This document provides an introduction to a case study on the 1885-1886 elections in Ireland and the rise of the Home Rule movement. It summarizes that the 1885 election saw Charles Parnell's Irish Parliamentary Party sweep to victory, winning 86 seats, bolstered by support from the Catholic Church. This victory convinced William Gladstone to support Home Rule. However, the introduction of a Home Rule bill in 1886 split the Liberal Party, with Joseph Chamberlain leading Liberal Unionists who opposed Home Rule. The bill was narrowly defeated. The document provides biographical notes on the key figures involved and outlines the documents included in the case study to illustrate the arguments for and against Home Rule during this pivotal period.
This document provides an introduction and overview of the 1913 Dublin Lockout, a major industrial dispute between employers and trade unions that had wide-ranging political and social impacts. It summarizes that the lockout took place against a backdrop of urban poverty in Dublin and was centered around issues of worker rights and union recognition. It describes the main protagonists as Jim Larkin, leader of the Irish Transport and General Workers' Union, and William Martin Murphy, head of Dublin's Employers' Federation, who saw the dispute as a personal battle. The documents that follow in the case study aim to illustrate the perspectives and tactics of both sides as the bitter dispute escalated, involving police violence and leaving thousands of workers without jobs or means of
The document provides background information on the origins and early history of the Gaelic Athletic Association (GAA) in Ireland from 1884 to 1891. It discusses how the GAA was founded to promote Irish nationalism through traditional Gaelic games like hurling and Gaelic football, as an alternative to British sports. The GAA gained support from nationalist leaders but also had links to more militant nationalist groups like the Irish Republican Brotherhood. It struggled with internal political divisions between moderate and more radical nationalists, and faced scrutiny and opposition from the British authorities. The GAA worked to codify and promote hurling and football as organized modern sports integral to Irish identity and independence.
The sunningdale agreement and power sharing executive, 1973 1974siobhanpdst
The document provides information about a case study on the Sunningdale Agreement and the power-sharing executive in Northern Ireland from 1973 to 1974. It includes an introduction to the context and key events, biographical notes on important figures, a glossary of terms, and a list of documents relevant to analyzing the case study. Specifically, it summarizes the Sunningdale Agreement which established power-sharing and a Council of Ireland, the establishment and collapse of the power-sharing executive amid unionist protests and strikes, and the variety of perspectives represented in the selected documents.
This document provides an introduction to a case study on the Apprentice Boys of Derry. It outlines that the Apprentice Boys are a brotherhood founded in 1814 to commemorate events during the siege of Derry in 1689. The annual celebrations in Derry have been viewed as provocative by some. The documents included cover different perspectives on the culture and religion dimension of politics and society in Northern Ireland from 1949-1993 related to the Apprentice Boys, including views on ecumenism, cultural identity, and responses to the Troubles from both Northern Ireland and the Republic. Key concepts that can be explored through the documents include ecumenism, bigotry, cultural traditions, cultural identity,
Example of research subjects and resourcessiobhanpdst
This document provides examples of potential topics and sources for history research studies for the Leaving Certificate in Ireland. It outlines topics in 10 sections, including contributions of individuals, historical incidents of change, scientific/technological advances like printing, and locally significant studies. For each topic, it suggests sample titles and cites primary and secondary sources to support student research. The goal is to offer a richness of options rooted firmly within the syllabus guidelines.
This document provides background information on a case study about the establishment of a new university in Northern Ireland in the 1960s. It summarizes that the Northern Irish government appointed a committee, led by John Lockwood, to examine the needs for higher education and consider establishing a second university. There was debate around whether the new university should be located in Coleraine or Derry. The choice of Coleraine was seen by some as favoring unionists and neglecting Derry's Catholic population. Protests arose from Derry around perceived civil rights issues and neglect of the city. After much debate, a compromise was reached to absorb Magee College in Derry into the new university. However, this only came after loss of
This document provides an overview of key events in Belfast during World War 2, beginning with the city's unpreparedness at the start of the war and lack of civil defense. It describes the initial German air raids on Belfast in 1941 that caused widespread destruction and loss of life, the largest loss from a single raid outside of London. The document outlines the continued blitz on Belfast and massive evacuations from the city due to damage and poor living conditions exposed by the bombings. It concludes with the American presence in Northern Ireland during the war and change in leadership.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
This document provides an introduction and overview of the 1913 Dublin Lockout, a major industrial dispute between employers and trade unions that had wide-ranging political and social impacts. It summarizes that the lockout took place against a backdrop of urban poverty in Dublin and was centered around issues of worker rights and union recognition. It describes the main protagonists as Jim Larkin, leader of the Irish Transport and General Workers' Union, and William Martin Murphy, head of Dublin's Employers' Federation, who saw the dispute as a personal battle. The documents that follow in the case study aim to illustrate the perspectives and tactics of both sides as the bitter dispute escalated, involving police violence and leaving thousands of workers without jobs or means of
The document provides background information on the origins and early history of the Gaelic Athletic Association (GAA) in Ireland from 1884 to 1891. It discusses how the GAA was founded to promote Irish nationalism through traditional Gaelic games like hurling and Gaelic football, as an alternative to British sports. The GAA gained support from nationalist leaders but also had links to more militant nationalist groups like the Irish Republican Brotherhood. It struggled with internal political divisions between moderate and more radical nationalists, and faced scrutiny and opposition from the British authorities. The GAA worked to codify and promote hurling and football as organized modern sports integral to Irish identity and independence.
The sunningdale agreement and power sharing executive, 1973 1974siobhanpdst
The document provides information about a case study on the Sunningdale Agreement and the power-sharing executive in Northern Ireland from 1973 to 1974. It includes an introduction to the context and key events, biographical notes on important figures, a glossary of terms, and a list of documents relevant to analyzing the case study. Specifically, it summarizes the Sunningdale Agreement which established power-sharing and a Council of Ireland, the establishment and collapse of the power-sharing executive amid unionist protests and strikes, and the variety of perspectives represented in the selected documents.
This document provides an introduction to a case study on the Apprentice Boys of Derry. It outlines that the Apprentice Boys are a brotherhood founded in 1814 to commemorate events during the siege of Derry in 1689. The annual celebrations in Derry have been viewed as provocative by some. The documents included cover different perspectives on the culture and religion dimension of politics and society in Northern Ireland from 1949-1993 related to the Apprentice Boys, including views on ecumenism, cultural identity, and responses to the Troubles from both Northern Ireland and the Republic. Key concepts that can be explored through the documents include ecumenism, bigotry, cultural traditions, cultural identity,
Example of research subjects and resourcessiobhanpdst
This document provides examples of potential topics and sources for history research studies for the Leaving Certificate in Ireland. It outlines topics in 10 sections, including contributions of individuals, historical incidents of change, scientific/technological advances like printing, and locally significant studies. For each topic, it suggests sample titles and cites primary and secondary sources to support student research. The goal is to offer a richness of options rooted firmly within the syllabus guidelines.
This document provides background information on a case study about the establishment of a new university in Northern Ireland in the 1960s. It summarizes that the Northern Irish government appointed a committee, led by John Lockwood, to examine the needs for higher education and consider establishing a second university. There was debate around whether the new university should be located in Coleraine or Derry. The choice of Coleraine was seen by some as favoring unionists and neglecting Derry's Catholic population. Protests arose from Derry around perceived civil rights issues and neglect of the city. After much debate, a compromise was reached to absorb Magee College in Derry into the new university. However, this only came after loss of
This document provides an overview of key events in Belfast during World War 2, beginning with the city's unpreparedness at the start of the war and lack of civil defense. It describes the initial German air raids on Belfast in 1941 that caused widespread destruction and loss of life, the largest loss from a single raid outside of London. The document outlines the continued blitz on Belfast and massive evacuations from the city due to damage and poor living conditions exposed by the bombings. It concludes with the American presence in Northern Ireland during the war and change in leadership.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
The document provides teaching resources on using a case study of the 1936 Jarrow March to develop students' critical thinking skills. It includes background information on the march, sources from the time period, discussion questions, and activities. Sections cover the context and causes of the march, what happened during the march, its impact at the time, and its historical significance in highlighting unemployment and poverty in Britain in the 1930s. The resources are designed to guide students through an inquiry-based approach to critically examining the event.
This document provides teaching materials for a history lesson on Belfast during World War II. It includes an overview of how the war affected Belfast through bombings and increased industry. It also explores how Belfast contributed to the war through shipbuilding, aircraft production, and intelligence gathering. Students are guided through an inquiry-based approach to analyze primary sources and assess the historical significance of Belfast during this time period. Critical thinking skills like sourcing and card sorting activities are suggested to help students better understand the topic.
The document provides context and background information for a series of documents relating to the 1969 moon landing case study. It introduces the documents, provides biographical notes on key figures mentioned, and a glossary of terms. It summarizes that the documents examine the moon landing from different perspectives, including politics, technology, culture and public opinion, and that they show both official claims for the mission as well as more informal attitudes.
This document provides teaching materials for exploring the causes behind Stalin's show trials in the 1930s through a case study approach. It includes background information on the trials, sources related to each trial, and guidance for a three-step student inquiry. The inquiry prompts students to analyze factors that prompted the first trial in 1936, the second trial in 1937, and the "Great Purge Trial" of 1938. Sources include commentary, transcripts, and first-hand accounts. Discussion questions, activities and assessments are also included to help students develop critical thinking skills around this event in Russian history.
This document provides background information and context for a series of documents related to the Montgomery Bus Boycott of 1956. It includes an introduction to the boycott, biographical notes on key figures mentioned in the documents, and a glossary of important terms. The boycott began with Rosa Parks' arrest for refusing to give up her seat to a white passenger. It developed into a non-violent campaign led by Martin Luther King Jr. that ultimately succeeded through legal victory in the Supreme Court. The documents present various perspectives from supporters and opponents of the boycott and civil rights movement.
- The document provides background information and documents related to Lyndon Johnson's escalation of US involvement in the Vietnam War from 1963 to 1968. It includes an introduction to the case study, biographical notes on key figures, and a glossary of terms. The documents focus on American decisions and responses to the war and shed light on aspects of US foreign policy and the presidency.
This document provides resources for teaching about the 1969 moon landing, including sources and materials about the space race between the US and USSR. It discusses using documents and photographs in case studies and questions to analyze historical significance. Key concepts covered are technological development, military spending, and the leadership of Kennedy and Johnson. The document aims to help students understand the political and scientific factors that led the US to be the first to land on the moon.
Chapter I examines the build up to Operation Demetrius, the British military operation that introduced internment without trial in Northern Ireland in August 1971. It discusses the escalating violence and sectarian attacks in 1971 that exacerbated tensions. With the resignation of Prime Minister Chichester-Clark, his successor Brian Faulkner faced challenges from unionists calling for tougher security measures. Despite opposition from British Army commanders, Faulkner introduced internment with the goal of restoring law and order, though it targeted only nationalists. The chapter analyzes the reasons for Faulkner and Westminster's decision for this security-focused solution despite warnings it could backfire.
The Troubles refers to the 30-year period of violence in Northern Ireland between Nationalist Catholics who wanted to unite with Ireland and Unionist Protestants who wanted to remain part of the UK. This violence was carried out by paramilitary groups like the IRA and resulted in over 3,000 deaths and tens of thousands injured. Key events included Bloody Sunday, internment without trial, hunger strikes, and the Omagh bombing. The Good Friday Agreement in 1998 largely ended the violence by establishing power sharing and recognizing both communities.
Ramon Magsaysay was a Filipino president from 1953 to 1957. Some of his key achievements included making the Philippines Asia's second cleanest and well-governed country, establishing agencies to address poverty like the National Resettlement and Rehabilitation Administration, and initiating programs to develop the agrarian sector like the Liberty Wells Association. He is often referred to as leading the Philippines' Golden Years.
The document discusses several posters related to key events in the Northern Ireland conflict from 1968-2007. It provides historical context and commentary on posters commemorating Bloody Sunday, opposing internment, reacting to the Sunningdale and Anglo-Irish Agreements, and responding to events like the Omagh bombing and Bobby Sands' hunger strike. The posters represented important political and social viewpoints and helped shape narratives around major turning points in the peace process.
This document provides background information on the conflict in Northern Ireland between Protestants and Catholics. It discusses the history of British rule in Ireland and the partitioning of the island in 1921. It then outlines several causes of the conflict in Northern Ireland, including divided loyalties between British and Irish identities, unequal allocation of housing and jobs, lack of voting rights for Catholics, and lack of opportunities for social interaction between the two communities due to segregated schools and residential areas. The underlying cause is identified as the lack of a common identity between Protestants and Catholics.
The document summarizes the religious conflict known as "The Troubles" that occurred in Northern Ireland between 1969-1999. It describes how Protestant domination led native Irish Catholics to become second class citizens and eventually fight for independence. This created divisions between unionists who wanted to stay in the UK and republicans who wanted to join Ireland, fueling violence between loyalist and nationalist paramilitary groups like the IRA. Bloody Sunday exacerbated the conflict into a period of bombings and shootings known as "The Troubles" before the Good Friday Agreement brought the hostilities to an end.
The document provides an overview of the conflict in Northern Ireland, which has roots in religious and political divisions between Protestant Unionists who want to remain part of the UK and Catholic Nationalists who seek reunification with Ireland. It killed thousands from 1969-1999 during a period known as "The Troubles." While peace has largely held since the 1998 Good Friday Agreement, underlying tensions and issues of national identity, rights, and independence remain. The conclusion maintains Northern Ireland is in a strong position as part of the UK but that changing sectarian attitudes is key to preventing future conflict.
The document discusses the origins and early development of cultural nationalism and Gaelic organizations in Ireland in the late 19th century. It describes how the Gaelic Athletic Association (GAA) was founded in 1884 by Michael Cusack and others to preserve traditional Irish sports like hurling and Gaelic football. It also discusses how the Gaelic League was established in 1893 by Douglas Hyde and Eoin MacNeill to promote the Irish language. Both organizations grew rapidly and helped foster Irish culture and nationalism.
