The National System of Education, 1831–2000

Walsh, Tom

doi:10.1057/978-1-137-51482-0_2

Tom Walsh²

1289 Accesses
3 Citations

Abstract

This chapter critically examines the establishment and development of the national system of education in Ireland between 1831 and 2000. The rationale for the establishment of the system is delineated at the outset. This is followed by an overview of the impact of wider contextual developments, including political, socio-economic, cultural and religious factors. The curricula developed and implemented in national schools during five distinct eras throughout the period are used as the armature around which the wider educational developments at primary level are structured. By focusing on what was taught, why it was taught and how it was taught, the chapter provides an insight into the evolving educational experiences of children in national schools in Ireland during the period. These curriculum eras are largely distinct by virtue of their context, the philosophy underpinning the curriculum, the content and methodologies advocated, the approach to teacher education and the concept of the child inherent in the curriculum. The five distinct periods are: note: the five periods are:• The establishment of the national system [1831–1872]• The era of Payment by Results [1872–1900]• The Revised Programme of Instruction (1900) [1900–1922]• The curricula developed following Independence [1922–1971]• The Primary School Curriculum (1971) [1971–1999]The chapter concludes by focusing on the key ideological changes underpinning the national system from its establishment in 1831.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Chapter: USD 29.95; Price excludes VAT (USA)

eBook: USD 119.00; Price excludes VAT (USA)

Hardcover Book: USD 159.99; Price excludes VAT (USA)

