I should like to join other Deputies in congratulating our Minister on his elevation to this very important portfolio and to compliment him on the vast amount of work he has done since taking office. He is ideally suited to the position as he has a vast and wide experience of education in all fields. The education of our youth can be safely placed in his hands and the hands of his young Parliamentary Secretary. If he has received attention from the media that, in itself, is a compliment to his own personality and charm. I can quite understand the feelings of the Opposition. They are slightly peeved at the vast amount of coverage he and his Parliamentary Secretary have received since taking office.
As all educationalists will know, teachers have a great influence on the formation of the character of their charges. I know that our Minister will have such an influence on the three-quarters of a million students under his care. They will look to him for guidance and I am sure that guidance will be forthcoming.
His Estimate is for a massive £126 million. This shows an increase of £18 million over last year's Estimate. It caters for 777,000 students. I suppose virtually every household in Ireland is affected in some way or another by this Vote. It augurs well that we as a nation are prepared to invest such a sum in our youth accounting, as it does, for 18.5 per cent of the total voted expenditure on the supply services.
Coming in at the end of a long debate such as this, of necessity, one has to be repetitive. I urge the House to bear with me if some of the points I make have already been made and laboured. I should like to draw attention to some points as we go along. One of the aims of the National Coalition Parties before they assumed office was to have genuine consultations with all concerned in education. That would embrace teachers, management, pupils, parents. I can honestly say that our Minister has set that trend.
Another aim was to transfer to an independent educational body authority for examinations. At the moment the Minister is awaiting a report on this but I am sure that, by this time next year when his Estimate is once more before the Dáil, he will have something to offer on that issue. I will treat later with compulsory Irish, which got a lot of airing today, and our Minister's own personal aim is to give equality of opportunity to all our children, to increase the preentry training to three years, to reduce the size of classes, to make greater provisions for the disadvantaged child and to give the opportunity of second chance education in the extension of the facilities for adult education.
These are all aims and ideals. We can say that our priorities are set right. Perhaps we may not achieve all of them but at least, as long as we are aiming for them, we are on the right course for our children and for the nation as a whole. To achieve these ideals, aims and worthwhile ambitions, we have to recast our administration and management of the educational services and continue with meaningful consultation.
Reverting back to the Estimate, I am glad to know that at present 5,000 of our students are receiving higher education grants. The Minister has been urged by many of my colleagues on this side of the House to have a second look to see if this very worthwhile scheme can be extended. I suggest that a late fee element be introduced. I have in mind a case where a young lady was four days late in making an application for a higher education grant. She was prevented from attending university. This is a great injustice. If this late fee element were introduced the applicant would be fined a certain sum of money for every day or week she was late and the position where educational chances were frustrated could be avoided. Children have been debarred from receiving a higher education grant on income grounds. This is often based on rateable valuation. The Minister and his Department should look for an alternative basis because to equate rateable valuation with income, as we all know, is not a fair comparison.
I know a family where the first son was debarred from receiving a higher education grant. I made representations that a second son who also qualified educationally would not be so debarred, but in vain. Because the first son was already attending university at his parents' expense I had hoped that that would be taken into account but it was not.
The system of school transport has been adequately dealt with. It is heartening to note that there are 143,000 students receiving free school transport. I join with my colleagues in urging that, if at all possible, free transport be given to all students in the more remote areas. Deputy Coogan made the point that children were passed on the road by buses which were half full. Perhaps a second look at the reorganisation of the scheme would improve it. At this time of the year the Department are inundated with applications for free school transport. Between now and the next school year I suggest that the Minister and his Department examine catchment area by catchment area to see if more children can be facilitated at the same cost. I welcome the Minister's intention to have a closer look to see if by increased integration worthwhile economies can be made. I know of instances where children have to be at pick-up points at 8 a.m. This necessitates a rise at 7 a.m. They are returned to the pick-up point at 5 p.m. and get home at 5.30 or 6 p.m. Those children are absent from home from approximately 7.30 a.m. to 6 p.m. each school day. Could anything be done to ensure that they do not need to leave home so early in the morning and be returned home so late in the evening?
