(2) As for any proper official relationship between the Primary and Secondary systems, it may be said as yet to be practically non-existent. That co-ordination of the two is essential--nay, vital--if Irish education is to be placed on a sound footing, may be appreciated from the fact that a large proportion, or 57 per cent, of the membership of Intermediate Schools is recruited from the schools of the National Board. There seem to be only two ways in which this co-ordination can be satisfactorily effected. Either the pupils must transfer from the National to the Secondary Schools at an age when they will be young enough to profit by Secondary instruction, or some sort of higher instruction must be given in the National Schools so as to fit the children, when they leave the latter at rather a later age, for the curriculum awaiting them in the Secondary system. It is the Treasury at the present moment, and the Treasury alone, that blocks the way to this reform. Since 1902 it has been asked to sanction the establishment of higher grade schools in large centres; the National Board also has repeatedly pleaded for the institution of a "higher top," or advanced departments, in connection with selected Primary Schools in rural districts. But all these requests, founded though they have been on intimate knowledge of the requirements of Irish Education and a ripe experience ranging over many years, have been brushed aside by the officials at the Exchequer, although the cost would be only about L25,000 a year, on the very insufficient ground that the Development Grant has been depleted to defray the loss of flotation of stock for the purposes of land purchase. What, in the name of common sense, has land purchase to do with education? What indissoluble relationship is there between the two that the expenditure upon the one should be made dependent upon the requirements of the other? This niggardly and short-sighted attitude is hardly worthy of one of the richest countries in the world. It is but a matter of a few thousands, and surely the efficient training of the youth of Ireland is quite as important as buying out the Irish landlords and placing the Irish tenant in possession of the soil. The result of the present want of co-ordination is that the clever pupil is now kept far too long in the lower school. There he remains, kicking his heels until he is sent up to the Intermediate School at 15 or 16--much too late an age at which to begin the study of languages. The Primary teachers are, of course, only too pleased to retain the clever boys as long as possible in the National Schools, but it is unfair to the children, and is robbing the community of services which might be rendered to it by these pupils in the future if fair opportunities were afforded them of training themselves while there was yet time. Without higher grade schools, without scholarships, without at least some system of a "higher top" in connection with the