1928-1929 - Department of Education and Skills

SAORST AT EIREANN.AN ROINN OIDEACHAISITUARASGABHAIL.1928-29.REPORTOF THEDepartment of Education1928-29.(Presented to the Executive Council by the Minister for Education andlaid before both Houses of the Oireachtas.)MUINNTIR CHATIlAIL AGUS A cuu,o., TEORANTA, Cl6d6iri do Rialtas ShaorstaitEireann, do chl6bhuail.OIFIG AN TSOLA'l'HAIR D'FHOILLSIGH.Printed by CAHILL & Co., LTD., Printers to the Government of Saorstiit Eireann.PUBLISHED BY THE STATIONERY OFFICE.Le ceannach tri EASON AND SON, LTD., 40 agus 41 Sriiid Iochtarach Ui Chonaill.Baile Atha Cliath.To be purchased through EASON AND SON, LTD., 40 and 41 Lr. O'Connell Street.DUBLIN.IP. No. 207.][Price Two Shillingsand Threepence.]

AN ROINN OIDEACHAIS,DO'N AIREOIDE..~CHAIS,HJL, 1930.Ta se donoir agam an 'I'uarasgabhail at- an mBliain Scoile agusar an m.Bliain Airgeadais agus Riaraehain 1928-29, a chur faoi dobhraghaid.SEOSAMH 6 NEILL,R1lnai.

CONTENTS.PARTI.-REPORT.CHAP.GENERAL· INTRODUCTIONJ'AGIt7I. PRIMARY EDUCATION:Section I. School Attendance2. Teaching Staff3. School Accommodation4. Amalgamation of Schools5. Supply of Primary Teachers:" (a) Preparatory Colleges" (b) Pupil Teachers" (c) Training College Entrance Examination(d) Training Colleges6. Irish Qualifications of the Existing TeachingStaff7. Examinations of Pupils of Primary Schools ...8. Special Schools for the Further Developmentof the use of Irish amongst Children9. Inspection of Schools10. The Work in the Schools: (i) Extractsfrom Reports of Divisional Inspectors(ii) Rural Science and Nature Study8910101213J41516172125272966Il.Ill.IV.SCHOOL MEDICAL S~RVICESECONDARY EDUCATION:Section I. General Administration2. Curriculum and Examinations3. The Staff in the Schools4. Scholarships5· Standardising Committees6. Secondary Teachers' Superannuation Scheme7. The Work in the SchoolsTECHNICAL EDUCATION:Section 1. Technical Education Commission2. Attendance at Technical Schools3. Attendance at Classes under County Schemes4. Staffs Employed under Local Schemes5. The Requirements of Industry6. The Requirements of Commerce7. The Requirements of Other Occupations8. School Accommodation9. Technical School Examinations ...10. Trade ScholarshipsI I. Scientific and Industrial Research12. Irish Training School of Domestic Economy13. Killarney School of Housewifery697273747575808399roo101101102107109IIO112II3II3II4II4V. METROPOLITAN SCHOOL OF ARTlI5VI.VII.NATIONAL MUSEUMNATIONAL LIERARYII6121VIII.INDUSTRIAL SCHOOLSIX. ENDOWED SCHOOLS ...Ix. COISTE NA LEABHAR ...126129131

PARTll.-APPENDICES.I. GENERAL EDUCATIONSTATISTICSII.PRIMARY EDUCATION:General Statistics (Number of Schools, Pupils, and Teachers;Salaries of Teachers, etc.)School Houses and Teachers' ResidencesBuilding Grants •Summary of Operative, Building, and Inoperative SchoolsNumbers of Pupils on Rolls, Attendance, and ReligiousDenominations of PupilsPupils arranged according to StandardsModel SchoolsConvent and Monastery SchoolsElementary Evening SchoolsAttendance of Industrial School ChildrenPupil TeachersAnnual ExaminationsPreparatory CollegesTraining Colleges ..Students in TrainingTrained and Untrained TeachersUniversity GraduatesNa Colaisti GaedhilgeIrish Qualifications of TeachersSpecial FeesReid Bequest SchemeCarlisle and Blake Premi urnsScholarships in Secondary and Vocational Schools ...Teachers' Pensions and GratuitiesState ExpenditurelII. SECONDARYEDUCATION:(a) Schools and Pupils(b) Grant-earning Pupils(c) Examinations(d) Scholarships(e) Teachers(f) Registration of Teachers(g) County and Borough Council Scholarships(h) Recognition of Primary Schools for Examinations(i) The Charleville Endowment(j) Financial Statement(k) Table showing numher of recognised Pupils, CertificateExamination Results and Amount of Grants ..IV. TECHNICALINSTRUCTION:(a) Students in Established Technical Schools(b) Students, elsewhere than in Established TechnicalSchools(c) Financial StatementV. REFORMATORYAND INDUSTRIALSCHOOLS:(a) Reformatory Schools-General Statistics(iI) Industrial Schools-General Statistics(c) Committals to Reformatory Schools(d) Admissions into Industrial Schools(~) Ages and State of Instruction of Children admitted toReformatory Schools(f) Ages and State of Instruction of Children admitted toIndustrial Schools ..(2) Discharges from Reformatory Schools ...(h) Discharges from Industria! Schools(i) Discharges to Employment ~rom Industrial Schools(j) Deaths among Pupils in Industrial SchoolsVI JiLH.JD.NAL MUSEUM:(al Attendance of Public(b) Principal Purchases, Loans and DonationsVII. COISTE NA LEABHAR.-Liosta Na Leabhar a foillsigheadh gonuige seo. ...165165166168I6916917017017117117220I2022032042042042052052062062062072072082082I9

PARTI.-REPORT.INTRODUOTORY.While the present Report deals mainly with the School Year1928-29 and the Statistics in Part n. deal entirely with that year,any educational developments that occurred up to the date of theprinting of the Report have been included in the ·body of theReport.The most notable development that has occurred since theissue of the last Report has been the beginning of the thirdstage in the -reorganisation of the educational system bythe introduction of a Bill to extend and develop VocationalEducation. As has been explained in former Reports,the' Primary and Secondary Systems have already been reorganised,but there remained for the completion of the newsystem the task of reorganising Vocational Education. Thenew Bill embodies proposals for a complete recasting of thesystem of 'Vocational Education and its extension to such a decreethat when the Bill has become law and has been in full operationfor some years, it is to be hoped that the 'whole population under16 year of age will be receiving education.The other events of interest in the present Report are theholding of the first examination for the Primary SchoolCertificate, the appointment of the Appeal Board to deal withappcal s of Primary Tea chers against Inspectors' Reports, theIntroduction of the new system of In pection of Primary chools,the further extension of the medical and dental inspection andtreatment of school children, the final development of the PreparatoryCollege Scheme and the admi sion of Fosterage Schools,a new type of Irish residential school, into the Primary System.In the Secondary System the chief point of interest lies in thecompletion of the reform of the system by the institution of aPension Scheme for Secondary Teachers. This Pension Scheme, inconjunction with the Schemes for Registration of SecondaryTeachers and the Scheme of Incremental Salaries, has placed theposition of the Secondary 'I'eacher on a professional basis.Another development of interest ill the Secondary System hasbeen the setting up of Committees of Teachers and of Examinersfor the purpose of standardising the Certificate Examinations of~econdal'Y School pupils,Full details as to the above and other educational developmentsare given in 111efollowing chapters, as well as an account of theprogress of Primary, Secondary and Technical Education, basedon the Reports of the Inspectors.

PRIMARYCHAPTER I.• I.SCHOOLEDUCATION.ATTENDANOE.The Report of the Department for the year 1927-28 includeda survey of the results of the operation of the School AttendanceAct, 1926, up to the end of that School Year.The following table shows the results for the following year,and, for purposes of comparison, the corresponding figures forpupils of all ages for the four preceding years :-Year ended. Average Average Percentageon Rolls. Attendance. of Attendance.31st Dec., 1924 498,382 362,588 73.530th June, 1926 518,002 399,281 77.30th June, 1927 518,355 413.159 79.730th June. 1928 512.333 423.974 82.730th June, 1929 507,840 419,780 82.6It will be observed that while there was an increase of 9 percent. in the percentage of attendance during the period coveredby this table, the upward movement was not maintained duringthe School Year 1928-29.The slight decrease in the average number on rolls and inattendance for the latter year is mainly due toa falling off inthe attendance of pupils who were below or above the agesduring which attendance at school is obligatory. The figuresfor the children to whom the Act applies are practically the samefor the years 1927-28 and 1928-29, as the following table ofaverage attendances for these years shows:-Average attendance for year ended 30th June, 1927 338,533" 1928 354,331" " " " " "" 1929 353,582" " " " " "The percentage of attendance of children between these agesfor the year ended the 30th June, 1929, was 83'7 for the wholecountry. It was, however, much higher in some areas, InCounty Kilkenny, e.q., it was 88'5, in Waterford City 88'1, inCork City 87'8, in Dublin City 87'1. With the exception of theCounty Leitrim, in which it was 79.1, but in which a severeepidemic occurred during the period, the percentage of attendancewas not less than 80 in any county or in any borough orurban district recognised as a School Attendance Area under theAct.The official experience of the period since the Act becameoperative shows that it has been effectively enforced, andwhile there may be slight variations in future from year

9to year, such as those that occurred between the years1927-28 and 1928-29, it is not anticipated that the percentageof attendance of children between 6 and 14 years of age.to whom the Act applies, will vary to any considerable extent.'I'he great majority of schools in the Saorstat are in rural orsemi-rural areas and children in attendance have, as a consequence,considerable distances to travel. This fact, severe winterconditions, and the local terrain in many areas, must be takeninto consideration in reviewing the results of the Act and thepercentage of attendance of children at school. The mostimportant educational effect- of the Act will be the increasedproportion of children who will pass through the higherstandards. There has been already a very satisfactory increasein the percentage of children in these standards since the enforcementof the Act. and this percentage is bound to increase steadilyfor a number of years and to raise considerably the generaleducational level of the country.Since the year 1908-9 State grants have been made towards thecost of van-services for the conveyance of children to school incases in which no suitable school is available 'within a reasonabledistance of their homes, and of boat-services for the conveyance-stoschools on the mainland and other islands-of children residingon islands where no educational facilities exist-the numberof children being too small to maintain a school.In practice, the van-services provide for the transport of Protestantchildren to schools under Protestant management, and ofCatholic children to schools under Catholic management.On the 31st March, 1929, the last day of the financial year1928-9, the number of van-services in operation was 23. and thenumber of boat-services. 12, distributed in the following countiesas indicated :-',"Tan-services: Cavan, 3; Cork, 5; Donegal, 2; Kerry. 1; Kildare,1; Kilkenny, 1; Leitrim, 1; Meath. 2; )Iayo. 4;Monaghan, 1; Sligo, 1; Wexford, 1.Boat-services: Donegal, 2; Galway, 4; Mayo. 5; Sligo. 1.The total State grants paid in respect of the services for thefinancial year 1928-29 was £1,993 5s. Gd.n.TEACHINGSTAFF.For some years past there has been a steady annual increaseof teaching staff owing to the gradual increase in the attendance.The increase of staff continued during the year 1928-29.As will be seen by the tables in Appendix n. there were 13,657teachers serving .in National Schools on the 30th June, 1929, 3Sagainst 13,310 teachers actually serving on the 30th June, 1928,

1-1Under the new rule the principle of amalgamation is extended"0 as to provide for the amalgamation of adjoining schools ifthe average attendance of pupils at either is less than 40.Sections 1, 2 and 3 of the new rule read as follows:-j Rule187-(1) Separate ordinary boys' and girls' schools adjoiningor in close proximity and under the same management atone or both of which there has been for any calendar yearan average daily attendance of less than 40 shall be deemedto be amalgamated as from the 1st January of the succeedingyear; provided that where the average daily attendance atonc or both of such schools for the calendar year 1928 hasbeen less than 4:0.the schools shall be deemed to be amalgamatedas from the 1st April, 1929.(2) On the amalgamation of the schools. the principalteacher of one of the former separate schools may be retainedas privileged assistant in the amalgamated schoolirrespective of the average attendance.(3) An assistant teacher or a junior assistant mistressrecognised prior to the amalgamation in any of the schoolsamalzamatcd under this rule will be declared redundant, hutmay continue to be recognised as an ordinary assistant or asjunior assistant mistress, as the case may be, on the .ameconditions in regard to average daily attendance as appliedin the former boys' or girls' school, pending(i) in the case of a junior assistant mistress, the occurrenceof an available vacancy in a school in the same parishor neighbourhood, or(ii ) in the case of an assistant master or assi tant mistress.the occur-rence of an available vacancy which theDepartment may consider it reasonable for such assistantmaster or assistant mistress to accept.In certain circum tances, the junior assistant mistress or assistantteacher declared redundant may be excluded from theredundant list.It was anticipated that this revised rul e would affect approximately]78 separate boys' and girls' schools. At the close of theyear 1929, however, it was found that a somewhat larger numberof schools came within the provisions of the rule, and actuallyboys' and girls' schools to the number of 250 have been amalgamated.The ultimate saving in the teaching staffs resulting fromthe discontinuance of 125 of these schools will be 54 assistantsand ]54 junior assistant mistresses. Thesc teachers will beabsorbed as rapidly as suitable vacancies occur in other schools,but, as previously pointed out, the process of elimination mustnaturally extend oyer a number 01 year.

]2v.SUPPLY OF P~Il\IARYTEAOHERS.As has been noted in former Reports the supply of studentsfor the Training Colleges is obtained from three main sources(a) the Preparatory Oolleges,(b) the new Pupil Teacher Scheme; and(c) the Training College Entrance Examination.The entrance examination for the Preparatory Oolleges, inwhich a four years' course of specialised instruction based onthe full Secondary School Programme is provided, is open toboys and girls who are between 13 and 16 years of age on 1stAugust of year of examination, and the standard of examinationis the programme for seventh standard in National Schools. Thestudents take the Intermediate Certificate examination of theSecondary School Programme at the end of two years. At theend of their course in the Preparatory Colleges they take theLeaving Certificate examination of the Secondary Schools andthis serves as the entrance examination to the Il'raining Collegeproper.The Pupil Teacher Scheme provides a means of entry into theteaching service for boys and girls of from 15 to 17 years who havealready covered the Secondary Schools' course up to and including'the Intermediate Certificate examination. Their courseis of two years' duration and at the end of it they, like the PreparatoryCollege students, take the Leaving Certificate examinationa' the entrance examination to the Training Colleges.The Training College Entrance examination is a special examinationheld by the Department for boys and girls of from 17 to22 years of age who wish to enter the Training Colleges but havenot been able to take advantage of either the Preparatory Collegeor the Pupil Teacher Schemes. This examination is held atEaster and is called the Easter Scholarship Examination.Apart from these avenues for entrance to Training Colleges,a limited number of places is, as a rule, reserved each year forUniversity Graduates and for untrained teachers, includingmembers of religious eommunities recognised as such.In 1929 the Pupil Teacher Scheme supplied 28 per cent. of theentrants to the Training Colleges, the remainder being suppliedby the Easter Scholarship Examination and by those who securedreserved places. The Preparatory Colleges, wlrieh were establishedin 1926, have not yet supplied any entrants. The firstsupply from this source will be available for the session commencingin September, 1930.Apart from the University Graduates and untrained teachersfor whom places are reserved, the order of precedence in con-

13nection with the admission of students to Training Colleges will infuture be as follows:-(1) Preparatory College Students(2) Pupil Teachers(3) Training College Entrance Examination candidates.As from 1930 inclusive, the Preparatory College students andthe Pupil Teachers will supply the majority of the entrants toTraining Colleges.(a) PreparaiorvColleges.The Preparatory College scheme provides for seven Colleges(three for Catholic boys, three for Catholic girls, and one for Protestantstudents-boys and girls). Two of these Colleges arc inDublin, the remaining five are in the Gaeltacht. Of the latter,two are situated in Munster, two in Connacht and one in Ulster.The latter is a girl's College, the others include a College for boysand a College for girls. The two Dublin Colleges are the Collegefor Catholic boys and the Protestant College.The whole life of these institutions is organised on an Irishbasis, Irish is the language of the classroom and the playgroundand of the domestic and social activities of the Colleges. Theprincipal reason for choosing the Gaeltacht for the establishmentof these Colleges was that opportunities would be afforded forbringing the pupils into touch with, and under the influence ofthe living Gaelic tradition in the areas chosen. It is also expectedthat the establishment of Colleges in these areas willreact favourably as regards the preservation of the existingGaeltacht. With a view to the development of the cultural lifeof the Colleges on these lines, opportunities are afforded for intercoursebetween the pupils and the Irish-speaking people of thelocality. Irish speakers are invited to the Colleges occasionallyto take part in Ceilidhes. Concerts etc., and the students arcallowed at convenient times to visit the hou es and come in touchwith the life of the district.There are at present (school year, 1929-1930) 491 Catholicstudents (209 boys and 282 girls) and 60 Protestant students (15boys and 45 girls) in residence. 177 of those Preparatory Oollegestudents (62 boys and 115 girls) sat for the Intermediate CortifieateExamination in June. 1929, and of these 169 passed theExamination generally, and 128 passed with Honours. Theseresults are highly satisfactory.Forty-eight boys and forty-eight girls who passed the IntermediateCertificate Examination in 1928 will have completedthe full course in June, 1930,'and. subject to their passing "theLeaving Certificate Examination and fulfilling the conditions ofthe Department in other re pects, will proceed direct to theTraining Colleges.

14The competition for entry to the Colleges continues to be verykeen. At the Examination held in June. 1929, :1.,392 candidatescompeted for 123 places. F'ifty per cent. of these places were,as formerly, reserved for candidates who were adjudged fluentspeakers of Irish. Of the 107 Catholic students who securedplaces, 48 were residents of the Gaeltaeht and 59 of the Galltacht.There has been a considerable progress in providing accommodationfor the Preparatory College students during the year.The two Colleges for Catholic girls at Dingle and Falcarraghhave been extensively enlarged and a completely new Collegefor Catholic girls at Tourmakeady, Co. Mayo, is approachingcompletion. In the 1930-31 school year it is hoped that the threeColleges for 'Catholic girls will be in full operation with theirfull complement of one hundred students in each. Of the boys'Colleges, that for Catholic boys in Dublin provides accommodationfor 120 students and the Colleges in Munster and Connacht willeach provide accommodation for 90 students. In the case of theConnacht College, premises affording accommodation for 30students were provisionally acquired in 1928 at Furbough, Co.Galway, and it is now hoped to proceed with a scheme of enlargementof this College.In regard to the Munster ollege, temporary premises wereobtained in Mallow in which 69 students are at present inresidence. Steps are being taken to secure a suitable site in theMunster Gaeltacht for the permanent College and when thishas been obtained, the erection of the new College will be proceeded'with as quickly as possible.The present buildings at Glasnevin in which the College forProtestant students is housed is not sufficient for the purpose, andit is hoped to move this College to more spacious quarters duringthe coming year, so as to make provision for at least 70 studentsin residence.All the Colleges arc situated in their own grounds and havesuitable playing fields and other facilities for outdoor recreation.In the case of the country Colleges moderate sized farms areattached. These farms are required to ensure an adequatesupply of good milk and fresh vegetables for the students andstaffs.The health of the students has been in general very good. Insome of the Colleges weekly medical inspection has been introducedand the question of its extension to all the Colleges is receivingattention.(b) Pupil Teachers.The Pupil Teacher Scheme has been explained at length in previons-relwrts.In 1929. 214 boys and 435 girls applied for appointment aspupil tcaehers and of these 66 boys and 89 girls were selected

The competition for entry to the Colleges continues to be verykeen. At the EXamination held in June. 1929, 1..392 candidatescompeted for 123 places. F'ifty per cent. of these places were.as formerly, reserved for candidates who were adjudged fluentspeakers of Irish. Of the 107 Catholic students who securedplaces, 48 were residents of the Gaeltaeht and 59 of the Galltacht.'I'here has been a considerable progress in providing accommodationfor the Preparatory College students during the year.The t'I"O Colleges for Catholic girls at Dingle and Falcarraghhaw been extensively enlarged and a completely new Collegefor Catholic girls at Tourmakeady, Co. Mayo, is approaching'completion. In the 1930-31 school year it is hoped that the threeColleges for Catholic girls will be in full operation with theirfull complement of one hundred students in each. Of the boys'Colleges, that for Catholic boys in Dublin provides accommodationfor 120 students and the Colleges in Munster and Connacht willeach provide accommodation for 90 students. In the case of theConnacht College, premises affording accommodation fOJ' 30students were provisionally acquired in 1928 at Furbough, Co.Galway, and it is now hoped to proceed with a scheme of enlargementof this College.In rezard to the Munster ollege, temporary premises wereobtained in Mallow in which 69 students are at present inresidence. Steps are being taken to secure a suitable site in the::\Iunste1' Gaeltaeht for the permanent College and when thishas been obtained, the erection of the new College will be proceededwith as quickly as pos ible.The pre ent buildings at Gla nevin in which the College forProtestant tudcnts is housed is not sufficient for the purpose, andit i hoped to move this College to more spacious quarters duringthe coming' year, so as to make provision for at least 70 studentsin residence.All the Colleges are situated in their own grounds and havesuitable playing fields and other facilities for outdoor recreation.In the case of the country Colleges moderate sized farms areattached. These farms arc required to ensure an adequatesupply of good milk and fresh vegetables for the students andstaffs.The health of the students has been in general very good. Insome of the Colleges weekly medical inspection has been introducedand the question of its extension to all the Colleges is receivingattention.(b) PupilTeachers.The Pupi.l Teacher Scheme has been explained at length in previousreports,In 1929, 21-+ boys and -135 girls applied for appointment aspnpi! teachers and of these 66 boys and 89 girls were selected

15for appointment. There were 117 pupil teachers admitted tothe Training Colleges in 1929. It is worth noting that whilepupil teachers may be either Day pupils or Residential pupils thegreat majority at present are Residential pupils. This is due tothe fact that pupils from the larger urban centres in which DaySecondary Schools are chiefly situated have not come forward+0 anything like thc samc extent as pupils of rural di tricts.(c) TrainingCollege Ent'ranee Examination.The third method of ontranco to training if; at present theEaster Scholarship Examination. The subjects for this examinationare as follows:-OELIG.~TORYIrishEngli~hMathema ticsHistorvGeography ...Rural Scien eDrawingi\Iu~icNeedlework (Women)(300 marks)(300 ,,)(450 ,,)([50 ,,)(100 ,.)(roo ,,)(roo ,,)(roo ,,)(roo ,,)',r.*OPTIONLatinFrenchGerman ...(ISO marks)(ISO " )(ISO )(*Marks over 30 per cent. in not morethan two optional subjects to counttowards Student's general total).In so far as the subjects of examination are common, thestandard of difficulty of the Easter Scholarship Programmeapproximates to that of the programme for the Leaving CertificateExamination of the Secondary Schools, and con equentlythe examination is such as should suit a well-taught boy or girlof from 17 to 19 years of age.In order to pass the examination candidates must obtain notless than 30 per cent. of the marks in each ·of certain subjects,and, in addition, a total of not less than 800 marks (men) and850 marks (women). Candidates answering all the questions in anyobligatory subject wholly in Irish get a bonus of 10 per cent. insubject. other than Mathematics, in which the bonus is 5 per cent.Candidates who pass the Examination are placed in divisions asfollows r=-1st Division 2nd Division 3rd Division.Marks. Marks. Marks.Men 1180 and over 1005 to 1179 800 to 1004.Women 1250 and over 1065 to 1249 850 to 1064.The following table gives particulars of the results of the 1929Easter Examination, and for purposes of comparison the correspondingfigures for 1928 :-YE.m 1928571520Yr..•R 1929---"---------- ------ -- ---1--------No. who passed in No. No. who passed in No.No. -- -- -- admitted No. -- -- -- admitted'Ex- 1st 2nd srd to Ex- 1st 2nd 3rd toamined Div. Div. Div, training amined Di v, Dlv. Div. trainingMenwomen ..5256224 37 15218 90 16914790142III

16It will be observed that the total number of candidates in1929 was 1,091 as compared with 1,147 in 1928, showing an increaseof 46 in thc case of the men and a decrease of 102 in theease of the women. The competition for places in the TrainingColleges has always been keen amongst the women candidatesand consequently a high percentage of marks has been necessaryto secure admission. In the case of the men there had been,from the beginning of the European War until recently, a dearthof suitable candidates but there is now a healthy competitionfor the places in the Colleges. At the 1929 examination 306 menqualified for the 142 places in the Training Colleges, as comparedwith 193 for 147 places in 1928. The answering generally of themen candidates in 1929 showed a marked improvement on theanswering at previous examinations, and it is obvious that theeducational standard of the candidates generally was higher thanfor many years and that those admitted were ina correspondinglybetter position to benefit from their period of training.(d) TminingOolleges.(a) Supply of Students.-In the case of the four Colleges underCatholic management, the competition for places becomes keenereach year, and a corresponding improvement is noticeable in theeducational attainments, general ability and the qualifications inIrish of the students at present undergoing courses of trainingin these Colleges.The shortace of suitable students for the Church of IrelandTraining College still continues, and it is not likely that there willbe much improvement in this respect until 1931, when the firstdraft of students from Colaiste Moibhi-the Preparatory Collegefor Protestant students-i-wil lbe available.(b) Use of b-ish.-In the previous report reference was madeto the remarkable extension of the use of the Irish language asa medium of instruction, and it is gratifying to be able to recorda further improvement in this respect. In two of the Collegesfor Catholic students allthe lessons in connection with the testin Practice of Teaching at the 1929 examination were grventhrough the medium of Irish, while in the remaining two Collegesth0 majority of the students gave their lessons in Irish. It may benoted that in the two latter Colleges there were several studentswhose ability to use Irish seemed adequate to enable them to givesuccessful lessons through Irish, but who did not elect to do so,The Church of Ireland Training College has not naturally beenable to make such progress in the use of Irish as .a medium ofinstruction as the other Training Colleges owing to the·fact tnatthe knowledge of Irish of many of those at present enteringthis Collcge is very limited. Notwithstanding this difficulty whichit is hoped will gradually disappear when the Preparatory:College students become available, a very steady improvement

17i

18(a) teachers who attended at approved sessions of IrishColleges, and(b) teachers possessing bilingual or higher qualificationswho, with the permission of the Department, residedin the Gaeltacht for at least 20 days for the purposeof improving their knowledge of Irish by privatestudy and association with the people of the district.No grants in aid of expenses were payable to the teachers,hut grants were paid to the Irish Colleges under the regulationsof the Technical Instruction Branch in respect of ationalTeachers who attended at approved sessions.A table showing the numbers of teachers in various agecategories holding (1) no certificate in Irish, (2) the ordinarycertificate, (3) bilingual certificate, and (d) Ard Teastas, is givenin Part n. of this Report.The following circular, which was issued in April, 1930, givesfull details as to the qualifications in Irish which NationalTeachers must possess for appointment and for the award ofincrements :-TEACHERS' QuALIFICATIO T IN IRISH.qualifi-The following revised regulations relating to teachers'cations in Irish have been approved:-of instruction, the great majority of the existing teachers whowere under 30 years of age in 1922 have made excellent progressin acquiring a good command of oral Irish. As the provision ofummer Courses by the Department of Education every year from1922 to 1928, inclusive, gave all teachers ample opportunities ofacquiring a good knowledge of Irish, it was not considered necessaryto hold Summer Courses in 1929. Special regulations were,however, made for granting extra vacation-school and personalvaeation-to-1.. Candidates for appointment as Principal Teachers, AssistantTeachers or J:l1nior Assistant Mistresses.All candidates for appointment as Principal Teacher of a school'with an average attendance of less than 95 pupils, or for appointmentas Assistant Teacher or Junior Assistant Mistress, must havethe following qualifications in Irish:-(1) In the case of schools situated in a district scheduled asIrish-speaking, candidates must have obtained a certificateof competency to give bilingual instruction;(2) In the ease of schools situated in English-speaking dis-tricts:-(a) Candidates must have obtainedof competency to teach Irish.a certificat

]9(b) Ability to carry out the requirements of theProgramme with reasonable competency will, howl',b Ieo'l1l'ded as sufficitmt ulllincatiGll ill Iri hin the case of candidates for appointment who, onthe 1st July, 1922, were more than 30 years of ageand under 40 year of age, and who have since thatdate served with the sanction of the Department in apermanent capacity on the staff of a National Schoolin the Saorstat.(c) Candidates who on the Ist July, 1922, wereover 40 years of age and who have since that dateserved with the sanction of the Department in apermanent capacity on the staff of a ational choolin the Saorstat, but have not the qualifications inIrish indicated at (a) or (b) above, may be sanctioned.2. Candidates for appointment as Principal Teacher of aschool of 95 pupils or over or as Vice-Principal Teachers.All candidates for appointment as Principal Teacher of a schoolwith an average attendance of 95 pupils or over, and all candidatesfor appointment as Vice-Principal Teacher must have thefollowing qualifications in Irish:-(1) In the case of schools situated in a district scheduled asIrish-spoaking, candidates must have obtained a certificateof competency to give bilingual instruction, and(2) In the case of schools sitnat•d in Engli h-speakingdistricts:- .(a) Candidates for appointment after the 30thJune, 1931, who, on the 1st July, 1922, were notmore than 30 years of age, must have obtained acertificate of competency to give bilingual instruction,and(b) Candidates for appointment after 30th 'June,1931, who, on the 1st July, 1922, were more than 30years of age and under 40 years of age must haveobtained a certificate of competency to teach Irish.(c) Candidates who on the 1st July, 1922, wereover 40 years of age and who have since that dateserved with the sanction of the Department in a permanentcapacity on the staff of a National Schoolin the Saorstat, bnt have not the qualifications inIrish indicated at (a) or (b) of this section, maybe sanctioned.3. Qualifications in Irish in the case of Convent and MonasterySchools.These regulations in regard to the necessity for certificatesof competency to teach Irish and to give bilingual instruction

20arc intended to apply to the case of appointments to the recognisedstaff of Convent and Monastery Schools paid on a Capitationbasis.4. Teachers trained outside the Saorstat,All persons trained in Great Britain or Northern Ireland whoare candidates for appointment on probation in National Schoolsin the Saorstat must have the following qualifications s-;(1) Must, beforc appointment, have such qualifications inIrish as are required under section 1 or 2 above, and(2) Must, before they can be regarded as having satisfactorilycompleted their probation, have obtained acertificate of competency to give bilingual instruction.5. 'fea.chers in Infant Departments of Schools, or in InfantSchools.Candidates for appointment in any capacity in Infant Departmentsof Schools, or in Infant Schools, must satisfy the Departmentas to their knowledge of Kindergarten and of the otherexercises adopted in Infant Schools for the instruction and trainingof children, and(a) if the school is situated in a district scheduled as Irishspeaking,must have a certificate of competency to givebilingual instruction, or(b) if the school is situated in an English-speaking district,must have at least an ordinary certificate in Irish andmust also have the oral qualifications required for acertificate of ~mpetency to give bilingual instruction.6. Qualifications in Irish necessary for Serving Teachers.(1) In the case of any Principal Teacher, Assistant Teacheror Junior Assistant Mistress serving in a school in adistrict scheduled as Irish-speaking, no increment ofsalary can, unless in exceptional circumstances, begranted after the 30th June, 1932, unless and untilsuch teacher obtains a certificate of competency togive bilingual instruction",(2) In the case of any Principal Teacher, Assistant Teacheror Junior Assistant Mistress serving in a school in anEnglish-speaking district, who was under 30 years ofage on the 1st July, 1922, no increment of salary canbe granted:-(a) after the 30th June, 1932, unless and untilsuch teacher obtains a certificate of competencyto give instruction in Irish, and(b) after the 30th June, 1935, unless and untilsuch teacher obtains a certificate of competency togive bilingual instruction.*In the case of a Junior Assistant Mistress a Certificate of Competencyto give bilingual instruction means a certificate of competencyto give bilingual instruction to junior standards.

~I(3) The award of bonuses to teachers with pecial qualicationsshall, as from 1 t July, 1931, be conditionalon the possession of a certificate of competency togive bilingual instruction.This regulation will not affect the continued payment ofbonuses awarded before that date.7. Teachers on probation.All teachers on probation must. as a rule, before full recognitionis granted to them, obtain a certificate of competency togive bilingual instruction. Prior to the 1st July, 1931, however,an ordinary certificate to teach Irish may be accepted instead ora certificate of competency to give bilingual instruction.8. Definition of certificate of competency to teach Irish or togive bilingual instruction.A certificate of competency to teach Irish or a certificate ofcompetency to give bilingual instruction means a certificate issued1Jy,or with the approval of, the Department.9. Teachers declared redundant.A teacher who, subsequent to the 1st April, 1922, is declaredredundant for transfer to another school or who loses his positionowing to a fall in the average attendance shall, subject to thegeneral arrangements in regard to the appointment of teachers.not be in a worse position under the foregoing rules than if suchteacher had continued to serve in the school in which he had been('J1) ployed.VII.EXAMINATIONS OF PUPILS OF PRIMARY SCHOOLS.(1) Prima1'Y School Certificate Bzcminatio«.Particulars have been given in previous issues of the AnnualReport as to the institution of an examination for awarding aPrimary School Certificate based on the programme for sixthstandard in Primary Schools. The chief conditions and regulationsfor the conduct of this examination are laid down as followsin the official circular of March, 1928:-1. The certificate is to 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.2. It is expected that all schools will present pupils for the«xamination-c--but, for the present, it is not obligatory upon themto do so.3. For the purpose of assisting the Department in fixinz astandard for this examination, a Central .Toint Committee consistingof Inspectors and Teachers has been established by theMinister. 'I'he Irish National Teachers' Organisation and other

22teaching bodies concerned have been asked to assist the Ministerby nominating a number of teachers to form .a panel from whichthe teacher members of the Committee may be selected, regardbeing had to the various types of schools-urban, rural, large.small, etc.4. The Central Joint Committee is to draw up in consultationspecimen question papers in each subject, indicating the proposedstandard of examination and the minimum standard requiredfor a pass.5. The examination papers are prepared and issued by theDepartment of Education.6. The subjects for examination are :--Standard VI. NationalProgramme; Irish, English, Mathematics, History, Geography, and(for girls) Needlework.'l'he 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 National Programme for the particulartype of school in which the candidate is a pupil, but it is optionalfor any school to present pupils for examination in the fullcourse.In order to pass the examination, the pupil is required to passin each of the subjects named above. Pupils may, if desired, bepresented in additional subjects.7. The examination will normally be held on two days aboutthe last week of June each year. The exact dates are announcedabout a month beforehand.8. The local administrative examination centre is the parish.The Manager, or his representative (or, in large parishes, representatives)has general charge of the arrangements, such aschoice of schoolhouse, etc. Where in a parish there are Managersof different religious denominations, they may act separately orarrange combined action. In large parishes, where more than oneschoolhouse is required as an examination centre, the Manager isto notify to the Office of National Education the name of Iiis representativeor representatives to whom it is desired that papers,etc., should be sent.9. The question papers, answer books, and examination timetableis sent from the Office of National Education to theManagers or their representatives some days before the datesof the examination.10. The Manager or bis representative, in consultation withthe 'I'eachers, will arrange beforehand for the superintendenceof the examination, and will also arrange(a) to be in attendance at the time specified for the commencementof the examination;(b) to open the sealed packet containing the question papers;and -~(c:) to have the papers distributed at the proper time.

Immediately at the close of the examination in each subject,the answer books will be collected, placed in packets and sealedby the examination superintendents in presence of the Manageror his representative.11.-(1) As soon as possible after the examination, theManager, or his representative, will arrange a day for a meetingof 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) Rcsults will be then tabulated by the Teachers; eachtabulation paper being duly signed by the Teachers;and(fi) The tabulation sheets, together with the answer books,placed again in a packet which the Manager (or hisrepresentative) will seal and forward to the Office ofNational Education in a cover provided for thepurpose.(6) In small centres the work may, if found possible, bedone on the days of the examination.12.--(1) For the purpose of the test in Oral Irish, each Teacherwill examine the candidate in his own school (orclasses) in Oral Irish (Higher Course or Lower Courseas the case may be), certifying in each case whetherthe qualifying standard has been reached.(2) The re ults, sizned by the Teacher, will be forwarded tothe Inspector before 1st May, and the latter will, ifsatisfied, countersign and return them to the Teacher,who will bring them with him on the day when thepapers are being marked.(3) In order to secure uniformity of standard in Oral Irish,the Inspector will, from time to time, check the resultsduring his visits to the schools.(4) When the tabulated results are being prepared for despatchto the Office, the column headed " Oral Irish"will be filled in for each candi.date with the words" Passed " or " Failed" as the case may be. TheTeacher's certificates as to Orai Irish, countersignedby the Inspector, will also be forwarded to the Officewith the tabulated results.13. The Central Joint Committee of Inspectors and Teacherswill then reassemble for the purpose of checking the generalstandard of marking and reporting' to the Department there on.The first examination for the certificate was held in June,1929. The examination was held at 543 centres, and the number

24of schools which presented pupils for examination was 1,294.When the examination was announced the teachers intimatedtheir intention of submitting approximately 15,000 pupils forexamination, but the number of pupils actually presented 'Was9,827-i.e., approximately one-fourth of all the pupils enrolledin sixth and higher standards in Primary Schools. Of these5,562 qualified for the award of certificates, the remainder eitherfailing to qualify or not completing the examination satisfactorily.In the Report of the Committee of Inspectors and Teacherswho were charged with the setting of the standard for the examination,and, subsequently, with the checking of the marking ofthe papers worked by the pupils, reference was made to aceI"tain lack of uniformity in the marking. Having regard to thefact that the marking was spread over such a large number ofteachers, and that it was the first examination of its kind, it is,of course, not surprising that the standard was rather variable.Some examiners were found to be unduly severe and others-thegreat number-rather lenient. The variations were particularlynoticeable in Irish and, to a lesser extent, in English. In connectionwith Mathematics the instructions given for the marking didnot, as a rule, appear to get the necessary attention; in manyinstances due care was not exercised in the matter of assigningmarks" to intelligent attempts when the work was not entirelycorrect." The answering in History was as a rule rathergenerously marked, for although the answering generally in thesubject was fairly good, it was not found to be quite up to thestandard represented by the marking. The discrepancy betweenthe marks awarded in Oral Irish and Written Irish was verynoticeable, the average marks in the former being much higherthan those in the latter. While making every allowance for thefact that the pupils of Primary Schools spend most of their timeat Oral Irish, and are not accustomed to sit for written examinations,it would nevertheless appear from the character of thewritten papers that the marks awarded in the oral tests weremuch too high. The conduct of the examination generally wasvery praiseworthy, although in a few centres there 'Was evidenceof carelessness in the holding of the examination or in the markingof the papers.Having regard to all the attendant circumstances the resultsof the examination can be regarded as gratifying and much ofthe success of this initial effort must be attributed to the mannerin which the Managers and Teachers as a whole co-operated withthe Department. There is hardly any doubt that, having regardto the interest taken in the scheme by Managers, Teachers andParents, the holding of this examination each year will act as astimulus to the pupils of Primary Schools, and there is reasonto hope that eventually all eligible pupils of the Primary Schoolswill be presented annually- for the examination.

25(2) 00. Counci; Scholarship Examinations.It is interesting to note that while about 25% of the pupils ofthe 6th and higher standards entered for the Primary CertificateExamination, not more than 3% of the pupils of these standardsentered for the examination for Co. Council Scholarships. Thisis partly due to the fact that, whereas there are oyer 40,000pupils in the 6th and higher standards, there are only about 250scholarships offered, and in some eases the scholarships are notsufficient to support a pupil at a Secondary School. Anotherfactor in the situation is that about 1,400 pupils from thesestandards or over 3% enter for the examination for 123 placesin the Preparatory College (see page 156).For the school year 1928-29 all the County Boroughs, Boroughsand Co. Councils, with the exception of six, had schemes in operationand awarded scholarships for periods varying from 4 to 6years. The value of the scholarships ranged from £15 to £50according to the means of the parents, the proximity of a suitablesecondary school and, in some instances, the funds available. Afew scholarships of less than £15 value were awarded in specialcircumstances.The total number of candidates who presented themselves forexamination for these scholarships at the examination held in1929 was 1,120, and of these, 312 or 27'8% passed the examination.The Councils awarded 209 new scholarships, so that 67%of those who passed the examination obtained scholarships, butin some counties there were not sufficient candidates qualifiedfor the number of scholarships offered, in others there were onlyjust sufficient candidates, and over the country as a whole therewas not an average of hall a dozen candidates for each scholarship.For purposes of comparison it may be noted that therewere about a dozen candidates for each place in the PreparatoryColleges, which lead definitely to employment.For the school year 1928-29 there were 956 County CouncilSchclarships in being, and of these 224 were awarded on theresult of the 1928 examination. The following Councils did notsubmit schemes for the year 1929-30 :-Garan, Donegal, Limerick,Waterford ounty, Westmeath and Wicklow.VIII.SPECIAL SCHOOLS FOR THE FURTHER DEVELOPMENTOF THE USE OF IRISH AMONGST CHILDREN.While the growth of Irish as a general language will dependto a great extent on the work done in day Primary Schools, it isfelt that a more intensive type of work may with advantage becarried on in some instances in Residential Schools and already,in the case of one school of this type at Ring, previously in

26

IX.INSPECTIO~ OF SCHOOLS.As has .been noted in the last two Annual Reports, arrange-:ments have been made for the introduction of important changes.in the system of inspection of ational Schools. A full account.of these changes has been given in the Reports.The new system of inspection came into operation on the Ist.July. 1928.During the first months of the 1928-29 school year the in-.spectors were engaged at incidental inspection, that is, in.observation and study of theorganisation of the schools, of the.methods of instruction, and 'of the work of the teachers generally.The vi its of inspection -during this period gave the inspector.opporturiity 101' a survey of his district and for collecting data.in preparation for his General Reports and Annual Vouchers.'I'hese Reports and Vouchers have been furnished regularly.since February of 1929. Both types of Report throw consider-.ably more light on the work of the teachers and the schools than-the older ones did; and there are indications that the new systemwill provemore helpful to the teachers.It is, however, too soon to attempt an appreciation of the newsystem of inspection as a whole, A larger experience of itsworking, a fuller collection of facts, and a volume of opinionsand impressions derived from Jiscussion with managers, teachers,.and inspectors will be required as a basis for a just estimate ofthe degree of success attained in the realisation of the ends forwhich the system was introduced. If an inference may be drawnfrom the absence so far of any serious complaint or adverse-eriticism, it may be said that the system promises to give.satisfacticn.ApPEALBOARD.An 'important part of the new developments ill the Inspection.system has 'been the setting up of a Board of Appeal to investi-'gate appeals made by teachers against Inspectors' Reports ofGeneral Inspections.Permission to appeal against the judgment of an inspector hail'been implied in the rules since the early days of the nationalschool system. From 1846, when Head-inspectors were first appointed,one of -the duties of those officers was to deal with.appeals made against recommendations of the district inspectorsand the practice continued down to the end of the Results' period·(1900). Such appeal cases did not come before the Commis--sroners themselves, but were decided by the chief inspectors and'the Secretaries to the Board.

28From 1900 onwards, in the case of an appeal against an ordi-,nary inspector's report, the re-inspection, if ordered, was made by a,senior inspector, and in the case of a report by a senior inspector'the re-inspection was made by a chief inspector, In 1918 threedivisional inspectors were appointed, and it was laid down asone of their duties that they should hold re-inspections in casesof appeal against senior inspectors' reports. In the Code for'1917-18 there first appeared a detailed regulation as to the makingof appeals :-the appeal had to be made within fourteen days of'the receipt of the report by manager and teacher; the case wouldthen be considered by the chief inspectors who were empoweredto recommend a re-inspection.Following a conference between the Chief Inspector and thegeneral inspection staff, relative to the school programme,methods of inspection, etc., the rules in regard to appeals weregiven in more detail in a circular issued by the Department of'Education in February, 1924. In that circular it was indicatedthat appeals would be allowed in all cases except where the Departmentconsidered the reasons for the appeal frivolous or vexatious;that an appeal against a district inspector's report would normallybe heard by the divisional inspector; and that an appeal againsta report of a senior or of a divisional inspector would normallybe heard by a deputy chief inspector or, in certain cases. by theChief Inspector. The Committee of Inquiry on the methods ofInspection of Primary Schools reviewed amongst other mattersthe methods of dealing with appeals, and they recommended intheir Report that an Appeal Board should be established. constitutedas follows :-a Chairman (nominated by the Minister),an inspector, and a nominee of the Irish National Teachers s-Organisation, or, according to the nature of the case, of the teach.ing body concerned. This recommendation was, in substance,accepted by the Minister. A copy of the Circular as to theestablishment 01 the Appeal Board and the new regulations reiatingto appeals is given in this Department's Report for theyear 1926-27 (pages 15-17).The Appeal Board consists at present of Mr. J. B. Whe1ehanas Chairman, a divisional inspector of National Schools. and Mr.P. J. Quinn as representative of the Irish ational Teachers"Organisa tion.Mr. Whelehan, who is Controller of the Stationery Office,has had experience for several years as a teacher in SecondarySchools and is a member of the Governing Body of GalwayUniversity and a member of the Tariff Commission. His appointmentas Chairman of the Appeal Board has been received withmuch satisfaction. Mr. P. J. Quinn is a member of the Executiveof the Irish National Teachers' Organisation and a former Presidentof that body.'I'he first meeting of the Appeal Board was held on 8thOctober, 1929. Six meetings in all have been held up to the endof May, 1930.

29X.TIlE WORK IN THE SCHOOLS.'I'he following accounts of the work in the Schools are basedon the Reports of the Divisional Inspectors on the work done inthe Primary Schools of their Divisions. The Inspectors wereasked when preparing their Reports to deal particularly with thenature and extent of the education available for pupils who aretwelve years of age and upwards, with special reference to thefollowing points:-(a) the adequacy of the supply of Primary Teachers whoare competent to teach the highest classes in such away as to cater for the special needs of pupils in theadolescent stage.(b) the extent to which the organisation of the school andthe teaching of the highest standards is actually ofsuch a type as to supply the needs of such pupils.(c) the extent to which the work of the school is related tothe life of the district including its folklore and localhistory and antiquities.DIVISION No. 1.This Division includes Donegal, and portion of Roscommon,Sligo, Leitrim and Mayo.The following table shows the numerical distribution of thetypes of schools in the Division:-1'YPES OF SCHOOL IN DIVISION 1.No. of one- No. of two- No. of three- No. of four orDistrict= Teacher Teacher Teacher more Teacher Totals--Schools Schools Schools Schools1 29 76 19 8 1322 30 74 17 7 128.1 21 ~1 9 3 1344 28 92 4 5 1297 2 78 22 13 lI58 13 84 13 8 lI8--- .--- --123 505 84 44 756or 1/6th of or 2/3rd of or 1/9th of or 1/I8thofthe whole the whole the whole the whole* Districts 5 and 6 are not i11 this Division.F'rom this it will be seen that roughly I-6th of the whole arel-teacher schools; 2-3rd of the whole are 2-teacher schools, and asignificant subdivision of these is tha.t in 304 out of the 505 the'Staff consists of a principal and a J.A.M. Thus the one and twoteacherschools combined constitute 5-6th of the whole. Only]-9th of the schools have three teachers, and about I-18th havemore than three.

PHEl'ARATION FOR SCHOOL WORK.It is the experience of th Inspectors in this Division that themajorityof the teachers do not draw up helpful schemes of work;The necessity for adequate and regular preparation for work:cannot be too strongly stressed, as it is only Dy such means thatproper efficiency in teaching can be attained. At present many'of the teachers plod through the school year without any properplan,and the result is a waste of time and effort and an absence.of steady and constant progress.EFFICIEXCYOF TEACHERS.Of the teachers in this Division. 21.3% are rated asEfficient, 69.5% as Efficient and 9.2% as non-Efficient.figures are practically the same as those for last year.Highly-These'ARITHMETIC.Arithmetic continues to be a weak subject in the majority of theschools. However, a good deal of the public criticism of theprimary teaching of this subject is not justified. Forty years ago>senior National School pupils, even in remote places, were doing" sums," in progressions, alligation, cube root, scales of notation,logarithms. These things are unheard of in our present- ..day National Schools. But forty years ago there was practicallyno teaching of the science of arithmetic such as is done to-day.The pupil worked his sums by " rule," and if he got the correct.answer that was all that was required. Nowadays reasons fortheprocesses are taught from the beginning: the subject is taught.not entirely for its utilitarian value, as was done three or fourdecadesago, but as the chief aeent or mental exercise in a.Primary School for developing the reasoninz power.This latter object is so important that, no matter what thepublic criticism may be, no educationist would agree torevert to the old discarded system. Under the modern system,however, the pupil's progress is much-slower, as he is challengedat every step for reasons for his work.Again under the old system the pupil did not begin fractions,until he had reached V. Standard. Now he is introduced tothem in n. Standard, while in V. he begins to correlate his workwith alzebra and geometry.Another vital point is that the time requirements for new subjectssuch as Irish and Nature Study have caused a greater cur-.tailment of the time available for arithmetic than for any othersubject. So that with curtailed time, and more logical and comprehensivetreatment, only the expert teachers succeed in makingthe subject a clear success. With mechanical methods, and50 to 100% more time, even mediocre teachers a generation agoproduced results considered creditable according to the standards.then in vogue.

inBut that the relative decline in arithmetical knowledge in thprimary schools is due to less active work on the part of theteachers is simply a fallacy. It is the opinion of the inspectors ofthis Division that the vast majority of the teachers of to-daywork with a regularity and steadiness never perhaps exceededby any of their predecessors.Inspectors report that very many teachers show extreme.reluctance to teach in their presence an arithmetical lesson introducinga new feature-clear evidence of the teacher's consciousnessof weakness. Another shortcoming is the absence of correlationbetween the questions given for calculation and the lifeof the district-no turf questions in a bog country, no fish questionsnear a fishing port, no potato, hay, or corn questions in afarming district, and no milk or butter questions in a dairyingdistrict. The teachers are the slaves of text-books that reflectonly the life of towns. Yet commonsense should convince themthat children will visualise and deal numerically with things theyare acquainted with more easily than with things outside theirworld or life experience. Donegal children, I have been assuredagain and gain, accustomed to herd and collect and count sheeponthe hills, will do " sheep " questions with an accuracy andquickness that fail them when given similar numbers about thingsthey have no acquaintance with.IRISH.Out ide the Gaeltacht the progress in the use of Irish as a-medium of instruction is slow. This is not to be wondered at,as only about one-fourth of the teachers-i.e., those holdingBilingual or higher Certificates-are really competent to give suchteaching,and a large proportion of these is massed in the Gaeltacht.It is only where the conditions are entirely favourable,that is where the teacher is well able to teach through Irish, and'the pupils well able to understand, that the results are satisfactory.The strong insistence on the use of Irish in the infants' classis good as far as it goes, but its use in the standards immediatelysucceeding is just as necessary if what is gained in the infants'class is to be retained. If infants learn easily they forget witheven greater facility. Somehow the strong insistence in official'documents on the use of Irish in infants has given rise to thenotion among teachers that it is not quite so necessary in 1. andII .. a notion, needless to say, that is erroneous.WRITTENCO:MPOSITION.The inadequate amount of composition done in many schools'in proportion to the time devoted to it has been a cause of corn--plaint with Inspectors in this division. Pupils prepare a roughcopy which is subsequently transcribed carefully into a book keptfor inspection, while the rough copy is destroyed. There is often-

32good reason to believe that in the preparation of the original copythe pupil's share is very small. The object of the exercise, totrain the pupils to express themselves on paper, is thus verylargely missed.Irish composition is one of the subjects taught with leastsuccess. A chief cause of this is the failure of teachers to recognisethat composition in an inflected language such as Irishrequires to be taught on very different lines from that used inteaching it in an non-inflected language such as English; that inthe former, not the sentence or phrase, but the individual word,with its constantly changing inflections, is the chief difficulty torbeginners, and that to overcome this difficulty a good deal ofgrammar must be taught. Instead of having graduated exerciseslargely based on grammar, the pupils are set to descriptive andnarrative writing without the requisite equipment in etymologicalgrammar. Even in English there is too much description andessay writing, and too little linguistic training in accuracy andvariety of expression.LOCALCOLOUR.Reg·arding the question "To what extent the work 'of theschool is related to the life of the district, its history, folk-lore,etc. ~" the answer unfortunately is that it is related only to a verysmall extent. It is practically the same in most other subjects,that is taking the schools as a whole. However, the strongnational spirit animating the administration of primary educationand the more patriotic tone of the lesson books and textbooksgenerally, are having their effect on both teachers andpupils. Old prejudices and slave-traits are breaking down, and aspirit of pride and interest in the things belonging to their nativeland is beginning to awaken, timidly perhaps as yet, but worthnoting as the herald of a new and better day. Even where thisspirit exists teachers generally are at a loss to know how totranslate it into action, especially as regards local history, folklore,antiquities, and the general life of the district. Here again,teachers are slaves to the books they use, and the way ofimprovement at first would appear to be to take advantage ofthis weakness, and supply them with cheap little texts on local history,'folklore, archeeology, etc. When they get interested inthese subjects they will discard their primer-texts, and some ofthem may discover the excitement and thrill of original research,the material for which lies in almost every parish in the country.But up to the present the mental attitude of indifference totheir surroundings one finds among so many teachers is saddening.An ambitious and studious young teacher was quiteastray about the identity of an imposing mountain ridge withinview of his school, and not more than eight miles distant. Aprincipal, twelve years in the district, and for many yearsmarked "Highly efficient," stated that he had heard of, but

32good reason to believe that in the preparation of the original copythe pupil's share is very small. The object of the exercise, totrain the pupils to express themselves on paper, is thus verylargely missed.Irish composition is one of the subjects taught with leastsuccess. A chief cause of this is the failure of teachers to recognisethat composition in an inflected language such as Irishrequires to be taught on very different lines from that used inteaching it in an non-inflected language such as English; that inthe former, not the sentence or phrase, but the individual word,with its constantly changing inflections, is the chief difficulty forbeginners, and that to overcome this difficulty a good deal ofgrammar must be taught. Instead of having graduated exerciseslargely based on grammar, the pupils are set to descriptive andnarrative writing without the requisite equipment in etymologicalgrammar. Even in English there is too much description andessay writing, and too littlc linguistic training in accuracy andvariety of expression.LOCALCOLOUR.Regarding the question "To what extent the work of theschool is related to the life of the district, its history, folk-lore,etc.~" the answer unfortunately is that it is related only to a verysmall extent. It is practically the same in most other subjects,that is taking the schools as a whole. However, the strongnational spirit animating the administration of primary educationand the more patriotic tone of the lesson books and textbooksgenerally, are having their effect on both teachers andpupils. Old prejudices and slave-traits are breaking down, and aspirit of pride and interest in tlie things belonging to their nativeland is beginning to awaken, timidly perhaps as yet, but worthnoting as the herald of a new and better day. Even where thisspirit exists teachers generally are at a loss to know how totranslate it into action, especially as regards local history, folklore,antiquities, and the general life of the district. Here again,teachers are slaves to the books they use, and the way ofimprovement at first would appear to be to take advantage ofthis weakness, and supply them with cheap little texts on local history,'folklore, archteology, etc. "When they get interested inthese subjects they will discard their primer-texts, and some ofthem may discover the excitement and thrill of original research,the material for which lies in almost every parish in the country.But up to the present the mental attitude of indifference totheir surroundings one finds among so many teachers is saddening.An ambitious and studious young teacher was quiteastray about the identity of an imposing mountain ridge withinview of his school, and not more than eight miles distant. Aprincipal, twelve years in the district, and for many yearsmarked "Highly efficient," stated that he had heard of, but.

