The Log Books of a Rhondda School, 1864-1910 by RONALD CUMMINGS

When Bodringallt Colliery school opened in 1861 only three other schools existed in the Rhondda valleys. The last of Gruffydd Jones' circulating charity schools in the Rhondda had closed in 1766 and the private adventure schools which followed in the early nineteenth century were generally unsatisfactory, the masters untrained and the accommodation poor. One such school had existed in the porch of the parish church of Ystradyfodwg, being promoted to the vestry in 1830, while the master at Pant yr Eisteddfa was charged with teaching his pupils to "speak English and do sums". His remuneration was five shillings a week, with food and tobacco. All the private adventure schools had disappeared by 1847 and only the chapel and Sunday-school remained to offer limited education for both children and adults.

Though Bodringallt School had been open since 1861, the first entry in the log books is dated 1 February 1864, "On Books 86 pupils. 86 pupils are too many for one teacher, a mild protest when one considers that their ages ranged from five to twelve. Since the school was open to inspection it received a grant of £68 9s. in 1861. The master was John Rees, a trained teacher, but of very modest qualifications. His hours were long, from 7 a.m or 8 a.m. to 4 p.m. or 5 p.m. according to the time of year, for there was no artificial lighting available until 1872, when gas was laid on, but even then it was considered too expensive to use. candles were used for evening classes, for which the master was also responsible.

In April 1868, when the number on the books was 158, Mary Rees, the master's wife, a first year probation teacher, was added to the establishment. The inspector wrote, " The school is sadly overcrowded but its order is not unsatisfactory . . . My Lords trust that the erection of the new school rooms will be well advanced before my next visit." So did John Rees, for the walls "were streaming with water and the rain falling down the chimney makes it very difficult to keep in the fire."

The importance of the coalowners is indicated in the following entry of June 1868: "No school in morning preparing the schoolroom for the Tea party . . . over 200 sat down to tea. The children, joined by the night scholars, went according to invitation to Bodringallt farm and greatly pleased the Bodringallt Coal Co. In the evening an examination of the school was held at the Baptist Chapel under the presidency of E. Davies (Colliery Manager) Bwllfa. The turn-out was a great success." It is not unfair to state that, though the absentee landlords and coalowners subscribed to new schools, libraries and the frequent tea parties, their interest in the valleys was simply financial. Their sole aim was, owing to very limited leases, to exploit the rich coal seams by the quickest and cheapest methods. There were a few notable exceptions, such as Lewis Davies of Ferndale and Edward Davies of Treorchy, who lived in the Rhondda and took an active part in its life.

Of more importance to the local school than the coalowners were the chapels. These were built wherever space could be found in the sudden, unplanned proliferation of wooden huts, lodging-houses and terraces of company houses which sprawled along the floor of the valley between colliery yards, sidings and spoil tips. Ystrad avoided the worst excesses of the "coal rush" and still retains the beauty of the Lamb Wood and its stream, but the rural character of upper Rhondda had been largely destroyed by 1880.

The census figures for the period covered by the log books show an increase in population from 3,035 in 1861 to 152,781 in 1911, an increase matched by the growth in the number of chapels and public houses. In 1860 there were only 11 chapels, but 112 in 1892 and in 1905, 151. The public houses contributed to the social and sporting life of the miner, but the chapel was a cultural centre and a training grourd for democratic government and political leadership. While frequent mention is made in the log books of school examinations, services and concerts held in local chapels, the parish church is never mentioned, perhaps because it was relatively remote and had associations for the miner and tenant farmer with absentee coalowners and landlords.

By 1869 John Rees was making a confidant of his log "Money for school not coming in as well as last week, a great number postponing payment . . .", and there were other worries, "A dozen boys from Bwllfa Colliery in school. That colliery now pays towards this school and there happened to be no work that day. Some rather bent on mischief had to be dealt with strictly to avoid throwing the school into confusion." The misconduct of colliery boys in the yard, even on the roof, is a recurrent theme. Their misbehaviour is not surprising. They were probably of any age from six to fourteen and some of them would have spent ten or eleven hours a day underground for years. Most were illiterate and had received no education except for the occasions when unemployment gave them a few weeks in which to torment Master.

