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Appendix. difficulties of obtaining in many instances even the cheapest materials, Section II., the programmes in Cookery and Laundry Work have been made as simple as possible, requiring few appliances and but small supplies of the most commonly available materials. The Commissioners feel that instruction in these branches must begin at the foundation, and that of Instruc- for some years the efforts of the Teachers must be directed mainly to National imparting information on the general principles governing Cookery and Laundry Work, together with practice in the simpler forms of food preparation and plain washing. It would be impossible to carry out the new programme fully in many schools now, but the programme will help Managers and Teachers to arrange simple courses of Cookery Instruction and Laundry Work for all classes of schools. In the larger schools, where these branches are successfully taught to senior Classes at present, more advanced Cookery and Laundry Work courses may continue to be followed, but the Commissioners disapprove of the introduction now or at any future time of "fancy" Cookery or ornamental" Laundry Work into the National schools. Their object in respect of these branches is similar to their object in respect of Manual Instruction generally-they do not wish to train cooks or laundresses, but to impart such information about these and cognate domestic sciences as shall enable the average primary school girl, when she assumes the position of a housewife, to perform the ordinary culinary and washing operations that may appertain to her position, or efficiently to superintend these operations when performed by others.

The lessons in Cookery and Laundry Work should be made the occasions for imparting sufficient information on hygienic matters. The absolute necessity for personal cleanliness, the preservation of the "sweetness" of a house by attention to the sanitary arrangements and by washing, the care that should be exercised in cleaning pots, pans, &c., the caution necessary in the purchase of food, and the economy of food, would each form a suitable subject for discourse and demonstration.

Whenever possible there should be separate apartments for Cookery and Laundry Work, but where such separate rooms are not available instruction in these branches ought to be so arranged that it should take place at the close of the secular instruction, so that the school-room could be cleaned and made ready for the literary work of the following day.

The "Centre system under which a Kitchen and Laundry, with suitable appliances, could be provided for the use of the pupils of different schools in the same locality at different times, would be very feasible in towns and places where there are several National schools within comparatively small areas.

IX.-NEEDLEWORK.

The Needlework Programme has been revised so as to admit of instruction in the subject throughout all the Standards. Moreover, the Commissioners no longer insist on the "Alternative Scheme" for the 6th Standard in any school.

The time prescribed for Needlework Instruction in the old rules is now considered excessive, and it is expected that if three hours per week, at the most, are henceforth devoted to the subject, quite

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sufficient knowledge of sewing, &c., can be imparted, provided the Appendix. work is properly organised. In special cases more time may be section II., thought necessary; but this is a matter that can be arranged in each such case with the Inspector, subject to the approval of the Commis- Revised sioners. Every girl present in school should receive instruction during grammé the full time devoted to the needlework lesson. In England it is of Instruccustomary to allow the senior girls in turn, some five or six at a time, National to bring from home, for the sewing lesson, garments which require to Schools. be repaired, and this arrangement has been found to work well and to connect the school work with the every-day domestic life of the scholars. The Commissioners think this system worthy of a trial in Ireland, but, of course, due heed will have to be given to sanitary considerations in schools where it is adopted.

As in the case of Drawing and other subjects, it would be desirable that specimens of Needlework of marked excellence, executed by the pupils, should be preserved in a suitable glass case, with the names of the pupils attached.

In certain districts, where Needlework forms a local industry, or where there are exceptional facilities for instruction in the subject, special courses of instruction may be arranged with the approval of the Commissioners.

X.-OPTIONAL OR EXTRA BRANCHES.

The Commissioners provide in the New Programme for five optional or extra branches:-Irish, French, Latin, Mathematics, and Instrumental Music. It must not, however, be understood that the Commissioners disapprove of instruction in other subjects that were heretofore recognised as extra branches, such as Domestic Economy, Hygiene, Shorthand, Typewriting, Mechanics, &c.; but they consider that sufficient instruction can be given in these branches in suitable cases during school hours, in conjunction with instruction in the portion of the ordinary day school programme with which they are in educational affinity. For instance, in the senior classes of large schools, and in the case of particular pupils in small schools, instruction in Shorthand and Typewriting could be given during the WritingLesson; instruction in Mechanics during the Object Lessons and Elementary Science Lessons, and so on.

In this connection, however, the Commissioners wish to warn teachers against over-pressure. The school should be made a pleasant place in every possible way, and the lessons should be suited to the capacities and the opportunities for acquiring knowledge possessed by the children.

The Programme as specified for each subject is not obligatory, but is merely an indication of the aims and desires of the Commissioners. The Commissioners will consider other Programmes which Managers may bring under their notice. But such Programmes must be arranged in the first instance in conference with the Inspector of the district.

Reading.-1st and 2nd Sections of First Book, or any similar Reading Book approved by the Commissioners.

Writing. To copy letters of alphabet on dotted lines on paper, or on ruled slates.

Spelling.-To spell words of two letters.

1ST CLASS.

Reading. To read distinctly, correctly, and with intelligence, the lessons in the First Book, or in any similar Reading Book approved by the Commissioners. To read detached words at sight. To answer, in fully-formed sentences, simple questions on the matter of the lessons.

Writing. To copy on ruled slate or ruled paper words selected by the Inspector from the Reading Book used in the class, and written on the blackboard by the Teacher. Large-hand copy-books, with exercises regularly dated for each day of pupil's attendance, to be ready for inspection.

Spelling. To write on a slate words selected from the lessons. To be able to form the simplest combinations in Word Building.

2nd STANDARD.-(2nd Class.)

