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

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СКАЧАТЬ 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 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."

      The fact is, that the farmers and all the lower classes care little for education per se, though they wish their children to profit by a knowledge of English, in order to facilitate their advancement in after life; and they are unwilling, at the same time, to support schools in connexion with the Church. That Church is to them the church of the rich man as distinguished from the poor; of the conqueror as distinguished from the conquered; of the Englishman as distinguished from the Welsh; it is the Church of England, not of Wales; and their affections as well as their prejudices are all opposed to it. This again is one of the main causes – and it is so pointed out by the commissioners – of the slow progress of education in Wales, supported, as it mainly is, by the upper classes. It is not the proper place to enter here into any further discussion as to all the causes of dispute in Wales; we will merely state that we believe it to be now confirmed, not only by the national antagonism of the two races, but also by the democratic principles which are so widely diffused throughout the country, and which are sure to break out again to a most dangerous extent in Wales on the first opportunity. Hear what Mr Lingen states on the subject: —

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      1

      "We talked sad rubbish when we first began," says Mr Cobden in one of his speeches.

      2

      Reports of the Commissioners of Inquiry into the State of Education in Wales, appointed by the Committee of Council on Education. Parts I. II. III. 1847.

      3

      This, it will be understood, does not apply to Scotland, – where education has been a very popular interest for nearly two centuries back.

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1

"We talked sad rubbish when we first began," says Mr Cobden in one of his speeches.

2

Reports of the Commissioners of Inquiry into the State of Education in Wales, appointed by the Committee of Council on Education. Parts I. II. III. 1847.

3

This, it will be understood, does not apply to Scotland, – where education has been a very popular interest for nearly two centuries back.

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