33had not seen, a prehistoric monument about a mile from theschool, which is figured in: Wood-Martin's " Rude Stone Monumentsof Ireland.":Two teachers in another school confess~d they had never 'seena stone cross lying on.the side of. a mound less than a mile fromthe school and within" a dozen yards of, the public road that oneof them travels every day to and fromschool.'. 'In another school the w'ord " quems-Voccurred in a readinglesson. While the Inspector was, trying to elicit the meaningof the word the teacher came forward to ,~xplain that -quernswere non-existent in the district, and that -even he, much lessthe pupils, had never seen one. He was somewhat taken abackwhen the Inspector informed .him that he had seen one out-sidef1 house by the roadside as he approached the school that verymorning. " . . 'Subjects such as Hallow Eve, St. Brigid's Eve,- May Eve,Bonfire Night, and local fairy legends are now found givenfairly often as topics for composition.Several of the inspectors have remarked that young teachers,unless they happen to be natives of the school district, do notmix with the people, ,or ascertain what are the resources of theneighbourhood in the way of folklore 'or historical traditions.In Tir Fhiachrach, where one can get no local historyin many of the schools, old people may still be found easily whocan give the names of all the big Irish landowners of that'district, and the positions' of their houses or castles, before theconfiscations of the 17th century.'Bad as the rural schools are in this respect, the case is worsein the urban schools.'This is specially regrettable, as these schools are large andimportant, and have an appreciable influence on' the smallerschools. . .. . .THE. EDUCATION OF THE ADOLESCEN'l:'Coming now, to ,the problem of the mental training of theadolescent from 12 to 14 years of .age, " necessitating -the useof new material: and new technique," the .!J!uestiO,nhas beenasked ,~~hether, the work actually done in the 'highest classesof the Primary Schools reaches the standard. required to give afull education to the pupils between 12 and 14." . ,The broad answer to this question, as far as this Division isconcerned, and subject to certain modifications detailed lateron, is, I regret to say, in the, negative.'THEPROGRAMME.The breadth and character of the programme, embracing asit does two languages, History, Mathematics and Rural andDomestic Science, is admirably suited to -meet the requirementsof the ease, but it should be extended- in' a detailed form for aVU. standard.C'

34COMPETENCYOF TEACHERS.'I'o the query how far the Division is supplied with teacherscompetent to teach these subjects, it may be answered that, except10r Irish, the teachers generally are reasonably competent. Takethe subjects categorically.Irish.-The percentage of the total number of teachers whoare non-certificated ranges, in the different districts, from 35 to50. Roughly about 33 per cent. have ordinary certificates, andfrom 16 to 25 have bilingual or higher certificates. It is onlythis latter category that can be regarded as competent to teachIrish to pupils up to 14 years of age.English.-All trained teachers are competent to teach Englishto such pupils. 'Many of the older teachers, however, have verylittle appreciation of literature, and consequently would fall togive adolescent pupils a taste for literary beauty and merit.History.-All teachers have a smattering of history, but a largenumber have read only one or two elementary text-books.Knowing as it were only the scare head-lines of history, and theseoften not the vital ones, they cannot present the subject in aninteresting way; or show the connection between cause and effect,or introduce life and colour into the story by the use of historicalballads. This is a subject where more scholarship is the needof a very large body of the teachers. Some of the inspectors:calculate that only a quarter of the teachers have a sufficientknowledge to teach the subject well. However, this is a subjectin which pupils of 13 and 14 years could, if supplied 'with a goodtext-book, be largely independent of the teacher's knowledge.Mathematics.-All trained men teachers have sufficient knowledgeof mathematics to teach pupils up to 14 years, but, aspointed out already in regard to Arithmetic, many have defectivemethods. Few women teachers are qualified to teach algebra.and geometry, and there are in this Division 281 schools taught.• entirely by women, many of them being mixed schools, in veryfew of which algebra or geometry is or can be taught.Rural Scie1l.Ce.-From one-fourth to one-half of the schools,varying from district to district, have this subject on the curriculum."As there may be numbers of young teachers in smallschools qualified, but not obliged, to teach it, "it is difficult toestimate the total number or the proport.ion competent to teachthe subject. As is the case in Irish, every year is increasing theHumber of competent teachers and reducing the number of theunqualifiedones.DomesticScience.-In five Districts in this Division this subjectwas taught last year in the fo1lowing number of schools respeetively:---':2,2, 7, 9, and 32. As regards the number of teachersqualified to teach it, it is safe to say that all women teachers.trained within the past quarter of a century are so qualified.

Organisation.-The organisatior .. of the vschools would presentno special difficulty in arranging for suitable work for the pupilsof 12-14. The most competent teacher-s-generally the principal-sisin charge of the higber classes. When, however, anotliel)teacher, even though an assistant, has higher qualifications in .Irish, Rural Science, Singing, etc., he generally takes the higher 1classes for these subjects. . " iHowever, on a broad SUI'V'ey,none of these things-c-programmc,"-organisation, competency of the teachers-presents insuperable:difficulties to the introduction in a majority of the schools, of a'course specially adapted for pupils up to 14 years of age.SENIOR TEACHING: PRESENT SHOR'l'COllUNGS.As regards the different question as to the extent towhich the teaching in the higher standards is at present actually'of such a type as to supply the needs of these pupils, the answeris that teaching of such a type exists only to a very small extent. 'The consensus of the inspectors' opinion is clear on the point,that in the normal good school up to the VI. Standard there isuniformly good progress in the pupil's advancement, but that ..after the VI. Standar-d is passed a static, or as some haveexpressed it, a stagnant stage is reached, which continues duringthe remainder of the pupil 's school-days.'J he very. large scl..ools with foul' or more teachers are, on thewhole, exempted from this judgment.The absence of a definite detailed programme for VII. andhigher standards is responsible to a certain extent for this lack:of progress. Our present programme, except in geography and,needlework, has no course specified in detail for VII. Standard. Itsimplysays' the work for VII. Standard must' be " of a more:advanced type," or " in greater detail" than that required inVI. Teachers and managers are, of course, at liberty to submitspecial programmes for VII. and VIII. Standards, but only onesuch programme has been submitted in this Division.CHARACTER OF DIVISIONONE.Coming now' to the major cause, attention must be drawn tothe special characteristics of this Division. Cities and very largetowns are non-existent; it is the least urban and most rural of thesevenDivisions in 'the Free State. Consequently large schoolsare fewer than in any other Division.In examining the question of the training of the adolescent inthis Division, it must be remembered that the overwhelmingmajority of the schools have only' one or two teachers. (VideTable at the beginning of this Report, p. 29.) ,In the two-teacher school the junior teacher has charge of two>groups-Infants and I.-II.: the principal has two groups alao-s-III.-IV. and V.-VII. . ..•

36PUPILS'PROGRESS.''Utdinarily in a 'good 'school the pupil'spends his 8th year in1..-Standard, 9th year In' n; "10th in m; 11th in IV:, 12th in. -V.,arid' 13th in VI. Deviations from- this scale' are, of course, verynumerous, very smart pupils in normal schools, and fairly goodpupils in highly' efficient schools reach thesesiandards 'earlier;while with dull pupils and in dull schools the reverse holds, Thedeviations towards a Iater arrival are, I should think, greater,than the deviations towards an earlier arrival.REGULARITy.oF.. - .•A'rl'ENDANCE.Regularity of attendance has, of course, a good deal to do withit, and the published figures show that the counties included inthis. division have been and are amongst- the lowest in the ID atterof-Tegnlarity in the Free State, During the years 1923-6 Leitrim3D.cf Donegal alternated with each, other for lowest and secondlowest place. Mayo occupied the third lowest throughout, .andSljgo dropped f'rorrr the 8th in 1923-4 to tie with Mayo for 3i.'d in1~25-'6, .In the year 1927-8 "Mayo still holds tenaciously to its3td I place.. Leitrim has crept up' to' 4th place, and Donegal and~'I'ayoto the 5th place-e-from the bottom. Such are the positionsheld [by the counties of Division One in a list of 30 areas.QUICKER. A~VANCEMENT.Jli[)~pite these deplorable figures there has been a steady riseirt'tbe;' 'early advancement of.the pupils through the standardsdtfriin~fthe past six years, A rough test is the percentage of allth~ pupils that are in the higher standards (IV,-VII,), Compari:hlt'ihe'ise'percentagesfor 1924, and again for last year, there isc'bse'i'~hblea gratifying increase,as this table shows:-"f. ii {if ue.: -.iJ l'·:I' ~ •,Under, 10% 10 to 19% 20.tO.29% 30 to 39% 40 to 49% 50 to 65%of pupils in in in in in inIV,-VII, IV,-VII. IV.-VII. IV.-VII. IV.-VII. IV.-VII,standard .standard 'standard standard standard standard(~

37These figures are corroborated by the statistics of promotionsgiven in the Report for 1927-8,.where it is seen that the percentagesof promotion in Counties Donegal and Sligo are higher thanthat for the whole of the Free State, and this leaves out. ~hc;greater part of District 7, the most progressive district in i1i:~division.In passing it may be noted that the proportion of pupils' inthe IV. and higher standards for the whole Free State was 26'8%in 1926-7 and 28.6% in 1927-8.But all this goes to show that the present tendency is towardsmore rapid advancement, which accentuates the problem. how thepupils are to be treated educationallyduring their final year ortwo at the primary schools.SCHOOL-LEA VIXGAGE.As a general rule at present the pupils leave school promptlyen attaining their 14th birthday. This is partly due to a naturalreaction against compulsion. Economic reasons account for agood deal of it in the Gaeltacht of Donegal, as the children arcrequired for service. But over the greater part of this area thereis very little 'economic attraction in the way of suitable wageearningoccupations for boys and girls of 14. The factor, ho~ever, which operates most potently of all others is the" markingof time, and consequent staleness of mind and discouragementon the part of pupils," in the highest standard of the ordinaryschool. The cause must be sought for in the character ann constitutionof these small schools, in which the principal teacherfinds it impossible to provide in any special or adequate ,vay foitheelder pupils of his senior group. . ,A 'rWO- TEACHERSCHOOL.Going into this senior group in a two-teacher school you seeat one end of the class a nnmber of boys or girls on the vergeof young manhood or young womanhood. At the other end. ofthe class are little children who only a few weeks ago camein from IV Standard: they have still the pure child-mind.The principal is teaching all 'together, and you have only, towatch for one lesson to see how impossible it is to drive thisteam to any common speed.The teacher acts on the principle of the greatest good forthe greatest number, which incidentally is for ,his own .good to?:His teaching .is graded mainly for the junior portion of theclass, numerically the larger. The few big ones mechanicallyshow hands for almost all the teacher's questions, with a mereor less indifferent air, not far removed at times from that. ofboredom. They are deriving some 'benefit from having old impressionsre-lived, .faint ones deepened,' and some new onesadded. But there is nothing in the work to stimulate ..the

38vigour of' their' minds, to challenge them to put forth their bostefforts, to attract them by its novelty, or please and satisfythem' by a sense of progress and achievement. Staleness andennui set in, and they leave school as soon as the law or theirpa~ents permit .. True, there is a little distinction made in arithmetic, geography,and composition in favour of these older pupils, but tolay any emphasis on these small differences of treatment wouldgive a very wrong impression, as they are quite inadequateto 'compensate for the prevailing sameness.. If one chats with these pupils they quite freely admit thatthey dislike the company of the youngsters, and would preferbeing in a group by themselves.'" The sixth class has become degenerate," wrote a boy toa former class-mate: he alone remained at school when all hiscomrades l.ad left, and this was his contemptuous opinion of thepew entrants with whom he was now compelled to associate..I,":.A ONE-TEACHERSCHOOL..:.. In a one-teacher school the position is still more difficult.since one teacher has to teach ten examinable subjects to from1U·to 34 pupils., .".DESIRE FOR MORE ADVANCED EDUCATION., The general European post-war tendency towards a betterand. more advanced education for the masses is flJlt in somemeasure in this country also. Witness the numerical extensionin secondary education, despite depressed times, and its veryheavy cost.There can be little doubt that a corresponding tendency isfelt' "in that stratum of the population which is debarred byeconomic considerations from obtaining a secondary educationfor their children, and that, when a system of continuationeducation offers a more advanced or suitable school course thanthat available in out present VI standard programme, largenumbers of pupils will be found to avail of it.DIVISION No. 2..'This Division includes Cavan, Monaghan, and portion of Louth,Meath, Westmeath, Longford and Leitrim.Since the preparation of the last Divisional Report changeshave been made in the inspection 'Districts, and Longford Districthas been added to the Divisional area, while a portion of theIormer Drogheda District has been taken' from it. Otherwise it.remains unchanged.

39A good deal has been accomplished during the past two yearsin the matter of enlarging schools, which, owing to increasedattendance, were found to provide inadequate accommodation;and several old and unsuitable schools have been superseded bynew structures with full modern equipment. Much, .however,still remains to be done in this direction.Amalgamation of adjoining schools has proceeded steadilythroughout the Division, wherever necessary, and in addition toother advantages, it is leading to the more profitable expenditureof time and teaching power, and is providing for the childrenthat most desirable stimulus and spirit of friendly rivalry derivedfrom contact with larger numbers.Compulsory attendance between the ages of 6 and 14 yearscontinues to exercise a beneficial influence, and in practically allareas the attendance has not only increased, but has becomeconsiderably more regular. Despite these facts, most teacherscomplain that the children are not sent to school as early asformerly, and that consequently the difficulties of Infant trainingare greater; also that, whereas many children formerly remainedat school up to their 15th or 16th year, the almost universaltendency now is withdraw them from school as soon as theyattain the age of 14.Many teachers do not seem adequately to realize that theyshould, as far as in them lies, secure that every child, except invery abnormal circumstances, should pass through all. thestandards before finally leaving school. It is still no very unusualthing to find children of 13 or 14 years of age in third or fourthstandard, but such cases are becoming- rarer, and under compulsoryattendance this defect may be expected gradually todisappear. The Inspectors by constant vigilance have alreadyaccomplished much in that direction. .For some years little attention was devoted to rendering theschools attractive and to surrounding the children with anenvironment pleasing to the eye and likely to cultivate theira-sthetic faculties. Of recent years some improvement in thisrespect is observable, but still more can be done, more especiallyin regard to the external premises, to beautify which far too litt:eeffort is made.It is possible to report a steady, if slow, improvement in thegeneral efficiency of the teaching. The Inspectors are in generalagreement that the great majority of the young teachers whohave recently left the Training Colleges are discharging theirduties in a competent and satisfactory manner, and that the olderteachers have made an earnest and, on the whole, successful effortto adapt themselves to modern requirements. While the outlookis promising, there are, however, several grave defects of methodand treatment which call for the teachers' serious consideration.One of the District Inspectors' summarises them thus, and hisaccount may be taken as typical, mutatis mutandis, of the state

40of matt~~s .in the' v~rious Districts that comprise the bivision.He writes: " T'he~eis litti~ attempt to give other than fact knowledgein Literature, History, Geography and Science. There islittle or no attempt at analysis of the subject-matter. Minutedetails and essentials are equally stressed and given equal 'pro·minence in the child's mind, Questions for the most part arcsuggestive of the=answers, 'I'hereiis' fartoo much demand onmemory" Intelligent 'and critical discussion of the text is rarelyresorted to in Literature 'or 'History. "Book-work is generally toobookish. Correlation between oral mid written work is notsufficiently close.' Vocabulary for' composition purposes is notsystematically developed or increased during the reading lesson.The' reasoning faculty is not called into play in History,q~ography 01' even Mathematics, . Oral and written work, inalternate stages, in Mathematics during the working of aninvolved question is rarely met with. Maps, atlases and notebooks,during the progress of oral-lessons, are insufficiently usedin 'the higher classes. Silent reading is too often 'a waste of time.Occasionally, where teachers are masters of the subject themselves;Historyis treated in a broad and comprehensive way. Inrhe majority of schools, however, the subject suffers from thefact that the scope of the course is limited to the contents ofmeagre text·,books.. The substance of the lesson is memoris sd inwhole or in part by the pupils. In no case is ballad poetry called111toplay to clarify stages in History or to give colour and varietyto the work."'With regard to the important question of the education' ofchildren in the adolescent stage-i.e., those of 11 years and over->whileit is undoubtedly true that the Programme provides fullmaterial for the adequate and efficient training of such children,there are, unhappily, several factors that operate against theirderiving the maximum benefit from the Programme courses,(1) The teachers as a body do not appear to have yet learnedthat" the' age of 11 01; 12 should be regarded as the beginningof a new phase in education, presenting distinctive problems ofits own, and requiring a fresh departure in educational methodsand organisation in order to solve them; that children of thatage are waking to various new interests suggested by the worldabout them; that many -of them are already beginning to thinkor' their future occupations, -and are anxious to be doing somethingwhich. seems .to have an obvious connection with them:that, many, more feel ill at ease in an atmosphere of books andlessons.vand.. are eager to .turn, to' some form of practical andconstructive.work, in-which they will not merely be learners, butdoers, ~l)dJ'in a,small way, creators; that if education is to retainft.s.~hold.upon ehildren, at this critical stage of their developmentitJl1,1,lst -use, an a not reject, these natural and healthy impulses, ",~-(2) -The teacher of the' seniordivision in' the' great majority b1the schools-is rinable to devote his 'whole time and his 'undivided

41attention to the highest classes. Such' a teacher, in all oneteacherand .two-teacher schools. must teach either all otherstandards, including Infants, or Standards Ill-IV in addition toStandards V-VII. Hence in these types of schools, by far themost numerous, adolescent children largely fail to secure the instructionthey require., '(3) 'The 'lack of separate schools or even separate apartmentsfor adolescents, and the want of suitable books and equipment,are serious obstacles to success. It is generally held that, to becarried out with fi111success, the education of such pupils shouldbe conducted in a separate or " central" school, and, failingthat, that they should at least have a suitably equipped room tothemselves with the services of a skilled and capable instructor.Both advantages are unfortunately unattainable in the vast hulkof our schools. Another serious obstacle to progress is thegeneral absence of good school and even local libraries, fromwhich teachers and pupils could obtain, not alone good standardworks of literature, both Irish and English, and more advancedtext-books dealing with all the subjects of their course, but alsoworks of reference, historical and geographical atlases. and publicationsrelating' to agriculture, industry and commerce. '(4)' The education of adolescent children is not as a rule madesufficiently practical. The teachers have not yet learned torealise that "the treatment of, subjects such as History,Geography, 'Elementary Mathematics and a modern languageshould be practical in the' broadest sense, and directly aridobviously brought into relation with the facts of every-day experience;and that the practical application of subjects, such asElementary:M:athematics and Drawing, as adjuncts and instrumentsof thought in the study of other subjects-e.g., Geography,Nature Study and Rural Science, might with advantage, beemphasised.' ,(5) The teachers, many of whom are 'elderly or in middle life,have not received the type of training best adapted to secure themost effective education of children in the adolescent stage. Fewteachers are specialists in anyone 01' more subjects, hence all aredealt with alike; and not only so, but there is little difference oftreatment in 'the manner of their presentation to the younger andto the older pupils. ' Moreover, the character of the educationimparted 'is,' for the greater part, too bookish and divorced fromthe facts' and problems of ordinary life.'Despite the ,disadvantages enumerated above, it is ,generallyagreed, among the Inspectors that the teachers are in the maindoing 'their utmost, in the circumstances, to give the higherclasses the best education they can impart. The measure of successor failure that attends their efforts depends on the individual'teacher, but in general the education imparted is fairlyefficient There is little evidence that tlie older pupils show lackof interest in their work, and that they are merely " marking

42time. " Given our present Programme and normal teachingability, this could scarcely be the case. Under teachers of thenon-efficient category-fortunately a small proportion-it can beand is the case that the older pupils are marking time. TheInspectors further agree that, as a general rule, the teachers mostfitted for the work of educating adolescents are actually incharge of that work. It cannot be said, however, that the worknormally done in the highest classes of the Primary Schoolsreaches such a standard as to give a complete education to childrenbetween the ages of 12 and 14-and that for the reasonsadvanced above. To insure that the maximum benefit capableof being derived from the Programme courses be actually securedby the senior pupils, special attention will need to be directed tothe training of the teachers and to the staffing, accommodationand equipment of the schools.In existing circumstances it is considered that approximately50 per cent. of the teachers in this Division are capable of dealingwith the courses for the higher classes with a satisfactory degreeof efficiency and success. In very few schools is the maximummeasure of success reached. .It is to be recorded that the number of schools in which theinstruction is given a practical trend, and in which it is broughtinto vital touch with local conditions, industries and occupationsis comparatively small.In connection with the topics dealt with in the preceding three0,,", four paragraphs, one of the District Inspectors writes :-" Itir. becoming possible in an increasing number of cases to segregatethe pupils of the adolescent age, and they are getting teachingtolerably well suited to their needs. The arrangement is,however, only a makeshift one at best. The modern tendency isto have the adolescent in a school apart and to set free theprimary teacher for primary work. In the smaller rural schoolsthe adolescent, at the most critical period of his life, is often leftto. vegetate, the teacher having little time to devote to him."Another Inspector states that" normally the organisation of theschools is so arranged as to secure that the teachers who are mostcompetent to deal with the higher classes are in charge of them."On the question of the relation between school and localityanother inspector writes :-" In the teaching of Mathematics itis noticeable that the subject is not as closely linked with the lifeof the neighbourhood-with the study of local prices, localweights, farm accounts-as it might be. The Rural Science plotis seldom used as material for lessons in measurement, in areasand in drawing to scale." Dealing with the character of theinstruction given to adolescents, another Inspector remarks that"Generally speaking, in our schools there is no appreciablechange in methods of treatment from the junior to the seniordepartment. Instruction too often follows along the same linesand is guided by the same principles in the higher as in thelower f{)rm," and he adds: "As a rule school work is not.

43ufficiently related to 'the 'Iife- Of the di ti-ict either in the departmentof History or of Geography. Mathematical questions arerarely related to local statistics or data. Reading matter whichbears a local colouring is even rarer still." Another Inspector.strikes a more cheerful note: " There is an increasing tendencyto bring pupils into theoretical contact with the occupations ofthe people and with the past history of the district through; themedium of local geography and history, and by the application-of mathematics to everyday problems; but direct contact isseldom established by visits to places of historic interest, factories,etc."With regard to the question of how far the teachers have·succeeded in interesting their pupils in Irish folklore and heroictales, it is unfortunately the fact that little solid progress canbe recorded, more especially in the former. 'I'his field is a comparativelynew one to the teachers themselves, and even wherethey have displayed interest and enthusiasm their efforts havebeen hampered in many localities by the absence of suitableprinted material from which they could themselves derive theneces ary knowledge and information. It is to be feared alsothat there has been a certain amount of apathy and want ofeffort. The amount of research and teaching done in thesebranches, and the measure of its success, varies somewhat indifferent inspection districts; and it is noteworthy that wherethe Inspector is himself an enthusiast in these studies, he soonproduces something' of the desired effect on his teachers. Onthis subject one of the District Inspectors writes: " Folklore andheroic tales are taught in almost all the schools (in his District),and the pupils are, as a rule, keenly interested in them."He adds that his District is" rich in materials." In the other Districtsof the Division the tale is different. One of the Inspectorsof these Districts writes, and his statement applies more or lessto the others: "Irish folklore is a subject about which Irishteachers have only a hazy notion. Very little has been done inthe subject in the schools of this District. The teachers havenot been interested in the matter," and he adds that more sue--eesscan be recorded in the matter of heroic tales, and that" thepupils are gradually from their reading material becomingacquainted with the exploits of Cuchulain and Finn." Thiswonldappear to be the general experience, for another Inspectorwrites under the head of Irish music and folklore: "In thisdepartment the majority of the schools in this District are inthe background. Rarely are Irish songs in their purity heard.'Too often barbarous productions in translation, devoid of art,ate heard. Irish music is never thought of as an aid to languagework. Native folklore enters little into the work of the schoolsthus far.". It 'Would seem indeed that many teachers are themselves'ignorant of the real significance of the expression "folklore,".and that they deem that any old local tales, however barren or

44worthless from a cultural and educational standpoint, may beclassedunder this heading. They fail to distinguish the wheatfrom the chaff One' of the Inspectors defines it as the" Sciencewhich studies the expression-in popular beliefs, institutions.practices, oral literature, arts and pastimes-vof the mental ana:spiritual life of the folk, the people in general," and he addsthat the country is rich in " stories, legends, superstitions, cures;ideas of luck and ill-luck, oral tradition; sayings and proverbs,"and that " from all parts of Ireland such material may be collected,judiciously sifted and madeavaihlble for systematic,study." With a view to arousing the teachers' interest and.enthusiasm in the suhject,' he recommends the' study of such awork as Lady Wilde 's '" Ancient Myths and Legends of Ireland."Another Inspector, dealing with this aspect of the subject writes"" Some of the locai legends, etc., that I have heard dealt with illthe schools are grossly fantastic, and are quite worthless, I shouldthink, in fostering either' an historical sense or a feeling of"national sentiment." 'In the important subject of History; both local and as applying'to the country as a whole, while some progress' is to be recorded.it cannot yet be said to be as complete and far-reaching as is.desirable. The majority of the teachers indeed, do not appear'to realise that this is a specially difficult subject for young people,and that it requires a teacher of wide and deep historical study"as well as one who is capable of presenting the subject in snch a.manner as to constantly excite and sustain the interest andcuriosity of his pupils, in order to teach history in the most.effective manner. It is to be feared that many teachers are notardent students 6fhistory, and that the amount contained' in:short historical compilations, more or less accurate, forms the,sum total of their knowledge. While, however, this may be true'to .a too considerable degree, it is none the less true that there'has been an awakening to the interest and educational importanceof a knowledge of ourcountrys " chequered story"; andalso that much has been done in recent years in the matter of"collecting material=bearing on localhistory and antiquities. A5was remarked in the paragraph dealing with folklore and heroic'tales, in districts- where the Inspectors are' themselves keen'students of local and general history and where' fhey emphasise,these subjects at their inspections, progress is more marked than,where such is not the case to the same extent. One Inspector of'this kind' writes " Irish history is beginning to receive propel"attention: The teachers are getting interested in the' subject,and are commencing' to read and prepare their history lessons:with more care and understanding." He adds that;'" They (tneteachers) are slow to purchase' and studythe large standard'works that are now available." .On the' subject of local history and antiquities the same'Inspector states that these branches are receiving increased atrentionin his district, " The teachers are making use of all'

45available ources but unfortunately such sources are few and noteasily accessible. Scarcely any direct information is availableconcerning dolmens, earthen forts, moats, and other objects ofarcha-ological interest in the locality." .Another Inspectorremarks that "History receives' on the whole due attention,though the method of treating it leaves much to be desired, while]0('a1 history is perhaps the best taught branch' of this subject."Jt is the opinion of another Inspector that" History remains oneof our worst taught subjects. It is a difficult subject to dealwith, and it is rarely that one succeeds in getting teachers to. adopt modern and effective methods of treatment. Very many01 the teachers have only a limited scholarship in the subject, andthere is a regrettable lack of private reading and study. Therehas, in the last two years, been some improvement in the attempt'1:0 deal adequately with local history and historical remains, butt~le lack of suitable texts, maps and sources of reliable informationhas been a great stumbling-block to the development of af clUeI' interest in this branch." It appears to another of theDistrict Inspectors that" The broader issues are not kept to theforefront as they might be in the teaching of history to our seniorstandards. The truth seems to be that our teach Cl'S have not asufficiently wide and deep knowledge of the subject. The olderteachers base their instruction on thin and out-of-date text-booksthat regard Irish history as a province of English history. The'Training College course covered by the younger teachers, whilesounder. is much too short. 'I'he study of arehseology, of thceconomic forces at work in the country for the last three hundredJ·cal's. ann of civics, if introduced as a second year's course,would enable them to make their instruction much more stimulatingand effective, and would' enable them, too, to regard localhistory, not as a collection' of snippets, as from a guide-book, but~,s something having a living connection with a larger whole."ROI IN 3,*Ta an chuid is m6 de ,Cho. na Gaillimhe agus de Cho. Mhuigheongus cuid de Cho. Roscomain agus de Cho. Shlighigh airmhithesan Roinn seo , ta urm6r Gaedhealtachta Chuige Connacht saRoinn.Ta suas le 850 seoil innte, agus mdr-sheisear cigirf n-a mbun.AI' an treo bhi ar scolairi os cionn da bhliain deag daoisis m6uta orm cur sios.Is oiriunach an ocaid i chuige sin, mar t3. breis agus seachtrnbliana anois 6 cuireadh an reim nua oideachais ar bun; nascolairi bhi ag tosnu an t-arn san taid thar a do dheag anois, agusis mithid feachaint conus d 'eirigh leo. ..* FC1' tramslat.ion of this Report see page 220.

46'Oaedhealu na scol.Na scoileanna' a Gaedhealu an ehead ehuspoir a bhi Ieis an reimnua, agus chuige sin b'c ba riachtanach thar a eheile na naleanbhai do chur ag labhairt na Gaedhilge ins an nGalltacht agusins an mbreac Gaedhealtacht. 'Bhi suil, leis, go gcuirfi feabhas ar an Oideachas s~nGaedhealtacht fein sa tslighe go dtiocfadh le na Gaedhilgeoicioga bheith n-a muinteoiri no n-a seirbhisigh puibli de shaghasfigin. Bhi neithe eile ar an gchlr nua, ach do b 'e sea an cheadnidh, agus is dreir mar eireochaidh leis an bpriomhnidh sea ameasfar an reim nua oideachais.Is c tuairim na gcigiri go bhfuil na scoileanna ag obair le seachtmbliana chomh maith agus d 'oibrighdar riamh. Ni hionann sanagus a radh go bhfuilid ag deanamh an oiread agus ab fheidirdoibh a dheanamh. Ta na cigiri da fhaghail arnach tre na fograileath-bhliana go bhfuil cuid mhaith oidi na hoibrigheann ar andithcheal.Ta mor-chuid deanta aca, amh, chun euspoir! an chlair a churi bhfeidhm.D 'oibrigh a lan oidi go trom ag foghluim na Gaedhilge iad fein,agus d 'eirigh leo: Bhi euid mhaith ar an dtaobh eile na feadfaian meid sin a radh n-a dtaobh,In a dhiaidh sin nil Gaedheahi deanta ar na scoileanna. Nilna scolairi ag labhairt na Gaedhilge, agus is oth liom a radh naieicim aon ehomharthai go mbeidh a mhalairt de sceal ann tareisseacht mbliana eile muna gcuirtear chun na hoibre le n-a mhalairtde sprid. Rinneadh obair mhaith ins na blianta tosaigh, ach 6-192.6 ta lagti le tabhairt le ndeara.Ta scoileanna 11111' bhfeidir na scolairi bheith ag labhairt naGaedhilge ionnta indiu nuair na raibh SI ag na hoidi, Ach insna scoileanna a raibh na hoidi in ann Gaedhilge a labhairt agusa mhiiineadh do b 'fheidir i bheith da labhairt anois. In a flitsin leath-chos Ghaedhealach agus leath-chos Ghallda ta againnin urmhor na scol.Is ins na bun ranga is md ata an laige agus go mol' mhor irang na naoidheanan.Nior eirig le chiI' na naoidheanan mar ba choir, agus a lan de 'nobair ba cheart bheith deanta ins na bun ranga bhi si ag fanuintle hoidi na mbarr-rang.Na hadhbha1:r.Bearla agus Gaedhilg.-Ni ro-mhaith a tuigtear an bhrigh tale lan-chursa agus bun-ehursa ins na teangthacha.Ta an-leisce ar na hoidl roimh an adhbhar leighte Bearla ta atan gelar i gcoir na nard-rang.. Biorm na sean " Leightheoirf ",ag a lan aca i nait leabhar noiritinach. Nior mhiste gniornh ehundeire do chur leis an ngnas san. Ta claona ag na hoidi le.Ieabhair shuaracha, freisin, go mor mhor sa nGaedhilg. Is anamh

4711 ehitear ins an roinn sea aon leabhair maithe Gacdhilge. Ta aniomad mion-leabhar ins na seoileanna agus an iomad braith aran leabhar. Nil an breitheamhntas is fearr ag na hoidi chunadhbhar leighte agus adhbhar sgriobhtha a thoghadh, agus tana scolairi caillte le is sin.lVIatamaitic.-Ni musgailtear suim na scolairi i nuimhreacha, ni deantar ceangal idir ob air na scoile agussaoghal na haite agus, go mol' mhor, ni dheanann nascolairi a ndothain ins an leath uair bhid sna suidheachain.Ta cuid de na cigrri i bhfabhar Algeabar isceimseata a bhaint de 'n ehlar mar gheall ar a luighead aimsireis Ieidir a chaitheamh ortha. Ai' an dtaobh eile ins na scoileannamaithe ata fe stiuradh fear curtar cuid de na smaointe bunaigha bhaineann le is na brainnsi sea i naigne an leinbh, agus is fearrde sin e. Ni deantar each i gcaol chuid de na scoileanna, amh.Ni hiad an dream a rnhuineann an da bhrainnse eile go maithata lag ar an uimhriocht.Stair is Tir Eolas.-Maidir le stair is tir eolas ta euidde na cigiri sasta leis an meid ata da dheanamh IIIa gceanntair, agus cuid eile na fuil. r H moran armsireag an oide le caitheamh ar na brainnsi seo. Daluighead ama ata n-a gcoir iseadh is mo a theastuigbeanncolas agus clisteacht on oide. Nil obair shasuil ar cheachtar de'nda adhbhar a dheanamh go coitcheannta ins an roinn, agus ni'lan tabhairt suas ar an ngnath oide a bheadh riaehtanach ehuniad a theagasc go heifeachtach, Teastuigheann eolas agusbreitheamhntas ehun an ehuid de 'n da bhrainnse ata oiriunaehdo 'n leanbh a phiocadb.'I'athar ag iarraidh ar na hoidi stair an cheanntair a fhigbeisteash leis an stair generalta, ach is beag eolas ata aca ar stairan cheanntair. Is deacair doibh na leabhair fhaghail in a bhfnilan stair sin, agus nilid oilte ar na leabhair sin a Ieigheamh agusan fhaisneis ta ionnta a chur in oiriuint do 'n leanbh.Ira. feabhas ag teacht ar an stair ins na scoileanna.Ecliocht Tuaithe.-Nil an eolioeht tuaithe ag dul ar agha.idhgo meal'. Nil talamh ag gabhail leis na scoileanna, agus tatharag brath ar an leabhar in ait na sill agus na lamh agus na meabhracha chur ag obair. Aeh ta roinnt scol ag deanamh go hanmhaith.Ceol.-Ta. roinnt mhaith 'seol gan muinteoiri a bhf'uil ceol aea.An Scolaire os cionm. 12.Is tre nabun ranga d 'fheabhasii is feidir caoi a thabhairt do 'nleanbh ata thar 12.Da dtagadh an leanbh ar scoil i naois a cuig, agus da leanadh8e ag teacht, le muinteoireacht mbaith bheadh se i rang a seinaois a do dheag. Fior bheagan scolairi a neirigheann lea marsin: ni coimhliontar na coingheallacha go leir ata luaidhte.

4711 chitear ins an roinn seo aon leabhair maithe Gaedhilge. Ta aniomad mion-leabhar ins na scoileanna agus an iomad braith aran leabhar. Nil an breitheamhntas is fearr ag na hoidi chunadhbhar Ieighte agus adhbhar sgriobhtha a thoghadh, agus tana scolalri caillte leis sin.Matamaitic.- i musgailtear suim na scolairi i nuimhreacha,ni deantar ceangal idir ob air na seoile agussaoghal na haite agus, go mol' mhor, ni dheanann naseolairi a ndothain ins an leath uair bhid sna suidh .eachain. Ta cuid de na cigm i bhfabhar Algeabar isceimseata a bhaint de 'n chlar mar gheall ar a luighead aimsireis feidir a chaitheamh ortha. AI' an dtaobh eile ins na scoileannamaithe ata fe stiuradh fear curtar cuid de na smaointe bunaigha bhaineann 1eis na brainnsi seo i naigne an leinbh, agus is fearrde sin e. Ni deantar e aeh i gcaol chuid de na scoileanna, amboNi hiad an dream a mhuineann an da bhrainnse eile go maithata lag ar an uimhriocht.Stair is 'I'ir Eolas.-Maidir le stair is tfr eolas ta cuidde na cigiri sasta leis an meid ata da dheanamh ina gceanntair, agus euid cile na fuil. Nil moran aimsireag an oide le caitheamh ar na brainnsi seo. DaIuighead ama ata n-a gcoir iseadh is mo a theastuigheanncolas agus clisteacht on oide. il obair shasuil ar cheachtar de'nda adhbhar a dheanamh go coitcheannta ins an roinn, agus ni 'Ian tabhairt suas ar an ngnath oide a bheadh riachtanach chuniad a theagasc go heif'eaehtach. Teastuigheann eolas agusbreitheamhntas chun an chuid dc'n da bhrainnse ata oiriunaehdon leanbh a phiocadh.'I'athar ag iarraidh ar na hoidi stair an cheanntair a fhigheisteash 1eis an stair generalta, ach is beag eolas ata aca ar stairan cheanntair. Is deacair d6ibh na leabhair fhaghail in a bhfnilan stair sin, agus nilid oilte ar na leabhair sin a leigheamh agusan fhaisneis ta ionnta a chur in oiriiiint do 'n leanbh,'fa feabhas ag teacht ar an stair ins na scoileanna.Eoltocht Tuaithe.-Nil an eoliocht tuaithe ag dul ar azhaidhgo meal'. I il talamh ag gabhail leis na scoileanna, agus tatharag brath ar an leabhar in ait na sul agus na lamh agus na meabhracha chur ag obair. Ach ta roinnt scol ag deanamh go hanmhaith.Ceol.-Ta roinnt mhaith scol gan muinteoiri a bhfuil ceol aea.A.n Scolaire os eionm. 12.Is tre nabun ranga d 'fheabhasu is feidir caoi a thabhairt do 'nlcanbh ata thar 12.Da. dtagadh an leanbh ar scoil i naois a cUig, agus da leanadb5e ag teacht, le muinteoireacht mhaith bheadh se i rang a seinaois a do dheag. Fior bheagan scolairi a neirigheann leo marsin: ni coimhliontar na coingheallacha go leir atli luaidhte.

48Tinnreamh.-Is fior go bhfuil na seolairi ag teacht nios fearr debharr an dlighe ; ach ni feldir le cigire a radh go cruinn cad ~direaeh an mead a ndcachaidh an dlighe i bhfeidm ar an dtinn~eamh.Ta se raidhte in gach aon ait 11a tagann na Ieanbhai fe bhun ase agus os cionn a ccathair deag mar i.do thagaidis, agus .ar. andlighe ata a mhillean san ag gach .naon. Is fior na tagann -naleanbhai anois chomh hog agus thagaidis, agus deirtear go .bhfuilbaint ag _gluaisteain leis an- sceal. - -Ta Ieanbhai scoile agus gluaisteain ag cur isteach go m§;- ar aeheile ar na briithre, agus is deacair lcigheas ar an .sceal amholadh,- Uascheimiu.c-i'I'aobh amuigh den tinnreamh eoimoadtar anIeanbh siar uairean:nta gan ghadh. - Ta feabhas ag teacht. ar ansceal, amh, ach ta cuid mhaith. le deanamh fos. Is minio gut'beug freagarthacht ata. idir aois an leinbh agus an ranc in- abhfuil se. Bionn leanbh 15 bliana san chuigeadh rang, agusleanbh 13 bliana san seamhadh rang sa scoil cheadna ..: I scoil an-eifeachtach ar an dtuaith is gnathachIe na leanbhaisa chuigeadh rang bhcith dha bhliain deag d 'aois. Is minic gurab e an t-aos ceadna bhionn ag scolair i ranga a cuig' agus ranga :1~e-idir 13 agus 15. -- An CIaI' Vll.-VllI.- il obair fe leith ar an gclar do no rangaos cionn rang a se; agus tuigeann roinn t oidi as san na fuiltear ag1§ileamhortha aon iarracht speisialta a dheanamh do na ranga sin,aeh leogaint doibh lcanuint at au obair bhi aea., I scoileanna beirte oidi (urmhor na seol ata againn) bionn IIJ,IV, V, VI agus as san suas a IY an bpriomh oide. _ i feidir leispuinn a dheanamh do 'n leanbh ata os eionn rang a se. Godeimhin ni moran is feidir do a dheanamh do rang a se fein;bionn se -ceancailte de. rang a euig agus is ar an lagbhnidhin ismo bhionn an maighistir ag freastal. Nil leigheas air. Rudcile, ni bhionn os eionn rang a se ach fior bheagan scolairi.vagusis minie na bionn slighe go Ieor.uair bhionn triur oidi sa scoil is feidiI' a bhfad nios mo adheanamh do nascolairl mora. __Is e rud is tabhaehtaighe sa sceal go leir na so. . Nuairshroieheann an leanbh a do dheag -ni muineadh at1a uaidhachstitiradh. Is e is coil' on uair sin na e .bheith ag foghluim do feinfe stiuradh an oide. B 'fheidir gur ab e an locht is ..mo armlniinteoireacbt e na tugtar na scolairf isteach ar fhoghluimdoibh fein. Do b 'fheidir tosmi air i ranga a III agus a IV. _.Dandeinti go coitcheann e bheadh an scolaire go. maitbchun eabhruitheleis fein ar shroiehint a do dheag do, agus bheadh taithiaige a sheas6eh do i gcaitheamh a shaoghail.-Ins na seoileanna a coimheheangladh le deanaidhe ta tricir' agusuaircannta ceathrar oide ag, mtrineadh 70-100 scclairf agus tafeabhas mol' ag teaeht ar na hard ranga da bhithin sin; ach nibheidh an meidh sin oidi aea i gcomhnuidhe.

-I-HBeanoiJi.-Ta It lan banoidi in a bpriomh oidi ar scoileannameasetha. Ta euid aca' an-mhaith gan amhras, ach ta roinntmhaith aca na fuil inann freastal ar na buachailli mora.Ni feidir riail a dheanamh n-a thaobh, ach breath a thabhairt:11' gach cas ann fein. -Tighthe.-Tar eis a bhfuil deanta leis na tighthe le roinnt bliantaid i bhfad 0 bheith go sasuil ; ta a lan scoileanna go dteastuigheannmeadu uatha agus ta a lan eile nar mhor nua-thighthechur n-a nionad.Saoghal na haite.-Deir na cigiri ar fad gur beag baint ata agall oideachas leis an gceanntar.DIVISION 4.This Division comprises seven districts, of which three takein the southern half of the City of Dublin and extend west andsouth to the Counties of Kildare, Wicklow and northern Wexford,while the remaining districts have as their centres Clonmel,Kilkenny, Carlow and Enniscorthy.The Reports of the Inspectors in this Division indicate thatthe teachers in general are earnest and willing workers, anxiousto carry out the terms of the programme. 'I'hat the results arenot always satisfactory is due in many cases to the lack ofteaching qualifications in Irish and to the failure on the partof a large number of teachers to grasp the real objects to belattained in the programme. In an effort to adhere literally tothe terms of the programme and to cover the entire course, theteaching is often hurried and superficial. The importance ofestablishing a relation between the work of the school and thelife of the district is not sufficiently realised, particularly in theteaching of languages and mathematics. A great improvementmight be effected in Irish by giving more time to the conversationaltreatment of everyday topics, while in the majorityof schools much of the time devoted to mathematics is. wastedon unsuitable questions and unreal problems.The results of the School Attendance Act are now becomingapparent. Children reach higher classes at an earlier age andare showing themselves capable of benefiting by the change. Inaddition to this, a stimulus is provided in the upper classes bythe Primary Leaving Certificate Examinations and by theScholarships offered by Local Authorities to pupils proceedingto Secondary Schools. All these causes tend to create a higherstandard of efficiency in the schools and to call for continuallyimproved methods of teaching.The -Schools on the whole are efficiently organised; teacherscompetent to teach the higher classes are usually 'placed in chargeof them and duties are allocated, so that in general the best useis made of the available teaching power.n

50'There is as yet little evidence of. any improvement in' thecondition of the School Buildings. There is still considerable'overcrowding in many of the City Schools, but owing to thedifficulty of raising sufficient funds at the moment little is being'done to remedy this defect. There is no reason, however, whythe schoolrooms should not be made brighter and more attrac--tive, as the additional cost involved would not be very large.IRISH./Although the number of teachers who are qualified in thissubject is steadily increasing, there still remain many who havenot yet obtained the certificate. In two of the seven Districtsof this Division 50% of the. teachers possess no qualification inIrish. It must be remembered, however, that the, majority ofthese are elderly teachers, in many cases over 40, who find itdifficult to attain even the standard required for the ordinary'certificate.A weakness in Oral Irish is noted in the majority of theBchools. An improvement might be effected if more use weremade of the language in the ordinary routine 'work of the'School, apart from its use during Irish lessons. Some Inspectorsstate that a satisfactory standard in written and oral Irish hasbeen attained in many schools, but on the whole progress isslow. The use of Irish as a teaching medium is"not common inthis, division. A few schools are staffed entirely by teachersqualifled to teach bi-lingually, and much greater proficiency isnoted in these schools than in unilingual schools.ENGLISH.'English appears to be well taught in most schools. Many.teachers, however, make no effort to develop a taste for .readincin their pupils. Much might be done in this respect if differentmethods were employed in the senior classes, but one seldom finds.a teacher endeavouring to develop in his pupils the power' of:vppreciating an author's treatment of plot, his characterizationor: his use of language.MATHEMATICS.'There is still a lack of up-to-date methods in teaching Maths-'nlatics, with the result that this subject is the weakest, in the'currieulum. Too much time is spent on purely mechanical workand very little attempt is made to select problems which will;tdevelop the pupils' reasoning powers. Most men teachers are'''capable of teaching Algebra. and Geometry efficiently, but many

f>1HISTORY ..This subject is usually presented in an uninteresting manner.Teachers do not seem to realise that the treatment of isolatedepisodes is of small value or interest to the pupils and in manycases little attempt is made at tracin'g the connection betweencause and effect. History, if presented in a vivid manner, makesa strong appeal to the pupil's imagination, but this requires carefulpreparation and teachers would need to supplement theirknowledge with more extensive reading if this subject is to betanght snccessfully.LOCAL HISTORY.Local Hi tory is still in the experimental stage and teachersare greatly hampered by the lack of suitable books. Some of themore earnest teachers are compiling histories of their schooldistricts; the matter, including local traditions, place names andcustoms, is gathered by the pupils and from this mass the teachersare trying to compile brochures of local history. This is a veryinteresting' and valuable development.FOLK-LORE AND HEBOIC TALES.Very little progress is reported in these subjects and in someschools the study of Irish folk-lore is almost totally neglected.Much useful work could be done if these subjects were utilisedin Irish History Schemes.The teaching of Geography, on the other hand, is fairly atisfactorythroughout the division.SCIENCE.The older teachers are not generally equi.pped to teach Science,and where possible the work is left to the younger and morerecently trained teachers, who treat the subject in an interestingand educative manner,DRILL.Drill seems to have been crowded out of the curriculumis now done in very few schools.andOTHER SUBJECTS.Nature Study and Rural Science appear to be well taught andalthough Cookery and Needlework 'are not now taught in manyschools, the teaching of the former is, in general, sati.sfactory inthe schools in which it is taught. In [eedlework the standard isnot generally so good. Singing 'is, in general, 'well taught in thisdivision.

52DIVISION. 5.The Division includes portions of Dublin, Louth, Meath, Westmeath,Kildare, Leix, Offaly, Tipperary and Limerick.During the year some progress has been made in improving erreplacing unsuitable buildings, and in providing the additionalaccommodation rendered necessary by rapid growth of populationin Dublin City and Suburbs. In these respects much still remainsto be done.Most of the year was, as regards inspection, a transition period,in consequence of the introduction of the new system, andincidental visits were more frequent than usual. 'I'he inspectorsfound the great majority of the teachers giving steady and earnestattention to their duties, with generally satisfactory results. Evenin cases where the rating falls below Efficient, the failure is seldomdue to want of industry, but to lack of the gifts essential tosuccessful teaching, a lack which, under ideal arrangements, wouldhave debarred them from entering the profession. Such a sievehas, alas! not yet been devised. Wider reading in History, on thepart of the teachers, would often make their teaching of thatsubject more effective, and there are still a considerable numberwhose command of Irish is not sufficient for really good teachingof the language. But through the training colleges, through localclasses, and through actual practice in the classroom, there is asteady rise, year by year, in the proportion of teachers who havenot only adequate knowledge but, to a greater or lesser extent, thespecialised skill necessary for the successful teaching of thelanguage.As the operation of the School Attendance Act is expectedto raise the average standard of attainment of pupils under 12,and to increase the number of pupils aged 12 to 14 in the higherstandards, the question has been raised whether the actual teachingin those higher standards gives a " solid foundation for postprimarywork." It seems desirable to consider, along with this,whether that teaching completes a sound elementary education forthose-the great majority-for whom there will be no whole-timepost-primary stage.In language teaching Grammar needs more attention for itspractical use in the correction of errors in writing and speaking,and in grouping the construction of sentences. More thoroughtreatment of reading matter is desirable, dealing not only withmeanings of words and phrases and with allusions, but with suchpoints as appropriateness of diction, literary devices, variety insentence-construction, paragraphing, &c., and"sometimes includingdiscussion of the writer's opinion. Such oral teaching shouldimprove written expression, as to which there is considerable roomtor improvement, especially above Standard V, where one does notfind the advance in copiousness and flexibility that should be

53looked for. Systematic teaching of Composition, on the lines ofsomeof the excellent manuals now available, would be beneficial.In Arithmetic expertness in calculation comes too slowly: tillthe teacher of higher standards is in a position-as he should betotake this very much for granted, he cannot concentrate as heshould on the training of his pupils' reasoning powers through theapplication to concrete problems of the few new conceptions towhich they are introduced. Such problems might relate, moreirequently than they do, to matters that come within the children'sexperiences. In Algebra and Geometry mechanical manipulationtends to monopolise attention too largely, but teachers welcomesuggestions from the Inspectors as to more modern lines of treatmentthat appeal to, and so cultivate, intelligent interest.Geography is, on the whole, taught on broader and moreintelligent lines now than formerly, though occasionally thelessons seem not only to begin with Ireland but to end with it.The History of Ireland cannot have its full educational valuetill mote account is taken of contemporary history; happily textbookwith a wider outlook are now being produced. At presentchildren may get the impression, e.g., that Ireland alone passedthrough the phase of petty kingdoms and internecine strife, thatit alone suffered from foreign invasion, that the Norse invasionswere prompted by sheer wickedness and resulted in nothing hutsuffering and loss, and so on. Local ruins, raths, etc., are generallyutilised with good effect in arousing interest in the past.There is not, however, much evidence of attention to heroic talesor folk-lore.Rural Science is not a common subject, owing to the want ofdemonstration plots, but Nature Study is taught in many schools.Too often, however, the aim seems to be to convey information,to be accepted on the teacher's authority, rather than to stimulatecuriosity and to put the children in the way of satisfying it bypersonal experiments.A considerable number of schools send organised parties ofpupils to visit the Royal Dublin Society's Spring Show, but suchvisits to museums, factories, etc., are rare. In the city, however,many pupils visit the Museum and the Zoological Gardens outsideschool hours. .On the whole, it is found that the senior pupils are in fact incharge of the member of the staff best qualified to deal withthem. In the ideal arrangement they would be in eharae of thePrincipal, presumably a man or woman or hign character, ofsound sense, and of native capacity matured by experience, sothat the children might come in a special way under the influenceof his (or her) personality, just before they pass out of school.But in the present transition period it not unfrequently happensthat the Principal has not the qualifications needed for the bestresults in such subjects as Irish or Rural Science, and in such

54circumstances the most advanced classes are, for these subjectsor for all, in charge of another-specially qualified-member ofthe staff. In the circumstances, this is the best arrangementpossible.DIVISION 6.This Division contains seven inspection districts. It includesthe whole of Kerry and Clare, practically all County Limerick,one district in the north-west of County Cork, while the half ofone district is in County Galway.'l'here are in the Division 863 schools, of which 54 are Conventor Monastery Schools paid on a Capitation basis, and 809 areschools in which the teachers are paid personal salaries. Thefollowing table shows the ratings as to efficiency of the CapitationSchools and of the teachers in the ordinary National Schools. Thedifferent classes of teachers are shown separately, but no accountis taken of 74 teachers recently appointed, whose efficiency hasnot yet been reported on:-No. No. No.rated rated rated Total Percentage of TotalHighly Non- Num- -- -- --Effici- Effici- ber. H.E. EfIt. Nonentent EfIt.----- -- -- -- -- --Pr irrcipal Teachers ... ... 310 417 69 796 39'0 52'3 8'7Assts. in ordinary Schools 184 501 62 747 24'6 67'1 8'3Junior Assistant Mistresses 18 202 32 252 TI 80'2 12'7Capitation Schools ... ... 30 23 I 54 55'6 42'6 1'8LaY Assistants .. ... 13 48 I 62 21'0 77'4 1'6INFANTSCHOOLS.Onc of the causes of low classification in our schools is thatfrequently children are kept too long in infant classes. 'When apupil comes to school at five years, if he makes reasonably goodattendance he should reach First Standard at seven years. Inmany towns there are well-equipped infant schools or infantdepartments, and it is in the case of such schools that complaintsare most frequent of unduly tardy promotion from the infantclasses.THE PROGRESS OF IRISH IN INFANT SCHOOLS AND DF.PAJ;lTMEN'fS.A to the progress being made in Irish conversation in Infantclasses and departments, there appears to be much ground fordisappointment. That dissatisfaction extends to both urban andrural schools, but it appears that in the two-teacher rural school,where the junior teacher has charge of Standards 1-and II inaddition to Infants, better progress is' being made on the wholethan in large infant schools and.departments, although the pupilsmay spend ·two years longer in the latter type of schools. This

35may be due to the· fact that, although the teacher of junior'children in rural schools has to teach two' or three classes, ·yetthe classes are smaller and she is able to get into closer contact'with individual pupils. ; Classes are large (sometimes :60 or 80pupils) in the generality of urban infant schools, and it wouldappear that the teachers' find it more difficult to sustain theinterest of the pupils. and that the class soon becomes passive,then listless and restless, with the result that only a few brightpupils pick up much knowledge of the language.:It appears that the aim of the present programme inthe teaching of infants, "to impart to children a vernacularpower over the language," is not being approximately attained in .the vast majority of the schools outside the Gaeltacbt. And wheresuchvernacular power (or some approach to it) is not attained',the teaching of the other subjects of the curriculum through themedium of Irish is hardly practicable, certainly a matter of greatdifficulty.•AGE AND CLASSIFICA'l'ION OF PUPILS IN SENIOR S·rANDARDS.If it be assumed that, as a general rule, pupils of 11 should beenrolledin Fifth or higher Standards, it will be found that themajority of the schools in this Division are backward in this:respect, and that our classification is in general rather low. Theaverage age of pupils entering Fifth Standard in the majority ofrural schools is probably about 12i, and in some cases it is over13; although there are instances of boys' schools where the averageage of Fifth Standard at the beginning of the school year is notquiteeleven years. In town schools the average age on entry to.Standard V. would be about 12 (a little below in some schools,anda little above in others). When such average ages are spoken of.it may be accepted that some of the pupils are 11 or even less, anarome are 13 or 14, or perhaps more. Moreover, pupils of 11 ana12 are often found in Standard Ill., and occasionally in Standard.n., while pupils of 13 or 14 years and 15 years are met with inStandards below Fifth.Apart from the effectiveness of the teachers' work and thesoundness of his judgment in determining the classification ofpupils, there are causes quite beyond his control operating to thedetriment of proper classification. The School Attendance Act haftbeen in operation for only three years, and the presence of pupilof 13, 14 and 15 years in Fifth or lower standards is largely due'tcthe irregular .attendance of these pupils prior to the enforcementof compulsory attendance. Then there are in some schoolsa considerable number of pupils who live long distances from theschool and to whom therefore the Act does not apply. Pupils:who have three or more miles to come' frequently across difficultcountryor by bad, arid at times impassable bye-roads, do not begin.their school life till they are 7 and often 8 years, and cannot: he, •

56regular in attendance at any time. Such pupils are a difficultproblem. They cannot get a proper preparatory training inInfant Standard, and they have a poor chance of passing throughSixth Standard before they complete their fourteenth year.It has been shown that the average age of pupils on reachingFifth Standard is well above 12, and it follows that pupils 01 11are only in Fourth Standard and "are' engaged up0J?-work notappropriate to the mental development to be expected at thatage. Generally speaking, as a result of all the causes discussed.some remediable and some not, Irish pupils are generally oneyear, and in some cases two years, behind the standard theyshould have reached at 11 or 12. It is probable, however, that inthe course of a few years when the School Attendance Actwill have been operative throughout the whole period of theschool life of the pupils, a more healthy classification will bcsecured, and that the great majority of our pupils will reach FifthStandard at or shortly after the completion of their eleventhyear, but allowance will always have to be made for pupils ofslow development and those who come to school late.THE ORGANISATION, CURRICULUM. JlliJ) METH.oDS .oF TEACHING INBENIOR DIYISIONS .oF DIFFEREN1' TYPES .oF SCH.o.oLS.The matter which the programme provides for Standards V.VI. and higher (usually referred to as the senior standards) is,if properly handled, well suited to the intellectual training ofpupilain the early adolescent stage, but as pupils in most schoolsdo not reach Standard V. till 121 or later, i.t follows that a greatnumber of pupils are engaged in work below that appropriate"to their age. With this qualification a discussion of the workdone and the methods current in senior classes will deal with thequestion of adolescent education in our schools." There are no special schools providing a higher elementaryeducation for adolescents in this Division. In schools with threeor more teachers the senior standards are generally taught in aseparate room or rooms. In some convent schools, to which anmtermediate department is not attached, some special provisionfor advanced work in one or two standards beyond Sixth is made.A good number of convent schools and one or two village schoolsunder lay teachers have developed" higher tops," and providea secondary education leading to the Intermediate Certificate.In convent schools where there is no Intermediate connection inany form, there is occasionally some attempt at providing apractical or semi-vocational bias in the hig-hest classes, generailyin the direction of preparation for employment in offices andshops. :Thcre are no higher elementary classes or departmentsproviding any practical work in the direction of agricultural,manual or scientific training.The vast majority of our schools are staffed by two teachers.and the Principal Teacher almost invariably takes charge of Third

57and higher "standards, .and where pupils- are enrolled in Seventhand Eighth Standards, the Principal has under his care sixseparate standards corresponding to six different c c. years" ofmenial development. To organise such a division so that all willbe kept employed, "grouping' " is adopted; Third and FourthStandards form one group and Fifth to Eighth Standards anothergroup, so that in the highest group there may be pupils of fourdifferent stages working less or more as one class. As a ruleeach standard follows its own special programme in Arithmetic,but in other branches the group is taught collectively. They donot, however, repeat the same work in two successive years.The books in Irish and English are changed each year and are

instruction, are apportioned among the various subjects generallyas follows :-Irish ...Eng-lishMathematicsature StudyHistoryGeographyingingNeedlework19l hours.585 hours.55 " (Arithmetic 3,It1112and 1 houreach for Algebraand Geometry).'I'here is onc half-hour remaining, which is in some schoolsgiven to History or Geography, and in others to mathematics.Mathematics and English are generally shortened in the case orgirls by the time devoted to needlework.""""""(girls) .ENGLISH IN SENIOR CLASSES.It is of interest to note that in schools where Irish is well taughtEnglish is also well taught. A school where Irish is skilfullytaught and English but poorly taught is something of a:phenomenon, and the opinion of the Inspectors generally is that}

59In regard to the qualifications of the teachers of this Divisionin Irish, there are 6.4% holding the Ard-teastas, 32.6% the bilingualcertificate, 34.1% the ordinary certificate, while there are26.9% who have no certificate.MATHEMATICS.Five hours per week are generally given to mathematics insenior classes, three to arithmetic, and one each to algebra andgeometry, where these branches are taught-that is, in practicallyall boys' schools and mixed schools under a master. Thegrouping of classes, previously referred to, is not followed inthis subject, and each standard is taught its appropriate officialprogramme as far as Sixth. Thus the teacher of the senior divisionin a two-teacher school has as a rule to teach or providework for four or more separate classes within the three hoursdevoted to arithmetic. The pupils in standards higher thanSixth sometimes work with Sixth wholly or partly, but as a rulework by themselves with a little direction at more advancedexercises. The programme does not specify a definite course inmathematics for standards beyond SL'Cth, and that, which is laiddown for " Sixth and Higher Standards," can be easily compassedby average pupils under a good teacher in one year, butno doubt older pupils can be usefully employed at more difficultquestions on this programme than those usually set to Sixth.While in the best schools there is much sound teaching ofarithmetic, both from the point of view of practical applicationto life and from that of training in reasoning, yet some of thedistrict inspectors find much room for dissatisfaction with theteaching of arithmetic in senior classes. The exercises arc oftentoo mechanical; there is too much working of dreary sums thathave no relation to real life, and the pupils do not even in thesedevelop accuracy of calculation, because the work being uninterestingcauses want of concentration. In many chools it wouldappear that there is little effective explanation and blackboardexposition of the principles, and that the pupils are not trainedto explain the steps of their solutions. There is insufficient useof realistic methods, and in particular there is insufficientmeasuring and practical work in exercises on area. Sometimeslittle mental arithmetic is done, and the preliminary note to theprogramme, " Mental work should precede and lead up to thewritten work," is overlooked. Generally there is too little leadingup to general principles along inductive lines, and too muchmere didactic instruction.In general it appears that the number of teachers who aregiving, and are competent to give, a sound two-year course inmathematics to pupils of 11 or 12 to 14 or 16 years is small. Asa rule the progress made does not extend far, particularly ingeometry, but one must be tolerant of shortcomings in this branchin schools where. a teacher has charge of many classes and cangive only one hour per week each to algebra and geometry.

