only on paper as a fundamental principle of the National System" to which a reasonable objection might be entertained on religious or political grounds. The managers may, subject to the foregoing condition, select the books used in their schools for the purpose of secular instruction, but they are required to submit for the examination of the inspector the list of proposed books; " the inspector being bound, “in all cases of doubt, to forward copies of the book or books in question for the consideration of the Commissioners." Dublin Castle, which has the appointment of these, will take care that they are of the sort that will not allow little Irish minds to be poisoned by such absorbing, beautiful tales as are to be found in poor Alexander Sullivan's Story of Ireland.

The Irish language was, till recently, practically proscribedfor the same reason. It was uneconomic, interfered with the learning of French, German, Latin, Greek, Sanskrit, and other languages that would be so useful-for emigrants and Manchester warehousemen. It did not matter that it is the one language which, in addition to English, Irish children could be got to study and speak with a will. The true reason was, of course, that it was Irish, and like Irish history, regarded as a foe to the English connection in its present form. It has, notwithstanding, been forced on an unwilling Board of "National" Education, who must now pay special fees whereever it is taught. Small thanks to them for this; they resisted the reform as long as they could, and at length-to their disgrace be it said—were kicked into the present position by the less anti-Irish democracy of England.

The useful provision whereby "managers may, with the approval of the Commissioners, arrange the programmes of their schools so as to suit the needs of the locality," is found not to work; perhaps to some extent because managers, to get their arrangements sanctioned, have to satisfy so many people-subinspectors, head-inspectors, the Board,-who are all unwilling to be forced out of the routine and but too often suspect some evil design against English rule in any arrangement that does not emanate from themselves. It would be well if the people were accustomed to depend on and do for themselves; a prin

ciple which, if it applies to the action of the local managers, surely applies no less to the interference of Government Boards and inspectors of all kinds.

viii. RELIGIOUS INSTRUCTION, EMBLEMS, &C.

In practically all the National schools of Ireland there is religious teaching, consisting not merely of the reading of the Bible, or of instruction in the fundamental principles which may be supposed to be held in common by all Christian sects, but of instruction in the tenets peculiar to some religious denomination. In practice this religious instruction is paid for by the State, since the State-paid teachers will not be employed or retained unless they consent to teach the religion of the denomination to which the managers who have appointed them belong. Whatever exceptions there may be to this rule can be safely left out of calculation-they are so few.

In addition to this State-provided instruction, clergymen of the different denominations, or other persons approved by the parents and guardians of the children, have access to them, under conditions which are universally recognised as reasonable, to instruct them in religion. Thus, the Catholic schools, with which I am best acquainted, are visited regularly by the priests of the parish in which they are situated. Regular visitation of this kind is a duty imposed on the priests by the diocesan regulations and the decrees of the national synods. By a decree of the Synod of Maynooth (1900) every school in every parish is to be visited once a week-in special cases once every two weeks-by one of the priests of the parish, who is expected to see not only that the pupils attend regularly, but that they are properly instructed in the Christian Doctrine; and also to take care that neither from the books in use in the school nor in any other way are they exposed to danger in faith or morals. Priests, moreover, are bound to give religious instruction personally in the schools at least once a month.

To safeguard the fundamental principle of combined literary and moral instruction in National schools, as also to provide against danger of proselytism, there is a rule to the effect that

the time for religious instruction shall be so fixed, that " no child shall receive, or be present at, any religious instruction which his parents or guardians disapprove;" and shall not be "thereby, in effect, excluded directly or indirectly, from the other advantages which the school affords" (R. and R., n. 21). With this view it is arranged that a certain time-usually half an hour-be set apart for religious instruction; and it is a fundamental rule of the Board that during the remainder of the school day-that is, while secular instruction is going onthere shall be no religious instruction, prayer, or other exercises whatsoever. It is provided, further, that during the time of secular instruction no emblems of a denominational nature can be exhibited in the school-room.

