Emigration.
With regard to emigration, although in some districts “there exists a population exceeding that for whose labour there is a profitable demand,” the committee nevertheless consider emigration to the full as much an imperial as a provincial question. The cause of the great influx of Irish labourers into Great Britain is, they say, the higher rate of wages which prevails there, and emigration from Ireland would “diminish that inducement, and lessen the number of Irish labourers in the British market.” It might seem therefore that the expense of such emigration should be defrayed out of the general funds of the empire. But the committee say they are not prepared to recommend any compulsory system of taxation for the purpose, “nor yet to discuss the probability of the repayment of advances made to colonial settlers.” They have however no doubt that colonization might be carried on to a great extent, “if facilities were afforded by government to those Irish peasants who were disposed voluntarily to seek a settlement in the colonies, and who could by themselves or their landlords provide all the expense required for their passage and location.” In districts where the population is in excess, it must be alike the interest of all, of the landlords, the tenants, and the labourers, that such excess should be removed; and the committee consider the most legitimate mode of effecting this to be—“that upon the actual deposit of a sum sufficient to cover the entire expense, the government should undertake the appropriation of that sum in the way most effectual for the purpose”—that is, for the conveyance of the emigrants to, and helping them to obtain a suitable location in, some British colony.
Amongst the various remedial measures suggested, the committee urge at great length the importance of an extension of public works, roadmaking, drainage, embankments &c., founded chiefly on the example of Scotland, and the benefits which there ensued from opening out the Highlands by the formation of roads and the construction of the Caledonian canal. The evidence given by Mr. Telford the eminent engineer in 1817, is cited and much relied upon in this particular, and certainly no higher authority on the subject could have been adduced. An emendation of the grand-jury and vestry laws is also recommended, together with several other matters of minor import.
In the present very comprehensive Report, as in all preceding Reports on the state of Ireland, |Education.| whether by committees of parliament or Royal commissions, the necessity for education is adverted to as a matter of paramount importance. It is now moreover said, that “the entire body of the Roman catholic hierarchy have by petitions to both houses of parliament, entreated that the recommendations of the select committee of 1827,[[53]] should be adopted”—on which account, as well as on account of its intrinsic importance with regard to the question of education generally, that Report now requires to be noticed.
1828.
Report of the Select Committee on Education in Ireland.
The Report of the select committee appointed in 1827 here referred to, was printed by order of the House of Commons on the 19th May 1828.[[53]] The committee declare that they “have proceeded to consider the Reports on the state of education in Ireland, with a full sense of the importance of the subject, and of the peculiar difficulties with which it is encompassed.” During several centuries, they observe, the necessity for providing the means of education in Ireland has been recognised. As early as the reign of Henry the Eighth the prevalence of crime was attributed to the ignorance of the people, “and education was relied upon as producing moral improvement, and supporting the institutions of civil policy.” Various statutes were passed and charters granted, and endowments made, with a view to this object; and inquiries had likewise been at different times instituted with the same intent. Of the commissions appointed, the two latest are the most important, namely that issued in 1806, and which terminated in 1812, after making “fourteen Reports upon the schools of royal and private foundation, the charter schools, foundling hospital, and the parochial and diocesan schools;” and that issued in 1824, which terminated in 1827, after making “nine Reports on the various establishments for education.” But the interference of the State was not solely confined to regulation and inquiry. “Parliamentary grants have been at various times most liberally made for the purposes of education,” and of these a list is given, amounting in the whole to 2,914,140l. The number of scholars receiving instruction in the existing schools in 1826, is stated to be 560,549, “leaving in all probability upwards of 150,000 without the means of education.” Of the number of scholars returned, it is said that 394,732 are brought up in the common pay schools, 46,119 in schools supported exclusively by the Roman catholic priesthood and laity, 84,295 in various establishments of private charity, and 55,246 in schools maintained in whole or in part at the public expense.
In pursuing their investigations, the committee say “their sole object has been to consider the principle upon which it will be expedient hereafter to grant public money in aid of Irish education;” and they prefer recording the conclusions at which they have arrived in the form of abstract propositions, instead of reasoning upon and discussing the merits of different modes of procedure in this respect. After the most anxious deliberation, they have, they say, adopted a series of resolutions on the subject, which are given at length, and in fact constitute the substance of their Report; and it is now proposed to select such portions of these resolutions as will enable the reader to see clearly what the views of the committee were. To give the whole is unnecessary, and would be inconvenient. The various Reports of committees and commissioners on Irish education are so voluminous, as to make it impossible to quote them at length, and the abstracts of the more important portions herein given will be sufficient for our purpose.
A passage from the Report of the commissioners in 1812[[54]] is cited, to the effect—“that no plan of education, however wisely and unexceptionably contrived in other respects, can be carried into effectual operation in Ireland, unless it be explicitly avowed, and clearly understood as its leading principle, that no attempt shall be made to influence or disturb the peculiar religious tenets of any sect or denomination of Christians.” A passage from the Report of the commissioners in 1824 is likewise cited, to the effect—“that in a country where mutual divisions exist between different classes of the people, schools should be established for the purpose of giving to children of all religious persuasions, such useful instruction as they may severally be capable and desirous of receiving, without having any ground to apprehend any interference with their respective religious principles.” Another passage of the same Report is also cited—“in favour of the expediency of devising a system of mutual education, from which suspicion should if possible be banished, and the causes of distrust and jealousy be effectually removed; and under which the children may imbibe similar ideas, and form congenial habits, tending to diminish, not to increase, that distinctness of feeling now but too prevalent.”
The committee of 1828 adopt these several propositions, and resolve—“that it is of the utmost importance to bring together children of different religious persuasions in Ireland, for the purpose of instructing them in the general subjects of moral and literary knowledge, and providing facilities for their religious instruction separately, when differences of creed render it impracticable for them to receive religious instruction together.” And in accordance likewise with the recommendations of the commissioners of 1812 and 1824, the committee further resolve—“that considering the very large sums of public money annually voted for the encouragement of education in Ireland, as well as the extreme discretion required in adopting a new system of united education, without permitting any interference in the peculiar religious tenets of the scholars—it is indispensably necessary to establish a fixed authority acting under the control of the government and of the legislature, bound by strict and impartial rules, and subject to full responsibility for the foundation control and management of such public schools of general instruction, as are supported on the whole or in part at the public expense.”
The committee likewise record their opinion, that the selection of teachers in the schools should be made without regard to religious distinction, and that their qualifications should be proved by instruction or examination in a model school, the teacher first producing a certificate of character from a clergyman of his own communion. And they further resolve—“that for the purpose of carrying into effect the combined literary, and the separate religious education of the scholars, the course of study for four days of the week should be exclusively moral and literary; and that of the two remaining days, the one should be appropriated solely to the separate religious instruction of the protestant children, the other for the separate religious instruction of the Roman catholic children—the religious instruction in each case being placed under the exclusive superintendence of the clergy of the respective communions.” The committee moreover recommend that a board of education should be appointed, “all persons being eligible without reference to religious distinctions;” and they also recommend, that as a rule the children be required to pay such small sums as may be directed, “but that free scholars, being either orphans or the children of parents unable to afford payment, be received on the recommendation of the parochial clergy, and dissenting ministers, and persons subscribing to the schools, or having granted land for the site.”