welchpool, and the school, consisting of 8 scholars, was intrusted to his wife, who stated that "her husband was obliged to go to fairs because he was a farmer". On both these occasions the school ought to have been well attended, as it was not during vacation. On my third visit, April 19, although it was during school-hours, I was informed that the school had been dismissed, and I found the master apparently returning from his farm. It appears that two months of holidays are allowed at harvest, besides a few days at Christmas. Upon my requesting to know what was the full extent of the instruction at present afforded in the school, the master replied, "I learn 'em to read, spell, and write, and count too: nothing more is required here". He stated that no register is kept of the scholars. The building in which this school is held is a common farm-house, not in the best repair. The school-room is on the ground floor; there is a fireplace, but although the day on which I examined the school was cold, there was no fire. The room was out of repair, somewhat insufficiently lighted, and dirty. The outbuildings were considerably out of repair, and 1 found them occupied by geese, hatching. There are desks round the school-room, which are all, except one, out of repair. There were three available forms, and one with only two legs - in all too few, and altogether inefficient. The pupils provide all the books, slates, copies, and other materials."

JOHN JAMES, Assistant.

In the case of endowed schools of which the income is actually received and not misapplied, the schools are, in some cases, in abeyance, and, in others, are conducted in a manner which would disgrace such as are taught upon private adventure.

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The parish of Ruabon contains 11,292 inhabitants, the majority of whom are miners; and in respect of ignorance and social degradation, are more conspicuous than any in North Wales. The schools established in connexion with the National and the British and Foreign Societies are encumbered with heavy expenses, which render their continuance extremely uncertain. At the same time there is a valuable endowment of about £100 per annum for the support of the following school:-

Ruabon Grammar School. - I visited the school January 21. I found the school-room, which would accommodate 81 scholars, partly filled with coals, and the remainder used as a lumber-room, being covered with broken chairs and furniture. The glass of the windows was broken, and the room neglected and filthy in the extreme. The lumber and dirt appear to have been accumulating for several months, and, except some tattered books, without covers, in the window-seats, there was no vestige of the school which is said to have been once held there.

The master stated that he had been in ill health for several months; that when he commenced school, in 1824, he employed two assistants, but that when the school discontinued he was teaching, and had been for some time teaching, alone; that within his recollection no one had visited the school; that he had no register to produce, and that no record of the attendance of the scholars had been kept for years. He could give no exact account of the period when his school expired, or of the attendance at that time, but stated that the opening of the schools at Rhosymedre and Rhos Lanerchrugog (the impoverished schools above mentioned) had drawn off all his scholars. He stated, that when the school was in operation he did not consider himself bound to give anything besides classical instruction gratis, and that for writing and arithmetic, a quarterage was paid by all, except a few boys, for whom, to the number of 18, provision is made upon a distinct foundation.

The Denbigh Free Grammar School was in abeyance at the time when I visited the town, and had been so for about nine months. The room in which the school was said to have been held was a species of crypt, beneath the chancel of the church. The principal persons of the neighbourhood complained of the unsatisfactory manner in which the school has hitherto been conducted, some of the masters having accepted it as a step to better preferment, while others have injured the reputation of the school by their habits of intoxication and general impropriety of conduct.

The free grammar school at Bottwnog, county of Carnarvon, is considered to be one of the most important in North Wales, and ranks with those at Bangor, Ruthin, and Beaumaris. It is richly endowed with rents, amounting to £200 per annum, besides residences for the master and usher, with other emoluments. The endowment was "for the maintenance of a free grammar-school"; but at present only one scholar is taught Latin, and the amount of elementary instruction imparted was found to be considerably less than in many ordinary schools

[page 507]

for the poor which are taught by one master and supported mainly by the payments of the scholars. The principal object attained by the present arrangement of the school was described by one of the trustees to be the provision of a sinecure maintenance for the nominal master, who receives £120 per annum, besides the use of a valuable house and garden and a farm belonging to the charity. He is the officiating minister of two neighbouring parishes. The school is conducted by the usher, formerly a small farmer, who receives £40 per annum. No school register is kept; and the usher, who has held his situation for 36 years, states that during that time he has seen no regular visitation.

A similar arrangement appears to be practically adopted in the present management of the Free Grammar School at Deytheur, in the county of Montgomery, the income of which has been reduced by lawsuits incident to previous mismanagement to £88, which is paid by the trustees to the nominal master, who is a clergyman. It appears from the following report that the amount of knowledge possessed by the scholars is inferior to what was ordinarily met with in the lowest schools in North Wales.