There was a notice in today's paper about the death of a child who was knocked down when alighting from a school bus. Perhaps a large neon sign could be put on school buses to give on-coming motorists advance notice that children are disembarking. But children being children they will dash across the road despite the efforts of the drivers and teachers to stop them. You cannot put an old head on young shoulders and so it behoves us and the Department to try to avoid such situations.
I was pleased to learn from the Minister's Estimate speech that, for the first time ever, provision is being made for blind, deaf and mentally handicapped children to visit their homes regularly. Perhaps the Minister would also give travelling permits to parents who wish to visit their children in these institutions. This will enable them to be in touch with their children continuously. Bus and train fares are so expensive that no matter how much the parents may wish to visit their children they are debarred from doing so because of the exorbitant fares. I hope the Minister will consider this suggestion.
I am interested in the paragraph of the Minister's speech dealing with inspectors. With the introduction of the new terminology I suggest that instead of the word "inspector" the Minister introduce the word "adviser" or "co-ordinator". I am not casting a slur on the inspectors working in the Department. I am aware that the word "inspector" conjures up an attitude of antagonism or creates a barrier between the teacher and the inspector. I have the interests of the teachers and inspectors at heart and that is why I make this suggestion. The inspectors have been trained in a certain system and perhaps it is beyond their power to free themselves. It is up to the Minister and his officials to help them do so.
One aspect of school inspection is held in abhorrence by most teachers. It is mean, and even degrading, that every five years there is a general examination. I do not know of any other professional body or group in which professionals must undergo a similar examination. This is a slur on the honesty of the teachers. I urge the Minister to do away with this examination. There are other minor details, aggravating as they are to the teachers, such as scéim seachtaine scéimeanna míosúla which, I would like the Minister, in a bold and imaginative mood, to do away with so that the inspectors can be welcomed, as they should be, into every classroom in Ireland and that the last barrier be broken down between the inspector and the teacher.
I agree fully with the Minister when he says there is need for expansion of An Gúm. I made representations earlier in the year to the Minister on behalf of an Irish speaking college in South Tipperary. The 365 girls in that college were at a great disadvantage in not having an adequate supply of Irish textbooks so that there was waste of time during classes in translating to Irish from English textbooks. If we are to encourage our young boys and girls to have a love for the Irish language, we must at least facilitate them in every way possible.
I am pleased to note also that there is an increase of £70,000 for youth and sport organisations and that 56 such organisations are involved. Because of increasing leisure time it is important that we educate our youth to use this leisure time both to their own and to the nation's advantage. Therefore, we should endeavour to put even more funds at the disposal of youth organisations so that they may have greater equipment, that they may conduct coaching and training courses and that youth leadership courses be made available to a wider range of our young people. In the long run investment of this nature will repay us a hundredfold in that we will have mature youth, a maturity that will be reflected in all walks of our society. The Parliamentary Secretary is responsible for this aspect of the policy. I compliment him on what he has done to date and urge him to concentrate on some of the points I have raised.
There was a very worthwhile article in The Irish Times of October 31, 1973. It was written by Conor P. O'Brien and when I glanced at it first I thought it had been written by our eminent Minister, Dr. Cruise-O'Brien. The article shows clearly the inadequacies of our library system and I recommend the Minister and his staff to read what is said in this regard. Apparently, there is a great lack of space in the National Library. It is understaffed and there are not available the necessary facilities for the processing of new acquisitions or for displaying those that are there already. Also, the facilities for binding and document repair are next to none. I quote from the article referred to:
The German archivist, Kahlenberg, described the National Library as follows... "Passing through the entrance hall... the foreign visitor will very soon be terrified by the bad conditions under which the most valuable private paper collections and manuscripts are in fact stored."
While the National Library is included in the Estimate it must, of necessity, be very low in order of priorities. I suggest that some other Department assume responsibility for it so that it could be given the prominence it is due. While the National Library must compete with such projects as the building of schools it will always be rated as a very poor last. Therefore, the first prerequisite is that it be transferred, if not to another Department, at least to some other section of the Department of Education.
Both the National Library and the Museum should be encouraged to advertise for documents and museum pieces so that people will be aware of how much importance we attach to these treasures and also so that none will be lost to posterity.
