XIX Irish Education Under the Union89
By Godfrey Locker Lampson, M.P.
Education is probably the most sorrowfully dull of all dull subjects. It is difficult to repress a yawn when the word is mentioned. Yet we owe everything to it that we value most. Through it we become emancipated citizens of the world. Through it we are able to appreciate what is beautiful and what is ugly, what is right and what is wrong, what is permanent and what is merely transitory. If the people of a country can make it their boast that they are truly educated, they need boast of little else, for all the rest will have been added unto them.
It will be found next to impossible to draw any argument for Home Rule from the history of Irish Education during the last decade. Indeed, if a Nationalist Parliament were now to be established in College Green, it is more than probable that the progress made by educational reformers since 1900 would be largely thrown away, and the prospects of still further improvement endangered and perhaps destroyed.
What has been done in the domain of Irish Education, and what still remains to be done? Leaving out of account the problem of the Universities, which, so far as can be seen, has at any rate been temporarily solved—and solved, let it be marked, under the Legislative Union, with the participation and consent of the Nationalist party—there are two broad branches of the educational tree which every year are growing in volume and putting forth finer leaves and fruit. Primary and Secondary Education, by far the most important parts of the Irish Educational system, if only allowed to continue their development, tended with care by those who have the interests of the younger generation at heart and left unmolested by the poisonous creepers of political prejudice, will be found to do more for the increase of Irish prosperity and the establishment of national and religious concord than any device for legislative separation that the wit of man can frame. Not that educational reform is not sorely needed. Far from it. There are few aspects of Irish life where reform is more urgently required. But let it be reform, as far as possible, along existing lines of progress, and in full recognition of religious susceptibilities and of certain stubborn facts which may be deplored, but which it would be unwise to ignore. Let it be reform undertaken and pursued on the advice of those who understand this question and are in sympathy with its peculiar difficulties, and let not the Treasury turn a deaf ear to the demands of reason, when a few extra thousand pounds might make all the difference between failure and success. Above all, let it be reform unembittered by the strife of creeds warring for supremacy in an Irish House of Commons. Let it reap the advantages of a continuous policy undisturbed by the rise and fall of local Ministries and the lobbying and log-rolling of sects and factions. Treat it, as it is being treated to-day, in a calm spirit of inquiry and recommendation, and the richest blessing of the Legislative Union will be an Ireland at peace within herself, honoured for her learning, distinguished by her refinement, and intellectually the equal of any nation upon earth.
Primary Education90
The National Board which presides over Primary Education has shown itself, under the Union, singularly free from prejudice, either political or religious. During the last few years it may be said to have changed the face of the National schools in Ireland, and in a large part of the country has contributed to make primary education what it ought to be—not a mere glut of random scraps of knowledge, not a mere conglomerate of facts, dates, and figures, undigested and unassimilated, of no practical use to the pupil in his later life, and stifling any constructive powers of thought with which he might have been born, but a system of self-development and self-expression, with the future of the pupil as a citizen in view, rather than his mere monetary value in the shape of school fees. This in itself is a remarkable stride in advance, which the Separatist will find difficult to explain away. Who will be so bold as to calculate the harm which was inflicted by the arid and artificial system of “cram,” introduced in 1871, but now fortunately abandoned in the National Schools, which had only one object in view—the money grant that was made proportionate to the output of heterogeneous lumber that could be retained by the pupil until called for by the examiner? Surely, the great aim of education should be self-culture, the development of the mind, body, and character of the pupil, consideration being had to the career he is likely to pursue in the future. This the National Board has realised in time, and it is owing to its efforts and the co-operation of men and women of all shades of opinion who labour in the schools that such signal improvement has taken place during the last few years.
