Educational Provision

There had been adult education classes in Cornish both in Cornwall and London before the war. These were conducted by Morton Nance at St. Ives and elsewhere by A.S.D. Smith. A correspondence circle was started by Smith and continued by F. B. Cargeeg and this continued throughout the war years. (64) In post-war London classes were conducted by A. V. Allin-Collins and Trelawney Roberts. (65)

The 1984 Report on the State of the Language notes that by 1983/84 the numbers of classes had increased to eighteen, in: Falmouth, Bodmin, Camborne, Saltash, Hayle, Helston, Launceston, St Just, Padstow, Lostwithiel, Liskeard, Penzance, Torpoint, Perranporth, St. Austell, Newlyn East, Truro, and Newquay. Outwith Cornwall classes were being held in Taunton, Bristol, London, Rennes (Brittany) and in South Australia. (66) The Language Board which had been established in 1967 was producing grammars and learning materials for its then three grades of language proficiency and was conducting examinations. These provided some incentive and yardstick for students' progress. The 1984 Report also provided details of the successes at these grades between 1968 - 83. Overall these indicate increasing numbers and proficiency. (67) Total passes in the respective grades rose from 20, 25 and 26 in 1968-70 to 93,61, 59 in 1981-83. (68)

Since 1989 these examinations are organised across four grades, with additional focus on culture, and history. More recently a fifth grade has been introduced under the aegis of the Institute of Linguists, equating to a first year degree level proficiency. Moderation and validation are provided by the Modern Languages Adviser for the Cornwall Education Authority, and there are active links with the Welsh Language. In recent years presentations at the Cornish Language Board's examinations have totalled 90 in 1997, 76 in 1998 and 61 in 1999. (68) Cornish classes in further education colleges have experimented with NVQ type attainment tests in a pilot scheme under the CENTRA examination authority. This body has now ceased operation - but an NVQ type of assessment scheme may be a preference for some students.

The 2000 study identified thirty-six formally organised adult classes. Subsequent information has increased this to 38, which enables a revised estimate. Eighteen classes were conducted for Kemmyn, at: Callington, Four lanes, Grampound Road, Helston, Jacobstowe, Launceston, Liskeard (two classes), The Lizard, Looe, Lostwithiel, Mullion, Newlyn East, Penzance, Pool, Saltash, St. Austell, and Truro. Nine classes were conducted for Unified, at: Bodmin, Bude, Camborne, Newlyn, Penryn, Penzance (two classes), St. Austell, and St. Just. There were eleven classes in Late/Modern Cornish at: Falmouth, Menheniot, Pendeen (two classes), Redruth, St, Agnes, St. Austell, St. Ives, Troon, and Truro (two classes). Enrolments for 16 Kemmyn classes totalled 143, suggesting around 161 in total. Enrolments in 4 Unified classes totalled 46, suggesting around 103 overall. Enrolments in 9 Modern/Late classes totalled 93, suggesting around 114 overall. On this basis there was an estimated total of 378 students in 38 adult classes. Other informal classes and self-help groups were also reported, which would almost certainly bring the total to over 300. Jane Ninnis (Grampound Road) maintains an annual State of the Language report, which is gratefully acknowledged as a prime source.

Outside Cornwall there are classes in London at three levels at the City Lit, which currently has 15 enrolments. There are also classes in Australia. Tutors are generally well experienced often as longstanding language bards, with Language Board qualifications at highest grades. Otherwise teachers are professionally qualified and, in at least one case, hold the City & Guilds Further Education Teachers' Certificate.

Kernewek dre Lyther (Cornish by Correspondence) was established in 1982/83. After its first year of operation it had 19 enrolments, of whom only four were resident in Cornwall, and the remainder elsewhere in the UK and worldwide. By 1989 enrolments had increased to 130, and by 1999 to 297. The 1990s showed steady growth of interest year on year.(69)

In the early revival, Cornish was introduced into local authority schools by revivalists who were also teachers. In course of time it became possible to take Cornish at secondary level through a GCSE Mode 3 scheme which was operated by the Welsh Board. Cornish spread into the local authority system, especially where there were teachers able and interested to teach it. With the introduction of the National Curriculum and local management of schools it became increasingly difficult to organise subject teaching of Cornish - or to find a place for it or even for Cornish Studies within an evermore crowded curriculum. The language continued in some places as an after school activity or club.