The document provides background information on the conflict in Northern Ireland known as "The Troubles":
- The conflict began in the late 1960s but has roots dating back to the 17th century involving questions of nationality, sovereignty, and colonialism.
- The community is divided between mainly Protestant unionists who want to remain in the UK, and mainly Catholic nationalists who want Northern Ireland to join the Republic of Ireland.
- Over 3,000 people have died since the conflict intensified in 1969, making it Europe's second deadliest conflict after Yugoslavia. While often portrayed as religious, the core issues involve nationality and colonialism.
The rise of Irish nationalism in the 19th century was led by three main groups - the Fenians, who advocated violent revolution for Irish independence; the Home Rulers, who campaigned for self-government through an Irish parliament within the UK; and the Gaelic Revival movement, which sought to revive Irish culture, language and traditions. While some reforms improved conditions for Irish Catholics in the late 1800s, nationalist sentiment grew due to historical grievances and a desire for greater autonomy and an Irish national identity distinct from Britain. These three movements had varying approaches but helped increase Irish pride and push for more self-determination.
- In the 1960s, a committee was formed to examine the need for a second university in Northern Ireland after Queen's University in Belfast reached capacity. Two sites, Coleraine and Magee College in Derry, lobbied to host the new university.
- The Lockwood Committee recommended Coleraine as the site in 1965, proposing to close Magee College. This sparked bitter protests in Derry and accusations of bias towards Unionist interests.
- Despite heated debates, the Unionist government approved Coleraine. Magee College was absorbed into the new University of Ulster instead of becoming part of the University of Coleraine as originally proposed. Tensions remained high over perceived
Causes of Northern Ireland Conflict [Notes]Nicholas Teh
The document summarizes the key causes of conflict between Protestants and Catholics in Northern Ireland:
1. Divided loyalties between the two groups, as Protestants identified as British while Catholics identified as Irish, created political and religious tensions.
2. Unequal allocation of public housing and employment opportunities favored Protestants and discriminated against Catholics, fueling resentment.
3. Lack of voting rights for Catholics, as the system benefited wealthier Protestants, further aggravated tensions over political representation.
The document provides teaching resources on using a case study of the 1936 Jarrow March to develop students' critical thinking skills. It includes background information on the march, sources from the time period, discussion questions, and activities. Sections cover the context and causes of the march, what happened during the march, its impact at the time, and its historical significance in highlighting unemployment and poverty in Britain in the 1930s. The resources are designed to guide students through an inquiry-based approach to critically examining the event.
This document provides teaching materials for a history lesson on Belfast during World War II. It includes an overview of how the war affected Belfast through bombings and increased industry. It also explores how Belfast contributed to the war through shipbuilding, aircraft production, and intelligence gathering. Students are guided through an inquiry-based approach to analyze primary sources and assess the historical significance of Belfast during this time period. Critical thinking skills like sourcing and card sorting activities are suggested to help students better understand the topic.
The document provides context and background information for a series of documents relating to the 1969 moon landing case study. It introduces the documents, provides biographical notes on key figures mentioned, and a glossary of terms. It summarizes that the documents examine the moon landing from different perspectives, including politics, technology, culture and public opinion, and that they show both official claims for the mission as well as more informal attitudes.
This document provides teaching materials for exploring the causes behind Stalin's show trials in the 1930s through a case study approach. It includes background information on the trials, sources related to each trial, and guidance for a three-step student inquiry. The inquiry prompts students to analyze factors that prompted the first trial in 1936, the second trial in 1937, and the "Great Purge Trial" of 1938. Sources include commentary, transcripts, and first-hand accounts. Discussion questions, activities and assessments are also included to help students develop critical thinking skills around this event in Russian history.
This document provides background information and context for a series of documents related to the Montgomery Bus Boycott of 1956. It includes an introduction to the boycott, biographical notes on key figures mentioned in the documents, and a glossary of important terms. The boycott began with Rosa Parks' arrest for refusing to give up her seat to a white passenger. It developed into a non-violent campaign led by Martin Luther King Jr. that ultimately succeeded through legal victory in the Supreme Court. The documents present various perspectives from supporters and opponents of the boycott and civil rights movement.
- The document provides background information and documents related to Lyndon Johnson's escalation of US involvement in the Vietnam War from 1963 to 1968. It includes an introduction to the case study, biographical notes on key figures, and a glossary of terms. The documents focus on American decisions and responses to the war and shed light on aspects of US foreign policy and the presidency.
This document provides resources for teaching about the 1969 moon landing, including sources and materials about the space race between the US and USSR. It discusses using documents and photographs in case studies and questions to analyze historical significance. Key concepts covered are technological development, military spending, and the leadership of Kennedy and Johnson. The document aims to help students understand the political and scientific factors that led the US to be the first to land on the moon.
Chapter I examines the build up to Operation Demetrius, the British military operation that introduced internment without trial in Northern Ireland in August 1971. It discusses the escalating violence and sectarian attacks in 1971 that exacerbated tensions. With the resignation of Prime Minister Chichester-Clark, his successor Brian Faulkner faced challenges from unionists calling for tougher security measures. Despite opposition from British Army commanders, Faulkner introduced internment with the goal of restoring law and order, though it targeted only nationalists. The chapter analyzes the reasons for Faulkner and Westminster's decision for this security-focused solution despite warnings it could backfire.
The Troubles refers to the 30-year period of violence in Northern Ireland between Nationalist Catholics who wanted to unite with Ireland and Unionist Protestants who wanted to remain part of the UK. This violence was carried out by paramilitary groups like the IRA and resulted in over 3,000 deaths and tens of thousands injured. Key events included Bloody Sunday, internment without trial, hunger strikes, and the Omagh bombing. The Good Friday Agreement in 1998 largely ended the violence by establishing power sharing and recognizing both communities.
Ramon Magsaysay was a Filipino president from 1953 to 1957. Some of his key achievements included making the Philippines Asia's second cleanest and well-governed country, establishing agencies to address poverty like the National Resettlement and Rehabilitation Administration, and initiating programs to develop the agrarian sector like the Liberty Wells Association. He is often referred to as leading the Philippines' Golden Years.
The document discusses several posters related to key events in the Northern Ireland conflict from 1968-2007. It provides historical context and commentary on posters commemorating Bloody Sunday, opposing internment, reacting to the Sunningdale and Anglo-Irish Agreements, and responding to events like the Omagh bombing and Bobby Sands' hunger strike. The posters represented important political and social viewpoints and helped shape narratives around major turning points in the peace process.
This document provides background information on the conflict in Northern Ireland between Protestants and Catholics. It discusses the history of British rule in Ireland and the partitioning of the island in 1921. It then outlines several causes of the conflict in Northern Ireland, including divided loyalties between British and Irish identities, unequal allocation of housing and jobs, lack of voting rights for Catholics, and lack of opportunities for social interaction between the two communities due to segregated schools and residential areas. The underlying cause is identified as the lack of a common identity between Protestants and Catholics.
The document summarizes the religious conflict known as "The Troubles" that occurred in Northern Ireland between 1969-1999. It describes how Protestant domination led native Irish Catholics to become second class citizens and eventually fight for independence. This created divisions between unionists who wanted to stay in the UK and republicans who wanted to join Ireland, fueling violence between loyalist and nationalist paramilitary groups like the IRA. Bloody Sunday exacerbated the conflict into a period of bombings and shootings known as "The Troubles" before the Good Friday Agreement brought the hostilities to an end.
The document provides an overview of the conflict in Northern Ireland, which has roots in religious and political divisions between Protestant Unionists who want to remain part of the UK and Catholic Nationalists who seek reunification with Ireland. It killed thousands from 1969-1999 during a period known as "The Troubles." While peace has largely held since the 1998 Good Friday Agreement, underlying tensions and issues of national identity, rights, and independence remain. The conclusion maintains Northern Ireland is in a strong position as part of the UK but that changing sectarian attitudes is key to preventing future conflict.
The document discusses the origins and early development of cultural nationalism and Gaelic organizations in Ireland in the late 19th century. It describes how the Gaelic Athletic Association (GAA) was founded in 1884 by Michael Cusack and others to preserve traditional Irish sports like hurling and Gaelic football. It also discusses how the Gaelic League was established in 1893 by Douglas Hyde and Eoin MacNeill to promote the Irish language. Both organizations grew rapidly and helped foster Irish culture and nationalism.
The document provides background information on the conflict in Northern Ireland known as "The Troubles":
- The conflict began in the late 1960s but has roots dating back to the 17th century involving questions of nationality, sovereignty, and colonialism.
- The community is divided between mainly Protestant unionists who want to remain in the UK, and mainly Catholic nationalists who want Northern Ireland to join the Republic of Ireland.
- Over 3,000 people have died since the conflict intensified in 1969, making it Europe's second deadliest conflict after Yugoslavia. While often portrayed as religious, the core issues involve nationality and colonialism.
The rise of Irish nationalism in the 19th century was led by three main groups - the Fenians, who advocated violent revolution for Irish independence; the Home Rulers, who campaigned for self-government through an Irish parliament within the UK; and the Gaelic Revival movement, which sought to revive Irish culture, language and traditions. While some reforms improved conditions for Irish Catholics in the late 1800s, nationalist sentiment grew due to historical grievances and a desire for greater autonomy and an Irish national identity distinct from Britain. These three movements had varying approaches but helped increase Irish pride and push for more self-determination.
- In the 1960s, a committee was formed to examine the need for a second university in Northern Ireland after Queen's University in Belfast reached capacity. Two sites, Coleraine and Magee College in Derry, lobbied to host the new university.
- The Lockwood Committee recommended Coleraine as the site in 1965, proposing to close Magee College. This sparked bitter protests in Derry and accusations of bias towards Unionist interests.
- Despite heated debates, the Unionist government approved Coleraine. Magee College was absorbed into the new University of Ulster instead of becoming part of the University of Coleraine as originally proposed. Tensions remained high over perceived
Causes of Northern Ireland Conflict [Notes]Nicholas Teh
The document summarizes the key causes of conflict between Protestants and Catholics in Northern Ireland:
1. Divided loyalties between the two groups, as Protestants identified as British while Catholics identified as Irish, created political and religious tensions.
2. Unequal allocation of public housing and employment opportunities favored Protestants and discriminated against Catholics, fueling resentment.
3. Lack of voting rights for Catholics, as the system benefited wealthier Protestants, further aggravated tensions over political representation.
Treaty negotiations booklet final 4 4-12siobhanpdst
The document provides context and background information on the Treaty negotiations that took place between British and Irish representatives from October to December 1921 in London. It includes a timeline of key events leading up to the negotiations, biographical information on the delegates, and definitions of important terms related to the negotiations. The negotiations aimed to resolve the ongoing conflict in Ireland and establish terms for self-government, ultimately resulting in the signing of the Anglo-Irish Treaty on December 6, 1921.
The document discusses the historical significance of the Eucharistic Congress held in Dublin, Ireland in 1932. It provides contextual information about Catholic identity and the influence of the Catholic Church in Ireland in the 1920s-1930s. The document outlines the purpose and events of the Congress, including preparations, receptions for Cardinal Lauri, masses in Phoenix Park. It discusses exploring the Congress' significance through student exercises focusing on sources and historians' perspectives. The goal is for students to assess how the Congress significantly impacted Irish identity and the Catholic Church's role in the early Irish Free State.
The Eucharistic Congress of 1932 took place in a context where the Catholic Church had significant influence in the Irish Free State. Politically and socially, Catholic values were strongly reflected in laws and institutions of the new state. Popular devotion to Catholicism was widespread through organizations and pilgrimages. The Congress highlighted Ireland's identity as a predominantly Catholic country ten years after independence and civil war.
This document provides teaching materials for a history lesson on the Irish Treaty negotiations between October and December 1921. It includes an introduction outlining the aims of an inquiry-focused approach to teaching the topic. The document then outlines a case study approach divided into 4 steps: 1) events between July-October 1921 leading to negotiations, 2) main issues that arose in negotiations, 3) circumstances around signing the agreement, and 4) divisions that emerged in Ireland after. It provides primary sources and historians' perspectives to facilitate student analysis of the key events and issues relating to the Irish Treaty negotiations in 1921.
This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
The document outlines an in-service training session for Irish history teachers, providing guidance on effective approaches for teaching topics, managing time, and using evidence like oral histories, film, and cartoons. It discusses balancing breadth and depth in topic coverage, provides examples of how to structure topics, and recommends framing lessons around inquiry questions to engage students and focus on important issues.
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
This document provides information about teaching key personalities in the revised Leaving Certificate history syllabus in Ireland. It discusses Jean Monnet as a key personality in the topic of division and realignment in Europe from 1945-1992. The document outlines Monnet's role in moves toward European unity after World War 2 and the establishment of the European Economic Community. It suggests teaching strategies like using worksheets to focus on Monnet's influence on relevant elements and concepts like the common market and federal Europe. The document also provides biographical details about Monnet's career and involvement in post-war French economic reconstruction and advocacy for greater European integration.
This document provides background information on Irish artist Evie Hone and TV presenter Gay Byrne. Regarding Evie Hone, it summarizes that she studied art in London and Paris where she was introduced to cubism and modernism. Her paintings were rejected in Ireland but she helped establish the Irish Exhibition of Living Art. She is renowned for her stained glass works. Regarding Gay Byrne, it notes he hosted the influential TV show "The Late Late Show" from 1962-1999, which discussed controversial topics and reflected changes in Irish society, highlighting issues like women's rights and attitudes toward Irish culture. Historians are quoted saying the show expanded public discussion in Ireland on previously taboo topics.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
The Nuremberg rallies, final draft, 2 march 2015 (2)siobhanpdst
The document provides background information and teaching resources for exploring the Nuremberg Rallies case study, including an overview of the rallies from 1933-1938, how to structure lessons around an inquiry question, and how the activities link to literacy and numeracy strategies. Glossaries, timelines, sources, and discussion questions are included to help students analyze propaganda techniques and think critically.