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

1.
D. Akenson, The Irish Education Experiment: The National System of Education in the Nineteenth Century (London, 1970); J. Coolahan, Irish Education—History and Structure, (Dublin, 1981).
2.
Hedge Schools were schools often held outside in out-of-the-way places to evade the laws forbidding Catholic education.
3.
9 ^th Report of the Commissioners of Irish Education Inquiry, 1827, Appendix 5, 60–61.
4.
P. Dowling, The Hedge Schools of Ireland, (Dublin, 1935), 43.
5.
J. Harford, ‘The Emergence of a National Policy on Teacher Education in Ireland’, Journal of Educational Administration and History, 2009, 41, 1, 45–56; K. Kitching, The Politics of Compulsive Education—Racism and Learner-Citizenship (London, 2014).
6.
G. O’Brien, ‘The 1825–1826 Commissioners of Irish Education Reports: Background and Context’ in G. Fitzgerald, Irish Primary Education in the Early Nineteenth Century: An Analysis of the First and Second Reports of the Commissioners of Irish Education Inquiry, 1825–1826, (Dublin, 2013), 5.
7.
Ibid.
8.
H. Hislop, ‘The management of the Kildare Place Society System 1811-1831’, Irish Educational Studies, 1992, 11, 52–71.
9.
Reports from the Commissioners of the Board of Education in Ireland; Fourteenth Report: View of the Chief Foundations, with some General Remarks, and Results of Deliberations. H.C., 1809–12, 327–34.
10.
1st Report of the Commissioners of Irish Education Inquiry. H.C., 1825 (400), XII.
11.
58th Report of the Commissioners of National Education in Ireland for 1891, H.C. 1892, [C.-6788-1], Appendix B, Rules and Regulations of the Commissioners of National Education in Ireland, 2.
12.
Reports of the Commissioners of National Education in Ireland from 1834 to 1845 inclusive, H.C. 1851, Volume 1, 3.
13.
J. Coolahan, ‘Imperialism and the Irish National School System’ in J. Mangan, (Ed.), Benefits Bestowed? Education and English Imperialism. (Manchester, 1998), 77–93, 78.
14.
J. Harford, ‘The Emergence of a National Policy on Teacher Education in Ireland’, Journal of Educational Administration and History, 2009, 41, 1, 45–56.
15.
The Church Education Society was established by the Established Church in 1839 to support Church of Ireland children in national schools under sole or joint Church of Ireland patronage by making grants available in various ways. The majority of the Church Education Society schools had returned to the national system by the end of the century following the disestablishment of the Church of Ireland in 1869.
16.
17th Report of the Commissioners of National Education in Ireland for 1850. H.C. 1851, [Cd. 1405], Appendix G, 480.
17.
68th Report of the Commissioners of National Education in Ireland for 1901, H.C. 1902, [Cd. 1198], 17–18.
18.
The Recent Pastoral of the Catholic Hierarchy. Irish Teachers Journal, 6th October 1900, 4–5, 4.
19.
68th Report of the Commissioners of National Education in Ireland for 1901, H.C. 1902, [Cd. 1198], 13.
20.
66th Report of the Commissioners of National Education in Ireland for 1899–1900, H.C. 1900, [Cd. 287], Section II, Appendix M, 116.
21.
T. Inglis, Moral Monopoly—The Rise and Fall of the Catholic Church in Modern Ireland, (Dublin, 1998), 122.
22.
M. Nic Ghiolla Phádraig, ‘The Power of the Catholic Church in the Republic of Ireland’ in P. Clancy, S. Drudy, K. Lynch, and L. O’Dowd, (Eds.), Irish Society—Sociological Perspectives, (Dublin, 1995), 593–619, 596.
23.
B. Titley, Church, State and the Control of Schooling in Ireland 1900–1944, (Dublin, 1983), 161.
24.
S. Ó Buachalla, Education Policy in Twentieth Century Ireland, (Dublin, 1988), 28.
25.
P. Wall, ‘The Catholic Hierarchy and Education, 1898–1908’, Oideas, Autumn 1981, 24, 18–30, 25.
26.
