Thomas Davis, Selections from his Prose and Poetry Part 8

We have said all this lest our less-instructed readers should fall into a mistake common to all beginners in study, that books, and schooling, and lectures, are the chief teachers in life; whereas most of the things we learn here are learned from the experience of home, and of the practical parts of our trades and amus.e.m.e.nts.

We pray our humbler friends to think long and often on this.

But let them not suppose we undervalue or wish them to neglect other kinds of teaching; on the contrary, they should mark how much the influences of home, and business, and society, are affected by the quant.i.ty and sort of their scholarship.

Home life is obviously enough affected by education. Where the parents read and write, the children learn to do so too, early in life and with little trouble; where they know something of their religious creed they give its rites a higher meaning than mere forms; where they know the history of the country well, every field, every old tower or arch is a subject of amus.e.m.e.nt, of fine old stories, and fine young hopes; where they know the nature of other people and countries, their own country and people become texts to be commented on, and likewise supply a living comment on those peculiarities of which they have read.

Again, where the members of a family can read aloud, or play, or sing, they have a well of pleasant thoughts and good feelings which can hardly be dried or frozen up; and so of other things.

And in the trades and professions of life, to study in books the objects, customs, and rules of that trade or profession to which you are going saves time, enables you to improve your practice of it, and makes you less dependent on the teaching of other pract.i.tioners, who are often interested in delaying you.

In these, and a thousand ways besides, study and science produce the best effects upon the practical parts of life.

Besides, the _first_ business of life is the improvement of one's own heart and mind. The study of the thoughts and deeds of great men, the laws of human, and animal, and vegetable, and lifeless nature, the principles of fine and mechanical arts, and of morals, society, and religion--all directly give us n.o.bler and greater desires, more wide and generous judgments, and more refined pleasures.

Learning in this latter sense may be got either at home or at school, by solitary study, or in a.s.sociations. Home _learning_ depends, of course, on the knowledge, good sense, and leisure of the parents. The German Jean Paul, the American Emerson, and others of an inferior sort, have written deep and fruitful truths on bringing up and teaching at home. Yet, considering its importance, it has not been sufficiently studied. Upon schools much has been written. Almost all the private schools in this country are bad. They merely cram the memories of pupils with facts or words, without developing their judgment, taste, or invention, or teaching them the _application_ of any knowledge.

Besides, the things taught are commonly those least worth learning.

This is especially true of the middle and richer cla.s.ses. Instead of being taught the nature, products, and history, first of their own, and then of other countries, they are buried in cla.s.sical frivolities, languages which they never master, and manners and races which they cannot appreciate. Instead of being disciplined to think exactly, to speak and write accurately, they are crammed with rules and taught to repeat forms by rote.

The National Schools are a vast improvement on anything hitherto in this country, but still they have great faults. From the miserably small grant the teachers are badly paid, and, therefore, hastily and meagrely educated.

The maps, drawing, and musical instruments, museums and scientific apparatus, which should be in every school, are mostly wanting altogether. The books, also, are defective.

The information has the worst fault of the French system: it is too exclusively on physical science and natural history. Fancy a _National_ School which teaches the children no more of the state and history of Ireland than of Belgium or j.a.pan! We have spoken to pupils, nay, to masters of the _National_ Schools, who were ignorant of the physical character of every part of Ireland except their native villages--who knew not how the people lived, or died, or sported, or fought--who had never heard of Tara, Clontarf, Limerick, or Dungannon--to whom the O'Neills and Sarsfields, the Swifts and Sternes, the Grattans and Barrys, our generals, statesmen, authors, orators, and artists, were alike and utterly unknown! Even the hedge schools kept up something of the romance, history, and music of the country.

Until the _National_ Schools fall under national control, the people must take _diligent care to procure books on the history, men, language, music, and manners of Ireland for their children_. These schools are very good so far as they go, and the children should be sent to them; but they are not _national_, they do not use the Irish language, nor teach anything peculiarly Irish.

As to solitary study, lists of books, pictures, and maps can alone be given; and to do this usefully would exceed our s.p.a.ce at present.

As it is, we find that we have no more room and have not said a word on what we proposed to write--namely, Self-Education through the Temperance Societies.

We do not regret having wandered from our professed subject, as, if treated exclusively, it might lead men into errors which no afterthought could cure.

