William Bathe, S.J. (1564-1614) was a pioneer in linguistics. The present book deals with Bathe's family background, his life and service as a courtier, diplomat and, finally, Jesuit educator, and, in particular, his contribution to the study of language and his most important publication, Ianua Linguarum (1611).

In this important study, reissued here in paperback along with a new historiographical essay, T.C. Barnard anatomizes the Irish problem of the mid-seventeenth century and connects it to the English politics and policies both before and after the interregnum. He looks closely at how and by whom Ireland was ruled and how its government was financed, and he explores in detail the primary Cromwellian goals in Ireland: propagating the Protestant gospel, providing English and Protestant education, advancing learning, and reforming the law.

The Irish Classical Self considers the role of classical languages and learning in the construction of Irish cultural identities in the eighteenth and nineteenth centuries, focusing in particular on the "lower ranks" of society. This eighteenth century notion of the "classical self" grew partly out of influential identity narratives developed in the seventeenth century by clerics on the European continent: responding to influential critiques of the Irish as ignorant barbarians, they published works demonstrating the value and antiquity of indigenous culture and made traditional annalistic claims about the antiquity of Irish and connections between Ireland and the biblical and classical world broadly known. In the eighteenth century these and related ideas spread through Irish poetry, which demonstrated the complex and continuing interaction of languages in the country: a story of conflict, but also of communication and amity. The "classical strain" in the context of the non-elite may seem like an unlikely phenomenon but the volume exposes the truth in the legend of the classical hedge schools which offered tuition in Latin and Greek to poor students, for whom learning and claims to learning had particular meaning and power. This volume surveys official data on schools and scholars together with literary and other narratives, showing how the schools, inherently transgressive because of the Penal Laws, drove concerns about class and political loyalty and inspired seductive but contentious retrospectives. It demonstrates that classical interests among those "in the humbler walks of life" ran in the same channels as interests in Irish literature and contemporary Irish poetry and demands a closer look at the phenomenon in its entirety.

The last few years have witnessed a growing interest in the study of the Reformation period within the three kingdoms of Britain, revolutionizing the way in which scholars think about the relationships between England, Scotland and Ireland. Nevertheless, it is a fact that the story of the British Reformation is still dominated by studies of England, an imbalance that this book will help to right. By adopting an international perspective, the essays in this volume look at the motives, methods and impact of enforcing the Protestant Reformation in Ireland and Scotland. The juxtaposition of these two countries illuminates the similarities and differences of their social and political situations while qualifying many of the conclusions of recent historical work in each country. As well as Investigating what 'reformation' meant in the early modern period, and examining its literal, rhetorical, doctrinal, moral and political implications, the volume also explores what enforcing these various reformations could involve. Taken as a whole, this volume offers a fascinating insight into how the political authorities in Scotland and Ireland attempted, with varying degrees of success, to impose Protestantism on their countries. By comparing the two situations, and placing them in the wider international picture, our understanding of European confessionalization is further enhanced.