A pamphlet issued in June last by the Institute of Professional Civil Servants deals with the Museum service. While I would not agree fully with many of their recommendations, there is a need for the setting up throughout Ireland of branch museums. I am somewhat alarmed at the fall in the figures of attendance at our Museum. The last figures quoted, for 1970-71, showed that 178,000 people visited the Museum in that year, but back in the year 1929-30 the figure was 367,000 people. Space at the Museum is inadequate. In 1920 there was a total exhibition area of 88,000 square feet whereas today the amount of space for this purpose is only 57,000 square feet, approximately. These figures substantiate the case for extending the Museum both locally in Dublin and in selected areas throughout the country. Much of our valuable museum pieces are lost forever because people are not always aware of their value. We must do everything possible to correct this situation.
At this stage I propose saying a few words in relation to the National Gallery. To paraphrase a bit of poetry —"full many a flower is born to blush unseen and waste its sweetness on the desert air"—so, too, many of our own splendid landscapes are born to blush unseen. They are born to blush in an attic. Therefore, I urge the Minister to ensure that many of these works are displayed in public buildings throughout Ireland, in post offices, courtrooms and town halls. Perhaps they could be displayed, too, in our schools. This would encourage our youth to have a love of art and would also encourage young artists so that at a later date their works might hang in one of our art galleries.
In regard to school management, it would be churlish of us if we did not pay a well-deserved tribute to our school managers. For the past 150 years they gave a good service to education in Ireland. They have, with one or two notable exceptions, acted honourably and have often been maligned in the wrong because funds were not placed at their disposal, funds which they knew were required to carry out necessary repairs, painting and heating. It should go from this House, now that the system is being changed, that we are grateful to those school managers for the magnificent job they have done.
Perhaps, when some of these managers were made parish priests they were in the autumn of their lives and were not as much inclined to make changes. This could have been avoided if the management of schools was given over to the senior curate in the parish, a priest who, in most cases, was a younger, more active and energetic person than the parish priest. Such a priest would have been in a better position to bring about necessary changes.
The managers have played a great role in Irish education. Perhaps, at the stage when it was decided that the local parish priest should act as the manager of the primary schools in his parish, the people were not in a position to manage their own schools. However, with education the parents are now better equipped to be associated with the parish priest in the management of the primary schools. I was pleasantly surprised that the new management scheme, as outlined by the Minister, received such a welcome from the managers. They, too, realise that greater parent-teacher-pupil participation is needed and, having the best interests of their schools and their locality at heart, have graciously agreed to join with the Minister in implementing his new scheme.
The pupil-teacher ratio has always been the bane of former Ministers for Education and I should like to compliment the present Minister on the improvement brought about since the beginning of the school year, 1st July, 1973. I note that he has promised that from next July no class will have more than 45 pupils. It is a shame that, as outlined in the survey carried out in Dublin, there are 1,021 classes with more than 45 pupils and 109 with more than 50 pupils. It is physically impossible for a teacher, confined in one room with more than 45 or 50 children, to do justice to himself or to the children. What chance has a slow learner or any pupil of getting that individual care and attention that is needed? I urge the Minister to concentrate on this side of his policy and to bring down as quickly as possible the pupil-teacher ratio to, hopefully, 30 or thereabouts.
I am pleased that the course for training of primary teachers is to be extended to three years, something which has been advocated by the INTO for many years. This has been the pipedream of many of us teachers and at long last, it is being implemented. It is gratifying to know that there are more than 1,000 non-graduates and 104 graduates prepared to enter the teaching profession. In this regard I should like to refer the Minister to a letter which appeared in one of the national papers last week. It was from a teacher who had, of necessity, to go to England but had hoped to return to Ireland to give the benefit of his teaching experience to this country. Unfortunately, however, his teaching years abroad were not included for incremental purposes and he was at a financial loss of £600. I should like to ask the Minister to redress this and to encourage teachers who have been abroad and, consequently, worked a different system, to return to this country and give us the benefit of their teaching experiences.
