They owe their existence largely to the gaps in the educational system of this country which religious and political strife have produced and maintained, and they deserve the utmost credit for endeavouring to supply missing steps in our educational ladder.[19] If they now fully respond to the spirit of the new movements and meet the demand for technical education by the employment of the most approved methods and equipment, and by the thorough training on sound lines of their staffs, it is impossible that their influence on the young generation should not be as salutary as it will be wide-reaching.

But, after all, these criticisms are, for the purposes of my argument, of minor relevance and importance. The real matter in which the direct and personal responsibility of the Roman Catholic clergy seems to me to be involved, is the character and _morale_ of the people of this country. No reader of this book will accuse me of attaching too little weight to the influence of historical causes on the present state, social, economic and political, of Ireland, but even when I have given full consideration to all such influences I still think that, with their unquestioned authority in religion, and their almost equally undisputed influence in education, the Roman Catholic clergy cannot be exonerated from some responsibility in regard to Irish character as we find it to-day. Are they, I would ask, satisfied with that character? I cannot think so. The impartial observer will, I fear, find amongst a majority of our people a striking absence of self-reliance and moral courage; an entire lack of serious thought on public questions; a listlessness and apathy in regard to economic improvement which amount to a form of fatalism; and, in backward districts, a survival of superst.i.tion, which saps all strength of will and purpose--and all this, too, amongst a people singularly gifted by nature with good qualities of mind and heart.

Nor can the Roman Catholic clergy altogether console themselves with the thought that religious faith, even when free from superst.i.tion, is strong in the b.r.e.a.s.t.s of the people. So long, no doubt, as Irish Roman Catholics remain at home, in a country of sharply defined religious cla.s.ses, and with a social environment and a public opinion so preponderatingly stamped with their creed, open defections from Roman Catholicism are rare. But we have only to look at the extent of the 'leakage' from Roman Catholicism amongst the Irish emigrants in the United States and in Great Britain, to realise how largely emotional and formal must be the religion of those who lapse so quickly in a non-Catholic atmosphere.[20]

It is not, of course, to the causes of the defections from a creed to which I do not subscribe that my criticism is directed. I refer to the matter only in order to emphasise the large share of responsibility which belongs to the Roman Catholic clergy for what I strongly believe to be the chief part in the work of national regeneration, the part compared with which all legislative, administrative, educational or industrial achievements are of minor importance. Holding, as I do, that the building of character is the condition precedent to material, social and intellectual advancement, indeed to all national progress, I may, perhaps, as a lay citizen, more properly criticise, from this point of view, what I conceive to be the great defect in the methods of clerical influence. For this purpose no better ill.u.s.tration could be afforded than a brief a.n.a.lysis of the results of the efforts made by the Roman Catholic clergy to inculcate temperance.

Among temperance advocates--the most earnest of all reformers--the Roman Catholic clergy have an honourable record. An Irish priest was the greatest, and, for a brief spell, the most successful temperance apostle of the last century, and statistics, it is only fair to say, show that we Irish drink rather less than people in other parts of the United Kingdom. But the real question is whether we more often drink to intoxication, and police statistics as well as common experience seem to disclose that we do. Many a temperate man drinks more in his life than many a village drunkard. Again, the test of the average consumption of man, woman and child is somewhat misleading, especially in Ireland where, owing to the excessive emigration of adults, there is a disproportionately large number of very young and old. Moreover, we Irish drink more in proportion to our means than the English, Scotch, and Welsh, whose consumption is absolutely larger. Anyone who attempts to deal practically with the problems of industrial development in Ireland realises what a terribly depressing influence the drink evil exercises upon the industrial capacity of the people. 'Ireland sober is Ireland free,' is nearer the truth, than much that is thought and most of what is said about liberty in this country.

Now, the drink habit in Ireland differs from that of the other parts of the United Kingdom. The Irishman is, in my belief, physiologically less subject to the craving for alcohol than the Englishman, a fact which is partially attributable, I should say, to the less animal dietary to which he is accustomed. By far the greater proportion of the drinking which r.e.t.a.r.ds our progress is of a festive character. It takes place at fairs and markets, sometimes, even yet, at 'wakes,' those ghastly parodies on the blessed consolation of religion in bereavement. It is intensified by the almost universal sale of liquor in the country shops 'for consumption on the premises,' an evil the demoralising effects of which are an hundredfold greater than those of the 'grocer's licences'

which temperance reformers so strenuously denounce. It is an evil in defence of which nothing can be said, but it has somehow escaped the effective censure of the Church.

