954:
education until the age of 14. The old academies and Higher Grade schools became senior secondaries, giving a more academic education, presenting students for the leaving certificate, which was the entry qualification for the universities. Selection between the two types of school was determined at age 12 by an intelligence test, the "qualifying examination", known colloquially as "the qualy". The 1918 Act brought the
Episcopalian and Roman Catholic schools into the state system. While most Episcopalian schools would be absorbed through local mergers, the 224 Catholic schools, with 94,000 pupils in 1918, retained their distinct religious character, access to schools by priests and the requirement that school staff be acceptable to the Church. This move led to prolonged objections from some Protestants who complained that the state funding of Catholic schools was "Rome on the rates". The Act also replaced the School Boards with 38 specialist local education authorities, which were elected by a form of proportional representation in order to protect the rights of the Catholic minority. These would be subsumed into local government in 1929. Between the wars new school building was mainly associated with suburban growth. Space was less constrained and styles tended to be simpler with some experiments in
484:
the historical record through complaints and attempts to suppress them by kirk sessions because they took pupils away from the official parish schools. However, such private schools were often necessary given the large populations and scale of some parishes. They were often tacitly accepted by the church and local authorities and may have been particularly important to girls and the children of the poor. Outside of the established burgh schools, which were generally better funded and more able to pay schoolmasters, masters often combined their position with other employment, particularly minor posts within the kirk, such as clerk. Immediately after the
Reformation they were in short supply, but there is evidence that the expansion of the university system provided large numbers of graduates by the seventeenth century. There is evidence of about 800 schools for the period between 1560 and 1633. The parish schools were "Inglis" schools, teaching in the vernacular and taking children to the age of about 7, while the grammar schools took boys to about 12. At their best in the grammar schools, the curriculum included the
861:. This was enforced by the School Attendance Committee, while the boards busied themselves with building to fill the gaps in provision. This resulted in a major programme that created large numbers of grand, purpose-built schools. Overall administration was in the hands of the Scotch (later Scottish) Education Department in London. Demand for places was high and for a generation after the act there was overcrowding in many classrooms, with up to 70 children being taught in one room. The emphasis on a set number of passes at exams also led to much learning by rote and the system of inspection led to even the weakest children being drilled with certain facts. There was an extensive programme of school building undertaken by the boards between 1872 and 1914. Where there was space these new board schools were two stories tall, but on crowded urban sites they could be four stories tall and designed to house 1,000 children. The Episcopalian and Catholic schools remained outside of the system, with the number of Catholic schools growing to 188 by 1900, serving 58,000 pupils.
504:
understand the catechism and even to be able to independently read the Bible, but most commentators of the period, even those that tended to encourage the education of girls, thought they should not receive the same academic education as boys. Girls were only admitted to parish schools when there were insufficient numbers of boys to pay an adequate living for schoolmasters. In the lower ranks of society, girls benefited from the expansion of the parish schools system that took place after the
Reformation, but were usually outnumbered by boys and often taught separately, for a shorter time and to a lower level. Girls were frequently taught reading, sewing and knitting, but not writing. Among the nobility there were many educated and cultured women, such as
805:
725:, fragmented the kirk school system. 408 teachers in schools joined the breakaway Free Church. By May 1847 it was claimed that 500 schools had been built, along with two teacher training colleges and a ministerial training college, 513 schoolmasters were being paid direct from a central education fund and over 44,000 children being taught in Free Church schools. The influx of large numbers of Irish immigrants in the nineteenth century led to the establishment of Catholic schools, particularly in the urban west of the country, beginning with Glasgow in 1817. By 1872 there were 65 Catholic schools with 12,000 pupils. The church schools system was now divided between three major bodies, the established Kirk, the Free Church and the Catholic Church.
990:
107:, but this proved financially impossible. In the burghs the existing schools were largely maintained, with the song schools and a number of new foundations becoming reformed grammar schools or ordinary parish schools. There were also large number of unregulated private "adventure schools". Girls were only admitted to parish schools when there were insufficient numbers of boys to pay an adequate living for schoolmasters. In the lower ranks of society, girls benefited from the expansion of the parish schools system that took place after the Reformation, but were usually outnumbered by boys and often taught separately, for a shorter time and to a lower level. Acts in
870:
836:, to look into the schooling system. It found that of 500,000 children in need of education 200,000 were receiving it under efficient conditions, 200,000 in schools of doubtful merit, without any inspection and 90,000 were receiving no education at all. Although this compared favourably with the situation in England, with 14 per cent more children in education and with relatively low illiteracy rates of between 10 and 20 per cent, similar to those in the best educated nations such as those in Germany, the Netherlands, Switzerland and Scandinavia, the report was used as support for widespread reform. The result was the
977:. c. 37) was a consolidation measure, because universal secondary education had already been in place for over a decade. Plans to raise the school leaving age to 15 in the 1940s were never ratified, but increasing numbers stayed on beyond elementary education and it was eventually raised to 16 in 1973. As a result, secondary education was the major area of growth, particularly for girls, who stayed on in full-time education in increasing numbers throughout the century. The 1947 Report on Secondary Education by the Education Advisory Council, established by Labour minister
1021:
education to nine mainland and three smaller island authorities, allowing those containing large urban centres, to redistribute resources to poorer areas, making education part of a programme of wider social reform. In the 1980s the curriculum was reformed to take account of the whole range of abilities. In 1955 only 22 per cent of pupils achieved five or more passes at ordinary grade. By 1995 the proportion achieving the equivalent in the standard grade was 55 per cent. Gender differences disappeared as girls' attainment caught up with boys in the early 1980s.
412:
merge incomes. To some extent, all education was controlled by different branches of the church, but towards the end of the period there was an increasing lay interest. This sometimes resulted in conflict, as between the burgh of
Aberdeen and the cathedral chancellor, when the former appointed a lay graduate as schoolmaster in 1538, and when a married man was appointed to the similar post in Perth. Education began to widen beyond the training of the clergy, particularly as lay lawyers began to emerge as a profession, with a
354:
604:
17:
517:
886:
schools, later known as advanced divisions, up until the age of 14, when pupils would leave to find work. This was controversial because it seemed to counter the cherished principle that schooling was a potential route to university for the bright "lad o' parts". Larger urban school boards established about 200 "higher grade" (secondary) schools as a cheaper alternative to the burgh schools. Some of these were former grammar schools, such as the
942:
453:
247:
699:
918:. The result of these changes was a fear that secondary education became much harder to access for the children of the poor. However, in the second half of the century roughly a quarter of university students can be described as having working class origins, largely from the skilled and independent sectors of the economy. The Scottish Education Department introduced a
170:, fragmented the kirk school system. By May 1847 it was claimed that 500 schools had been built, along with two teacher training colleges and a ministerial training college. The influx of large numbers of Irish immigrants in the nineteenth century led to the establishment of Catholic schools. Attempts to supplement the parish system included
427:, Bishop of Aberdeen, which decreed that all sons of barons and freeholders of substance should attend grammar schools to learn "perfyct Latyne". All this resulted in an increase in literacy, which was largely concentrated among a male and wealthy elite, with perhaps 60 per cent of the male nobility being literate by the end of the period.
