p.247.non-fictionThe stories in this volumereveal for us the the Ireland of a bygone era, of a people with daily strife's and joys not experienced today.literature - ireland, storytelling - ireland

bib. p.256.fictionIn her colloquial retelling of these stories, Marie Heaney conveys the full dramatic and poetic power of one of Europe's oldest narrative traditions. The most important tales from the three major pre-Christian sequences - the Mythological Cycle, the Ulster Cycle and the Finn Cycle - are followed by lives of the saints Patrick, Brigid and Columcille, and the result is a uniquely accessible compendium. Encompassing both extremes of violence and the most sublime and tender imaginative fancy, the world of Over Nine Waves is one in which the present-day reader will have no difficulty finding his or her bearings. Marie Heaney is the ideal guide, demonstrating with authority what may still be too little known, that the ancient Irish legends are comparable in their force and profundity to any in the world. legends - ireland, tales - ireland

Bendigo Branch Royal Historical Society of Victoria Dudley House Silver Jubilee Exhibition & Musical Performances. 29th May 1977. Soprano Patricia Lyon and Accompanist Fred Trewarne. Programme: 1. 'The Fairy Tales of Ireland' 2. ''Princess of the Dawn'' Composer Eric Coates. Refer to original document for a brief history of English Composer Eric Coates et.al. 3. ''Come Unto Him'' (from the Messiah) G.F. Handel. 4. ''Lament of Isis'' -Gone is My Love, My Lord '' (from Songs of Egypt) Granville Bantock. 5. ''Oh My Beloved Father'' (from Gianni Schicchi) G. Puccini. 6. ''Drooping Wings'' R. Quilter. 7. ''Caro Mio Ben'' (Dearest Believe) G. Geordani. 8. ''A Japanese Love Song'' May Brahe. 9. Mattinata (Morning Song) '''Tis the Day''. R. Leoncavello.bendigo, tourism, dudley house royal exhibition

This book was presented as a gift to Allan Partington, a member of the Greensborough Methodist Sabbath School in 1917.Shows the attendance of children at Sunday School in the early 20th Century. Owned by Allan Partington.337 pages. Black and white illus. Hard cover book with red cover embossed with a tree emblem and title: "Mick Tracy The Irish Scripture Reader"Book plate: Methodist Sabbath School Greensborough. Awarded to Allan Partington. Signed H. Mitchell, Supt. December 1917.allan partington, methodist sabbath school, greensborough methodist church