The indiscriminate granting of licences in Ireland, which has resulted in the provision of liquor shops in a proportion to the population larger than is found in any other country, is in itself due mainly to the moral cowardice of magistrates, who do not care to incur local unpopularity by refusing licences for which there is no pretence of any need beyond that of the applicant and his relatives. Not long ago the magistrates of Ireland met in Dublin in order to inaugurate common action in dealing with this scandal. Appropriate resolutions were pa.s.sed, and much good has already resulted from the meeting, but had the unvarnished truth been admissible, the first and indeed the only necessary resolution should have run, "Resolved that in future we be collectively as brave as we have been individually timid, and that we take heart of grace and carry away from this meeting sufficient strength to do, in the exercise of our functions as the licensing authority, what we have always known to be our plain duty to our country and our G.o.d."

No such resolution was proposed, for though patriotism is becoming real in Ireland, it is not yet very robust.

I do not think it unfair to insist upon the large responsibility of the clergy for the state of public opinion in this matter, to which the few facts I have cited bear testimony. But I attribute their failure to deal with a moral evil of which they are fully cognisant to the fact that they do not recognise the chief defect in the character of the people, and to a misunderstanding of the means by which that character can be strengthened. There are, however, exceptions to this general statement.

It is of happy augury for the future of Ireland that many of the clergy are now leading a temperance movement which shows a real knowledge of the _causa causans_ of Irish intemperance. The Anti-Treating League, as it is called, administers a novel pledge which must have been conceived in a very understanding mind. Those enlisted undertake neither to treat nor to be treated. They may drink, so far as the pledge is concerned, as much as they like; but they must drink at their own expense; and others must not drink at their expense. The good nature and sociability of Irishmen, too often the mere result of inability to say 'no,' need not be sacrificed. But even if they were, the loss of these social graces would be far more than compensated by a self-respect and seriousness of life out of which something permanent might be built. Still, even this League makes no direct appeal to character, and so acts rather as a cure for than as a preventive of our moral weakness.

The methods by which clerical influence is wielded in the inculcation of chast.i.ty may be criticised from exactly the same standpoint as that from which I have found it necessary to deal with the question of temperance.

Here the success of the Irish priesthood is, considering the conditions of peasant life, and the fire of the Celtic temperament, absolutely unique. No one can deny that almost the entire credit of this moral achievement belongs to the Roman Catholic clergy. It may be said that the practice of a virtue, even if the motive be of an emotional kind, becomes a habit, and that habit proverbially develops into a second nature. With this view of moral evolution I am in entire accord; but I would ask whether the evolution has not reached a stage where a gradual relaxation of the disciplinary measures by which chast.i.ty is insured might be safely allowed without any danger of lowering the high standard of continence which is general in Ireland and which of course it is of supreme importance to maintain.

There are, however, many parishes where in this matter the strictest discipline is rigorously enforced Amus.e.m.e.nts, not necessarily or even often vicious, are objected to as being fraught with dangers which would never occur to any but the rigidly ascetic or the puritanical mind. In many parishes the Sunday cyclist will observe the strange phenomenon of a normally light-hearted peasantry marshalled in male and female groups along the road, eyeing one another in dull wonderment across the forbidden s.p.a.ce through the long summer day. This kind of discipline, unless when really necessary, is open to the objection that it eliminates from the education of life, especially during the formative years, an essential of culture--the mutual understanding of the s.e.xes.

The evil of grafting upon secular life a quasi-monasticism which, not being voluntary, has no real effect upon the character, may perhaps involve moral consequences little dreamed of by the spiritual guardians of the people. A study of the pathology of the emotions might throw doubt upon the safety of enforced asceticism when unaccompanied by the training which the Church wisely prescribes for those who take the vow of celibacy. But of my own knowledge I can speak only of another aspect of the effect upon our national life of the restrictions to which I refer. No Irishmen are more sincerely desirous of staying the tide of emigration than the Roman Catholic clergy, and while, wisely as I think, they do not dream of a wealthy Ireland, they earnestly work for the physical and material as well as the spiritual well-being of their flocks. And yet no man can get into the confidence of the emigrating cla.s.ses without being told by them that the exodus is largely due to a feeling that the clergy are, no doubt from an excellent motive, taking joy--innocent joy--from the social side of the home life.

