The BIA and CNEI schools heavily used rote learning, although in the twentieth century the more child-centered ideas of the Progressive Education movement began to influence both systems.
Only in 1879, half a century after its founding, did the CNEI allow the teaching of Irish as an extra subject, and only in 1884 did it permit bilingual education in specific areas.
He and others remembered how individual teachers sometimes subverted the CNEI curriculum and goals by preaching Irish nationalism in class.
To facilitate acceptance of the Union, the CNEI hoped to dissipate the religious antagonisms that plagued Irish history and designed its system to prevent denominational religious proselytizing.
52) The religious ideas of Irish Catholics or Protestants during the period under review, however, were exclusive: one could not simultaneously be a good Catholic and a good Presbyterian and thus the CNEI made efforts to defuse the religious issue.
It is difficult to tell how effectively CNEI rules protected students, but from these accounts it appears that teachers did not systematically attempt to foist their own religious views on children of other denominations.
Ironically, even in light of the century-long Anglicization policy of the Board, after the 1916 rising against British rule the CNEI Resident Commissioner Dr.
Throughout the nineteenth century and into the twentieth the CNEI and the BIA lamented chronic nonattendance.
63) As noted above, Irish authorities also bewailed the inadequate and inconsistent attendance at CNEI schools, another strikingly similar pattern in both types of school.
Further, by the turn of the century the CNEI and its policies came under increasingly successful nationalist attack.