Symud i'r prif gynnwys
Cuddio Rhestr Erthyglau

14 erthygl ar y dudalen hon



 ESNrML&S?V. WELSH FOR WELSH j SCHOOLS. I I EDUCATION COMMIT- TEE'S DECISION. SWANSEA TEACHEPS AND j THE SCHEME. I A special meeting oi the Swansea Educa- tion Committee was held on Friday aiter- roon, Mr. Ivor Gwynne presiding, to con- sider the report of Mr. T. J. Rees, the di- rector of education, on the teaching ot Welsh in the elementary schools. MR. R,E.ES' RECOMMENDATION S. j It will be recalled that Mr. Kees recom- mends that Welsh be compulsorily targht for at least hours per week in the follow- ing schools -lorriston, Peaitrecnwyth, Plasmari, Graig, Pentrepoth, Brynhyfryd. Manselt-on, Cwm, Hafod, Waunwen, and the proposed new school at Treboeth. For ths first year the regulation shall apply to only Standard? 1., II., in the second year to Standards 1., II., III., in the third year to Standards I., II., III., IV., and so on until the minimum time is devoted to the subject in e-very class in the school. He excludes the essentially town schools, namely, Biynmill, Terrace-road, Dyfatty, Si. Helen's, Rutland-street, York-place, St, Thomas, Danygraig, and the Nan-Provided • Schools. He also recommends the commi*- tee to refuse to allow Welsh or any other subject to be an optional one. The Chairman said he had no doubt that they had all read the report, and this might be open for discussion after the reading of some letters that had been received. Mr. Powlesland: May I ask the nature of these letters? I may disagree. If they axe being used with the object of express- ing the opinions of persons outside, I shall be opposed to that. Ald. Ben Jones Aren't you open to con- viction 1 Aid. Miles They are bearing on the sub- ject T j Superintendent of Education (Mr. Rees) Yes" It was explai. ned that th, e letters only numbered two—one from the Swansea Head Teachers' Association, and the otter from the Swansea Oymrodorion Society. j It was agreed that they be read. HEAD TEACHERS FOR PARTIAL TEACHING. The letter from th2 Swansea Head Teachers' Association recorded a resolution, to the effect that whilst recognising that the teaching of Welsh might be made compul- sory in certain favourable districts, the As- Bocjation was of cpinicn that in other parts | it should only bo taught to those children whose parents expressed the desire on the cuL ject, and that such expression be ob-, tained by means of a plebiscite. j The Swansea Cymrodorion Society sent forward a resolution suggesting that facili- ties be afforded lor the compulsory teach- | ing of Welsh in all the schools of the borough. The C "airman moved the adoption of the report of the superintendent of education f Ir the introduction of Welsh in the ele- mentary schools recommended and instruct him to put same in operation at once. Mr. Clancy seconded. Mr. L. Morgan moved an amendment that before coming to any corclusion of the drastic description they should givo the matter full discussion; and, further- more, if the opinion of the committee was fairly unanimous against the advice of the- superintendent, then no teaching of Welaii j should be compulsory in any school. Mr. Powlesland seconded and said he was very pleaded the mover of the amendment was a Welshman. The opinion was a.Uy expressed that the speaker was opposed t:> the teaching of Welsh from antagonism to the language and the nation. ("Shame.") That was not so. (Hear, hear.) He should agree with his children learning Welsh if it were not for the fact that his children were tnose of a working man, and they had not the time to acquire what perhaps he should like them to. Mr. T. J. Rees (education superintendent) must agree boys and girls when leaving school were not capable of taking up any class of employment, and it i took another year or two to fit the child for the most minor occupations in ar: office or anywhere else. If that was 5ù, they were judging by results and not by any miscon- ception, as referred to by Mr. Rees. Instead of others starting off from misconceived ideas Mr. Rees' argument was from miscon- ceived ideas. Mr. Rees was practically agreed that child: en ONLY GET A SMATTERING of the various things taught in the curricu- lum. If that was so, and it proved of no benefit to the children when they left school, how could they increase their subjects, al leady overcrowded, with beneficial results? Through the curriculum being overloaded children did not get a proper foundation of knowledge; what they should do would be to ground them in certain pri/i- ciples, so that they would improve later in life. What was the good cf <ayin? We?h w0uld be beneficia] to a ;?all v/or king with a pick and shovel or