To go more fully into these subjects might carry me beyond the proper limits of lay criticism. But, clearly, large questions of clerical training must suggest themselves to those to whom their discussion properly belongs--whether, for example, there is not in the instances which I have cited evidence of a failure to understand that mere authority in the regions of moral conduct cannot have any abiding effect, except in the rarest combination of circ.u.mstances, and with a very primitive people. Do not many of these clergy ignore the vast difference between the ephemeral nature of moral compulsion and the enduring force of a real moral training?

I have dealt with the exercise of clerical influence in these matters as being, at any rate in relation to the subject matter of this book, far more important than the evil commonly described as "The Priest in Politics." That evil is, in my opinion, greatly misrepresented. The cases of priests who take an improper part in politics are cited without reference to the vastly greater number who take no part at all, except when genuinely a.s.sured that a definite moral issue is at stake. I also have in my mind the question of how we should have fared if the control of the different Irish agitations had been confined to laymen, and if the clergy had not consistently condemned secret a.s.sociations. But whatever may be said in defence of the priest in politics in the past, there are the strongest grounds for deprecating a continuance of their political activity in the future. As I gauge the several forces now operating in Ireland, I am convinced that if an anti-clerical movement similar to that which other Roman Catholic countries have witnessed, were to succeed in discrediting the priesthood and lowering them in public estimation, it would be followed by a moral, social, and political degradation which would blight, or at least postpone, our hopes of a national regeneration. From this point of view I hold that those clergymen who are predominantly politicians endanger the moral influence which it is their solemn duty to uphold. I believe however, that the over-active part hitherto taken in politics by the priests is largely the outcome of the way in which Roman Catholics were treated in the past, and that this undesirable feature in Irish life will yield, and is already yielding to the removal of the evils to which it owed its origin and in some measure its justification.[21]

One has only to turn to the spirit and temper of such representative Roman Catholics as Archbishop Healy and Dr. Kelly, Bishop of Ross--to their words and to their deeds--in order to catch the inspiration of a new movement amongst our Roman Catholic fellow-countrymen at once religious and patriotic. And if my optimism ever wavers, I have but to think of the n.o.ble work that many priests are to my own knowledge doing, often in remote and obscure parishes, in the teeth of innumerable obstacles. I call to mind at such times, as pioneers in a great awakening, men like the eminent Jesuit, Father Thomas Finlay, Father Hegarty of Erris, Father O'Donovan of Loughrea, and many others--men with whom I have worked and taken counsel, and who represent, I believe, an ever increasing number of their fellow priests.[22]

My position, then, towards the influence of the Roman Catholic clergy--and this influence is a matter of vital importance to the understanding of Irish problems--- may now be clearly defined. While recognising to the full that large numbers of the Irish Roman Catholic clergy have in the past exercised undue influence in purely political questions, and, in many other matters, social, educational, and economic, have not, as I see things, been on the side of progress, I hold that their influence is now, more than ever before, essential for improving the condition of the most backward section of the population.

Therefore I feel it to be both the duty and the strong interest of my Protestant fellow-countrymen to think much less of the religious differences which divide them from Roman Catholics, and much more of their common citizenship and their common cause. I also hold with equal strength and sincerity to the belief, which I have already expressed, that the shortcomings of the Roman Catholic clergy are largely to be accounted for, not by any innate tendency on their part towards obscurantism, but by the sad history of Ireland in the past. I would appeal to those of my co-religionists who think otherwise to suspend their judgment for a time. That Roman Catholicism is firmly established in Ireland is a fact of the situation which they must admit, and as this involves the continued powerful influence of the priesthood upon the character of the people, it is surely good policy by liberality and fair dealing, especially in the matter of education, to turn this influence towards the upbuilding of our national life.