J. Mescal, Religion in the Irish System of Education, (Dublin, 1957), 143; N. Atkinson, Irish Education—A History of Educational Institutions, (Dublin, 1969), 194; J. Whyte, Church and State in Modern Ireland 1923–1979—Second Edition, (Dublin, 1990), 21.
27.
Record of Irish Ecclesiastical Events for the Year 1921. Irish Catholic Directory, 20th October 1921, 577–8.
28.
Department of Education, Report of the Department of Education for the School Years 1925-26-27 and the Financial and Administrative Year 1926–1927, (Dublin, 1928), 106; Department of Education, Tuarascáil 1965–1966 (The Stationery Office, Dublin, 1968), 23.
29.
Department of Education, Report of the Department of Education for the School Year 1924–1925 and the Financial and Administrative Years 1924-25-26, (Dublin, 1926), 7.
30.
D. Glendenning, Education and the Law, (Dublin, 1999), 52.
31.
W. Abbott (Ed.), The Documents of Vatican II, (London, 1966).
32.
L. O’Flaherty, ‘Religious Control of Schooling in Ireland: Some Policy Issues in Review’, Irish Educational Studies, Spring 1994, 13, 62–70; P. Clancy, ‘Education Policy’ in S. Quinn, P. Kennedy, A. O’Donnell and G. Kiely (Eds.), Contemporary Irish Social Policy, (Dublin, 1999), 72–107.
33.
Department of Education, White Paper on Educational Development, (Dublin, 1980), 34.
34.
S. Drudy and K. Lynch, Schools and Society in Ireland, (Dublin, 1993), 79.
35.
J. Harris, ‘The Policy-making Role of the Department of Education’ in D. Mulcahy and D O’Sullivan (Eds.) Irish Educational Policy—Process and Substance (Dublin, 1989), 7–25.
36.
J. Walshe, A New Partnership in Education—From Consultation to Legislation in the Nineties (Dublin, 1999).
37.
D. Akenson, The Irish Education Experiment: The National System of Education in the Nineteenth Century (London, 1970), 50.
38.
D. McCartney, ‘From Parnell to Pearse 1891–1921’ in T. Moody and T. Martin (Eds.) The Course of Irish History (Cork, 1967), 294–312.
39.
A. Doyle, A History of the Irish Language from the Norman Invasion to Independence (Oxford, 2015), 107.
40.
T. Brown, Ireland: A Social and Cultural History 1922–1979 (Glasgow, 1981).
41.
D. McCartney, ‘Education and the Language, 1938–1951’ in K. Nowlan and T. Williams (Eds.), Ireland in the War Years and After 1939–51 (Dublin, 1969), 80–94, 91.
42.
J. Whyte, ‘Ireland 1966–1982’ in T. Moody and F. Martin (Eds.), The Course of Irish History (Cork, 1984), 342–362; S. Farren, The Politics of Irish Education 1920–1965 (Belfast, 1995), 225.
43.
D. Ferriter, The Transformation of Ireland 1900–2000 (London, 2004).
44.
A. Hyland, ‘The Treasury and Irish Education 1850–1922: The Myth and the Reality’, Irish Educational Studies, 1983, 3, 2, 57–82, 70.
45.
J. Meenan, The Irish Economy since 1922, (Liverpool, 1970); J. Murphy, Ireland in the Twentieth Century, (Dublin, 1975).
46.
D. Tussing, Irish Educational Expenditures—Past, Present and Future, (Dublin, 1978), 164.
47.
Department of Finance, Economic Development, (Dublin, 1958).
48.
Department of Education, Investment in Education—Report of the Survey Team appointed by the Minister for Education in October 1962, (Dublin, 1965).
49.
D. O’Malley, ‘University Education in Dublin—Statement of Minister for Education’, 18th April 1967. Studies, Summer 1967, LVI, 222, 113–21, 115.
50.
T. O’Donoghue, Bilingual Education In Ireland 1904–1922—The Case of the Bilingual Programme of Instruction, (Perth, 2000).
51.
M. Wall, ‘The Decline of the Irish Language’ in B. Ó Cuív (Ed.), A View of the Irish Language, (Dublin, 1969), 81–90, 82; A. Doyle, A History of the Irish Language from the Norman Invasion to Independence, (Oxford, 2015).
52.
P. Ó Loinsigh, ‘The Irish Language in the Nineteenth Century’, Oideas, Spring 1975, 14, 5–21, 5.
53.
