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 c