Case Study: The Jarrow March, 1936, Resource Bookletsiobhanpdst
This document provides background information on the Jarrow March of October 1936. It includes a contextual overview describing how 200 unemployed men from Jarrow marched to London to petition the government to provide jobs in their town. The march was led by their MP Ellen Wilkinson. The document outlines the economic depression in Britain at the time and the lack of response from Prime Minister Stanley Baldwin. It then provides biographical details of Baldwin and Wilkinson, as well as a glossary of important terms and a timeline of events to help students develop their historical literacy and understanding of this case study.
Stalin held a series of political show trials in Moscow in the late 1930s. The trials publicly accused Stalin's political opponents and others he distrusted of criminal acts and treason. They were forced to confess under pressure. The first trial in 1936 followed the murder of Sergei Kirov, a potential rival to Stalin, and accused others of plotting against Stalin. A second trial in 1937 involved a wide range of accusations against the defendants. The third and final "Great Purge Trial" in 1938 included Bukharin, a former political ally of Stalin, among those accused of numerous crimes who were then executed. The trials were part of Stalin's broader purge of those he saw as threats from within the Communist Party and Soviet government.
The document provides a timeline of key events from 1862 to 1895 in United States history. Some of the notable events included in the timeline are the Homestead Act of 1862, the Sand Creek Massacre of 1864, the establishment of the Buffalo Soldiers in 1866, the completion of the Transcontinental Railroad in 1869, Alexander Graham Bell's invention of the telephone in 1876, and Plessy v. Ferguson in 1896 which upheld the doctrine of "separate but equal".
The document summarizes the government and politics of Armenia. Armenia has a presidential republic system with executive power held by the president and government. Legislative power is shared between government and the unicameral National Assembly. The president is elected by popular vote for a 5-year term and appoints the prime minister and government. The National Assembly has 131 members elected for 5-year terms. Key cities include the capital Yerevan, Gyumri, and Vanadzor. Corruption remains an issue but Armenia aims to build a Western parliamentary democracy.
Presentation prepared for a series of lectures on Voting and Elections for PS 101 American Government at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
The province of Katanga seceded from the newly independent Congo in July 1960 under the leadership of Moise Tshombe, with support from Belgian mining interests. Prime Minister Patrice Lumumba, who opposed the secession, was removed from power in a military coup in September 1960 and transferred to Katanga, where he was murdered in January 1961. Despite diplomatic efforts, the secession continued until UN military intervention defeated Katangese forces in January 1963, formally ending the secession attempt.
This document provides an overview and background context for the Government of Ireland Act of 1912-1914. It discusses the history of Irish home rule bills dating back to 1886, the religious and political divisions in Ireland, and the opposition from Unionists in the lead up to the third home rule bill in 1912. The document examines the key events and political maneuvering that led to the introduction and debate over this bill, setting the stage for significant reactions from both Unionists and Nationalists in Ireland.
1 Citations and Style Guide What follows here is .docxaryan532920
1
Citations and Style Guide:
What follows here is a guide for students, unfamiliar with what constitutes plagiarism, to
help them avoid problems with academic dishonesty. This guide provides different
examples of plagiarism, as well as advice on how students can properly incorporate
information into their paper without plagiarizing their sources.
For the purposes of our example, a student is writing a paper on mid-nineteenth century
Irish politics and wants to use the following information. Read the passage and the four
examples given below.
Original Passage:
The Great Famine, the collapse of the repeal movement and the failure of the 1848 rising
meant that the 1840s were a watershed in the social, economic and political development
of Ireland. After 1850 the Irish population was greatly reduced, while the poor were
dispirited, demoralized and exhausted. Not surprisingly, Irishmen living outside Ireland
largely inspired much of the initiative, energy and resources for the next wave of
nationalist activity. For Irish Americans in particular, anger at having been forced to
leave their country of birth combined with the prejudice and alienation they experienced
in the United States.
- passage taken from Christine Kinealy, A New History of Ireland (Gloucestershire:
Sutton Publishing, 2004), 171.
To properly make use of the information in this passage, the student must do two things:
a. provide a citation directing the reader to the source of the information (a
footnote that includes bibliographic information and the page number)
b. either place the relevant sections of the text in quotation marks, or extensively
paraphrase the passage, fundamentally changing its narrative structure.
Here are some examples, drawn from the above passage, of improper academic practice,
and why each would constitute plagiarism:
Example 1:
The Fenian movement emerged as a result of significant changes in nineteenth-century
Irish nationalism. The Great Famine, the collapse of the repeal movement and the
failure of the 1848 rising meant that the 1840s were a watershed in the social, economic
and political development of Ireland. The movement was born in 1858 with the
establishment of the Irish Republican Brotherhood in Dublin and the Fenian
Brotherhood in New York City.
Why this is improper form: the second sentence in this example is copied directly from
the original passage above, with no footnote, no quotation marks, and no effort to
paraphrase. It amounts to directly copying the original source with no credit given to the
author.
2
Example 2:
The Fenian movement emerged as a result of significant changes in nineteenth-century
Irish nationalism. “The Great Famine, the collapse of the repeal movement and the
failure of the 1848 rising meant that the 1840s were a watershed in the social, economic
and political development of Ireland.” The movement was born in 1 ...
What factors led to the formation and growth of the civil rights movementRob Granger
The civil rights movement in Northern Ireland formed in the late 1960s due to changing Catholic attitudes and discrimination. It was influenced by movements in the US and sought to secure basic rights for Catholics. The movement grew through non-violent protests modeled on MLK that drew international attention when faced with police brutality, radicalizing more Catholics. While emerging from nationalist goals, it occupied a political space left by disarrayed parties and focused on socioeconomic issues using new tactics to build broad support and become a powerful force.
Discusses the evolution of the cultural, social, and political situation that led to the creation of Northern Ireland in 1921. Investigates the various conflicts and history of the evolution of the Northern Irish state from its inception in 1921 until the Belfast/Good Friday Agreement of 1998. Particular emphasis is placed on the social and cultural issues of the main communities within Northern Ireland.
The Development Of Cultural Nationalismsamuel valko
The development of cultural nationalism in Ireland in the 1890s was a reaction against modernization and a search for cultural identity. Constitutional nationalism had been associated with modernization, alienating the growing petty bourgeoisie class. Cultural nationalism provided an opportunity for women and lower middle classes to engage in politics. The Gaelic League, founded in 1893, successfully promoted the Irish language and culture as a way to develop a distinct Irish national identity and appeal to various classes and religions, amid the failure of constitutional nationalism and growth of the petty bourgeoisie class seeking cultural roots and political engagement.
Bmc chapter4(b) conflict in multi-ethnic societies_northern_irelandAdrian Peeris
The document summarizes the history of conflict in Northern Ireland between Catholics and Protestants. It began with England's conquest of Ireland in the 12th century and settlement of Protestant landowners, giving Protestants political control over Catholics. This led to tensions over unequal housing, employment opportunities, and voting rights that increased distrust between the groups. The conflict escalated in the late 20th century with the formation of paramilitary groups like the IRA and years of violence that cost over 3,500 lives. A peace agreement in 1998 granted self-government to Northern Ireland but tensions between the communities remain.
Jonathan Swift was an Irish writer and clergyman in the late 17th and early 18th centuries. He was politically engaged and wrote A Modest Proposal in 1729 to satirize the political situation in Ireland under British rule. At the time, Catholic Irish people faced extreme poverty and oppression under the Penal Laws enacted by Britain. In just three sentences, the document provides biographical context on Swift and outlines the political situation in Ireland involving the subjugation of the Catholic Irish majority that informed Swift's writing of A Modest Proposal.
This document provides background information on the divisions in Ireland in the early 20th century that led to contrasting views on the Spanish Civil War. It discusses the Irish war for independence and subsequent civil war between pro-Treaty and anti-Treaty factions. In the aftermath, new radical ideologies like socialism emerged within the IRA that conflicted with the ruling Cumann na nGaedheal party. The document will analyze how socialist ideas grew from 1926-1929 but faced opposition from groups like the Blueshirts, leading Irishmen to fight on opposing sides in Spain during the Spanish Civil War from 1936-1939.
The document provides an overview of the conflict in Northern Ireland between Protestants and Catholics. It discusses the history of tensions between the groups dating back to the 12th century English conquest of Ireland. It outlines the causes of conflict, including divided political loyalties along religious lines, unequal allocation of housing and jobs favoring Protestants, and lack of voting rights for Catholics. The consequences included over 3,600 deaths, social segregation of the groups, economic decline, and reforms to address discrimination. While peace agreements have been made, full reconciliation has yet to be achieved.
This document provides an overview of the political thinker Edmund Burke. It discusses his opposition to arbitrary royal authority in Britain and his criticisms of British rule in Ireland and India. While Burke supported the American Revolution, he strongly criticized the French Revolution. The document analyzes Burke's critique of natural rights, his emphasis on tradition and gradual change over reason and radical change, and his support for aristocratic rule and protection of property. Overall, the document examines Burke's complex political thought and his influence in establishing conservatism as an ideology.
The document summarizes the opposition to Home Rule in Ulster, Ireland in the late 19th/early 20th century from the Protestant population. Religious, economic, and political factors contributed to Ulster's resistance. Protestants feared being ruled by a Catholic Irish parliament and losing their economic advantages. Sectarian tensions grew as the Catholic population increased in Ulster. Unionist groups vowed to resist Home Rule by force if needed to maintain British governance in Ireland. The prospect of Home Rule increased unionist fears as barriers to its implementation weakened in 1912.
Eveline faces a difficult decision - whether to stay in Dublin and care for her home as promised to her deceased mother, or leave with her lover Frank to start a new life in Buenos Aires. As she sits remembering her childhood and family life, Eveline realizes that staying would mean continuing her repetitive duties around the home with little change, just as the dust in the home never changes no matter how much she cleans. Though her father is not always cruel, the memories and promise to her mother weigh heavily on her and ultimately lead Eveline to choose paralysis over embarking on a new phase of life with Frank.
The Role of "The Times" and "The Irish Times" in the Anglo-Irish Settlement, ...Marguerite Gallorini
Master's thesis (1st year) on the Anglo-Irish conflict of 1921, as seen through two major newspapers of the time in both countries: The Times and The Irish Times.
Understanding Research Methods E-tivity 4Stephen Cheng
The document summarizes the historical context surrounding the Good Friday Agreement in Northern Ireland and proposes a hypothesis for why it was reached. Specifically:
1) It describes the decades-long conflict known as "The Troubles" between republican and unionist paramilitary groups over whether Northern Ireland should remain part of the UK or join the Republic of Ireland.
2) It hypothesizes that military and political exhaustion from the prolonged conflict, as well as the opportunities presented by parliamentary politics, influenced republican and unionist leaders to establish a peace process and ratify the Good Friday Agreement.
3) It outlines a methodology for further studying literature on the evolution of groups like Sinn Fein and the Provisional
James I became the first monarch of both England and Scotland after Queen Elizabeth died without an heir. He believed in the divine right of kings, which caused conflict with Parliament. During his reign, Puritans grew more popular but were suppressed, and Guy Fawkes attempted to blow up Parliament in the Gunpowder Plot of 1605. Charles I faced economic and religious problems during his reign, leading to the English Civil War between Royalists and Parliamentarians. Oliver Cromwell emerged victorious, establishing the Commonwealth and becoming Lord Protector before his death led to the restoration of the monarchy.
Northern Ireland is situated on the northeast of Ireland and is one of the four countries that make up the United Kingdom. It shares a border with the Republic of Ireland to the south and west. The population of Northern Ireland was 1.685 million at the 2001 census and is predominantly white and Christian. The history of Northern Ireland has been complex, with conflict and violence between 1969-2004 resulting in over 3,000 deaths. While religion separated the two communities, the underlying cause of the conflict was power and control over the region.
Research skills complete booklet 08 nov2011siobhanpdst
This document provides guidance for teachers on developing students' research skills in history classes at junior cycle, transition year, and leaving certificate levels in Ireland. It outlines the research study component of the leaving certificate history syllabus and provides suggestions for teachers on helping students improve their skills at each stage. This includes locating and critically examining sources, developing structured written responses, and preparing for the leaving certificate research study requirements of producing an outline plan, evaluating sources, and extended essay. Sample exemplar materials and marking schemes are also included for reference.
Water comes from rainfall and is treated through processes like settling, filtering, softening, chlorination and fluoridation before being piped into homes. The water supply enters homes through main pipes and service pipes, with the freshest water coming from the cold kitchen tap. Other taps get water from a storage tank, usually in the attic. Hard water can cause issues like limescale but tastes better, and is softened through adding chloride of lime during treatment.
The document discusses the concept of the work triangle. The work triangle refers to the three key elements needed to complete any task: tools, materials, and people. These three elements must be present and work together effectively for a job to be finished successfully.
This document discusses home safety and common accidents that occur in the home. It provides information on preventing accidents such as falls, burns, cuts and poisonings. Safety tips are provided for fire safety, medicine storage, and first aid treatment for minor injuries. The most important aspects of first aid for serious injuries are also outlined, such as calling for help, checking breathing and pulse, and treating for shock. A well-stocked first aid kit is recommended.
This document describes various features that may be included in kitchen appliances such as cookers and ovens, including dual grill/rings that allow using half the cooking area, double ovens with a main oven and top oven, automatic timers to turn ovens on and off, fan ovens that circulate heated air, ceramic hobs with heat-resistant glass tops, halogen rings that heat instantly, self-cleaning ovens, split-level cookers where the hob and oven are separate, and ignition buttons to light gas hobs instead of matches.
Good lighting is important for safety, hygiene, and preventing eye strain. A home uses both natural lighting from windows and skylights as well as various artificial lighting such as incandescent, fluorescent, and compact fluorescent bulbs. Proper lighting safety involves using the correct bulbs and fixtures, adequate lighting for tasks, and switches located outside of danger areas like bathrooms. When replacing a light bulb, one should turn off the power first, allow an old bulb to cool, fit a new bulb of the correct wattage, and test that the light works.
