The bi-lingual speech is the great educational difficulty of Wales. To get an entrance into literature and science requires a knowledge of English; or, if not of English, then of French or German. But the Welsh language stands in the way. Few literary or scientific works are translated into Welsh. Hence the great educational difficulty continues, and is maintained from year to year by patriotism and Eisteddfods.
Possibly the difficulties to be encountered may occasionally evoke unusual powers of study; but this can only occur in exceptional cases. While at Bangor Mr. Cadwalladr Davies read to me the letter of a student and professor, whose passion for knowledge is of an extraordinary character. While examined before the Parliamentary Committee appointed to inquire into the condition of intermediate and higher education in Wales and Monmouthshire, Mr. Davies gave evidence relating to this and other remarkable cases, of which the following is an abstract, condensed by himself:—
"The night schools in the quarry districts have been doing a very great work; and, if the Committee will allow me, I will read an extract from a letter which I received from Mr. Bradley Jones, master of the Board Schools at Llanarmon, near Mold, Flintshire, who some years ago kept a very flourishing night school in the neighbourhood. He says: 'During the whole of the time (fourteen years) that I was at Carneddi, I carried on these schools, and I believe I have had more experience of such institutions than any teacher in North Wales. For several years about 120 scholars used to attend the Carneddi night school in the winter months, four evenings a week. Nearly all were quarrymen, from fourteen to twenty-one years of age, and engaged at work from 7 A.M. to 5.30 P.M. So intense was their desire for education that some of them had to walk a distance of two or even three miles to school. These, besides working hard all day, had to walk six miles in the one case and nine in the other before school-time, in addition to the walk home afterwards. Several of them used to attend all the year round, even coming to me for lessons in summer before going to work, as well as in the evening. Indeed, so anxious were some of them, that they would often come for lessons as early as five o'clock in the morning. This may appear almost incredible, but any of the managers of the Carneddi School could corroborate the statement.'
"I have now in my mind's eye," continues Mr. Bradley, "several of these young men, who, by dint of indefatigable labour and self-denial, ultimately qualified themselves for posts in which a good education is a sine qua non. Some of them are to-day quarry managers, professional men, certificated teachers, and ministers of the Gospel. Five of them are at the present time students at Bala College. One got a situation in the Glasgow Post Office as letter-carrier. During his leisure hours he attended the lectures at one of the medical schools of that city, and in course of time gained his diploma. He is now practising as a surgeon, and I understand with signal success. This gentleman worked in the Penrhyn Quarry until he was twenty years old. I could give many more instances of the resolute and self-denying spirit with which the young quarrymen of Bethesda sought to educate themselves. The teachers of the other schools in that neighbourhood could give similar examples, for during the winter months there used to be no less than 300 evening scholars under instruction in the different schools. The Bethesda booksellers could tell a tale that would surprise our English friends. I have been informed by one of them that he has sold to young quarrymen an immense number of such works as Lord Macaulay's, Stuart Mill's, and Professor Fawcett's; and it is no uncommon sight to find these and similar works read and studied by the young quarrymen during the dinner hour."
"I can give," proceeds Mr. Cadwalladr Davies, "one remarkable instance to show the struggles which young Welshmen have to undertake in order to get education. The boy in question, the son of 'poor but honest parents,' left the small national school of his native village when he was 12 1/2 years of age, and then followed his father's occupation of shoemaking until he was 16 1/2 years of age. After working hard at his trade for four years, he, his brother, and two fellow apprentices, formed themselves into a sort of club to learn shorthand, the whole matter being kept a profound secret. They had no teachers, and they met at the gas-works, sitting opposite the retorts on a bench supported at each end with bricks. They did not penetrate far into the mysteries of Welsh shorthand; they soon abandoned the attempt, and induced the village schoolmaster to open a night school.
"This, however, did not last long. The young Crispin was returning late one night from Llanrwst in company with a lad of the same age, and both having heard much of the blessings of education from a Scotch lady who took a kindly interest in them, their ambition was inflamed, and they entered into a solemn compact that they would thenceforward devote themselves body and soul to the attainment of an academical degree. Yet they were both poor. One was but a shoemaker's apprentice, while the other was a pupil teacher earning but a miserable weekly pittance. One could do the parts of speech; the other could not. One had struggled with the pans asinorum; the other had never seen it. I may mention that the young pupil teacher is now a curate in the Church of England. He is a graduate of Cambridge University and a prizeman of Clare College. But to return to the little shoemaker.