To sum up the influence of religion and religious controversy in Ireland, as it presents itself from the only standpoint from which I have approached the matter in this chapter, namely, that of material, social, and intellectual progress, I find that while the Protestants have given, and continue to give, a fine example of thrift and industry to the rest of the nation, the att.i.tude of a section of them towards the majority of their fellow-countrymen has been a bigoted and unintelligent one. On the other hand, I have learned from practical experience amongst the Roman Catholic people of Ireland that, while more free from bigotry, in the sense in which that word is usually applied, they are apathetic, thriftless, and almost non-industrial, and that they especially require the exercise of strengthening influences on their moral fibre. I have dealt with their shortcomings at much greater length than with those of Protestants, because they have much more bearing on the subject matter of this book. North and South have each virtues which the other lacks; each has much to learn from the other; but the home of the strictly civic virtues and efficiencies is in Protestant Ireland. The work of the future in Ireland will be to break down in social intercourse the barriers of creed as well as those of race, politics, and cla.s.s, and thus to promote the fruitful contact of North and South, and the concentration of both on the welfare of their common country. In the case of those of us, of whatever religious belief, who look to a future for our country commensurate with the promise of her undeveloped resources both of intellect and soil, it is of the essence of our hope that the qualities which are in great measure accountable for the actual economic and educational backwardness of so many of our fellow-countrymen, and for the intolerance of too many who are not backward in either respect, are not purely racial or sectarian, but are the transitory growth of days and deeds which we must all try to forget if our work for Ireland is to endure.

FOOTNOTES:

[16] The reproach which is brought upon Irish Christianity mainly by the extravagances of a section of my co-religionists, to which I have been obliged to refer, came home to me not long ago in a very forcible way. I happened to remark to a friend that it was a disgrace to Christianity that Mussulman soldiery were employed at the Holy Sepulchre to keep the peace between the Latin and Greek Christians. He reminded me that the prosperous and progressive munic.i.p.ality of Belfast, with a population eminently industrious, and predominantly Protestant, has to be policed by an Imperial force in order to restrain two sections of Irish Christians from a.s.saulting each other in the name of religion.

[17] '_Pro salute animae meae_' was, I am reminded, the consideration usually expressed in the old charters of manumission.

[18] One of the unfortunate effects of this pa.s.sion for building costly churches is the importation of quant.i.ties of foreign art-work in the shape of woodcarvings, stained gla.s.s, mosaics, and metal work. To good foreign art, indeed, one could not, within certain limits, object. It might prove a valuable example and stimulus. But the articles which have actually been imported, in the impulse to get everything finished as soon as possible, generally consist of the stock pieces produced in a spirit of mere commercialism in the workshops of Continental firms which make it their business to cater for a public who do not know the difference between good art and bad. Much of the decoration of ecclesiastical buildings, whether Roman Catholic or Protestant, might fittingly be postponed until religion in Ireland has got into closer relation with the native artistic sense and industrial spirit now beginning to seek creative expression.

[19] The following extract from a statement of the Most Rev. Dr. O'Dea, the newly elected Bishop of Clonfert, is pertinent:--'There is another cause also--i.e. in addition to the absence of university education for Roman Catholic laymen--which has hindered the employment of the laity in the past. Till very recently, the secondary Catholic schools received no a.s.sistance whatever from the State, and their endowment from private sources was utterly inadequate to supply suitable remuneration for lay teachers. It is evident that a celibate clergy _can_ live on a lower wage than the laity, and they are now charged with having monopolized the schools, because they chose to work for a minimum allowance rather than suffer the country to remain without any secondary education whatever. Two causes, then, operated in the past, and in a large measure still operate, to exclude the laity from the secondary schools,--first, these schools were so poverty-stricken that they could not afford to pay lay teachers at such a rate as would attract them to the teaching profession, and, next, the Catholic laity as a body were uneducated, and, therefore, unfit to teach in the schools.'--_Maynooth and the University Question_, p. 109 (footnote).

[20] See, _inter alia_, an article "Ireland and America," by Rev. Mr.

Shinnors, O.M., in the _Irish Ecclesiastical Record_, February, 1902.

'Has the Church,' asks Father Shinnors, 'increased her membership in the ratio that the population of the United States has increased? No. There are many converts, but there are many more apostates. Large numbers lapse into indifferentism and irreligion. There should be in America about 20,000,000 Catholics; there are scarcely 10,000,000. There are reasons to fear that the great majority of the apostates are of Irish extraction, and not a few of them of Irish birth.'

[21] This view seems to be taken by the most influential spokesmen of the Roman Catholic Hierarchy. See Evidence, _Royal Commission on University Education in Ireland_, vol. iii., p. 238, Questions 8702-6.

[22] I may mention that of the co-operative societies organised by the Irish Agricultural Organisation Society there are no fewer than 331 societies of which the local priests are the Chairmen, while to my own knowledge during the summer and autumn of 1902, as many as 50,000 persons from all parts of Ireland were personally conducted over the exhibit of the Department of Agriculture and Technical Instruction at the Cork Exhibition by their local clergy. The educational purpose of these visits is explained in Chap. x. Again, in a great number of cases the village libraries which have been recently started in Ireland with the a.s.sistance of the Department (the books consisting largely of industrial, economic, and technical works on agriculture), have been organised and a.s.sisted by the Roman Catholic clergy.