"I visited this school April 14. The scholars were assembled, not in the school-house, which is occupied by the master as a residence, but in an outbuilding adjoining the master's stable. The former appeared to be spacious and in good repair; the latter is only 15 by 14 feet [4.5 x 4.3m] in size, is dirty, ill furnished, and in every respect unsuitable for the purpose.

I found the usher conducting the school. He stated that the pupils are taught to read, write, and cipher, and to repeat the Church Catechism; but that no instruction is given in geography, history, or any higher subjects.

Of 25 scholars said to be members of the school, I found 22 present, 10 of whom were above ten years of age, and 7 had been members of the school more than three years. I examined them with the assistance of the usher in all the subjects proposed to be taught. I found only 4 who could read a chapter of the Bible, and they did not read correctly. Among 13 copy-books, only one contained good writing. Among 11 scholars in arithmetic, 4 professed to understand the Rule of Three, but only one could work the most simple sum correctly; 3 who professed to be in compound rules worked an easy sum wrong; and of the remaining 4, only 1 could work a sum in the first four rules correctly. Out of a class of 12 who were learning Murray's Grammar, no one could give me an example of a noun substantive; no one could answer the question, "What is an article?" or give an instance of either article; no one could explain the use of an adjective. When asked "What is an adjective?" they gave, instead, the definition of an article; and the master accepted this definition as correct. The first 15 scholars were able to repeat parts of the Church Catechism, but their ignorance of all kinds of religious knowledge was perfectly astonishing. They were not only unable to answer the most easy questions upon Scripture history, but committed positive errors of the worst kind. The only answer which approached the truth was given by the head boy, in reply to the question, "How did Jesus Christ save sinners?" - Answer, "By living and dying over us"; yet the Bible is daily used as a hand-book, and (according to the statement of the usher, who himself speaks

[page 508]

English only) all the pupils understand more of English than of Welsh.

The lower classes were employed in reading and spelling from books so miscellaneous in kind that classification would have been impossible - the usual consequence of requiring the children to provide themselves with books and materials.

It should be observed, that only 3 scholars were absent at the time of my visit; that the average attendance throughout the year, as represented by the usher, is remarkably regular - 22 out of 25 - and that the pupils regularly attend school and Divine service on Sunday.

The usher is a youth of 20 years of age. He commenced teaching a year ago, and was previously employed in agricultural labour. He has not been trained at a normal or model school. His salary is £20 per annum, with an entrance fee of 2s. 6d. upon the admission of every new scholar."

The master of the Free Grammar School at Bala receives £95 per annum for teaching 30 boys the most elementary subjects. The salary has been doubled in value since the date of the Charity Commissioners' Report, while the number of scholars has decreased more than one-half. The principal gentry of the neighbourhood express dissatisfaction at the present low condition of the school, and the master states it to be his conviction that the only inducement of the parents to send their children to the school is the valuable provision for clothing the scholars which accompanies the endowment. The Bishops of Bangor and St. Asaph are trustees and visitors of the school, but there is no visitation or inspection. The President and Fellows of Jesus College, Oxford, exercise the right of appointing the master, and reserve it as preferment for a member of their college, and as a title for Holy Orders. The present master is the officiating minister of a parish at some distance. The parish in which this school is situate contains 2467 inhabitants, for whom, except a British school newly established and feebly supported, there are no other means of instruction. Several of the neighbouring parishes, which are populous and very extensive, are no less neglected.

One class of endowed schools is peculiar to the Principality -

*It may suffice here to annex a list of schools of this class which principally require attention:- [footnote continues on next page]

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the circulating schools upon Mrs. Bevan's foundation. Each county in North Wales contains a school of this class, which is allowed to remain for three years only in any one parish. These schools are in a more hopeless condition than any of the preceding. The necessity of frequent locomotion exposes them to peculiar evils, the teachers being obliged to establish themselves in buildings unsuited for the purpose, and having no hope in so short a time of producing a permanent effect upon their scholars. Add to which, the endowment (£25, which is too small for the support of a master), not being contingent upon the amount raised for education in the locality, is little valued; and the masters, being virtually appointed for life, and often superannuated, have no motive for exertion or self-improvement.

It is stated by the Rev. Richard Richards, Incumbent of Caerwys, and visitor of the schools in question, that the masters hold their appointment for life, unless forfeited by actual misconduct; that they are chosen from a class of persons whose education is extremely defective, and are frequently recommended for the appointment from motives of compassion as being disabled for active work; that, although their character may be unexceptionable in respect of morals, they conduct their schools without energy or efficiency, and that the general benefit derived from the schools is wholly inadequate to the ends of the institution.

