Hedge schools (Irish names include scoil chois claí, scoil ghairid and scoil scairte) were small informal illegal schools, particularly in 18th- and 19th-century Ireland, designed to secretly provide the rudiments of primary education to children of 'non-conforming' faiths (Catholic and Presbyterian). Under the penal laws only schools for those of the Anglican faith were allowed. Instead Catholics and Presbyterians set up highly informal secret operations that met in private homes.
Historians generally agree that they provided a kind of schooling, occasionally at a high level, for up to 400,000 students by the mid-1820s. J. R. R. Adams says the hedge schools testified “to the strong desire of ordinary Irish people to see their children receive some sort of education”. Antonia McManus argues that there “can be little doubt that Irish parents set a high value on a hedge school education and made enormous sacrifices to secure it for their children....[the hedge schoolteacher was] one of their own”.
While the "hedge school" label suggests the classes took place outdoors (next to a hedgerow), classes were normally held in a house or barn. Subjects included primarily the reading, writing and grammar of the Irish and English languages, and maths (the fundamental "three Rs"). In some schools the Irish bardic tradition, history and home economics were also taught. In Munster, Greek and Latin was taught. In Westminster a parliamentarian complained 'I do not wish to see children [in Ireland] educated like the inhabitants [of Munster], where the young peasants of Kerry run about in rags with a Cicero or Virgil under their arms".Reading was often based on chapbooks, sold at fairs, typically with exciting stories of well-known adventurers and outlaws. Payment was generally made per subject, and bright pupils would often compete locally with their teachers.
While all Catholic schools were forbidden under the penal laws from 1723 to 1782, no hedge teachers were known to be prosecuted. Indeed, official records were made of hedge schools by censusmakers, such as that in Clare.The penal laws targeted education by the Catholic religious orders, whose wealthier establishments were sometimes confiscated. The laws aimed to force Irish Catholics of the middle classes and gentry to convert to the Church of Ireland if they wanted a good education in Ireland.
Formal schools for Catholics under trained teachers began to appear after 1800. Edmund Ignatius Rice (1762–1844) founded two religious institutes of religious brothers: the Congregation of Christian Brothers and the Presentation Brothers. Both opened numerous schools, which were visible, legal and standardized. Discipline was notably strict.
Hedge schools declined from the foundation of the national school system by the British government in the 1830s. Most of the Catholic bishops preferred the new system, as the new schools would be largely under the control of the Catholic Church and allow better control of the teaching of Catholic doctrine. James Doyle, Bishop of Kildare and Leighlin, wrote to his priests in 1831:
The Roman Catholic bishops welcome the rule which requires that all the teachers are henceforth to be employed be provided from some Model School, with a certificate of their competency, that will aid us in a work of great difficulty, to wit, that of suppressing hedge schools, and placing youths under the direction of competent teachers, and of those only.
A study of hedge schools by Yolanda Fernández-Suárez of the University of Burgos [ citation needed ]found that hedge schools existed into the 1890s and suggested that the schools existed as much from rural poverty and a lack of resources as from religious oppression. Marianne Eliott also mentioned that they were used by the poor and not only by Catholics.
After 1900, historians such as Daniel Corkery tended to emphasiae the hedge schools' classical studies (in Latin and Greek). Those studies were sometimes taught (based on a local demand) but not in every school.
Fernández-Suárez quoted a Board of Education inspector visiting a school in 1835:
Amazed at the skill of the twelve-year-old boys in reading the new books, and considering the possibility that they were reciting from memory, I invited one of their number to read me a passage from the gospel of Saint Matthew. Evidently the child misunderstood me. He searched in his satchel until he found his tattered book, stood up, and proceeded to read me the account of Christ’s passion—in Greek (Local Ireland & Others 1999).
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