The Society for the Preservation of the Irish Language was established in 1876 to encourage the use of the Irish language by establishing classes for its instruction and to promote a modern literature in Irish. The Gaelic Athletic Association was founded in 1884 to support the preservation and cultivation of native Irish pastimes, most notably hurling and football. The Gaelic League (Conradh na Gaeilge) was established in 1893 to revive the Irish language and to preserve Irish literature, music and traditional culture.
54.
D. Akenson, A Mirror to Kathleen’s Face—Education in Independent Ireland 1922–1960, (London, 1975), 39.
55.
Royal Commission of Inquiry into Primary Education (Ireland), H.C. 1870, [C.-6], Volume 1.
56.
37th Report of the Commissioners of National Education in Ireland for 1870, H.C. 1871, [C.360-I], 7.
57.
J. Coolahan with P. O’Donovan, A History of Ireland’s School Inspectorate 1831–2008, (Dublin, 2009), 19–21.
58.
37th Report of the Commissioners of National Education in Ireland for 1870, H.C. 1871, [C.360-I], Appendix A, 61.
59.
B. Walsh, ‘Asking the Right Questions; Teacher Education in the Republic of Ireland’, Education Research and Perspectives, (UWA, 2006), 33, 2, 37–59.
60.
2nd Report of the Commissioners of National Education in Ireland for 1835, 18.
61.
Royal Commission of Inquiry into Primary Education (Ireland), H.C. 1870, [C.-6] Conclusions and Recommendations Contained in the General Report, Volume 1, Part V, 427.
62.
W. Walsh, Statement of the Chief Grievances of Irish Catholics in the matter of Education, Primary, Intermediate and University, (Dublin, 1890), 99.
63.
14th Report of the Commissioners of National Education in Ireland for 1847. H.C. 1848, [981], Appendix XXVII, 132–133.
64.
Royal Commission of Inquiry into Primary Education (Ireland), H.C. 1870, [C.-6] Conclusions and Recommendations Contained in the General Report, Volume 1, Part X, Recommendation No. 2, 522.
65.
68th Report of the Commissioners of National Education in Ireland for 1901, H.C. 1902, [Cd. 1198], 13.
66.
A. Hyland and K. Milne, Irish Educational Documents—Volume 1. Selection of Extracts from Documents relating to the History of Irish Education from the Earliest Times to 1922, (Dublin, 1987), 128.
67.
J. Coolahan, ‘Education’ in the Training Colleges—Carysfort 1877–1977: Two Centenary Lectures. (Dublin, 1981), 20–52, 23.
68.
Commission on Manual and Practical Instruction in Primary Schools under the Board of National Education in Ireland, Final Report of the Commissioners, (Dublin, 1898), [C.-8923], 56.
69.
Ibid.
70.
A. Hyland, ‘The Process of Curriculum Change in the Irish National School System’, Irish Educational Studies, 1987, 6, 2, 17–38, 21.
71.
For a summary see T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 59–84; A. Hyland, Educational Innovation—A Case Study. An Analysis of the Revised Programme of 1900 for National Schools in Ireland, (1973, M.Ed. Thesis, Dublin: Trinity College Dublin).
72.
F.H. Dale, Report of Mr. F.H. Dale, His Majesty’s Inspector of Schools, Board of Education, on Primary Education in Ireland, [Cd. 1981], (Dublin, 1904).
73.
See: T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 59–84.
74.
72nd Report of the Commissioners of National Education in Ireland for 1905–1906, H.C. 1906, [Cd. 3254], Appendix, Section II (K), 191–212.
75.
71st Report of the Commissioners of National Education in Ireland for 1904, H.C., 1905, [Cd. 2567], 28.
76.
See T. O’Donoghue, Bilingual Education In Ireland 1904–1922—The Case of the Bilingual Programme of Instruction, (Perth, 2000).
77.
86th Report of the Commissioners of National Education in Ireland for 1919–1920, [Cmd. 1476], 9.
78.
W.J.M. Starkie, Recent Reforms in Irish Education. An Address read before the British Association Belfast, 11th September 1902, (Dublin, 1902), 33.
79.
