This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of 19th century Ireland and discusses the effects that the system had upon the Irish nation.

The acquisition and use of language are just as vital to children's learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Here, the author focuses mainly on the language of subject learning in the secondary schools.

Firmly based on the authors' personal experience, this book tackles a wide range of issues relating to the teaching of the arts in the primary school. The authors illustrate how primary children of all ages can be educated to both know about and to practice all the major art forms.

'Rebirth of Rhetoric' brings together contributions from several fields to provide a forum in which a unifying theory for language and literature studies can be debated. The book presents a range of practical approaches to the study of texts of all kinds.

This text sets out a clear and logical framework for the teaching of reading throughout different age groups, whereby systematic progression can be developed within a structured framework. A detailed set of recommendations are offered and are both illustrated and justified, for the teacher to examine and use.

Written at a time when the psychology of education was still in its infancy, this volume explains the scientific interpretation of dreams. The importance of the dream mind in normal behaviour, and in the production and appreciation of literature and art, is illustrated by numerous examples.

Contributing to early debates on nature versus nurture, schools and the social environment, town planning and a free comprehensive education, the author discusses key educational issues against the background of a distintegrating Europe in the midst of war.

The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its relation to politics.

Tracing the views on moral life of such past philosophers as Plato, Aristotle and Kant, as well as of such theorists as Durkheim, Freud, Piaget and Kohlberg, the author sets forth a full discussion of the nature and educational implications of the idea of moral virtue.

There are many students who find philosophy of education difficult, because they have never received teaching in the basic essentials of general philosophy. This book begins by asking the basic question 'what is philosophy?' and examines a number of possible answers.