The National Board which presides over Primary Education has shown itself, under the Union, singularly free from prejudice, either political or religious.  During the last few years it may be said to have changed the face of the National schools in Ireland, and in a large part of the country has contributed to make primary education what 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 can grant the whole of the cost where necessary.  It is easy to appreciate what a difference this important reform must make, not merely to the landscape or to the comfort and health of the children, but to the