I should also like to refer to the examinations for trainee teachers. I have one particular aspect in mind, that of singing. I know of one young lady who had done most of the subjects through Irish but failed her singing trials. In the order of merit scheme an applicant who reaches 365 marks is exempt from the singing test. With so much emphasis now on tape recorders and records I do not think that there is this great need for such a high standard in singing. I do not think all our future female teachers should be Maria Callases or Joan Burkes. I agree they need a certain amount of singing ability but I wonder is the standard expected of female teachers too high. Are females, who are eminently qualified otherwise, debarred from entering the teaching profession simply because they are not endowed with a beautiful voice? I should like the Minister to give his attention to this matter.
I should like to compliment the Minister for solving, at long last, the problem of those teachers who were redundant from 1926 to 1947 through no fault of their own. I was speaking to some of the people involved and they are very pleased with the arrangements brought in by the Minister. They are satisfied with the pension allowance and credits which they feel are adequate and meet their needs.
I should now like to refer to Dún Chaoin. As usual it has been a hobbyhorse backwards and forwards across the floor. I hailed, as all of Ireland did, the Minister's decision to re-open Dún Chaoin. It was an abomination that in the heart of the Gaeltacht a former Minister should order the closure of such a school. It was a stab in the back for all those who have a genuine love for Irish and have no political gains to make out of it. It was an act of lack of confidence in the future of the Irish of the Gaeltacht. I commend the Minister on his decision to re-open the school. All Ireland hailed that magnanimous gesture on his part. It has been stated that there are now only eight pupils at the school but that is not the fault of the present Government. It is the fault of the previous Government who allowed a Gaeltacht area to fall to such a low level that there were only eight young people to avail of the educational facilities there.
I concur with the Minister, on educational grounds when he states that no one-teacher or two-teacher schools will be erected in future. I had misgivings about the amalgamations and closures of some of these schools, especially in rural Ireland, because I felt that the children were being orientated at too early an age to towns; that they were brought in touch with towns to the detriment of their own localities and that they lost out in their rural environment. I believe that this is one of the costs we will have to bear in the provision of a wider and better type school. However, I commend the Minister in his stated approach that, before he will in future close any school, he will consult the people. People are very hardheaded and it is possible to impress on them that what is being done by the Department is to the advantage of their children and being reasonable people they will agree with the Department. It was the haphazard, across-the-board fashion in which schools were closed, the ruthlessness and the lack of sensitivity, that caused annoyance in the past and aggravated the position.
There is £5 million available this year for the building of new schools. Here, I should like to put in a plug for my own constituency of South Tipperary. The Minister, being a Tipperary man, has been very generous to us, but I would ask him to loosen the purse strings a little more, especially where Kilross school is concerned and where Tipperary town national school is concerned. There we have a school which was built in 1832. It has been reconstructed a couple of times but we certainly have a case now for complete renewal. I hope the Minister will give this school his immediate attention.
I thank him for Tankerstown new central school and I would urge him to give some attention to Golden national school and provide there the necessary classroom extension and the library which is being sought. I thank him for his kind approach to the proposed closure of Killenaule national school. He informs us no further action will be taken without prior consultation with the parents and without delving more fully into the position. The people there are grateful for the reprieve he has given their school.
In Carrick-on-Suir the Christian Brothers are clamouring for a new secondary school and I would urge the Minister, if at all possible, to grant them their wishes. They, like many other religious orders, have given good and loyal service down through the years at a time when education was not as popular or as good a vote-catcher as it is now. We cannot discard that service lightly. In Carrick-on-Suir the Brothers have served for 170 years and that service cannot now be lightly cast aside. Neither can the service of the other religious orders up and down the country be lightly discarded at the whim of a Minister. I urge him to take all these things into consideration and blend the old with the new in any future scheme of rationalisation.
In Killenaule people have been clamouring for a senior cycle vocational school. Tipperary is clamouring for a new vocational school and many extensions are required in other areas throughout the county. I urge the Minister to give top priority to these schools. I agree wholeheartedly with him when he says priority must be given to new housing areas and special schools for the handicapped but, when these priorities have been taken care of, I hope he will turn his attention to these others.
