A gentleman connected by heritage with one of the outer Hebrides, sends us a note, in which, after commenting on the grotesque objections that had been made to our article, he observes: ‘We all understand now—though a few may deceive themselves and others—that man is not made for language, but language for man. We Highlanders are determined to adopt the current language, just as we have adopted the current coin of the realm.’ This is plain speaking; and we hope that the writer, using the power which his position gives him, will in his own locality see that the children are taught to read and understand English; such, in our opinion, whatever others may think, being only a simple act of justice.
In our former article we alluded to the case of Wales, in which large numbers are as unhappily excluded from a knowledge of the English language as are many of the Gaelic-speaking population of the Highlands. We are glad to see that this deficiency is beginning to attract attention, for reasons similar to those we employ. Recently at a large meeting in connection with the Welsh Church in Chester, presided over by the Bishop of Chester, as reported in The Times, Jan. 10, the Dean of Bangor, in speaking of Wales, remarked: ‘Wales was in a certain extent backward. In the power of influencing those outside their own country, they were behind England, Scotland, and Ireland, simply because their language excluded them from making their thoughts and views known to those of different nationality.... He ventured to hope that the day was rapidly approaching when every Welshman would be able to use the English language.’ Such a public acknowledgment as this is eminently satisfactory. It shews moral courage in combating popular prejudice. We should like to see Highland proprietors quite as openly avowing that it was time every Gaelic-speaking child ‘was able to use the English language.’
The most conclusive evidence that could be advanced respecting the serious disadvantage of maintaining Gaelic as an exclusively common language is that offered by Mr Simon S. Laurie, the accomplished Professor of Education in the University of Edinburgh, who lately delivered an Address on the subject of Education in the Highlands. According to a newspaper report of his address, he said in reference to the Highlanders: ‘One thing needful was to secure for them freedom of locomotion; so that when the pressure on one district became too great, the people might move to another. Without a knowledge of the English language, the country of the Highlander was bound round him as with a brazen wall. He need not try to get out of it, because his native language put him at such a disadvantage with other men that he had no chance against them.... There was no doubt that the teaching of Gaelic should be subordinate to the teaching of English. If they trained a boy in a Highland school to read, write, and speak Gaelic, what were they to do with him? How would we like to be in that position ourselves? Fancy a boy at the age of fifteen or sixteen able only to point out in Gaelic to a stranger the way he should take; would they not find that he had been miseducated—in fact cut off from being a member of the British Empire altogether? At the same time, while he held that, he was of opinion that they could not teach English to the Highlanders well except through the Gaelic. The Highland children learned very quickly—more quickly than the Lowland children—they could soon read with perfect fluency such a book as M’Culloch’s Course of Reading, and yet not understand a single word; shewing that they would not learn English well except through Gaelic. The aim of the whole teaching should be to make the pupils thoroughly acquainted with English.’
With such a concurrence of evidence, and with the knowledge that there is a School Act of six years’ standing, why, it will be asked, are children in the Highlands and Islands still left to remain untaught in the elements of education? That is a question that could perhaps best be answered by the Education Board for Scotland. We can only conjecture that the educational deficiency in various quarters is due to the difficulty, for pecuniary reasons, in establishing and maintaining schools on a proper footing consistently with the obligations of the statute. Mr Laurie mentions that the school-rates press with a severity which in some places is perfectly paralysing. ‘In Shetland, for example, the School Boards were brought to a stand-still. They could not face a rate of four shillings a pound; the same proprietors having to pay not less than four shillings a pound for poor-rate and other burdens besides.’ This agrees with what we have privately heard of Shetland, where the rates of one kind or other very nearly swallow up the whole rental drawn by proprietors. Mr Laurie states emphatically as to this difficulty of school-rates, that ‘unless the government paid what was necessary above fifteen-pence per pound, the Highlands and Islands would not have the full benefit of the Act of 1872.’
Evidently, the School Boards, notwithstanding their comprehensive and compulsory powers, are unable to plant and sustain schools in all quarters where required. The difficulty, it is observed, is financial. Let us instance the island of St Kilda. Its inhabitants are said to be seventy-six in number, while the annual rent exigible by the proprietor is somewhere about a hundred pounds, payable in kind. How can the School Board of Harris, with which the island is connected parochially, be expected to build a school and sustain a schoolmaster for the benefit of so small a population, in which there are perhaps only a very few children of school age? To build a school of the ordinary authorised type would cost at least six hundred pounds. And the payment of a teacher with other expenses would amount to one hundred pounds a year. The organisation of a school on this footing would go far beyond what is desirable or what could be asked for from either the state or the ratepayers.
A consideration of the financial difficulty leads to the conviction that something very much less costly than the present school organisation must in many parts of the Highlands be attempted, if the children are to get any education at all. Mr Laurie very properly remarks that children ‘would not well learn English except through the Gaelic;’ meaning by this, we suppose, that the teacher would require through the agency of Gaelic to explain the meaning of English words. That surely would not be difficult to accomplish; nor would it be unreasonable to establish schools on a much more modest footing than those latterly sanctioned by School Boards. The Scotch were long accustomed to see a very humble class of schools in secluded rural districts. Often, these schools consisted of cottages of not more than two apartments, one of which constituted the dwelling of the teacher. These cottage schools were conducted at an exceedingly small expense, yet they answered their purpose. Neither dignified nor imposing, they were useful. They imparted to the few children in their respective neighbourhoods a knowledge of letters. We are inclined to think that a modification of this kind would solve some existing difficulties as concerns the establishing of schools among the sparse population of the Highlands and Islands. In short, it would be well to legalise a minor or sub-class of schools, to be conducted at a small cost, designed to effect a particular purpose, namely, that of communicating a knowledge of the English language to large numbers of poor children who are at present growing up in ignorance of any spoken tongue but their native Gaelic, and who, in many cases, as is seen, have no education whatever.
We hope the nature of our pleading is no longer misunderstood. It is, that all Gaelic-speaking children may in some shape or other be taught to read and understand the language common to the United Kingdom. There may be some statutory obstacles in the way. There should be none in the light of humanity and common-sense. Perhaps we may return to the subject. Considering that the welfare of successive generations of helpless beings is concerned, the subject is too momentous to be lightly treated, or to be swept aside by casual gusts of delirious opposition.
W. C.