This evaluation of the educational work of Sir Hugh Owen ( 1804 -1881) has been considered in relation to the great political, religious, economic and social changes which took place in Wales during the nineteenth century. His dominant interest was education and his life was almost entirely subordinated to the task of providing Nonconformist Wales with educational facilities. Although surprisingly free from denominational bigotry, he for forty years was committed to do battle abainst the monopoly of the Established Church, both in its control and provision of educational f acilities. When he first turned his attention to the needs of Wales in the late 1830's , the provision for elementary education was rudimentary, secondary education was almost non-existent and higher education was not provided at all. At his death in 1881, he was survived by a network of primary schools, two training colleges, a university college, and well-laid schemes for a state-supported system of secondary education. This study attempts to assess Owen' s contribution in promoting facilities in each of these educational sectors. Progress was inextricably interwoven with the changes referred to above. To fulfil his ambitions, he had to counter a charactcristic nineteenth century rigidity of outlook in relicion and politics, Victorian conventions in social behaviour and the very prosaic educational concepts of his age. Owen,although a man of his age, was nevertheless outstanding in his ability to pioneer many educational schemes for the benefit of his countrymen.
He emerges as an organiser of education rather than an educationist. Very few of his ideas could be regarded as being strictly original. He usually drew his inspiration f rom projects already launched -either in England or Ireland. Nevertheless, it was he who instigated their adoption in Wales -although, unfortunately, without adaptation. He left neither a legacy of scholarly papers nor treatises in education. Owen' s ideas on education have to be gleaned from circular letters, eisteddfodic speeches, papers read at Cymmrodorion meetings or from evidence submitted to Various educational inquiries. These almost invariably heralded the inception of one of his educational schemes.
His work has been considered in conjunction with that of his associates, and their evaluation of his work has been noted. He ranks as a fine co-ordinator and intermediary, with a great facility for stimulating widespread interest in his schemes. With unsurpassed co-operation he was particularly successful in providing Wales with an 'educational edifice'.