1925-1926-1927 - Department of Education and Skills

AN ROINN OIDEACHAIS,IUL, 1928.Do 'N AIREOIDEA.CHAIS,Ta se d'on6ir agam an Tuarasgabhail ar na Blianta Scoile 1925-26-27, agus ar an mBliain Airgeadais agus Riarachain 1926-27, a.chur faoi do bhraghaid.SF.J6SAMH6 NEILL,Runai.

CONTENTS.PARTCHAP.I. GENERAL INTRODUCTIONI.-REPORT.PAGE5II.PRIMARY EDUCATION:Section I. The School Attendance Act2. School Buildings ..3. Private Schools4. The New Programme6788Hf. (a) THE INVESTIGATION INTO THE SYSTEM OF INSPECTION OFPRIMARY SCHOOLS 9(b) REGULATIONS FOR THE AWARD OF PRIMARY SCHOOLCERTIFICATE 17IV.V.THE TRAINING OF PRIMARY TEACHERS 20EXTRACTS FROM THE REPORTS OF THE DIVISIONAL INSPECTORSON THE PRIMARY SCHOOLS IN THEIR DIVISIONS 23VI.VII.VIII.IX.X.XI.XII.XIII.SCHOOL MEDICAL SERVICE ..RURAL SCIENCE A"D NATURE STUDYSECONDARY EDUCATION:Section 1. General Administration2. The Curriculum3. Syllabuses and Text Books4. Examinations5. Scholarships6. Teachers7. Summer Courses8. The Work in the Schools9. Programme of Science, etc., in Secondary SchoolsTECHNICAL EDUCATION:Section 1. Technical Education Commission2. Number of Students3. The Work in the Schools-{. The Training of Technical Teachers5. Technical School Examinations6. Trade Scholarships7. Training for Domestic ServiceMETROPOLITAN SCHOOl. OF ARTNATIONAL lVIUSEU~INATIONAL LIBRARYREFORMATORY AND INDUSTRIAL SCHOOLS:Section I. Purpose of the Schools2. Reformatory Schools3. Industrial Schools474950505252525353546769697071747474757879XIV. THE GEOLOGICAL SURVEYXV.ENDOWED SCHOOLS9193XVI.COLLEGE OF SCIENCE96

PARTn.-APPENDICES.I. GENERAL EDUCATION STATISTICSn. PR.IMAR.V EDUCATION':General Statistics (Number of Schools, Pupils, and Teachers;Salaries of Teachers, ctc.)School Houses and Teachers' ResidencesBuilding GrantsSummary of Operative, Building, and Inoperative SchoolsAverage Numbers of Pupils on Rolls, Average Attendance,and Religious Denominations of PupilsModel SchoolsConvent and Monastery Schools . . . . . .Pupils according to Standards and Annual PromotionsEvening SchoolsAttendance of Industrial School ChildrenNumbers of TeachersAnnual ExaminationsPreparatory CollegesTraining Colleges ..Students in TrainingN a Colaisti GaedhilgeNa Cursai GaedhilgeSchool Attendance Act, 1926Special FeesRural Science and Horticulture ..Merit Certificates ..Reid Bequest SchemeCarlisle and Blake PremiumsPrizes for IrishScholarships from Primary SchoolsTeachers' Pensions and GratuitiesState ExpenditureHI. SECONDARY EDUCATION:(a) Schools and Pupils(h) Grant-earning Pupils(c) Examinations(d) Scholarships(e) Teachers(f) Registration of Teachers({) ;)l1mmtlT GOUTBt':§for TtlaC1JIJI!l I I I I(h) County Council Scholarships(i) Recognition of Primary Schools for Examinations(J) F'irianolal Statement(k) Table showing numher of recognised Pupils, CertificateExamination Results and Amount of Grants ..PACE.98100102103!OS!OSlIOIIIlI3II6II6lI6lI8II9II912012212212312412-1-1241251251271291301321401V. TECHNICAL INSTRUCTION:(a) Students in Established Technical Schools 170(h) Students. elsewhere than in Established TechnicalSchools 171(c) Financial Statement 172V. REFORMATORY AND INDUSTRIAL SCHOOLS:(a) Reformatory Schools 173(h) Industrial Schools v • 173(c) Admissions into Industrial Schools . . . . . . 174(d) Ages and State of Instruction of Children admitted toIndustrial Schools 175(e) Discharges from Industrial Schools 176(j) Deaths among Pupils in Reformatory Schools 177(g) Number of Children in Industrial Schools and in PoorLaw Institutions since 1900 (Comparative figures-Saorstat Eireann: England and 'Wales) 178VI. NATIONAL MUSEUM:(a) Attendance of Public 178(b) Principal Purchases, Loans and Donations 178

PART I.-REPORT.CHAPTER I.ITRODUCTORY.The period under review in this Report has been marked chieflyby development on the lines indicated in the First Report of theDepartment issued last year.The chief events in Primary Education were:-(1) the putting into operation of the new School AttendanceAct of.which the outlines have been given in thepreceding Report;(2) the putting into operation of the new Programme forPrimary Schools drawn up by the Primary ProgrammeConference;(3) the investigation of the system of Primary SchoolInspection by a Committee consisting of representativesof the managers, the teachers and tile Departmentof Education;(4) the completion of the preliminary investigation into thepresent methods of training candidates for theprofession of Primary Teacher;(5) the completion of the work on the census of PrimarySchool Buildings, and(6) the opening up of five of the new Preparatory Colleges.In econdary Education the period was concerned chiefly withthe general consolidation and steady development of the newsystem.In Technical Education the chief event has been a thoroughand prolonged investigation of the system of Technical Instructionby the Commission on Technical Education.In addition to the foregoing, arrangements were made for theinvestigation of the purposes and functions of the Schools of Artand the National Museum by Committees which included distinguishedforeign experts.In the following Chapters on each Branch of Education fullerdetaiJs are given as to the developments outlined above.

6CHAPTER n.PRDIARY EDUCATIOr .LTHE SCHOOL ATTEND.A1 CE ACT.The Act was brought into force from 1st October, 1926, in theCounty Boroughs of Cork, Dublin and Waterford and in theUrban Districts of Blackrcck, Dun Laoghaire, Rathmines andRathgar, and Pembroke. Owing to the very considerableamount of preparation involved it was not possible to arrangefor its effective enforcement in the County Boroughs and UrbanDistricts during the December Quarter of 1926, but it was putinto full operation in the whole area of the Saorstat from there-opening of the schools after the Christmas vacation.The results already achieved are very satisfactory. The SchoolReturns for the quarters ended 31st March, 1927, and 30th June,1927, reveal a considerable increase in the attendance for thoseperiods as compared with the corresponding quarters in 1926 andprevious years, notwithstanding the fact that the influenzaepidemic in the early part of the year was so severe as to necessitatea prolonged closing of the schools in many areas.It is not possible at present to estimate the exact extent of theincrease since the Act came into force, but a preliminary scrutinyof the Returns shows increa es varying from 2% to 10% in differentareas.The average number of pupils on the rolls of ational Schoolsand the percentage of attendance for the years ended (a) 31stDecember, 1924, and (b) 30th June, 1926. were approximately asfollows :-Average on Rolls. Percentage of Attendance.(a)(b)493,000518,00073.577.The increase in the enrolments for the year ended 30th June,1926, as compared with the year ended 31st December, 1924. waschiefly due to the recognition of the Christian Brothers' Schoolsas National Schools and to the stimulus given at the time by thedebates on the School Attendance Bill.It is anticipated tbat the percentage of attendance for the yearended 30th June. 1927-which of course includes only six monthsof effective operation of the Act-will be, approximately,80%. In some areas. e.pecially in those in which the provisionsof the Act of 1892 had not been enforced, the increase in theattendance is more marked than in others. In Tirconaill. forexample. the percentage increased from 72 to 77. in Carlow from

• 778 to 82, and in Leitrim from 72 to 76. In Kildare and Longford,however, the increase was' only about 1%, from 78 to 79 and from73 to 74 respectively.It is evident also that there has been an increase in the numberof children enrolled in ational Schools since the Act came intooperation. It is anticipated that the increase in enrolments willbe about 1,,500.One important result of this increased attendance is that incertain districts additional teachers are needed already, and inothers it is probable that additional teachers will be needed atan early date. This problem of supplying additional teachers willbe discussed later on in the section of this chapter dealing withthe training of teachers.H.SCHOOl; BUILDINGS.Another result of the increased attendance due to the Act isthe need for additions to schools. As a result of a census ofSchool Buildings which was completed before the Act came intooperation it is clear that, apart from the addition to Schools whichwill be necessitated by the working of the Act, at least 350 newSchools will be needed to make up for arrears of building thataccumulated during the period from 1914 to 1924. In additionto these 350 new schools which will be required to replace insanitaryand unsuitable premises and to provide school accommodationwhere no schools exist at present it is calculated that about550 schools will require to be enlarged to meet the increasedattendance of children due to the Act. and in about 900 casescertain works of improvement of a minor character, such aspartitions, etc., will be necessary .. The execution of these worksof extension and improvement and the erection of the new schoolswill involve a very large capital outlay in addition to the normalannual expenditure which is found necessary from year to year.During the year 1925-26 grants of £27.652 were sanctioned inrespect of the erection of 13 new schoolhouses to accommodate atotal of 1,325 pupils, and of £6,185 for the enlargement of 10schools to provide additional accommodation for 542 pupils. Inaddition grants amounting to £13,034 were made for works ofstructural improvement, provision of school furniture. etc.. inthe case of 120 schools during that year.For the year 1926-27 the corresponding figures were £96,793for the erection of 31 new schools to accommodate 5,941 children,and £13,985 for the extension of 23 schoolhouses providing additionalaccommodation for 850 pupils. Grants amounting to£17,164were also sanctioned for works of structural improvementand for provision of school furniture. etc.. in the case of 145schools.

8 •The above grants are sanctioned normally on a basis of twothirdsof the cost, but in poor and congested districts a largergrant may be given or in extreme cases the whole cost of thebuilding may be defrayed by the Department. The total amountwhich the Department is, however, authorised to allocate in respectof these" excess" grants is limited to a sum not exceedingone-eighth 'of;lthetotal grants allowed for any one year. !Theresultis that in many cases of real necessity schools eannot be built, sinceunder the present conditions Managers are frequently unable toraise the local quota of one-third of the cost or find great difficultyin doing so, even in districts not normally regarded as pooror congested.IiI.PRIVATE SCHOOT-JS.One valuable result of the School Attendance Act has been toestablish contact between the Department of Education and theprivate schools which had hitherto no connection with it. TheAct provided for the certification of all such schools as receivedpupils of elementary school age for the purpose of receiving elementaryeducation. In response to advertisements in the publicPress applications for certificates were received from nearly 200such schools, including junior departments of secondary schools.Particulars were obtained in every case in regard to the dailyperiod of instruction, the subjects included in the curriculum;the duration of instruction in each subject, etc., and where thecurriculum was regarded as suitable and the arrangementsin regard to Roll Call and the duration of instruction conformedwith the regulations, temporary certificates of suitability validfor one year were issued.It is proposed to have a Register kept at each Garda SiochanaStation which will contain particulars of all children under 16years of age resident in the area. It is hoped to have arrangementsmade for the taking of Census at a later date and the Registerswill be compiled from the particulars obtained. TheRegister will ensure that the provisions of the Act are madeapplicable to all children.IV,.THE NEW PROGRAMME.The new Programme seems to have ziven aeneral satisfactionand its introduction has undoubtedly m:de fOl~fuller co-operationbetween teachers and inspectors. Although both the new AttendanceAct and the new Primary Programme have not been 10nD'enough in operation to permit of a considered judgment as to th:

9extent of the chances which they are likely to produce in thePrimary Schools, thOeextracts from the Reports of the DivisionalInspectors given in the final section of this chapter throw a considerahleIizht amongst other things on the working of both theAct and the O new Programme in their respective Divisions.CHAPTER Ill.(a) The Investigation into the System of Inspection of P1'ima1'YSchools.One of the outstanding events of the year in Primary Educationhas been the setting up of a Committee of Enquiry by theMinister for Education to investigate the present system of inspectionand of the award of merit-marks and to make recommendationsas to reforms in.it. The Committee consisted ofthree representatives of the Managers of National Schools, a representativeof the Christian Brothers, three representatives ofthe Irish National Teachers' Organisation and three Inspectorsnominated by the Minister for Education.The Reverend L. A. J. McKenna, S.J., M.A., M.Litt.Celt., whohad already as Chairman directed. the work of the National ProgrammeConference in the preceding year, was good enough toact as Chairman of the Committee of Inspection As it was considereddesirable that the Committee should have before it firsthandevidence as to the practical working of inspection systemsinother countries, the Chairman made a tour through Scotland,England, Belgium, Holland, Germany and France as a preliminaryto the work of investigation at home. ,The result of this tourwas an exhaustive report on the salient features of inspectionin the countries visited. In addition to this a large volume ofevidence and suggestions was received as a result of a questionnairesent to important bodies dealing with Primary, Secondaryand University Education. With this evidence before them the'Committee investigated the working of the inspection system andissued their Report and Recommendations in February, 1927. TheReport has been published in full and with it the Chairman '8Report on the system of Primary Inspection in other countries.In this connection the following circulars have been issued:-., The appended Circular to Inspectors is forwarded to Managersand Teachers for their information." AN ROINN OIDEACHAIS." OIDEACHAS NAISIUNTA."NATIONAT-1 EDUCATION.

10Inspection of Schools.Revised Instructionsto Inspectors." Arising out of the recommendations made by the Committeeon the Inspection of Primary' Schools, the modified arrangements,indicated below, for the inspection of schools come into force onthe 1st August, 1928." 1.-Incidental 'Visits." (1) Incidental visits should, in future, be much more frequenttban they have been in the past." (2) The inspector should at intervals devote a special period-say a week or a fortnight-to paying short incidental visits toschools in various parts of his district." (3) The purpose of such frequent incidental visits is to enablethe inspector to become familiar with the schools in their everydayworking state, and to give them opportunities for affording tothe teachers the benefit of his assistance and advice, for observingfaults in teaching methods, for suggesting suitable remedies andfor making sure that the teacher understands and applies theseremedies." 2.-Records 0/ Incidental Visits." (1) In connection with these incidental visits, it will be necessaryfor the inspector to furnish reports to the Officeonly in cases.where he finds something especially praiseworthy or where he finds.some serious decline in the value 0:[ the work done in the schoolor some grave irregularity." (2) In all visits in which the inspector spends more than halfan hour in the school, he should leave such observations or suggestionsin the Suggestion Book (in future to be called the ObservationBook) as the circumstances may warrant. In visits of lessthan half an hour, he need not leave suggestions or observationsunless be considers it desirable to do so." (3) Where the inspector has spent his time in the schoolmainly in inspecting the working of the school and the methods.of the teachers or in helping the teachers, either by advice, suggestion,or example, the record left by him in the ObservationBook should give praise and commendation where deserved, shouldindicate any serious faults or weaknesses in the work where foundand make suggestions for their removal." (4) Where there is a question of some weakness in the work,some negligence of the teacher or some breach of the officialregulations, the noting should be entered in the Observation Bookonly after discussion of the matter with the teacher and afterhearing the teacher's explanation or representations. In the caseof faults not of a grave character, a record need not be made inthe Observation Book if the teacher gives a reasonable explanationor is prepared to remedy them, but failure to carry out a promiseto rcmcdv faults should be recorded.

" 3.-Gene/'al Inspections.11" (1) General In peetions need not be held in all schools asfrequentlv as heretofore. The constant incidental vi its willalways enable inspectors to judge when a more thorough inspeetionis necessary or advisable... (2) The purpose of the general inspection should be to reviewthe work 01 the teacher as a whole, the results attained by him ineach subject taught, his professional diligence, power of discipline,personal influence an-I other important aspects of his work." (3) A general inspection hould be a very thorough affair.Every class and evsry subject should be carefully tested. Theteacher should not only be given the opportunity, but he should beinvited to show what the children have actually done, and to havethem display their knowledge and acquirements to the best oftheir ability. Before any testing of the pupils' work takes place,the inspector should examine carefully the schemes of work,progress record, weekly syllabus, preparation for work, &c." In forming an estimate of the value of the professional workof a teacher, the inspector should keep constantly before his mindthe extent to which the education given has contributed to theformation of character, the training in good habits, the development01 the pupils' intelligence, the strengthening of the sense ofpersonal and national self-respect, and generally the preparationof the pupils to take their place as good and useful citizens oftheir country." (4) The general report should be comprehensive and balanced.Instead of the comparatively short minute, there should be given,as regards each subject in charge of a teacher, an account of thepoints, favourable or otherwise, observed in his teaching, and ofthe results, good or bad, attained by him. ~1ention should bemade of any abnormal circumstances which may have affectedthe results of his work." (5) 'I'he Efficiency Table in use at present will be discontinued.The report, however, should state the' efficiency of the teaching inevery subject taught, specially noting commendable features wherethe work is very good; and, when the work is unsatisfactory,clearly indicating where the teacher has failed. Unsatisfactorywork should receive special attention where, as a result of theinspection, the teacher is awarded a ' non-efficient' rating, andthe report should leave no doubt as to what are the particularshortcomings which cause the teacher's work to he so rated." (6) Where a teacher is long enough in charge of a school-01' section of a chool-to impress the stamp of his own work andinfluence on the pupils-say two or three years-and where nountoward circumstances have occurred to interfere with his work,the efficiency should be judged chiefly from the proficiency of thepupils. In all other cases the inspector should form his judgmentfrom the teacher's attitude towards, and preparation for, his work.

12his manner in teaching, his handling of his lessons, his disciplineand power of holding the pupils' attention, his personal influenceon the pupils and his observance of official regulations. Thequestion of how far, if at all, he can be held responsible for theproficiency is one to be decided by the inspector, using his bestdiscretion and taking all the circumstances into account. Besidesnoting the intellectual development of the pupils, the inspectorshould look out for, and set great value on, the teacher's successin cultivating in his pupils good habits, such as order, regularity,punctuality, tidiness, cleanliness, courtesy, and in the inculcationby word and example of the higher moral virtues. When thischaracter-training is very marked and successful, it should go along way to compensate for shortcomings in the purely intellectualwork; but, whatever be its value, it should be rioted and dealt within the report." (7) The rating should be the sum-total of the inspector'sestimate of the teacher's success 01' lack of success in the dischargeof all his many-sided duties. Where a rating is given whichseems inconsistent with some features of the detailed report, theother features, or any special circumstances which weighed withthc inspector either for or against the teacher, should be clearlybrought out in order that the report may have the essentialquality of balance or consistency. Where the special circumstancesapply merely or chiefly to the teaching of a particular subject,such circumstances should be mentioned in connection withthe particular subject or subjects." 4.-When General.Inspection is to be held."(1) In future, general inspections will be obligatory annuallyin the following cases :-•A. Teachers with a rating below ' Efficient.''B. Teachers on probation, trained or untrained.C. Teachers who have successfully completed their probationbut who, at the beginning of the school year, have lessthan five years' recognised service.D. Teachers who ask for a general inspection-usually inthe case of rating being considered too low.E. Teachers whose work appears to the inspector, from observationsmade in the course of his incidental visits, to havedeteriorated to such an extent that it does not justify the retentionof the existing rating.F. Other teachers (not included under the above headings),so that all the teachers may undergo a general inspection asoften as is compatible with the' time which an inspector hasat his disposal after dealing with his other work." (2) In the case of teachers (not included at A, B, C, D, or Eabove) with a rating of 'Highly Efficient' or 'Efficient,' ageneral inspection .ieed not be held each year unless it is considcrcddesirable that such an inspection should be held.

13" (3) Requests for a general in pection by teachers referred tounder (1) D above, should be sent to inspectors in the first twomonths of the school year, and the general inspection, where sucha request has been made, should be held as far as possible in thelast three months of the school year, or, where it can be arrangedbetween the teacher and the inspector, in any other quarter whichthe peculiar circumstances of the school render more suitable." 5.-Teachers' Ratings .." (1) The ratings 'Highly Efficient,' 'Efficient,' and' on-Efficient' are retained-the same standard being expected in eachcase a' under the preceding regulations."The tandard in the case of 'Efficient' teachers is to beunder tood, as hitherto, as including teachers (a) who obtaincreditable results, or (b) who give proof of good teaching powersand good will, but whose success has been hindered by abnormalcircumstances." (2) In the case of a teacher included under A or B at 4 (1)above, i.e., teachers with a rating below' efficient and teachers onprobation, trained 01' untrained, the inspector may, if he considersthat the circumstances warrant it, alter the mark of such teacher.without previous warning, on the occasion of the generalinspection." (3) In the case of a teacher included under Eat 4 (1) above.i.e., teachers whose work has, in the inspector's opinion, (derivedfrom observations in the course of his incidental visits), deterioratedto such an extent that it does not justify the retention of theexisting rating, the inspector should give a formal written warningof six months of his intention to hold the general inspection;and should notify the Officeto this effect." 'Where it becomes necessary to give such a written warningthree times in a particular case, the third and subsequent warningshouldbe for a period of three instead of six months." (4) In the case of a teacher included under C, D, or F at 4: (1)above, the inspector, if dissatisfied with a teacher' rating, shouldrefrain from lowering it there and then, but. should, treating 'ornot treatinz at his option the general inspection as an incidentalvisit, give a formal written warning of another general inspectionto be held after six months, notifying the Office of his action illeach case.t : 6.-Annual VOllcher on Official Ratings." (1) Where an inspector visits a school for the purpo e ofholding a general inspection on any teacher or teachers, he willfurnish :-(a) a General Report in regard to such teacher or teachers;(h) an Annual Voucher, in the case of the other teacher orteachers, if any, in the school, giving, in each case, theteacher's name, rank, official rating, date of the lastgeneral inspection of his work, dates of the incidental

14visits paid to him, together with a statement that, inthe inspector's opinion based on his observations at theincidental visits, the teacher is still qualified to retainhis rating, and(c) a short Minute, for transmission to the manager andprincipal teacher, containing a brief report on thegeneral progress of the school as a whole." (2) In the case of all schools not visited during the year forthe purpose of holding a general inspection, the inspector willfurnish, during the year, an Annual Voucher in the case of theteachers of the school, together with a short minute suitable fortransmission to the manager and principal teacher, as indicatedat (1) (c) a-bove." 7.-Soticc of Precise Date of General Inspection." 3 days' notice of the precise date shall be sent to managersand teachers before all the general inspections referred to above." S.-Responsibility of Inspectors." (1) The district inspector shall have, as heretofore, independentresponsibility for all the work of inspection in his district,under the direction and supervision of the divisional inspector, 33authorised by the Department.(2) The district inspector shall furnish to the divisional inspectorwith his journal a list of the teachers in each school inspectedduring the week. setting forth the rating awarded." (3) The divisional inspector shall take steps to secure a correctstandard in the inspector's estimate of the teacher's service in theseveral districts in his division. He shall inspect schools annuallyin every district of his division and confer with the inspectors incharge. He may accompany the inspector of a district at thelatter's ordinary inspections, in order to make himself acquaintedwith his methods and general procedure." (4) Where a divisional inspector or an inspector of higherrank visits a school within a month of the date of the generalinspection, or at a later date when specially directed to do so forthe purpose of checking the standard of an inspector in a casewhere the inspector in furnishing a general report has altered therating of a teacher, the divisional inspector or the inspector ofhigher rank may, if he thinks fit, furnish a fresh report on theschool,and this report may be substituted for the report of thegeneralinspection previously furnished." 9.-Conferences between Inspectors and Teachers." Conferencesbetween inspectors and teachers are recommendedwith a view to the promotion of a better understanding of theirrespectivepoints of view and to the general good of the work inwhichthev are both engaged.c c Arrangements will be made, on the occasion of the highermspeotors' conrerences, to give the teachers' representatives an

15opportunity of submitting annually, 111 a joint conference withrepresentative of the inspectorate, their views on matters ofcurrent and common interest." 10.-Convent and Monaste1'Y ~chooZspaid by Capitation." (1) 'I'he provisions of this circular in so far as it relates toindividual teachers apply to lay assistants in convent and monasteryschools paid on a capitation basis." In the case of these schools, a general report will as hithertobe furnished on the school as a whole giving the rating for theschool and a detailed minute containing the results of thein pection." (2) In the case of convent and monastery schools paid on acapitation basis, with a rating of 'Highly Efficient' or, Efficient,' a general inspection of the school need not be heldeach year unless it is considered desirable to do so." (3) In any year in which a general inspection of a conventor monastery school is 110theld, the inspector will furnish:(a) an Annual Voucher containing a statement that, in theinspector's opinion, based on his observations at theincidental visits, the school is still qualified to retainits rating; and(b) a short minute for transmi sion to the manager andprincipal teacher containing a brief report on the progressof the school as a whole." An Roinn Oideachais, Baile Atha Cliath," Marta, 1928."" SE6SAl\fH 6 NEILL," ~\'NROI J OIDEACHAIS." OIDEACHAS NAISIU TA." )JATIONAL EDUCATIO~ .« Runai.(( Appeals Against Inspectors' Reports of General Inspections." 'I'he Minister for Education has decided to accept the recommendationof the Conunittee on the Inspection of Primary Schoolsthat a Board to investigate the Reports of General Inspectionsshould be set up." He has according-ly made arrangements as follows:-" 1. Where it is desired to lodge an appeal against an ill peetor'sreport-" (J) The appeal must be lodged at the ational EducationOffice by the teacher. either directly or through themanager, within fourteen days of the receipt of the

16extracts from the Report by the manager and theteacher; if, however, the report be received duringthe time of the school vacation, the fourteen days willbe counted from the date of the re-opening of theschool." (2) A copy of the appeal made against an inspector's reportmust be sent to the inspector concerned on thedate on which it is forwarded to the National EducationOffice." (3) The inspector will be required to furnish to the Department,without delay, any observations he desires tomake regarding the appeal." (4) Appeals will be allowed in all cases, except where thereasons for the appeal are considered to be frivolous,or vexatious,"2.-(1) A Board consisting of a Chairman and two othermembers will be appointed by the 11inister for Education to investigateReports of General Inspections against which an appealhas been made."(2) The Irish National Teachers' Organisation and otherteaching bodies will be asked to nominate annually a panel fromwhich a representative will, according to the nature of the case,be selected by the Minister to act on the Appeal Board." 3. The functions of the Board of Appeal shall be:-" (1) To receive(a) the appeal submitted to the Department by the appellantTeacher either directly or through themanager;(b) the report against which an appeal has been lodged;(c) the detailed reasons submitted for such appeal; and(d) the observations submitted to the Department by theinspector whose report has been appealed against;" (2) To investigate whether there exists a prima faciecase and whether the regulations as regards the making ofappeals have been observed." (3) To suggcst to the Minister the name of an inspectorof rank not less than that of a divisional inspector (usuallythe divisional inspector of the appellant. or, in exceptionalcases, another divisional inspector or an inspector of higherrank) for dealing with the appeal, or of rank not less thanthe chief inspector or deputy chief inspector where thereport of a divisional inspector or a senior inspector is concerned." (4) To make a recommendation to the Minister in regardto the action to be taken on the report of the second inspector-theMinister, however, retaining full freedom to act on

17the recommendation or to take such action on the appeal ashe may think fit." The arrangements hitherto in operation for dealing withappeals against inspectors' reports are superseded by the aboveRegulations which come into force on the 1st August, 1928.c SEoSAMH 0 NEILh" R1/'naz." An Roinn Oideachais, Baile Atha Cliath," Marts, 1928."" AN ROINN OIDEACHAIS." OIDEACHAS NAISIUNTA."NATIONALEDUCATION.(b) Regulations for the Award of Primary School Certificate.c The Minister for Education has decided to accept the recommendationof the Committee on the Inspection of Primary Schoolst.hat machinery should be set up for the award of a PrimarvSchool Certificate. ." In order to give effect to the recommendation ;-c 1. A cheme for the award of a Primary School Certificateto pupils will come into force durinz the 1928/29 school year." 2. 'I'he certificate will testify to the successful completion bythe pupil of Standard VI. Course of the School Programme andwill be awarded, as the result of examination, to all pupils whoattain a specified qualifying percentage of marks." 3. It is expected that all schools will present pupils for theexamination-but, for the present, it is not obligatory upon themto do so.. " 4. The number of pupils proposed to be presented forexamination should be notified by the manager, or by the teacherthrough the manager, to the Office of National Education notlater than the 31st March each year; the subjects in which thepupils are to be presented (Higher or Lower Course, Algebra.Geometry, etc.) should also be indicated." 5. For the purpose of assisting the Department in fixing astandard for this Examination, a Central Joint Committee, consistingof inspectors and teachers, will be established by theMmister. The Irish National Teachers' Organisation and otherteaching bodies concerned will be asked to assist the Minister bynominating a number of teachers to form a panel from which theteacher members of the Committee may be selected, regard beinghad to the various types of schools, urban, rural, large, small, etc.

18c 6. The Central Joint Committee will draw up in consultation.pecimen question papers in each subject, indicating the proposed~tandal'd of examination and the minimum standard required fora pass." 7. The examination papers will be prepared and issued by theDepartment of Education." . The ubjects for examination will be:-Standard VI. Kational Programme: Irish, English, Mathematics,History, Geography, and (for girls) eedlework." The higher course must be taken either in Irish or in English." The course in Mathematics is to be understood to mean thecourse prescribed by the ~ ational Programme for the particulartype of school in which the candidate is a pupil, but it will beoptional for any school to present pupils for examination in thefull course." In order to pass the examination, the pupil will be requiredto pass in each of the ubjects named above. Pupils may, if

19" ] 3.-(1) As soon as possible after the examination, themanager, or his representative, will arrange a day for a meeting.of the manager, or his representative, and the teachers." (2) Each packet will be opened. subject ,by subject." (3) The papers will be marked by the teachers and eachpaper signed by the teacher who has marked it." (4) Results will then be tabulated by the teachers, eachtabulation paper being duly signed by the teachers; and" (5) The tabulation sheets, together with the answer books,placed again in a packet, which the manager (or his representative)will seal and forward to the Office of National Educationin a cover provided for the purpose." (6) In small centres the work may, if found possible, be doneon the days of the examination."14.-(1) For the purpose of the test in Oral Irish, eachteacher will examine the candidate in his own school (orclasses) in Oral Irish (Higher Course .01' Lower Course as the casemay be), certifying in each case whether the qualifying standardhas been reached." (2) The results, signed by the teacher, will be forwarded tothe inspector before 1st May, and the latter will, if satisfied,countersign and return them to the teacher who will bring themwith him on the day when the papers are being marked." (3) In order to secure uniformity of standard in Oral Irish,the inspector will, from time to time, check the results duringhis visits to the schools." (4) 'When the tabulated results are being prepared fordespatch to the Office, the column headed' Oral Irish' will befilled in for each candidate with the words' Passed' or ' Failed'as the case may be. The teacher's certificates as to Oral Irish.countersigned by the inspector, will also be forwarded to theOfficewith the tabulated results." 15. The Central Joint Committee of Inspectors and Teacherswill then re-assemble for the purpose of checking the generalstandard of marking and reporting to the Department thereon." 16. The certificates will be issued by the Department to theschools and will be in the following or similar form :-"Teistimeireacht ar Bhun-Oideachas

20" This is to certify that has been awardeda Primary School Certificate, having passed in the followingsubject" 17. In filling in the subjects, mention will be made with referenceto Irish, English. and Mathematics of the course prescribedby the National Programme for the particular type ofschool in which the candidate is a pupil, as, for example, ' IrishHigher Course,' or c Iri h Lower Course,' c Arithmetic, Algebra,Geometry,' or ' Arithmetic,' &c., or of the specific course in which.the candidate passed in ea es where a higher course than that nor-.mally applicable to the school has been taken for the examination., 18. The certificates will be sizned with the name of the Ministerfor Education or his delegate." The Minister feel. that great educational benefits will accruefrom the operation of this Sch mc, and he is satisfied that he canrely on the co-operation of managers and teachers to ensure itsuccess." SEoSAMH a NEILL," Iiicnai," }•.n Roinn Oideachais, Baile Atha Cliath," Mart a, 1928."In order to carry out the recommendation of the Committeei:hat a special inspector 01 long service should be appointed atHeadquarters, whose duty it would be to rcad most of theinspectors' reports with a 'dew to checking any tendency tovagueness or difference of standard, arrangements have beenmade for the appointment of an additional Deputy ChiefInspcctor.i The Minister did not consider it desirable to adopt, in itspresent form, the recommendation that the inspectors should berelieved of almost the whole of their work of setting andexamining papers and superintending examinations, and that thiswork should be done by extern examiners under the supervisionof a few inspectors. He has however, as an alternative, at leastfor the present, arranged for an increase in the number ofinspectors employed in primary school work.CHAPTERIV.THE TRAIL ING OF PRIMARYTEACHERS.Review of Position.It was indicated in the Report for the year 1924-25 that themethod 01 recruiting candidates for the Training Colleges from

21monitors and pupil teachers (old scheme) had failed, that thesetwo classes had for some time supplied practically no candidatessuitable for entrance to the men's Colleges, and that even in thecase of the women's Colleges they supplied only a minority of theentrants. For this reason the supply for many years past hadto be drawn almost entirely from those known as candidates fortraining, i.e., from private students whose general education wasoften defective and who had not undergone any preliminary test'or training in teaching. The result was a shortage and povertyof material-particularly amongst the men candidates-whichmade itself evident afterwards in the work of the training courseand in the comparatively large number of failures at the annualexamination. This would be alarming enough in normal conditions,but the position was rendered more acute owing to theneed not alone for an increased supply of teachers, but for ahigher standard of education consequent on the operation of theSchool Attendance Act and the possible extension of the age limitfor compulsory attendance to 16 years." Preparatoru College Scheme.-To meet these various needs itwas decided to depart from the old system of recruitment whichhad proved such a failure, and to set up a number of PreparatoryColleges which would provide for clever boys and girls desirousof becoming teachers and for other clever boys and girls with agood knowledge of Irish, a sound secondary education on Irishlines under highly qualified professors, with the advantages of acollective school life lived in an atmosphere of Gaelic tradition.It was provided that in these Colleges Irish should be not alonethe medium of instruction, but should also be the home language.The establishment of these Collegeswas a matter of considerable-diffieulty,as it was desired that, with the exception of two Collegesto be established in Dublin, they should be situated in the Gaeltacht,where the language and tradition of Gaelic Ireland are stilla living force. The initial difficulties have now been bridged overto a large extent, and the Department was in a position to putseveral of these Colleges in operation during the past year.Particulars in regard to the Colleges actually in operation aregiven in the Appendices to this Report.The competition for entrance to these Colleges is very keen, asmay be seen from the numbers competing for the comparativelysmall number of places at the 1926 and 1927 examinations-1,946in 1926 and 1,295 in 1927. It is not, of course, possible at presentto estimate the measure of success which will attend this experiment,but the students admitted for 1926-27 show much promise,and under the direction and instruction of highly-qualified staffsworking under the most favourable conditions should at theend of a four-years' course have attained the aim, viz., athoroughly sound secondary education, given through the mediumof the Irish language. It is hoped that when all these Colleges

22are in full working order there will be about 650 students inresidence, turning out about 150 entrants annually to the TrainingColleges proper.It may be noted that while the Scheme has so far been a completesuccess in its' main object, viz., the securing of a largenumber of boys and girls who are highly qualified in Irishand able to do all their Secondary work in other subjects throughthe medium of that language, it has not drawn on the Gaeltachtfor these pupils to as great an extent as had been expected, sinceso far more than three-quarters of the successful candidates havebeen from districts outside the Gaeltacht.The following is a table showing the numbers being admittedthis year (1927) from (a) the Gaeltacht and from (b) the non-Gaeltacht :-From From TotalFor Catholic Colleges _Ton- to beGaeltacht Gaeltacht admitted-----Boys 16 42 58Girls 13 51 64For College for Protestant Students .. 14 14TOTALS .. 29 IQ7 !36Pupil-TeacherScheme.It was further indicated in the last report that it was proposedto supplement the Preparatory College Scheme by a revisedpupil-teacher scheme. which would enable us to draw pupilteachersnot merely from day secondary schools, but also fromsecondary boarding schools. and to provide them with an educationfor two years in a secondary school which would approximateto some extent to the final two years in the PreparatcryCollege.Under the new Pupil-Teacher Scheme boys and girls who passthe Secondary School Intermediate Certificate Examination withHonours in Irish are eligible for appointment as pupil-teachers.The number of such appointments is limited and candidates areselected in order of merit. The course for pupil-teachership extendsover a period of two years, during which time the pupilteacherattends a secondary school in preparation for the LeavingCertificate Examination. During the second period of the coursepupil-teachers are vcquired to do practical teaching for not morethan three hours pen week.Pupil-teachers ,re appointed to specially selected secondaryschools where the instruction is given as far as possible through

23the medium of Irish. They may be either resident or day pupilsof such school. In cases in which the parents or guardians cannotafford to pay for the secondary education of the pupil-teachers, theDepartment is empowered to make Grants-in-Aid towards suchsecondary education to a maximum of £40 a year in the case ofresident pupils, and of £16 a year in the case of day pupils.On passing the Leaving Certificate Examination at the terminationof their course and satisfying the Department's Inspectorsin regard to their ability in Oral Irish, pupil-teachers are admittedto the ordinary training colleges for a two years' cour e oftraining.In 1926, 109 boys and 396 girls applied for appointment aspupil-teachers, and of these 33 boys and 117 girls were selectedfor appointment. In 1927, 138 boys and 593 girls applied forappointment, and 75 boys and 75 girls were appointed.The pupil-teacher and Preparatory College scheme when in fullworking order will provide annually about 300 entrants to trainingand the number of places available in the Training Collegesfor Easter Scholarships candidates will be considerably reduced.The position will not be affected. by the Preparatory Colleges forthe next two years, but the first considerable quota of new pupilteacherswill be eligible for admi sion to training in 1928.Present Position of T1'aining Colleges.-For the last couple ofyears the number of men students seeking admission to traininghas somewhat increased. The number of suitable students forthe hurch of Ireland Training College is still below what isrequired.CHAPTER V.EXTRACTS FRO:i\I 'l'HE REPORTS OF THE DIVI 10 TALINSPECTOR ON THE SCHOOLS IN THEIR DIVI IOXDIVISION 1.(Donegal, ligo. Ro common. and portion of Mayo and Leitrim.)In the work of the primary schools in this divisien during thepast two years no marked changes have taken place, so that mo t,if not all, of the observation made in my very full report forthe year 1924-23 still hold good, in my opinion.Regardiug the conditions of the School buildings, their state ofrepair, cleanliness, sanitation, heating and the condition of thesurrounding premise, practically all I reported for the year 1924-25 still applies in full mea ure.Individual teachers here and there, according to their taste, areshowing some fine examples of neatly-kept schools, but thev arequite inadequate, by reason of their fewne s, to redeem the shortcomingsof the majority.

24Garden plots and school libraries are both equally rare in theschools of this Division. However, the Carnegie scheme of acirculating library is in active operation in both Co. Sligo andCo. Donegal, and can be expanded to meet the needs or demandsof either county for reading matter.Pupil:' A.ttendance.-l'he introduction of the Compulsory SchoolAttendance Act in January of this year (1927) was a big event inthe history of our primary school system. It is too soon yet toattempt to pronounce on its success, but teachers state that, whilean all-round improvement has been effected, it is less than theyhad anticipated.Pupils' If ealth.-~\.s stated last year, the health of pupils almosteverywhere, but more especially in towns and villages, appears tosuffer from the fact that they are often sent out to school on wetmornings without an overcoat or other extra covering to protectthem from the rain, and have to sit all day in school in their rainsoddenclothes. This applies chiefly to the boys. The girls arenearly always provided with coats or shawls.Methods of l'ellching.-Thererespect.is little cbange to be noted in thisAs regards skill in teaching. many teachers unfortunately inthe early years of their professional life get into a groove, out ofwhich they find it extremely difficult to escape; the spirit ofexperiment disappears, and with it nearly all originality. Onereason for this undoubtedly is that in our small rural schools,which constitute the vast majority, a teacher has little or noopportunity of seeing anv methods but his own, and these in timetend to become fossilised.pjOoficiency.-The proficiency of the pupils, speaking generally,is highest in the poorer parts of this Division and lowest in themore comfortable districts. West Mayo and West Donegal haveboth a much higher- proportion of good schools than East Donegal,Sligo, or Roscommon. The maritime position of the two formerID [r)c\" m.\~t\lJl.: \l)(,j'ug,'I'l. ~o ))e a contributing cause 01 thIS, butthe maritime position of a good deal of the County Sligo does notseem to produce any similar result.Poverty may be a partial cause, for poverty is a great sharpenerof the intellect of youth; the children of the poor get into theheart of the realities of things at a much earlier age than childrenbrought up in easy comfort.The fact that the people of the poorer districts of the Divisionare mainly bilingual, and that for the past twenty years they havereceived bilingual education, has probably also had a good dealto do with the present comparative superiority of those westerndistricts.With the introduction or Irish into nearly all the schools, andthe change 01 programmes within the past few years, the schools

25are, and will be for a few years more, in a transition stage, andit is difficult, if not impossible, to say with certainty whether theyare advancing or retrogressing in their general efficiency. Manyof the older teachers were, of course, thrown off their old wellbeatentracks; and many of them have not succeeded in getting onto the new ones, with the result that the general proficiency intheir schools i not as high as it had been. But there is compensationfor this in the work of many of the younger teachers, sothat on the whole I am optimistic as regards the future of ourprimary schools.In a fair proportion of the school Irish is makinz steady,though not rapid, progress. The chief fault of the teaching is toomuch reading and book work. However, it is to be hoped that asoral knowledge improves the teachers will see the wisdom ofhaving more conversation and less reading.English reading always was, and still continues to be, littlebetter than mediocre in a large proportion of our primary schools.The style of reading i either monotonous and inexpressive, or elsethe phrasing i overdone by affecting an unnatural accent; seldomis good, natural, intelligent reading heard, without eithermonotony or affectation. And just as in Irish there is not sufficientdiscussion of the matter read; the mere reading monopolisesthe greater part of the time. Whether they understand or do notunderstand what they read, the pupils hardly ever ask a question.The general tandard of hand-writing in this division is high,though in two competitions for good writing during the past year,only one per cent. of these chools competed. Composition andsenior 'written work in both Irish and Engli h reaches a creditablestandard in the best schools, but in the larger number it isstill unsatisfactory. The want of sufficient practice in oral expros'ion, or oral composition, in the earlier standards places thepupils at a disadvantage when they come later on to expre s theirthoughts on paper.Arithmetic is one of the weak subjects at present in the primaryschools. Rarely am I satisfied with the grasp pupils have ofarithmetic, even in schools in which the subject is marked" good," and my tests are practical ones of everyday life, butrequiring the exercise of some little judgment or elementaryreasoning. Too much time in teaching is wasted with mechanicalwork, " sums," often long and ponderous enough, but merelygiving exercise in the four simple rules, without requiring aparticle of thought or reasoning. But of practice in little problemsto be worked out mentally, there is not a tenth part asmuch as there should be in most schools.The teaching' of History and Geography is also weak. Theanswering 01 the candidates for the Preparatory Colleges andfor the Countv Scholarships at the examination in June last revealedmuch weakness in geographical knowledge. The papers

26showed that the majority of the candidates were weak not alonein a scientific knowledge of geography, but in a mere workingknowledge of the map. And the curious fact emerged, that thosePUPiIS who had been taught their geography through Irish madea much higher score than those who answered in English.\ The introduction of [ature Study in the New Programme isto be welcomed, as, if properly taught, it will get the pupils awayfrom the obsession of the printed page, will train them to usetheir eyes and other senses, to learn from things rather thanfrom words. to make observations seek for reasons, and drawconclusions.Personally I do not feel at all satisfied with the trainingin our schools in economic and national ideas.givenThe economic conditions of the country are a matter of seriousconcern to everybody, yet not more than 5% of the schools givethe pupils even elementary notions of national economy. I foundin County Mayo, and the very poorest parts of it, that only 5%of the big girls wore stockings made at home, all the rest wearingflimsy "shop stockings." And my admonitions on the pointclearly struck them as something new and unheard-of.In the districts where the" homes-puns" are made there is acontempt for the home-made article. As one poor girl expressedit to me. " No decent girl ill our plaee would wear that stuff."Teachers generally have not yet begun to conceive it as partof their national duty to decry such opinions, and- to inculcatethe practical patriotism of supporting our own industries.:N'either is the national tone of our schools by any means ideal.Some think that the teaching of Irish provides fully for allnational desiderata in education. This might be partially concededif Irish were taught in the schools as it used to be in theearly Gaelic League classes, linked with moral and national ideas.But it cannot be conceded if Irish is taught like Algebra-evenwell and efficiently taught. Along with that we want virilehistory, folk-lore. and good Angle-Irish literature.Hence along with Irish in the schools we want something more,some more direct call to awaken the feelings of our people to asense and appreciation of their national heritage.DIVISION n.(Cavan, ~10naghan. and portions of Leitrim. Meath and Louth.)(1) This Division includes the counties of Cavan and Monaghan.the greater part of County Louth and considerable portions orCounties Leitrim and Meath. The number of schools under myimmediate charge amounts to 634. As regards the buildings, 418may be considered satisfactory, 128 as fairly suitable, and 88 asunsuitable.

27As a rule the school accommodation is adequate. In severalinstances. however. increasing attendance has rendered it insufficient.In most of these cases the Manager has taken action witha view to enlargement or to the building of new schools.Compulsory attendance and the consequent increase in thenumber of school-going children have caused over-crowding inmany schools, especially in the more thickly-populated areas.Remedial measures have been and are being taken in the moreserious cases, but it will take some time before normal aceommodationcan be provided in every instance.The supply of schools is sufficient with a tendency to excess,particularly in County Leitrim, where many small schools are tobe found in fairly close proximity to one another. A re-arrangementwould result in fewer. but larger and more efficient schools.The condition of the schoolhouses and premises is in generalsatisfactory, as far as repairs and maintenance are concerned,but there are a number of unsatisfactory buildings. which canonly be kept in a tolerable state of repair, scattered throughoutthe Division. An effort is being made to replace some of these bynew and more modern structures. Internal and external limewashingand painting do not receive adequate attention. Apartfrom Convent and Monastery Schools and a comparatively smallnumber of ordinary schools. cleanliness and neatness are not aprominent feature; and it would appear that laxity in regard tothese important matters has increased during the last eight ornine years. Beautifying is almost quite neglected-yards, paths,out-offices, receive the minimum of attention. Practically noattempt is made to cultivate flowers or hrubs. Heating, exceptin town schools, is by means of open fires in grates and inlarge one-room schools of two or more teachers, it is commonlyinadequate. Apart from this, however, the supply of fuel, especiallyafter dry summers, is in the main satisfactory. Only afew schools possess garden plots suitable for horticultural instruction,and the number in which there is any evidence of aregular lending library system is insignificant.(2) The general tendency of the attendance is towards increasein the total numbers enrolled and improvement in the percentageof attendance. In practically all the rural schools, however, theattendance is adversely affected by farming operations in thespring and autumn seasons. In Leitr-im section the attendance ismore irregular than in the other three. This is due in part tothe poverty of the people, who find it almost impossible to meetthe cost of agricultural labour. even when the latter can beobtained. But it would also appear to be partly due to apathyon the part of the parents as regards their children's education.Since the introduction of the School Attendance Act a considerableand most gratifying improvement has been effected inthe attendance of the children; and practically no complaints arenow to be heard on this score.

