1927-1928 - Department of Education and Skills

52
Sgm7eanna Buachail.li (N.i raibh ach aon sgoil buac
h ai'11'
1 amhain
1 Romn A sa bhliain sin).
Ard -Teistirneireach+ Fuair On6racha
Fuair Pas
gan-On6racha Theip ar
Roinn A .. · - lOO
Roinn B (I) .. -
· . 9·1 68.2 22·7
Sgoileanna eile ·. 34·3 3I.1 34.6
Meadhon- .
Fuair Pas
Teistimeireacht Fuair On6racha gan On6racha Theipar
Roinn A .. .. - 40.0 60.0
Roinn B (I):'.. ...' 30.0
36.2
.. ..
Sgoileanna eile ,. ..
33:8
28·9 39·1 .32.0
,
I
" "
Tea~bciineann an elar ~o leanas an lion sgolairi do bhi ar rollai
na sgoileanna in~ ,gacl1.;inn, an. mei~ diobh a ehuaidh fa sgrudu,
agu,s ~~ m~ld fa n gcead den iomlan ar rolla .gur cuireadh fa
sgrudul~d msna sgruduehain teistimeireachta, 1928:-
.
Meid a chuaidh
Meid a chuaidh
, Iornlan- fa'n %' fa'n
%
, ar Sgruduchan Sgruduchan
Rolla Ard-Teist -'-Mead hone Teist
Roinn A .. I,I26 60
Roinn B (I) 5·3
1,396
17° 15·1
" 49 3·5
Sgoileanna eile .. 175
23,051
12·5
701 3.0 2,584
. .
11.2.
, ,
,. Ni ~irmhital' ar n~. t~ibhli sin ach sgolairi mcadhon-sgoile .i. ni
aIrlnhl~ar: ortha sgolairi na g~laisdi UllmhUchain 'na na sgolairf
bunsgoile ,g~r ceadm:he~qhdOlbh dul fa'n sgrudueMn. I leith
na S!Olall:1 0 sna ColaIsdl Ullmhuchain a ehuaidh fe sgrudu, fuair
73.4 Yo onoraeha, 23.8% pas gan on6racha, agus .theip ar 2.7%.
, N~ Cu~sai Samhmidh,.-Thuit dha cheann de sna cursai sin ar
lar 1 n:bhad~na ach, ma thuit, euireadh dha cheann nua ar bun,
ceann 1 bhFalcarrach ~gus ceann i gColaisda na Trion6ide. Ta
gach ~n d:.a~ramh na~h ,a~ laigheadu ata ar an suima cuireann
na mumtaorri ins na eursai sin: bhi 281 mheadhonmhu" t ,. .
lath . h' In eoir 1
a air ort, a ~n 192~,. 29 ~n 1927, agus 308 in 1928. AI' a
s~on ~an ta. rOln~ muinteoi ri a theigheas ar na cursai sin agus
pe tal:r:~he ;~ ,feldlr l~o do bhaint asta ta se fachta aca cheana,
e.g. mumteo;rl a ,bhfml eolus .maith aca ar an nGaedhilg agus ar
th.eagasg tre Ghaedhilg, agus do bhi i Iathair- ar na cursai trf
bh~na as a cheile, Se is m6 a bheadh ag teastail uatha san na
trihmhse. do chaithearnh sa GhEwltacht le barr feabhasa do ch
ar Iabhair t na teanzan aea.
ur
53
. Cuirn na Dcila.-Cuirn iad san a bronntar ar na .sgoileanna
gearrchaili agus ar na sgoileanna buachailli is fearr Gaedhilg ins
each cuige. Bhi ocht gcinn aca ann ar dtuis, ach buadhadh
~uig cinn diobh amach is amach agus ni fhanann ach .tzi cinn sa
chom6rtas anois,
CLASSICS.
Soundness and thoroughness continue to characterise the teaching
in a large number of schools where Latin and Greek are
taught. In some schools a very high standard of attainment is
reached. ' In many schools the general standard of knowledge is
seriously affected by the fact that many students do not enter
the Intermediate Schools till they are fourteen or fifteen years of
age and consequently are not able to spend sufficient time at
secondary work, and' to take full advantage ,of the normal six:
years' course.
While in many countries the classical students have a.
course which varies from seven to nine years in duration, most
of our students have a course of only four or five years' duration,
The number of students taking Greek has increased a little
since last year, and there has been an increase in the number of
boys who take Latin, but in the case of girls' schools the number
that take Latin up seriously is still very small. Yet the success
of the schools that pay proper attention to Latin indicates that
it is suitable for girls. Reference was made in last year's report
to the fact that in many girls' schools Latin was begun in the
year preceding the Matriculation examination, and that after a
brief time at grammar the girls were put on to translate Horace
and Cicero by means of cl. " crib," knowing practically nothing
of grammar or construction. There are signs this year that in
some schools this uneducational system will be abandoned, as
Latin is now taken in the lower classes of many schools.
The exawinations of last year show clearly that ability to translate
Latin and Greek is closely allied with grammar and composition.
The candidates that were weak in grammar and were not
able to translate into Latin or Greek were all weak in dealing with
" unseen" translation, while the candidates who translated satisfactorily
into English were strong in grammar and composition.
As regards translation from Latin or Greek, it is evident that
some teachers confine themselves exclusively to securing accuracy
of translation, instead of combining translation with the basing
of grammatical questions on the text as a supplement to formal
grammar, and the explanation of literary and historical allusions.
In some schools there is an absence of exegesis. No text should
be read without a reference to its historical or literary setting.
Many of the failures in the Intermediate Examinations of 1928
in translation were due to poverty of vocabulary and want of