"After returning home from Llanrwst, he disburthened his heart to his mother, and told her that shoemaking, which until now he had pursued with extraordinary zest, could no longer interest him. His mother, who was equal to the emergency, sent the boy to a teacher of the old school, who had himself worked his way from the plough. After the exercise of considerable diplomacy, an arrangement was arrived at whereby the youth was to go to school on Mondays, Wednesdays, and Fridays, and make shoes during the remaining days of the week. This suited him admirably. That very night he seized upon a geography, and began to learn the counties of England and Wales. The fear of failure never left him for two hours together, except when he slept. The plan of work was faithfully kept; though by this time shoemaking had lost its charms. He shortened his sleeping hours, and rose at any moment that he awoke—at two, three, or four in the morning. He got his brother, who had been plodding with him over shorthand, to study horticulture, and fruit and vegetable culture; and that brother shortly after took a high place in an examination held by the Royal Horticultural Society. For a time, however, they worked together; and often did their mother get up at four o'clock in the depth of winter, light their fire, and return to bed after calling them up to the work of self-culture. Even this did not satisfy their devouring ambition. There was a bed in the workshop, and they obtained permission to sleep there. Then they followed their own plans. The young gardener would sit up till one or two in the morning, and wake his brother, who had gone to bed as soon as he had given up work the night before.
Now he got up and studied through the small hours of the morning until the time came when he had to transfer his industry to shoemaking, or go to school on the appointed days after the distant eight o'clock had come. His brother had got worn out. Early sleep seemed to be the best. They then both went to bed about eight o'clock, and got the policeman to call them up before retiring himself.
"So the struggle went on, until the faithful old schoolmaster thought that his young pupil might try the examination at the Bangor Normal College. He was now eighteen years of age; and it was eighteen months since the time when he began to learn the counties of England and Wales. He went to Bangor, rigged out in his brother's coat and waistcoat, which were better than his own; and with his brother's watch in his pocket to time himself in his examinations. He went through his examination, but returned home thinking he had failed. Nevertheless, he had in the meantime, on the strength of a certificate which he had obtained six months before, in an examination held by the Society of Arts and Sciences in Liverpool, applied for a situation as teacher in a grammar-school at Ormskirk in Lancashire. He succeeded in his application, and had been there for only eight days when he received a letter from Mr. Rowlands, Principal of the Bangor Normal College, informing him that he had passed at the head of the list, and was the highest non-pupil teacher examined by the British and Foreign Society. Having obtained permission from his master to leave, he packed his clothes and his few books. He had not enough money to carry him home; but, unasked, the master of the school gave him 10s. He arrived home about three o'clock on a Sunday morning, after a walk of eleven miles over a lonely road from the place where the train had stopped. He reeled on the way, and found the country reeling too. He had been sleeping eight nights in a damp bed. Six weeks of the Bangor Session passed, and during that time he had been delirious, and was too weak to sit up in bed. But the second time he crossed the threshold of his home he made for Bangor and got back his "position," which was all important to him, and he kept it all through.
"Having finished his course at Bangor he went to keep a school at Brynaman; he endeavoured to study but could not. After two years he gave up the school, and with 60L. saved he faced the world once more. There was a scholarship of the value of 40L. a year, for three years, attached to one of the Scotch Universities, to be competed for. He knew the Latin Grammar, and had, with help, translated one of the books of Caesar. Of Greek he knew nothing, save the letters and the first declension of nouns; but in May he began to read in earnest at a farmhouse. He worked every day from 6 A.M. to 12 P.M. with only an hour's intermission. He studied the six Latin and two Greek books prescribed; he did some Latin composition unaided; brushed up his mathematics; and learnt something of the history of Greece and Rome. In October, after five months of hard work, he underwent an examination for the scholarship, and obtained it; beating his opponent by twenty-eight marks in a thousand. He then went up to the Scotch University and passed all the examinations for his ordinary M.A. degree in two years and a half. On his first arrival at the University he found that he could not sleep; but he wearily yet victoriously plodded on; took a prize in Greek, then the first prize in philosophy, the second prize in logic, the medal in English literature, and a few other prizes.