787:. He focused on the bond between teacher and child and advocated the "Glasgow method", which centred on trained adult teachers. He established the first teacher training college in the United Kingdom, the Glasgow Normal Seminary. When, after the Great Disruption it was declared the property of the Church of Scotland, he founded the
627:
nearby. Many burgh schools moved away from this model of teaching from the late eighteenth century as the new commercial and vocational subjects led to the employment of more teachers. From the 1790s urban schools were often rebuild in a more imposing classical style, from public subscription, or a legacy, and renamed academies.
636:
in
Scotland than in neighbouring states, particularly England. Historians now accept that very few boys were able to pursue this route to social advancement and that literacy was not noticeably higher than in comparable nations, as the education in the parish schools was basic and short and attendance was not compulsory.
779:, by which the more able pupils would pass on the information they had learned to other children and which developed into the pupil-teacher system of training. It was further developed by John Wood, Sheriff-Depute of Peebles, who tended to favour fierce competition in the classroom and strict discipline. In contrast
408:. By the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools", whose name probably indicates one of their major functions, although reading may also have been taught in these schools. The students were probably taught by a combination of lay women and nuns.
1001:
secondary school that took all the children in a given neighbourhood. By the late 1970s 75 per cent of children were in non-selective schools and by the early 1980s only the five per cent of children in private schools were subject to selection. New schools were mainly associated with the creation of
856:
were established and, unlike in
England where they merely attempted to fill gaps in provision, immediately took over the schools of the old and new kirks and were able to begin to enforce attendance, rather than after the decade necessary in England. Some ragged and industrial schools requested to be
652:
and piety were also emphasised. Female illiteracy rates based on signatures among female servants were around 90 per cent from the late seventeenth to the early eighteenth centuries, and perhaps 85 per cent for women of all ranks by 1750, compared with 35 per cent for men. Overall literacy rates were
226:
was eventually raised to 16 in 1973. As a result, secondary education was the major area of growth, particularly for girls. New qualifications were developed to cope with changing aspirations. In the 1980s the curriculum was reformed to take account of the whole range of abilities. Gender differences
754:
and improvement classes, open to members of all forms of
Protestantism and particularly aimed at the growing urban working classes. The ragged school movement attempted to provide free education to destitute children. The ideas were taken up in Aberdeen where Sheriff William Watson founded the House
474:
set out a plan for a school in every parish, but this proved financially impossible. In the burghs the existing schools were largely maintained, with the song schools and a number of new foundations becoming reformed grammar schools or ordinary parish schools. Schools were supported by a combination
885:
Unlike the
English act, the Scottish one made some provision for secondary education. The Scottish Education Department intended to expand secondary education, but did not intend to produce a universal system. The preferred method was to introduce vocational supplementary teaching in the elementary
635:
One of the effects of the extensive network of parish schools was the growth of the "democratic myth", which in the nineteenth century created the widespread belief that many a "lad of pairts" had been able to rise up through the system to take high office and that literacy was much more widespread
953:
introduced the principle of universal free secondary education, although, due to financial crisis and resistance from the SED, it took almost two decades to implement. Most of the advanced divisions of the primary schools became junior secondaries, where students received a vocationally orientated
483:
of local elders, which checked for the quality of teaching and doctrinal purity. There were also large number of unregulated private "adventure schools". These were often informally created by parents in agreement with unlicensed schoolmasters, using available buildings and are chiefly evident in
411:
There is documentary evidence for about 100 schools of these different kinds before the
Reformation. Most of the schoolmasters of these schools were clergy, and also chaplains of religious foundations, hospitals or private chaplains of noblemen, which they probably undertook in order to supplement
626:
led to a programme of extensive rebuilding. Most schools had a single schoolroom, which could hold up to 80 pupils, were taught by a single schoolmaster. There might be smaller adjoining rooms for the teaching of infants and girls. There was sometimes with a schoolmaster's house in the same style
503:
The widespread belief in the limited intellectual and moral capacity of women came into conflict with a desire, intensified after the
Reformation, for women to take greater personal moral responsibility, particularly as wives and mothers. In Protestantism this necessitated an ability to learn and
258:
schools, that trained individuals in the poetic and musical arts, but because Scotland was a largely oral society, little evidence of what they taught has survived. The establishment of Christianity from the sixth century brought Latin to Scotland as a scholarly and written language. In the early
387:
Educational provision was probably much weaker in rural areas, but there were petty or reading schools in rural areas that provided an elementary education. There was also the development of private tuition in the families of lords and wealthy burghers. Sometimes these developed into "household
81:
and wealthy burghers sometimes developed into "household schools". Girls of noble families were taught in nunneries and by the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools". There is documentary evidence for about 100 schools of these
568:
new legislation restored the provisions of 1646 together with means of enforcement "more suitable to the age" and underlined the aim of having a school in every parish. In rural communities these acts obliged local landowners (heritors) to provide a schoolhouse and pay a schoolmaster, known in
1020:
qualifications. The greater availability of academic qualifications encouraged students to stay on at school. In 1967 22 per cent of students stayed on beyond age 15, but by 1994 the number staying on beyond 16 was 74 per cent. The reorganisation of local government in 1975, which transferred
673:. Though the SSPCK schools eventually taught in Gaelic, the overall effect contributed to the erosion of Highland culture. Literacy rates were lower in the Highlands than in comparable Lowland rural society, and despite these efforts illiteracy remained prevalent into the nineteenth century.
154:, informally set up by a widow or spinster to teach reading, sewing and cooking. Literacy rates were lower in the Highlands than in comparable Lowland rural society, and despite these efforts illiteracy remained prevalent into the nineteenth century. With urbanisation and population growth
221:
introduced the principle of universal free secondary education. Most of the advanced divisions of the primary schools became junior secondaries, while the old academies and Higher Grade schools became senior secondaries. Increasing numbers stayed on beyond elementary education and the
741:
had more Sunday schools than churches and were teaching over 10,000 children. In 1895, 50,000 teachers were working within the Church of Scotland in these schools and 60 per cent of children aged 5β15 in Glasgow were enrolled on their books. From the 1830s and 1840s there were also
1002:
new towns and housing schemes. There was no distinctive Scottish style of school building in this period and patterns reflected those used in England, tending to be more open in plan and less rigid in design. Existing schools were also adapted for more child-centred learning.