28The average age at which the children are first admitted toschools would appear to lie between the ages of four and five,but in many cases they come in earlier, particularly during thelate spring and summer months. These young children are frequentlykept at home during the winter, or the greater part ofit; and it is not very uncommon, especially in the Monaghan area,to find a different set of pupils in winter from those of the springand summer months. Where the school is distant from thehomes the children are often not sent to school until they areseven or eight years of age.The average age at which the pupils finally left school priorto the School Attendance Act would appear to have been thirteen,but in many cases they continued to attend, especially where theinstruction was very efficient, up to the age of 14 or 15. It isfairly common to find children of 14 to 16 years returning toschool for the winter months after their period of spring andsummer labour.In the poorer localities many of the children appear to be somewhatunderfed, but apart from this, the general health of theschool-going children is good. It is to be observed, however, thatepidemic sickness is prevalent in the winter and early spring, andthat many schools had to close at various times during the pasttwo years on account of outbreaks of whooping-cough, measles,diphtheria and scarlet fever.(3) There are 1,160 ordinary national teachers in the Division.The great majority (862) are efficient, 169 are highly efficient,and 129 are non-efficient. The teachers as a body are competent,and they discharge their duties with diligence and efficiency. Agood number, consisting more especially of middle-aged and oldermen and women, are not qualified to teach Irish successfully, butthe number is, for various reasons, diminishing year by year. Theyoung trained teachers are in general doing useful work, butmany of them take some time to become thoroughly efficient Inthe practical side of their profession.There is no reliable evidence as to the extent of private studyamong the teachers, but books dealing with Irish, Mathematics,History, Methods, etc., are often to be found in the schools, andfrom this it may be inferred that a certain amount of time isdevotedto the study of these branches. It is at least certain thatthe great majority are anxious to become proficient in Irish, andthat many attend weekly classes, often at considerable inconvenience.An increasing number are providing themselves withsomeof the more recent text-books which treat of modern methodsof teachingmathematics.Comparatively few cases have come under my notice whereteachers have shown any special interest in folk-lore or in localhistory or literature; dearth of suitable and cheap text-books maypartly account for this. Even local industries, farming, the

29resources of the country, are too often looked upon as mattersoutside the scope of the Programme, and are thus neglected. Itmay here be observed that the Programme is too often interpretedin a narrow, illiberal manner, resulting in instruction which is toofrequently divorced from the practical realities of life.(4) The proficiency in general under the new Programme isreasonably good, and it on the whole shows an advance on thestandard of 1924-25.Irish continues to make headway, though progress is not sorapid comparatively. A very varying standard of attainment isto be found in different schools, depending largely on the aze andqualifications of the staff. In a considerable number of schoolsproficiency in Irish i good; in a much smaller number-usuallystaffed (though not always) by competent teachers highly qualifiedin Irish-the pupils have made very good progress, and many ofthem can sustain a normal conversation with commendable fluencyand correctness. Written Irish has not made so much progress,owing mainly to concentration on establishing the spoken languagefirst.English may be described as satisfactory in regard to reading,recitation, pelling and penman ·hip. The treatment of the textsdoes not however, as a rule, aim sufficiently at developing a powerof grasping and appreciating the author's treatment of his subjector at cultivating a desire for reading. There are very few choolsin which the senior pt.pil are trained to make u e of newspapers.magazines. etc. Silent reading and reading of unseen passagesate also not practised to the extent that they might be.In a minimum number of schools only is there an effort madeto teach composition on proper lines, so that the children's effortsare still frequently found to be crude and feeble.'I'asteful, expressive recitation is the exception rather than therule. Grammar in the. form of simple parsing and analysis hasbeen receiving increased attention.Under the latest programme Nature Study or Rural ciencehas for some months been taught as an obligatory subject in themajority of our schools, but owing to the recent introduction ofthese branches a great deal of the work has been tentative andpreparatory to future instruction. Hence it is as yet too earlyto apprai e it general value; but in particular instances thathave come under notice useful and practical instruction is beinggiven.Mathematical subjects have on the whole been more intellig'entlytreated during the past two years. Greater attention toexperimental work and to the development of individual initiative'is. however, to be looked f01'. As regards the latter, asufficient proportion of the time would not appear to be given

30to individual work by the pupils of the highest standards, whoshould be trained to look to the teacher for assistance only whenthey CaIU10tsolve a difficulty for themselves. It is not infrequentto find the teacher doing for the children what they could farmore profitably do for themselves-a remark that applies as wellto other subjects as to ~Iathematics.A defect observed in the teaching of Arithmetic especially, andapplying generally to the other branches of Mathematics, is thatadequate care is not taken to secure a thorough grasp of themore elementary portions of the subject, or, in other words, ofthe first four rules. Algebra is generally more successfullytaught than Geometry. Both subjects as a rule only prove effectivein the hands of recently trained young male teachers. Inthe case of many elderly men teachers and most women teachersthe instruction is not on approved lines, and the result is disappointing.The teaching of History still fails to lead the pupils to anappreciation of conditions existing in the various periods dealtwith and the movements to which these conditions led; and fromthe point of view of the proper aim of historical teaching, thisubject remains one of the weakest in our schools.In the case of' Geography some improvement may be recordedin respect of lines of treatment, and the proficiency in the subjectmay in general be regarded as reasonably g·ood. An increasingnumber of' teachers are providing themselves with up-to-date textbooks,but instruction in the geography and map of the schooldistrict. and even of the country, is in many cases of a perfunctorycharacter.The proficien cy in Singing rarely rises above good, and is intoo many cases only fair. It would appear that adequate attentionis not given to voice-training, and that many lessons degenerateinto mechanical singing of songs. Expression and clearenunciation are rare.•Needlework is generally of a good standard, but it is exceptionalto be able to award a higher mark. The general proficiencyin this subject is not as high as it was some years ago,probably owing to the fact that instruction in it does not beginuntil the children reach the third standard. 'I'oo little appearsto be done as regards thorough teaching of the more elementaryportions of the course and training the children to correctmethods of working.Physical training (Drill) receiveu greater attention during theschool year, 1925-~6, than in. the year immediately preceding,and a somewhat higher proficiency was to be noted. Since theintroduction of the latest Programme, however, in which thesubject is made optional, the teaching of drill has practicallyteased.

31As regards the training of infants, good work generally is beingdone, and an increasing amount of it is being conducted throughthe medium of Irish. In schools with special infant departments,properly equipped, very successful training is being given, butin the great majority of the ordinary schools facilities are lacking,attention has to be paid to another group or groups, and theinfants have to be left largely to themselves. An effort is made,however, to devote as much attention to them as possible, andthe teachers are fully alive to the importance of doing so.Though it is somewhat too soon to estimate the general effectproduced by the present Programme, yet it would appear that,as regards the development of intelligence, its proper interpretationand working produce the most satisfactory results, andthat in general the standard of intelligence is as high as, if nothigher than, that attained under its predecessor.One of the weaknesses of the Primary system in Ireland hasbeen that thc pupils are not trained in 'habits of self-reliance.They cannot speak for themselvcs; they do not dare to breaknew ground in the way of reading. writing, etc.; towards theteacher they maintain an attitude of constant fear of committingthemselves. . . . As an offset it may be said that in the schoolswhere Irish is well taught this diffidence is disappearing, obviouslybecause it would be an impossibility to teach a languagewell without making the pupils " come out of themselves." andthe effect all round has been salutary.DIVISIOIll.(Dublin. Wicklow. and portion of Wexford.)I.SCHOOL ACCOMMODATION.The Dublin Division includes all the schools in the City andCounty of Dublin, the majority of those in Meath and Westmeath.a number of schools in Kildare, and nearly all the schoolsin Wicklow and Wexford.Except in the city the schools provided are adequate to therequirements and are for the most part suitably distributed.There has been a considerable shifting of the population of thecity in recent years. 'I'he number of school-going children in theFairview and Killester districts has increased enormously, andsteps have been taken already to provide schools for them. It isexpected that some of these new schools will be ready for occupationin the summer of 1928. Hundreds of new dwellings have:been provided in the Kilmainham area also, and steps were takenwithout delay to provide school accommodation for the familieswho came to resi-le there. but the school for boys is not yct in

33expect when the circumstances of many of them are considered.I learn from the conductors of the city schools that the middaymeal provided from public funds is a great boon. I have noticedthe increased vitality of the pupils after they have partaken of it,and I think the afternoon instruction would be largely unproductiveif it were not for the meal provided.Attendance.-The attendance has improved considerably since1/1/'27, when the Compulsory Attendance Act was put intooperation. It is most marked in the country schools. In some cityehools the limited accommodation has resulted in the exclusion ofsome applicants for admission, but it is to be hoped that therewill be accommodation for all when the new schools which are incourse of erection are ready Ito admit pupils.Teachers.-l\Iost of the teachers engaged in the ordinaryprimary schools are trained. A large proportion of those engagedin monastery schools in the primary departments of the ChristianBrothers' schools and the recent appointments in Convent a-tional Schools are similarly qualified. The Brothers engaged inthe primary schools have had a course of training in their TrainingCollege at Marino.A large number of students who have been trained in recentyears have had the advantage of a Secondary School educationbefore they entered the Training Colleges.Proficiency.-Some of my colleagues report a falling off in theproficiency in certain subjects, and state that English Compositionin particular needs more systematic teaching than is generallybrought to bear on it, and that Spelling is a weak subject in aconsiderable number of schools. It has also been reported to methat there is a falling off in such subjects as Arithmetic andGeography in certain districts, and that while the focussing ofattention on the home country has tended to develop the pupils'national outlook, no effort has been made to touch on the economicside of Irish life, even in a simple way, in connection with theday's lessons.As regards Arithmetic, the results obtained are very often notcommensurate with the time spent on the teaching of the subject,largely because the oral teaching is not effectively done. Thetext bOOKSin Arithmetic give considerable help, but they need toba §uPlJlemented hy the tCl1rh r'R own experience. Until t~eteacher makes a practice of noting in what respects the pupilsfail and shapes his teaching so as to deal with the causes offailure, and schools himself into the frame of mind which isnecessary to deal effectively with such failure, he will continue tohave disappointing results. I notice that in the Standards above5th much of the failure is due to two causes-(i.) excessiverelianceon paper work, whereby a lot of time is spent in arriving at incorrectresults, (ii.) insufficient use of symbols. If symbols were

34properly and adequately used it should be po sible to avoid mistakesarising from confusion, and it should Tie possible to discovermistakes at once when they are made.As regards the teaching of Irish, it is to be noted that whereit has been intelligently taught the intellectual gain to bothteachers and pupils is very marked, but there is a fairly largenumber of schools in this area where progress is very slow. Ithink that when all the circumstances that prevent rapid progressin Irish are considered, a considerable advance has been made. Iknow from experience that an immense amount of work is necessaryto achieve results in the language, that the teacher mu .t havean inexhaustible fund of patience, as there are so many pitfallsto be avoided and so many obstacles to be negotiated. Exceptingthose who are gifted with a special aptitude for acquiringlanguage, the number both of teachers and pupils who find thelanguage hard to assimilate is fairly large.Singing is taught in most schools, and in the majority of thecity schools zood progress is made. The competitions at Fei .eannaafford evidence of the high standard of the singing. I have beenpresent at some, and so can speak from experience. The. ongsusually selected as test pieces are amongst the most beautiful ofour own and the words are in the native tongue.Dmwing is taught only in the Junior Standards of ordinaryprimary schools, but the subject is still taught to all Standardsin the Christian Brothers' schools, as well as Manual work, whichI understand they intend to continue to teach on account of itseducational value. As their school day in the city begins at 9o'clock a.m. and ends at 3 o'clock p.m. the necessary time is availablefor these useful branches.DIVISIONIV.(Galway, part of Westmeath, Roscommon, Mayo, and Longford.)The most important event during the past two years has beenthe putting into operation in January. 1927. of the ompulsoryAttendance Act. "Ve are not yet in a position to form a true estimateof what the results of this Act will be. In most places theCivic Guards have been successful in securing by tact and persuaion a marked improvement in attendance, and in some placesthey have found it necessary to prosecute defaulting parents. Ina few districts, I have heard teachers complaining that practicallyno improvement in attendance has been effected. Generallyspeaking, however, the Act is working smoothly and effectively.and the teachers are very pleased with the increasing regularityof attendance. But while the attendance of the pupils betweenthe ages of six and fourteen has improved, I find that prettygenerally the attendance of pupils over fourteen years has beenmore irregular, and that the number of such pupils enrolled has

35tended to decline considerably. Parents and pupils appear toregard the Act as implying that a pupil's primary educationshould be completed at fourteen, and that there is no furtherobligation to attend school, no matter what standard of proficiencythe pupil has reached. Perhaps a stronger reason is thatthe older pupils are more required at home for assistance in farmwork since pupils between eleven and fourteen cannot be so employedfor irregular periods. The increasing demand for secondaryeducation also tends to diminish the number of older pupilsin the Primary Schools. It is worth noting, ho-wever,that duringthe two years or so prior to the introduction of compulsory attendancethere was an improvement in the attendance in manyof our schools. This was to some degree attributable to the Americanimmigration regulations forbidding the entrance ofilliterates.'I'he increased attendance in our schools has considerably accentuatedthe question of adequate accommodation. Many buildingsthat were formerly adequate for requirements arc now overcrowded,white schools that were already congested are now dangerouslyso.The question of the repair and upkeep of school buildings isone that calls for serious consideration. Where the schoolhousesare not kept in due repair, the buildings have a comparativelyshort life; and the original state grants are to a large extentwasted. Some managers in poor western districts have as manyas ten or twelve schools under their care, and the cost of theirupkeep in a storm-swept country is very serious.In my last report I commented on the lack of taste apparentin the manner in which the interior and surroundings of too manyof our schools are kept. On the other hand, however, there is aconsiderable section of OUl' teachers who keep their school-roomsand the school surroundings in a tasteful and becoming manner,that cannot fail to have a. definite cultural influence 011 theirpupils. But it is exceedingly infrequent to find our school wallsadorned with copies of good pictures, and as copies of famousmasterpieces can now be obtained cheaply, it is a pity that a fewof them do not find a place in the wall decoration scheme ofevery school.'I'he front plots of a number of schools have nicely kept flowerbeds, aud in some cases rose bushes '0J' creepers arc trained alongth e school wall. But I should like to see flowers grown aroundour schools to a much greater extent than is the case at present.There are only a few cases of schools provided with plots suitablefor practical work in connection with the rural science programme.School libraries are practically non-existent, but large numbersof teachers avail themselves of the facilities provided hy ·heCounty Library Scheme in County Galway, and get supplies of,

36books for their own and the pupils' use from the central library.It is regrettable that funds are not available to provide for all theschools desirous of availing of the scheme.'I'he health of the pupils has been generally good. In some ofthe poorer districts the pupils often appear anaemic and areunder-sized for their age, the result of deficient and unsuitablediet; and in these districts I have frequently heard of pupilscoming to school without any breakfast or with a very insufficientone at hest. The provision of a regular midday meal inschool for such children would be a great boon. A considerablenumber of pupils suffer from bad teeth, adenoids and defective,eye-sight.The majority of our teachers arc competent and successful anddevote themselves earnestly to their duties; but while the)majority make fairly useful preparation for their daily work, thepreparation in many cases is of a formal and perfunctory characterwhich has little practical value. One seldom finds preparationshowing originality of thought, and many teachers are reluctantto draw up carefully planned annual schemes of work.The number of teachers who prosecute a definite course ofstudy or of systematic reading apart from Irish after they leavethe training' college is small. The majority have made a moreor less substantial effort to acquire such a knowledge of Irish.as will enable them to meet the requirements of the Programme,but the number who aim at acquiring higher attainments in theIrish language and literature is not large, and I find that manywho attend the course for the A.rd Teastas in the Irish Collegeshave done little or no systematic reading during the year. Nevertheless,I think that the study of Irish has quickened thementality of the teaching body as a whole.Marked progress in the Irish language continues to be madein our schools as a whole. Where the teachers are enthusiasticthey imbue their pupils with their own spirit and remarkableresults are obtained. In many cases, however, the teaching ofIrish, while not ineffective, is not enlivened by a spirit of enthusiasm;it is simply regarded as a programme subject and istaught in a less or more routine fashion for an hour a day andduring the remainder of the day only English is heard. Suchteaching of Irish will never produce Irish speakers. My colleagues.are agreed that the greatest defect in our Irish teaching is thetendency towards bookwork even in the junior classes. Too much\\~E( ~, il('\

37of the younger teachers, who have come from the Training Colleges,in recent years, are expert at simple sketching on theblackboard to illustrate stories and incidents around which theIrish lesson centres-the best way to make the teaching vividand appealing. The new Programme emphasises the importanceof general conversation in Irish teaching, but it is remarkablehow many teachers have not read their programme carefully, andhave overlooked the stress laid on conversation lessons based oncommon topics.History is not often taught with the vividness and feelingnecessary to develop that national feeling at once intense andwell-informed which is required to make us a self-respectingpeople, and sufficient use is not made of local history. This islargely due to the fact that our teachers have not a good knowledgeof the subject and do not appreciate that history issomething more than the superficial knowledge contained inelementary text-books. But something more is wanted than Irishand history treated as "subjects"; and in developing a propernational sentiment the matter of our English reading books mustnot be overlooked. Many of the reading texts in English areinsipid and colourless. Some teachers have introduced suchbooks as Mitchel's " Jail Journal" and Standish 0 'Grady's"Flight of the Eagle" to their senior classes, and I am ofopinion that such books, if treated intelligently, will give moreinsight into Irish history than much of the formal teaching ofthe subjectOne of the most notable features of the revised programmehas been the re-introduction of Nature Study. The subject is nowbeing taught in most schools with two or more trained teachers,but little more than a beginning has been made, and I do notpropose to offer an opinion on the effectiveness of the teaching inthis branch. The proper development of the subject will only bepossible when small plots for school gardening are more generallyprovided.The elements of Algebra and Geometry are now being taughtin the majority of boys' schools and the teachers are generallyendeavouring to adopt the suggestions made for the treatmentof these branches on modern lines. While in many schools arithmeticis treated intelligently on modern lines, there is a tendencyamong a large section of teachers to adhere to the old traditionaltreatment, and to keep the pupils employed on mechanical questionsthat have little practical value. Where time is wasted onsuch work there is little 'or no inductive teaching of the basicprinciples. and mental questions are frequently neglected. Adherenceto antiquated text-books is largely the explanation ofthese faults, and many teachers follow such text-books regardlessof the requirements of the programme or its recommendations.There is no greater need in our schools than for a progressiveseries of practical modern text-books in arithmetic.

38In my previous report I d-welt at considerable length on whatI considered the most serious defect in the training of ourschools, the frequent failure to get the pupils to expressthemselves readily and fluently. I am still of opinion that thetraining in oral expression is one of the weakest features of ourprimary schools, and that failure to train pupils to express theiropinions with a certain degree of confidence is a serious weaknessin the training of character.DIVISION V.(Tipperary,Carlow, Kildare, Kilkenny, Leix, Offaly and part ofLimerick.)SCHOOL ACCOl\fMODA'l'ION.The geographical distribution of the school buildings is generallysatisfactory. It would be difficult to name a locality whichsuffers for want of a school, but in some places the number ofschools could be reduced, with gains in economy and efficiency.As vacancies occur in Principalships, these redundant cases arebeing gradually reduced in number.Owing to continued decline in population, most of the buildingsare large enough for present attendances. In every district, however,there are some houses in need of increased floor pace, and aconsiderable number requiring improvement in the matter ofclass-room accommodation. The Compulsory Attendance Act, infull operation since 1st January, 1927, has produced overcrowdingin some schools formerly near the limit, thus raising new,problems for solution in 20% or 25% of the buildings heretofore\.\.ffki~J\tlyla1:!6c fGr the n.\.lm.ber atten.din.g.The proportion of Managers who take reasonable care withrepairs and maintenance 0-1' their school buildings is high. Atthe same time there are to be found in this Division from 70 to100 buildings whose condition is bad.As regards neatness and decoration of school-rooms. those inGirls' Schools are in most cases creditable, and in many excellent,but the majority of men teachers seem not to realise sufficientlythe great importance of this aspect of school life.Sanitary conditions are in many cases unsatisfactory.The supply of fuel is generally maintained in a fairly satisfactorymanner, though it is to be feared that economy is practisedto the dotriment of comfort and efficiency in the beginning andat the end of the period in which fires are needed.In the schools more recentlv built, furniture is of an up-to-datekind, but occasionally one can still see very ancient and veryunsuitable desks.

39Equipment for infants' exercises is often very scanty; blackboardsand easels are sometimes insufficient. Most schools aresupplied with large wall maps.The planting and decoration of school grounds cannot be saidto receive as much attention as they deserve. A few schools aremodels of what such institutions should be, and many are thereverse.ATTE TDANCE.The Compulsory Attendance Act came into force on 1st January,1927: this opens a new chapter in the history of primary education.Places have been found where there was no visible improvementin regularity, as compared with previous year, but thesewere quite rare. Generally the percentage marks a substantialincrease. There is reason to hope that for the first year it willreach 80, but this figure can be accepted only as an encouragingstart.Unpunetuality in morning attendance at school is occasionallynoticed, but generally the teachers are particular to arrive intime. The children are largely influenced by the teachers' examplein regard to early or late attendance.Underfed and ill-developed children are found in considerablenumbers in the towns, but rural pupils in the Midlands are, as arule, healthy. The few who suffer from defective sight are innearly all cases provided with spectacles, but it must be admittedthat attention to decaying teeth is much less common.TEACHERS.The percentage of non-efficient teachers is small, and the highlyefficient are in very considerable numbers.Among rural or village teachers there is not, however, muchevidence of the habit of serious reading.At the present day the number of teachers who are really wellversed in Irish history, general or local, in Anglo-Irish or Irishliterature, is not large. Folk-lore has not as yet come to begenerally recog-nisedas a subject possessing cultural or educationalvalue.In the general training of the children, formation of habits andcharacter, much remains still to be done. Speaking generally, thetone and manners of our pupils, especially of the boys, are notwhat they should be. In developing personality, the home environmentis of outstanding importance, yet the school as a community,influenced largely by the teachers, has also a great share in thework. It is to be hoped the need for such activities will be keptwell in view.

PROFICIENCY./ 'V~ilst the introduction o! the Irish language. has provided a/ new instrument of culture for our youth, there IS strong reasonfor thinking that there is no material falling off in the knowledgeacquired in the other SUbjects.Two years ago I wrote in rather dissatisfied strain about progressin spoken Irish. At present the outlook in this respect isbrighter. The candidates examined for Preparatory Colleges andfor County Council Scholarships-the best, no doubt, from theirrespective school -were, in nearly all cases, capable of conversingfreely in Irish, and understood all ordinary remarks made tothem. In going through the schools, too, one discovers encouragingsigns in the more progressive schools where Irish is the ordinarylanguage of the pupils. indoor and out, and where children inFirst Class can express themselves without hesitation in all schoolwork and in much concerning their life out of schooL Side byside with these are, to be sure, examples of comparative failure,and many of these will endure while the present teachers remain.Pupils in nearly all cases can read the prepared book withreadiness and accuracy. and many make creditable attempts atreading unseen Irish. Latterly there is a tendency to keep thesenior children reading trivial conversation books instead of lettingthem read interesting stories, as used to be done some yearsago.Progress is rather slow in Irish composition. The simple introdnctoryexercises in self-expression are not used so much as theyshould be in lower standards, and the subjects given for essaywriting to the more advanced children are often beyond theirpowers. Spelling is a very considerable difficulty, and the snpervisionof the exercises is not always satisfactory.The proficiency in the curriculum, apart from Irish, is reasonablygood. Memory is better trained and easier to train than thereasoning powers. and Mathematics continues the most backwardof the school subjects. 'I'his must be said, too. that whereverthe branch is found unsatisfactory the methods employed inteaching it sufficiently account for the defects observed. It israther uncommon to find a pupil in any class able to check hiswork by an alternative method, to re-state a simple problem afterit has been worked by the teacher on the blackboard, to repeatthe terms of a question just dictated to him, to set out his solutionin steps, properly labelled. to make a rough estimate of theanswer from a preliminary consideration of the data, to workthrough a set of questions in a text-book" on his own," followingthrough from day to day till finished, or to do anyone of severalother things which a well-trained pupil should be able to do.Up-to-date text-books on Algebra and Geometry are now findingtheir way into the schools. and will, it is hoped, enable the

41older teachers to carry out the intentions of the new Programme.Teachers trained within recent ye3C'shave, no doubt, come awaywith the newest ideas on the subjects,English reading and recitation are on the whole well taught,but there is a falling off in knowledge of Grammar.There is a due amount of practice in writing essays. letters.,descriptions, etc., but it would be well to have an increase offormal teaching, with instructions on how to " attack" a subject,to divide under headings, to arrange sequence of thought,to paragraph, etc. At least one lesson in four should be devotedto this kind of work, varied by judicious discussion of faults anderrors already committed.Officialrequirements are observed in regard to the time devotedto History and Geography, but the traditional methods of roteteaching have not yet disappeared, and without study of themore up-to-date text-books it will be difficult for the olderteachers to break away from what they practised in youth. "LocalGeography I have seen utilised very effectively in some cases,and local History less frequently. Such lessons never fail toarouse the interest of the children in their surroundings. Everyteacher could compile his own local Geography; for History, hewould have to depend largely on books, generally expensive andsometimes difficult to procure. but historical or archeaologicalarticles are often to be found in papers or magazines, and theseshould be carefully kept for use.The singing of traditional songs in Irish is now carried on inpractically every school. Usually there is mechanical correctnessin time and tune, but in some of the smaller schools and inquite a good proportion of the large ones we find artistic feelingand appreciation as well.In Needlework a reduced range of attainment had resultedfrom the programme of 1920, but the quality of the work donewas maintained owing to the careful and thorough supervisionexercised by the organisers of Domestic Economy. The 1926programme has extended the requirements, and is welcomed forthat reason 1)),teachers and Ilarellts.The special training of infants is a branch of our educationalwork which. in the majority of schools, seems never to haveflourished. In many there is sympathetic and motherly treatmentof infants, and such is found as frequently with untrainedas with trained teachers. But skill in the employment of manualmaterials and of devices for suitable occupation of the childrenunder seven is not commonly shown. Not that the skill is entirelyabsent, but that the teacher has Standards I. and n. to cope withas well. Now, I. and n. are easy to teach, and the results of theteaching are soon apparent, whereas to manage infants successfullytemperament and training are required. Besides. theequipment for infant teaching is in most schools meagre andill-assorted.

42'I'he result is that these young people are left to themselvessubjectto school discipline-..more than is good for them, and areretained in the class longer than they ought to be.DIVISION VI.(Limerick, Clare, Kerry, and portions of Counties Cork andGalway.)The division up to 1/9/J 927 comprised most of Counties Clareand Limerick, all County Kerry, and a few chools in CountyCork, in all 727 schools as follows :-Model, 3; Convent, 38;Monastery, 3; Christian Brothers, 11; Ordinary, 672. ThisReport deals with that area. Since 1/9/'27 under the new organi.sationof districts nearly 200 schools have been added, and allthe schools are in charge of seven inspectors with centres in Gort,Ennis, Limerick, Listowel, Tralee, Killarney and Charleville.The Division now comprises all Counties Clare and Kerry, mostof County Limerick, about 60 schools in the South of CountyGalway, and about 80 schools in IT orth Cork.SCROOT, ACCOMMODATIOK~everal schools are housed in buildings which arc unsuitableand incapable of being adapted, so that many ne" buildings areneeded.The schools vested in the Department arc kept in good repair,but the condition of schools vested in Trustees is not satisfactory.Repairs are not done promptly and the building is allowed todeteriorate. Managers find it difficult to provide funds for upkeep.Many rooms need partitions. The supervision of out"offices is not effective, and sufficient provision is not as a rulemade for cleaning them.The fact is that. for many reasons. the Managers arc no longerable to keep the school buildings in a good condition much less tosupply the new buildings which are urgently needed.As a rule the schools arc well heated and kept neat and clean.though there are districts where the cleanliness of the schoolsleave much to be desired. School-rooms in charge of womenteachers are often very attractively kept, but in this matter, too,there is zround to be gained before all the schools are as theyshould be, models of taste.There arc less than 40 school gardens in the entire division.Outside the Convent and Monastery Schools libraries are practical1yunlmown-thcre arc some exceptions. The Kerry CountyCouncilis organising a library service for the county. There aresomepublic libraries in County Limerick also. but I know of noneinClare.

43The libraries have not children's departments, but they containbooks suitable for children.ATTENDANCE.In the last 10 years the population has fallen in the remoter andpoorer areas, and in consequence the enrolment is down; but asregards attendance the parents, generally speaking, sent thechildren to school with reasonable regularity, even before theAttendance Act came into force. The attendance was improvinggradually after the years of disturbance, and the Attendance Acthas emphasised this improvement and sent the average up slightlyduring the last school year.'With more regular attendance we must look for more rapidpromotion from standard to standard, so that there may be aubstantial improvement in the child's acquirement at the age of14.The health of the pupils is good except for epidemics whichoccur during winter and spring in the big towns and in the poorerparts of the division.Our teachers are rated aSIfollows:-Highly efficient. about 29%; efficient, about 5 %;about 13%.non-efficient,Thus we have a very good percentage of highly-skilled teachersand a high percentage of our teachers do their work efficiently.With regard to the 13% of non-efficient teachers it should benoted that a number of them are young teachers on probationwho have not yet found their feet; and another number are whatwould formerly have been called" fair." The work of the latter,while not good or deserving of increment of salary, is not bad orinefficient.The inspectors are agreed that most of the teachers makeefforts to improve themselves in Irish by private study, etc., butthat apart from that there is not much evidence that the bulk ofthem read or study much or make serious efforts to keep themselvesin touch with modern educational developments. I mustsay, though, that I have found a large number of teachers interestedin local history, and this is a valuable subject, for, besidesbeing interesting to the pupils, it is the backbone of the nationalhistory. But the majority have not done much at this subject,largely because hooks are not at hand; and because the teachersare not trained to use the available materials, archreological, etc.Efforts are being made to interest the teachers in the collectionof folk-lore, but not much has been done yet. Folk-lore has alimited use in the school. It is de irable that the languages (Irishespecially) should be taught largely through indigenous folkmatter, stories, rhymes. songs, riddles, pro erbs, etc. This, however,is not commonly done.

44A heavy burden has been placed upon the teachers since 1922,and anyone who has been in daily contact with them since mustknow that the bulk of them have tackled their task with a willand made a success of it. They give the children a sound socialand moral training, though more attention might be paid to thesmall points of manners and politeness, which means so much tothe child.The proficiency in Irish depends upon the teacher's knowledgeand skill and, of course, is very uneven. Many teachers gettingthe same merit mark in the subject do quite different work, forgreat allowances have to be made for circumstances. But oralIrish i making satisfactory progress, and there is hope that pupilsnow in the junior classes may leave school Irish speakers, thoughthe pre ent seniors will not. Written Irish is still rather backward.The full programme in Mathematics is taught in a minimum ofschool ; in these schools the teachers like it, and make good useof it.The in pectors say, some definitely, some cautiously, that thestandard in other subjects is satisfactory. Arithmetic, Geography,History and Singing are the subjects about which there is doubt.Arithmetic is too mechanical. There are not enough examplesbearing on the pupils' experience, nor enough discussion andexplanation of the processes. Geography (following the programme)is taken up too late; and there is not a good foundationof early lessons. The reports on Needlework arc good. It isagreed that the introduction of the second language has helped toimprove tbe inte\\igen e alli\ ~\1.-~\):n(:~ (It \\.l~ \)\1\)11';',. It \.la';',not lowered the proficiency in English, rather has it improved it:for it has given the child new ideas and called upon him to makea better effort at self-expression.Wc are making a beginning with Nature Study.Perhap the weakest point in our work is that our pupils leaveschool without a taste for reading in either tongue.The present programme is one that teachers and pupils may usewith interest and enthusiasm.I believe it will evoke the willing service of the teachers, andbring us forward towards our educational ideal.ROINN VII.*(Corcaigh, Portlairge, cuid de Chonntae Cille Choinnigh agusConntae Locha gCarman.)TUARASGABIIAIL AR GHN6 NA SCOT-,INS NA BLIANTA1925-26, 1926-27.Tighthc, &rl.- IH moran athru tagaithe ar na tighthibh scoile"Eor translation • of this Report see page 1 6.

45le dha bhliain anuas: togadh ceann nuadh anso a's ansud, achtta a lan aca fos go bhf'uil gadh le n-a meadu no a maisiu. IgCathair Chorcaighe, euir i gcas, nil slighe a ndoithin do snascolairi i bhfurmhor na scol.Coimeadtar na tighthe sathach glan chomh fad a a's is feidir leisna h-oidibh slacht do choimead ortha aeht is ro-mhinic adeintear faillighe i ndathu adhmaid an tighe agus in aohi nabhfallai-istigh a's amuich. Agus is beag a deintearchunplanndai do chur ag fas timcheall ortha agus da bhrigh sin tadeallramh lom na h-aind eise ar a lanaca.Ta sceim um Leabharlainni i bhfeidhm anois i gConntaeChorcaighe agus na scoileanna ionaid scaipithe na Ieabhar. Nifolair no go dtiocfaidh tairbhe eigin as an sceim ud-do 'n aosscoile agus uile.Ta feabhus mol' tagaithe ar an dtinnreamh 0 cuireadh an t-achtnuadh i bhfeidhm. Ta aiteanna i nIarthar Chorcaighe go bhfuilna seolairf ina gcomhnuidhe i bhfad 0 'n scoil agus ta tuairim agCigire an Cheanntair sin gurbh' fhearrde an tinnreamh ar nascoileannaibh agus gurbh fhearrde an t-oidcachas a cuirfidhe ar anaos og da dtabharfaidhe na scolairi isteach go dti na scoileannamora le busanna. Ta eupla ceann aca sud ar an mb6thar cheanafein.Timcheall a ceathair no a cuig bliana a bhid na leanbhai nuaira thagaid ar scoil ar dtuis agus fanaid go dti a tri no a ceathairdeag. Le deanaighe=-o cuireac1h an t-Aeht Nuac1h um 'I'hinnreamhi bhfeidhm-s-ta nios mo soolairi fasta le feiceail ins na scoileannaibh.Bhi an tslainte go maith ag sna leanbhai,acht amhain godtainig iarraeht ghalar cneis i mball amhain d'Iarthar Chorcaighe'san nGeimhreadh 1925-26. Dealbhas na ndaoine fe ndear e aguschuir se isteach go mol' ar obair scol na h-aite.Na hOidi.-Nil aon athru gurbh' fhiu traeht air. Oibrigheannsiad dian go leor=-ro-dhian, cuid aca-agus taid oilte ar anleigheann ata riachtanach i gcoir an Chlair, acht ni ro-mhaith athuigid conus a chabhrochadh modhanna muinte mspeise le n-agcuid oibre agus go bhfuil gadh le modhanna nuadha chun anfheidhm cheart de bhaint as an gClar Nuadh. Iarrtar a lan arscoileannaibh an lae indiu, agus muna ndeanann an t-oide scoilean bealach ata roimhe do bhrcithniu go cruinn, beidh se thiar air.Ni h-amhain go bhfuil adhbhair ura leighinn ar an gelar achtni h-i an fheidhm cheadna a baintear as na sean-adhbhair as abainti annallod,Locht mer ar a muineadh a luighead teagasc beil a dheinid.Is minic na deintear i nGaedhilg acht eeisteanns do chur, imBearla leabhar go leigheamh, i stair agus i d'I'ir-Eolas tea cs beag

46do serudu agus in Uimhriocht soluidi tea cs do ehleachtadh.Dheineas tagairt dha bhliain 0 shoin do 'n ghadh ghear a bhi leh-ullmhuchan i gcoir oibre na seoile; ta an gadh ceadna ann fos.Deintear iarracht ar Stair agus 'I'ir-Eolas Ceanntair na Seoiledo anhnincadh. 'I'a, in aiteannaibh, eolas eigin ag na scolairfbhar cad a bhaineann leis an sean-chaislean no 1eis an 1ios ata saehomharsanacht agus heul-oideas agus sean-scealta na h-aite aeai georr-scoil.Ta rud nuadh le tabhairt fe deara 0 thainig re na ngluaistean->go bhfuil fonn ar na h-oidibh imtheacht as na sraid-bhailtibh agusdul ehun comhnuidhthe insna bailtibh m6ra. B 'fheidir nachtogtha ortha e sin acht baineann se de 'n dluth-cheangailt a bhiodhann idir oidibh agus tuismightheoiri, idir seoil agus eeanntar nascoile.Innmheacht.-Nil puinn le radh mar gheall ar an dtaobh sode'n sccal thar a ndubhradh eheana. Nil an CIaI' Nuadh-an" Conference Programme "-'a oibriu ins na seoileannaibh aehtle bliain, agus ni ro-lag an tosnu ata deanta ail'. Caithfearleabhair scoile nios oireamhnaighe do sholathairt, 'Se an t-Oidean seoil agus d'fheadIadb an t-oide cliste sar-obair do dbeanamn~an ai~e acht na teics-leabhair is measa; acht an gnath-dhuine nidheanfadh an Clar-oibre is fearr sa domhan an gno do ganleabhair mar taea leis. Ni d6igh liom gm feidir a sheanadh narthainig na leabhair sin ar an saoghal fos-sa nGaedhilg, euir igcas, insna rangannaibh isle, agus sa Matamaitic 6 bhun go barr.I geursai Uimhriochta is mo dar liorn a mothuightear an gadhata le teies-leabhair oireamhnacha. Moltar duinn sa ChlarOifigeamhail mar seo: "In selecting matter for questions theteacher . . . have regard to the actual experience and interestsof the pupil."Comhairle chiallmhar e sin acht is fada 0 n-a cheile an Chomhairleagus na ceisteanna a bhi againn ins na leabhraibh-go dtianois, pe sccal 6.Ta labhairt na Gaedhilge ag dul i bhfeabhas i gcomhnuidhe,agus na leanbhai ag faghail greama uirthi. Agus do reil' maratathar ag dui i liomthacht in a labhairt tathar ag dul i bhfeabhasin a sed freisin. Deirid na cigiri ceanntair liom go bhfaghannsiad, i scoileannaibh airithe aisti i nGaedhilg ata chomh maithtnairim. agus cnom.n

4,Deintear obair na naoidheanan go maith. Deirid na cigiriceanntair liom go bhfuiltear 'a geoimead ro-fhada sa ·bhuidhinsin i gcuid de sna scoileannaibh mora.Go dti seo 'se an t-athru is mo ata tar eis teacht ar ghno nascol na so-go dtuigf'eadh aoinne a.bhuail£eadh isteach ionnta gurin Eirinn a bheadh se. Agus in a theannta san ta sprid nios fearrsan obair, croidhe na n-oidi innti agus na leanbhai nios brioghmhaireagus nios aibighe na mar a bhidis.CHAPTERVI.SCHOOL MEDICAL SERVICE.SchoolMedical Service is controlled not by this Department but.by the Department of Local Government and Public Health. Inview,however, of its importance from an educational point of viewit is considered desirable to give here a short account of what isbeing done in this respect.Under the Public Health (Medical Treatment of Childrenl(Ireland) Act, 1919, the County Councils and County Boroughsare the authorities on whom it devolves to make provision forattending to the health of school children, in accordance with theadministrative regulations. The first local authority to takeadvantage of the Act was Cork Co. Borough, which established aSchoolMedical Service in 1924. As a preliminary to this servicethe School Medical Officer made a general survey of the physicalcondition of the children attending the 27 national and otherelementary schools coming within the scope of the Cork scheme,with a view to obtaining a fixed basis of comparison and to gainingan insight into the purposes to which further progress mightbe most usefully directed. The results of this preliminary examinationwere as follows:-Children subjected to general examinationChildren tested with Snellen's TypesChildren suffering from Defective TeethChildren suffering from Defective EyesChildren suffering from Defective Nose and ThroatChildren suffering from Defective EarsChildren suffering from Minor AilmentsChildren suffering from MalnutritionChildren in a state of uncleanliness11,2968,16669.9%22.5%5.8%1.8%9.4%8.0%11.8%This general survey was followed by particular inspections ofchildren in need of special and detailed examination, and thoserequiring treatment of defects were referred to special treatmentcentres. During the year 1926, the following received treatment:

49children. Such undertakings were subsidised during the pastyear in Sligo, Howth, Bray, Malahide, and Dublin (OrthopsedicHospital). The disbursements from the grant under this headhave been ;-1922/31923/41924/5£72 9 11£119 13 6£372 16 9CHAPTER VII.RURAL SCIENCE AND NATURE STUDY.In the Primary School Programme the term Rural Science isapplied to a prescribed course in boys' schools or mixed schoolsunder a master, where there is a school plot available for practicaldemonstration by the pupils. The term" Nature Study" isapplied to a course for boys, where no school plot is available,and also to a course for girls' or mixed schools under a mistresswhere no school plot is required. The object of these courses ispurely educational. It is important that this point should beunderstood since in the early days of Rural Science teaching illprimary schools, not only in this country but all over Europe, theobject of the work was not sufficiently defined. In some countriesit attempted to embrace agriculture and in others it tendedtowards horticulture or practical gardening. Both agricultureand gardening are economic studies and are, consequently, notappropriate for children of primary school-going age. Where aschool plot is utilised, under the present programme, plants aregrown not from an economic but from an educational standpoint.and a great many varieties are encouraged rather than a largequantity of any particular variety.Rural Science may be a very comprehensive subject embracinga composite evenly balanced course in Chemistry, Botany, Zoology,Geology,Hygiene, Bacteriology and Physics. Only the rudimentsof the subject, therefore, can be touched upon in the primaryschool.The Rural Science course is being taught in approximately 400schools this year. In all these schools a small school plot isavailable. The Nature Study course for boys' and mixed schoolsunder a master is taught in about 500 schools, and the NatureStudy course for girls' schools and mixed schools under a mistressis being taught in about 1,100 schools.All the Training Colleges for teachers, with the exception of theChurch of Ireland Training College, include Rural Science as anordinary subject of the training course. The subject is alsotaught in the newly established Preparatory Colleges for thetraining of teachers.

50In the secondary system Rural Science can be taken as a subjectin both the Intermediate and the Leaving Certificate courses. Theteaching of Rural Science in secondary schools is, however, restrictedat present owing to a shortage of teachers qualified toundertake the entire course. This Department is now providingsummer courses by which secondary teachers who are deficient ina particular section of the Rural Science course can become fullyqualified. Three such courses have already been held.On account of the fact that Rural Science and the alternativecourses called Nature Study were not heretofore included asordinary subjects either in primary or secondary schools, the questionof inspection of classes presented some difficulty, particularlyin primary schools.To meet this situation a short course in Rural Science, whichwas conducted through the medium of Irish, was given to PrimarySchool Inspectors during the past year. Seventeen Inspectorsattended the course, which was held at the Science Laboratory,1.iIarlborough Street, Dublin.,The question 'of the proper position of Rural Science inrural and urban continuation education occupied the attention ofthe Commission on Technical Education, and it has been dealt within their Report.CHAPTERVIII.SECONDARYEDUCATION.(1) Geneml Administmtion.-The First Report of the Departmentgave a full account 'of the financial and admini trative positionof the Secondary Schools and of the reforms th3Jt haverevolutionised the position of both schools and teachers in thepa t few years. The period now under review was one of generalconsolidation and development of the reformed system.The Department is pleased to bear testimony to the zeal withwhich managers and teachers continue to co-operate in this work,and in the building up of an efficient system of Secondary education.It is satisfactory to note, too, that in spite of the continueddepression in recent years, especially in the farming industry, thenumber of pupils attending Secondary Schools shows an increaseon the number in the School Year 1924-25. The number ofSecondary Schools recognised by the Department has also increasedfrom 278 in 1924-25, to 283 in 1925-26, and 285 in 1926-27.(2) The Ottrriculu11t.-The curricula of Secondary Schools areshaped by two conditions-Cl) their own aims, (2) the requirementsof the Department of Education as regards courses of instructionfor grant-purposes and for examinations. The rules of

51the Department require grant-earning pupils up to the IntermediateCertificate stage to follow a minimum course of five subjectswhich must include Mathematics, History and Geography,and two languages, one of which must be either Irish or English.Instead of Mathematics girls may take a composite subject consistingof Arithmetic and either Science or Domestic Science orDrawing or Music. For the Intermediate Certificate Examinationthe pupils have to include in future Irish, English, and Mathematics(with alternative for girls as above) among the five subjects.In laying down this course for the pupils up to the IntermediateCertificate stage, the Department of Education is endeavouring"to ensure that the pupils in the Secondary Schools shall receive,before specialisation begins, a sound general education inthe four main subjects with which Irish boys and girls shouldbe acquainted. Owing to the diversity of aims of the schools,however,one of the results of this rule is that certain types ofschools find it difficult to preserve their own aims intact whilecarrying out the requirements of the Department. There arc,of course, large numbers of schools in which the curriculum cointideswith that laid down in the minimum requirements of the Department,but there are other types of Secondary Schools, suchas the classical or semi-classical schools, or the schools that desireto devote considerable attention to Continental languages, whichfind it difficult to combine their special aims with the requirementsof the Department owing to the fact that although theytake 6 or 7 subjects their pupils are required to cover in the obligatorysubjects the same course as is required of schools that onlytake 5 subjects, and to reach the same standard in the Examinationa.. pupils of the schools that limit themselves to five subjects.In order to meet this difficulty the Department of Educationhas under consideration the introduction of a scheme of coursesfor the grant-earning pupils and for the examinations whichwould give the schools much more freedom by making allowancefor the fact that schools where pupils are required to take 6 or 7subjects should not be expected to devote the same amount oftime to each subject during the" school year" or reach the samestandard in all subjects at the Intermediate Certificate Examinationin schools in which the pupils normally take only the fivesubjects which are obligatory.Under the proposed scheme suitable half-courses in certainsubjects would be recognised by the Department, and two oft.hese half-courses would be accepted as equal to one full courseprovided that no pupil would be recognised for grant-earningpurposes or for admittance to the examination who did not takeeither the full course in five subjects or a full course in foursubjects and a half-course in two others, or a full course in threesubjects and a half-course in four others. In all cases the pupils'subjects would haw to include a full course in either Irish orEnglish.

52The mmrmum time required of the schools for each Lower'Course would normally be half that required for the HigherCourse in that subject.The proposed scheme would have the advantage of being more-elastie than the one at present in force, since, although the same-subjects would be obligatory as at present, pupils who take sixor seven subjects would not be required, as at present, to coverthe full course in all the five obligatory subjects. While it wouldallow schools that prefer the present courses for grant-earningpupil and examinations to retain them, at the same time it wouldgive the schools that desire to do so freedom to substitute forthe present courses others more in keeping with their own aimsand needs. It would ensure, for instance, that a school thatdesires to give time to continental languages or classics wouldhave time to do so, and would get full credit for this work bothin respect of the earning of grants and the entrance of pupils for.the Intermediate Certificate Examination.(3) Syllabuses and Text-Books.-The choice of text-books andframing of syllabuses now left to the teachers is productive ofa larger amount of constructive educational thought than wasevident formerly. The interchange of views with the Department'sInspectors with regard to such matters and to matters oforganisation gives evidence of an educational co-operation of aharmonious character.(4) Examinations.-(a) The Entrance Examination: On thewhole the Entrance Examination has been well carried out by theschools and has served a useful purpose. There are naturallyvarying standards throughout the country, but these willgradually be aligned ,by the inspectors' assessments.The schools at present attach considerable importance to theEntrance and Certificate Examinations, but, in general, do notattach a sufficient degree of importance to the term examinationsfor the non-examination classes. Question papers and answersare seldom available for inspectors, and the papers sent to theDepartment in connection with the progress of scholarship pupilsare too often external examination papers and not papers-specially contrived to test the progress of the pupils during thepreceding term and to ensure revision of previous work.(b) The Certificate Examinations: The number of pupils whosat for the Department's Certificate Examinations was less in1926. but greater in 1927, than the number who sat in 1925. As'compared with 1925 there has been a falling-off in the number of"boys entering for the Leaving Certificate. This probably is due tothe fact that many of the pupils who complete the Secondary'Course with a view to entering a University find the MatriculationExamination easier than the Leaving Certificate.(5) Scholarships.-An adequate system of Scholarships is ofgreat importance in bringing Secondary Education within the

53reach of clever pupils who might not otherwise have the meansto avail of it. In this connection great credit is due to thevarious County Councils for establishing and maintainingschemes of Secondary Scholarships under the powers conferredon them by Section 17 of the Local Government (Temporary Provisions)Act of 1923. Particulars of the numbers of these Scholarshipsprovided by the various councils are given in Table H orAppendix Ill. It is a matter for congratulation that in spite of'the economic depression and the natural desire to reduce localrates as much as possible, the various County and Borough Councilshave shown their appreciation of the value and importance ofthese Scholarships, with the result that the total number shows avery considerable increase for the school years 1925-26and 1926-27,being 694 in 1925-26 and 852 in 1926-27, as compared with 471 in1924-25.(6) TeaCM1's.-The importance of an adequate supply ofefficient teachers in securing the success of any system of educationdoes not need to be emphasized. In view of the indirectmanner in which provision is made by the State for their training,the maintenance of a supply of teachers for our Secondarychools might be expected to be a matter of some difficulty. TheDepartment's regulations require that each school should employa certain proportion of registered teachers. and some schools havehad difficulty in complying 'witl1 tbis regulation owing to a scarcityof teachers possessing the necessary qualifications. Thisscarcity applies more to teachers of boys' schools; in the case ofgirls' schools the difficulty has been chiefly to procure teacherspossessing the necessary qualifications in such subjects as Mathematicsand Science; in both classes of schools the supply ofteachers competent to give instruction through the medium ofIrish has not been equal to the demand. 'I'he Department has nodoubt that the new system of salaries w.ill result in a sufficientnumber of candidates taking up the profession of SecondaryTeacher. As has already been announced, it is also hoped toestablish at an early date a system of pensions for Secondaryteachers; the introduction of this reform should do much to completethe stabilisation of the profession.(7) Summer Cotwses.-The Department continued to subsidise'ummer Courses in Irish, and in the teaching of Secondary Schoolsubjects through the medium of Irish, which were organised bythe three Colleges of the National University, and byother educational bodies. The number of teachers whoavailed themselves of these courses fell from 359 in 19~5to 299 in 1927. It is true th-at attendances at lecturesduring the month of July makes a heavy demand onthe energy of teachers, tired after a hard year's work.An interval of a couple of weeks, however, usually elapsesbetween the conclu ion of school work and the beginning of these

54courses, and as most Secondary Schools remain closed till the endof August, it is possible for a teacher to have a holiday of reasonableduration between the conclusion of the course and the reopeningof schooL In view of these considerations and of the factthat teachers attending the courses receive an allowance towardstheir expenses, the extent to which the Irish courses were availedof in 1926 and 1927 cannot be regarded as satisfactory. Thereis a demand on the part of the schools for teachers competent togin instruction in the subjects of the programme through themedium of Irish, and it would be a matter of regret if existingteachers did not avail themselves of the opportunities offeredto acquire the necessa.ry qualifications, and. thus experiencedifficulty in retaining their employment.Courses in the teaching of Mathematics were also held at threecentres in July, 1926, and at two centres in July, 1927. Thesecourses, which were confined to women teachers in 1926, weresatisfactorily availed of.(8) The Work in the Schools.-The following account of thework done in the schools in the various subjects is based largelyon the reports of the General Inspectors in charge of thosesubjects,AN GHAEDHILG.*Sgoileanna.-Anuiridh (1926-7) bhi an Ghaedhilg da rnuineadh in281 den 287 de sgoileanna a loirg aitheantas mar mheadhonsgoilcanna; ta si ina h-adhbhar riachtanaeh ins gach meadhon-sgoilimbliana. Ta an Ghaedhilg da muineadh le fada riamh i bhturmhorna sgol san, ta muinteoiri maithe ina bun agus deagh-mh6dha muinteda gcleachtadh aca. Le roinnt blianta anuas ta atharach aigne agteacht do lucht muinte na teangan i dtaobh na gcusp6iri ata.r6mpa, agus ni gnath leo anois bheith sasta le slighte rmiinteoireachtaa bhiodh da geleaehtadh coitchianta a se no a seacht debhliantaibh 0 shoin. Ta moran sgol anois ann nach mol' leo andicheall a dheanamh ehun aithbhe6chana na teangan agus aIanduthraeht do chaitheamh le na cur ar coimhcheim le beotheangthachaeile an domain. Na connstaiei do bhi ag imirtina coinnibh ta siad da leagadh i ndiaidh a cheile agus ghoobhffa radh go bhfuil caoi ag gach uile sgoil anois ar fhiorehainnteoiriGaedhilge do dheanamh da cuid sgolairi.Sgolairi.-Do bhi ar na hadhbhair gearain do bhiodh agmeadhon-mhuinteoiri cupla blian 0 shoin na sgolairf do bhiodh agteacht isteach chucha 0 sna bunsgoileanna do bheith ar fhirbheaganGaedhilge no gan Gaedhilg i n-aon chor. Ta atharachsgeil anois ann, agus ni hannamh sgolairi oga ag teacht 6 snasgoileanna naisiunta a bhfuil labhairt, leigheamh is sgriobhadhna Gaedhilge ar fheabhas aca agus iad i n-inmhe lantairbhe dobhaint as pe tcagasg a tabharfi dhoibh trid an dteangain naisiunta,Bion cuid aca a bhfuil labhairt na Gaedhilge aea nios blasta, nios*For tnmslatum. of this Report see page 187.

