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UCC Library and UCC Researchers Have Made This Item Openly Available UCC Library and UCC researchers have made this item openly available. Please let us know how this has helped you. Thanks! Title Thomas Davis's education policies: theory and practice Author(s) Conneally, John Publication date 2014 Original citation Conneally, J. 2014. Thomas Davis's education policies: theory and practice. PhD Thesis, University College Cork. Type of publication Doctoral thesis Rights © 2014, John Conneally http://creativecommons.org/licenses/by-nc-nd/3.0/ Embargo information No embargo required Item downloaded http://hdl.handle.net/10468/1553 from Downloaded on 2021-10-04T04:25:10Z Thomas Davis’s Education Policies: Theory and Practice John Conneally Thesis presented in fulfillment of the regulations governing the award of PhD. Head of Department: Professor K. Hall Supervisor: Dr F. Long Submitted to: School of Education, University College Cork: National University of Ireland January 2014 1 Contents Chapter 1: In what way was Thomas Davis an educationalist? ........................................4 Introduction .........................................................................................................................4 1.1 Definition of an educationalist.......................................................................................8 1.2 Davis’s Nationalist Philosophy...................................................................................12 1.3 Contemporary perspectives on shortcomings in Irish education…………………….19 1.4 Davis’s national education .........................................................................................266 1.5 Davis’s policy to educate wise and influential citizens ...............................................30 1.6 Davis’s policy to educate moral leaders ......................................................................37 Conclusion .........................................................................................................................40 Chapter Two: University Education ..................................................................................42 Introduction .......................................................................................................................42 2.1 Utilitarian Education or Liberal Education ..................................................................43 2.1.1 A comparison of the university ideologies of Davis and Newman ......................46 2.2 The Queens Colleges Bill, 1845 .................................................................................54 2.2.1 Background to the Queens Colleges Bill ............................................................54 2.3 The Catholic Church and University Education .........................................................56 2.4 The debate on the Education Bill in the Repeal Association ......................................60 2.5 Davis’s interpretation of ‘The Bishops Memorial’ .....................................................65 2.6 Reaction to the Protestant status of Trinity College Dublin .......................................68 2.7 Reaction to Government plans to appoint Professors .................................................72 2.8 The Queen’s Colleges Bill: a source of division ........................................................73 Conclusion .........................................................................................................................75 Chapter 3: Davis’s University Curriculum .......................................................................77 Introduction .......................................................................................................................77 3.1 Davis’s experience of Trinity College Dublin ............................................................77 3.2 Davis’s University Curriculum ....................................................................................80 3.2.1 Oratory .................................................................................................................80 3.2.2 Moral Philosophy .................................................................................................90 3.2.2.2 Political Philosophy ...........................................................................................93 3.2.3 English Philological Studies ...............................................................................101 Conclusion ................................................................................................................... 10606 Chapter Four: Teaching Methods and the Learning Environment ..............................110 Introduction .....................................................................................................................110 2 4.1 Learning methodology ...............................................................................................110 4.1.1 Learning in the Home .........................................................................................115 4.2 Trinity College Dublin – Non-residential degrees .....................................................122 4.3 System of Instruction - Tutorial and Lecture system .................................................125 4.4 Teaching methodology ..............................................................................................129 4.4.1 Lyceum Teaching ...............................................................................................132 4.5 Repeal Reading Rooms .............................................................................................139 Conclusion .......................................................................................................................143 Chapter Five: Providing a National Education: History ................................................146 Introduction .....................................................................................................................146 5.1 Anti-National Education ............................................................................................146 5.2 Why study history? Davis’s response ........................................................................151 5.3 Historiography ...........................................................................................................156 5.4 Davis’s interpretation of Irish history ........................................................................163 5.4.1 The Irish Parliament of James II, 1689 ..............................................................164 5.4.2 Dispelling the myths about the Irish rebellion of 1641 ......................................169 5.4.3 Historical Monuments of Ireland .......................................................................172 5.4.4 A Ballad History of Ireland ................................................................................177 Conclusion .......................................................................................................................188 Chapter Six: Providing a national education: Irish Culture .........................................191 Introduction .....................................................................................................................191 6.1 Cultural Nationalism and Education ..........................................................................191 6.2 Davis’s Cultural Education ........................................................................................195 6.2.1 National Art ........................................................................................................195 6.2.2 Irish Literature ....................................................................................................201 6.2.3 The Library of Ireland ........................................................................................207 6.2.4 The Irish Language .............................................................................................213 Conclusion .......................................................................................................................221 Conclusion ..........................................................................................................................223 Bibliography .......................................................................................................................234 3 Chapter One: In what way was Thomas Davis an educationalist? Introduction In 1814, Thomas Davis (1814-1845) was born into a Protestant, middle class family in Mallow, Co Cork. His father, James Davis, a surgeon in the Royal Artillery, was of Welsh origin and his mother Mary Atkins was a descendant of the English Normans. Following the death of his father, Davis’s family moved to Dublin where he attended Mr Mungans, a multi-denominational school; and at the age of 16 he attended Trinity College Dublin (TCD) where he attained a B.A. in 1836. He was called to the Irish Bar in 1838 though he never practiced as a barrister. Davis came to public attention in 1837 when he published a pamphlet on The Reform of the Lords; by A Graduate of Dublin University; in it he argued that members of the Lords should not inherit their rank they should be elected by the people (Davis, 1837, p33). Nonetheless, it was in his Presidential Address to the Historical Society in 1840 that he revealed his political colours – that he was a confirmed nationalist; he urged his audience to engage in patriotic action and to serve their country. His public profile was enhanced
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