791:
in 1845. Ultimately Wood's ideas played a greater role in the Scottish educational system as they fitted with the need for rapid expansion and low costs that resulted from the reforms of 1872. Scottish schoolmasters gained a reputation for strictness and frequent use of the
648:, informally set up by a widow or spinster to teach reading, sewing and cooking. Among members of the aristocracy by the early eighteenth century a girl's education was expected to include basic literacy and numeracy, needlework, cookery and household management, while
819:
The perceived problems and fragmentation of the Scottish school system led to a process of secularisation, as the state took increasing control. From 1830 the state began to fund buildings with grants, then from 1846 it was funding schools by direct sponsorship. The
467:
The humanist concern with increasing public access to education was shared by the Protestant reformers, who saw schools as vehicles for the provision of moral and religious education for a more godly society. After the Protestant party became dominant in 1560, the
367:
The number and size of song and grammar schools seems to have expanded rapidly from the 1380s. The foundation of over 100 collegiate churches of secular priests between 1450 and the Reformation would have necessitated the training of large numbers of
259:
Middle Ages monasteries served as major repositories of knowledge and education, often running schools and providing a small, educated and overwhelmingly male, elite, who were essential to create and read documents in a largely illiterate society.
556:(1639β40), Scotland had virtual independence from the government in Westminster. Education remained fundamental to the ideas of the Covenanters. A loophole which allowed evasion of the education tax was closed in the
337:, opened their doors to a wider range of students to teach the sons of gentlemen. St Andrews, which was both the seat of a bishop and the site of a major Augustinian foundation, had both a grammar school, under the
577:
oversaw the quality of the education. In many Scottish towns, burgh schools were operated by local councils. Some wealthy individuals established "hospitals", boarding schools for deserving pupils, such as
72:
schools to educate young boys, who might enter the priesthood. Some abbeys opened their doors to teach the sons of gentlemen. By the end of the Middle Ages, grammar schools could be found in all the main
2517:
2512:
2507:
2502:
857:
taken over by the boards, while others continued as Sunday schools. All children aged from 5 to 13 years were to attend. Poverty was not accepted as an excuse and some help was supplied under the
922:
in 1888 to set national standards for secondary education. In 1890 school fees were abolished, creating a state-funded, national system of compulsory free basic education with common examinations.
582:, Edinburgh, which was founded in 1628 and whose impressive building was opened in 1656 for 180 boys. By the late seventeenth century there was a largely complete network of parish schools in the
966:
783:(1793β1864), who founded the first infant school in Scotland, in Glasgow in 1828, emphasised the importance of play and was highly influential on the development of the idea of school
302:
The new religious orders that became a major feature of Scottish monastic life in this period also brought new educational possibilities and the need to train larger numbers of monks.
970:
2393:
737:. Originally begun in the 1780s by town councils, they were adopted by all religious denominations in the nineteenth century. The movement peaked in the 1890s. By 1890 the
993:
Girls at Cranhill Secondary School, Glasgow, 1967. The increased opportunities for girls in secondary education were a major feature of twentieth century schooling.
661:
In the Scottish Highlands, popular education was challenged by problems of distance and physical isolation, as well as teachers' and ministers' limited knowledge of
713:
formed an education committee in 1824. The committee had established 214 "assembly schools" by 1865. There were also 120 "sessional schools", mainly established by
544:, a tax on local landowners was introduced to provide the necessary endowment. From 1638 Scotland underwent a "second Reformation", with widespread support for a
666:
2497:
2472:
560:, which established a solid institutional foundation for schools on Covenanter principles, emphasising the role of presbyteries in supervision. Although the
198:, advocated the "Glasgow method", which centred on trained adult teachers. Scottish schoolmasters gained a reputation for strictness and frequent use of the
1514:
J. R. Young, "The Covenanters and the Scottish Parliament 1639β51: the rule of the Godly and the second Scottish Reformation", in E. Boran and C. Gribben,
821:
416:
emphasis on educating the future ruling class for their duties. The growing humanist-inspired emphasis on education cumulated with the passing of the
275:
were designed to train priests, with an emphasis respectively on music and Latin grammar. The reorganisation of the church that began in the reign of
77:
and some small towns. In rural areas there were petty or reading schools that provided an elementary education. Private tuition in the families of
2388:
2326:
2254:
936:
622:(1689β1748) in the 1730s. Until the late eighteenth century most schools buildings were indistinguishable from houses, but the wealth from the
380:
friars were noted for their educational achievements and were usually located in urban centres, probably teaching grammar, as at Glasgow and
223:
1471:
1016:('Higher') qualifications in 1962, which became the basic entry qualification for university study. In the 1980s these were replaced by the
2249:
2244:
2199:
682:
693:
2311:
710:
669:(SSPCK). Its aim in the Highlands was to teach English language and end the attachment to Roman Catholicism associated with rebellious
405:
2275:
1005:
New qualifications were developed to cope with changing aspirations and economics, with the Leaving Certificate being replaced by the
2538:
2465:
213:, which immediately took over the schools of the old and new kirks. The emphasis on a set number of passes at exams also led to much
135:
oversaw the quality of the education. By the late seventeenth century there was a largely complete network of parish schools in the
722:
167:
132:
2321:
981:, proposed an end to selection and, although rejected by Labour and Conservative governments, became a benchmark for reform.
2458:
2160:
A. Davies, "'They sing that song': football and sectarianism in Glasgow in the 1920s and 1930s", in J. Flint and J. Kelly,
421:
2492:
2398:
2362:
2229:
1219:
E. Ewen, "'Hamperit in ane hony came': sights, sounds and smells in the Medieval town", in E. J. Cowan and L. Henderson,
833:
809:
128:
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2239:
978:
804:
436:
104:
2336:
2148:
2103:
1888:
1775:
1625:
1604:
1583:
1553:
1408:
1387:
1366:
1342:
1294:
1202:
1155:
1123:
1083:
1062:
1006:
824:
removed the provision stating that Scottish teachers had to be members of the Church of Scotland or subscribe to the
665:, the primary local language. Here the Kirk's parish schools were supplemented by those established from 1709 by the
396:. All these schools were almost exclusively aimed at boys. Girls of noble families were taught in nunneries such as
283:
like Perth received schools that were usually under monastic patrons. Early examples of grammar schools include the
2408:
2224:
2192:
1035:
623:
147:
1745:
G. Parsons, "Church and state in Victorian Scotland: disruption and reunion", in G. Parsons and J. R. Moore, eds,
653:
slightly higher than in England as a whole, but female rates were much lower than for their English counterparts.
