846 < KEPORT — 1902. 



Association, as it may be attributed directly to tlie Committee of Section B, 

 appointed in 1887. 



The ' Results System,' having outgrown its usefulness, has given place to an 

 ' Inspection System.' 



Practical instruction in National schools before the change took the form of 

 needlework in girls' schools and a little practical science in a very few boys' 



schools. 



The following subjects are now introduced into the curriculum: — («) Manual 

 instruction; (b) drawing; (c) cookery; (d) laundry work ; (e) needlework; 

 ( f) singing ; (ff) physical exercises ; (A) elementary science. 



Most of these subjects are quite new to the majority of the 13,000 teachers, 

 representing 9,000 schools. 



To give some preliminary training to these teachers a head organiser and staff 

 of sub-organisefs have beeh appointed for each subject. Classes are established iil 

 centres all over the country, which teachers in the neighbourhood attend ; grants 

 are made towards the travelling and personal expenses of teachers attending these 

 classes. 



The convent schools, which deal with one quarter of the girls in National 

 schools, form a distinct feature of such an organisation in Ireland. 



The manual instruction is of that kind generally known as haud-and-eye 

 training, comprising paper-folding, bricklaying, cardboard and wire work. 



In elementary science the typical course for boys and girls is based on the 1889 

 recommendation of the British Association Committee. 



Teachers attending training courses must perform all experiments of the 

 course themselves. Free equipment grants of apparatus for manual instruction 

 and elementary science are given to necessitous schools. Very few schools at 

 present have laboratories, but at the same time a great deal of individual experi- 

 menting can be accomplished. Object lessons are allowed as a substitute for a 

 systematic course of instruction in experimental science, but these must attempt 

 to achieve the same results as the science lesson, viz., accurate habits in observa- 

 tion, work, description, and reasoning. 



The seven training colleges of Ireland have all made adequate preparation for 

 dealing with the new conditions of instruction. 



The Commissioners have left no stone unturned to make the changes a possi- 

 bility and a success. They have provided an expensive organising staff, conducting 

 classes involving great expense both in equipment .and travelling of teachers. 

 They have provided free equipment grants for schools, and, in order to ensure 

 efficiency in inspection, have enabled all inspectors to become thoroughly acquainted 

 with all details of the working of the new programme. 



The work and enthusiasm of the teachers attending these classes have been 

 beyond all praise. These training classes have been made a really useful and efficient 

 factor in the progress of this educational revolution. With regard to the new 

 programme — which is probably, on paper, the best scheme of primary instruction in 

 existence — we must ask for a little educational faith on the part of authorities and 

 inspectorate. 



In an over-weighted timetable some co-ordination of subjects seems urgently 

 necessary. 



Practical instruction in the National school is to-day in Ir(3land, among many 

 educational problems of importance, probably the one of most urgent importance, 

 in that upon its successful introduction depends the future of technical instruction. 



2. Intermediate Education in Ireland. By R. M. Jones, M.A. 



3. Intermediate Eskication in Ireland. By Rev. Father MubphY. 