What we chiefly desire is to set the people on making out plans for their own and their children's education. Thinking cannot be done by deputy--they must think for themselves.

THE HISTORY OF IRELAND.

Something has been done to rescue Ireland from the reproach that she was a wailing and ignorant slave.

Brag as we like, the reproach was not undeserved, nor is it quite removed.

She is still a serf-nation, but she is struggling wisely and patiently, and is ready to struggle, with all the energy her advisers think politic, for liberty. She has ceased to wail--she is beginning to make up a record of English crime and Irish suffering, in order to explain the past, justify the present, and caution the future. She begins to study the past--not to acquire a beggar's eloquence in pet.i.tion, but a hero's wrath in strife. She no longer tears and parades her wounds to win her smiter's mercy; and now she should look upon her breast and say:--"That wound makes me distrust, and this makes me guard, and they all will make me steadier to resist, or, if all else fails, fiercer to avenge."

Thus will Ireland do naturally and honourably.

Our spirit has increased--our liberty is not far off.

But to make our spirit lasting and wise as it is bold--to make our liberty an inheritance for our children, and a charter for our prosperity--we must study as well as strive, and learn as well as feel.

If we attempt to govern ourselves without statesmanship--to be a nation without a knowledge of the country's history, and of the propensities to good and ill of the people--or to fight without generalship, we will fail in policy, society, and war. These--all these things--we, people of Ireland, must know if we would be a free, strong nation. A mockery of Irish independence is not what we want. The bauble of a powerless parliament does not lure us. We are not children. The office of supplying England with recruits, artizans, and corn, under the benign interpositions of an Irish Grand Jury, _shall_ not be our destiny. By our deep conviction--by the power of mind over the people, we say, No!

We are true to our colour, "the green," and true to our watchword, "Ireland for the Irish." We want to win Ireland and keep it. If we win it, we will not lose it nor give it away to a bribing, a bullying, or a flattering minister. But, to be able to keep it, and use it, and govern it, the men of Ireland must know what it is, what it was, and what it can be made. They must study her history, perfectly know her present state, physical and moral--and train themselves up by science, poetry, music, industry, skill, and by all the studies and accomplishments of peace and war.

If Ireland were in national health, her history would be familiar by books, pictures, statuary, and music to every cabin and shop in the land--her resources as an agricultural, manufacturing, and trading people would be equally known--and every young man would be trained, and every grown man able to defend her coast, her plains, her towns, and her hills--not with his right arm merely, but by his disciplined habits and military accomplishments. These are the pillars of independence.

Academies of art, inst.i.tutes of science, colleges of literature, schools and camps of war, are a nation's means for teaching itself strength, and winning safety and honour; and when we are a nation, please G.o.d, we shall have them all. Till then we must work for ourselves. So far as we can study music in societies, art in schools, literature in inst.i.tutes, science in our colleges, or soldiership in theory, we are bound as good citizens to learn. Where these are denied by power, or unattainable by clubbing the resources of neighbours, we must try and study for ourselves. We must visit museums and antiquities, and study, and buy, and a.s.sist books of history to know what the country and people were, how they fell, how they suffered, and how they arose again. We must read books of statistics--and let us pause to regret that there is no work on the statistics of Ireland except the scarce lithograph of Moreau, the papers in the second Report of the Railway Commission, and the chapters in _M'Culloch's Statistics of the British Empire_--the Repeal a.s.sociation ought to have a handbook first, and then an elaborate and vast account of Ireland's statistics brought out.

To resume, we must read such statistics as we have, and try and get better; and we must get the best maps of the country--the Ordnance and County Index Maps, price 2_s._ 6_d._ each, and the Railway Map, price 1--into our Mechanics' Inst.i.tutes, Temperance Reading-rooms, and schools. We must, in making our journeys of business and pleasure, observe and ask for the nature and amount of the agriculture, commerce, and manufactures of the place we are in, and its shape, population, scenery, antiquities, arts, music, dress, and capabilities for improvement. A large portion of our people travel a great deal within Ireland, and often return with no knowledge, save of the inns they slept in and the traders they dealt with.

We must give our children in schools the best knowledge of science, art, and literary elements possible. And at home they should see and hear as much of national pictures, music, poetry, and military science as possible.

