Guide to sources of English history from 1603 to 1660 in Reports of the Royal Commission on Historical Manuscripts,

"Aids to the use of the Reports": p. xxii-xxviii

History of the diocese of Meath /

Mode of access: Internet.

The Catholic Church and revolution in Ireland

Despite the involvement of radical socialists like James Connolly and the Irish Citizen Army in the 1916 Rising and the unanimous passing of the Democratic Programme (a socialist manifesto for the new Government) by the First Dáil in 1919, the Irish state has since its inception exhibited a highly conservative approach to social and economic policy, and politics generally in Ireland, North or South, have never faced a serious challenge from those seeking radical change. Several factors have played a part in this and this article focuses on one of these - the power and conservatism of the Catholic Church and its influence in shaping the political landscape. Despite a decline in recent years, the Church remains influential north and south of the Border in education provision, the current debates in relation to abortion and in culturally important aspects of life - baptism, communion and burial. In the past the Church’s political influence among Ireland’s majority Catholic community had been even more pronounced. The article begins by looking at the Church’s attitude to revolutionary change in Ireland historically before focusing on its influence in the North during the Stormont years and during the more recent ‘Troubles’ – 1969 - 98. It shows how the Church attempted to influence political thought and discourse in Ireland when it was at the height of its power. Whilst it is true that the Church was not a monolith, and there have always been individual priests who have adopted a more radical approach, the general thrust of the Church was conservative, attempting to ally itself with the power elites of the day where possible. It is this influence which appears to have stood the test of time despite attempts in past generations to radicalise the Irish population.

Mathematical notebook, and commonplace book, circa 1689-1769

Manuscript notebook, possibly kept by Harvard students, containing 17th century English transcriptions of arithmetic and geometry texts, one of which is dated 1689-1690; 18th century transcriptions from John Ward’s “The Young Mathematician’s Guide”; and notes on physics lectures delivered by John Winthrop, the Hollis Professor of Mathematics and Natural Philosophy at Harvard from 1738 to 1779. The notebook also contains 18th century reading notes on Henry VIII, Tudor succession, and English history from Daniel Neal’s “The History of the Puritans” and David Hume’s “History of England,” and notes on Ancient history, taken mainly from Charles Rollin’s “The Ancient History of the Egyptians, Carthaginians, Assyrians, Babylonians, Medes and Persians, Macedonians and Grecians.” Additionally included are an excerpt from Plutarch’s “Lives” and transcriptions of three articles from “The Gentleman’s Magazine, and Historical Chronicle,” published in 1769: “A Critique on the Works of Ovid”; a book review of “A New Voyage to the West-Indies”; and “Genuine Anecdotes of Celebrated Writers, &.” The flyleaf contains the inscription “Semper boni aliquid operis facito ut diabolus te semper inveniat occupatum,” a variation on a quote of Saint Jerome that translates approximately as “Always good to do some work so that the devil may always find you occupied.” In the seventeenth and eighteenth centuries, Harvard College undergraduates often copied academic texts and lecture notes into personal notebooks in place of printed textbooks. Winthrop used Ward’s textbook in his class, while the books of Hume, Neal, and Rollin were used in history courses taught at Harvard in the 18th century.

IRELAND AND LATIN AMERICA: A CULTURAL HISTORY

According to Declan Kiberd, “postcolonial writing does not begin only when the occupier withdraws: rather it is initiated at that very moment when a native writer formulates a text committed to cultural resistance.” The Irish in Latin America – a continent emerging from indigenous cultures, colonisation, and migrations – may be regarded as colonised in Ireland and as colonisers in their new home. They are a counterexample to the standard pattern of identities in the major English-speaking destinations of the Irish Diaspora. Using literary sources, the press, correspondence, music, sports, and other cultural representations, in this thesis I search the attitudes and shared values signifying identities among the immigrants and their families. Their fragmentary and wide-ranging cultures provide a rich context to study the protean process of adaptation to, or rejection of, the new countries. Evolving from oppressed to oppressors, the Irish in Latin America swiftly became ingleses. Subsequently, in order to join the local middle classes they became vaqueros, llaneros, huasos, and gauchos so they could show signs of their effective integration to the native culture, as seen by the Latin American elites. Eventually, some Irish groups separated from the English mainstream culture and shaped their own community negotiating among Irishness, Englishness, and local identities in Brazil, Uruguay, Peru, Cuba, and other places in the region. These identities were not only unmoored in the emigrants’ minds but also manoeuvred by the political needs of community and religious leaders. After reviewing the major steps and patterns of Irish migration to Latin America, the thesis analyses texts from selected works, offers a version of how the settlers became Latin Americans or not, and elucidates the processes by which a new Irish-Latin American hybrid was created.