shovel- ling coal on the dock Eide? One thing was clear-they could not, advocate Welsh being taught in the schools when they judged from the results of to-day. Mr. Rees urged build- ing up character and intellect. But was it building up the character of our child 1*11 Were our children improving in their conduct ? Did a, child respect its parents more than formerly? He said no. There was certainly SOMETHING WANTING IN THE EDUCATION SYSTEM, and to add Welsh was something which was not going to be beneficial. Newport was pointed to, but enquiries showed that many parents there voted without any thought as to whether Welsh would be beneficial or not. Many parents were waiting for the time when their children would leave school so as to be of some assistance in the house- hold. At Cardiff the matter was optional. He had been accused of saying Welsh was of no commercial value. He maintained it. It might be of trading yaks within the precincts of Wales, shops, etc.. but outside Welsh I was of no commercial value If they wanted to introduce Welsh and many of the othe11 sciences in the elementary schools, let the school age be raised, and let the anthcrities he to maintain the children an- other two years in school and find food and clothing. He wished to make it clear he was not against Welsh because it was Welsh. If he could wipe out all Languages with a, I pfcroke of the pen hp would. Language differences were used at present to set workers at each other's throats. Aid. Colwill supported, and stated that the Superintendent of Education said the Vest school is the 0113 which best teaches the child to k good, to ba strong, a.nd to make the fullest use of the intelligence with v.hich God has blessed him." And that ideal was to be obtained by AN OVERLOADED CURRICULUM— bv teaching them a smattering of knowledge and nothing taught perfectly. To teach Welsh was going to mean a series of aero- bxtic performances in labial guttrai and nasal 10tmds--(lallghteri--without doing justice to the subject. As a born Welshman, whose farther could speak Welsh well, he (Alderman Colwill) said lie was biiierly o pposed to the teaching of Welsh. Th-3 time tables of boys' schools phowed that without swimming and manua l instruction there was not sufficient time for it. Even in Standards VI. and VII. there was no time allotted to grammar. A Standard VII. toy—the latent acquisition to the British Empire—recently persisted to him that! Johannesburg was situated in India.. whilst he failed to name the four great oceans and the great continents, and though he knew there wa.s such a thing as the Magna Cha if A, he did not know what it meant Ifr. Protheroe He was a Welshman. (I?ua:hter.) v that lais on Aid. Colwill pro-ceded tn say that lads on t<'n'm? school for the first time up a?a'ngt THE C.T'TM REALITIES OF LIFE, an ] did they mean to say that the people with whom they came in contact were in- capable of espiessiog an ogioigg 211 tie §qb%l ject and were incapsable of making a com- panson. of the education of bygone days witn that given to-day? He questioned whether they were getting the same value for the outlay. The b superintendent of edu- cation was so much afraid that he objected to a plebiscite, for if there was one he would be floored in the first round. The Chairman Question. Ald. Colwill proceeded to say that as time loii^d along the inhabitants in their indus- trial centres were becoming more cosmopoli- tan, and not manv years hence YIDDISH WOULD BE MORE I PROMINENT in Swansea than eitner Welsh or English. (I-a ughtor.) .Ad..1Iiles :.Or Chinese. (More laughter.) I 1Colwill asked if Welsh was to be taught what oJier &n?ject was to be deleted. )Irs, ?' ?' ?'??-s said that that was l• point I!he wanted answered. She ftth. ? pr,)nf .;h c wante. d answere d Stie felt, as a Welsh-speaking woman, that she had a right to an opinion. She spoke Welsh to her cniidren. and nothing else, and she wanted to say it had been a disadvantage to them as compared with the English children in the elementary schools. lr. Lewis said he would like that ex- plained. WELSH AS A DRAWBACK." I VN illiaiiis repeated that it had been a diawoack to her children, allld the reason was that die spoke to them the Welsh lan- guage as taught to her by her mother. It was only Wels], of a kilid, as she was never giYn the chanco of learning grammatical X?' -e l s b and the resul t \\?n,aud the result to her children was I tn^ at when they wrote in English thev thought Lij Welsh and tra-mlated accord- ingly, which set them back in their forms compared with the English children She would say that if they had been taught proper Welsh from childhood it would have