The 1984 State of the Language Report noted seven schools where Cornish was taught: Saltash, St Stephen's by Saltash, Bodmin, Troon and Camborne. There were only two secondary schools reporting as teaching the language: Camborne and Liskeard. The 2000 survey identfied some form of actual teaching of the language at 12 primary schools: Heamoor, Roskear, Wendron, St Mawes (as part of curriculum), St. Michael's Helston (with accreditation available), Treyew (as part of Cornish Studies), Weeth, Coads Green, St Neot, Godolphin, Ludgvan and Godolphin.

At secondary school level Cornish is reported as an extra-curricular activity at three schools: Newquay, Liskeard, and Pool. Some schools report the use of Cornish in other ways, e.g. for prayers, grace, mottoes, signage and songs. Cornish was noted as having been recently taught at Penryn and Foxhole, with availability of a teacher as the main factor. These reports represent some advance on the position in 1984, but whereas there might have been the incentive of working towards a GCSE qualification in the earlier period, the only examinations now available are those of the Language Board. Although apparently properly moderated and conducted, these examinations lack the wider recognition of state examinations.

Cornish language teaching in school is supported in various ways. In many cases the subject is taught by one of the school's own teachers, sometimes as part of the Cornish Studies programme. In other cases there is a visiting teacher who is paid from school funds or from charges made for extra-curricular activities. Funding difficulties can thus easily hinder these developments - as can the lack of suitably qualified teachers.

In higher education and research, the Institute of Cornish Studies was established in 1972 by the University of Exeter and Cornwall County Council. The Institute produces "Cornish Studies",a journal which reflects its work: encompassing not only archaeology and history, language and culture, but natural history and the environment, social and economic fields. Since 1993 it has developed new perspectives in cultural history, the Cornish language and its revival, migration and social issues such as housing and health in Cornwall, Cornish literature and tourism. Research staff are currently involved in language, cultural studies, politics, mining and natural history research. The University of Exeter has recently introduced two higher degree schemes through the Institute of Cornish Studies: an M.A. in Cornish Studies, and an M.A. in Celtic Studies. These degrees may include Cornish language studies.

The Cornish Language Board has an active concern with linguistic research into Cornish language: its historic forms, lexicon, grammar, and onomastics. It has working parties in these fields and actively develops links with academic institutions and research initiatives. The Board has sponsored a new academic journal - one exclusively devoted to research into Cornish language: Agan Yeth - Cornish Language Studies. This first appeared in October 1999. A second number is already in course of publication. Its first issue carried high quality articles reviewing Gendall's Practical Dictionary of Modern Cornish, Ute Hirner's dissertation on sociolinguistic comparison of Cornish and welsh, an article by R. L. Lyon in Cornish on Cornish playing-places, and the Cornish Bible Project by Keith Syed. The other language-movements are also involved in research: Unified through Nicholas Williams at Dublin, and Late/Modern Cornish through the work of Richard Gendall.

Salient issues facing Cornish at school level include problems of critical mass at preschool and primary levels. Efforts to start a Cornish-language playgroup have been frustrated by the territorial distribution of the parents themselves. There has never been sufficient critical mass to sustain a viable group in any single area. To overcome this organisation like Dalleth and Agan Tavas have developed support materials.

The presence of Cornish in the primary stage is heavily dependent upon a Cornish-speaking teacher, the sympathy of school staff, local management resource budgets, and especially head teachers. Parental demand was identified, but again diluted across many catchment areas. Where Cornish is taught as part of the integral school curriculum (as at Wendron, St. Mawes, Treyew and St. Neot), it was taught to whole year and key stage groups. Otherwise where there was only a lunchtime club, the numbers were inevitably small.

Without a developed playgroup stage, prospects for wider provision of Cornish at primary stage are more difficult, and the prospects of Cornish-medium schooling are remote. For the language to progress within the schools system it needs to be more clearly indicated within the curriculum. Where non-Cornish-speaking teachers wanted to introduce the language, it would need properly resourced peripatetic staff and / or resource packages, videos, etc.- as well as a decision on the form of Cornish to be used.

Difficulties in restoring a state-recognised school examination were also evident. This in itself impedes progress at secondary level. Local management of schools was also cited as a problem in prioritising resources.