60HISTORY, FOLKLORE, ANTIQUITillS.The formal teaching of History is now confined to the seniorstandards, whereas formerly there was a definite course providedfor several lower standards. Some of the Inspectors note thatthere is some improvement observable in the teaching of thissubject, and they attribute this largely to increased interest inlocal history. They find many teachers showing a keener interestin local aspects of history, but difficulty in procuring books, andlack of knowledge of sources for local history often impedeacquirement by the teachers of this subject. Sometimes theteachers are inclined to interpret local history too narrowly andto consider that only the immediate neighbourhood is concerned,whereas the barony, the county, an ancient territorial division,and in some degree the province, have a certain " localness "for our purpose .. Some teachers have no clear ideas as to what should be theaim in history teaching. Sometimes there is teaching of disjointedfragments of history, and the sequence of events evenwithin a definite period is not brought out; there is too muchadherence to the matter in arid little text-books, and teachersstill are found who substitute the lifeless reading .aloud of suchbooks for real oral exposition. Teachers also who give quitegood lessons are not sufficiently discriminative in their selectionof the portions of history treated, and sometimes the legendarystories of the early invasions receive undue attention, while thehistory of the last 130 years is insufficiently dealt. with. But.after allowing for these defects in matter and method, it mustbe allowed that there is much sound teaching of the facts ofhistory, and that most teachers prepare less or more satisfactoryschemes of a general course in Irish History.One great difficulty in teaching history satisfactorily is thelittle time that can be given to it in most schools, one hour perweek in Fifth and higher Standards, whereas in Continentalschools the curriculum· of elementary schools provides for acourse of two hours per week for four or five years.Little has been done in the matter of introduping folklore asa cultural element into our schools. The teachers, whose owneducation was divorced from all traditional culture, do notunderstand what they should do in the matter. Local placenamesare sometimes collected, and sometimes local stories andtradition of some historical interest are collected, and occasionally'longs of local interest (but not necessarily folksongs) arechosen, but I think there .are exceedingly few teachers who try10 collect local airs. Feiseanna, particularly the local ones inNorth Kerry, have done much towards arousing an interest inthese matters.

61GEOGRAPHY.Geography is a subject that has been much curtailed in recentyears in our schools, and the programme provides for a twoyears' course only, although it suggests that some preliminarywork should be done in Fourth Standard. There are teacherswho are further curtailing their syllabus so that little more istaught than the geography of Ireland, and insufficient attentionis given to the general principles of physical geography, andlittle mathematical geography is taught. In some cases a fairgeneral knowledge of the physical, political and industrialfeatures of other countries is given such as England, Scotland,the United States and the chief countries of Europe. Geographyis, however, seldom handled so as to make the most of an interestingand informing subject and to stimulate the minds of adolescentpupils. There are many teachers who have not even yetshaken themselves free from the old-fashioned conception ofgeography as lists of towns and rivers plus map-pointing.RURAL SCIENCE AND NA'l'URE STUDY.Rural Science is "taught in perhaps five per cent. of the schoolsin the Division. The percentage is considerably larger in CountyLimerick, where there was formerly a committee that had somefunds for encouraging horticulture, and prizes and certificatesof merit for school gardening used to be awarded. RuralScience is not extending, and no effort is being made to provideschool plots for practical gardening. Nature Study has been~enerally re-introduced in schools where there is a teacherqualified to teach the subject.DOMESTICECONOMY.Needlework is taught in all girls' schools and to girls in mixedschools for two hours per week. Generally good work is done,hut not so good as when more time was. given to it.Cookery and Laundry are now voluntary subjects and aretaught in about twenty per cent. of the schools attended by girls.The Inspector of Ennis states that out of 26 girls' schools and71 mixed schools, instruction in either Cookery or Laundry isgiven in only 18 schools. Even some of the rural convent schoolshave discontinued all such teaching. This omission of DomesticEconomy leaves the girls with a sadly defective practical trainingfor life in a country where primitive household conditions solargely obtain.Most woman teachers' are qualified to give training in thisbranch. There is some equipment in practically all schoolsattended by girls, but sometimes the lack of a room that can begiven to the Cookery class completely during that lesson makesIhe instruction difficult, and some schools al~ not suited for anysuch work.

ji2DIVISION No. 7.. This Division includes three districts in which urban conditionsexist to a large extent, viz., two districts of which theofficial centre is the City of Cork and one of which the centre isWaterford. The other three, Fermoy, Dunmanway and Bantry.arc rural, with the usual sprinkling of larger town and villageschools.laturally the conditions vary widely as between one class ofdistrict and another. In the very large schools, what with upervision,class emulation, division of labour, &c., it is rare to finda non-efficient teacher; besides the most talented and mostambitious of the teachers gravitate to the large centres. In smallschools in remote centres, however, efficiency must be inborn, asthe environment does not help very much to stimulate a teacher'sefforts.'Referring first to the general character of the educationreceived by pupils of 12 to H years of age, in relation to theintentions of the curriculum, it may be said that the followingclasses of school Ieavers carry away with them a sound primaryeducation :-(a) Under highly efficient teachers.'(1.) All who at 14 years of age have spent a year inStandard VII. and have average ability.(II) Probably half of those who have' spent a yearin Standard VI., especially if grouped with VII.(b) Under" Efficient" teachers.(I) Possibly half of those who at the age of 14 havecompleted a year in VII.(II) A few of those who at the age mentioned havecompleted a year in VI.'I'hose who leave school without a sound primary educationinclude:-(1) The balance of above.(2.) Pupils under non-efficient teachers in their final years atschool.(3) Pupils who never reach Sixth Standard.Deducting the exceptions from the total one cannot safelyestimate our output of pupils who do us credit after leaving atmore than one-fourth of the whole.(1) It may seem strange that the .results under le Efficient"teachers are estimated so low, but the rating " Efficient" spreadsits net very wide' and includes many who are judged bya liberal standard. Youth and inexperience, age, ill-health, exceptionalfamily troubles, defective buildings, &c., often intervene"to save a teacher from being lowered into the non-efficientg-rading, where the proficiency and training of the senior pupilsleave a poor enough impression on the Inspector.

('" h)(2) It is not anticipated that we shall ever be free of non-.effieient teachers, and so the exceptions under (2) we shall alwaysnave with us.(3) The number who fail to reach Sixth Standard will, itis hoped, show a gradual decrease until such time as theSchool Attendance Act has produced its full effect from infantsup=-that is to say, four or five years hence. Delay in promotionhas been due in some few cases to mental deficiency orphysical delicacy, in others to lack of efficiency in the teachingor undue caution on the teacher's part, but mainly, up to recenttimes, to irregular attendance.Teachers in Technical Schools complain freely of the eduea-~jonal shortcomings of those who enrol in their classes afterleaving the Primary Schools.It may be pointed out, however, that the best products of thePrimary Schools would be found in the Secondary rather than in'Technical classes.The establishment of the Primary School Certificate is one ofthe innovations likely to brace up the work in our senior standards,but something more might be done. It is well known that of the1.0,000 who sat for the examination last June, and even of the:5,000 who failed, a considerable percentage consisted of pupils in,Seventh and Eighth Standards, and that some schools sent inpicked pupils from Seventh and Eighth, but none from Sixth.One point in which the curriculum could be improved would bethc setting of a specific programme for Seventh and EighthStandards. Pupils at this stage in their career should be trainedto do much work for themselves. Very often, however, theystand with Standards V and VI and receive the same instructionin oral subjects. As a result their mental powers are left, to agreat extent,' to lie fallow for want of appropriate exercise, andthey arc tempted, perhaps, to think there is nothing more for them10 learn.A complaint generally heard is that the curriculum i impoverishedby the omission of Drawing and Manual Training.One cannot very well deny this, but during the years of strugglefor the introduction of Irish, something had to be sacrificed. Tenyears hence, no doubt, the position of the language will be secure,and then it will undoubtedly be desirable to arrange for thevaluable training provided by these omitted subjects.With regard to the competence of the Teachers there is widevariation between the rural and the semi-urban Districts. Fromone of the former it is reported that only thirty per cent. of theschools have staffs whose combined qualifications are sufficient todeal in a satisfactory manner with all the subjects in the eurriculumof senior standards. The position is much better in thecity and large town schools, where young and able and ambitiousTeachers are mostly found. Domestic Science is in a strong position,there being very few women Teachers incapable of givinguseful instruction in it. On the other hand; comparatively few

64women are skilled in Mathematics,. and even Arithmetic is oftenweak in Girls' Schools otherwise excellent. Irish and the modernGeometry are beyond the powers of some old or elderly Teachers,and qualifications in Rural Science are possessed by only few ofthose with ten years' service or over.All the Inspectors in the Division are agreed that there is littleroom for improvement in organisation of the schools. In practicallyall cases, the Principals have charge of the top classes forgeneral work,. but they are always willing to hand over theteaching of the newer subjects to junior members of their staff,when not confident of their own ability to teach them.DEFECTSIN THE TEACHING.Irish-oral.-F'ew teachers succeed in making their pupils fluentspeakers of Irish. Most of them seem to rely on rote knowledgeof certain questions and answers repeated again and again. theanswers being supplied in the first instance ,by the teachers, assomething to be memorised. In such case there is little exercisefor the child's intelligence; there is ,a sub-conscious idea thatthere is one right answer to each question and only one, and thatif new questions are set, never before heard of, the children couldI'Ot be expected to answer.The following practices might be commended to suchteachers:-(1) Seek for several different forms of answer to the samequestion, to 'develop independence of thoug·ht andvariety of expression.(2) Get the children, one at a time, to make a continuousstatement on something learned, the problem being soput that a mere quotation of the words of the bookwill not suffice.(3) Call for a narration of some incident.(4) Ask a child to frame questions on the matter of a readinglessonor on the incident just narrated,(5) Above all make Irish the ordinary means of communicationbetween teacher and pupils during school hours.This last and most effective device is surprisingly rare inschools, and a more serious effort will have to be made. Noteacherwith fluent Irish, young or old, should be excused forfailing to keep this aim in view et all times.Irish- Wj·itten.-Exercises in composition are often not properlygraded. Single sentences could be framed by pupils in 1st 01'2nd Standard, steps: in advance could be arranged for 3rd and4th. By following this course pupils in 5th would have acquiredsufficient mastery to write a short narrative or description, eiu)• Ol:1> ':B ~ . e essay ano.letters.Their compositions would require to be discussed and criticisednelpfully by the teacher.

65English-01-al.-In many schools the Lesson Books of thirty yearsago are still preferred to continuous reading of the best literature.The senior pupils read and read end read just as the juniors do,turning back after a page or two has' been read, and reading itagain. The time allowed for questioning is brief, and the discussionofthe portion read is often of little value.It is questionable if the old style of " Lesson Books" should besanctioned any more. Wide reading should be encouraged amongthe children. Some of the best works in prose and poetry in thelanguage can now be had in cheap editions; public libraries arenumerous in the land, and where the county authority has notadopted the scheme, a teacher can obtain a box of books for his:school from the central repository for a small annual subscription;the box being renewed half-yearly or oftener.English-w1·itten.-Failure here is generally due to lack of preparationof suitable schemes, and to lack of supervision, criticismand correction.The teacher, in this case, should be able, from his knowledgeof the class, to anticipate some of the likely faults and warn thepupils in advance against them. This would save time in thesubsequent marking and correction.A1·ithmetic.-A very common fault here consists in setting thesame question to all the children in class, either in desks or e-nthe floor, and allowing them to copy the answers. Probablythree-fourths of the weakness in arithmetic in boys' schools isdue, not to inability to teach, but to the non-adoption of meansto compeleach child to use his intelligence in finding the answer,.instead of permitting him to take it from the good boy whohappens to be withiu the range of his vision.Very often women teachers are not themselves adepts atArithmetic.Where weakness is found in this subject, it is frequently due10 want of knowledge of the simple tables, and to want offacility in simple calculations.. IAlgebra.-Most men know enough of this subject to cope with'seventh Standard programme, but as the subject is an additionXU the older curriculum, some of the Teachers are not quick toaccept it as an ordinary school subject. Where the proficiency.is not satisfactory the chances are that it is not regularly taught.Geometry.-Faults and deficiencies here are generally due towant of familiarity with the new ideas on the subject.Hist01·y.-This 'subject is sometimes taught as a reading lesson.The Teacher makes himself the slave of the text-book. He doesnot read outside it, so as to be in a position to interest the-ehildren ...Geogrciphy.-Some of the non-efficient still act as if the end of.this subject were to be attained by pointing, naming and'l1lemnrising.· Others realise that such methods are out of date,but do notprepare their lessons with care.'j1

66. .Singing is an important subject for many reasons, but is not~ften taught with high success in the rural schools. A gramophone,with records of the songs proposed to be taught, would bea most valuable addition to the school equipment.Rural Science.-Not much taken up so far. We are told inmost cases that plots are not available, but it is sometimes difficultto credit the tale. Nettles and docks and thistles and briars areoften found growing in corners of the playground sufficientlyspacious for the requirements of the programme.Nature Stttdy.-This is a subject which children find interesting.Where compulsory it is now generally taught, but someteachers, owing to want of careful preparation, fail to securesatisfactory progress in it.. The Inspectors of the Division are almost unanimous in statingthat there is no general effort to link up school work with thelife of the school district. In the rural school much use mightbe made of transactions at the creamery and the fair, yieldsof various crops, costs and profits of same, areas, etc. In the citywork and wages, imports and exports could be' utilised, as couldFordson's in Cork. Pierce's in Wexford and Electricity Workseverywhere.All this would, however, call for careful planning of schemesand notes, framing of questions, consulting of reference books,etc., a kind of work Which the Teachers of low efficiency cannotor will not face.There is just a possibility that teaching on such lines might beoverdone; one usually feels, on turning over the pages of a textbook,say, on " Rural Arithmetic," that the use of such would tend.to narrow the outlook of children if not corrected by work ofgreater variety.'The treatment of local history, however, is in better case. Improvementis general in this connection, and the local castle m'abbey or ford or battle-site is now an object of interest toTeachers and children. The difficulty of finding books is still'felt, but less so from year to year, as casual pieces of informationare collected and stored for future use, and though we have nosystematic regional surveys such as are carried out in Gl'c:atBritain, yet in the course of a few years every intelligent Teachershould be able to possess a store of information about his ownlocality.The heroic tales are also becoming familiar to the children ofthe Division, and will grow in popularity. Folklore, however,is not yet taken very seriously by the Teachers.RURAL SCIENCE AND NATURE STUDY.As noted in previous Reports, Rural Science or Nature Studyhas, subject to certain conditions, been a compulsory subject inPrimary Schools since 1926. It is only compulsory in those:

li7schools in which at least one member of the school staff is qualifiedto give instruction in the prescribed programme. It is notcompulsory in one-teacher schools, or in two-teacher schools inwhich one of the teachers is a Junior Assistant Mistress. It may,however, be taken in the schools in which it is not compulsory,provided that a member of the school staff is suitably qualified.During the school year 1928-29 the subject was taught in about2,250 schools.The Rural Science course was taught in approximately 425schools. In all those schools a small school plot is available fordemonstration purposes. The Nature Study course for boys' andmixed schools under a Master was taught in about 595 schoolsand the Nature Study course for girls' schools and mixed schoolsunder a Mistress was taught in about 1,230 schools. Outdoorequipment sets were issued to 64 schools during the 1928/29school year. Indoor equipment sets were issued to 190 schools inthe same period. Packets containing 31 different varieties ofseeds, etc., in very small quantity were issued to 398 sch-ools inwhich the Rural Science course was being taught.The number of schools in which Rural Science is being taughtis slowly but steadily increasing. This increase is due mainly to(1) the annual output from the Training Colleges of youngteachers who have undergone a one or two years'course in the subject, and(2) the appointment to schools, from which teachers are retiringon pension, of younger teachers already in theservice who have had a training in the subject.Over 90% of the new teachers who are coming from the TrainingColleges are qualified to teach the subject. A substantialnumber of those qualified, however, .are appointed as Principalsin small schools in which the subject is not obligatory or as Assistantsin schools in which the subject is already being taught. Thesecond source of increase, i.e., from qualified teachers transferringas Principals or Assistants to schools in which RuralScience or Nature Study was not previously taught, is steadilybecoming more effective as the proportion of younger teachersqualified to teach the subject and to become Principals of largerschools is increasing.On the other hand, there is a small leakage each year or alessening in the number of schools teaching the subject owing tothe fact that for one legitimate reason or another the subjectceases to be compulsory in particular schools. This occurs as aresult of amalgamation, in some cases; or of a young teacher whois qualified to teach the subject being transferred to anotherschool and replaced by a teacher not so qualified, or not replacedat all as a result of a lower average attendance. These cases are,comparatively speaking, not numerous.

68.'Rural Science or the alternative course called Nature Study'was primarily recommended by the programme conference andapproved by the Department of Education for inclusion in thePrimary School Programme, because it constitutes a suitableeducational medium for introducing a direct practical connectionbetween abstract and concrete teaching; and also because it isthe most effective method by which this teaching can be directlyassociated with the ordinary happenings surrounding the pupils'lives. In spite of this fact, a number of teachers of the subjectdo not yet fully appreciate the cardinal importance of this practicalassociation. Apart from the specified objective, even the.most elementary science course is not science unless the teachingas practically and actually associated with the concrete aspect ofeach particular lesson. The necessity for emphasising this stillltlxists.A limited number of indoor-science equipment sets are issued1ly the Department each year and thc present intention is that~his will continue until' all the schools in which the subject is:beingtaught, are either supplied with new equipment or suitablysupplemented in the materials they already have. Applicationsfor indoor-equi.pment, that have been received by the Departmentin great numbers, have been classified into appropriate groups.Large schools that are teaching the subject and that have neverbeen previously equipped, have been placed in the first or mostdeserving category. These have now been all supplied with in-(1001' equipment. Other schools are being supplied, as far aspossible, in appropriate order taking the size of the school, thesize of class and other factors into account.Lack of equipment is not however the chief obstacle to a profitableinterpretation of the course in most instances, but lackut appreciation of the necessity for practical association. Onc-can see on examining a class and on inspection of the appartusthat in some schools the apparatus is not bcing appropriatelyutilised. In many instances where the equipment in hands iscan see on examining a class and on inspection of the apparatusis applied for. While every item of the equipment supplied can.be utilised in teaching either of the prescribed courses excellently,It is also a fact that fairly efficient 'work can be done with the help·of improvised equipment or even without it if use is made of theplant, soil and animal (including bird) life,which is availablefor study in super-abundance around practically every school in-the country. The normal happenings surrounding the children's.daily lives and their associations could be effectively utilised as'portion of that improvised equipment. If judiciously introduced'thcv can be made of very great educational value. Many oi-iho~e happenings are socommop.place to the adult mina- that'-Teachers do not realise the possibilities of using them for thedevelopment of the understanding and powers - of observationof the child. Experiments and demonstrations that are not.associatcd with chemical outfit are often disregarded, .

69Taking' general conditions into account the teaching' of thesubject is satisfactory. It is noteworthy that where efficientteaching is not being done the laxity is iri practically every caseassociated with general inefficiency.Local conferences between Teachers and the Inspector responsiblefor the subject were held at twelve centres during' theyear. The average attendance was 59. At these meeting's theteaching' of Rural Science and Nature Study was freely discussed.Questions were asked, and difficulties experienced by individualteachers were ventilated and in practically every case satisfactorilyresolved. These meeting's are of considerableeducational value ; it is proposed that they should be pursuedand also that more local meeting's and meetings at central ConventSchools for the benefit of teachers of the subject should contirnrej 0 be arranged.Rural Science is 'being' taught in all the Training' Colleges for-Teachers, with the exception of the Church of Ireland 'I'raining-College, It is included in the course for Preparatory Collegestudents, and may also be taken as a subject in both the Inter--mediate and Leaving Certificate courses of the Secondary Schools,CHAPTER n.SCHOOL MEDICALSERVICE.School Medical Service is not under the control of the Departmentof Education, but under that of the Department of LocalGovernment and Public Health. Owing' to its importance inconnection with education, it is considered advisable, however,to include a brief account of the service in the Annual Reportof this Department.The principal objects of school medical inspection are theintroduction to the individual child of the benefits accruing' fromsuch inspection; the promotion of -propaganda on the care ofteeth, on digestion and on personal hygiene; and the improvementof the sanitary conditions of the schools. In addition, importantstatistical information in regard to the physical conditions of thechildren is made available as a result of the systematic inspectionscarried out under the Public Health (Medical Treatmentof Children) (Ireland) Act of 1919.The scheme is now operative in the boroughs of Dublin, CorkandClonmel, and in the Counties of Cork. Kildare, Offaly and:Louth.'I'he scheme of school medical inspection was Inaugurated inDublin at the beginning of the year 1928, and since then 169school premises and two-thirds of the children in attendance havebeen examined. The routine examination is conducted duringschool hours and on school premises where possible. In additionto the discovery of defects and the' arrangement for their cureen

70correction, short health talks suitable to the children are- givenwith the object of prevention of disease as far as possible, Inmany cases pamphlets with printed instructions are given to thechildren. In cases requiring treatment, written notices of thechildren's conditions are sent to the parents, -and when considerednecessary parents are requested to call on the School MedicalOfficer.Special attention is given to the hygienic conditions prevalentill the schools inspected, and detailed reports are compiled inregard to general sanitary condition and equipment of the schoolsand playgrounds, and in regard to lighting, heating and ventilation.Suitable or feasible recommendations are made when considerednecessary. The School Medical Officer states that severalof these recommendations have been carried out. In some schoolsthe playgrounds have been extended and paved, and shelte~serected for wet days. Electric lighting and heating have beeninstalled in others, as well as additional sanitary accommodation,while in others drinking water and wash basins have beenprovided.The School Medical Inspections made in the Dublin schoolsduring the year 1929 revealed 10,642 defccts requiring treatmentand 4,057 defects requiring observation-making a total of 14,699defects. Decayed teeth accounted for 6,996 of this total; therewere 2,293 cases of enlarged or septic tonsils and adenoids; and2,240 cases of diseases of the eyc. 'I'hc.parents of children requiringimmediate treatment were advised to make use of the cityhospitals, the choice of the institution being left to the parentsthemselves. The extent to which this arrangement was availedof is revealed by the retnrns received from the hospitals. Duringthe ';),ear 1929, 986 children were treated for defective vision, andof these 854 were supplied with glasses free of charge; 350 childrenwere treated for external eye disease; 1,108 children hadseptic tonsils or adenoids removed; and 3,718 children weretreated for defective teeth.A Medical Inspection Clinic has been established in connectionwith the service in a central position in the city (Lord EdwardStreet). Parents are interviewed at the Clinic by the MedicalOfficer, and such inspections are made of children as could notbe effected satisfactorily in the school room. The total numberOf children inspected in the schools or at the Clinic during theyear was 11,067.; In Cork City, a scheme of medical inspection has been in operationsince 1924. During 1928, the number of school childrenexamined was 2,208.' and the following defects were noted:-.(i) Nose and Throat (tonsils, adenoids, &c.) 453.. (ii) Defective vision and affection of the eyes 63~:(iii) Dental Caries and other defects ... 3,531,"In the borough of' Clonmel; six schools have come under theoperation of the scheme' of'-School Medical Service, and thirteen

711'inspectiona were made during the year 1929. The number ofchildren inspected was 1,483, and the following defects werenoted:-Number of children suffering fromDefective Teeth 940Goitre 26Enlarged tonsils and adenoids 185Tuberculosis 3Serious defects ... 6Malnutrition 12Antemia 31Number of children badly kept 25During the year 1929, a total of 10,829 children were examinedin County Cork. Of these, 6,133 individual children or 56.6%suffered from defects which required treatment or observation.A total of 9,683 defects were discovered, of which 6,238 requiredtreatment. 2,754 children or 25.4% of the total number examinedsuffered from more than one defect. There were 2,899 cases ofdental disease; 1,781 cases of nose or throat diseases; 989 casesof defective vision, including squint; 817 cases of uncleanliness;.and 659 cases of malnutrition. Only a trifling number of parentsattend at the inspection, but there has been evidence at there-inspection of various schools of considerable remedying orimprovement of the defects noted at previous inspections.The Medical Inspection of School Children was initiated in theCounty Kildare in July, 1928. In the year 1929, 79 schools werevisited for the primary medical inspection, and 6,698 pupils weremedically examined. In addition, 5 schools were revisited and439 re-inspections made. The inspections are very well receivedin this County. Over 95 per cent. of the children actually attendingthe schools were presented for examination, and the parents'Of nearly 50 per cent. of the children examined were present atthe inspections.The examinations disclosed the following defects :.-Defective teeth 3,081Enlarged tonsils and adenoids 1,212Defects of the eye 1,094Malnutrition ... 730Medical inspection of school children was begun in Louth inNovember, 1928, and considerable progress has already beenmade. The results of the survey to hand show the following de-fects:-(1) Dental caries, 51 per cent.;(2) DIseased tonsils and adenoids,(a) requiring special treatment, 16 per cent.,(b) minor throat conditions, 13 per cent.;(3) Defective vision, 6.3 per cent.; squint, 1.9; and other diseasesof the eye, 1.1 per cent.

72. As regards nutrition, 4.2 of the children examined were slightlybelow average, and 5;9 suffered from malnutrition.Uncleanliness was found in 15 per cent. of the children. examined.Over. the areas as a whole in which inspections were carriedout, uncleanliness is reported in respect of 23 per cent. of thechildren examined. Much of this uncleanliness presents itself inthe form of verminous head conditions, and the fact that it wasreported in such a considerable proportion of the childrenexamined, and whose parents were previously aware of the inspections,indicates how real is the necessity for education in theelementary laws of health. The School Nurse can do much tobring about a better standard of cleanliness by frequent surprisevisits, but much of the cleansing following these visits is ternporaryand relapse is frequent. It is necessary to inculcate inchildren in a more systematic way a habit of cleanliness and totrain them to understand its significance in the life of the individualand the community. The problem is one which requirestactful handling by Nurse and teacher, but with a properapproach much can be done. The teaching of personal hygienein the schools and the inculcation of healthy habits of living is anecessary corollary to the establishment of a School Medical Inspectionscheme.As regards the condition of the schools, the sanitary accommodationis on modern lines in many of the urban schools butsome have less than one-third of the necessary provision. Therural school sanitary arrangements as a whole left much to bedesired. Generally speaking the hygienic condition of theschools inspected was below standard. The main defects wereovercrowding, defective sanitary conveniences and uncleanlinessof floors and walls.School Medical Officers acknowledge the valuable assistancewhich the Teachers in the schools have rendered in the work ofthe School Medical Service.CHAPTER III.SECONDARY EDUCATION.. GENERAL ADMINISTRATION.ISatisfactory progress was made during the year under review.There was an increase all round in the number of schools, pupilsand teachers. There was a marked increase in the number ofschools giving instruction through the medium of Irish. Ascompared with the previous year a larger percentage of pupilspassed the Secondary Certificate Examinations. The Department'sregulations were observed by the schools in a creditablemanner.

73The year saw the setting up of Standardising Committees inconnection WIth the Certificate Examinations, and the approval bythe Oireachtas of the Superannuation Scheme for SecondaryTeachers. This scheme of which some details are given in paragraphVI., became operative on August 1st, 1929. Thus, themajor reforms which the' Department had in contemplation onits establishment, and which have been advocated from time totime since the system of State-aided secondary education inIreland was set up in 1878, have now been introduced. Furtherimprovements, win, no doubt, be made in the system as it growsolder, but a satisfactory stage in its development has alreadybeen reached.The Department is pleased again to bear testimony to the zealwith which Managers and Teachers continue to co-operate in thework of building up an efficient system of Secondary Education,It desires to thank: the Teaching Bodies who, on the invitation orthe Minister, nominated the members of the Standardising Committees,and the members of the Committees for their valuableassistance.The Department regrets. to have to report the death of two ofits officers, namely Mr. \V. F. Butler, M.A., D.Litt., on February13th, 1930, and Mr. Ernest Ensor, M.A., on August 13th, 1929.The former was appointed Assistant Commissioner of IntermediateEducation in April, 1910, and afterwards, on the establishmentof the Department, Principal Officer of the SecondaryBranch. The latter was an Inspector of Secondary Schools sinceI909. Both of these officers rendered most effective service tothe Department, and Dr. Butler's services during the transitionperiod (1922-1925) were particularly valuable.n.CURRICULUM AND EXAMINATIONS.No changes were made in the Department's prescribedcurriculum. Manual Instruction was introduced as a subject ofexamination for the Intermediate Certificate. As regards theconditions of passing the examination, the new compensationrule, referred to in the last Report, was operative for the IntermediateCertificate Examination held in 1929. This rule wasintroduced to obviate the disadvantages under which schoolstaking a wide range of subjects laboured under the conditionshitherto in force, and in furtherance of the Department's policyto give schools as much freedom as possible in the choice of subjects.While pupils are now required to satisfy the Examinersas to their proficiency in five subjects, only three of these areessential subjects for the Intermediate Certiticate, namely, thetwo official languages of the Saorstat (Irish and English) andMathematics, and even as regards these, pupils can, by takingsubjects in excess of the minimum of five, qualify for a certificate

74although they may reach the normal pass standard (40 per cent.)in only one of them, provided it is Irish or English. Again, girlsare not compelled to take a full course in Mathematics; they maysubstitute Arithmetic with another subject for it. The full effectsof this rule will not be evident for some time. The followingtable showing the number of subjects taken by candidates at theIntermediate Certificate Examination, 1929, may be of interest:-Boys. Girls.Proportion per cent. of candidates whotook 5 subjects6 subjects" " ,. " 7 subjects" "8 subjects and" " "18·048·531·030·047·220·2upwards 2·5 2·6As regards the Leaving Certificate, students have almost acomplete choice of subjects, only Irish or English being deemedessential.The Department desires to thank the French and GermanGovernments for the prizes presented by them for the purpose ofencouraging the study of French and German languages, respectively,in the Secondary Schools in the Saorstat, and Monsieur.Alfred Blanche, Consul General, and Herr G. von Dehn, Charged'Affaires, at whose instance these prizes were instituted.Ill.THE STAFF IN THE SCHOOLS.As the number of pupils in attendance at Secondary Schoolshas been increasing of late from year to year there has, in consequence,been a gradual increase in the number of teachersemployed. This increase was maintained in the school year 1928-29. The number of Registered Teachers employed was greaterthan in the previous year, and there was a decrease in the numberof Unregistered Teachers [see Appendix Ill. (E)]. The Department'sregulations regarding the employment of RegisteredTeachers were complied with in a satisfactory manner. Owingto the operation of the Registration Council's Regulations, newentrants to the secondary teaching profession are fully qualifiedas regards academic and training qualifications, and it is satisfactoryto note the large number of Honour graduates who choosethis profession. This influx of trained graduates with a knowledgeof modern educational methods is a very satisfactoryfeature of the present system. The demand for teachers qualifiedto give instruction through the medium of Irish is growing fromyear to year as more and more schools seek admission to theclasses of Irish and Bilingual schools. The Department has fullconfidence that the Universities will meet this demand. The

75Secondary Schools can absorb a considerable number of those-who-enter the University and thus provide them with employment athome. It is very desirable, therefore, that facilities should be.offorded to enable potential Secondary Teachers to fit themselves:in all respects to meet the schools' requirements.IV.SCHOLARSHIPS.The system of Scholarships in Secondary Schools was fully-cxplained in the last Report. For details as to the Scholarshipsawarded by the Councils as a result of the Examinations held.Iune, 1929, see Section VII. of Chapter I of the present Report.As regards the Department's Scholarships, separate awardsfor boys and girls were made on the results of the Intermediate'Certificate Examination, 1929. Details are given in AppendixIll. CD). It is interesting to note that had there been open com-:petition as between boys and girls for 75 Scholarships as was thecase in the previous year, no girl would have qualified for a'cholarship. 'I'he'Taat qualified boy obtained in the total 28 marksmore than the first qualified gir1.v.STANDARDISING COMMITTEES ..On March 26th, 1929, the Department addressed the followingJetter to certcin 'I'euchers ' Aesociations, viz. :-The Association of:Secondary Teachers, The Catholic Headmasters' Association, The'Central Association of Irish Schoolmistresses, The Christian13rothers' Education Committee, The Conference of Convent;Secondary Schools in Ireland, The Schoolmasters' Association:-" I am directed to inform you that, in view of representationswhich have been made to him, and for the purpose ofsecuring closer co-operation between the schools and theDepartment in matters relative to the standard of theSecondary School Certificate Examinations, the Minister forEducation has decided to appoint Committees to consider.and report upon the following matters, viz:-(c) To consider at such time after the Examinations asthe Minister may fix the Qm.stion Papers in such subjector subjects as may be referred to the Committee,and to report to the Minister as to. the standard ofthe questions and the suitability of the papers;t(b) To make such recommendations as they may considerdesirable regarding the standard of markingof the answers of candidates;

76(c) To advise the Minister as to whether' any changein the style or standard of the Question Papers ar 'desirable with a view to the setting of future-Examination Papers. 'In the first instance, that is, in connection with the-Examinations to be held in 1929, a separate Committee willhe appointed to deal with each of the following' subjects,viz.:-Irish,English,Mathematics,History,Geography.When experience has been gained, as regards the working of'the Committees, additional subjects may be referred to them,or the list of subjects may be varied from year to year.The Committees shall be composed of representativesnominated annually by such recognised Associations and'other bodies of Secondary Teachers as, in the' opinion of 1he-Minister, afford representation to the different interests concerned,and of such officers of the Department, or other persons,as the Minister may nominate for this purpose.While a co-operating Association or body may find it'necessary, or deem it advisable, to appoint a separate representativefor each of the subjects referred to the Committees,the Minister considers that it would be an advantage if thesameperson were competent to serve on two or more Committees.,No Association '01' body shall be entitled to more than onerepresentativeon each Committee, and no expenses can beallowed in connection with attendance at the meetings of theCommittees. The meetings will be held in the Office of theDepartment, 1 Hume Street, Dublin. 'In order that there may be no undue delay in- publishingthe results of the Examinations, it will be necessary for theCommittees to meet and furnish their reports to the Ministerassoon as possible after the conclusion of' the' Examinations.In the present year it is proposed that the meetings shall beheld between 20th June and 7th July.The Minister desires to know If your Association is willingtoco-operate in this w-ork and to nominate representatives.If so, the name and address of the person selectedIn respectof each of the subjects named in the second paragraph of thisletter should be notified to the Department as soon as may'be convenient, and in no case later than 1st June next.Particulars as to the constitution of the Committees and'instructions as to attendance at the meetings- will be issued!in due time."

77The invitation was accepted by all the bodies named, and theCommittees met at the offices of the Department during the firstweek of July, 1929. The advising examiners and other officcrsof the Department were in attendance. The Committees maderecommendations as below, The Department's decisions on therecommendations are shown in black:-AN GHAEDHILG.l. (ag baint leis na paipei1'i 01' fad) :" De bhrigh go bhfuil an Ghaedhilg 'a muineadh anois i mBungoileannauile na tire gur cheart eaighdean na bPaipciriSgruduchain va ardu 6 bhliain go bliain do reir mar a bheidhruuineadh na Gaedhilge ag dul ibhfeabhas ins na sgoileanna goat! go mbeidh an sgrudti ar aon deacracht leis an sgrudu imBearla." (Glacadh leis an moladh. d'aon gh1tth.)Glacann an"Roinn leis an moladh sin,2. (ag baint leis an bPaipea1' .iJ,[can-Teistimei1·eachta) :" De hhrigh gur ceart do gach sgolaire Mean-Teistimeireachtaroinnt filiocht do mheabhru moltar do sna sgraduitheoiri ceiste-Jt1113 do chcapadh chun e sin do thriai1." (Glacadh leis anmoladh d'aon gh1tth.)Glacann an Roinn leis an moladh sin, agus ta socair go mbeidhFiliocht ina cuid den Ohiirsa Gaedhilge feasta agus go mba cheartgo mbeadh 200 line Filiochta meabhruighthe ag na sgolairi igcaitheamh na bliana. Ni hiarrfar ach 100 line i mbliana toisg adheanaighe ata se da fhOgairt. Is tre chigiriocht is mo a deanfarsgrudii ar an bhFiliocht, ach beidh ceist no ceisteanna a bhaineasle Filiocht ar an bpaipear sgriiduchain in 1931.3. (ag baint leis an bPaipem' Mean-Teistimeireachta) :" Go mba cheart a bheith ag baint de sna marcanna ata ag duIdo Chuid a 1den phaipear i ndiaidh a eheile, ach gan aon athruro-obann a dheanamh, agus a bheith ag cur leis na marcanna ataag dul do Chuid a II. agus Cuid a IV., agus Cuid a IV. dodheanamh nios deacra na mar ata fa lathair." "(Glacadh leis annioladh. d'aon ghuth.)Glacann an Roinn leis an"moladh sin.ENGLISH:I. That" the Essay in the Intermediate Certificate paper bemainly based on.simple descriptions of familiarscenes and events.tPossed by majo1·ity.; . . . . .~ "." ~ ,.... '. . - .It is proposed that the subjects for ~ssa:ys should include simpledescription of familiar scenes and events. . _.." .,,,' .

782. That in the English papers the time allotted to the Essayshould be separated from the time allotted to the rest of thepaper, and that one hour should be given to the Essay and twoill Literature, etc.: a short interval of say a quarter of an hourbetween the two papers. (Agreed to by qeneral consent.)It is proposed to accept this recommendation.3. That there should be a more direetly literary flavour gi\'C'11lo the English papers. (Ag1'eed to by qenerol consent.)This recommendation will be brought to the notice of the examiner.4, That in the Intermediate Certificate there should be separatequestions intended to bring out Honour candidates; and thatin particular a differentiation should be made between PaS5 a ndHonour students as regards the Essay; Honour candidates beinggiven full scope as regards the Essay. (Passed by maj01'ity.)5. The Committee was evenly divided on the question of separatepapers for Pass and Honours for Intermediate Certificate.HISTORY.1. That in view (a) of the extent of the Programme in Historyand Geog-raphy, (b) of the age and average state of mental developmentof the students, we consider the standard of answeringdemanded Iby the Intermediate Certifloate paper in History istoo high. (Passed by majority.)The attention of the Examiner will be drawn to this recommendation.2. That in view of the difficulty of obtaining high marks in thesubject the pass mark ill History and Geography for the IntermediateCertificate should be 30 per cent. .and the Honour mark;'0 per cent. (Agreed to by general consent.)The Department does not consider it desirable to introduceseparatestandards for one subject.3. That 400 marks be allocated to History and Geog-raphy for-Scholarship purposes. (Agreed to by general consent.)The Department has accepted this recommendation and has;notified the Schools accordingly.4. That the paper in History in Intermediate Certificate bedivided into three sections as outlined in resolution· passed atGeography Conference. (Agreed to by general consent.)As the paper is already divided into two sections, the Departmentconsiders that further sub-division might render the papertoocomplicated, and it is not prepared at present to accept thisrecommendation.

79GEOGRAPHY.1. That five questions in the Leaving Certificate Honours paperare sufficient for a two hours' paper and that the Leaving CertificatePass paper and Intermediate Certificate are too long. (Agr'eedto by general consent.)The Department will bring this recommendation to the noticeof the Examiner.2. That the standard of the questions on the whole is fair.(Agreed to by general consent.)3. That the paper in Geography in Intermediate Certificate bedivided into three sections, A, being basic and designed to testfundamental elements in Programme; B, an easy section anddesigned to meet the attainments and ability of Pass candidates,and section C more difficult and necessary for candidates aspiringto Honours. (Agreed to by qenera! consent.)As the paper is already divided into two sections, the Departmentconsiders that further sub-division might render the papertoo complicated, and it is not prepared at present to accept thisrecommendation.4. That 400 marks be allocated to History and Geography forScholarship purposes. (Agreed to by general consent.)The Department has accepted this recommendation and has.notified the Schools accordingly.MATHEMATICS.1. Th'e form of the papers in Arithmetic B 'Vasdiscussed, andthe reason for it given. It was agreed that the paper was drawnup on satisfactory lines in order to meet the ease of the weakcandidates and at the same time allow scope to the better candidates,considering the difficulty of the problem. presented tothe examiners this year.2. A discussion took place regarding possible ambiguity incne of the questions in Intermediate Certificate Arithmetic (PaperB), and a recommendation was made, and accepted by the Departmentregarding the marking of answers thereto.3. The difficulty of setting suitable papers in the IntermediateCertificate was again discussed, and the Revising Examiner gave'an outline of the scheme of a paper divided into sections.The Committee approved on the whole of the scheme, but withcertain reservations. Some members would like an opportunityto consider any such scheme in detail.

80VI.SECONDARy TEACHERS' SUPERAN JUATION SCHEME.The following is an explanation of the principal provisions ofthe Secondary Teachers' Superannuation Seheme framed underthe Teachers' Superannuation Act, 1928, and. approved by theOireachtas in June, 1929:-1. CLASSIFICATION OF TEACHERS,Teachers who may be admitted to the Scheme arc dividedinto three classes:-(a) Reiired. Recognised TeachC1's-that is, teachers whowere recognised teachers at any time between the 1st dayof January, 1927, and the 1st day of January, 1929, and whoretired before the 1st August, 1929. (The Scheme does notapply to any teacher whose approved service ceased before1st Jantlary, 1927.) .(b) Existing Recognised Teachers-that is, teachers actuallyemployed as " recognised teachers" in Secondary Schoolson " the appointed day "-August 1st, 1929, and(c) Future Teache1's-that is, those teachers who may subsequentlyqualify for admission to the 'Scheme.2. CONDITIONS OF ADMISSION TO THE SCHEME.(a) Teachers under 30 years of age, and future' 'entrantswho have not had at Ieast one year's approved teaching servicebefore the 1st August, 1929, must produce proof ofhealth and physical fitness before admission,(b) Existing and future teachers over 30 years of age onadmission must have approved teaching service as SecondaryTeachers which amonnts to two-thirds of the excess of theirage over 25 years, and, in addition, teachers who ate over50 years of age must have been engaged in approved teachingservice for 7 of the 10 years preceding 1st August, 1929.. (c) .Retired. recognised teachers who qualify under the conditionsfor admission to the Scheme may be admitted thereto,and shall be regarded as retiring as from the date of admission.',3. PAYMENT OF CONTRIBU'l'IONS,(a) For the.. 'purpose of the Scheme, every teacher isassumed to be in receipt of the baSICsalary (£200,'men; and£180, women), and the term " standard salary" is used forthe salary formed by adding together a teacher's basic salaryand his incremental Salary (calculated in' accordance withthe Incremental Salary Rules).

81(b) The teacher's contributions are at the rate of 4 percent. on his standard salary, and are deducted from theIncremental Salary payable to him. (Special provision ismade for payment of arrears by teachers not in receipt ofIncremental Salary.)(c) The school's contribution is at the rate of 21 per cent,on the teacher's basic salary, and is deducted from the CapiiEtiOJ1GJ'1JJ1ij2fJ,7J.JPJI' io iJJ/' 't']:Jppl4.- CONTRIBUTING AND NON-CONTRIBUTING SERVICE.Approved Service prior to 1st August, 1929, is describedas "non-contributing service," and service subsequent tothat date in respect of which the contributi-ons prescribed inparagraph 3 above are paid, as contributing service.5. The Scheme is Voluntary-that is, a teacher mayor may notapply for admission thereto; but all "retired recognisedteachers "and " existing recognised teachers" who desireto be admitted to the Scheme must apply not later than 30thApril, 1930; and future teachers within 15 months after thedate on which they desire that their contributing serviceshould begin.6. CONDITIONS FOR THE GRANT OF A PENSION.To be eligible for a Pension, a teacher must(1) have at least 10 years contributing service (for thepurpose of this condition 2 years non-contributing serviceequals 1 year's contributing service); and, either(2) (a) have reached 'the age of 60 years; orCb) be incapacitated from teaching owing to infirmityof mind or body; or(c) be over 50 years of age and have IncrementalSalary withdrawn for inefficiency, and i,t is eonsideredthat the circumstances of the case justifythe grant of a pension.7. CALCULATION OF PENSION.(1) (a) Where the service is all contributing 1/80th of the" pensionable salary" for each year of service subject tomaximum of 40/80ths.(b) Where service is all noon-contributing l/lDOth of the" pensionable salary" for each year of service subject to amaximum of 40/100ths.(c) .Tn the case of .mixed service, 1/80th for, each year of,contrib-qtil,1g service, .and 1/100th for each year of noncontributingservice, subject to a maximum of 40 years. ,F

82(d) In the case of teachers retiring on or before 31st July,1935, the" pensionable salary" shall be the teacher's currentstandard salary; in other cases his average standard salaryfor the three preceding years.s. PAYMENT OF GRATUITIES.(a) On the death of a pensionable teacher his legal personalrepresentatives receive from the Pension Fund a gratuityequal to. the amount of the teacher's contributions with CompoundInterest thereon at 3 per cent ..(b) A teacher who has been admitted to the Scheme, and'who retires without qualifying for a pension may receive agratuity equal to the amount of the contributions paid byhim to the Fund.9. SERVICE AS A NATIONAL TEACHEH.A teacher who has had previous pensionable service as aNational Teacher may get credit under the Scheme for thisservice provided he transfers to the Pension Fund the amountof the contributions previously paid by him to the NationalTeachers' Pension Fund.10. ApPLICATION OF THE SCHEME TO CIVIL SEHYANTS.(c) This part of the Scheme applies to teachers who havehad at least 7 years' approved teaching service, and areappointed to pensionable positions in the Saorstat Civil Servicefor which the educational experience and qualificationsof a teacher are desirable.(b) Such persons may be awarded pen ions on their teachingservice, but these pensions will not be payable until afterretirement from the Civil Service.(c) If a teacher coming under this part of the Scheme continuesfrom the date of his appointment to the Civil Service},or in the case of existing Civil Servants, from 1st August,1929, to pay contributions to the Pension Fund at the rate of4 per cent. on his salary as a teacher until such time as, andfor one year after that salary would have attained to itsmaximum (had he continued to serve as a teacher), the pensionwill be calculated on his maximum" standard salary":otherwise the pension will be calculated on his standardsalary as a teacher at the time of his appointment to theCi vil Service.(d) Contributions payable by a Civil Servant under thisheading .shall be paid by quarterly deductions made, on hisauthorisation, from his salary.(e) Existing Civil Servants desiring to avail of this part ofthe Scheme should make application for admission not laterthan 30th April, ] 930.

83] 1. 'I'he usual provisions are made for(a) The abatement or suspension of pension when a pensioneris appointed to an office remunerated out of publicmoneys ;(b) 'I'he prohibition of the alienation of pensions; and(c) The forfeiture of pension when a pensioner is convictedof serious crime, In this case, however, a refund may bemade of the contributions actually paid to the Pension Fund.VII.THE WORK IN T~E SCHOOLS.The following account of the work done in the schools in thevarious subjects is based largely On the reports of the GeneralInspectors in charge of those subjects.AN GHAEDHILG,*Muineadh na Gaedhilge.-Ni. mol' an t-athni a thainig ar uabuintreithe a bhaineas le mtiineadh na Gaedhilge ins na mcadhonsgoileanna6 sgriobhadh an tuairisg anuiridh. Ma fagndh ganleigheas cuid mhaith de sna lochta a luadh sa tuairisg sin, nihionann san agus a radh nach ag siordhul i bhfeabhas nta anmhuinteoireaeht, agus ta. creideamhaint mhor ag dul do snamuinteoiri as ucht a bhfuil deanta aca chnn a gcuid colais ar andteangain agus ar mhodha a muinte d Theabhsu. San am eheadnatu barr feabhais ag dul ar na daltai a thagann 0 sna bunsgoileannago dti na meadbonsgoileanna, agus ma's fearr na riamh an bhailata ar an nGaedhilg ins na meadhonsgoileanna is ar na bunsgoileannais ceart cuid da bhuidheaehas san a bheith. Ni mar sinftmhthach do sna sgoiIeanna priom haideacha , is fiorannam h aondhis Gaedhilge ag na daltai a thagann uatha san.Is dual gas naisiunta le cuid de sna sgoileanna nniineadb nateangan agus ta toradh da reil' le na gcuid saothair. Ta tuilleadhaca agus, ce gurb e ionad na Gaedhilge ionta an t-ionad ceadnanta ag adhbhar ar bith eile, nniintear go maith is go h-eifeaehtachL Fairis sin ta ffrbheagan sgoileanna ann na fuil rath n{t bailar mhuineadh na Gaedhilge .ionta fos. I gcuid aca san ise is bunleis an bhfeimh eadh san na. gan an Ghaedhilg do bheith inabunadhbhar na ina gnathadhbhar aca, aeh i do bhoith inahadhbhar breise, agus gan ach cuid bheag de .sna sgolairi dobheith 'gha foghluim. Na _daltai a bhionn 'gha foghluimcaitheann siad breis oibre do dheanamh seachas mar a dheineannna daltai eile no caitheann siad tarraing suas as adhbhartabhaehtacheigiueile atada fhoghluim ag an gcuid eile de sna«< Eor translation of this Report see page 222.

84sgolairi. Ina fhochair sin tarluigheann uaireannta go mbionnar na tuismhightheoiri tailli breise d'ioc as a muineadh. Igcasanna dhen tsord san ni hiongnadh gan moran duile ag 113tuismhightheoiri i miiineadh na teangan.Is annamh fos ceacht maith ar fhograidheacht ins nil. sgoilcanna,agus is miniCl ag foghluim foghraidheachta as leabhar dosna daltai na ag cleachtadh fuaimeanna na teangan. Ins nahaiteanna ata abhfad o'n nGaedheaItacht agus, go sonnradhach,i mbailte mora an oirthir ba cheart do sna muinteoiri euram feleith do dheanamh den bhfoghruidheacht. San iarthar agus insna haiteanna ata comhgarach don GhaedheaItacht maireann cuidmhaith d 'fhiorfhuaimeanna na Gaedhilge i gcainnt na mBearloirifein, agus is feidir leis na daltai sgoile na fuaimeanna sand 'fhoghluim gan moran duaidh. Ta an sg'eal ar a mhalairt dechuma i gcathracha an oirthir.Is mo na riamh an meid filidheachta ata da leigheamh ins nasgoileanna ach maseadh ni hi gcomhnuidhe a bhionn miiinteoirina bun ata i ndon i do Ieigheamh na d 'aithris go ceart.I moran sgol ina bhfuil idir chainrit is leightheoireaeht dnmuineadh go maith ta an sgribhneoireacht go neamhchuramachneamhshlachtmhar. .An meid adubhrathas sa tuairisg anuiridh famhaoirseacht na gceacht sgriobhtha ni gadh cur leis na baint de.Deineann cuid de sna muinteoirf gearan-c-agus a ehursai aca-idtaoibh a dheacracht ata se litriu na Gaedhilge do mhtiineadhagus an chuma neamhshocair ina bhfuil sgeal an litrighthe falathair-gach re n-ughdar agus a shlighe Iitrighthe fein aige.Nil aon amhras na go bhfuil gadh le stitiradh ughdarasach eiginsa sgeal san.Is ceart tagairt aris don ghadh ata le leabharlanna maitheC+aedhilgeins na sgoileanna. I bhfirbheagan sgoileanna ata aleitheidi le f'aghail, agus i gcuid de sna sgoileanna san fein nideintar na daltai do ghriosadh mar ba cheart chun leas do bhaintasta agus chun leabhartha Gaedhilge do leigheamh mar chaitheamhaimsire ag baile. Mara n-aimsightar leigheas eigin ar an sgealsan is baoghlaeh go bhfanfaidh an Ghaedhilg ina hadhbharsgoile ar fad ag na daoine oga, agus is ionann san agus a radh gondearmhadfaidh siad I, no go gcuirfidh siad uatha i, taobh amuighdhen sgoil. Ta raidhse Ieabartha nuadha ag teacht amach ledeidheannaighe, agus ba mhaith an rud e da dtugadh gachmuintedir Gaedhilge leathuair a chluig gach seachtmhain agcainnt le na ranng sgolair! fa na leabhartha san agus ag leigheamhsleachta asta chun suim is speis na sgolairi do mhtisgailt ionntad'fhonn is go mbeidh dtiil aca fein iad do leigheamh.Teagasg t1·i Ghaedkilg.-Mar adubhrathas sa tuairisg anuiridhisiad an da ni is m6 ata ag imirt i gcoinnibh teagaisg treGhaedhilg na easba leabhar agus easba mUinteoiri: Mar lesgeal na leabhar de, tathar ag deanamh gach a bhfeadtar falathair, agus ni misde a radh go bhfuil an sgeal san le. lbealaibha leighis. I leith na heasba muinteoiri, amh, ID l~ir go ndeagbaidh

85aon fheabhas ar an sgeal 0 shoin, agus ta cuid de sna sgoileannaag eirghe tuirseach de bheith ag cur fograi ins na paipeir agusde bheith ag' cuardach na gColaisdi Iolsgoile ag lorg muinteoiri nafuil ann.I bhfocair an da ni sin, ta roinnt mhaith sgoileanna ina bhfuilni eile ag oibriughadh i gcoinnibh a nGaedhealuighthe-agus ni.hamhain san ach ag oibriughadh i gcoinnibh a n-eifeaehtamhiachtageneralta .i. sioraisdriu na muinteoiri 0 sgoil go sgoil.'I'a sgoileanna ann gurb ar eigin ata nniinteoir amhain fagtha-dhen fhoirinn do bhi ionnta euig bhliain 0 shoin. Is eol sgoil.amhain 'nar thugochtar muinteoir seal i seilbh dha phost ann i:gcaitheamh se mblian .. Obair mhall i Gaedhealughadh sgoile, agusni mol' an foun a bheadh ar mhuinteoir dul ina bun agus gan aondeimhniughadh aige na tiocfadh duine eile ina ionad sanaithbhliain a chuirfoadh a chuid oibre ar neamhni,'I'easbaineann an elar So an chuma ina bhfuil ag meadughadhar na sgoileanna a thugann teagasg tre Ghaedhilg:-SgoiIbhliain1924-251925-261926-271927-281928-29Sgoileanna i RoinnA. i. a thugann anteagasg go leir treGhaedhiIg25111318Sgoileanna i RannaB (1), B (2), .i. athugai:m cuid denteagasg tre GhaedhiIg1937415457Iarra taisl i gc6ir 1929-30 2[Sid e dailiughadh na sgol a chuir iarratas isteach mblianaehun a bheith i Roinn A.-ConnachtLaighin12 Ulaidh4 An lVIhumhaNuair a ceapadh Roinn B (2) ar dtuis do measadh go mbeadh siina eeim cabhrach do sna sgoileannaibh a dteastochadh uatha dul iRoinn A no i Roinn B (1) ach gm dheacair loo na Ranna san dobhaint amaeh d 'aon eheim amhain. Is minic amh nach mar sin abhionn agus ta roinnt sgoileanna i Roinn B (2) le tamall anuasagus gan aon fhonn ortha, 9.0 reil' dheallraimh, dul ehun cinn athuilleadh le Gaedhealachas. Ise a deintar i gcuid de snasgoileanna san na Stair agus 'I'ireoluidheacht do mhuineadh treGhaedhilg, gach bliain, do cheann de sna ranganna isle. Nileantar den teagasg san ins na hardranganna, agus, de ghnath, nihhfaghann sgolairi na sgol san teagasg tre Ghaedhilg ach ar feadhbliana amhain da sgoilreim, Ni mol' an moladh a gheobhfi athabhairt da leitheid sin de dhuanghaois, peaca 0 thaoibh anGhaedhealachais no 0 thaoibh an Oideachais e.32

86BM naoi gcinn deag de sgoileanna i Roinn B (2) sa sgoilbhliain1925-26. Nior eirigh ach le ceann amhain diobh san dul i RoinnA 6 shoin ; do chuaidh tri cinn aca i Roinn B (1), d 'fhan 7 gcinnaca i Roinn B (2) 6 shoin aleith, agus d 'eirigh 8 gcinn aca asteagasg do thabhairt tre Ghaedhilg,Do leigeadh ocht gcinn deag de sgoileanna isteach i Roinn A imbliana, Sgoil nua ceann amhain diobh san. Ar na 17sgoileanna eile, ta 8 gcinn a chuaidh i Roinn A d 'aon cheimamhain gan baint riamh le Roinn B (1) na Roinn B (2), ta 6 cinndo bhi i Roinn B (1) ar dttiis ach na raibh riamh i Roinn B (2),agus ta tri einn a thosnuigh le dul i Roinn B (2) ach nior fhanaon cheann aca nios m6 na bliain amhain sa Roinn sin.Foillsigheann na taibhli sea lean as ce mar eirigh leis na sgolairia chuaidh fa sgrudughadh i mbliain 1929 agus a fuair a gcuidsgoluidheachta (a) i sgoileanna de Roinn A, (b) i sgoileanna deRoinn B (1), agus (c) i sgoileanna eile. Ta da theasbaint ar nataibhli ce mheid fa 'n gcead de sna sgolairi sin (i) fuair onoracha,(ii) fuair pas gan on6racha, (iii) gm theip ortha.8goileanna Gean'chaili:Ard -Teistim eireach t Onoracha Pas gan On6racha Theip arRoinn A ... .... ... 61' ° 24'1 14'9Roinn B (I) ... ... 57" I 28'6 14'3Sgoileanna eile ... ... 37'3 29'7 33'0Meadhon -Teisti rneireach t On6racha Pas gan On6racha Theip arRoinn A ... ... ... 25" 4 45" 2 29'4Roinn B (I) ... ... 28' 953' 3 17" 8Sgoileanna eile ... ... IT

87'I'easbaineann an elar so leanas an non sgolairf do bhi arrollai na sgoileanna ins gaeh roinn, an meid diobh a chuaidh fasgrudughadh agus an meid fa 'no gcead den iomlan ar rolla gmeuireadh fa sgrudughadh iad insna sgruduehain tcistirneireachta,1929:-Meid a chuaidhMeid a chuaidhIornlan fa'n- 01,0fan %ar Sgruduchan SgruduchanRolla Ard-Teist. Mcadhon-Teisr.Roinn A ... ... 1,126 60 5"3 170 15' 1Roinn B (r) ... 1,396 49 3' 5 175 12' 6Sgoileanna eile ... 23,05 I 701 3'0 2,584 II' 2Ni airmightar ar na taibhli sin ach agolairi meadhonsgoile .i.ni airmhightar ortha sgolairf na gColaisdi Ullmhuchain na nasgolairi bunsgoile gur ceaduigeadh doibh dul fa 'n sgruduehan.I leith na sgolairi 6 sna Colaisdi Ullmhuehain fuair 72'3%onoracha, fuair 23'1 % pas ganonoracha, agus theip ar 4'5%.Na Sgoileanna aqus Aithbheodhchaint na Gaedhilge: ~HLtathar ag brath ar na sgoileanna chun an teanga d 'aithbheodhchaintbeidh se in-am againn ar ball toradh a gcuid saothair dobhreithniughadh 6n dtaoibh sin. Ce go bhfuil se deimhnightheachnach feidil' an Gbaedhilg do shabhail i neaghmuis nasgol, ni hionann san agus a radh go bhfeadf'adh na sgoileanna amhainj do chur 6 bhaoghal. I moran aiteanna 'na muintear .anGhaedbilg go maith ins na sgoileanna is ar eigin a mhaireann sitaobh amuigh dhiobh, agus mar le ghnathlabhairt na teangan nim6r an feabhas ata dulta ar an sgeal le deicb mbliana anuas.Da fheabhas teagasg a gheibheann na daoine 6ga an fhaid a bhionnsiad ins na sgoileanna, ise f'irinne an sgeil na fuil ach firbheagandiobh a dbeineann an Ghaedbilg do chleachtadh taobh amuighden sgoil. agus is lugha 11a san an meid diobh a fhanann inn.gcainntediri Gaedhilge tamall tar eis na sgol d 'fhagail d6ibb. Isamhlaidh ata saoghal an Bhearla ro-laidir d6ibb agus muehtar agcuid Gaedhilge ann. Is tre Bhearla a gheibhid gach a1bhachtis caitheamh aimsire taobh amuigh den sgoil, agus is tre Bhearla~!ehaithoann furmh6r aca a mbeathado thuilleamh. NI bhraithidgo bhfuil sa Ghaedhilg ach adh bhar sgoile, rud a bhaineannle ceachtanna is le sgruduighthe-i-neithe gur maith le gaeh garsunis le gach gearrchailc hheith reidh loo iar bhfagail sgoiledhoibh. Ni hiongnadh mar sin cuid mhaith de thoradh saothairuasgol bheith ag imtheacht ina roithligh, agus mara bhfaghannsiad cabhair 6n dtaoibh amuigh na fuaradar cheana c.g. trechumann naisiuuta d 'fhothughadh a th6gfadh mar churam airNin feachaint i ndiaidh na ndaoine 6ga iar bhfagail na sgoldoibh, mara bhf'aghann siad cabhair eigin den ts6rd san ta gachuile chontabhairt ann go raghaidh de dhieheall na sgol an teangad 'aithbheodhehaint.