T. O’Doherty, ‘William Starkie: The Teacher’s Adversary’, Irish Educational Studies, 1999, 18, 248–60; J. Coolahan, ‘Education’ in the Training Colleges—Carysfort 1877–1977: Two Centenary Lectures, (Dublin, 1981), 20–52, 31.
80.
71st Report of the Commissioners of National Education in Ireland for 1904, H.C., 1905, [Cd. 2567], 1–2.
81.
86th Report of the Commissioners of National Education in Ireland for 1919–1920, [Cmd. 1476], 28.
82.
National Programme Conference, National Programme of Primary Instruction, (Dublin, 1922).
83.
National Programme Conference, Report and Programme presented by the National Programme Conference to the Minister for Education, (Dublin, 1926).
84.
E. Keroudie, Nationalism, (London, 1961), 62–91, 67.
85.
E. De Valera (1937) ‘The Constitution of Ireland, Radio Broadcast 29th December 1938’ in M. Moynihan, (Ed.), Speeches and Statements by Eamonn de Valera 1917–1973, (Dublin, 1980), 365.
86.
See: T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 130.
87.
D. Akenson, A Mirror to Kathleen’s Face—Education in Independent Ireland 1922–1960, (London, 1975), 37.
88.
Department of Education, Statistics relating to National Education in Saorstát for the Year 1922–1923, (Dublin, 1925), 6.
89.
National Programme Conference, National Programme of Primary Instruction, (Dublin, 1922), 15.
90.
B. Ó Cuív, ‘Education and Language’ in D. Williams (Ed.), The Irish Struggle 1916–1926, (London, 1969), 153–66.
91.
Circular 11/60; Teaching of Irish.
92.
Department of Education, Revised Programme of Primary Instruction, (Dublin, 1934).
93.
Department of Education, Revised Programme for Infants, (Dublin, 1948).
94.
Department of Education, The Infant School—Notes for Teachers, (Dublin, 1951), 3.
95.
A. Kelly, Compulsory Irish: Language and Education in Ireland 1870s–1970s, (Dublin, 2002).
96.
Circular 7/43; Circular to Managers and Principal Teachers of National Schools—Revised Regulations for the Primary School Certificate Examination.
97.
See: T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 171–204.
98.
Department of Education, Report of the Council of Education, (Dublin, 1954).
99.
J. Coolahan, ‘Education’ in the Training Colleges—Carysfort 1877–1977: Two Centenary Lectures, (Dublin, 1981), 20–52.
100.
Department of Education, Report of the Department of Education for the School Year 1924–1925 and the Financial and Administrative Years 1924-25-26, (Dublin, 1926), 41.
101.
The pupil-teacher scheme operated for students who had passed the Intermediate Certificate (lower secondary education) with honours. They were selected in order of merit to attend upper secondary education, usually through the medium of Irish, where they practised teaching each week as part of their studies. Once they passed the Leaving Certificate and an oral examination in Irish, they were eligible for entry to the training colleges.
102.
The Easter Examinations were held at Easter each year in a wide range of written and oral tasks to select students, in conjunction with their Leaving Certificate results, for entry to the training colleges.
103.
Department of Education, Report of the Department of Education 1935–1936, (Dublin, 1937), 9.
104.
Department of Education, Report of the Council of Education, (Dublin, 1954), para. 97.
105.
An Roinn Oideachais, Tuarascáil—Táblaí Staitistic 1968/1969–1971/1972, (Baile Átha Cliath, 1974), 17.
106.
Department of Education, Report of the Department of Education 1928–1929, (Dublin, 1930), 21. Circular 12/31; Circular to Inspectors on the Award of Highly Efficient and Efficient Ratings, 2.
107.
Comhairle na Gaelige, Irish in Education, (Dublin, 1974), 17.
108.
Central Statistics Office, Statistical Abstract of Ireland 1967, (Dublin, 1967), 55.
109.
A. Loxley, A. Seery and J. Walsh, ‘Investment in Education and the Tests of Time’, Irish Educational Studies, 2014, 33, 2, 173–191.
