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Editor: William Chambers Robert Chambers
THE GAELIC NUISANCE.
SECOND ARTICLE.
A few months ago, in an article entitled 'The Gaelic Nuisance,' we endeavoured to point out the impolicy of fostering Gaelic as the vernacular tongue in the Highlands and Islands. Our observations were variously received. Many approved of the article; by some it was apparently misunderstood. On this latter account, we return to the subject, in the hope of removing such misapprehensions as may happen to exist. This time, at anyrate, we shall take care to be perfectly explicit as to our meaning.
In the article referred to, we offered no objection to the use of Gaelic, provided the young were brought up with a knowledge of English. That was distinctly our contention, and we believe that such is the opinion of all who think seriously on this important question. We therefore repeat in terms on which nothing but perversity can put a wrong construction, that the fostering of Gaelic to the exclusion of English--for it practically comes to that--is a grave error; it is a cruelty which merits exposure and reprobation. Why it is a cruelty is very clear. As previously stated, the use of Gaelic as the only known vernacular, keeps large numbers of poor people ignorant, it usually fixes them to their place of birth, and accordingly excludes them from earning their bread in the general competition of the world. It is very easy for enthusiasts living at a respectful distance to write in glowing terms about the antiquity of Gaelic, about the wonderful beauty of Gaelic poetry, about the philological value of Gaelic phraseology, about the satisfaction of being able to speak Gaelic as well as English. These are not the points in dispute. Let people, if they will, and if they can afford the expense, learn to speak and read Gaelic supplementary to English, just as many of us learn to speak and read French or German. The more languages that can be acquired the better. About that there is no contention. What we deem to be a scandal and a cruelty is the practice of rearing, or allowing to grow up, groups of children with a knowledge of no other language than Gaelic; the consequence being that they are for the most part condemned to life-long poverty and ignorance. And that is what is done through the mistaken policy of it may be well-meaning sentimentalists and philanthropists, who are seemingly unaware of the misery they are helping to perpetuate. The English language, like the laws and constitution of the country, is a common heritage, in which every child has a claim to be instructed, so that all may be qualified to perform such duties as fall to their lot. Is it not, then, shocking to find groups of old and young scattered about the Highlands and Islands who cannot speak a word of English, and who cannot so much as sign their names? We might almost say they have no more knowledge of newspapers, or of English literature generally, than the lower animals, amidst which in dreary solitudes they hopelessly pass their existence.
The Highlanders have scarcely had justice done to them. They possess characteristics of a noble race. Faithful, honest, and steady in civil life. Valorous as soldiers. Peaceful and law-abiding in a very extraordinary degree. Those among them who by some good fortune quit their native glens and mix with the Lowland population, speedily learn English, and are able to converse as fluently in that language as in their native Gaelic. In fact, wherever they are brought in contact with English-speaking neighbours, they manifest no mental deficiency. In many instances they have attained to eminence. Only where they are habitually neglected, and left in untoward circumstances to vegetate in primitive ignorance, do they shew anything like laziness, and an indifference to improvement. From all we happen to know of the Highlanders, they only need to be put in the way of being cultivated by education and contact with the outer world.
The island of St Kilda, to which we called attention, exhibits a small population with no means of learning English, and who for religious instruction in Gaelic are wholly dependent on the Rev. John M'Kay, a minister appointed by the Free Church. This worthy individual, who is a bachelor of advanced age, and whom, by mistake, we spoke of as being married, can speak and read English; but with the exception of the imported wife of one of the natives, he is the only individual on the island who can do so, and acts as a general interpreter on the occasion of visits from strangers. There is no school in the island, nor is there any attempt to teach English. Is this a condition of things which commends itself to philanthropists?
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.
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.
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