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