been helpful and it was in that respect that she quarrelled with the Director of Education, who suggested that if Welsh was taught it should be started in Standard VII. No, if she was going to vote in favour of Welsh it must be taught in the infants' department, especially in such a district as MoTriston, where in the infant schools the teachers spoke in English and the little ones did not understand them. And so let the infants have the privilege of being taught Welsh on the best baais and by the best teachers and then it would be helpful. It was a big thing for her to say, but they had very few Welsh teachers who could epeak or teach proper Welsh. Although Mr. Rees had received many replies from tea- chers that they could teach Welsh yet s he said emphatically it was not so. She had been in schools where they spoke Welsh, and it "was" Welsh" why it was a dis- grace. Mr. John Lewis faid he did not think they had ever listened to such extraordinary ¡ views on WeM: sentiment and Welsh mat- ters. Mr. Powlesland had made a, dead set against education in general. Mr. Powlesland I hope you will not read anything iito my remarks what I have not said. <> Mr. Lewis maintained tiiat the teaching of Welsh in a Welsh town like Swansea b: adened the child's views and gave him an acquaintance with Welsh national move- ments, Wehih heroes, and Welsh literature, and he believed that if they "lived another twenty years the whole town would be un- animum; in saying, Well done" to the par- ents cf the past in taking the bold step that they did. Let them be up and doing and show the Welsh nation that they did appreciate Welsh for its literary value and for ite ed ucational value. Mr. David Griffiths entirely agreed, eR- pecially in regard to the literary value of Welsh. Didn't they want Wekh in their own country? Mr. Powlesland There it comes in- VALES FOR THE VELSH. Mr. Clancy said as an ardent nationalist who bad done something to support the language movement in Ireland, he sup- ported the chairman's resolution. He was born in Wales. Mr. Clancy, proceeding, said a nation without its language would soon lose its nation. He would like to see every Welsh parent summoned who did not speak Welsh to the children at horde. Surely something was due to the sentiment of t.he land they lived in. Mr. Powlesland Do you believe in the utilitarian movement I Mr. Clancy I do. Mr. T. J. Rees 'Superintendent of Educa- tion) FaJd hLs remaiks applied to infants. Aid. Ben Jones supported the resolution, and said within the 1?:: six years the langu- age was on the upward tendency. Let them observe the position Welshmen had attained to— Mr. Owen M. Edwards he cited. He would not like to see it compulsorily, but a child with two languages held a decided advantage in many respects. Their big fhops had assistants who understood the Welsh language. He was told a Welshman could learn trench much quicker than an Englishman. Tho Welsh language was the key to other language*. Don't let them overload the curriculum, but at the same time DON'T LEAVE THE BEST THING OUT. I He hcped they would ?ivo the matter &I trial araH events. *1 ti-;al q.4 a,'] ev?nts. said they ought to have ii the teachers views individually. Teachers j with 30 ind 40 years' experience should i certainly know a great deal. In one schooi he visited that morning there were not fax boys in the w hole sdhool who could speak Welsh. Mrs. Roberts said the curriculum was too loaded and if there was an addition some- thing should be dropped. Aid. Miles thought that should be un- derstood. Mr. M. Williams failed to see the use of teaching English boys Welsh. Ninety per cent. on leaving school would never open the Welsh books again. If all the boys attended Secondary Schools his view might be different. More enquiries should be made from the experienced teachers. He would hke a census of boys in the schools who spoke Welsh and where Welsh was spoken at home. Mr. Evan Jones said Plaj&marl. Brynhy- fryd, and Morris ton were thoroughly in ac- I cord with the scheme. WELSH WAS NOT GOING TO DIE I 60 soon as some wanted. I Mr. Powlesland said rio one was tramp- | ling on the Welsh language at all. The Chairman You (Mr. Powlesland) trod on the Welsh language just now and every Welshman must feel it. Mr. Powlesland said his contention wae not against the language or Welshmen at nU. Mr. Evan .Tont said Welsh improved children's intellect and they would be under a disadvantage if they did not know Welsh. Many English people wanted Welsh taught and all Wel:'h parents wanted it taught. WeJsb wag taught in tome schools already. Aid. Devonald said he was willing to go further than the superintendent, and