Apart from this larger question, there are various other features of the National Schools that ought not to be excluded from this brief review. Some of them are evidence of progress made, others of grievances which still require redress. No one will deny that, taking Ireland as a whole, the structural character of the school buildings has been greatly improved in recent years, and that the cleanliness of school premises, which still leaves a good deal to be desired, is attended to with far more care than it used to be. In days gone by, the Board could grant only two-thirds of the estimated cost of a new building of the cheapest and shabbiest description. The result was that, for a whole generation, a low standard of school-house was stereotyped, and the requirement of a local contribution entirely prevented the erection of new school-houses in poor districts where they were most needed. The new plans, on the other hand, are designed according to the most modern ideas, and as a local contribution is not insisted upon in impecunious districts, where valuation is low, the Board can grant the whole of the cost where necessary. It is easy to appreciate what a difference this important reform must make, not merely to the landscape or to the comfort and health of the children, but to the general efficiency of pupils and teachers alike. There is, however, still much room for improvement. The grants hitherto given have been sadly inadequate, and in order to provide suitable school buildings, even in those cases alone where the present structures are actually a danger to the health of the children, it would be necessary to make grants at the rate of about £100,000 a year for the next 4 or 5 years, after which they might be reduced to £50,000.
Another satisfactory development is the increase of teachers’ salaries which has taken place during the last two decades. In 1895, the average income from State sources of principal teachers in primary schools was £94 in respect of men, and £79 in respect of women. By 1910, it had risen to £112 and £90 respectively. Notwithstanding this, their financial position, especially in large and important schools in centres where the cost of living is high, is not yet as good as it ought to be, if it be compared with that of similarly situated teachers in England and Scotland. As for the incomes of assistant teachers, they also have risen in the same period from £61 for men, and £49 for women, to £81 and £68 respectively, and the money, though still insufficient, is now being paid for a better article. Readjustment of numbers in the higher grades of national teachers is also required, so as to enable all efficient teachers who have complied with the conditions of service to receive the increases of salary to which they are entitled. The cost of such a readjustment would be about £1,000 a year for the present, but the expense would gradually increase, and might ultimately amount to £18,000 per annum. For the convenience of the profession, it is also desirable that salaries should be paid monthly, instead of quarterly, to the teaching staffs of the schools. The expenditure (non-recurring) required under this head would be about £280,000, with an additional yearly sum of £5,000, due to increased cost of administration. That a Dublin Parliament would welcome or even less be able to satisfy these various demands upon its purse without further taxation is extremely improbable, especially in view of Mr. Birrell’s warning that the finances of Home Rule would be a very “tight fit.”
Since 1900, a period of training has been required from the principals, and this rule has recently been extended to assistant masters. In fact, the qualifications demanded of national teachers in Ireland are much higher than in England. When all the foregoing changes are considered, it will be quite evident that not only must the teachers benefit from them, but that the children cannot fail to benefit as well. Indeed, it is these various reforms which, in all probability, have conduced to a better school attendance than could be boasted of in the past. Many an educational reformer has had cause to wring his hands over the meagreness of attendance in days gone by. Even to-day it is not as it should be. It is lower than in England and in Scotland, but it has steadily risen, and continues to rise, and stands now at about 71 per cent., an advance of between 30 or 40 per cent. upon what it was less than 40 years ago; a fact which is certainly remarkable, when the poverty of the population and its scattered character are taken into account.
Another evil which the Board has had to fight has been the mushroom-like multiplication of small schools. It is hardly necessary to emphasise what must be a manifest disadvantage for any authority which is trying to raise the standard of educational efficiency in a country. This multiplication was largely due to the fact that Protestant Schools were accustomed to receive grants when they could maintain an average attendance of 20 pupils, quite irrespective of how many other schools of the same or a similar denomination there might be in the immediate vicinity, and whether they were really wanted or not. How far these grants were conducive to unnecessary multiplication may be gauged from the fact that, whilst there were 6,500 schools in operation in 1871, when the population of Ireland was five and a half millions, there were 8,692 in 1901, or 2,000 more, when the population was a million less. This vast and unprofitable growth in the numbers of educational establishments could be stayed only by drastic regulation. Where neighbouring mixed Catholic or Protestant schools cannot show an average attendance of 25, they are now obliged to amalgamate, and the same result has to follow if neighbouring boys’ and girls’ schools fall below an average attendance of 30. These regulations have had the desired effect, and no less than 300 superfluous schools have been absorbed in this manner during the last five years.