CHAPTER V.

A PRACTICAL VIEW OF IRISH EDUCATION.

A little learning, we are told, is a dangerous thing; and in their dealings with Irish education the English should have discovered that this danger is accentuated when the little learning is combined with much native wit. In the days when religious persecution was universal--only, be it remembered, a few generations ago--it was the policy of England to avert this danger by prohibiting, as far as possible, the acquisition by Irish Roman Catholics of any learning at all. After the Union, Englishmen began to feel their responsibility for the state of Ireland, a state of poverty and distress which culminated in the Famine. Knowledge was then no longer withheld: indeed the English sincerely desired to dispel our darkness and enable us to share in the wisdom, and so in the prosperity, of the predominant partner. In their attempts to educate us they dealt with what they saw on the surface, and moulded their educational principles upon what they knew; but they did not know Ireland. Even if we excuse them for paying scant attention to what they were told by Irishmen, they should have given more heed to the reports of their own Royal Commissions.

We have so far seen that the Irish mind has been in regard to economics, politics, and even some phases of religious influence, a mind warped and diseased, deprived of good nutrition and fed on fancies or fictions, out of which no genuine growth, industrial or other, was possible. The one thing that might have strengthened and saved a people with such a political, social, and religious history, and such racial characteristics, was an educational system which would have had special regard to that history, and which would have been a just expression of the better mind of the people whom it was intended to serve.

Now this is exactly what was denied to Ireland. Not merely has all educational legislation come from England, in the sense of being based on English models and thought out by Englishmen largely out of touch and sympathy with the peculiar needs of Ireland, but whenever there has been genuine native thought on Irish educational problems, it has been either ignored altogether or distorted till its value and significance were lost. And in this matter we can claim for Ireland that there was in the country during the first half of the nineteenth century, when England was trying her best to provide us with a sound English education, a comparatively advanced stage of home-grown Irish thought upon the educational needs of the people. Take, for example, the Society for Promoting Elementary Education among the Irish Poor, know as the Kildare Street Society, which was founded as early as the year 1811. The first resolution pa.s.sed by this body, which was composed of prominent Dublin citizens of all religious beliefs, was set out as follows:--

(1.) Resolved--That promoting the education of the poor of Ireland is a grand object which every Irishman anxious for the welfare and prosperity of his country ought to have in view as the basis upon which the morals and true happiness of the country can be best secured.

This Society, it is true, did not see or foresee that any system of mixed religious education was doomed to failure in Ireland, but they took a wide view of the place of education in a nation's development, and the character of the education which their schools actually dispensed was admirable. This hopeful and enterprising educational movement is described by Mr. Lecky in a pa.s.sage from which I take a few extracts:--

The "Kildare Street Society" which received an endowment from Government, and directed National education from 1812 to 1831, was not proselytising, and it was for some time largely patronized by Roman Catholics. It is certainly by no means deserving of the contempt which some writers have bestowed on it, and if measured by the spirit of the time in which it was founded it will appear both liberal and useful.... The object of the schools was stated to be united education, "taking common Christian ground for the foundation, and excluding all sectarian distinctions from every part of the arrangement;" "drawing the attention of both denominations to the many leading truths of Christianity in which they agree." To carry out this principle it was a fundamental rule that the Bible must be read without note or comment in all the schools. It might be read either in the Authorized or in the Douay version.... In 1825 there were 1,490 schools connected with the Society, containing about 100,000 pupils. The improvements introduced into education by Bell, Lancaster, and Pestalozzi were largely adopted. Great attention was paid to needlework.... A great number of useful publications were printed by the Society, and we have the high authority of Dr. Doyle for stating that he never found anything objectionable [to Catholics] in them.[23]