would like to see Welsh in all the schook If one knew Welsh one karnt other languages more quickly. Let them go to the Cwrnfelin Works, and they wou ld find a large numbet of men talking in Welsh, though they knew English. In connection with the poor law he instanced Welsh as a necessity, many of the people coming in who could not speak English. Mr, Powlesland They are pretty old, then. The Chairman No. Mr. Powlesland said that was another de- fect in their education, then. The Chairman said he could go within 13 miles and an would not be un- derstood by nine out of every ten. Mr. Laugharne Morgan said he was very disappointed at. Mr. Rees' first epistle to the Council. He (Mr. Rees) did not point out the disadvantages. Mr. Devoruild There are none, Mr. L. Morgan said he wished Mr. Devon- aid would STOP GRUMBLING AND I Mr. Kees tooK a sentimental ana ymxotie view, assuming children went on to other .schools or professions. Twenty-eight per cent were errand boys and 42 per cent. v. ent to works and small industries. Only 14 par cent sought a further education. And vet he wanted to cram another subject into yet  e ?,?anfe d to Cra.YD aii-c?ther sub j ect into an overc'owded curriculum. Not !)?Jf th- present subjects were sufficiently mastered, through the 9Yf £ £ row<&iyL. • The §auiisitiofl. of knowledge was live object of a boy going to school primarily; the training was essen- l i a l fnr T' tially for a living. The boy ashamed ci his language or country would, the superintend- ent said, probably soon be ashamed of him- self. Any boy who was ashamed of his country should be shot. Thtir Welsh teach- ers were sufficient for the present needs, ac- .cording to the super i nten dent. What more did they wa.nt? Ald. Devonaid kept interrupting Mr. L. Morgan, and the latter was heard to ask Mr. Devonaid if he could not keep quiet to ask the chairman's permission to leave the room. (Laughter.) In response to another interruption Mr. Morgan remarked. He's got them again." BUSINESS NOT PATRIOTISM. I Mr. L. Morgan said it was net a patriotic appeal to Welshmen so much as the prac- ticai question "Do you believe in Welsh be- ing o *'i- onal." Of thp "nnkfiown or Second- ary Schools, 14 per cent." probably returns would show that only 7 per csnt. actually went 00 other schools after leaving the ele- mentary schools. A proper census, he thought, would greatly surprise the Cymrodorion Society. "SAVED THE TEACHING OF ENGLISH In reply to Aid. Miles, Mr. T. J. Rets said there was bound to be some alteration in the time tables ;f Welsh were taught. Every moment taught in Welsh saved the necessity of teacliing English. Ald. Tutton epoke of the extension to the facilities derived from Welsh no matter whe- ther the boy ever followed up the study. He did not favour consulting the teachers, for they, as members, were the Education Au- thority. Aid. Miles said he would support Welsh in every school. He lived in a district where Welsh was daily taught and he real- ised the important; part it played in the northern part of the borough. Aid. II on kin suggested the boys and girle who had attained-the 7th Standard should bo t&ught the Mabinogion. He hoped Eng- lish friends who had come to live anongst them would respect their national sentiment. Compulsory teaching would be to the better- ment of all the boys and girls. Mr. F. Parker thought Mr. Ilees's re- port, was the happy medium. The Chairman said thoss* who had made speeches against the report was an argu- ment against an overloading curriculum, but that was not an argument against Welsh. Mr. Powlesland could not make an audi- ence 13 miles from Swansea understand in Mr. it every we"(. English. l es l in d (I lio Llid it evet y we, i c. The Chairman said if Welsh was an ad- vantage in learning another language, it be- hoved them to study the children's grctest good. THE AMENDMENT LOST. the amendment (\Veish not to be a com- pulsory subject) was put and four voted for it, viz., Messrs. L. Mjargan, Powlesdaand, Colwill an d M. Williams 14 voted against, i Mr. Colwill moved that the question of 1 compulsory teaching of Welsh in elementary schools stand in obeyance until the Saiper- int,end-eait of Education preeentg to this com- mittee a, report showing the gabjeote that could be deleted from the schools curricu- lum so as to provide the necessary time for the teaching of W?Ish. He w-" not op- ? posed to the teaching of Welsh if they oouB show how they ocuLi Bqweze it into the p,r,p?-rA oY('ferowdd OUrI 'u 1 um. Mr. Powles land seconded the amendment. Seven voted for the amendment and nine aigajinst. The report was thon adopwd. which means compulsory Welsh in Welsh districts.