88CLASSICS.The work done in Latin and Greek in a large number of theboys' schools that treat these subjects seriously continues to displaythe same characteristics of general soundness and efficiencyItS has been noted in previous years. In 1929 there was an increasein the number of candidates that took Latin and Greek.The general results of the examination, especially in Greek, werevery satisfactory, and reflected credit on the classical traininggiven in many of the schools, which is often hampered by the lateentrance of students.The failure of about 35% of the girls that presented them-'Selves for the Intermediate "Certificate Examination, while onlyabout 18% of the boys failed, is a clear indication that at presentthe training given in many of the girls' schools is defective in theIower classes. The weakness which exists in many schools is dueto several causes, the chief of which are :-(a) Insufficient timegiven to the subject, (b) lack of proper training in grammar, andin the translation of sentences into Latin to enable students toacquire an accurate knowledge of accidence and the main rulesof syntax, (c) limited range of Latin reading, which results 111inability 011 the part of the students to tackle unseen passages:successfully in the examination. These remarks apply with equalforce to some of the weaker boys' schools.In the Leaving Certificate Examinations the results in the case'of the girls were better than in the Intermediate Certificate,though the number of Honour candidates was smaller than itshould have been. There are, however, indications that Latinwill receive more attention in future. In the past there was oneglaring and serious defect in many of the girls' schools. Girl!'!often did not begin the subject till near the end of their schoolcareer, and then" crammed" it for the Matriculation and sometimesfor the Leaving Certificate. Relying on the help of a~, crib," the chief merit of which was its hideous fidelity, they'Started to translate Horace and Cicero with little or no preliminarytraining in the fundamentals of grammar. In someschools where formerly this unedueational method of learningLatin was employed, and no student took Latin in the lowerclasses, classes are now formed in the Junior section. It is tobe hoped that this practice will spread over many more schools.As was the case in previous years, the 1929 examinations.showed that ability to translate Latin and Greek was closelyallied with grammar and composition. Most of the failures wereweak in grammar and composition, and nearly all who showedthemselves capable of giving a satisfactory rendering of the unseenpassage gave clear indications of having received a good trainingin grammar.In some schools practice should be given to students 111answering grammar papers, as many candidates lose marks by

89incomplete and careless parsing of verbs, omitting some essentialpoint. Several candidates use " past" .to indicate either theperfect, pluperfect, or' imperfect tense. A large 'number of candidateshave a very imperfect knowledge of adverbs, prepositionsand conjunctions. It is essential that regular drill should be givenin the use and meaning of these parts of speech as ignorance inthis respect is disastrous when the candidate attempts to translatea sight passage. Confusion between antequam. and ante, postquamand post is common, and many are ignorant of the usagesof 'cum and ut.In the last Intermediate Certificate Examination, the averagepass candidate translated the prose sight passages with more'Successthan in previous years owing to the fact that there wasa large number of simple sentences in the extracts given. It iswhen he has to deal with complex sentences that the pass candidatecomes to grief, as he usually requires four years' studybefore he can satisfactorily handle a Latin periodic passage. Ifhe possesses a satisfactorily large vocabulary, he finds Greekunseen translation a much easier task. Greek and Latin verseunseens prove too difficult for students of average calibre, and inthe examination very few marks are scored by any candidateexcept those of honour type.The answering in history was, on the whole, better than lastyear, and in the case or some honour students reached a highlevel, though some honour and a large number of pass candidateslost marks by reading the questions carelessly, or by writing'Exhaustively on one point of the question while neglecting the'other points. In the Intermediate Certificate the answering wasvery often vague and irrelevant, especially in the question dealingwith the Christians, where some candidates dealt with the'history of Christianity in each of the first five centuries with theexception of the century which they were required to discuss.The progress of the war with Pyrrhus was often clearly stated,while no reference was made to the causes and results of the war.'I'here is a slight improvement since last year in regard to Latin'pronunciation, as more schools are now devoting attention to thisimportant matter. A great deal, however, remains to be done'before the average standard of pronunciation can be regarded as'satisfactory. As was stated in last year's report, the question ofthe pronunciation of the consonants is of less importance thanthat of the vowels. It is essential that the pupils should be'trained ab initio to distinguish between long and short vowels.If they are not trained in the lowest classes, it is extremely difficultto eradicate defects in the higher classes. The prevalenceof weakness in quantities was clearly shown by the fact that inthe last examination about 40 per cent. of the honour candidatesin the Leaving Certificate displayed an extraordinary ignorancein that respect. When a verse author is attempted, constantpractice should be given in scansion, which is one of the bestmethods of securing accuracy in the pronunciation of vowels.

Scansion is well within the powers, of even a dull pass boy, thoughsome teachers cling tenaciously to the fallacy that none but bril-.liant pupils can be taught to scan. There is no valid reason whythestudents in the lower section of a school should not be ableto scan Elegiacs, and those in the upper section Alcaics, Sapphics.•.nd Asclepiads. Experience shows that a good teacher canmake scansion an interesting and fascinating exercise for even thedullestboy. Ability to scan enables a student to secure a better'appreciation of poetry.There are some matters mentioned in last year's report to which:attention must again be called :-(a) The importance of " repetition,"especially in the case of Honour students; (b) the neglecthy 'Some schools of Greek accentuation; (c) the lack in manyschools of a good library dealing with the life and thought of the'classical world, and containing longer historical works, standardeditions of the classical authors, and translations like Jebb '8:Sophocles, Bowen's Virgil, Butcher and Langs Homer, which'enable a student to acquire a literary style of translation; (d) theimportance of not reading any text without some reference to the,historical or literary setting. The absence of exegesis is a weaknessfound in many schools. .In the last examination there was an increase in the number ofthe students who attempted Free Composition, but unfortunatelyjhe 'increase in numbers was not accompanied by any increase inthe quality of the papers, as all the examiners state that theayerage standard was much lower than in the previous year andthat hardly any compositions of merit were submitted. Even inthe Leaving Certificate the number of tolerable compositions.showed a falling off. In both Certificates most of the compositions,were bad, and it seemed to be a prevalent idea that any combinationof Latin or Greek words would secure marks. Very few'candidates displayed any knowledge of a Latin period, the bestof the essays were simply a series of statements connected byet and sed, and no attempt was made to subordinate those of lesserimportance in order to. build up a normal Latin sentence. A largemajority of the candidates showed complete ignorance of grammar,construction and vocabulary, and their verbosity was often indirect proportion to their want of knowledge. It is useless forcandidates to attempt Free Composition unless they know therudiments of the language, have read fairly widely, and have'acquired .a good working vocabulary. Some candidates reproduced,more or less faithfully, passages they had memorised, and thesepassages, which were often irrelevant, were easily recognised bytheir striking contrast with the original portion of the essay.The number of candidates that took Verse was very' small incomparison with the number of those who took Free Composition;but their versions were, as a rule, much more satisfactory, and'made it clear that Latin and Greek verse were well taught insome of the classical schools. Teachers that train their' pupils ill'

91verse find that practice in verse composition widens theirvocabulary, and enables them to acquire an accurate knowledgeof the technique of classical poetry which is of value in gainingan appreciation of the beauties of Latin and Greek poetry, andan acquaintance with classical 'quantity and rhythm so essentialfor a full understanding of the classical poets.HISTORY.In the Intermediate Certificate classes the teaching varies considerablyin different schools, In some schools, an excellenttraining is given by teachers who have read widely in the subjectand are able to treat it in a broad and comprehensive style;while in other schools the teachers do not deal satisfactorily 'withthe great movements of the period, and do not link them up withone another, but follow the text-book· slavishly without settingforth the rational sequence of historical development.The history programme prescribed for the Intermediate Certificateexamination presents considerable difficulties to manyschools. To teach the course properly and systematicallya specialist is required, and the 'number of specialists islimited. The course was based on the supposition that studentswould be able to devote four years to historical study; so thatthere would be ample time for revision of previous work. As amatter of fact, very many pupils have only two years in aSecondary School before they enter for the examination, and theconsequent compression of a four years' course into two years isnecessarily injurious to their knowledge of the subject. Eventhose who have more than two years' preparation very oftenmake little progress in their first year, and leave a serious study01 the work to the last two years.The results of the 1929 Intermediate Certificate Examinationwere very disappointing. According to the report of theExaminer, the answering was on a low level, and there was littleCl' no improvement on that of the previous year. Speaking generally,spelling, grammar, and composition were bad, and veryfew of the candidates possessed any power of self-expression, sothat in many cases they were not able to do justice even to thelimited knowledge they possessed. Many candidates misread ordisregarded instructions with regard to the selection of questions,failed to understand the wording of the questions, and consequentlywrote irrelevant answers. The same ignorance of EnglishHistory in its connection with Irish History was as noticeableas in previous years. It was apparent that many of theteachers treat Irish History as an isolated phenomenon, and failt.otrace and explain how events in Ireland were affected by contemporaneousevents outside Ireland.It was the Examiner's opinion that most of the IntermediateCertificate candidates found the course too long and difficult tomaster properly, felt it too great a strain on their memory to'

92remember what they had not recently learned, and in attemptingto learn a little of everything knew nothing properly. Manycandidates appeared to have tried to cover the whole course inthe last nine months, with the result that they confused one centurywith another and retained only a vague idea of the generalitieswhich they had" crammed."The work done in the Leaving Certificate Classes and the standardof attainment reached by the students are, as a rule, moresatisfactory than is the case in the Intermediate CertificateClasses. Special periods are more easily mastered, and the minds'Of the students are more mature and better able to grapple withhistorical problems. The special periods which are treated most-efficiently by the teachers are the Revolutionary Epoch and the'Classical World. These two periods seem to awaken greaterinterest in the students, and interest is an important factor inthe development of historical knowledge. Many of the teachersare specialists, and there is a larger supply of excellent textbooksfor the pupils to read. In regard to the two periods ofIrish history, schools are usually deficient in the matter of goodIrish historical works, the teachers have not as a rule the same:horough acquaintance with the periods, and have not the sameopportunity of mastering them, as those who deal with theRevolution and the Classical World.In last year's report reference was made to the importance ofxelecting history text-books which combine accuracy with a highstandard in style and language, and are not merely a dull,meagre, inaccurate and scrappy representation of events. Duringthe last year many schools have introduced better text-books, and'the introduction of these books will undoubtedly develop the historicalknowledge of the students. There is still, however, a lackof good libraries containing larger historical works, historicalbiographies and monographs which could be used by the teachersto supplement the text-books used in the classes, and to serve alsoas material for historical essays and for historical debates. Goodatlases, charts and wall maps should be found in every school.,GEOGRAPHY.The standard of the work in Geography ll1 the Intermediatestage varies greatly from school to school. In many cases a fairproportion of the course is not covered in the earlier years, andtoo much IS left to be treated in the pre-examination year. Thepresence of beginners in the first three classes zives rise to over-• • 0>'1'('VISIOnof the geography of Ireland.The answering at the 1929 examination shows that there arefew pupils without some real knowledge of the facts of the subject,but that the habit of reflection on the significance of the factsis inadequately developed. Passive acquiescence in mere statementof fact by books or the dispensing agency of a teachershould make way for a more active correlation of facts drawn not

only directly or indirectly from the printed page but also fromcharts, maps, tables, models or from nature itself. The subject is:too frequently made ·an adjunct to a course in English (or Irish).rather than a deductive science. More specialisation and moreappliances,such as models and comparative maps, are required,The'candidates at the 1929 examination, however, actually showa much better knowledge of the subject than the average eandidateof four or five years ago, and, in the case of those who.secured Honours, some excellent work was sent up. The falling:off in the percentage of passes as compared with the previousyear is attributed to the change in conditions for a pass, and tothe penchant of weaker candidates for answering questions onthe paper intended for pupils of honour standard.In the Leaving Certificate years undue attention and weightare given to the study of the structural geography of Ireland to,the exclusion of the rest of the programme. Many of the candi-.dates who took the Pass Leaving Certificate paper seem to havemade no serious study of geography, beyond what they had doneinthe Intermediate Certificate courses, but, otherwise, the workis relatively much better than that in the latter courses. As is'indicated by the number of high honour marks scored, many otthe honour papers, both boys and girls, were of more than:ordinary merit.ENGLISH.In many schools the teaching is painstaking and sound, and insome schools reaches a high standard. The present programmehas undoubtedly had a good effect, since most of the schools havenowgrasped the aims of the Department, and have taken advantageof the liberty which they have been granted. ManY'admirable courses have been drawn up, and the freedom grantedto the teachers has been, as a rule, thoroughly justified. Thevariety of courses submitted has, however, made the generalwritten examination a more severe test for the ordinary passstudent than would be the case if the examination were basedon a fixed syllabus with prescribed books. The fact that theexaminer has to set questions which will not favour a school that.has taken one type of syllabus to the disadvantage of anotherschool which has taken another type of syllabus of equal literaryvalue necessarily makes the examination test press more severelyon the average student. This is not the case with regard to otherlanguages as the syllabuses submitted do not cover so wide arange of literature and not so much divergence is found to exist.The Intermediate Certificate English results of the 1929 examinationswere very disappointing, as the examiners, who did notmark with undue severity, found that a very large number ofcandidates were exceedingly weak in spelling and grammar, displayedgreat ignorance of the meaning and use of ordinary words,and sent in feeble, irrelevant, or prepared compositions. A smaller

94number of students obtained Honours than in the two previousTears, though this was partly due to the increase of the honourmark from 50 % to 60 %. The average standard of the candidatestha t did not obtain Honours was much lower than in the twoprevious years. Though the programme is based on the assumptionthat students will spend four years in a Secondary Schoolbefore entering for the examination, a very large number ofstudents spend only two years, and this fact is one of the causesof the low standard of attainment of the candidates to whichthe examiners refer,In the Leaving Certificate Examination the number of candidatesthat took the Honour paper was excessive, about 57 %of the boys and 76 % of the girls attempting this paper. Of thegirls, only 30 % had obtained Honours in the IntermediateCertificate Examination two years before, and the rest were notof honour calibre. About half the boys were up to honourstandard. It seems that many students take the honour paperon the off-chance of getting Honours, thinking that if they failto get Honours they will get a Pass, and that a Pass on an Honourpaper will be better for them than a Pass on a Pass paper. Thefact that 44 % of the boys and only 22. % of the girls obtainedHonours was due not to any severity on the part of the examiner,hut to the inherent weakness of many of the candidates, whoseabilities were over-rated either by themselves or by their teachers.First year Intermediate Certifica te students are almost allignorant of grammar, and bad spelling is very prevalent in allthe classes up to and including the fourth year class. Even inthe Leaving Honour papers last year, bad spelling and grammaticalblunders were of too frequent occurrence. Some schools,however, have in the last year taught grammar more intensivelythan formerly, and have tried their utmost to remove deficienciesin spelling. In the examinations it is noticeable that, whilequestions on analysis are often satisfactorily answered, even thesimplest parsing- questions prove a stumbling block to manycandidates. More systematic treatment of parsing will remedythis deft-et, '],11e amount of time that has to be devoted unavoidablyto a training in fundamentals, combined with the lateentry of so many pupils into a Secondary School, naturally prev:nts tho teacher from developing' the literary side of the programmeas he would in other circumstances, alld, .through nofault of his, his pupils often do not reach, till they are sixteenyears of age, the standard they should have attained at the ageof fourteen. In a criticism of last year's papers attention wascalled to this fact by one of the examiners.In last year's report it was pointed out that there was a lackof variety in the character of the compositions done in the schools,and that subjects were selected which made no appeal to thestudents, Not much improvement has set in since then. In factin the last examination the examiners noticed in both the IntermediateCertificate and Leaving Certificate Examinations thatfhe

95general standard of composition was lower than in the previousyear and the tendency to write irrelevant compositions and to introduceprepared essays was much stronger. In several of the girls'papers the subject matter of the essay was used as a peg on whichto hang memorised sermons and moral discourses. Essays on" The Fair Hills of Ireland " suffered especially from this treatment.Some teachers evidently do not warn their pupils to keepstrictly to the subject matter of the composition.The plays of Shakespeare, lyrical, and reflective poetry receiveadequate treatment in many schools, though in some schools toomuch attention is paid to poetry of no literary merit, and notenough poetry is read. In some 'schools the reading of prose isneglected. Extracts from good prose writers should be read inclass and supplemented by private reading which should be moresystematically organised than is the case at present in manyschools.Attention must be called again to the lack of good libraries inmany schools. Some schools have no libraries, and others havelibraries which contain few or no books of literary merit,no books of reference, no standard works, no larger historicalbooks, no biographies or other works which would supply thestudents with material to enlarge their knowledge and developtheir mind. It is of the utmost value for a teacher to have at hisdisposal a well-stocked library.FRENCH.French still continues to be a favourite subject in Girls'Schools. where, on the whole, it is well taught. The Managersof Boys' Schools are beginning to realise thc value of at leastone Continental language, and some schools which had droppedFrench for some years are now starting classes in the subject.It is to he hoped that morc schools 'will be able to do so in thenear future. In the case of Classical Schools, where there is nottime for the subject in the Intermediate Ccrtificate Classes, itcould be taken up as a non-examination subject in the LcavinuClasses. and a good reading knowledge of the language could u\'acquired, which should not be a difficult task for boys that hat!been well trained in Classics.Leaving Certificate Honour candidates usually have a goodknow ledge vof French, and their acquaintance with grammar,phonetics, and literature, and, their ability to translate difficultpieces of prose and verse are deserving' of commendation, It is,however, still desirable that these pupils-and for that matter,all students of French-should be given a more intimateacquaintance not only with the general history of the country,cut especially with the customs, manners, and outlook of theFrench people-in short, they should be given an insight intomodern French life, so that the study of the language may havesome more definite meaning for them than is the case at present.

96Leaving CertHicate Pass students never 'gain high marks inFree Composition. Their efforts show very little ease of expressionor happiness of phrase, but they hardly ever fail to revealtheir ignorance of grammar. However, their answers to thegrammar questions in the 1929 examinations were fairly satisfactory,and they made a reasonable attempt to translate theprose passage, but came to grief in their translation of theextract from Le Misanthrope. Generally speaking, examiners.find that the ability of even the best of the candidates is taxed bythe translation of passages taken from classical plays.Even though in some schools Leaving Certificate students read11 considerable amount of good literature, still their knowledge ofthe language is hardly ever utilised for any purpose except for themere passing of the examination. It would be very useful toencourage students that have selected the French Revolution astheir special period of history to read selected chapters from wellknownFrench writers that have dealt with -the revolutionaryepoch. The school library should contain some of the importanthistories of France as a source of reference, and teachers shouldhelp their students to deal with difficult parts of the texts. Sometraining on these lines would prove useful in after life to studentsengaged in higher University work. -'I'he standard of the Intermediate Certificate students variesconsiderably in different schools, but, generally speaking, thesestudents are unable to treat Free Composition satisfactorily, Theirvocabulary is often poor, and, though there are now some signs ofimprovement, their knowledge of grammar and construction is,extremely limited. Consequently their attempts to write a FrenchFree Composition often result in a collection of French words:with little grammar and no sense. Some of the time now spenton the oral side of the work could be more effectively used in awider course of reading and in written work to secure accuracyin accidence and syntax. Teachers would be well advised to traintheir pupils from time to time in writing out translations of piecesofFrench prose and poetry. That this is an urgent need in manyschools is clearly shown by the papers of the candidates in the.examination.There are not many schools in which oral French is thoroughlywell done. As a general rule there are not many teachers ofFrench in the Secondary Schools who can speak the languagewith :fluency. It is very desirable that as many teachers as'possible should go abroad every year in order to perfect theirknowledgeof the language. The teaching of French to theLeaving Classes is no easy task, except for an excellent Frenchscholar and teacher. The use of the Direct Method in the lowerclassesis worse than useless unless the teacher has a perfect commandof French:'In some schools good dictionaries are not always available. Theyare eam;tantly needed f.ar lIrOnu.nciatlon., \;lIellln.g; an.d m.~an.lng-.,Larger dictionaries should be found in every s0nool library.

I~TERi\IEDL\.TECERTIFfCATE.97MATHEMATIC~.The following is a statistical analysis of the work done in the]930 Certificate examinations:-GirlsBoysAllPre-All paratory NationalColleges Schools------_._- -- -----------[-----PercentagePercentageof failuresof Honours47' 'lIQ' 3Average percentage mar k ...4 r : 7IntermediateSchools57IO :838Pupils who took Arithmetic only are excluded from the abovetable. The average percentage mark in the different branchesand the distribution of the marks amongst the candidates leaveno.doubts as to the suitability of the test.The work in Boys' Schools, as shown by the statistics for theLeaving Certificate Pass and Honours, as well as for the IntermediateCertificate, is of a satisfactory character, but in someschools there is still room for improvement on the lines indicatedbelow. .With regard to a set of papers marked by him, one examinerremarks: c , The girls' papers were a revelation to me, and rid medefinitely of the traditional idea that girls could not dogeometry.' ,There is no doubt about the capacity for mathematics of girlswho get a chance, but unfortunately in many girls' schools a 'proper chance is not afforded. Organisation is bad. It seemsto be dominated by a desire to reap advantage from the regulations-advantages'which are lost because the essential training'is sacrificed to the desire. Where beginners are to be found in .all classes it follows that all classes are always practically heginning.Hence, no doubt, the tendency complained of by anotherexaminer to parrot work instead of getting really to gripswith a problem. Amongst criticisms of fairly general validitymight be noted that the introductory work in Arithmetic of thefirst year deals too much with such matters as " reduction" andtoo seldom with contracted methods. in the fundamental opera- .tions. Reduction is not a method to be cultivated j rather should.the pupils be taught to shnm: such cumbersome and impractical.procedure. As pointed out by one examiner, contracted methodsseem to be regarded as an accomplishment to be acquired justbefore the examination rather than as an indispensable tool inwhich the pupil must at the earliest opportunity or never acquire'dexterity.The General Inspector in charge of Mathematics again ealls ,attention to an aspect of teaching which is far from receivingG .

98adequate attention, viz., the use of precise unambiguous Englishand the ability to interpret it. Proper distinctions are not drawnbetween the number and quantity, factor and measure, powerand index, irrational and surd, " cannot be found " and " doesnot exist," "multiplied so many times" and "occurs as afactor so many times." Pupils are taught to think offractions only as things which have got numerators and denominators(integral, presumably implied). They consequently fail tograsp the purport of proper and iniproper, or that a c c fraction"can be irrational. In Trigonometry simple angles have, as il.matter of course, hypotenuses and perpendiculars foisted on tothem, "parallelism" is foisted on to " alternation," a " supplementarycondition" on to " adjacency," and so on.The educational value of a mathematical training is in .thisway very seriously lessened in many of our schools.EXPERIMENTALSCIENCE.No changes were made in the science syllabuses and schoolsin general adopted the same subjects of instruction as in previousyears.The Special Science course for girls' schools (D) is gaining inpopularity. The close correlation of the subject matter of thiscourse with the phenomena of common experience has given areality and interest to the instruction which both teachers andpupils appreciate; incidentally this increased interest has modifiedthe methods of instruction in a very satisfactory manner.'l'he breadth and freedom of the preparatory courses has producedmuch the same influence in junior classes.The science syllabuses for both Intermediate and Leaving certificatesindicate only the scope of the instruction and are notintended to prescribe an order of presentation. Teachers shouldplan their own sequence of lessons so that the instruction followsa logical order suited to the special circumstanccs of individualclasses.Too much time at the beginning of the courses continues tobe spent upon a "low pressure" treatment of mensuration.Pupils obtain thereby an altogether wrong impression of themeaning of Science and get no early insight into the wondersof natural laws.Laboratory work is not sufficiently preceded by well prepar-eddemonstration lessons, and in general the preparation of lessonsneeds more attention than it is at present receiving.Some improvement was noticed in the equipment of laboratoriesand in the quality of individual practical work. In manycases, however, the amount of practical work is small and doesnot provide enough training in manipulative skill; the practicallesson often lacks intensiveness because too little work has beenprovided to keep pupils fully employed. The great importanceof the time factor in practical work is 110t appreciated.

99It is difficult to persuade some teachers that dictated or transcribednote books serve no educational purpose; an exercise'which represents the genuine effort of a pupil to describe in hisown words what he has experienced is of great value and fixesnew ideas firmly in his mind.To summarise, the matters needing the close attention of theteacher are:-1. A plan of the term's 01' year's work in propel' sequence andsuited to the particular needs of the class.2. Carefully prepared demonstr~tion lessons in which new groundis broken. experiments performed, and the purpose andmethods of subsequent practical work explained.3. Preparation of the laboratory for practical classes so as toavoid waste of time during the lesson.4. Preparation of permanent teaching notes which can beamended or expanded for subsequent lessons. A text-bookor teacher's own note-book is in no way a substitute forthis.l'ECHNLOALCHAP,TER. IV.I.EDUOATION.TECHNICAL EDUCATION COMMISSION.The Report of the Commission appointed to inquire into and.advise u110n the system of Technical Education in the Saorstat.has been carefully examined by the Department, and the mainrecommendations of the Report have been incorporated in aVocational Education Bill which was introduced in the Dail.early in the Session of 1930. Conferences have taken place betweenrepresentatives of the Department and of the Department ofIndustry and Commerce regarding recommendations made by the.Commission on the conditions of apprenticeship in the" skilledtrades, " Legislation will be promoted by the latter Department.at an early date to enable the trades to secure for their apprenticesa uniformly improved training.The Commission advocated an increased supply of teachers.and generally improved facilities for training them. An importantdevelopment has been effe.cted for the teaching of Domestic'Science by the recognition of the Residential School at St.Catherine's, Blackrock, as a training school for teachers ofDomestic Economy. The new school is in addition to the IrishTraining School of Domestic Economy at Kilmacud and shouldprove of material assistance in relieving the shortage of teachers-of Domestic Economy which has been felt for some years.A scheme has been prepared for the training of the othergroups of whole-time teachers that will be required when theVocational Education Bill becomes law.

100n.AT'l'ENDANCE AT TECHNICAL SCHOOLS.As long as young people are under no obligation to attend tttechnical school. the success of the school must to a large degreebe measuredby the size of the attendance. Judged on this basisthe schools were much more successful in 1928-29 than in anyprevious session in their history. The total number of individualsin attendance was 28,900 (Appendix IV. (a) ) an increase of4,270 or 17 per cent. on the attendance in the preceding session,and an increase of 7,263 or 33 per cent. on the attendance in1924-25. which may be regarded as the first normal session followingthe change of Government. This figure, 28,900, is exclusiveof attendances at classes conducted under County Schemes elsewher-ethan in established Technical Schools (Appendix IV. (b) ).'I'hc change in the numbers attending technological classes-anincrease 01' 66 per cent. from 4,766 in 1924-25 to 7,923 in thesessionunder rel'ie,,"-is worthy of special note in view of thecomment made in the Annual Report of 1924-25 on the tendencyof: commercial classes to swamp the activities of the Schemes ofInstruction. It is gratifying' to find also that in the same periodthere has been a large increase in the numbers attending classesin Domestic Science. The attendance at classes in Art and ArtCrafts has not altered materially, and cannot yet be regarded assatisfactory.Most of the attendance is at evening classes, but there is a continuedincrease in the attendance at day courses organised foryoung persons preparing for employment. This increase is particularlynoticeable in the smaller urban centres; indeed, it maybe said that the Technical School in the smaller urban centre.develops in proportion to the extent to which it caters for daycourses. Investigation of the enrolment at such a school makesclear the reason for this development, for country boys and girlsarc usually in the majority, the proportion of town studentsbeing sometimes as low as 20 per cent. Further investigation ofconditions in the smaller urban centre shows that 'whereas theavailable population for evening classes varies from 3,000 to-6,000, the available population for day classes is from 16,000 to20,000, according to the density of population in the surroundingruralarea.Students and their parents are alive to the value of the traininaoffered in Technical Schools, but employers are still slow to·recognise it. There are, however, outstanding exceptionsemployerswho make arrangements for their employees to attendduring- working hours or give preference and encouragement tothose'who attend outside working hours.

101Ill.ATTENDANCE AT CLASSES UNDER COUNTY SCHE:YIES.Classes were conducted in 582 centres, as against 380 in theSession 1924-25. The attendances have increased correspondingly,as will be seen from the following Table:-S'ubject.Manual InstructionDomestic EconomyHome IndustriesCommerceOther Subjects (Farriery, &c.)1924-25.2,4604,6319688841.3521928-29.5,4898,1281,227] .4431.590Total ... 10,295 17.877The rural population remains as eager as ever for instructionin practical subjects, and the services of the county itinerantteachers are constantly in demand. The teacher spends, as a-rule, two to three months at each centre, a period which is frequentlyinsufficient to secure results of lasting value.IV.s'rAFFS EMPLOYED UNDER LOCATJSCHK\LES.CommerceManual Instruction and Building TradesDomestic EconomyPure ScienceApplied Science (including Mechanical,trical and Motor Car Engineering)Art ...Home IndustriesOther SubjectsTotalThe number of whole-time teachers employed under localschemes of Technical Instruction in the Session 1928-29 was 351,divided as follows i=-Elec-8882101123612146351Thi.s total is inclusive of (a) headmasters, and (b) principalsand secretaries, who have been included in the groups correspondingto their technical qualifications.

102In addition to the whole-time staff, 474 part-time teachers wereemployed:-Commerce 125Woodworking and Building Trades 41Domestic Economy 41Pure Science 33Applied Science (including all trade instructionexcept in Building Trades) 140Art 19Other Subjects 75Total 474Part-time teachers do not as a rule teach more than six hoursper week and frequently not more than four.V.THE REQVIRK\IENTS OF I~DUSTRY.'I'he second volume of the" Census of Population, 1926." compiledby the Department of Industry and Commerce and publishedat the beginning of this session relates to the occupationsof persons resident in the .8aorstat and merits the most carefulconsideration of Committees of Technical Instruction in theframing of their education schemes. This volume presents adetailed classification of the population of the country accordingto occupational gTOUpSwith the numbers of persons in each groupand their distribution according to area, and makes it possiblefor the first time to form a reasonably accurate estimate of therequirements of the Saorstat in the matter of technical instruc- .zion. In the light of the statistics now available it may be ofservice to refer to some of the occupational groups to whichtechnical instruction is of importance and to indicate broadly theextent to which the schools are meeting occupational needs.The most important group. as far as technical instruction isconcerned, is No. IY. in the census classification " Other Producers,Makers and Repairers" which includes such occupationsas wood and metal workers, electrical fitters, printers, builders,painters and decorators and the "skilled trades" generally.'1'he number employed in this group is given as 186,617. Thenumber of young persons preparing in technical schools foremployment in this gTOUpor of apprentices or craftsmen attendingevening technical classes is difficult to determine, inasmuchas the classification of occupations for technical school purposesis different from that adopted in the census returns. The numherof such persons does not, however, exceed 7,923, the total ofcolumns (5) and (6) in Appendix IV. of this Report, and is,probably nearer to the figure 5,000, or approximately 2i per cent.of the number of persons in employment in the group. As thetechnical school student attends for instruction over at least two'

103veal'S 011 the averaze it may be taken that the annual number~f new applicants f;r instruction is in the neighbourhood of 2,000,or one per cent. of the number employed, a figure which is muchbelow the number required to keep the trades at a standard levelof recruitment.The statistics for this occupational group are of such importaneeto technical school work as to invite further analysis. Thegroup is sub-divided in the Census Return as follows :-A.-:M:akers of Foods, Drinks and Tobacco 22,993B.--'Textile 'Workers 7,629C.-:l\1akers of Apparel and Textile Goods 32,990D.- Workers in Hides and Skins and Makers ofLeather GoodsE.-"\\,T orkers in Wood and FurnitureF:'-Metal Workersn.-Electrical Apparatus, Fitters and Makers ...II.- Workers in Chemical ProcessesI.-Printers, Bookbinders, etc.J.-Builders. Bricklayers, Stone and SlateWorkers, etc.K.-Painters and DecoratorsL.-Other Producers, Makers and Repairers2,08124,38927,6963,1171,6766,08447,6715,3334,958Total 186,617A.-lI1ctke1·S of Foods, Drinks and Tobacco. 22,993.-Includedare persons employed in Grain Mills, Bread and Flour Confec-'tionery Eactories, Biscuit Manufacture, Sugar, Sweet and JamManufacture, Creameries, Bacon Curing, Breweries, Distilleriesand Mineral Water Factories. The requirements of theseindustries in the matter of technical instruction are less thanmight be expected having' regard to 'the numbers occupied; theindustries are such as to require a limited expert staff with hightechnical knowledge and skill, the main body of workers beingengaged in work of a repetition character for which very shorttraining is required.It is very desirable, however, that the technical schools shoulddo more for these industries than is being done at present. Inthe session 1928-29 only two part-time teachers were employedto give instruction that related definitely to the industries. Thesewere both teachers of Flour Milling, one being employed in Corkand the other in Limerick.B.-Textile Workers, 7,629, and C. Make1'S of Appa1'el and TextileGoods, 32,990.-The most important trades included underthese headings are Tailoring (8,829), Dressmaking (9,866), Bootand Shoe Manufacture (6,420), Sewing (2,588) and Weaving(1,825). The employment is not centralised in the four largesttowns, as is largely the case for the occupations classified underA. above. The employees in general require considerable technicaltraining.

104.Teachers arc employed to give instruction in subjects related 1:1>these occupations as follows:-Art Embroidery 5Tailors' Cutting 4Machine Knitting 1Knitting 1.Cutting out of Undergarments 1Lace and Crochet Work 1Trade Dressmaking '... 2 .Limerick Lace-making 1Crochet-work 2Spinning 1Home Spinning 2Machine Sewing 2'Woollen Manufacture (Weaving and Design) 1Fancywork and Knitting 1Boot-making 1Clothing Manufacture 1Shirt-making 2Dress Design 1Millinery 1Total ... 31This is a fair provision, but it must be remembered that a parttimeteacher may be employed for only two hours per week. andthe benefit derived by a class is correspondingly small. In certaintrades the provision is very inadequate, e.g., Boot and Shoe Manu-.facture, in which there is only onc part-time teacher, althoughthere arc 6,420 employees.D.-Workers in IIides and Skins and Makers of Leather Goods,2,081.-Makers of boots and shoes are not included. Saddlers(1,444) form the majority of the persons employed.There is no instruction given in Saddlery in the TechnicalSchools. It is difficult to say if a committee would be justified illproviding the instruction, having regard to the small number ofsaddlers employed in any particular area. 'I'he trade is a highly.skilled one and merits, at any rate, an experimental course.Six part-time teachers are employed to give instruction in Art.Leatherwork, .but it may be taken that the instruction given inthis subject is not intended to meet the general requirements ofpersons classified under this class in the Censns Return.E.-Workers in Wood and Eusniiure, 24,389.-Cal'penters(13,900) form the largest 'constituent section. Also included areeartwrights, coachbuilders and wheelwrights, sawyers, coopers,cabinet-makers, French polishers, upholsterers and coach trimmers,all highly skilled trades.Again the schools make very fair provision, for in addition tothe instruction that is given by some of the whole-time manual

105instructors who arc specially qualified in carpentry and joinery01' cabinet-making, there are the following part-time teachers :-Manual Instruction (Wood)Carpentry and JoineryCabinet-makingCoach and Motor Body BuildingW oodcutting MachineryFrench Polishing'UpholsteryCoach TrimmingWoodcarvingGeometry and Calculations5121111:3Total ... 27Most of these part-time teachers are employed in the City ofDublin Technical Schools. There is room for considerable expansionin other centres.F.-Metalwo1·ke1·s, 27,696.-Smiths (5,637), :LIloto)' Mechanics(4,609), Mechanics and Fitters (4,349) form the largest elements,but other trades of importance are plumbing. sheet metalworkand foundry work. Practically every trade included under thisheading requires a high degree of skill and careful technicaltraining. ,Prior to the session under review the provision made bytechnical schools for metalwork occupations was inadequate, butthe addition to the school staffs of 18 whole-time engineeringteachers trained in 1927-28 made a material improvement. Thepart-time teachers employed for the teaching of subjects relatedto metalworking occupations are:-Motor EngineeringMetalwork, Motor Driving and Garage PracticePlumbing and Tinsmiths' workSmithworkFoundryworkBoilermakers'Pattern-makingMetal Plate WorkBrassflnishingArt Metal workwork~...Oxy-Acetylene WeldingDesign for BrassfinishersTrade Drawing' for FoundryworkersEngineering Workshop PracticeMachine Construction and Drawing1244111]231121512Heat EnginesLocomotive Engineering1'l'otal 43In addition the Department continued to place the services ofits two itinerant instructors in Farriery at the disposal of localcommittees, '

lOGIt is to be noted that the 4,609 persons returned as being employedas Motor Mechanics are additional to persons employedas drivers of motor vehicles (10,291) who are included under the'I'ransport and Communication Group of the Census Return. Inthe conditions prevailing in the country, persons employed asdrivers of motor vehicles require some training in repair work,and any provision for instruction in motor car engineering musthave regard to the requirements of both groups.G.-Electrical Apparatus Makers and Fitters, 3,117.-Thisfigure, which relates to 1926 conditions,· must be much smallerthan the figure for the present day, when so much additionalwork is arising out of the operations of the Shannon ElectricityScheme. .There are 20 part-time teachers whose work bears some rela-.tion (direct or indirect) to occupations under this heading.Electrical Installation 1Electrical Engineering 1Drawing and Mechanics 1Drawing (including Machine Drawing) for ElectricalEngineers 1Electricity 1Electrical Engineering and Installation Work 6Electrical Engineering and General Physics 6Applied Mechanics 3Total 20Few of these deal with Electrical Installation, which should bet:10 most important subject.H.-1Vorkers in Chemical Processes, 1,676.-Thc numberemployed is small and the 'workers for the most part require littletechnical training.I.-Printers, Bookbinders, etc., 6,084.-The employment is concentratedin Dublin mainly. The trades concerned are very importantfrom the technical school point of view. One wholetimeteacher and 22 part-time teachers were employed by thetechnical schools in 1928-29, all except five being in Dublin:-Linotype 5Typography 2Lithography 3Lithographic Art 1Monotype 2Machine Ruling 1Photo-Mechanical Process (Operating) 1Etching-or Photo Engraving 1Book-binding 2(Printing) Machine Work 1English tand Calculations (for 'Printers) 1Pure Photography 1Chemistry (for Photographers) ... 1Total 22

107J.-Buildm·s, Bricklasjers, Stonecutters, etc., 46,671.-Thoughthis is the largest section of the industrial group of occupations, itcontains a large proportion of unskilled labourers employed byLocal Authorities, the Central Government and the Railways.'I'he chief skilled trades included are masons (3.105), plasterers(1,442), bricklayers (1,140). In general the number of personsemployed at what might be termed" skilled work" is smallerthan the number classified under " Workers in Wood and Furniture" or (' Metal-workers. "There are employed in the Saorstat only 1-:1: part-time teachers(If Building Construction subjects that bear on the occupationsclassified under this heading and schools should strive to makesome better provision. The teachers are grouped as follows:-Building' Construction 6Structural Engineering and Engineering Dra wing... 1Land Surveying and Levelling 1Bricklaying 1Plasterers' VVork 2Builders' Quantities 1Quantity Sun eying 1Architecture 1Total 14K.-Painte1·s' and Decorators' W01'k, 5,333.-These arc mostlyhouse and general painters (4,110), but there are also vehiclepainters (-663).There are only four part-time teachers. The trade is one whichmerits a high place in the work of the technical school andfurther expansion is desirable.L.-Other Producers, Make1's and Repairers, 4,95 .-Refereneemay be made under this heading to the recent appointment in:Dublin of a whole-time teacher of Watch and Clock making,which is one of the principal occupations inclucled in this class.Other occupations are makers of Bricks and Earthenware. makersof Glassware, workers in Gas Works and Brush-makers. but thereare no teachers employed in connection with these.VI.THE REQUIREMENTS OF COl\nIERCKMuch has been said from time to time concerning' the relative.mportanco of commercial and technological courses in postprimaryeducation of a vocational type. It is interesting'. therefore.to extract from the Census Returns the numbel'S of personsE-mployedin commercial and industrial occupations and to ascertainhow the attendances of young persons at technical schoolsin the Saorstat are proportioned having regard to these numbers.

108The following groups of the Census Returns arc concerned withcommercia 1 oceupations:-Group VI.-Commerce, Finance and Insurance 85,008Group VII. (part of)-Persons engaged inPublic Administration 14,913Group X.-Clerks (not Civil Service or LocalAuthority) and 'l'ypists 30,007'l'otal 129,928The number of persons employed is, therefore, approximatelytwo-thirds of the number employed in industrial pursuits(186,617).The attendance at commer-cial courses in the technical schoolsin 1928-29 was 7.289. To this must be added the attendance atsimilar com-scs m;c1er county schemes, 1,448~in all 8,632 students,or 6J pet' cent. of the number of persons employed in commercialoccupations. This is a much higher ratio than for industrialoccupations (2} per cent.) and would appear to justify the commonimpression that the work of the technical chools favoursunduly instruction in commercial subjects. In itself, however,the number of students (8.632) is not excessive. 'Women are verygenerally employed in commercial occupations, and many of themremain in employment for a few years only.

IOH212,of whom 88 were whole-time and 12-:1: part-time.• Lution of part-time teachers is as follows :-The distri-Accountancy 2Company and Commcrcial Law 1Book-keeping and Accountancy 1. Auditing and Statistics... 1Cost Accounts ... 2Accountants Arithmetic, }Iathematics and ActuarialScience 1Commercial History 1Commercial Geography... 2Banking and Foreign Exchange... 2-Commercial Law 2Accident Insurance 1Fire Insurance ... 1Economics and Industrial History 1Accountancy and Auditing 1Economics -and Economic Geography ]Income Tax 1Total 21Shorthand 27Shorthand, 'I'ypewriting and Book-keeping 35Book-keeping, Business Methods, Commercial Cor-- respondence and Commercial Arithmetic 36History and Geography 3History and Geography (through Irish) ... 1General Commercial Course (through Irish) 1Total ... 103VII.THE REQUIREMENTSOF OTHER OCCUPATIONS.Group IX. of the Census Returns reveals the striking fact thatthe number of persons engaged in Personal Service is practicallyas great as the number employed in Commerce. The figureis 127,842, of whom about two-thirds are servants employed inthe household. This group includes also Hotel, Restaurant andBoarding-house Keepers 6,777, Waiters 2,132, and others employedin hotels, restaurants and clubs 2,034. Though it isdoubtful to what extent training in schools should be providedspecifically for persons engaged in Personal Service, it is surprisingto find that very little is done for a group as large asthe Commercial group, which receives very considerable attentionin school programmes.

110The classes in Domestic Science, attendance at which both inurban and rural centres was 16.126 in 1928-29, are recruited ingeneral from the large groups enumerated as (1) Persons engagedin Home Duties 550,147, and (2) Persons described ashaving no occupation 72,898.The number of domestic economy instructresses employed hyTechnical Instruction Committees in the session under reviewwas 145, being 104 whole-time and 41 part-time, the latterbeing:-Cookery and Laundrywork3Domestic Economy]9Needlework and Dressmaking6Dressmaking and MillineryHousewifery and HouseeraftCookery, N eedlework and DressmakingHousekeepers' Accounting1,2Total ... 41Group V., Transport and Communications, comprises 64,952persons, but includes few occupations for which the technicalschool can be of service. A class that may, however, be mentionedis Navigation and Engineering Officers (744) for whomthere are excellent facilities at the Irish Navigation College inDublin, an institution which is largely assisted by DepartmentalGrants. Telegraph and telephone operators (1,063) are anotherclass for whom facilities are provided; eight part-time teachersare employed to give instruction to Post Office employees in telegraphy,telephony and kindred subjects:-Telegraphy 1Telegraphy and Telephony 3Post Office Engineering 1Morse Sound Practice 1Electrical Engineering and Installation Work 1Radio Communication 1Total 8SCHOOLVIII.ACCOMMODATION.The accommodation provided in the Technical Schools hasproved unequal to the burden imposed by the increased demandfor instruction, and many Committees have had to provide extensionsto school buildings, though their financial resourcesscarcely warranted the expenditure incurred in so doing. In theCounty Borough of Dublin the erection of an additional wingto the Bolton Street Schools, at a contract price of £14,670, is in

111progress, and further extensions at an estimated cost of £9,000

112Oounty Longford: 'I'he Committee has experienced much diffleulty,in carrying on classes in the town of Longford with thepresent inadequate, accommodation, and has initiated negotiationswith a view to obtaining portion of the old MilitaryBarracks.Oounty Meath: The position with regard to Trim was referred toin the last Annual Report, but since then no further' progresshas been made to start building operations.In the case of Kells the site has now been bought and buildingshould presently be started. The contract price is £2,805,to be met partly from Committee's accumulated funds andpartly as a loan from the County Council.County ]Ionaghan: Proposals have been made for th'e acquisition'of new premises at Clones.Cmtnty . Offaly: Proposals are under consideration for the conversionof portion of the Edenderry 'V orkhouse premises foruse as a Technical School.Counp!J Tipperary (N.R.): The new school at Thurles, ·referred toin the last Annual Report as in course of erection, has been'completed and opened. The cost was £2,289, towards whicha loan of £2,000 was raised by North Riding' County Council.Steps have been taken to prepare plans for the erection ofa now school at Nenagh at a cost of £3,000. The UrbanCouncil has given a free site.IX.TECHNICAL SCHOOL EXAMINATIONS.The keener interest which is being taken in Technical Educationis reflected in the steady increase in the number of entriesfor the Technical School Examinations conducted by the Department.the number of exercises worked in 1929 constituting arecord so far as the examinations are concerned.It is gratifying to find that there has been an increase in theproportion of entries for the second and third year examinationsas compared with 1928, and it is hoped that the efforts of schoolsto retain students at thei'rstudies for a longer period will resultin an advance each year in the number of students presented.forthe higher examinations.The following statement shows the division of the workedexercises in 1928-29:-First Second Third FourthYear Year Year Year Year Honours Total---Group Group Group Group-1928 3,888 1,354 211 107 1 5,5611929 3,989 1,536 308 109 3 5,945,

113By arrangement with the Department of Posts and 'I'elegraphsspecial examinations were held in Magnetism and Electricity andin Telephony for members of the Post Office staff desirous ofsecuring certificates in those subjects. There were 82 entries.There has been an appreciable increase in the past few yearsin the number of entries for the special examinations inGeometrical Drawing', Perspective, and Methods of TeachingDrawing which are held in connection with the award of teachingcertificates in Art. The figure for 1929 was 196 as comparedwith 155 in 1928 and 144 in 1927.Students from Irish technical schools have again been successfulin open competition with students from schools in GreatBritain. The Report of the City and Guilds of London Institutefor 1929 records the award of one Silver Medal for ElectricalInstallation Work and four Bronze Medals (one for Typographyand three for Tailors' Cutting) to students of Dublin MunicipalTechnical School and a Bronze Medal for Motor Car Engineeringto a student of the Crawford Municipal Technical. Institute,Cork.X.TRADESCHOLARSHIPS.The Department awarded in 1928 a limited number of .TradeScholarships. The object of such Scholarships is to enableselected persons who have been engaged in certain specifiedtrades in the Saorstiit fur a period of at least two years to obtainsystematic instruction in the principles of Science and Art asapplied to these trades.A candidate must be recommended by the Manager of theindustry in which he is employed, and must produce an undertakingto the effect that he will be re-employed after the terminationof the Scholarship.Eighteen Scholarships werc awarded for the Session 1928-2g.as follows:-Motor Garage Work 9Cabinet-making 9The course in Motor Garage 'Work was given at Ringsend'l'echnical School, and in Cabinet-making at Bolton StreetTechnical School. Each course was 01 thirty-three weeks.'duration.XI.SCIENTIFIC ANn INDUSTRIAL RESEARCH.Allowances are paid on the recommendation of the Departmentto enable students to receive a year's training in scientificresearch. The allowances are intended not as awards of thenature of " Scholarships," but to make it possible for studentsH

University College, CorkUniversity College, GalwayTrinity College, DublinUniversity1l.4to defer taking' paid work, and to maintain themselves during theirtraining, having regard to the particular circumstances of eachcase. Each student is required to submit a subject of a purelyscientific character on which he proposes to carry out hisresearch. The awards for the academic year 1928-29 were asfollows :-UniversityCollege, DublinPhysics DepartmentChemistry DepartmentChemistry DepartmentChemistry DepartmentChemistry DepartmentZoological Department122111XII.IRISH TRAINING SCHOOL OF DOMESTIC ECONOMY,The School was attended by 30 students, of whom 11 were intheir first year, 11 in their second, and 8 in their third year oftraining. All of the latter presented themselves for final examinationin 1929 and were awarded diplomas with qualifications toteach in secondary and technical schools,The arrangements made last Session for obtaining practice inteaching were continued with success, Each third year studentattended once per 'week at an evening technical school, assistedthe responsible teacher in the conduct of practical classes, andg-aveinstruction under her guidance,During the session the students attended certain educationalexhibitions and demonstrations and also had an opportunity of'beeoming acquainted with some aspects of social welfare work.Two Irish plays were successfully produced by the students onMarch 18th,There were 132 candidates for entrance to the Training Schoolin 1929, To suit the convenience of the candidates the preliminaryqualifying test (Part I. of the Examination) was heldat five centres-Dublin, Cork, Limerick, Waterford and Galway.The Competitive Examination (practical and oral) was conducted11,1. Parnell Square Technical School, Dublin, and was attendedby 95 candidates,XIII.KILLARNEY SCHOOL OF HOUSEWIFERY.'I'wcntv-eight pupils attended the School during the Sessionand received the usual training for domestic service. Eighteencompleted their course of training. Six pupils remained on theSchool roll at the close of the Session,

115METROPOLITANCHAPTER V.S,CHOOL OF ART.The Metropolitan School of Art opened on the 2nd of October,1928, for the Session 1928-1929, and closed on the 26th of July,]929.The total number of students enrolled during the Session 1928-1929 was 533, of whom 326 had not previously attended theSchool; 144 students attended the Day classes, 440 studentsattended the Evening classes, and 51 students attended both Dayand Evening classes. The total number comprised 241 malestudents and 292 female students. There were 15 free students,and 16 students were admitted at reduced fees in accordancewith the School programme.The attendance shows a decrease of 24 in the total number as'Compared with the previous Session.Nine full-time (matriculated) students of the School of Architectureof University College, Dublin, attended the School duringthe Session, and 16 part-time (non-matriculated) students of theSchool of Architecture also attended under the auspices of theArchitectural Association of Ireland. Examinations in Drawingand Modelling for the matriculated students were held in theSchool in June, for which the Head Master .aeted as Examiner onbehalf of the College.Three students who were awarded Teacherships-in-Training inJuly, 1927, and satisfactorily completed the course prescribed forthe Session 1927-28, were granted an extension for the Session1928-1929. One of these was granted permission to transfer hisscholarship for a period abroad, in special circumstances, andattended the Royal College of Art, London, for three months,and L'Academie Colarossi and L'Academie de la GrandeC'haumiere, Paris, for a further period of four months. He returnedto Dublin thereafter and resumed his work at the Schoolto the end of the Session.Three students were awarded Teacherships-in-Training as theresult of the competitive examination held in July, and will enteron a course of study with the opening of the Session 1929-1930.Fifty-two students entered for the Art Examinations conductedby the Department of Education under the conditions of the Programmeof Examinations for Technical Schools, and secured atotal of 160 successes. 48 Certificates, including 2 Art Teachers'Certificates, 1 Silver Medal, and 7 First and 3 Second Prizes,awarded in connection with the Art Course Examinations heldin 1928, were issued during the Session to students of the School.Twelve students were entered for, and passed the examinationin Drawing on the Blackboard held by the Department in November.

116One student passed in Part I. of the Industrial Design examinationof the Board of Education, London.The adjudication of students' work of the Session 1927-1928,under the Local Prize Scheme, was carried out in November,and awards were made to the total value of £68 5s. Od.In the competition for Scholarships and Prizes offered underthe Taylor Bequest, students of the School obtained the Scholarshipin Modelling', value £50, and four Prizes for Modelling' andPainting to the total value of £30.In the National Art Competition, 1929, promoted by the RoyalDublin Society, 21 awards were obtained by students of theSehool. •Pour specimens of jewellery executed in the School wereexhibited at the Exhibition of the Goldsmiths' Association ofParis, held in Paris in January and February, and were awardeda Bronze Medal.Examples of students' work, comprising Designs, Lsathcrwork,Lace, and White and Coloured Embroidery, were submitted bythe School to the Arts and Crafts section of the Cork SummerShow, 1929, organised by the Cork Industrial DevelopmentAssociation, and were awarded' two First and two Second Prizes.Similar examples of students' work were submitted to the Industrialsection of the South County Dublin Horticultural SocietyExhibition held at Dun Laoghaire in July.Examples of Leatherwork executed in the School were submittedfor exhibition to the National Eisteddfod of Wales, heldat Liverpool in August, 1929.An exhibition of the designs for the New Coinage was openedin the School Gallery on the 30th ovember.An exhibition of the work of the Illustration section was heldin the School from the 2nd to the 24th of January.An exhibition of Ecclesiastical Art, organised by Dermodo 'Brien, P.R.H.A., under the auspices of the Dublin Civic WeekCommittee, was held in the School from the 2nd to the 21st of'September.An increased scale of fees payable by students has been authorised,and embodied in a revised School Programme issued illSeptember.CHAPTER VI.NATIONAL MUSEUM.The reorganisation of the Art and Industrial and Irish AntiquitiesDivisions of the Museum, of which the leading principleswere summed up in the Report for last year, was begun towardsthe end of the period covered by this Report.'I'hough the complete re-arrangement of these Divisions willoccupy a period of several years, it is hoped that the generalre-arrangement will have taken shape before the end of the ye31L1930.