829:
2316:
2234:
2169:
2124:
2059:
2005:
1984:
1963:
1942:
1912:
1867:
1846:
1822:
1796:
1754:
1733:
1709:
1702:
Scottish Literacy and the Scottish Identity: Illiteracy and Society in Scotland and Northern England, 1600β1800
1688:
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Scottish Literacy and the Scottish Identity: Illiteracy and Society in Scotland and Northern England, 1600β1800
1646:
1523:
1502:
1453:
1432:
1425:
Scottish Literacy and the Scottish Identity: Illiteracy and Society in Scotland and Northern England, 1600β1800
1380:
Scottish Literacy and the Scottish Identity: Illiteracy and Society in Scotland and Northern England, 1600β1800
1335:
Scottish Literacy and the Scottish Identity: Illiteracy and Society in Scotland and Northern England, 1600β1800
1318:
1270:
1249:
1228:
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989:
903:
236:
186:
and improvement classes. The ragged school movement attempted to provide free education to destitute children.
384:. By the end of the Middle Ages, grammar schools could be found in all the main burghs and some small towns.
2429:
2383:
950:
841:
837:
614:
Hospitals continued to be built by benefactors and some of these had very impressive buildings, like that of
533:
218:
206:
108:
33:
2367:
123:
obliged local landowners (heritors) to provide a schoolhouse and pay a schoolmaster, known in Scotland as a
2481:
997:
Selection was ended by the Labour government in 1965, which recommended that councils produced one kind of
919:
772:
187:
158:
established 214 "assembly schools" by 1865. There were also 120 "sessional schools", mainly established by
45:
2543:
2434:
2403:
2185:
915:
788:
615:
342:
296:
1996:
M. Peters, "Scottish education: an international perspective" in T. G. K. Bryce and W. M. Humes, eds,
2280:
869:
853:
579:
525:
210:
21:
2270:
217:
and the system of inspection led to even the weakest children being drilled with certain facts. The
2331:
2290:
1574:
R. Anderson, "The history of Scottish Education pre-1980", in T. G. K. Bryce and W. M. Humes, eds,
796:, a belt of horse hide split at one end that inflicted stinging punishment on the hands of pupils.
619:
608:
552:'s liturgical innovations and reaffirming the Calvinism and Presbyterianism of the kirk. After the
470:
460:
338:
99:
1479:
998:
447:
83:
41:
1681:
British Identities Before Nationalism: Ethnicity and Nationhood in the Atlantic World, 1600β1800
279:(1124β53) gave the church a clearer diocesan and parochial structure, meaning that the seats of
887:
825:
649:
537:
480:
388:
schools", that may also have catered to farming neighbours and kin, as well as the sons of the
325:, secular chaplains were employed as schoolmasters. Some monasteries, including the Cistercian
284:
150:
led to a programme of extensive rebuilding of schools. Many poorer girls were being taught in
2346:
2208:
1055:
Noble Society in Scotland: Wealth, Family and Culture from the Reformation to the Revolutions
1030:
898:. Some hospitals became day schools and largely remained independent, while a few, including
891:
813:
709:
As society urbanised and population expanded there was a growing shortfall in provision. The
288:
57:
536:
commanded every parish to establish a school "where convenient means may be had". After the
32:
includes the development of all schools as institutions and buildings in Scotland, from the
2424:
1167:
S. Boynton, "Boy singers in Monasteries and Cathedrals", in S. Boynton and E. N. Rice eds,
549:
505:
497:
413:
318:
to provide a type of bursary to educate young boys, who might enter the priesthood. At the
87:
8:
2094:
L. Patterson, "Schools and schooling: 3. Mass education 1872βpresent", in M. Lynch, ed.,
574:
424:
357:
276:
78:
2439:
2306:
962:
858:
718:
587:
565:
561:
557:
541:
417:
361:
163:
140:
120:
116:
112:
91:
44:
served as major repositories of knowledge and education, often running schools. In the
299:
may have had authority over cathedral schools and schoolmasters within their diocese.
2165:
2144:
2120:
2099:
2055:
2001:
1980:
1959:
1938:
1908:
1884:
1863:
1842:
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1705:
1684:
1663:
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1600:
1579:
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1519:
1498:
1449:
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1404:
1383:
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1338:
1314:
1290:
1266:
1245:
1224:
1198:
1172:
1151:
1119:
1079:
1058:
776:
583:
545:
292:
191:
136:
1446:
Noble Society in Scotland: Wealth, Family and Culture from Reformation to Revolution
1787:
J. C. Conroy, "Catholic Education in Scotland", in M. A. Hayes and L. Gearon, eds,
906:
on the English model. Other public schools emerged around the mid century, such as
553:
330:
214:
974:
662:
493:
377:
603:
2450:
1017:
1009:
911:
899:
756:
747:
743:
734:
489:
272:
179:
175:
171:
53:
2532:
2029:
895:
751:
397:
326:
322:
183:
1013:
714:
645:
307:
268:
159:
151:
65:
49:
1616:
B. Gatherer, "Scottish teachers", in T. G. K. Bryce and W. M. Humes, eds,
373:
303:
227:
disappeared as girls' attainment caught up with boys in the early 1980s.
194:, which developed into the pupil-teacher system of training. In contrast
61:
2177:
2115:
G. Walker, "The religious factor", in T. M. Devine, Jenny Wormald, eds,
16:
907:
784:
780:
670:
516:
280:
195:
2046:
2044:
2042:
2040:
1929:
1927:
1925:
1923:
1921:
1242:
Renaissance Religion in Urban Scotland: The Dominican Order, 1450β1560
755:
of Industry and Refuge, and they were championed by Scottish minister
353:
955:
485:
479:
or burgh councils and parents that could pay. They were inspected by
456:
941:
2037:
1918:
878:
874:
771:
Scots played a major part in the development of teacher education.
401:
155:
1720:
1718:
1114:
S. Murdoch, "Schools and schooling: I to 1696", in M. Lynch, ed.,
828:. In 1866 the government established the Argyll Commission, under
250:
A French illustration of teaching from the late fourteenth century
40:
schools, that trained individuals in the poetic and musical arts.
1142:
1140:
1138:
1136:
1134:
1132:
738:
644:
By the eighteenth century many poorer girls were being taught in
570:
521:
476:
319:
315:
311:
124:
69:
1715:
393:
334:
246:
74:
1544:
R. D. Anderson, "Buildings: 2 educational", in M. Lynch, ed.,
1129:
452:
1639:
Elite Women and Polite Society in Eighteenth-Century Scotland
1221:
A History of Everyday Life in Medieval Scotland: 1000 to 1600
877:
Burgh School Board still bears its name, carved on the stone
793:
703:
698:
389:
369:
199:
2141:
No Gods and Precious Few Heroes: Twentieth-Century Scotland
255:
37:
36:
to the present day. From the early Middle Ages there were
2143:(Edinburgh: Edinburgh University Press, 3rd edn., 1998),
1620:(Edinburgh: Edinburgh University Press, 2nd edn., 2003),
1578:(Edinburgh: Edinburgh University Press, 2nd edn., 2003),
1466:
1464:
1462:
420:, thought to have been steered through parliament by the
381:
267:
In the High Middle Ages, new sources of education arose.