Before leaving the details of the National Schools, some mention should be made of the conspicuous improvement in the curriculum which has taken place in the first decade of the new century. Formerly, it was hidebound, bloodless, unintelligent, and useless. Now, it does what it can to cater for the practical side of the pupil’s future life, and is designed with the object of helping him to think out problems for himself and of equipping him with any knowledge of the historic past which may serve him, not as a collection of antiquities, but as example and precept. During the last twelve years an astonishing advance has been made. In 1899, Hand and Eye training (including Kindergarten) was taught in 448 schools, in 1910 it was taught in 6,010. In 1899, Elementary Science was taught in 14 schools only, in 1910 it was taught in 2,400. In the former year Cookery was taught in 925 schools, in the latter year in 2,665. In 1899, Laundry Work was taught in 11 schools, in 1910 in 691. If this is not progression—and progression under the Legislative Union—to what can the predicate be more truthfully applied? Statistics are apt to be barren and uninforming and can be adapted, with almost equal plausibility, to support the arguments of either side; but these figures are eloquent and speak for themselves. They embody a large and vital portion of the history of Irish Primary Education, and are a proof of the interest which is being taken in it and of the activity of the architects behind the scenes. Long may this spirit of progress flourish and enlighten the generations that are yet to come!
It is only fair to say that, amid a good deal of discouragement and not always intelligent criticism, the National Board has proved itself broad-minded and open to argument wherever the interests of Irish Education have been concerned. Although nominated by the Lord Lieutenant, and therefore not an elected body, it has never lagged behind public opinion. In the teaching of the Irish language, for example, it has shown itself peculiarly sympathetic. In fact, the experience of the Board has been, that the Irish parents are not quite so anxious that their children should be taught Irish as the Gaelic League would have us suppose. Indeed, the difficulty of the Board has been to maintain sufficient interest in the subject. Nevertheless, it has done its best. In 1899, teaching in Irish was provided in 105 schools for 1,825 children. In 1911, it was provided for 180,000 children in 3,066 schools, and during the same time bilingual instruction has been introduced into some 200 schools.
In spite of what has been, and is being done, further reforms in primary education are still unquestionably required, and can, moreover, be easily effected without any of the convulsions of a constitutional revolution. The salaries of principals and assistants, especially in large and important schools, ought to be increased. In particular, the Pensions Act needs modification, for, under the present Act, teachers who retire before reaching the age qualifying for a pension receive gratuities considerably less than the Old Age Pensions. Even those who qualify for pensions are very shabbily treated if they retire before sixty years of age. Building grants also should be increased, so that the constant applications for the rebuilding of bad premises could be met.91 The teaching of infants, greatly improved by the institution of junior assistant mistresses by Mr. Walter Long during his Chief Secretaryship, can be still further improved and brought up to the English standard; and the efficiency of primary education generally can be promoted in the direction of sympathetic appreciation of the real needs of the children, regarded from the point of view of thinking human beings, and not merely as recording machines.
The following desirable improvements may also be mentioned:—
(a) Encouragement of the teaching of gardening in connection with country schools for boys, at a cost of about £2000 a year.
(b) Provision for instruction in wood-work for pupils of urban districts, at central classes in technical schools, at a cost of about £4000 a year.
(c) The provision of medical inspection and the treatment of school children, which would cost about £30,000 a year, and dental inspection and clinics, which would cost another £50,000. This expense should be defrayed largely out of the local rates, one third, say £25,000, to come out of the estimates. There would also be the cost of supervision, etc., by the Education Department, amounting to about £5000 a year. Committees, as for school attendance, composed partly of representatives of school managers and partly of local authorities, could be formed for administration.
(d) A considerable impetus might be given to Evening Continuation Schools, on which about £10,000 a year is at present spent. A beginning could be made of compulsory attendance, and the amount of the grant doubled.