117In regard to the Natural History Division, the matter ofaccommodation has been a source of considerable difficulty inconnection with the exhibition 'of certain sections, especiallythose devoted to Geology and Palmontology. Preliminary planshave been prepared for the extension of the building accommodationavailable for this Division, and it is hoped that definiteprogress in respect of additional floor space for this Division willbe made at an early date.IRISH ANTIQUITIES DIVISION.During the year under review, special attention was devotedin this Division to the acquisition throughout the country ofobjects of archmological interest. The staff of the Division alsoaimed at keeping in close touch with institutions and individualsinterested in archseological matters, and in carrying out fieldworkand research as far as possible.Acqnisitions.-The number of objects or groups of objectsacquired by the Division in the period covered by this Reportamounted to 598. This number does not include 898 smallerstone objects (arrow-heads, knives, points, scrapers, cores, flakes,etc.) which were acquired either as additions to purchases oras donations. Though many of the sites from which the objectscame are well known in Irish antiquarian work, new types turnup from time to time, and it also seems desirable to obtain forthe National Collection at least some artifacts from such sitesas have not as yet been represented in the Museum owing to thefact that such big private collections as that of the Late Mr.V{. J. Knowles and others were dispersed after the death of thecollector.Of the 598 objects, 19 were given on loan to the Museumwhilst the number acquired by donations amounted to 102. Thisfigure compares very favourably with last year's figure (G8out of 732) and the Department of Education is pleased to addthat amongst the Donations were many very important acquisitionswhich enrich the treasures of the National Collection.The total amount of expenditure for purchases on behalf ofthe State was £345 7s. 7d. (last year £341 12s. 8d.), whilst theRoyal Irish Academy spent about the same amount for purchasesand archaeological excavations, the results of which weredeposited, as usual, in the Museum.Thanks are due to the friends of the Museum who, by donations,loans, information or help in the acquisition of objects,assisted the Staff. of the Division in obtaining valuable nationalrelics.Special thanks are due amongst others to Th. B. Costello,M.D., Tuam, Co. Galway, the late Joseph IT. Dolan, M.A., Ardee,Co. Louth; T. Hallissy, B.A., Director of the Geological Surveyof Ireland; ,Mr. H. G. Leask, Office of Public 'Works; ProfessorR A. S. Macalister, Litt.D., LL.D.; Mr. Th. n Mason Dublin;Major H. F. McClintock, Ardee, Co. Louth; and Dr. J. ChalonerSmith, M.I.C.E.!., Office of Public Works.

l18Amongst the gifts and loans, the following are especiaIly uoteworthy:-aLate Bronze Age hoard found in a bog at Dernaduchy,Crossna, Boyle (Co, Roscommon), presented by Rev.Brother V. Ryan, Superior, Cork, through the good services 0.£Mr. J. Merne, Innishannon, Co, Cork; an Earliest Bronze AgeCopper Axe and three sandstone spinning whorls from BallyfinnaneDistrict (Co. Kerry), presented on behalf of Mr. OwenO'Sullivan by Col. D. 0 'Sullivan, London; a hide-coveredCurraeh from the River Boyne, a Bronze Age spearhead and anIron Age bridle pendant, presented by Major H. F. McClintock,Ardee (Co. Louth) ; gold objects from Lord Rossmore's estate inCo. ·Monaghan; a collection of different Go. Louth Antiquitieslent by Mr. R. Magrath in Dundalk , and burial finds fromFenagh Beg', Co. Leitrim, which form an interesting connecting'link between the types represented in the Carr owkeel (Co. Sligo)and Sliabh na Caillighe (Co. Meath) cairns respectively. TheMuseum is obliged for the loan of, and for information about,these latter finds to Mr. P. J. Carey, of Synge Street Schools,Dublin.Amongst the purchases there are burial finds from Gorteen,Co. Louth (Late Bronze Age cremation), Oaktate, Co. Louth (LateBronze Age cairn with cremation in cist) , Middle Bronze Ageskeleton burials from Corroy, Go. Roscommon, and Stonepark,Co. Sligo; Late Bronze Age urn burials from Ballyshannon, Co.Donegal, and burial finds of ill-defined antiquity from Killegar,Co. Wicklow, which subsequent discoveries in the same sandpitshowed to be of Early Christian Age. Many prehistoric finds aredue to the River Barrow Drainage Scheme, undertaken by theOffice of Public Works. The Department of Education has toacknowledge the help given by Dr. John ChaloneI' Smith,l\tI.'C.E.I., engineer in charge; Major S. U. L. Clements, D.S.O..B.A., B.A.I., resident engineer, and Mr. Thomas Leo Hogan, B.E.,assistant engineer, in the preservation of these finds, which,among other points of interest, reveal old lines of cross-rivertraffic, the main bulk of them being concentrated at the sites ofold fords.Finds of a similar kind were secured from the River Owenmoredistrict at the" Ford of Curraun," nowadays Rathmullen Bridge,near Ballymote, Co. Sligo. Thanks for assistance in these latterdiscoveries are due to Mr. Thomas 0 'Dowd and J ames Gaffney,Rathmullen Bridge, Ballymote, Co. Sligo.The complete list of acquisitions is given in. the appendix al.page 208, but it is worth while to mention here that in securingRev. L. M. Hewson's private collection among other finds a considerablegroup of prehistoric objects from the Lough Gurdistrict (Co. Limerick) was obtained for the collection, whilstEarliest Bronze Age finds from the Ballina District (Co. Mayo)formed a very welcome acquisition from this north-western partof the country.

119Fieldw01·k.-A most promising pre-historic cemetery was discoveredduring quarrying operations at Keenog e, Duleek, Co.Meath, and four burials from the cemetery were investigated for'the Museum during the year. Many friends of the Museumgave valuable assistance during the excavations and specialthanks are due to Mr. J. P. 0 'Brien, Architect and Surveyor inDrogheda; Mr. Diarmuid Coffey, Mr. »: Gosset, Mr. 'rh. H.Mason, Justice Liam Price, and the owner of the ground, Mr.James Loughran. The Arterial Drainage Section of the Office oEPublic 'lVorks reported the find of a dug-out canoe at Shinrone inOffaly. The Museum is obliged to Mr. C. H. Olley, .Chief DrainageEngineer; and to Mr. B. R. Le Fanu, M.A.I., for assistancein the matter, and on behalf of the Museum Mr. P. G. McClusky,B.E., B.Sc., of the Arterial Drainage Section, examined the findand gave an account of it in the Journal of the Royal Society ofAntiquaries of Ireland. A short excavation, financed by theRoyal Irish Academy, was conducted by the Keeper in two sitesof dwellings near Dunmore (Co, Galway) and a longer one in aCrann6g at the shore of Lake F'eenagh, Kingsfort, Co. Sligo.Valuable help was given at that occasion by Mr. R. McNaughton,H.E., Arterial Drainage Section, Office of Public Works, whilstthe examination of the numerous animal bones was made by Mr.A. W. Stelfox, of the National Museum, and Mr. James Duffy, ofthe Natural History Division's Staff.Other particulars of fieldwork financed by the Royal IrishAcademy are set out further below. The collection of the lateSir John Leslie in Castle Leslie, Glaslough, Co. Monaghan, wasregistered for the Museum's Archaeological Record Indexes byMr. L. S. G6gan, Assistant in the Division.Treasure l''I'ove.-Two hoards of Silver Coins have been acquiredas Treasure Trove; a hoard of 12 coins of King Edward Il.and Edward IlI., discovered near Annagassan, Linns, Co. Louth,preserved through the good services of the late Joseph T. Dolan,~r.A., of Ardee, and of Mr. H. G. Tempest, of Dundalk , and ahoard of 73 Anglo-Saxon coins from Smarmore, Co. Louth.Additions to the Antiquities Division made by the Royal Irish.1caderny.-Besides the excavations already mentioned, twoexcavations were conducted on behalf of the ArcheeologicalExploration Committee by Professor R. A. S. Macalister and Dr.It Ll. Prseger, and the objects thus obtained were deposited inthe Museum. The first took place on Friar's Island, Killaloe, Co.Clare, where an early Oratory was examined and an investigationof the adjoining area was made. 1'he excavators found 11 skeletons,obviously medireval interments, and a model of the littlechurch was made for the Museum by Miss Eileen Barnes. Adetailed report appeared in the Journal of the Royal Society ofAntiquaries of Ireland. The other excavation took place on theold burial- ground of Killeen Corrnac, near Colbinstown, Co. Kildare,during Easter, 1929. Professor Macalister and Dr Prreger

120gave an account of this work in the Proceedings of the RoyalIrish Academy, 38, Sect. C., No. 10.Two sepulchral vessels and a small incense-cup originating froma Middle Bronze Age cist burial (cremation) at Crehelp, Co.'Wicklow, were presented to the Academy by Dr. P. T. Walshc,Rush, Co. Dublin, and deposited in the Museum.The Academy also deposited two of the famous old shrines,hitherto kept in its own building, in the Museum where they aremore easily accessible.Other Activities.-On several occasions students and othergroups of visitors wore conducted through the collections andthe most important of the new acquisitions were exhibited at ameeting of the Royal Society of Antiquaries and discussed by theKeeper. The Museum also participated in the ArchaiologicalField Work exhibition held in London by the British ArchreologicalCommittee by sending on that occasion some of the most.remarkahle of the recent acquisitions.l- .. ART AND INDuSTRIAL DIVISION.In accordance with the arrangements for the general reorganisationofthe Museum, the Ethnographical, Greck, Roman andEgyptian Collections, hitherto included in the Art and :rndustrialDivision, are being transferred to the Irish Antiquities Division.The Furniture and Musical Instrument Collections arc beinggradually removed from the ground floor to the first floor ofthe Kildare Street building. No changes of importance havebeen made in connection with the Porcelain and Glass Collections.The number of specimens registered as additions to the collectionsin this Division during the year 1928-29 was 80, but thereremains an accumulation of specimens awaiting registration.The number of loans was 13, and of donations 285. These latterwere mostly of small objects, but .all were of interest to theMuseum.There were several important additions to the collection ofIrish silver, including a Dublin-made Asparagus Tongs of finebright-cut work of about 1780; a silver gilt Freedom Box of theCorporation of Weavers, Dublin, 1773; a two-handled cup presentedby the Dublin Company of Booksellers to John Exshaw in1781; a Cork Freedom Box of 1806; a Galway Chalice of 1717;and a very rare ladle made in Dublin in 1679.Detailed lists of the purchases, donations and loans to theDivision are set out at pp. 208-218.NATuRAL HIS'l'ORYDIVISION.The Zoological Collections have been available to the publicthroughout the year, and individual visitors and parties havebeen conducted, when possible, to the mineralogical and palreontologicalrooms to see the raised map of Ireland and inspect the

121collection of Irish rocks and minerals housed there. The numberof visitors, especially school children, has been well maintained.The renewed interest in Irish cave deposits has resulted inthe acquisition of a very large number of bones, to the cataloguingof which a great deal of time has been devoted. Thecollections remain in good order, but under existing circumstancesit has not been found possible to attempt any re-arrangementof these, which in some cases is desirable.CHAPTERVII.THE NATIONAL LIBRARY.During the period August 1, 1928, to July 31, 1929, the Librarywas open to the public on 274 days, having been closed for repaintingand decoration from August 1-25, in addition to theusual public holidays and annual cleaning. The attendance ofReaders, as recorded in the Signature Book, numbered 49,683,made up as follows s=.Morning (10-5),28,594; Evening (5-10),21,089; marking a slight increase in the average of last year.The new volumes received and made available to Rcadersnumbered 4,224. In addition upwards of 8,000 publications ofvarious Govcrnmcnts, British and foreign, League of Nations,etc., were received and registered.Steady progress was maintained in the Cataloguing Departmentin overtaking the accumulated arrears of past years. For instancethe cataloguing of the Collection of books, upwards of3,900 volumes belonging to the late Alexander Thorn, and bequeathedto the Library by his widow in 1003, was begun andbrought to completion during the year. For many years thisCollection has been arranged according to the Dewey Classificationsystem, and kept together, in conformity with the terms oft he Bequest. Many of the works comprising it are in the GeneralCollection, but it contains such treasures as the Fourth folio of•'hakespeare, 1685; Robertus Caracciolus' Sermones Quadragesimales,Lyons, 1479, and Barnaby Rich's Description of Ireland,1610. The editorial revision and printing of the slips made informer years for the Joly gift. together with those pertaining toworks in the General Collection, which it has been found nccessaryto re-catalogue, was completed during the year, with theexception of the pamphlet Iiterature, which proceeded as far asSOU. Considerable progress has been made in the Cataloguingof the Irish printing Collection, largely the gift of Mr. E. R. McC.Dix. This valuable Collection, which is being constantly added toby purchase, is arranged on the shelves according to locality,and in order of date, and the Catalogue follows the same order.It has been thought' desirable to begin with Dublin printing,naturally by far the most extensive, and the most important, as

J22it contains works of great rarity, frequently in demand by thegeneralreader. Up to the end of July printing had proceededas far as the year 1768, occupying 177 galleys.A Catalogue of all the periodicals in the Library has beentaken in hands.The List of Scientific and Technical Periodicals, to which referencehas been made in former Reports, has at length been issuedto the public. It forms an octavo volume of 147 pages, comprisingupwards of 3,500 entries, changes of title being noted.This List is bound to be of the greatest aid to scientific researchin Ireland, as it makes widely known, almost for the first time.the wealth of periodical literature, including the Transactionsand Proceedings of Academies, preserved in Dublin libraries. Bymeans of it an enquirer can at once locate a given publication,and learn the exact extent to which it is available, In the-" World List of Scientific Periodicals" the symbol DB oppositeanentry has by agreement been adopted as a reference to this.list, no further particulars being considered necessary. Thevolumeis published by the Stationery Office, and sold at fiveshillings.During the year an important re-arrangement of the Bookstoreshas been carried out. All works relating to Ireland, inevery department, save those in the Joly and Thorn gifts, whichhave to be kept intact, were collected from their differentsections, and re-grouped on the main floor of the Book Stores.the Dewey Classification order being adhered to. The advantageof this re-arrangement has daily become more apparent, as thewholeliterature of the country can now be surveyed asa unity,a great benefit to students and investigators.In connection with the celebration of the Centenary of Catholic:Emancipation a special Exhibition was arranged in the Library,comprising many interesting letters, documents, proclamationsportraits, etc., of Daniel 0 'Connell and those Who took a prominentpart in the movement. All the exhibits "were from the-Library Collection, and they included several autographs andrare newspapers purchased for the occasion. The exhibits wereretrospective and were arranged in chronological order, beginningwith works of learning published by Irish Catholics on the-Continent, 161.6-1772, including those in the Irish language, 01bTeat rarity, contemporary publications illustrating the conditionsof the Irish Catholic Clergy under Charles II, the PenalLaws, and the Williamitc "Tars, together with proclamations ofthe reigns of Elizabeth, the Stuarts, and Cromwellian period.The Exhibition, which was open from June 17 to June 29.attracted quite a number of visitors.Gifts have been received from many public Departments,including the British Museum, South Kensington Museum, H.~T.Stationery Office, public i-nstitutions, learned societies andindividuals.

123~\1anyrare books and MSS. relating to Ireland were acquiredboth by purchase and by donation. Among the more notablemay be mentioned:-IRISH.BELCAMP(John V.) : Consilium & votum pro ordinanda ac stabilienda Hibernia ,fEv J. V. Belcamp. In English.] woodcut on tp. pp.[6]+38. fol. pr , by T.Mabb and A. Coles: 1651. Presented by O. Grattan. Esmonde, T.D.BOYLE (Hon. Robert): Some considerations touching the style of the H.Scriptures. 8vo. pr. for Henry Herringman, 1661.-- Some motives and incentives to the love of God, pathetically discours'dof in a letter to a friend. 3rd ed. 8vo. pr. for Henry Herringman, 1663.BURGO (Giovanni B. DE): Viaggio di cinque anni in Asia, Africa, & Europadel Turco .... Con la distinta descrittione della forze, fortezze di dcttipaesi . . . Con la descrittione di Gierusalem, Gran Cairo, Alessandria, etc.Parte I.-Ill. rzmo. Milano, nelle Stampe dell' Agnelli, [1686-89?] Pp.1-180 relate to events in Ireland. Presented by O. Grattan Esmonde, T.D.CATHOLIC CHURCH: IRELAND: Statutes: Statuta Synodalia pro diaecesi.Corcagiensi. pp. 48. nmo. Corcag ize, impr. typis Eugenii Swiney, 1768.Presented by O. Grattan Esmonde, T.D.CHARLESn., Kine : His Majestie's gracious declaration for the settlement Ofhis kingdome of Ireland, and satisfaction of the severall interests ofadventurers, souldiers, and other his subjects there. fol. pr. by J. Hill,1660. [Black letter). Presented by O. Grattam Esmonde, T.D.CROMWELL(Henry): By thee Lord Lieutenant of Ireland Henry Cromwell.[Declaration ordering all officers and souldiers to repair to their garrisonsand charges, etc. Dated Dublin, oth May, 1659] Broadside. I leaf. Romanletter. fo1. pr. at Dublin by W. Bladen 1659 and repr. at London. Presentedby O. Grauan Esmonde, T.D.FRENCH (Nicholas) Bp. of Ferns: Iniquity display'd : or, the settlement of theKingdom of Ireland, commonly call'd, The Act of Settlement, made afterthe Restoration of King Charles Il. laid open . . . . 4 to P!". Anno 1704.GENERALCONVENTIONOF IRELAND. 1660; A declaration of the General Conventionof Ireland, expressing their detestation of the unjust proceedingsagainst the late King in England. .. May I, 1660. Broadside. 1 leaf.Roman letter. fol. Impr. at Dublin by W. Bladen, and re-pr. at Londonby J. Macock, 1660. Presented by O. Grattan Esmonde, T.D.GOLDSMITH(Oliver): The miscellaneous works of Dr. Goldsmith, containingall his essays and poems. rz mo. W. Osborne, and T. Griffin, 178

124PATRICK,Saint: Le voyage du puys sainct patrix auquellieu on voit les peinesde purgatoire. Et aussi les ioyes de paradis. [Reprint of the ed. publ. atLyons by Claude Nourry, 1506 (of which only one copy is known), byV .... et G.... [i.e. A. A. Veinant and Giraud de Savines.] sm. 4tO.[Paris, 1R39.] Gothic letter. Only 42 copies printed. Presented by O. GratianEsmonde, T.D ..l:'EREZDE MONTALBAN(Juan) : Histoire de la vie et du purgatoire de S. Patrice.Nouv, M., revue & corrigee de nouveau. pp. [14J +258. rz mo. Rouen, C.Jores, 1676. Presented by O. Grallan Esmonde, T.D.RUSSEL (Dom) Philomatli, : A new almanack for the year of our Lord 16qo.Being the second after Bissextile, or Leap-year. By Dom. Russel Philomath.[pp. 42.J 16mo. Dublin, pr. by Andrew Crook, the Assign of BenjaminTooke. 1690.USSHER (James) Archb-p . of Armazh: A body of divinitie, or the summe andsubstance of Christian religion, catechistically propounded, and explained... [With a preface by John Downame.] fol. pr. by M. F. for Tho: Downesand Geo: Badger, 1645.-- Chronologia sacra sive chronologia annorum regum Israelis & jud:e, adcalculum redacta et illustrata . .. 4tO. Oxoniae, typis Guil. Hall ..1660. Presented by O. Grallan Esmonde, T.D.-- A method for meditation: or, a manual! of divine duties. fit for everyChristians practice. By Ja. Ussher, Arch-bishop of Armagh. portr. srn. 8vo.pr. for Joseph Nevill, 1657.VILLEGAS(Alfonso DE): The lives of saints. Written in the Spanish by ...Alfonso Villegas, Dorninickan., and ... the lives of S. Patricke, S. Bridgit& S. Colurnb, patrons of Ireland. pp. [8]+946+182. pis. 4to., 1628.Presented by O. Grattan Esmonde, 1'.D.\VALSH (Peter): P. W.'s [i.e. Peter Walsh ] Refly'. to the Person of Quality'sAnswer dedicated to His Grace, the Duke of Ormond. sm. 4tO. Paris [orrather LondonJ, 1664.GENERAL.BIBLE: O. T.: Minor Prophets: The Minor Prophets in the Freer Collectionand the Berlin fragment of Genesis by Henry A. Sanders and Carl Schmidt.[With Facsimile Vol.J facss. 8vo & 4to. New York, 1927. Presentedby the Univ. of Michigan Library.-- r.T.: Greek: Novum Testamentum Grsecurn opera et studio JoannisJacobi Wetstenii. Tomus I.-II. vigns. fol. Amstelaedami, 1751-52.-- GOSPELS: The New Testament manuscripts in the Freer Collection.Part 1. The Washington manuscript of the Four Gospels by Henry A.Sanders. [With Facsimile Vol.] 8vo & 4to. New York, 1912. Presentedby the Univ. of Michigan Library.-- GOSPELS: Codices: Codex Bezae Cantabrigiensis Quattuor Evangelia etActus Apostolorum complectens. Graece et Latine, sumptibus Academiaephototypice repraesentatus. Tomus I.-II. 4to. Cantabrigiae, 1899.DICTIONARY OF AMERICAN BIOGRAPHY; under the auspices of the AmericanCouncil of Learned Societies. Ed. by Alien Johnson. Vol. 1.-. 8vo.New York, 1928-l\IONSTRELET(Enguerrand DE) : Le premier volume De enguerran de monstrelletEnsuyuant froissart Des croniques de France Dangleterre Descoce Despaignede Bretaigne de Gascongne ce Flandres 7 lieux circonuoisins. Ils se vendenta Paris en la grant rue sainct Iaques a lenseigne sainct Claude. fol., 1518.Le Second [-TiersJ volume De enguerran de monstrellet. fol.. Imprimeza paris !l'>ur Anthoine :Verard libraire demourant a paris devant le rue neufvenostre dame, [1503?]. Presented by O. Grattan Esmonde, T.D.From the Duke of Leinster's library. See Gilbert's Facsimiles of nationalmanuscripts of Ireland, pt. Il l., plate 63.STEIN (Sir Marc Aurel) : Innermost Asia, detailed report of explorations inCentral Asia, Kan-Su and Eastern Iran. Vol. I.-IV. pis. fol. Oxford,Clarendon Press, 1928.Ul\ION LIST OF SERIALS in libraries of the United States and Canada. Ed. byWinifred Gregory. Advisory Committee appointed by the AmericanLibrary Association, H. lV1. Lydenberg, Chairman, etc. 4tO. New York,The H. W. Wilson Co., 1927.

125:\ISS.(IRISH).FAMILYDEEDS and other documents presented by Mr . F. N. Blundell, AI.P., ofCrosby Hall, Lancashire, through His Excellency the Governor-General.These documents had been deposited in the Library for the inspection of:1fT. Charles Me eiIJ, who made a Cat.alogue of the deeds. and most kindlyhanded it over to the Library, together with the following brief descriptionof the gift :-"The Collection is of much interest for the family and topographicalhistory of Co. Louth. It contains several hundreds of documents, parch.ment and paper, beginning with the closing years of the r jth century andcontinued down to the r Sth century, and may be divided into two parts,the earlier one from 1297 to 1641, concerned with the family of Dowdall, andthe later part from 164 T onwards, concerned with that of Peppard, to whichthe Dowdall title-deeds seem to have passed about the period of theRestoration. The earlier part of the Collection is of excepticnal value.and comprises in much abundance a series of deeds of almost every kinddealing with the transfer of lands in the town and barony of Dundalk andin the barony of Fethard, Co. Louth, along with some for lands in Mcathand Dublin. There are grants for fcudat services and rents, sales, mortgages,leases for terms of years, powers of attorney, deeds of trust, releases, finesand recoveries, pardons of outlawry under the great seal of Ireland in casesof debt, appointments of sheriffs, bonds, acquittances, and similar documents,which, in addition to the information they afford about persons and places,might form a corpus of examples of legal practice. Furthermore, the partof the Collection extending over three centuries in one district contains anumber of useful examples for students of diplomatics. Besides these,there are some ecclesiastical documents of the archiepiscopal court ofArmagh, and some papal indults. The interest of the later portion of theCollection lie mainly ID the time of the Commonwealth and the Restoration,and here exemplifies the efforts of the expropriated landowners to recovertheir estates.": J ECULUM MONACHORUM, consisting of two treatises: (I) "De exterioriconuersatione," (2) "De interiori conuersatione." followed by Collationesmeas: "De compositione hominis (a) interioris," (b) "exterioris," or"De profectu religiosorum"; (H.) "Purgatorium Sancti Patricii," byHenry Saltrey (fl. II50); (IlI.) Meditatio deuotissima ... Iohannisde Bruxella (Jean de Bruxelles, abbot of Livri. near Pari ) de SanctissimoAugustino Ypponiensium episcopo ; (IV.) Epistola Beati Paulini episcopiNolani ad S. Seuerum, etc., dated 1527. srn. 4to. vellum (Il. partly onpaper), with rubrications, saec. XV.-XVI. Presented by O. GrattauEsmonde, T.D.BOOK OF ORDERS OF THE COMMISSIONERSOF THE ACT OF SETTLEMENT, 1665-66.fol. pp. 254. with Index. Presented by O. Grattan Esmonde, T.D.ACCOUNT OF RICHARD T ALBOT, Earl and titular Duke of Tirconell (r630-91\.Written in French. rz mo. c. 1700. Presented by O. Grattan Esmonde,T.D.FITZ-GERALD, ou le Comte de Kildare. Tragedie en cinq actes, par ComteThomas A. de Lally-Tolendal. 'With autograph letter of the author tothe Countess -of Kildare. fol. 1R2T. Presented by O. Grattan Esmonde,T.D.DIARY OF GERVASE BUSHE, with pencil sketches and engravings inserted. 4to.Venice, 1834. Presented by O. Grattan Esmonde, T.D.IRISH COLLECTANEA: Social, historical, compiled from various sources. printedand MS. by Herbert E. Hore. 4 vols. fol. I840-4r. Presented by O.Grattan Esmonde, T.D.A COLLECTIONOF PEDIGREES OF IRISH FAMILIES, AND ENGLISH FAMILIES settledin Ireland, drawn up by Sir Williarn Betham, with additions in his handwriting,and indices. for. 1822. From the Phillipps Collection. MS. 15220.Presented by Senator Henry S. Guinness." STEMMATAWYKEHAMIANA ET CHICHELIANA," comprising numerous pedigreesof the Irish founder's kin to ,Yilliam of Wykeharn, Bp. of Winchester andChicheley, aft. Archbp. of Canterbury, shewing the different branches ofthose families settled in Ireland, drawn up by Sir William Betham, UlsterKing at Arms, 1839. From the Phillipps Collection. ::lIS. 151 Hr. Presentedby Senator Henry S. Guinness,

1~6THE ASSEMBLY BOOK OF THE CITY OF LIMERICK, containing the Minutes from1672-80. fol. 515 pp.THE ORIGINAL MINUTES OF THE SOVEREIGN'S COURT OF THE CORPORATION OFPORTARLINGTON, from 27 June 1726 to 7 Jan. 1777., fol. 305 pp.MINUTE BOOK OF THE CELTIC LITERARY SOCIETY, 1893-96, containing essayspartly in the handwriting of William Rooney, sometime Hon. Secretary.Presented by Mrs. j. R. Whelan.AUTOGRAPH LETTER OF ISAAC BUTT, M.P -, relating to John Blake DilIon, lILP.,Jan., 1850. Presented. by Miss Maguire, Harcourt Terrace.AUTOGRAPH LETTER FROM DAKIEL O'CONNELL to DAVIS, dated October, joth1844. Specially bound. Presented by O. Grattan Esmonde. T.D.CHAPTERVIII,INDUSTRIAL SOHOOLS.The only incidents of the year 1928-29 worthy of note arc (1)the closing of St. Monica's Industrial School, Roscommon, and(2) the passing of the Children Act, 1929. The former was theresult of the resignation of their certificate by the religious cornznunityin charge of the school, who required the premises forother educational purposes, the children being transferred to thenearest Certified Schools under similar management. The latterlegalises the committal of destitute children whose parents areunable to support them, independently of a condition, prescribedunder Section 58 (1) (c) of the 1908 Act, which requires that theparents of such children should be undergoing penal servitude orimprisonment at the time of the committal of the children. Theconsent of the parents to such committals is, however, necessary.The new .Act came into force only on July 24th, 1929, and nocommittals are attributable to it during the period under review.Full statistical information with regard to the schools is givenunder Appendix V, pages 204-207 to which may be added thefollowing observations:-N1l1nbel's.-The tendency towards increased numbers mentionedin previous reports is still noticeable but in a less intensified form,as compared with the previous year. At the close of 1928-29 thetotal roll was 6,601, showing an increase of 86, while at the closeof 1927-28 the total was 6,515, representing an increase of 297.The number of committals, however, shows a considerabledecrease being 943, as compared with 1,144 in 1927-28, and 1,049in 1926-27. The Reformatories, too, are carrying larger numbers-128 taking the place of 115.Education.-The industrial training of the boys in the majorityof the schools may be said to have yielded good results, but theliterary standard attained in some cases might be higher. Inthis connection it is just possible that the balance between thetwo classes of instruction needs to be adjusted, and attention isbeing given to this matter.Domestic Training Classes gave satisfactory proof of regular.practical courses of instruction in all but a very few schools.

]27Some of the schools had so organised their classes as to enablethe pupils to progress beyond the demands of the programme,and they had done this without reducing the time for other classesor recreation. The best results were found in schools whereliterary education fully conforms with the National School Programme,and where changes of responsible members of the staffseldom occur.Where the preparatory education had been less advancedpupils were slower or less confident when under examination, andless economical of material and time. Changes of staff appear tohave similar effect on pupils.Managers generally recognise the importance of appointingthe best procurable teachers, and the need for retaining in the.schools persons with understanding and experience of theirpecial problems.As in former years, it is again possible to state that whereverIndustrial School pupils have been able to enter into competitionat Shows or Feiseanna, they were successful in carrying offmoney prizes, medals and commendations. It is also gratifying10 be able to report that a pupil of St. Laurence's Girls' Schoolin Sligo won a County Council Scholarship, tenable for five years,and that the girl was then placed in a Secondary School.The employment records show that wages up to £20 a yearhave been obtained for pupils just out of the schools. Many{If the schools give particular attention to savings bank accountsof past pupils, who have not to give monetary assistance torelatives.In addition to the official reports required for the two yearsfollowing discharge, voluntary reports of large numbers of pastpupils are available. The latter and other information that istrustworthy continue to supply evidence of the creditable recordsof past pupils, and of the comparative rarity of failures, evenamong those pupils whose temperament or family associations.have given some cause for anxiety.Junior Boys' Schools.--Junior Boys' Schools were establishedto secure for younger boys the care th ey need but could notobtain in Schools organised for the industrial training of Seniorboys. Managers of Junior Schools, having extensive knowledgeof the injurious consequences of neglect in early years, have beengenerous about admitting many children under six years of ageor in excess of the numbers for which their schools have beencertified, usually regarding completion of the accommodationlimit as the only canse for declining to admit children.Practical care of health and of habit is given to little boys in.Junior Schools, but when boys are old enough to pass from thecare of the experienced women in charge of the Junior Schoolstheir character and capacity benefit by transfer to the SeniorSchools which are more suited for boyish development.The committal, however, of young boys, say, those under eightyears of age, to Senior Boys' Schools, is to be deprecated.

128Reports received of the literary classes of Junior Schools showthat the children are taught and advanced in accordance withtheir age and capacity-Standard III of the National SchoolProgramme is generally the limit, but Standard IV has beenoccasionally reached by a few pupils in each Junior School.H eaUh.-There were 6,601 children in the schools during theyear, oyer 350 of whom were from two to six years of age anda large proportion of whom come from homes where malnutrition,neglect, exposure, and contact with tuberculosis tend todestroy the children's power to resist disease of all kinds. Themortality rate in the schools was 3.5 per thousand. This rate is.somewhat higher than the mortality rate per thousand of childrenin Saorstat Eireann on the whole, but it is to be noted that it islittle higher than the mortality rate for County Boroughs andthat, as already stated, a large percentage of the children are ina debilitated condition when admitted to these schools. Theschools are indeed important factors in overcoming and preventingadverse conditions that would be practically certain to leavemany young persons physically unfit citizens. The children inthese schools receive medical attention that they would notnormally receive under their home conditions. Each school has.its own Medical Officer, who not only attends when there is sicknessamong the pupils, but who makes a quarterly inspectionof all pupils. Almost every school has a dentist, who also makesvisits of inspection, noting the cases that require treatment; an.increasing number of schools have dental fillings provided whenextractions can be avoided, and the dental condition of pupils.is good in all but one or two schools.The Manager of each school sends to the Industrial SchoolsBranch every three months a report by the Medical Officergiving details of the general physical condition of the pupils.Besides this periodic report a special notice with the doctor'swritten opinion is sent immediately any case of serious illness.or accident occurs. Most of the schools have either a trainednurse or an experienced infirmarian on the staff or readily available.Special attention is -given to delicate pupils. 'Anycase that requires treatment of a kind not possible to supply inthe school is sent to a suitable hospital. When necessary pupils:are given the advantage of consultation with a specialist. Inmost cases infectious ailments are not treated in the schools."Whenthey are it is only with the full approval of the MedicalOfficer, and with due regard to the prevention of any spread ofinfection.School infirmaries vary considerably. Gradual improvementshave been or are being made according to the Manager's powerto instal improvements, and having regard to the needs of otherdepartments more frequently used. Some schools which couldnot equip suitable -infirmaries decided to send to public hospitalswilling to receive them any pupils whose illness was not trivial.

129As a result of such medical attention considerable progresshas been noted in children who were debilitated or deformedwhen admitted. When the physical history of the family ofmany of the children is taken into account and it is apparentthat many cases of debility are not merely the consequences ofa period of hardship experienced by a child the importance ofthis feature of Industrial chools i evident.CHAPTER IX.ENDOWED SCHOOLS.As previously stated the functions of thc Branch are two-fold:-1. To administer certain endowments directly controlled bythe Minister for Education.2. To supervise the administration of various endowmentswhich are controlled by Local Governing Bodies constitutedby schemes framed under the EducationalEndowments (Ireland) Act, 1885.I.-The endowments under this heading number fifteen, as inthe preceding year, and are as follow:-cheme No. 34. The Ulster Royal School Endowment (Freetate portion)."" 55. The Preston Endowm nt (Navan).The Athlone Private School Endowment."" """""" 85. The Carysfort Endowment.rI90. -{., 95.)J Ill." 128." 143." 180.,IlThe Banagher Royal School Endowment.The Meath and Ardagh Diocesan SchoolEndowmentThe Tuam. Killala and Aehonry DiocesanEndowment.The Leighlin and Ossory Diocesan SchoolEndowment.The Leamy Endowment.The Preston Endowment (Leix).The Banks Endowment.The Viscount Limerick Endowment.The Parsons Persse Endowment.The Limerick Diocesan School Endowment.The Pre ton Scholarship Fund.The number of schools which may claim to share in the endowmentsis thirty, of which eighteen are Secondary and twelvePrimary; and in addition, the pupils of sixty-eight SecondarySchools, situated in certain districts, are entitled to compete forScholarships offered under Scheme No. 90 mentioned above. It isto be noted that the Limerick Diocesan chool Endowment UJI

130inoperative owing to its trusts having railed, and that, pendinga decision as to its future application, accumulations or incomeare being invested and added to capital. Steps are being takento obtain an Order of the Court in the matter.The tabular statements hereunder give the figures or incomeand expenditure for the calendar year 1928, as certified by anAuditor or the Department or Local Government and PublicHealth under date April 2nd. 1929:1. IKcOME, 1928. Cr. BalancesMi~cel- Jan. I, 1928 TOTALAccount Rents Dividends laueous Sales£ s. d. £ s. d. c s. d. £ s. d. £ s. d. £ s. dUlster 69 0 0 1197 12 5 60 16 2 - 623 10 4 1950 18 IIRoyalSchools.OtherEndowrnents.101 14 4 2029 3 10 224 2 7 250 0 0 708 19 1 3313 19 IDTOT,\L ... 170 14 4 3226 IG 3 284 18 9 250 0 0 1332 9 5 526+ 18 9n.-EXPENDITURE, 1928Account Cr. Balances TOTALRents, Educational Dec. 31,1928Rates, &c. Annuities Purposes£ s. d. £ s. d. £ s. d. £ s. d. £ s. d.Ulster Royal ... 41 9 G 56 13 4 1236 3 6 616 12 7 1950 18 11Schools.Other Endow- 76 6 IT 2000 12 5 1237 0 6 3313 19 10mentsTOTAL ... 1I7 16 5 56 13 4 3236 15 II 1853 13 1 5264 18 9Towards the close of the year 1928 £250 Compensation 5%tock was redeemed, the proceeds being held pending a suitableopportunity for re-investment. .At the end of the financial year-(December. 1928). in addition to lands, buildings, cash at Bank,and the capital sum just mentioned, the following Stocks wereheld :-Free State National Loan 5% StockCompen ation 5% tockBank of Ireland Stock ...Various Railway StocksDublin Port and Docks Board 5% StockFree State Second [ational Loan 5% Stock ...£35,532 17 41,100 0 03,294 16 422,408 0 0758 13 11650 0 02. In addition to the function of direct administration outlinedabove, the Minister exercises supervision oyer the administrationof ninety-one Schemes framed under the Educational

131Endowments (Ireland) Act, 1885, the endowments of which arcnot vested in or directly controlled by him. It is the duty ofthe Mini ter to satisfy himself that the provisions of the variouscbemes are being duly observed, and this he does by a system01 inspection, or of reports in lieu of inspection, provided forunder the Act.The necessary returns have been received in all cases save two,those latter admitting- of satisfactory explanation, and thosereturn, on the whole, call for little comment. It is true thatsome few of the endowments might, perhaps, be more advantageouslyapplied, seeing that the Schemes were framed morethan thirty years ago, and that in the interval many pronouncedchanges have taken place in the educational world. But thereis ])0 suggestion of misappropriation of funds: the essential provisionsof the Schemes are being observed: the Governing Bodiesarc for the most part interested in their duties: and in the vastmajority of cas s the reports on educational efficiency and conditionof school buildings arc satisfactory. The machinery ofinspection worked smoothly and efficiently during' the year, andthe information thus obtained with regard to the endowmentsdisclose a healthy state of affairs.Tho following Table' gives particulars of the number ofScheme dealt with, the number of schools connected therewithunder the various Branches of Education, and the annual incomeof the cndowments i->1\0. of Scheme, No. of Schools, Branch of Annual Income,1928-J929 1928-1929 Education 1928r55 326 Primary 614,149It 20 Secondary 14,21523 13 Technical and 12,726Special2 106 Primary and 2,141SecondaryI* One cheme (No. 55) mentioned under (r) is included here also in respect 0/the portion of its endowment not rested in the Minister.TOTAL *91 465-- £43,231COISTECHAPTERXYNA LEABHAR.Do ceapadh an Coiste seo san mbliain 1926 chun Iaimhscribhni6- seribhneoiri Gaedhilge a Ieigheadh agus a mheas, agus chuneomhairlo a thabhairt do 'n Roinn Oideachais i dtaobh na codaaca a. bheadh oiriunach le f'oillsiu. 'Na theannta san deineannan Coiste breithniu ar sceal atbfhoillsithe leabhar bhf6nta abhionn as cI6.* For U'anslation see page 226.

132AI' smaoineamh ar an geor 'na raibh an sceal beagan blian 0shin, nuair a bhi leabhair Gaedhilge chomh gann san, go mol'mol' leabhair i gcomhair muinteoireachta, go raibh cosc mor d 'abhri sin ar aithbheochaint na teangan, is solas le hinnsint e gobhfuil roinnt mhaith de leabhraibh le faghail eheana fein dethoradh oibre an Choiste, idir leabhair eolais agus leabhair Ieightheoireaehta.Ta meadii tagaithe, lcis, le beagan blian, ar anmeid leabhar i nGaedhilg a ehuir foillsightheoiri i nEirinn amaeh.Ta le faghail anois leabhair i nGaedhilg ar Uimhrioeht, Algebar,Ceimseatain, Stair agus Tireolaiocht na hEireann, Eolaiocht, Cuntasaioeht,Gearrserib hinn, Cocaireaeht, Ceol (Bolfa), Gleaeuioehtagus Aieneolas. AI' mholadh an Choiste a cuireadh dha eheannaca san i gelo - leabhair ar Cheimseatain agus ar Uimhriocht. TaIeabhair ar cheimeanna arda an Algebair, ar Thireolaiocht(Aicionta agus Tlachta), Obair Shnathaide, Stair na hEorpa agusStair na h:f:ireann da n-ullmhu fe stiurn an Choiste, le n-a bhfoillsiu.'Na theannta san ta eagrain de thexannaibh Laidne agusGreigise d 'a n-ullmhu aca i gconihair scoileanna.Ta feabhas ar an sceal, leis, maidir le leabhraibh nach texleabhairiad. Ta eiiram d'a dheanamh ag an gCoiste de dhachineal de 'n tsaghas s'an:-(1) Cineal is oiriunach le foillsiii le bheith 'na leabhairleightheoireaehta do lucht foghluma i Meanscoileannaibhagus(2) Saothar gnathlitriochta i nGaedhilg, idir nua-cheapadoireaehtagus aistriuchan i gcomhair Ieightheoireachtaag an ngnathphobal.Ta 24 leabhair de chincal a haon foillsithe go dti so, agus 20leabhar de ehineal a do, .i. gnathlitrioeht i nGaedhilg (aistriuchain4. einn aca), foillsithe go dti so ie sceim na Roinne. Cifearliosta na leabhar bhfoillsithe ar leathanaeh 219.Ta moran de leabhraibh eile a bheidh oiriunach ehun leightheoireaehti nGaedhilg, (mar ata : Leabhair Gearrscealta, Aisti,Aistriuehain ar Fhinnscealta 0 theangnaibh iasaehta, Dramai,Filioeht, Leabhair Deabh6ideaehta, 7r1.), leis, d'a n-ullmhu agustathar 'gha eheapadh go mbeidh meadu mor ar uimhir na leabharfe 'n mbliain 1931.6 tionoladh an chead chruinniu de Choiste na Leabhar dobhreithnigheadar 270 de scribhnihh nua-cheapadoireachta agus 88de scribhnibh aistriuehain i nGaedhilg. Toise narbh oiriunaehiad b 'eigean a lan de na scribhnibh a ehur ar ais ehun na n-ughdar.I ndalaibh an chais sin ni mol' a radh gur leigh beirt, ar aluighead, gach scribhinn, agus do Ieigh trnir no eeathrar a thuilleaea sular ceapadh comhairle cinnte 'na dtaobh.Do euireadh dha ehomortas aistrluchain ar siubhal fe chtiraman Choiste, agus d 'a thoradh san thainig meadu maith ar uimhirna n-aistrnichan. 'I'athar ar intinn comdrtas eile de 'n tsaghas.ceadna a ehur ar siubhal go luath ads.

133Ta an Roinn tar eis duais £150 a thairgsint i gc6mhair anUirsceil nuachcapaithe Gaedhilge is fearr a cuirfear 6s a gc6mhairroimh Iul 31, 1930. Foillse6chaidh an Roinn uirsceal naduaise gan costas do 'n ughdar agus raghaidh an leabhar tharll-ais i seilbh an ughdair ch6m'h luath agus bheas costas a fhoillsitheioctha as faghaltas a dhiolta. Uirscealta eile a cuirfearisteach fe 'n gcomortas agus na beidh ar ch6mh-fheabhas lehuirsceal na duaise aeh, d 'a aindeoin sin, go gceapfar gurbh fhiuiad e, is feidir f'oillsiu a dheanamh ortha san, leis, ar na coingheallaibhceadna.'I'athar a bheartu, f6s, diolaiocht mhaith a thairgsint do scrihhneoiriehun ealadhna nach finnscealaiocht a scriobhadh inGaeclliilg, azus tathar ar 'intinn diolfiach 6 £150 go dti £250 athairgsint ar leabhraibh f6nta, Stair n6 Beathfhaisneis, cuir ]gcas. Iarrf'aidh an Roinn ar na er-lbhneoiri a toghtar Ieabhair ascriobhadh 'ar adhbharaibh ar leith, agus, ma bitear sasta leis nahiarraehtaibh, foillse6char na Ieabhair ar na coingheallaibhceadna, maidir le seilbh na lcabhar fe dhcoidh, ata Iuaidhte thuasi dtaobh na n-uirsceal com6rtais.Is maith leis an Roinn a bheith i gcumas a radh go bhfuilmeadu i n-aghaidh an lac ag dul ar lion lucht 16ighte naGaedhilge, ins na coileanna agus ameasc an Phobail, araon. Insna Mcanscoilcannaibh go m6r mor is Ieir meadu m6r ar uimhir naleabhar Gaedhilge a leightear, Is m6r ata i gcumas na n-oidi adheanamh chun taithneamh do leightheoireaeht Gaedhilge amhu cailt. Ta m6rchuid aca ag iarraidh duil san leightheoireachta mhuscailt 'na gcuid macleighinn agus tathar a cheapadh, nuairfhagfa idh na micleighinn sin an scoil, go lcanfaidh an tsuim aca ilitriocht na Gacdhilge. Tre shaothar Choiste na Lcabhar, agusde thoradh athbhe6chana agus meaduithe (fe sceim cile Rialtais)ar uimhir d'irisleabhraibh Gaedhilge, beidh solathar maith deantaar an adhbhar leightheoireachta a bheidh ag teastail,N! miste tagairt annso do'n Ohoi te 'I'earmaiochta ata ag obairfe sgath na Roinne. Ta foillsithe cheana ag an gOoiste sin dhaleabhran 'na bhfuil Gaedhilg ar na tearmaibh eeardula a bhaineas(1) le muineadh Staire agus 'I'ireolaiochta agus (2) le muineadhGramadaighe agus Litriochta. 'I'athar a cheapadh go gcuirfarleabhruin eilc amach f6s 'na mbeidh tearmai a bhain eas lehEolaiocht, 'I'rachtail, Tigheas, Oeol, agus le gairm na Dli agusan Leighis, &r1.lad so leanas na coinghill ar a dtugtar cabhair le f'oillsiui nGaedhilg f6 seeim na Roinnc:-Ieabhar(1) Aoinne 'nar mian leis leabhar Gaedhilge d 'fhoillsiu, ni m6rd6 Iaimh-sgribhinn an lcabhair do chur fa bhraghaid na Roinne,agus caithfidh an t-1HMr toiliu le ceartu n6 athrti ar bith adheanamh a mhcasann an Roinn a bheith riachtanach.(2) ~i misdo d 'udal' creata an leabhair maille le cur sios atanmodh trachta a bheas ann do lcagadh fa mholadh na Roinne

134ar dtui ; ma tharluion, amh, go gcuirean an Roinn i n-iul d6 gobhfuilid sasta lcotha san, ni chuirfidh san de cheangal orthaglacadh leis an Ieabhar chun foillsithe, ar bheith criochnuithedh6, mara ibhfeictear d6ibh annsan go bhfuil se oiriunach.(3) Beidh de cheart ag an Roinn diultadh do leabhar a ghlacadhchun foillsithe gan euis na fath leis do luadh.(4) Caithfidh an t-udar a dheimhniu na deinean an leabharata da thairgsint aige cur isteach ar choip-cheart aoinne, aguscaitbfidh se dul i mbannai ma tharluion nach amhlaidb ata, gon-iocfaidh se leis an Roinn Oideaehais agus le foillsithe6iri anleabhair pe costaisi a bheas ortha de dheascaibh briseadh criipchirt,aeus go gcosnochaidh se iad ar thoradh aon chur: ai dlighea thiocfaidh da Ieitheid.(5) focfar deontas airgid le h-udar a bhfoiUse6far a leabhar,meid an deontais sin do bheith do reil' tabhaehta agus fiuntais an1cabhair , iocfar cuid de 'n deontas sin ar ghlacadh don Roinnleis an leabhar chun a fhoillsithe, agus iocfar an dara cuid nuaira bheidh an Roinn sasta leis an bpromhtha deiridh den leabharagus a bheidh an leabhar curtha chun Oifig an t.Solathair chuna ch16bhuailte.(6) Is i an Roinn, ar dhul i gcomhairle dhoibh le h-Oifig allrSolathair, a shocrochas na nithe sea leanas, tar eis aon ehuis adheanfaidh an t-udar do phle ina dtaobh do bhrsithniu mm' iscuibhe, eadhon, an c16 a husaidfear, cuma agus ceanzal anleabhair, na fiacha ar a ndiolfar e, an meid c6ip a c16bhuailfear.agus ciaca cimcadfar c16 n6 a buan6far cl6.(7) Is 1 Oifig an rSolathair a dheanfas gach socru i cl aoibhfoillsiuchain Ieabhair agus a fhanfas i seilbh leabhair go n-aiseagfaidhdiol an leahhair gach ar caitheadh ar a fhoillsiu.(8) 1 uair a bheas costaisi an fhoillsiuchain, glanta as ar dioladhde 'n leabhar, tnitficlh gach ceart sa leabhar, maillc le h-aonch6ipeanna ata gan cur amach, i seilbh an udair.lad so na coinghill a bhaincas le h-aistriuchan a deintear fe'nSeeim :-1. An t-aistritheoir do dheanamh reidh-mhoastachain ar an ama bhainfidh se dhe an obair do ehriochnu, agus an meastachan sando chur fe bhraghaid na Roinne Oideachais. AI' ghlacadh clonRoinn leis an mcastachan san cuirfar sgeala chun an aistritheora'a iarraidh air tosmi ar an aistruichan.2. An t-aistriuehan do sheoladh isteach 'na chodaibh am goham (cg. 'na chaibidil is 'na chaibidil) ma's toil lois an Roinngo ndeanfai ar an gcuma san e.3. }Ia tharluion an iomarca moillc do hheith 'a chur ar anobair ag an aistrithc6ir agus gan cuis reasunta aiae leis an moill

135sin Hi lan-chead ag an Roinn an margadh a deiueadh do churar neamhni agus an leabhar do thabhairt do dhuine cile len'aistriu, no gan an leabhar san d 'aistriu i n-aon chor.4. An t-aistritheoir do dheanamh ceartuithe no athruithe arbith da niarranr» an Roinn air do dheanamh san aistriuchan.5. focfar leis an aistritheoir ar a chuid saothair suim airgid ahheas do reil' rata ar a gcinnfidh an Roinn Oideachais. Se angnath-rata £1 (punt) ar gach mile focal da bhfuil sa leabharbunaidh. focfar an t-airgead san ar mbeith eriochnuithe donaistriuehan chun sastaeht na Roinne Oideachais.6. Tar eis an chead iocuiocht dfhaghail do, ni bheidh noncheart ag an aistritheoir chun an aistriuchain , ni lcis fein e feast aach leis an Roinn Oideachais.

l37PART II.-APPENDICES

-APPENDIX I.5 T IREANN. GENERAL EDUCATION STATISTICS.TotalPercentag eexpenditureAverage of average from Publico. of No. of daily daily Funds AverageSchools pupils attend- attendance including cost No. of Teachers' SalariesServiceor on ance of pupils cost of per teachersColleges Rolls of to No. of Adrninis- pupil.pupils pupils on tration,Rolls. Inspectionand Examination=(a) \b) (c) (d) (e) If)(h)I.-PRIMARY:MEN:-r) OnNormal Scale: £170-£370Rolls,p.a. Supe~normal, £460 p.a.+ £7.15max. (Subject to 10% cut),I. Schools .,".. 5,447 507,840 419,780 82'6 £3.631,581 (b) InIaverage '3'~:7j\\'OMEN :-lattenctfNormal Scale: £155-£300ance, p.a. Supernormal £360 p.a.£8'65max. (Subject to 10% cut.)+A--:erage Salaries: £293 p.a.2. (a) Training Colleges under 5 752 - - £70,796 £94"14 - indoor (mainly women).Private management.£434 p.a. outdoor (mainlymen).Scales, exclusive of board andResidence :-Principals-Men, £350-15-1440; Women, £320-(b) Preparatory Colleges,10-£400.Pupil Teachers, Exarnina- 7 553 - - £ 30.975 - - Vice-Principals: Men, £300tions, &c.-10--£310-15-£400 .Women, £250-10-£3001Professors: Men, £240-10-£250-12-£310-15--£400; Women, £220-10-£300.-- --Length ofSchoolV'eek.(i)20 hoursto 25 hrs.--I-'00 eotJ I.-SECONDARY:(a) (b) (c) (d) (e) (j) (gl (h) (i)Registered and Recognised 27 hours.Teachers :-J: Schools .. .. . . 287 25,56~ - 86'9 £337,033 1 0 £!33 9 2,374(Grantspaid on22(1:>4)Men (indoor), £150-360 p.a.'Women (indoor), £140-260 p.a.Men (outdoor), £200-410 p.a.\Yomen (outdoor). £180-300 p.a.IlL-POST-PRIMARY OTHERTHAN SECONDARY:I. Established TechnicalSchools · . · . 70 28,900 - - I StateFunds2. Technical Classes elsewhere \than in EstablishedTechnical Schools · . 6.314 40,037 - - t b'9,6,63 Schools of Art · . ·, I 533 - - Rates I- -- I~. Training Schools ofDomestic Economy · . 2 50 - - £66,258 I5. Day Trades PreparatorySchools . . · . · .10 338 - -")JItS7IIen, £120 p.a. (Minimum)£300 p.a. (Maximum)"~£4 [ 10Women. £50 p.a. (Minimum)£190 P a. (Maximum)I "J(Exclusive of bonus)Jv.20 hoursapprox.28 to 30hrs. perweek for40 weeks.Number 01hours pCIweek. 18.1V -1. Reformatory schoOIJ .. 2 129 - - £3,751 £29 I 6 13 - 1Minimum2. Industrial Schools .. 52 6,595 - - £[99,888 £30 6 2 ,pI - J• In the total expenditure are included the cost of Administration for each Branch and the relevant proportion of Departmental Headquarters'Charges.t Average number of pupils on Rolls for the year ended 3 0th June, 19 2 9.t Including 12 teachers undergoing a third year course of training.,

140APPENDIXII.PRIMARY EDUCATION.-STATIST [CSPRIMARYSCHOOLS.No. o] Schools in operation on the 30th June, 1929 = 5,447.I. The majority of these Schools have been built from State Grants and localcontributions in the proportion of £2 State Grant to £I raised locally, a stateGrant in excess of two-thirds being given in necessitous districts. State Grantswere made as follows :-Amount actually paid during the financial year 1928-29 £ s. d.and the charge falling on the Vote for the Office of PublicWorks 120,029 0 10Total Grants made for the building and reconstruction ofSchools during the financial year 1928-29. These liabilitieswhen they fall due will become a charge on the Vote forthe Office of Public Works .... 101,863 4 11HEATING AND CLEANING OF SCHOOLS.2. State Grants, Ordinary SchoolsLocal Grants (estimated)14,395 1430,000 0 0The heating and cleaning of Model Schools are provided for on a differentbasis from State sources-partly by the Office of Public 'Works and partlyby the Department of Education.PUPILS.3. Total Number of Pupils on Rolls on 30fh June, 1929Average No. of Pupils on Rolls for the year ended on 30th June, 1929Average daily attendance of all Pupils for the year ended on 30thJune, 1929Percentage of average daily attendance to average No. on Rolls515,0,2507,84

141The foregoing figures have reference to the normal staffs of the schoolsrequired to warrant the payment of grants. In addition to these teachers,members of the Community and Supernumerary Lay Assistants are in manycases employed in Convent and Monastery National Schools to supplementthe staffs required by the Regulations, but grants are not allowed by theDepartment in respect of such teachers.5. The numbers of teachers in the service on 30th June, 1929, receiving thenormal and supernormal scales of salaries were as follows :-Normal ScaleSupernormal ScaleTOTALMEN. WOMEN. TOTAL.2,791 3,948 &,7391,063 1,501 2,5643,854 5,449 9,303NEW TEACHERS.6. During the year ended 31st December, 1928, there were about 373 personsappointed for' the first time as principal or assistant teachers. Of these teachersabout 157 men and 216 women.TEACHERS WHO DIED,RETIRED ON PENSION,' OR RESIGNED THE SERVICE.7. During the year ended 31St December, 1928, about 346 principal or assistantteachers died, retired on pension, or resigned the service.SCALESOF SALARIESOF TEACHERS.8. (I) Schools with an average attendance of 30 or more Pupils:The normal scale for men principal teachers (trained) is £r70, rising by sixteenannual increments of £r2 and one of £8 to £370. If highly efficient theythen enter a supernormal scale and proceed by five annual increments tomaxima, varying with the average attendance of pupils, from £415 to £460.The normal scale for women principal teachers (trained) is £155, rising byfourteen annual increments of £ro and one of £5 to £300. If highly efficientthey then proceed by five annual increments to maxima varying from £330to £360. Trained assistant teachers, men and women, have respectively thesame normal scales as principal teachers, but their maxima in the supernormalscale are £415 and £330 respectively.(2) Schools with an average of 20-29 Pupils:The normal scale is £r55, rising by fourteen annual increments of £10 andone of £5 to a maximum salary of £300. If highly efficient they are then eligiblefor five annual increments in the supernormal scale, making the maximumsalary £320.(3) Schools with an average of 10-19 Pupils:Scale £r55 by £ro to £255.(4) Special Increments:Teachers while passing through the normal scale are eligible to receive, inaddition to the ordinary increments of the scale, special increments of £r2 formen and £10 for women for highly efficient service. These increments are grantedafter three very favourable annual reports, which need not be consecutive,but which must be received within a period of five years.(5) Untrained Teachers:The scale for untrained women teachers is £r30 by annual increments of£5 to £r55.(6) Special Qualifications:Teachers with special qualifications, and satisfying the regulations as toefficiency, etc., are granted annual bonuses as follows :-(a) Teachers who have completed a three years' course of training orhave obtained a Teaching Diploma by attendance at Universitylectures=-j ro for men and £8 for women.(b) Graduates of a University and teachers holding the Higher Certificateof the Department=--gao for men and £r6 for women.(c) Teachers holding the Higher Diplorna-e-j jo for men and £24 for women(d) Infant School Teachers with the Higher Froebel Certificate-£8.