110.
Department of Education, Investment in Education—Report of the Survey Team appointed by the Minister for Education in October 1962, (Dublin, 1965).
111.
P. McGee, ‘Country Briefing: Special Education in Ireland’, European Journal of Special Needs Education, 1990, 5, 1, 48–63.
112.
S. Boldt, B. Devine, D. Mac Devitt and M. Morgan, Educational Disadvantage and Early School Leaving - Discussion Papers, (Dublin, 1998).
113.
Gaelscoileanna are Irish-medium schools where the Irish language is the language of instruction. The Irish language is also the language of communication between the staff, pupils and school management.
114.
A. Hyland, ‘The Multi-denominational Experience in the National School System in Ireland’, Irish Educational Studies, 1989, 8, 1, 89–114, 98.
115.
Circular 20/71; New Curriculum—Pilot Schools.
116.
Department of Education, Primary School Curriculum: Teacher’s Handbook—Part 1, (Dublin, 1971), 12.
117.
T. Ó Domhnalláin, ‘Buntús Gaeilge—Cúlra, Cur le Chéile, Cur i Bhfeidhm’ Teangeolas, 1981, 13, 24–32, 29.
118.
C. Sugrue, Complexities of Teaching: Child-centred Perspectives, (London, 1997), 25.
119.
See T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 283–342.
120.
Organisation for Economic Cooperation and Development, Reviews of National Policies for Education—Ireland, (Paris, 1991), 67.
121.
V. Greaney, A. Burke and J. McCann, J., ‘Entrants to Primary Teacher Education in Ireland’, European Journal of Teacher Education, 10, 2 (1987), 127–40, 127.
122.
D. Tussing, Irish Educational Expenditures—Past, Present and Future, (Dublin, 1978); T. Kellaghan, ‘The Interface of Research, Evaluation, and Policy in Irish Education’ in D. Mulcahy and D. O’Sullivan (Eds.), Irish Educational Policy—Process and Substance, (Dublin, 1989), 191–218.
123.
S. Ó Suilleabháin, ‘Teachers’ Centres: Theory and Practice’, Oideas, Summer 1973, 10, 13–17, 13.
124.
Department of Education, Report of the Primary Education Review Body, (Dublin, 1990).
125.
Review Body on the Primary Curriculum, Report of the Review Body on the Primary Curriculum, (Dublin, 1990).
126.
Department of Education (1992) Education for a Changing World—Green Paper on Education, (Dublin, 1992).
127.
J. Coolahan, ‘Report of the National Education Convention’, (Dublin, 1994).
128.
Department of Education, Charting our Education Future—White Paper on Education, (Dublin, 1995).
129.
Government of Ireland, Teaching Council Act, (Dublin, 2001).
130.
Government of Ireland, Education Act, (Dublin, 1998).
131.
Department of Education and Science, Primary School Curriculum, (Dublin, 1999).
132.
T. Walsh, ‘Constructions of Childhood in Ireland in the Twentieth Century—A View from the Primary School Curriculum 1900–1999’, Childcare in Practice, 2005, 11, 2, 253–69.
133.
R. Selleck, The New Education—The English Background 1870–1914, (Melbourne, 1968).
134.
Department of Education, Rules for National Schools under the Department of Education, (Dublin, 1965), 8.
135.
Department of Education, Primary School Curriculum: Teacher’s Handbook—Part 1, (Dublin, 1971).
136.
D. Devine, ‘Children: Rights and Status in Education—A Socio-historical Analysis’, Irish Educational Studies, Spring 1999, 18, 14–28.
137.
D. Ferriter, ‘Suffer Little Children? The Historical Validity of Memoirs of Irish Childhood’ in J. Dunne and J. Kelly (Eds.), Childhood and its Discontents—The First Seamus Heaney Lectures, (Dublin, 2003), 69–106. See also: P. Crosbie, Your Dinner’s Poured Out! (Dublin, 1981), 172–90, 179; P. Touher, Fear of the Collar: Artane Industrial School, (Dublin, 2007); S. McMahon and J. O’Donoghue (Eds.), Tales out of School, (Dublin, 1993).
138.
Circular 9/82; The Abolition of Corporal Punishment in National Schools.

