372 REPORTS ON THE STATE OF SCIENCE, ETC. 
crowd as the first, it at least tended to make it felt that the chief danger iti 
forming a judgment on contemporary History lies not so much in being un- 
able to come to any definite conclusion, but rather in forming conclusions 
rashly on insufficient evidence. If the experiment has done anything, as 
we think it has, to help us to realise how History is written, and to enable 
us to base our judgments on a critical attitude, it has already done much 
towards helping on the study of History. It has, at any rate, given an 
outlet for the interest in present-day events that is evidently widespread in 
most parts of the School.’ 
M. J. O. 
H. W. H. 
SECTION IV. 
Scotland, Ireland, Wales. 
SCOTLAND. 
Primary Schools —The Fifth Schedule to the Day School Code prescribes 
‘certain studies bearing upon matters which it is of concern that all the 
pupils should know, whatever their occupations in after life are to be,’ includ- 
ing laws of health, money matters, the Institutions of Government under 
which we live, the Empire, &c., and the explanatory circular states that 
the information should be such ‘as will help to make intelligent and patriotic 
citizens. Pupils should have ‘a direct knowledge of their own neighbourhood, 
of its historical monuments, and of the machinery of its Local Government.’ 
Secondary Schools.—There is little or no direct teaching of Citizenship ; 
but the teaching of History, which is insisted on, is no doubt valuable in 
this connection. On the other hand, there is much more effort to develop 
self-government than in the Primary Schools. 
Among some interesting replies the following, from a Headmistress, may 
be noted : ‘In my experience girls at the adolescent stage have less of the 
power than boys have of taking things easily. They are apt to be over- 
conscientious about... duties that are entrusted to them, and I have seen 
among the prefects that even the limited duties that we impose upon them 
do lay on them a burden of responsibility which they feel, and which I 
should be very sorry to increase further.’ 
IRELAND. 
A course of lessons in Citizenship is compulsory in all Irish National Schools, 
although no definite instructions are given as to the extent of this course. 
There is no such requirement for Intermediate (Secondary) Schools. The 
following extracts from a letter received give some idea of the difficulties 
surrounding Secondary Education in Ireland :— 
‘Perhaps you will be interested to know about the position of Secondary 
Schools and teachers in this country generally, and in this locality in particular. 
‘1. For many years this branch of education has been starved in Ireland. 
Grants admittedly equivalent to those given in England and Scotland have 
been withheld by the British Treasury. Education Bills have been passed 
for England and Scotland; none for Ireland. Teachers in England and Scot- 
land get at least a living wage and a pension; Secondary teachers in Ireland 
are scandalously underpaid, and at present on strike. One result is that many 
Secondary teachers are leaving for posts in England and Scotland. The 
position is unbearable, and unworthy of a great Empire like ours. 
‘2. This particular School is struggling to give a Secondary education to 
over 200 boys and girls. There is no endowment and no local rate; very 
moderate fees are charged and very meagre grants obtained from the Board 
of Education. Out of this income a debt is being paid off, rent of buildings, 
teachers’ salaries, upkeep, apparatus, equipment, &c., all have to be met. 
To crown all, the landlord, who is an absentee, living in England, will not 
even rent to us a field for the development of our school sports, although there 
is a derelict demesne with plenty of grazing land available. About 250 old 
