Ireland In The New Century

by Sir Horace Curzon Plunkett

Although harmony now usually exists between the local and central authorities to the advantage and comfort of both, a considerable amount of friction was inevitable until they got to understand each other. The occasional over-riding of local desires by the 'autocratic' Department, which in the first rush of its work had to act in a somewhat peremptory fashion, was, no doubt, irritating. Now, however, it is generally recognised that the central body, having not only the advice of its experts and access to information from similar Departments in other countries to guide it, but also being in a position to profit by the exchange of ideas which is constantly going on between it and all the local committees in Ireland, is in a position of special advantage for deciding as to the bearing of local schemes upon national interests, and sometimes even as to their soundness from a purely local point of view.

Passing now from the conditions under which the Department's work is done, we come to review some typical portions of the work itself so far as it has proceeded. This falls naturally, both as regards that which is done by the central authority for the country at large and that which is locally administered, into two divisions. The first consists of direct aid to agriculture and other rural industries, and to sea and inland fisheries. The second consists of indirect aid given to these objects, and also to town manufactures and commerce, through education—a term which must be interpreted in its widest sense. Needless to say, direct aids, being tangible and immediately beneficial, are the more popular: a bull, a boat, or a hand-loom is more readily appreciated than a lecture, a leaflet, or an idea. Yet in the Department we all realise—and, what is more important, the people are coming to realise—that by far the most important work we have to do is that which belongs to the sphere of education, especially education which has a distinctly practical aim. To this branch of the subject I shall, therefore, first direct the reader's attention.

It must be remembered that, for reasons fully set out in the earlier portions of the book, I am treating the Irish Question as being, in its most important economic and social aspects, the problem of rural life. The Department's scheme of technical instruction, therefore, need not here be detailed in its application to the needs of our few manufacturing towns, but only in its application to agriculture and the subsidiary industries. I do not suggest that the questions relating to the revival of industry in our large manufacturing centres and provincial towns are not of the first importance. The local authorities in these places have eagerly come into the movement, and the Department has already taken part in founding, in our cities and larger towns, comprehensive schemes of technical education, as to the outcome of which we have every reason to be hopeful. Not only that, but it is highly necessary for the Department to consider these schemes in close relation to its work upon the more specially rural problems, for, as I have said elsewhere,[^[48]] the interdependence of town and country, and the establishment of proper relations between their systems of industry and education, is a prime factor in Irish prosperity. But the rural problem, as I have so often reiterated, is the core of the Irish Question; and to deal at all adequately with technical education, so far as we carry it on upon lines common both to Great Britain and Ireland, would lead us too far afield on the present occasion. I must, therefore, content myself with indicating my reasons for leaving it rather on one side, and pass on to a brief description of the Department's educational work in respect of its two-fold aim of developing agriculture and the subsidiary industries.

In the case of agriculture our task is perfectly plain. We know pretty well what we want to do, for we are dealing with an existing industry, and with known conditions. The productivity of the soil, the demand of the market, the means of transport from the one to the other, are all easily ascertainable. What most needs to be provided in Ireland is a much higher technical skill, a more advanced scientific and commercial knowledge, as applied to agricultural production and distribution.[^[49]] This, in our belief, depends, more than upon any other agency, upon the soundness of the education which is provided to develop the capacities of those in charge of these operations. Our chief difficulty is that of co-ordinating our teaching of technical agriculture with the general educational systems of the country—a difficulty which the other educational authorities are all united with us in seeking to remove.