Author information

Authors and Affiliations

National University of Ireland, Maynooth, Ireland
Tom Walsh

Authors

Tom Walsh
View author publications
You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tom Walsh .

Editor information

Editors and Affiliations

School of Education Studies, Dublin City University, Dublin, Ireland
Brendan Walsh

Appendices

Adapted from T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 451–453.

Appendix 1: Compulsory and Optional Subjects in the Primary School Curriculum, 1872–1999

Adapted from T. Walsh, Primary Education in Ireland 1897–1990: Curriculum and Context, (Bern, 2012), 451–453.

Year	Compulsory Subjects	Optional/Additional Subjects	Additional Notes
1831	Lesson Books (Reading), Arithmetic, Writing, Writing from Dictation, Grammar, Geography, Needlework (girls)	Extra branches included: British Poets, Mensuration, Geometry, Algebra, Book-keeping, Trigonometry, Music, Drawing, Physical and Applied Science	Branches for Females: Sewing, Knitting, Netting, Embroidery, Cutting-out
1872	Reading, Writing, Spelling, Grammar, Arithmetic, Geography, Needlework (girls), Agriculture (boys)	Vocal Music, Book-keeping, Kindergarten, Drawing, Instrumental Music, Algebra, Geometry and Mensuration, Trigonometry, Navigation, Mechanics, Hydrostatics and Pneumatics, Light and Sound, Heat and Steam Engine, Physical Geography, Heat and Magnetism, Botany, Animal Physiology and Zoology, Inorganic Chemistry, Geology, Latin, Greek, French, German, Irish, Handicraft, Hygiene, Spinning, Weaving, Netmending, Other Cottage Industries, Type-writing, Shorthand, Bee-keeping, Laundry Work (girls), Dressmaking (girls), Practical Cookery (girls), Dairying (girls), Management of Poultry (girls), Domestic Economy (girls)	There was little uptake of this broad array of optional subjects in Irish primary schools between 1872 and 1900.
1900	English, Arithmetic, Kindergarten methods, Manual Instruction, Drawing, Object Lessons and Elementary Science, Singing, School Discipline and Physical Drill, Cookery (girls), Laundry (girls), Needlework (girls)	French, Latin, Mathematics, Irish, Instrumental Music	English and Arithmetic were the only ‘compulsory subjects’, with all other subjects to be taught if teachers were proficient and the necessary facilities and resources were available. Geography and History were taught through Geographical and Historical Reading Books. From 1904, Manual Instruction was discontinued in the senior classes, Geography was included as a separate subject and Cookery applied in fifth and sixth classes only.
1922	Religion (extra-curricular), Irish, English, Mathematics (Arithmetic, Algebra and Geometry), History and Geography, Singing, Drill, Needlework (girls)	Drawing, Advanced Algebra, Advanced Geometry and Mensuration, French (or other continental language), Latin, Nature Study, Book-keeping, Elementary Science (where a suitably equipped laboratory and trained teacher was available), Cookery, Rural Science and School Gardening, Manual Instruction (Woodwork) and Domestic Science	All work in the infant classes was to be through the medium of Irish. The work in the infant classes was classified under Language, Drawing, Numbers, Kindergarten Gifts and Occupations, Songs and Games. A veto was allowed to parents regarding the teaching of either the Irish or English language in schools. History and Geography were to be taught as one subject.
1926	Religion (extra-curricular), Irish, English, Mathematics, History, Geography, Music, Rural Science/Nature Study, Needlework (girls),	Drawing, Domestic Science, Physical Training, Manual Instruction	All work in the infant classes was to be through the medium of Irish, but allowing English to be used before 10.30 a.m. and after 2.00 p.m. The work in the infant classes was classified under Language, Kindergarten, Songs, Games, Arithmetic and Drawing. Higher and Lower Course were introduced in Irish and English, with the aim that the Higher Course in Irish would become the norm. Algebra and Geometry (as part of Mathematics) became optional in classes taught by women teachers and in one-teacher schools. History and Geography were reconstituted as separate subjects.
1934	Religion (extra-curricular), Irish, English, Arithmetic, History, Geography, Music, Needlework (girls), Algebra or Geometry (large boys’ schools only)	English (first class), Rural Science/Nature Study, Domestic Science, Drawing, Physical Training, Manual Instruction, Algebra and Geometry (girls’ schools and small schools)	All work in the infant classes was to be through the medium of Irish. No English was allowed in the infant classes, while English became an optional subject in first class. The Higher Course in Irish and the Lower Course in English was to be taught in all schools.
1948	Religion (extra-curricular), Irish, English, Arithmetic, History, Geography, Music, Needlework (girls), Algebra or Geometry (large boys’ schools only)	English (first class), Rural Science/Nature Study, Domestic Science, Drawing, Physical Training, Manual Instruction, Algebra and Geometry (girls’ schools and small schools)	Revised Programme for Infants allowed for a more child-centred and heuristic approach in the infant classes. Optional 30 minutes of English allowed each day in the infant classes.
1971	Religion (extra-curricular), Language (Irish and English), Mathematics, Art and Craft, Social and Environmental Studies (History, Geography, Civics, Elementary Science), Music, Physical Education	N/A
1999	Religion (extra-curricular), Irish, English, Mathematics, Social, Environmental and Scientific Education, Arts Education and Physical Education	N/A