Much might be done in all these directions. Much has been accomplished already. The worst that can happen is that a separate legislature should be set up in Dublin, devoid of the requisite means, as it would most certainly be (unless, indeed, it had recourse to the rates, or the taxpayer) of financing Irish Education; swayed from side to side by the exigencies of the party programme of the moment; and temperamentally unable to look at the educational problem from the standpoint alone of the needs of the country in the way that it is now regarded. At present, under the Union, Irish Education is fortunately liberated from all appeals to party passion, and organised with but one end in view, the upbringing of the infant race whose possession is the future.
Secondary Education
The need for reform is more urgent and, in many respects, better defined in the system of Secondary than in that of Primary Education in Ireland. But the two ought to be closely interconnected, and in discussing one at least of the more important changes which it is desirable to introduce, the National Schools have as good a claim to be heard in the matter as their elder brethren.
Since 1900 great efforts have been made by the Intermediate Board to promote the interests of Secondary Schools and to supply the educational needs of those who want to equip themselves for the struggle of life in its various departments. In 1900, the Board of Intermediate Education was empowered to appoint inspectors, but it was not until quite recently, after many fruitless applications and under a threat of resignation by the Board, that inspection was placed on a business-like footing and a permanent staff of six inspectors appointed. But this, after all, is a comparative detail, and reform will have to strike deep indeed if the secondary schools in Ireland are to take their place as a living part of a living body.
The question of reform may be dealt with under three principal heads: (1) the abolition of the examination tests, (2) the inter-relationship between the Primary and Secondary systems, and (3) the position of teachers. Although there are other matters which will be briefly referred to, these are the three cardinal difficulties that beset the Intermediate Board to-day and obstruct the most public-spirited efforts to convert the Irish educational system into one organic whole.
(1) Although the mischievous principle of fees by results has disappeared for ever from the National Schools, it still clings to Intermediate Education, numbing and constricting, like some remorseless ivy limb, the growth and free exercise of the central stem and its branches, and preventing the natural sap from rising and vitalising the whole. It is not as though the rest of the world had set the seal of its approval upon this kind of examination. The contrary is the fact. Almost every country in the world has rejected this system as wholly pernicious, injurious for the pupil, demoralising for the teacher, and wasteful for the State. To regard the youth of the Secondary Schools merely as the geese that lay the golden eggs when the examinations occur, is to destroy the true aims of education and pervert the principle of rational development. In fact, payments to Intermediate Schools ought to depend largely on the results of inspection, and much less on written examinations, a change which would involve the appointment of a larger number of inspectors than at present exist. It is all-important that this alteration should be undertaken without delay. The mechanical agglomeration of lifeless snippets of information which characterises the present method is an absurd and antiquated remnant of the bad old times, and the sooner this part of the system is hewn down the better it will be for the conscientious discharge of the teacher’s duties and the self-respect of all concerned.
