Continuation Schools, on which about L10,000 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