142(7) Capitation Grants:PRINCIPALSof Schools with an average annual attendance of thirty pupils orover receive an annual capitation grant of IOS. for each pupil in average attendancebetween the ages of 3-15 up to a limit of 126 pupils, and capitation at therate of 5S. per pupil between the ages of 3-15 on each unit in excess of 120.VICE-PRINCIPALS may be recognised in schools with an average attendanceof 160 and receive a capitation grant of 5s. for each pupil between theages of 3-15 in excess of 120 up to a limit of 280.A SECONDVICE-PRINCIPAL may be recognised in a school of 320 pupils andreceive a capitation grant of SS. for each pupil between the'ages of 3-15in excess of 280 up to a limit of 440.(The above scales, etc .. are subject to a reduction of 10% since 1St November,T923·)SCHOOL-HOUSESAND TEACHERS' RESIDENCES.9. On the 30th June, 1929, there were 5,447 schools in operation, made upas follows:-OrdinaryConventMonasteryWorkhouseModel "SchoolsSchools aided for Invalid, Blind or Crippled ChildrenFosterage School t4,952342lI8I294*IOperative andIuouerativeSchoolsVestedNon-VestedSchools ~SchoolsTOTAL 5,447The number of schools in operation on 30th June, 1928, was 5,555. Therewas, accordingly, a decrease of 108 in the number of schools in operation duringthe year ended 30th June, 1929. The difference was made up as follows :-Duringthe year ended on the 30th June 1929, 33 new schools were brought into operation(of which 26 were vested in Trustees, I vested in Commissioners and 6 nonvested),and 8 schools which were inoperative were re-opened. As against this,149 schools were discontinued, due principally to the amalgamation of adjoiningboys' and girls' schools.In addition to the schools in operation on the 30th June, 1929, IQ7 schoolsto which building grants had been made (mainly new schools to replace defectiveschools) were not completely built, and 38 other schools were, for various reasons,regarded as inoperative.IQ. Of the schools in operation on 30th June. 1929, about 2,894 were vestedschools, 2,444 vested in Trustees and 450 in Commissioners; the remainder2,553, were non-vested.. . .The non-vested schools include school-houses erected from funds locallyprovided, or, in a few instances, from loans available under the Act of 1884,47 & 48 Vic., cap. 22, and schools formerly vested, the leases of which haveexpired.BUILDING GRANTS.11. The erection and improvement of vested school premises are carried outunder the direction of the Office of Public Works,12. The following statement shows the condition of the grants and liabilitieson 1St April, 1929 :-Unexpended Grants on 1St April, 1928Grants to build and improve School-houses,made in 1928-29£ s. d.220,780 10 10101,863 4 II£ s. d.322,643 15. 9Deduct-(a) Grants cancelled, not having been utilized(b) Deductions owing to omitted or defectiveWorks(c) Instalments paid by Office of PublicWorks on account during year ended31St March, 19295,684 6321 0 7120,029 0 10------ 126,034 7 6Total liabilities on rst April, 1929£196,609 8 3• Viz.. the Orthopedic HosvitaIN.S. (Dublin), St. -Ioseph's ('r;pples' Home Convent N.S. (Westmeathl,St. J"""ph'. Blind Asylum Boys' N.S. (Dublin), and St, Marv's Blind Asylum Convent Girls'N.S. (Dublin).I'l'wo of these schools are included alsc in the tota) number Of Convent Schools above.It Viz.. Scoil na Leanbh, An Rlnn, a residential school for children between 7 and 14 years of age

14313. The gran ts made during the year ended 31St March, 1929, were apportionedas follows :-Other improve-Erection of Enlargement of ments to existingNew Vested School-houses. Existing Vested School-houses. VestedSchool-houses.------ TOTALGRANTS.No. of Punils ~ No. of Pupils ~'O~ tor which the'05for whichNew School- .•.'06oZ Additional AmountAmounthouses will of Grant. o:r Accommodation of Grant. d~ or Grant.zg afford Accom- Z8 will be Z8'" modation. '" provided.en~" ai£ s, d.£ s. d. £ s. d. £ s. d.33 3.423 61.585 16 9· 27 1.254 26.618186 164 13,658 9 8101.8634 11• This amountiucludes supplemental zrants towards the building at vested scbool-houses in 18 caseswhich well! sanctioned ill previous years.In thirty-nine cases of the erection and enlargement of school-houses, grantsamounting in the aggregate to £14,339 lOS. 6d. in excess of the normal grantswere made, as the schools are in needy and congested districts. Similarly inthirty-five improvement cases, grants in excess of the normal were sanctionedto the amount of /,1,I27 IS. r i d.In two cases where the erection of new school-houses has been postponed,grants amounting to £54 os. od. were made, with the sanction of the Minister forFinance, as an exceptional concession to meet a special emergency towards worksnecessary to render the existing school-houses serviceable for some time longer.This sum is included in the amount of the grants made towards improvingexisting vested schools.14. The number of school-houses, the erection of which wascompletedduringtheperiod i st July, 1928, to 30th June, 1929, was 19. The cost of these buildingswas £90,883 os. 10d. There were 35 new school-houses in course of erectionon 30th June, 1929.IS. The Department did not approve during the year of any application to Loanslorthe Office of Public Works for a loan for enlarging or otherwise improving an Improvementexisting non-vested school-house. 01 SchoolsNo loan to provide a teachers' residence, or to improve an existing residence Loanslor •..[:1was approved of in the year. ResidencesAccording to the returns received from the managers, there were teachers' Teachers'residences connected with about 1,500 ordinary schools; of these 1,037 were Residencesprovided by grants or loans from State Funds.16. The local aid to the salaries of the teaching staffs amounted to about Local aid£3,516 13s. 4d., during the year ended 30th June, 1929. received byteachi ng staffs17. In about IS schools fees for instruction inside school hours were charged School teesto pupils over 3 and under IS years of age during the year ended 30th June, 1929,and an other schools were free to such pupils.I

14418. The following is a general summary of the operative, building, and inoperativeschools, on 30th June, 1928, and 30th June, 1929 :------- ------Operative Schools InoperativeArea Schools Building* Schools--- --- --- --- --- ---1928 1929 1928 1929 1928 1929--- --- --- --- ---COUNTYBOROUGHS(Cities)Dublin .. .. ., .. 165 168 4 I - -Cork .. .. .. .. 38 37 I - - -Limerick .. .. .. .. 22 22 - - - -Waterford .. .. .. .. 12 12 I I - -.COU~TIESCavan .. .. ·. .. 230 229 2 1 - -Donegal .. .. .. ·. 398 399 13 14 7 5Monaghan ·. .. .. ·. 167 165 3 2 2 IClare .. .. ·. .. 224 216 5 5 2 2Cork .. ·. .. .. 04-595 576 3 44Kerry .. .. .. .. 327 316 7 8 3 3Limerick .. .. .. .. 214 209 6 4 I ITipperary .. .. .. .. 285 278 4 5 4' 4Waterford ·. .. .. .. II4 IIO I 2 - -Carlow .. .. .. 65 64 2 2 3 2Dublin .. · . .. ·. 169 166 2 I - -Kildare .. .. .. ·. 96 97 5 4 2 2Kilkenny ·. .. .. .. 156 155 9 9 - -Leix .. ·. .. ·. 106 102 I - 1 2Longford .. ·. .. .. 88 83 2 - - -Louth .. ·. .. -- 97 95 - - - -Meath ·. ·. ·. ·. 141 138 4 2 2 -Offaly .. .. ·. .. II4 113 4 2 1 -Westmeath .. ·. ·. ·. 123 122 1 2 I -'Wexford .. .. .. .. 166 163 - 4 3 3Wicklow .. .. .. .. 120 II9 1 I 2 2Galway .. .. .. .. 384 379 7 8 2 2Leitrim ·. .. .. ·. 166 164 3 4 2 IMayo ·. .. ., ·. 390 379 8 11 I IRoscommon .. .. .. 204 196 6 6 I ISligo .. .. .. ·. 179 175 4 4 3 2--- --- --- --- ---Totals, .. .. 5,555 5,447 109 10 7 47 3 8,. In most cases these schools, when built, will supersede schools now operative.

14519. The fouowing table shows for the last ten years-tal the number ofnational schools in operation, (b) the average number of pupils on the rolls,(c) the average daily attendance, and (d) the percentage of the latter to theaverage number on the rolls :-A tteurlanee 10each ot ten yearlPercentageAverageof AverageNumber of number of Average DailyYear Schools pupils daily Attendancein on Attendance to Averageoperation Rolls Number onRolls(a) (b) , (c) (d)*1919 7,947 700,112 487,866 69'7"1920 7,898 692,378 481,854 69'61921 5,746 497,761 364,863 73'31922 5,696 495,836 356, I 15 71'8:.1923 5,684 497,146 369,401 74'31924 5,636 493,382 362,588 73'5J925-:l6 5,648 518,002 399,281 ** 7]'01926--27 5,641 518,355 413,159t· 79'71927-28 5,555 512,333 423,974 82'71928-29 ·5,447 S07,8.tO 419,780 82'6I• N,B,-'rhe figure> for 1919 and 1920 are for all Ireland, Those for 1921 and subsequent years referto Saorst:it Eireann only.uN,E,-The increases in the average number of pupils on rolls and in the average attendance for 1925-31sconducted by the Christian Brothers,t School Attendanoo Act came into operation in whole of Saorstat Eireann from 1st Jauuarv, 1927,.If{

14620. RETURN, showing tor each County, and the County Boroughs of Cork,Dublin, Limerick, and Waterford, the number or National Schools inoperation, the Total Number of Pupils on Rolls, and the ReligiousDenominations of Pupils on Rolls on the 30th June, 1929.('OUXTYTotal Number of Pupils 011Rolls on 30th June. Religious Denom.1nstions of Pupils on1929 RollsNo. ------- --- --- --- ---- -- ---ofSchools Church Presby- Meth·Bovs Girls Total Ontboltc. of terian odist. Others TotalIreland.------- --_ . ._-- ---- --- ---- --- -- -- --- ---Cavan .. .. 229 7.298 7.371 14.669 12529 1.706 354 66 14 14.669Donegal .. 399 13.653 13.221 26.874 22.693 2.095 1.827 226 33 26.87~Monaghan .. 165 5.969 5.987 11.956 9.689 992 1.216 33 26 11.956Clare .. .. 216 8.537 8.500 17.037 16.959 71 6 - 1 17.037Cork City .. 37 7.194 7.201 14.395 13.824 493 20 9 49 14.395-Cork County .. 576 24.193 23.745 47.938 46.449 1.383 26 71 9 47.938Kerry .. .. 316 15.272 14.921 30.193 29.944 235 5 8 1 30.193Limerick City .. 22 3.~97 3.776 7.273 7.153 101 5 4 10 7.273Limerick County 209 9.295 9.113 18.408 18.260 122 4 21 1 18.408Tipper:.tn" .. 278 12.245 11.774 24.019 23.552 394 14 32 27 24.019W"terfort.! City 12 2.098 2.493 4.591 4.516 59 8 3 5 4.591W:;terlorcl County 110 4.367 4.650 9.017 8.924 85 3 5 - 9.01TCarlow .. .. 64 2.779 2.971 5,750 5.351 383 5 4 7 5.750Dublin Cit, .. 168 27.381 26.596 53.977 5G.631 2.577 203 99 467 53.99TDublin County .. 166 10.993 11.116 22.109 20.169 1.708 73 62 97 22.109Kildare .. 97 4.696 4.716 9.412 9.029 364 2 6 11 9.41-Kilkennr .. 155 6.720 6.511 13.231 12.916 288 7 6 14 12.231Leix .. .. 102 4.055 4.098 8.153 7.569 551 8 16 9 8.153Longford .. 83 3.391 3.351 6.742 6.461 240 19 21 1 6.7421,outh .. .. 95 5.729 5.514 11.243 10.941 228 62 4 8 11.243Meath .. .. 138 5.417 5.365 10.782 10.513 251 10 - 8 10.782Offaly .. .. 113 4.571 4.746 9.317 8.817 465 15 19 1 9.317Westmeath .. 122 4.702 4.823 9,525 9.160 353 7 3 2 9.525Wexford .. 163 7.632 7.705 15.337 14.751 551 8 14 13 15.33T'Yick!ow .. 119 4.809 4.492 9.301 8.266 962 23 34 16 9.301Galway .. 379 16.032 16.201 32.233 32.029 184 18 1 1 32.233-Leitrim .. 164 5.234 5.121 10.355 9.764 542 8 38 3 10.355Ma}'o .. .. 379 16.630 16.769 33.399 33.158 189 46 6 - 33.399Roscommon .. 106 7.390 7.967 15.357 15.209 135 10 3 - 15.357Sligo .. .. 175 6.186 6,313 12.499 11.861 558 34 20 26 12.~99--- --- --- --- --- -- -- -- ---TOTALS .. 5.447 257.965 257.127 515.092 491.087 18.265 4.046 83i 860 515.09

14721. RETURN showing, for the Year ended on the 30th June, I929, the averageNumber of Pupils on Rolls, the average Daily Attendance of all Pupils,and the Percentages of average daily Attendance of all Pupils toaverage Number on Rolls for each County and County Borough,.Average Number of Pupils on Average Daily Attendance of all Percentagethe HollR Pupils of averageCOUNTY ---------attendanceto AverageBoys Girls Total Boys Girls TotalNo. onRolls-------- ---CavanDonegal" " 7.256 7.028 14.284 5.720 5.598 11.318 79'2" "13.725 13.046 26.771 10.929 10.446 21.375 79'8Monaghan .. " 5.880 5.855 11.735 4,688 4,711 9.399 80'0Clare" "8.450 8.298 16.748 6.887 6.824 13.711 81'8Cork City" " 7.106 7.051 14.157 6.078 5.974 12.052 85'1Cork CountyKerry" 23.941 23.398 47.339 20.007 19.695 39.702 83'S".. 1'1,912 14.525 29.437 12.361 12.240 24.601 83'5Limerick Oity"3.397 3.756 7.153 2.842 3.020 5.862 81'9Limerick County .. 9.079 8.914 17.993 7.450 7.353 14,803 82'2Tipperary, , .. 11.905 11.588 23.493 9.866 9.595 19.461 82'8Waterford Oity .. 2.070 2.509 4.579 1.799 2.103 3.902 85'2Waterford County 4.355 4.595 8.950 3.515 3.740 7.255 81'0Carlow .."2.858 2.718 5.576 2.407 2.305 4.712 84'SDublin Oity .. 26.266 27.627 53.893 22.796 23.747 46.543 86'3DublinCounty" 10.880 11.038 21.918 9.275 9.343 18.618 84'9Kildare ".. 4.661 4.635 9.296 - 3.883 3.887 7.770 83' 5Kilkenny .. .. 6.571 6.378 12.949 5.525 5.396 10.921 84'SLeix" " 4.020 4.015 8.035 3.246 3.289 6.535 81' 3Longford" "3.333 3.249 6.582 2.639 2.579 5.218 79'2Louth".. 5.583 5.409 10.992 4.701 4.533 9.234 84'0Meath " " 5.273 5.180 10.453 4.380 4.329 8.709 83'3Offaly" " 4.479 4.630 9.109 3.751 3.897 7.&48 83'9Westmeath"4.590 4.727 9.317 3.894 4.015 7.909 84'8Wexford .. .. 7.402 7.573 14.975 6.124 6.240 12.364 82' 5Wicklow ".. 4.760 4.428 9.188 3.877 3,626 7.503 81'6GalwayLeitrim,Mayo".. 15.773 15.851 31.624 12.650 12.834 25.484 80'5".. 5,202 5.080 10.282 4.061 4.021 8.082 78'&" " 16.&03 16.591 33.194 13.435 13.512 26.947 81'1Roscommon .. 7.453 7.949 15.402 5.785 0.378 12.163 78'0Sligo" " ().103 6.253 12.416 4.920 5.059 9.079 80'3TOTAl.s .• .. 253.946 253.894 507.810 209.491 210.289 419.780 82'6

148:2:2. Return showing, for the year ended 30th June, 1929, (a) the average number of pupilsover 6 and under 14 years of age on Rolls, (b) the average daily attendance of such pupils,(c) the percentage of average attendance of such pupils to average number on Rolls, (d)the average daily attendance of pupils over 14 years, for each County and CountyBorough.Pupils over 6 and under 14 years Pupils over J4 yea"---'I (c) Percen----(al Average number (bl Average daily tage of Id) Average Dailyon IWlIs attendance average attendanceattendanceCOUNTY ------- ---- --------- to average ---- --- --No. CDBoys Girls Total Boys Girls Total IWlIs Boys Girls Total,--- --- --- --Cavan -, 6.236 6.085 12.321 5.010 4.960 9970 80'9 256 350 601Donegal .. 11.981 11.205 23.186 9.637 9.062 18.699 80'6 510 561 1,071Monaghan .. 4.959 4.778 9.737 4.024 3.906 7.930 81' 4 202 324 526Clare .. 7.046 6.828 13.874 5.907 5.096 11.603 83'6 444 549 993Cork City .. 5.379 5.365 10.744 4.702 4.73U 9.438 87'8 334 543 SilCork County 20.102 19.116 39.218 16.983 16.262 33.245 84 7 1.344 1.806 3,1611Kerr:v .. 12.439 11.650 24.089 10.480 9.897 20.377 84'5 906 1.256 2,162Limerick City 2.557 2,693 5.250 2,229 2.161 4.390 83'6 20~ 288 189Limerick Co, 7.664 7.358 15.022 6.351 6.044 12.395 82'5 522 595 1.117Tipperary .. 9.742 9.234 18.976 8.250 7.680 15.930 83'9 586 838 1,121W••tertord City 1.634 1.758 3.392 1.473 1.5\7 2.990 88'1 73 194 261Waterford Oo. 3.591 3.708 7.299 2.888 3.024 5.912 80'9 143 191 331Carlow .. 2.477 2.323 4.800 2.099 1.961 4.060 84'5 90 186 276Dublin Cit,y " 22.543 22.294 44.837 19.805 19.262 39.067 87'1 724 951 1.mDublin County 9.132 9.300 lR.432 7.918 7.899 15.817 85' 8 312 452 Ill!Kildare ,- 4.092 3.913 8.005 • 3.353 3.231 6.584 82'2 172 262 j;lIKilkenny ,- 5.426 4.825 10.251 4.656 4.418 9.074 88'5 281 456 737Leix ., .. 3.427 3.298 6.725 2.776 2.757 5.533 82'2 146 233 371Longford-- 2.884 2.737 5.621 2.323 2.214 4.537 80'7 134 165 291Louth .. 4.733 4.400 9.133 4.347 3.400 7.747 84'8 163 281 144Meath .. 4.515 4.388 8.903 3.850 3.746 7.596 85'3 214 302 516Offaly .. 3.853 3.837 7.690 3.272 3.284 6.556 85'2 176 311 187Westmeath .. 3.893 3.836 7.729 3.340 3.278 6.618 85'6 147 293 110We1ford .. 6.414 6.254 12.668 5.433 5.284 10.717 84'5 221 421 642Wicklow .. 4.028 3.801 7.829 3.303 3.149 6.452 82' 4 211 226 437Galway .. 13.453 13.082 26.535 10.928 10.677 21.605 81' 4 639 1.071 1.710Leitrim .. 4.447 4.262 8.709 3.525 3.369 6.894 79'1 243 333 576Mayo .. 14.394 13.P,64 28.258 11.909 11.543 23.452 82'9 630 1.014 1,641Roscommon 6.211 6.310 12.521 4.998 5.053 10.051 80' 2 295 593 888Sligo. , .. 5.191 5.128 10.319 4.214 4.129 8.343 80,8 264 426 690------- --- =-- --- --- --- --- --TOTALS .. 214.443 207.630 422.073 179.983 173.599 353.582 83'7 10.583 15.471 26.0M

23 -NUMBER OF PUPILS ON ROLLS ON 30th JUNE, T92

150);tmBER OF PDPILS O~ nO.LLS OS 30w J"GKE. 1929. IN('1)(bl(c)throughthroUihthroughSubjectIrish ..Infantsli'ir:5tSecondThird.Q..,';! _'0.,. ~~ ~5'=: -§1-§1~..:: ';c~::::S.2': ::l ~~~~ ~~~"~lit=, ~ =>::.~ ~=III"~~~ £!i>. ~]~ p..= •.• 8~>.0-·... "'~ S~~~~~ ~i~ e-;t>. ~~§ ~~§ ~~5 ~~§ ~E~ ti"5 ~~~119.895 32.581 51.664 21.561 48.189 20.911 47.135 19.5;6Arithmetic . . 71.121 33.28.; 48.395a: r11 -=--~-=-Algebra --~~" IIi![--1hEnglishGeomet.ryHistoryKindergarten~9.92~ .~~~~ - - 66.1~~ 7.4~ - - - 64.~: __ 5.651 _ =__1~2';3~4.9'';8.704 31.710 3:1.172 5.372 37.490 26.027-------- -- -- --- -- -- -- -- --- -- -- -----291 1.973-------·1--- --- --- --- --- --- --- --- -----------1-·-- --- -- -- -- -- -- -- --- ----- - ---959 1,483695 2.924 15.926 6.603Geography 217 1.637 884 4.107 16.378 u.ss-------1---·- -- ---SingingNeedleworl .•92.221 5.874 48.600 34.848 4.461 :It.79S 29.590 4.64~ 32.405 26,132 4,038 33,Wl---_._-- --- --- --- --- -- -- -- --- --- -- ----491 5,;)48 2,'>21963 11,897 4,:!93 1.535 2:3,052 7,,,----.-- -- -- -- ---- --- -- -- --- --- --- -----Drill59,965 6,958 22,518 18,995 4,789 1l,298 13,494 5,511 9,729 10,40~ 5,822 8.5;183,939 19.782 4·1.138 6.375 3.138 6,379 1.017DrawingCookery62.868 18.574 30,283 5,039 5,022 5.251 987 4.051 1.820------- -- -- -- -_.93 25 743 101------ -- --- ._- ---- --- --- --- --- --- --- -----Natnre Study .. 5,248 3.628 3.586 1.098 1.923 1.770 630 1.610 911 355 2,090 836-------1--- --- --- -- ..--- --- --- --- --- --- ----Rural Science.- - - - - 4 18 17 :W 265 1~811

151EAC£! Sr.I:ilDAlm UXDER INS1'RVC'l'ION IN EACH SUBJECTIrish only.English only.Irish and English.Fourth---------~ ~~ ~-g.d -'" -"'~ ~-g.d•, ~]"" to:O.!£ ;::~~"",,,,g~.b e~~ 8-;J~ ""9':::; >. ~~.a O,.d:::: ..::::l'- ::: ..d'-"",,, = §]~~Eg ~~§ ~~gFifthSixthSeventhE-l.!:l~ :-;~o E-!~~ ~~o,d~a.:::: ~'" -"~~.d~~ :od", :0 ~~::::;I ee.~ :08~t: O,.d:: •.• oot:il 8~t: 8~>. 8~~ ~~;~~§ ~;S~ E:5.;S s "",,-E-i~§ ~E~ E-:,.qc;"..Eight"11,905 17.013 34.656 13,742 21.407 7,615 8,702 2,688 2,267 564-- --- --- --- ---- --- --- ---1- .--- --- --- --- --- ---5~.923 4.3611 45.121 3,595 27.157 2.039 10,601 86i2,645 205--- --- --- --- ---1- --- --- --- --- --- --- -- ----,.noo H,455 T5,854 1,582 35,514 11.620 677 21.970 6.549 229 8,600 2,639 85 1,934 831384 7,560 1,485 1.302 27,469 4,387780 17,344 3,240274 6,873 1.53990 1,843 499218 3,321 696 1.045 20,895 3,~00 565 13,493 2.478 255 5,367 1,230 93 1.444 425----- - --- -.-- ---- --- ---1- --- --- --- --- --- ---1,490 25,510 11.816 5.514 27.392 15,810 3,293 15,896 10,007 1,138 5,695 4,635 271 1.298 1.2817,908 29,582 21,819 5,454 22.188 21.074 2.368 13,585 13,243872 5,014 5,582220 1,254 1.37622,380 4,368 30,133 18,778 4.089 24,229 11,203 2,575 14.;;16 4,294 1,109 5,681 1,006220 1.5181,289 21,327 7,189 1,002 18,281 6,564 .54 11.738 3.611308 5.236 1.65888 1.2638,515 5.284 7,593 6,432 5,270 5,674 3.859 3.250 3.275 1.602 928 1.366 433 271----- --- ---- --- --- .--- ---1·- --- --- --- --- --- ---262 3,000 518 107 2,439 386 128 1.559 252 50 569 155 36 240 215-- --- --- --- --- --- --- ---1- --- ---1- -- -- -- •155 2,014 383 190 5,187 1,233 66 3.054 678 26 957 241 165 65313 3,OU 1.014 1.5S7 22,121 4,979994 13,329 3.338340 4,549 1,31975 87i09 88.7 475 434 4,312 1,727248 2,807 1,12·195 1.011 4789 225153

152MODELSCHOOLS,25, The number of Model School establishments in operation on joth June.I929. was I7, These contain 29 separate departments. each in operation withits own distinct staff and organization,The average number of pupils on the Rolls of the Model Schools for the yearended 30th June. I929. was 5.742,The average daily attendance of pupils at these Schools for the year ended30th June. 1929. was 4.816,The percentage of the average daily attendance of day pupils for the yearto the average number on the Rolls was 83,9,The Staff of the Model Schools on the 30th June. I929. consisted of 29Principal Teachers, I I Vice-Principals, 87 Assistant Teachers, and 5 Teachersof special subjects,The following table shows (a) the religious denominations of the Pupils onthe Rolls of the several Model Schools on the 30th June. I929; (b) the averagenumber on the Rolls; and (c) the average daily attendance:-MODELscnoore(a) PCPIL8 ox ROLLS OK 30TH JUNE, 1929Cath, C, of I. Pres, Met.h. Others Tot,alIb) le)Average AverageNumber Dailyon Attend,Rolls ancefor forYear Yearended ended30/61'29 30/6(29-----------1----- --- --- --- --- --- --- ---Central Dublin 1.825 23 ;) . 1.85~ 1.838 1.602West Dublin 870 870 922 759Inchicore 448 449 46~ 382GJasnevin : : 397 397 360 304Athy 64 1 2 5 72 64 53Bailieboro,;gh 64 15 4 1 84 77 647 22 4 33 34 24Cloumel"Cork 669 7 1 3 680 667 558Iiunmanw~y 2 5~ 1 56 62 50EnniscortL y 2 54 6 3 65 63 51Kilkenny, , 54 4 1 2 61 61 53Limerick 426 4 2 4 436 444 369Monaghan: : 20 84 113 3 1 221 238 181Parsonstowu 66 4 12 82 81 66Sligo 10 98 20 12 140 135 114'I'rlm 156 156 151 120Waterlerd: : 10 54 8 5 80 81 66--- --- --- --- --- --- --- ---4.842 648 179 41 26 5.736 5.742 4.816"--- --- ---- --- --- --- '-----v-----'Percentages 84'4 11'3 3'1 0,7 0'5 100,0 83' 9'--- --y---'-------~ Percentage ofTOTALAverageAttendance toPerceubage to Total Number on Rolls Averageon Rolls

153CONVENTAND MONASTERYSCHOOLS.26. The number of these Schools, and the attendances (excluding pupilswho were paid for by the Industrial Schools Branch) for the year ended30th June, 1929, were as follows ;-Paid solely by CapitationClass of SchoolAverageNumber of Number of AverageSchools Pupils Dailyon Rolls AttendanceConvent .. .. .. .. 3II 101,449 85,392Monastery ..".. .. 72 21,056 18,668TOTAL .. .. .. 383 122,505 I04,060Paid by Personal Salaries, &c.Class of SchoolAverageNumber of Number of AverageSchools Pupils on DailyRolls AttendanceConvent .. .. .. ., 31 .1,785 4,872Monastery .. .. .. .. 46 9,124 7.815TOTAL .. .. .. 77 14,909 12,687Excluding pupils paid for by the Industrial Schools Branch, theaverage number of pupils on the Rolls of the Convent and Monastery NationalSchools for the year ended 30th June, 1929, was 137,414.The average daily attendance at these Schools for the year was II6, 747.The percentage of the daily average attendance of pupils to the averagenumber on the Rolls was 85'0.27. The teaching power in some Convent and Monastery Schools is partly Lay as!made up of Lay Assistants. * All persons now appointed as Lay Assistants arerequired to be qualified as teachers under Rule 76 (a) or (b) of the Code.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 .• TIle number of lay assistants on 30th June. 1929. ill receipt of persona I salaries rrom this Departmentwas 6·15 (Convent Schools 460. Monaste ry Schools 185).

J5428. -SUMMARY OF CONVENT AND MONASTERY NATIONAL SCHOOLS ACCORDINGTORELIGIOUS ORDERS ON 30TH JUNE, 1929.CONVENT NATIONAL SCHOOLS.-Jesus and Mary .. .. .. .. I - IDe la Sainte Union ·. .. ·. .. I - ISt. Joseph of Cluny .. .. ·. .. I - Iaughters of the Heart of Mary ·. · . I - IDTSchoolsSchools paid byReligious Order paid by Personal TotalCapitation Salaries,&c.isters of Mercy .. ., .. .. 151 14 165esentation .. ·. .. ·. 60 8 68isters of Charity ., .. ., - 31t. Louis .. ·. .. · . ~-8 12oreto .. .. ., .. · . .. 9 - 9t. John of God ·. .. ·. ·. 8 - 8oly Faith .. .. ., .. ., r6 16acred Heart .. .. .. .. .. 4 - 4isters of St. Clare ·. .. ., .. 3 I 4rigidine .. .. .. .. .. · . 5 - 5ross and Passion .. .. .. .. I - Iominican .. .. .. .. ·. 3 - 3mmaculate Conception .. ·. ·. 2 - 2rsuline .. .. ·. .. .. .. 3 - 3armelite .. .. .. .. .. I - Iaithful Companions of Jesus .. .. 2 - 2t. Joseph .. ·. .. ·. ·. I - Iarist . . .. ·. .. .. .. 2 - 2SPrSSLSHSSBCDIUCFSMPoor Servants of the Mother of God and the I - IPoor.otal Convent National Schools ·. .. 3II 31 342MONASTERY NATIONAL SCHOOLS.SchoolsSchools paid byReligious Order. paid by Personal Total.Capitation Salaries,&c.Brothers of the Christian Schools,(De La Salle) · . · . ·. · . - 15 15Presentation .. ·. .. .. ·. 2 9 IIFranciscan .. ., .. ·. .. - 10 10Patrician .. .. ·. .. .. - 7 7Marist .. .. .. .. .. - 5 5Christian Brothers · . ·. · . · . 70 - 70Total Monastery National Schools .. 72 46IlI8

155WORKHOUSESCHOOLS.29. There was one workhouse school in connection with the Department inoperation on the 30th June, I929, viz., Fermoy.The average number of pupils on the rolls of that workhouse school duringthe year was 50, and the total average daily attendance of pupils for the yearwas 45'· 8.ELEMENTARY EVENING SCHOOLS.30. During the school year I928-9, 37 Elementary Evening Schools, all ofwhich were conducted under the alternative rules for Evening Schools in largeurban centres were in operation.During the financial year 1927-28, payments amounting to £8,379 7s. Sd ,were made in respect of Evening Schools.INDUSTRIAL SCHOOL CHILDREN ATTENDING NATIONALSCHOOLS.*3I. In addition to the Baltimore Fishery Industrial National School there'were 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, I929, was I,414 (204 boys and 'I,2 IQ girls); and theaverage daily attendance for these pupils was I,377 (I89 boys and I, I88 girls).These industrial school children are instructed in the same manner as the ordinaryday pupils of the national schools; but payment for their instruction is made·only by the Industrial Schools Branch .• In addition to the national schools where children from certain Industrial Schools attend dailv, the.omcers of the Primary Branch now undertake the inspection and examination of the literary subjectsIn all of the Reformatory and Industrial Schools in SaorstiLt Eireann. These latter Schools are not.however. otherwise connected with the Primary Branch. provision being made in the institutions fort~e instruction of the children on the uremtses,PUPIL(NEWTEACHERSSCHEME).32. The number 01 Pupil Teachers serving on 30th. June, I929, was:-Boys Girls Total._-- ----First Year · . · . ·. 63 79 I42Second Year ·. · . · . 68 6'1 IoOS---.--TOTALS· . · . ·. I3I I46 277----The number of Pupil Teachers declared eligible for training in I929 was :-Boys Girls Total59 6I I20

ANNUAL156EXAMINATIONS.33. 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 small schools,etc., seeking continued recognition, are examined at Easter. Some monitorsand pupil teachers (old scheme) who had completed their courses in earlieryears were also allowed to attend the Easter examination, 1929, as candidatesfor admission to Training Colleges.Students in training are examined at midsummer.The following is a summary of the persons examined at midsummer 1929.-Students at.. the end of their first year of Training 346Students at the end of their course of Training 432TotalThe following were examined at Easter, 1929:-Candidate Junior Assistant MistressesCandidates for Training, provisionally recognised teachersand monitors and pupil teachers (old scheme)Total1I9I,1081,227PREPARATORYCOLLEGES.34. At the examination for places in these Colleges, held. in 1929, 396 boysand 1,065 girls attended. The numbers admitted to the Colleges as a result of theexamination were 36 boys and 85 girls.The following table shows the students in residence in the Colleges for theSchool year 1929-30:-CollegeSituationManager-----------------1---------------1----------------1-----·(r) Colaiste Caoimhin ,for Catholic Boys.(2) Colaiste Moibhi, forProtestant Boysand Girls.(3) Colaiste fde, forCatholic Girls.(4) (a) Colaiste Brighde,for Catholic Girls.(b) Temporary branchof Colaiste Brighde,for Catholic Girls.(5) Colaiste Muire , forCatholic Girls.(6) Colaiste naMumhan , forCatholic Boys.(7) Colaiste Einnc,for Catholic Boys.GlasnaoidheanGlasnaoidheanBaile an Ghoilin,Daingean ViChuise, Co.Ciarraighe.Falcarrach.Teach Talboid,Baile Atha CliathHis Grace the MostRev. E. J. Byrne,D.D., Archbishopof Dublin.His Grace the MostRev. J. A. F. Gregg,D.D., Archbishopof Dublin.The Most Rev. M.O'Brien, D.D.,Bishop of Kerry.The Most Rev. VV.MacNeely, D.D.,Bishop of Raphoe.Cnoc na Carraige, His Grace the MostLeitir Ceanainn Rev. T. P. Gilmartin,D.D., Arch-(Temporarypremises).bishop of Tuam ,Magh-EallaThe Most Rev. R. 69(TemporaryBrowne, D.D.,premises).Bishop of Cloyne.Furbacha, Gaillimh The Most Rev. T. 30O'Doherty, D.D.,Bishop of Galway.Student inResidenceBoys Girls.Ir I --15 45·88·99'54225 328'- ---y----'Total 553

15735·TRAININGCOLLEGES.Name of College"Our Lady of Mercy"(Carysfort Par k ,BI'rock, Co. Dublin) .•• Church of Ireland"(Kildare Place, Dublin).(Water-•• De la SaIIe"ford).•• St. Patrick's •• (Drumcondra,Dublin).•• Mary Immaculate"(Limerick).ManagerHis Grace the Most Rev. E.Byrne, D.D., Archbishop ofDublin.Do.His Grace the Most Rev.J. A. F. Gregg, D.D.,Archbishop of Dublin .The Most Rev. B. Hackett,D.D., Bishop of Waterfordand Lismore .The Most Rev. D. Keane,D.D., Bishop of Limerick.Number ofStudentsfor which atDate from present licensedwhichrecognised Men WomenI Sept., 1883 165 -I Sept., 1883 - 200I Sept., 1884 25 77I Sept., 1891 200 -I Sept., 1901 - 100390 377'-----y----l76736. The following Table shows the number of candidates for admission to trainingin 1929 in each of the Training Colleges and the number admitted :-1-Number of Number admittedCandidatesto Training.One year's Two years'Course*Course..(FOR MEN)" St. Patrick's .. ... ... ... 302 2 91" Church of Ireland .. ... ... 39 - 10" De la Salle .. ... ... ... 293 --TOTAL .,. 634 2 212,--A.---l(FOR WOMEN)" Our Lady of Mercy" ... ... 463 7 101" Church of Ireland .. ... ... 78 - 35•• Mary Immaculate ..'"... 104 6 53TOTAL'" 645 13,189..., --'I214202III• The candidates admitted to the one year's course of training were University Graduates. i.e .. HoncursGraduates or Pass Graduates. with the Higher Diploma in Education.

15837. STUDENTSIN TRAINING--SESSION 1928-1929.(a)ORDINARY COURSE.Xnme of College______________)IE5••St. Patrick's "•• Church 01 Ireland""De la Solie "Total ()len 1"·o~mx.. Our Ladv of )Iefcr".' Church of Ireland".r Man- Immnccrate "Total (Women)'l'otnt O!en and Women)No. of First Year',Students No, in Examination of Finalat. corn- College Students Examlnattonmencernent at close of -- --- .- ----of Session session No. I Ko. Ko. I No.1_~·_28_·_9_ 1 II-E-,X-runt-·-"-ed- ---":'assed .Exumiued ~56ed_165 162~O 19188 18773 68 89 8~10 10 9 884 83 103 86-----1----·1------· --- --- ---373 36R176200 19973 73100 100lGi 1611/1.+9238107349727\ is:_41 59 54 35492.3941~? :373 ~72--74-6-- --7-40- - ---:-:~-- ----:-:-~---1·-2-4~-:--1-~--:-~-:-The figures given above are exclusive of students undergoing acourse of training, particulars as to which are as follows :-STUDENTS IN TRAINING--SESSION 1928-29.(b)THIRD YEAR COURSE.No. of StudentsName of College. admitted forThird Year.Men.U St. Patrick's " . _ .. -"De la Salle" ., .. 12thirdIyearTotal .," 12ITRAINED AND UKTRAIKED TEACHERS.39. The following table shows the number of trained and untrained principaland assistant teachers in the service on 30th June, 1929 :-~11m 'VO:IIP.NTrained Untrained Trained Untrained'f'OT'LPrincipals 2,783 84 2,031 141 5.0~9Assistants 907 80 2.583 694 4,264----Total 3,690 164 4,6B 835 9,3e3Of 1,860 junior assistant mistresses in the service on 30th June, 1919, 47were trained and 1,813 untrained.The number of teachers in the service onpJeted a third year course of training was :-MenWomen350 5130th June, 1929, who had corn-Total401UNIVERSITYGRADUATES.The number of University Graduates in the service on 30th June, 1929,was:-:\{cn--_._-----',",'omen TotalPrincipal? 114 15 129Assistants 91----61 152'rotal 205 '76 281

159NA COLAISTf GAEDHILGE.40. Bh i na Colaist i seo Ieanas ar siubhal ins an mbliain dar chr Ioch 30adnMeitheamh. 1929.Ainrn an Cholaiste.Colaiste UJacJh (Cloic Cheann Fhaolaidh)Chonnacht (Tur Mhic Eide) ...na Murnhan (Beal Atha an Chaorthaigh).na Rinne (An Rinn)Laighean (39 Cearnog Parnaill)an Spideil (An Spideal agusRosrnnc agus Cnoc)an Daingin (An Daingean)Chairbre (Cuan Dor)Chrochain (Cathair Domhnall) .Bhrighde (Ranna Feirsde) .na Nua Ghaedhilge (Baile AthaCliath)t.:i Chomhraidhe (Co. an Chlair)Thraighli (Traighli agus Baile'n Fhirteirigh)Gobnatan (Baile Mhuirne)Chathair SaidhbhinTheidhlinn (Teidhleann)an Phiarsaigh (na ForbachaA.rann)Deaglain (An Ard Mhor)An Runai n6 BainisteoirSeamus 6 Searcaigh.An t-Athair B. 6 Criochain.Liarn de Roiste.An Fear Mor.Seoirse 6 Muanain.An t-Athair Mae Giolla Sheannaigh,PacJraig 6 CorcorcJhaM. 6 Cuilean a in.lVI. 6 Ceidtigh.Peadar 6 Dubhda.Tomas de Barra.DiarmuicJ 6 Donnabhain ,Dornhnall O Suilleabhain ,Tadhg 6 Duinn in .Tornas MacGearailt.Sean Macf.uinneagain.Sean MacCana.M. 6 FoghlucJha.Bh i brainnse ag Colaiste na Mumhan i gCorcaigh ar feacJh an Gheimridh.Bhibrainnse ag Colaiste Thraighl! i dTraighli ar feadh an Gheirnridh.Bh i brainnse ag Colaiste Bhrighde i n Dun Dealgan agus i n-Ath-Fherdia arfcadh an Gheimridh.IRISH QUALIFICATIONS OF TEACHERS.41. The following are the particulars of the qualifications in Irish, accordingto age categories, of all Teachers serving in National Schools on j rst December,1928 :-Without With "-ith WithAge on rst July, 1922 any Ordinary Bilingual ArdCertificate Certificate Certificate TeastasUnder 30 years ... r,r83 2,32I 2,II7 5r8Between 30 and 45 ... 2,342 1,579 r,!05 300years.Over 45 years .., 1,706 451 229 24Age not stated (Nuns) 241III6 78 16Total ... 5,472 4,467 3,529IThis shows a grand total of 14,326 Teachers, including about 700 SupernumeraryTeachers (mostly Nuns) serving in National Schools paid on a Capitation basis.II858

160SPECIAL FEES OR GRAXTS FOR EXTRA OR OTHER BRAXCHES.42. RETURN showing the number ot National Schools in which special fees-or grants were paid for instruction given in certain branches for the schoolyearended 30th June, 1929; also showing the amounts paid within thefinancial year 1928-29.Number of Schools paidSpecial Fees, etc., for Amount paid (FinancialBranch School Year 1928-29 Year 1928-29)----- -------£ s. d.Mathematics 455 8,745 19 7Cookery5 01 Laundry "Vork }14; 7,553 2 4*Domestic EconomyRural Science .. 83 952 13 ot* Includes special grants amounting to £96 10S. 6d. paid for instruction inCookery, Laundry Work, or Domestic Economy in five Technical Schools.t Rural Science became an obligatory subject of the School Programmefrom rst July, 1926. Those teachers, however, who taught Rural Science asan optional subject in the 1925-26 school year were permitted to continueteaching the subject for fees, and this sum represents the amount of such feespaid within the financial year 1928-29.Payment of fees for Mathematics and Rural Science has been discontinuedfor instruction given after 31st March, 1929.THE REID BEQUEST.43. 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.The following table shows the six schools selected for the triennial periodwhich commenced on rst July, 1929, and the amount allocated to each schoolin respect of the school year 1929-30.Amount allocatedRoll School Manager for School YearNo. 1929-30£ s. rI.2120 Cortnaskehi, B. V. Rev. lII. Canon Fuller, 17 3 0P.P., V.F.2849 Kenmare, B. Ven. Archdeacon Marshall, 31 17 0P.P.IOo~5 Lohar Rev. F. J. Harrington, ... 16 16 11P.P..11277- Chapel town, B. Rev. M. F. Scanlon, P.P. 23 II 714366 Loughfouder Rev. ]. Burke, P.P. 9 9 1015660 Clooncurra V. Rev. ]. Canon Browne, 26 12 10P.P.

t.1'61CARLISLE AND BLAKE PREMIUMS.THE CARLISLE AND BLAKE PREMIUM FUND.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 to each of the two most deservingprincipal teachers in each of the seven Inspectorial Divisions in SaorstatEireann, every year-upon the following 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, mora) 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 fiveyearsICARLISLEAND BLAKE PREMIUMSFOR THE YEAR ENDED 31ST DECEMBER,1928Divi- County' Roll Name of School Name of Principalsion No. - TeacherI Donegal ... 13055 Cashel ... Patrick McShane.I Sligo ... 10423 Coolavin Girls ... Mrs. W. Casey,2 Monaghan ... 8923 Cornanure ... James Daly.2 Cavan ... 1(,084 Virainia Girls ... lhrs. B. Farrelly,3 Roscommon' 15545 Castleph.nkett ... James ]. O'Donnell.3 Galway ... 12947 Chuilurncille, C. ... Miss M. B. J. Quinn.4 Kilkenny ... 3029 Stoneyford ... William Brophy.4 Wexford 15522 St. Mary's (Lady's ... Gerald Hurley.Island).5 Leix ... 9138 Barnashrone .... Mrs. E. A. Phelan.5 Dublin ... 13816 Howth Road Girls ... Miss F.. M. P. Ribton.6 Kerry .. ,7930 Killahan Girls ... Mrs, E. O'Riorclan.6 Clare ... T5R02 Scari ff Girls ... Mrs. M. Jones.7 Cork ... 15646 Coomhola Boys ... Cornelius J. O'Shea.7 Cork ... T221

162SCOLAIREACHTA1 I MEAN-SCOILEANNA AGUS I N DANSCOILEANNA(SCHOLARSHIPSIN SECONDARY AND VOCATIONAL SCHOOLS).45. Particulars as to awards in connection 'with the Examinations heldin 1928-1929:-No.No. of ValueCOUNty of Scholar- ofCornpeti- ships Scholarshipstors awardedCarlow ... 14 4 From £10 to £35Clare ... 31 12 £20 eachCork County ... 68 J3 From £25 to £40Cork City 42 10 £20 each-Dublin County ~8 26 From £Is to £50Dublin City 198 20 £20 eachGalway 23 6 From £Is to £36Kerry ... 103 20 £Io to £40Kildare 32 9 £20 to £50Kilkenny 38 7 £20 to £50Laoighise 33 8 £20 to £40Leitrim 8 I £40Longford 52 5 £40 eachLouth ... 9 I From £10 to £20Mayo ... 38 10 £20 to £40Meath ... 25 4 £Is to £50Monaghan 49 6 £Is to £25Offaly ... 23 4 £Is to £40Roscommon 90 12 £40 eachSligo ... 46 7 £20 to £40Tipperary N .... 24 8 £25 eachTipperary S. ... 28 8 From £20 to £40Waterford City 25 0 120 eachWexford 24 ~ From [Is to £50The following Counties did not submit Schemes for 1929:-Cavan, Donegal, Lirnerir-k, Waterford, Westmeath, Wicklow.

163TEACHERS' PENSIONS AND GRATUITIE~.46. On 31St December, 1928, the Pensions granted in An Saorstat wereas follows:-Total pavable on 3lot December, 1927Pensions (On Dis~blement . . .granted ~ On Ordinary RetIrementin 1928 L On Ret.j!""'ent owing toInefficlency . . . • . •Increases under Pensions (Increase Act).1920. and the Suoorannnation nndPensions Act. 1923 (Sect. 6)TotalPensions ceased In 1928 through death ..Reduction of increase granted underPenaions Increase Act. 1920Pensions ceased on re-appointmentMen Women TotaiNo. No. No.--- --- --- --- --- ---955 117.034 1.359 114.083 2.314 231.1175 627 13 1.028 18 1.65574- 12.697 91 12.784 165 25.481--5 519 3 189 8 70868 45 1131.039 130.9-15 1.466 128.129 2.505 259.07474 8.231 78 5.793 152 14.024781492Total 74 8.309 78 5.807 152 14.116--- --- ------- --- ---Pensions payable on 31st December. 1928 965 122.636 1.388 122.322 2.353 244.958The number of Teachers remaining on the books on 31st December, 1928. W3S:-Men 3.901 I Women .• 5.542~-----------------~Total .. 9.413INCOME AND EXPENDITURE OF THE PENSION FUND.47. 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 ended~ISt December, 1928, were as follows :--Iucome :--Two half-year's Interest on £886,600 ...Interest on StockVote in aidPremiums paid by Teachers£26,59867,72764,542102,180s. d.o 07 6o 01 IIExpenditure :-Pensions paid to Teachers 238,587 0 3Premiums refunded on Resignation orDeath ... II,941 12 3--------£s. d.261,047 0 5250,528 12 .6Surplus of Income over Expenditure10,518 10 IIAmount realised by sale of £151,662 os. 4d. Stock 154,386 12 6lJeposit in National City Bank 30,000 0 0Cash balance on rst January, 1928 6,328 14 3201,234 3 8Sum invested in purchase of £208,886 17s. JOd. Stock 198,774 7 10Cash Balance on 31st December, 1928 2,45Q IS 10The invested Capital of the Fund stood thus:rst January, 1928, Debt of the Trish Church TemporalitiesFundStock in hand1,705,612 17 7Stock bought in 1928208,8116 17 IQ886.600 0 0J,914,499 15 5Stock -sc ld in 1928 ...Tn hand 31st December, 1928151,662 9 41,762,R37 6 886,600 0 0

]6448.-STATEMENT OF EXPENDITURE FROM PUBLIC FUNDS ONPRIMARY EDUCATION FOR THE YEAR ENDED 31St MARCH, 1929.ServiceTRAINING COLLEGES:Training Collegesunder Private ManagementPrizes and Grants ..Preparatory CollegesExpenditure£ s. d.68,655 15 2925 10 024,407 7 10MODEL SCHOOLS:Central Model SchoolsMetropolitan, District, and Minor Model SchoolsNATIONAL SCHOOLS:Principals, Assistants, etc., in Ordinary and ModelSchoolsand Teachers of Schools paid by Capitation ..Pupil Teachers, Monitors, Travelling Expenses ofTeachers and Monitors attending Annual Examinations,and cost of Examination for candidates forPreparatory Collegesand Scholarships from Primaryto Secondary Schools, etc.Expenses of Teachers attending Instructional Courses inIrishRetiring GratuitiesVan and Boat Services and IncidentalsFree Grants of School RequisitesEvening Elementary SchoolsJunior Assistant Mistresses,Workmiscresses, etc.Grant towards the cost of Heating, etc., of Schools andCleansing of OutoflicesEquipment Grants, etc.Teachers' ResidencesSUPERANNUATION, ETC., OF TEACHERS (GRANTSIN AID)GROSSTOTALDeduct ReceiptsNET TOTAL1,062 16 102,197 3 53,167,810 10 65,630 18 424,238 3 4158 15 21,963 0 670 15 68,998 4 4232,492 17 514,395 14182 16 42,764 6 464,542 0 0£3,620,4

165APPENDIXIll.SECONDARY EDUCATION STATISTICS.(A.)-SClIOOLSAND PUPILS.(1) Table showing for the School Year 1928-29 the number of recognisedSchools, as classified, and the number of Pupils between the ages of 12 and 20in attendance at such Schools at the beginning of the School Year.Number Number of PupilsofSchools Boys Girls Total1928-29Boys' Schools .. .. .. 133 15,269 - 15,269Girls' Schools .. .. .. 127 - 10,093 IO,093Mixed Schools .. .. .. 30 781 649 1,430TOTAL .. .. 2

The number of these who made not less than 130 attendances was :-SeniorJuniorPupilsPupils1663,512...19,005TOTAL ...22,517(C.)-EXAMINATIONSTATISTICS.(1) Duration of Examinations, and Centres.-The Examinations fOl 1929,which began on the r rth June and extended over nine days, were held at 148Centres in 96 different localities, The distribution of Centres was as follows :-Centres for BoysCentres for GirlsJoint Centres for Boys and GirlsTOTAL1929504157148(2) Superintendents and Examiners.-Excluding those of the Department'sInspectors, who did not receive extra remuneration for this work, the numbersemployed were :-I In J929Men Women Total-- -Superintendents ... ... ... 85 64 149Examiners ... .., ... ... 56 27 83(3) Table showing the general results of the Examinations.1929umber Number PercentageNumber passed with passed of thoseEXAMIKATIO. Examined Honours without ExaminedHonours who passedBoys:Leaving Certificate ... 756 287 266 73'1IntermediateCertificate ... 2,149 693 940 76'0TOTAL ... 2,905 980 1,206 75'2GIRLS:Leaving Certificate ... 313 143 87 7~'5In terrnedia teCertificate'" 1,523 348 735 71'1TOTAL ... 1,836 491 822 71'5GRAND TOTAL ... 4,741 1,471 2,028 73'8

167( 4) A nayI ti ca1 TablCS 0if the Resu Its 0f th e Et" xarnma IOns :-I"-INTERMEDIATECERTIFICATE"1929BoysGIRLSPercentage Total Percentage TotalTotal passed with Percentage Total passed with PercentageExamined Honours passed Examined Honours passedIrish""" """ """2,II6 44"0 85"0 1,517 49" I 85'3English""" """2,148 9"8 7r"3 1,522 19"4 81"8Greek""" """ 406 52"7 86"2 2 50"0 50"0Latin""" """ """1,648 41 "0 81"1 176 16"5 64"2French""" """ 4II 21" I 66"9 1,205 28"3 78"8German""" """2 0"0 50"0 34 35"3 64"7Italian ."" """- - - - - -Spanish""" """- - - - - -History and Geography 2,017 9"5 62"8 1,466 10"4 61" 5Mathematics""" - 2,149 37"9 76"8 1,296 16" I 49"8Science """""" """ 1,273 28"3 73"4 415 18"8 69"6Domestic Science"""- - - 589 29"0 87" 8Commerce."" """ 137 10"2 73"0 153 13"7 69"9Music""" """ """r 0"0 100"0 44 56"8 81"8Drawing""" """ 917 51 "9 90"8 643 35"9 87" IManual Instruction""" 7 57"1 100"0 - - -H"-LEAVINGCERTIFICATE-Boys"1929Total Total Percentage Percentage PercentageTotal I Percentage Examined passed with failed on passed onExamined Passed in Honours Honours Honour PassPaper PaperIrish""" """ """ 706 89"9 407 54"1 4" I 81"9English""" """ 745 83" 6 425 44"9 7"3 71 "6Greek""" ."" """180 94"4 85 87" I 3"5 92"6Latin."" """ ."" 565 89"7 231 87"0 1"3 83"5French""" """108 73"1 55 20"0 18"2 64"2German """ """- - - - - -Italian "". """ """- - - - - -Spanish """ """- - - - - -History""" """ 594 80"8 368 29"6 10"6 66"8Geography""" """ 512 79"5 346 32'9 12"5 62"7Mathematics""" """ 705 74"6 149 57" 7 7"4 69"8Applied Mathernatics v.. 35 80"0 17 58"8 5"9 66"7Music""" """ """2 100"0 2 100"0 - -Physics "." """ 64 89" I 41 51"2 9"8 87"0Chemistry""" """ 239 79" I 121 43"8 14"9 72"9Rural Science """ ."" 39 56"4 23 43"5 13"0 12"5Botany ... ."" """- - - - - -Physiology and Hygiene - - - - - -Domestic Economy"""- - - - - -Commerce""" """ 31 90"3 15 66"7 0"0 81" 3Drawing""" """190 91 "6 108 46"3 12"0 96"3-L-

168IH.-LEAVINGCERTIFICATE-GIRLS.1929Total Total Percentage Percentage PercentageTotal Percentage Examined passed with failed on passed onExamined Passed in Honours Honours Honour PassPaper PaperIrish ... ... ... 275 90'9 220 63.6 3·7 69. IEnglish .., ... 313 86'9 238 22·3 13.8 89·3Greek ... ... ... I 100'0 I 100.0 0.0 0.0Latin ... ... ... 54 79'6 20 60.0 10.0 73·5'''1French ...23

-169BURKE MEMORIAL PRIZES AND EARL OF CORK'S SCHOLARSHIPS.(3) The values of the *Burke Memorial Prizes awarded were :-In 1929First Prize ...Second PrizeBoys£10 0 0£6 0 0Girls}£6 0 0(4) The values of the *Earl of Cork's Scholarships awarded were :-BoysIn 1929: One Scholarship ... £26 9 10GirlsOne Scholarship ... £26 9 10-* These were paid out of the Trust Funds held by the M'inister for Education.(E.)-TEACHERS.(1) The total number of Teachers employed in Secondary Schools was as.follows :-School Year 1928-29Registered Unregistered TotalMen 721 422 J,I43Women 745 503 1,248TOTAL 1,466 925 2,391(2) The number of Teachers who received incremental salary was as follows ~MenWomenT01AL ... 1,154(F.)-REGISTRATIONOF TEACHERS.The number of Teachers registered during the School Year 1928-29 was 45-of whom 22 were registered provisionally.The total number oi Teachers on the register on July 31St, 1929, was 2,:)415