The document discusses hygiene standards in the home, including ensuring clean water and efficient drainage, good ventilation and lighting to prevent dampness, easily cleanable surfaces and rooms, careful waste disposal, and regularly disinfecting sinks, toilets and drains. It also notes there are two types of household waste - organic waste that breaks down naturally and inorganic waste that does not break down but can be recycled.
Central heating, partial/background heating, and individual heaters are three common methods of heating a home. Central heating uses a boiler to heat water that circulates through radiators to keep the home between 16-20 degrees Celsius, and also provides hot water. Partial/background heating uses electric storage heaters to provide gentle background heat. Individual heaters heat each room separately using methods like a fireplace, stove, or electric heater. Proper insulation is important to prevent up to 75% of heat loss through walls, roof, windows, doors and floors using materials like still air, wool, or polystyrene that are poor conductors of heat.
Electricity is generated at power stations from sources like coal, oil, peat, and water. It is distributed to homes through cables and consumer units, then brought to appliances via wires in plugs and flexes. Most appliances have three wires - a live wire (brown) bringing electricity to the appliance, a neutral wire (blue) taking the return current, and an earth wire (green/yellow) that brings current safely to the earth if a fault occurs. Fuses and circuit breakers are safety devices that melt or disconnect electricity in the case of overloading or short circuits to prevent fires.
This document discusses key aspects of home design, including:
1. A home provides physical needs like shelter as well as emotional and social needs.
2. Housing types are influenced by factors like cost, size, and location, and include houses, apartments, bedsits, and mobile homes.
3. Good design is functional, safe, durable, and attractive. Design elements include color, texture, line, shape, and pattern which impact the atmosphere.
The design process involves 7 steps: 1) Identifying the brief to design a bedroom/study for a teenager, 2) Analyzing the brief to determine what must be included, 3) Researching interior design ideas through books, magazines, and store visits to collect samples, 4) Identifying possible furniture layouts, color schemes, and flooring and heating options, 5) Choosing a final solution after considering all options, 6) Creating a scaled floor plan drawing, and 7) Presenting the final plan with details of the color scheme, furnishings, flooring, lighting, and heating system.
The design process involves identifying the brief, analysing it through research, and choosing a solution to implement through planning and taking action.
This document contains a word search, matching exercises, fill-in-the-blank questions, and true/false questions about various fruits including apples, oranges, bananas, grapes, peaches, kiwis, pineapples, plums, pomegranates, lemons, strawberries, nectarines, and berries. The questions test identification, properties, and grouping of different fruits.
The document is a worksheet asking students to name animals that produce milk, types of milk, uses of milk and their examples, and to outline the pasteurization process, nutritional value, and homogenization of milk. The student must name cows, goats, sheep, and humans as milk producing animals and list six types of milk, four uses of milk with examples, and describe homogenization. It also asks the student to discuss why milk is good for teeth and the nutritional value of milk.
The document provides guidelines for using a skin poster to teach students about the structure and composition of skin. The poster will be used to help students identify and label the different components of skin, as well as define the functions of each component. The teacher is instructed to introduce the topic enthusiastically, point out each skin component on the poster and explain its function. Labels will then be placed over the components for students to identify, after which the teacher will check students' understanding by asking questions about the skin's structure.
This document contains questions about the structure and functions of skin. It tests knowledge about skin layers like the epidermis and dermis, parts like sweat glands, hair follicles and pores, and how diet and sun exposure impact skin health. Multiple choice and fill-in-the-blank questions cover topics like what foods are good or bad for skin, the role of sweat glands, and describing skin layers, cells, and other anatomical features.
This document contains questions about balanced eating, special diets, nutrition, and health. It covers topics like calories, metabolism, food groups, vegetarianism, fiber, sugar, fat, diabetes, celiac disease, osteoporosis, and empty calorie foods. The questions test knowledge of key nutrients, dietary requirements, health risks of different diets, and conditions related to nutrition like diabetes and celiac disease.
लालू यादव की जीवनी LALU PRASAD YADAV BIOGRAPHYVoterMood
Discover the life and times of Lalu Prasad Yadav with a comprehensive biography in Hindi. Learn about his early days, rise in politics, controversies, and contribution.
Shark Tank Jargon | Operational ProfitabilityTheUnitedIndian
Don't let fancy business words confuse you! This blog is your cheat sheet to understanding the Shark Tank Jargon. We'll translate all the confusing terms like "valuation" (how much the company is worth) and "royalty" (a fee for using someone's idea). You'll be swimming with the Sharks like a pro in no time!
विवादास्पद फिल्म के ट्रेलर से गाली-गलौज वाले दृश्य हटा दिए गए हैं, और जुर्माना लगाया गया है। सुप्रीम कोर्ट और बॉम्बे हाई कोर्ट दोनों ने फिल्म की रिलीज पर रोक लगा दी है और उसे निलंबित कर दिया है। पहले यह फिल्म 7 जून और फिर 14 जून को रिलीज होने वाली थी, लेकिन अब यह 21 जून को रिलीज हो रही है।
Federal Authorities Urge Vigilance Amid Bird Flu Outbreak | The Lifesciences ...The Lifesciences Magazine
Federal authorities have advised the public to remain vigilant but calm in response to the ongoing bird flu outbreak of highly pathogenic avian influenza, commonly known as bird flu.
15062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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16062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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17062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
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केरल उच्च न्यायालय ने 11 जून, 2024 को मंडला पूजा में भाग लेने की अनुमति मांगने वाली 10 वर्षीय लड़की की रिट याचिका को खारिज कर दिया, जिसमें सर्वोच्च न्यायालय की एक बड़ी पीठ के समक्ष इस मुद्दे की लंबित प्रकृति पर जोर दिया गया। यह आदेश न्यायमूर्ति अनिल के. नरेंद्रन और न्यायमूर्ति हरिशंकर वी. मेनन की खंडपीठ द्वारा पारित किया गया
ग्रेटर मुंबई के नगर आयुक्त को एक खुले पत्र में याचिका दायर कर 540 से अधिक मुंबईकरों ने सभी अवैध और अस्थिर होर्डिंग्स, साइनबोर्ड और इलेक्ट्रिक साइनेज को तत्काल हटाने और 13 मई, 2024 की शाम को घाटकोपर में अवैध होर्डिंग के गिरने की विनाशकारी घटना के बाद अपराधियों के खिलाफ सख्त कार्रवाई की मांग की है, जिसमें 17 लोगों की जान चली गई और कई निर्दोष लोग गंभीर रूप से घायल हो गए।
18062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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19 जून को बॉम्बे हाई कोर्ट ने विवादित फिल्म ‘हमारे बारह’ को 21 जून को थिएटर में रिलीज करने का रास्ता साफ कर दिया, हालांकि यह सुनिश्चित करने के बाद कि फिल्म निर्माता कुछ आपत्तिजनक अंशों को हटा दें।
13062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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Christian persecution in Islamic countries has intensified, with alarming incidents of violence, discrimination, and intolerance. This article highlights recent attacks in Nigeria, Pakistan, Egypt, Iran, and Iraq, exposing the multifaceted challenges faced by Christian communities. Despite the severity of these atrocities, the Western world's response remains muted due to political, economic, and social considerations. The urgent need for international intervention is underscored, emphasizing that without substantial support, the future of Christianity in these regions is at grave risk.
https://ecspe.org/the-rise-of-christian-persecution-in-islamic-countries/
On the Wrong Track | Recent Increasing Train Accidents in India | News
1885 1886 elections
1. LEAVING CERTIFICATE HISTORY
CASE STUDY
The Elections of 1885-86:
issues and options
LATER MODERN IRELAND: TOPIC 2
MOVEMENTS FOR POLITICAL AND SOCIAL REFORM, 1870-1914
A resource for teachers of Leaving Certificate History,
developed by the
National Library of Ireland
in association with the
National Council for Curriculum and Assessment
Written by: Dr Brian Kirby
Steering Committee: Dr Ciaran Brady, Mr John Dredge, Dr Noel Kissane, Mr Gerry Lyne
3. 3
Introduction
The Home Rule crisis of 1885 and 1886 was marked by two climactic general
elections which resulted in the transformation of the Irish Parliamentary Party into a
truly effective and disciplined political force at Westminster. The arrangement of
documents in this booklet follows a sequence designed to illustrate the arguments
used by the proponents and opponents of Home Rule. The outcome of each election is
treated separately in documents relating to *Gladstone’s commitment to the Irish
Question in these years. By 1885 Home Rule had become the dominant political issue
and had general public support as a means of securing a worthwhile degree of
independence (Document 1). The general election of 1885, which returned 86
nationalist M.P.s, was an impressive demonstration of *Charles Stewart Parnell’s
power and seemed to offer a resounding vindication of the campaign for self-
government (Document 2). Parnell’s clever political bargaining of 1885 derived from
a belief that Home Rule could be secured more readily when a state of equilibrium
existed between the two major parties at Westminster which would leave the Irish
Parliamentary Party with the balance of power. In full knowledge that every vote
counted, nothing was left to chance and the electioneering in both years was frenetic.
With the Catholic hierarchy offering support to their congregations (Document 3),
Parnell’s tightly disciplined and pledge-bound parliamentary party swept all before it.
Parnell’s ability to extract the utmost advantage from any political context was the
most marked feature of the bargaining that followed the election (Document 4).
Students should examine the documents with a view to identifying the manner in
which Parnell’s skilful leadership of a hitherto disparate movement ensured that
Home Rule had an appeal which overlapped social and religious boundaries. The
support of middle-class Protestant professionals (Document 5) lent some credibility to
the movement in the eyes of the British political establishment.
The Parnell myth, carefully fostered by a brilliant propaganda and media campaign,
allowed the Home Rulers to tap into international sympathy (Document 6) which
pressurized *Gladstone into adopting the cause of Irish self-government. There is
little doubt that the result of the 1885 election was the decisive factor in *Gladstone’s
conversion to Home Rule. Although he was accused by his opponents at the time and
later by historians of abandoning principle in a reckless pursuit of power, Gladstone’s
actions in early 1886 are crucial as they inaugurated what would become a lasting
Liberal-Irish nationalist alliance at Westminster (Document 7). As a reaction to the
development of the Home Rule movement along class and sectarian lines, a minority
but vocal unionist voice emerged demanding the preservation of the union between
Great Britain and Ireland (Document 8). Skilfully using the rhetoric of the opposition
which had emerged in Ireland, the newly constituted Liberal Unionists exploited a
ready-made font of arguments against the Parnellites and sympathetic Liberals
(Document 9). Inseparable from opposition to Home Rule was the belief that its
exponents were engaged in agrarian crime which had brought boycotting, murder and
general mayhem to the Irish countryside (Document 10). Allegations of links to an
extremist Fenian movement at home and abroad were used to sully the reputations of
*Parnell and other nationalism leaders, while the Irish Parliamentary Party stood
accused of planning to separate the two kingdoms by the force of arms.
4. 4
When it became publicly known that Gladstone had converted to supporting Home
Rule, the Liberal Party began to fragment. Led by *Joseph Chamberlain who
championed the Ulster Protestants, a significant section of Gladstone’s own party
failed to support him in his efforts at settling the Irish Question. Gladstone articulated
his plans for Home Rule in a bill which he introduced in parliament in April 1886
(Document 11). With the powers of any new Irish legislature severely restricted, it
should be recognised that what was not included in the Home Rule bill was almost as
significant as what it offered. The schism in the Liberal Party effectively ruined
Gladstone’s proposals and the bill was narrowly defeated in a parliamentary vote.
Gladstone accounted for his failure to secure Home Rule in his Address to his
constituents (Document 12). Making a passionate plea for support in the forthcoming
general election of 1886, Gladstone argued that in principle self-government for
Ireland was right, making the case that it would ensure the consolidation of the
Empire. The Home Rule bill and Gladstone’s Address are extremely significant
historical documents as they reveal the depth of his commitment to Home Rule which
had implications for the remainder of the nineteenth century.
An edited transcript is included with each document. The Biographical Notes section
contains short character sketches on the principal figures mentioned in the documents.
A Glossary has also been added and should be integrated at the reading and initial
comprehension stages of document study. Cross references with both the
Biographical Notes and Glossary sections are indicated by an asterisk (*) and have
been added in the document descriptions and transcripts where they seem most likely
to assist the student. In addition, ‘The new electoral map of Ireland’ (*United Ireland,
19 December 1885) has been added to this introduction (p. xii). It should serve as a
useful reference source for both teachers and students. The questions associated with
each document range from description and commentary questions relating to the
source to assessments of reliability and accuracy. Students should first consider
where, when and why a document was produced before moving to more analytical
questions which include the element of interpretation. Like other classes of historical
documents, a visual source has a creator with a distinct point of view. Using visual
documents requires careful analysis of both the content and point of view; students
should also consider the symbols, caricatures and captions employed by cartoonists. It
is obvious that the cartoons presented in this case study do not reflect a balanced or
impartial view of the event or persons to which they refer; students will need to
identify the artist’s viewpoint before making interpretative judgements on the content
and accuracy of the source. Finally, students should be encouraged to place the
subject matter of the document into a wider historical context and, if possible, make
comparisons and correlations with other sources of evidence.
5. 5
Biographical Notes
Joseph Chamberlain (1836-1914)
Liberal, later Liberal Unionist; President of the Board of Trade, 1880-85.
‘Old Joe,’ as he was called, was a radical in as much as he was a member of the
Unitarian Church and a firm believer in such core liberal principles as universal male
suffrage, free public education and the disestablishement of the Church. On the Irish
question, however, his resistance to Home Rule led to his leaving the Liberals and
setting up the Liberal Unionist Party. In 1886 he formed an alliance with Lord
Salisbury’s Conservatives which ensured the defeat of the Home Rule bill and
Gladstone’s Liberals in the election of that year. In 1891 he became leader of the
Liberal Unionists in the House of Commons and in 1895 he was appointed Colonial
Secretary. True to his radical heritage, his control of the Liberal Unionists enabled
him to pressurise the Conservative government into adopting a more progressive
social policy.