Reading. To read correctly, with distinctness and intelligence, the lessons in the Second Book, or in any similar Reading Book approved by the Commissioners, and to answer, in fully-formed sentences, simple questions on the words, phrases, and matter of the lesson read. To repeat correctly about 40 lines of the poetry contained in the Reading Book. To know the difference between Syllables and Words.

*If there are Irish-speaking pupils in a school, the teacher, if acquainted with the Irish language, should, whenever practicable, employ the vernacular as an aid to the elucidation and acquisition of the English language. Inspectors aro at liberty to employ the vernacular in the conduct of their examinations if they think it desirable to do so

Writing. To write from dictation a short passage (not more than Appendix. four lines) from the Reading Book, read slowly once, and then dic- Section II., tated word by word. Large and round-hand copy-books, with exer- F. cises regularly dated for each day of pupil's attendance, to be ready Revised for inspection.

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Spelling. To write correctly on a slate words selected from the of Instruclessons, and to spell phrases or short sentences selected from the National lessons. To make simple combinations in Word Building.

3rd STANDARD.-(3rd Class.)

Reading. To read with ease, distinctness of articulation, correctness, and intelligence, the lessons of the Third Book; or of any similar Reading Book approved by the Commissioners, and to answer, in fullyformed sentences, simple questions on the words, phrases, and matter of the lesson read. To repeat correctly and expressively, about 60 lines of the poetry contained in the Reading Book. To know what is a Sentence and what is a Paragraph.

Writing. To write from dictation a short passage (not more than six lines) from Reading Book, read slowly once, and then dictated slowly. Round-hand copy-books, with exercises regularly dated for each day of pupil's attendance, to be ready for inspection.

Spelling. To write correctly on a slate words selected from the lessons, and to spell short sentences and phrases selected from the lessons. To be able to make more advanced combinations in Word Building than what is required in 2nd Standard.

Grammar. To point out the principal Parts of Speech in an ordinary sentence.

Composition. To form simple sentences, employing parts of speech selected by Inspector.

4th STANDARD.-(4th Class.)

Reading. To read with ease, distinctness of articulation, correctness, and intelligence, the lessons of the Fourth Book, or of any similar Reading Book approved by the Commissioners. To be acquainted with the meanings of the words and phrases, and to answer, in fully-formed sentences, simple questions on the matter of the lesson read.* To repeat correctly and expressively about 80 lines of the poetry contained in the Reading Book. To know what is a Phrase, and what an Extract or Quotation.

Writing. To write from dictation a short poetical passage (six or eight lines) from Reading Book read slowly over, and then dictated slowly. Small hand copy-books, with exercises in transcription, regularly dated for each day pupil's attendance, to be ready for inspection.

Spelling. To write correctly on a slate words selected from the lessons, and to spell phrases or short sentences from the lessons. To be able to make more advanced combinations in Word Building than those required for 3rd Standard.

Grammar. (a.) To know intelligently the direct grammatical relationship between Nouns and Verbs, Nouns and Pronouns, Nouns and Adjectives, Verbs and Adverbs, and the uses of Prepositions, Conjunc

• NOTE.-In 4th Standard, and upwards, the Inspector may examine from any Book or Passage, previously unseen by the pupils, which he may select as suitable for the purpose.

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Appendix. tions, and Interjections. (b.) To be able to correct simple gramSection II, matical errors such as a Noun in the singular used with a Verb in the plural, or vice versa. (c.) To be able to recognise the Subject, the Predicate, and the Object in a simple sentence, and to modify them by words and phrases.

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Composition-To write a short description (not more than 20 lines) of a familiar object—a house, a field, a river, a table, &c.—with Schools, correct spelling and grammar.

5th STANDARD.-(5th Class.)

Reading. To read with fluency, distinctness of articulation, cor rectness, and intelligence, the Fifth Book of Lessons, or any similar Reading Book approved by the Commissioners. To be acquainted with the meanings of the words and phrases, and to answer, in fullyformed sentences, questions on the matter of the lessons read.* Το repeat correctly, and with good expression, about 100 lines of the poetry contained in the Reading Book. To know the object of the principal punctuation marks.

*

Writing. To write from memory, in small hand, the substance of a short story (of not more than 20 lines), read out twice, the first time slowly, with correct spelling, correct use of capital letters, grammatical expression, and proper punctuation. Small hand copy-books; with exercises in transcription, regularly dated for each day of pupil's attendance, to be ready for inspection.

Spelling. To write correctly on a slate or otherwise the more difficult words of the lessons, and to spell phrases or short sentences from the lessons read. To be able to make more advanced combinations in Word Building than what are required in 4th Standard, and to explain the method of forming Nouns, Verbs, and Adjectives from each other.

Grammar (a.) To be acquainted with the general principles of Syntax. (b.) To analyse simple sentences. (c.) To correct grammatical errors, such as use of past participle for past tense, incorrect use of the verb "to do" with the verb to be."

Composition. To write a simple letter in correct form on any familiar subject, with correct spelling, grammar, and punctuation.

6th STANDARD.-(6th Class.)

Reading--To read with fluency, distinctness of articulation, correctness, and intelligence, the Sixth Book of Lessons, or any similar Reading Book approved by the Commissioners. To be acquainted with the meanings of the words and phrases, and to answer, in fully formed sentences, questions on the matter of the lessons read.* To repeat correctly and with good expression about 120 lines of the poetry contained in the Reading Book.

Writing. To write at once on paper from slow dictation, in a free legible hand, and with correct spelling and punctuation, a paragraph of ten or twelve lines from the Reading Book; also, six detached words selected from the same lesson. Copy-books with exercises of at least one page of transcription, regularly dated for each day of

* See note on p. 81.