Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

New insights into the nature of the seventeenth-century English revolution - one of the most contested issues in early modern British history. The nature of the seventeenth-century English revolution remains one of the most contested of all historical issues. Scholars are unable to agree on what caused it, when precisely it happened, how significant it was in terms of political, social, economic, and intellectual impact, or even whether it merits being described as a "revolution" at all. Over the past twenty years these debates have become more complex, but also richer. This volume brings together new essays by a group of leading scholars of the revolutionary period and will provide readers with a provocative and stimulating introduction to current research. All the essays engage with one or more of three themes which lieat the heart of recent debate: the importance of the connection between individuals and ideas; the power and influence of religious ideas; and the most appropriate chronological context for discussion of the revolution. STEPHEN TAYLOR is Professor in the History of Early Modern England at the University of Durham. GRANT TAPSELL is Lecturer in Early Modern History, University of Oxford and Fellow and Tutor at Lady Margaret Hall. Contributors: Philip Baker, J. C. Davis, Kenneth Fincham, Rachel Foxley, Tim Harris, Ethan H. Shagan, John Spurr, Grant Tapsell, Stephen Taylor, Tim Wales, John Walter, Blair Worden

Sir Cyril Taylor has been at the heart of English education for over two decades, serving as an adviser to ten successive UK Education Secretaries and Four Prime Ministers, both Conservative and Labour, including Margaret Thatcher and Tony Blair.

His passion for education has led directly to real school improvement, from the creation of City Technology Colleges to specialist schools and academies, which together now constitute over nine in ten secondary schools in England. The Specialist Schools and Academies Trust, the body he founded, is now a leading force in school improvement worldwide.

A Good School for Every Child draws on that wealth of experience. While offering an insider's look at some of the key challenges in education, it is also an invaluable guide for parents and teachers interested in how our schools work today. There is a particular focus on how to raise standards in low attaining schools, improving levels of literacy and numeracy and teaching our children the skills they need for the 21st Century.

This book is also a clarion call to our political leaders about the challenges that still remain: the education of children in care, the failure to stretch able youngsters and the problems recruiting enough good science teachers.

Education is more open today than ever before, with league tables and inspection reports. Yet for many outsiders, it can seem a world clouded by its own language and rituals. Cyril Taylor opens the door to that world, through stories of inspirational headteachers and successful schools. By doing so he offers a vision that is both instructive and inspirational, one that shows how schools working with parents and the wider community can raise the standards of achievement for all their pupils.