The following extracts of evidence illustrate the average value of Mrs. Bevan's schools. The first relates to the school at Carno in the county of Montgomery, the second to that established at Talyllyn in the county of Merioneth:-

I visited Carno April 1. I found the school held in the parish church, than which no place could be more inconvenient for the purpose of a schoolroom. It contained a small singing gallery, warmed by a stove, which was occupied by the master and the junior classes. Of the latter, only one-half were visible at the same time to the master, owing to an old partition, which allowed the other half an opportunity to play and chat, of which they were not slow to avail themselves. The senior classes sat in the body of the church, which position gave them likewise an opportunity of spending their time just as they liked, in spite of every precaution that the master could possibly take: this portion of the church was extremely cold, and altogether inconvenient. The furniture consisted of forms, which were clumsy and out of repair, and the desks were made by means of pew-doors, unhinged and laid across spare benches. It was a pity to see a school

ANGLESEY. Holyhead, Dr. Williams's charity school.
CARNARVON. Bangor, Dr. Williams's charity school. Llanystumdwy.
DENBIGH. Gresford. Holt. Llandulas.
FLINT. Bangor-iscoed. Hanmer. Whitford.
MERIONETH, Cynwyd, parish of Gwyddelwern.
MONTGOMERY Kerry. Llanfihangel. Llanfyllin.

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kept in so inconvenient a place; and it was a pity, on the other hand, to see a consecrated place ruined and profaned in such a manner.

The few books which existed were in bad condition, and (as is usual in schools where the children provide their own books) so miscellaneous as to prevent classification, and so ill-selected as to be of very little value.

I found 41 children present, 80 being absent without any adequate excuse. I found 6 who could read a verse in the New Testament correctly, and 11 who could write legibly upon paper; 11 had commenced learning the first four rules of arithmetic; 27 could repeat parts of the Church Catechism by rote. This was the extent of their attainments. Of all kinds of information they were destitute; those in the first class had no conception of the meaning of what they were reading, and no knowledge whatever of Scripture. None could tell where the Ten Commandments were given, although they could repeat the Church Catechism perfectly. Nine scholars in the first class were unable to tell the number of the apostles of Jesus Christ; and when asked the names of the apostles, stated that Acts was one, and Jerusalem another apostle, and that they knew of no more. They could not tell which of the twelve was a wicked man. It appears that no one assists the master to give religious instruction, and that his school is only visited once a year.

The master was formerly a shopkeeper. He has been engaged in teaching 28 years, but has never received any kind of training for the purpose. He appears to have received a very limited education, and to have no idea of conducting a school with proper method or discipline. His scholars behaved in the most disorderly manner; and in reading, committed mistakes which were perfectly astonishing, without any attempt on his part to correct them. The girls receive no instruction in needlework. He is one of the masters who receive permanent employment from the trustees of Madam Bevan's charity; and when he has spent three years at Carno, will be removed to teach the rising generation of another parish in the same manner."

ABRAHAM THOMAS, Assistant.

"I visited the school at Talyllyn December 24; the children were not assembled. It is held in a room over a boat-house upon the shores of the lake. The clergyman rents it at 5s. a-year, having obtained assistance from Madam Bevan's trustees for one year only. The room is cold and dreary, and has no fixtures or apparatus of any kind for the purpose of a school.

The master was formerly a common labourer; being accidentally deprived of one arm, he was placed upon the staff of Madam Beavan's [sic] schoolmasters; but 15 years' practice in tuition have left him unchanged in appearance and manner. He can understand very little English. The clergyman informed me that he has no idea of keeping the children in proper obedience and discipline; they behave as they please. He is said to be a good accountant.

Such are the men who are in the pay of Mrs. Bevan's trustees, and the mischief they do is not confined to one locality. In three years they are removed to another, and teach another set of children in this injurious manner."

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schools, that the amount annually raised by charitable contributions of the rich is (in round numbers) £5675, that raised by the poor £7000. It is important to observe the misdirection of these branches of school income, and the fatal consequences which ensue.

