Our Schools and Teachers: 1820-1825

Irish Jesuit Province

Our Schools and Teachers: 1820-1825Author(s): T. CorcoranSource: The Irish Monthly, Vol. 60, No. 706 (Apr., 1932), pp. 228-233Published by: Irish Jesuit ProvinceStable URL: http://www.jstor.org/stable/20513242 .

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228

OUR SCHOOLS AND TEACHERS 1820-1825.

NYONE conversant with the documentary sources

L for the History of Modern Education Policies in Irelanid is well aware that from 1700 to 1860, and

even latei', the most influential anad most usual method

of pub,lication was not by books, nor by newspapers, but

by pamphlets. Pamphlet argumentation was most effective. Even the anonymous writer could exercise great influence in official circles and far beyond. The evidence already cited as to the views of the English

mind within Ireland after the Union leaves no douibt on two main points. Our teachers were admitted to be numerous and efficienit. Both their religious efficiency and their national mentality were detested: and that detestation found the frankest expression from many sources.

This has been shown in some mea-sure for the decade or for the fifteen years next after the Union. As the years went by, the attacks were intensified. Often very ably written, these hostile writings, sometimes anony

mous, sometimes not, were widely circulated. A strong sign of acceptability was the issue of a second edition.

This was attained by a pamphlet of 1820, written with

great skill, and puiblished first at London, secondly at Cork. This was a sure sign of a special demand from

the Ascendancy landlord class, to whom it made. an ex

press and special appeal for educational action. This pamphlet, entitled Thou qhts and Suggestions on the Education of the Peasantry of Ireland, was addressed to the Rt. Hon. Charles Grant, M.P., then Chief Secre tary for Ireland. The evidence which the following excerpts from its text will give as to the status and in

fluence, >as well as the much-disliked independence of the Catholic teacher in the popular school, is well wotth weighing carefully, phrase by phrase. The admissions made are often very indirect aTd uinintentional. That

fact adds muich to their value. The writer leads off from



OUR SCHOOLS AND TEACHERS 229

the English viewpoint: he deals with Irelanad as that} country.

"c A mere knowledge of letters is not rare in that

country; it is not what is, wanted. In fact, every village

has its school: and there are few parishes but have two or more, either permanent or occasional. Reading and writing, and some knowledge of arithmetic, are in this way acquired by those who are able to pay the very small stipend of the schoolmaster. But this kind of education, whatever be its occasional effect on individuals, produces no general good result. Their manners and habits con tinue unaltered. These little muddy streamlets, though numerous, are not sufficienit to water this great desert of society, and are lost in its arid wastes."

Education among the people of Ireland is thus de clared effective, not costly, widespread. But it has not got the desired tone and cWaracter. However efficient,

it is not what is wanted."l The people retain their

national and their religious mentality: and that makes Irish popular life " a great -desert," " of and wastes."

The Catholic teacher is the cause. " The country schoolmaster is independent of all

system and control. He is himself one of the peopl, imbued with the same prejudices, influenced by the same feelings, subject to the same habits. To his little store of learning he generally adds some traditionary tales of his country, of a character to keep alive discontent. le is the scribe, as well as the chronicler ancd pedagogue, of his little circle. He writes their letters, and derives from this no small degree of influence and profit. But he has open to him another source of deeper interest and greater emolument, which he seldom has virtue enough to leave unexplored. He is the centre of the

mystery of rustic iniquity, the cheap attorney of the neighbourhood; and, furnished with his little book of precedents, the fabricator of false leases and surrep titious deeds and conveyances. Possessed of important secrets anid of useful acquirements, he is courted and

caressed. Such is frequently the rural schoolmaster." The teacher's main iniquities are here set out. 'He



,30 THE IRISH MONTHLY

teaches not only the elementary or instrumental sub jects, but also Irish History and Tradition. iHe is a clever man. Ete is quite capable of forging a leace in the name of a landlord, and of course this clever forgery

may be a great loss to the landlord's suicccssor in title.

He has vast influence. He cannot be got at, for he is of

the people, and lives with them. He shares their minds, their hopes, their aspirations. In a word, he is not amenable to regulation by the English State; he is inde pendent of the Castle systein: he is not under Goven -

ment control. Obviously the practical conclusion shouldl( be drawn. That type of teacher muist be got rid of. The school conducted by that independent, influential, popular teacher must be eliminated. Eliminate that type of "c country whoolmaster "1 and popular school, and the-Irish people can in due course be brought under

manipulative methods. At present, they are like the people of a foreign Power.

" The ignorance and superstition of Ireland has beeni a, theme of reproach... a land swarming with a most improvident population. They can combine fine iualities with dissoluteness and depravity, with fraud

and deceit, -with an habitual disregard for the trutlh. Their religion is the observance of a, few idle ceremonies, and terror of the priest. Their allegiance is the terror of the law. But they have a law and a religion which is neither of the priest nor of the constitution. It is strongly enough seated in their heart to bid defiance to both... Nothing but the strong arm of the State restrains; the deluge of calamity... The peasantry are the power and might of the couniry, and no country ever possessed a more formidable power. They are almost unknown to

those who live among them. To the gentry, the peasantry who live around them are sometimes the object of fear, but more usually of contempt."