When, on the other hand, education—again, I believe, the chief agency for the purpose—is considered as a means for the creation of new industries, we come face to face with a wholly different problem. We have no longer an industry which we are seeking to foster and develop going on under our eyes, steadying us in our theorising, and in our experimenting upon the mind of the worker, by bringing us into close touch with the actual conditions of his work. Our chief aim must be to develop his adaptability for the ever-changing and, we hope, improving economic industrial conditions amidst which he will have to work. But unless we can satisfy parents that the schemes of development in which their children are being educated to take their place have an assured prospect of practical realisation, they will naturally prefer an inferior teaching which seems to them to offer a better prospect of an immediate wage or salary. The teachers in the secondary schools of the country, who, so far, have shown a desire to assist us in giving an industrial and commercial direction to our educational policy, would also in that event have to meet the wishes of the parents; and thus education would fall back into the old rut with its cramming, its examinations and result fees—all leading to the multiplication of clerks and professional men, and preventing us from turning the thoughts and energies of the people towards productive occupations.

The natural trend of our educational policy will now be clear. Leaving out of account large towns, where our problem is, as I have said, the same as that which confronts the industrial classes in the manufacturing centres of Great Britain, we are chiefly concerned with the application of science to the cultivation of the soil and the improvement of live stock, and of business principles to the commercial side of farming; with the teaching of dairying, horticulture, apiculture, and what has been called farm-yard lore, outside the rural home, and with domestic economy inside. On the industrial as distinct from the agricultural side of the work in rural localities, technical instruction must be directed towards the development of subsidiary rural industries.

We early came to the conclusion that we could not expect to find a system which we could simply transplant from some other country. The system adopted in Great Britain, where each county or group of counties maintains an agricultural college and an experimental farm, and many more elaborate systems on the continent, were all found on examination to be inapplicable to our own rural conditions, unsuitable to the national character, and unrelated to the history of our agriculture. Many of these schemes might have turned out a few highly qualified authorities on the theory of agriculture, and even good practical directors for those who farm on a large scale. But we are dealing with a country with great possibilities from an agricultural point of view, but where, nevertheless, agriculture in many parts is in a very backward condition, and where it is probably safe to say that three-fifths of the farms are crowded on one-fourth of the land. We are dealing with a community with whom the systems of elementary, secondary and higher education have not tended to prepare the student for agricultural pursuits. A system of agricultural and domestic education suited to the wants of those who are to farm the land must recognise and foster the new spirit of self-help and hope which is springing up in the country, and must be made so interesting as to become a serious rival to the race meeting and the public-house. The daily drudgery of farm work must be counteracted by the ambition to possess the best stock, the neatest homestead and fences, the cleanest and the best tilled fields. The unsolved problem of agricultural education is to devise a system which will reach down to the small working farmers who form the great bulk of the wealth producers of Ireland, to give them new hope, a new interest, new knowledge and, I might add, a new industrial character.

We were met at the outset by the difficulty which would apply to any system—that of finding trained teachers. This deficiency was felt in two directions—first, in the secondary school, in which the preliminary scientific studies should be undertaken, which are necessary to enable a lad to profit by more advanced instruction later on; and, secondly, in the special training of technical agriculture. It would not have been desirable to overcome these difficulties by any very extensive importation of teachers from without. I certainly hold the occasional importation of teachers with outside experience to be most desirable, but these should not form more than a leaven of the pedagogic lump; for it is a serious hindrance when to the task of familiarising students with a new system of education there is added that of familiarising a large body of teachers with the intellectual, social and economic conditions of the people among whom they are to work.

The manner in which the teacher difficulty was surmounted may be briefly stated, first, as regards the school, and, secondly, as regards the teaching of agriculture. Those already engaged in the teaching profession could not be relegated again to the status pupillaris. There was only one way in which they could assist us to overcome the difficulty, and that involved a great sacrifice on their part, the sacrifice of their well-earned vacation, but a sacrifice which they willingly made. The teachers most urgently needed were those of practical science, with knowledge of experimental work; and about five hundred teachers from secondary schools, in order to qualify themselves, have attended summer courses specially organised by the Department at several centres in Ireland, while about four hundred have availed themselves of special summer courses in such subjects as drawing, manual instruction, domestic economy, building construction, wood-carving and modelling.