Take, again, as an evidence of the progressive spirit of the Irish thinkers on education, the remarkable scheme of national education which, after the pa.s.sing of the Catholic Emanc.i.p.ation Act, was formulated by Mr. Thomas Wyse, of Waterford. In addition to elementary schools, Mr. Wyse proposed to establish in every county, 'an academy for the education of the middle cla.s.s of society in those departments of knowledge most necessary to those cla.s.ses, and over those a College in each of the four provinces, managed by a Committee representative of the interests of the several counties of the provinces.' 'It is a matter of importance,' wrote Mr. Wyse, 'for the simple and efficient working of the whole system of national education, that each part should as much as possible be brought into co-operation and accord with the others.' He foresaw, too, that one of the needs of the Irish temperament was a training in science which would cultivate the habits of 'education, observation, and reasoning,' and he pointed out that the peculiar manufactures, trades, and occupations of the several localities would determine the course of studies. Mr. Wyse's memorandum on education led, as is well known, to the creation of the Board of National Education, but, to quote Dr. Starkie,[24] the present Resident Commissioner of the Board, 'the more important part of the scheme, dealing with a university and secondary education, was shelved, in spite of Mr. Wyse's warnings that it was imprudent, dangerous, and pernicious to the social condition of the country, and to its future tranquillity, that so much encouragement should be given to the education of the lower cla.s.ses, without at the same time due provision being made for the education of the middle and upper cla.s.ses.'

As still another evidence of the sound thought on educational problems which came from Irishmen who knew the actual conditions of their own country and people, the case of the agricultural instruction administered by the National Board is pertinent. The late Sir Patrick Keenan has told us that landlords and others who on political and religious grounds distrusted the National system, turned to this feature of the operations of the National Board with the greatest fervour. A scheme of itinerant instruction in agriculture, which had a curious resemblance to that which the Department of Agriculture is now organising, was developed, and was likely to have worked with the greatest advantage to the country at large. Sir Patrick Keenan, who knew Ireland and the Irish people well, speaks of this part of the scheme as 'the most fruitful experiment in the material interests of the country that was ever attempted. It was,' he adds, 'through the agency of this corps of practical instructors that green cropping as a systematic feature in farming was introduced into the South and West, and even into the central parts of Ireland.' But all the hopes thus raised went down, not before any intrinsic difficulties in the scheme itself, or before any adverse opinion to it in Ireland, but before the opposition of the Liverpool Financial Reform a.s.sociation, who had their own views as to the limits of State interference with agriculture. These examples, drawn from different stages of Irish educational history, might easily be multiplied, but they will serve as typical instances of that want of recognition by English statesmen of Irish thought on Irish problems, and that ignoring of Irish sentiment--as distinguished from Irish sentimentality--which I insist is the basal element in the misunderstandings of Irish problems.

I now come to a brief consideration of some facts of the present educational situation, and I shall indicate, for those readers who are not familiar with current events in Ireland, the significant evolution, or revolution, through which Irish education is pa.s.sing. Within the last eight years we have had in Ireland three very remarkable reports--in themselves symptoms of a widespread unrest and dissatisfaction--on the educational systems of the country. I allude to the reports of two Viceregal Commissions, one on Manual and Practical Instruction in our Primary Schools, and the other on our Intermediate Education; and to the recent report by a Royal Commission on University Education. These reports cover the three grades of our educational system, and each of them contains a strong denunciation and a scathing criticism of the existing provision and methods of instruction in elementary, secondary, and university education (outside Dublin University), respectively. One and all showed that the education to be had in our primary and secondary schools, as well as in the examining body known as the Royal University, had little regard to the industrial or economic conditions of the country. We find, for example, agriculture taught out of a text book in the primary schools, with the result that the _gamins_ of the Belfast streets secured the highest marks in the subject. In the Intermediate system are to be found anomalies of a similar kind, which could not long have survived if there had been a living opinion on educational matters in Ireland. No careful reader of the evidence given before the Commissions can fail to see that under our educational system the schools were practically bribed to fall in with a stereotyped course of studies which left scant room for elasticity and adaptation to local needs; that the teacher was, to all intents and purposes, deprived of healthy initiative; and that the Irish parents must as a body have been in the dark as to the bearing of their children's studies on their probable careers in life. A deep and wholesome impression was made in Ireland by the exposure of the intrinsic evils of a system calculated in my opinion to turn our youth into a generation of second-rate clerks, with a distinct distaste for any industrial or productive occupation in which such qualities as initiative, self-reliance, or judgment were called for.

I am told by competent authorities that there is not a single educational principle laid down in either the report on Manual Instruction or on Intermediate Education, which was not known and applied at least half a century ago in continental countries. In fact, in the Recess Committee investigations, as any reader of the report of that body can see for himself, the Committee, guided by foreign experience, foreshadowed practically every reform now being put into operation. It is better, of course, that we should reform late than never, but it is well to bear in mind also, so far as the problems of this book are concerned, how far the education of the country has fallen short of any sound standard, and how little could have been expected from the working of our system. The curve of Irish illiteracy has indeed fallen continuously with each succeeding census, but true education as opposed to mere instruction has languished sadly.

