To appreciate fully the irony of the divergence between the sentiments expressed and the real facts, one must remember that these lines were written at a time when land reform and church disestablishment were regarded by those in authority as the proposals of unspeakable demagogues.

The views of Whately on the value of the educational machine which he controlled, as an instrument of proselytism are very frankly set out in a conversation which he had with Nassau Senior, which is quoted from the diary of the latter in the Archbishop’s biography:—­

“I believe,” he said, “that mixed education is gradually enlightening the mass of the people, and that if we give it up we give up the only hope of weaning the Irish from the abuses of Popery.  But I cannot venture openly to profess this opinion.  I cannot openly support the Education Board as an instrument of conversion.  I have to fight its battles with one hand, and that my best, tied behind me."[20]

This extract more than justifies the policy by which, when Dr. MacHale succeeded Dr. Murray in Dublin, a bland acquiescence in Governmental action began to be no longer the line of action of Catholic prelates.

The system of National Education was, as I have said, founded at its inception on the principles of undenominationalism, but, as a matter of fact, the determined views of all creeds in Ireland prevailed to a very great extent, so that at the end of the nineteenth century out of a total of 8,700 schools in the country more than 5,000 were attended by children of one religion only; of these 4,000 were Catholic schools, the remaining 1,000 belonging to one or other of the Protestant denominations.  Of the 3,700 schools which are not purely denominational, there are many in which the great majority of the pupils belong to one religion, but in these, of course, the minority is safeguarded by a conscience clause.

The members of the National Board are appointed to-day—­as they were in 1833—­by Dublin Castle.  They are nominees in no sense responsible to anyone, amateurs in educational matters, whose debates are carried on in camera, and when they have arrived at decisions their fiat goes forth without reason being given for changes of system or of policy, and without opportunity being afforded for revision or appeal.

In these circumstances it is not surprising that the system of elementary education in Ireland does not meet with the popular attention that it should.  There is no consultation on the part of the Board with those responsible for carrying on changes which it orders, and when innovations are introduced without reasons being offered, those who have to apply them are not likely to do so with good grace, still less with enthusiasm.  When the arguments and reasons in favour of alterations are unknown to the public such changes almost invariably meet with opposition at the hands of those who have to effect them.