[21] This view seems to be taken by the most influential spokesmen of the Roman Catholic Hierarchy. See Evidence, _Royal Commission on University Education in Ireland_, vol. iii., p. 238, Questions 8702-6. [22] I may mention that of the co-operative societies organised by the Irish Agricultural Organisation Society there are no fewer than 331 societies of which the local priests are the Chairmen, while to my own knowledge during the summer and autumn of 1902, as many as 50,000 persons from all parts of Ireland were personally conducted over the exhibit of the Department of Agriculture and Technical Instruction at the Cork Exhibition by their local clergy. The educational purpose of these visits is explained in Chap. x. Again, in a great number of cases the village libraries which have been recently started in Ireland with the assistance of the Department (the books consisting largely of industrial, economic, and technical works on agriculture), have been organised and assisted by the Roman Catholic clergy. CHAPTER V. A PRACTICAL VIEW OF IRISH EDUCATION. A little learning, we are told, is a dangerous thing; and in their dealings with Irish education the English should have discovered that this danger is accentuated when the little learning is combined with much native wit. In the days when religious persecution was universal--only, be it remembered, a few generations ago--it was the policy of England to avert this danger by prohibiting, as far as possible, the acquisition by Irish Roman Catholics of any learning at all. After the Union, Englishmen began to feel their responsibility for the state of Ireland, a state of poverty and distress which culminated in the Famine. Knowledge was then no longer withheld: indeed the English sincerely desired to dispel our darkness and enable us to share in the wisdom, and so in the prosperity, of the predominant partner. In their attempts to educate us they dealt with what they saw on the surface, and moulded their educational principles upon what they knew; but they did not know Ireland. Even if we excuse them for paying scant attention to what they were told by Irishmen, they should have given more heed to the reports of their own Royal Commissions. We have so far seen that the Irish mind has been in regard to economics, politics, and even some phases of religious influence, a mind warped and diseased, deprived of good nutrition and fed on fancies or fictions, out of which no genuine growth, industrial or other, was possible. The one thing that might have strengthened and saved a people with such a political, social, and religious history, and such racial characteristics, was an educational system which would have had special regard to that history, and which would have been a just expression of the better mind of the people whom it was intended to serve.