No objection could be reasonably taken to these provisions; and none is taken, for schools which are attended by even one Catholic or Protestant pupil. There were, however, in Ireland, during the school-year 1906-7, 4,318 schools attended exclusively by Catholics, and 1,574 schools attended exclusively by Protestant children; that is, 5,892 out of a total of 8,602 schools, having an attendance of 506,399 out of 739,009 children-68.5 per cent.; and Irish Catholics find it hard to see any reasonable ground for refusing to allow these schools to be conducted on frankly denominational lines, as long, that is, as no child of a different denomination either is in attendance or is kept from attending. If Protestants have any objection to having their schools conducted in this way, why should their scruples avail to oust Catholic religious practices from schools which no Protestant child of any denomination attends? Though some of us do not attach very much importance to the presence of religious emblems in schools, we can see no reason for disallowing their use where all the pupils are Catholicin case the children's parents should wish to have them. Nonconformists, no doubt, object on principle to State aid for religious teaching; but as there is such State aid, why not have it as thorough as may be, as long as no child is prevented from attending the schools or exposed to danger of proselytism while in attendance?

With the reservation set forth in the last paragraph Catholics in Ireland are satisfied with the opportunities for religious instruction that are given in the National schools. In a Pastoral Address to their flocks issued from the National Synod of Maynooth in 1900, the bishops say that although "in its first conception the system of National Education was thoroughly dangerous, if not worse, thanks to that God whose Providence never failed us, . . . instead of spreading secularism or indifference, it has itself undergone a radical change, and in a great part of Ireland is now in fact, whatever it is in name, as denominational almost as one could desire. In most of its schools there is no mixed education whatsoever. It is separate education, as it ought to be, for the children of different religious professions; and thus it has come, in a great part of Ireland, to be a help rather than a hindrance to the Church. This is a great achievement. It has not been the work of a day, but has been brought about by the steady and unswerving determination of a Catholic people who were true to themselves and loyal to their pastors."

ix. INSPECTION OF SCHOOLS.

The Commissioners employ a large staff of inspectors, whose duty it is to visit every school at least three times a year and report to the Board. After each visitation they are expected to communicate with the local manager with reference to the general condition of the school and make such suggestions as they deem necessary. They advise the Board with regard to applications for aid to establish schools, and supply such local information as the Commissioners shall require from time to time, acting as agents of these in all important matters of local administration. They also conduct examinations of unsatisfactory schools, as well as of monitors, and in the Training Colleges.

Inspectors are selected, as a rule, by a limited form of competitive examination, but there is a provision that "teachers of exceptional ability and qualifications are eligible for appointment." As usual in matters of this kind, there is an under

standing, always acted on though not legally sanctioned, that one-half of the staff of inspectors shall be Catholics, the other half of other denominations. The non-Catholic minority in Ireland must have half, where they have not the whole, of whatever offices are going.

As to the character of the inspection, as far as I can learn, it is considered fair on the whole, though somewhat narrow. There is, indeed, in fact, too much inspection and too little assistance given by way of instruction-showing by example how children should be taught and schools conducted. There is, moreover, too great a tendency to work from books, as against the great book of Nature which lies so temptingly open around the doors of the schools-especially in the country. Managers, as we have seen, are recommended to provide small museums of natural objects, furnished, as far as possible, by the children themselves: an excellent recommendation, which in too many cases has been quite fruitless. The blame for this does not, in my opinion, fall altogether on the managers to the exclusion of the inspectors. I should like to see some regulation made to the effect that whenever they visit the school inspectors should not confine their attention to seeing how the children are taught, but should show how they should be taught by teaching them themselves; and should, at least once a year, take them through the country or city and call their attention to the scientific, economic, and aesthetic aspects of what they see around them. In this way inspectors would stimulate endeavor to stock those museums which are now so conspicuous by their emptiness or their absence.

The money required for working the National school system comes through the British Treasury from the national taxes of Ireland, a little more than 7 per cent. being derived from local sources: the two contributions in 1905-6 were £1,436,338 and £112,563 respectively. Of the local contribution a small part— a little over £2,000-was paid by the pupils in fees; the greater part of the remainder being collected by the managers or pro