1. Language Revitalization: An Overview /? Leanne Hinton 2. Diversity in Local Language Maintenance and Restoration: A Reason For Optimism /? Anna Ash, Jessie Little Doe Fermino and Ken Hale 3. Federal Language Policy and Indigenous Languages in the United States /? Leanne Hinton 4. "... To Help Assure the Survival and Continuing Vitality of Native American Languages" /? Robert D. Arnold 5. Language Planning /? Leanne Hinton Introduction to the Pueblo Languages /? Leanne Hinton 6. Native Language Planning: A Pilot Process in the Acoma Pueblo Community /? Christine P. Sims 7. The Key To Cultural Survival: Language Planning and Revitalization in the Pueblo de Cochiti /? Regis Pecos and Rebecca Blum-Martinez The Navajo Language: I /? Ken Hale 8. Navajo Head Start Language Study /? Paul R. Platero 9. Introduction to Revitalization of National Indigenous Languages /? Leanne Hinton Introduction to the Welsh Language /? Leanne Hinton 10. Welsh: A European Case of Language Maintenance /? Gerald Morgan Introduction to the Maori Language /? Ken Hale 11. Te Kohanga Reo: Maori Language Revitalization /? Jeanette King An Introduction to the Hawaiian Language /? Leanne Hinton 12. The Movement to Revitalize Hawaiian Language and Culture /? Sam L. No'Eau Warner 13. "Mai Loko Mai O Ka 'I'ini: Proceeding from a Dream": The 'Aha Punana Leo Connection in Hawaiian Language Revitalization /? William H. Wilson and Kauanoe Kamana 14. Teaching Methods /? Leanne Hinton The Karuk Language /? Leanne Hinton 15. Teaching Well, Learning Quickly: Communication-Based Language Instruction /? Terry Supahan and Sarah E. Supahan The Navajo Language: II /? Ken Hale 16. Tsehootsooidi Olta'gi Dine Bizaad Bihoo'aah: A Navajo Immersion Program at Fort Defiance, Arizona /? Marie Arviso and Wayne Holm 17. The Master-Apprentice Language Learning Program /? Leanne Hinton 18. Linguistic Aspects of Language Teaching and Learning in Immersion Contexts /? Ken Hale 19. New Writing Systems /? Leanne Hinton An Introduction to Paiute /? Leanne Hinton and Ken Hale 20. Language Revitalization in the San Juan Paiute Community and the Role of a Paiute Constitution /? Pamela Bunte and Robert Franklin 21. Audio-Video Documentation /? Leanne Hinton Australian Languages /? Ken Hale 22. Strict Locality in Local Language Media: An Australian Example /? Ken Hale The Arapaho Language /? Ken Hale 23. Reflections on the Arapaho Language Project, or When Bambi Spoke Arapaho and Other Tales of Arapaho Language Revitalization Efforts /? Stephen Greymorning Irish /? Ken Hale 24. Continuity and Vitality: Expanding Domains through Irish-Language Radio /? Colleen Cotter The Mono Language /? Ken Hale 25. On Using Multimedia in Language Renewal: Observations from Making the CD-ROM Taitaduhaan /? Paul V. Kroskrity and Jennifer F. Reynolds 26. Can the Web Help Save My Language? /? Laura Buszard-Welcher 27. Training People to Teach Their Language /? Leanne Hinton Inuttut and Innu-aimun /? Ken Hale 28. The Role of the University in the Training of Native Language Teachers: Labrador /? Alana Johns and Irene Mazurkewich Languages of Arizona, Southern California, and Oklahoma /? Leanne Hinton 29. Indigenous Educators as Change Agents: Case Studies of Two Language Institutes /? Teresa L. McCarty, Lucille J. Watahomigie and Akira Y. Yamamoto /? [et al.] The Navajo Language: III /? Ken Hale 30. Promoting Advanced Navajo Language Scholarship /? Clay Slate 31. Sleeping Languages: Can They Be Awakened? /? Leanne Hinton 32. The Use of Linguistic Archives in Language Revitalization: The Native California Language Restoration Workshop /? Leanne Hinton The Ohlone Languages /? Leanne Hinton 33. New Life for a Lost Language /? Linda Yamane.Maps, b&w photographs, tables, word listslanguage policy, language planning, language maintenance, language revitalization, language immersion, language literacy, media and technology, language education and training, sleeping languages, navajo, arapaho