Lord Randolph Churchill (1849-95)
A descendent of the duke of Marlborough, Lord Randolph was an Independent
Conservative who vehemently opposed both the Liberal Party and Gladstone’s
alliance with the Parnellites. In the years 1885 and 1886 he was active both in and
outside parliament promoting opposition to Home Rule. On his trips to Belfast he
outraged nationalists who accused him of stoking up sectarian resentment by coining
such phrases as ‘Ulster will fight and Ulster will be right’. As a reward for these
efforts the Conservative prime minister, Lord Salisbury, appointed him Chancellor of
the Exchequer in 1886.
John Joseph Clancy A scholar in Ancient Classics, Clancy was educated at Queen’s
College Galway and served as editor of the Nation from 1880 to 1885. He was
nationalist M.P. for North Dublin from 1885 to 1918. Parnell, at one point, censured
him for advocating a policy of ‘wringing English necks.’ Nevertheless, he remained a
true Parnellite, supporting his leader through the crisis in the early 1890s.
Clanricarde, 2nd
Marquis of, (1832-1917)
Hubert George De Burgh-Canning
One of the most eminent titled landlords in the west of Ireland, Clanricarde possessed
a vast fortune mainly derived from his estate of 56,836 acres around Portumna,
County Galway. Such wealth invariably brought with it political influence and the
Marquis represented County Galway in parliament from 1867 to 1871.
John Dillon (1851-1927)
A leading Land League campaigner, Dillon was one of Parnell’s most committed
lieutenants during the Land War of the early 1880s and advocated using the tactics of
boycotting and legal intimidation to win tenant rights. Elected as M.P. for Tipperary
in 1880, Dillon was arrested and jailed on several occasions. His consequent health
problems led him to travel to America. He returned to contest the 1885 election at
which he gained a seat for Mayo on Parnell’s Home Rule platform. Alongside
William O’Brien and Timothy Harrington, Dillon was a key figure in the promotion
6. 6
of the Plan of Campaign in October 1886. Soon afterwards he faced the full wrath of
the judiciary when he was arrested in December 1886 attempting to organise tenants
on a Galway estate, being subsequently imprisoned.
William Ewart Gladstone (1809-1898)
Liberal, Prime Minister, 1868-74; 1880-85; Feb. 1886-July 1886; 1892-94.
Gladstone was the ‘Grand Old Man’ of nineteenth-century British politics. Veering
between tenant relief and coercion (both the land act and coercion act of 1881 were
passed by his administration), Gladstone had mixed views on a solution to the Irish
Question. By August 1885, however, he was ‘converted’ to Home Rule but only at the
cost of splitting the Liberal party. Gladstone introduced the first Home Rule bill in
April 1886 in the hopes of strengthening the Union and restoring dignity to English
politics. Critically, he made no reference to Ulster. The Conservatives and disaffected
M.P.s in his own party played the Union or ‘Orange’ card for all it was worth and the
bill was defeated by 343 to 319 votes, a total of 93 breakaway Liberals led by Joseph
Chamberlain voting against the bill. Following Gladstone’s defeat in the subsequent
general election of 1886, the Tories, under Lord Salisbury, returned to power.
Gladstone continued to fight for Home Rule until his retirement from politics in 1894.
Lord Hartington (1833-1908)
Spencer Compton Cavendish, 8th
Duke of Devonshire, Liberal, later Liberal
Unionist, Chief Secretary for Ireland 1871-74, Secretary of State for War, 1882-85.
A leading aristocrat in the ranks of the Liberal party for many years, Hartington held a
succession of senior posts in governments led by Gladstone. In 1886, however, he
broke with Gladstone over the question of Home Rule and he became leader of the
renegade element which seceded from the Liberals to form the Liberal Unionist Party.
Queen Victoria requested that Hartington form a government in late 1886, but he
declined, lending his support instead to Lord Salisbury’s Conservative administration.
John Alexander Logan (1826-86)
The son of an Irish doctor, Logan enjoyed a distinguished military career on the
Union side in the American Civil War. Rising to the rank of major general, Logan
fought at Vicksburg and was in overall command at the decisive siege of Atlanta.
Elected as a republican senator for his home state of Illinois in 1871, Logan enjoyed
widespread respect for his wartime conduct and was responsible for the inauguration
of Memorial Day as a national holiday in 1868.
Archbishop John McEvilly (d. 1902)
McEvilly who was formerly bishop of Galway, succeeded John McHale as archbishop
of Tuam on 7 November 1881. He was an enthusiastic supporter of Parnell, promising
in 1885 to use his influence in favour of the Irish Parliamentary Party as it was only
‘through them alone can we expect in the present condition of political complications
in England any permanent good for this country.’
Thomas Maguire (1831-89)
Maguire was the first Catholic fellow of the predominately Protestant Trinity College,
Dublin. He held the chair of classical composition and was a member of the university
council. Violently opposed to Home Rule, Maguire was concerned that it would lead
to clerical domination of higher education. He was an inaugural member of the pro-
7. 7
unionist association, the Irish Loyal and Patriotic Union. As a controversialist and an
articulate academic Maguire was noted for his virulent personal attacks upon Parnell.
John Morley (1838-1923)
Liberal, Chief Secretary for Ireland, Feb. 1886-Aug. 1886; 1892-95.
A brilliant journalist and biographer, Morley was editor of the radical newspaper the
Pall Mall Gazette when he entered parliament in 1885. On the radical wing of the
Liberal party, he was a firm supporter of William Gladstone and Home Rule. As
Chief Secretary for Ireland Morley moved to restore order in the country by easing the
restrictions in place under the coercion acts and by actively promoting Parnell’s
supporters. Morley was also instrumental in the drawing up of the first Home Rule
bill presented to parliament in 1886.
John Fergus O’Hea (1838-1921)
A skilled Cork-born comic-artist, O’Hea began his career as a mural and banner
painter for local tradesmen in his native city. His father was active in the nationalist
Young Ireland movement and this may have sparked his interest in militant politics.
He was a contributor to the Young Ireland newspaper, The Nation. By the early 1880s
his cartoons regularly appeared in colour supplements issued by the Weekly Freeman,
Young Ireland and Shamrock journals. O’Hea’s work illustrates the effectiveness of
nationalist visual propaganda.
James Francis Xavier O’Brien (1828-1905)
O’Brien studied medicine but became active in the Fenian movement and was
sentenced to be hanged for his involvement in the abortive rising of 1867. Having had
his sentence commuted to life, O’Brien, like so many of the leading Fenians, went
into exile on the continent where he continued his medical studies. Soon afterwards he
made his way to the United States where he worked as a surgeon during the Civil
War. Returning to Ireland, he played a prominent role in the Land War acting as
General Secretary of the United Irish League of Great Britain. O’Brien served as M.P.
for South Mayo from 1885 to 1895 and for Cork city from 1895 to 1905.
John Boyle O’Reilly (1844-1890)
A Boston-based journalist and poet, O’Reilly was born in Drogheda, County Louth
and was involved in the Fenian movement from an early age. He enlisted in the
British army for the purposes of recruiting for the I.R.B. but his activities were
uncovered in 1866 and he was sentenced to twenty years penal servitude in Australia.
In 1868, however, he escaped from a penal settlement near Freemantle and made his
way to Philadelphia on board a whaling ship. In 1870 O’Reilly became editor of the
Boston Pilot, acting as part-proprietor of the paper from 1876 until his death in 1890.
As a result of his experiences in captivity, he adopted constitutional agitation as the
only effective means of achieving independence for Ireland. He also acted as a
champion of Native and African-American rights.
Charles Stewart Parnell (1846-91)
Born into a Protestant landed family in County Wicklow, in 1875 Parnell was elected
as a Home Rule M.P. He earned a formidable reputation at Westminster and
associated with Joseph Biggar in the adoption of ‘obstruction’ as a means of
highlighting Irish grievances. Parnell progressed to the leadership of nationalist affairs
through the adoption of ‘the New Departure’ and the foundation of the Land League
8. 8
in 1879. His achievement in securing the passage of the Land Act of 1881 allowed
him to focus his energies on securing his much-cherished goal of Home Rule.
Enforcing a ruthless code of discipline upon his party, Parnell was responsible for the
sweeping success at the general election of 1885 which saw the return of an
unprecedented 86 nationalist members. This left Parnell with the balance of power at
Westminster and led directly to Gladstone’s conversion to Home Rule in 1886.
Following the narrow defeat of the first Home Rule bill, Parnell’s reputation was
further enhanced by his vindication at a commission set up to investigate his alleged
involvement in the Phoenix Park murders. Soon afterwards, however, his career was
ruined by personal scandal when in 1889 he was named as correspondent in the
O’Shea divorce case. Having been rejected by Gladstone and the majority of his own
party, Parnell fought an arduous by-election campaign and died must probably of
coronary thrombosis in Brighton on 6 October 1891. Parnell’s lasting achievement
was his harnessing of both extremist and constitutional strands of Irish nationalist
politics.
Sir Charles Russell (1832-1900)
Lord Killowen, Liberal; Attorney General, Feb.1886-July 1886; 1892-94; Lord
Chief Justice of England, 1894-1900.
Born in Newry, County Down, Charles Russell, a Catholic, studied law at Trinity
College Dublin before moving in 1856 to London where he became a successful
Queen’s Counsel. From this time onwards Russell took a keen interest in Irish affairs
and was returned in 1880 as an Independent Liberal M.P. for Dundalk. Although
never a member of the Parnellite party, Russell was known to be sympathetic; he
opposed the use of coercion and wrote many letters to newspapers on the Irish Land
Question. Supporting Home Rule as a means of strengthening ties between Ireland
and Britain, Russell believed an Irish parliament to be an essential remedy for
Ireland’s problems. He was leading counsel for Parnell during the Parnell
Commission of 1888-90, being the key figure in undermining the evidence associating
Parnell with the Phoenix Park murderers. Russell’s opening speech for the defence is
considered one of the great nineteenth-century treatises on the Irish Question.
Lord Salisbury (1830-1903)
Robert Gascoyne Cecil, 3rd
Marquis of Salisbury, Conservative, Prime Minister,
1885-86; 1886-92; 1895-1902.
Salisbury was leader of the Conservative (Tory) Party in Britain in the period 1880-
1902. He was a staunch opponent of Home Rule and a defender of the Church of
England establishment. Following the defeat of the first Home Rule bill in 1886
Salisbury formed a government with the support of disaffected Liberals who, under
the leadership of Joseph Chamberlain, styled themselves ‘Liberal Unionists’.
Archbishop William Joseph Walsh (1841-1921)
Although not favoured by the British government, Walsh was appointed Archbishop
of Dublin in 1885. Active in the nationalist movements led by Parnell, William Walsh
supported both constitutional agitation for Home Rule and in 1886 the Plan of
Campaign. Walsh became an extremely influential figure in the Irish church and was
instrumental in the attempts to oust Parnell once the storm surrounding the O’Shea
affair broke.
9. 9
Glossary
The Freeman’s Journal (1763-1924)
One of the leading newspapers of eighteenth-century Ireland, The Freeman’s Journal
was founded by Charles Lucas in 1763 as a voice for independent civic politics in
Dublin. Challenging government ministers and defending Protestant liberties, the
newspaper served as a mouthpiece for politicians such as Henry Grattan and Henry
Flood. By the late 1880s, however, it acted as the primary nationalist daily newspaper
for the Parnellite movement. Many young journalists cut their teeth with the paper,
most notably, perhaps, William O’Brien who was afterwards editor of United Ireland.
The Irish World (1870- )
A radical weekly newspaper found and published in New York by the prominent
Land League campaigner, Patrick Ford (1873-1913). From its foundation the paper
supported the main nationalist movements, including the Fenians, the Land League
and Home Rule. It had a wide circulation in Ireland and Britain, and was kept under
close supervision by government officials. Aside from its support for nationalist
politics in Ireland, the Irish World also espoused a strong anti-imperialist stance and
championed the cause of Native Americans and trade unionists.
Moonlighters
A term for secret societies who were frequently engaged in night-time intimidation,
cattle-maiming and other acts of rural sabotage directed at landlords. Descended from
the Munster Whiteboy tradition of the mid-eighteenth century, it is believed that the
first group of ‘Moonlighters’ was formed in Castleisland, County Kerry in 1879.
Lord Lieutenant of Ireland
The Lord Lieutenant of Ireland (also known as the Viceroy or, in the Middle Ages,
Lord Deputy) was the political head of the British administration in Ireland. As the
title ‘Viceroy’ suggested, the holder was the crown’s representative and the individual
who held the post was invariably an aristocrat. The day-to-day role of governing
Ireland fell to the Chief Secretary, the Under-Secretary and other career civil servants
who ran the administration from Dublin Castle.
National League
A nationalist organisation set up by Parnell at a conference in Dublin in October 1882
to promote Home Rule. Like its predecessor, the Land League, the organisation
consisted of local branches, most members being elected to represent local issues. The
National League worked to secure support for the Irish Parliamentary Party and was
responsible for much of the party’s electoral success in the late 1880s. It remained a
potent force until the split in the nationalist movement brought about by the Parnell
divorce scandal.
Plan of Campaign
Established in response to a renewed slump in agricultural prices, general tenant
distress and a spate of evictions, the Plan was devised by leading nationalist M.P.s,
John Dillon, Timothy C. Harrington and William O’Brien. First published in October
1886, in the Parnellite mouthpiece, United Ireland, the Plan organized tenants in
withholding rents which were devoted to the support of evicted tenants. Systematic
10. 10
boycotts and legal challenges were the stock-in-trade of the Plan and served to re-
ignite the land war particularly in the south and west of the country.