170(G).-SCHOLARSHIPS FROM PRIMARY SCHOOLS TO SECONDARYSCHOOLS, AWARDED BY COUNTY OR COUNTY BOROUGHCOUNCILS.Number of ScholarshipCOUNCILholders in attendanceat Approved SchoolsCarlow CountyClare CountyCork ••Cork County BoroughDu blin Coun ty•• County Borough ...Calway CountyKerryKildareKilkenny ••Laoighis.LeitrimLimerickLongfordLouthMayoMeathMonaghan ••Offaly ••RoscommonSligo ..Tipperary.. (North Riding) .(South Riding) ." "Waterford •••• County BoroughWestmeath CountyWexfordTOTAL*No Figures supplied.1928-29510*27131156309814303022416741173243 •382533303201915896m.l-RECOGNITION OF PRIMARY SCHOOLS FOR EXAMINATIONPURPOSES.Number of Primary Schools which applied to have their Courses recognisedfor the purpose of the admission of their Pupils to the Certificate Examinations,]929: 39.Number of pupils returned by these Schools as following Courses of SecondaryStandard:School Year1928-29Bovs 160Girls 1,488TOTAL 1,648Number of Primary Schools which entered Pupils for the Certificate Examinations,1929: 29.Number of Primary Schools which were permitted to present pupils for theCertificate Examinations, 1929: 28.Number of Primary Schools to which such permission was refused, 1929: I.Table showing the number of Primary Schools which presented pupils for theCertificate Examinations and the Results of the Examinations:NUMBEROF PUPILSNumber Presented PassedofSchools Inter- Leaving Inter- Leavingmediate Certi- mediate Certi-Cert.i- ficate Certi- ficateficateficateGirls' Schools, 1929 24 154 II 105 10Boys' Schools, 1929 3 13 - 7 -I b'1 /1-10

171'(I.)"'-:THE «CHARLEVILLE ENDOWMENT."'(Scheme No. 123, Educational Endowments (Ireland) Act. 1885\.The change introduced in 1924-25 in the basis of payment of School Grantsnecessitated a revision of the Scheme for the Charleville Endowment. Therevised Scheme became effective in July, 1929. and payments from the Endowmentwhich had been suspended since 1924 were resumed, The payments wereas follows :-N:AMli: 01' SCll00LChristian Brothers' Schools, CharlevilleShare in the distribution ofthe accumulation of incomefrom the Charleville Endowmentin respect of the years 1925 to- 1928, inclusive£ ~,d,92 12 IIConventof Mercy, Charleville52 10(J.)-FINANCIALSTATEMENT.The payments made for Secondary Education from public funds during thefinancial year ended 31st March, 1929, were as follows :-Grants to Schools:'I.(a) Capitation Grant (including Teachers'Salaries Grant)(b) Laboratory Grants ..(cl Grants for Irish and Bilingual Schools(d) Bonus for Choirs and Orchestras:2. Payments to T eachers .'Incrementa! salary paid to Secondary Teachers3. Scholarships4. Training.'Summer Courses in Irish and other SUbjects5. Grant towards publication of Irish Text Books£ s, d. c s. d164,199 16 013,628 12 03,021 0 6958 7 218 r,807 IS 8121,789 13 44,220 0 03,349 I41,205 19 II6. Administration .'(a) Cost of Examinations{b) Inspection, including salaries and expenses~c) Indoor administration (Le. Office in Dub-.lin)TOTAL£, s, d.6,047 18 07,399 0 0II,213 0 024,659 18 0£337,033 0

CKl.-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.NOTE.-The grants referred to are in respect of the school year named and are payable before March 31st of the following school year, exceptincrements of salary which are paid at the close of each quarter in the current year. Increments of salary were paid to qualified teachers individually;amount shown opposite each school under this head is the total amount paid to the teachers in the school during the school year.A:\lOUXT OF GR.-4..NTS P.HD:NUMBER OF PUPILS ON I (a) Capi tatron Grant.-WHOMCAPITATIONGRANT EXAMINATION RESULTS. It) Laboratory Grant.(c) Grant tor IrishWAS PAIDSchools.and BilingualId) Bonus tor Choirs and/or OrchestrasName of School. Junior Senior Number Presented Number Passed.(e) Increments of Salaries.(1) Special increase 01 Calli tationr Grant where amount was lessInter. Leaving Inter. Leavingthan £200. Rule 16. 1928-29.Certificate Certificate Certificate. Certifica te.1928-29 1928-29 1929 1929 1929 1929 1928-29Co. CARLOW(7 Schools) : £ s. d.Carlow, Christian Brothers' Schools .. 62 7 7 3 7 2 (a) 488 0 0 (b) 47 o 0(e) 392 0 0Carlow, Convent of Mercy .. ... 84 15 13 3 8 . 3 (a) 738 0 0 (b) 91 17 0(d) 14 0 0 (c) 648 7 10Carlow. Lay College, Knockbeg .. 66 13 19 3 10 2 (a) 5~6 0 0 (c) 449 0 0IMuine Bheag, Presentation Convent 46 - 6 - 5 - (a) 322 0 0 (b) 41 o 0(c) 430 0 0Muine, Bheag. St. Joseph's ClassicalSchool. 42 - 9 - 9 - (a) 294 0 0 (c) 318 o 0:rullow, Brigidine Convent .. .. 53 8 8 1 6 1 (a) 4460 0 (b) 69 4 0Ifullow, PatricianBrothers' Secondary~chool, • I\- 2 -(a) 372 0 0 (b) 69 0 0(e) 144 0 (javan St. Patrick'sCollegeCo. CLARE(6 Schools).Ennis, Christian Brothers' SchoolsEnnis, Convent of Mercy83 14 21 - 15 - (a) 715 0 0 (b) 72 0 (1(e) 297 13 8.. --_.94 9 22 4' 21 4 (a) 7240 0 (b) 105 10 0(e) 449 3 I125 '(5 30 5 25 4 (a) 1,016 10 0 (b) 98 00(c) 254 2 6 (d) 12 o o(e) 380 0 0nnis, St. Flannan'sCollegeTI8 49 39 13 2'" 10 (a) 1,303 0 0 (b) 44 0 (jI(c) 25 4 0 (e) 720 10 0nnlstymon, Christian Brothers'Schools.nnistymon, Convent of MercyKilrush, Christian Brothers' SchoolsI(a) 628 0 0 (b) 67 0 073 12 15 7 14 2(c) 62 16 0 (e) 480 0 036 3 8 - 6 - (a) 274 0 0 (b) 34 2 0(c) 27 8 0- ~ -92 14 16 9 13 3 (a) 780 0 0 (b) 92 16 0(c) 25 4 0 (e) 342 0 0Co. CORK(24 Schools).and on, The Grammar School10I ~ I - - - (a) 65 0 0 (e) 180 o.Ilackrock, Ursuline Convent39 6 6 1 4 I (a)' 3260 0 (b) 390 0(e) 395 0 0I

I(K).-TABLE SHOWING NUMBER OF, RECOGNISED 'PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-ContinuedGRANTS P£ID:NUMBEROF PUPILS ON(a) C&I>lt.ation Grant.WHOMCAPITATIONGR..••. NTEXAMINATIONRESULTS.(b) Laboratory Grant.WAS PAID. (c) Grant tor Irish and BUlngualSchool s,-(d) Bonus tor Choirs and/or Orchestra s.Name of School. Junior. Senior. Number Presented. Number Passed. It) Increments 01 Sa)aries.IU) Srecial Increase 01 CapitationGrant where amountInter. IWI\S 1eB1Leaving Inter. Leavingthan £200. Rule 16, 1928-29Certificate. Certificate. Certificate. Certificate.AllOUNT or1928-29 1928-29 1929 1929 1929 1929 1928-1929£ s. d. £ s. d.:0. CORK(24 Schools) (Continued)Buttevant, Convent of Mercy .. 30 5 5 1 5 1 (a) 259 0 0 (b) 3400(e) 160 0 0:harleville, Christian Brothers' 85 14 16 6 16 4 (a) 719 0 0 (b) 880 0Schools. (e) 380 15 5:harleville, Convent of Mercy .. 77 7 4 I 4 - (a) 602 10 0 (b) 137 18 0(d) 3 0 0 (e) 340 0 0:obh, Convent of Mercy .. .. 37 - 9 - 6 - (Cl) 254 0 0 (b) 42 2 0(e) 279 15 ICobh, Presentation Brothers' College 41 8 7 7 4 7 (a) 366 0 0 (b) "%2 o 0(e) 474 5 2(a) 406 10 0 (b) 5t 2 0Doneraile, Christian Brothers' 46 9 5 4 - 4 (e) 192 0 0Schools.(a) 543 0 0 (b) 70 70Fermoy, Christian Brothers' Schools 66 9 II 5 10 - (e) J68 0 0Fermoy, Loreto Convent.(a) 875 10 0 (b) 113 8 0.. .. 89 26 17 4 P 4 (c) 2 0 0 (d) 26 10 q, I(,) 6~0 0 Q~ermoy, St. Colman's College 94 46 45 21 36 17 (a) 1,106 0 0 (b) 71 10 0(c) 13 I 0 (c) 1,055 14 9~acroom, Convent of Mercy 50 6 2 2 2 2 (a) 409 0 0 (b) 48 2 0(e) 310 0 0allow, Patrician Academy. , 57 6 10 .:; 6 3 (a) 446 0 0 (e) 275 7 10idleton, Christian Brothers' Schools .56 12 15 II (a) 510 0 0 (b) 67 14 0(c) 495 0 0idleton, College 17 2 (a) II.5 0 0 (b) 20 0 0(c) 151 15 6idleton, St. Mary's High School 44 7 4 3 (a) 371 0 0 (e) 340 0 0dillstreet, Drishane Convent .. 56 4 76 (a) 421 10 0 (b) 8 0 0(c) 89 16 7(a) 49.5 0 0 (b) 77 14 0 ~litchelstown, Christian Brothers' 60 8 9 2 7 -'l(e) 405 0 0 t:;lSchools.tochestown, Capuchin Franciscan 67 13 16 4 13 (a) 597 0 0 (e) 360 0 0College.ibbereen. Collegiate School 11(a) 87 0 0 (e) 20000Ikibbereen. Intermediate and 12University School.lkibbereen, St. Teresa's School 312 - (a) 104 0 0 (e) t80 0 09 7(a) 219 0 0 (b) 32 0 0(e) 150 0 0foughal. Christian Brothers' Schools 85 6 8 4 4 (a) 652 0 P (b) 71 14 0(c) 65 4 0 (e) 536 0 0-foughal. Loreto Convent 22 4(a) 163 0 0 (b) I I 0 0(e) 176 17 6

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE. EXAMINATION RESULTS AND AMOUNT 01' G}{AN1S.~Continued. -Name of School.NUMBER OF PUPILS ON''I''HOM CAPITATION GRANTWAS PAID.-.---- ------1-----·_---------------_·_-EXAMIN.~TION RESUL'fS. AllOUNT 01' GRA.NTS PAID:(a) Cavitation Grant.(b) Laboratory Grant.(c) Grant tor Izi=h and BlllnguaJunior. Senior. Number Presented. Number Passed, Schools.1------1------1------,·------1-------1-·------ i~ie,~~~,!~l~C~lo~~:\:ri~'~rOrchestr •••Inter. Leaving Inter. Leaving (f) Special increase 01 Cl\vitatlonCertificate. Certificate. Certificate. Certificate. 8:~t£2~~~reR~~~~\9;'8~29~ess1928-291929192919291929 1928-1929Co, BOROUGH OF CORK (r r Schools)hristian Brothers' College .. . .129163202£ s. d.(a) 1.036 0 0(e) 929 0 0£ s. d.(b) 130 14 0hristian Brothers' Schools, OurLady's Mount.32(a) 2,833 10 0 (b) 284 16 0(c) 55 14 6 (d) 10 0 0(e) 1.705 0 0hristian Brothers' Schools,Sullivarr's Quay.861918(a) 596 0 0(c) 16 15 0(e) 360 0 0(b) 54 14 0(d) 3 0 0~rammarSchool298(a) 301 0 0(d) 3 0 0(b) 53 10 0(e) 328 0 0HighSchool17(a) 122 10 0(e) 179 3 8(b) 22 0 0Presentation Brothers' College,Western Road15144535(a) 1.283 0 0 (b) 135 0 0(e) 1,256 0 0RochelleSchool5910422 2 (a) 505 0 0(d) 10 0 0(b) 112 0 0(e) 350 .0 0St. Aloysius ' School, St. Marie's ofthe Isle.2828819(a) 1,454 10(d) 7 0 0o (b) 120 8 0(e) 1,069 6 IQSt. Angela'sSt. Finbarr'sCollegeCollege57II3194.,24(al 415 10 0 (b) 55 0 0(e) 'f80 0 0(a) 639 0 0 (e) 7

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICAT~ ~~AMINATION RESULTS AND AMOUNT OF GRAtHS.-- --- ---- --- Continued,,NUMBER OF PUPILS ONAllOUICT or GRAN'l'SPAlD:WHOM CAPITATION GRANTEXAMIN_~TION RESULTS.(a) Cavitation Grant.(b) Laboratorz Grant.Name of School.WAS PAID. and Bilingual,(d) Bonus for Choirs and for Orehestras,Junior. Senior. Number Presented. Number Passed.(e) Increments of Salaries.I (f) Special increase of CapitAtionGrant wbpl'O a.mount wag less-.." -_. - -~- Lea-vin-g- -- -(r.) Grant forSchools.IrishCo, DUBLIN (31 Schools)- -- - ---"Inter, "Inter. -Leaving than £200. Rule 16. 1928-29.Certificate. Certificate. Certificate. Certificate.1928-29 1928-2~ ------ .--------------------------------1929 1929 1929 1929 1928-29(Continued)-I£ s. d. £ s, d.Blackrock, Avoca School .. .. 10 4 3 3 1 2 (a) 109 0 0 (e) 200 0 0Blackrock, Blackrock College .. 204 5[ 34 11 26 9 (a) 1,896 [0 0 (b) 153 0 0(d) 700 (c) 2,178 I 8Blackrock, Dominican Convent, .. 95 17 18 6 12 6 (a) 823 0- 0 (b) 94 0 0Sion Hill. (d) 39 0 0 (e) 798 13 10Cabra, St. Mary's, Dominican Convent --- 74 --- 25"""- - ----I~r- -- 2- IJ - :2 ---- (a) 759 10 0 (b) 54 So(d) 19 0 0 (c) 365 0 0Castleknock, Mercer's End. School .. 41 - 6 - 3 - (a), 287 0 0 (c) 290 0 0Castleknock, Morgau's End. School 35 9 4 - 2 - (a) 321 0 0 (b) 18 0 0(c) 165 0 0Castleknock, St. Vincent's Co'lege .. 141 37 37 6 24 5 (a) 1,348 0 0 (c) 1,280 0 0Chapelizod, St: Joseph's Convent, .. H' 7 7 - 7 - (a) 399 0 0 (b) 39 0 0Mount Sackvilte. (d) II 10 0 (c) 36? 0 0L \ClonsktJagh. Masonic BOY$' School 69 5 7 32 ta) 531 0 0 tb) 50 12 0(e) 709 0 0Palkey. Loreto Abbey 85 15 5 5 4 5 ,(a) 727 la 0 tb1 66 0 0(d) 25 o 0 (e) 699 l3 5Donnybrook, St. Mary's, Dominican $3 7 4 3 (a) 432 0 0 (b) 29 16 0College. (d) 7 0 0 (e) 570 0 0,Dundrum, Sa-cred Heart Convent, 36 II (a) 360 0 0 (b) 8 o 0Mount Anville. (e) 290 0 0Dun Laoghaire, Christian Brothers' 80 IQ 6 3 6 3 (a) 657 0 0 (b) 48 00Schools. (e) 300 0 0Dun Laoghaire. Dominican Convent .56 (} 7 5 (a) 471 0 0 (b) 62 0 0(c) 330 0 0Pun Laoghaire, Grammar School 43,6 2 (a) 306 0 0 (e) 248 00Dun Laoghaire, Glengara Park School 38 , IO 3 (Il) 354_00 (e) 189 16 0-I~Pun Laoghaire, Presentation Brothers 37 9 5 4 (a) 349 0 0 (e) 488 00CollegePembroke. Holy Faith Convent 57 12 4 3 (a) 514 0.0 (b) 53 0 0_Haddington Road .. . .. (d) 24 10 0 (e) 349 6 111IPembroke. St. Margarets Hall. 18 85 3 (a) 201 0 0 (bl 33 0 0Mespil Road (d) IQ 0 0 (e) no 0 0.'Raheny, College O.M.I., Belcamp 28 [9 6 1 I 5 7 (a) ,386 0 0 (e) 220 0 0;Rathfarnham, Loreto Convent ro8 23 16 3 10 2 (a) 96500, (b) 73 16 0(d J 4 I 0 0 (e) 740 0 0. , ,'>

,1llege " --'r t.. 236 82 43 30 29 21 (a) 2,45+ 0 0 (b) II3' 16 0(e)2,I97,00" ,'Berjlrah~' rnteriite-dia~ SchOOl idrGirls 48 8 4 (a) 334 0 0 (b) 38 00{c) 1'10 0 0,tatt.~lic 1:!nrversity,Schoo\' I.. • J 91 14 13 3 6 (a) 77-1 0 0 (c) 744 o 0!Christian Brothers' Schools, James St. 74 8 10 Z ro 2 (a) 538 0 0. ~." " ., 'J' i ~'. :l .(c) 480 0 0(b) 82 4 0Christian Brothers' Schools, Marino .• 106 18 C1J.... jI , , 15 (aJ 73 I 0 0 . (b) 101 60 r-(c) 73 2 0 (e) 414 Q QChristian Brothers' Schools, NorthBrunswick.~•• IStreet 101 10 10 (a) 701 0 0 (b) 65 0 0(c) 288 0 0Christian Brothers" SChools: St:Mary'sPlace 73 8 7 (!l) 499 0 0 (c) 35~ 0 0....Christian Brothers' Schools, Synge St. 388 48 82 11) 66 12 (a) 3,142 0 0 (b) 27P. 0 0(d) 10 0 0 (e) 1,471, ~ 6Christian Brothers' Schools, Westland 1~0 18 19 6 7 4 (a) I,220 0 0 (b) c)l o 0,'f 1 IRow(c) 708 0 0Con ven t of the Sacred Heart, LowetLeeson Street 37 4 (a) 298 0 0 (e) 280 o 0"I' '.•.•.. , i » ,

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICA'fE EXAMINATION RESULTS AND AMOUNT OF GRANTS ......•.. . . .._._ ....__ . .__...__~9.!ltiDued~ ..Name of School.NUMBER OF PUPILS ON AllOUNTOF GnANTS PAll) :WHOM CAPITATION GRANT EXAMINATION RESULTS, (n) Capitat.ion Grant.WAS PAID,~~I~~~:a~~[Schoots.Gl-~~~' andBlllngualI------,------I---------J-r---IJ . \ So' N 1,_ P' t d N be P d (d) Bonus lor Choirs .md/or Orchestr as,_lln_lOf_' ,_~n_l_O_T_, __ I----u-m-""-r- _r_es_c_ll_C_' __ I.---"-u-m--rl--a-ss-e-'---11.1 Increm""u. o{s.a\o.r\~.- 1 (f) Speci a\ Increase 01 Ca\>iu.tlonInter. Leaving Inter. Leaving ?~:~t£20~ereR~1~~o~:ig;8.29Ies.Certificate. __C_e_rt_i_fi._c_a_te_,_:._Ce_rt_i_fi_ca_t_e_'_I __Ce_r_t_ifi_c_a_t_e_._. . _I1928-29 I928-29 1929 1929 [929 1929--'---,.---------------------I---------:---------I---~-----I---------I-------------.---------.---------------1928-2

·~#. to', , i .-.' .,,(".t.. ';#( ~il;'"Co. GALWAY (14 Schools).~llin

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS ANb AMoUNt OF GRANtS.-Continued.1NUMBER OF PUPILS ONWHOM CAPITATION GRANTWAS PAID.Name of School. I Junior. . Senior.AMOUNT 01' G.RANT9 PAID:EXAMINATIO~ RESULTS.(a) Cap] t"Uon Grant.(b) Laboratory Grant.(c) Grant for Ldsh and BiiinlualSchools.Number Presented. Number Passed.(d) Bonus for Choirs and/or Orchestra s.(e) Increments of Salaries.(f) Special tucrease of CapitationInter. LeavingInter. LeavingGrant where amount was lessCertifica tc. Certificate. Certificate. Certifica te.than £200. Rule ) 6. 1928·29~------~------~~-----I·------I ----------------,1929Co. KERRY (9 Schools) (Continued),Tralee, Presentation Convent .. 5063 3 52.f, s. d.(a) 376 0 0(c) 15 13 0£ s. d.(b) 52 0 0(e) 345 0 0Tralee, The Jeffers' Institute 792271I 3(a) 759 0 0(e) 546 0 0(b) 40 0 0Co. KILDARE (7 Schools),Athy. Christian Brothers' Schools .. 547 4 545(a) 446 0 0(e) 366 0 0(b)52 0 oCelbridge, Collegiate School 72I,8 2 72(a) 642 0 0(d) 13 0 0(b) 55 16 0(t) 403 17 6Droichead Nua, St. Thomas.of AquinCollege.Kilcullen, Convent Secondary Schooln.udare, St. Joseph's Academy81269Il6 3 552 3 2II322(a) 645 0 0(e) 706 0 0(a) 242 0 0 (b) 29 0 0lC) 24 4 0 (e) 140.0 0(a) 272 0 0 (c) II Il 0(e) 287 r r 6-NaSalas, Christian Brothers' Schools 37 1 ()- 6I- (a) 264 0 0 (b) I I o 0" (e) 288 0 0- _. -. -"lins, Clongowes Wood College " 172 71 47 13 35 1:> (a) 1,892 0 0 (b) 185 0 0(e) 1,427 7 6------ ------ ------,Co. KILKENNY (6 Schools)Cal..I·tesbridge, Btigidine Convent 21 - 3 - I ~00.. 2 - (a) 146 0 0 (b) 27 0 0I ~(e) 190 0 0I'I.I:I, If{ilkenny, Christian Brother~' Sc'hools 109 17 11 I 6 I· 10 4 (a) 930 0 0 (b) 97 0 0I·I·(e) 701 11 5KiIxuKitCCarlan, Christian Brothers.' Schools .. 46 - 5 6 3 I (a) 390 10 0 (b) 58 ClCl(c) 39 I 0 (e) 300 0 0,..I:kenny College .. .... .. 79 - 12I' I·I·- 11I·- (a) 544 0 0 (b) 67 2 0(e) 233 17 4.. I,kenny. Loreto Convent .. .. 61 8(a) 509 0 0 (b) 8611 10 T5 3 2 12 0(d) 19 0 0 (e) 654 IS 7-- . - -Ca) 829 (el 648 13 8kenny, St. Kieran's College .. 75 '31 12 12 11 r i o 0_.-.-O. LEITRIM (1 School) : . .~rick-on-Shannon, Marist Convent 64 8 7 - 5 - (a) 528 0 0 (c) 1]2 0 0'..:;.'1 ~. I· (e) ]00 0 0------ ------- .- ~- ,j., . . .

• j ~ • '--,--(K-).-TABLE·SHOWING1{UMBER OF RECOGNISED PUPILS, CERTIF-ICATE EXAM.INATION RESULTS AND.AMOt.lNT.DF GRANTS., -Continued.:~'f'~::~5--(;na'~~1'~~l"""'i)" ~,

(K).-TABLE SHOWING NUMB:f:R OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.HQVllI Q GR~1II:rsPAID,Nm.n~n or PUl\JU ON(a) Capitation Gl'&nt.WHOM'CAPITATION GRANTEXAMINATIC?NRESULTS.(b) Laboratory Grant.viAS PAID. (c) Grant for Iriah and BllingualSchools.(d)' Bonus for Choirs $nd/c: Orchestra s,Name of School. Junior. Senior. Number Presented. Number Passed. I.) Increments of S,,"'rieB.,I (f) 800cl.) increase of CapitationGra.nt where amount was lessInter. Leaving Inter. Leaving than £200. Rule 16. 1928-29."ICertificate. Certificate. Certificate. Certificate.1928-29 1928-29 ------------1929I1929 1921;) 1929 1928-29------ -- ------Co, LONGFORD (3 Schools) : £ s: d. I s: d.Ballymah,on, Convent of Mercy 18 3- 3 (a) 156 0 0 (b}2200,(c) 3 10 0 (d) 3 ~ 0Longford, Convent of Mercy 36 8 7 3 6 (a) 323 0 0 (d) 8 .0 0(e) '209 is 8Longford, St. Met's College .. Il3 21 12 6 12 6 (a) 998 1:0 0 Ib) 36 Q Q(e) 743 IS 11----Co LOUTH (7 Schools) :-- -----~Drogheda, Christian Brothers' Schools 102 15 16 6 14 3 (a) 852 10 0 (b) 97 4 Q(f) 645 0 0Drogheda, Grammar School .. 37 11 (a) 358 0 0 (b) 59 0 0(e) 288 0 0Drogheda, Presentation Con vent, St. 18 ·2 3 2 (a) 142 0 0 (,,) 138 18 3Philomena's High School,Dundalk, Christian Brothers' Schools 155 21 18 12 ! 13 8 (a) 1,286 0 0 (b) 590 gI(c) 128 J2 0 (,) 8n 10 !j46 7 of(a) 3490 0(d) 3 Cl 4lo(c) ~, It ,0 te) 360 0 oDundalk, Convent of Mercy .• .. 70 I "9' ·1' • 8 1 \ ta) 4960 0 tb) 1\7 0Dundalk, St. Mary's College •. .. 90 20 17 8 8 5 (a) 829 0 0 (b) 75 0(e) I.Q~3 0 I)o.. ,Co. MAYO (13 Schools):..'Balla, St. Louis' Convent .. .. 46 9 e 2 3 2 (a) 394 10 0 '(b) {6 40(c) 98 12 9 (d) 12 o 0(e)~,IO 0 0Ballina, St. Mary's Intermediate School 30 3 9 1 4 - (e) 240 0 '0 (e) 140o 0Ballina, St. Muredach's College .. 66 12 11 3 9 2 (a) 581 0 0 (~) 440 00.. ... " . . ...Ballinrobe, Christian Brothers' Schools 68 10 10 6 6 2 (a) :'J72 0 0 (c) 57 4(e) 327 0 0oBallinrobe, Convent of Mercy .. 31 6 5 I 3 I (a) 275 0 0 (e) 70 0oCastle bar, Convent of Mercy .. 80 18 1l 4 J I 4 (a) 740 0 0 (b) 49 I00(t) 74' 0 0 (d) 70 o(e) 130 0 0,..Castle bar, St. Gerald's College .. 57 10' 10 392 (a) 498 'io 0 (b) 37 8 Cl.(c) 19 19 0 (e) 276 o 0Crossmolina, Convent of Jesus andMary, Gortnor Abbey. 51 5 7 - 3 - (a) 407 0 0 (e) 6 7 0(d) 300 (e) 140 0Kiltimagh, St. Louis' Convent .. 1'00 .. "34 18' 1413Louisburgh, Convent of Mercy .. 19 ..-,. - ~-- " 3i. ,(a) 1,029 0 0 (b) 153(c) 257 5 0 .(d) 13(e) 730 0 0.2 2 ... - .. .."(e) IlO 0 040 5+ .. . ~'",...,. -o14 0'o 00-

(El.-TABLE SHOWING NUMBER OF REC;OGNISED PUPILS. CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS., -Continued. . . JN' P 1' Ip__' _~llOUl

"-tK).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICA.TE EXAMINATION RESULTS AND AMOUNT OF GRANTS.Continued.-NUMBER OF PUPILS ON !A1IOUNT OF GRANTS(a) Capitation Grant.WHOM CAPITATION GRANT EXAMINATION RESULTS.(b) Laboratory Grant.PAID:WAS PAID. (c) Grant for Irish and BilingualSchools.(d) Bonus for Choirs and/or Orchestras.Name (0) Increments of Salarle •.,(1) Special increase of CapitationInter. Leaving Inter. LeavingGrant whore amount was lessthnu £200. Rule 16. 1928-29Certificate. Certificate. Certificate. Certificate,1928-29 1928-29-,1929 1929 1929 1929 192829. .of School. Junior. Senior. Number Presented. Number Passed ..,OFFALY (7 Schools)-(Continued £ s. d.[rullamore, Convent Secondary School 27 4 4' 3 4 3 (a) 228 0 0 (c) 11 8 0(e) ISO 0 0Intermediate . School, 7 - - - - - (a) 45 0 0 (e) 120 0 0Tullamore,Church Street. •.....Tullamore, St. Columba's Christian 55 3 4 - 4 - (a) 40j 0 0 (e) 423 0 0 ~H>-" Schools.CO. ROSCOMMON (2 Schools) :Ballaghadereen, Diocesan College .. 70 38 23 11 16 10 (a) 8560 0 (b) 75 18 0(e) 741 0 0EIphin, Bis~op Hodson's Grammar 15 - 2 - - - (a) 93 o 0 (e) 85 17 4School.Co. SLIGO (5 Schools) :Sligo, Grammar School .. .. 48 - 11 - 9 - (a) 335 0 0 (b) 65 14 0(d) 3 0 0 (e) 361 IS 4.- ,Sligo, Summerhill' -College .. .. 125 28 21 7 16 6 (a) 1,145 10 0 (b) 32 0 0- -Sligo. The High School .. .. 55 2 14\I(c) 114 II 0 (e) 808 17 2I 13 I (a) 398 0 0 (b) 10; 8 0(d) II 10 0 (e 197 17 0SI' IgO, Ursu Iine Convent .. .. 125 45 21 15 20 14 (a) 1,316 0 0 (b) 260 14 0(c) 329 o 0 (d) 29 10 0(e) 1,088 4 0Tubbercurry, .Marist Convent .. 42 9 15 4 5 3 (a) 384 0 0 (c) 96 0 0(d) 5 0 0 (e) 20 0 0------C~. TIPPER ..••RY (17 Schools) :------Carrick-on-Suir, Christian Brothers'Schools .. .. .. .. 45 10 7 4 6 4 (a) 413 0 0 (b) 58 18 0(e) 441 0 0Carrick-on-Suir, Convent of Mercy, 50 18 9 4 5 3 (a) 530 0 0 (b) (42High School. o 0(c) 132 10 0 (d) 15 10 0(e) 270 0 0Cashel, Christian Brothers' Schools 43 - 12- 10 (a) (e)- 2990 0 224 10 8Cashel, Presentation Convent" 49 2 5 - 5 - (a) 360 0 0 (b) 53 J6 0(c) 17 0 0 (e) 330 0 0 ,;..Cashel, Rockwell College .. 216 99 73 34 63 33 (a) 2,46r 10 0 (b) 238 0 0- (e) 1,466 0 0Clonmel, High School, Christian 58 17 9 8Brothers' SS. Peter and Paul's9 7 (a) 574 10 0 (b) 59 0 0(e) 666 0 0Clonmel, Christian Schools, St. Mary's46 3 9 - 6 - (a) 3490 0 (e) 417 6 6Clonmel, Loreto Convent .. .. 20 - 3 - 3 - (a) 137 10 0 (b) q 0 0(d) 9 10 0 (e) 120 0 0CIonmel, Presentation Convent .. 34 - 4 - 3 - (a) 234 0 0 (b) 31 0 0(e) 90 0 0Fethard , Presentation Convent" 21 2 - - - - (a) 166 0 0 (b) 28 0 0(e) ISO 0 0I

(l

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.Nameof School.NUMBER OF PUPILS ON IWHOM CAPITATION GRAKT EXAMINATION RESULTS. \ a) c~~g~~g~a~r.ANT8P.Uo:WAS PAID. (b) Laboratory Grant.I------II------j----------- 1 1(c) Gr~oof~.r Irlsh and BilingualJunior. Senior. Number Presented. Number Passed. (d) BonusforChoirsand/orOrchestras.1------1---·---1·------,-------1--------------1 ~l~~~::rn~ng:..~.!&rl~i C'1)lt"ttOIlInter. Leaving Inter. Leaving Grant where amount waa lessCertificate. Certificate. Certificate. Certificate. than £200. Rule16. 1928·29.1928-291929 19291928-29-~-----------I----~I-----'I------I------I------ ----- -------------Co. WESTMEATH (9 Schools) :£ s. d. £ s. d."hIone, Garrow House School194(b) 22 0 05242 (a) 172 0 0(e) 280 0 0thlone, La Sainte Union Convent59796(a) 480 0 0(e) 450 0 0(b) 34 0 0thlone , Ranelagh School ..11II(a) 322 0 0(e) 171 0 0(b) 50 0 0thlone, St. Mary's IntermediateSchool8281136(a) 654 0 0(e) 200 0 0(b) 63 0 0oate, Convent of Mercy7(a) 349 0 0(e) 250 0 0ullingar,SchoolsChristianBrothers'736834(a) 561 0 0(e) 637 I 0(b) 71 0 0Iullingar, Loreto Convent610282(a) 515 0 0(d) 13 10 0(b) 45 0 0(e) 520 0 0ullingar, St. Finian's Collegellu1tyfarnham, St. Louis' College105.. \------,102661625515 (a) I,IIO 0 0(e) 787 0 0(a) 254 0 0(b) 142 0 0(e) 255 15 6-Co. WEXFORD (14 Schools) :Bunclody. St. Mary's Convent 42 8 6 2 5 2 (a) 369 0 0 (b) 90 14 0(e) 340 0 0Snniscorthy, Christian Brothers' 61 3 16 13 (a) 452 10 0 (b) 68 12 0Schools (c) 15 5 0 (e) 403 13 Ii:nniscorthy, Loreto Convent 11 3 3 (a) 85 0 0 (b) XI 0 0(e) 210 0 0iorey, Christian Brothers' Schools 52 6 10 8 (a) 424 o 0 (e) 369 0 0iorey, Loreto Convent 52 6 6 3 4 3 (a) 423 10 0 (b) 73 0 0(d) 13 TO 0 (e) 480 0 0il'ew Ross, Christian Bros. Schools 50 8 9 7 (a) 414 0 0 (b) 42 0 0(e) 360 0 0~ew Ross, Convent of Mercy 27 3 3 (a) 189 0 0 (c) 18 18 0(e) 230 0 0 f-4[ew Ross, Good Counsel College 26 2 2 (a) 171 10 0 (e) 180 0 0~[ew Ross, John Ivory School 8 2 (a) 56 0 0tosbercon, Holy Faith Convent 28 3 (a) 225 0 0 (e) 150 0 0Vexford, Christian Bros. Schools 69 5 10 2 9 2 (a) 513 0 0 (b) 67 8 0(e) 468 0 0Vexford, Loreto Con ven t 69 5 14 6 (a) 531 0 0 (b) 72 10 0(d) 7 0 0 (e) 580 0 0Vexford, St. Peter's College 67 14 15 7 8 4 (a) 606 0 0 (b) 99 II 0(e) 795 0 0Vexford, The Tate School 27 3 2 (a) 188 10 0 (b). 68 10 0(e) 102 0 0

(K).-TABLE SHOWING NUMBER OF RECOGNISED PUPILS, CERTIFICATE EXAMINATION RESULTS AND AMOUNT OF GRANTS.-Continued.Nameof School.NUMBER OF PUPILS ONWHOM CAPITATION GRANTWASPAID.EXAMINATIONIRESULTS.AMOUNT or GR.\NT!I P,uD:(a) Capitation Grant.(b) Laboratory Grant.(c) Grant tor Irish and BilI~iU&1Schools.(d) Bonus tor Choirs ,mt-:loBray, Presentation College377(a) 329 0 0(e) 396 0 0Bray, The French School1220(a) 283 10 0(e) 170 0 0(b) 19 0 0Wicklow, Dominican Con ven tIl8(a) 389 0 0(d) 29 10 0Wicklow, St. Joseph's Intermediate195(a) 136 0 0 (e) 222 0 0School------------------------~===±====±=========~~==~====~----~-------27(b) 25 0 0(e) 334 4 9

201APPEmJIXIV.'rECHNICAL EDUCATION.(~) Table showing, for the Academic Year ended 31st July, 19~9,the Number of Studentsenrolled in Classes in Technical Schools.Names or Counttes,County BoroughsandUrban DistrictsCOU}\I""Tl:"RORocons:CorkDublinLimerickWaterford2714 241 4316803a 1406b 11501141 51 201844 122NU)JnEn 01" STUOENTS F.NROLLEIJ IN Cr, \SSES IN:.: "g Teachers''0 0)- Q) et: Classes~~ ~ ~ 6~ ~" ~e; --- Oth;~~ ,aQ) Q)~~.~ ~~ c~~ Irish ~~~;~;)l .§ ~ r~ .;; ~'" -g 5 ~ ';E~ t Incln den in~8 _ ;S jj ~ ~ ~~ ~ ~~~ (~r;~~~f--------- --- --- --- --- --- --- - --- --- -----COUNTIes: (1) (2) (3) (4) (5) (6) (7) (8) (9 )Carlow 346 86 59 71 130 8Cavan 409 104 149 16 110ClareNo Te cbnJial Schoo I nnde r Coun ty Seh erne.Cork 1177 164 '£75 433 247 121 175 20Donegal 750 198 81 57 244 170Dublin ~26 23 167 107 110 70 49G"IWRY 2S5 49 66 23 39 131Kerry 550 170 131 83 86 80Kildare 324 19 J06 9 84 13 91 2Kilkenny 614 131 193 57 233Laoigbts 128 19 73 17 36Leitrtm No 'I'e chnical Schoo 1 un de r Coun ty Sch eme.Limerick No Te chnlcal Schoo I unde r COl1l1ty Scb erne.Longford 165 49 40 24 52Loath 547 40 212 8 113 21 123Mayo 228 95 48 19 66Meath 269 116 75 45 16 57N~~r:han .. g~ 2~~ 2~~ 70 75Roscommon No Te chnical Schoo I unde r Conn ty Sch eme.Sligo . . No Te chnieal Scboo I unde r COU11 ty Sch erne.Tipperary RR. 343 72 63 92 49 107Tipperary S.R. 193 53 79 36 69Waterlom .. 268 17 96 40 24 H 52 25Westmeath 330 139 91 70 34 112Wexford 129 21 45 67Wicklow 425 28 87 112 81 1176630191335661 712677r 12035411191613402212046224180136728312221187 1535691115 1543817URllAN DISTRICTS :AthloneRirrBlackrockClonmelCohhDalkevDrogheda ..Don LaoghaireEnniseorthvGalway ..New Ross ..Pembroke ..Rathmines andRathgar ..SligoTraleeWexford2291973103942051175945432567172539061867384702344163126llO38482163560161007143855721160127373014915087812257184213510758436540102214301005631937851415512755216201244749101625337022134510342223643918913497331362731078132375015413789221628-131427835784622 207666716.TOINT URRAN ANnRURAL DISTRICTS :Brt-Chua.larmTipperary ..36937631110120837450~12312417621"Includes 1,166 ·Students who attended ••Ministry 01 Labour" Classes plus 186 Studentswho attended" Day Apprentice Classes."b Includes 1.166 Students who attended" Ministry cf Labour Classes "e Includes 186 Students who attended ••Day Apprentice Classes."

(b) Table ehowlng. tor the Academic Year ended Stst July. 1929. the numher 01 Students enrolled In Classes conducted under Countv Schemes 01 Technical Instruction elsewherethan in established"Technical ----- SchoolsHome Splnning,Teachers' ChasesManual Domestic Lace Knitting, Engineering Irish Commerce Other Subjects _._-.--- -------Instruct. on l!:conomy Etc. Irish Other Snbiect.------ -- -- ------ -1-- --- --------- -_.------ ----- --- --,------- - -_. --- --, ----.COUXTY~"

203(c) Table showing the A mounts Contributed from Local Rates andthe Amounts Contributed by the Department for the purposes ofTechnical Instruction under Local Statutory Committees: Financial YearI5t April, 1928 to 31st March, 1

204APPENDIX V.REFORMATORY AND INDUSTRIAL SCHOOLS BRANCH.TABLE A.-REFORMATORYSCHOOLS.School Year: 1St August, 1928, to 31St July, 1929.-Number NumberICommittals DischargesNumber under under from Licences, &c..of Detention Detention 1St Aug., '28 fromSchools on on to 1St Aug., '28I1St Aug., '28 31st July '29 31st July '29 to31st July '29Boys .. I 91 101 32 22Girls .. I 24 27 7 4TOTAL 2III5 128 39 26TABLE B.-INDUSTRIALSCHOOLS.School Year: 1St August, 1928, to 31St July, 1929.Committals,Recommittals Discharges,Number Number and Licences, &c.~Number under under Readrnissions fromof Detention Detention from rst Aug., '28-Schools on on 1St Aug., '28 to1St Aug., '28 31St JulY:29 to 31St July, '2931St July:29Boys .. 16 2,990 3.01 I 470 449Girls .. 35 3.525 3,590 493 428Mixed .. 1 - - - -Total .. 52 6,515 6,601 963 877TABLE G.-REFOR;vIATORY SCHOOLS.The total number of youthful offenders admitted upon conviction to RefermatorySchools during the year, from 1St August, 1928 to 31St July, 1~29 was39, viz.: 32 boys and 7 girls.The offences in respect of which the youthful offenders were committedwere :-Offences Boys Girls TotalMalicious Wounding .... ... ... 1 - ILarceny ... ... ... ... 12 4 16Obtaining by false pretences ... - 1 1Housebreaking, Shop breaking. etc. 12 - 12Wilful damage ... ... ... 1 - 1Assault ... ... ... ... ... 2 - 2Vagrancy ... ... ... ... 1 1 2.Refusing to conform to Rules ofIndustrial Schools ... ... ... - 1 ]Escaping from Industral Schools ... 2 - 2Other causes ... ... ... ... 1 - I32 39

205TABLE D.-INDUSTRIAL SCHOOLS.The total number of admissions to Industrial Schools by committal, during"the year from 1/8/,28 to 31/7/,29, was 943, viz., 460 boys, and 483 girls.The children admitted in that year are classified in the following tabularestatement. according to the grounds on which they were committed ;-.GROUNDS OF COMMITTAL.Boys Girls TotalBegging .. .. .. .. .• •.Wandering and not having. any home or settledplace of abode, or visible means of SUbsistence,or is found wandering and baving no home orguardian, or a parent or guardian who does notexercise proper guardianship .. . . . .Destitute orphan, or destitute, having bothparents, or a surviving parent undergoingimprisonment . . . . . . . •Parent or guardian of criminal or drunken habitsResiding in a brothel . . . . . . • .Charged with an offence punishable in the case ofan adult with penal servitude, &c. (being under12 years of age) . . . . •. . .Charged with an offence punishable in the case ofan adult, with penal servitude, &c. (being above12, but under 14 years of age) .. . . . .Uncontrollable by parents . . .• . .Non-attendance at School.. .. .. "102 98 200247 327 5H20 21 416 IS 21- 2 2IS I 1614 3 17I 3 455 13 68460 483 943TABLE E.-REFORMATORYSCHOOLS.The ages and state of instruction of youthful offenders admitted upon convictioninto Reformatory Schools are given in the following tabular statement ;-Total State of Instruction on Admission--- --- ------- ------ModerateAges when Read and ProficiencyAdmitted Illiterate write in ReadingBoys Girls Imperfectly and Writing--- --- --- --- --- ---Boys Girls Boys Girls Boys Girls--- --- --- --- --- --- ---12 to 14 ... 6 - 1 - 3 - 2 -14 to 16 ... 26 7 9 5 8 2 9 ---- --- --- --- --- --- --- ---TOTAL ... 32 7 10 5 11 2 1I -

206T ABLE F.-INDUSTRIALSCHOOLS.Tbe ages and state of Instruction of children admitted to Industrial Schools during the yearfrom 1/8/'28 to 31/7/'29. are given in the Iollowing tabular statement:-State of Instructionon Admission----- ------ -----Read Moderate ReadAges and Proftcioncv and Superiorwhen Total Illiterate Write in Reading Write InstructionAdmitted Imperfectly and Writing Wen---- -- -- -- -- --- -- --- -- -- --B. G. B. G. B. G. B. O. E. G. B. G.-- -- -- --- --- -- --- ----- -- --Under 6 years 84 183 83 183 1 - - - - - - -6 years and under8 92 89 74 72 13 17 5 - - . - - -8 years mid under10 91 84 54 27 31 45 6 12 - - - -10 years a~'d under12 9J 60 23 10 41 33 22 16 4 1 - -12 years Md under14 .. .. 103 67 17 6 24 22 43 28 18 11 1 --- - -- -- -- --- ---- --- -- -- -- ---TOTAl. .. 460 483 251 298 no 117 76 56 22 12 1 -TABLE G.-REFORMATORYSCHOOLS.The total number of pupils who were discharged from Reformatory Schools:in the year from 1/8/,28 to 3I/7/,i9 was 26, viz., 22 boys and 4 girls.They were disposed of as follows :-Mode of Discharge Boys Girls -TotalTo employment .. .. .. .." 17 4 21Returned to friends .. .. .. .. 5 - 5TOTAL .. 22 4 26TABLE H.-INDUSTRIALSCHOOLS.The total number of children who were discharged from Industrial Schools(including children licensed and absconded _who did not return), and who died!in the year from 1/8/,28 to 31/7/,29 was 877, viz., 449 boys and 428 girls.They were disposed of as follows:Mode of Discharge. Boys. Girls. Total.T o employment or service .. .. .. 353 265 618Returned to friends .. .. .. ..- 52 71 123Sent to Hospital > • .. .. .. ..- 6 12 18Emigrated .. .. .. - .. .. .. 10 10 20Committed to Reformatory School " I I 2Transferred to Reformatory School .. .. I IA bsconded ... .. .. .. .~ .. 2 - 2Discharged-Detention Orders being defective •. 12 8 20Retained in School after expiration of detention 5 45 50Died, •• .. .. .. .. ., .. 7 16 23TOTAL .. .. .. 449 428 8n

207TABLE I.-DISCHARGESTO EMPLOYMENT FROM INDUSTRIAL SCHOOLS"mrRING niE YEAR FROM 1/8/1928 TO 31/7/1929.The boys discharged to employment from Industrial Schools were distrjb~tedas follows, as regards occupations ;-Army, I; Cooks, I; Bakers, 16; Blacksmiths, 4; Boat Building, 4;Butchers, I ; Cabin Boys, I; Carpenters and Wheelwrights, 29; Coach BuildingI; Dairy Boys, 4; Factory' Hands, I; Farm Boys, 123; Garden Boys, 5 ;Generai Labourers, I; General Servants, Pages and Pantry Boys, 47; Hair-Dressers, 3; Harnessmakers, I; Mechanics, 5; Messengers and Porters, 18;Motor Drivers, 2'; Motor Mechanics and Garage Boys, 2; Painters, 4; PlumbersI; Poultry Farm Boys, 2; Salesmen (Itinerant), I; Shoemakers, 27; ShopAssistants, 7; Tailors,. 37; Weavers, 4·The girls discharged .to employment from Industrial Schools were distributedas follows, as regards occupations ;-Bakers, I; Cooks, 15; Dairy Maids, 4; Dressmakers, 3; Factory Hands,4; General Servants, 106; House Maids, 53; Kitchen Maids, 5; LaundryMaids, 24; Machinists, I; Messengers and Portresses, 2; Monitresses andTeachers, 4; Mothers' Help, 4; Nursery Governesses, I; Nursery Maids, 2 I ;Parlour Maids, 8; Poultry Maids, I; Seamstresses, 7; Shop Assistants, 1.TABLE j.Number and causes of Deaths amongst pupils in Industrial Schools duringthe year from 1/8/1928 to 31/7/1929 ;-._____ c_.a_u_s_e_s_of_D_ea_t_h_s._r~~_S G_ir_Is_-,-.:__ .T__o_t_al._Diseases of the Respiratory SystemDiseases of the Circulatory SystemPulmonary TuberculosisTubercular MeningitisTubercular PeritonitisCerebra-Spinal FeverMeaslesWhooping CoughInfluenzaAppendicitis.Diphtheria.InfantrneConvulsionsStrangulated HerniaCerebral Heemorrhage3I3II2III.12III32I.'i2IIIII1.IIITOTAL .. j 16723. -No- death occurred in a Reformatory School during the year.

208APPENDIXNATIONALVI.MUSEUM.(A).-·ATTENDANCE OF PUBLIC FROM 1ST AUGUST, 1928, TO 31STJULY, 1929.AugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneJuly19:!8-'Z951,18826,89429,02626,55626,23430,60429,77525,83630,15528,65628,85830,016TOTAL(B).-PRINCIPAL DONATIONS, LOANS and PURCHASES DURING THE PERIOD,AUGUST 1ST, 1927-- JULY 31ST, 1929.IRISH ANTIQUITIES DIVISION.I.-AGES OF STONE AND BRONZE.(a)DONATIONS.Stone axe, polished, found near Kilmallock*, Co. Limerick: presented byMr. Paul J. Flynn, St. Michael Street, Tipperary.Two stone axes, polished, found near Coleraine, Co. Londonderry; and stoneaxe, polished, from Mount Sandei, Co. Londonderry: all presented by Mr.A. V. Stuale, 7 Clare Road, Whitehall, Drumcondra, Dublin.Stone axe, polished, from Rathouien, Co. Westmeath; and stone axe, polished,from Windtown, Co. Westmeath: both presented by Miss Grace f obnston,Newpass, Rathowen, Co. Westmeath.Stone axe, polished, found at Mylerspark, Co. Wexford : presented by Mr.Michael Hickey, Mylerspark, through kind mediation of the Rev. ThomasCloney, P.P., Templetown, Fethard, Co. Wexford.Stone axe, polished, found at Lough Neagh, Northern Ireland: presentedby Miss Grace [ohnston, Newpass, Rathowen, Co. Westmeath, who had acquiredit near Glenlugh, Co. Longford. Following the story told by the then owner" a piece of oak wood was thrown into Lough Neagh and transformed intostone." This popular helief is widespread and is due to the occurrence on theshores of Lough Neagh of silicified wood; cf. WilJiam Swanston in AnnualReport and Proceedings of the Belfast Naturalists' Field Club, Ser. 2, vol 2,part 5 (1884-85), p. 354 ft. .Stone hammer, square, perforated, found in Ballybeg, Co. Waterford: presentedby Mr. William E. jacob, 46 Quay, Waterford.Stone axe-hammer (porphyrite-andesite), found at Creglahan, Co. Roscommon:presented by Dr. Patrick Donnellan, Castlereagh, Co. Roscommon, throughkind mediation of Rev. Michael O'Flanagan, Bray, Co. Wicklow.Stone axe, polished, arrow-head and 8 knives etc. of flint, from Toome, Co.Antrim : presented bv :Nil. James F. Gollock, Umrigar, Westfield Road; Dublin.Scrapers and flakes of flint, found in Mr. A. V. Swale 's garden at 7 Clare Road,Whitehall, Drumcondra, Dublin : presented by Mr. Stuale,Flint flake, found on top of a pile of small stones northwest of D6n Chonchobhair(Dun Conor) on Inishmaan, Aran Islands, Co. Galway, by Master B. F. Mason,39 Kenilworth Square, Rathgar, Dublin: presented by him.* The names of the toumlands are given here in the spelling oj the GeneralTopographical Index, Census of Ireland, 1901 (with Supplement, 19I1).

20955 Scrapers, JJakes, etc., found near Aasleagh, Co. Mayo: presented by MasterGeorge A. C(1cl:le, Portora Royal School, Enniskillen, Co. Fermanagh.Flake, found at Easky, Co. Sligo: presented by Mr. H. Hastings Tones,Falkland, Easky, Co. Sligo. .Human skull and bones (some calcined). interment finds, found in a disturbedcist on slope of T'ibradden Mountain, Tsbradden, Co. Dublin; partly collectedby !Vu. L. S. G6gan, Assistant, National Museum, partly presented by ColonelC. D. Guinness and by Messrs. Bailey, Keegan. Kelly and Mahon.Cinerary urn, large, from Kilrandagh, Co. Wicklow.Drawings of cinerary urns from Ulster sites: presented by Mr. Hugh Kirk,Newtownards, Co. Down.A set of rubbings taken from the ornamented stones in the cairns of Sliabhna Caillighe (Lochcrew), Co. Meath, by Mrs. !V_ary B. Hobson, AiteannachCrawfordsburn, Co. Down: presented by Mrs. Hobson.Hoard of late Bronze Age date, consisting of 3 socketed axes, gouge andsocketed dagger, found in bog at Dernaduohy, tl. Crossna, Boyle, Co. Roscommon:presented by Rev. Brother Valerian Ryan, Superior, North Monastery, Cork,through the good services of Mr. John Merne, Artist, Innishannon, Co. Cork.Bronze gouge, out of a hoard of about ten similar gouges found in rcp6 duringquarrying operations on top of Mountain of Forth, tl. Forth C()mmotts, Co,Wexford: presented by Rev. Thomas O'Byrne, P.P., Piercetown, Co. Wexford,on behalf of the late Rev. Robert Fit ••henry, P.P., Our Lady's Island, Broadway,Co. Wexford.Copper flat axe and a small sandstone disc, probably an unfinished spinningwhorl, found at Batlyfinnane, Co. Kerry: presented together with two perforatedsandstone spinning whorls from Droumreagb and Croughmore, Co. Kerry, bvCoL Daniel 0' Sullivan, 68 Kensington Park Road, London, on behalf of ;\Ir.Owen 0'Sulliuan, Ballyfinnane, Farranfore, Co. Kerry.Copper halbert, found near Castlereagh, Co. Roscommon: presented by Dr.Patrick Donnellan, Castlereagh, through kind mediation of Rev. :\Iic.haelO'Flanagan, Bray, Co , Wicklow.Bronze dagger, fragment, found in the vincinity of Castlereagh, Co. Roscommon:presented by Dr. Patrick Donnellan, Castlereagh.Bronze spear-head, found in about r830 near the Fair Green at Ardee, Co.Louth (and already mentioned and illustrated in O'Donovan's Letters to theOrdnance Survey): presented by Major H. F. j'vIcClinto~h, The Red House,Ardee, Co. Louth.Bronze axe, socketed, found at Cashelard, Castlereagh, Co. Roscommon;and bronze axe, socketed, from Falledeen, Co. Roscornmon : both presentedby Dr. Patrick Donnellan, Castlereagh, as above.Bronze tube with expanding rim, of late Bronze Age type, from Scrabo Hill,tl. Scrabo, Co. Down: presented by Mr. Hugh Kirk, Newtownards, Co. Down.(b)PrRcHAsES.Stone axe, polished, and stone pestle, from Ballylesson-Drurnbo, tl. Ballylesson,Co. Antrim.Stone axe, polished, from Ballynure, Co. Antrim.Stone axe, polished, from Killyharn, Braid, Co. Antrim.Stone bracer and stone pick from Braid, Co. Antrim.Twenty-nine stone axes in semi-manufactured state, two chipped axes andthree hammer-stones, from the Tievibullagh axe factory, tl. Cushendall, Co.Antrim.Stone axe, polished, from Knockagh, Co. Antrim.Six stone axes, polished, a pick and a bracer, from Portglenone, Co. Antrim.Five stone axes, polished, three chipped axes, grind-stone (?) of cubic formwith shallow depressions Oil each side, stone hammer of beautiful form, perforated,and a pick horn Toome, Co , Antrim ..Stone axe, chipped, three picks, "skivespalter," fragment of a flint dagger,two fabricators, javelin-head, two arrow-heads and whetstone from the Banndistrict.Three stone axes, polished, from the Shannon at Doonass Demesne, Co. Clare.Stone axe, polished, from Killaloe, Co. Clare.Five stone axes, polished, from Bangor, Co. Down.Stone axe, polished, from Brookeborough, Co. Fermanagh.Stone axe, polished, from Enniskillen, 0.'. Fermanagh.Stone axe, very large and broad, polished, and a smaller one, chipped stoneaxe and axe-hammer with perforation, from the Shannon at mouth of RiverSuck, it. Garryduf], Co. Galway.o

210Tbree stone axes, polished, found in gravel in bed of River Barrow at Tuberara,tl. Atby, Co. Kildare.Stone axe. polished, from the bed of River Barrow at Beloieui, Cc. Kildare.Stone axe, polished, found in tbe same river at Bert Bridge, tl. Bert Demesne,Co. Kildare.Stone axe, polished, from Caluerstoum, Co. Kildare.Stone axe, polished, from Coolalough, Co. Limerick.Twenty-four polished stone axes from the Lough Gur district, Co. Limerick,townlands Ballynagallagh (Holy Cross), Kilballyowen, Kishyquirk, Knockderk,Loughgur (Red Bog, Glen Bog, Rusheen Bog) and Patrick.suieli,Stone axe, chipped, from Coleraine, Co. Londonderry.Stone axe, polished, from T'obermore, Co. Londonderry.Stone axe of unusual size, polished, from Clogher, Barony Carra, Co. Mayo;acquired through the good services of Mr. Sean Langan, then Ballyglass N .5.,Claremorris, Co. -Mayo.Five stone axes, polished, from tbe Ford of Curraun, Rathmullen Bridge,near Ballymote, Co. Sligo; cf. sub. I (c).Stone axe, polished, from Raharney, Co. Westmeath.Hammer stones from Carrickjergus, Culbane and Moss-side, Co. Antrim.Hammer stone with unfinished perforation, chisel-shaped hone, very big,and six other stone artifacts from Portglenone, Co. Antrim.Hammer stone and flint flake from Ballymisert, Co. Borough Belfast.Hammer stone from Daumoatrick, Co. Down.Thirty-eight polished stone axes, three chipped axes, nine hammer-stonesand twenty-four other polished stone artifacts, from different localities inCounties Antrim, Armagh, Donegal, Kerry, Leitrim, Londonderry, Louth,Offaly and Sligo.Flint scraper from Ballinderry; Co. Antrim.Twenty-two scrapers, flakes, etc., from Ballycastle, Co. Antrim.Scrapers from Ballyeaston and Ballygalley, Co. Antrim.Thirty-seven knives, points, flakes, &c., from the Bann district.Twenty scrapers, knives, flakes, &c., from Carnlough, Co. Antrim; the samefrom Carrickfergus, Co. Antrim.Flint core and eight flakes from Cloughs, Cushendall, Co. Antrim.Four flakes from Divis and scraper from Dwnmurry , Co. Antrim.Five flakes from Garron Point, Co. Antrim.Flint arrowhead and knife from Glemuhirry, Co. Antrim.Forty-four knives, cores, flakes, &c., from Island Magee, and seven ditto fromBarney's Point, six from vicinity of The Gobbins, five from Top of Gobbins,and a flake from Brown Bay, Island Magee, Co. Antrim.Sixty-eight knives, flakes, &c., of whitish patinated flint from Kilroot, Co.Antrim.Forty-two knives, cores, flakes, &c., of whitish patinated flint from RaisedBeach at the Curraun, Lar ne ; fifty-one knives and flakes of similar materialfrom Larne Harbour, and twenty-two ditto, from Raised Beach, Larne, Co.Antrim.Forty-seven flint flakes, &c., from Murlough Bay (Fair Head), Co. Antrim.Thirty-five knives, points and flakes from Poriglenone, Co. Antrim.Twenty-one knives, scrapers and flakes, &c., from Rathbeg, Co. Antrim.Two pointed knives from Shell back, Co. Antrim.Eleven knives and scrapers from T'oome, Co. Antrim.Two flakes from Top of Trostan, Co. Antrim.Fifty-three scrapers and flakes from White Head, Co. Antrim.Flint knife and two scrapers from Whitepark Bay, tl. White Park, and sixtyfivepoints, scrapers, knives, arrow-heads and flakes from other sites in Co.Antrim.Fifteen scrapers and flakes from Cave Hill, Sydenham Avenue, and Woodlawn,Strand town, near Belfast.Flint flake from Ballydrasn, eighteen scrapers and flakes from Baliyholme,and twenty flakes from Castle Espie, Co. Down.Flint flake and core from Craigavad, Co. Down.Sixteen scrapers, cores and flakes from Cultra, Co. Down.Scraper from Dundonald, Co. Down.Seven arrow-beads from Grooms-port, Co. Down.Two scrapers from Holywood; six flakes and a core from Kinegar, and eighteenscrapers and flakes from Knocknagoney, Co. Down.Thirty-seven scrapers, flakes, &c., from Marino, Co. Down.Sixty-seven scrapers, flakes, &c., from Rough Island, Strangford Loch. Co.Down.

