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Leach struggled to rid his countrymen of the persistent myth that the monks had been the schoolmasters of the pre-Reformation period in England. To accomplish his goal he embarked on a program of research and publication, based on a mass of hitherto unexplored documents, to establish the great antiquity of many of the nation's Latin schools and to show that they derived from clerical, but secular, colleges of Anglo-Saxon times. Showing this would, he hoped, eliminate the persistant belief that monks had been the school-masters of pre-Reformation England. Miner argues that previous readings of Leach, which suggest that his main concern is to take issue with the Reformation and argue that this great watershed in history was - at least with regard to education - a retrograde step rather than a great movement forward, have not taken into account the full range of his publications. The aim of the present study is thus to place both Leach's achievements and his more controversial theses in historical context. A separate chapter devoted to unpublished material from the Charity Commission reveals Leach's method of work and provides an analytic survey of opinions on his work by reviewers and historians. The author supplements Leach's lack of material on the school curriculum through descriptive analysis of grammatical manuscripts from the fourteenth and fifteenth centuries, showing the presence of an educational Christendom of which Leach was clearly unaware.

Education, Medieval --- Endowed public schools (Great Britain) --- Endowed schools (Great Britain) --- Public schools (Great Britain) --- Public schools, Endowed (Great Britain) --- Private schools --- Education --- Medieval education --- Seven liberal arts --- Civilization, Medieval --- Learning and scholarship --- Historiography. --- History --- Leach, Arthur Francis, --- Leach, A. F. --- Education, Medieval - England - Historiography. --- Endowed public schools (Great Britain) - Historiography.

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Urban universities and colleges --- Urban universities and colleges. --- Universities and colleges --- Urban schools --- Arts and Humanities --- Education & Careers --- higher education --- university-community relations --- urban universities

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Church and education --- Public schools --- Fundamentalism. --- Christian fundamentalism --- Protestant fundamentalism --- Religious fundamentalism (Protestantism) --- Protestantism --- Theology, Doctrinal --- Evangelicalism --- Millennialism --- Modernist-fundamentalist controversy --- History

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Social Theory and Modernity combines the analytical techniques of political theory and comparative politics as a method for conducting innovative inquiry and research in political science. The focus of political theory, for example, results in new issues for historical and cross-national comparative analysis - whereas comparative analysis provides new parameters for analyzing the ideology of social institutions. Luke elaborates upon Rousseau's discursive style and critical methods, Marx's historical materialism, Marcuse's instrumental rationality, Weber's interpretive method, Gramsci's

Marxian school of sociology. --- Social history -- 20th century. --- Marxian school of sociology --- Social history - 20th century --- Social history --- Marxian sociology --- Marxist sociology --- Sociology, Marxian --- Sociology, Marxist --- Communism and society --- Schools of sociology --- Frankfurt school of sociology

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Social Sciences --- Sociology --- education --- pedagogy --- teaching --- learning --- social sciences --- human sciences --- Education --- Education. --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training