g 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 ch