Education, the decline of Welsh and why communities matter more than classrooms
Martin Johnes, Professor of History at Swansea University
Why Welsh declined is an emotive topic. For more than a hundred years, some have liked to blame the British state, with the Welsh Not offering an apparently convenient symbol of official attitudes. Others prefer to argue that wider state attitudes deliberately created an atmosphere that encouraged people to turn against their own language. Either explanation frees Wales from responsibility for the decline of Welsh (although the former misunderstands how education actually worked and the latter implies that the Welsh of the past were gullible victims of some wider conspiracy).
What is beyond debate is that the history of the Welsh language in the modern period is one of decline. Probably at least 80% of the population spoke Welsh at the start of the nineteenth century and most of them could not speak English. At the 1891 census, the first time anyone counted properly, Welsh was only spoken by half the population, with 30% saying they were unable to speak English (although that figure was thought to be exaggerated because of the way the question was worded and some suspicion whether it could really be that high). By the 2011 census, just 19% of the population spoke Welsh and that figure was probably an exaggeration of actual fluency levels. Only in Gwynedd and Anglesey were more than half of people able to speak Welsh.
Education is part of this story but it is only part. If education was decisive to people stopping speaking Welsh, it is hard to explain why there were such large regional variations in language patterns. The central purpose of education in the late 19th and early 20th centuries was to teach people English but in rural Wales it often failed. In 1891 in Meirionnydd and Cardiganshire, three quarters of people were returned as only speaking Welsh, despite fifty years of growth in the education system. In 1901, 10% of 15-year-olds in Wales were unable to speak English, despite the fact that school attendance had been compulsory for more than 20 years. In rural districts of Meirionnydd more than half of 10 to 15-years-olds were unable to speak English.
Today, the education system is sometimes condemned for teaching English to the Victorian Welsh. But in that period, people damned it for failing to do so. The reasons given by investigations into education were
- Too many schools failed to make use of Welsh in the classroom and thus left children floundering to understand lessons given in what was essentially a foreign language.
- School lessons were not being reinforced by wider culture in communities where Welsh was the language of work, play and prayer and English was very rarely used or even heard.
Thus education did not bring about significant linguistic change in rural communities because it often failed to actually teach people to speak English properly. At schools where teachers refused to use Welsh, children might learn to read and repeat English words but they did not actually know what these words meant because no one ever told them and because they never heard them outside class.
Moreover, even if education had been better there was little to be gained in Victorian rural communities through abandoning Welsh. The language was spoken everywhere and by nearly everyone. Giving it up would have made no sense. It was both natural and useful, whatever the Blue Books said.
In contrast, in the industrial south communities were becoming more diverse. By the end of the 19th century, large-scale migration from England was affecting a shift in community languages. English became something that could be learned not just in the classroom but in the workplace, the pub and the street. Surrounded by an increasing number of workmates and neighbours who could not speak Welsh, the dynamics of language were changing from migrants learning Welsh to the existing population learning English.
Contemporaries noted how the key linguistic shift was among the children. They might speak Welsh at home but, in communities full of migrant children unable to speak Welsh, they played and learned in English and thus English came to be their natural tongue for speaking to anyone who was not their parents. They, in turn, raised their own children in English.
Thus demographics were key to why Welsh remained strong in the countryside but was declining in industrial and urban areas. There were, of course, other factors at play. The public rhetoric that Welsh was old fashioned and unsuited to modern life must have had some influence, although this has to be set alongside the very significant status Welsh gained by being a language of religion. English was also the language of a global mass media and popular culture. It was the language of a growing consumer culture and the army. This meant after the First World War, English made significant inroads into rural communities and in industrial communities the linguistic shifts brought about by demographic changes were reinforced.
It was only once English was well established that some Welsh-speaking parents took the decision to raise their children in English. Here they were influenced by the economic, political and cultural power of English but this trend was concentrated in the areas where English already dominated. Thus in 1926/7, of those children at Anglesey secondary schools who did not speak Welsh at home, only 2% had two Welsh-speaking parents. In Merthyr, 30% of secondary-school pupils who spoke English at home had two Welsh-speaking parents. In wider Glamorgan, the figure was 19%.
It is still instructive that a few families in Welsh-speaking Anglesey were raising their children in English. Yet the 1920s was relatively late and by then better education, military service, the cinema and radio had all boosted people’s ability to speak English. Before the First World War, it was more common for migrants into rural communities to learn Welsh than it was for locals to drop the language. Census records show how the children of English families who had moved to rural Wales could often speak Welsh. Their parents didn’t speak the language and much of their schooling would have been in English. It was in the community and with their friends that they learned Welsh.
Even in the first couple of decades of the post-1945 period, as the inability to speak English started to disappear, rural Wales remained strongly Welsh speaking, despite the allure of English films, tv and pop songs.
What changed this was not education or the status of languages but English migration. Just as migration from England was decisive to the decline of Welsh in industrial communities, it became decisive in the decline of Welsh in rural communities. Children of migrants might still learn Welsh but they do so most effectively in places where Welsh remains the dominant community language. The number of such places is falling as the demography of rural Wales changes.
What happens in schools only really matters if it is reinforced by what happens outside school. That is why today, decades of Welsh-medium education in English-speaking communities have not changed the language of those communities. It is why some children who learn Welsh lose it in later life. It is why Welsh-medium education for all in rural communities is not enough to buttress Welsh there if the everyday language of those communities is changing through migration from England.
If the Welsh Government wants to reach a million speakers then education alone is not the answer. Even if this nominal target is reached through a massive expansion of Welsh-medium education, it will not mean there are a million who do speak Welsh, merely a million who can speak Welsh. The decline of Welsh was rooted not in what happened in classrooms but what happened in communities. The future of Welsh won’t be saved by education either. It relies on ensuring there are still communities where it is natural to start a conversation with a stranger in Welsh. It relies on people elsewhere having other opportunities to use the Welsh they learned at school. It relies on being a living language outside the classroom.
Indeed, it’s probably better, and certainly more sustainable, to have 500,000 people regularly speaking Welsh in their community than a million able to speak it but rarely doing so.
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