(2) As for any proper official relationship between the Primary and Secondary systems, it may be said as yet to be practically non-existent. That co-ordination of the two is essential—nay, vital—if Irish education is to be placed on a sound footing, may be appreciated from the fact that a large proportion, or 57 per cent, of the membership of Intermediate Schools is recruited from the schools of the National Board. There seem to be only two ways in which this co-ordination can be satisfactorily effected. Either the pupils must transfer from the National to the Secondary Schools at an age when they will be young enough to profit by Secondary instruction, or some sort of higher instruction must be given in the National Schools so as to fit the children, when they leave the latter at rather a later age, for the curriculum awaiting them in the Secondary system. It is the Treasury at the present moment, and the Treasury alone, that blocks the way to this reform. Since 1902 it has been asked to sanction the establishment of higher grade schools in large centres; the National Board also has repeatedly pleaded for the institution of a “higher top,” or advanced departments, in connection with selected Primary Schools in rural districts. But all these requests, founded though they have been on intimate knowledge of the requirements of Irish Education and a ripe experience ranging over many years, have been brushed aside by the officials at the Exchequer, although the cost would be only about £25,000 a year, on the very insufficient ground that the Development Grant has been depleted to defray the loss of flotation of stock for the purposes of land purchase. What, in the name of common sense, has land purchase to do with education? What indissoluble relationship is there between the two that the expenditure upon the one should be made dependent upon the requirements of the other? This niggardly and short-sighted attitude is hardly worthy of one of the richest countries in the world. It is but a matter of a few thousands, and surely the efficient training of the youth of Ireland is quite as important as buying out the Irish landlords and placing the Irish tenant in possession of the soil. The result of the present want of co-ordination is that the clever pupil is now kept far too long in the lower school. There he remains, kicking his heels until he is sent up to the Intermediate School at 15 or 16—much too late an age at which to begin the study of languages. The Primary teachers are, of course, only too pleased to retain the clever boys as long as possible in the National Schools, but it is unfair to the children, and is robbing the community of services which might be rendered to it by these pupils in the future if fair opportunities were afforded them of training themselves while there was yet time. Without higher grade schools, without scholarships, without at least some system of a “higher top” in connection with the Primary Schools, there can never be proper co-ordination of administration, and education in Ireland will never be able to progress beyond a certain point. The Christian Brothers have set the Treasury a good example in this matter. In their schools there is close co-ordination of primary and intermediate education. Promising boys in the fifth standard are removed when they are 11 or 12 years of age into the higher schools and thus given an opportunity, at the most receptive period of their lives, of acquiring knowledge which they will be able to turn to good account in after life. Over and over again has the National Board attempted to persuade the Treasury to adopt a similar system, but hitherto without avail. The crust of the official mind has been impervious to every appeal. There seems, indeed, to be now some chance of the establishment of scholarships for pupils in primary schools, but unless an intelligent mind is brought to bear upon it, and the scholarships limited, as in England and Scotland, to pupils under 12 or 13 years of age, the same unfortunate result will follow, as in the case of the Society for Promoting Protestant Schools and other similar bodies, where the scholarships have turned out to be a practical failure. An exception, however, as suggested by Dr. Starkie, and as allowed in Scotland, might be made in favour of the best Primary Schools. That is to say, where satisfactory Secondary teaching is given at a Primary School, the pupil might be relieved of one or two of the three years he is obliged to spend in the Secondary School before he can compete for the Intermediate Certificate which is awarded at 15 years of age.
The argument is sometimes used that the establishment of higher grade schools would lead to unfair competition with the Intermediate Schools already in existence. No one desires to do this. Where the Intermediate Schools already hold the field, such overlapping can easily be avoided by proper administrative co-ordination between the National and Secondary systems. Where, on the other hand, there is a dearth of Intermediate Schools, as in Connaught and Kerry, higher grade schools can, and should be established without any risk either of overlapping or competition. They would supply a want which is deplored by all educational reformers, and make their influence felt far outside the mere circle of the schoolroom. A private commercial school has already been founded in Kerry and has continued for some time without State help, but, through want of encouragement, it has recently been compelled to adopt the programme of the Intermediate Board, which is entirely unsuited to its particular aims. Surely, private enterprise of this kind ought not only to be welcomed, but stimulated by a State grant, and everything possible done to encourage schools to develop along their own lines. At the present moment, they are bound hand and foot by the examination rules of the Intermediate Board, and it is quite impossible for any central authority, however eagle-eyed and sympathetic, to appreciate the peculiar atmosphere and wants of every locality. In such cases, local initiative is far more valuable than red tape, and more likely to result in an intelligent interest in his pupils and subject on the part of the teacher.