The wealthy classes who contribute towards education belong to the Established Church; the poor who are to be educated are DIssenters. The former will not aid in supporting neutral schools; the latter withhold their children from such as require conformity to the Established Church. The effects are seen in the co-existence of two classes of schools, both of which are rendered futile - the Church schools supported by the rich, which are thinly attended, and that by the extreme poor; and private-adventure schools, supported by the mass of the poorer classes at an exorbitant expense, and so utterly useless that nothing can account for their existence except the unhealthy division of society, which prevents the rich and poor from co-operating. The Church schools, too feebly supported by the rich to give useful education, are deprived of the support of the poor, which would have sufficed to render them efficient. Thus situated, the promoters are driven to establish premiums, clothing-clubs, and other collateral inducements, in order to overcome the scruples and the reluctance of Dissenting parents. The masters, to increase their slender pittance, are induced to connive at the infringement of the rules which 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 are 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 be 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 inexpedience is not yet apparent, except to a few. The evidence or the Rev. St. George A. Williams, incumbent of Denio, illustrates what has been said:- "I think it right to mention a subject which I have found of great importance. There has been a great difficulty respecting the attendance or 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 [footnote continues on next page]

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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 existence 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 buildings, 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, or at 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 the 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

[footnote continues from previous page] conviction, that if no compulsion were employed, the day-school and Sunday-school would be much better 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 matters of religion, merely because they pay 1d. a-week for education in the National school."

*This conclusion is confirmed by the fact that, wherever a British and Foreign or other neutral school is established, private-adventure schools become extinct.

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calling, and ignorant of English, although professing to teach no other language, they were unable to detect the blunders of their scholars, and unable to interpret the English books, over which they keep them poring for six hours daily, without a prospect of interest or intelligence. It cannot be matter for surprise if the latter remain in a state of ignorance, worse even than that of pupils in the schools already described.

Such is the state of education in private adventure schools, which exhaust the greater part of the large income (£7000) contributed by the poor, an amount which, when compared with that given by the rich for the support of schools (£5675), disproves the universal complaint of the indifference of the poor towards education, and which, if combined with the latter, and the endowments at present wasted, might support a system of education not wholly disproportionate to the wants of the inhabitants.*

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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,† there are two classes in North Wales, viz., Sunday-schools, properly so called, which exist as separate institutions, and are assembled on Sunday only, and Sunday and day-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.‡ 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 distinctly marked. In the week-day schools all profess to learn 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 whatever denomination they may belong. They are commenced 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 the 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.

‡Many of the Church Sunday-schools returned in the annexed Tables appear to be Sunday and day-schools.

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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 catechising 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, according as they are respectively addressed by the superintendent, who explains and enforces the catechism in use by extempore interpolations. The proceedings conclude, as they began, by devotional exercises. The humble 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 hare established, the frequency of the attendance, the number, energy, and devotion of the teachers, the regularity and decorum of the proceedings, and the striking and permanent effects which they have produced upon society.

*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.

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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 Rhosllanerchrugog. 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 [metres] of the church, one aged 16, the other 18, the youngest of whom was lately brought to bed with an illegitimate child.

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 conducted. I then visited many cottages in different parts of the village. Some of these consist of a single room from 9 to 12 feet [2.7-3.7m] 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 [about 3m] square. Next door live two idiots, a brother and sister. In several other cottages I observed the inmates well and even expensively clothed, and the tables well supplied with food - bacon, etc. Yet in these the families were crowded in the same unseemly manner; the father, mother, and six children all sleeping together.

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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 confinement, filth, and utter unfitness for human abode.

Cottage No. 1 consists of one low room, about 12 feet [3.7m] 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 [ie suffering from a wasting disease, probably pulmonary 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 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 [ie toilet] 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 7s. 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.

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 [3 or 3.7m]

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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 [2.7m] 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 population 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 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 (noswaithlawen) 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, but spend most of their time in cockling, or gathering cockles on 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.

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 [pregnant] before marriage.

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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 education, based on the principles of reason and religion, can reform the profane and seditious character to which the negligence 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 1845, 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 neighbourhood was threatened by an intended insurrection on the part of the operative 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 knowledge of the art of reading, which they cannot otherwise acquire. It is the opinion of those who are best acquainted with the evils complained of, that the most efficacious remedy would be the circulation of intelligent publications on general subjects, within the comprehension of the

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working classes; by the help of reading societies and circulating libraries, at terms which the operatives would be able to afford.

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 possess and cannot communicate. Hence it is assumed to be incompatible with religion; and from an unsatisfied craving after knowledge, which might have been turned to good account, men pass at one step from the extreme of ignorance to the extremes of scepticism and profanity.

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 in 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 want of chastity is the besetting evil of this country, but especially 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

‡An officer appointed by a parish or union to administer relief to the poor.]

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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 by 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.

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 I want to make known, that the moral principles 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 occasions. 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

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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 [derided] 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 childhood with these filthy practices ever before their eyes and ears, and of course, on the first temptation, they fall into the same course themselves. 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.

HENRY VAUGHAN JOHNSON.

The Folio Edition of the preceding Report upon the State of Education In North Wales is followed by Appendices comprising details of the evidence and information procured under the Commission, arranged as follows:-