Together with my friends and fellow-workers in the self-help movement, I believe that the problem of Irish education, like all other Irish problems, must be reconsidered from the standpoint of its relation to the practical affairs and everyday life of the people of Ireland. The needs and opportunities of the industrial struggle must, in fact, mould into shape our educational policy and programmes. We are convinced that there is little hope of any real solution of the more general problem of national education, unless and until those in direct contact with the specific industries of the country succeed in bringing to the notice of those engaged in the framing of our educational system the kind and degree of the defects in the industrial character of our people which debar them from successful compet.i.tion with other countries. Education in Ireland has been too long a thing apart from the economic realities of the country--with what result we know. In the work of the Department of Agriculture and Technical Instruction for Ireland, an attempt is being made to establish a vital relation between industrial education and industrial life. It is desired to try, at this critical stage of our development, the experiment--I call it an experiment only because it does not seem to have been tried before in Ireland--of directing our instruction with a conscious and careful regard to the probable future careers of those we are educating.

This attempt touches, of course, only one department of the whole educational problem, much of which it would be quite outside my present purpose to discuss. But I must guard against the supposition that in our insistence upon the importance of the practical side of education we are under any doubt as to the great importance of the literary side. My friends and I have been deeply impressed by the educational experience of Denmark, where the people, who are as much dependent on agriculture as are the Irish, have brought it by means of organisation to a more genuine success than it has attained anywhere else in Europe. Yet an inquirer will at once discover that it is to the "High Schools" founded by Bishop Grundtvig, and not to the agricultural schools, which are also excellent, that the extraordinary national progress is mainly due. A friend of mine who was studying the Danish system of State aid to agriculture, found this to be the opinion of the Danes of all cla.s.ses, and was astounded at the achievements of the a.s.sociations of farmers, not only in the manufacture of b.u.t.ter, but in a far more difficult undertaking, the manufacture of bacon in large factories equipped with all the most modern machinery and appliances which science had devised for the production of the finished article. He at first concluded that this success in a highly technical industry by bodies of farmers indicated a very perfect system of technical education. But he soon found another cause. As one of the leading educators and agriculturists of the country put it to him: 'It's not technical instruction, it's the humanities.' I would like to add that it is also, if I may coin a term, the 'nationalities,' for nothing is more evident to the student of Danish education or, I might add, of the excellent system of the Christian Brothers in Ireland, than that one of the secrets of their success is to be found in their national basis and their foundation upon the history and literature of the country.

To sum up the educational situation in Ireland, it is not too much to say that all our forms of education, technical and general, hang loose.

We lack a body of trained teachers; we have no alert and informed public opinion on education and its function in regard to life; and there is no proper provision for research work in all branches, a deficiency, which, I am told by those who have given deep thought and long study to these problems, inevitably reacts most disastrously on the general educational system of the country. This state of things appears not unnatural when we remember that the Penal Laws were not repealed till almost the close of the eighteenth century, and that a large majority of the Irish people had not full and free access to even primary and secondary education until the pa.s.sing of the Emanc.i.p.ation Act in 1829. At the present day, the absence of any provision for higher education of which Roman Catholics will avail themselves is not merely an enormous loss in itself, but it reacts most adversely upon the whole educational machinery, and consequently upon the whole public life and thought of that section of the nation.

One of the very first things I had to learn when I came into direct touch with educational problems, was that the education of a country cannot be divided into water-tight compartments, and each part legislated for or discussed solely on its merits and without reference to the other parts. I see now very clearly that the educational system of a country is an organic whole, the working of any part of which necessarily has an influence on the working of the rest. I had always looked upon the lower, secondary, and higher grades as the first, second, and third storeys of the educational house, and I am not quite sure that I attached sufficient importance to the staircase. My view has now changed, and I find myself regarding the University as a foundation and support of the primary and secondary school.