(3) The position of the Secondary teachers, especially of lay assistant teachers, cries aloud for reform. In fact, their case is an acknowledged scandal. How can any one expect that the training of the youth in the Secondary Schools can be really satisfactory when the teachers are so miserably underpaid, when the elements of self-respect are given no room in which to develop, and the whole profession are treated rather as beasts of burden than as a noble and responsible body to whom is entrusted much of the destiny of the race? The question of reform is here largely a question of money. There are signs that this fact is becoming more appreciated as the years go by, and it is devoutly to be hoped that before long the teaching profession in the Secondary Schools will have no more to complain of than the Primary teachers, or than is usual in even the most cared-for and prosperous professions in this our imperfect world. Salaries, pensions, a register, security of tenure, opportunities of proper training—these may be said to embody the chief requirements of Secondary teachers at the present moment. In existing circumstances there is no attraction for competent men and women to enter the teaching profession so far as Intermediate education is concerned. The most incompetent crowd into it, although there are many exceptions, and teaching is regarded as a stop-gap during periods of impecuniosity rather than as a permanent career to be proud of and to be worked for. The salaries are beggarly—considerably lower than the incomes of the teachers in the Primary Schools. In 1908, the average salaries of principals in the Primary Schools were £112 for men and £90 for women, and in the County Boroughs £163 and £126 respectively, whilst in the Secondary Schools lay assistants were paid about £80 per annum. In view of this, surely the demand that is being made on behalf of highly qualified Secondary teachers is not exorbitant, namely, salaries of £100 to £300 for men and of £80 to £220 for women. If the maximum rate were £150 for men and £100 for women the cost would be £220,000 a year. Where is the money to come from? Will a Nationalist Parliament be prepared to find it, and if so, from what source? Ireland is a comparatively poor country and is not in a position to bear much more taxation. The Intermediate Board, with its present resources, cannot afford to step into the breach, and the only solution seems to be that the British Exchequer should come to the rescue and that the Board should be granted the means of dealing with this all-important matter, the neglect of which is having a most injurious effect upon the efficiency of the Intermediate Schools. It has been suggested that a half-way house might be found, that the Treasury should grant £60 for each assistant master and £40 for each assistant mistress, and that the remainder should be raised by the authorities of the schools under the direction of the Board. This alternative scheme would cost the State about £88,300 a year, but, like all makeshifts, would not effect a real settlement of the difficulty, creating, as it would, a patchwork system of payment which might break down at any moment. On the other hand, let the settlement be a generous one, and the return will be a hundredfold in added efficiency, a higher sense of duty, and an increased personal interest on the part of the teacher in the class of which he has charge.
In close connection with the question of salaries are those of pensions and security of tenure. The pensions of the Primary teachers, inadequate though they be, would be looked upon as a provision of the most munificent kind by the poor men and women who enter service under the Intermediate system. The Primary teachers, moreover, can fall back upon subsidiary occupations if they find that their salaries are insufficient for their maintenance. They can run a little farm or keep a shop or do other remunerative work, but the assistants in Secondary Schools are debarred from these methods of supplementing their exiguous wage. Those terrible words might, without any extravagance, be inscribed for them over the doors of their schools: “All hope abandon ye who enter here.” Something must be done. A starvation wage, with an adequate pension to follow, might be tolerable, a decent wage, without any pension, might be borne, but starvation at both ends is a disgrace to the Treasury while it lasts and one of the things which should be taken in hand without any further delay.
Security of tenure is equally important. How can a teacher be expected to devote the whole of his mental energies to his scholastic duties, how can any one expect him to throw himself heart and soul into his work, if there is always lurking in his mind the haunting fear of dismissal through no fault of his own? It is unreasonable to suppose that any human being can give of his best under these distracting conditions. In the National Schools a system of appeal has been in force for some time, and has been carried out with fairness on the part of those in authority and to the apparent satisfaction of the teaching profession. The dismissal order of every Roman Catholic manager has to be countersigned by the Bishop of the Diocese, and in the case of all teachers an appeal is now allowed to the Board itself, and is often utilised by Protestants. In fact, so far as the National Schools are concerned, the tenure of the Primary teachers during good behaviour is practically secured. Why cannot similar safeguards be introduced into the Intermediate system? An appeal to the Board in this case is not proposed by those who know all the circumstances best; but teachers in Roman Catholic schools might have the right of appeal, in the case of Diocesan Colleges, to the Bishop of the Diocese, or in the case of schools under religious orders to the Provincials or Generals, and Protestant teachers might be allowed to appeal to the Board of Governors of their schools, or they might sign an agreement, providing for a referee, such as the No. 3 and 4 agreements under the National Board.