1879:
D. W. Bebbington, "Missions at Home", in M. Lynch, ed.,
1516:
Enforcing Reformation in Ireland and Scotland: 1550β1700
763:(1847), after which they rapidly spread across Britain.
291:
in 1239. These were usually attached to cathedrals or a
97:
After the Protestant party became dominant in 1560, the
90:
emphasis on education cumulated with the passing of the
2090:
2088:
1570:
1568:
1566:
1564:
1562:
667:
Society in Scotland for Propagating Christian Knowledge
2086:
2084:
2082:
2080:
2078:
2076:
2074:
2072:
2070:
2068:
1459:
1540:
1538:
1536:
1534:
1532:
1419:
1417:
1359:
The Culture of Protestantism in Early Modern Scotland
1281:
1279:
1559:
840:, based on that passed for England and Wales as the
717:
in towns and aimed at the children of the poor. The
564:
in 1660 brought a reversal to the 1633 position, in
520:
A carving of a seventeenth-century classroom with a
360:, Bishop of Aberdeen, probably the architect of the
162:
in towns and aimed at the children of the poor. The
2065:
463:, which set out a plan for a school in every parish
2016:
2014:
1809:
1807:
1805:
1529:
1487:
1414:
1393:
1353:
1351:
1276:
733:Attempts to supplement the parish system included
1979:(Manchester: Manchester University Press, 1996),
1969:
1899:
1897:
1749:(Manchester: Manchester University Press, 1988),
1589:
1068:
702:A schoolmaster administering punishment with the
590:basic education was still lacking in many areas.
392:'s household, which is known to have happened at
143:basic education was still lacking in many areas.
24:, Edinburgh, built in the mid-seventeenth century
2530:
2480:
2135:
2133:
1833:
1831:
1329:
1327:
2164:(Edinburgh: Edinburgh University Press, 2013),
2054:(Edinburgh: Edinburgh University Press, 1989),
2011:
2000:(Edinburgh: Edinburgh University Press, 2003),
1937:(Edinburgh: Edinburgh University Press, 1989),
1907:(Edinburgh: Edinburgh University Press, 2012),
1862:(Edinburgh: Edinburgh University Press, 1997),
1817:(Edinburgh: Edinburgh University Press, 2003),
1802:
1728:(Edinburgh: Edinburgh University Press, 1989),
1704:(Cambridge: Cambridge University Press, 2002),
1683:(Cambridge: Cambridge University Press, 1999),
1662:(Cambridge: Cambridge University Press, 2002),
1448:(Edinburgh: Edinburgh University Press, 2004),
1427:(Cambridge: Cambridge University Press, 2002),
1403:(Edinburgh: Edinburgh University Press, 1991),
1401:Court, Kirk, and Community: Scotland, 1470β1625
1382:(Cambridge: Cambridge University Press, 2002),
1348:
1337:(Cambridge: Cambridge University Press, 2002),
1289:(Edinburgh: Edinburgh University Press, 1991),
1287:Court, Kirk, and Community: Scotland, 1470β1625
1223:(Edinburgh: Edinburgh University Press, 2011),
1057:(Edinburgh: Edinburgh University Press, 2004),
844:, but providing a more comprehensive solution.
2117:The Oxford Handbook of Modern Scottish History
1894:
1305:
1303:
1215:
1213:
1211:
1189:
1187:
1185:
937:Education in Scotland in the twentieth century
873:The Mearns Street Public School built for the
314:schools, charity schools using funds from the
2466:
2193:
2130:
1828:
1324:
1110:
1108:
1106:
1104:
1102:
1100:
1098:
1096:
1094:
1092:
1747:Religion in Victorian Britain: Controversies
965:in England and Wales, which established the
683:Scottish education in the nineteenth century
2327:Scottish Children's Reporter Administration
1860:Religion and Society in Scotland Since 1707
1815:Scottish Education in the Twentieth Century
1300:
1208:
1182:
852:Under the act approximately 1,000 regional
810:George Douglas Campbell, the Duke of Argyll
694:Scottish religion in the nineteenth century
376:, they were taught both music and grammar.
146:In the eighteenth century, wealth from the
48:, new sources of education arose including
2473:
2459:
2200:
2186:
1255:
1089:
930:
728:
711:General Assembly of the Church of Scotland
2207:
2119:(Oxford: Oxford University Press, 2012),
2098:(Oxford: Oxford University Press, 2001),
1883:(Oxford: Oxford University Press, 2001),
1760:
1548:(Oxford: Oxford University Press, 2001),
1118:(Oxford: Oxford University Press, 2001),
984:
2096:The Oxford Companion to Scottish History
1905:Ourselves and Others: Scotland 1832β1914
1881:The Oxford Companion to Scottish History
1546:The Oxford Companion to Scottish History
1116:The Oxford Companion to Scottish History
988:
940:
868:
803:
697:
602:
515:
475:of kirk funds, contributions from local
451:
352:
245:
15:
2312:Her Majesty's Inspectorate of Education
2052:Industry and Ethos: Scotland, 1832β1914
1935:Industry and Ethos: Scotland, 1832β1914
1726:Industry and Ethos: Scotland, 1832β1914
1493:J. D. Mackie, B. Lenman and G. Parker,
1148:A Companion to Medieval Scottish Poetry
2531:
864:
766:
511:
254:From the early Middle Ages there were
2454:
2322:General Teaching Council for Scotland
2181:
1076:Medieval Scotland: Kinship and Nation
676:
593:
209:created approximately 1,000 regional
103:set out a plan for a school in every
925:
441:
241:
68:foundations probably had charitable
1998:Scottish Education: Post-Devolution
1618:Scottish Education: Post-Devolution
1576:Scottish Education: Post-Devolution
834:George Campbell, 8th Duke of Argyll