History in progress, 1066-1603. Book 1.

Esta dividido en tres módulos que nos permiten acercarnos a la vida de la gente en el período comprendido entre 1066 y 1603 en distintos lugares del mundo. Su contenido se ajusta al plan nacional de estudios inglés en la materia de historia en la etapa 3 (Key stage 3). Pertenece a una serie cuyos objetivos son entre otros: hacer comprender a los alumnos que la historia es una disciplina basada en la investigación, la interpretación y el debate y, que para su comprensión se necesita una visión global de los hechos, que lo aporta el conocimiento equilibrado de los temas nacionales e internacionales.

History in progress, 1066-1603. Planning and resource pack 1.

Ayuda a los profesores a cumplir con los requisitos de la versión revisada del programa de estudios del curriculo nacional inglés en historia para la etapa 3 (key stage 3); no solo por su contenido sino también por la estructura de las áreas de estudio. Presenta, igualmente, distintos tipos de evaluaciones para que el docente pueda hacer un seguimiento de los progresos de los alumnos y del rendimiento individual de cada uno de ellos de forma continua. Los recursos con los que cuenta son personalizados con hojas de trabajo, esquemas de lecciones y de trabajo. Se acompaña con material audiovisual en el que figura una amplia variedad de ejemplos y actividades que ayudan a ampliar las ideas y mejorar el aprendizaje de la historia por parte de los alumnos.

History in progress, 1603-1901. Book 2.

Esta dividido en tres módulos que nos permiten acercarnos a la vida de la gente en el período comprendido entre 1603 y 1901 en distintos lugares del mundo. Su contenido se ajusta a los requisitos del plan nacional de estudios inglés en la materia de historia en la etapa 3 (Key stage 3). Pertenece a una serie cuyos objetivos son entre otros: hacer comprender a los alumnos que la historia es una disciplina basada en la investigación, la interpretación y el debate y, que para su comprensión se necesita una visión global de los hechos, para lo cual busca el equilibrio entre los asuntos nacionales e internacionales.

History in progress, 1603-1901. Planning and resource pack 2.

Ayuda a los profesores a cumplir con los requisitos de la versión revisada del programa de estudios del curriculo nacional inglés en historia para la etapa 3 (key stage 3); no solo por su contenido sino también por la estructura de las áreas de estudio. Presenta, igualmente, distintos tipos de evaluaciones para que el docente pueda hacer un seguimiento de los progresos de los alumnos y del rendimiento individual de cada uno de ellos de forma continua. Los recursos con los que cuenta son personalizados con hojas de trabajo, esquemas de lecciones y de trabajo. Se acompaña con material audiovisual en el que figura una amplia variedad de ejemplos y actividades que ayudan a ampliar las ideas y mejorar el aprendizaje de la historia por parte de los alumnos.

Talking through walls: a history of the murals in Northern Ireland

This dissertation examines how some fundamental events of the history of Ireland emerge through the art of the mural. It is divided into three chapters. The first chapter opens with a brief presentation of the mural as a form of art with a semiotic and sociological function, with a particular focus on the socio-political importance it has had and still has today in Ireland, where murals are a significant means of expressing ideals, protest and commemoration. A part of this chapter also provides data about the number of murals and their location, with a particular focus on the two cities of Belfast and Derry. This first chapter ends with the presentation of an initiative put forth by the Arts Council of Northern Ireland, called "Building Peace through the Arts: Re-Imaging Communities", and questions its implementation on the Irish soil. The second chapter provides a history of the murals in Northern Ireland, from the Unionist's early depictions of King Billy in occasion of the 12 July annual celebrations to the Republican response. This will be supported by an explanation of the two events that triggered the start of the mural painting for both factions: the Battle of the Boyne for the Loyalists and the 1981 hunger strike for the Republicans. In the third and last chapter of this dissertation, a key of the main themes, symbols, acronyms and dominant colours which can be found in Loyalist and Republican murals is provided. Furthermore, one mural for each faction is looked at more closely, with an analysis of the symbols which are present in it.