United Ireland (1881-98)
Founded by Parnell in 1881 to promote the interests of the Land League, United
Ireland was edited from 1881 to 1890 by William O’Brien M.P., a close associate of
Parnell. The newspaper described itself as the ‘official organ’ of the Irish
Parliamentary Party and published cartoons and caricatures in order to circulate the
nationalist message to a wider audience. In the hands of a journalist as skilled as
O’Brien United Ireland served as an important propaganda tool for Parnell and in
1886 was to the fore in elaborating the Plan of Campaign. It was also instrumental in
politicising the land issue, in elucidating the doctrine of Home Rule and in promoting
interest in a revival of Gaelic culture throughout the 1890s.
11. 11
Documents included in case study
Documents favourable to Parnell and Home Rule
1. A cartoon, ‘Independence not Separation’ (Weekly Freeman, 10 Oct. 1885).
2. A pamphlet by *John Joseph Clancy, Tracts on the Irish Question – no. 2 –
the elections of 1885, publicising the victory of the Irish Parliamentary Party
at the 1885 general election (Dublin, 1886).
3. An extract from the diary of Sir George Fottrell, 11 Sept. 1885, referring to the
arrival of the new Catholic Archbishop of Dublin, his support for Home Rule
and a meeting with *Sir Charles Russell (N.L.I. MS 33, 670).
4. A cartoon, ‘The General Election Game’ (Weekly Freeman, 28 Nov. 1885).
5. Address to the Protestants of Ireland, issued by an association of Protestants
urging support of Home Rule, 23 June 1886 (N.L.I. Minute book and notices
of the Irish Protestant Home Rule Association, MS 3657).
6. An article by Senator *John A. Logan of Illinois requesting that the British
government immediately grant Irish Home Rule (*Irish World, 30 Jan. 1886 in
N.L.I. MS 9211/f. 92).
7. Edited copy by *J.F.X. O’Brien of the Freeman’s Journal report (21
December 1886) of a speech by *John Dillon (N.L.I. Papers of J.F.X. O’Brien,
MS 9226/ff 135-36).
Documents opposed to Parnell and Home Rule
8. An extract from a report of the first annual general meeting of the Irish Loyal
and Patriotic Union (Irish Times, 9 January 1886).
9. A cartoon, ‘A moonlight flitting’ (St. Stephen’s Review, 31 July 1886).
10. A pamphlet by *Thomas Maguire, Reasons why Britons should oppose Home
Rule (Dublin, 1886).
Documents relating to Gladstone’s government
11. Extract from A bill to amend the provision for the future government of
Ireland (House of Commons Bill (1886), [181]).
12. A pamphlet, Address to the electors of Midlothian by the Right Hon. W.E.
*Gladstone ([London], 1886).
12. 12
Document 1
A cartoon, ‘Independence not Separation’ (Weekly Freeman, 10 Oct. 1885).
Description of Cartoon
This cartoon was a supplement to the Weekly Freeman, a nationalist newspaper
published in Dublin from 1871 to 1924. Cartoon supplements usually commented on
a contemporary political event. This drawing is one of a series by *John Fergus
O’Hea (?1838-1922), the Weekly Freeman’s principal artist. Here John Bull
(England) and a Scot argue with their neighbours, Pat and biddy (Ireland).
The use of cartoons
Nineteenth-century political cartoons featured the leading issues of the day. Usually
nationalist cartoons touched upon the issue of government coercion. Some depicted
*Parnell and members of the Home Rule movement in heroic guise or showed the
suffering of a symbolic Erin as she laboured under English rule. These cartoons were
simply an extension of verbal propaganda and were extremely effective at
representing and popularising the nationalist agenda. Available at a relatively low cost
week after week and appearing in Parnellite-sponsored newspapers such as *United
Ireland, they served to fortify spirits and instil pride through Land League and
*National League campaigns. When examining political cartoons of this era one
should look out for the use of symbolism, exaggeration, stereotyping, caricature and
humour as they frequently reveal the cartoonist’s intentions.
Caption
Independence not Separation
John Bull – “I swear by the Eternal Jingo, much as I hate you, I will never consent to
our ‘Separation’.”
Pat. – “Look here, Bull, you’re only making an ass of yourself; don’t you see that
unfortunately we can never be separated, our premises are built too close for that, but
that’s no reason you should meddle in my domestic affairs, and for the future, myself
and Biddy here, will manage our own little house, and you and Sawney [Scotland] can
look after look your own place”
Biddy – “O! Pat, jewel, will you try to keep that noisy, nasty man quiet – he quite
upsets me.”
Document Questions
Description and Comprehension
What is happening in the cartoon?
Describe the characters portrayed.
Are the characters drawn realistically or are they exaggerated?
13. 13
Interpretation and Criticism
To what issue is the cartoon referring?
What techniques or satirical devices does the cartoonist employ?
What is the cartoon’s message?
Who is the cartoon aimed at?
Explain how the words in the caption clarify the symbolism used by the cartoonist.
Does the cartoon clearly convey the desired message? Give reasons for your answer.
Is the cartoonist’s use of national stereotypes successful?
Wider Context
Relate the concerns of the cartoonist to the campaign for Home Rule. Has the cartoon
changed your interpretation of this campaign? Explain.
How has the cartoon added to your knowledge of how nationalists appealed to the
public for support of Home Rule with both direct and indirect messages?
14. 14
Document 2
A pamphlet by *John Joseph Clancy, Tracts on the Irish Question – no. 2 – the
elections of 1885, publicising the victory of the Irish Parliamentary Party at the 1885
general election (Dublin, 1886).
Description of Document
In election years in Ireland the production of short pamphlets was phenomenal.
Designed to promote interest in election issues they tended to offer one-sided and
wholly un-reliable views of policies and issues. Written by the Home Rule M.P. for
North Dublin, *John Joseph Clancy, this pamphlet formed part of a series produced
for the *National League primarily for election purposes. Aside from explaining the
nationalist cause, these documents provided an alternative voice in opposition to the
abundant unionist literature in circulation in Dublin at the time. In this particular
extract Clancy attempts to present the Irish Parliamentary Party’s stunning election
success of 1885 as proof of the nation’s desire for self-government.
Edited Transcript of Document
Minimizing the Popular Triumph
Various attempts have been made to minimize the unprecedented victory, won last
November in Ireland, until it would almost seem as if there had been no popular
victory at all. It has been said-
1. That the question of self-government was not really the question before the
Irish Electors last November, especially in Ulster;
2. That the Protestants of Ireland were all on the Anti-National side;
3. That the nationalist victories were all won by the force of intimidation;
4. That the battle was really lost to the “Loyalist” cause in the Revision Courts,
to which the “Loyalists” did not pay as much attention as they might have
done, and that the polls are delusive;
5. That the nationalist members were mainly elected by illiterate voters;
6. That the nationalist majority of electors disclosed by the elections was not the
large one supposed, but a very small one, if, indeed, there was a majority at
all.
The Question at the Election
As a matter of notorious fact, every Irish candidate who addressed a constituency last
November, declared in favour of a Native Parliament, and all such candidates, before
addressing their constituencies, took a public pledge to sit, act, and vote together in
the House of Commons. The notion that such men as Mr. Healy, Mr. Biggar, and Mr.
*William O’Brien, the editor of *United Ireland – all members for Ulster
constituencies – could be supposed, even if they never said a word on the subject of
self-government, to be mere land law reformers, is absurd.
15. 15
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
In what circumstances was the document produced?
What accusations is Clancy attempting to counter? [Minimizing the Popular Triumph]
What does Clancy say about the attitude of Irish Protestants to Home Rule?
[Minimizing the Popular Triumph]
What precisely does Clancy say about the nationalist M.P.’s, Timothy Healy, Joseph
Biggar and William O’Brien? [The Question at the Election]
Interpretation and Criticism
Why does Clancy place ‘Loyalists’ in inverted commas? What does he think of his
opponents?
What points of view does Clancy express?
Does Clancy have any opinions or interests which might have influenced what he
said?
Why does Clancy place such emphasis upon the fact that Healy, Biggar and O’Brien
represented Ulster constituencies?
Wider Context and Comparison
Why was the attitude of southern Irish Protestants such a key issue for the Parnellites
to address?
In what ways do Clancy’s assessment of the significance of the results in the 1885
parliamentary election differ from the Irish Loyal and Patriotic Union’s interpretation
in Document 8? Which account is the more credible? Why?
16. 16
Document 3
An extract from the diary of Sir George Fottrell, 11 Sept. 1885, referring to the arrival
of the new Catholic Archbishop of Dublin, his support for Home Rule and a meeting
with *Sir Charles Russell (N.L.I. MS 33, 670).
Description of Document
This is an extract from the diary of Sir George Fottrell (1824-1925). Describing
himself as both a ‘consistent nationalist’ and a ‘crown official’ Fottrell was a close
acquaintance of Sir Robert Hamilton, the under secretary for Ireland. In October 1884
Fottrell was appointed clerk of the crown for Dublin city and county on Hamilton’s
recommendation. Fottrell’s diary covers the period from 1885 to 1887 and is
concerned principally with Parnell and the Home Rule question. It provides a very
personal insight into the climactic events of the period and supplies first-hand
information on the thinking of many of the leading figures in the Irish administration.
Edited Transcript of Document
1885, 11 September.
Dr. *Walsh the new Archbishop of Dublin entered Dublin about a week ago. He met
with a very enthusiastic reception from the people but the absence of the richer class
of Catholics was most marked. In reply to an address presented to the Archbishop on
his arrival he emphatically stated his opinion that peace & content could never reign
in Ireland until she had won a separate legislature.
This is I believe the first instance in History on which a Roman Catholic Archbishop
of Dublin openly expressed himself in favour of an Irish Parliament. *Dr. Walsh’s
declaration renders it certain that the Irish bishops to a man may now be counted
among Mr. Parnell’s followers. I doubt if the same could at any time after 1829 have
been said of O’Connell.
*Charles Russell, Q.C. M.P., came to Dublin a couple of days ago. I had a long chat
with him today. He told me that he met Dr. *McEvilly the Roman Catholic
Archbishop of Tuam on the day before yesterday & that the latter told him there was
considerable political apathy in the west of Ireland & that he accounted for it [by
referring to] the fact that the farmers believe they have got nearly all the personal
benefit they are likely to receive and that they object to the prospect of men of a low
social position being almost the only candidates for parliamentary honours owing to
the imposition of the ‘pledge’ proclamation by *Parnell; the ground for the objection
is not however their dislike of being represented by men of a comparatively low social
position, but is the belief that they the farmers will be called upon to contribute to the
support of members who have not means of their own to support them.
This may be true. I doubt its accuracy & I venture to predict that west of the Shannon
there will not be a candidate returned who will not take the Parnell pledge.
17. 17
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
For what purpose was it written?
What does Fottrell say about the new archbishop’s views on Home Rule? [Paragraph,
Dr. Walsh…]
Why is Fottrell surprised by the declaration in favor of the new archbishop of Dublin
in favour of a separate legislature for Ireland? [Paragraph, This is I believe…]
What is said about Parnell’s pledge in the source? [Paragraph, Charles Russell…]
Interpretation and Criticism
Was the document meant to be private or public?
Fottrell does not appear to be wholly convinced by Sir Charles Russell’s opinions.
Why is he so unmoved by what Russell has to say?
What impression does this document give of the supporters of Parnell’s Home Rule
movement?
Wider Context
Why were Catholic bishops hesitant about public declarations of support for Parnell’s
campaign for Home Rule?
Parnell’s pledge was designed to create a strong and tightly disciplined party. How
does the information in this document add to your understanding of the role of the
pledge in securing electoral success for the Irish Parliamentary Party under Parnell?
What other historical sources would help you to check the conclusions reached in this
document?
18. 18
Document 4
A cartoon, ‘The General Election Game,’ (Weekly Freeman, 28 Nov. 1885).
Description of Cartoon
Tories, *Lord Salisbury and *Randolph Churchill and Liberals, *William Gladstone
and *Joseph Chamberlain sit around a card table. *Parnell (‘the Irish Chief’) is the
dealer. Salisbury has been dealt a hand which includes the ‘Irish Vote.’ The election
of 1885 has clearly left Parnell’s party in a strong position and this cartoon by *John
Fergus O’Hea seeks to parody the dilemma in which members of the British political
establishment find themselves as they court the support of the Irish Parliamentary
Party.
Caption
The General Election Game
(The “Irish Chief” has just dealt the Cards.)
The Grand Old Man To “Brum”[Birmingham] Joe [*Chamberlain] – “That is a poor
hand to ‘go on’ – he must have given those other fellows the Trump Card.”
Randy, to *Salisbury – By Jingo! That is a ‘Nap’ [winning] hand. Go on the Irish
Card, and you must win.’
Document Questions
Description and Comprehension
What is happening in the cartoon?
Describe the characters portrayed?
Are there any characters in the cartoon with whom you are unfamiliar?
Interpretation and Criticism
Check the date of the cartoon’s publication. To what issue or event is the cartoon
referring?
Who is the cartoon aimed at?
What does the caption mean? Is it meant to be humorous or ironic?
Discuss the significance of the term ‘Irish Card’ in the caption.
How does the caption reinforce the cartoon’s primary message? Would you
understand the cartoon’s message without the caption?
Does the cartoon clearly convey the desired message?
19. 19
Wider Context
What is the connection between the work of the cartoonist and the campaign for
Home Rule?
Comment on the physical appearance of the persons in the cartoon? Is it the
cartoonist’s intention simply to poke fun at British politicians?
What can visual texts (such as this cartoon) illuminate that written sources do not
reveal?
20. 20
Document 5
Address to the Protestants of Ireland, issued by an association of Protestants urging
support for Home Rule, 23 June 1886 (N.L.I. Minute book and notices of the Irish
Protestant Home Rule Association, MS 3657).
Description of Document
This document, issued by the Irish Protestant Home Rule Association, represents an
attempt by this newly-founded organization to induce Protestants to support Home
Rule. As a public declaration of principles, the document’s presentation and content is
straightforward. The notice outlines the perceived advantages of Home Rule,
castigates its opponents and generally promotes the work and membership of the
association. The document is of interest in as it shows that the impetus for the
founding of the association came from Protestants in Belfast.
