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History of education in Scotland
The history of education in Scotland in its modern sense of organised and institutional learning, began in the Middle Ages, when Church choir schools and grammar schools began educating boys. By the end of the 15th century schools were also being organised for girls and universities were founded at St Andrews, Glasgow and Aberdeen. Education was encouraged by the Education Act 1496, which made it compulsory for the sons of barons and freeholders of substance to attend the grammar schools, which in turn helped increase literacy among the upper classes.
The Scottish Reformation resulted in major changes to the organisation and nature of education, with the loss of choir schools and the expansion of parish schools, along with the reform and expansion of the Universities. In the seventeenth century, legislation enforced the creation and funding of schools in every parish, often overseen by presbyteries of the local kirk. The existence of this network of schools later led to the growth of the "democratic myth" that poor boys had been able to use this system of education to rise to the top of Scottish society. However, Scotland's University system did help to make it one of the major contributors to the Enlightenment in the 18th century, producing major figures such as David Hume and Adam Smith.
Religious divisions and the impact of industrialisation, migration and immigration disrupted the existing educational system and in the late nineteenth century it was reorganised and expanded to produce a state-funded national system of free basic education and common examinations. The reform of Scottish universities made them major centres of learning and pioneers in the admission of women from 1892. In the 20th century Scottish secondary education expanded, particularly for girls, but the universities began to fall behind those in England and Europe in investment and expansion of numbers. The government of the education system became increasingly centred on Scotland, with the final move of the ministry of education to Edinburgh in 1939. After devolution in 1999 the Scottish Executive also created an Enterprise, Transport and Lifelong Learning Department and there was significant divergence from practice in England, including the abolition of student tuition fees at Scottish universities.
In the Early Middle Ages, Scotland was overwhelmingly an oral society and education was verbal rather than literary. Fuller sources for Ireland of the same period suggest that there may have been filidh, who acted as poets, musicians and historians, often attached to the court of a lord or king, and passed on their knowledge in Gaelic to the next generation. After the "de-gallicisation" of the Scottish court from the twelfth century, a less highly regarded order of bards took over these functions and they would continue to act in a similar role in the Highlands and Islands into the eighteenth century. They often trained in bardic schools, of which a few, like the one run by the MacMhuirich dynasty, who were bards to the Lord of the Isles, existed in Scotland and a larger number in Ireland, until they were suppressed from the seventeenth century. Much of their work was never written down and what survives was only recorded from the sixteenth century.
The establishment of Christianity brought Latin to Scotland as a scholarly and written language. Monasteries served as major repositories of knowledge and education, often running schools and providing a small educated elite, who were essential to create and read documents in a largely illiterate society. In the High Middle Ages new sources of education arose, with song and grammar schools. These were usually attached to cathedrals or a collegiate church and were most common in the developing burghs. By the end of the Middle Ages grammar schools could be found in all the main burghs and some small towns. Early examples including the High School of Glasgow in 1124 and the High School of Dundee in 1239. There were also petty schools, more common in rural areas and providing an elementary education. Some monasteries, like the Cistercian abbey at Kinloss, opened their doors to a wider range of students. The number and size of these schools seems to have expanded rapidly from the 1380s. They were almost exclusively aimed at boys, but by the end of the fifteenth century, Edinburgh also had schools for girls, sometimes described as "sewing schools", and probably taught by lay women or nuns. There was also the development of private tuition in the families of lords and wealthy burghers. The growing emphasis on education cumulated with the passing of the Education Act 1496, 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, but which was largely concentrated among a male and wealthy elite, with perhaps 60 per cent of the nobility being literate by the end of the period.
Until the fifteenth century, those who wished to attend university had to travel to England or the continent, and just over a 1,000 have been identified as doing so between the twelfth century and 1410. Among these the most important intellectual figure was John Duns Scotus, who studied at Oxford, Cambridge and Paris and probably died at Cologne in 1308, becoming a major influence on late medieval religious thought. After the outbreak of the Wars of Independence, with occasional exceptions under safe conduct, English universities were closed to Scots and continental universities became more significant. Some Scottish scholars became teachers in continental universities. At Paris this included John De Rate and Walter Wardlaw in the 1340s and 1350s, William de Tredbrum in the 1380s and Laurence de Lindores in the early 1500s. This situation was transformed by the founding of the University of St Andrews in 1413, the University of Glasgow in 1451 and the University of Aberdeen in 1495. Initially these institutions were designed for the training of clerics, but they would increasingly be used by laymen who would begin to challenge the clerical monopoly of administrative posts in the government and law. Those wanting to study for second degrees still needed to go elsewhere and Scottish scholars continued to visit the continent and English universities, which reopened to Scots in the late fifteenth century. The continued movement to other universities produced a school of Scottish nominalists at Paris in the early sixteenth century, of which John Mair was probably the most important figure. He had probably studied at a Scottish grammar school, then Cambridge, before moving to Paris, where he matriculated in 1493. By 1497 the humanist and historian Hector Boece, born in Dundee and who had studied at Paris, returned to become the first principal at the new university of Aberdeen. These international contacts helped integrate Scotland into a wider European scholarly world and would be one of the most important ways in which the new ideas of humanism were brought into Scottish intellectual life.
The humanist concern with widening education was shared by the Protestant reformers, with a desire for a godly people replacing the aim of having educated citizens. In 1560, the First Book of Discipline set out a plan for a school in every parish, but this proved financially impossible. In the burghs the old schools were 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 of kirk funds, contributions from local heritors or burgh councils and parents that could pay. They were inspected by kirk sessions, who checked for the quality of teaching and doctrinal purity. There were also large number of unregulated "adventure schools", which sometimes fulfilled a local needs and sometimes took pupils away from the official schools. Outside of the established burgh schools, masters often combined their position with other employment, particularly minor posts within the kirk, such as clerk. At their best, the curriculum included catechism, Latin, French, Classical literature and sports.
