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 particularising. 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.' It is true that the necessities of the world more and more force English upon the Welshman; but, whether he can speak no English, or whether he speaks it imperfectly, he finds it alike painful to be reminded of his utter, or to struggle against his partial, inability of expression. His feelings are impetuous; his imagination vivid; his ideas (on such topics as he entertains) succeed each other rapidly. Hence he is naturally voluble, often eloquent. He possesses a mastery over his own language far beyond that which the Englishman of the same degree possesses over his. A certain power of elocution (viz., to pray 'doniol,' as 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.
"Through no other medium than a common language can ideas become common. It is impossible to open formal sluice-gates for them from one language into another. Their circulation requires a net-work of pores too minute for analysis, too numerous for special provision. Without this net-work, the ideas come into an alien atmosphere in which they are lifeless. Direct education finds no place, when indirect education is excluded by the popular language, as it were by a wall of brass. Nor can an old and cherished language be taught down in schools; for so long as the children are familiar with none other, they must be educated to a considerable extent through the medium of it, even though to supersede it be the most important part of their education. Still less, out of school, can the language of lessons make head against the language of life. But schools are every day standing less alone in this contest. Along the chief lines of road, from the border counties, from the influx of English, or English-speaking labourers, into the iron and coal-fields – in short from every point of contact with modern activity, the English tongue keeps spreading, in some places rapidly, but sensibly in all. Railroads, and the fuller development of the great mineral beds, are on the eve of multiplying these points of contact. Hence the encouragement vigorously to press forward the cause of popular education in its most advanced form. Schools are not called upon to impart in a foreign, or engraft upon the ancient tongue a factitious education conceived under another set of circumstances (in either of which cases the task would be as hopeless as the end unprofitable), but to convey in a language, which is already in process of becoming the mother tongue of the country, such instruction as may put the people on a level with that position which is offered to them by the course of events. If such instruction contrasts in any points with the tendency of old ideas, such contrast will have its reflex and its justification in the visible change of surrounding circumstances."
We find the same statements amply corroborated by the evidence of Mr Symons, another of her Majesty's inspectors. He observes: —
"The Welsh language is a vast drawback to Wales, and a manifold barrier to the moral progress and commercial prosperity of the people. It is not easy to overestimate its evil effects. It is the language of the Cymri, and anterior to that of the ancient Britons. It dissevers the people from intercourse which would greatly advance their civilisation, and bars the access of improving knowledge to their minds. As a proof of this, there is no Welsh literature worthy of the name. The only works generally read in the Welsh language are the Welsh monthly magazines, of which a list and description are given in the Appendix lettered H. They are much more talented than any other Welsh works extant, but convey, to a very limited extent, a knowledge of passing events, and are chiefly polemical and full of bitter sectarianism, and indulge a great deal in highly-coloured caricatures and personality. Nevertheless they have partially lifted the people from that perfect ignorance and utter vacuity of thought which otherwise would possess at least two-thirds of them. At the same time, these periodicals have used their monopoly as public instructors in moulding the popular mind, and confirming a natural partiality for polemics, which impedes the cultivation of a higher and more comprehensive taste and desire for general information. This has been conclusively proved by Mr Rees, the enterprising publisher at Llandovery. He commenced the publication of a periodical similar to the Penny Magazine, in the Welsh language, but lost L.200 by it in a year. This was probably too short a trial of the experiment; but it sufficiently evinces the difficulty of supplanting an established taste, by means however inoffensive.
"The evil of the Welsh language, as I have above stated, is obviously and fearfully great in courts of justice. The evidence given by Mr Hall (No. 37) is borne out by every account I have heard on the subject; it distorts the truth, favours fraud, and abets perjury, which is frequently practised in courts, and escapes detection through the loop-holes of interpretation. This public exhibition of successful falsehood has a disastrous effect on public morals and regard for truth. The mockery of an English trial of a Welsh criminal by a Welsh jury, addressed by counsel and judge in English, is too gross and shocking to need comment. It is nevertheless a mockery which must continue until the people are taught the English language; and that will not be done until there are efficient schools for the purpose."
The Reverend Mr Griffiths, of the Dissenting college, Brecknock, says: —
"It (the English language) is gaining ground in the border counties, but not so fast as Englishmen are apt to suppose. Very few pulpits or Sunday-schools have changed languages within the memory of man. Until that is done, the English, however employed in ordinary matters of business, can have little effect on the formation of character. As to the desirableness of its being better taught, without entering on considerations of commerce or general literature, confessedly important as they are, perhaps you will forgive my taking an extract from the address published by the Llandovery conference" [from which the following passage may be cited]: – "'Hallowed by religion and rich with the magic of genius and associations of home, it (the Welsh language) cannot be otherwise than dear to our hearts. It has done good service in its day, and the sooner that service is acknowledged, the better for all parties concerned. If die it must, let it die fairly, peacefully, and reputably. Attached to it as we are, few would wish to postpone its euthanasy. But no sacrifice would be deemed too great to prevent its being murdered. At the best, the vanishing for ever of a language which has been spoken for thousands of years is a deeply touching event. There is a melancholy grandeur in the very idea, to which even its bitterest enemies cannot be wholly insensible. What, then, must the actual fact be to those who have worshipped and loved in its accents from the earliest hours of childhood, and all whose fondest recollections and hopes are bound up in its existence?'"
Mr Johnson, the third inspector, publishes a most curious list of all the books now circulating in the Welsh language. They are only 405 in number, and out of these 309 relate to religion or poetry, 50 to scientific subjects, and only the remaining 46 to general subjects. What can be done for the education of a people with such a literature? Evidently nothing, until one of these two contingencies shall take place: either that the people forsake their own language, and adopt English exclusively, or that a very considerable number of the best elementary and educational books in the English language be translated into Welsh, and the people taught in them. Neither of which contingencies are likely to fall out for many generations yet to come; though the latter is clearly possible and desirable; and the former not only impossible except in the lapse of ages, but also, for reasons that