Here, it will be observed, the Irish Catholic people are treated of as a foreign Power. The "1 gentry "-tfhazit,

is, the Protestant landlords in Ireland-did not know how to " get at " the people. They must learn how it is

to be done. Their errors in tactics and in personal con




duct, their corporate vices, are to be realised by them selves, and are to be changed, if "' progress " is to be

nade with the new Education Policy. " The gentry, of a lofty and disdainful spirit, intrepid

and tyrannical, divided from the people by old ani Mnosities, by religion, by party, and by blood; divided also by the necessities of an improvident expenditure, were greedy for high rents, easy to be obtained in the competition of an overcrowded population, but not paidl without grudging, and bitterness of heart. The extrava gance of the landlord had but one resource-hgqh rents. The peasant had buit one means of livinig-the land. He must give what is demanded, or starve: at best he did no nore than barely escape starvation. Is life was a struggle against high rents, by secret combination and open violeince. That of the landlord was a struggle to get paid rent, and to preserve his right of changing his tenantry when and as often as he pleased. The habits of the people were depraved. The gentry gave up the

people as incapable of improvement." The landlords must become educators, as well as re

ceptacles for rack-rents. "We would say to the gentry: "Educate the people: take up their own numerous

and ill-regulated schools, let all be placed oni a proper

footing. Let them have the Written Word of God. This is new to them, and it will do much of itself. Youi will succeed, if you persevere... The high Station which England holds in the world, her widespread dominion, her mighty influence, her command upon the ocean, all tend to spread over the globe civil and religious liberty, pure morality, the light of the Gospel to which she owes her greatness. This is her high destiny.

" The want of education and religious instruction for the poor of Ireland has been felt in that country and in

England. " As if England had not the colossal ignorance of her

ownI population, ignorance both in the elements of secular education and in every part of religious training .and knowledge, to deal with! But the writer of 1820



232 THE IRISH MONTHLY

is clear about one fact. The Catholics of Ireland are " steadfast in their errors: they have no religion but the priest." The Catholic priest and the Catholic teacher are alike to be put out of action by the new Landlords'

Scriptural Schools, purveyed under the " hig,h destiny 5> and the " pure morality " of England's -" widespread

dominion, command upon the ocean, mighty influence."' A neat blend of temporal and eternal, thoroughly characteristic of the new, Calvinistic Scripture Societies that were to be set into full work in the new schools for the Irish natives.

The writer then proceeds to his concluding summary. " The people must be instructed. To this glorious

field of labour we summon all hands. The experiment has not been the work of proprietors of Irish lands only, but of many Englishmen, of Scotchmen, unconnected with that country by any tie but that of benevolence, by any obligation save that of the Gospel."

The need of action is then pressed " upon the Govern ment of that country, upon the Government of England, upon the proprietors of estates, resident and non resident. Education can be the only remedy."

The writer of 1820 had ample and powerful assistance. It will suffice to cite one of his helpers. This was the

Anglican Primate of Armagh, Archbishop Lord John George Beresford. His name will explain his influence, his commanid in,-State affairs. This great personage,

active for a generation in the cause of Ascendancy

control of popular eduication within Ireland, had clear views about our Catholic teachers. He called on the Ascendancy Royal Commissioners on Irish Education,

in April, 1825, to see to it: to deal with the teachers.

Xc I cannot discover from any part of the queries,

whether it is the intention of the/Commissioners to pro pose a provision for the training of a safe body of school

masters; and my answers would be regulated very much by a knowledge of the disposition of the Commissioners on this subject. The neglect of this provision I consider one of the two great misfortunes. The other is the omitting to- multiply schools, so as to keep pace with the




advance of population, which has increased six-fold since the time of King William H1I. The consequence has been, either that the people remained in total igno rance, or (what, in our oircumstances, is perhaps a more dangerous evil;) that teachers, every way unsuited ta the country and the time, have been suffered to multiply. It now remains for the legislature to remedy these evils."

Unimpeachable evidence, this, as to the fine work of our Irish Catholic teachers and schools, long before 1831.

T. CORCORAN, S.J.

APRIL'S CHILD.

No song of bird or wind or running water Can call her from behind the darkened door. Her little feet will roam the hills no more, She who was April's child, the March wind's daughter, Joyous with youth and a child's glad laughter. Blooming and sweet, Spring's loveliness she wore Like a Spring flower, sharing its sweet store Of fragrance with the winds: winds that did waft her Away from all the loveliness of Spring, Down the dark river, to the far-off sea; Past all her isles of dreams and hopes and loves, Past all the waiting joys the years would bring, Past all life's gifts, however rich they be. Down the swift current now her frail barque moves.

Fold her small hands and smooth her golden tresses,. Strew her with buds of April's earliest bloom, Give her one kiss and leave the darkened room, She is not there: only the cold clay presses The snow-white bier. An Angel's hand caresses Her passing Spirit, radiant in the gloom, Leading her out beyond the new-made tomb To fuller life which all Perfection blesses. " She is not dead but sleepeth,"'as He said. The April bud which pale and broken lies

Will bloom again in that Eternal Spring Which waits the resurrection of the " Dead."

In the Spring sunshine her bright Spirit flies Swift as the wind and free as bird on wing.

C. M. MALrXT



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Our Schools and Teachers: 1820-1825