The youngest section of the school brought little joy. "Infants tiresome in the afternoon on account I think of the want of benches . . . Infants all day very numerous and more than a match to [sic] the monitors sent to take charge of them . . . Dismissed and sent out of the way at 12.0 and 4.0.' Eventually a sympathetic H.M.I was persuaded to recommend that the door between the infants and upper school be fastened, bricked-up or felted "to stop the disturbing sounds." This report ended with a note that "A urinal is wanted for the boys." Presumably the brook served the purpose at the time.

The master now had two pupil teachers, Ebenezer and Annie, probably in their early teens. They were instructed daily either at 8 a.m. or 5 p.m. and were strictly supervised, for Master missed nothing. "Standard IV had gone without my knowing on to pg. 69 when they were quite unable to read pg. 30. Turned them back at once . . . Ebenezer very noisy with his lessons all day, so noisy 1hat I had to stop the school on his account." No sympathy for Ebenezer, who had sixty-five pupils in his class.

The school now moved into "new and commodious premises", but it was still basically a large hall in which five classes were taught simultaneously. Mr. and Mrs. Rees were delighted to move into a new school house in July 1869, but their joy was shortlived. "Finances of school in a bad way. The Committee already are in my debt of between £20 and £30 and the Bodringallt Colliery is almost entirely stopped owing to the failure of the coal . . . people are fast moving to other neighbourhoods . . . The gloom that has pervaded the place through the entire stoppage of the pit has fallen on the school . . . those pupils that remain have lost all heart for their lessons." Nevertheless, preparation went ahead "to dress the school for our Grand Concert in aid of the building fund and school closed early so that mistress and bigger girls might go on preparing mottoes and wreaths for decoration." A week later the school was flooded and the "seats entirely covered by mud, sand and water."

Probably depressed by these events, John Rees gave vent to his feelings by unfavourable reports on the conduct of Ebenezer. "Lessons of Ebenezer learnt anything but well, his mind is entirely taken up by the invitation he has had to go and recite some Welsh pieces before Lady Hall of Llanofear [Llanover] Christmas Day." This is the only mention of the Welsh language in forty years.

The last entry for 1869, the hardest year, is a cheerful one. "The British and Foreign School Society has voted for us a grant of five pounds to get books and school materials." Mr. Williams of Llanelli, the arent of this voluntary undenominational society, founded in 1814, held regular public examinations under the presidency of a minister or colliery agent. The school had been promoted by the coalowners and maintained by poundage money and school pence, but it also received a small government grant payable to schools affiliated to either the British and Foreign School Society or the National Society.

Ebenezer continued to do little right. "He has introduced a plan of singing the answers when doing the sums which though it keeps the attention of the children I do not approve." There was also a quarrel with Lizzie "one accusing the other of inciting insubordination in one another's classes and of blotting each others' registers. Had to mediate between them."

In Ma:rch 1870 "Mr. Howells of Ton brought petition respecting the Education Bill to sign." The subsequent Act tried to make provision for elementary education for all. It retained all existing schools, but required a well-defined standard. Where there were no schools an elected School Board was empowered to finance and manage new buildings by levying a special rate. The Ystradyfodwg Parish Vestry tried hard to raise the necessary money bv voluntary means, but in 1878 there was a shortage of 280 school places in Ystrad alone, and the Vestry was replaced by a School Board.

The years 1870-75 saw some improvement in trade, but it was a period of industrial disputes, lock-outs and strikes. Industrial unrest was reflected in the relations of Master with his staff, "Have told Ebenezer to get up his poetry and Euclid definitions". "Had to speak to Annie very severely for not leading her class while singirg the tables." "All three teachers [Elisabeth Price had been recruited] stayed away. I shall set the matter before the committee. We can never go on in this way." However, the affair was settled and the teachers took their examination, with results which displeased Master.

After four years of a gruelling apprenticeship Ebenezer departed. "Ebenezer refused to sweep rooms. I expected him to tell me he felt disinclined to do it instead of slyly going home and leaving the place. I told his father and him what I thought of such conduct and the consequence is notice of leave. As he did not try to teach, I allowed him to leave now." Poor Ebenezer must have our sympathy; he had endured much.

In March 1872 comes the pathetic entry, "5 children died in the month from Scarlatina." A surprise visit by the H.M.I. a month later found the ventilation stopped up, the "offices" not properly separated and the drainage faulty. This is an echo of the external situation, where there was no effcient sanitation or drainage. Hence it is not surprising that entries of deaths of pupils who "died of the fever" are so frequent. Only the heasy rainfall of the area cleaned the streets, the polluted streams and the river. Typhus, typhoid and diphtheria were endemic and outbreaks of cholera and smallpox were frequent, with an infant mortality rate which remained constant at twenty per cent until 1910. The Ystradyfodwg Parish Sewer Authority had little success in tackling these health problems and it was replaced in 1877-8 by the Ystradyfodwg Urban Sanitary Commiittee. Even so, it was not until 1887, after much public outcry at contlnued epidemics, that a small, four-bed isolation hospital was built at Tyntyla, the accommodation of which was increased to ten beds in 1897.

With death in many forms so common round him it is not surprising that Master's choice in examination tunes should conform to the prevailing Victorian emphasis on morality. Typical were "The graves of a household", "I want to be an angel", and "Come hang o'er my head". His taste in poetry was also coventional, with a strong moral tone but little literary merit, "Never give in", "Dare to say No", "King Bruce and the spider", and "Rub or rust".

Under the date 19 December 1874 is the bald statement, "Gave up the mastership of this school". A conscientious, capable, but dour man, John Rees had achieved considerable success against heavy odds. He worried a great deal, with good cause, and did not enjoy much success in human relationships. He reappeared in 1878 as an H.M.I., a well-earned promotion from the ranks, for he was in the position of knowing all the problems and some of the answers. His report was understanding and helpful.

Rees's successor, Urien Edwards, inherited the old staffing problems and at first did no better. "Tried to infuse a little emulation in the P.Ts. by giving marks for punctuality . . . Jane and Sarah [the two replacements] had to keep their classes in because they were wasting the time of the children and talking with each other . . . Result of exam. set by Head, two had 0 in Arithmetic . . . all the teachers remained away from school on Weds. without leave." Four years later we read, "Roberts being fined a shilling for every day he is absent . . . Miss Davies made not less than six mistakes in her register. Had to warn her with no uncertain sound."

The number of pupils continued to be far too great for the premises, varying from 300 to 350, with appalling congestion. The prize understatement of both Log books is the comment of an H.M.I., "The Needlework cannot be taught efficiently by an assistant who sometimes has over a hundred girls (ranging fom 6-12) under her charge." After the transfer of the school to the Board, relief did come, "to the disturbing noise of carpenter and plasterer at work in the same room as ourselves . . ." Only the thought that the work was nearing completion ". . . enables us to bear much that would otherwise be beyond endurance."

Relations with the teaching staff gradually improved, ". . .allowed the P.Ts. to go for a walk from 7 a.m. - 8 a.m. instead of taking lessons, as it was a charmingly fine morning", and apart from one brush, many years later, with a teacher whom he threatened to report to the Board, few further staff difficulties are mentioned. Mr. Edwards even gave them ". . . a day's holiday as a recognition of their worth. Half one day, half the next." The improved accommodation, poor though it was by modern standards, made life easier and salaries also improved, though only slightly. It is surprising to read in December, 1880, "Master obliged to leave school at 10 o'clock in the morning to appeal against Income Tax." Relations with the pupils were often touching, "Although John Jones has left the school I shall not cease to take an interest in him . . . Sorry to say that two bright, clever, sharp lads have left the locality . . . Most of the boys who have been ill with the fever typhoid are back and glad I am to see them . . . Three good boys left for America . . . Funeral of poor Willy Darby who early last February [nine months previously] was severely burned by an oil lamp . . . Poor Edward Jenkins to the grief of one and all died this morning from something of the nature of diphtheria. The sad event is so sudden it can be scarcely realised."

The curriculum remained basic, though geography, drawing and even elementary physiology made sporadic appearances whenever staffing was adequate, which was seldom. Attendance was never good, 86 per cent being considered excellent, as it was nearly a hundred years later. In addition to the usual reasons for absences, such as "market day in Pontypridd" or "for no other reason than that it is Friday", colliery disasters in the valleys drew children to the scene. Above all, with the increase in population more fairs and circuses visited the area and attracted many followers. "Messrs. Sangers' circus being in the neighbourhood, a great number are absent." They could scarcely be blamed as "all the works of the place are on stop from the same cause. Only 23 present [out of some 250]. Closed school." In March, 1884, the headmaster made a mistake: "Allowed the whole school to go out for ten minutes to the front yard to hear an excellent travelling organ played by a young Italian boy and girl. Children much delighted." One of his former pupils commented, some sixty years later, "Most of us followed them up the road to the fair and we were all too scared to turn up the next day."

The school continued to receive good reports. "The master has taken pains to improve the intelligence of his scholars." "Received parchment from H.M.I. and to our great joy found we had won the hard earned Excellent." Treats for the children were craftily arranged to coincide with school examinations, still held in the evening in the 'eighties, and regular attendance was required for the admission 10 the tea and, of course, the examination. The local colliery agents took a genuine interest in the school, defraying the costs of teas, fireworks displays, rustic sports and picnics on the Llwynypia cricket ground.

The second Ystradyfodwg School Board was now making good progress in establishing new elementary schools and in 1884 established one of the first higher grade schools in Wales at Ton Pentre, followed by another at Ferndale in 1892, a P.Ts. centre at Porth in 1893 and the Rhondda Intermediate School in 1896. The Board was replaced in 1902 by the Rhondda U.D.C. Mr. Edwards repeatedly bemoans the transfer of his brightest pupils to these new schools and felt a loss of status in seeing his part in teacher training diminished.

The curriculum was broadened, with the introduction of Nature Study and even drill under one Sergeant Langley (the latter only briefly). The tunes and poems taught were varied, though "six months to polish up allusions and meanings" seems excessive, while the poems, which included "Marmion", Gray's "Elegy" and "The prisoner of Chillon", were of better literary quality than those taught in the days of Mr. Rees.

School affairs were running smoothly, when in February 1885 Mr. Edwards wrote, "I have been unable to remain at school but for very short periods of the day, serious family affliction. Have to trust to the good feeling of my teachers who deserve much praise for their attention to duty." Then movingly, for 10-24 March, "Master absent all this time owing to the lamentable death of his beloved wife Mrs. Gaynor Edwards. The master hopes by again earnestly taking up his work to forget in some measure his great, great loss."

He began by starting to develop a library and a museum. He loved music and while one does not doubt that "it is the most popular of all lessons" it is questionable whether "the other popular day is that of the Fortnightly exams" was a sentiment shared by all his pupils.

In 1886, there is the first mention of St. David's Day. 1 March, ". . . only a few boys present, severe rain, sent them home for the day." In 1888 it is again mentioned but with no mention of eisteddfod, concert or holiday, merely "examined 201 boys in arithmetic". In contrast,1 April 1889 is recorded as St. Mabon's Day, an unexpected sanctification of the radical miners' leader. By October of the next year the hallowed date was simply "Mabon's Day". This monthly miners' holiday lasted ten years, disappearing as part of a new wages settlement in 1898. Mabon's Day meant "Cymanfas, Big meetings and rustic sports" and inevitably, "bad attendance, closed schools".

Belatedly, on 1 September 1891, the great day came. "This is a red letter day in the history of elementary education as from this day Free Education is offered to all. Henceforth there will be no school fees." It was indeed a great relief for Mr. Edwards. Life had suddenly become much easier and there is a mellow, contented tone in the entries which reflect a gradual improvement in community life. His log book is mainly confined to examinations, comments on improvement in buildings and his attempts to broaden the curriculum. Perhaps he was not so complacent when in 1894 the H.M.I. commented, ". . . the mark for Arithmetic in the lower standards is somewhat lowered by the fact that the scholars are allowed to use their fingers in calculating."

Continual reminders of the toll of the pits are found. 29 June, 1894, "Perceptible fall in attendance owing to the terrible calamity at Cilfynydd . . . forwarded £5:8::6d to the Albion Fund", and this was outside the Rhondda, where during the period covered by the log books there were eleven majer disasters whose total deaths were far exceeded by the sum of individual tragedies.

In 1897 there was much junketing on the occasion of Queen Victoria's Jubilee. In 1898, Master "took 15 minutes to describe the object and probable results of the battle of Omdurman and the terrible nature of the engagement" . He then comprehensively defeated an unsatisfactory cleaner after a long standing engagement of his own. In 1899 he "cautioned Mr. Jones about the use of the cane" and for the first time ''telephoned the office", but certainly not from school. In 1900 there was a "Holiday to celebrate the ever glorious Relief of Mafeking", and a lament for declining academic standards, "There is not that accuracy of former years although the work is far more intelligent and interesting."

Mr. Edwards was a formidable walker. He climbed to the top of the mountain every morning before school and often took the pupils into the hills, anticipating the modern field and environmental studies by familiarising them with the area. ". . . The stacks of the Cardiff Dowlais works and also the Brecknock Beacons and the smoke rising from Tredegar, Merthyr? Aberdare, Cefn Coed, Cymmer and Penderyn and Hirwaun are plainly seen. Sides, slopes, summit, foot, sources of rivers, bed, winding course, watershed, basin can all be easily explained."

It may seem incredible that there is no reference to Welsh until September 1901 when an H.M.1.wrote,"the teaching of Welsh now receives special attention", but it was not made compulsory until 1903. By this time the damage had been done, not by the schools nor by the immigrants who up to this period were almost entirely Welsh-speaking, but by the fact that the official language of the classroom was English. Though the language was now restored to the classroom, it neser looked like regaining its place in the street and the home. As the names in the admission registers for the next twenty years indicate, there was now large scale immigration from England, particularly the south west, Ireland and Scotland, and other factors such as English becoming the language of business, union meetings and newspapers, all contributed to its decline.

Master continued to receive support from his inspectors. "The master is tied to a class and has no time to superintend the work of the school", and Master recorded with pleasure the closure of the school by the M.O.H. for two months in the winter of 1900 for the installation of proper drainage. In 1906 "new buildings completed", records the finishing of the present school, tucked sombrely into the hillside. Even with its hepelessly inadequate yards, it gave him a great sense of achievement.

On 28 May 1907, "Dr. Campbell Morgan preaches in a chapel to this sehool. The staff were anxious to hear so renowned a preacher. Opened school at 1.30 closed register at 1.45. Dr. Morgan preaches at 4.0 p.m." Even in times of such great religious fervour, two hours was a long time to wait and all his staff did not share Master's enthusiasm. One said of him when he left, "he said 'I never spied on you'. True, but he had no need, he always knew what we were up to. I can also well remember going into his room on payday and as was often the case there was a little pile of tickets near the money on his table. As he paid you he said, 'Fine lecture in the chapel on Tuesday, would you like a ticket?"

Far from taking things easily, he continued to expand the curriculum and to show his initiative. He encouraged outdoor activities, sent thirteen boys who had not missed an attendance for a ride on the new electric cars to Treherbert,and made frequent use of his one visual aid, his much-prized magic lantern, in class and for charities.

Fittingly, with a final flourish of capitals on 9 May 1910 "Addressed the whole school on the sudden death of our Beloved King Edward Vll. Sketched his nobleness of character especially as a World's Peacemaker and expressed our hearts! desire that his son George V would ever walk in his footsteps. Children and teachers then saluted the King's Picture in Silence." Then, 30 June 1910, "End of the school year and of this log book".

They touched their caps to him and called him "Sir" long after they had left his school. "A man severe he was and stern to view", to judge from the first school photograph in 1883. Well built, with strong features and penetrating eyes, supported by a luxuriant moustache that compensated for the thinning hair, he had the patriarchal appearance of one who naturally wielded undisputed authority. His log books reveal what many of those under him would not have suspected, charity and love. One of a great generation of teachers who identified themselves with the people around them in a prolonged and successful struggle against appalling conditions, he had his reward in living to see the realization of many of his dreams.