1927-1928 - Department of Education and Skills

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the Results System, however, much more time was given to Arithmetic,
so that pupils were more accurate in their work.
History seldom rises above the commonplace. The te~chers
do not read widely enough to acquire a genuine interest m the
subject. Geography shows more merit, if for no other re~son
than that modern text-books are easy to obtain. As regards Singtng
it is to be feared that adequate time is not given to sight
sin~ing, though the Modulator always receives attention.
It is an arrestinz fact that a large proportion of the teachers
have not obtained ~ certificate in Irish. In the Enniscorthy District,
nearly 70% of the teachers have failed to. ob~ain a certificate
and some 150 teachers in the Carlow District have also
failed. It would be easy, however, to misconstrue the significance
of these figures. Many of the teachers were of an age when the
verbal memory is weak. In rural districts, few of th~m were a~le
to secure personal tuition, and without this, progress ISnecessarily
slow. On the other hand, the Inspectors of this Division report
that they are constantly struck by the earnestness and selfsacrificing
spirit of the teachers, especially of those who had
class instruction within their reach. They note also that many
of those who have not certificates have taught Irish sueeessfnlly,
some, indeed, with distinct succe: s.
DIVISIONNo. 5.
This Division includes Tipperary, Carlow, Kildare, Kilkenny,
Leix, Offaly and part of Limerick.
The area of the Division was considerably altered by the new
Inspection arrangements which came into operation on 1st
September, 1927. About 200 schools on the north-west, north and
north-east were transferred to Divisions Vl., Ill. and IV. respectively,
and less than 10D taken in from Divisions IV. and VII .
on the south-cast, south and south-west.
These variations in area have not altered the general character
'Of the Division which is mainly rural, with only a few considerable
towns, and a larger number of villages. It is in the main a
fertile, level, tillage area, with the Wicklow Mountains, Bla~ktail's,
Comeraghs, Galtees, Keeper and Slieve Bloom Mountains
round its borders.
The school buildings are gene~ally well d~stributed, and at
present there is no inhabited locality unduly distant fron: school,
except perhaps some scattered and very small areas m 'Vest
Wicklow.
The number of really up-to-date school buildings is small, but
there are many of an older type-some might even be called oldfashioned-which
serve their purpose really well. They are roomy,
lofty and bright, well equipped and kept in good repair.
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A se:on~ clas~ contains school houses which are badly planned,
but mamtamed m very good condition by their Managers.
Of very unsuitable houses there are about seventy that is
l'oughly ten per cent. Most of these are incapable of' improve~
rnent, and n~ed to be replaced as Soon as possible; but some could
be ~ade s~tIsfactory by e~argement, by adding roof lights or
ordinary windows, by erection of partitions or other structural
works.
About .ten new building~ ha:e been opened within the year, or
.are no~ m course of erectIO~, I~ su~stitution for a corresponding
number of .the very worst buildings m the Division. It is safe to
say that, WIth .very fe~ exceptions, the Managers of the remaining
seventy are quite conscious a! the need for action, but are waiting,
some, to complet~ ur:-dertakmgs already in hand, and some to
secure local contrIbutIOns on which to start.
As a result of tl~e modification in Rule 187, referred to on page
1.1, about ten pall'S of small schools have been amalgamated
smc~ 1st Apri~, 1928. The new Rule that operates as from 1st
April, 1929, WIll probably result in additional amalgamations.
One very good vested building had to be struck off as
unnec~ssary. The enrolment had fallen below 20, and most of
those m a~tendance had alternative schools within two miles or
less of their homes.
It is n.ot possible to. record any advance in regard to neatness
or taste m school-keepI.ng. The difficulty is to find someone who
could be made responsibls, If the teacher is disposed that way,
he (0: more usually sh.e) makes the room a model of trimness and
_cheermess, but the majority are content to work from day to day
III .drear~ surroundings, with dust and torn maps and dampstamed
p:ctures and grimoy wall-tablets to dull the finer faculties
of the chIldren, or prevent the development of msthetic feelings.
Some town schools have an attendance percentaO'e of over 90.
o~ the other hand, a certain number of countr; schools hav~
~aIled to reach 80 per cent. The great majority however lie
etween 80 and 90, and the average percentage would be about 84.
f The School Attendance Act has raised the general averaD'e
~ol~tdtendance, not nly by' increasing regularity among those e';-
, but also by mcreasmg the enrolment. _
Th . .
'ti .e mcre~se m the number of teachers qualified to give effee,
IVe mstructlOn in Irish goes steadily on.
The pa t . h .
Swee i s SIX ye~rs ave been trying ones for all teachers.
ments P ~g c~anges .m t.he system of which they are the instruthem
'a ~mbmed WIth t~e task of learning what was, to most of
Man; f ew language, Im~osed upon them a very heavy strain.
c 0 them had great dIfficulty in adjusting themselves to the