It was not on purely pedagogic grounds that I added to my other political irregularities the earnest advocacy of such a provision for higher education as Roman Catholics will avail themselves of. This great need was revealed to me in my study of the Irish mind and of the direction in which it could look for its higher development. My belief is based on practical experience; my point of view is that of the economist. When the new economic mission in Ireland began now fourteen years ago, we had to undertake, in addition to our practical programme, a kind of University extension work with the important omission of the University. We had to bring home to adult farmers whose general education was singularly poor, though their native intelligence was keen and receptive, a large number of general ideas bearing on the productive and distributive side of their industry. Our chief obstacles arose from the lack of trained economic thought among all cla.s.ses, and especially among those to whom the majority looked for guidance. The air was thick with economic fallacies or half-truths. We were, it is true, successful beyond our expectations in planting in apparently uncongenial soil sound economic principles. But our success was mainly due, as I shall show later, to our having used the a.s.sociative instincts of the Irish peasant to help out the working of our theories; and we became convinced that if a t.i.the of our priests, public men, national school teachers, and members of our local bodies had received a university education, we should have made much more rapid progress.

I hardly know how to describe the mental atmosphere in which we were working. It would be no libel upon the public opinion upon which we sought to make an impression to say that it really allowed no question to be discussed on its merits. Public opinion on social and economic questions is changing now, but I cannot a.s.sociate the change with any influence emanating from inst.i.tutions of higher education. In other countries, so far as my investigations have extended, the universities do guide economic thought and have a distinct though wholly unofficial function as a court of appeal upon questions relating to the material progress of the communities amongst which they are situated. Of such inst.i.tutions there are in Ireland only two which could be expected to direct in any large way the thought of the country upon economic and other important national questions--Maynooth, and Trinity College, Dublin. Whether in their widely different spheres of influence these two inst.i.tutions could, under conditions other than those prevailing, have so met the requirements of the country as to have obviated what is at present an urgent necessity for a complete reorganisation of higher education need not be discussed; but it is essential to my argument that I should set forth clearly the results of my own observation upon their influence, or rather lack of influence, upon the people among whom I have worked.

The influence of Maynooth, actual and potential, can hardly be exaggerated, but it is exercised indirectly upon the secular thought of the country. It is not its function to make a direct impression. It is in fact only a professional--I had almost said a technical--school. It trains its students, most admirably I am told, in theology, philosophy, and the studies subsidiary to these sciences, but always, for the vast majority of its students, with a distinctly practical and definite missionary end in view. There is, I believe, an arts course of modest scope, designed rather to meet the deficiencies of students whose general education has been neglected than to serve as anything in the nature of a university arts course. I am quite aware of the value of a sound training in mental science if given in connection with a full university course, but I am equally convinced that the Maynooth education, on the whole, is no subst.i.tute for a university course, and that while its chief end of turning out a large number of trained priests has been fulfilled, it has not given, and could not be expected to have given, that broader and more humane culture which only a university, as distinguished from a professional school, can adequately provide.

Moreover, under the Maynooth system young clerics are constantly called upon to take a part in the life of a lay community, towards which, when they entered college, they were in no position of responsibility, and upon which, so far as secular matters are concerned, when they emerge from their theological training, they are no better adapted to exercise a helpful influence. In my experience of priests I have met with many in whom I recognised a sincere desire to attend to the material and social well-being of their flocks, but who certainly had not that breadth of view and understanding of human nature which perhaps contact with the laity during the years in which they were pa.s.sing from discipline to authority might have given to them. However this may be, it is clear and it is admitted that education as opposed to professional training of a high order is still, generally speaking, a want among the priests of Ireland, and I look forward to no greater boon from a University or University College for Roman Catholics than its influence, direct and indirect, on a body of men whose prestige and authority are necessarily so unique.

It is, therefore, to Trinity College, or the University of Dublin, that one would naturally turn as to a great centre of thought in Ireland for help in the theoretic aspects, at least, of the practical problems upon whose successful solution our national well-being depends. Judged by the not unimportant test of the men it has supplied to the service of the State and country during its three centuries of educational activity, by the part it took in one of the brightest epochs of these three centuries--the days when it gave Grattan to Grattan's Parliament, by the work and reputation of the _alumni_ it could muster to-day within and without its walls, our venerable seat of learning need not fear comparison with any similar inst.i.tutions in Great Britain. It may also, of course, be said that many men who have pa.s.sed through Trinity College have impressed the thought of Ireland, and, indeed, of the world, in one way or another--such men as, to take two very different examples, Burke and Thomas Davis--but on some of the very best spirits amongst these men Trinity College and its atmosphere have exerted influence rather by repulsion than by attraction; and certainly their characteristics of temper or thought have not been of a kind which those best acquainted with the atmosphere of Trinity College a.s.sociate with that inst.i.tution.