Many of my colleagues have dealt with the free book scheme. It is gratifying to note an increase of £30,000 in the amount available this year. Possibly a good part of that will be eroded in the higher cost of books. At a recent meeting of the vocational committee the suggestion was made— I did not agree with it—that there are influences in the book business which do not redound to the welfare of the schools or the pupils. I would ask the Minister to take a hard look at the free book scheme and to try to counteract any defects that may exist. It was suggested that there was no need for continually changing textbooks. It was suggested that the curriculum should be geared to a recurring cycle so that the same textbooks would be used every second or third year. I suggest that the teachers should be reminded to instruct their charges that this free book scheme operates at the expense of the taxpayer and to stress the importance of taking the greatest care of these books, returning them at the end of the year to the school so that they can be used again either in the classroom or in the library. A little tightening up might result in economies and some saving in this particular sphere.
In the primary section £44 million is allotted. Grants have been increased by approximately 17 per cent. I commend the Minister for this. This will give the school managers and the school authorities a little more scope in keeping their schools painted, cleaned and adequately heated. I would suggest that in the older types of schools a little more might be spent on heating, cleaning and painting to compensate the children to some extent who are attending these schools for the poor structures and drab appearance. Managers have been maligned—wrongly, I think—for their lack of care in this regard. It must be remembered that these finances were very limited and, unless they delved, as they always did, into local funds the position would have been infinitely worse. May I say local funds were not always too readily available and the schools suffered accordingly?
I agree with the Minister in the setting up of educational priority areas. There is great need for concentration. These priority areas have in them broken homes, disturbed families, a high incidence of unemployment and drab surroundings. If we are to cherish all our children equally then we must give these children special concessions, not alone in the pupil-teacher ratio but also in making available to them better facilities to help offset the defects in their social environment. I suggest the Minister should work in close co-operation with the Minister for Justice to see how he can reduce the crime rate, juvenile deliquency and potential gang warfare in these areas.
Some people are disturbed about the occasion when a Minister was not allowed freedom of speech at a university. I would not attach too much importance to that. In universities there is always a vociferous minority who take it on themselves to be spokesmen for practically every facet of life. I am glad that at last something is being done to amalgamate the systems in Trinity College and UCD; the merging of the old, venerable Trinity with the new UCD is desirable. I would urge students who have an affinity with students in Tokyo, New York, Paris and London, to try to have the same affinity and sense of brotherhood at local level. They can give the lead in this case by agreeing to amalgamation, by agreeing to be governed by the same authority. I would ask them to allow their liberalism to extend to the merging of the universities. It has been a scandal that in a city like this there has been so much dissipation of energy and time. A great saving can be made for the betterment of all if this long-sought merger takes place. I urge the Minister to tackle this delicate question in as expert a manner as possible. He will need all his charm if he is to bring about this merger.
I welcome the establishment of An Foras Oiliúna. An in-depth study of teacher training at first and second-levels has been long overdue. The stated purpose is to enhance and promote the educational and professional interests of teachers. I should like to include an assessment of the applicants so that children will be taught by the best possible teachers. I am rather disappointed there has not been any mention of the curriculum in primary schools and I would urge the Minister to set up a similar foras to make a study of this matter and to see how the curriculum would fit into the overall context of second- and third-level education. It would be desirable to find out if we have at primary level the proper basis for second- and third-level education and to make sure that sufficient time is given to subjects. An inquiry should also be made into teaching aids. At the moment there is something haphazard about the distribution of these aids and there should be a more scientific approach to this matter.
I agree with the Minister's proposal that in future reformatory and industrial schools be known as special schools and residential homes. Like Father Flanagan of Boys' Town and the Minister, I agree there are no bad boys. If a boy misbehaves and if he is taken in hand in time he can be trained to be a good citizen. Unfortunately, up to now the facilities available were totally inadequate. Frequently, a first offender was sent to a reformatory school and he came out a confirmed criminal. I applaud all the work that has been done in the past few years in this area. There is a special school for boys at Finglas, a remand and assessment home is about to be built and in addition, the old industrial school at Clonmel is being modernised. Group homes are being built at Moate and adequate grants are being made available so that young offenders can be retrained and encouraged to leave their potentially criminal life.