This flag was used by Rosbercon Girls Grammar School, which operated in Brighton from 1906 until 1941. The school was established in 1906 by the Tisdall family. The Tisdalls were a family of educators: Irish-born Henry Thomas Normanton Tisdall and his wife Lucy taught for many years at the Walhalla State School in Gippsland, along with Lucy's sisters Alice and Clara Weekes. Three of the Tisdall daughters, Ethel, Constance and Theodosia (Theo) followed their mother and aunts into the teaching profession. Constance in particular considered education her true calling and harboured a dream of one day being principal of her own school. After Henry's death in 1905, faced with financial uncertainty and several unmarried daughters to support, Lucy Tisdall decided to take a risk. She sold the family's Toorak home and, together with her sister Alice, leased 'Ashburnham', a large Victorian villa at 106 North Road, Brighton. The plan was to open a private school, with Ethel and Constance as co-principals and Lucy, Alice and Theo teaching and managing the household affairs. This came as a "joyful surprise" to Constance, who was only informed of the plan after it had been finalised. The school was named Rosbercon after Henry's home village in County Wexford, Ireland. The crest, designed by son Bert Tisdall around 1910, featured a crowned letter 'A' above the motto "amor vincit omnia" ("love conquers all"), both inspired by a verse in Geoffrey Chaucer's "The Prioress's Tale": "about her arm she bore/A paire of bedes gauded all in grene,/And theron heng a broche of gold full shene,/On which there was first writ a crowned 'A',/And after, Amor Vincit Omnia." It was a motto Constance held close to her heart, embodying her values as a teacher. Reflecting in 1961, she wrote, "In a school without punishments, a school with love and understanding between teacher and pupil - with a love of teaching on one side, and a desire to learn on the other, love would indeed conquer all." The school's opening day in 1906 proved less than auspicious, with no pupils arriving at all. The women persisted and by the end of the first week, five students had been enrolled. From here, the school grew steadily in size. A new schoolroom designed by architect Harold Desbrowe-Annear was built in the house's orchard to accommodate the increasing numbers, but by 1911 the Tisdalls began looking for larger premises. They leased the nearby property 'Hazeldean' at 124 North Road and, during the 1912 school holidays, the Desbrowe-Annear schoolroom was raised onto a lorry drawn by sixteen horses and moved down the road to what would become Rosbercon's new home. In 1923, Constance instituted a modified version of the Dalton Plan, an education model based on individualised learning. Girls in senior years were encouraged to work more independently, making regular use of the reference library and working to a monthly assignment schedule. The school performed well academically and in competitive sport, but over time was eclipsed by the nearby Firbank Church of England Girls' Grammar School (established 1909), whose institutional backing provided it with access to wider resources and facilities than those of the small family-run Rosbercon. At the end of 1933, Ethel and Theo retired and Constance became principal of St Anne's Church of England Girls' Grammar School (now Gippsland Grammar) in Sale. Rosbercon was sold to Miss Iris Hay, who served as principal from 1934 until the school's closure in 1941. Following her own retirement in 1947, Constance Tisdall settled in Erica Avenue, East Malvern, in a house named 'Rosbercon' after her former school. She continued teaching English literature, mostly to migrants, and enjoyed regular visits from former students. Well into the late 1960s, old Rosbercon girls continued a tradition of coming together for an annual reunion on the first Saturday in November, on which day Constance would fly the school flag at her home.Large navy blue flag with horizontal maroon stripe at top and bottom, and school crest in centre. Stylised maroon "A" topped with yellow crown. Yellow scroll below with motto in navy blue letters: "AMOR.VINCIT.OMNIA".flag, school flag, rosbercon girls grammar school

Index, bib,notes, maps, plates, ill, p.258.non-fictionIreland, more than any other country in Europe, has retained its mythological heritage, which lives today in the oral tradition of folk tales, in literature, in place-names and language, in ceremonies and monuments. Mountains and loughs are the homes of gods and goddesses, of saints and monsters, and pattern, beauty and cyclical logic are revealed in their stories. Michael Dames, whose previous works have won him a wide and enthusiastic following, has walked through each.1. spirituality, 2. irish myths.

p.196.fictionA violent tale of local rivalries about land in Munster, Irelandirish fiction, ireland - social conditions

Index, p.189.fictionhere is a diverse multitude of tales from a tradition to rival Homer or the Arabian nights - the tales of kings, chieftains, outcasts and visionaries.literature - ireland, poetry - irish

ill, p.192.fictionTraditional tales from across the County of Wexford.folklore - ireland, fiction - irish

The Vicar of Wakefield, subtitled A Tale, Supposed to be written by Himself, is a novel by Anglo-Irish writer Oliver Goldsmith (1728–1774). It was written from 1761 to 1762 and published in 1766. It was one of the most popular and widely read 18th-century novels among Victorians. Source: Wikipedia: https://en.wikipedia.org/wiki/The_Vicar_of_WakefieldHard cover, cloth bound book with gold embossed design on the cover. The book is entitled The Vicar of Wakefield, by Dr. Goldsmith. Undated.'Buninyong Public Library' stamp used in several places in the book. novels, oliver goldsmith, literature