Appendix 2. 12 Practical Rules for National Teachers

14th Report of the Commissioners of National Education in Ireland for 1847. H.C. 1848, [981], Appendix XXVII, 132–133.

Practical Rules for the Teachers of National Schools

1.
The Teachers of National Schools are required—To keep at least one copy of the GENERAL LESSON suspended conspicuously in the School-room, and to inculcate the principles contained in it on the minds of their pupils.
2.
To exclude from the School, except at the hours set apart for Religious Instruction, all Catechisms and Books inculcating peculiar religious opinions.
3.
To avoid fairs, markets, and meetings—but above all, POLITICAL meetings of every kind; to abstain from controversy; and to do nothing either in or out of School which might have a tendency to confine it to any one denomination of Children.
4.
To keep the Register, Report Book, and Class Rolls accurately, neatly, and according to the precise form prescribed by the Board; and to enter or mark in the two latter, before noon each day, the number of Children in actual attendance.
5.
To classify the Children according to the National Schools Books; to study those Books themselves; and to teach according to the improved method, as pointed out in their several prefaces.
6.
To observe themselves, and to impress upon the minds of their Pupils, the great rule of regularity and order—A TIME AND PLACE FOR EVERY THING, AND EVERYTHING IN ITS PROPER TIME AND PLACE.
7.
To promote, both by precept and example, CLEANLINESS, NEATNESS, and DECENCY. To effect this, the Teachers should set an example of cleanliness and neatness in their own person, and in the state and general appearance of their Schools. They should also satisfy themselves, by personal inspection every morning, that the Children have had their hands and faces washed, their hair combed, and clothes cleaned, and, when necessary, mended. The school apartments, too, should be swept and dusted every evening, and whitewashed at least once a year.
8.
To pay the strictest attention to the morals and general conduct of their Pupils and to omit no opportunity of inculcating the principles of TRUTH and HONESTY: the duties of respect to superiors and obedience to all persons placed in authority over them.
9.
To evince a regard for the improvement and general welfare of their Pupils, to treat them with kindness, combined with firmness, and to aim at governing them by their affections and reason, rather than by harshness and severity.
10.
To cultivate kindly and affectionate feelings among their Pupils; to discountenance quarrelling, cruelty to animals, and every approach to vice.
11.
To record in the Report Book of the School the weekly receipts of School fees, and the amount of all grants made by the Board, as well as the purposes for which they were made, whether in any way of Premiums, Salaries to Teachers, payments to Monitors, or Workmisstresses, also School requisites, whether Free Stock or purchased at half-price.
12.
To take strict care of the Free Stock of Books granted by the Board; and to endeavour to keep the School constantly supplied with National School Books and requisites for sale to the Children, at the reduced prices charged by the Commissioners; also to preserve the invoices for the information of the Inspectors; and whenever requisites (whether free stock or purchased) arrive without an invoice, to apply to the manager to whom it is transmitted when the parcel is sent from this office.

Copyright information

About this chapter

Cite this chapter

Walsh, T. (2016). The National System of Education, 1831–2000. In: Walsh, B. (eds) Essays in the History of Irish Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51482-0_2

Download citation

DOI: https://doi.org/10.1057/978-1-137-51482-0_2
Published: 30 September 2016
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-51481-3
Online ISBN: 978-1-137-51482-0
eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics