1927-1928 - Department of Education and Skills

34
new arrangements, with the result that their work suffered some'
deterioration. Luckily, the latest Conference Programme was
less of an innovation than that of 1920, the re-adjustment was
easier, arrd all have now got accustomed to the new ideas.
In regard to the general progress of the pupils, there is little
to add to last year's Report in this Division. Irish is getting a
firmer hold, and grown-up pupils have now acquired ability to'
read the language, with some power of speaking it. It is to be·
feared, however, that in the Districts included in the Division the
opportunities for either speaking or reading it will be very scant
after completion of their school life, and tha.t much of what they
carry away from school will soon be lost.
It is not possible to report any general improvement yet in theteaching
of the other subjects of the Programme.
The importance of silent reading in senior classes is not
generally recognised, nor is there widespread appreciation of how
the practice would facilitate school organisation. Grammar is
not much taught, except in those Districts where it is systematically
examined. In too many cases the marking of composition·
exercises is confined to errors in spelling and grammar. At
Arithmetic one constantly finds grave loss of time both at floor
lessons and in desks, the work done in half an hour rarely exceeding
legitimate occupation for ten minutes.
The number of teachers who take correct views as to the treatment
of History and Geography is slowly increasing. Singingand
Needlework are taught with ,reasonable success, but one
seldom sees a lesson on Drill. .
Fifty per cent. of the teachers show no great ability or willingness
to produce creditable syllabuses or helpful teaching notes,
but nearly all keep their school records carefully. The majority
of teachers are punctual in their morning attendance.
Promotion of pupils from Standard to Standard now goes on at
a reasonable rate, though five years ago there was a well-marked'
and fairly widespread tendency to keep children out of the highest
Standards.
RorNN 6.*
l'ighthe, coracha &; ,.Z.-Ta moran teach nua ag teastail, agus
teastuigheann deisiu 0 n-a lan eile. Is mol' an truagh nuair curtarsuas
teach nua na tugtar aire dho agus pe deisiu bheadhag
teastail a dheanamh uair sa mbliain. Da ndeinti sin mhairfeadh
na tighthe nios sia.
Ni acfuinn do na lan bainisteoiri coir a ehoimead ar na
sgoileanna. Ta cuid aca agus deineann siad thar a ndithcheall
* Eor tromelaiion. of this Report see' pag,e 179.
35
chun na sgoileanna do chur is do choimead i dtreo .. I~ ~llor. ~
tMidheann ,o:niomh na bhfear san i bhfeidm ar an Sgoil idir oidi
is sgolairi. "'Ta cuid eile agus dheanfaidis gniomh da bhf~a~ai~is
e' , ach ta an triomhadh dream agus is beag an suim a chuirid lUS
an gceist seo.
Ta se le radh i dtaobh na noidi go ndeineann a lan aca, agus
na ban oidi go mol' mhor, dithcheall chun na sgoile do ehoimead
go glan slachtmhar.
Ta roinnt eile dhiobh, amh, agus ni dheinid an oiread agus ab
fheidir leo a dheanamh.
Is anamh bhionn na hoifigi mar ba cheart doibh a bheith.
Fe bhun 50 gairdin scoile ta sa roinn ar fad. Ba bheag an
meid e; ach an chuid aca ata ann taid go hanmhaith. I gCo.
Luimnighe is mo taid.
Is beag sgoil a bhfui1 leabharlann innte. Ba mhor an chabhair
e da mbeadh taithi ag na leanbhai ar leabhair thaithneamhacha a
leigheadh,
. l'inm·emnh.-Tagann na sgolairf