Edited Transcript of Document
Irish Protestant Home Rule Association
_______
ADDRESS
To the
Protestants of Ireland
Protestant Fellow Countrymen,
At the present crisis, when the political energies and thought of the people of these
countries are concentrated upon the practical solution of the great problem of better
government of Ireland, this Association has been formed in order to unite all classes
and denominations of Protestants in promoting a safe, equitable, and permanent
settlement of the question.
It is not our desire to separate ourselves from our Roman Catholic Countrymen …
Attempts have been made to create in the minds of our fellow citizens in England and
Scotland groundless apprehensions of dangers to us of religious persecution, or the
imposition of civil disabilities, and by the appeals to religious bigotry and party
rancour to excite in our minds a bitter hatred and distrust of our own countrymen…we
reject with scorn the calumny [slander] that the lives and liberties of Protestant
Irishmen would be imperiled by the restoration of an Irish Parliament.
The foremost statesman of the century [*Gladstone], aided by his loyal associates in
the Cabinet, and supported by the great English and Scotch Liberal Party, the true
Representatives of the People, has undertaken the task of creating a responsible
English Government. He seeks to remove Irish local affairs from the arena of English
Party strife … Against this great statesman are marshalled the combined forces of
those territorial and class interests whose influence in maintaining social conditions
21. 21
which have tended to raise rents and reduce wages, has perpetuated pauperism and
crime, driven away capital, discouraged manufactures, and disorganised commerce …
We are aware, by communications from many quarters that efforts have been made by
threats of social ostracism, business losses, and of other penalties to deter Irish
Protestants who are favourable to Irish Self-Government from publicly declaring their
opinions at this crisis. Nevertheless, we earnestly appeal to them to boldly take that
position in the popular movement of which we are confident the verdict of posterity
will approve …
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
For what purpose was it written?
What is said in the address about the attempts to excite religious hatred amongst Irish
Protestants? [Paragraph, It is not our desire…]
What is said about Gladstone’s attempts to win Home Rule for Ireland? [Paragraph,
The foremost statesman…]
To whom are the threats of ‘social ostracism’ made? [Paragraph, We are aware…]
Interpretation and Criticism
How comprehensively is the case put forward for Home Rule? Is the argument
convincing?
The address suggests that large numbers of Irish Protestants favoured Home Rule; do
you think this assumption accurate?
How does the document characterize the opponents of Home Rule?
Wider Context
Outline the obstacles which faced the Protestant Home Rule Association in its efforts
to convince Irish Protestants that self-government would secure their civil and
religious liberties?
Does the evidence in this document shed light on the reasons why Home Rule had
become a central issue in Irish political, economic and social life by 1886?
22. 22
Document 6
An article by Senator *John A. Logan of Illinois requesting that the British
government immediately grant Irish Home Rule (*Irish World, 30 Jan. 1886 in N.L.I.
MS 9211/f. 92).
Description of Document
This extract from the *Irish World published in New York comes from a volume of
newspaper cuttings presented to Gladstone in 1886 by the Irish National League of
America. Designed to impress upon the British Prime Minister the depth of feeling in
the United States on the issue of Home Rule, the volume included articles and letters
from newspapers across America. Founded in 1870 by Patrick Ford, a well-known
activist in American Land League circles, the Irish World routinely publicized the
activities of Parnell and attempted to promote support for the cause of Irish self-
government. Having written to various prominent politicians in Washington inviting
them to comment on Gladstone’s attempts to secure self-government for Ireland, the
Irish World printed a response from the Civil War hero, Senator *John A. Logan of
Illinois.
Edited Transcript of Document
Its [the English Nation’s] dealing with the Irish question has not been marked with
broad statesmanship, wise administration, nor due regard to equity, justice or common
expediency. The world is familiar with this fact, however the English nation may seek
to blind itself to the truth. The sentiment and sympathy of all liberty-loving people are
opposed to the English treatment of the Irish subject. Americans by all of their
traditions, their professions, and all of their hopes, must be opposed to it.
It will be in the interest of national justice as well as to the direct advantage of the
English people themselves if they can only realize the general prevalence of this
feeling among the people of this country.
Without entering more extensively into the question than the scope of your letter will
prescribe, I have to express the conviction that the least, and the very least that the
English government can now do in reparation of the mistakes and wrongs of the past
is to have a Parliament in fact, and not merely in name. It should not be limited to the
functions of a board of supervisors whose powers are exhausted in the repairs of
roads, bridges etc., but should be endowed with faculties to legislate upon internal,
economic and other affairs of the State, so as to give vitality to its home interests,
education to its children, prosperity and contentment to its people.
…By continuous disregard of right and justice England once lost the territory of an
Empire, though the nations gained an asylum of Freedom thereby. So the England of
1776 might send a message to the England of to-day, and suggest that the incident
may not be forgotten.
23. 23
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
In what circumstances was it written?
How does Logan characterise American opinion on England’s treatment of the Irish
Question? [Paragraph, Its [the English Nation’s]..]
According to Logan how extensive should the powers granted to Ireland under home
Rule be? [Paragraph, Without entering more…]
Is there any sense of threat in Logan’s letter? [Paragraph, By continuous disregard…]
Interpretation and Criticism
Does Logan have a deeply ingrained sense of grievance against England? Write an
appraisal of Logan’s letter stating whether you agree or disagree with his arguments?
From the language and narrative style of Logan’s letter what can be said about the
political stance of the Irish World?
Does Logan’s letter reveal any assumptions on the Irish situation rooted in the
experience of American history? Why does Logan invoke this history as a lesson for
the British?
Wider Context
Do you believe articles like Logan’s would have changed Gladstone’s view on Home
Rule?
Extracting evidence from this document and other sources, evaluate the potential of
pressure from America in the campaign to achieve Irish legislative independence in
the late 1880s.
How would you account for the widespread acceptance by Americans of Logan’s
views on Ireland?
24. 24
Document 7
Edited copy by *J.F.X. O’Brien of the *Freeman’s Journal report (21 December
1886) of a speech by *John Dillon (N.L.I. Papers of J.F.X. O’Brien, MS 9226/ff 135-
36).
Description of Document
An edited extract from a report of *John Dillon’s speech at an Irish *National League
meeting in Dublin in December 1886 printed in the *Freeman’s Journal and
transcribed into a journal by Dillon’s nationalist colleague, *J.F.X. O’Brien.
Statements and issues, which O’Brien believed were significant, are underlined
throughout the extract. There are also various annotations and summaries in the
margin of the document. Involved from the outset in the organisation of the *Plan of
Campaign with *William O’Brien and Timothy Harrington, Dillon asserts the merits
of the plan and censures in turn the principles underlying Irish landlordism, the Irish
judicial system, *Lord Salisbury and the Tory administration. Dillon also refers to his
recent arrest at Loughrea for organising a no-rent strike on a local estate. With the
defeat of Home Rule at Westminster still fresh in his mind, Dillon’s vigorous assault
on the Conservatives is significant.
Edited Transcript of Document
‘He [Dillon] claimed that the Liberal Party (*Gladstone) having with almost the
whole of the late Executive Government of England in the last session of Parliament
supporting Parnell’s (Tenant Relief) Bill pledged themselves to the proposition
contained in that Bill i.e. that thousands of families in Ireland could not pay the full
rents without risk of starvation and thereby the Liberal Party have contracted a very
solemn duty towards us in the present crisis. Even the Executive Government of
Ireland, when they came over from Parliament were so impressed by the facts brought
to their notice by the reports of their own officials, they departed from the policy
indicated by them in the debate on Parnell’s bill and in some parts got them to reduce
rents. This pressure most strongly used for *Kerry Moonlighters – while peaceful
Connaught peasants were left to the mercy of the Marquis of *Clanricarde – [we have
a] right to call [the] public attention of England and Ireland to this fact – we have
therefore the Liberal Party and the Irish Executive in agreement as to the dangers
threatening Irish Tenants and the necessity of protecting them from the consequences
of the exertions of landlords of their full legal rights…
The *Plan of Campaign was for 2 months published in newspapers, advocated and
recommended on public platforms in [the] presence of Government supporters. And
all this time not a whisper as to any illegality from [the] Irish Executive…But the
triumphant success of the Plan terrified the Landlords, the whole Tory party dragging
with it its tail of dissident liberals (*Hartington, *Chamberlain &co) finally forced the
hand of the Irish Executive…
‘Just before Government changed their policy to enter upon their present career the
*Marquis Salisbury delivered a speech in which he described Irish tenants as beggars,
mendicants on the highway – to whom the landlord might in their charity make
25. 25
concessions – but if landlords did not so choose to act – tenants should either pay up
in full or if unable to pay, give up their homes and go out on the highway.
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
For what purpose was it written?
Are there people or issues mentioned by Dillon with which you are unfamiliar?
What does Dillon say about the actions of the Liberal government under Gladstone?
[Paragraph, ‘He claimed that…]
Who, according to Dillon, were the natural allies of Irish landlords? [Paragraph, [The]
Plan of Campaign was…]
What was Lord Salisbury’s ‘advice’ to Irish tenants? [Paragraph, ‘Just before
Gover[nment]t…]
Interpretation and Criticism
What audience did Dillon have in mind when he made his speech?
Consider the effectiveness of Dillon’s speech as a piece of nationalist propaganda?
What opinions or interests may have prompted Dillon to make this speech?
Wider Context
In his speech does Dillon introduce a wider political dimension into the campaign for
tenant rights?
How does this document illustrate the extent to which the Liberal Party’s alliance
with Irish nationalists transformed the campaign for Home Rule?
What does Dillon’s speech reveal about the hopes and fears of Irish nationalists at the
close of 1886?
26. 26
Document 8
An extract from a report of the first annual general meeting of the Irish Loyal and
Patriotic Union (Irish Times, 9 January 1886).
Description of Document
The opponents of Home Rule were quick to realize the threat posed by Parnell’s
revitalized party and mobilized their forces for the ensuing election campaign. To this
end the Irish Loyal and Patriotic Union (I.L.P.U.) was founded in Dublin on 1 May
1885, though it did not announce its existence to the public until October. Taking
advantage of Protestant social solidarity, wealth and connections with prominent
British politicians, the I.L.P.U. hoped to fight Parnell in the southern provinces and
did so on a single platform, the defence of the Union. Operating from offices on
Dublin’s Dawson Street, the I.L.P.U. adhered strictly to legal and constitutional action
and widely disseminated anti-Parnellite literature during the election. Its leaflets and
pamphlets were circulated to draw attention to the supposedly malevolent devices and
tactics of the Parnellites. In this particular extract from the pro-unionist Irish Times,
coverage is given to the report of the executive committee of the I.L.P.U. at its first
general meeting. The association is convinced of the need to dispel the belief that a
landside in favour of Home Rule had taken place in the general election of 1885.
Edited Transcript of Document
The Union published and circulated 286,000 leaflets and pamphlets during the
elections irrespective of those put in circulation by the candidates themselves. Special
attention is directed to the Irish election returns, with details of voting in contested
elections, which were issued by the union at the close of the elections. The following
facts have been brought out by the action of the I.L.P.U.
Taking together all the contested elections in Ireland, the number of votes cast for
Separation barely exceeded one-half of the electors; one quarter, roughly speaking,
voted against Separation, and the remaining quarter abstained from voting.
If the representation of all Ireland were at all in proportion to the number of votes
given, the Unionists would have 34 representatives, the Separatists 69.
As is already known, the operations of the Irish Loyal and Patriotic Union were
confined to the three Southern provinces of Munster, Leinster and Connaught.
For these three provinces 52 contests in all took place and there were 18 uncontested
elections.
The I.L.P.U. contributed to the expenses of the Unionist candidates in accordance
with the circular issued to its supporters, subsidising candidates to an extent [that
covered] the sheriff’s nomination fees.
For the purpose of the association a considerable sum was subscribed, each subscriber
receiving a formal receipt, with the undertaking that neither the name nor the amount
of his subscription should be made public without the sanction of such.
For this reason no list of subscribers is published.
27. 27
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
For what purpose was it written?
What action did the I.L.P.U. undertake in order to support anti-Home Rule candidates
in the general election? [Paragraph, The union published…and Paragraph, The
I.L.P.U. contributed to…]
According to the I.L.P.U. how many people voted for separatists? [Paragraph, Taking
together all the…]
Why was no list of subscribers to the fund supporting Unionist candidates published?
[Paragraph, For the purpose of…]
Interpretation and Criticism
How convincing is the argument put forward by the I.L.P.U. in relation to the
outcome of the 1885 election?
Is there any sense that the I.L.P.U. is refusing to accept the reality that nationalists
could legitimately claim to represent the majority of electors of Ireland? Use the
evidence in ‘The new electoral map of Ireland’ (United Ireland, 19 December 1885)
to critically examine the I.L.P.U’s claims?
What can be inferred from the document about the underlying concerns of Irish
Protestants in 1886?
Wider Context and Comparison
How did the loyalist and unionist population of Ireland respond to Parnell’s electoral
campaign of 1885?
Compare and contrast the I.L.P.U.’s position on the outcome of the election of 1885
with the interpretation of the nationalist M.P., John Clancy, in Document 1. In what
way do the assessments differ?
Discuss the reasons for Irish unionist opposition to Home Rule.
28. 28
Document 9
A cartoon, ‘A moonlight flitting’ (St. Stephen’s Review, 31 July 1886).
Description of Cartoon
Having been defeated in the election of 1886 which he called in order to obtain
support for his Home Rule policy, a gloomy *Gladstone prepares to exit Downing
Street by night. He is accompanied by his son Herbert and other members of the
Liberal party who help him with the symbolic baggage of office including
‘Unfulfilled Promises’, the ‘Home Rule bill’, the ‘Disruption Bill’, ‘Fenian
Correspondence’ and ‘Thoughts of Dynamite.’ This cartoon appeared in the weekly
magazine, St. Stephens’s Review, published in London. Drawn by Tom Merry (1853-
1902), the paper’s chief cartoonist, this colour cartoon was sold as a supplement.