618:in Aberdeen, which was designed by
430:
348:
262:
13:
2342:Student Awards Agency for Scotland
2050:O. Checkland and S. G. Checkland,
1933:O. Checkland and S. G. Checkland,
1724:O. Checkland and S. G. Checkland,
1171:(Boydell & Brewer Ltd, 2008),
1146:P. J. Bawcutt and J. H. Williams,
630:
598:
437:Education in early modern Scotland
14:
2555:
2337:Scottish Qualifications Authority
1007:Scottish Certificate of Education
945:Perth High School, opened in 1950
687:
2539:History of education in Scotland
1472:"School education prior to 1873"
1036:History of education in Scotland
2162:Bigotry, Football, and Scotland
2154:
2109:
1990:
1948:
1873:
1852:
1789:Contemporary Catholic Education
1781:
1739:
1694:
1673:
1652:
1631:
1610:
1599:(London: Penguin Books, 2001),
1508:
1438:
1372:
1361:(Yale University Press, 2002),
920:Leaving Certificate Examination
894:, Aberdeen New High School and
341:, and a song school, under the
2317:Learning and Teaching Scotland
1597:The Scottish Nation, 1700β2000
1234:
1161:
1047:
799:
721:, which created the breakaway
237:Education in Medieval Scotland
230:
166:, which created the breakaway
30:history of schools in Scotland
1:
2399:Private (independent) schools
971:Education (Scotland) Act 1945
951:Education (Scotland) Act 1918
842:Elementary Education Act 1870
838:Education (Scotland) Act 1872
295:. The newly created diocesan
219:Education (Scotland) Act 1918
207:Education (Scotland) Act 1872
2482:Lists of schools in Scotland
2026:National Archive of Scotland
1518:(Aldershot: Ashgate, 2006),
1150:(Woodbridge: Brewer, 2006),
656:
573:, while ministers and local
459:, the main architect of the
7:
1954:C. Burke and I. Grosvenor,
1024:
916:Trinity College, Glenalmond
847:
789:Free Church Normal Seminary
562:Restoration of the monarchy
524:and his ten scholars, from
82:different kinds before the
10:
2560:
2389:Further education colleges
1169:Young Choristers: 650β1700
934:
775:(1753β1832) pioneered the
691:
680:
540:ratified this law and the
445:
434:
234:
2488:
2417:
2376:
2355:
2299:
2263:
2217:
1841:(London: Pimlico, 1992),
1497:(London: Penguin, 1991),
1265:(London: Pimlico, 1992),
310:foundations probably had
2332:Scottish Funding Council
1958:(Reaktion Books, 2008),
1476:Scottish Archive Network
1078:(Thrupp: Sutton, 2004),
1041:
639:
616:Robert Gordon's Hospital
609:Kingsford, East Ayrshire
580:George Heriot's Hospital
471:First Book of Discipline
461:First Book of Discipline
422:Keeper of the Privy Seal
100:First Book of Discipline
22:George Heriot's Hospital
1839:Scotland: A New History
1768:Scotland: A New History
1641:(Boydell Press, 2011),
1313:(Brill Archive, 1981),
1263:Scotland: A New History
1195:Scotland: A New History
931:Early twentieth century
761:Plea for Ragged Schools
729:Supplementary education
723:Free Church of Scotland
624:Agricultural Revolution
448:Reformation in Scotland
168:Free Church of Scotland
148:Agricultural Revolution
2028:, 2006, archived from
1770:(Random House, 2011),
1478:, 2010, archived from
1197:(Random House, 2011),
994:
985:Late twentieth century
946:
892:Edinburgh High Schools
882:
826:Westminster Confession
816:
706:
650:polite accomplishments
611:
538:Parliament of Scotland
529:
526:George Heriot's School
464:
364:
285:High School of Glasgow
251:
25:
2493:Private (independent)
2394:Gaelic-medium schools
2347:Universities Scotland
2210:Education in Scotland
1977:Glasgow: 1830 to 1912
1495:A History of Scotland
1031:Education in Scotland
992:
944:
902:in Edinburgh, became
872:
814:George Frederic Watts
807:
701:
606:
519:
455:
356:
289:High School of Dundee
249:
19:
1482:on 28 September 2011
534:act in Privy council
506:Mary, Queen of Scots
498:Classical literature
2022:"Education records"
1791:(Gracewing, 2002),
865:Secondary education
767:Theory and practice
548:, objecting to the
512:Seventeenth century
425:William Elphinstone
372:. Sometimes, as at
358:William Elphinstone
2544:History of schools
2508:Council areas EβH
2498:City council areas
2307:Education Scotland
2250:Nineteenth century
2245:Eighteenth century
995:
963:Education Act 1944
947:
883:
881:above the entrance
822:Education Act 1861
817:
719:Disruption of 1843
707:
677:Nineteenth century
612:
607:The old school at
594:Eighteenth century
558:Education Act 1646
542:Education Act 1633
530:
465:
418:Education Act 1496
365:
362:Education Act 1496
252:
164:Disruption of 1843
92:Education Act 1496
56:designed to train
26:
20:The Quadrangle of
2526:
2525:
2518:Council areas SβW
2513:Council areas IβR
2503:Council areas AβD
2448:
2447:
2255:Twentieth century
2032:on 31 August 2011
967:tripartite system
926:Twentieth century
777:Monitorial System
546:National Covenant
442:Sixteenth century
293:collegiate church
242:Early Middle Ages
192:Monitorial System
88:humanist-inspired
34:early Middle Ages
2551:
2475:
2468:
2461:
2452:
2451:
2430:Northern Ireland
2418:Related articles
2211:
2202:
2195:
2188:
2179:
2178:
2173:
2158:
2152:
2137:
2128:
2113:
2107:
2092:
2063:
2048:
2035:
2033:
2018:
2009:
1994:
1988:
1973:
1967:
1952:
1946:
1931:
1916:
1901:
1892:
1877:
1871:
1856:
1850:
1835:
1826:
1811:
1800:
1785:
1779:
1764:
1758:
1743:
1737:
1722:
1713:
1698:
1692:
1677:
1671:
1656:
1650:
1635:
1629:
1614:
1608:
1593:
1587:
1572:
1557:
1542:
1527:
1512:
1506:
1491:
1485:
1483:
1468:
1457:
1442:
1436:
1421:
1412:
1397:
1391:
1376:
1370:
1355:
1346:
1331:
1322:
1307:
1298:
1283:
1274:
1259:
1253:
1238:
1232:
1217:
1206:
1191:
1180:
1165:
1159:
1144:
1127:
1112:
1087:
1072:
1066:
1051:
1012:('O-Grade') and
975:8 & 9 Geo. 6
431:Early modern era
349:Late Middle Ages
331:Sweetheart Abbey
327:abbey at Kinloss
287:in 1124 and the
263:High Middle Ages
215:learning by rote
46:High Middle Ages
2559:
2558:
2554:
2553:
2552:
2550:
2549:
2548:
2529:
2528:
2527:
2522:
2484:
2479:
2449:
2444:
2413:
2372:
2356:Language medium
2351:
2295:
2259:
2213:
2209:
2206:
2176:
2159:
2155:
2138:
2131:
2114:
2110:
2093:
2066:
2049:
2038:
2020:
2019:
2012:
1995:
1991:
1974:
1970:
1953:
1949:
1932:
1919:
1902:
1895:
1878:
1874:
1857:
1853:
1836:
1829:
1812:
1803:
1786:
1782:
1765:
1761:
1744:
1740:
1723:
1716:
1700:R. A. Houston,
1699:
1695:
1678:
1674:
1658:R. A. Houston,
1657:
1653:
1636:
1632:
1615:
1611:
1594:
1590:
1573:
1560:
1543:
1530:
1513:
1509:
1492:
1488:
1470:
1469:
1460:
1443:
1439:
1423:R. A. Houston,
1422:
1415:
1398:
1394:
1378:R. A. Houston,
1377:
1373:
1356:
1349:
1333:R. A. Houston,
1332:
1325:
1308:
1301:
1284:
1277:
1260:
1256:
1244:(BRILL, 2003),
1239:
1235:
1218:
1209:
1192:
1183:
1166:
1162:
1145:
1130:
1113:
1090:
1074:A. Macquarrie,
1073:
1069:
1052:
1048:
1044:
1027:
987:
939:
933:
928:
867:
850:
802:
769:
752:Bible societies
744:mission schools
731:
696:
690:
685:
679:
663:Scottish Gaelic
659:
642:
633:
631:Democratic myth
601:
599:School building
596:
514:
450:
444:
439:
433:
351:
273:grammar schools
265:
244:
239:
233:
184:Bible societies
176:mission schools
54:grammar schools
12:
11:
5:
2557:
2547:
2546:
2541:
2524:
2523:
2521:
2520:
2515:
2510:
2505:
2500:
2495:
2489:
2486:
2485:
2478:
2477:
2470:
2463:
2455:
2446:
2445:
2443:
2442:
2437:
2432:
2427:
2421:
2419:
2415:
2414:
2412:
2411:
2406:
2401:
2396:
2391:
2386:
2380:
2378:
2374:
2373:
2371:
2370:
2365:
2359:
2357:
2353:
2352:
2350:
2349:
2344:
2339:
2334:
2329:
2324:
2319:
2314:
2309:
2303:
2301:
2297:
2296:
2294:
2293:
2288:
2283:
2278:
2273:
2267:
2265:
2261:
2260:
2258:
2257:
2252:
2247:
2242:
2237:
2232:
2227:
2221:
2219:
2215:
2214:
2205:
2204:
2197:
2190:
2182:
2175:
2174:
2153:
2129:
2108:
2064:
2036:
2010:
1989:
1975:T. M. Devine,
1968:
1947:
1917:
1893:
1872:
1851:
1827:
1801:
1780:
1759:
1738:
1714:
1693:
1672:
1651:
1630:
1609:
1595:T. M. Devine,
1588:
1558:
1528:
1507:
1486:
1458:
1437:
1413:
1392:
1371:
1347:
1323:
1311:William Dunbar
1299:
1275:
1254:
1240:J. P. Foggie,
1233:
1207:
1181:
1160:
1128:
1088:
1067:
1045:
1043:
1040:
1039:
1038:
1033:
1026:
1023:
1018:Standard Grade
1010:Ordinary Grade
986:
983:
935:Main article:
932:
929:
927:
924:
912:Loretto School
904:public schools
900:Fettes College
866:
863:
849:
846:
801:
798:
768:
765:
757:Thomas Guthrie
748:ragged schools
735:Sunday schools
730:
727:
689:
688:Church schools
686:
681:Main article:
678:
675:
658:
655:
641:
638:
632:
629:
600:
597:
595:
592:
569:Scotland as a
513:
510:
443:
440:
435:Main article:
432:
429:
350:
347:
264:
261:
243:
240:
235:Main article:
232:
229:
190:pioneered the
180:ragged schools
172:Sunday schools
86:. The growing
9:
6:
4:
3:
2:
2556:
2545:
2542:
2540:
2537:
2536:
2534:
2519:
2516:
2514:
2511:
2509:
2506:
2504:
2501:
2499:
2496:
2494:
2491:
2490:
2487:
2483:
2476:
2471:
2469:
2464:
2462:
2457:
2456:
2453:
2441:
2438:
2436:
2433:
2431:
2428:
2426:
2423:
2422:
2420:
2416:
2410:
2407:
2405:
2404:State schools
2402:
2400:
2397:
2395:
2392:
2390:
2387:
2385:
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2381:
2379:
2375:
2369:
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2310:
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2304:
2302:
2298:
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2287:
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2282:
2279:
2277:
2274:
2272:
2269:
2268:
2266:
2262:
2256:
2253:
2251:
2248:
2246:
2243:
2241:
2238:
2236:
2233:
2231:
2228:
2226:
2223:
2222:
2220:
2216:
2212:
2203:
2198:
2196:
2191:
2189:
2184:
2183:
2180:
2171:
2167:
2163:
2157:
2150:
2149:0-7486-0999-7
2146:
2142:
2136:
2134:
2126:
2122:
2118:
2112:
2105:
2104:0-19-211696-7
2101:
2097:
2091:
2089:
2087:
2085:
2083:
2081:
2079:
2077:
2075:
2073:
2071:
2069:
2062:, pp. 112β13.
2061:
2057:
2053:
2047:
2045:
2043:
2041:
2031:
2027:
2023:
2017:
2015:
2007:
2003:
1999:
1993:
1986:
1982:
1978:
1972:
1965:
1961:
1957:
1951:
1945:, pp. 114β15.
1944:
1940:
1936:
1930:
1928:
1926:
1924:
1922:
1914:
1910:
1906:
1900:
1898:
1890:
1889:0-19-211696-7
1886:
1882:
1876:
1869:
1865:
1861:
1855:
1848:
1844:
1840:
1834:
1832:
1824:
1820:
1816:
1813:L. Paterson,
1810:
1808:
1806:
1798:
1794:
1790:
1784:
1777:
1776:1-4464-7563-8
1773:
1769:
1763:
1756:
1752:
1748:
1742:
1735:
1731:
1727:
1721:
1719:
1711:
1707:
1703:
1697:
1690:
1686:
1682:
1676:
1669:
1665:
1661:
1655:
1648:
1644:
1640:
1634:
1627:
1626:0-7486-1625-X
1623:
1619:
1613:
1607:, pp. 91β100.
1606:
1605:0-14-100234-4
1602:
1598:
1592:
1586:, pp. 219β28.
