Over the past 20 years, "transnational knowledge circulation" has become a powerful theoretical construct for use by historians of education seeking to identify, characterise, and account for the nature of ideas and practices operating in one constituency that had their origins elsewhere. Research of this nature is very limited in relation to Ireland, both prior to and following political independence in the 1920s. This paper reports on an effort to commence addressing this deficit in the pre-independence era. The main focus is the work of "The Commission on Manual and Practical Instruction" (CMPI) conducted between 1896 and 1898, with the intention of proposing reforming practices for Irish national (primary) schools. A particular emphasis is placed on the efforts of the CPMI to explore and synthesise transnational education policies and practices, and to reflect these in its final report. The impact and legacy of this work in terms of the development and enactment of the subsequent curriculum for schools (1900-1922) are also analysed.