Caption
‘A moonlight flitting.’
Document Questions
Description and Comprehension
Describe what is happening in this cartoon.
Describe the characters portrayed.
Are the characters depicted realistically?
Interpretation and Criticism
Check the year and date of the cartoon. To what specific event or issue is the cartoon
referring?
What do you know about the circumstances which led to the events depicted in this
cartoon?
What message is the cartoonist attempting to convey by the darkened atmosphere and
the caption, ‘a moonlight flitting’?
Identify the bags and objects which the departing Gladstone is taking with him and
describe what each represents.
Are the characters represented in a positive or negative manner? Can you infer what
the cartoonist thought of Gladstone?
29. 29
Wider Context and Comparison
In what way do visual sources (such as this cartoon) contribute to your understanding
of the results of Parnell’s alliance with Gladstone in 1886?
How successful is the cartoonist in conveying the desired message?
What other historical sources can be used to check your conclusions about this
particular cartoon?
30. 30
Document 10
A pamphlet by *Thomas Maguire, Reasons why Britons should oppose Home Rule
(Dublin, 1886).
Description of document
*Thomas Maguire was professor of moral philosophy at Trinity College Dublin. A
particularly vocal opponent of Home Rule, he was well known for his outrageous
attacks upon Parnell and other leading members of the Irish Parliamentary Party.
Addressing the public in both Britain and Ireland, this pamphlet was clearly written
by Maguire with the intent of rousing opposition to Home Rule. It is interspersed with
insults, threats and denunciations of those involved with the nationalist movement.
Edited Transcript of Document
Home Rule is to be granted, because the Parnellites are estranged from England, and
in default of getting what they howl for, threaten, like *Archbishop Walsh, the *Irish
World, *J.B. O’Reilly, and the *Freeman’s Journal, daggers and dynamite. As to
estrangement, if the Parnellites cannot appreciate British Freedom – the largest the
world ever saw – it shows they are not fit for Home Rule … To those who threaten
dagger and dynamite I again point out there is plenty of rope in England, and no
prohibitive duty is as yet put on that article in the Irish tariff. Englishmen may like to
see what is promised them. First, the Irish World:-
“The British Government should bear this fully in mind that…they
will make it imperative on Irishmen to have recourse to scientific
methods. As Archbishop Walsh plainly put it, the question is being
narrowed down to the alternative, either grant Home Rule or be
prepared for dynamite … Moral force has got to be superseded by
physical force … Science has advanced too far not to permit of
terrible retaliation with little effect and less effort … Let England
beware, and not invite a policy of retaliation which will be more
dangerous and destructive than any effort of her army or navy …
“We are at war, and the belligerent code of our own making, which
we lay down is, that we shall set fire to London in 500 places at once;
that we shall kill by bombs and blow up people in the street at
random; that we shall kill by bombs, and fire, and knife, and care
nothing as to whom or how many we kill, so long as they are found
within the four corners of England. WE HAVE NO GRIEVANCE –
WE ADVANCE NO REASONS. WE SIMPLY SAY WE WANT A
CERTAIN THING, AND WE SHALL HAVE IT BECAUSE WE
THINK FIT. [OR] ELSE INDISCRIMIATE SLAUGHTER.
Next, *J.B. O’Reilly, Boston Pilot, in Evening Mail, March, 27, 1886:-
“The deliberate speech of Mr. Gladstone will Justify Irishmen for the
retaliation of despair in case the [Home Rule] Bill be defeated.”
31. 31
And lastly, the Freeman, April 12, 1886:-
“It would be well if those who are so clamorously calling for the
rejection of Mr. Gladstone’s [Home Rule] Bill were capable of
estimating calmly the probable consequences of such an eventuality.
The weighty words of *Mr. Morley on Friday should give the
champions of law and order pause. Referring to the dynamite faction
in America, he declared, and urgently commended to the attention of
the House, his opinion that in opposing the establishment of a
Domestic Legislature for Ireland, the House would be doing exactly
what those desperadoes with their dynamite and daggers would most
desire.”
If Englishmen are cowed by stuff like this, they must have degenerated from the men
of Agincourt [Hundred Years War], Waterloo [Napoleonic War], and Inkermann
[Crimean War].
Document Questions
Comprehension
What class of document is this?
When was it written?
For what purpose was it written?
What does Archbishop Walsh suggest will happen in the event of a rejection of
Gladstone’s Home Rule bill? [Paragraph, The British Government…]
What does J.B. O’Reilly say in relation to the Home Rule bill? [Line, The deliberate
speech…]
What is the central premise of John Morley’s speech? [Paragraph, It would be well…]
Interpretation and Criticism
Do we know how Maguire obtained the information provided in this document?
Would you say that Maguire was selective in his use of sources in this document? To
what extent did Maguire misrepresent what the Irish World said?
Was Maguire a neutral party, or did he have opinions and interests that might have
influenced what he said in the document?
Wider Context
‘If the Parnellites cannot appreciate British Freedom – the largest the world ever saw
– it shows they are not fit for Home Rule.’ Write a critique of this statement from the
prospective of an advocate of Home Rule.
32. 32
Are there any links between the constitutional methods advocated by Parnell in his
political campaigns and the threat of violence which Maguire so vividly describes in
this document?
Using the evidence in this source and information obtained from your textbook,
examine the influence of religious factors in the opposition to Home Rule.
33. 33
Document 11
Extract from A bill to amend the provision for the future government of Ireland
(House of Commons Bill (1886), [181]).
Description of Document
Also known as the ‘Government of Ireland bill’ or the ‘Home Rule bill of 1886’, the
bill, which was printed in April 1886, marked the first of Gladstone’s attempts to
secure a separate legislature for Ireland. A bill is merely a proposal for legislation by
government; before it is enacted and becomes law it must achieve a majority in both
Houses of Parliament and receive the Queen’s assent. A bill is usually deposited in
the library of the House of Commons where members may take a copy and read it
before making a decision on which way to vote. Making what many historians
consider to be one of his finest speeches to parliament, Gladstone commended this bill
to the House of Commons on 8 April 1886. In his speech Gladstone noted: ‘Do not let
us disguise ourselves. We stand face to face with what is termed Irish nationality.
Irish nationality vents itself in the demand for local autonomy or separate and
complete self-government in Irish not in Imperial affairs. Is this an evil in itself?’
*Parnell responded positively and claimed that the provisions of the bill offered a
‘final settlement’ to the Home Rule question. On 7 June the bill was defeated by 343
to 319 votes, forcing Gladstone to resign and call an election.
Edited Transcript of Document
A Bill to amend the provision for the future Government of Ireland
Be it enacted by the Queen’s most Excellent Majesty, by and with the advice and
consent of the Lords Spiritual and Temporal, and Commons, in this present
Parliament assembled, and by the authority of the same, as follows:
PART 1
Legislative Authority
1. On and after the appointed day there shall be established in Ireland a
legislature consisting of Her Majesty the Queen and an Irish Legislative
body…
3. The Legislature of Ireland shall not make laws relating to the following
matters or any of them:-
(1) The status or dignity of the Crown, or the succession to the Crown, or a
Regency;
(2) The making of peace or war;
(3) The army, navy, militia, volunteers, or any other military or naval
forces, or the defence of the realm;
(4) Treaties and other relations with foreign States, or the relations
between the various parts of Her Majesty’s dominions
(5) Treason, alienage, or naturalization
(6) Trade, navigation, or quarantine
34. 34
(7) The postal and telegraph service
(8) The coinage; the value of foreign money; legal tender …
4. The Irish Legislature shall not make any law –
(1) Respecting the establishment or endowment of religion, or prohibiting
the free exercise thereof; or
(2) Imposing any disability, or conferring any privilege, on account of
religious belief; or
(3) Abrogating or derogating from the right to establish or maintain any
place of denominational education or any denominational institution or
charity; or
(4) Prejudicially affecting the right of any child to attend a school
receiving public money without attending the religious instruction of
that school…
(5) Imposing or relating to duties of customs and duties of excise, as
defined by this Act…
Constitution of Legislative Body
9 – (1) The Irish Legislative Body shall consist of a first and second order…
10 – (1) The first order of the Irish Legislative Body shall consist of one hundred
and three members, of whom seventy-five shall be elective members and twenty-
eight peerage members
(2) Each elective member shall at the date of his election and during his period
of membership be bon_ fide possessed of property which –
(a) if realty, or partly realty and partly personalty, yields two hundred
pounds a year or upwards, free of all charges; or
(b) if personalty yields the same income, or is of the capital value of four
thousand pounds or upward, free of all charges.
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
In what circumstances was it produced?
Are there any terms mentioned in the document with which you are unfamiliar?
35. 35
What kind of laws is the new Irish legislature prohibited from passing according to
the terms of this bill? [Part I, Legislative Authority]
What other restrictions are placed upon the Irish legislature? [Clause 4]
What are the financial qualifications required of a prospective M.P. seeking election
to the new legislature? [Constitution of Legislative Body]
Interpretation and Criticism
Identify the strengths and weaknesses of the bill.
Why do you believe the British government was insistent that so many restrictions be
placed upon any new Irish legislature?
What was the purpose of the property qualification for prospective members in the
new Irish legislature?
Wider Context and Comparison
Consider whether this Home Rule bill gave, as Gladstone argued, full voice to Irish
nationality.
Why did Parnell believe that the terms of this bill offered a ‘final settlement’ to the
Irish Question?
Overall, how does this document contribute to your knowledge of the Home Rule
question?
36. 36
Document 12
A pamphlet, Address to the electors of Midlothian by the Right Hon. W.E. *Gladstone
([London], 1886).
Description of Document
Although born in Liverpool both of *Gladstone’s parents were Scottish and in
parliament he represented the constituency of Midlothian. A tour of the constituency,
meeting the electorate and making speeches were essential components of
electioneering. Gladstone was particularly adept at ‘meeting the people’ and his
speeches to huge crowds on the issues of the day were widely reported. This pamphlet
publishes an address to his electors in Midlothian but it is clearly aimed at a national
audience. Having seen his Home Rule bill defeated in parliament in June 1886,
Gladstone appealed to the country for support. In the Address Gladstone refers to
Grattan’s Parliament, which had obtained nominal legislative independence from
1782 to 1800 and to the legislative union of Britain and Ireland in 1801. Gladstone
also outlines his reasons for advocating Home Rule and rebukes those who would
make it a party rather than a purely constitutional issue.
Edited Transcript of Document
Mr. Gladstone’s Appeal to the Country.
Address to the Electors of Midlothian,
June 12th
, 1886
Gentlemen: In consequence of the defeat of the Bill for the better Government of
Ireland, the Ministry have advised and Her Majesty has been pleased to sanction, a
dissolution of Parliament for the decision by the nation of the gravest, and likewise
the simplest, issue which has been submitted to it for half a century…
Two clear, positive, intelligible plans are before the world. There is the plan of
Government; and there is the plan of Lord Salisbury. Our plan is, that Ireland should,
under well-considered conditions, transact her own affairs. His plan is to ask
Parliament for new repressive laws, and to enforce them resolutely for twenty years:
at the end of which time, he assures us, Ireland will be fit to accept any gifts, in the
way of local government or the repeal of coercion laws, that you may wish to give
her…
Our opponents, Gentlemen, whether Tories or Seceders [renegade Liberals], have
assumed the name of Unionists. I deny their title to it. In attention, indeed, we are all
Unionists alike, but the Union which they refuse to modify, is in its present shape a
Paper Union, obtained by force and fraud, and never sanctioned or accepted by the
Irish nation. They are not Unionists, but Paper-Unionists. True union is to be tested by
the sentiments of human beings united. Tried by this criterion, we have less union
between Great Britain and Ireland now, than we had under the settlement of 1782 …
37. 37
Among the benefits, Gentlemen, which I anticipate from your acceptance of our
policy are these:
The consolidation of the unity of the Empire, and a great addition to its strength.
The stoppage of a heavy, constant, and demoralising waste of the public treasure.
The abatement and gradual extinction of ignoble feuds in Ireland, and that
development of her resources which experience shows to be the natural consequence
of free and orderly government.
The redemption of the honour of Great Britain from a stigma fastened upon her,
almost from time immemorial, in respect to Ireland, by the judgment of the whole
civilized world…
You know how, for the last six years especially, the affairs of England and Scotland
have been impeded, and your Imperial Parliament discredited and disabled. All this
happened, while Nationalists were but a small minority of Irish members, without
support from so much as a handful of members not Irish. Now they approach ninety,
and are entitled to say, “We speak the voice of the Irish nation.” It is impossible to
deal with this subject by half-measures. They are strong in their numbers, strong in
British support which has brought 313 members to vote for their country, and
strongest of all in the sense of being right.
Document Questions
Description and Comprehension
What class of document is this?
When was it written?
In what circumstances was it written?
What, according to Gladstone, are the choices facing the electorate? [Paragraph, Two
clear…]
What accusations does Gladstone level at the Tories and those he calls ‘seceders’?
[Paragraph, Our opponents…]
What does Gladstone say in the Address about his hopes for Ireland when it had
achieved Home Rule? [Paragraph, Among the benefits…]
Interpretation and Criticism
What do you already know about the issues to which the document refers?
From your reading of the Address how do you believe Gladstone accounted for his
fall from power in 1886? How credible is the Address on this score?
How realistic are Gladstone’s hopes for Ireland when it had achieved Home Rule?
38. 38
Is this an effective speech? How well does Gladstone structure his argument?
Wider Context
Why does Gladstone assert that a ‘Paper Union’ exists between Britain and Ireland at
this time? How does he characterise the status quo in Ireland?
Gladstone insisted that he had come to accept Irish Home Rule by ‘the slow and
relentless forces of conviction.’ Having read the Address, do you believe his
assertion?
In what ways does this document add to your understanding of the reasons why
Gladstone was ‘converted’ to Home Rule in 1886?