1585:
1584:0-7486-1625-X
1581:
1577:
1571:
1569:
1567:
1565:
1563:
1555:
1554:0-19-211696-7
1551:
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1535:
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1463:
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1434:
1430:
1426:
1420:
1418:
1410:
1409:0-7486-0276-3
1406:
1402:
1396:
1389:
1388:0-521-89088-8
1385:
1381:
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1081:
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1060:
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586:, but in the
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139:, but in the
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118:
114:
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106:
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101:
95:
93:
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18:
2409:Universities
2384:Art colleges
2291:Universities
2285:
2264:Institutions
2240:Early modern
2230:Universities
2161:
2156:
2140:
2116:
2111:
2106:, pp. 566β9.
2095:
2051:
2030:the original
2025:
1997:
1992:
1987:, pp. 398β9.
1976:
1971:
1966:, pp. 37β38.
1955:
1950:
1934:
1904:
1880:
1875:
1859:
1854:
1838:
1814:
1788:
1783:
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1762:
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1633:
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1612:
1596:
1591:
1575:
1545:
1515:
1510:
1494:
1489:
1480:the original
1475:
1445:
1440:
1424:
1411:, pp. 183β3.
1400:
1399:J. Wormald,
1395:
1390:, pp. 115β6.
1379:
1374:
1369:, pp. 59β62.
1358:
1334:
1310:
1309:I. S. Ross,
1297:, pp. 68β72.
1286:
1285:J. Wormald,
1262:
1257:
1241:
1236:
1220:
1205:, pp. 104β7.
1194:
1168:
1163:
1158:, pp. 29β30.
1147:
1126:, pp. 561β3.
1115:
1075:
1070:
1054:
1049:
1014:Higher Grade
1004:
996:
979:Tom Johnston
960:
948:
884:
851:
818:
770:
760:
732:
708:
660:
646:dame schools
643:
634:
620:William Adam
613:
575:presbyteries
531:
502:
500:and sports.
469:
466:
410:
386:
366:
301:
266:
253:
204:
152:dame schools
145:
133:presbyteries
98:
96:
29:
27:
2139:C. Harvie,
1903:G. Morton,
1637:K. Glover,
1556:, pp. 53β5.
1435:, pp. 63β8.
961:Unlike the
800:Commissions
785:playgrounds
773:Andrew Bell
532:In 1616 an
528:, Edinburgh
374:Lochwinnoch
308:Augustinian
304:Benedictine
297:chancellors
281:sheriffdoms
231:Middle Ages
224:leaving age
188:Andrew Bell
84:Reformation
66:Augustinian
62:Benedictine
42:Monasteries
2533:Categories
2170:074867036X
2125:0199563691
2060:0748601023
2008:, p. 1024.
2006:074861625X
1985:0719036925
1964:1861893027
1943:0748601023
1913:0748620494
1891:, pp. 423.
1868:0748608869
1858:C. Brown,
1847:0712698930
1837:M. Lynch,
1823:0748615903
1797:0852445288
1766:M. Lynch,
1755:0719025133
1734:0748601023
1710:0521890888
1689:0521624037
1668:0521890888
1647:1843836815
1628:, p. 1022.
1524:0754682234
1503:0140136495
1454:0748612998
1444:K. Brown,
1433:0521890888
1319:9004062165
1271:0712698930
1261:M. Lynch,
1250:9004129294
1229:0748621571
1193:M. Lynch,
1177:1843834138
908:Merchiston
781:David Stow
759:who wrote
692:See also:
671:Jacobitism
446:See also:
406:Haddington
370:choristers
339:archdeacon
196:David Stow
131:and local
2127:, p. 558.
1915:, p. 181.
1870:, p. 130.
1849:, p. 403.
1778:, p. 397.
1757:, p. 116.
1736:, p. 111.
1691:, p. 138.
1679:C. Kidd,
1526:, p. 143.
1505:, p. 204.
1456:, p. 187.
1357:M. Todd,
1273:, p. 106.
1252:, p. 101.
1231:, p. 126.
1086:, p. 128.
1065:, p. 220.
956:modernism
657:Highlands
588:Highlands
550:Charles I
486:catechism
457:John Knox
378:Dominican
141:Highlands
129:ministers
2300:Agencies
2235:Medieval
2225:Overview
2172:, p. 52.
2151:, p. 78.
1825:, p. 40.
1799:, p. 23.
1712:, p. 70.
1670:, p. 72.
1649:, p. 26.
1321:, p. 75.
1179:, p. 44.
1025:See also
879:pediment
875:Greenock
859:poor law
848:1872 act
832:grandee
739:Baptists
584:Lowlands
477:heritors
414:humanist
402:Aberdour
156:the kirk
137:Lowlands
127:, while
2425:England
2368:English
2286:Schools
2218:History
1345:, p. 5.
888:Glasgow
571:dominie
522:dominie
320:Cluniac
316:almoner
312:almonry
277:David I
125:dominie
70:almonry
58:priests
2363:Gaelic
2168:
2147:
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2102:
2058:
2004:
1983:
1962:
1956:School
1941:
1911:
1887:
1866:
1845:
1821:
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1708:
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1666:
1645:
1624:
1603:
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1501:
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1317:
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1227:
1201:
1175:
1154:
1122:
1082:
1061:
969:, the
494:French
394:Huntly
343:priory
335:Beauly
256:bardic
119:, and
105:parish
75:burghs
38:bardic
2440:Wales
2377:Lists
2281:Music
1042:Notes
794:tawse
704:tawse
640:Girls
490:Latin
398:Elcho
390:laird
269:Choir
200:tawse
79:lords
50:choir
2166:ISBN
2145:ISBN
2121:ISBN
2100:ISBN
2056:ISBN
2002:ISBN
1981:ISBN
1960:ISBN
1939:ISBN
1909:ISBN
1885:ISBN
1864:ISBN
1843:ISBN
1819:ISBN
1793:ISBN
1772:ISBN
1751:ISBN
1730:ISBN
1706:ISBN
1685:ISBN
1664:ISBN
1643:ISBN
1622:ISBN
1601:ISBN
1580:ISBN
1550:ISBN
1520:ISBN
1499:ISBN
1450:ISBN
1429:ISBN
1405:ISBN
1384:ISBN
1363:ISBN
1339:ISBN
1315:ISBN
1291:ISBN
1267:ISBN
1246:ISBN
1225:ISBN
1199:ISBN
1173:ISBN
1152:ISBN
1120:ISBN
1080:ISBN
1059:ISBN
949:The
914:and
890:and
830:Whig
566:1696
404:and
333:and
306:and
271:and
205:The
121:1696
117:1646
113:1633
109:1616
64:and
52:and
28:The
2276:Law
2271:Art
382:Ayr
2535::
2435:UK
2132:^
2067:^
2039:^
2024:,
2013:^
1920:^
1896:^
1830:^
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958:.
910:,
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60:.
2474:e
2467:t
2460:v
2201:e
2194:t
2187:v
2034:.
1484:.
973:(
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