55liomtha agus nios eruinne aea na mar a bhiodh ag sgolaili nan-ardrang i moran de sna meadhon-sgoileanna treimhse bheag 0shoin. Cc go bh Iuil san fior i dtaobh na sgol naisiunta ta an sgealar a mhalairt de ehuma ag na sgolairi a thagan 6 bhun-sgoileanna!la fuil ag obair f6 sgath Roinne an Oideachais ; ni minie a bhionaon dhis Gaedhilge aea san roimh theacht ehun na meadhon-sgold6ibh.Na OU1"saiSamhmidh.-"M.a chuaidh feabhas ar mhuineadh naGaedhilgc ins na meadhon-sgoileanna agus ma ta moran muinteoirianois ann a bhfuil an Ghaedhilg ar a ndeis aca, agus ataabalta ni hamhain ar Gheadhilg do mhuineadh aeh ar nithe eiledo mhuincadh tre Ghaedhilg freisin is ar na eursai samhraidh isceart euid mhaith da hhuidheaehas san a bheith. Dob' adhbharmeanman agus mordhala an tsuim agus an speis do chuir namuinteoiri ins na eursai sin, agus niorbh ' iad na muinteoiriba laige Gaedhilg amhain do ghnathuigh iad; do bhi le feisgintortha freisin cuid de sna muinteoiri dob' fhearr agus dob 'eirimiula sa tSaorstat. Is m6 slighe 'na ndeaghaidh na cursai 1dtairbhe do sna muinteoiri : taobh amuich d'fhoghluim na teanganfein, bhi caoi aca ar eolus do chur ar nuadh-mhodha teagaisg,agus ni harnhain san ach bhi caoi aca ar aithne do chur ar aeheile, ar coidreamh is comhradh a dheanamhJe na eheile, agusar ceisteanna a bhainean leis all dtcangain do shuathadh is dochioradh le na cheile, Dc sin go leir thainig go raibh breismisnigh ionta agus breis rnuinighne aea asta fein de bharr natreimhse a thugadar ar na eursai,'fa buadh fe leith ag baint leis na eursai a tionoltar sa Ghao1-tacht ina geloistar an Ghaedhilg da labhairt eoitehianta inasuidheamh duthchais fein. Uaircannta is feidir Gao1taeht bheagdo ehur ar bun istigh sa eholaiste a bhf'uil an eursa ar siubhaimm, ma deintar-mar a deineadh i nIo1sgoile na Gaillimhetriurn6 ceathrar sean-chaiunteoiri do thabhairt isteaeh on bhfior-Ghaoltaeht agus iad do chur ag scanchus leis na maeaibh leighinn,agus ag eaehtraighe sgealta dhoibh Ht thrcoru ollamhan ancholaiste,Lochta.-Ce go bhfuil an Ghaedhilg ag dul ehun einn go breaghagus feabhas m6r ag teaeht ar mhuinteoir i agus ar sgolairi nffhagan san na fuil loeht sa sgeal f6s. Is iad so lean as na lochtaa bhfuil de thabhacht ag baint leo gm fill iad d 'airearnh anso:-(i.) Bion se mar bheas i gcuid de sna sgoilcanna an muinteoiris lugha eolas ar labhairt na teangan do chur imbun an rang a is isle. 'l'osach maith leath na hoibre agusmillean drochthosaeh an obair ar fad ar fuaid nasgoile. Foghluimion na sgolairi oga fuaimeannaneimhchearta i bhfiorthosaeh a dteagaisg gur deacairiad do cheartu ina dhiaidh sin. luighcann an muinte6iran ioniarca le lcabhraibh agus i ndiaidh a cheilegabhan se an b6thar is reidhc dh6 fein agus tuiteansiar ar mhodh an aistriuchain.

56(ii.) Ni deintar oiread curaim agus ba eheart de bhlas agusd 'fhuaimeanna na teangan. Ta sgoileanna ann agusGaedhil g da mUineadh ionta na tuigfi go deo sa Ghaoltacht,ni lugha mar a thiocfadh le sgolairi na sgol sancainntediri na Gaoltachta do thuisgint. I leith nafoghruiochta ta dha ni riachtanach. i. (a) go n-aithne6chadhan lucht foghlnma na fuaimeanna ceartanuair a chloisid siad iad, agus, ina dhiaidh sin, (b) gondeanf'aidis iad do chleachtadh chun go mbeidis abaltaar iad do radh go neamhdhuadhmhar. Is insa cheadcheann diobh san is m6 a tugtar faillighe, agus tarluiongo mbion na sgolairi ag casadh le fuaimeanna aradh na haithnighid. Ba cheart go dtiocfadh cleachtadheluaise roirrih chleachtadh heil,Ta sgoileanna ann, freisin, ina mbion fuaimeannana teangan da muineadh go maith ach go mbion rithimis siansa na cainnte go leir bunoscionn le duthchasna Gaedhilge.(iii.) I moran sgol ni deintar maoirseaeht cheart ar na cleachtuithesgriobhtha. Ise is bun leis sin go minic na nacleaehtuithe do bheith r6-fhada n6 r6-dheacair. Diibhfreagruidis do thuisgint agus d'eolas an aosa fhoghlumanior shaothar r6-mh6r a gceartu,(iv.) Is beag sgoil a mbion filiocht na Gaedhilge da leigheamhionta, agus is lugha na san an meid sgol inaleightar go ceart i; do reil' deallraimh ta cuid mhaithde sna muinteoiri na tuigean ro-mhaith meadarachtna Gaedhilge. Ba choir go mbeadh sgolairi nan-ardrang i n-inmho 20 line fillochta-ar an gcuid islugha dhe-do ehur de ghlan-mheabhair i n-aghaidhna seachtaine.(v.) Ta roinnt bheag sgoileanna a chlaoidhean le seanmhodhamuinte fos, agus go sonnradhach, le m6dh anaistriuchain. Bion mar Ieathsgeal ag cuid aca gobhfuil an t-aistritichan riachtanach i gc6ir sgrudtichainmhaithreanaigh na hlolsgoile.Ce na fuil aon mheadon-sgoileanna na fuil an Ghaedhilg damuineadh Ionnta, ta cuid mhaith sgol ann agus, biodh go muintaran teanga go maith ionnta, cimcadtar istigh sa rang Gaec1hilgeigan aon leas do bhaint aisti taobh amuich de sin, peaca martheanga choic1rimhna mar theanga theagaisg. Nuair is mar sin abhion an sgeal ni cursai iongnaidh e na sgolairi do Ieanamhaint,tar eis na sgoile d'fhagaint d6ibh, den n6s ceadna a thaithigheadarriamh istigh sa sgoil .i. gan Gaedhilg do labhairt ach ar6caidi airithe, agus diaidh ar ndiaidh caillid siad ar fad a bhfuilde Ghaedhilg foghlumtha aca.Teagasg tre Ghaedhilg.-6 bhliain go eheile ta ag meadu ar anbhfonn ata ar na sgoileanna tabhairt fe theagasg tre Ghaedhilg.

57Tuigtar d6ibh ni hamhain gur feidir e dheanamh ach go dteigheanse chun suime d 'aibiulaeht intinne na sgolairi freisin. Igcnid de sna sgoileanna a raibh muintediri sgothaosta ionnta abhi ag eirghe adhbhair in tuirseach den obair agus neamh-shuimiuilinti, thainig claoch16dh ar fad ortha nuair a luigheadaristeach ar an obair do dheanamh tl'e Ghaedhilg ; ba nuadhachtaca e agus thainig athnuachaint suime is speise aca ann da bhar-.I gcaoi go mbeadh rath ar an dteagasg san nior mh6r muinteoirimaitho do bhcith i mbun na hoibre, an Ghaedhilg do bheith ar andeis aca, agus eolus maith do bheith aca ar na h-adhbhair athograid a nihuineadh ; nior mh6r freisin an Ghaedhilg do bheithgo maith ag na macaibh leighinn, Is cUl~said6chais a liacht sgolina bhfnil na coingheallacba san da gc6imhlfonadh aca agus ina.bhfuil togha na hoibre dba deanamh aca trid an dteangain naisiiinta.Isiad na hadhbhair leighinn is m6 a nniintear tre Ghaedhilg-iadi n-ord a cheile do reil' an meid sgol ina mbion siad deimuincadh=-na Stair, 'I'ireolus, Matamaitic, Linioeht, Laidean,Eoluiocht, Fearacbas Tigbe, Oe61.Sa bb1iain 1924-25 cuireadh na sgoileanna a raibh an obair goleir dha deanamh tre Ghaedbi1g aca i roinn fe 1eith (Roinn A)agus deineadh roinn ei1e (Roinn B) i gcoir sgol ina raibh isteachis amach le 1eath na boibre aca dha dheanamh tre Ghaedbilg;cuireadb dha sgoil i Roinn A agus naoi gcinn deag i Roinn B. Sanaithbhliain deineadh dha roinn, B (1) agus B (2), do chur i'n-ionad Ranna B, d 'fhonn aithint do tbabhairt do sgoileanna inambeadh saothar maith dha dheanamh ar son na teangan ach gana bheith ar a gcumas oiread do dheanamh is a thabharfadh teidiold6ibh ,bheith i Roinn B. D 'eirigh le 5 sgoileanna dul i Roinn Aan bhliain sin, agus le 37 gcinn dul i Ranna B (1), B (2). Anuiridhbhi 11 sgoil i Roinn A agus 41 sgoil i Ranna B (1), B (2).Seo mar bhi dailiu na sgol san:-Roinn A. I Roinn B (I) Roinn B (2)Cuige Uladh .. ·. .. .. 1 2 --Cuige Laighean · . .. .. - 5 12Cuige Connacht .. .. .. 8 ()4Cuige Mumhan ·. .. .. 2 4 8I mb1iana fuarathas iarratais 6 16 sgoileanna bheith i Roinn A,agus 6 53 sgoi1eanna bheith i Ranna B (1), B (2).Foillsion na taibhli sea leanas ce mar 6irigh 1eis na sgolairf aehuaidh f6 sgrridti i mbliain 1927 agus a fuair a gcuid sgoluiochta(a) i sgoileanna i Roinn A, (b) i sgoileanna ~Roinn B (1), (c)sgoileanna ei1e; ta dha theasbaint ortha ce mheid fa 'n gcead de.sna sgolairl sin (i) fuair onoracha, (ii) fuair pas gan onoracha,(iii) gur theip ortba.

58SGOILEA:-INAGEARRCHAILLFuair Fuair Pas IArd-Teistirneireacht On6racha gan On6racha Theip arRoinn A · . ·. ·. · . 53·3 27.2 19·5Roinn B (1) ·. ·. · . ·. 72.5 17.2 10·3Sgoileanna pile · . · . ·. 39.1 27·4 33·5Fuair Fuair PasMeadhon -Teistirneireacht On6racha gan On6racha Theip arRoinn A .. .. ·. · . 21.9 40.7 37·4Roinn B (1) · . ·. ·. · . 42.037·720·3Sgoileanna eilc · . · . · . 22.0 38.5 j 39·5SGOILEANSA BUACIIAILLi: ()l"f raibh ach aon sgoil buachailli arnhain i RoinnA. sa bhliain sin).IFuair Fuair PasArd -Teistimeireacht On6racha gan Onoracha Theip arRoinn A .. .. .. · . 16,7 33·3 50.0Roinn B (r) .. .. · . ·. II.l 61.1 27.8Sgoileanna eile ·. · . ·. 31. 9 30.7 37·4IMeadhon -TeistimcireachtFuairOn6racha Theip arRoinn ARoinn B (1)SgoiJeanna eile'I'easbaincan an clar so leanas an lion sgolairi do bhi ar rollaina sgol ins gach roinn. an meid diobh a cuireadh fe.~udu, a~\lSan meid fa 'n gcead den iomlan ar rolla a cuireadh fc sgrudu insna sgruduchain tcietirneireachta, 1927.?lIcid a , Meid aIom- chuaidh fe'n chuaidh fenlan ar sgruduchan I % sgruduchan %Rolla AnI- , Meadhon-Teist. Teist ,IRoinn A 971 83 8,5 13° 1-::-Roinn B (r ) 1288 47 3.6 148 11.5Ranna eile1 22 57 9 4

59Cuirn. na Dala.-Do dhein Cuirn na Dala a lan maitheasa donGhaedhilg agus, go sonnradhaeh, do ehuirea'dar barr feabhais arna sgoileanna i Roinn A do bhi ag iornaidheacht le na icheilefutha ; is beag onoir ba mho aca na eeann de sna euirn sin dobhuaehaint. Ta eeithre cinn aea buaidhte amaeh is amach anoisagus ba mh6r an truagh gan ceithre cinn nuadha do chur suasma n-ionad.L~abhm.-Bhi ar na tosga do bhiodh ag oibriu i geoinneaithbhe6chana na Gaedhilge tamall 6 shoin gannachuis leabharoiriunachchun a muinte. Ta barr feabhais ar an sgeal anois agusta reidhse leabhar ann do lucht muinte na teangan. Ma ta Iochtar an sgeal ise loeht e mi an iomarca leabhra beaga do bheith dagcur ar an margadh i n-aghaidh na bliana , ma's leabhra maitheeuid aca san, .bion cuid aca dona go Ieor, agus ni h-i gcornhnuidhea thoghaid na muinteoiri na leabhra is fearr ortha. Ce go bhfuilroinnt leabhra ann a thugan congnamh don te a bhion agmuineadh gramadaighe is eeapad6ireachta, ni dhearna aoinnepairc na gramadaighe ar fad do threabhadh agus leabharfoghanta do sgriobhadh da reil'.Leightar i bhfad nios m6 leabhra Gaedhilge ins na meadhonsgoileannaanois na mar a deinti nuair a hainmniti teacs-Ieabhraar an gelar oiflgitiil. AI' a shon san fein ta moran sgol ann nafuil an euram ceart aca dha dheanamh den leighthedireacht, agusni m6r iad na sgoileanna ina bhfuil tacar maith de IeabhraGaedhilge sa leabharlainnaea. Ta borradh m6r ag dul £6litriocht na Gaedhilge f'e lathair agus ta sgribhne6iri nuadha agteacht i gceist a bhfuil 81tH da .gcuid fein aea agus feith nalitriochta go trean ionnta ; aeh ta se fuar fanach againn bheithag suil le deagh-thoradh ar a gcuid saothair sin i n-eaghmuisIeighthediri. Na daoine oga ata ins na sgoileanna re lath air, isortha san a bheas cotlni na litriochta san aimsir ata le teacht.agus mara mbion duil sa leightheoireaeht aea ar bhftigaint nameadhon-sgol d6ibh is ro-bhaoghlach na tioc:faidh si dh6ibh godeo, Ta ar chumas na nnrinteoiri an duil sin do mhiisgailt nO.domhtiehadh. IMa Ieanaid go reil' don deagh-shompla ata dhathabhairt fe Iathair ag cuid aca ni baoghal don nua-litriocht , agusdo reir mar a bheidh an Iitrioeht san ag dul i Iionmhaireaeht agusi n-eirimiulacht beidh ag meadu san am cheadna ar shuim is arspeis na coitchiantachta inti.Ta feabhas m6r ag dul ar an sgeal freisin san meid abhainean le Ieabhraeolais : tii leabhra Gaedhilge le faghail anoisar na h-adhbhair sea :-Uimhriocht, Algebar, Ceimseata, Stair isTireolus na hEireann, Eoluiocht, Cuntasuiocht, Gearr-Sgribhne6ireacht,Tigheas is C6caireaeht, Ceol (Solfa.), Gleacuiocht.Eolas ar an n Dulr'aidh. Ma'se teacht an tseagail e ag naIeabhartha m6r-eoluis ni ceart bheith 1'6 mhilleanach a1'Ghaedhilge6iri na hEireann 'na thaobh , tar eis an tsaoghail isean sgea'1 'ceadna e geall leis ag na Ieabhra Bearla atii dhabhfoillsiu i nEirinn agus ta na mtiinteoir'i a dheinean an obair

60tre Bhearla i dturtaobh le leabhra a thagan thar lear chughainnehun mor.chuid da gcuid oibre ins na hard-ranganna dodheanamh.An GhaoUacht.-Nil ach aon mheadhon-sgoil amhain sabhfior-Ghaoltacht: go dti a bhfuil le fir-dheanaighe ni raibhaon teagasg tre Ghaedhilg da thabhairt sa sgoil sin agus niraibh ach duine amhain den bhfoirinn muintedireaehta inti dobhi i ndon Gaedhilg do labhairt. 'Ta athru chun feabhais ann 6shoin, amhthaeh, agus ta euid mhaith den teagasg da dheanamhtre Ghaedhilg i mbliana. Ta 29 meadhon-sgoileanna sa bhreac-Ghaoltacht; ta ceithre cinn aca san i Roinn A (do bhuaidh ceannaca Corn na Dala amach i mbliana), 3 cinn i Roinn B (1) agus7 gcinn i Roinn B (2).An G-Umchain. cabhruithe le Poillsiu leabortho.i nGaedhilg.-Ceapadh Coisde na leabhar chun laimhsgribhinni do leigheamhagus do bhreithniu, agus comhairle a thabhairt don Roinn i dtaobhcad iad na cinn a Iiheadh oiriunach d 'fhoillsiu fa 'n nG-(lm.'I'ionoladh an ehead chruinniu den Choisde Bealtaine a seacht,1926 agus bhi ocht gcinn deag de chruinnithe aca 6 shoin a leith.'I'hainig 97 gcinn de Iaimhsgribhinni fe bhriighaid an Choisde ,agus euireadh 44 cinn diobh-san thar n-ais go dti n-a n-ughdairde bhrigh na rabhdar oiriunach. Ni raibh aon laimhsgrfbhinnnar leigh beirt, ar a laighead, de lueht an Choisde i, agus bhicuid aca gur leigh triur n6 ceathrar iad sal' ar tugadh breitheamhntasortha. Foillsigheadh ocht leabhartha cheana agus taaon cheann deag i lamhaibh na gcl6d6iri fe lathair. Ta ar naleabhartha ata ag dul fe ch16 i lathair na huaire seacht leabharthasgealta, dha dhrama, leabhar filiochta,agus leabhar uimhriochta.CLASSICS.Of the 283 Secondary Schools in the Free State in 1925-26 120boys' schools, 73 girls' schools, and 23 mixed schools taughtLatin; 36 boys' schools and 3 mixed schools taught Greek. Inmost of the girls' schools Latin is taught only in some classes,and to a few students.The teaching of Latin and Greek is, on the whole, sound andthorough in the majority of the schools, and in some schools itreaches a very' high standard.There are very few girls' schools in which Latin is taught in allthe classes. In some schools the girls begin Latin only in thelast year of their school course and try to " cram" it for theMatriculation Examination. It is to be hoped that this unedueationalmethod will be abandoned.Since the introduction of the ncw programme, there has been a-decided improvement in regard to grammar; which had been fallinzinto such neg-lect that ignorance of fundamentals led to inabilityto translate. It is not sufficient to confine a training in

61grammar to the first few years of classical study; the trainingshould be continued to the end of the school course. The answeringin the Pass Leaving Certificate Examination and themajority of the Free Compositions sent in show only too clearlythe necessity of a systematic study of essentials, right through theschool course. It is worthy of note that in those schools whichhave had bad results in the last three years the candidates haveshown painful ignorance of grammar and an equal inability totranslate the unseen passages.In several schools a better training is now given in History andLiterature, though a good deal has yet to be done in many schoolsin this respect, and many schools suffer from the fact that theyhave not a good library dealing with the life and thought of theClassical World.As regards translation, there is a marked tendency on the partof some teachers to confine themselves to securing accuracy oftranslation, which, of course, is an essential thing, but needs to besupplemented by questions dealing with the context of the passage,and by using the passage as a basis for illustrating classicallife and culture. The use of suitable exegesis is most valuablein arousing the interest of the students and in giving life to thedead. chronicles of the past. The neglect of exegesis is shownvery clearly in the examinations by the failure of a large numberof candidates to give satisfactory answers to the subsidiary questionson the unseen passages dealing with classical life aniculture. This neglect is partly due to the fact that someteachers. in their anxiety to cover a wide course to enable theirpupils to cope with unseen passages in the examination, oftenneglect intensive study in favour of extensive reading. Bothshould, however, be combined as far as possible. The intensivestudy of one of the masterpieces of antiquity is of the utmostvalue from the literary and cultural point of view. The lessintensive reading of other works enables the student to cover awide field, and by extending his vocabulary gives him a fa 'lit?"in interpreting passages he has not seen before.In some schools the pace of translation is too slow, and theteacher adopts the habit of translating every lesson to the pupilsbeforehand. This spoon-feeding method is fatal to real progress,as it makes the work too easy for the pupil, and does not trainhim to face and master difficulties. It is almost as injurious inits effects as the unintelligent use of a " crib."In some schools the boys have no dictionaries and use unsuitablevocabularies as a substitute. It is hopeless for a boy to try totranslate Yergil with the help of a vocabulary to a book ofCaesar.In regard to pronunciation, there has been in some schools adecided improvement of recent years as regards the observanceof the rules of accentuation and the quantities of the vowels. Boys

should be trained from the very beginning to give the properquantity to each vowel, as nothing is so difficult to eradicate asdefects in pronunciation. It is, therefore, essential that a wellqualifiedclassical teacher should be put in charge of the lowerclasses, and that he should insist on accuracy of pronunciation.Apart from its other uses, practice in scansion is valuable in ensuringaccuracy of pronunciation, but unfortunately scansionmeets with complete neglect in many schools, and in many othersis taught only to the best boys, though the scansion of elegiacsand dactylie hexameters can be learnt without much trouble.There seems to be no reason why the Leaving Certificate boysshould not be taught the Alcaic and Sapphic metres.To judge by the examination papers, Greek accentuation is entirelyneglected in a few schools, and no attention seems to bepaid even to breathings. It is important that boys from thebeginning should be gradually taught the general rules for Greekaccentuation.In many schools the written work is excellent, and there hasbeen a steady improvement in methods of correction in schoolswhere formerly the work was carelessly corrected, or where theboys entered the corrections carelessly, or not at all. The translationof English into Greek o~ Latin is a valuable instrument insecuring accuracy in accidence and in training a student toacquire the main syntactical constructions which he requiresin order to grasp the meaning of a passage of Latin or Greek,out it ceases to be of value if the exercises are not corrected andthe student sends up the same mistake time after time. As thelearning by heart of passages from the classical authors is a mostvaluable help in writing idiomatic composition, whether" formal"or " free," more practice in " repetition" should be given.Free Composition is at present in the experimental stage. butup to now the results are somewhat disappointing, if a judgmentis to be formed from the compositions submitted at the recentexaminations. A very large number of the students that took thepaper in this subject should never have done so. Some of thecompositions had nothing whatever to do with the subjects set,and were clearly " prepared" essays very imperfectly remembered.Some compositions had " tags" at the beginning whichwere written in correct Latin, while the rest of the compositionwas full of hlunders. Speaking generally, the standard of knowledgeof grammar, construction, and idioms displayed in the compositionswas unsatisfactory. Pupils should not be allowed toattempt free composition till they have a fair acquaintance withthe rudiments of the language. Some of the compositions, however,showed promise and indicated that the students had a fair graspof construction and idiom.Latin and Greek Verse is still taught and taught well in someof the best classical schools.

63ENGLISH.The teaching of English and the average standard of knowledgeof the students vary considerably. In several schools theinstruction is given on broad lines and is calculated to developa cultivated taste in the students. In other schools the teachersadopt methods which are too narrow and cramped, and confinetheir pupils to too narrow a range of literature, spending toomuch time on intensive study of poems of little literary value,instead of making their students read extensively and devotingintensive study to poems of the highest literary type. Certainpoems should be " tasted," not " digested."The present system meets with the approval of most of theschools and is especially wflcomed by the best schools. Libertyof choiee has given the good teacher an opportunity which henever had before, when he was often compelled to teach withina limited range and was often penalised in the examination if hewent beyond the range of the prescribed texts. There is nodoubt that in many schools the teachers have availed themselvesof the liberty they now have, and are giving an excellent trainingin the appreciation of literature. The lessons given are generallysatisfactory, and often inspiring.It is pleasing to note that good use is made of " repetition"of poetry. No discipline is more effective, if properly performed.It influences speech in general; it teaches students to use theright word in the right place; it helps to train not only thememory, but also thought and imagination.Some few schools set compositions in English verse. It is apity that more do not do so, as it is a valuable exercise for olderstudents to attempt sonnets or lyrics, and even younger students'could describe events in the easier forms of verse. Schoolmagazines sometimes contain poems which hold out promise, andexcellent parodies are occasionally found in them.While there has been in many schools a noticeable improvementin distinctness of utterance and in the power of reading,clearly on the part of the students, in other schools this veryimportant matter is neglected. The students mumble, or readat a lightning pace, or read every type of passage in the samedull monotone, as if they had not the slightest idea of the meaningof the passage. Teachers should devote some time each weekto remedying these defects, as nothing is more painful than tohear a boy or girl read poetry or prose in a manner whichdestroys all the rhythm and beauty of the passage.Formal composition is soundly and carefully taught in most ofthe schools, but in many schools it would be useful to introducemore variety, and, as alternatives of the formal essay, the pupilsmight be given more frequently such exercises as follows:-(a)

64letter writing of various kinds, (b) the expansion of ideas containedin a short poem retaining the sequence of thought, (c) thewriting of single paragraphs, (d) short articles on current topicssuitable for insertion in newspapers. More time and attentionmight be paid to practice in oral composition, which forms a veryuseful exercise. Debating and Dramatic Societies are an admirableadjunct in this connection.Each school should have a good reference library well stockedwith poetical and prose literature.HISTORY.While the History course is an exceedingly interesting one, andshould prove to be of great educational benefit to the schools, thedifficulty at present is that it requires specialist teachers to do fulljustice to it, and unfortunately the number of specialists is notlarge. In order to teach the present courses effectively a teachershouldhave read very widely and deeply to supplement the textbooks used by the student, since a student may know his textbook by heart and yet have little real knowledge of the period he isstudying. It is now more than ever the task of the teacher to drawgeneralisations and analyse facts, to give the class his judgmenton events and on those who played an important part in theseevents, to explain the connection between causes and results, tostimulate and rouse the interest of the pupils, to add life to whatis otherwise dead matter, to supply the illustrative and ornamentaldetail, without which the subject loses all its interest and value.In order to enable the teachers to carry out this difficult tasksatisfactorily each student should have an historical atlas; theschool should be provided with good wall maps illustrating thehistory of Europe at variou periods, and with time charts, whichare so useful in enabling the students to measure the periods oftime and the comparative lengths of the different periods studied.As far as possible" pemmican " text books should be avoided, as" the concise in history is often the opposite of the elementary."Books of wide scope should be purchased and placed in the libraryfor the use of the teachers. Students should get plenty of practicein urawing rough ma-psto illustrate the various movements intheir history period. and atlases should be u ed which are dearandcontain only the essential details.FRENCH.While French is taught in 125 girls' schools, it is taught in only46 bovs ' schools.The standard of attainment in French is in general higher inthe girls' schools than in the boys' schools, and in some of theformer schools it reaches a high level. In many of the schools

65however, defective oral methods have led to a neglect of grammar.While it is very undesirable that teachers should lay too muchstress on grammatical peculiarities to the neglect of other things,it is desirable that oral methods should not exclude a thoroughgrounding in the fundamental elements of grammar and idiom,and that such a grounding as well as a certain amount of readingin the language should precede any attempt at Free Composition.MA'fHEMATICS.For the Senior Course the subject is optional; in the JuniorCourse it is obligatory, except in the cases of girls, who may takeArithmetic in conjunction with Science, Domestic Science, Drawingor Music instead of Mathematics. Only a few schools availedthemselves of the liberty to drop, for some or all of the girls, theJunior Mathematical Course.There is at present a dearth of good mathematical teachers inthe girls' schools, and the absence of girl candidates for theHonours Leaving Certificate in Mathematics gives reason to fearthat there will be a continuance of the present dearth.As regards the organisation of the mathematical teaching, difficultiesarise from the fact that many of the pupils arc not sentto the Secondary School until they reach the age of 15 or Hiyears. A further difficulty that militates against the efficientteaching of this and other subjects is the fact that, in day schoolsparticularly, there are many cases of overcrowding of classesinto one room and of overcrowding of pupils in a class. Suchovercrowding is specially injurious to mathematical work, whichdemands both individual effort and individual supervision.The chief difficulty that arises, however, in the teaching ofMathematics is the scattering of the mathematical work over anexcessive number of teachers.In session 1925-6, for instance, the number of secondarymathematical classes in the Southern Circuit was about 440,while the number of mathematical teachers for these classes wasabout 290. In scarcely ten per cent. of the schools was there aneffective organisation limiting the work to a minimum numberof teachers. Even assuming proper qualifications on the part01' the teachers, such organisation can scarcely fail to be injuriousto the interests of the pupils in a logically connected subjectlike Mathematics, especially in the very important classesof the first and second years.Efforts have been made over a period of years to improve thestandard of the work by means of Summer Sourses for teachers,but the results arc disappointing, owing to the fact that there issuch a proportion of fluctuating teachers of Mathematics ir; theoountry. The dearth of candidates in the universities who take

67SCIENCE, DOMESTIC ECONOMY, MANUAL INS'1'RUCTIONAND DRA'VING.The inspection of instruction in the practical subjects of thesecondary school curriculum-science, domestic economy, manualinstruction and drawing-has been carried out, as in previousyears, by the inspectors of the Technical Instruction Branch.The revised programmes prepared for the session 1924-25 haveproved successful and have been adopted without modification bythe great majority of schools. The main principle in these programmeswas the division of the four years' preparation for theIntermediate Certificate examination into two periods. Theearlier period, for pupils from 12 to 14 years of age, gave greatfreedom to the teacher as to scope and methods of instruct~n, andleft him free from the constraining influence of preparation forexamination. It has enabled teachers to broaden their instructionand to make the pupils' introduction. to science a study of commonexperience.The greater demand that such instruction makes upon theknowledge and enthusiasm of the teacher and his preparation oflessons has met with adequate response, and greater experiencewill enhance the value of this preparatory course. In the laterperiod the broadening of subject matter and the improvement inlaboratory teaching have led to satisfactory progress.The preparatory course includes the study of living things andcommon phenomena not previously dealt with in the school programmes.)1any teacbers had little experience of such instruction,but the want has been met by special summer and sessionalcourses. Little serious criticism of the programmes has beenforthcoming; any difficulties that have arisen have been solved byconferences between representative teachers and the inspectors.The general course of Science has been selected in most schoolsand on the whole well taught. Better results are achieved whenit is preceded by one or more years of the preparatory course. Acommon weakness is the failure to emphasize the ,bearing of thesubject matter upon common experience.The course in Rural Science has been adopted by very fewschools; it is designed to provide an intelligent basis to a laterstudy of scientific agriculture, but such a course does not appea-rto appeal to the managers of many schools.T1Jemodified Science course for girls devised to explain thefamiliar phenomena of everyday life and personal hygiene hasbeen widely adopted and has been taught with marked success.'I'he course of Domestic Science is intended to provide a scientificand cultural as well as a technical training. The manualoperations of cookery and needlework are well taught, but thetheoretical instruction which should explain the nature of thematerials and processes employed is often unreal and bookish.

6HIn general the courses for the Leaving Certificate have provedsatisfactory and have been treated adequately. In view ofdevelopments in the use of electrical power, it will be desirableto devote more attention to instruction in electricity.It is to be regretted that Manual Instruction has almost disappearedfrom secondary schools; the obvious reasons for thisdecline are the difficulty of obtaining qualified teachers, the costof equipment and the competition of examination subjects.Drawing, an obligatory subject of the preparatorv course, is notin the majority of schools taken in any higher class. In some'Schools, however, the managers, convinced of its educational value,have retained it as part of the curriculum of: all classes.The success of practical and scientific instruction depends ina special degree upon the training of the teachers. It has beenthe policy of the Department therefore to approve of the appointmentof teachers only when they can produce evidence of adequatepractical training in the subjects they are required to teach. Tomaintain the supply 01' efficient teachers summer and sessionaltraining courses are constantly organised.New regulations dealing with the qualifications of teachers werenecessitated by the numerous changes in the syllabuses issued in1924. The preparatory course then introduced deals with theintroduction to both physical and biological science; its successdepends upon the thoroughness with which fundamental factsand principles are understood. It demands greater breadth andgreater depth of knowledge in the teacher, than do the moreacademic courses of the Intermediate and Leaving Certificates.'The" school science" teacher should not be a one subject man butshould be educated broadly, and should be in a position to breakdown the distinctions, often artificial, between the divisions inwhich elementary Science is sometimes arranged. The general'Science examination. embracing physical and biological studies,has been devised to ensure a supply of teachers capable of giving-the broad type of instruction demanded in the preparatory course.CHAPTERIX.TECHNICALEDUCATION.A brief sketch of the establishment of Technical Inet ruction asa State service in Ireland and of the organisation and developmentof the local schemes under the Department of Agricultureand Technical Instruction was given in the first Report of theDepartment. The control of Technical Education did not passinto the hands of the Department of Education until June. 1924.Steps were taken immediately to prepare a survey of theactivities of the Branch, and as a result of special reports preparedby the Chief Inspector and the Senior Inspector it became

69clear that a thorough investigation of the facilities for industrialand commercial training in the Saorstat was necessary. ACommission was accordingly appointed by the Minister "to Technicalinquire into and advise upon the .ystem of Technical Education Educa?~n. S ,- . . lati h . t f T d d ComIlliSS10Q111 aorstat Eireann 1J1re ation to t e requiremen s 0 Ta e anIndustry. ' ,The Commission, which commenced its labours on the 5thOctober, 1926, included representatives of employers, labour,teachers, and of the Departments of Education, Industry andCommerce, Agriculture, and Finance. Two prominent memberswere Professor Dr. A. Rohn, President of the Federal Instituteof Technology, Zurich, and Mr. Nils Fredricksson, Member ofthe Swedish Board of Education, both having a deep knowledgeand wide experience of the various forms of technical educationand of the requirements of trade and industry in the matter ofeducation. Officers of the Branch were placed at the disposal ofthe Commission to accompany members on visits to technicalschoolsand classes and explain the scope and aim of the instructionand the manner in which it is organised. Evidence wassubmitted to the Commission in regard to the work of the Branch,the control and finance of technical education, school programmes,the training of teachers, scholarships, etc., and theAssistant ccretary, Chief Inspector, Senior Staff Clerk, andcertain other officers attended sittings of the Commission for oralexamination.~ending the Report. of the Commission it was considered Progress ondesirable to defer any Important new developments and to con- present linestinue to aim at securing the best results obtainable with thepresent resources and on existing lines. A general survey of theoperations of the schemes of the 49 statutory committees in theSaorstat shows that the work has on the whole progressedteadily and that there is a considerable interest in allforms of post-primary and technical education. The followingfigures,taken from the appendices, are of interest in this connec-tion:-Number of Students Enrolled in Classes in Technical Schools.-Course-T924-25 1925-::>6I926-27Introductory ..CommerceScience (pure and appliedHandicraftDomestic ScienceArtMiscellaneous "· . · . 1,757 1,881· . · . 8,81 I 9,225) .. · . 3,757 4,009· . · . I,OOg 1,104·. · . 5,354 5,072·. · . 916 891.. · . 204 2271,7388,3904,2511,4346,521920722Total number of individua I students 21,637 22,330 22,718I

70Number of Students Enrolled ill Classes conducted underCounty Schemes of Technical Instruction elsewhere than in ~Established Technical Schools.Course 1924-25 1925-26 1926-27Manual Instruction 2,460 3,274 3,9·PDomestic Economy 4,631 7,138 6,409Home Spinning, etc. 605 687 673Lace Sprigging and Knitting 363 678 550Irish 23,330 25,137 20,909Commerce 884 2,858 1,626Miscellaneous ..1,352 1,645 1,328. '1Total .. 33,625 410417 35.437Side by side with the progress indicated by the returns.there are many special indications of an awakened interestin technical education. Prominent among these is the recentdevelopment in Waterford City of a movement to associateentrance to apprenticeship in a skilled trade with a period ofpreliminary training. Though this period is regarded in moderneducation as fundamental to successful apprenticeship, it hasnot been accepted as such by industry. The principle. however.was unanimously agreed to at a representative meeting ofemployers. workers and technical school managers in 'Waterford,and it is understood that action is now being taken:(1) to determine the nature and extent of the training requiredfor the various trades;(2) to provide for the registration of candidates eligible foradmission to apprenticeship;(3) to secure united action by employers and workers insup:port of the enlistment of apprentices from thosewho have fuHUled prescribed conditions.From the standpoint of the importance of co-ordination betweeneducation and industry, the value of this movement in Waterfordcan scarcely be over-estimated.In the City of Dublin great interest has been taken by the Commissionersin increasing the efficiency of the schools and bringingtheir work into the closest possible relation to the requirementsof the trades. Workshop equipment has been added to and improved.A large garage has been built at Bolton Street to accommodatethe rapidly increasing classes in motor car engineering.Among new features of importance may be mentioned the classesin Hotel Work, organised as a result of the evidence tendered tothe Technical Education Commission by representative employersand workers in the hotel trade. Arrangements have beenmade to train a number of young people for employment as chefs,waiters and waitresses, and a definite agreement has been reached

71to absorb into the trade tho e who complete satisfactorily thecourses prescribed. The evidence submitted to the Commissionin connection with many other trades in Dublin has been of ahelpful and very practical character, and there is every reason toexpect that the technical schools will experience in the nearfuture a period of intensive activity.'pecial mention must al 0 be made of the work of TechnicalSchools in Cork. Limerick and Rathmines. The beginning of thesession 1927-28 finds the Crawford Municipal Institute in Corkwith an enrolment of 250 in excess of the previous session, andthe school accommodation taxed to the utmost. The TechnicalInstitute in Limerick has had a remarkable development since itsreorganisation in 1923, its enrolment having increased from 522to 858. In Rathmines, where the instruction in Commerce maintainsthe excellent standard attained in previous years, the demandfor cla ses is still advancing. The enrolment has increased from303 in 1902-03, when the school was opened, to 927 in 1913-14,and 1,746 in 1926-27.The T'raining of Technical Teachers.The Gaeltacht.-The problem of training instructor competentto give instruction through the medium of Irish to meet the requirementsof the :raeltacht has received attention. In additionto improving the general standard of instruction in Irish at the'l'raining School of Domestic Economy, the Department reservedone-third of the vacancies for entries to this institution to candidateswith a good oral knowledge of Irish. One-fourth of theplaces were also reserved at the special course in :'If otor CarEngineering for candidates with pecial qualifications in oralIrish.Summe« COltrses.-In both 1925-26 and 1926-27 special courseswere held in the summer vacation to supplement the training ofteachers. In 1925-26 courses were given 'as follows :-Chemistry (f.or Secondary Schools)Rural Science (for Secondary Schools)Rural Arithmetic, Farm CalculationsAccountsMotor Car EngineeringGeneral ArtIn 1926-27 the courses were:-Chemistry (for Secondary Schools)Physics (for Secondary Schools)General Science, Part I.General Science, Part H.Motor Car EngineeringGeneral ArtIn addition to the courses conductedandby the Department26 students.13 students.13 students.13 students.30 students.38 students.14 students.16 tudents.14 students.13 tudents.34 tu dents.at the

72institutions named above, courses for teachers were held throughoutthe aorstat at convent and other centres. The number ofcentres and the number of students were a. follows:-SUbject Centres Students in AttendanceScience4 6Domestic Economy6 5Drawing 2lVoodwo1"killg Crafts.-The supply of trained teachers fortechnological subject i a matter which requires the con tantattention of the Department. In recent years it has becomeincreasingly difficult to find trained instructors to takeup teaching posts in the woodworking crafts. The Departmentaccording-ly advertised in 19,25 for suitable youngmen in the woodworking trades, and out of some sixtyapplicants selected by examination and interview twenty candidateswere awarded scholarships and underwent an intensivecourse of training of nearly nine months' duration. The coursewas conducted by 1111'. J. J. 0 'Connor, headmaster of :'1allowTechnical School, and :'11'. James Hicks, Master Cabinetmaker,Dublin. Examples of the work carried out bythe students-in-training were exhibited at the Royal DublinSocietys Spring Show in 1926, where they attracted very favourablenotice. Practicadly all of those trained have taken up dutyunder Technical Instruction Schemes in the Saorsta t. and verysatisfactory reports have been received as to the timulating effectof the work done by the new teachers.Domestic Economy Instruction.-It is probable that considerabledifficulty will be experienced in the near future withregard to t.he supply of training instructresses of DomesticEconomy. The Department 's Residential Training School at Kilmacudis unable to supply more than 8 or 9 instructresses yearly,and this is insufficient to meet the demand for their services. Itis to be regretted that the shortage of teachers is more acutelyfelt in rural areas, especially those along the western seaboard,where the conditions of life are relatively difficult and theneed for in truction in thi. subject correspondingly marked.The small number of instructresses available mostly obtainappointments in the urban areas, where the conditions of employmentand prospects of promotion are much better.Revised and improved scales of alary for Manual Instructorsand Domestic Economy Instructres es 'were approved by theDepartment in December, 1925.Motor Car Engineering.-Vlith the great expansion of motortransport in Saorstat Eireann ha come an ince sant demand

73on the technical schools for instruction in motor car engineering.Owing to the lack of adequately qualified instructors this demandhas remained virtually unfulfilled. Steps were taken, however, intile early portion of 1927 to organise a course of training' on linessimilar to those of the course conducted for Manual Instructors(Woodwork). The competition for the scholarships was exceptionallykeen,and as a result twenty candidates with sound practicalexperience of garage work were selected to attend thecourse. By the courtesy of the City Commissioners, the course isbeing conducted at Bolton Street Technical Schools, where excellentaccommodation and equipment are available. The trainingwill be completed in the spring of 1928, and steps will be takenin the meantime to ensure the rapid absorption of successfulstudents into employment under Technical Instruction Schemes.Technical School Prog1'a1n11te.-No changes of importance weremade in the programmes of study for Technical Schools andclasses during the period under review. On the whole, the instructionmaintained a satisfactory standard. T-rades classeswere generally well taught, particularly in the building,mechanical and electrical engineering groups, but in some of theclasses dealing with the technique of a trade the teachers, though,good craftsmen, did not possess the experience of teaching northe powers of presenting their subjects that are necessary to producethe best educational results. In Technical Chemistry andother branches of applied Science the instruction was mostly ex--eellent. Much of the instruction in Commercesuffered as a result-ofthe incomplete character of the training of the young graduatesemployed to teach junior classes and their lack of experience andappreciation of the realities of business life.The instruction in Domestic Economy was in certain respects'skilful and attractive, but in general still requires a broader purposeand treatment. In Cookery classes the expense involved insupplying materials has led some committees to insist that-students should bring their own materials to the classes. Theteacher thus loses much control of the work of the students andiRndsit difficult to organise a systematic course of instruction.Outside the special schools of Art in the county boroughs itcannot yet be said that there is an adequate response to the teachingof Art Crafts, and it is in this direction that Art teaching'should be developed in the smaller towns. There is undoubtedexcellence in the teaching of the few Art Craft classes that exist,but too often craft-workers expect to get satisfactory resultswithout adequate study of drawing and design.The trades preparatory schools were continued on lines similarto those adopted in previous years. Proposals for radical alterationsin the programme of the schools have been discussed andare still under consideration.The number of day commercial schools continued to increase.The attendance was large and regular, and usually the progress

74made was highly satisfactory. The programmes of instruction,however, were designed too frequently with a view to securingproficiency in the more mechanical details and routine of officework, and there is a need for the continuance of a general educationon liberal lines side by side with specialised office training.In some of the schools instruction in lettering and show-carddesign was introduced "withadvantage.The section of the Department's Regulations which providesfor the payment of grants on special day classes for apprenticesto skilled trades continues to be availed of only to a small extent.The principal c-lassesorganised under this section were in Dublin,where a whole-time Day Apprentice School has been in operationfor some years.Technical School Examinations.-The numbers of workedexercises at the annual technical school examinations for 1926 and1927 were 5,114 and 5,126, respectively. There has been amarked increase in the number of candidates for examination inrecent years, but since 1925, when the number of worked exercisesreached 5,335, this increase has not been fully maintained.It is satisfactory to observe that where Irish students competein open examinations with the students of technical schools inGreat Britain, the results of their instruction are highly satisfactory.In 1927, students of the Bolton Street Technical Schoolsobtained, amongst other successes, the br-onze medal for metalplate wor-k, lithographic printing and machine printing, andtailors' cutting (three medals).Trade Scholarships.-Trade scholarships were offered by theDepartment in 1926 to enable selected persons who have beenengaged in certain specified industries for a period of at least twoyears to obtain systematic instruction in the principles of scienceand art as applied to these industries. Applications were invitedfrom young people employed in the following industries:-Cabinet-making, motor engineering, painting and decorating, roadcarriage and motor body building. A sufficient number of eligiblecandidates was forthcoming to enable courses to be held incabinet-making and motor engineering. The courses were conductedat Bolton Street Technical Schools and Pembroke TechnicalSchool (Ringsend) respectively, and ex-cellent work wasaccomplished.Trnining for Domestic Se1·vice.-The training of girls for"domesticservice was continued at the Killarney School of Housewifery.'I'he maximum accommodation is for 22 pupils, and a fullattendance has been maintained. For many years the majorityof the pupils entered the school on scholarships from the lateCongestedDistricts Board. The Department now awards ten free'Placesto candidates from districts scheduled as congested. TheCounty Kerry Joint Technical Instruction Committee awards acertain number of scholar hips of £8 per year to candidates residentin Kerry. The Department also admits a small number of-

75fee-paying pupils up to the limit of the accommouatron of theschool. Of the twenty-one pupils who completed their trainingat the end of the session 1925-26,seventeen were placed in situationswith wages varying from £18 to £33 per annum, and fourreturned to their homes 10 take up domestic duties.CHAPTER X.) [ETROPOLITA SCHOOL OF ART.The total number of students who attended the school duringthe session 1925-26was 4:73,of whom 93 attended the Day Classes,420 attended the evening classes, and 40 students attended bothDay and Evening Classes. Of the total number, 240were male students and 233 female students. There were 38 freestudents, and 4 students who paid reduced fees in accordancewith the ~chool programme.'I'he attendance showed an increase of 113 in the total numberas compared with the previous session.A Summer Course of Instruction in General Art was held atthe School from the 6th to the 30th J'uly, and was attended by30 teacher-students. The instruction was designed as a refreshercourse for teachers engaged in Technical and Secondary chools,and included Object and Memory Drawing, Design and Ornament,Drawing from Casts, Perspective. Geometry, Drawing fromNatural Forms, Drawing from Life. }Iodelling, Methods of TeachingDrawing, Leatherwork and Enamelling.The group of tudents selected by the Department to follow therecent course of training for Manual Instructors attended thechool regularly for instruction in Drawing and Design. and madesnbstantial progress in this portion of their work.Seven full-time students of the School of Architecture ofniversity College, Dublin, attended the school during thesession, and 14 part-time students of the School of Architecturealso attended under the auspices of the Architectural Associationof Ireland. 'I'he syllabus of instruction included appropriatesections of drawing practice, and modelling, and was preparedin collaboration with the Professor of Architecture of UniversityCollege. An examination in Drawing and Modelling for thesestudents was held in the school in June.The total number of students enrolled during the session1926-27 was 501, of whom 267 had not previously attended theSchool; 145 students attended the Day Classes. 414 studentsattended the Evening Classes. and 58 students attended bothDay and Evening Classes. The total number comprised 206 malestudents and 295 female students. 'I'herewere 14 free students,and 5 students were admitted at reduced fees in accordance withthe School programme.