And finally, we must keep our own souls, and try, by teaching and example, to lift up the souls of all our family and neighbours to that pitch of industry, courage, information, and wisdom necessary to enable an enslaved, dark, and starving people to become free, and rich, and rational.

Well, as to this National History--L'Abbe MacGeoghegan published a history of Ireland, in French, in 3 volumes, quarto, dedicated to the Irish Brigade. Writing in France he was free from the English censorship; writing for "The Brigade," he avoided the impudence of Huguenot historians. The sneers of the Deist Voltaire, and the lies of the Catholic Cambrensis, receive a sharp chastis.e.m.e.nt in his preface, and a full answer in his text. He was a man of the most varied acquirements and an elegant writer. More full references and the correction of a few errors of detail would render his book more satisfactory to the professor of history, but for the student it is the best in the world. He is graphic, easy, and Irish. He is not a bigot, but apparently a genuine Catholic. His information as to the numbers of troops, and other facts of our Irish battles, is superior to any other general historian's; and they who know it well need not blush, as most Irishmen must now, at their ignorance of Irish history.

But the a.s.sociation for liberating Ireland has offered a prize for a new history of the country, and given ample time for preparation.

Let no man postpone the preparation who hopes the prize. An original and highly-finished work is what is demanded, and for the composition of such a work the time affords no leisure.

Few persons, we suppose, hitherto quite ignorant of Irish history, will compete; but we would not discourage even these. There is neither in theory nor fact any limit to the possible achievements of genius and energy. Some of the greatest works in existence were written rapidly, and many an old book-worm fails where a young book-thrasher succeeds.

Let us now consider some of the qualities which should belong to this history.

_It should, in the first place, be written from the original authorities._ We have some notion of giving a set of papers on these authorities, but there are reasons against such a course, and we counsel no man to rely on us--every one on himself; besides, such a historian should rather make himself able to teach us than need to learn from us.

However, no one can now be at a loss to know what these authorities are. A list of the choicest of them is printed on the back of the Volunteer's card for this year, and was also printed in the _Nation_.[30] These authorities are not enough for a historian. The materials, since the Revolution especially, exist mainly in pamphlets, and even for the time previous only the leading authorities are in the list. The list is not faulty in this, as it was meant for learners, not teachers; but anyone using these authorities will readily learn from them what the others are, and can so track out for himself.

There are, however, three tracts specially on the subject of Irish writers. First is Bishop Nicholson's "Irish Historical Library." It gives accounts of numerous writers, but is wretchedly meagre. In Harris's "Hibernica" is a short tract on the same subject; and in Harris's edition of Ware's works an ample treatise on _Irish Writers_.

This treatise is most valuable, but must be read with caution, as Ware was slightly, and Harris enormously, prejudiced against the native Irish and against the later Catholic writers. The criticisms of Harris, indeed, on all books relative to the Religious Wars are partial and deceptious; but we repeat that the work is of great value.

The only more recent work on the subject is a volume written by Edward O'Reilly, for the Iberno-Celtic Society, on the Native Irish Poets: an interesting work, and containing morsels invaluable to a picturesque historian.

By the way, we may hope that the studies for this prize history will be fruitful for historical ballads.

Too many of the original works can only be bought at an expense beyond the means of most of those likely to compete. For instance, Harris's "Ware," "Fynes Moryson," and "The State Papers of Henry the Eighth,"

are very dear. The works of the Archaeological Society can only be got by a member. The price of O'Connor's "Rerum Hibernicarum Scriptores Veteres" is eighteen guineas; and yet, in it alone the annals of Tigernach, Boyle, Innisfallen, and the early part of the "Four Masters"

are to be found. The great majority of the books, however, are tolerably cheap; some of the dearer books might be got by combination among several persons, and afterwards given to the Repeal Reading-rooms.

However, persons resident in, or able to visit Dublin, Cork, or Belfast, can study all, even the scarcest of these works, without any real difficulty.

As to the qualities of such a history, they have been concisely enough intimated by the Committee.

It is to be A HISTORY. One of the most absurd pieces of cant going is that against history, because it is full of wars, and kings, and usurpers, and mobs. History describes, and is meant to describe, _forces_, not proprieties--the mights, the acted realities of men, bad and good--their historical importance depending on their mightiness, not their holiness. Let us by all means have, then, a "graphic"

narrative of what was, not a set of moral disquisitions on what ought to have been.