tion with the Board in the early years were jointly managed, the main Christian churches put pressure on the government to allow aid to be given to schools under the management of individual churches.1
While the Board would decide the curriculum for moral and literary instruction, the patron of each school would determine the form and content of religious instruction in the schools under his patronage. The Rules for National Schools to
the present day set down that ‘no pupil shall receive or be present at any religious instruction of which his parents or guardians do not approve’4 and also ‘that the periods of formal religious instruction shall be fixed so as to facilitate the withdrawal of [such] pupils’.5
This means that the National System had its ultimate goal to help accommodate children of different religions. That is why, the Christian dominate churches had to enforce the other dominations to be ready to accommodate children of mixed religions. This was pushed about by the Christian churches until it came to pass with management being of mixed creed.
In an article presented by Thomas Walsh regarding the children’s curriculum in the primary schools between 1900 and 1999, he describes the conceptualization of the childhood education as a process that is undergoing and it takes time to be implemented fully.
In an announcement by Ruairi Quinn, Minister for Education and Skills, on the junior certificate reforms, he commented that, “We already know that significant numbers of first years do not make progress in English and Maths – the key building blocks of learning.”
He added that, “Too many students ‘switch off’ in second year and never reconnect to learning. We know that the experience of third year students is dominated by preparations for the Junior Certificate exams where the focus narrows to the performance in the examination rather than the quality of the learning. It is high time we changed this – for the good of our ...Show more