best that lies in the particular genius of the nation can flourish, that each country can make its own contribution to life and letters. This is true of every form of human activity, of philosophy and politics, of science, literature and the drama, art and music; when we speak of modern philosophy or modern criticism we refer to a synthesis to which major contributions have been made by men and women of diverse countries, whose individual work bears the stamp of the writer's native culture.
The term "Welsh culture" therefore, means those characteristic elements in the life and work of Welsh people which tend to distinguish them from other national groups. These elements often exist in isolation or else they are woven into intricate patterns with others in common with English or other European peoples; or they may be common to a wider group. Of these elements, that which is most characteristic of most nations is their language. This is particularly true of Wales. ". . . the approach to Education in Wales" says the Norwood Report, "must put in the foreground the question of the maintenance of the language, since the preservation of national culture would have little meaning, in Wales at least, unless it is implied primarily and above all else for the maintenance of the language."
The case for making the culture of Wales the background of the general scheme of education in the Welsh secondary school is therefore evident. In no other way can the pupil grow to the full height of his Welsh citizenship, and bring his own contribution to a British, European, and finally a world citizenship and culture. It is not sufficiently realised in the schools of Wales that Wales has already made her own contribution to European letters. There is no reason why small nations should not continue to bring their gifts to the service of the modern world as it strives for new community forms: Welshmen like Robert Owen, Henry Richard and Lord Davies were bold leaders in the great movements towards establishing an international organisation for the maintenance of world peace.
The main reason for identifying the Welsh pupil with the culture of Wales is that without such an experience he lacks roots. He is thus deprived of an invaluable criterion by which he may test the validity of new experience in life and in letters and of a technique by means of which he can resolve the divergent pattern of life. This is a sound psychological reason therefore and, from the point of view of educational responsibility, that is fundamental. There are other valid, though less self-evident reasons. Welsh culture is worth preserving for its own sake: the achievements of its poets and prose writers, its dramatists and its great preachers make a record of which a small nation may be justly proud. A school should give its pupils something of this dignified pride in the cultural achievements of their own people.[1]
- ↑ "The school depends far more on the atmosphere of national culture in which it is immersed than it does on the pedagogical atmosphere within it."—ORTEGA Y GASSET. Mission of the University, p.38
