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This book explores the religious, political and social fortunes of Waterford’s minority Church of Ireland community during a turbulent period in Irish history. In the decades under consideration, an emerging and strident Catholic democracy eroded the power and social position of a once powerful ruling class. Waterford’s fearful and confused Anglicans took refuge and found consolation in a community which defined itself increasingly in denominational terms. This denominationalism came to be characterised by its Protestant evangelicalism and loyalty to the union with Britain. A unique insight is given into provincial Anglicanism, with a detailed examination of the character of its religious life and practice. There is a particular focus on one of the most controversial figures in the nineteenth century Anglican Church, Robert Daly, Bishop of Waterford, 1843-1872. Described by a contemporary as ‘a Protestant Pope’, this cleric inspired admiration and loathing, as he strove to resist the advances of an increasingly confident and vibrant Catholic Church. Studies of bishops of the nineteenth century Protestant Church have been largely conspicuous by their absence, but this book makes a valuable and original contribution to a glaring hole in this area of historiography. This study of Waterford’s Anglicans adds significantly to our understanding of the nature of Irish Protestantism at a time of crisis and decline.

Why do we send children to school? Who should take responsibility for children's health and education? Should girls and boys be educated separately or together? These questions provoke much contemporary debate, but also have a longer, often-overlooked history. Mary Hatfield explores these questions and more in this comprehensive cultural history of childhood in nineteenth-century Ireland. Many modern ideas about Irish childhood have their roots in the first three-quarters of the nineteenth century, when an emerging middle-class took a disproportionate role in shaping the definition of a 'good' childhood, with childhood seen as a fluid concept with a variety of meanings and responsibilities dependent on class, gender, and religious identity. This study deconstructs several key changes in medical care, educational provision, and ideals of parental care. It takes an innovative holistic approach to the middle-class child's social world, by synthesising a broad base of documentary, visual, and material sources, including clothes, books, medical treatises, religious tracts, photographs, illustrations, and autobiographies. It offers invaluable new insights into Irish boarding schools, the material culture of childhood, and the experience of boys and girls in education.