The matter of pupil guidance has been sadly neglected during the years. Nowadays it is essential that the pupil be guided on the right road. It is heartening to know that at the moment there are 200 guidance teachers and that 80 are being released for in-service one-year courses. One Deputy wondered if guidance teachers could be appointed in Cork. It is already provided that for every 250 pupils a post outside the normal quota of teachers will be created and a guidance teacher appointed. In my own town there are schools with less than 250 pupils and there are comparable vocational schools at Cahir, Cappawhite and Cashel. Perhaps guidance teachers could be appointed to these schools on a part-time basis. For instance, it might be possible for them to spend a few hours or a day in a particular school for counselling services for the students.
I knew of a case where a young girl took Spanish up to fifth year and then, for some unbelievable reason, she decided to drop it. Last year when she wished to enter university she was debarred from doing so because she did not have a second continental language and, as a consequence, her future was upset. A guidance teacher would have advised her that a second continental language was needed for admission to university. I know there are cases throughout the country where students at the beginning of their studies choose the wrong range of subjects which debars them later on from attending colleges of technology or universities. All these mistakes can be avoided if guidance teachers are appointed to the schools.
I agree with the Minister in his attitude towards examinations. I am glad to know that at present there is a working party sitting and that a draft has been issued to the schools. The Minister is awaiting the final findings. I would urge him to meet all interested parties so that a new system can be found and we can dispense as far as possible with the whole concept of examination. It is true that, with the new grading, we have got rid of that awful marking system under which one mark could make the difference between pass and honours. This was impossible for any examiner. Grading is a step in the right direction and I would urge parents who are anxious that we should return to the old system to have second thoughts because many a young student found himself on the edge of a nervous breakdown in his effort to get those all important marks. Irreparable damage has been done to our youth in the mad rush for marks at examinations.
I note with pleasure that nine new community schools have been opened since September and that there are 12 in operation. I concur completely with the whole concept of the community school, but one must tread delicately because one is possibly trespassing on the preserves of certain school authorities. The whole secret for future community schools is consultation—consultation with managers, with parents, with teachers, so that they will see the advantages that must accrue from broad curriculum, a wider range of subjects and better facilities. Teachers, parents and managers will accept this new concept if it is properly put across to them.
Another field in which the Minister can use his expertise is that of adult education. This has been almost totally neglected in the past. There are people who for economic or family reasons were debarred from pursuing a worthwhile formal education. Now, as adults, they are in a position and they wish to take up where they left off. We must cater for those. I would suggest that a special committee should be set up to examine the whole concept of adult education and how best the needs of all the people can be met.
I welcome the many projects which the Department have at present in hand, especially the one being carried out by the Trinity College authorities at the instigation of the Intermediate Certificate Review Committee. They are trying to find an alternative form of evaluation to replace examinations. The findings will be very interesting. I hope they will come up with a practical solution to this very vexed question. There is also the project at present in hand in Kilkenny, sponsored by St. Patrick's Training College, where there is a home-based intervention programme for disadvantaged children. Here we are getting at the kernel of the whole situation—the home environment. There must be closer liaison between home and school. Parents must be brought in for consultation, a deeper understanding must be worked out between parents, teachers and management, because they all have complementary parts to play in education and it is from their working in unison that the child will benefit. If parents, teachers and school managers are working in different directions the child will suffer.
I welcome the attention that is being given to apprenticeship training. For years this was neglected. The apprentice was seen as of no consequence. I welcome the safeguarding of the apprentice's interests, that he is not just being produced on a conveyor belt but that his whole person is being taken into consideration. He is being qualified in his particular skill but he is also being trained to lead a fuller life, leisurewise and academically.
I wish the Minister and his Parliamentary Secretary every success in their undoubtedly laborious and very important Ministry. I would ask the Minister to give us a definitive statement as to what he has in mind in regard to his overall picture of education so that we can see the eventual end product. I would ask him to follow through for us from the input stage the different ways a pupil may go. In this changing world the whole system of education is evolving before our eyes. I would ask him not to discard too lightly what we have. It has been fashioned out of our history, out of our background. It has served us quite adequately and, if we are to adapt, let us take from other systems that which will be complementary to our own system. With the merging of the old and the new we can be assured that the end product will have the desired effect on our youth. I commend the Minister for what he has already done and I look forward to reading his Estimate year after year and seeing how far he has gone in the implementation of his many worthwhile aims and ideas.