211Three flint javelin heads from Mount Sandel, Co. Londonderry.Slate" palette," found in a stone-lined cist at Carnmoney, Co. Antrim.Three cinerary urns and smaller sepulchral vessel, found in a sandpit nearBallyshannon, Co. Donegal, by the late Thomas Plunkett, of Enniskillen, Co.Fermanagh.'Human skull and bones, found at Jamestown, Parish Cruagh, Co. Dublin, ina sandpit where formerly a Bronze Age cremation burial has been discovered;acquired through the good services of Mr. W. Sutton, Bog Hall, Kiltiernan,Co. Dublin.Two urns and calcined bones from a cremation burial at Gorteen, Co. Louth.The find has been published by L. S. G6gan in the Journal of the Co. LouthArchseological Society, 6 (1925-28), No. 4 (1928), p. 256-60.Two small sepulchral vessels and fragments of two others, found in a cistwith cremation interment (in a cairn) at Oaktatc, Co. Louth. The find has beenpublished by H. Morris in the Journal of the Co. Louth Archzeological Society,6 (1925-28), No. 2 (r926), p. 6r-76.Finds from four interments in a Middle and Late Bronze Age cemetery atKeenoge, Co. Meath, e.g.; burial I (cist with cremation); burial 2 (cist withcremation). large urn of the" encrusted urn " type, and fragments of two othersepulchral vessels; burial 3 (skeleton in crouched position on a pavement ofsmall slabs), two food-vessels and small bronze dagger; burial 4 (child's skeleton,whicb must have been wrapped in a cloth).Food-vessel with small covering stone slab from a child's grave (skeleton incist) at Corroy, Co. Roscommon. The find has been published by H. Morrisin the Journal of the Royal Society of Antiquaries of Ireland, 59 (1929, p. 99 ff.Food-vessel from cist with skeleton excavated at Stonepark, Co. Sligo. Publishedby H. Morris, p. 104 ft.Gold tore found at M'ullingar, Co. Westmeath; formerly in Sir W. Peak'scollection.Gold "fibula" (hoop with conical ends). found on the River Fergus, Co.Clare; formerly in the collection of the late Dr. Fogarty, and published byGeo. Scott in the Journal of the Limerick Field Club, 3, No. 10 (1906), p. 28.Small gold" fibula" (clasp for tbe dress), with expanding ends and decoratedbow, formerly in the collection F. J. Bigger.Gold penannular bracelet with slightly expanding ends, and gold ingot, saidto have formed part of a hoard of gold objects discovered near Askeaton, Co.Limerick; gold "ring-money" from Kilmallock, Co. Limerick. All theseobjects were in the collection of the late Dr. Fogarty, and have been publishedby Gen. Scott in the journal of the Limerick Field Club, 3, No. 10 (1906), pp.32 and 36.Copper flat axe from Crookstown, Co. Cork.Copper flat axe, found when levelling a ditch at Lackenacummeen, Co. Cork;acquired through kind mediation of Mr. J. Lynch, Kinsale, Co. Cork.Copper flat axe from Co. Kildare.Copper flat axe, found at Knockboha, Co. Mayo; acquired through the goodservices of Rev. M. F. Quinn, P.P., Castlelacken, Carramore, Ballina, Co. Mayo.Two flat copper axes (and iron horse shoe, boar's tusk, &c.), from Grow/ownnear Dunshaughlin, Co. Westmeath; acquired through kind mediation of Prof.A. F, Dixon, T.C.D., 42 Elgin Road, Dublin.Bronze axe, flanged, with stop-ridge, from Inane bog, tl. Inane, Co. Tipperary.Bronze axe with stop-ridge, found in reclaimed bog at Shergrim, tl. Mount joyForest, East Division, Co. Tyrone.Bronze axe, socketed, found 1926 in gravel on Tiknock Mountain, tl. Tiknock,Co. Dublin. .T'hanks are due to Mr. Robert Connolly, 29 Adelaide Road, Dublin,for valuable information concerning this find.Bronze axe, socketed, from Kilbarron, Co. Tipperary.Trunnioned chisel of bronze, double-edged, from Blase's Mountain, Co. Clare;.acquired through kind mediation of Mr. Sean 0 Dochartaigh, Fanore N.S.,BalJyvaughan, Co. Clare.Bronze spear-head from Fairy Hill, Co. Galway; acquired through kindmediation of Mr. T. Shea, then Ordnance Survey Office, Portumna, Co. Galway.Three bronze spear beads found in bed of the River Barrow at Horse Bridge,near Belview, and between Athy Bridge and Horse Bridge, in A thy, Co. Kildare.'Two bronze spear-heads found in bed of tbe River Barrow near Bert Bridge,.at Bert Demesne, Co. Kildare.Two bronze spear-heads from the Town Bridge, Monasterevin, Co. Kildare.Cast of a spear-head which was found in a sandpit at Killinure South, Co.Westrnea th.

212Bronze dagger-blade found near foot of Mountain Nephin, in Parish Addergoole,Co. Mayo. Thanks are due for valuable information to Mr. J. Leonard,Bofeenaun, Ballina, Co. Mayo.'Bronze sword, leaf-shaped, found in gravel dredged from River Barrow atBarrowford Island, Co. Kildare.Thirty-one axes, spear-heads, swords, etc., originals and casts, from differentlocalities in Co. Dublin. Meath, etc.(c) ACQUISITIONS THROUGH THE ROYAL IRISH A·CADEMY.Stone axe, polished, from Coolalough, -Co. Limerick; purchased.Stone axe, polished, from Ford of Curraun, Rathmullen Bridge, nearBallymote, Co. Sligo: presented by Mr. Thomas O'Douid, Rathmullen,Ballymote; cf. sub I(a).Two sepulchral vessels and small incense-cup from cremation cist at Crehelp,Co. Wicklow; presented by Dr. P. T. Walshe, Rush Boys'. N.S., Rush,Co. Dublin, together with an exhaustive report.(d)LOANS.Stone axe, polished, from Busherstoum, Co. Offaly; lent by Capt. Minchin.Stone axe-hammer (battle axe) from Rauensdalc Park (Ballymacallet) ; andfood-vessel, found in a cist at The Moate, Garvey's Bridge, tl. Roxborough,Co. Armagh (cf. Journal of the Co. Louth Archzeological Society, 2, 1908-II,p. 197); both lent by Mr. Redmond Magrath, Clanbrassil Street, Dundalk,.Co. Louth.Food-vessel from a three-chambered stone cist at Royal Oak, Co. Carlow(published by P. D. Vigors, J.P., in the Journal of the Royal Society ofAntiquaries of Ireland, 18, 1887, p. 491 ff); and portion of another foodvessel,found in 1890 on David Gahan's farm at T'omnasock, near Lacken,Co. Carlow; both lent by Mrs. O'Grady, Holloden, Bagenalstown, Co. Carlow.Bronze Age interment (cremation) with several stone beads, fragment ofbone peg, etc., from Fenagh. Beg, Co. Leitrim; lent by Mr. Patrick John Carey,Synge Street Schools, S.C.R., Duhlin.Food-vessel from cist with inhumation interment at T'anliardsroch, Co. Louth(cf. Journal of the Co. Louth Archzeologrcal Society, 2, 1908-'II, p. 325, andE. C. R. Armstrong- in Prrehistorische Zeitschrift, Berlin, 2, I9IO, p. 184);lent by Mr. R. Magrath, as above.Gold crescent (U lunula ") and small gold clasp for the dress with fiat,expanding ends, found on Lord Rossmore's estate in Monaghan. Lent by theR. H. Lord Rossmore.Bronze axe, Ranged, with stop-ridge, found in what was possibly a cairnon Faughart Hill. tl. Faughart . Co. Louth (cf. Journal of the Co. LouthArchzeological Society. I. 1904. p. 6.3. and 3. 1912-15. p. 45); andBronze axe. fianged, with stop-ridge. from Inniskecn, Co. Monaghan; andEronze spear-head found at Ummeracam, Co. Armagh; all lent by Mr. R.Magrath, ac above.2.-EARLY IRON AGES.(a)DONATION.Bronze bridle pendant fo-rnd near Ardee, Co. Louth; presented by MajorH. F. McClir;tocll, The Rerl House, Ardee, Co. Louth.Pot from black layerBallyness, Co. Donegal;Co. Kildare.(b)LOAN,of coastal settlement deposits at Ballyness Bay.lent by Rev. L. M. Heuison, Rector, Carbury,3.-EARLY CHRISTIAN, PRE-NORMAN, ETC.(a)DONATIONSIIron bell, found 1925 on a pile of stones gathered from a field at Oldconnaughi;Co. Dublin; presented by Mr. Joseph Clarke, Aml.arc Narnbeann, Old Connacht,Bray. Co. Dublin (cf. Journal of the Royal Society of Antiquaries of Ireland.46, 1894, p. 54).

213Bronze tweezer from Crann6g at North end of Lake Feenagh, tl. Kingsfort,Co. Sligo; presented by Mr. Robert McNauglitrJn, B.E., Arterial DrainageSection, Office of Public Works; cf. sub. 3 (0).Interments (skeletons in stone cists), stone spinning whorl, perforated stone,etc., from a sandpit at Killegar, Co. WickJow; collected by L. S. G6gan, Assistant,Master B. F. Mason, 39 Kenilworth Square, Rathgar, Dublin, and Mr. W.Sutton, Bog Hall, Kiltiernan; cf. sub. 3 (b).Clay vessel from the sandpit at Killegar, Co. Wicklow, probably from someof the interments. Presented by Mr. Eric Willis, Greenmount, Kiltiernan, Co,Dublin.(b)PURCHASES.Bronze ring pin from Christ Church, Dublin.Iron Viking axe, found in River Barrow near Moore Abbey House,Monastereuin, Co. Kildare.Bronze pin, animal bones and small fragments of different objects from siteof the well-known Duusbaughlin crann6g, tl. Lagore Big, Co. Meath. Thanksare due for information to Mr. Patrick TVard, Co. C., Peace Commissioner,Grange End, Dunshaughlin, ·Co. Meath.Ecclesiastical bell of iron, dipped in bronze and showing marks of havingbeen wrapped in canvas, found 1909 in bog at Riuerdale, Co. Westmeath.This and other objects were in the possession of the late Dr. Richard Lane joynt,of Dublin, who in his will had arranged to let the Museum have the preferencefor acq uisi tion.Two iron bells, dipped in bronze, found in the sandpit at Killegar, ('A). Wicklow,which contained also the burials.(c) OTHER ACQUISITIONS.Model of Oratory on Friar's Island, Killaloe, Co. Clare; executed on behalfof the Division by Miss Eileen Barnes, National Museum. See sub . .5 (c).The Shrine of the Stowe Missal, and the Cumdach or book-shrine of" St. Columba's Psalter," called The Cathach; deposited by the Royal IrishAcademy.Stone finial and fragment of the Ogham stone which shows the well-known" Deccedda "-inscription; excavated at KiIleen Cormac, Colbinstoum,Co. Kildare, on behalf of, and deposited by, the Royal Irish Academy'sArchzeological Exploration Committee. See R. A. S. Macalister and R. L1.Praeger, Report on Excavations recently conducted in Killeen Cormac,Co. Kildare, Proceedings of the Royal Irish Academy, 38, Sect. C., No. 10 (1929).Crann6g finds (many fragments of carved wooden objects, two stone scrapers,hones, brass plate, six querns, etc.) from excavation in a crann6g at Northend of Lake Feenagh, tl. Kingsfort, near Ballymote, Co. Sligo; excavatedby the Keeper, on behalf of the Royal Irish Academy's Archseological ExplorationCommittee, with the kind assistance of Mr. R. McNaughton, RE., AssistantEngineer on the Arterial Drainage Section, Office of Public Works, cf. sub. 3 (a).Hoard of 73 Anglo-Saxon silver pennies (Eadweard the Elder, JEthelstan,Eadmund, Eadred, Eadwig, Eadgar, Eric of Northumbria), found in Smarmore,Co. Louth, and acquired as Treasure Trove.4.-POST-NORMAN.(a)DONATIONS.Tile, found in a stone circle on the Antrim hills above Carnlough, Co. Antrim;presented by Mr. W. Reid, 16 St. Stephens Green, Dublin.Iron plough-share from bog at Cloonmoyle, Co. Galway; presented 'byDr. Th. B. Costello, Tuam, Co. Galway.Shale jetton-mould from Loughaun, Co. Limerick; presented by Mr. G.O'Shaughnessy, National City Bank, Dublin.Wooden firkin, when found full of butter, with decoration, found 1920 inGlebe House bog, Aasleagh (near Leenane), in Co. Mayo; presented by Mr.Fra ncis J. Cockle, Aasleagh Rectory, Leenane; Co. Galway.Six Irish· brass money-weights; presented by Mr. E. VV. Digby, e.te. Honeand Falkiner, Solicitors. 8 Suffolk Street, Dublin.

(b)214PURCHASES.Ecclesiastical bell, known as the Bell of Burren, and associated with theO'Loughlin clan and the Cistercian Abbey of Corcomroe, Co. Clare.Iron dagger, found in River Barrow opposite Moore Abbey House,Monasterevin; iron pike, found in dredged gravel beside Crom-a-boo Bridge,Athy .. and iron spike from river bed at Bert Demesne .. all Co. Kildare.Jetton-mould from Louchgur, Co. Limerick.(c) OTHER ACQUISITIONS.Hoard of 12 English silver pennies of the I4th century (Edward 11 and Ill),found near Annagassan in tl. Linns, Co. Louth, and acquired as Treasure Trovethrough the good services of the late Joseph T. Dolan, i\I.A., of Ardee, and ofMr. H. G. Tempest, Dundalk, Co. Louth.5.-AGEUNCERTAI~.(a)DONATIONS.Silver ingot from Knock Chapel, Parish Knock, Co. Mayo; presented byMr. John E. Merne, Innishannon, Co. Cork.Wood goblet found in a canoe and brass bell (P) found on top of the canoe,both from Balla bog, Balla, Co. Mayo; presented by Rev. T. Ryan, P.P., Balla.Several parts of a dug-out canoe, pegs by which it 'was fixed, etc., found atShinrone, Co. Offaly; presented by the Arterial Drainage Section, Office ofPublic Works, through kind action of Mr. C. H. oue«, Mr. B. R. Le Famt, M.A.I.,and Mr. P. G. McClusky, B.E., B.Sc. See Mr. McClusky's report in Journalof the Royal Society of Antiquaries of Ireland, 59, I929, p. I82-183.Bog butter, found I929 in Clogherinkoe Bog, tl. Killinagh, Co. Kildare;presented by Capt. C. Dudley Palmer, Rahan, Edenderry, Co. Offaly.Bog butter, covered with animal membrane, and a bone scoop (?), fromCloonchambers, Co. Roscommon; presented by Dr. Patrick Donmelian, Castlereagh,through kind mediation of Rev. Michael O'Flanagan. Bray, Co. Wicklow.Grind-stone, very big, from Stradbally West, Co. Galway; presented byMr. James Flahery, Tyrone, Kilcolgan, Co. Galway, through the good servicesof Mr. T. Shea, then Ordnance Survey Office, Oranmore, CA>. Galway.Stone ball from Furness, Co. Roscommon; presented by Dr. PatrickDonnellan, Castlereagh, Co. Roscommon.Human skull, found at River Barrow drainage near Monastereuin, Co. Kildare;presented by Office of Public Works.Clay vessel, bowl-shaped, no locality recorded; presented by Mr. Hugh Kirk,Newtownards, Co. Down.(c)PURCHASES.Steatite bead from Armoy, Co. Antrim.Stone spinning whorl and sharpening stone from Ballvmena, Co. Antrim.Stone spinning whorls from Braid and Clough, Co. Antrim.Stone spinning whorl, decorated. from Glenarm , Co. Antrim, and fifteenothers from different localities in Co. Antrim.Whetstones from Broughshane, and stone pendant from Sherry West,Co. Antrim.Polisher from Woodburn, Co. Antrim.Four hones from Scrabo Hill, tl. Scrabo, Co. Down.Stone crusher from Toomour bog, tl. Toomour, Co. Sligo. Thanks are duefor information to Mr. Luke Hannon, Keish, Co. Sligo.Stone beaker, decorated, said to have been found in bog near Strabane,Co. Tyrone.Five stone querns from different localities.Brass cauldron from bog near Portglenone, Co Antrim (formerly in thecollection O'Laverty); and another from Co. Antrim (formerly in the Buickcollection). .Wooden dish, formerly in the Buick collection, said to have been found inthe crann6g of Lisnacrogher, Co. Antrim.Wooden dish and another wooden vesseJ (firkin ?) from Ballyhaunis, Co. Mayo.Bog butter from Polinacroaghy ; Co. Mayo; and leather shoe from bog atCrossard, Parish Aghamore, Co. Mayo; both acquired through the good servicesof Dr. Michael F. Waldron, Knox Street, Ballyhaunis, Co. Mayo.Leather shoe from Hall Bog, tl. Hail, Co. Westmeath.

215(c) ACQUISITIONS THROUGH THE ROYAL IRISH ACADEMY.Eleven skeletons and parts of skeletons, iron nails, stone querns, animalbones, etc., results of excavations conducted on behalf of the Royal IrishAcademy at Friar's Island, Killaloc, Co. Clare, by Prof. R. A. S. Macalisterand Dr. R. 1.1. Praeger. See also sub. 3 (c) and the reports: R. A. S. Macaiister .On some excavations recently conducted on Friar's Island, KiJlaloe; and:H. G. Leask. Further Notes on the Church on Friar's Island; in: Journalof the Royal Society of Antiquaries of Ireland, 59 (1929), p. 16-24, 25-28.Wooden bowl, and fragments of two other wooden vessels, from bog nearBallyhaunis, Co. Mayo; presented to the Royal Irish Academy by Dr. H.Coddard Orpen and Mr. E. R. Richards-Orpen,6.-IRISH ETHI-0GRAPHICAL OBJECTS.(a)DONATIONS.Stone cider press (lower part) from Oranmore, Co. Galway ; presented byMrs. John Carries, Maree, Oranmore, through the good services of Mr. T. Shea,then Ordnance Survey Office, Oranmore, Co. Galway.Belt in course of making, from Inishmaan, Aran Islands, Co. Galway;presented by Mr. F. E. Stephens, 25 Lr. Bag-got Street, Dublin.- St. Brighid's cross of straw, made at Carna, Co. Galway; presented throughJ. Delargy, M.A., 7 St. Kevin's Gardens, Upper Rathmines, Dublin.Iron spade from Galbally, Co. Limerick.Currach, hide-covered, as used in salmon fishing on the river Boyne, fromSlane Castle, Co. Meath; presented by Major H. F. McClintock, The Red House,Ardee, Co. Louth.Slakstone, as used by weavers, from Rathouicn, Co. Westrneath ; presentedby Miss Grace johnston, Newpass, Rathowen, Co. Westmeath,(b)PURCHASES.Iron breadstick, used for baking oat cake in an upright position before thefire, from Cavan, Co. Cavan.Wooden paddle, as used on the river Shannon, from Killaloe, Co Clare.Iron breadstick, as above, from Ballinamore, Co. Leitrim.Spade of traditional form from Dwngaruan, Co. Waterford.Sixteen different objects of brass, .iron, and wood, 4 tripods, etc., fromCounties Dublin, Meath, etc.(c) OTHER ACQUISITIONS.Two dolls in Claddagh dress, Galway; lent by Miss Morris, 4 Cabra Road.Phibsborough, Dublin.Iron rush-light holder from Kingsfort, Co. Sligo; purchased by the RoyalIrish Academy.ART AND INDUSTRIAL DIVISION.la) PRINCIPAL DONATIONS.Miss J. W. Harper Glass positive; envelope signed D. O'Connell.etc.Henry Phillips, Esq.Collection of West African curios.Mrs. King6 old Documents.T. Crowley, Esq. Medal, George Ill, Buttons, etc.The Minister for DefenceCharles McNeill, Esq.Dr. M. F. WalclronCollection of East African Weapons.Film Negative of " The Shedstone." Dolmen,Glenasmole, Dublin.29 old Coins.Francis Buckley, Esq. Old Dublin Watch movements.

216Mrs. John Weatherill ...The Executive Council. IrishFree StateJ. B. S. Mcllwaine, Esq.Mr. Fred Alien ...Miss M. GardinerMrs. CharlotteHealyW. J. Purdy, Esq.R. Dobbyn, Esq.4 Greek Pottery objects from Egypt.Seal and counterpart of the ProvisionalGovernment.Gun, Pistol, Fishing Rod, Shot Pouch andWigstand.Old Dublin Watch' movements.Collection of Paintings, Furniture, Miniatures"etc.Pair of DoU's Knitted Stockings.Photograph and description of Gas FiredBiscuit Ovens.Small Red Coral Cameo Head.ProfessorR. O'DwyerBook-e-DantaDe.Col. C. D. GuinnessE. W. Digby, Esq.Minister for Posts & TelegraphsMrs. G. V. PoultonDistrict Judge Jeremiah J.LynchCollection of Indian Arms and JapanesePottery Figure.~lIection of old Copper Tokens.Block of 4 Stamps, each of zd., 3d. and 9d.Catholic Emancipation Centenary, June22nd, 1929.Mummied Hand with Glazed Pottery Ringon Finger.Snuff-box, silver, presented to JonathanSisson by the Corporation ef Weavers,Dublin, 1835.Cb)PURCHASES.Glass Decanter, marked B. EDWARDS, BELFAST.Brass Gorget, Irish Volunteers, c. 1780.Silver Asparagus Tongs, Dublin, c. 1780.Brass Breastplate, Ballymagarry Infantry.Silver Gilt Freedom Box and Freedom.-.--Given by theDublin, 1773.Cut Glass Water Jug, Waterford.Gilt Breastplate, Dundalk Infantry.Glass Candle Lamp and Bracket.Eleven old Dublin Watch Movements.Brass Helmet.-Dragoons, c. 1830.Breastplate, Tyrone Infantry.Breastplate, Belfast Volunteers.Gold Medal, Queen's University, Irelanu.Silver Medal, Feinaglian Society, by Mossop.Silver-plated Breastplate, Dublin kilitia, 1793.Drum, Lough Swilly Infantry, 1804.Silver-mounted Stiletto, r Sth century.Old Silver Reliquary Cross.Brass Miniature Statue of King William.Two handled Silver Cup, Dublin, 1781.Silver Freedom Box, Cork, 1806.Silver Medal-for Bravery in the Field.Wood Carving from Henrietta Street, Dublin.Engraved Glass Decanter, c. 1765.O'Connell's Inkstand, Trowel and Clay Portrait.Silver Thumb Snuff Box, Dublin, 1807.Silver School Medal, by Mossop.Needlework Picture, Madonna and Child.Silver Chalice, Galway, 1717.Silver Reliquary Cross, Kinsale.Silver Ladle, Dublin, 1679.Brass Breastplate, North Cork Militia, c. 1::100.Worked Sampler, dated 179L.Weaver's Company of' ..

217(c;LOANS.'Thos. Crowley,Esq.T. B. Costello, Esq., M.D.Opt. J. C. Gaisford St. LaurenceMajor E. ConnollyMessrs. W. & T. AveryLucius O'Callaghan, Esq.Richard Lloyd Davis, Esq.Arnold Dolmetsch, Esq.Lady Wheeler-CuffeMrs. ElIiot McNeillProfessor R. O'DwyerMiss C. M. DoyleGold-mounted S10ne Seal of the Surveyor ofthe General Post Office, Dublin.Double Flageolet.Six Old Parchment Documents.Large Iron-bound Wooden Chest. Said tohave belonged to Christopher Columbus.Collection of 34 Prints of Photographs ofancient Weighing Instruments.New Zealand Carved Wood House Ornament.The Silver Punch Bowl of Kinsale, dated1712.Musical Instrument-Treble Recorder.One Collar and Two Armlets, worn by Negroin Band of Kilkenny Militia, c. J 793.Sheffield Plate with Gilt Ornaments.Old Spinning Wheel.Double Flageolet.Group: O'Connell addressing an audience.NATUl"UL HISTORY DIVISION.ZOOLOGICALSECTION.(a)DONUIONS.Miscellaneous Collection of Bones (some human, some of domestic animals)by Mrs. Ussher and Mr. David Buxton of Cappagh, Co. Waterford." Concretions" from Co. Antrim, by Miss M. C. Knowles.Six specimens of the Small Eggar 'Moth from Blaney, County Fermanagh,by Mr. ·W. M. Crawford, F.E.S.Paratypes of a new Fossil Coral, Palaacis axinoides, L. B. Smyth, from theCarboniferous beds of Hook Head, Co. Wexford, by Dr. Louis B. Smyth.Spiny-tailed Lizard, Uromastix spinipes, from North Africa, and a NorthAmerican Frying Squirrel, by the Royal Zoological Society of Ireland.Spiny Rock Lobster, Galathea strigosa, by Mr. A. W. Bretland, M.LC.E.Bones of Domestic and Wild Animals found during excavations at Newgrange,Co. Louth, by the Royal Irish Academy (per Prof. R. A. S. Macalister).A buff-coloured variety of the Bullfinch, by Prof. H. J. Seymour.Five specimens" of the Moth, Pyralis costalis, from Hants, England, byr». H. Murrav.A male and a female Fox, by- Messrs. WiIliams & Sons.Four species of new or rare Irish Beetles, from Co. Dublin, by Mr. H. Heasler.A large series of Bones of.Domestic and other Animals, probably of BronzeAge, from the cave known as Oonagalur, Whitechurch, Co. Waterford (excavatedby the late Col. Forsayeth, but not removed from the cave), by Mr.A. W. Stelfox.Specimen of new Irish Beetle, Stenus opticus, from Co. Galway, by Mr. A. W.Stelfox.Another new Irish Beetle, Ha!tica, lythri, from Co. Waterford, by Mr. A. W.Stelfox.Four specimens of two rare Bees, Halictus malachurus and H. angusticeps,from Dorset, England, by Dr. R. C. L. Perkins, F.RS.Fifty-seven specimens of the Sawfiy, Crcesus septentrionalis, bred from Dublinlarvae sent him by Mr. A. A. Linsey, by Dr. R C. L. Perkins, F.RS.Specimens of a rare Weevil, from Co. Wicklow, by Mr. A. A. Lisney.Ten specimens of the Dipteron, A lophora hemiptera, from KiIIarney, Co.Kerry, by Mr. E. F. Bullock.A brace of Japanese Pheasants, shot at Dunsandle, Co. Galway, by 1\'&.PaulDunn.Part of Skeleton of Giant Irish Deer, from near Buttevant, Co. Cork, byCommissioners of Public Works.An Irish Wolfhound Bitch, "Champion Acushla of Ouborough," by Mr.J. V. Rank.Bones of Reindeer from Dunshaughlin, Co. Meath, and Hyoid Bones of GiantIrish Deer from Co. Wicklow, by Dr. Henry Stokes.Skeleton of a Starling, from Co. Dublin, by Mr. Eugene O'Mahony.

218Slides and specimens in spirits of Collembola and M'achilidai (mounted and!identified by Mr. H. Womersley, A.L.S.), by Mr. A. W. Stelfox.Specimens of two species of Protura from Somerset, England, by Mr. H ..Womerslev, A.L.S.Pearl Mussel, from River Suir at Clonmel, by Mr. J. N: Halbert.Lignite from an Inter-Basaltic bed at Knockadowney, near Lisburn, Co..Antrim, by Mr. Robert Bell.A melanic variety of the Pied Wagtail, from Dublin, by Sergeant Stapleton ,A specimen of Leach's Petrel, driven into the University grounds at Galwayby a gale on zznd November, 1928, by Prof. Dinan.A variety of the Golden Plover, shot in Co. Dublin, by Mr. Paul Dunn.Two specimens of the American Wainscot Moth, from Co. Cork, by Mrs ,G. E. Lucas.A new Irish Fly, Xylophagus ater, from Powerscourt, Co. Wicklow, by Mr ,A. W. Stelfox.Skeleton of a Razorbill, from Co. Dublin, by Mr. F. T. Riley, M.Sc.Skeleton of a Common Scoter and a Redwing, from County Dublin, by Mr..Eugene O'Mahony.Specimen of a new Irish Beetle, M etcecus paradoxus, from Powerscourt;Co. Wicklow, by Miss G. Scott. ..Specimen of a rare Beetle, Ludius ferrugineus, bred from larva taken iT.Windsor Forest, England, as well as specimens of the Ant, Lasius brwnneus ;by Mr. Horace St. J. K. Donisthorpe, F.E.S. •Skeleton of Red-throated Diver, from Co, Dublin, by Mr. D. Hughes.Skeleton of a little Grebe, from Co. Wexford, bv Rev. Paul F. Kehoe.Skull of a Goat, from Co. Wicklow, by Mr. R. McDermott.Large collection of British and Irish Lepidoptera, Diptera, etc., by Mrs.,Ruttledge (collected bv her "on).Human Skull, by Mr. Hugh Nesbitt.Two Red-backed Shrikes, killed at light stations off coasts of Galway andDublin, by Mr. John S. Barrington.Specimen of rare Fly, Lipara lucens, and its parasite Polemon. lipare, fromWicken Fen, England, by Dr. R. C. L. Perkins, F.R.S.Skin of Cassorary, Casuarius beccarii, by the Royal Zoological Society ofIreland.Specimen of the Freshwater Sponge, Ephydatia mulleri, from the R. Liffey;Co. Wicklow, by Dr. R. Lloyd PraegerSpecimen of Trout, from L. Conn, and of a Sea Lamprey, which was caughtattached to it, by Dr. F. St. John of Manchester.Large specimen of Bonito, landed by fishermen with salmon at Killorglin;Co. Kerry, by Miss IV.. J. Delap.r Large collection of Insects, Spiders, etc., from Ceylon, by Mr. A. V.Montgomery,(b) PURCHASES.Irish specimens of Loggerhead Turtle, skin of a Widgeon and a Ferruginous.Duck.BOTANICAL(a)SECTION.DONATIONS.Stereoscopic Photographs of Inflorescence, and also of Single Flowers of the-N. Irish Spiranthes stricta prepared by Dr. Keller, Aarau, and presented byMiss Knowles.Thirteen specimens of Irish Mycetozoa, collected and presented by Mr. W, F.Gunn.A collection of Ferns (chiefly New Zealand), made by Col. Vigors about 1856-and presented by his daughter (through Mr. G6gan).A number of balls-aggregations of the fibres of decayed leaves of Posi ioniaoceanica, caused by wave action-from Majorica. Collected and presented byArchdeacon Lindsay, Malahide (through Mr. Stelfox). •(b)EXCHANGES.A set of Flowering Plants of the Mediterranean region, From Prof. Goebel,Munich, in exchange tor Irish Hepatics.67 specimens of Lichens from Schleswig-Holstein. From Prof. Erichsen inexchange of Irish Lichens.75 specimens of Swedish and Norwegian Lichens. From Dr. A. H. Magnussou,Goteborg, in exchange for Irish Lichens.

219VIICOISTE NA LEABHAR.lad so leanas na teacs-Ieabbra Gaedhilge Mean-sgol agus Leabhra Gaedhilgele h-aghaidh an Phobail i gcoitchinne a foillsigheadh go nuige sea fe sgath naRoinne Oideachais :-GEARR-SGEALTA AGUS AISTf.I gcoir. na M edn-Sgol :Sgeilini Na Finne (Aindrias 0 Baoighill), 44 H.Allagar Na hlnise (Tomas 0 Criomhthain). "An Seabhac " do chur in-eagar, 186 H.Geantraighe (" Cloch Labhrais "), 146 11.Sgealta Na n-Oilean (Peadar 0 Direain], 136 H.Sgealta Chois Teallaigh (Tadhg S. Seoighe), 98 H.Eachtra Muinteora (U Loch Measca "), 100 H....DM Sgeal (Tadhg Saor 0 Seaghdha), 94 11. •..Aisti ar Litridheacht Chreigise is Laidne (An tAthair Padraig UaDuinnin, M.A., D.Litt.), 162 H.Cormac Mac Airt (Cormac 0 Cadhlaigh), 65 11.Lorgaireacht (Micheal 0 Griobhtha). 80 11.An Tost, agus Sgealta Eile (Barra 6 Caochlaigh), 110 H.Beal Na hUaighe (Le6n 0 Broin). 146 11.I gcoir an Phobail :Inde agus Indiu (Seaghan Mac Meanman), 144 H.Ag Stracadh leis an Saol (Leon 0 Broin). 108 H.La agus Oidhche (Micheal Mac Liamm6ir), lIO H.Clocha Sgail (Sean 0 Dalaigh), 167 H. ...Seo Mar Bhi (Micheal 0 Siochfhradha), 109 11.Fanai (Sean 0 Caornhanaigh), 205 H.Caith agus Gran ("CV. Chulainn "). r r o 11.An Gradh agus An Ghruaim (" lolann Fionn "), 124 H.s. d.0 92 62 02 q2 02 02 02 0o 100 8I 3I 62 62 02 02 02 02 62 02 0NAOIMH-SHEANCHAS.I gc6ir na Medn-sgol:Lorcan Naomhtha Ua Tuathail (An tAthair Benedict, O.C.D.), 174 H. 3 0UIRSGEALTA.I gc6ir na M edn-sgol :Briathar Mna (Micheal 0 Griobbtba), r r a H.- Buaidh Na Treise (Micheal 0 Griobhtha), 202 11.An Rabaire Ban ( ioclas T6ibin), 170 H.Astronar (Piaras Beaslai), 204 11.I 62 63 03 6A1STRIUCHAIN.I gc6ir na M ednsgoilAindeise Shiobhan (Cormac 0 Cadhlaigh). Leagan Gaedbilge ar LesMalheurs de Sophie (de Segur), 58 11. 0 10Breith Bais Ar Eagnuidhe (Se6irse Mac Laghmainn). Tri Comhraidhtedar cheap Plat6n (Apologia, Crit6n, Phaed6n), 174 I!. 2 6An Carabhan (Padraig 0 Moghrain, M.A., d'aistrigh 6'n nGearmainis(Uilhelm Hauff),· 146 H. 2 0I gc6ir an Phobail :Colomba (Cormac 0 Cadhlaigh). O'n bhFrainncis bhunaidh le ProsperMeirimee. 182 H. '" ... ... ... ... ... 3 0'Sa Villa R6se (Micheal 0 Griobhtha). A. E. W. Mason do cheadsgriobh.292 H. 3 6An Dr. Jekyll agus Mr. Hyde (U Conall Cearnach "). R. L. Stevensondo cheadsgrlobh, 96 H. 2 0DIRBHEATHAISNEIS.I gc6ir an Phobail:An t.Oileanach Tornas 0 Criomhthain}. "An Seabhac " do chur in-eagar, 266 H. 3 6

220I gc6ir an M edn-sgol .'Bean an Bhrait Bhain (Micheal 0 Griobhtha.), 58 ll.I gc6ir an Phobail "An Bunnan Buidhe; agus Aiseirghe, An leagan Gaedhi1ge a chuirPadraig 0 Domhnaill ar dhrama bunaidh a sgriobh Domhnaillo Corcora, 48 ll. .An Ball Dubh (Drama tri mir le Micheal 0 Siochfhradha). 88 11.An Sgaothaire agus Cuig Dramai Ei1e (Piaras Beaslal), 172 ll.Misneach (Annrai Saidlear), 32 ll.An Danar (Piaras Beaslai). 56 ll.s. d.1 01 01 62 6o 61 6FILioCHT.I gc6ir na M edn-sgol "Cuaichin Draoidheachta (Br. Tomas 0 Rathaille), 64 ll. oI gc6ir an Phobail "Tadhg GaedhIach. Eagran nua le Risteard 0 FoghIudha (U FiachraEilgeach "). 154 ll. 2 6Danta agus Duan6ga (Liam S. G6gan), 64 Il. 1 6UIMHRfoCHT.I gc6ir na M edn-sgol "Uimhriocht (Eamcn 0 Donnchadha), 222 11. 3 0DANTAI gc6ir an Phobail "Danta De. Cnuasaighthe (idir fhocla agus ceol) ag Una Ni Ogain.Curtha i n-oiriuint i gc6ir an orgain ag Riobaird 0 Duibhir 5 0DE.CEIMSEATA.I gc6ir na Medn-sgol :Uraiceacht Ceimseatan , (Seoirse Mac Niocaill}, 232 n. 3 0TRANSLATION OF REPORT AT PAGE 45.DIVISIONIll.This Division comprises the greater part of the counties of Galway and Mayoand portion of counties Roscommon and Sligo; it includes therefore most ofthe Connaught Gaeltacht.There are about 850 Schools in the Division, under the supervision of sevenInspectors.I intend to deal principally with the position of children over 12 years of age.The present occasion is a fitting one for this purpose, as over seven years havenow elapsed since the new educational regime was established; children beginningschool at that time are now over 12, and the time has now come to judgewhat progress has been made.THE GAELICISING OF THE SCHOOLS.The first object under the new regime was the Gaelicising of the Schools,and to achieve this it was absolutely necessary to see that the children 'of theGaeltacht and part-Gaeltacht should begin speaking Irish.It was hoped also that education in the GaeJtacht itself would be improved,so that native speakers' would find it possible to become teachers or publicservants of some kind. Other matters were included in the new programme,but this was the primary object, and it is by the measure of success achievedin this that the new educational regime will be judged.Inspectors consider that the schools have been doing as much work duringthe last seven years as in the past, This does not mean, however, that theyare not capable of doing more. Inspectors are discovering through the halfyearlyNotices that many teachers are not putting their best efforts into theirwork.

221.They have done a great deal, however, towards carrying out the aims of theprogramme. .A number of teachers have been working earnestly at Irish, and their effortshave been successful. There are many others, on the contrary, of whom thiscannot be said.In spite of all this, the schools have not been Gaelicised. The pupils do notspeak Irish, and I regret to say that there are no indications that matters willbe otherwise at the close of another even years, unless a new spirit is infusedinto the work. Some good work was accomplished during the early years, butsince 1926 there has been a perceptible weakening.In schools where the teachers knew no Irish one could not expect to findthe children speaking Irish at present, but in the schools where the teacherswere able to speak Irish, and teach it, the pupils should certainly be Irishspeakingby now. Instead of such being the case, however, English and Irishhave an equal footing in the majority of our schools.The lower classes are weakest in this respect, particularly the Infants'standards. The Infants' programme has not been as successful as might havebeen expected, and much of the work which should have been done in the lowerclasses is left to the teachers of the higher classes.THESUBJECTS.Irish and English.-The difference between the Higher and the Lower Coursein Languages does not seem to be clearly understood.Teachers are slow to follow the suggestions regarding English reading matteron the Programme for the Higher Classes, and old "readers" are still usedin many cases, instead of suitable books. This practice should be discontinued.Furthermore, the books which the teachers seem to favour most are practicallyworthless; this is particularly noticeable in the case of Irish. One seldomsees any good Irish books in this Division. Too many small books are in usein the schools, and teachers depend too much on books. Teachers do not showproper judgment in their choice of reading and writing matter, and the pupilssuffer in consequence.Mathematics.-The children's interest in Arithmetic is not aroused, no connectionis established between the work of the school and the life of the district,and the greatest fault of all is that the children do not work sufficiently duringthe half-hour they are at their desks. Some inspectors favour the exclusionof Algebra and Geometry from the Programme, on the grounds that there isvery little time for them. On the other hand, where there are good schoolsin charge of men teachers, some of the rudimentary principles of these branchesare instilled into the child's mind with advantageous results. This is doneonly in a very small number of schools, however. Schools in which the othertwo branches are well taught are never weak in Arithmetic.History and Geography.-Some inspectors are satisfied with the work donein these subjects in their districts, while others are not. The teacher has littletime to give to these branches, and the less time he has at his disposal thegreater is the demand on his knowledge and ability. In this Division the workis usually unsatisfactory in both of these branches, and the average teacher hasnot received the education which is required for the effective teaching of theseSUbjects. Both subjects call for knowledge and judgment in the choice of mattersuitable for children.Teachers are now asked to combine local history with general history, buttheir knowledge of local history is very slight. They find it difficult to obtainthe necessary books and, moreover, they are not trained to read such booksor to adapt the contents to the needs of the children.Rural Science.-Rural Science is not progressing very rapidly. There is noland attached to the schools, so that instead of eye, hand and mind beingbusily engaged, all the work is done from the book.Music.-In a large number of schools the teachers have no qualificationsin Music.THE PUPIL OVER 12.By effecting an improvement in the lower classes the child of 12 will be givengreater opportunities.If a child were to begin school at the age of 5 and attended regularly, hewould, provided the teaching was good, arrive in 6th standard at the age of12. Very few pupils-succeed in doing this, however, as all the conditions mentionedhere are not usually iulJl11ed.

222Attendance.-The attendance has certainly improved as a result of the law,but it would be impossible for an inspector to state definitely to what preciseextent the law has affected the attendance.It is universally asserted that the attendance of children under 6 and over14 has decreased, and the law is usually blamed. Certainly children do not cometo school now at as early an age as formerly, and motors are supposed to bethe cause of this. School children and motors are a mutual source of troubleon the roads, and it is difficult to propose any remedy for the situation.Promotion.-Apart from the question of attendance, the child is often keptback for no cause whatever. An improvement has been noted in thisrespect, but there is still room for further improvement. It often happens thatthere is very little connection between the child's age and the class in whichhe is placed. A child of IS is often in 5th Standard, and a child of 14 in 6thStandard in the same school.In a highly efficient school in the country, children in 5th Standard are usually12 years of age. It frequently happens that children in Standards VI and VIIare the same age-between 13 and IS.The Programme, VII, VIII.-There is no special work prescribed on theprogramme for Standards higher than 6th, and some teachers conclude from thisthat no special efforts are required of them in dealing with these classes, andthat the only thing to be done is to leave the pupils to continue the work theyhave been doing.In two-teacher schools (which constitute the majority of our schools)Standards Ill, IV, V, VI and higher are in charge of the Principal. It is impossiblefor him to do anything for the child who is beyond the 6th Standard.Indeed, his efforts are limited even in 6th Standard. He is fully.occupied withStandard V, and it is to the weak class that he devotes most of his services.He cannot do otherwise. Furthermore, there are very few pupils in the standardshigher than 6th, and in many cases the accommodation is insufficient.When there are three teachers in the school, a great deal more can be donefor the bigger pupils.With regard to this matter, the most important fact is that when a childreaches the age of I2 he requires to be directed rather than taught. Henceforthhe should learn things for himself, under the direction of the teacher. Perhapsthe worst fault in teaching is that children are not trained to acquire knowledgethemselves. A beginning should be made in Standards III and IV. If this weredone generally, the pupil would be well able to help himself on reaching the ageof I2, and would have acquired a habit which would stand to him during his life.In those schools which have been amalgamated recently there are usually4, or sometimes 5, teachers in charge of 70-IOO pupils. A marked improvementis noticeable in the higher classes as a result, but these schools will not alwaysbe as fully staffed as at present.Women-teachers.-A number of women-teachers are principals of mixedschools. Some of them are very good, but many of them are unable to copewith the bigger boys. It is not possible to make a rule dealing with these cases,but a decision can be given on each individual case.Buildings.-Notwithstanding all that has been done to them during the pastfew years, the buildings are still far from satisfactory; many schools requireadditions, and a number of others would need to be replaced by new buildings.The Life of the District.-Inspectors are all agreed that education is notbrought sufficiently into touch with the district.TRANSLATION OF REPORT AT PAGE 83.TEACHING OF THE LANGUAGE.General.-The features which characterise the teaching of Irish in theSecondary Schools have undergone no great change since the last report wasissued. 'While several of the defects referred to in that report still remain tobe remedied it is nevertheless true that the standard of the instruction givenshows a continuous upward movement, and the teachers generally deservemuch credit for the pains they have taken to increase their knowledge of thelanguage and to improve their methods of teaching. Simultaneous with thisupward tendency in the Secondary Schools there is to be noted a continuousimprovement in the knowledge of Irish possessed by pupils coming from theNationa.l Schools. and if the standard of Irish in the Secondary Schools is higher

223-than at any previous time, some of the credit for this must go to the National'Teachers. In the case of Private Schools there is no improvement to record;in general, the knowledge of Irish possessed by pupils from such schools isnegligible.In some of the schools the teaching of the language is regarded as a nationalduty, and the standard attained is correspondingly high. In others, whileIrish is on a pat with any other subject on the programme, it is neverthelessbeing taught well and efficiently. In addition to these there is a small number'of schools in which the position of the language is definitely unsatisfactory.'The failure to reach a satisfactory standard is in some cases due to the factthat Irish occupies the position neither of a fundamental nor of an ordinary.subject, but of an "extra" which is studied by a small proportion of thepupils. The pupils studying the language have, therefore, the choice of doing--extra work over and above that done by their fellow-students or of giving upthe study of some other important subject which is being taught to the rest ofthe school. It happens also in some cases that parents are required to pay-extra fees for the teaching of Irish. In such cases as those mentioned an absence-of enthusiasm for the language is not to be wondered at.Phonetics.-It is very seldom that one witnesses a good lesson on phonetics'in the schools, actual practice of the sounds of the language being too frequentlyreplaced by learning of phonetics out of a book. The matter of phoneticsrequires particular attention in places far removed from the Irish-speakingdistricts, and especially in the towns of the east. In the west, and in districtsnot too far removed from the Gaedhealtacht, many of the characteristic sounds

224The following table shows the progress of instruction through Irish in theschools during the last six years:-Schools in Classes B (I),School Class A Schools, i.e., Schools B (2), i.e., schools in which·Year. in which the whole part of the instruction is giveninstruction is given in Irish. through. Irish1924-25 2 191925-26 5 371926-27 11 411927-28 13 541928-29 18 57Applications 21 65for 1929-30.The distribution of the schools which have applied for admission to Class Ain the current year is as follows :-Connachtl_eiuptulUlsterMunster1232When Class B (2) was established it was expected that it would serve as astepping-stone for schools desiring to enter Class B (I) or Class A, but requiringtime to make the change. It has not, however, always operated in this way,and there are several schools which, although they have been in Class B (2) forsome considerable time, show no evidence of any desire to proceed further.What usually occurs in the case of these schools is that History and Geographyare taught through the medium of Irish each year to one of the lower classes.This mode of instruction is not continued in the higher classes, and in generalthe pupils receive instruction through the medium of Irish for one year only oftheir school course. This policy seems of doubtful value whether from thepoint of view of Irish or of general educational efficiency.Of the 19 schools in Class B (2) in the school year 1925-26, only one hassucceeded in entering Class A. Three of these schools have since enteredClass B (I), seven remain still in Class B (2), while eight have ceased to giveany instruction through Irish.Eighteen schools were admitted to Class A in the school year 1928-29, oneof these being a new school. Of the seventeen others, eight entered Class Awithout passing through Classes B (I) or B (2), six began with Class B (I), butwere never in Class B (2), while none of the three remaining schools, which usedClass B (2) as a stepping-stone, remained more than a single year in that Class.The following tables show the success of the pupils from schools of the variousclasses in the Certificate Examinations of 1929. They give the percentage ofthe pupils examined who passed with Honours, who passed without Honours,and who failed.GIRLS'(a) LeavingSCHOOLS.Certificate.Passed with Passed without Failed.Honours. Honours.Class A . . .. 61.0 24.1 14·9Class B (I) .. .. 57.1 28.6 14·3Others .. .. 37·3 29·7 33.0

225(b) IntermediateCertificate..'Passed with Passed without Failed.Honours.Honours.Class A ·. ·. 25·4 45.2 29·4Class B (r) ... · . 28·9 53·3 17.8Others .. · . 17·9 5I.4 30.7IBoys'SCHOOLS(There was only one Boys' School in Class A.)(a) Leaning Certificate.Passed with Passed without Failed.Honours.Honours.Class A . · . · . 66·7 00.0 33·3Class B (1) .. · . 28.0 28.0 H·oOthers ·. · . 38.5 35.8 25.6•(b) Intermediate Certificate.________________________Class AClass B (I) ..Others. I Passed with Passed withoutH_'o_n_o_u_r_s_' I H_o_n_o_u_r_s_·' I ~ _19·63! ·933·350.344.0Failed.66,730.124.0The following table shows the number of pupils on roll in the schools of eachiClass, the number presented for examination, and the percentage of those 0111roll who sat for examination in 1929:-Number who sat I Number who satTotal for % for%on neu. I Leav inv 1 Intermediate-- --------- I Certificatc, I C_e_r_tl_'fi~c_a_t_e_, _Class A . . I, 12 6 60 5 .3 170Class B (1) •. 1,3961 49 3·5 175Others 23,051 701 3.0 2,584. ,15.1,12·5:11.2The above tables do not include the pupils from the Lreparatorv Colleges nor':the pupils from Primary Schools who were permitted to present themselves forexaminations, Of the pupils from the Preparatory Colleges; 72.3% of thoseexamined obtained passes with Honours, 23. I % passed without Honours, and·4.5% failed. ' ,THE SCHOOLS AND THE LANGUAGE RFVIVAL.While it may be taken for granted that the revival of Irish cannot be effectedwithout the active co-operation of the schools, the question whether the schools' -unaided efforts can accomplish this purpose is another matter, and is a question:which it seems will shortly call for investigation, In many districts-Inwhrch .Irish is being 'well taught in the schools, the language has little existence outside·

226the school walls, and as far as the general use of Irish in the district is concerned,Ii ttle progress seems to have been made in the last ten years. In spite of-excellent instruction at school, it appears to be true that few of the pupils speakIrish outside ot school hours, and a still smaller nurr.ber can still be classified asIrish speakers a few years after leaving school. The Irish they have learnt atschool is lost in the amount of English with which they have to deal on leaving·school. English is the language of their sports and pastimes and of their means-of earning their livelihood, while Irish remains a school subject closely relatedto lessons and examinations-things which every boy and girl wish to leavebehind them on passing out of school. Under such circnmstances it is inevitablethat a very considerable part of the work done by the schools must fail to bearfruit, and failing help from outside-such help as might be given by some:national body which would devote itself to the care of the young people wholeave school-it may well be that the revival of the language may prove to bebeyond their powers.TRAXSLATIOX OF CHAPTER X. (PAGE 131).THE PUBLICATIONS C01\I1\IITTEE.This Committee was appointed in 1926 to read and consider 1\1SS.submittedby writers of Irish and to advise the Department as to those which would besuitable for publication. In addition, the Committee gives consideration toproposals for re-publishing Irish books of merit which are now out of print.Having regard to the conditions which obtained a few years ago, when thepaucity o1tbooks in Irish, especially suitable books for teaching purposes, operatedto a considerable extent against the work of reviving the language, it is gratifyingto record that the work of this Committee has already resulted in a substantialaddition to the number of books in Irish, both text books proper, and readingbooks. The number of books in Irish produced by Irish publishers during thepast few years also shows a steady increase. There are now available text-books.in Irish dealing with Arithmetic, Algebra, Geometry, Irish History and Geography,Science, Book-keeping, Shorthand, Cookery, l\Iusic (Tonic-Solfa), Drilland Xaturc Study. Of these, text-books in Geometry and Arithmetic have beenpublished on the recommendation of the Committee. Text-books in AdvancedAlgebra, Physical Geography, Structural Geography, Xeedlework, EuropeanHistory, and Irish History, are at present being prepared under the Committee'sdirection. In addition, school editions of Latin and Greek texts arc in courseof preparation by the Committee.The position in regard to books in Irish other than text-books also showsmarked improvement. The Committee deals with the publication of two classesof such books :-(I) Those regarded as suitable for publication as Reading Books for thepupils of the Secondary Schools, and(2) 'Works of General Literature in Irish, both original compositionsand translations, for reading by the general public.Twenty-four books falling under the first of these categories have beenublished under the Department's Scheme up to the present, while 20 Worksf General Literature in Irish (four of them translations) have been published.Many other books suitable for use as reading matter in Trish (includingVolumes of Short Stories, Essays, Translations of works of fiction from otheranguages, Plays, Poetry, Devotional books, etc.) are in preparation, and it is'expected that a very considerable increase on the figures of published workswill be attained before 1931.Since the first meeting of the Publications Committee it has dealt with-z70 MSS, of original works in Irish and with 88 translations. Many of the 1\15S..submitted had to be returned to the authors as unsuitable. In this connectionit may be mentioned that no MS. was read by less than two members, andthat some have been read by three or four prior to decisions being taken-concerning them.Two competitions for translators of Irish have been held under the Committee'sdirection, as a result of which a substantial increase in the numberof translations submitted has been secured. It is intended to hold a furthercompetition of this kind in the near future.

'2'27The Department has offered for competition a Prize of £150 for the bestoriginal novel in the Irish language submitted to it before the 21st July,1930. The winning novel will be published by the Department free of cost tothe author, and the book will become the property of the author when theactual costs of its publication shall have been recouped out of sales. Othernovels submitted for the competition, which fall below the standard of the'winning book but which nevertheless may be deemed worthy of publication,may also be published on the same terms, if they are of sufficient merit.It is proposed, further, to afford substantial financial' inducement to writersof non-fictional works in Irish, and it is proposed to offer snms ranging from£150 to £250 for books of merit, such as History and Biography. The Authorsselected will be commissioned to write works on certain subjects to be selectedby the Department, and the books if approved will be published on the conditionsas to eventual ownership mentioned in last paragraph. _The Department is glad to be able to state that it is satisfied that the numberof readers of Irish shows a steady increase, both in the schools and among thegeneral public. In the Secondary Schools, especially, the increase in the numberof Irish books read is very marked. The teachers have it in their power to domuch to foster a taste for reading Irisn , Many of them are striving to imbuetheir pupils with a love of reading, and it is expected that when these pupilsleave school they will continue to take a live interest in Irish literature. Theactivities of the Publications Committee, together with the revival andenlargement (under another Government Scheme) of a number of periodicalsin Irish, will clo much to provide the necessary reading matter.Opportunity may be taken to mention here the work of the Department'sCommittee on Terminology. This Committee has already published twobooklets giving the Irish equivalents of technical terms used in the teachingof (1) History and Geography, and (2) Grammar and Literature. It is hopedto issue further booklets in the future, dealing with terms for Science, Commerce,:\Iusic, Housewifery, the legal and medical professions, etc.The following are the conditions under which writers of Irish are assisted bythe Publications Committee :-1. The :\ISS. of a book to be published under the Scheme must besubmitted to the Department for criticism, and the author mustagree to make such corrections or alterations as the Department'sadvisers consider necessary., An author may submit an outline of a proposed book and a schemeof treatment of the subject for the approval of the Department,but such approval, if given, will not involve any undertakingthat the book will be accepted for publication if it be not consideredsuitable when in its completed form.3. The Department reserves the right of refusing to accept for publicationany book without stating it reasons.4. The author shall guarantee that any book submitted for publicationdoes not violate any existing copyright, and shall undertake toindemnify the publishers of the book and the Department atEducation from any proceedings against them or costs incurredby them as a result of any such infringement of copyright.5. A grant, varying in amount according to the importance and valueof the book, may be paid to the author; one-half of this grant tobe paid when the book is accepted by the Department for publication,and the second half when the final proof of the book shallhave bcen passed to the printers.6. The decision as to the format and binding of the book, the style oftype to be used, the price at which it is to be sold, the number ofcopies to be printed in the first instance, and the question ofstereotyping or retaining type. shall rest with the Department inconsultation with the Stationery Office, but consideration shall begiven to any representations the author may desire to make inthese matters.7. Arrangements for the publication of a book accepted under theScheme will be carried out by the Stationery Office, whoseproperty the book will remain until the profits arising from itssale have amounted to the expenditure incurred in its publication"-hen the profits arising from the sale of a book have defrayed thecosts of its production, all rights in the published book, includingany stock DJ unissued copies, will pass to th.e author