This study represents an endeavor to point out facts and tendencies in higher education in Ireland and Wales by which American universities and colleges may profit. It complements similar studies in England and Scotland (see ED540852), and presupposes familiarity with the principal features and terminology of these studies. The compiler of this bulletin visited some 20 institutions of life type with those in England and Scotland and for the most part modeled after them. Similar historical, religious, and political forces have been at work in them. In all of these institutions religion begat the beginnings and ecclesiastical zeal has asserted itself. Royal commissions and acts of Parliament have successively played no small part. The influences of the industrial age and of imperialism have been much less than in England and Scotland. the strength of nationalism has been much greater, and consequently the aspiration for a national "system" of education, crowned by a State-aided university, has been stronger. Notable differences may be attributed to the predominance of Celtic blood, traditions of a pre-Saxon culture, political domination by what was long considered a foreign power, comparative isolation due to geographical position, and the limitation of industry largely to agriculture and mining. Ireland and Wales educationally, though not without enchanting traditions of ancient glories antedating those of English and Scotch lore, are young, plastic, and in a formative period. This bulletin is divided into three sections. Part I, "Ireland," contains the following chapters: (1) The Dublin University, Trinity College; (2) The Catholic University; (3) The predecessors of the National University; (4) The National University; (5) The three constituent colleges; (6) The Queen's University of Belfast; and (7) The Department of Agriculture and Technical Instruction. Part II, "Wales," contains the following chapters: (1) Movements preparatory for the University of Wales; (2) The University of Wales; and (3) The Royal Commission and educational problems confronting it. Part III, "England, Scotland, Ireland, Wales,"--presents a summary of studies and suggestions. An index is also included. (Individual chapters contain footnotes.) [Best copy available has been provided.]