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. The multiplication of schools arising partly from the denominationalism which so largely holds the field is accentuated by the financial system which is adopted by the National Board. In all the schools under its control, with the exception of the 300 convent and monastery schools, where the State-aid takes the form of a capitation grant, the grant is ear-marked for the payment of teachers' salaries, the largest charge incurred by the school; and in this way the responsibility on that account and the occasion for economy on that score of the managers is removed, leaving to them only the control of the school buildings. Moreover, the non-application of the capitation system of grants fails to bring into play what would be a direct financial inducement to the locality to improve the school attendance of the children, as would also any system of local control. The small size of existing school areas results in inevitable mischief, for under it the poorest districts are those in which the school accommodation is worst, and since more money has to be raised than in richer localities the poorer districts have to pay most and the richest least for elementary education.