76The attendance showed an increase of 28 in the total numberas compared with the previous session.A 'ummer Course of Instruction in General Art was held inthe 8("hool from the 5th to the 29th July, inclusive, and wasattended by 35 teacher-students.Eight full-time students of the School of Architecture of UniversityCollege, Dublin, attended the School during the session, and9 part-time students of the School of Architecture also attendedunder the auspices of the Architectural Association of Ireland.An open competitive examination for the award of threeTeu("herships-in-Training was held in June, 1927.In the ational Art Competition, 1927, promoted by the RoyalDublin Society, 38 prizes wer-eawarded; 27 of these awards wereobtained by students of the school, and, in addition, an awardof a California Gold Medal was made to one of the students forspecial merit in Poster and Illustration Design.Examples of students' work, comprising Designs, Leatherwork,~JIl1broidery,and Enamels, were submitted by the School to theArts and Crafts Section of the Cork Summer Show, 1927, organisedby the Cork Industrial Development Association. Two ofthese exhibits obtained first prizes, and four obtained secondprizes.Forty-four designs were submitted by 22 students for the PosterCompetition organised by the "Independent Newspapers,Ltd.," in January, 1927. 'I'he first and third prizes were awardedto students of the School, and of three additional prizes, two werealso obtained by students of the School.Towards the close of the session an exhibition of painting. sculpture,and engraving was organised on behalf of the Council ofDublin Civic Week. This exhibition was arranged in the galleriesof the School during the summer vacation, and was opened to thepublic on the 19th September.Exhibitions of drawings, including Posters, Showcards,Illustrations, and other work produced by students receivinginstruction in the Association of Art and Publicity, were held inthe School during the sessions 1925-26 and 1926-27.In the competition for Scholarships and Prizes offered underthe Taylor Bequest, all the awards, with the exception of a Prizeof £10 in the Optional Section, wereobtained by students actuallyin attendance during the session 1926-27. In the previoussession. all the awards were obtained by students of the school.The Department has pleasure in recording a gift of books andmagazines relating to the arts presented to the School by Mr.Harold L. Jacob, and a gift of casts. from the antique, modellingequipment and tools, presented by the executors of the lateErnest 0 'Shaughnessy.

77An analysis of the organisation and work of the School wasprepared by the Headmaster for the information of the Commissionof Inquiry on Technical Education. The Headmaster subsequentlygave evidence before the Commission in February,1927.Ari ing out of this Commission, a Committee of Inquiry wasappointed by the Minister for Education with the following Termsof Reference :-" 1. To investigate the working of the Metropolitan Schoolof Art and to report to the Minister for Education and tothe Commission on Technical Education 'whether any, and ifso what, reforms are necessary in the organisation and workof the School to enable it to ensure most effectively(a) the improvement of craftsmanship and design as appliedto industries;(b) the training of Art Teachers;(c) the giving of cultural education through the instructionof students in the fine arts, and(d) the giving of a Professional Training in the fine art ." (2) To examine and report upon the provision for theteaching of Art in the other Art Schools and the TechnicalSchools and Secondary Schools under the Department ofEducation, the proper co-ordination of the teaching in theseinstitutions with the work, of the Metropolitan School of Artand its application generally to the work of industrial development."It was considered desirable that this inquiry should be conductedby experts from some European country which excels inthe teaching of A rt and the application of Art to Industry. Afterpreliminary enquiries made bv this Department and the Departmentof External Affairs it was arranged by the Minister forEducation, with the approval of the Executive Council, to appointthe following foreign experts as members of the Committee:-Mons. A. Druot (Inspector General of Technical Instructionin the French Republic),Mons. A. Bruneau (Inspector General of Art Education inthe French Republic),MOllS. Yvanhce Ramhosson (Honor.iry Conservator of the)ruseum~ of the Citv of Paris).In nrldition to these, )11'. Dermod 0 'Brien (President of theRoval Hibernian Academy) and -;Ur. Thomas Bodkin (Director ofthe National Gallery of Ireland) constituted the Committee.The final report of the Committee as a whole is expected at anearly d".t.e,

78CHAPTERXI.NA'l'IONAL nlUSEUM.Particulars of the various exhibits acquired for the :"IIuseumbydonation, loan or purchase during the period covered by thisReport are set out in the Appendices at page 178 et. seq.During the year ended 31st July, 1926, the number of visitorsto the Museum was 293,978 as compared with 276,636 in th~previous year. For the year ended 31st July, 1927, the corres--ponding figure was 345,347.The Keepership of the Irish Antiquities Division, renderedTacant by the death on 19th October, 1926, of Dr. WaIterBremer, whose appointment to the post, as from the 1st October,1925, was referred to in the previous Report, was filled by theappointment of Dr. Adolf Maria Mahr, Assistant Keeper in thePrehistoric Division of the Natural History Museum, Vienna. Heentered upon his duties in the National Museum of Ireland onthe 16th September, 1927. A comprehensive survey of the contentsof the Irish Antiquities Division and of the recording,arrangement and display of the objects ha been undertaken bythe newly appointed Keeper.Owing to certain difficulties of space and arrangement, omesections of the Art and Industrial Division 'were not open to thepublic during the period under review. These sections were principallydevoted to Greek, Roman, Egyptian, Persian, Indian,Japanese, Chinese and Tibetan collections. The bulk of the collectionsof local and general intere t in the other sections of theDivision were available for the public.In the atural History Division the Botanical and ZoolomealCollections were re-opened to the public. In the BotanicalSection, teachers and their classes frequently consulted thecollections in the Index Room, and the Materia Medica exhibitscontinued to be studied by considerable numbers of individualstudents. The Mineralogical and Geological Collections, storedsince the taking over of certain portions of the Museum buildingsfor the use of the Oireachtas, are not yet available for public view.It i expected, however, that as soon as certain structural alterationsat present contemplated are effected, sufficient space will berendered available for the display of these important collections.In connection with the general reorganisation of the services ofTechnical Instruction and Science and Art administered by theDepartment of Education, the Minister decided, with the approvalof the Executive Council, to set up a Committee of Inquiry intothe National Museum composed of the following experts::Mr. J. :M:. Adams, F.R.C.Sc.I. (Senior Agricultural InspectorDepartment of Lands and Agriculture) :Mr. Thomas Bodkin, B.A., B.T.;.,(Director of the NationalGallery of Ireland) ;

79Professor Nils Lithberg, Ph.D, (Professor of National SocialHistory as illustrated in B rts and Industry, and orthernand Comparative Folklc re at the Northern Museum,Stockholm);Mr. Charles MacNeill;Mr. Dermod 0 'Brien (Pr sident of the Royal HibernianAcademy and Chairmnn of the Board of Visitors to theMuseum).The Terms of Reference to the Committee are:-" To enquire into and report to the Minister for Educationupon the main pnrposes that should be served by the NationalMuseum; the needs of the Museum, if it is to fulfil these purposes~f'ectively and the reorganisation, if any, which may benecessary in order to enable it to supply these needs."The Committee held its first meeting on the 6th October, 1927,and met on several occasions subsequently. Its final Report hasnow been presented to the Minister.CHAPTER XII.ATIONAL LIBRARY OF IRELAND.During the period August 1, 1925, to July 31, 1926, the Librarywas open to readers on 284 days, and during the correspondingperiod 1926"27,on 279 days. The Library was dosed for severalweeks during the summer for annual cleaning and to facilitatethe building operations in connection with the extension in theEastern Wing. The attendances of readers during the period1925-26, as recorded in the Signature Book, numbered 36,019,made up as follows :-Morning, 22,990; evening, 13,029, an increaseof 12,366 on the preceding year. During 1926-27 theynumbered 48,354: Morning, 30,089; evening, 18,265, an increaseof 12,335 on the former year.The volumes accessioned and made available to readers duringthe two years numbered 14,148, exclusive of Government publicationsand current periodicals. They included «nany valuablebooks and manuscripts, the more notable being:-(1) The collection of newspapers formerly preserved inthe Chief Secretary's Office, Dublin Castle, numbering upwardsof 4,000 volumes, transferred by the Oireachtas Committee.The incorporation in the Library of these valuablefiles of Irish papers, dating from the 18th century, had longbeen desired;(2) The Knox collection of correspondence, purchasedat Sothehy's, relating to the outbreak in the North of theRebellion of ]798. comprising upwards of 180 secret documentsand autograph letters of General the Hon. J 0111'1.

Knox, General [afterwards Viscount] Lake, 'I'homasPelham, Irish Secretary, Lord Castlereagh, Lord Carhampton,General Nugent, etc.;(3) The important collection of letters and papers, numberingupwards of 400, from the Melville sale, relating to,the Rebellion of 1798, the Union, the French Invasion, etc.,among them a MS. of 200 pp. by John Bruce of the IndiaOffice, on the political connection between England andIreland, from Henry n. to J·ames I., letters of the Duke ofWellington, Marquis of Rockingham, Camden, Cornwallis,Richard Burke, General Sir Ralph Abercromby, etc.;(4) Unpublished memorandum and secret documents inMS. relating to the Emmet Rising in 1803, being a defenceof the military authorities;(5) Various manuscript papers and correspondence of thelate Thomas Clarke Luby, the gift of his daughter, Mrs.K. L. Maurice, U.S.A., comprising his" Personal Narrativeof the Fenian Movement," " Narrative .of the BlanchardstownAffair," " Funeral Oration over John Mitchel," six unpublishedplays (original and type-script), autograph lettersof James Fintan Lalor. Michael Doheny, Sir Charles GavanDuffy, John Mitchel, 'I'homas D'Arcy McGee, and othersconnected with the Irish revolutionary movements:(6) The documents and tracts on Irish affairs acquiredat the sale of the late W. A. Lindsay, Clarenceau King ofArms, many of them from the Phillips Collection, including:"Scrittura laseiata dal Residente d 'Inghilterra," relatingto Rinuccini 's embassy, and formerly belonging to PrinceCharles Frederick, Rome, 1738; "Monasticon Hibernicum,"by David Thomas. dated 1730; "The Constitution of theCourt of Exchequer in Ireland," 18th cent.; "SomeRemarques upon the Government of Ireland" addressed toKing James n., 1685, by Hugh Reilly;(7) Collection of book-plates, English, Irish and American,presented by Mr. William Chamney, and numbering upwardsof 12.000. a great enrichment of the library, which hashitherto been without anything of the kind;(8) The manuscript materials collected by the late Hon.Robert 0 'Brien towards a history of the Diocese of Limerick,presented by Mrs. Vere 0 'Brien, including a transcript ofthe small Libel' Niger, which perished in the destruction ofthe Record Office;(9) The collection of drawings, engraved portraits.caricatures. etc.. relating to the life and times of Danielo 'Connell, formed and annotated by T. 1\1.Ray, Secretaryof the Loyal Repeal Association, among them prints of somerarity;

81(10) A furth r gift of the original 1\1SS.of works by thelate Canon Peter 0 'Leary. the eminent Irish writer, presentedby the Rev. Richard Fleming, C.C.;(11) The miscellaneous collection of leaflets, cards, badges,and autographs, upwards of 200 pieces, relating to theRising of 1916 and the Revolution, formed and generouslypresented by Miss Chrissic Doyle;(12) Thomas Davis's copy of Curry's Review of the CivilWar in Ireland, with his autograph, presented by Mr. F. C.Mullan, Cardiff;(13) Dioseorides : Codex Anieiae Julianae picturis illustratus.Phototypice ed. 2 vols., 1906.Among the works relating to Ireland may be mentioned :-Codex Bernensis 363: Augustinus, Beda, Horatius, alii.Phototypice ed, 1897, the work of an Irish scribe.Zimmermann's Vorkarolingisehe Miniaturen, text ancl facsimiles,I-IV, ]916. [Largely Celtic.]Book of Common Prayer, Dublin, pr. by the Society ofStationers, 4to.. 1637. [With Psalter. and Forme andmanner of making bishops, etc.]Boyle (RogM') Earl of Orrery: Parthenissa, a romance, 6 vols.,Lond., 1651-69.Burke (Thomas) Bp. of Ossory : Hibernia Dominicana, Kilkenniae,ex l.ypogr. Jacobi Stokes, 1762. The only knowncopy with this imprint. Specially bound for presentationto Pope Leo XII. Formerly in the Heber Collection.-- A Catechism, moral and controversial, Lisbon, 1782.Burke (Thomas) O.P.: Officia propria sanctorum Hiberniae,Dublinii, 1751.Caron. (Raymtlnd): Loyalty As erted, and the late Remonstranceof the Irish Clergy confirmed, London, 1660.Carve (Thomas) : Responsio Veridica ad. ." AnatomicumExamen Antonii Bruodini." Solisbaci, 1672. Only a fewcopies known.OOntC1'!o1'd (Pat1-ick) Bp. of Waterford: Coronatae virtutiD.P. Quemerfordi . inaugurati plausus SeminariiHibernorum de Urbe, Roma, 1629.Dempster (Thomas): Historia ccclesiastica gentis Scotorum,Bononiae, 1627.Ji'itzralph (Richard) Archbp. of Armagh: DefensoriumCuratorum, Parisiis, 1633.F'itzsirnon (H em'Y) S.J.: Justification and exposition of theDivine Sacrifice of the Masso, Douai. 1611.

82French (Nicholas) Bp. of Ferns: The Doleful Fall of AndrewSall, Lond., 1749.-- Recit exact and fidele de la Vente & Partage duRoiaume d'Irlande, Milan, 1724.Inchiqnin, Earl of: Queries to the Protestant Clergy ofMunster, with theyr answer, Hage, 1649.Limerick: Civil and Military articles of, [Engl., French, andLatin], 1691.Lynch (John) Bp. of Killala: Cambrensis Eversus, [~St.Malo]. 1662.-- Alithinologia, sive Veridica Responsio ad Ric. Ferral.With Supplement, [~St. Malo], 1664-7.N. (G.): A Geographical Description of the Kingdom ofIreland, Lond., 1642.Reilly (H1lgh): Ireland's Case briefly stated, 1695.Roth (David) Bp. of Ossory : Hibernia resurgens, Rothomagi,1621.Tall; 1t (Peter) Archbp. of Dublin: The Friar discipli.ned, orAnimadversions on Friar Peter Walsh, Gant, 1674.-- Primatus Dubliniensis, Insulis, 1674.WaZsh (Pete?·) O.F.}\![.: Causa Valesiana, Lond., 1684.-- Answers to the Exceptions ... promised in the Advertis.ment annexed to the Remonstrance, Protestation, etc.,of the Roman Catholic Clergy of Ireland, 1662.The pr nting of entries, author and subject, for works catalogued'luring the year, and also for the Joly Collection,pampl iets, ete., has proceeded steadily. The printing of theSu1-~ect Index, referred to in the former Report, has been completed.It forms a large quarto volume of 1,140 pages, in doublecolumns. All the entries contained in it have been incorporatedin the ledgers placed in the Reading Room, which now run to 67volumes.In the formation of the new Desk Author Catalogue a greatadvance has been made, 206 volumes having been added to theReading Room, bringing the work down to the letter S. Thisinvolved the cutting out and laying down of upwards of 115,000entries.'I'he new extension to the Eastern wing, described in last year'sReport, has been completed by the installation of the book-stacksand electric lighting, and the Castle Collection of newspapers hasbeenmoved in. The Ordnance Survey and other maps have beentransferred to the upper floor, where maps and newspapers willin future be consulted by the public.In the month of March, 1926, a Memorial to the late Mr. T. W.Lyster, M.A., for forty-two years connected with the Library,twenty-five of which as Librarian, was set up on the balcony wallat the entrance to the Reading Room. It takes the form of a

83bronze tablet, with inscription inlaid in silver. The memorial.which is the work of Mr. George Atkinson, R.H.A., was formallypresented on behalf of the subscribers by Senator VV.B. Yeats,and accepted by Sir Philip Hanson, C.B., as Chairman of theCommissioners of Public Works.CHAPTERXIII.REFORMATORY A ID INDUSTRIAL SCHOOLS.1. Purpose of the Schools.The purpose of these schools is somewhat different from that ofother educational institutions. Before children are admitted andpayment of grants sanctioned the State must be satisfied that investigationby a Justice shows that the home cannot or does notgive the children sufficient protection and care, and that it will befor the advantage of the children in later years that it should delegate to Managers of Schools under its supervision a trust almostequal to parental responsibility. In the case of young persons committedto Reformatory Schools there must be proof that theyhave not only been insufficiently cared but have also heen convictedof an offence punishable in the case of an adult with penalservitude or imprisonment.In addition to receiving instruction in the usual subjects of thePrimary Schools' Programme, the pupils of these schoolsare trainedin certain trades. This training for boo- includes carpentry,tailoring, shoemaking and farm and garden work-and 'wherenumbers and other facilities exist there is Romeadditional choiceof occupation. For girls, training in practical domestic economysubjects is the invariable rule. Besides the ordinary physical requirementsof feeding. clothing, housing, etc.. each school has toprovide medical attention necessary in individual cases. Last, butcertainly not least, is the moral training and character formation.by instruction, conduct and the personal influence of responsiblemembers of the staffs. In no other schools do the personalqualities of teachers and assistants have such vital or far-reachingeffect. The upbringing of children in good homes is not alwaysa simple problem. When children have to depend entirely on aschool for what their homes should give them. much more thanefficient instruction and material comfort is of importance. andit will be obvious that. apart from arrangements for educationand physical wants, there is good reason to avoid any exactionof a hard and fast uniformity in other phases of school activityand to encourage whatever may relieve the institutional featuresof such schools.2. Reiormoion; Schools.The disastrous consequences of sending children to prison andto association with hardened criminals induced a small number

S4of persons in England, about the middle of the last century, topress for more intelligent treatment of young offenders. Thefirst step was made when" pardon" was granted on conditionthat a young person so pardoned should be placed in a voluntaryinstitution" to learn useful habits of industry." Later, Treasurycontributions were sanctioned, certain institutions were "certified"as suitable, and arrangements were made for officialinspection. But for several years there seemed to be persistenteffort to retain some punitive characteristics, initial terms ofimprisonment were continued, and refractory conduct waspunished by a term in gaol. 'I'his unwise attitude had the unfortunateeffect of obscuring the correct view of what the schools'Should and do accomplish for the creation of a self-respectingspirit in their pupils, and of creating a prejudice which has notyet completely disappeared; even now there are some personswho incline to regard these schools mainly as prisons for juvenileincorrigibles.Irish Reformatory Schools were established after the ReformatorySchools (Ireland) Act was passed in 1858, seven schoolsbeing founded in the succeeding four years, during which time754 young' persons were committed. 'I'his Act was repealed byanother in 1868, and further amending Acts were passed, untilfinally the Children Act of 1908 came into force.Three more Reformatory Schools came into being soon after.ths first seven, but as the numbers of committads declined oneSchool after another surrendered their Certificates until now-only two remain in the Free State, one for boys at Daingeanand one for girls at Limerick. During the school year (1925-26)covered by this report there were, however, 4 ReformatorySchools: viz., one for boys at Glencree, and one for girls inDublin, in addition to those mentioned.Excluding discharges from Malone Reformatory, Belfast, since19.20, the total number of young persons discharged from IrishReformatory Schools from their first inception up to .July 31st,1926, is 11,987.Several factors have operated to reduce the numbers of-eommittals for many years past. At the time the Schools wereestablished the distress following the famine years hadmaterially affected the number of convictions for larceny andvagrancy, and periods of unrest afterwards were reflected in prisonstatistics. For some years in the city of Dublin alone the yearlyaverage of sentences of imprisonment on young offenders had beenover 15,000, of which over 1,200 had been passed on children under10· years of age.It is difficult to estimate the extent to which reduced committalsmay be due to the beneficial work of the Schools themselves, butthere is every reason to accept the admission, somewhat grudginglymade in the Report of a Royal Commission of 1884, that the

85Irish Schools had obtained results " far superior" to those ofSchools elsewhere. One item of evidence in the same report ishelpful towards estimating what had been done by the Schoolsin the .twenty odd years of their existence, a period when youngpersons discharged from Reformatory Schools must have encounteredmany difficulties :-Fl'om the Register of the IrishPrison Board for habitual criminals compiled in 1881, it appearsthat there were 67 habitual criminals who had previously beenin the Reformatory Schools. As 4,135 young persons had thenbeen discharged from the Schools, the number who becamehabitual criminals was 1 in 60.Decline in population, gradual improvement in conditionsthroughout the country, organisation, charitable and official, for therelief of destitution, and the work of the Society of St. Vincentde Paul, in particular, tended to diminish the number of juvenileoffenders. The introduction of the Probation system in morerecent years materially reduced the number of young personscommitted to the schools, and has been of unquestionable servicein the majority of the cases with which it has dealt. One resultof the reduction of committals due to the Probationary treatmentof young offenders has been that there is a greater proportionof intractable young persons among those who are committed.From time to time managers have drawn attention to caseswhich they assert have got almost or altogether beyond reformbecause of the delayed committal. It should, perhaps, be tatedthat the managers did not question the advisability of makingthe most advantageous use of the Probation system or ignorethe benefit of it. They represented that in cases where homecontrol doe not co-operate with the Probation Officers, andwhere surroundings have special temptations, delay of committalis not only injurious to a young person so circumstanced. but,if there be ultimate committal, may result in serious interferencewith the good influence of the school on other pupils.The total number of youthful offenders admitted upon convictionto Reformatory Schools during the year from Ist ~A ugust,1925. to 31st July, 1926, "vas 26. viz., 22 boys and 4 girls.Fourteen boys and three girls were committed for larceny,seven boys for housebreaking, ete., one boy for receiving stolenproperty, and one girl for obtaining by false pretences.Five boys were under 14 years of age and 17 boys and 4 girlswere oyer 14 years of age when committed.The educational possibilities of these schools have hitherto beenmuch restricted because a large percentage of their pupils werealmost entirely illiterate when committed. Of those (26) admittedduring the year 1925-26, 8 boys and 2 girls were illiterate, and only1 boy and 2 girls could be said to have reached even a moderateproficiency in reading and writing. In addition to this, many orthese pupils have a peculiar instability frequently associated with

86delinquents. These conditions control to some extent the occupationaltraining of the pupils. The trades of shocmaking andtailoring with farm work are the chief employments at presentin the boys' school, and domestic training in the girls' school.The discharge and licences from Reformatory Schools duringthe year from 1/8/25 to 31/7/26 numbered 28-viz., 26 boys and2 girls. Of these 20 boys were sent to employment and 6 boysreturned to friends; one of the girls joined a religious communityand the other was placed as a domestic servant. One boy diedduring the year.The boys discharged to employment were distributed as follows:Carpenters, 1; dairy boys, 2; farm boys, 2; general servants,1; labourers (builders), 1; labourers (railway), 1; messengersand porters, 8; shop assistants, 2; smith's help, 1; van boy, 1.3. Indnst1'ial Schools.The benefit derived from Reformatory Schools in Scotlandbrought effective attention to the relation of destitution andvagrancy with juvenile crime, and as a consequence what waskno wn as Dunl op's Act for Scotland was passed in 1854. ThisAct provided for the committal of destitute vagrant children tocertified schools and for the contributions in aid from the EducationVote. Later legislation made similar provision for Englandand Wales and placed the schools under the control of the EducationCommittee of the Privy Council. In 1860 control of IndustrialSchools was transferred to the Homc Office,which entrustedthe supervision of them to the Inspector of Reformatories. Theresult of this change was at first unfortunate, for the Inspectorof Reformatories took the view that the Industrial Schools shouldbe a sort of reformatories, and he changed the policy which hadbeen adopted by the Education Committee. In an early reporthe expresses his satisfaction that the position of the schools hadbeen" completely changed" so that they had become" in factreformatories of a mild type," while elsewhere he criticised managersof some of the schools for not restricting the dietary ofthe pupils to what was vitally necessary, it being his opinion thatunless dietaries were so limited they " afforded a premium forthe commission of crime"! Many 'of the prejudices which forseveral years proved injurious to young people who had beenin Industrial Schools because they had suffered from want offood and care in their early years, although they had committedno offence, may be attributed to the "completely changed"poliey given to the system when it was transferred to the HomeOfficefrom the Education Committee.The extension of the Industrial School system to Ireland followedthe passing of the Industrial Schools (Ireland) Act, in 1868.This and subsequent Acts dealing with the Irish schools were

87super eded by the Children Act of 1908, which was drafted withoutreference to circumstances peculiar to Ireland. ntil 1920the Reformatory and Industrial Schools Office was one of theservices directly controlled 'by the Chief Secretary; after 1920this service was attached for a short time to the Local GovernmentDepartment before it reverted to the control under whichit began its work in the middle of the last century, and becamea branch of the educational services.After the first Irish Industrial Schools Act became law fixeschools, two for boys and three for girls, were opened, but as theTreasury Grant did not allow for the expen e of building andequipping schools, and as most of the local authorities of thattime were unwilling to contribute even towards maintenance, theestablishment of more schools was a matter of some difficulty.One of the results of the lack of inclination on the part ofpublic bodies or private individuals to accept the burden of providingschools or supplementing the Treasury Grants for maintenancewas that various religious Orders of men and women wereasked to undertake the burden. The uneven distribution ofschools which contiuues to the present time is accounted for by thefaet that certain localities gave more support or a greater field ofwork to religious Orders, many of which had small orphanagesand "poor" . chools for nece sitious children. It is due to thecommunities of these religious institutions to Ray that the:" weregenerous in giving lree services and in expending the income theyderived from the property or the commuuity for the benefit ofthe children.Some few school were under la;" management, but none of thesesurvive in the Saorstat since the Blaekrock School for ProtestantBoys and the Bray School for Protestant Oirls, having found itimpossible to meet expenses, were closed about twelve years ago.Owing to restricted financial aid, to want of understanding onthe part of those responsible for the supervision of the schools, tothe impossibility, as mentioned in the Report of a Royal Commission,of one in pector giving detailed attention to the working ofthe schools, or to a combination of all these circumstances. formany years the standard of training and the preparation of pupilsto be self-reliant in after life was much in need of improvement.Nevertheless there is evidence that education in most of the Irishschools was better than it was in general el ewhere, and aboutthirty years ago, Sir Patrick Keenan, Commissioner for NationalEducation, stated that where Industrial School children attendedNational Schools the percentage of pas es gained by them wasappreciably hizher than that of other pupils in the same schools.Industrial training, however, was not organised, and much of thework done bv the pupils was valueless, some of it being meredrudgery. and where, as sometime happened, there wa exce ivephysical fatigue it must have left little energy for mental work.

88About thirty years ago the appointment of an inspector interestedin working-class life, and aware of the need of orderedtraining, led to the introduction of programmes of progressiveindustrial classes. The present programmes are the result of thisendeavour to replace valueless occupation by practical workdirected to make the pupils skilful and alert, and to secure betteropportunities for good employment at fair wages when youngpeople leave the schools. For many years, however, the literaryside of the work was very backward. 'I'he fourth class of theKational School programme was considered sufficient for the needsof Industrial School pupils, and Irish history and language werenot thought suitable for them. In addition to this, there was nodefinite literary instruction exacted for pupils who had completedtheir 13th year and entered industrial schools at 10, 11, or 12years of agc, and had littlc or no education when committed.In certain schools, however, the pupils followed the NationalS(:ho01 Programme to Standards VI. and VII. In 1916,the examination of literary classes was delegated to Inspectors ofNational Education in the districts where Industrial Schools werelocated, but as these inspectors had no knowledge of IndustrialSchools outside their own districts, no change took place in consequenceuntil 1922, when a Circular was sent to all Managersrequiring them to adopt the entire National School programme,and to give due attention to Irish and Irish history. As a resultof this Circular, the weaker schools were brought into line and asuccessful attempt is being made now in all the schools to combinea full Primary Education with sound practical training'.:Y.Ianualinstruction and drawing classes arc part of the preparatorytraining in 111 ost of the senior boys' schools, and it isexpected that they will be resumed .before long in the schoolswhich had to discontinue them when reduced committals andfinancial difficulties compelled a shortening of staff.Occupational training in boys' schools varies according to thesize of the schools. }Ial1ual instruction classes and sometrades training' was necessarily abandoned some years ago inschools most affected by reduced committals, but all schools havea choice of occupations. and disposal lists furnished to the Inspectorshow that ex-pupils arc employed as bakers, butchers,blacksmiths, carpenters or wheelwrights, gardeners, hairdressers,house-servants, farm-workers, merharries, painters. tailors, shoemakers,clerks, motor-drivers, shop assistants. etc. In somelocalities trades union customs interfere with the placing of boysin certain trades. Other difficulties arise from the fact thatarrangements for apprenticeship must take into account that aboy who has to be self-supporting may not be able to exist as anoutside apprentice on the wages paid, and that the disposal ofyoung boys when work is slack is not an easy matter. Managershave therefore often to make many efforts before they can getsituations for their boys.

89Training in girls' schools is limited to practical domesticeconomy subjects, and there is no difficulty in obtaining goodemployment in ordinary cases, the demand for girls from theschools being much greater than can be supplied. Most of thegirls are placed in domestic service as cooks, housemaids, laundressesor nurserymaids, but many are placed in other occupations,including dressmaking and tailoring, as shop assistants, and aftersome further training arranged by the Managers, asteachers, hospital nurses, and nursery-governesses, etc. Of girlswho return to their friends several are factory workers. SeveralManagers make a point of encouraging ex-pupils to open savingsbank accounts.Table E of Appendix (V) gives particular of the numbers dischargedfrom Industrial Schools durinz the year 1925-26.The boys discharged to employment from Industrial Schoolswere distributed as follows as regards occupations :-Army, 2;Army Band, 2; Bakers, 10; Barbers, 3; Blacksmiths, 8; Bricklayers,1; Butchers, 1; Carpenters, 19; Clerical Students, 1;Clerks, 4; Coachbuilders, 1; Dairy Boys, 2; Factory and MillHands, 2; Farm Boys, 112; Uardeners, 6; General Labourers, 1;General Servants, 12; Hairdressers, 1; House and Pantry Boys,9; Mechanics, 13; Messenger: and Porters. 14; Musicians. 1;Painter.', 1; Printers, 2; Plasterers, 3; Shoemakers, 25; ShopAssistants 12; torekecpers, 1; Tailors, 33; 'I'eachers (Assistant),1; Upholsterers. 1; Waiters. 4.The ,,-irls discharged to employment from Industrial ehoolswere distributed as follows as regards occupations :-Bookbinders,1; Cooks, 18; Dressmakers, 3; Factory and Mill Hands,4: General Servants, 90; House Maids, 39; Kitchen and SculleryMaids. 9; Laundry Maids, 22; Machinists, 2; Milliners, 2; Monitresses.1; Nursery Maids, 27; Parlour )Iaids, 7; Port.eresses, 2;Sack }lak ers , 1; Seamstresses and Sewing Maids, 14; Shirtmakers,1; Shop Assistants, 1; Religious, 2; Waitresses, 1.As evidence of the good training given to girls it is worthyof remark that where Fciseanna and county or local show affordIndustrial School pupils an opportunity to compete they haveoften been remarkably successful-not only in manual work, butalso in Irish, Irish dancing and singing.Daily Religious Instruction was made obligatory when theschools were established, and the high place given to IndustrialSchools in the Annual Reports of Diocesan Inspectors shows thatthe intelligence of the pupils compares favourably with that ofthe other schools when there is opportunity for comparison.There are six schools managed by nuns, where boys underten years of age are cared and taught before being transferredto senior boys' schools. In these and in girls' school there areseveral children under six years of age for whose maintenanceno contribution is received except that made by the localaut Itoritie ..

90The physical condition of large numbers of children whencommitted is far from good. Debility (eau ed by want,ignorance, neglect or unsuitable food), extensive dental caries,various affections of the eyes and skin, rickets, hereditary oracquired maladies more or less serious, are naturally commonamong such children. Undersized children have been proportionatelymore numerous in recent times probably owing to theconsequences of the war years. Repeated reference has beenmade in the Inspectors' Annual Reports to the incidence ofdiverse manifestations of Tuberculosis. Some of the cases aretoo far advanced for arrest of the disease, and in a relatively smallnumber of others, after making good progress for a time, thechildren become a prey to it when influenza, measles or ome otherailment weakens them. There is good reason, however, forstat.ing that the hygienic conditions of the schools have beenproved to be a effective as sanatorium treatment for many cases.~fost school have a trained nurse, or an infirmarian who hadhospital experience, but a few still rely on untrained personsto carry out the doctors' instructions. Each school has its ownmedical officer, who makes periodic visits apart from attendancein cases of illness. Dental treatment is also provided in almostevery school. When the medical officers recommend treatmentin hospital or by specialists, it is provided, and where there areviual defects requiring spectacles these are supplied.Tablc F (Appendix V) gives particulars of the numbers andcauses of death of children in Reformatory and IndustrialSchool during the year (1925-26).Interwoven with all activities of the schools is the moraltraining of thc pupils, each child's circumstances having to betakeninto account-physique. intelligence, habits, recreations,surroundings and the effect of home influences before and afterthe school period being recognised as factors in the formationof character. Individual tendencies are noted, and, togetherwith character developments, are briefly recorded to enableresponsible members of the. taffs to draw out the be t qualitiesand to overcome the weaknesses of their pupils as well as toaid managers in making prudent decisions for disposal ondischarge.It need carcely be said that there can be little success IIIthe work of the schools if due regard is not given to play. Eachschool has its own plans for brightening the lives of its pupils,but the girls' schools in aenoral have fewer outdoor games thanmight be desired, although they have many cheerful recreationsof other kinds. Another important factor in shaping thechara eter of th e children and creating and maintaining selfrepect is that there should be as little difference as possiblebetween them and other children in the method of clothing,recreation, etc. In recent years many 01 the Industrial SchoolManagers have realised this, and have endeavoured to adjust

91school conditions to modern ideas. Table A (Appendix V) giveparticulars of the numbers in Industrial Schools during theyears under review. A further Table (G) gives thenumbers of children in Industrial Schools and in Poor LawInstitutions every fifth year since the beginning of the century;for purposes of comparison similar figures are given for Englandand Wales. These Tables show that the number of children inIndustrial Schools in Saorstat Eireann continued to increaseuntil the beginning of the European W,ar, and then fell rapidlyuntil 1922, when it began to rise again; with the result that it hasnow almost reached the same total as in 1914. The correspondingdecrease in numbers in Industrial Schools which took place inEngland and Wales during the war period (1915-1919) continuedafter the close of the war, so that in 1924, there were actuallymore children in Industrial Schools in Saorstat Eireann than inEngland and Wales. On the other hand, the number of childrenin Poor Law Institutions has decreased in Saorstat Eireann ascompared with England and Wales. This appears to be duelargeJy to the fact that Industrial Schools are utilised to a muchgreater extent for destitute poor children in Saorstat Eireannthan in England and 'Vales. Out of 1,865 children committedto Industrial Schools in Saorstat Eireann in the 19 months ending31st July, 1926, 1,621 were committed for wandering or beingdestitute, whereas in the same period out of 2,400 childrencommitted in England and Wales only 280 were committed onthese grounds.CHAPTER XIV.THEGEOLOGICAL SURVEY.As its principal work during the year 1925-26 the staff ofthe Geological Survey continued the revision of the mappingof the Leinster coalfield, to which it had been directing its attention,as opportunity offered, in recent years. The revision wasnow extended to the obscure ground south of the latitude of Castlecomer,and the previous interpretations of the geology of thedistrict were critically reviewed in the light of the knowledgeacquired in the survey of the better known part of the coalfieldlying immediately to the north.At the request of the Department of Industry and Commerce,one of the geologists was detailed, as from 1st June, 1926, tore-examine the geological structure of the Lough Allen coalfield,in order to correlate, if possible, the coal-seams of Slieve-an-Ierinwith those of Arigna and Altagowlan, on the opposite shores ofLough Allen. This research is still in progress, but while much ofthe area still remains to be covered, some important new factshave already emerged from the investigation.

92In the field season of 1927 the other available members of thegeological staff were set free from coalfield work to study themore urgent geological problems of the Shannon basin. Thevalley of the Shannon from Banagher to Limerick came underreview, and good progress was made in the mapping of its superficialdeposits. The opportunity was also availed of for puttingon permanent record a description of the important geologicalsections laid bare in the excavations for the Shannon Scheme.For the purpose of completing the Drift map, 1 in. Sheet 120,which comprises parts of the counties of Dublin, Wicklow, andKildare, certain critical areas were re-examined, and representativesamples of oils from the various superficial deposits withinthe hect were collected for analysis and ultimate description inthe memoir that is beinz prepared to accompany the map.At the request of the Department of Lands and Agriculture,the recently discovered phosphate deposits of Co. Clare wereexamined and reported upon; and a report on the geology of partof the valley of the Shannon was made for the information of theDepartment of Industry and Commerce.A description of the pyrites deposits of the Free State wasdrawn up and presented to the Fourteenth International GeologicalCongress, held in Madrid in May, 1926; and there was alsoprepared by the Survey the Irish portion of the " General Mapof the Soil of Europe" presented at the First InternationalCongre s of Soil Science, held at Washington, D.S.A., in June,1927. A paper by Mr. A Farrington on " The TopographicalFeatures of the Granite-Schist Junction in the Leinster Chain"was published during the period covered by the Report.'I'he Survey memoir: "The Geology of Killarney and Kenmare," was also published, and considerable progress was madewith the preparation of the MS. of the memoir to accompanySheet 120 (Blessington district). The Geological Map of Ireland,on the one-millionth scale, was completed, and is now being seenthrough the press.Assistance was given to members of the public, as well as todifferent Government Departments, in numerous inquiries relatingto water- upply and to the occurrence of rocks and minerals ofeconomic value.As stated in the previous Report, the Geological Survey ofIreland was formerly under the administration of the Departmentof Agriculture and Technical Instruction for Ireland. The servicewas assigned, with the State institutions for which provision ismade in the Vote for Science and Art, to the Department ofEducation, under Section 1 (v) of the Ministers and SecretariesAct, 1924.In order that the expert advice and experience of the staff andthe resources OT the Survey Office should be utilised to the bestadvantage in the economic and industrial development of the

93country it was considered desirable that the control of thisBranch 'of the public service should be tran .Ierred to the Departmentof Industry and Commerce.. .Accordingly, bv an Order ( o. 4 of 192 ) made by the ExecutiveCouncil on the 10th February, 1928, the necessary provisionhas been made for the transfer of the Geological Survey publicservices and officersto the Department of Industry and Commerce011 and from the] st April) 1928.CHAPTER XV.ENDOWEDSCHOOLAs previously stated the functions of the Branch are two-fold:-1. To administer certain endowments directly controlled bythe Minister for Education.n. To supervise the administration of various endowmentswhich arc controlled by Local Governing Bodies constitutedby schemes framed under the EducationalEndowments (Ireland) Act, 1885.I.-The endowments under this heading now number fifteena compared with fourteen mentioned in the previou report)the additional endowment beinz the Parsons Persse Endowment,Co. Galway, the income of which is paid to the Minister, to beadministered by him under an Amending Scheme dated June 9.1926. Accordingly. the endowments now vested in, or directlyeontrolled by, the Minister are as follow :-Scheme I o. 34. The Ulster Royal Schools Endowment (FreeState portion)."" 55. The Preston Endowment (Navan).The Athlone Private School Endowments." 85. 'I'he Carysfort Endowment.The Banazhcr Royal Schools Endowment.The Meath and Ardagh Diocesan School"Endowment." 90 { The Tuam. Killala and Achonry DiocesanSchool Endowment.Leighlin and Ossory Diocesan School.,,.lThe Endowment." 95. The Loamy Endowment.,. ] 11. The Preston Endowment (Leix) ." 128. The Banks Endowment." 143. The Viscount Limerick Endowment.,. 180. The Parsons Persse Endowment.The Limerick Diocesan School Endowment.The Preston Scholarship Fund.The number of schools which may claim to share in the endowmentsis thirty-one, of which nineteen are Secondary and twelve

Primary; and, in addition, the pupils of sixty-seven ::iecondarySchools, situated in certain districts, are entitled to compete forScholarships offered under Scheme No. 90 mentioned above. Itis to be noted :-(1) That the Limerick Diocesan Sc.iool Endowment isinoperative owing to its trusts having failed, and that,pending a decision as to its future application,accumulations of income are being invc ted and addedto capital.(2) That the Preston Sehosarship (Abbeyle.x) has not beenawarded for some years through lack or =ligible candidates,and that in this case also unapplied income isbeing added to capital.The tabular statements hereunder give the figures of incomeand expenditure for the calendar years 1925 and 1926, as certifiedby an Auditor of the Department of Local Government andPublic Health under dates February 12, 1926, and February 17,1927, respectively.\ Income, 1925 Net CreditBalanceAccount Rents Dividends Miscel- Jan. 1,1925 TOTAL\laneous{, s. d. {, s. d. {, s. d. £ s. d. c s. d.Ulster Royal SchoolEndowments .. 69 0 0 II61 II 3 104 8 II 677 3 3 2012 3 5Other Endowments 2I1 0 3 1782 16 2 343 0 2 978 17 7 3315 14 2TOTAl. £ 280 0 3 2944 7 5 447 9 I 1656 o 10 5327 17 7Expenditure, J~25Rent, RatesNet CreditAccount and other Investments Educational Balance TOTALOutgoings Purposes Dec. 31, 1925Ulster Royal School{, s. d. {, s. d. {, s. d. {, s. d. c s. d.Endowments .. 96 14 2 -- J248 I IOther Endowments 98 5 6TOTAL {,194 19 8I 34 0 6 0I340 6 0119 6 913 21 78 2 2012 3 5I I I 667 go8 I 7 3315 14 22 2 1575 9 9 5327 17 7IIncome, 1926Net CreditAccount Rents Dividends Miscel- Balance TOTALlaneous Jan. I, 1926I{, s. d. £ s , d. {, s. d. {, s. d. {, s. d.Ulster Royal SchoolEndowments .. 69 0 0 Il78 .5 6 77 16 3 667 8 2 1992 9 IIOther Endowments IOI J4 4 2-+49 !4 0 428 17 7 go8 I7 3 88 7 6TOTAL {,170 14 4 3627 le) 61I 5 06 13 10 1575 9 9 1;.'l80 [7 5I

95Expenditure, 1926Rents, Rates Educational Net CreditAccount and other Investments Purposes Balance TOTALOutgoings Dec. 31, 1926c s. d. £ s. d. £ s. d. £ s, d. l s. d.Ulster Roval SchoolEndowments .. 93 15 II -- 1252 15 1 645 18 II 1992 9I1Other Endowments 83 12 7 238 1 6 2051 4 3 1515 9 2 3888 7 6TOTAL£1 177 8 6 238 I 6 3303 19 4 2161 8 I 5880 17 5The sums mentioned as having been invested in 1925 and 1926represent accumulations of income which were applied to thepurchase of Compensation 5% Stock. Subsequently in the latteryear £150 of the Stock was redeemed, and early in 1927 a sum of£700, made up of the redemption money just referred to, pluafurther accumulations of income, was invested in Dublin Port andDocks Board 5% Stock, £758 13s. lId of the Stock being purchasedat 92. At the end of the school year, 1926-27, in additionto lands, buildings, and cash at bank, the following Stocks wereheld :-Free State National Loan 5% StockCompensation 5% StockBank of Ireland StockVarious Railway StocksDublin Port and Docks Board 5% Stock£35,532 17 41,600 0 O·3,294 16 422,408 0 0758 13 11H.-The Minister exercises supervision over the administrationof ninety-one Schemes framed under the Educational Endowments(Ireland) Act, 1885, the endowtnents of which are not vested in ordirectly controlled. by "nrm. In 'tn -p-..eviou lle-po-r't, 'th n: m.b~1'wa stated to be ninety-four: but one, No. 180 (Parsons Persse),is now included under heading 1. and two Cork Schemes, No. 37(the High School for Girls) and No. 52 (Rochelle Seminary), havebeen amalgamated with Scheme No. 210 (the Incorporated Society:for Promoting Protestant Schools in Ireland). It is the duty ofthe Minister to satisfy himself that the provisions of the variousSchemes are being duly observed, and this he does by a system ofinspection, or of Reports in lieu of inspection, provided for underthe Act.The system may be said to have worked very successfullyduring the year 1925-26, the necessary returns having beenreceived in all cases. Those returns on the whole disclose a satisfactorystate of affairs. Local governing bodies are interested inthe discharge of their trusts: funds are being applied in accordancewith their respective Schemes; buildings are being wellmaintained; and educational efficiency is criticised in very fewcases only. It is true that the formal requirements of some of theSchemes have not been complied with, and that probably some of

96the endowments might be applied to greater advantage; but therehas been no charge of misappropriation of funds.The above observations apply to the year 1926-27 also, subjectto the qualification that in four cases no returns have yet beenreceived, owing to the neglect of the governing bodies concernedto deal with the Inspection Forms. It is hoped, however, to havethe omission made good at an early date.The subjoined tabular statement, classifying the Schemes underthe various branches of education which they are primarilyintended to promote, gives approximately the number of schoolsconnected with those Schemes during the school years 1925-26 and1926-27, together with the income of the endowments administeredfor the calendar years 1925 and 1926, omitting from the latteryear in each case the four endowments, referred to above, withregard to which returns are still outstanding.INo. of Schemes No. of Schools I Income AdministeredBranch of1925-26 I -Education 1926-27 1

97Messrs. R. Collins, H. R. Stewart,F. V. Warnock, and T. J. 0 'Connell.J. M. Adams, O. H. Little,On the results of the Sessional and Supplemental Examinationsfor 1925-26, Diplomas of Associateship of the College wereawarded to the successful candidates. Twenty-five Diplomaswere so awarded.In accordance with the provisions of the University Education(Agricultural and Dairy Science) Act, 19,26, the College ofScience was transferred to University College, Dublin, on andas from the appointed day, viz., 1st October, 1926. The officers1employed on the staff of the College of Science immediatelybefore the appointed day were offered by the University College,Dublin, as provided by the Act, employment in a situation inthat College equivalent in respect of duties, salary, tenure ofoffice, and other conditions of service to the office already heldby him. With the exception of one Professor, eight laboratoryattendants, and two women cleaners, the remaining members ofthe s-taff of the College of Science elected to accept correspondingoffices in University College, Dublin, and the necessarystatute providing for these equivalent offices was duly made bythe Governing Body of University College, Dublin. Theprofessor and laboratory attendants who were not willing to betransferred received the compensation to which they wereentitled under Article 10 of the Treaty, and the two womencleaners were provided with equivalent employment on thecleaning staff of this Department.

PAR'!' n.-APPENDICES. -",APPENDIX 1.SAORSTAT EIREANN. GENERA L EnUCA TIO)! STA TISTlCS.Salaries: £288 p.a,2. (a) Training Colleges under 5 7UO - - £73.498 £06.71 indoor (mainly women).Private management.-{Average£428 p.a. outdoor (mainlymen).Scales, exclusive of board andResidence :-Principals-Men, £350-15-/440 ; Women,[£320-2. (b) Preparatory Colleges.10-£4°0.Pupil Teachers, . Monitors, - - - - £J3,18,u --1Vice-Principals: Men, £300&c.-10-£310-15--£4°0 ;Women, £250-10-£300.Professors : Men, £240-10~ -£250--12-£310-15-----...... -£400 ; Women, £220-.•.•.•IO-£300 .LPercentage TotalAverage of average expen-No. of No. of daily daily diture AverageServiceSchools pupils attend- attendance from Public cost No. of Length ofor on ance of pupils Funds per teachers Teachers' Salaries SchoolColleges Rolls of to No. of including pupil. \\feek.pupils pupils on cost ofRolls. Ad ministration.*(a) \b) (c) (d) (c) If)(hl(i)I.-PRIMARY: MEN:- '20 hoursNormal Scale: £r70-£37° to aj hrs.Rolls,'3'~:)p.a. Supernormal, £460 p.

n.-SECONDARY:r. Schools(0) I (b) (c) (d)(e)(f)(g)(h)Registered and RecognisedTeachers :-283 I 25,48878.2010 £293,003 II .83 2,298(CrantsMen (indoor), £150-360 p.a.paid onWomen (indoor), £140-260 p.a.19/)43)Men (outdoor), £100-410 p.a.---------1 1---1 1 1 1 11Women (outdoor), £r80-300 p.a.1---(i)27 hours,IlT.-POST-PRIMARYOTHERTHAN SECONDARY:1. Established TechnicalSchools2. Technical Classes elsewherethan in EstablishedTechnical Schools3. Schools of Art4. Training Schools ofDomestic Economy5. Day Trades PreparatorySchools ..671,2482TO22,33641,417473SI3'121 Taxes{199,342IrJRates1£57,'1371Jf£3 '961Men, [t zo p.a. (Minimum)1 " £300 p.a, (Maximum)~ 1,058 r \Vomrn, {50 p.a. (Minimum)" £190 P a. (Maximum)JJ(Exclusiveof bonus)20 hoursapprox.28 to 30hrs. perweek for40 weeks.

100APPENDIXrr.PRIMARY ED1..:C TION.-STATISTICS.The detailed Statistics supplied in the succeeding pages relate mainly to'the year ended 30th June. 1926. \\11ere possible statistics have also been addedrelating to the year ended 30th June. 1927.(a) PRDIARY SCHOOLS.No. 0/ Schools in operation 011 the 30th j u ne, 1927=5641.The majority of these Schools have been built from State Grants and local-contributions in the proportion of £2 State Grant to £1 raised locally. A StateGrant in excess of two-thirds being gi ven in necessitous districts. State Gra nts'were made as follows :-1. Amount actually paid during year T926-27 and the chargefalling on the Vote for the Office of Public Works2. Total Grants made for the building and reconstruction ofschools made during the year ']926-27. TI1f'~e liabilitieswhen they fall due will become a charge on the Vote forthe Office of Public \\'orks ..(b) llEATlKG A.ND CLEAKIXG OF SCHOOLS.s. d.6 o127.9~" 16 o1. State Grants. Ordinary Schools2. Local Grants13.6:7 I~ +27.300 0 0The heating and cleaning of Xlodel Schools are provided for on a differentbasis from State sources-partly by the Office of Public Works and partlybr the 1 epe rtrnent: of Education.(t:)PUPILS.Average No. of pupils on Rolls on 30th June. ]920No. of pupils in average daily attendance on 30th June. 1926Percentage of a\'erage daily attendance to average No. on RollsReligious Denominations of pupils:-CatholicsChurch of IrelandPresbvterian::'.JethodistOther enominations~[8,002399.28l*77%*95·3.8.8.2(cl) No. OF TEACHERS E:'IPLOYEll.The numbers of Primary Teachers employed on the joth June, 1

101(e)SCALES OF_SALARIES OF TEACHERS.I) Schools with an average attendance of 30 or more PupilsThe normal scale for men principal teachers (trained) is {,I 70, nsmg by sixteenannual increments of {,Iz and one of £8 to £370. If highly efficient theythen enter a supernormal scale and proceed by five annual increments tomaxima varying with the a"erage attendance of pupils from {P5 to {~(,o.The normal scale for women principal teachers (trained) is /I 5.'), ri 'ing byfourteen annual increments of {,Io and one of £5 to £300. l f highlv efficientthey then proceed by five annual increments to maxima varying from £330to £3(,0. Trained assistant teachers, men and 'women, have respectively thesame normal scales as principal teachers, but their maxima in the supernormalscale arc £4 IS and {330 respectively.(2) Schools with an aueraee of .W-29 Pupils:The normal scale is {155, rising by fourteen annual increments of £10 andone of £5 to a maximum salary of £300. In addition, if highlv efficient, fiveincrements in the supernormal scale, making the maximum. alary {320.(3) Schools with an average of 10-19 Pupils:Scale £155 by £10 to {255.(4) SPecial l ncremeuts :Teachers while pas ing through the normal scale hall be eligible to receivein addition to the ordinary increments of the scale special increments of £rzfor men and £10 for women for highly efficient service. Thev shall be grantedafter three very favourable annual reports which need no, be consecutivewhich should be received within a period of five years.(5) 011tra111cd Teachers:The scale for untrained women teachers is £130 by a nnua l increments of£5 to £r55·(6) SPecial Qualifications :Teachers with special qualifications, and satisfying the regulation as toefficiency, etc., arc granted annual bonuses as follows c-e-(a) Teachers who have completed a three years' course of training orhave obtained a Teaching Diploma by attendance at L'niversitylectures-£IO for 111 nand £8 (or women.(b) Graduates of a Universitv and teachers holding the Higher Certificateof the Department=--j zo for men and £16 f r women.(c") Teachers holding the Higher Diploma-£30 for men and £24 for women.(7) lnfant School Teachers with the l Iigher Froebel Ccrtificate-c-j S.(7) Capitation Grants:PR1:-.iCIPALSof Schools with an a"erage annual attendance of thirty pupils orover receive an annual capitation grant of [os. for each pupil in average attendancebetween the ages of 3-15 up to a limit of 120 pupils, and capitation at therate of Ss. per pupil between the ages of 3-15 on each unit in excess of 120.V1CE-PRIXCIP.\LS may be re ognised in schools with an a verage attendanceof 160 and shall receive a capitation grant of ss. far each pupil between theages of 3-15 in excess of 120 up to a limit of 280.A SECO);D YICE-PRIXCIPAL may be recognised in a school oi 320 pupils andshall receive a capitation grant of 55. for each pupil between the ages of 3-15in excess of 280 up to a limit of 440.(The above scales, etc .. arc subject to a reduction of 10o~ since r st, November,1

J02SCHOOL·HOUSES A:-;D TE.\CHER ' RESIDE~CES.1. On the 30th June, 1926, there were 5,6-l8 schools, and on the 30th June,1927, there were 5.6-lI, in operation, made up as follows :-1926. 1927.Ordinarv SchoolsConvent:\IonasteryWorkhouseModel ..Schools aided for Invalid, Blind or Crippled Children,Total5,163 5,15133-lIl733°lI81 [31 304* 4*5,648 5,6-l1This shows an increase of 5 in the number of schools in operation on the30th Junc, T

1035. The grants made during the year ended 31St March, 1926, were apportionedas follows:-Other improve-Erection of Enlargement of ments to existingNew Vested Bchool- Ilouses. Existing Vested School-houses. VestedSchool-houses.~t-~xo. of Pupils ~ No. of Pupils ~for which thefor which 0;: Xew School- Amount Additional Amount-" o~ Amountg~ houses will of Grant. Accommodation of Grant. 0::1: of Grant.afford Accorn- will be.gZ8modatton. provided.~ o:~TOTALGRA!oJTKs s. d. £ s.

10410. The grants made during the year ended 31St March, 1927, were apportionedas follows :-Other Im urove-Erectlon efEnlargement of rnents to extsttnc.xew Vested School-house-, Bxisting Vested School-houses.vested1-----1----1--,.-----1----1-School-houses.------No. 0f Pupilsfor which theNew Schoolhouseswillafford Aceommodation.Amountof Grant.Xo. of Pupilsfor whichAdditional.vccommodat.iouwill beurovided.AmoU11tof Grant.Amountof Grant.TOTALGB.t\:\TS.--·---1-----1-- ------ ------ ---_.- -----£s. d. £ s. d. s. d.5.941 • 96.793 2:~ 8,")U 111.9851 J 145 17.161 9£ s. d.H!7.94~ 16 0• 'I'his amount includes snruilemental grants towards the bulldiug of vf'Elted scbool-houses in 16 caseswhich were sanctioned in ))reViOUH years.J)AY SCl-IOOLS IN OPERATJON: ATTENDANCE1J. On the 30th june, 1

105IS. The following is a general surmnarv of the operative, building, and inoperativeschools, on 30th June, I9Z0, and 30th June, 1927 :-.-\reaOperativeSchoolsSchoolsBuilding+InoperativeSchools--------------I---I~--------1926 1q27 1926 1927 1926 1927COUNTY BOROUGHS (Cities)DublinCorkLimerick'WaterfordIS93822121623822T2COUNTIES'CavanDonegalMonaghanClare232397168234231398168230+

106(c) The percentage of the average daily attendance of pupils to the averagenumber on the rolls, was 77.18. The average number of pupils over three and under fifteen years 0 a\(e,in daily attendance (the limits of age defined in the Act of 1892, sec. IS, =ut.-sec.(5), on which the payment of Residual Capitation Grant is based), was 386,I9S.The total average attendance of those who were fifteen and above was 13,083,or 3.3 per cent. of the total number in average daily attendance. The averagedaily attendance of pupils over 6 and under 14 years of age was 317,740, and'of pupils over 14 years of age was 310452.AttendanceIII 19. The following table shows for the last ten years-(a) the number ofeach of sen yea rs national schools in operation, (b) the average number of pupils on the rolls,(c) the average daily attendance, and (cl) the percentage of the latter to theaverage number on the rolls :-Per-cent ageAverageof AverageNumber of number of Average DailyYear Schools pupils daily Attendancein on Attendance to Averageoperation Rolls Number onRolls(a) (b) (c) (d)-1916 8,IlS 699,570 494,318 70.71917 8,060 699,472 488,785 69·91918 8,002 708,353 488,031 68.91919 7,947 7(,0, II 2 487,866 69·71920 7,898 692,378 481,854 69·6*IQ21 5,74(' 497,761 364,863 73·3*1922 5,690 495,836 356,i IS 7·*1923 5,684 - 497,146 369,401 74·3*1924 5,636 493,382 362,588 73·5*1925-26 5,648 518,002 399,281** 77.01'ob, number OIlroHs &; religtousdenominations*N.B.-The figures for 1921. 1922. 19i;1. 19:14 and 1925-26. refer to Saorstat Eireann only. those for1920 and earlier rears arc for an Erelar.d .•• .8. B.-The iucreases in the average number of pupils on rolls And in the average attendance are largelydue to the taking into connection of the SChclOls conducted by the Christian Brothers.20. The total number of pupils on the rolls of national schools on theJune, 1926, was 522,090.The religious denominations of the pupils were returned as follows :-495,877 or 95 per cent. were Catholics.20,023 or 3.8 Church of Ireland,4,329 or ,8 Presbyterians.97~ or .2 Methodists.889 or .2 of other Denominations.

10721.CLASSIFICATION, ACCORDING TO AVERAGE DAILY ATTEND. ~~I~~~ion ofANCE FOR SCHOOL YEAR ENDED 30TH JUNE, 1926, OF THE ner"ge attend-NATIONAL SCHOOLS IN OPERATION IN SAORSTAT EIREANN"DC

10822. RETURN showing for each County, and the County Boroughs of Cork,Dublin, Limerick and "Waterford, the number of National Schools inoperation, the Total Number of Pupils on Rolls, and the ReligiousDenomination of Pupils on Rolls.CO'CNTYTotal Nwnber of Pupils onRolls on 30th June. Religfous Denominations of Pupils on1926 Roll.No. --- --- --- --- --- --- --- --- ---ofSchools Church Presby- illeth·Boys Girls Total Catholic. of terian odist. Others TotalIreland.--- --- --- --- --- --- --- --- ---Cavan .. .. 232 7.554 7.502 15.146 12.825 1.825 418 62 16 15.146Donegal .. 397 13.544 13.392 26.936 22.459 2.287 1.927 248 15 26.936Monaghan .. 168 6.056 6.144 12.200 9.729 1.112 1.294 (ol 21 12.200Clare .. .. 234- 8.8H 8.958 17.802 17.700 91 8 - 3 17.802Cork City .. 38 6.784 7.140 13.924 13.326 495 25 22 56 13.924Cork oounrr .. 610 26.091 25.451 51.542 ~~.879 1.534 16 91 22 51.642Kerry .. .. 334 15.973 15.842 31.815 31.527 277 4- 7 - 31.815Limerick City .. 22 3.190 3.552 6.742 6.604 122 7 3 6 6.742Limerick Countv 217 9.342 9.417 18.759 18.587 150 3 17 2 18.759Tipperary .. 287 11.979 12.098 24.077 2~.529 470 19 34 25 24.077Waterford Citr 12 2.196 2.415 4.611 4.515 78 11 1 6 4.611Waterford Count, 117 4.399 4.898 0.297 9.193 102 - 2 - 9.297Carlow .. .. 70 2.837 2.74~ 5.582 5.205 359 7 6 6 ».582Dublin Cit)· .. 159 24.932 24.373 49.310 45.596 2.862 226 128 498 49.310Dublin Counbr .. 169 10.720 11.040 21.760 19.684- 1.849 61 H 92 21.760K\ldl\rc .. 96 4.63,9 4.789 9.428 R.997 405 6 8 12 9.4281{iUo:enny .. 156 6.482 6.784 13.266 12.963 270 12 8 13 13.266Oft'c>ly .. .. 116 4.460 4.780 9.240 8.756 448 13 20 S 9.240Long tcrd .. 87 3.156 3.526 6.982 6.692 254 16 20 - 6.982Louth .. .. 100 5.582 5.495 11.077 10.763 238 64 9 3 11.077Meath .. .. 146 5.257 5,450 10.707 10.398 298 3 1 7 10.707Le!:>: .. .. 1O~ 3.877 4.456 8.333 7.665 633 8 15 12 8.333Westmeath .. 127 4.558 ..839 9.397 9.032 331 18 7 0 9.397Wexford .. 1118 7.516 7.790 15.306 14.660 ('18 7 14 7 15.806'Yick!ow .. 122 4.745 4.5(;0 9.305 8.113 1.087 32 43 30 9.~05Galway .. 391 16.234 17.390 33.624 33.399 206 16 2 I 33.524Leitrim .. 175 5.647 5.672 11.219 10.545 605 18 50 1 11.219Mayo .. .. 403 17.484 17.985 35.469 35.155 255 48 11 - 36.469Roscommon .. 208 7.665 8.509 16.234 16.077 140 16 - 16.234Sligo .. .. 179 6.378 6.622 13.COO 12.304 (122 26 24 24 13.000--- --- --- ---- -- -- -- --- ---TOT.\I •.~ .. 5.648 258.321 263.769 522.090 .195.877 20.()~3 4.329 972 889 522.090

,.1092Z.-RETURN showing for each County, and the County Boroughs of Cork,Dublin, Limerick and Waterford, the Average Number of Pupils onRolls; the Average Daily Attendance of Pupils 3-15 years; the AverageDaily attendance of All Pupils; and the Percentages of Average Attendanceof All Pupils to Average Number on 'Rolls.COUNTYAverage Number of Pupils Average Daily Attendance Average Daily Attendanceou Rolls of Pupils 3-15 years of all Pupils------- --- ---------- --- --- --- ---PercentagetoBoys Girls Total Boys Girls Total Boys Girls Total averageNumberon Rolls----- --- --- --- ---- --- ---- --- --- --- ---Cavan .. 7.506 7.435 14.9U 5,303 5.333 10,036 5.417 5,512 10,929 73.1Donegal .. 13,778 13,367 27,145 9,437 9,269 18,706 9,691 9,637 19,328 71.2Monagban .. 5,907 5.986 11,893 4,130 4,204 8.334 4,202 4.425 8.627 72.5Clare .. 8,717 8,903 17.620 6,325 6,4·13 12,768 1;.549 6.791 13,340 75.7Cork City .. 6,801 7.231 14,032 5,681 5,709 11,390 5.797 6.026 11,82.~ 84.2Cork County 25,497 25,134 50,631 19,514 18,781 38,295 19,987 19,988 39,975 78.11Kerry .. 15575 15,610 31,185 11,419 11,458 22,877 11,853 12,238 24,091 77.2Limerick City 3,197 3,643 6,840 2,524 2,685 5,209 2,580 2,834 5,414 79.1Limerick Co. 9,233 9,207 18,440 6,720 6,772 13,492 6,976 7,149 14,125 76.6Tipperary .. 11,816 11,974 23,790 8,976 9,012 17,988 0,148 9,466 18,614 78.3Waterford City 2,206 2,420 4,626 1.775 1.882 3,657 1,813 1,965 3,778 81.6Waterford Co. 4,321 4,728 9,049 3,204 3,513 6,717 3,252 3,679 6.931 76.6Carlow .. 2.751 2,642 5,393 2,081 2,039 4,120 2,108 2,103 4.211 78.0Dublin City .. 25,184 24,858 50,042 21.183 20,470 41.653 21,282 20,789 42.071 84.0Dublin County 10,749 1O,9~5 21,694 8,660 8,705 17.365 8,727 8,980 17,707 81.1Kildare .. 4,602 4.719 9,321 3,515 3,598 7,113 3,556 3,719 7,275 78.0Kilkenny .. 6.545 6,439 12,984 5.087 4,834 9,921 5,174 5.186 10,360 7g.7Offaly .. 4,472 4,723 9,195 3,374 3,604 6,978 3,429 3,770 7,199 78.3Longford .. 3,457 3.474 6,931 2,476 2,482 4,958 2,514 2,567 5.081 13.3Louth .. 5.529 5,398 10,927 4,242 4,163 8,405 4,296 4,305 8.601 78.7Meath .. 5,211 5,375 10,586 3,913 4,056 7,969 3,965 4,224 8,189 77.3Lelx .. .. 3,944 4,269 8,213 2,968 3,218 6,186 2,999 3,365 6,364 77.5Westmeatb .. 4,578 4,716 9,294 3,469 3,638 7,107 3.542 3,811 7,353 79.1Wexford .. 7,338 7,625 14.963 5,317 5,492 10,809 5,373 5,732 11.105 74.2Wicklow .. 4,725 4,523 9,248 3.505 3,351 6,856 3,580 3,454 7,034 76.0Galway .. 16,297 17,151 33,448 11,410 12,180 23,590 11,699 12,805 24.504 73.2Leitrim .. 5,602 5.601 11,203 3,804 3,904 7,708 3,934 4.113 8,047 71.8MaY9 .. 17,410 17,714 35,154 12,326 12.559 24,885 12.546 13,170 25,716 73.1Roscommon 7,749 8,514 16,263 5,415 6,066 11,481 5,544 6,473 12,017 74.0Sligo.. .. 6,40{ 6,547 12,951 4,445 4,580 9,025 4,594 4,878 9,472 73.1-----TOTALS .. 257~1260'871 518,002 192,198 194,000 386,198 196,127 203.154 399,281 77.0

110'.MODELSCHOOLS.23. The number of Model School establishments in operation on 30th June,1926, was 18; and on 30th June, 1927 was 17. These contain 31 separatedepartments on 30th June, 1926, and 30 separate departments on 30th June,1927, each in operation with its own distinct staff and organization.The average number of pupils on the Rolls of the Model Schools for the yearended 30th June, 1926, was 5,726.The average daily attendance of pupils at these Schools for the year ended30th June, 1926, was 4,676.The percentage of the average daily attendance of day pupils for the yearto the average number on the Rolls was 81.7. .The Staff of the Model Schools on the 30th June, 1926, consisted of 31Principal Teachers, 97 Assistant Teachers, 5 Teachers of special subjects,15 Monitors, 1 Pupil Teacher and 1 Junior Assistant Mistress; and on the30th June, 1927, 30 Principal Teachers, 98 Assistant Teachers, 5 Teachers ofspecial subjects, 5 Monitors, I Pupil Teacher and 1 Junior AssistantMistress.The following table shows (a) the religious denominations of the Pupils onthe Rolls of the several Model Schools on the 30th June, 1926; (b) the averagenumber on the Rolls; and (c) the average daily attendance ;-~IODEL SCHOOlS(b)(c)Average Averagefa) PCPIU! ox Rot.ns ox I..\ST DAY OF' YEAR Number Dailyon Attend-Rolls ance--- --- --- --- --- ---- for torYear YearCalh. C. of 1. Pres. ~Ieth. Others Total ended ended30/61"26 30/6/"26--------1--- --- ------ ------ --- ---Central Dublin 2;049 30 2 2.088 2.095 1.771West Dublin 879 879 006 730Inchicore 443 446 468 384Glasuevin : : 194 194 196 158Athy 4L 3 5 54 57 43Bailieboro~gh 57 15 1 73 72 57Clonmel .. 23 24 6 1 54 58 48Cork 540 5 1 549 576 474Dunmanway 69 3 72 70 57Ennlscortbv 52 4 3 HC 58 48Galway 16 8 29 21 17Kilkenny :: 62 7 72 73 61Limerick 375 10 4 ~ 392 400 320Monaghan: : -, 104 108 3 1 243 237 176Parsonstowu 51 6 12 69 68 51::;!igO l 111 8 18 2 143 140 112'£'rim 125 2 127 L:lO 88Waterford: : 3 76 11 6 97 101 81--- --- --- --- --- --- --- ---TOT.~L 4.668 713 184 5:2 24 5.641 5.726 4.676--- --- --- --- --- ---Percentages 82.8 1~.6 3.3 .9 .4 100.0 81.7----.-----------' Percentage ofPercentage to '.rotal Number on RollsAverageAttendance toAverage011 Rolls

111CONVENTAND MONASTERYSCHOOLS.24. The nu~ber of these Schools, and the attendances (excluding pupilswho were paid for by the Industrial Schools Branch) for the year ended30th June, 1926, were as follows :-Paid solely by CapitationClass of SchoolAverageNumber of Number of AverageSchools Pupils Dailyon Rolls Attendance.Convent .. .. .. .. 301 99,506 81,141Monastery .. .. .. .. 69 18,613 15,832TOTAL .. .. .. 370 II8,II9 96,973Paid by Personal Salaries, &c.Class of SchoolAverageNumber of Number of AverageSchools Pupils on DailyRolls AttendanceConvent .. .. .. .. 33 6,088 4,954Monastery .. .. .. .. 48 9,128 7,477TOTAL .. .. .. 81 15,216 12,431The teaching power in some Convent and Monastery Schools is partly madeup of Lay Assistants. * All persons now appointed as Lay Assistants are required Lay assistto be qualified as teachers under Rule 76 (a) or (b) of the Code.Excluding pupils paid for by the Industrial Schools Department, theaverage number of pupils on the Rolls of the Convent and Monastery NationalSchools for the year ended 30th June, 1926, was 133,335·The average daily attendance at these Schools for the year was 109.404.The percentage of the daily average attendance of pupils to the averagenumber on the Rolls was 82.0. .Lay Assistants who are included as members of the minimum recognisedStaff of the School as required by the Regulations, are paid personal salariesby the Department-an adjustment being made in the amount of CapitationGrant paid to a school in which such Lay Assistants are employed .• The number of lay asslstauts on 30th June, 1926. in receipt of persona.I salaries from this Departmentwas 539 (Convent Schools 406. )Ionasten' """001. 133).

112SUMMARY OF CONVEN.T AND MONASTERY NATIONAL SCHOOLS ACCORDING TORELIGIOUS ORDERS ON 30TH JUNE, 1926,CONVENT NATIONAL SCHOOLS.SchoolsSchools paid byReligious Order paid by Personal TotalCapitation Salaries,&c.Sisters of Mercy ·. , . ·. ·. 149 IS 164-Presentation · . ·. ·. .. .. 60 8 68Sisters of Charity ·. .. . 26 I 27St. Louis · . .. ·. . · 4 8 12Loreto · . ·. ·. ·. · . · . 9 - 9St. John of God ·. .. ·. ·. 8 - 8Holy Faith ·. ·. ·. .. · . 14 - 14Sacred Heart .. ·. .. ·. .. 4 - 4Sisters of St. Clare · . ·. ·. · . 3 I 4Brigidine .. ·. .. .. ·. ·. 5 - 5Cross and Passion ·. .. ·. .. I - IDominican .. ,. ·. ., ·. 3 - 3Immaculate Conception .. ·. ·. 2 - 2Ursuline · . · . ·. ·. · . 3 - 3Carmelite · . · . .. · . ·. I - 1Faithful Companions of Jesus .. , . 2 - 2St. Joseph · . .. ·. .. 1 - IMarist · . · . · . · . .. .. 2 - 2Poor Servants of the Mother of God and the 1 - 1Poor.Jesus and Mary ·. .. ·. ·. 1 - 1De la Sainte Union ·. .. ·. ·. 1 - 1St. Joseph of Cluny · . ·. .. ·. 1 - ITotal Convent National Schools " ../ 301II33 334MONASTERY NATIONAL SCHOOLS.SchoolsSchools paid byReligious Order,~.~ s; paid by Personal Total.Capitation Salaries,&c.~Brothers of the Christian Schools ·. . 67 16 83Presentation · · . · . " · . 2 9 11Franciscan'";· . · . . · . - 11 II..Patrician ·. · . . . , - 7 7Marist ·. · . · . · . ;c· . - 5 5-Total Monastery National Schools 117

113",",,,,,Fl? m' PUPTLS ox .ROLL:;:. ARRAJ.'GED ACCORDL,G TO ST.\KDARDS.Infants First Second Third Fourth Firth Sixtb Seventh Eigbtb Totn!--- --- --- --- --- --- --- --- --Cavan .. 5.086 2.202 2.007 2.039 1.555 1.306 694 206 51 15.146Donegal .. 9.247 4.305 3.598 ~.405 ~.5-15 1.897 1.098 568 273 26.936Monagbo.n .. 4.196 1.646 1.525 1.577 1.284 1.095 569 206 102 12.200Clare .. 5.269 2.36~ 2.319 ~.341 2.1:34 1.922 967 405 71 17.792Oork .. ~O.285 8.687 8.062 8.198 7.1H 6.766 3.678 1.770 606 65.466Kerrv .. 9.379 4.326 4.016 4.059 3.606 3.156 1.915 881 477 31.815Limerick .. 7.879 3.841 3.131 3,:'l25 2.7~0 2.374 1.360 639 172 25.501Tipperary .. 8.0H 3.581 3.127 3.055 2.500 2.078 1.134 491 70 24.077Waterford .. 4.809 1.930 1.760 1.848 1.426 1.152 567 277 13~ 13.908Carlow .. 1.868 855 747 672 601 (60 266 86 27 5.582Dublin .. 25.S91 10.379 9.824 9.021 7.398 5.147 2.426 749 235 71.070Kildare .. 2.947 1.539 1.~05 1.317 1.004 761 367 155 33 9.428Kilkenny .. 4.397 1.872 1.700 1.637 1.414 1.163 682 313 88 ]:1.266Offaly .. 3.104 1.373 1.159 1.16:3 95i 745 480 182 77 9.240Longford .. 2.185 1.068 9Q3 i.oos 781 5~1 309 120 15 6.982Louth .. 3.807 1.585 1.449 1.445 J .192 991 375 170 63 11.077Meath .. 3.392 1.401 1.509 1.438 1.173 890 519 217 78 10.707Leix .. 2.721 1.169 1.069 1.042 909 761 405 218 39 8.333Westmeatb 3.259 1.308 1.297 1.082 1.004 755 458 195 39 9.R97Wexford .. 5.215 2.415 2.093 2.030 1.502 1,199 582 227 43 15.306Wicklow .. 3.161 1.360 1.26G 1.186 975 74~ 416 156 43 9.305Galway .. 10.799 4.729 4.5~6 4.42H :l.095 R.051 1.540 G07 228 33.024Leitrhn .. 3.497 1.518 1.521 1.497 1.241 1.002 584 280 79 11.219Mayo 11.872 5.244 4.8-\1 4.639 3.792 2.814 1.536 569 162 35.469Roscommon' . 5.212 2.243 2.196 2.1·16 1.809 1.461 814 264 89 16.234Sligo .. 3.91R 1.802 1.688 1.763 1.·151 1.220 761 286 116 I3.COO--- --- --- --- --- --- --- --- ---'l'OTAT~ 171.431 74.832 68.660 67.362 50.H2 45.499 24.502 10.237 3.415 522.080Z6.-NUMBER OF }'UPILS PROMOTED ON 1/7/'25 ORDURING THE SCHOOL YEAR KTDED30/6/'26.To To To To To To To ToFtrst Second Third Fourth }'iftb Sixth Seventh Eighth TotalStandard Standard Standard Standard Standard Standard Standard Standard--- --- --- --- --- --- --- ---Cavan .. .. .. 1.809 ]'H3 1.703 1.448 1.223 739 30S 78 9.051Donegu] .. .. 3.392 3.206 3.028 2.65. 2.001 1.272 679 294 16.~27Mona.ghan .. .. 1.452 1.349 1.318 1.197 990 655 266 95 7.322Clue .. .. .. 1.902 ]'959 1.938 1.875 1.711 1.141 573 121 11.220Cork .. .. 7.422 7.397 7.100 6.755 6.182 4.334 2.186 903 42.279Kerry: : .. .. 3.501 3.502 3.466 3.195 2.914 2.242 1.126 522 20.468Limerick .. .. 3.211 2.740 2.905 2.585 2.255 1.424 779 226 16.125Tipperary .. .. 2.969 2.748' 2.605 2.305 1.90()' 1.276 643 99 14.515"-aterford .. .. 1.509 1.47~ 1.430 1.181 1.045 655 385 193 7.873Carlow .. .. .. 720 628 618 602 457 326 122 45 3.5187.305 5.808 3.397 1.513 475 43.524Dublin .. .. .. 8.662 8.047Kildaz&. ~:317.. J.,O~Z 1.107 .no, 957 747 449 257 63 5.872Kilkenny .. .. 1.519 1.439 1.459 1.285 1.159 753 413 156 8.183Offaly .. .. .. 1~145 1.0:36 977 006 758 529 216 III 5.678Longford .. .. 879 848 8:3C 749 586 387 197 33 4.515Loutb .. .. .. 1.478 1.29~ 1.271 1.194 907 563 204 46 6.957Meatb .. .. .. 1.397 1.346 1.273 1.155 932 626 293 127 7.149Leix .. .. 1.077 904 884 815 733 437 271 66 5.187Westmeatb .. .. 1.159 I.Q83 1.066 954 794 526 289 55 5.926Wexford .. .. 2.007 1.860 1.69~ 1.399 1.094 654 269 75 9.051Wicklow .. .. I.C50 1.150 1.081 9H 732 439 229 78 5.682Galway .. .. :1.922 3.657 3.665 3.393 2.661 1.731 852 245 20.126Leitrim .. .. 1.265 1.3:35 1,287 1.000 989 5S7 370 99 7.022M~yo .. .. 4.396 4.113 4.057 3.591 2.785 1.767 760 210 21.679R').3common .. .. 1.846 I.S03 1.752 1.576 1.3'15 873 385 11:\ 9.698allgO .. .. .. 1.605 1.531 lA62 1.340 1.12::! 817 416 172 8.465--- --- ---- --- --- --- --- ---T~'rAf, .- fl2.395 59,390 58.301 52.421 43.830 28.599 14.001 4.700 323.637-

11427.-TABLE SHOWING THE NUMBER OF l'UPlLS ON ROLLS O~ 30th JU!\E. 1926. 11.'1l:WANTS.First Standard. Second Standard. Third Standard.,.;.: ,.;~~'"-" h..cl:: .=b -a .~~..~",0 1-:::.."~o H;:::",0 .,0ec ~§,.::::~ ~§>-eo[:1.0-----1--- ------ --- --- --- --- --- --- --- ---- --.c:.6 ,.d=~~~] ~. •.... -"-.: ~~"0" '" =>0:-:'l"AJECT.~~ ~~ ~~ 0 ~~ E~ 8'" " ~~ e_ c_..'" " 'ff:..~-"~ ~~E-:5 :-~ 0"", E·••••: ~~ 2% £-\5 ~~ 8"" ~] =-ti. " ~-=-~ ~;; ~ ~c: r.li ~;; ~ ~~--- --- --- --- --- -- --- --- --- --- --Irish -- IJ5.~08 54.590 45.007 - 28.299 41.293 26.812 41.560 5.214--- --- --- --- --- --- --- --- --- -- --rlgl~:t1unet~ 51.:9 ~7~~:9 ::.:~ 4~ 5 ~::; ~:'.:*~~30 :::::: ~6:::: 1~21 ~~; I::~~:g Algebra.. - - - - - - - - - - - -:5 --- - - -- --- --- --- --- --- --- --- ---~lGeometry - --=- -=---=---=---=- -=- -=- -=- -=- -=- -=-History - - - - - 750 6.568 2.518 8.425 35.203 16.734Geogml>hy -=-I-=- -=- -=- -=- --;;69 6.288 2.8s7 10.412 31.296 20.096S__in_g_il_lgNeedleworkI__ 8__9_.7_C_2 _7_._24_0_5_5_.1_7_9 _3_4_.4_9_4 _5_.2_3_5 ~.749 _29_._54_3 ...!_.7_4_1 _2_8_.7_0_7 _2_7_.7_0_7 _6_.4_9_7 _3_0_.1_6808 12.392 3.118 1.722 24.613 7.397Drill _. 91.359 23.4:)-1 44.111 36.660 12.146 22.280 31.518 13.20920.135 29.625 14.593 19.232-----1-- -- -------- ------ -- --- ---Kindergarten.. 73.408 34.219 52.019 4.863 5.325 8.931 985 1.700 2.778Drawing 57.21:1 29.397 38.~OZ 3.455 8.632 5.263 963 6.679 2.548 307 5.80~ 805Cooker}'145 27 as 1.124 306-----1-- -- -- -- --- -- - ---- --------Rural Scient.• _90 223 181 eo 281 177-----1-- -- -- -- ----" •• ( Algebra - - -' - - - - . - - - 42-;~~' Geometry --=- =;" =:": -=- =:': -=- -=- =:': -=- -=- -----;2-=--

115.EACH STA~'DARD UNDER N"S'rnUCTlO~ IN EACH SUBJECT.------- --------.-.-. -------- --------1----------FourthSta.ndard.Fifth Standa rd. Si xth Standard. Seventh Standard. Eighth Standard.34.923 20.H6 28.846 16.207 15.470 8.752 6.761 3.383 2.291 1.097'--- --- --- -- --- --- --- --- --- --- --- --- --- --- ---49.821 6.321 40.183 5.316 21.521 2.981 9.074 1.163 3.023 39!1.030 40.889 14.223635 33.983 10.881 369 18.061 6.072162 7.504 2.57169 2.336 1.010'689 26.009 4.207570 27.628 4.078368 14. 778 ~.5J4137 6.47C 1.~0856 2.034 715·598 22.995 3.467549 24.830 3.359333 13.369 2.284141 5.996 1.08953 2.032 539·9.223 28.911 17.620 7.282 22.333 15.794 3.883 11.315 9.264 1.562 4.531 4.09710.956 22.064 21.948 6.089 18.365 19.902 2.774 10.022 11.650 1.106 4.008 5.264576 1.304 1.469425 J .234 1.699-22.535 5.442 26.002 18.152 4.234 20.090 8.985 2.056 11,483 4.334902 4.656 1.372422 1.405-1.337 21.867 6.160 1.007 18.26~ 6.262 535 10.816 3.379 294 4.812 1.329127 1.58i 500'24.680 12.422 16.041 19.728 10.496 12.697 10.721 5.428 7.301 4.658 2.170 2.842 1.4-19671 8B9230 5.167909208 4.840682101 2.31339891957167109 440 B:t94 3.10558590 6.02110390 3.45"554238411976 136 24-32 902:J4S22 1.067:343176212221436711644186 7S44913992 3.42443747 2.63647517 1.457279643 218-3654397 2.53332047 1.95833326 1.016177463178-

116WORKHOUSE SCHOOLS.28. The number of workhouse schools in connection with the Departmenton 30th June, 1926, was 1, of which I was in operation. .The average number of pupils on the rolls of that workhouse school duringthe year was 49, and the total average daily attendance of pupils for the yearwas 48.ELEMENTARY EVENING SCHOOLS.29. During the session 1925-26, 34 Elementary Evening Schools, and duringthe session 1926-27, 45 Elementary Evening Schools (of which 33 and 44. respectively,schools were conducted under the alternative rules for Evening Schoolsin large urban centres) were in operation.During the financial year 1925-26 payments amounting to £6,986 6s. 5dand during the financial year 1926-27 payments amounting to £9.46I 95. Id.were made in respect of Evening Schools.INDUSTRIAL SCHOOL CHILDREN ATTENDING NATIONALSCHOOLS."30. In addition to the Baltimore Fishery Industrial National School therewere 24 National Schools attended by children from Industrial Schools(certified under the Industrial Schools Act). The number of these pupils onthe. rolls on 30th June, 1926, was 1,416 (255 boys and 1,161 girls); and theaverage daily attendance was for all these pupils 1,300, and for those under15 years of age, 1,228. These industrial school children are instructed in thesame manner as the ordinary day pupils of the national school; but paymentfor their instruction is made only by the Industrial Schools Department .• In addition to the national schools where children from certain indust.ria l Schools attend daily. theofficers of the Department now undertake the Inspectron and examination of most of the Reformatory andIndustrial Schools in Ireland. These latter Schools are not. however. otherwise connected with theDepartment. nrovisiou being made in the matf tuttons for the instruction of the children OD the premises.TEACHING POWER.31. The numbers of teachers in the Department's service on 30th Jane,1926, were approximately as follows ;-::V1EN WOMEN TOTALPrincipal Teachers* · . · . · . · . .. 2887 237I 5258Assistant Teachers · . · . · . ·. · . 946 2939 3885] unior Assistant Mistresses ·. · . · . · . - 1875 1375Members of Religious Orders of Monks or Nunswho are members of the minimum recognisedstaff required by the regulations in Monasteryor Convent Schools paid by Capitation · . 226 1464 1690Lay Assistant Teachers who are members of theminimum recognised staff required by theregulations in Monastery or Conyent Schoolspaid by Capitation · . · . ·. · . 133 406 539TOTALS · . · . 4192 9055 13247The numbers of teachers in the Department's service on 30th June, 1927."Were approximately as follows ;-ME~ VVOMEN TOTALPrincipal Teachers" · . .. · . .. · . 2900 2337 5237A ssistant Teachers · . · . .. · ·. 924 2998 3922Junior Assistant Mistresses · . · . ·. - 1836 1836Members of Religious Orders of Monks or Nunswho are members of the minimum recognisedstaff required by the regulations in Monasteryor Convent Schools paid by Capitation .. 225 1523 1748Lay Assistant Teachers who are members of theminimum recognised staff required by theregulations in Monastery or Convent Schoolspaid by Capitation ·. .. .. ·. 160 407 567TOTALS ·. .. 4209 9101 13310I* There were on the 30th June, 1926, 19 vacancies, and on the 30th June, 1927.29 vacancies for principal teachers.

117There are also in the service 9 Workmistresses and about 17 IndustrialTeachers.The number of teachers in the service on 30th June, 1926, receiving thenormal scale of salary was 6,725, and the Supernormal scale of salary was2,418.The figures given above have reference to the normal staff of the schoolsrequired to warrant the payment of grants. The Conductors of Monasteryand Convent National Schools in many cases obtain out of their own resourcesor at their own expense the assistance of additional teachers-members ofthe Community or Supernumerary lay assistants to supplement the minimumrecognised staff required by the regulations.There were vacancies for a few assistants in these schools.NEWTEACHERS.32. During the year ended 31st December, 1925, there were about 433persons appointed for the first time as principal or assistant teachers. Of theseteachers about 261 were women.During the year ended 31st December, 1926, there were 379 persons appointedfor the first time as principal or assistant teachers. Of these about 241 werewomen.TEACHERS WHO DIED OR RETIRED ON PENSION OR RESIGNEDTHE SERVICE.33. During the year ended 31st December, 1925, about 463 and during thethe year ending 31st December, 1926, about 402 principal or assistant teachersdied or retired on pension, or resigned the service.MO ITORS AND PUPIL TEACHERS.(OLDSCHEME).34. The numbers of Monitors and Pupil Teachers serving on 30th June1926, and 30th June, 1927, were as follows ;-On 30th June, 1926Monitors {BOYS, 157} Total, 755Girls, 598On 30th June, 1927Boys, 83}{Girls, 289Total, 372rBoys, 17}Pupil Teachers ~ Total, 265l Girls, 248Boys, 14}{Girls, 164Total, 178Recruitment for Monitors and Pupil Teachers under the old scheme hasbeen discontinued. Apart from Monitors or Pupil Teachers who may, in certaincircumstances, be allowed a second trial, the examination for Monitors andPupil Teachers (Old Scheme) will not be held after 1928.PUPIL TEACHERS,i""EV1 "b=-~.Numbers who applied for ap- Numbers appointed as Pupilpointment as Pupil Teachers TeachersBoys Gir1s BoysGirls1926109 396 33 II7f1927 138 593 7575j

118ANNUALEXAMINATIONS.35. Pupil teachers and monitors (old scheme) in their final year of service,candidates for admission to the Training colleges, candidates for appointmentas junior assistant mistresses, junior assistant mistresses seeking recognitionas assistant teachers, and provisionally recognised teachers of Island schools,etc., seeking continued recognition, are examined at Easter.Students in training are examined at midsummer.The following is a summary of the persons examined at midsummer :-Year 1925 Year 1926Students at the end of their first year of TrainingStudents at the end of their course of TrainingThe following were examined at Easter :-277 417369 299Total 646 716Candidate Junior Assistant MistressesMonitors and Pupil Teachers in their final year, provisionallyrecognised Teachers and Candidates forTraining ..TotalYear 1926 Year 192769 951269 1680.----1338 1775PREPARATORY COLLEGES FOR THE YEAR 1926-2736. The first examination for places in these Colleges, which was held in1926, was attended by 607 boys and 1339 girls. The numbers of studentsadmitted to the Colleges as a result of the 1926 examination are given in thefollowing tabJe :-College Situation ManagerStudents inResidence(I)Colaiste Caoimhinfor Catholic Boys.(2) Colaiste Moibhi forProtestant B 0 v sand Girls. .(3) Colaiste Ide-forCatholic Girls.(4) Colaiste Brighdefor Catholic Girls.Marlboro' Hall,Glasnevin.Marlboro: House,Glasnevin.BurnhamDingle.House,Rockhill House,Letterkenny(TemporaryPremises).His Grace the MostRev. Ed. ]. Byrne,D.D, Archbishopof Dublin.His Grace the MostRev. John Gregg,D.D., Archbishopof Dublin.The Most Rev. Ml.o Brien, D.D.,Bishop of Kerry.The Most Rev. Wm.MacNeely, D.D.,Bishop of Raphoe.Boys Girls63 -6 1447~1-8~'-----y--~154

119PREPARATORY COLLEGES FOR THE YEAR 1927-28.At the examination held in 1927 for admission to Preparatory Colleges,408 boys and 887 girls attended. The numbers of students in residence in theColleges for the school year 1927-28 are set out in the following table :-CollegeSituationManagerStudents inResidence(I) Colaiste Caoimhinfor Catholic Boys.(2) Colaiste Moibhi forProtestant Boys andGirls.(3) Colaiste Ide-forCatholic Girls.(4) Colaiste Brighde forCatholic Girls.(5) Colaiste Muire forCatholic Girls.Marlboro Hall,Glasnevin.Glasnevin H 0 useand Marlboro:House, Glasnevin.Burnham House,Dingle.Ballyconnell House.Falcarragh (PermanentPremises).Rockhill H 0 useLetterkennv(Temporary Premises).His Grace the MostRev. Ed. ]. Byrne,D.D., Archbishop ofDublin.His Grace the MostRev. John Gregg,D.D., Archbishop ofDublin.The Most Rev. Ml.0' Br i en, D.D ..Bishop of Kerry.The Most Rev. Wm.MacNeely, D.D.Bishop of Raphoe.His Grace the MostRev. Thos. P. Gilmartin.D.D. Archbishopof Tuam.Boys GirlsII9 -9 234937·TRAININGCOLLEGES.Name of CollegeManagerDate fromwhichrecognisedNumber ofStudentsfor which atpresent licenseE!MenWomen"St. Patrick's " (Drumcondra,Dublin)."Our Lady of Mercy "(Carysfort Par k ,El'rock, Co. Dublin)." Church of Ireland"(Kildare Place, Dublin)."De la SaUe" !vYaterford).."Mary Immaculate"(Limerick).His Grace the Most Rev. E.Byrne, D.D., Archbishop ofDublin.Do.I Sept., 1883I Sept., 1883His Grace the Most Rev. I Sept., 1884J. A. F. Gregg, D.D.,Archbishop of Dublin.The Most Rev. B. Hackett, I Sept., 1891D.D., Bishop of Waterfordand Lismore.The Most Rev. D. Keane, I Sept., 1901D.D., Bishop 01 Limerick. \5020020085100

1208 Th f 11 T bl th bd ..3 . e o.owmg a e SlOWS e num er 0 candidates or a mission t0 t rammg ..in 1925 and in 1926 in each of the Training Colleges and the number admitted :-Year 1925 Year 1926Number of Number admitted Number of Number admittedCandidates to Training Candidates to TrainingOne year's Two years' One year's Two years'Course* Course Course Course(FOR MEN)." St. Patrick's," ·. 120 3 90 166 - 80" Church of Ireland" 9 - 9 15 - 8" De la Salle" · . 175 I II6 176 - 77 ~Total · . 304 4 I 215 357 - 165'---~'----y----1219 165(FOR WOMEN).•. Our Lady of Mercy" 578 I 106 663 4 89•• Church of Ireland " 81 - 44 89 - 40.• Mary Immaculate" 191 2 53 205 4 40Total .. 850 3 203 957 8 169'---~'--y----l206 177• The candidates admitted to the one year's course of training were University Graduates. i.e .. HonoursGraduates or Pass Graduates, with the Htgber Diploma in Education ...39 STUDENTS IN TRAINING-SESSION 1925-1926.(a)ORDINARY COURSE.Nameof College.+-'0en ~ +'N+' o:IciQ) ,Q) 0aS~ bD'{jjFirst Year's Final"dC)0\ 000=: ~ Examination of Examination.1-1~~~~§ u.•..•Students.~ - .•...• ~ 0o 8 ~.-.00'"OUrJ) . 0 '" 00 No. Ex- No. No. Ex- No.Z+''+< Z"Vro 0amined. Passed. amined. Passed.MEN.•• St. Patrick's " .. ·. 134 134 93 78 41 41•• Church of Ireland" ·. 17 17 9 9 8 6•. De la Salle " .. ·. 170 168 II4 104 54 51Total (Men) · . 321 319 2r6 191 r03 98·WOMEN.•• Our Lady of Mercy" 200 197 105 105 92 88•. Church of Ireland" .. 84 84 44 43 40 37•• Mary Immaculate" .. 100 100 55 55 45 45Total (Women) 384 381 204 203 177 170Total (Men and 'Women) 705 700 420 394 280 268

12140. STUDENTS I.' TRAINING--SESSlON 1926-1927_(a)ORDINARY COURSE•...,r.:..Name of College.~QN"',\3g'g ~b First Year's Final'Ou'":::::Cl>C:0"'0 Examination of Examination.B§~ u 0 ..• ~

122NA COLAISTf GAEDHILGE.42. Bhi na Colaisti seo leanas ar siubhal ins an mhliain dar chrioch 30adhMeithearnh, 1926.Ainm an Cholaiste, An Runal no Bainisteoir.Colaiste ladh (Cloic Cheann Fhaolaidh)Chonnacht (Tur }ll)ic Eide) ..na Mumhan (Real Atha an Ghaorthaigh).na Rinne (An Rinn)Laighean (39 Cearnog Parnaill)an Spideil (An Spideal) ..an Daingin (An Daingcan)Chairbre (Cuan Dor)Chrochain (Cathair DomhnalllBhrighde (Omeith) :na Nua Gaedhilge (Baile AthaCliath)Ui Chomhraidhe (Co. an Chlair) ..Thraighli ..Ghobnatan (Baile Mhuirne)Chathair SaidhbhinTheidhlinn (Teidhleann) .." an Phiarsaigh (Gaillimh)•• Deaglain (A~ Ard Mh6r) ..An Ard coil, Baile Atha Cliath ..Seamus 0 Searcaigh.An t-Athair B. 0 Crlochain,Liam de Roiste,An Fear Mar.Seoirse 0 Muanain.An t-Athair iYIacGiolla Sheannaigh,An Canonach iYIacDomhnaill, S.P.iYI.O Cuileanain.iYI.0 Ceidtigh.An t-Athair 0 Cuinn, S.P.Seosamh 0 CIeirigh.:.vI. 0 Cuinn.An t-AthairDomhnall 0 Suilleabhain.Tadhg 0 Duinnin.Tomas MacGearailt.Sean Macf.uinneagain.Sean MacCana.iYI.0 Foghludha.Proinsias Pleimeann.Bhi brainnse ag Colaiste Laighean san aimh.Bhi brainnse ag Colaiste na Mumhan ; gCorcaigh ar feadh an Gheimridh.NA CURSAI GAEDHILGE.43. The Course in 1925 began on the 7th July and ended on the 31st July.It was availed of by approximately II,050 teachers and candidate-teachers.All teachers under 45 years of age were required to attend the Course, but manyofthose over 45 years of age attended.The Course in 1926, which was on a voluntary basis, commenced on 3rdAugust and ended on 27th August. Approximately, 7,286 teachers and candidateteacherattended. The examination was not held until 26th ovember, andwas also open to teachers who had not attended the Irish Course.The following statistics show the results of the examinations held since 1922to 1926 (inclusive) in connection with the Irish Courses, for the variouscertificates :-Year.Ordinary Certificate. Bilingual Certificate. Ard Teastas.r o. No. No. No. No. o.Examined Passed Examined Passed Examined Passed1922 2,886 797 - 505 - -1923 3,152 1,194 2,075 669 987 1941924 3,297 774 1,883 371 1,307 2201925 4,166 1,210 2,068 479 1,450 2801926 2,555 586 1,513 263 473 144IOf 261 students holding the Ard Teastas who submitted theses for the Ard.Teastas le Onoracha, 44 have been declared to have fulfilled the necessary conditions.It will be seen that the figures given above represent the persons (nationalteachers, unemployed teachers, etc.), who presented themselves for examination.in successive years and who obtained certificates in each of these years.

123A number of national teachers who had obtained certincates under the lateAdministration presented themselves again for similar certificates. Certainteachers who presented themselves for a particular certificate in one year, andwho did not obtain that certificate, presented themselves for examination inthe following years, and are included in the figures of those presenting themselvesfor examination in those later years.A large number of teachers who obtained the ordinary certificate in certainyears presented themselves for a higher certificate, Bilingual or Ard Teastas,in later years.In 1922 the Ordinary Certificate and the Bilingual Certificate were awarded~on the same paper, a higher standard being required for the Bilingual Certificate. f\The total number examined in that year for Ordinarywas 2,886.and Bilingual Certificate,The examination for the Ard Teastas was not instituted until 1923• ..-r"In addition to the figures given above, there are a number of students whoobtained the Ordinary or Bilingual Certificates at the final examination in theTraining Colleges and who did not find it necessary to present themselves lOTa similar examination at the Irish Courses.I Of the total number of teachers in the service on the 31St December, 1926,including members of Religious Communities, approximately 7,000 or slightlymore than one-half possess the certificate to teach Irish or a higher qualification.About 800 of these have secured the highest certificate available, the -'Ard Teastas, while of the remainder about 2,500 are registered as qualified to,!each other subjects of the curriculum through the medium of Irish.The Irish Course, 1927, which was, as in 1926, on a voluntary basis, began onTuesday, zrid August, and ended on Friday, zoth August. About 6,500 teachersand candidate-teachers attended.Classes were held at centres throughout the country and at the Irish Colleges.Three grades were in operation-Teastas, Da Theangach, and Ard Teastas.A speciai Course was held in July for certain Religious Communities on thesame conditions as the General Course.The Examination for certificates was held on Friday, 25th November; 2,176teachers attended the Examination. The results of the Examination are notyet available.SCHOOL ATTENDANCE ACT, 1926.44. The School Attendance Act of 1926 superseded the provisions of the IrishEducation Act, 1892, in regard to the attendance of pupils at National Schools.Under the provisions of the School Attendance Act, children over six andunder fourteen years of age are required to attend a National or other suitableschool on all days on which such school is open for secular instruction, unlessthere is a reasonable excuse for non-attendance, such as personal illness or thatthere is no suitable school accessible, or the child is receiving adequate elementaryinstruction in some manner other than in a National School or other suitableschool.A child over 12 years may, however, be kept from school for the purposeof assisting at light agricultural work on not more than ten days 111 the springand ten days in the harvest season, as a temporary provision.The Act is administered in the Countv Boroughs of Dublin, Cork, and \;Ya~",.ford, and in the Urban Districts of Blackrock, Dun Laogbaire, Pembroke, Ra.thminesand Rathgar by School Attendance Committees, and in the remainingarea of the Saorstat by the Carda Siothchana,The Act came into force in the County Boroughs and Urban Districts set forthabove on the 1St October, 1926, and in the remainder of the Saorstat on therst January F)27.

124SPECIAL FEES OR GRANTS FOR EXTRA OR OTHER BRANCHES.45. RETURN showing the number of Schools in which special fees or grantswere paid for instruction given in certain branches for the school-years ended30th June, 1926, and 30th June, 1927; also showing the amounts paid withinthe financial years, 1925-26 and 1926-27.Number of Amount Number of AmountSchools paid paid Schools paid paidBranch. for School (Financial for School (FinancialYear, Year, Year, Year,1925-26. 1925-26). 1926-27. 1926-27).£ s. d. £ s. d.Mathematics .." 274 4,351 17 8 340 4,648 0 4Cookerv . . ·.5 6 51 486iLaundry Work .. · . 180 8,224 18 6* 210 j 8,682 14 8*Domestic Economy · . rrj 11Rural Science and Horticulture.. .. 100 1,398 19 10 91 I,34I 14 7-* Includes special grants amounting to £144 9S. od. paid for instruction inCookery, Laundry Work, or Domestic Economyin 7Technical Schools in the yearended joth June, I926, and £136 5s. od. in the case of 6 Technical Schools in theyear ended 30th June, I

125These Merit Certificates are distinct from the Higher Grade Certificatesawarded to pupils of National Schools in connection with the examinationconducted by the Dublin Higher Grade Certificate Committee. The examinationheld by that Committee in 1927 was attended by 487 candidates.THE REID BEQUEST.48. The Reid Bequest Scheme for the advancement of Education in the CountyKerry has recently undergone revision. Under one of the provisions of the RevisedScheme awards are now made from the funds at this Department's disposalto six of the most efficient National Schools attended by boys in the CountyKerry for the purpose of assisting boys of limited means to attend the schoolsmore effectually by providing them with books and clothes, or by the paymentof money for their use and benefit. The schools are selected triennially by theDivisional Inspector, with the approval of this Department.A table showing the six schools selected for the triennial period which includesthe year commencing on rst July, 1923, and the amount allocated to each schoolin respect of the year commencing rst July, 1925, is appended.RollNo. School ManagerAmountallocated forSChOOlYear1925-26£ s. d.44)3 'l\1astcrgui.by }.li.xeQ. .. l\.~,.Y.Sht.M\n1\. 1'.1', IZ II 010,755 Ferriter B. .. Rev. N. Browne, P.P. 36 3 211,146 Kilvicadonig Mixed .. V. Rev. J. P. Canon 15 12 0McDonnell, P.P.13,481 Callinafercy B. .. Rev. VI. Kea.ne, P.P. 17 10 014.480 St. Brendarr's Mixed"Rev. N. Browne, P.P. 27 0 315,668 Letter B. .. Rev. W. O'Byrne, P.P. 16 14 949. CARLISLE AND BLAKE PREMIUMS.THE CARLISLE A~D BLARE PREMIU)1 l'U:-ID.I. The National Education Commissioners are empowered to allocate tothe teachers of ordinary National Schools the interest accruing from certainfunds at their disposal in premiums, to be called "The Carlisle and Blake Premiums."Teachers of Model Schools, Convent Schools, or other special schools,are not eligible for these premiums.2. The interest from the accumulated funds available for premiums is distributedin premiums of £7 10S. each-one for the most deserving principalteacher in each of the circuits in Saorsta.t Eireann, every year, upon thefollowing conditions :-(a) that the average attendance and the regularity of the attendanceof the pupils are satisfactory;(b) that a fair proportion of the pupils have passed in the higherstandards;(c) that, if a boys' or mixed school, taught by a master in a ruraldistrict, the elements of the sciences underlying agriculture arefairly taught to the boys of the senior standards; and, if a girls'school (rural or town), needlework is carefully attended to;(d) that the state of the school has been reported during the previoustwo years as satisfactory in respect of efficiency, moral tone,order, cleanliness, discipline, school records, supply of requisites,and observance of the rules.3. No teacher is eligible for a premium more frequently than once in fiveyears.

126CARLISLE AND BLAKE PREMIUMS FOR THE YEAR ENDED 31ST DECEMBER, 1925.Circuit County Roll No. Tame of School Name of TeacherI Donegal · . 7,375 Glenvar .... Miss M. Deeney.5 Leitrim ·. 11,152 Adoon .. · . Charles Flynn.8 Meath .. 881 Moynalty G. ·. Mrs. E. Smyth.9 Sligo · . II,774 Cloonagh G... ·. Mrs. M. Swords.10 Dublin .. 14,769 St. Patrick's B. (3) Thomas O'Neill Gallagher.II Dublin .. 14,657 Rathmines Township Miss E. Aldritt.12 Galway .. 12,947 Colmcille G. · . Miss M. McDonagh.13 Roscommon 7,853 Dangan G. · . .. Mrs. M. L. Fitzmaurice.14 Leix · . 3,517 Durrow B. .. · . Patrick M. Savage.15 lare . 14,238 Gortown · . Patrick Lenihan.16 Clare · . 5,998 Bridgetown G. · . Mrs. ~-. Duggan.17 Kilkenny 1,468 To berna brone ·. Mrs. B. Power.18 Kerry · . 16,218 Brackluin G. ·. Mrs. E. O'Neill.19 Cork · . 2,379 Glengariff .."Patrick O'Shea.CARLISLE AND BLAKE PREMIUMS FOR THE YEAR ENDED 31ST DECEMBER, 1926.Circuit County Roll NO./ Name of School Name of TeacherI Donegal · 8,786 Rashedoge · . · . Miss B. McGinley..5 Cavan · . 16,273 St. Michael's B. ·. \,yilliam H. Healy,8 Louth · . 15,259 St. Malachy's G. · . Miss K. Carrigy.9 Roscommon 12,8II Cartron (I.) .. · . Thomas F. Fleming.10 Meath · . 12,488 Old castle B ... · . Daniel Crowley.II Wicklow ·. 10,105 Carnew · . ·. John P. Doyle.12 Galway · . 9,608 Newtown G."Miss B. Martin.13 Longford · . IO,298 Cloonteagh B. · . John Bohan.14 Leix .. 15,197 Briscoli · . · . Mrs. M. Kenny.15 Clare .. 11,004 Dangan .. .. Stephen Clune.16 Tipperary 7,440 Ballinahinch .. ·. Miss Ellen Merrick,17 Waterford .. 1,289 Tallow G. .."Miss Ellen Delany,18 Kerry " 16,328 St. Vincent's G. .. Miss Mary Manning.19 Cork .. 12,229 Drimoleague B. .. Daniel Carey;

127IRISH PRIZES TO STUDENTS IN TRA.INING.50. LIST OF STUDENTS IN TRAINING in order of merit who passed thell: Fm:o.\Year's Examination in July, 1925, and qualified for Certificates of Competencyin Irish, and to whom Prizes of £5 each were awarded.The Training Colleges are indicated thus :-St. P. "St. Patrick's " (Drumcondra).M.I. "Mary Immaculate" (Limerick). O.L.M." Our Lady of Mercy" (Blackrock).D.L.S. "De La Salle" (Waterford).-County Roll School Name of Student TrainingNo.CollegeCork .. - De LaSalle College .. Michael J. Hassett ·. D.L.S.Kilkenny .. - St. j oseph's .. Patrick Knox ·. .. D.L.S.Clare ·. 7,315 Ennis Convent ·. Ellen Boland .. .. M.I.Cork .. 15,597 Macroom B. (I) · . John C. Murphy .. ·. St.P.Kilkenny .. - St. Joseph's ·. Patrick O'Sullivan .. D.L.S.Kilkenny .. - St. Joseph's ·. James O'Sullivan ·. D.L.S.Monaghan 359 Monaghan Convent Mary K. Cahalane ·. O.L.M.Meath ·. 883 An Uaimh Convent Margaret M. McDonnell M.I.Cork · . 3,324 St. Patrick's B. ·. Edmund Finn ·. · . St.P.'Wexford · . 16,145 Loreto Convt., Gorey Mary M. Hargaden .. O.L.M.Carlow · . 13,507 Tullow Convent · . Mary Hourihane · . M.I.Donegal .. 16,395 Kilcar ·. · . Fraricis Campbell · . St.P .Galway .. 12,234 Tuarn Convent (I) Ellie McHale · . ·. M.I.Monaghan 366 Carrickmacross Gerald Fitzpatrick ·. St.P.Monastery.Donegal · . 16,135 Coguish · . · . Hugh Hegarty .. · . St.P.Clare · . 14,112 Cross .. · . .. Angela Crowley · . · . M.I.Limerick · . 5,547 Sexton St. Convent .. Kathleen Conway .. M.I.Cork · . II,424 Knockskagh · . Timothy Collins .. · . D.L.S.Mayo ." - St. j oseph's.Castlebar Kate Quinn · . ·. O.L.M.Kilkenny .. - St. Joseph's · . Jeremiah O'Kelly · . D.L.S.Clare · . 7,315 Ennis Convent · . Catherine E. Kinnane · . M.I.Clare ·. - Christian Brothers, Thomas C. Devitt · . St.P.Ennistymon.Clare .. 10,321 Lissycasey · . · . Martin Sexton · . .. St.P.Cork .. - De La Salle College Thomas Garvey · . · . D.L.S.Dublin · . 1,149 King's Inn St. Convt. Margaret M. Scannell · . O.L.M.Kerry .. 13,530 Moyderwell Convent Mary B. Divane · . M.I.Galway · . 12,250 Tuam Convent (2) Margaret M. Duffy · . O.L.M.Galway · . 12,250 Tuam Convent (2) Mary O'Flynn ·. · . O.L.M.Carlow · . 13,507 Tullow Convent"Elizabeth C. Williams · . M.I.Cork .. - Presentation College Michael ]. Meighan · . St.P.IIn addition to the above, the undermentioned Student passed the examination,but, being already certified in Irish, was ineligible for the award of prize :-Louth .. I 16,469 I St. Nicholas Monsty, I Martin Dullard .. .. I D.L.S.

]28County Roll Name of School Name of Student TrainingNo.CollegeLaoighis .. - Patrician College . Patrick Timon ·. · . St.P.Clare .. 11,765 Doonbeg ·. · . Mortimer Doyle · . ·. D.L.S.Mayo . - St. Nathy's College Francis G. Henry ·. St.P.Louth . 15,855 St. Patrick's Boys .. Dermot Allen · . ·. St.P.Cork · . - Charleville Secondary Catherine Fraher · . M.I.Roscommon 15,425 Fairymount .. · . Basil Jordan ·. · D.L.S.Tipperary - Christian Brothers, .. Patrick Dowley · . · . D.L.S.Carrick-on-Suir.Kerry · . - St. Brendan's Semi- James B. O'Shea · . St.P.nary.Clare ·. 7,315 Ennis Convent · . Mary E. Kelleher O.L.M.Dublin .. 16,268 Portrane Girls ·. Margaret Kelly · . · . O.L.M .Kerry .. 7,446 Morleys Bridge . Patrick Lehane ·. · . D.L.S.Cork .. - Reid-na-nDoire · . Daniel Buckley · · . D.L.S.Tyrone . 10,110 Strabane Convent · . Fannie Boyle · . · . M.I.Galway · . - St. ]oseph's College Patrick ]. Joyce ·. St.P.Galway ·. 12,234 Tuam Convent (I) Mary Lordan · . ·. M.I.Mayo .. - Christian Brothers, Thomas Warde · . ·. St.P.Ballinrobe .. · .Limerick .. 570 SS. Mary & Munchin's Elizabeth Moloney . M.I.Tipperary - Mt. St. Joseph's CoIl. James ]. O'Shea . St.P.Longford .. 1,420 Cloneen · . · . John J. Cassidy . St.P.Westmeath 199 Moate Intermediate Christina Flanagan · . lVU.Galway · . 12,25° Tuam Convent (2) Mary P. O'Connor ·. M.I.Cork · . 13,762 Castletownbere Cnvt. Sr. M. Rosarii Corcoran ·. ·O.L.M.Donegal ·. 15,241 Teelin · . · . Brigid Haughey .. .. M.I.Wexford · . - Christian Brothers, Gerard Donovan · . St.P.NewRoss.Waterford - Christian Brothers, Michael Foley ·. .. D.L.S.Dungarvan.Cork .. 12,321 Glashakinleen G. · . Mary A. Murphy · . M.I.Cork · . - De La Salle College ·William O'Donoghue · . D.L.S.Mayo .. 15,375 Ballyhaunis Convent Julia Lyons · . · . O.L.M.Kerry .. 13,530 Moyderwcll Convent Hanoria O'Shea ·. · . M.I.Kilkenny .. - St. ]oseph's, Christopher O'Connell · . D.L.S.Kilrnacow.

scoLArREACHTAf1290 BHUN-SCOILEANNA.(SCHOLARSHIPS FROM PRIMARY SCHOOLS).5I. Particulars as to the awards in connection with the Examinations heldin 1926 and 1927:--1926.No.No. of ValueCounty of Scholar- ofCompeti- ships Scholarshipstors awardedCork County .. .. ·. 127 22 From £25 to £40Dublin City ·. .. ·. 182 40 £20 eachDu blin County ·. · . lIj 28 From £30 to £50Galway · . · . .. 44 7 £15 to £36Kerry"·. ·. · . 80 30£15 to £40Kildare .. ..".. 39 7 £20 to £50Kilkenny"· . '. .. 26 8£20 to £35"Laoighis · . ·. ·. 35 8""£20 to £30£20 to £40Longford ·. · . ·. 30 3Limerick ·. .. .. 40 8 £40 eachLouth · . . 9 1* £15Mayo · . ·. · . 45 10 From £20 to £40Meath · ·. .. 36 4 "Monaghan · . ·. ·. 37 10Offaly "·. .. ·. 23 7 £25 eachRoscommon · . .. ·. 78 9 £40Sligo ·. .. · . 48 8 From £15 to £40£40 each£15 to £25Tipperary North ·. .. 25 9£25 each"Tipperary South ·. .. 68 8"Waterford City ·. .. 7 7 £20 eachWestmeath ·. .. .. 33 4 "Wexford · . .. ·. 15 5 £40 each£20 to £40£20 to £451927.Carlow 11 I £10Cork Co. 81 10 From £25 to £40Cork City 45 10 ho eachDublin CO. III 30 From £30 to £50Dublin City 197 41 £20 eachGalway 20 6 £Is to £36Kerry 95 19 £15 to £40Kildare 28 ~ £20 eachIr\:ilkenny 20 4 £25 to £50Laoighis 33 9 £20 to £40Leitrim 8 I £40Limerick 17 5 £20 to £30Longford 28 I £40Louth 19 2 £5 eachMayo 50 10 £20 to £40Meath II I £40Monaghan 43 6 £Is to £25Offaly 35 10 £Is to £40Roscommon 54 6 £40Sligo 47 10 £Is to £40Tipperary N. 24 8 £25Tipperary S. 31 8 £20 to £40Waterford City 9 6 £20 each"Westmeath 30 6 £20 to £45'Wexford IS :; £15 to £50• The candidate who qualified for Scholarship refused to avail of it. The Scholarship has conseqneuttzlapsed.

130TEACHERS' PENSIONS AND GRATUITIE5.52. On 31St December, 1925, the Pensions granted in An Saorstat were asfollows :-Men Women TotalTotal payable on 31st December, 1924P nsio s r On Disablement ..gre ~ ~ ~ On Ordinary Retirementa~ge iMIII 25~Lon Retirementinefficiencyowing to..Increases under Pensions (Increase Act),1920, and the Superannuation andPensions Act, 1923 (Sect. 6)Total 909No. c No. c No. t794 75,095 1,247 82,959 2,041 158,0544 428 12 1,192 16 1,620110 19,294 108 16,753 218 36,047146 80 2 226419 343 762------ -- ------95,382 1,368 101,327 2,277 196,709Pensions ceased in 1925 through death 53Reduction of increase granted underPensions Increase Act, 1920Pensions granted on re-appointment4,420 54 3,249 107 7,66943 44 8722 I 22Pensions payable on 31st December, 1925 855~-----------------------~------------------------~Total90,897 1,314 98,034 2,169 188,931The number of Teachers remaining on the books on 31st December, 1925,was:-Men .. 3,901 'Nomen 5,3549,255INCOME AND EXPE DITURE OF THE PE SiON FUND.53. The following statement relative to the Pension Fund has been furnished. by the Teachers' Pension Office:-• The Income and Expenditure of the Pension Fund during the year 1925,c s. d..were as follows :-Income :-Three half-years' Interest on £886,600Interest on Stock, &c.Vote in aidPremiums paid by Teachers£ s d.39,897 0 066,006 15 1156,737 0 0100,242 I3262,882 17 2Expenditure :-Pensions paid to TeachersPaid to Ministrv of Finance, NorthernIreland in respect of Teachers transferredto Northern IrelandPremiums refunded on Resignation orDeath175,434 9 58,207 8 810,157 7 7Surplus of Income over Expenditure, .. . . . . . .Amount realised by sale or redemption of tI5,436 os. 4d. StockCash Balance on rst January, 1925Sum invested in purchase of £62,583 14s. 8d. StockSum placed on deposit in National Land BankCash Balance on 31st December, 1925 ..193,?99 5 8---------69,08:; II 614,900 0 013,081 10 997,065 2 358,672 9 425,000 0 013,392 12 IIThe invested Capital of the Fund stood thus:Istl]anuary, 1925, Debt of the Irish Church Temporalities Fund- On deposit in National Land Bank . . . .Stock in hand .. £r,628,679 II IIStock bought in 1925 62,583 14 81,691,263 6 7£ s. d.886,600 0 025,000 0 0Stock sold or redeemed in 1925In hand 31st December, 192515,436 0 ..•.1.675,827 I) 3 911,600 0 0

131TEACHERS' PENSIONS AND GRATUITIES.54. On 31st December, 1926, the Pensions granted were as follows :--MenWomenNo. £ No. cTotal payable on 31st December, 192.5 855 90,897 1,314 98,034P' {For Ill-health ..9 1,138 II 7°°enstlOdns On Retirement owing tograne . 6 me . ffici clency ..ID 1 9 2 On Ordinary RetirementIncreases under Pensions Increase Act,1920, and the Superannuation andPensions Act, 1923 (Sect. 6)310735718,830 8666 ll2TotalNo. £2,169 188,93120 I,8383 357(93 31,312178Total 974Pensionsceased in 1926 through death 55Pensionsceased in 1926 on re-appointmentReduction of increase granted underPensions Increase Act ..II 1,288 1,41 I lII,3285,013 71 4,259r 2020 832,385 222,61&126 9,272I 20103Pensionspayable on 31St December, 1926 919 106,255 1,339 106,966The number of Teachers paying premiums in the various gradesDecember, 1926, was:--MenWomen.. 5.441-----------------------~------------------------~'Total C),319INCOME AND EXPENDITURE OF THE PENSION FU D.55. The following statement relative to the Pension Fund has been furnishedby the Teachers' Pension Office :--The Income and Expenditure of the Pension Fund during the year ended31st December, 1926, were as follows:--£ s. d. £ s. d.Income :-Two half-years' Interest on £886,600 26,598 °0Interest on Stock .. 68,081 11 92,258 2I3,221Vote in aid 57,165 0°Premiums paid by Teachers 100,1('4 12 5252,009 4 2on31StExpenditure :--Pensions paid to Teachers 206,866 15 7Premiums refunded on Resignation orDeath 11,049 6 3Surplus of Income over ExpenditureAmount realised by sale of £44, II3 19S. 3d. StockDeposit withdrawn from the National Land BankCash Balance on rst January, 1926Sum invested in purchase of £56,094 19S. Id. Stock ..Ways and Means Advanced217,916 I 1034,093 2 426,735 2 325,000 0 013,}92 12 II99,220 17 638,869 13 94°,000 v vCash Balance on 31st December, 1926The invested Capital of the Fund stood thus :-rst January, 1926, Debt of the Irish Church Temporalities FundOn Deposit in National Land BankStock in handStock bought in 1926Ways and Means advanced.. £1,675,827 6 356,094 19 I40,000 ° °1,771,922 5 4Deposit withdrawn from Nat. Land BankStock sold in 1926 44,ll3 19 3In hand 31St December, 192620,351 3 9£ s. d.886,600 025,000 0 °1,727,808 6 I 886,600 ° °°25,000 0 0

132STATEMENT OF EXPENDITURE FROM PUBLIC FUNDS ON PRIMARYEDUCATION FOR THE YEAR E DED 3Ist MARCH, J927.ServiceTRAINI G COLLEGES:Training Colleges under Private ManagementPrizes and Grants ..Expenditure£ s. d.7I,080 3 8859 0 0PreparatoryColleges1,609 6 4MODELCentralSCHOOLS:Model Schools1,124 6Metropolitan, Bistrict, and Minor Model Schools2,233 11 2NATIONAL SCHOOLS:Principals, Assistants, etc., in Ordinary and ModelSchools and Teachers of Schools paid by Capitation ..Pupil Teachers, Monitors, and Travelling Expenses ofTeachers and Monitors attending Annual Examinations,and cost of Examination for Scholarships fromPrimary to Secondary Schools, etc. ..• Expenses of Teachers attending Instructional Courses inIrish3,085,782 12 3II,774 8 228,266 19 10RetiringGratuitiesVan and Boat Services and Incidentals1,623 7 6Free Grantsof School Requisites540 12 6Evening Elementary SchoolsJunior Assistant Mistresses, Workrnistresses, etc.Grant towards the cost of Heating, etc., of Schools andCleansing of OutofficesEquipment Grants, etc.9,461 9230,451 7 713,627 12 4127 12 4Teachers'Residences3,174 16UPERANNUATION, ETC .• OF TEACHERS (GRANTSIN AID)GROSS TOTALDeduct Receipts57,165 0 0£3,518,902 0 42,024 13 6NETTOTAL£3,516,877 6 10*• 'ro these fignres must. be added a due proportion of the cost of Administration. Inspectiou. &c.. viz.,£1l9,G65.

133APPEND IX Ill.SECONDARY EDUCATION STATISTICS.(A.)-ScHOOLS AND PUPILS.(I) Table showing for the School Years 1925-26 and 1926-27 the number ofrecognised Schools, as classified, and the number of Pupils between the ages of12 and 20 in attendance at such Schools at the beginning of the School Year.Number Number of PupilsofSchools Boys Girls Total1925-26Boys' Schools ·. · . ·. 133 15,912 - 15,912Girls' Schools .. · . · . 125 - 8,580 8,580Mixed Schools .. .. · . 25 554- 442 996TOTAL ·. · . 283 16,466 9,022 25,4881926-27Boys' Schools · . · . · .1 133 14,492 - 14,492Gills Schools ·. · . · . 123 - 8,972 8,972Mixed Schools ·. ·. .. 29 656 646 1,302TOTAL · . .. 285 15,148 9,618 24,766(2) Irish and Bilingual Schools.-Table showing for the School Years 1925-26and 1926-27 the number of Schools admitted to Class A, B (1) and B (2), and thenumber of Pupils of the prescribed age in attendance at such Schools at thebeginning of the School Year.Number ~umber of PupilsSc~~ols Boys Girls ·-I--Total·-----I- -:'- -B-(I-) B(2) -:-i~:1B(2):~:::=::AI~ 5 -: I 965 1 '9'3-=-1 B(r)I B(2) -:-1 B(I) B(2)J 55'~'3 559 ::: '~:Mixed Schools - r - -I 151 - - 6 - - 211 -----1------1----- --1--TOTAL 5 17191-\980 I 19 2 31 5501558 I 7 1 3 55 0 I53 8 j 26 361926-27Boys' SchoolsGills' Schools97713 II9 768 2064-II9 768 206413815 491491 1486Mixed Schools 11 13 26 16 37 29-------1-- -- ---- ------ -- -- -- -- --- ---TOTAL .. II15

134(B).-NuMBEROF GRANT-EARNINGPUPILS, AND ATTENDA..'1CES.The number of Pupils on whom Capitation Grant was paid in respect of theSchool Year 1925-26 was:-Senior Pupils, 2,809. Junior Pupils, 17,134. Total, 19,943.The number of these who made not less than 130 attendances was :-Senior Pupils, 2,783. Junior Pupils, 16,923. Total, 19,700.(C.)-EXAMIKATlONSTATISTICS.(1) Duration of Examinations, and Centres.-The Examinations for 1926,which began on r yth June and extended over nine days, were held at 132 Centresin 87 different localities. Those for 1927 began on r ath June, extended over 8days, and were held at 144 centres in 94 different localities. The distribution ofCentres was as follows :-1926 1927Centres for Boys 55 55Centres for Girls 38 43Joint Centres for Boys and Girls 39 46TOTAL !~2 144(2) Superintendents and Examiners.-Excluding the Department'sInspectors, the numbers employed were :-I. ·1In 1926 In 1927TotalMen ,Vomen Men WomenTotalSuperintendents 83 49 132 86 59 145Examiners .. 40 12 52 39 19 58(3) Table showing the general results of the Examinations.1926 1927--- -------'--- --- --- ------in ·~i ~¥ '" i'.: 'C&t; ~ -'" 0"tUEXAMINATION~~ =.c E-g~.~~':l'"~~ ~~ ~~ ~" ... " ~~Mcn.8.~ ,,-

135(4) Analytical Tables of the Results of the Examinations :-I.-INTERMEDIATECERTIFICATE.I 26 1927l~~-_-_--B-O-y-S~~-_-_-l Girls . Boys __ ,====-G-ir-I-S-_-_-_-_-----------1--- ------ --- ------ --- --- ----------Irish . • . . . .English· .. ..Greek.. .. ..Latin .. .. ..French .. . . . .German.. .. ..Italian .. .. ..Spanish .. . . . .History and GeographyMathematics • . . .I Science .. . . . .Domestic ScienceCommerce ..Music .. ..Drawing. . . ..~1,5301,7562661,283351451.732•632.734.832•20.083·790.871.472.469·575.0876 44 .2 80 ·41,015 29.3 90.2137 24.1 59·9881 37 . I 76 .024 45.8 83·31,688 12.1 70.3 1,009 12.8 69.81,756 16.1 53.5 1,017 4·9 40.01,048 38.4 78.0 202 49.0 83.2- - - 282 29.4 74.1190 9·5 70.0 133 II·3 74·4- - - 29 75.9 82.84II 57·4 92.7 296 57.8 91.61,657 54·7 86·51,899 31.0 87.03II 50.5 88,71,468 29·9 72.1429 42.7 82.83 66.7100.01,820 12.2 70.01,897 35.1 77.81,087 24·5 69·5181 18.2 81.82100.0100.0449 47·7 91.91,062 55.8 85.41,217 27.1 89.2I 100.0100.0157 18·5 65·61,044 37.7 80·414 71.4 92.9I 100.0100.06 16,7 66.71,205 5·7 73.8988 11.8 47.9266 39.5 83·5352 39.2 88.6148 11.5 82.4SI 66,7 84·3394 50.8 89.1n.-LEAVINGCERTIFICATE-Boys.1~6 I~7-- -- ---- ----!--------------1---------- -- ------ ------ ----------Irish .. .. ..English.. .. ..Greek.. .. ..Latin . . . . . .French.. .. ..German.. .. ..Italian.. .. ..Spanish .. . . . .History.. .. ..Geography . . . .lIathema tics . . . .Applied Mathematics ..lIusic.. .. ..Physics . . . .Chemistry . . . .Rural Science .. . .Botany .. . . . .Physiology and HygieneDomestic Economy ..Commerce .. - ..Drawing. . . . . .71138577.889·187.889.876.855.272.852.9100.064.876.1100.017514041101201279451562·975·765·989.185.025.234.056.980.06·3 65.20.0 84. I0.0 81.10.0 85.00.0 69.425.2 42.722·3 70.09.8 47·90.0100.026 30.8 42.3 68.959 61.0 8.5 64.62 100.0 0.0100.06 50.0 0.0 50.019 42.1 21.1 92.34575159437072I395680.082·598·984.672•2100.02472544515519I2041399715I339472982.635.886·772.378.9100.017.636.052•640.0100.057.626.6I.6 58.!10.2 75.50.0 98.0I.3 74·40.0 62.30.0 0.015.217·38.26·70.09·127·766·382.948.866,70.0i7·I74.085.7 0.0 81.362. I 13.8

136-IlL-LEAVINGCERTIFICATE-GIRLS.1926 1927-------------,-- ... ...Tf) 0.>5 Q ~ I-< ~ d):S c:.l~ ~ ~~ .5'?:~ ~-~ ~~tt 'lj ~ 'Eg ~.~~ ~c~~ ~~§.~~.- ~"d _ •..• .:'O::::s -;:~~.·-"Og8 ~~~ .~ ~~ '::5 ='O::::s ~'O"Q~ =..,-3~ d8c.l :5'~~ @,,~go 1"':'''::0· ~~"ffi ~= 2~~ :§~~ ~,,~~ ~~o~ ~t~~ ~~~ ~~.5 o.~~ ~:§~ ~~~ ~~ 8~a ~~.5 ~~~ c~~ E~~----------1-- ----------'--- ----------Irish .. .. ..English ....Greek . . . . . .Latin .. .. ..French .. .. ..German.. .. ..Italian .. .. ..Spanish .. .. ..I 100.0 -History .. .. .. 223 66.4 129 17.8 30.2 61·7 296 82. I 175Geography .. .. 147 78.9 96 47·9 13·5 64·7 210 73.3 138Mathematics . . . . 128 '30.5 3 0.0 0.0 28.9 184 36.9 5Applied Mathematics ..Music .. .. .. 8 100.0Physics .. .. .. 3 33·3Chemistry .. .. 13 100.0Rural Science .. . .Botany .. .. ..Physiology and HygieneDomestic Economy ..Commerce .. ..Drawing.. .. ..187 89.3 121 68.6 0.8 71.2 265 91.3 193 70.0 1.6 72.2230 91.7 Il7 41.9 6.0 89·4 307 92.5 184 39·1 10·9 97.6I 100.0 0 0.0 0.0100.0 I 100.0 - - - 100.037 86·5 5 100.0 0.0 84·4 55 78.2 12 50.0 8·3 74·1194 87.1 86 76.7 3·5 79.6 253 89·7 141 67·4 3·5 8I.]Il 90.9 7 57.1 0.0 75.0 15 100.0 14 71.4 0.0100.0I 0.030 90.025 96.053 96.2r r 63.648 87·56 100.0 0.0100.0I 0.0100.0 50.03 0.0 0.0100.0o 0.0 0.0 0.018 66,7 0.0 75.018 77.8 0.0 85.747 66.0 4.3100.02 50.0 0.0 55.620 90.0 0.0 91.7I 100.02 100.09 55.64 0.039 89·722 100.047 100.0la 70.080 86.347·429.040.0I 100.02 0.07 28.630 53·322 90.942 92·92 50.044 47·7- 100,06.9 66,)21.0 62.j:J 300.01 0,042.9 50,0- 0.03.3 66,:0.0 0,00.0100,00.0 62,515.9 88,9(D.)-SCHOLARSHIPS.(I) Scholarships of the annual value of £40 each, tenable for two years subjectto certain conditions, were awarded on the results of the Intermediate CertificateExaminations as follows :-1926 1927Number Amount Number Amount(1St Yr.)(r st Yr.)Bovs ·. · . 56 £2,240 70 £2,800Girls ·. .. 19 760 5 200--- ---- ---- ----75 £3,000 75 £3,000(2) Scholarships awarded on the results of the Intermediate Certificate Examinations1925 and 1926 were renewed for the School Years 1926-7 and 1927-8,respectively, as follows:-For School Year For School Year1926-27 1927-28,Number Amount Number AmountBoys · . ·. 47 £1,880 44 £1,760Girls · . ·. 2 80 17 680--- --- ---- ---Total · . 49 {I,960 61 £2,440

137 .BURKE MEMORIAL PRIZES AND E A.RL OF CORK'S SCHOLARSHIPS.(3) The values of the *Burke Memorial Prizes awarded were:-In 1926In 1927First PrizeSecond PrizeBoys110 0 0~£6 0 0GirlsI.. Nof awardBoys£ro 0 0£6 0 0Girlsf 1..£6 0 0(4) The values of the *Earl of Cork's Scholarships awarded were :-In 1926:In 1927:BoysOne ScholarshipOne Scholarship126 9 II£Z6 9 10GirlsNo awardTwo Scholarships .. £26 9 10(each)* These were paid out of the Trust Funds held by the Minister for Education.(E.)-TEACHERS.(I) The total number of Teachers employed in Secondary Schools was asfollows :-School Year 1925-26 School Year 1926-27MenWomenRegistered Unregistered Total706 358 1,064762 472 1,234Registered Unregistered Total702 364 1,066726 464 1,190Total 2,298 828 2,2S6(2) The number of Teachers who received increments of salary was asfollows :-Men\VomenTOTAL I,lIO 1,116(F.)-REGISTRATION OF TEACHERS.The number of Teachers registered during the School Year 1925-26 was 31,of whom IS were registered provisionally. The number registered during 1926-27was 6S, of whom 33 were registered provisionally.The total number of Teachers on the Register on July 31st, 1927, was 2,21S.(G.)-SUM1VI:ER COURSES FOR TEACHERS.COURSES IN IRISH HELD IN JULY, 1926, AND JULY, 1927~Table showing Centres and numbers of Secondary Teachers who attended.(a)-CouRSESlIS"IRISH.CENTRENo. of SecondaryTeachers whoAttended1926 1927Dublin: University CollegeCork:Galway: ""Dublin: Dominican College, Eccles St., DublinBri Chualann: Loreto ConventBallinskelligsTOTALSI 47I09 12926 4438 2528 2[29 33281 ZoQ

138(b)-COURSES I MATHEMATICS HELD IN JULY, 1926, AND JULY, 1927.CENTRENo. of SecondaryTeachers whoAttended1926 1927Dublin: University CollegeDublin: Dominican College, Eccles St., DublinCork : University College2328152638None held.(H.)-SCHOLARSHIPS FROM PRIMARY SCHOOLS TO SECONDARYSCHOOLS, AWARDED BY COUNTY OR COUNTY BOROUGHCOUNCILS.COUNCILNumber of Scholarship holdersin attendance at ApprovedSchools1925-26 1926-27Clare CountyCorkDublin "." County Borough'Galway CountyKerrvKildareKilkenny "LaoizhiLimerickLongfordMayoMeathMonaghan"Offaly "Roscommon"Sligo "Tipperary" (North Riding)(South Riding)" "Waterford"" County BoroughWestmeath CountyWexfordWicklow69373976484114291038163620462910282425101281613606567lI5426g.1725193619391954341835323281510148TOTAL(L)-RECOGNITION OF PRIMARY SCHOOLS FOR EXAMINATIONPURPOSES.Number of Primary Schools which a.pplied to have their Courses recognisedtor the purpose of the admission of their Pupils to the Certificate Examinations.1925-26--42; 1926-27-48Number of Pupils returned by these Schools as following Courses of SecondaryStandard:School Year1925-26 1926-27Boys 131 173Giils 1,877 1,753TOTAL 2,008 1.

139Number of Primary Schools which entered Pupils for the Certificate Examinations,1926: 23; 1927: 28.Number of Primary Schools which were permitted to present pupils for theC-ertificate Examinations, 1926: 19; 1927: 26.Number of Primary Schools to which such permission was refused, 1926: 4;1927: 2.Table showing the number of Primary Schools which presented pupils for theCertificate Examinations and the Results of the Examinations:.~INUMBEROF PUPILSNumber Presented PassedofSchools Inter- Leaving Inter- Leavingmediate Certi- mediate Certi-Certi- ficate Certi- ficateficateficate*Girls , Schools, 1926 1 19 II9 15 66 8*Girls' Schools,19 2 71 23 184 22 122 12IIKo pupils were presentee] from Bors' schocts.(J.)-FINANCIALSTATEMENT.The payments made for Secondary Education from public funds eh ring thefinancial year ended 31st March, 1927, were as follows:-I. Grants to Schools,' £ s. d. {, s. d.(a) Capitation Grant (including Teachers'Salaries Grant) 147,999 19 6(b) Laboratory Grants .. 12,488 15 0(c) Grants for Irish and Bilingual Schools 1,

(J().-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.NOTE.-The grants referred to arc in respect of the school year named and are payable before March 31st of the following school year, exceptthe increments of salary :which are paid at the close of each quarter in the current ,Year. Increment~.of salary were paid to qualified teachers individually;the amount shown opposite each School under tins head is the total amount paid to the teachers III the School.N

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.A)IOU~T OF GllAN'l'S PAID:NUMBER OF PUPILS ON(a) Capl tat.ion Grant.WHOM CAPITATION GRANT EXAMINATION RESULTS. (b) Laboratory Grant.WAS PAID.(e) Grant for Irish aud BilingualSchools.(d) Bonus for Choirs and or Orchestra s.Name of School. Number presented. Number Passed.(e) Increments of Salaries,I~~I~~I(f) SpecialI ------increase of CapitationGrant where amount was lessInter. Leaving Inter. Leaving than £200. Rule Il CA)10. 1924-25Certificate. certificate. Certificate. Certificate. an-t Rule 16. 1925-20.-------1---1---1925 1 1926 1925 I 19261~ 1926~1 1926 ~I 1926~---;;6 1924-1925 1925-1926Co. CORK (25 Schools) (Continued) £ s. d. £ s. d.Buttevant Convent of Mercy .. I 28 I 20 I I - I - - - - - - - -- (a) 202 12 I (a) 140 0 0(b) 39 8 0 (b) 37 8 0(c) 20 5 2 -Charleville Christian Brothers'I 89 85 14 15 15Schools... II17 5 - IJ IIII(e) 80 0 0 (e) 100 0 03 - (a) 743 16 II (rt) 742 0 0(b) 98 I 0 (b) 92 0 0 f..-I(e) 240 0 0 (e) 332 0 0 >t:-t>:)Charleville Convent of Mercy 46 46 - - - I 6 - - - 3 - - (a) 321 4 II (a) 322 0 0I(b) 84 5 0 (b) 77 12 0(c) 32 2 5 -(e) 120 0 0 (c) 147 10 0Cobh Convent of Mercy .. .. I 43 33 I - 2 4 I 4 I - I - 4 3 - - (a) 293 13 6 (rt) 251 0 0(b) 33 0 0 (b) 41 0 0(e) 180 0 0 (e) 200 0 0Cobh Presentation Brothers' College I 63 I 54 - I - - I 6 I - - - 6 I - - (a) 432 9 6 (a) 372 0 0(b) -- (b) 22 0 0(c) 168 0 0 (e) 276 0 0Doneraile Christian Brothers' 53 47 - 3 4 10 - - 3 6 -- - (a) 366 19 0 (a) 357 0 0Schools. (b) 64 14 0 (0) 40 0 0(c) 144 0 0 (e) 120 0 0Fermoy Christian Brothers' Schools 90 68 - I 16 I 4 - - 8 3 - - (a) 62.5 7 4 (a) 482 0 0(b) 55 2 0 (b) 67 8 0I(c) 132 0 0 (e) 156 0 0Ferrnoy Loreto Convent .. .. I 66 1 63 I 8 I II I 9 1 10 I 3 2 7 3 1 2 1 2 (a) 530 IT 8 (a) 549 0 0(b) 88 6 0 (b) 77 8 0(d) 23 6 0 (d) 22 12 6(e) 380 0 o ,(e) 349 14 4

Fcrmoy St. Colrnans College I 93 I 1r z I 45 I 32 I I 36I25I11 I . 1

(l\:).-TABLE SHOWING NUi\lJ3El{ OF H.ECOGNlSED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.Nameof School.NUMBER OF PUPILS ON I I .llUOUlS'r OF G;lA"'

Rochelle SchoolSt. Aloysius ' School, St. Marie.'s ofthe Isle.St. Angela'sSL Finbarr'sCo. DonegalLctterkcnnyCollegeCollege(4 Schools)Lore to ConventLeilerkenny St. Eunans CollegeLiffonl Prior SchoolIbpllOC Royal SchoolCIl. DUBLIN (3 [ Schools)Ball,riggan Loreto COilventBall~briclgc Masonic Female0' phan School.37 27 7.. I4 I 6 I, ..II."-It)114 13115 I 587 516 I 1 I 13---,---,---,---,---,---,---,---,---'---'---'---54122*43873- ,(a)(b)(e)10 I(a)(b)(e)~(e)29 °1 24 4 - 4 I 2 I 2 - - I I - (a).• 18 I T7 I - 6 2 - - 4 I - - (a)~-1~-9---9-1- 10--8-1---=-'---=--2-1-5-1---=-'---=- ::), ~I59 ,54 - - 4 5 -, - 2 3 I - - ~~I18 6 1417 51 562 57 12 225237 5 13(it) 73 29 221612 I2 48 t2642 7* Onc other Pupil inel igi blo for award owing to insufficient attendances.t Onc Pupil ineligible for award owing to insufficient attendances.18612(I4(a) 650 4 9(b) IlO 0 0(d) 16 13 0(c) 305 0 0(a) 971 3 2(b) 78 8 0(d) 1.2 10 0(e) 670 0 0(a) 539 0 0(b) 92 18 0(e) 580 0 0(a) 553 15 8(b)(c) 460W~~(d)(c)o 0406 7 4 (a)38 8 0 (b)390 0 0 (d)- (e)no 8 3 (et)20 0 0283 12 2 (e)237 14 9 (a)43 0 0 (b)44 0 0 (c)128 16 6 (a)22 0 0 (b)51 14 9 (c)622 12 11 (a)80 16 0 (b)21 0 0 (d)609 14 4 (e)403 2 II (a)35 4 0 (b)10 0 0 (d)390 0 0 (e)(a) 6II 0 0(b) 101 0 0(d) 15 12 6(e) 360 0 0(a) 1052 0 0(b) 83 0 0(d) 12 13 I(c) 818 4 I(a) 353 0 0(b) 68 6 0(c) 460 0 0(a) 619 0 0(b) 21 0 0(e) 526 0 0389 0 035 14 0650390 0 0727 0 0'-'>I-370 14 1Ci'166 0 028 0 0162 0 0II4 0 022 0 068 0 0451 0 046 4 09 16 10(jIO 0 0374 0 062 J4 09 '7 6220 0 0

Iq.-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.~Co, DUBLINAUOL:ST or GRANTR PAID:I N UMBER OF PUPILS ON(a) C'oplh,tion Grant., WHOM CAPITATION GRANT EXAMINATION RE!'ULTS. (b) Laboratorv Grant ..(c) Gran' for Irish and BiliJlgual'WAS PAID.Schools.((n Bonus for Choirs :J,nc..lor Orchestras.Name of School. Junior. Senior. Number presented. Num he Passed. (e) Increments of Salaries.-I(f) ~pedaJ increase of CapitnJion---'--------- Orout where amount was lessInter. Leaving Inter. Leaving than £200 Rule II (,I) 10.192'.25Certificate. Certificate. Certificate. Certificate"",1 Rule IQ. 1~25-2G.------ ------ ------1925 1926 192511926 1925 1926 19251 I~6 1925 1926 1925 1926 1924.-1925 1925-1926(31 Schools)------ ------ ------ --------------. (e) 140 0 0 (e) 155 0 0L s. d. £ s. d.(Continued)Blackrock A voca School .. · . 22 20 - - 1 5 - - - - - - (a) 145 IS 11 (a) 140 0 0Blackrock College .. . . · . 175 173 76 49 32 34 22 10 17 r6 13 5 (a) 1956 16 0 (a) 1668 0 0,I(b) 147 16 0 (b) II6 8 0(cl) 10 10 0 -;+:0.(e) 1575 9 6 (e) 1579 10 0 en- (d) 6 5 0Blackrock Dominican Convent, .. 77 86 17 22 11 6 4 4 32 1'1 3 2 (a) 698 14 3 (a) 810 0 0Sion Hill. (b)190 0 0 (b) 107 0 0(d) IO 10 0 -(e) 410 0 0 (e) 470 0 0- (d) 25 9 4Cabra, St. Mary's, Dominican Convent 76 82 14 G 8 1 9 2 I [3 5 I (a) 660 6 11 (a) 625 0 0(b) 62 0 0 (b) 60 0 0I(e) 300 0 0 (e) 380 0 0- (d) 22 6 10Castleknock, Mercer's End. School .. 45 46 - - 5 5 - - 2 I - - (a) 3II 2 3 (a) 321 0 0I(e) 200 0 0 (e) 198 11 10Castleknock, Morgan's End. School 5[ 47 - - 13 4 - - 4 3 - - (a) 354 I! 6 (a) 312 0 0Castle knock, St. Vincent's College · . 135 127 73 55 2'; 18I J III7(b) - (b) 20 0 0(e) J44 0 0 (e) 168 0 0(j 6 10 2 I (a) 1634 II 10 I(a) 1415 0 0(b) 24 0 0 (b) 26 0 0(e) 784 9 6 (e) 895 0 0'-'

Chapelizod, St. Joseph's Convent, .. I 57 1 37 I 6 1 9 6 1 3Mount Sackvil!e.Clonskeagh Masonic Boys' School 67 60 7 3 8 11Dalkey Loreto Abbey .. 64 6$ 34 24 7 10Donnybrook, St. Mary's, Dominican 63 52 5 14 10 5College.Dundrum Sacred Heart Convent,Mount An ville.Dun Laoghaire Christian Brothers'Schools.Dun Laoghaire Dominican Con vent 38 640Dun Laoghaire Grammar School 30 24Dun Laoghaire High School .. 37 34Dun Laoghaire Presentation Brothers' I 38CollegePembroke Holy Faith ConventHaddington Road ..Pembroke, St. Brigids High School,55 Pembroke RoadPembroke St. Margaret's Hall,Mespil Road5358425681 6325 1948 1434 30 720 2[7 115 3Raheny College O.M.I., Belcamp 17 28 18 14 624 445 837 3- ----- - .~-- -*One Pupil ineligible for award ••. owmg to iIlsufficient atte)1.cl:J.nces.2*413594344431 2 - I - (a) 444 13 7 (a) 345 0(b) 14 0 0 (b) 25 0(d) 7 0 0 -(e) 363 9 7 (e) 440 0I 4 9 2 I (a) 529 3 7 (a) 450 0(b) 50 12 0 (b) 47 6(e) 428 0 0 (e) 442 0- 3 2 I - (a) 768 9 2 (a) 676 0(b) 56 0 0 (b) 62 0(d) 21 0 0 (d) 19 13(e) 580 0 0 (e) 640 02 2 I - - (a) 474 4 10 (a) 498 0(b) 43 0 o (b) 43 0- (d) 9 7(e) 330 0 0 (e) 470 0- - - - - (a) 562 16 2 (a) 497 10(e) 149 19 II (e) 210 0- 5 I - - (a) 390 17 0 (a) 462 0(b) 38 0 0 (b) 40 0(0) 264 0 0 (e) 20 7 0- I I - - (a) 332 4 6 (a) 316 0(b) 45 0 0 (b) 49 0(e) 100 0 0 (e) 190 0- I I - - (a) 209 6 0 (a) 161 0(e) 190 0 0 (e) 215 0- 2 5 - - (a) 254 5 2 (a) 275 0(e) 230 0 0 (e) 219 15- - I I - (a) 393 5 10 (a) 369 0(b) 42 0 0 (b) 37 0(e) 276 0 0 (e) 465 0- 3 I - - (a) 554 4 I (a) 487 0(d) 10 0 0 (d) 10 6(e) 220 0 0 (e) 210 0- 3 2 - - (a) 172 7 2 (a) 131 0(c) 17 4 8 (c) 13 2(e) 179 I2 I (e) 219 152 *1 I J 2 (et) 303 9 6 (a) 280 0(b) 38 0 0 (b) 40 0(d) 10 0 0 (d) 9 7(~) 130 0 0 (e) 150 07 - 3 I 4 (a) 297 19 6 (a) 330 0(e) 95 0 .5 (e) 84 0of-'fI>.-J

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICAT1~ E)(AMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.--------------------~----------------~-----------~NUMBER OF PUPILS ON (a) C1.~~i'~'\~fo~1 ~~:~tA~'j'gWHOMCAPITATIONGRANT E RESULTS. (b) Laboratorv Clr:mt. . .WAS PAID. XAI.tINATION (c) G~~~l~OOI~or Irish "lid Bllm"ual___ I -- (d) Bouua for Choir' and or Orchestras. Se . I N --- N rnber Pass ed (I') IIH"J'cm~llts of ~~tl~rjefl.Name 0 r SC100 1 J . I Juruor. mor. umber presented u ~ . . (f) S;'ceiaJ lucrense of C"pitatioll___ 1 : • _ Grant when' amount W

\....,u • .DOROUGH OF JJUBLIN(32 Sctiools}Alexandra College . . . . 83 76 108 87 I 26 *II II I5 18 3 8 14 (a) 1643 9 8 (a) 1384 0 0(b) 4-6 0 0 (b) 48 0 0(d) 10 0 0 (d) 18 15 0(c) 919 2 0 (c) 962 15 4-Aiexandra School .. · . · . 219 203 - - 20 II - - 16 6 - - (a) 1530 6 I (a) 14-0C)0 0(b) 66 0 0 (b) 59 0 0(c) rrro 16 8 (c) 1130 0 0Belvedere College .. · . · . 266 254 71 64 45 9 J4 26 24 4 5 (a) 2543 4 0 (a) 2377 0 0141(b) r84 0 0 (b) 201 8 0(c) 1248 0 0 (e) 1476 0 0Bertrand Intermediate School for 50 44 - 2 10 6 - - 6 4 - - (a) 348 4 5 (a) 328 0 0Girls .. · . · . (b) 41 16 0 (b) 40 14 0(d) 10 0 0 (d) 9 7 6(c) 170 0 0 (c) 210Catholic University School0 0· . · . 105 I 12 5 23 17 8 12 16 4 5 7 4 4 (a) 940 12 10 «t) 1024 0 0! (c) 444 0 0 (c) 525 0 0Christian Brothers' Schools, James St. 154 141 - 13 21 21 -_.I 9 . 8 - - (a) 1046 8 11 (a) !Ill 0 0;I (b) 143 0 0 (b) 185 0 0I (c) 408 0 0 (e)Christian Brothers' Schools, Marino .. 519 0 0121 103 - - 12 20 -- - 9 '3 - - (a) 835 7 4 (a) 718 0 0(b) 120 8 0 (b) 93 J2 0(c) 83 10 8 (c) 71 16 0Christian (c) 200 0 0 (c) 290 16 CBrothers' Schools, North 70 51 2 -Brunswick Street2 2 - - 3 - -.. 4(a) 503 6 5 (a) 353 0 0· . ·.(b) 107 0 0 (b) 47 0 0(c) 168 0 0 (e) 2Il 10 0Christian Brothers' Schools, St. Mary's 62 79 - -Place- - - - - - - - (a) 431 I 9 (a) 535 0 0(d) 6 13 0 -(c) 72 0Christian Brothers' Schools, Synge St. 0 (c) 96 0 0356 326 33 41 65 66 29 - *34 37 17 - (a) :':77414 8 (a) 2652 0 0(b) 162 0 0 (b) 202 0 0(c) 277

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS. CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.Nameof School.NUMBER OF PUPILS ONWHOM CAPiTATION GRANTWAS PAID.Junior.------------------11 1---,---,-__,__CO. BOROUGH OF DUBLIN(32 Schools)(Continued).Convent of the Sacred Heart. Lower 21 18 I 2Leeson Street .. ..Diocesan School. Adelaide Road .. 89 76Diocesan School. Molesworth Street 65 57Dominican College. Eccles Street .. 257 289 56 I 51Holy Faith Convent. Clareudon StreetHoly Faith Convent. Dominick StreetIToly Faith Convent. 117 The CoombeHoly Faith Convent. Clontarf51 5170 7045 3[62 61Senior.---'---'---'---,-1925 1926 I 1925 192661MOUN'.r OF (l~XAMINATION RESULTS.(f/) Capitation Gra:(h) Laboratorv GraNumber preSented.-Number(c) Grant lor rei>\chools,(d)Passed. Bonua tor Choirr (,) Increments 01 S(/) :-1J1Pdal innea:er. Leaving Inter. Leaving Grant wherethnn £200. RIicate. Certificate. Certificate. Certificate. and Uule 16.------ --- --- --- ---119 26 1(125 1926 1925 1926 1925 :(926 1924-1925-- - - - - - - (a) 161 [4 4 I(e) 80 0 010 - - 5 5 - - (a) (.10 5 TI I(b) 49 0 0(d) 10 0 0 I10 - -(e) 460 0 03 5 - - (a) 448 o I I(b) 48 0 0-(e) 160 0 044 12 11 29 20 8 6 (a) 2349 r 7 3(b) 127 18 0(d) 23 0 0-(e) 1150 0 04 - - I 2 - - (a) 357 0 0(e) 180 0 06 - - 3 2 - - (a) 48[ 19 6(d) 10 10 0(e) 170 0 0- - - I - - - (a) 3[4 7 0(e) 130 03 - - I I - - (a) 430 II(d) 10 10(e) 180 0ANTS l'>AID :i.1 and Bi11ngunland or Orchestras.nries.se of Capitationamount was le~~e II (A) 10.19242:>025 26.1925-1926I. s. d. I, I. s.a) 117 10c) 90 0a) 526 0b) 33 0d) 9 10e) 520 0{~) 399 0(b) 4.5 0(d) 6 5(e) 185 0(a) 2505 0(b) 163 4(c) 6 6(d) 23 18(e) 1419 13(a) 357 0(e) 170 0(a) 490 0(d) 10 6(e) 180 0(a) 217 0(e) 140 0(a) 416 10(d) 9 16il(e) 160 0d.0000~0110 000000000r500030000100

Holy Faith ConvcnKenmare College,StreetKing's Hospital SLoreto Convent, SiLoreto Convent, NGeorge's Street.Mount joyO'ConnellStreet.SchoolSchools,Rutland High SchSt. Andrew'sSt. Patrick'sSt. Vincent.'sColleCathOrphThe High SchoolWesley College ..NJ Glasnevin.. I 79 61 5 8 13 8 I- 23 I I - (a) 591(d) 10(e) 190orth Gt. George's 41 42 - - 6 5 - - 2 - - - (a) 282(d) 10(e)tool16079 67 17 19 30 19 11 - 14 IS 5 - (a) 720(b) 8.5Stcphen 's (;reE'1l(e) 176153 165 55 54 23 29 17 19 13 13 8 14 (a) 1594(b) 13

(K).-TADLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICAIE EXAMINATION l{ESULTS AND AMOUNT OF GRANTS.-Continued.NUMBER OF PUPILS ON I AMOUNT OF GRAlS"l'S PAID :WHOM CAPITATION GRANT E)tAMINATION RESULTS. (a) Capitation Grant.WAS PAID.and Bilinguali~1~~~ta~~: q~1~~'I --- Schools.___.___ 1. . . J ,. Id)Name of School. Bonus for Oholrs nnd or Orchestras.I junior. Senior. I Number preseltted. Number Pasoed. (c) Increments of Salaries.- __ 1___ ---'--- I' ______ (f) Special increase of CapitationI' It·' I' Grant where amrunt was le,"Inter. -oavmg ~ er. ,e~Vlllg than £200. Rule IJ (A)IO.I02~.25Certificate. Cel'lificate. Certificate. Certificate: and Rule 16. 1925-20.'9"1 '9'61 ''''I~I '9'5 [ '9,6 I H)'"D '9,6 I '9" I '9,6 '9"1 ",' '9"-'9"1925-1

Kin vara Convent of Mercy .. .. -- 19 -- 3 -- -- -- -- -- -- -- -- (a) -- (a) 16-- (e) --Loughrea Convent of Mercy .. · . 28 26 -- -- 4 4 -- -- 2 4 -- -- (a) 189 5 4 (a) 182 0 0-- (c) 18 4 0(e) 30 0 0 (e) 40 0 0Tuam Christian Brothers' Schools 69 64 6 7 14 7 5 I I 3 I - (a) 538 IQ 9 (a) 516 0 0(b) 46 0 0 -(e) 288 0 0 (e) 327 0 0Tuam Convent of Mercy 44 53 24 29 15 21 .'i 7 13 16 4 3 (a) 545 II 6 (a) 653 0 0(c) 54 II I (c) 163 5 0(d) II 0 0 -(e) 150 0 0 (e) 179 IS 7Tuam Presentation Convent .. 38 44 16 7 4 8 3 6 3 7 2 6 (a) 424 19 6 (a) 374 0 0(d) 10 0 0 (d) 9 7 6(e) 180 0 0 (e) 239 18 4Tuam St. Jarlath's College .. · . 73 I 95 47 31 22 22 12 12 14 17 7 7 (a) 968 4 4 (a) 973 0 0(b) 92 0 0 (b) 94 0 0(e) 667 2 6 (e) 814 0 0------- --- --- --- --- --- --- -----Co. KERRY(9Schools).Cahirciveen Christian Brothers' 41 31SchoolsDingle Christian Brothers' Schools · . 55 44Killarney Loreto Convent .. · . 39 66Killarney, St. Brendans Seminary .. I 74 75Killorglin IntermediateSchoolListowel, St. Michael's CollegeTralee Christian Brothers' School~-----------------.------II6[4538135)';)6-- 9 10 7 - - 5 - -- - (a) 284 14 9 (a) 298 0 0,(e) 156 0 0 (e) 135 0 013 14 9 9 7 5 - 8 3 2 (a) 511 3 6 (a) 448 0 0(b) 65 8 0 (b) 26 0 0(e) 180 0 0 (e) 171 0 08 7 9 12 3 - 6 5 2 - (a) 353 0 0 (a) 532 0 0(b) 50 0 0 (b) 60 0 0(d) 10 0 0 (d) 10 6 3(e) 320 0 0 (e) 360 0 050 37 23 16 10 11 15 IQ 8 () (a) r oc z 3 6 (a) 881 0 0(b) 37 0 0 (b) 28 0 0-- (c) 9 0 0(e) 452 0 0 (e) 586 0 0- - -- 2 -- - - I - - (a) -- (a) 266 0 0-- (e) 145 6 614 22 20 21 8 2 10 11 6 I (a) 944 3 10 (a) II63 0 0(b) 82 0 0 (b) 71 0 046 33 31 25I(e) 528 0 0 (e) 594 0 08 7 17 20 3 4 (a) 1442 4 5 (a) 1694 0 0(b) 92 0 0 (b) 54 0 0(e) 416 18 8 (e) 554 17 II..T1Us School has been amalgamated with the Grammar School, Galway.I--'Q1Cl;)

(E).-TABLE SHOWIKG NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINA1'ION RESULTS AND AMOUNT OF GRANTS.-Continued.NUMBER OF PUPILS ONAMOUiST OF GllANT'3 PAID:(a) Capi tattcn Grant.WHOM CAPITATION GRANT EXAMINATION RESULTS.(b) Laboratory Grant.WAS PAID. (c) Gran. for L'Ish and Rilingualscnoors.(cll Bonus for Choirs and or Orchestras.Name of School. junior. Senior. Number presented. Number Passed. (p) Increments of Salnries.(j) ~J)ecial mere-se of Canltntton------ ---Grant where amount was lessInter. Leaving Inter. Leaving than £200. Rule II I A) 10. J O~1·25Certificate. Certificate . Certificate. Certificate. and Rule Hi. ] 925-26.------ --- --- ------ --- ---1925 1926 T925 1926 1925 1926 1925 1926 1925 1926 1925 1926--- --- --- --- --- --- --- --- --- ---1924-1925 1925-1926Co. KERRY (9 Schools) (Continued). !., s. d.£ s. d.Tralee Presentation Convent ..49 31 - 4 12 9 - - 5 6 - - (a) 342 18 II (a) 257 0 0(b) 59 0 0 (b) 33 0 0(d) 6 13 0 -(e) 300 0 0 (e) 170 0 0Tralee The jeffers' In,titllte .. 62 72 - 7 8 12 - - 5 6 - - (a) 424 Tu 9 (a) 573 0 0(b) 43 0 0 (b) 37 0 0(e) 192 0 0 (e) 279 0 0--- --- --- --- --- --- --- --- ------ --- ---Co. KILDARE (8 Schools).Athy Christian Brothers' Schools .. 74 80 8 7 - 13 - 5 - 6 - 2 (a) 594 8 2 (a) 623 0 0(b) 59 0 0 (b) 64 0 0(e) 288 0 0 (c) 9 5 0Celbridge Collegiate SchoolDroichead Nua, St. Thomas of AquinCollege.Kilcullen Convent Secondary School(e) 338 4 4"86 79 9 20 9 *17 7 6 7 13 7 5 (a) 688 0 3 (a) 745 0 0(b) - (b) 28 0 0(d) II 0 0 (d) 10 15 7(e) 200 0 0 (e) 230 0 083 84 6 II 11 10 4 - 3 I I - (a) 638 4 0 (a) 686 0 0(8) 2T2 0 0 (8) 335 0 029 35 - - - - - - - - - - (a) 193 10 0 (a) 245 0 0(b) - (b) 14 0 0(e) 60 0 0 (c) 24 10 0(e) 80 0 0Kildare St. joseph's Academy .. 27 34 2 2 3 6 I I I 4 I I (a) 205 4 7 (a) 255 0 0(e) 120 0 0 (e) 144 0 0f-'01H'>-

Monasterevan Christian Brothers' .. I 27Schools.Naas Christian Brothers' Schools .. I 59Sallins, Clongowes 'Wood College .. I 197Co. KILKENNY (6 Schools)Callan Christian Brothers ' Schools .. I 50Goresbridge Brigidine Convent .. I [6Kilkenny Christian Brothers' Schools I 06Kilkenny College . . .. I 75Kilkenny Loreto Convent .. .. I 49Kilkenny St. Kieran's College .. I 56Co. L~lTRIM (I School) :Carr ick on-Shannon Marist Convent I 4816 -I3 5 6 - - 4I2 - f - (a) 189 0(b) 30 0(e) 180 046 5 6 8 8 3 2 3 8 - 2 (a) +5 r 12(b) 57 0(e) 188 0I--203 72 69 90 39 20 22 *31 31 15 14 (a) 2075 17I1&) z : t 0(e) 8.!8 0------- -- --- --- --- -_.--- --- --- --48 4 2 4 8 4 l - I 2 2 (a) 383 3(b) 46 0(e) 379 1721 - - - - - - - - - - (a) III 18(b) 32 8(e) 90 0105 '4 9 9 10 7 3 7 5 4 I (a) 794 2(b) 59 8(e) 420 0I69 - -- 14 JI - - 11 11 - - (a) 519 12(b) 57 0(d) 6 13(e) 224 034 7 4 7 5 2 I (,4 2 I (a) 403 9(b) 60 10-(e) 505 062 37 19 6 17 8

(K).-TABLESHOWING NUMBER OF RECOGNISED PUPIl.S, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.Name of School.NU~IBEi{ OF PUPILS ONWHOM CAPlTATlON GRANTWASPAID.EXAMINATIONRE-SUT.TS.-~-----.-:--------~n~I~~~I-_N'umber presented. Number Passed.Inter. f Leaving Inter. LeavingCettificate. Certificate. Certificate. Certificate.----------------I~I~I~I 1926 I I92~1 19 26 1 19 2 5 1 19 2 6 19 2 5 1 19 2 6 19 2 5 1--;;6LnIX (7 Schools) :Abbcy!cix Brigidine ConventAbbeyleix Preston School .. · . 14 1733 27 I - I I,,'-- 5 I 4-3 2ICastletown De La Salle School"26 41 - i - 8 6Mountmellick Presentation College 43 50 2I 5I-III7 i 10 I 2Mourrtrath Brigidine Convent .. 44 39 6 7 7 I 2Mountrath Patrician Brothers' College 36 17 IPortlaoighise Christian Brothers' 55 65 5 2 - 4 I 3Schools.CO. LIMERICK(7 Schools):131'11ff St. Alar)", Convent .. · . 62 64 - - T3 13 - -Inoon Christian Brothers' Schools · . 46 45 - 2 4 6 - - 4II I I IGal bally Intermediate SchoolI.. 26 I 31I15I4I3246 I 72 I 21 I I I I I *3 I 6I255AMOUNT OF GHAN'n:;PAID:(a) Capitation Grant.(bl Laboratory Grant.-(c) Grant for Irish and BilingualSchools.Cd) Bonus for Choirs and or Orchestras.(e) Increments of Salaries.(j) Specia.l increase of Capitation- Grant where amount was lC~3than £200. Rule n tAl 10. 1924·25and nule 16. 1925-26.1924-1925 I925-I926(a) 230 17 10 (a) 186 0 0Cb) 22 0 0 (b) 31 0 0(e) 190 0 0 (e) 260 0 0(a) 98 0 0 (a) 107 0 0(e) 80 0 0 (e) 91 15 0tea) 182 0 0 ('I) 287 0 0(e) 168 0 0 (e) 237 7 9(a) 321 0 0 (a) 397 0 0(e) - (e) 30 0 0(a) 363 4 I (a) 339 0 0(b) 52 0 0 (b) 52 0 0(d) 6 13 0 (d) 6 5 0(e) 31)0 0 0 (e) 430 0 0(a) 262 0 0 (a) 269 0 0(e) 344 0 0 (e) 482 0 0(a) 424 7 10 (a) 475 0 0(b) 68 0 0 (b) 80 0 0(e) 252 0 0 (e) 303 0 0(a) 433 IQ 3 (a) 444 0 0(b) 68 10 0 (b) 114 0 0(e) 250 0 0 (e) 160 0 0(a) 312 IQ 5 (a) 330 0 0(e) 252 0 0 (e) 189 15 0(a) 180 910 (a) 217 0 0(e) 84 0 0 (e) 96 0 0C.H """0'>

Hospital Presentation Convent· .\30I26 - - 2 -Kilfinanc St. Andrew's Secondary 21 29 - - 2 2 -SchoolI0 (a) r82 0 0- - :I - - /1tj207 r8 0 (b) 47 0 056 0 0 (e) 200 0 0(e) 180 0 0 (a) 198 0 0- - I - - (a) 147 00 (c) 135 0 0(e) 120 00 -(f) 50 0 I (a) 243 0 0(e)- 2 (a) 1.53 0 017 (c) IS 6 0(c) 18 r 7 0 (c) 1[4 0 0,(c) 072Kilfinane St. Paul's Secondary School 28 29 - 4 5 5 -1 - 5 2 - - (a) 194 14 (c) -Rathkeale Secondary School .. 21 19 5 2 2 2 - I - I I - - (a) 188 r6Co. BOROUGH OF LIMERICK(9 Schools) :---'---'---'---1---1---'--_.1 ____1___ 1___ 1. ___ 1___I1Christian Brothers' Schools .. .. I 371 9 (a) 2967 0 0I 368 42 1 40 I 23 I 31 I IS I 16 I 9 I 21 I 8 I 3 (a) 298r 2 0 (b) 363 0 0(Z,) 302 0 0 (c) 1209 IS 10(c) 924 0 0 (a) 376 0 0Crescent College .. .. .. I SI I 43 I 6 I 9 I II I 3 I 2 I 2 1 3 I 2 I I ' I 2 (a) 4IO 7 0 -(b) 14 0 0 (c) 443 0 0High School. The Crescent II(e) 476 0..8 (a) 12 7 0 0 f-1.. , 13 19 - - -- I - - - - - - (a) 90 I 0 (e) fio 0 0 01-:J(c) 50 0 2 (a)I I I I I I I745 0 0I1 1 1Laurel Hill Convent .. 117 95 10 9 8 5 I 3 2 3 r I (a) 907 8 0 (b) 73 0 01 (e) 670 0(b) 70 0 0 -(d) rr rO 0 (c) 660 0 05 (a) 7'7 0 0Madame de Prius' College .. ·. II I I - - -- I - - - - -- -- (n) 72 8 0 (e) Iro 0 0(e) 100()Mount St. Alplionsus .. .. .. 23 27 3 (a) 269 o 07 8 9 9 2 2 4 3 2 2 (a) 228 8 0 (I;) 48 0 0Mungret College .. (c) 36 0.. .. IIO II210 (a)14 18 037 0 023 40 5 - 9 IS 4 - (a) 903 r [ 0 (e) 506 17 4St. Mllnchiu's College , (e) 432 0.. 10 (a) 456 0 0·. 38 49 17 13 6 9 8 7 I 3 5 I (a) 426 4 o (b) 44 16 0! Villicrs EndOwed School (Boys)I(b) 58 r 6 o (e) 348 IS 0(e) 372 0 o (a) 148 0 0· '1 5 22 - - I I - - I I - - (a) 35 0 4 (e) 44 0 0! Villiers Enc1owc(1 School (Girls) (e) 101 J 0 -· . 9 - I - - - I - - - I - - - (a) 63 0 o (e) 39 13 5, (e) 30 0--- 1---,-_- ___,_________ ,___,_______________ --------tAn additional sum of £89 19~. 6el. in respect of the year 1924-25 ,vas paid in the year 1925 ·2 ~..15.* One pupil ineligible owing to insufficient attendances.t The,e two Schools have been amalgamated as Villiers Endowed School.

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.Nameof School.NUMBER OF PUPIL~ ONWHOM CAPITATION VRANTrWAS PAID.--- \~IJunior. Senior.~ -EXAMINATION RESULTS.::l~~ ber 'I~re:: ::g In:: ~ber IPassed.Certi~cate. Certificate. Certificate. Certi~cate.AMOU~'l' OF GUANTS P A1D.la) Caplta.ticn Grant.Ib) Laboratoryle) Grant forGrant.Irish and BilingualSchools.(cl) Bonus for Choirs and or Orchestras.(e) Increments of Salaries.(j) Special increase of CapitationGrant where amount was lessthan £200. Rule JI lA)10.1021-2:;and Rule 16. 1925-2(1.19251924-1925 192.5-19261926 I 1925 ! 19 2 6 I 19 2 5 I 1926 119251 IC)26 I 19 2 .5 r 1926 1 19 2 5 I 19 20 1 _Co. LONGFORD (3 Schools) :Ballymahon Convent of MercyLongford Convent of MercyLongford St. Mel's College28641830661824162316769216 72(a)£ s: d. .{ s: d.(a)(e)I~6 0 0(a) 190 13(d) IQ 0(c) 70 0(a) 624 13(b) 31 0(e) 324 031(a)o (d)o (e)2 (a)o I(b)o (e)219 0 097690 0 0696 0 034 0 0396 0 0•.....0100Co LOUTH (7 Schools) :Drogheda Christian Brothers' SchoolsDrogheda Grammar School ..Drogheda St. Philomena's HighSchool, Presentation Convent.Dundalk Christian Brothers' SchoolsDundalk Grammar SchoolII53523II741107322.51 1340102211743221642216663197417.58226 1.566 217 127-I5(a) 892(b) 82(d) 10(e) 360(a) 239(b) 41(c) 216(a)· 180(e)(a) 1001(b) 61(e) 432(a) 286(b) 36(e) 603 8 (a) 903 0 0o 0 (b) 106 0 0o 0 (d) 9 7 6o 0 (e) 482 13 .515 :2 (a) 2.58 0 0o 0 (b) 52 0 0o 0 (e) 327 0 0IQ 3 I(a) 201 0 0- I(e) 39 17 912 81(a) rooo 0 0o 0 (b) 88 0 0o 0 (e) 566 0 016 9i(a) 280 0 016 0 (b) 36 16 0o 0 (e) 72 0 0(d) 9 7 6

Dundalk Convent of MercyDundalk St. Mary's CollegeCo. MAYO (13 Schools):Balla St. Louis' ConventBallina St. Mary 's Intermediate SchoolBallina St. Muredach's CollegeBallinrobe Christian Brothers' SchoolsBallinrobe Con vent of MercyCastle bar Convent of MercyCas tlebar St. Gerald's SchoolCrossmolina Convent of Jesus andMary, Gortnor Abbey.Kiltirnagh St. Louis' ConventI.ollisburgh Convent of Mercy5 30 - - [3~ - - - - - (a) 173 3 0 (a) 208 0 0(b) 2J 0 0 (b) 27 0 0(e) 200 0 0 (e) 220 0 0J 85 25 19 9 12 4 8 3 5 3 2 (a) 797 13 ·4 (a) 782 0 0(b) 76 0 0 (b) 72 0 0(e) 780 0 0 (e) 897 0 0- --- --- --- --- --- --- --- --- --- --- ---2843 42 - - 8 8 - - 2 4 - - (a) 301 0 0 (a) 290 0 0(e) Il9 0 5 (e) 100 0 0I- (d) 15 12 66 12 7 - - 2 - - - 2 - - (a) II2 0 0 (a) 84 0 0(e) 60 0 0 (e) 70 0 07 54 7 7 8 21 3 - 5 12 2 - (a) 469 0 0 (a) 447 0 0(e) 144 0 0 (e) 216 0 09 79 7 9 8 11 6 4 ·7 7 4 2 (a) 5-4812 9 (a) 637 0 0(e) 251 6 6 (e) 216 0 0- (c) 63 14 02 6 3 [ I - 2 8 2 - I 5 2 -. (a) 192 0 0 (a) 20 7 0 0 ,....(e) 40 0 0 (e) 69 12 I CJ1

,,(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS._ ..-....-Continued.NUMBER OF PUPILS ON AMOUNT Ol' GRA"wl'9PAID:WHOMCAPITATIONGRANT (a)EXAMINATIONRESULTS. CltpltatloQ, Grant.(b) Laboratory Grant -,WAS PAID. (c) Gr"nt tor Irish and BilingualSchools.Name of School. (d) 130llU8tor Choirs and or Orchestras.Junior. Senior. Number presented. Nnmbcr Passed.(e) Incrr-meuts of Salarles.---'--- ---'---(f) 1"00(·;,,1 increase ot CanltatiouGrant where amount was lessInter. I Leaving Inter. Leaving thnn £200. Rule u (A) ]0.192·1·25Certificate. Certi~cate. Certificate. Certificate. 'lIHl Rule 16. jq25 2r,.._------ ------1

Carrickrnacross St. Louis' ConvCarrickrnacross Viscount vVeym.Grammar School.Cas tle blaneyClones High SchoolCon ven t of MercyMonaghan Christian Brothers'SMonaghanSt. LOl1i~' ConventMonaghan SI.. Macarterr's SernirOFFALY (7 Schools) :Banagher La Sainte Union Conut .. L08 r03 34 27iuth - 7I,25 24 13-,- - - - -·. 21 1

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.Continued.-II--'--NUMBER OF PUPILS ON IAA-fOUNT OF GRANTS PAID:(a) Cap:tation Grant.WHOM CAPITATION GRANT EXAMINATION RESULTS. (b) Laboratory Grant.(c) Grant lor Irish and BlllnnualWAS PAID.Schools,(d) Bonus tor Choirs and or Orchestras.(e)Name of School. Junior. Senior. Number presented.Number Passed. Increments of Salaries.------ -1-(f) Special increase 01 CapitationGrant where amount was leasInter. I LeavingInter. Leaving than £200. Rule II (A) 10. 1924·25and Rule 16. 1925-26.Certificate. Certificate. Certificate. Certificate.II------ ------- ------ ------1925 1926 19251 1926 1925 1926 1925 1926 1925 1926 1925 1926 1924-1925 1925-1926------ --- --- --- --- ------OFFALY (7 Schoob)-(Continucd £ s. d. £ s. d.Tullamore Convent Secondary School 31 23 2 3 3 6 I 2 I 2 I I (a) 230 II II (a) 187 0 0(e) IIO 0 0 (e) 130 0 0Tullamore Intermediate School, 15 11 - - 2 - - - I - - - (a) 104 6 0 (a) 75 0 0(e) 200 0 0 (e) 220 0 0Church Street.Tullamore St. Colurnba's Christian 55 57 9'Z 3 6 I - - 3I - (a) 458 10 II (a) 416 0 0(e)Schools.164 0 0 (e) 289 5 0--- --- --- --- --- --- --- --- --- --- --- --- ~C~. ROSCO~IMON (2 Schools) :Ballaghaclcreen Diocesan College .. 51 63 33 IS 11 14 9 *S 5 6 8 2 (a) 684 0 9 (a) 617 0 0(b) 53 0 0 (b) 48 0 0(e) 379 12 9 (e) 487 0 0Elphin Bishop Hodsou's Grammar 3 8 -- - - - - - - - - - (a) 21 0 0 (a) 52 0 0School.Co.SLIGO (5 Schools):--- --- --- -- --- --- --- --- --- ---(c) 140 0 0 (c) 155 0 0Sligo: Grammar School .. .. 61 69 9 - 18 21 2 - 12 16 2 - (a) 514 18 5 (a) 482 0 0(b) 52 0 0 (b) 54 0 0(d) 10 0 0 (d) 6 5 0(e) 236 0 0 (e) 316 0 0Sligo: Summerhill College .. .. 77 S6 28 19 15 16 8 5 10 5 42 (a) 805 12 7 (a) 792 0 0(b) 29 0 0 (b) 46 0 0Sligo: The High School .. .. 44 38 3 4 5~...III1-(d) 10 0 0 -(c) 528 0 0 (c) 661 8 4-- - 4 3 - - (a) 333 6 6 (a) 306 0 0, I(e) HO 0 0 (e) I30 0 0(b) 68 0 0 (b) 84 0 0(d) 6 13 0 (d) 6 5 0i-'O"lI

Sligo: Ursuline Convent .. ·. 104 105 35 32 20 14 13 13 15 9 12 9 (a) 1073 16 I I (a) 1055 o 0(b) 219 14 0 (b) 209 I o(d) 26 6 0 (c) 105 I o(e) 690 0 0 (e) 870 o 0- (d) 20 I 6Tubercurry: Marist Convent .. 36 36 5 7 9 7I34 3 J I (a) 302 0 0 (a) 322 o 0(e) 140 0 0 (c) 32 4 0- (e) 170 o 0- (d) 9 7 6--- --- --- --- --- --- --- -------- --- --- ---Co, TIPPERARY (17 Schools) :Carrick-on-Suir : Christian Brothers' 68 57 10 6 9 IS (a)(a)9 3 6 13 8 3 562 12 6 456 oSchools · . (b) 77 0 0 (b) 72 8 0(e) 276 0 0 (e) 315 oCarrick-on-Suir : Convent of Mercy, 48 43 4 10 - 3 - 3 - 2 - 3 (a) 371 12 8 (a) '1or oHigh School. (c) 92 18 2 (c) 100 o(d) 23 6 0 -(e) 230 0 0 (e) 190 o 0- (d) 21 I 6Cashel : Christian Brothers' Schools 4') 43 - - 9 3 - .-- 2 I - - (a) 332 12 II (a) 292 o(e) 228 0 0 (e) 269 3Cashel : Presentation Convent · . 23 27 4 2 5 3 I --- 3 2 I - (a) 201 0 0 (a) 209 o(b) 33 2 0 (b) 37 o(e) [70 0 0 (e) 190 oCashcl: Rockwell College · . 88 130 34 22 26 34 16 14 20" 28 15 12 (a) 944 7 3 (a) IIl9 o(b) 72 16 0 (b) 78 o(e) 820 0 0 (e) 1027 o 0Clonmel: High School · . .. 95 76 16 15 14 9 II 9 6 7 9 7 (a) 815 10 5 (a) 682 o(b) 106 0 0 (b) 64 o(e) 420 0 0 (e) 651 oClonmel : Christian Schools, St. Marys 52 49 - - 5 8 - --- I 2 - - 358 11I(a)3 (a) 343 o(e) 240 0 0 (e) 270 o 0Clonrnel : Loreto Convent · . IS 16 - - 2 3 - --- I - - - (a) 104 2 9 (a) 112 o 0(b) II 0 0 (b) 19 o(e) 180 0 0 (e) 199 I5 I- (d) IS I 6Clonmel: Presentation Convent · . 15 27 - - - 7 - - - 5 - - (a) 105 0 0 (a) 189 o 0(e) - (e) -Fethard: Presentation Convent .. 22 25 2 - 7 10 2 -I- I I - (a) 172 5 6 (a) 175 o 0(b) 28 0 0 (b) 25 o 0I(e) 80 0 0 (e) 100 o 0- One Pupil ineiTglble for award OWing to insufllcient attendances,f--'O'lC>J

(K).-TABLE SHOWING NUMBER OF RECOGmSEb PUP1LS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GH.ANTS.-Continued..---.N arnc of School.NUMBER OF PUPILS ONWHOM CAPITATION GRANTWAS PAID.Junior.Senior.1925 I 1926 I 1925 I 1926 I 19·_----1---1---1--_1----1---CO. TIPPERARY (17 Schools)-(continued)Nenagh: Christian Brothers' Schools 62 54Ncnagh: St. Marys Convent School 22 I 29Roscrca : Con ven t of the Sacred Hcart I 39I 53I 8Thurlcs : Christian Brothers' Schools 102 112 I 10Thurles : Ursulinc ConventTipperary: Christian Bros. SchoolsTipperary: St. Anne/s Con ventI 5180 88 1477 8661131---1--- lr--l_---427843CEXAMINATIONAMOUNT OF GRANTS PAID;(a) Cavitation O"r!l.nt.RESULTS.Ib) Laboratory Grant.le) Grant for Irish :\Ilcl Bilingual-----Schools.(d) Bonus for Choirs awl or Orchestras.(,.) Incren-euta of Salu rles.if) Speciu l Increase of CanitntionGrallt, where umounr was lessNumber presented. Number Passed.Iter. I Leaving Inter. Leaving than £200. Rule T1 (.4,) ]0. 1.924·2531.11 ]~ule In, 192;:;-~(j.~ficate. Certifi~ Certificate. Certificate.----"--1926 I 1925 1926 1925 1926 19251 1926 1924-1925 1925-1926--1-- ------12 - - 4»r- - (a) 428 16 0 (a) 400 0 0I(b) 45 0 0 (b) 46 8 0(d) 6 13 0 (d) 6 5 0(e) 312 0 0 (e) 375 0 06 - - I - - - (a) 152 9 10 (a) 199 0 0(d) 6 13 0 (d) 6 5 0(e) 60 0 0 (c) 80 0 0II I - 2 2 II- (a) 350 6 8 (a) 388 0 0(b) - (b) 25 0 0(e) 300 0 0 (c) 270 0 010 5 2 7 9 3 I (a) 798 10 7(a) 851 0 0(b) 64 4 0 (b) IIO 0 0(c) 240 0 0 (c) 269 7 107 - - 4 2 - - (a) 688 I4 6 (a) 693 0 0(b) 39 12 0 (b) 30 16 0(d) 39 19 0 (d) 25 0 0(e) 615 0 0 (e) 570 0 012 5 2 3 8 *1 1 (a) 659 17 8 (a) 638 0 0(b) 68 I 0 (b) 69 0 0(e) 287 9 4 (e) 329 9 38 - - 3 4 - - (a) 352 5 2 (a) 453 0 0(b) 44 2 0 (b) 54 14 0(e) 190 0 0 (e) 220 0 0----.--- --- - --- ------•....•m H'>-

Co. WATERFOCappoquin:Dungarvan:Dungarvan:Lismore;SchoolLismore:Tramore:ChPrChCo. BOROUGSchools)Bishop Foy SChristian BrotSacred HeartUrsulinc ConWaterparkD (0 Schools) :Mount Melleray Seminary g.o 86 33 28 19 12 IS 3 17 10 6 2 (a) 947 0 4 (a) I' 62(b) 106 0 0 (e) t 98(e) 584 6 6 (c) 4- (b) 46Christian Bros. Schools72 67 13 I{ 6 6 5 6 6 3 5 4 (a) 632 6 7 (a) t(b) 73 10 0 (b)(e) 331 12 2 (e) 202452781(e) 36 0 0 (e) 8482(b) 52 0 0 (b) 49(e) 216 0 0 (e) 24340:.Augustine's Seminary 3'1 35 - 5 - 3 - - - I - - (a) 215 4 5 (a) 2stian Brothers College 4-3 36 - 3 12 10 - - 6 7 - - (a) 293 11 IX (a) 2entation Convent .. - 20 - - - - - - - - - - (a) - (a) I- (e)stian Bros. School .. 4-5 30 - 6 9 2 - - 3 2 - - (a) 313 0 I (a) 2OF WATERFORD (5---- --- --- --- --- --- --- --- --- --- ---70(b) 48 10 0 (b) 17(e) 48 0 0 (e) I 44hool . . .. .. 37 31 6 7 8 5 3 I 2 3 3 I (a) 31 I 10 3 (a) 287 0 0ers Schools, Mount Sion 15::2(b) 54 0 0 (b) 52 0 0(e) 246 0 0 (e) 282 17 9147 16 II 8 18 II 7 5 IS *8 4 (a) 1206 18 I (a) IX 35 0 0(b) 147 I I 0 (b) I 34 8 0(c) 120 13 9 (c) I 13 10 0(e) 420 0 0 (e) 4 II 0 030 0 074 0 0onvent, Ferrybank .. 11>4 60 6 I 5 3 - - 4 2 - - (a) 505 8 3 (a) 4(b) 57 0 0 (b)(d) 20 10 0 (d)976(e) 600 0 0 (e) 550 0 075 0 0(b) 107 4 0 (b) I 04(d) 10 0 08 0(e) 640 0 0 (e) 432 10 0nt .. .."809 85 31 28 5 5 - 4 I - - 4 (a) 926. 6 5 (a) 8ege .. .... /CS7 65 10 9 8 10 - 3 5 9 - I (a) 559 14 4 (a) 5I* One pupil ineligible for award owing to insufficient attendances.0 00 014 00 00 02 06 30 00 00 015 00 00 00 00 00 045 0 0(b) 6010 0 (b) 70 8 0(e) 420 0 0 (e) 4 62 0 0I•....0}

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.NUMBER OF PUPILS ONName of School.AMOUN'l' OF GRA~TS PAID:WHOMCAPITATIONGRANT EXAMINATIONRESULTS. (a) Cauttation Grant -,WAS PAID. Cb) Laboratory Grant.(c) Grant tor Irish and BilingualSchools.Number presented. Number Passed.I~~I~:~(d) UonlL~ for Choirs and. or Orchestras.(e) Increments of Salaries.----- If) Special increase 01 CapitationInter. Leaving Inter. Leaving (1 rant where amount was lessCertificate. Certificate. Certificate. Certi ficate , thun £200. Rule II C,) 10. 1924·25and .a·lle 16. 1925--20.--- --- --- --- --- --- --- ---19251 1926 1925 19"16 1925 1926 1925 1926 1925 1926 1925 1926 1924-1925 1925-1926-------------1CO. WESTMEATH(9 Schools) :Athlone: Garrow House School .. I 22 13 2 2 8 6 2 - j 6 4- I - (a) 171 2 7 (a) III 0 0(b) 22 0 0 (b) 19 0 01210 0 0 (e) 230 0 0Athlone: La Sainte Union Convent I 47 I 3 8 I 11 I 6 I 2 I 6 I - I 1 I 1 I 5 I - I I 1~:? ') 43 2 9 5 (a) 321 0 0440 0 0 (e) 420 0 0Athlone: Ranelagh Schoo! . . . . 52 50 - I - 10 14 - - 10 8 - - (a) 362 10 II (a) 347 0 0 en '""'(b) 49 0 0 (b) 49 0 0 en(e) 143 0 5 (e) 171 0 0Athlone: St. Mary's Intermediate 53 56 13 I 9 7 9 9 4 3 3 2 3 (a) 500 16 9 (a) 482 0 0School(b) - (b) 24 0 0(e) 60 0 0 (e) 144 0 0Moate: Convent of Mercy .. 22 33 - I 3 3 - - - 2 - - - (a) 154 0 0 (a) 261 0 0(d) 6 13 0 -(e) 100 0 0 (e) 120 0 0Mullingar : Christian Brothers' 76 54 9 II 7 9 3 - 4 6 3 - (a) 619 9 4 (a) 482 0 0Schools (b) 69 0 0 (b) 60 0 0(e) 383 I 10 (e) 398 12 IIMullingar: Loreto Convent .. 71 I 49 4 6 13 10 2 - 4 6 I - (a) 527 18 0 (a) 402 0 0(b) 49 8 0 (b) 51 2 0(d) 16 13 0 (d) 18 15 0(e) 420 0 0 (e) 450 0 0MuIlingar: St. Finian's College I 69 I 72 I 21 I 23 I 21 I 16 I 10 I 7 I 13 I II I 8 I 5 I(a) 691 6 7 (a) 724 0 0(b) 82 0 0 (b) 101 0 0(e) 472 0 0 (e) 544 0 0Multyfarnham :St. LU lll i' College .. 1~1~1~1_5 1-=--1_7 1-=--1-=--1-=-1_2 I-=-I-=- j(a) 340 18 5 (a) 316 0 0(e) 160 0 0 (e) 259 0 0

Co. WltXFORD (13 Schools)Bunclody: St. MaryEnniscorthy : ChriSchoolsEnniscorthy:LoretGorey: Christian BGorey: Loreto ConNew Ross : ChristiaNew Ross :New Ross:ConvenGood CNew Ross : John IWexford:ChristianWexford: Loreto CWexford:St. PeteWexford : The '[,' t:rt · . 46 36 t t 4 3

K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.AMOP~T OJl' GrU.NTS PAID:NUMBER OF PUPILS ON(a) Caplt.atim! Grant,WHOM CAPITATION GRANT EXAMINATIONRESULTS. (b) Laboratorv Grant.(c) Grant for Irish and Bilingua!WAS PAID.Schools.Id) Bonus for Choirs au-I 01' Orchestras.(e)Name of School. junior. Senior. Number presented.Number Passed. Increments of ;':;a..\ariep.If) Special increase of Cavitation--- --- --- Grant where amount was less.Inter. Leaving Inter. Leaving than £200. Rule Il C

169TABLE L.LABORATORY ATTENDANCE GRANTS IN RESPECT OF DAY TRADES' PREPARATORYSCHOOLS WHICH, FOR THE SCHOOL YEAR 1924-25, WERE PAID OUT OF THESECONDARY EDUCATION VOTE FOR THE FINANCIAL YEAR 1925-26.Name of SchoolCOUNTY DUBLIN.Blackrock: Municipal Day Trades' PreparatorySchool ..Ringsend: Pembroke Day Trades' PreparatorySchool ..COUNTY LOUTH.Dundalk: Day Trades' PreparatorySchoolAmount of Grantc s. d.135 5 8201 15 5113 11 7COUXTY CORK.CQbb.: Da':S Trades' Pre~aratory SchoolIbl :,CORK COUNTY BOROUGH.Christian Brothers' Day Trades' PreparatorySchool604 10 0COUNTY KERRY.Tralee Municipal Day Trades'SchoolPreparatory59 0 4COUNTY TIPPERARY.Clonmel: Municipal Day Trades' PreparatorySchool ..COUNTY KILKENNY.Kilkenny: Municipal Day Trades' PreparatorySchool ..55 1080 7 0VVATERFORD COUNTY BOROUGH.Municipal Day Trades' PreparatorySchool.519 6

170APPENDIX IV.TECHNICAL INSTRUCTIOK.(a) Table showing. for the Academic Year ended 31st July, 1926, the Number ofStudents enrolled in Classes in Technical Schools1';U~IBER OF STUDENTS ENROLLED IN CLASSES IN :I --- --- --- --- ---Names of Counties, !>,k~~+'County Boroughs Number 0 0p.. .~+' o ~o.. ';;;andof.8 Other()kk0 00.. o +'0Urban Districts Students V> ()Subjects~0 '" E ~~ ;aoV> o ~k •..•1'1S .~'08", +'+' '"ro 0·- k~o () 1'1 .,..HO 0 Ulro ,..... prJS ~--- --- --- ---COUNTIES:Carlow . · 232 - 132 - 110 -Cavan · . · . 354 10 194 - 41 109 - -Clare ·. · . (No Techni cal Sch 001 un der Co unty Scheme)Cork · . · . 415 - 184 85 109 - 53 -Dublin ·. ·. 450 24 209 18 90 106 55 -Galway ., 130 35 51 - - 44 - -Kerry ·. ·. 285 48 ISI 35 52 - 12 -Kildare · . .. 306 45 108 59 12 74 8 -Kilkenny ·. 523 - 3II 45 6 186 - -Laoighis .. ·. 110 15 68 - - 27 - -Leitrim ·.(No Techni cal Sch 001 un der Co unty Scheme)Limerick · .(No Techni cal Sch 001 un der Co unty Scheme)Longford .. ·. 227 - 81 45 48 39 - 14Louth . ., 752 107 275 108 38 163 61 -Mayo . · II3 - 87 - 26 - - -Meath · . · . 333 - 125 67 143 Monaghan ·. 651 83 568 - - - - Offaly . , .. 363 60 148 - 42 113 - -Roscommon .. (No Techni cal Sch 001 un der Co unty Scheme)Sligo(No Techni cal Sch 001 un der Co unty Scheme)· . · .Ti\l\le.rar'J.R-I s~Q, \()Tl 11 - - 29Tipperary S.R. .. tNo Techni cal Sch 001 un der Co unty Scheme)Tipperary Joint '\Urban andJ 3 23 - 197 - 22 105 - -Rural DistrictsTirconaill ·. 727 - 280 - 162 250 - 35V\'aterford ·. 208 19 136 S 13 52 8 Westmeath · . 295 - I26 28 68 73 - -Wexford ·. (No Techn i cal Sch 001 un der Co urity Scheme)Wicklow .. 465 66 239 56 8 170 - -COUNTY BOROUGHS:Cork · . .. 2369 269 435 386 73 839 256 IIIDublin · . .. 4129 324 996 2043 87 631 48 -Limerick ·. 847 92 297 224 - 170 Il2 -Waterford ·. 7 82 44 318 92 - 299 66 25URBAN DISTRICTS:Athlone · ·. 193 - 120 - - 73 - -Birr · . ·. 216 - 104 50 7 55 - -Blackrock ·. 254 33 63 30 16 127 - -Bri-Chualann · . 187 48 63 13 - 63 - -Clonrnel · . ·. 415 44 132 74 51 75 26 13Cobh · . · . 130 14 83 33 - - 18 Dalkey · . .. 66 - 27 - - 39 - Drogheda · . 394 26 154 54 - 161 44 Dun Laoghaire 435 - 130 17 - 288 - Enniscorthy · . 280 45 194 33 5 38 6 -Galway .. 602 133 280 52 42 87 8 -New Ross .. 284 28 178 49 15 83 12 Pembroke · . 395 48 92 153 30 104 - -Rathmines and -Rathgar · . 1620 83 1015 - - 522 - -Sligo ·. · .' 364 19 180 24 25 III 62 -Tra1ee ·. ·. 569 51 308 56 - 77 17 -V\'exford .. 358 38 219 39 - 66 19 ---- --- --- --- --_.TOTALS ·. 22336 r88r 9225 4009 Il04 5672 891 227J N aTE. The total number of enrolments at classes III Insh (mamly m the Introductoryand Commerce Courses) was 5,192.

CarloCavaClareCork])ouDubGahherrKildKilk,LaoLeitLimLonLouMayMcaMarOffaHosSligTipTipTipUrDiWaWe\VeWic(b) Table showing, for the Academic Year ended 31St July, 1926, the number of Students enrolled in Classes conducted under County Schemesof Technical Instruction elsewhere than in established Technical Schools.Manna l Iustruction Domest lc l~:conoJ1lY \ Home Sl)}mlill~. etc. Lace anti Sprigging' Irish Commerce Other subjectsand Knit.ting--- --- --- --- ---1--- -- - -------- --- --.- ----- -- --.- --- - -- ---- --- --- ---CO(;m, '0 '" ~~ ~ ~ §!: ~ "" gb e ,,~1l '0 '" gll ~ "H '0 ~,,~b~~ ~ ~z~~:fi :: ~=:? 9::t ~ ~2~ ~W ~ ~2Z: 2ID ~ ~E~

172(c) Table showing the Amounts Contributed from Local Rates andthe A mounts Contributed by the Department for the purposes ofTechnical Instruction under Local Statutory Committees: Financial Yea,-rst April, I926-3Ist March, 1927.CONTRIBUTIONSFROM DEPARTMENTNames of Counties, Contri-County Boroughs butionsand Normal Grant Other Grants Total, fromUrban Districts LocalRatesCOUNTIES: £ s. d. £ s. d. £ s. d. £Carlow .. .. 450 0 0 645 16 I 1,095 16 I 745Cavan .. ·. 435 0 0 2,379 4 2 2,814 4 2 895Clare .. .. 720 0 0 1,414 7 9 2,134 7 9 1,601Cork · . .. 1,805 0 0 8,787 2 II 10,592 2 11 8,262Donegal ·. · . 466 0 0 4,172 14 II 4,638 14 11 354Dublin · . · . 380 0 0 1,666 3 3 2,046 3 3 2,845Galway · . ·. 540 0 0 3,349 13 7 3,889 13 7 2,735Kerry · . · . 845 0 0 (a)2,844 9 5 3,689 9 5 1,067Kildare ·. · . 693 0 '0 1,834 16 2 2,527 16 2 1,046Kilkenny · . .. 725 0 0 3,488 14 2 4,213 14 2 2,133Laoighis ·. .. 405 0 0 1,465 5 2 1,870 5 2 1,300Leitrim .. · . 285 0 0 1,849 18 I 2,134 18 I 780Limerick · . .. - 1,757 14 4 1,757 14 4 1,421Longford .. .. 350 0 0 1,396 3 I 1,746 3 I 580Louth .. · . 665 0 0 2,587 16 5 3,252 16 5 350Mayo .. · . 925 0 0 3,125 6 8 4,050 6 8 1,735Meath · . · . 445 0 0 2,306 I 9 2,751 I 9 1,978Monaghan · . ·. 395 0 0 2,473 16 5 2,868 16 5 1,130Offaly ·. ·. 405 0 0 1,373 8 5 1,778 8 5 1,687Roscommon .. 290 0 0 3,009 8 0 3,299 8 0 1,722Sligo · . .. 160 0 0 1,006 11 8 1,166 11 8 1,020Tipperary N .R. ·. 610 0 0 1,062 I 10 1,672 I 10 1,059Tipperary S.R. ·. 527 0 0 1,463 9 10 1,990 9 10 995Tipperary Joint 415 0 0 1,198 13 4 1,613 13 4 528Urban and RuralDistricts.Waterford ·. ·. 425 0 0 2,156 17 II 2,581 17 II 1,144Westmeath ·. 410 0 0 1,478 7 9 1,888 7 9 1,481Wexford ·. · . 130 0 0 1,829 18 9 1,959 IS 9 1,665'vYicklow .. .. 510 0 0 2,331 7 6 2,841 7 6 1,795COUNTY BOROUGHS:Cork ·. · . 2,277 16 r 13,612 6 10 15,890 2 II 1,900Dublin .. .. 9,055 I 5 17,859 10 6 26,914 Il Il 5,000Limerick .. · . 1,144 5 11 3,070 2 4 4,214 8 3 311Waterford ·. · . SI5 IS 0 3,095 15 5 3,gII 13 5 540URBAN DISTRICTS:Athlone ·. .. 390 0 0 764 14 9 1,154 14 9 IlOBirr .. .. 195 0 0 802 12 10 997 12 10 60Blackrock ·. .. 475 0 0 1,514 18 2 1,989 18 2 400Bri Chualann 385 0 0 390 19 9 775 19 9 120(Bray).Clonmel .. ·. 515 0 0 2,778 16 II 3,293 16 II 161Cobh .. ·. 365 0 0 1,481 18 8 1,846 18 8 92Dalkey .. ·. 125 0 0 177 14 9 302 14 9 114Drogheda .. · . 570 0 0 I,25S e 0 1,828 6 0 224Dun Laoghaire . 765 0 0 1,234 7 2 1,999 7 2 508Enniscorthy · . 365 0 0 622 II 9 987 II 9 108Galway ·. .. 670 0 0 1,638 12 2 2,308 12 2 228New Ross ·. .. 370 0 0 I 521 13 2 S91 13 2 99Pembroke ·. .. 1,190 0 0 I 2,(}02 11 0 ·1.O9! 11 0 1,179RathminesandRathgar .. .. I,ISO 0 0 I 4,875 19 9 6,055 19 9 1,600Sligo .. · . (b) 535 0 0 (b)I,200 0 I (b)I,735 0 I (b) 170535 0 o I(C)3,3 20 7 1I (c)3,855 7ll 170Tralee ·. .. 475 0 0 3,271 J7 6 3,746 17 6 210Wexford · . · . 590 0 0 640 0 2 1,230 0 2 80,TOTALS · . · . 37,399 I 5 1131,491 6 II I68,8go S 4 57.437tal Includes £4.JO !) 0 Attendance Grunts (or Ktl larne r- aud Listowel 'I'echnlcal Schools (or the Ac.idernicY

173APPENDIX V.REFORMATORY AND INDUSTRIAL SCHOOLS.TABLE A.-REFORMATORYSCHOOLS.(i) School Year: rst August, 1925, to 3Ist July, 1926.INumber Number I Committals DischargesNumber under under from Licenses, &~.of Detention Detention rst Aug., '25 fromSchools on on to rs t Aug., '25rst Aug., '25 3Ist July '26 3Ist July '26 to3Ist July '26Boys .. 2 I05 lOO 22 27Girls .. 2 13 15 42TOTAL 4 rr8 II5 26 29IJI-(ii) School Year: rst August, 1926, to 3Ist July, 1927.Number Number Committals DischargesNumber under under from Licenses, &c.of Detention Detention rst Aug., '26 fromSchools on on to rst Aug., '26rst Aug., '26 3Ist JulY,'27 3Ist July, '27 to3Ist July, '27Boys .. I lOO 84 27 43Girls .. I 15 17 5 3TOTAL 2 II5 IOI 32 46,ITABLE B.-INDUSTRIAL SCHOOLS.(i) School Year: 1St August, 1925, to 31st July, 1926.I Comrni ttalsR ammi till Di§ChJf tJ~Number Number J(~80~~gIl[m~ E~!~!!!lf~Number nnder underofReadmissions from 'Detent.ion DetentionSchools onfrom rst Aug., '2'}on rst Aug., '25 to .rst Aug., '25 31st JulY,'26 to 3 rst July, '263Ist JulY,'26Boys · 16 2,509Girls2,713· . 35 3,0025823,2LJ,378Mixed · . I .~94- 382- - -Total · . 52 5,51 I5,927 1,176 760I(ii) School Year: 1St August, 1926, t ]o j rst uly, 1927.BovsGirlsMixedTOTAL::/NumberofSchools1636I1'------53Committals,Recommittals DischargesNumberNumber and Licenses, &~uuder. under I'Readmission~ Irom'DetentionDetention from rst Aug., '25onon rst Auz. '26 to1St Aug., '2631S~j111Y','27 t;; , 31st Juh','z71 /31't]11IY,'27 .._--------2, 71·~""~45 5 '13, .14 3693·:{73 57.' of r5,927 6,218J-~-I 780

174TABLE C.-ADMISSIOXS I:-ITO INDUSTRIAL SCHOOLS.(i) The total number of admissions to Industrial Schools by committal,during the year from 1/8/,25 to 31/7/,26, was 1,151, viz.,57I boys, and 580girls.The children admitted in that year are classified in the following tabularstatement, according to the grounds on which they were committed :-GROUNDS OF CO~lM!TTAL. Boys Girls TotalBegging .. . . ·. · . ·. .. 9 36 ~5Wandering and not having any home or settledplace of abode, or visible means of subsistence,or is found wandering and having no parent orguardian, or a parent or guardian who does notexercise proper guardianship ·. ·. ·. 454 462 ')16Destitute orphan, or destitute, having bothparents, or a surviving parent undergoingimprisonment · . · . ·. ·. 5~ ~3 97Parent or guardian of criminal or drunken habits 18 30 -48Residing in a brothel · . · . ·. .. I - 1Charged with offences punishable in the case ofan adult with penal servitude, &c. (being under12 years of age) .. · . ·. ·. 20 2 22Charged with offences punishable in the case of Ian adult, with penal servitude, &c. (being above I12, but under 14 years of age) .. .. ·. 13 I !4Uncontrollable by parents ·. .. ·. 1 5 6Non-compliance with School Attendance Orders 1 1I!Ii2(ii) The total number of admissions to Industrial Schools by committalduring the year from 1/8/,26 to 31/7/,27 was 1,049, viz., 486 boys and 563 girls.The children admitted in that year are classified in the following statementaccording to the grounds on which they were committed :-GROUXDS OF COMMITTALIBoys Girls TotalBegging .. .. · . .. .. · . · . 100 106 206Wandering . . · . · . ·. · . · . 299 413 712Destitute Orphan · . · . ·. · . .. 30 24 54Parent of criminal or drunken habits' · . .. 9 6 ISFrequenting company of reputed thief or prostitute - 1 IResiding in a brothel · . · . · . · . - I ICharged with an offence &c. (being under 12 years 20 2 22of age)Charged with an offence &c. (being above 12 yearsof age) .. ·. · . ·. · . · . 22 4 26Uncontrollable ·. .. .. .. ·. - 3 3Non -attendance at- School .. .. .. ·. 6 3 9486 563 1,049

-175TABLE D.(i) The ages and state of instruction of children admitted to Industrial Schoolsduring the year 1/8/,25to 31/7/,26,are given in the following tabular---statement :--State of Instruction on Admission,ModerateAges Read Proficiency Readwhen Total Illiterate and in andAdmitted Write Reading WriteIm- and wellperfectly Writing-- -- -- -- ----B G. B. G. B. G. B. G. B. G.-- -- -- -- -- -- -- --Under 6 years .. 98 210 97 208 - 2 I - - -6 years andunder 8 .. Il3 II6 97 88 15 21 I 7 - -a years andunder 10 .. 132 98 67 41 49 49 14 7 2 I10 years andunder 12 .. 122 92 -40 21 41 38 32 28 9 512 years annunder 14 .. 106 64 26 10 32 17 33 36 15 1-- -- -- -- -- -- -- -- -- -TOTAL .. 571 580 327 368 13.7 127 81 78 26 7(ii) The ages and state of instruction of children admitted to Industrial Schoolsduring the year 1/8/,26 to 31/7/,27 are given in the following tabularstatement :-State of Instruction on AdmjssionReadReadAges and andwhen Total Illiterate Write Moderate WriteAdmitted Im- wellperfectly-- -- -- -- -- -- -- -- -- --B. G. B. G. B. G. B. G. B. G.-- -- -- -- -- -- -- -- --Under 6 years .. 95 204 90 201 5 3 - - - -(i and under 8 .. III ll3 99 73 Il 39 I I - -8 and under 10 87 103 51 31 23 60 13 11 - I10 and under 12 99 82 26 r6 38 39 24 26 II I12 and under 14 94 61 16 9 20 23 25 25 33 4--563"-- -- -- -- -- -- -- --TOTAL' .. 486 282 330 97 164 63 63 44 6

• & ."0176TABLE E.DISCHARGES FROM INDUSTRIAL SCHOOLS.(i) The total number who were discharged from Industrial Schools (includingchildren licensed, transferred to Schools in Northern Ireland, absconded andnot recovered), and who died in the year from 1/8/,25 to 31/7/,26, was 760,viz., 378 boys and 382 girls.They were disposed of as follows :-Mode of Discharge. Boys. Girls. Total.To employment or service .. .. .. 308 247 555Returned to friends .. .. .. 32 56 88Sent to Hospital .. .. ., .. .. 6 11 17Emigrated .. .. .. .. .. ,. 3 8 11Transferred to Schools in Northern Ireland .. 2 - 2Absconded and not returned .. .. .. 2 I 3Discharged-Detention Orders being defective .. 4 7 1IRetained in School after expiration of term ofdetention .. .. ., .. .. .. 3 28 31Died .. .. .. .. .. .. .. 18 24 42(ii) The total number who were discharged from Industrial Schools (including.children licensed, absconded and recovered), and who died in the year from1/8/,26 to 31/7/,27, was 780, viz., 369 boys and 411 girls.Mode of Discharge I Boys Girls TotalTo employment or service .. .. .. .. I 294 265 559Returned to friends .. .. .." 34 57 91Sent to Hospital ·. .. .. .. .. 2 22 24Emigrated .. ·. ".. .." 5 8 13Absconded .. .. .. .. .. .. 2 I 3Detention Orders defective .. .. .. 12 2 14Retained .. ·. .. .. .." 7 41 48Died .. .. .. .. .. .. 13 15 28TOTAL .. 369 4II 780- .. - ... •• ..- ....... -.•

177TABLE F.(i) Number and Causes of Deaths amongst pupils in Reformatory Schoolsduring the period from 1/8/,25 to 31/7/,26.Cause of Death.Boys.Girls.Total.Pulmonary TuberculosisNumber and Causes of Deaths amongst pupils in Industrial Schools duringthe year from 1/8/,25 to 31/7/,26.Causes of Deaths. Boys. Girls. Total.Diseases of the Respiratory System .. .. 2 5 7Diseases of the Circulatory System .. .. 2 2 4Diseases of the Nervous System (including Brainand Spinal Cord) .. .. .. .. I - IDiseases of the Organs of Locomotion (includingHip-Joint and Spinal Disease) .. .. .. I - IGeneral Tuberculosis .. .. .. .. 2 3 5Intestinal Tuberculosis ·. .. .. .. - I IPulmonary Tuberculosis .. .. .. .. 2 5 7Tubercular Meningitis ·. .. .. .._.5 5Measles .. .. ·. ·. .. .. 4 - 4Whooping Cough .. .. ·. .. .. 4 - 4Diphtheria .. .. .. ·. .. .. I IMarasmus . , .. ·. .. .. .. I IGeneral Debility .. .. .. .. .. - I 1TOTAL .. .. .. .. .. 18 24 42(ii) Number and Causes of Deaths amongst pupils in Industrial Schoolsduring the year from 1/8/,26 to 31/7/,27.Causes of Deaths Boys Girls TotalDiseases of the Respiratory System .. .. .. 4 4 8Diseases of the Circulatory System .. .. .. r - rGeneral Tuberculosis .. .. .. .. .. I I 2Pulmonary Tuberculosis .. ..".. r 3 4Tubercular Meningitis .. .. .. .. - 4 4Meningitis . . . . .. .. .." r r 2Scarlatina or Scarlet Fever .. .. .. - I IMeasles .. .. .. .. .. .. r - rWhooping Cough .. .. .. .. .. 1 - rInfluenza .. .. .. .. .. .. 1 r 2Convulsions .. .. ..".. .. r - 1Shock following injury caused by fall .. .. r - ITotal .. .. 13 15 28No death occurred ill a Reformatory School during the year.

178TABLE G.Poor Law Industrial Put onInstitutions. Schools. Reformatories. ProbationYear.England England England Englan dSaorstat and Saorstat and Saorstat and Saorstat andEireann Wales Eireann Wales Eireann Wales Eireann ';

179E. M. Fannin, Esq., M.B. Modelof Neolithic Temple, pottery fragmentsand animal bones from Malta.Mrs. LawlessVeil of Carrickmacross lace.A. Le Brocquy, Esq. Silver medal, Fredk. Will. IV. of Prussia,Arthur Churchill, Esq.Rev. W. LockhartCork glass water jug.Book: National Museum of Arab Art, Cairo.Mrs. Davys Tuckey Nelson pottery jug; wax bust of MissMahon; pair glass salts, German; pairof miniature silver tazze; Map ofDublin, 1868, on roller; church collectingbox; long case clock and woodenfigure of Christ.G. F. Beckett, Esq., F.R.I.A.I. Printing block.]. C. Preston Ball, Esq. Two Maori mats.W. E. Godfrey, Esq., LL.B. Document: Oaths taken by the UnitedArmy, Wexford, 1798.Gerald Horan, Esq., K.C.The Great Seal of Ireland, George V. twosilver matrices.The Commissioners of Public Iron chest, German, 17th century.Works.F. ]. Roland, Esq. Dublin Journal, 24th Dec., 1805; Documentre explosives ixora Four Cour-es, I922.Rev. A. W. B. Mack Eighteenth century men's costume, andparasol.James Hicks, Esq.Thomas E. Eager, Esq.Mrs. Denton GreenMrs. I. Loftus BlandAustralian boomerang.Twenty-two specimens of lace work used inLord Mayor's Coaches, Dublin.Costume figure of a lady of about 1870.Flax hackle found in old house.John Lowry, Esq.Early 19th century musket;Spanish playing cards.pack (48) ofMrs. GeorgeWoods]. Canavan, Esq.The Hon. Cecil BaringThe Friends of the NationalCollections.Wm. Chamney, Esq.J. F. Balfe, Esq.W. B. Brooks, Esq.Early 19th century gingham umbrella.Bronze medal, Royal Zoological Society ofIreland.Ten early Chinese pottery figures of horses,etc.Badge with miniature of the Grand Lodgeof Irish Druids.Plain crochet cotton quilt.Two bronze medals, Coronation of EdwardVII. and Royal Dublin Society.Silk handkerchief printed with variousnational flags in colours.

180The Minister for Posts andTelegraphs.Sergt. J. TownsendThe Countess of MayoV.E. Smith, Esq.R. J. Welch, Esq.Bequest of H. G. Melville, Esq.Capt. G. A. PrescottA. Deane, Esq...H. Waterson, Esq.Denis Santry, Esq.]. J. Bouch, Esq.Miss McHardy FlintE. J. O'Farrell, ·Esq.L. L. Dix, F.sq. ..Miss G. E. T. CrookEgypt Exploration SocietyFrau Heidwig KonietzuyBequest of Miss Marjory Leech..The Commissioners of PublicWorks.Miss M. PrendergastW. T. Shannon, Esq.Lady DillonPostage stamps.African quiver and arrows.Twelve packs of old playing cards.R.D.S. armlet, 1864 Exhibition.Two pieces of Belleek porcelain.Pair of razors, in case, formerly belonging toDaniel O'Connell.Two Russian bank notes.Two. plaster casts of stones from Nend rum,Co. Down.Five German and Russian bank notes andeight British coins.Twenty-one examples of Javanese Batikwork.Eight old Irish bank notes.Brass spoon and silver-mounted snuffSeven coins, three money weights.mull.Button, visit of George IV. to Ireland, '1821.Five-franc Belgian note.Collection of Egyptian objects,Eighteen German war notes.French gold watch.Three wood wall-paper printing blocks andfloor tile.Two old photograph portraits.Marriage License of Earl of Glengall, 1834.Early bicycle.Rev. M. O'FlanaganMajor McDonald ParrEdward Flanagan , Esq.ProfessorT. M. WilsonTrustees of British MuseumVase, Belleek ware.Collection of Tibetan and Indian objects.Coin of Landgrave of Hesse, 1768.South African beer vessel and Burmesecarved wood book rest.Coloured plates of illumination.H. Sinclair, Esq., through the Leaf of ivory diptych.Friends of the NationalCollections of Ireland.Miss.Rose MacartneyTwo porcelain bricks from Nanking Tower.P. McEntagart, Esq.Six copper coins.Bequest of Lady Alice Went- Electrotype design of the Jubilee coinage,worth-Fitzwilliam .. 1887.

181w. J. Bowerman, Esq...Mrs. RothwellRev. William Ferris, C.C.Professor R. A. S. MacalisterJ. F. Burby, Esq..r». A. BirminghamLarge silver Orange medal by Mossop.Coloured lithograph of Irish bronze instrument.Old glass wine bottle.A large collection of rubbings of memorialbrasses.Marble bust of Benjamin Schrowder, byhimself.Stone axe from New Guinea.LOANS.The Commissionersof the City of The Insignia and Plate of the City of Dublinof Dublin -64 objects; the Lord Mayor's Coach.Major J. J. CrooksMrs. Davys TuckeyHarry Clarke, Esq.Pierce F. Byrne, Esq.Miss E. Gleeson .•T. H. Mason, Esq.L. S. Gogan, Esq.Mrs. F. W. G. WoodsR. Dobbyn, Esq.Mrs. McGovern ..W. Andrews, Esq.The Dublin City CommissionersJ. J. Hayden, Esq.W. M. O'Leary, Esq.Miss E. O'NeillRev. T. W. O'RyanH. R. L'Amie, Esq.Miss Mia CranwillThe Earl of LongfordCollection of thirty-seven miniature militarymedals--silver and bronze.Wooden figure of Christ; Japanese lacquerbox in form of a fish ; 'Witch's Ball onstand, mirror glass.Chinese Porcelain Vase.Silver and amber Rosary with silver crucifix.Cot Counterpane, quilted linen, Irish, laterSth century.Collection of old and modern spectacles.Bronze Pipe Stopper.7 White embroidered caps.Coin: Tetradrachm of Nikomedes Ill. ofBithynia C. 100 B.C., and tin enamelledVase and cover.Gold 'Watch made for Marshal MacMahon.Letter to Viscount Dillon, 1798.2 Carved wood mantelpieces.Yellow Silk embroidered coat.Carved wood cabinet.Pair of silver mounted pistols, brass suadialand Apollo Lyre. .Glass bust of Pope Pius IX, and potterydish in form of a hen.Cut glass liqueur stand.Silver and enamel Monstrance.Silver mace of Longford, silver Seal ofLongford, Indian brass ornament, sixPorcelain Vases and 2 figures.

182PURCHASES.Collection of Military uniform.Shot Pouch.Two silver German coins, Jubilee, 1913.Gold medal, ]ervis Street Hospital.Two Wedgwood rouge stands.Tortoiseshell hair comb.Galway silver Freedom box.Old Dublin made tricvcle.Prayer book" Castle Chapel, Dublin, 1788."Silver trowel, Lucan Bridge, 1813.Gilt belt plate, Dublin Volunteers.do. Kildare Militia.do. Carton Cavalry, and button.Bronze brooch.Earthenware urn.Irish bronze brooch." Wolfe " Pottery basket and dish.Basalt teapot by Donovan of Dublin.Copper snuff box, Irish, dated 1745.Silver belt plate-Londonderry Volunteers,Hussar busby about 1870.Embroidered waistcoat.Pair of double coasters on wheels.Standard-Killarney Yeoman Cavalry, 1796.Holograph letter of Daniel O'Connell, 18.p.Four Maori weapons.Carved wood capital, ]ervis Street.Silver and gilt badge, Ancient Order of Druids.Roman pottery lamp.Old whalebone ribbed umbrella.Spanish Cabasset, early seventeenth century.Yeomanry Colour-e-jrd Dublin Brigade.Silver Dish, Kinsale, c. 1730.Silver salver, London 1719; silver tray, Cork, c. 1720-30: silver chalice, paten& spoon, Galway, 1729.Brass coin weight.Two silver medals, Enniscorthy Farming Society.Iron lock, French, eighteenth century.Coat, belt and breast-plate, Lurgan Infantry.Two silver badges, Ancient Order of Druids.Gilt gorget of the Killymoon Volunteers.Two silver medals, R.D.S. and Irish Agricultural Society.Silver medal, Cork Exhibition, 1883.The "Everard" chalice, 1637.Cavalry officer's shabrac.Coloured drawing-The Vyvyan Salt.Model of Chinese temple.Breast plate and belt, Merchants' Corps, Dublin, 1796.Silver salver, Galway, c. 1700.Silver dish ring, Dublin, 1792.Tapestry Panel, modern Irish (Dun Emer).Silver medal, Catholic University.Four Irish silver reliquaries seventeenth and eighteenth century.Drum of the Ballykean Infantry, c. 1800.Silver cream ewer, Cork, c. 1750-60.Silver freedom box, Weavers" Corporation, Dublin, 1772.Three silver medals, Westmeath Farming Society.Silver medal, Kerry Agricultural Society.Horse Artillery jacket.Glass water lens.Ivory diptych: fourteenth century.Seal of the Sheriff's Office, Dublin.Weaver's iron candlestick.Helmet-Lisburn Cavalry c. 1800.Cut glass jug, marked" Cork Glass Co."Cut glass decanter marked "Penrose, Waterford."Old percussion revolver.

183Old Scales, Newcastle, Limerick, 1795.Smock Alley Theatre snuff box.Series of rubbings of bindings of Irish Lords and Commons Journals.Bracelet miniature by G. Hamilton, 1767.Wedgwood pottery jug-Kilkenny Rangers, 1770.Silver breast plate, Bandon Cavalry, c. 1782.Brass breast plate, ClonesCavalry, c. 1800.Silver skewer, Limerick, c. 1780.Antique bead bag.Silver chalice, Dublin, 1716.Silver breast plate, Donegal Militia, 1810.Silver dish ring, Dublin, c. 1740-50.Chippendale 3 leaf card table, Irish, c. 1760.Old leather water bottle with interlaced ornamentTwo pieces of sixteenth century Flemish tapestry.Silver salver on foot, Cork, c. 1700.Breast plate, copper, Clanricarde Volunteers, c. 1780.Two silver medals, Enniskillen SChool,1808.Glass dish marked J .D.A. (J. D. Ayckbowm), Dublin, c. 1800.Irish carved wood crucifix, 1724.Marble hand, Viscount Perly.Three Bristol enamel glass cruet bottles.NATURAL HISTORY DIVISION.ZOOLOGICAL SECTION.DONATIONS.Some English Sawflies : by Dr. R. C. L. Perkins, F.R.S.The" Mrs. athaniel Hone" collection of shells: by Mrs. EveJyn Thornhill,Birds killed at Irish Light Stations during the year: by John S. Barrington,Esq.A Stormy Petrel from Co. Waterford: by W. ]. Fitzgerald, Esq.A collection of worms from Chilka Lake, India: by Rowland Southern. Esq.Fossils from Carbolimestone of Co. Clare: by Col. Bentley.Fossils from cave at Ghar-Dalem, Malta: by Dr. E. M. Fannin.Bird skins: by J. D. la Touche, Esq.Mollusca from Tanganyika territory, E. Africa : by lIfrs. Flynn.Aculeate Hymenoptera from Killarney : by E. F. Bullock, Esq.Collection of Insects collected in Southern Ireland during 1925: by R. A.Phillip, Esq., M.R.LA.Some Irish Fish: by F. J. Roland, Esq.Type and other specimens of sponges, described by Wright & Studer frommaterial from the Challenger Expedition: by Mrs. R. F. Scharff.Some Irish Diptera and Coleoptera : by J. N. Halbert, Esq., M.R.LA.Specimen of rare shark, Scymnorbinus lichia Bonap., from Irish waters: byR. A. Fleming, of Dept. of Oceanography, Liverpool University.Numerous marine animals in spirits: by the Department of Fisheries.Benes of domestic and other animals excavated at Hill of Uisnach, Co. Westmeath:by Prof. R. A. S. Macalister, P.R.LA.Micro.slides, photos, and drawings of some type specimens of fossils,describedby McCoy,and preserved in the Griffith's Collection: by Dr. Louis B. Smyth.Collectionof exotic shells: by Dr. T. T. O'Farrell.Bones of red deer (fossil): by Dr. Henry Stokes.A young alligator and carapace of turtle, etc.: by MissCoraMcHardy Flint.A collection of foreign shells: by Mr. T. S. Wallace, M.A.Minerals from Tasmania: by Mr. Richard Hazleton.A large collection of bones, teeth, shed antlers, etc., of the Great Irish Deer,including some most important and unique portions of the skeleton, mostlyfrom Mulligan's Bog, Co. Wicklow, or Ballybetagh, Co. Dublin: by Dr. HenryStokes.(Other equally interesting remains of the deer have been deposited on loanby Dr. Stokes).Hymenoptera from Fenagh, Co. Carlow: by D. R. Pack-Beresford, M.R.I.A.Pearl Mussels (lW. auricularia Spengler) from Spain: by Dr. F. Haas, Frankforta-M.

184Geomalacus maculosus AlIman, from Co. Kerry: by Mrs. Green.Collection of corals, etc., from China: by the Church Missionary Society.Rock-boring bees (Colletes) from Dorsetshire : by Mr. A. MeI, Cleland.Paratypes of Carboniferous fossils (Michelinia gracilis L. B. Smyth, Cyricaf'-della nuculoides L. B. Smyth, Chonetes elegans L. B. Smyth, Protoschizodusbrefl·ijrons L. B. Smyth, Endoobvllum. irregulare L. B. Smyth (slides ot),Zaphrentis [unctoseptata L. B. -Smyth (slides of), and Densiphyllum. nodosumL. B. Smyth (slides of) : by Dr. Louis B. Smyth, Trinity College.Lepidoptera from Co. Down: by Rev. Canon George Foster, M.A.Parasite from flying fish (Glossobius) from Mid-Atlantic Ocean: by Rev.James B. Doyle, P.P.Many rare Irish insects: by Mr. J. N. Halbert, M.R.I.A.A short-cared owl from Co. Cork: by Mr. James Flynn, Junior.An Irish stoat: by Dr. R. F. Scharff, M.R.I.A.A pipe fish from Co. Donegal: Mrs. E. Smyth.Death's-head hawk moth from Co. Wexford: by Mr. J. Whitty.A large wasp's nest from Dublin: by Mr. M. Angel!.Skull and horns of Ovis ammon: by Major W. R. McDonell Parr.A giant tortoise from North Aldabra, Seychelles groups: by the RoyalZoological Society, Ireland. •A carboniferous fossil (Bellerophon. decussatus Fleming): by Mr. John Weir,B.Sc., Glasgow University. .Some sawflies and other insects from Killarney (and New Forest, Hampshire) :by Mr. E. F. Bullock.A collection of marine and other shells from the Pacific, and a crocodile's skullfrom Solomon Islands: by Miss Rachel Mahaffy.A collection of about 450-500 photographic plates of animals and plants (somecoloured) (the work of the late G. E. Low): by Miss Low.A large specimen of the lumpsucker: by Miss Delap and Prof. A. F. Dixon.A bronze relief, conjectural restoration of the great Irish deer (Cervusgiganteus Blurn.), Miss Ethel Ball, Sculpt.: by the Friends of the NationalCollections.A crossbill: by Mr. J. D. la Touche.A female goosander from Co. Donegal: by Mr. John Patterson.And also a large number of Irish insects and other animals collected duringthe year: by Messrs. E. O'Mahony and A. W. Stelfox.PURCHASES.The most important purchases made during the two years ending 31st July,1927, were :-Casts of the" Galilee •• and" London" skulls, restorations (busts) and castsof skulls of Neanderthal Man and the" Old Man of Cro-Magnon "; a collectionof Irish and British lepidoptera, in two cabinets, made by the late D. C. Campbell,of Londonderry; an immature Carolina crake i Porzana carolina L.). shot inCo. Mayo in October, 1926; and the only recorded Irish specimen of Holboell'sRedpole (Acanthus holboclli Brehm). shot on Achill Island in November, 1894.BOTANICALSECTION.DONATIONS.Flowering plants from Counties Wicklow and Wexford, etc.: Mr. A. W.Stelfox.Flowering plants from Norway and Sweden: Doctor R. Ll. Praeger.I. Vol. un-named seaweeds from Channel Islands: Miss Warren.Economic specimens from the following colonies :-Jamaica, Gold Coast, Cyprus, Sudan, S. Rhodesia and New Zealand-at theclose of the Britishv Empire Exhibition, 1925.A further set of specimens to illustrate" Trees of Great Britain ": ProfessorA. Henry.Additional plants from Counties Dublin and Wicklow: Mr. A. W. Stelfox,Fossil tree stump iEospermatopterisi, found in work of building the GilboaDam at Gilboa, New York, U.S.A.: presented by Miss W. Goldring.Critical British lichens: from Mr. D. A. Jones, Harlech, North Wales.Critical British lichens: from Rev. P. G. M. Rhodes, Birmingham.

185EXCHANGES.360 specimens of Californian trees and shrubs from the Smithsonian InstituteWashington, in exchange for Irish material.roo Bulgarian flowering plants from Professor M. r . Staganoff, Sofia, inexchange for Irish flowering plants.670 sheets of specimens of American trees. shrubs and herbs, illustrating apaper by Professor M. L. Fernald on the Flora of the Unglaciated Area of Newfoundlandand Eastern Quebec: from the Gray Herbarium, Harvard University,in exchange for Irish plants.. Russian lichens from Professor M. P. Tomin, in exchange for Irish lichens.Additional Swedish lichens from Doctor A. H. Magnusson. in exchange forIrish lichens.Italian lichens from Signor Camillo Harbaro, in exchange for Irish lichens.IRISH ANTIQUITIES DIVISION.DONATIONS.Decorated quern from Castlerea : presented through the intermediacy of theRev. M. O'Flanagan.Decorated whetstone from L. Gur: presented by Mr. W. Verschoyle Campbell.Flint Picks (Asturian Type) etc.: presented by Mr. Knowles.Polished stone axe from Teeshan, Co. Antrim: presented by Miss Knowles.Various antiquities from Lough GUT, including a copper axe-head and oneof bronze: presented by Professor H. J. Seyrnour, B.A., B.Sc., M.R.I.A., Dublin.Flint knife and small stone axe: presented by Seamus 6 Duilearga, M.A.,D.C.D.Polished stone-axe found at Teeshan, Co. Antrim: presented by Miss Knowles,Botanical Section, National Museum.Perforated burnisher and highly finished bone pin: presented by Dr. ConorMaguire, Claremorris ,Sandstone whetstone from Mill Quarter, Oid Ross: presented by Rev. CanonThomas Cloney, C.C., M.R.S.A.I.Sherds of various date from the Carrickfergus urnfield : presented by Mr.Hugh Kirk, Newtownards ,Large brass pan of late date: presented by R. Lane ]oynt, Esq., M.D., Dublin.Urn and cist discovered in a sand-pit on Cruach Mountain, Rathfarnham:presented by Mr. J. Keegan.Wooden-spoon from a 7 foot bog, Mount Carrowrea, rt miles from Tubbercurry,Co. Sligo: presented by Mr. Cunnane, Tubbercurry.Ovoid stone found in the vicinity of the Museum, presented by IVIr. PatrickDownes.Bronze ring-pin found near Attyrnon : presented by the Rev. Mr. Talbot.Remarkable collection of bronze objects from the neighbourhood of Kilfeakle,Co. Tipperary: presented by Miss Hilda Ryan (daughter of Dr. Ryan); (seeJo1. R.A.A.I., xxxvii. 86).Shore-site remains from Portstewart : presented by Miss Monica Bruce-Wallace.A number 01 squeezes of sculptured slabs : presented by the executors of thelate Mr. Crawford.The skull of Turlough O'Carolan (from the Royal Irish Academy).The following were acquired by the Royal Irish Academy and transferredto the Museum :-Flint pick of kitchen-mid den type from the Dodder: purchased.Seal of Consistorial Council of the Archbishop of Dublin, r817: purchased.Bronze spouted jug from Cloughboley, Co. Sligo: purchased. Stoneball from Sallynoggin: purchased. Bronze ring-pin from Ffrench Collection:purchased. Fibula ad area semp!ice, from the same: purchased (1925, 8).Bronze ring-pin: authenticity suspect. Bronze ring-pin: authenticity suspect.Three-knobbed finger-ring of bronze or brass; purchased. Two apple-scoops:purchased. Stone lamp (large fragment of), now restored: presented by Mr.Ussher, Cappagh House, Co. Waterford. Mould for spear and chisel from InchIsland, Lough Swilly: purchased. Founder's hoard (copper axes, etc.) fromCarrighedoge, Wexford: purchased.

186LOANS.1. Two solid gold fibulae or bracelets: deposited by the Right Hon. the Earlof Ossory. .2. Three bronze axes, one stone axe, one polished stone and a horn spoon:lent by the Right Hon. the Earl of Longford.3. Vulsella, or tweezers, from Scandinavian antiquities in the Day Collection:lent by Thomas Bodkin Costello, Esq., M.D., M.R.I.A., Tuam.4. A number of carved stones from Leighmore Church near Two-Mile-Borris,Co. Tipperary.5. Miscellaneous collection of sandhill goods: lent by Rev. Mr. Hewsoa,Ballinfa Rectory, Prosperous, Naas (cancelled).PURCHASES.Penannular brooch found in the river near Maynooth.Food vessel, bronze age.Safety-pin brooch, late La Time, from Modeenagh, Fermanagh (S.A. 1925-21).Celtic anthropomorphic hilt from Ballyshannon Harbour.The O'Daly Collection (polished stone-axe, perforated stone hammer-axe,copper-axe, bronze rapier, crannog sword, stone cannon-ball, stone sinker).Skeletal remains, excavated at Cloch-bhaile, Carrickmacross, Co. Monaghan.The Cnoc na bPoll find (graduated amber necklace, decorated gold-platedpenannulars with tin coring and various bronze rings). [Notified by Mrs.McGovern , M.R.S.A.I.]Copper-axe from Cloonmull, Co. Sligo.Copper-axe from Dalkey, Co. Dublin.Groups of objects from Lough Dargan, Co. Cavan, etc.Group: bronze spear-head (Westmeath), javelin-head (Antrim), un polishedstone-axe (Antrim).Bronze socketed-axe found at Scrabo Hill, Co. Down.Bronze hand-pin (Armagh) and ornamental perforated disk (Antrim) ex-Day Collection.Polished stone-axe from Co. Derry.Gold fibula from Clonakilty, Co. Cork.Spinner's ratchet candle-stick.Perforated stone hammer-axe from the townland of Greengraves.Watercolcur painting of the doorway of Clonfert Cathedral.Photographs of lunulae.TRANSLATION OF REPORT AT PAGE 44. (CORK, WATERFORD,PART OF COUNTIES KILKENNY AND WEXFORD). REPORTON THE WORK OF THE SCHOOLS DURING THE YEARS 1925-26,1926--27.Buildings, etc.-No great change has been effected in the condition of theschool-buildings within the past two years: a few new schools were erected, butthere are many which need to be enlarged or renovated. In Cork City, forinstance, practically all the schools have more pupils than their accommodationwould warrant.The school-premises are kept pretty well as far as the teachers' efforts go, butpainting and limewashing, internal and external, are not regularly carried out.Little is done, besides, to brighten their appearance with growing flowers andplants, and many of these schools have a bare and neglected appearance.There is a Library Scheme in operation in the Co. Cork, and the schools areusually the distributing centres. The Scheme will, undoubtedly, benefit boththe school-going and the adult population.The attendance has improved considerably since the new Attendance Actcame into operation. There are districts in West Cork where the childrenlive at long distances from the schools, and it is the opinion of the DistrictInspector there that their attendance would be more regular, and their educationmore effective, if they were brought to the larger schools by vans or omnibuses.A couple of these are already at work.The children usually begin to attend school at four or five years of age, and theyremain to thirteen or fourteen. Of late-since the new Attendance Act camento force-a larger number of grown scholars is to be seen in the schools.

187The health of the children has been good, except for an outbreak of someform of skin-disease in one area of West Cork in the winter of 1925-26. Poorconditions of living seem to have been the cause, and it interfered considerablywith the school work.The Teachers.-No great change is noticeable in the teachers. Generallythey work hard enough-some of them too hard, perhaps-but, though theiracademic attainments are usually adequate to the needs of the programme, theydo not always realise to what extent improved method might assist their teachingefforts and that newer methods are often necessary if the present programme isto be worked to its full advantage. A good deal is expected of the schoolsof to-day, and unless a teacher looks well ahead and surveys carefully the groundhe has to cover, he is not likely to succeed: not only is there new material in theprogramme, but often the old. material is expected to be handled in a differentmanner from that which prevailed up till recently.A serious weakness in the work of the schools is, often, the small amount oforal teaching done; frequently the teaching in Irish, for instance, is confined tothe putting of questions; in English, to the reading of an author; in Historyand Geography to the study of a scrappy text-book; and in Arithmetic, to the"Workingof examples from what is often an unsuitable text.Reference was made two years ago to the need for fuller preparation for schoolwork:the same need still exists.Some attempt is now being made to teach local history and local geography.The pupils have, usually, some notion as to what the old castle or lios in theneighbourhood signifies; and have also occasionally some acquaintance withlocal legendary lore.It is to be noted that, since the arrival of the motor-car, there is a tendency forteachers to go and reside in the larger towns; this is an intelligible attitude,but it weakens the bond that used to exist between teachers and parents,between the school and the school district.Proficiency.-There is not much that is new to be said on this aspect of theschool-work. The new programme, the "Conference Programme," is only ayear in operation, and the first step has been taken with a fair degree of success.There is a great need for more suitable text-books. The teacher it is tbei makesthe school, and the thoroughly skilled teacher can do superior work with eventhe worst of text-books; but, in the case of the ordinary individual, the finestprogramme in the world will not meet his needs without suitable text-booksto support it. And I do not think that it can be denied that such books havenot yet appeared-in Irish, for instance, for the lower standards, and in Mathematicsfor all standards. It is in Arithmetic that the need for such text-booksappears to me to be most felt. The official programme advises with regard tothis branch, that" in selecting matter for questions the teacher . • . shouldhave regard to the actual experience and interests of the pupils," sensible advice,but a good way removed from the type of question to be found in the text inuse up to now. . . '. •Progress continues to be made m the speaking of Irish, and the pupils areacquiring power in the language. Their ability to write it grows also as theirfacility in speaking it improves. The District Inspectors say that they find, insome schools, Irish essays that are as good in thought and expression as theEnglish essays in the same schools. The work in English is as good as heretofore,the old weakness in the handling of the literature in the upper standards stillexisting. In History and Geography there is not much change to report beyondthe effort being made to teach the History and Geography of the school district.Infant work is well done. The District Inspectors report that they still find atendency to retain the children too long in Infant Class in some of the largerschools.The greatest change that has been effected so far is this, that a visitor to theschools would readily realise that it is in Ireland he is. In addition there is a.better spirit-the teacher's heart is in his work, and the pupils are more activementally.TRANSLATION OF REPORT AT PAGE 54.Schools.-Irish was being taught in 281 of the 287 schools which appliedfor recognition under the Secondary Branch last year (1926-7); it is now acompulsory subject in all Secondary Schools. In the case of the majority ofthose schools Irish has occupied a place on their curriculum for manv yearspast, and has generally been taught by efficient teachers who employed goodmethods. Of recent years a change of attitude on the part of the teachers of

188the language in regard to the ideals to be aimed at has been followed by a rejectionof methods of treatment which might have been accepted as satisfactory sixor seven years ago. In many schools an earnest and sustained effort is now beingmade to revive and cultivate the national tongue in such a way as to bring itinto line with the other modern languages of 'the world. The obstacles to suchwork are gradually disappearing, and the schools have now an opportunity ofturning out pupils who will be genuine Irish speakers.Pupils.-rt used to be a subject of complaint with secondary teachers afew years ago that the pupils who came to them from the Primary Schools wereeither entirely ignorant of Irish or possessed such a slender knowledge of thelanguage as to be of negligible value. Things have changed since then, and itis now not uncommon to find pupils coming from Primary Schools with such anexcellent knowledge of the spoken and written language that they are ableto take full advantage of whatever instruction is given through the mediumof that tongue. Their Irish speech is in some cases more fluent, more idiomatic,and more correct than it was usual to expect from senior Intermediate pupilsin former times. While that is true of the National Schools, the same cannotbe said of those Primary Schools which are not working under the cegis of theDepartment of Education; in their case it is quite exceptional to find pupilsequipped with a good knowledge of Irish on their entry to the Secondary Schools.The Summer Courses.-The improvement of the teaching of Irish in theschools, and the fact that there now exists a considerable body of teachers witha first-class knowledge of the language who are fully competent not only toteach Irish, but also to teach other subjects through the medium of Irish, arelargely due to the institution a few years ago of the summer courses. Theenthusiasm and interest exhibited by the teachers who attended those coursesis a source of considerable gratification and enc.()\lI3.gem~nt, \vhich )s none I:heless when we bear in mind that the attendance was by no means confined tothose teachers who were weak in Irish, but included some of the most highlyqualified and competent teachers in the Saorstat. The beneficial effects of thecourses were not confined to the actual acquisition of Irish; there are also tobe reckoned the opportunities which the teachers had of becoming betteracquainted with one another, of discussing together the problems and difficultiesconfronting them in their school work, and of getting in touch with new ideasand methods. Increased confidence in themselves and courage to face theirdifficulties resulted generally from the month's work at an Irish course.A special value attached to the courses held in the Irish-speaking districts,where it was possible to hear Irish spoken in its own native environment. Itis sometimes possible to produce something approximating to the Gaeltachtatmosphere within the walls of the college where the course is being held ifaswas done at the course held in Galway University-three or four old nativespeakers are brought in from the true Gaeltacht, and conversation and storytellingencouraged between them and the students under the direction 0,£ theprofess~ in charge of the course.Defects.-While there has been notable improvement in the efficiency of theteaching and in the proficiency of the pupils, it cannot be pretended that theredo not still exist defects of more or less serious consequence. The followingare the most noteworthy :-(1) In some schools it is customary to place the teacher whose knowledgeof the spoken language is most defective in charge of the lowestclasses. A good beginning is half the work, and a bad beginningwith the youngest classes is apt to make its ill-effects felt throughoutthe school. The pupils at the commencement learn incorrect pronunciationwhich it will be difficult to correct later, and the teacherconscious of his own defects, relies more and more on bookwork,and not infrequently resorts to what for him is the easiest method,the method of translation.(2) Sufficient attention is not given to the acquisition of correct pronunciation-and accent. In some schools Irish is being taughtwhich would never be understood in the Gaeltacht, and the pupilsof these schools would find it impossible to understand good nativespeakers. In the practice of phonetics two things are essential,firstly, the ability of the pupils to recognise the correct soundswhen they hear them, and, secondly, their ability, acquired through

While there is now no Secondary School recognised by the Department ofEducation in which Irish is not being taught, there is a considerable numberof schools which, although teaching the language itself efficiently, confine itsuse and practice to the actual Irish lesson, neither using it as a medium ofinstruction for other subjects nor allowingit any part in the general life of theschool. In that case, it is not to be wondered at if the pupils, in after life, clingto the habit they have acquired at school, and feel that Irish is a language tobe spoken only on special occasions. Such pupils are bound, through want ofpractice, to forget gradually whatever Irish they have learned.Instruction Through the Medium of Irish.-From year to year there appearsto be an ever increasing desire on the part of the schoolsto attempt the teachingof other subjects through the medium of Irish: They find that not only is suchinstruction possible but that it acts as a stimulant to the intellectual activitiesof the pupils. It has sometimes occurred, in the case of a somewhat old teacherwhoseinterest in his work was beginning to flag, that a complete transformationwas effected when he began to teach his subject through Irish. Perhaps it wasthe novelty that appealed to such teachers, but at any rate the change of mediumwas accompanied by a renewal of interest. For the success of such instructionit is necessary that the work should be in the hands of efficient teachers whoare masters of the subject they propose to teach as well as being fluent speakersof Irish; it is necessary also that the pupils' knowledge of Irish be suchas willenable them to profit by the instruction thus given. It is a matter for congratulationthat these conditions are fulfilled in the large number of schoolsin which successful work is being done through the medium of the nationallanguage. The most popular subjects for treatment through Irish, arrangedin order according to the number of schools in which they are thus taught,are History, Geography, Mathematics, Drawing, Latin, Science, DomesticScience, Music.189constant practice, to reproduce these sounds naturally and easily.It is the first of these stages which is most commonly neglected,so that not infrequently pupils are found struggling to reproducedifferencesof sound which they do not recognise as existing. Eartrainingshould precede the training in speech.In many cases it happens that, while the individual sounds andthe pronunciation of separate words are well taught, no attemptis made to reproduce the distinctive music and rhythm of thelanguage.(3) It is regrettable to find that in quite a large number of schools therevision of the written exercisesis carelessly done. This is oftendue to the fact that the written work is excessive in amount orunduly difficult. If the written exercises were carefully adjustedto the ability and knowledge of the pupils, and were not unduly"Iong, their effective revision and correction should not presentinsuperable difficulties.(4) Irish poetry is being read only in a small number of schools, andnot in all of these can it be said that it is read well: it wouldappearthat the Irish metres present much difficulty to a large number ofteachers. Seniorpupils should be able, without difficulty,to committo memory at least 20 lines of poetry every week.(5) There is a small number of schoolsin which older methods of languageteaching, and in particular the translation method, are adheredto. The reason generally alleged is that translation is requiredfor the University Matriculation Examination.In the school-year 1924-25 a classificationof the schoolswasmade accordingto the amount of work done in them through the medium of Irish. Class Acomprised those schools in which all the instruction was given through Irish;class B the schoolsin whichapproximately half the workwasdonethrough Irish,and class C the remaining schools. In that year 2 schoolssucceededin obtainingentry to Class A and 19 to class B. In the followingyear class B was replacedby two classes,viz., B (I) and B (2) in order to give recognitionto those schoolswhich, although accomplishing good work for the language, were unable toattainthe amount necessary for admission to Class B. In that year 5 schools

190were admitted to class A and 37 to classes B (I) and B (2). Last year II schoolswere successful in obtaining admission to class A and 41 to classes B (I) andB (2). The following table shows the distribution of these schools :-Class A Class B (I) Class B (:l)Ulster.. I 2Leinster 5 12Connacht 8 4 6Munster 2 4 8In the current year 16 schools have applied for admission to class A and 53f or admission to classes B (I) and B (2).The following table shows the success of pupils from (a) class A schools, (b)class B (I) schools, and (c) from other schools in the certificate examinations,1927. The columns indicate the percentage of the pupils presented who (i) passedwith honours, (ii) passed without honours, (iii) failed;-GIRLS'SCHOOLS!Passed PassedLeaving Certificate with without FailedHonours HonoursClass A .. .. .. .. 53·3 27.2 19·5Class B (I) .. .. .. · . 72.5 17.2 [0·3Others .. .. .. ·. 39.1 27·4 33·5Passed PassedIntermediate Certificate with without FailedHonours HonoursClass A .. .. .. .. 21.9 40.7 37·4Class B (r) .. .. .. .. 42.0 37·7 20·3Others .. .. .. .. 22.0I38.5 39·5BOYS' SCHOOLS-(There was only one boys' school in Class A in that year)Passed PassedLeaving Certificate with without FailedHonours Honours,Class A .. .. .. ·. 16,7 33·3 50.0Class B (r) .. .. .. ·. I I. r 61.r 27.8Others .. .. .. .. 31.9 30.7 37·4I-IIPassed PassedIntermediate Certificate with without FailedHonours HonoursClass A .. .. ..28·5 42.9 28·5Class B (I) .. .. .. ·. 26.6 44·3 29. IOthers .. .. .. 32.2 41.'6 26.2IThe following table shows the total number of pupils on roll in the schoolsof each class, the number who were presented for examination, and the percentageof those on roll who sat for each of the certificate examinations in 1927 '-- Total who sat Total who satTotal on Roll for Leaving % for Inter. %Cert. Exam.Cert. Exam.Class A .. 971 83 8·5 130 13·5Class B (r) .. 1,288 47 3.6 r48 11-5Others ., 22,579 492 2.2 2,653 II :7

191The above tables deal only with pupils of recognised Secondary Schools ;no account is taken in them of Primary School pupils who were permitted tobit for the examinations in question.The Dtiil Cups.-The Dail Cups did much to raise the standard of Irish in theschools. especially in the case of those class A schools which were competingagainst one another for them; few honours were more highly prized than thewinning of a Dail Cup. Four of these Cups have now been won outright, andit would be a great pity if these were not replaced by new cups.Books.-Among the circumstances operating some few years ago againstthe revival of the language was the paucity of suitable books for teaching purposes.Matters have improved since then, and teachers have now a considerable varietyof text books to choose from. It is possible, however, that too many small textbooksare being turned out annually; while some of these are quite good, othersare pretty bad, and it does not always happen that it is the best ones that areselected by the teachers. The teacher of grammar and composition can nowfind several books which will assist him in his work, but the field of Irish grammardoes not appear to have been fully explored yet, and an authoritative andcomplete work on this subject is badly needed.Much more Irish literature is now being read in the schools than in the daysof prescribed text-books. evertheless there are many schools in which thecultivation of reading does not receive the attention it merits, and there arenot many schools whose libraries are equipped with a sufficiently wide rangeof reading matter in Irish. There is every sign of increased expansion anddevelopment of our literature, and new writers have recently come into thefield with characteristic styles and full of literary promise; but increasedliterary activity must be accompanied by an increase in the numbers of thereading public. The growth of such a reading public in the future will dependon the young people who are now in the schools, and if these people are notimbued with a love for reading on leaving the Secondary School there is smallpossibility of their developing such a love later in life. The teachers have it intheir power to arouse this love for reading or to quench it. If they all follow thegood example given by some of their number in this respect our new literaturewill have nothing to fear, and side by side with its increase in value and in extentwill be an increase in the interest taken in it by the general public.The position in regard to text-books in Irish dealing with the other schoolsubjects continues to improve; text-books in Irish now exist dealing withArithmetic, Algebra, Geometry, Science, Irish History and Geography, Bookkeeping,Shorthand, Cookery, Music (Tonic Solfa) , Drill and Nature Study.If the progress in regard to the production of more advanced works has beenslow, one must not be too ready to blame our Irish writers; after all the situationis little better in regard to work in English, for the great majority of the textbooksin English used in the higher classes of the Secondary Schools have beenproduced outside Ireland.The Gaeltacht.-There is only one Secondary School in the Gaeltacht proper,and until quite recently no instruction through the medium of Irish was givenin that school, and only one member of the staff was able to speak the language.There has been an improvement this year, and at present a fair amount of theinstruction is being given through Irish. Of the 29 Secondary Schools in thesemi-Gaeltacht four are in class A (one of which won the Dail Cup outright thisyear), three are in class B 11\ and seven in class B (2).Scheme to aid the Publishing of Books in lrish.-The Book Committee wasappointed to read and consider manuscripts and advise the Department as towhat ones would be suitable for publishing under the Scheme. The Committeemet for the first time on the 7th May, 1926 and held since then, 18 meetingsin all.97 manuscripts were submitted to the Committee, of which 44 were returnedto the authors, as unsuitable. No manuscript was read by less than two members,and some were read by three or four prior to decisions being taken concerningthem. Eight books have been already published and eleven more are in thebands of the printers. Amongst those now in course of preparation are sevennovels or collections of short stories, two dramatic works, a book of poems a"ldan arithmetic text.Wt. 3854-4ii!. 1.000. 8/28. C.&CO. (648).

1925-1926-1927 - Department of Education and Skills

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