A register of teachers is also required. Every existing teacher in the Intermediate Schools who satisfies the tests of efficiency should be placed upon it without delay. As far as future appointments are concerned, qualifications might be adopted similar to those which now obtain in the Scotch Department, e.g. (a) a degree in a University, or its equivalent; (b) a diploma following professional training for one year; and (c) two probationary years in a good school. Special terms would probably be demanded for those who, like Nuns, are precluded by their calling from attending lectures at a University.
These are some of the reforms which could, and should be introduced to make the teaching profession more efficient, more attractive for competent and clever men and women, and more of a permanent and honourable career than it has been in the past. Once again, it is not unreasonable to ask—How will a Dublin Parliament be able to provide the necessary funds? An extra annual sum of roughly £300,000 is required, in addition to a further sum of about £330,000 to meet non-recurring expenditure. These are, admittedly, moderate estimates. The matter, anyway, is now ripe for settlement, and procrastination can only aggravate the financial difficulty. So far as the educational problem is concerned, it is a manifest obligation upon the Nationalist Party to outline their proposals for the redress of these grievances, and to indicate the means by which they can be carried out, before a separate Legislature is set up for the people of Ireland.
Within the scope of these few pages it is not possible to comprise all the aspects of modern Irish Education which are worthy of discussion. What are most urgently needed to-day are the necessary funds to continue the good work which is being done, and to introduce the reforms that have been sketched above. Parsimony in educational matters is the most wasteful of all misplaced thrift. Let the reformers be dealt with wisely and generously, and the harvest will exceed even the expectations of those who are working most hopefully upon the problem. Withhold the funds on some niggardly and mistaken principle of petty economy, and the present progress will be discouraged and the educational tree become stunted in its growth. From an administrative point of view, nothing, finance apart, would contribute more to the efficiency of Irish Education than the amalgamation of the National and Intermediate systems, as well as of the Technical work at present administered by the Department of Agriculture and Technical Education, under one Board. The method of examination by the Department is far sounder than that which is forced upon the Intermediate Board by the Acts of Parliament under which it works. In the case of science, the two are to be seen working to-day side by side in the Secondary Schools, to the undoubted benefit of the scientific course, which enjoys a double subsidy from the State, and is subject to the superior method of examination by the Department, being treated as a detached subject and the candidates being passed en bloc. On the other hand, the obsolete method of examination by the Board tends to the serious disadvantage of the classical curriculum, the grants being made on the unprofitable results of a general examination of individual candidates, the class not being regarded as a whole, as is the case with the Department. By the repeal of the Intermediate Acts, and by the amalgamation of the various Boards into one, these anomalies would rapidly disappear, and for the first time a genuine system of co-ordination could be introduced into Irish Education, which would knit together the strength of all the parts and overcome many of the prevailing weaknesses, making the whole system what it ought to be, a living, growing, pulsating organism, developing and shaping itself with the life of the nation.
Is it conceivable that all this can he accomplished if the Union between the countries is rent asunder? What chance will there be of effecting this great settlement, which requires money and, above all, requires peace, when Ireland is plunged once again into the old internecine struggles of the eighteenth century? The warning is writ very large upon the wall, so that he who runs may read. The best hope for education in Ireland are the resources of Great Britain and a uniform policy undisturbed by party feuds. Neither of these can be looked for under a separate Parliament. Under the Union Ireland can have both, for the welfare of her children and the building of a noble history.
Footnotes
89 In writing the above I should like to acknowledge my indebtedness to the address published by Dr. Starkie in 1911 for many useful facts and figures.
90 See the 76th and 77th Reports of the Commissioners of National Education in Ireland—Cd. 5340, 1910, and Cd. 5903, 1911.
91 The residential buildings of the Commissioners’ Training College in Marlborough Street, Dublin, still require to be completed by the addition of a new residence for women students, at a cost of about £50,000 spread over three or four years.