In 1616 an act in Privy council commanded every parish to establish a school "where convenient means may be had", and when the Parliament of Scotland ratified this with the Education Act 1633, a tax on local landowners was introduced to provide the necessary endowment. A loophole which allowed evasion of this tax was closed in the Education Act 1646, which established a solid institutional foundation for schools on Covenanter principles. Although the Restoration brought a reversion to the 1633 position, in 1696 new legislation restored the provisions of 1646 together with means of enforcement "more suitable to the age". Underlining the aim of having a school in every parish. In rural communities these obliged local landowners (heritors) to provide a schoolhouse and pay a schoolmaster, while ministers and local presbyteries oversaw the quality of the education. In many Scottish towns, burgh schools were operated by local councils. By the late seventeenth century there was a largely complete network of parish schools in the lowlands, but in the Highlands basic education was still lacking in many areas.
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History of education in Scotland
The history of education in Scotland in its modern sense of organised and institutional learning, began in the Middle Ages, when Church choir schools and grammar schools began educating boys. By the end of the 15th century schools were also being organised for girls and universities were founded at St Andrews, Glasgow and Aberdeen. Education was encouraged by the Education Act 1496, which made it compulsory for the sons of barons and freeholders of substance to attend the grammar schools, which in turn helped increase literacy among the upper classes.
The Scottish Reformation resulted in major changes to the organisation and nature of education, with the loss of choir schools and the expansion of parish schools, along with the reform and expansion of the Universities. In the seventeenth century, legislation enforced the creation and funding of schools in every parish, often overseen by presbyteries of the local kirk. The existence of this network of schools later led to the growth of the "democratic myth" that poor boys had been able to use this system of education to rise to the top of Scottish society. However, Scotland's University system did help to make it one of the major contributors to the Enlightenment in the 18th century, producing major figures such as David Hume and Adam Smith.
Religious divisions and the impact of industrialisation, migration and immigration disrupted the existing educational system and in the late nineteenth century it was reorganised and expanded to produce a state-funded national system of free basic education and common examinations. The reform of Scottish universities made them major centres of learning and pioneers in the admission of women from 1892. In the 20th century Scottish secondary education expanded, particularly for girls, but the universities began to fall behind those in England and Europe in investment and expansion of numbers. The government of the education system became increasingly centred on Scotland, with the final move of the ministry of education to Edinburgh in 1939. After devolution in 1999 the Scottish Executive also created an Enterprise, Transport and Lifelong Learning Department and there was significant divergence from practice in England, including the abolition of student tuition fees at Scottish universities.
In the Early Middle Ages, Scotland was overwhelmingly an oral society and education was verbal rather than literary. Fuller sources for Ireland of the same period suggest that there may have been filidh, who acted as poets, musicians and historians, often attached to the court of a lord or king, and passed on their knowledge in Gaelic to the next generation. After the "de-gallicisation" of the Scottish court from the twelfth century, a less highly regarded order of bards took over these functions and they would continue to act in a similar role in the Highlands and Islands into the eighteenth century. They often trained in bardic schools, of which a few, like the one run by the MacMhuirich dynasty, who were bards to the Lord of the Isles, existed in Scotland and a larger number in Ireland, until they were suppressed from the seventeenth century. Much of their work was never written down and what survives was only recorded from the sixteenth century.
The establishment of Christianity brought Latin to Scotland as a scholarly and written language. Monasteries served as major repositories of knowledge and education, often running schools and providing a small educated elite, who were essential to create and read documents in a largely illiterate society. In the High Middle Ages new sources of education arose, with song and grammar schools. These were usually attached to cathedrals or a collegiate church and were most common in the developing burghs. By the end of the Middle Ages grammar schools could be found in all the main burghs and some small towns. Early examples including the High School of Glasgow in 1124 and the High School of Dundee in 1239. There were also petty schools, more common in rural areas and providing an elementary education. Some monasteries, like the Cistercian abbey at Kinloss, opened their doors to a wider range of students. The number and size of these schools seems to have expanded rapidly from the 1380s. They were almost exclusively aimed at boys, but by the end of the fifteenth century, Edinburgh also had schools for girls, sometimes described as "sewing schools", and probably taught by lay women or nuns. There was also the development of private tuition in the families of lords and wealthy burghers. The growing emphasis on education cumulated with the passing of the Education Act 1496, 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, but which was largely concentrated among a male and wealthy elite, with perhaps 60 per cent of the nobility being literate by the end of the period.
Until the fifteenth century, those who wished to attend university had to travel to England or the continent, and just over a 1,000 have been identified as doing so between the twelfth century and 1410. Among these the most important intellectual figure was John Duns Scotus, who studied at Oxford, Cambridge and Paris and probably died at Cologne in 1308, becoming a major influence on late medieval religious thought. After the outbreak of the Wars of Independence, with occasional exceptions under safe conduct, English universities were closed to Scots and continental universities became more significant. Some Scottish scholars became teachers in continental universities. At Paris this included John De Rate and Walter Wardlaw in the 1340s and 1350s, William de Tredbrum in the 1380s and Laurence de Lindores in the early 1500s. This situation was transformed by the founding of the University of St Andrews in 1413, the University of Glasgow in 1451 and the University of Aberdeen in 1495. Initially these institutions were designed for the training of clerics, but they would increasingly be used by laymen who would begin to challenge the clerical monopoly of administrative posts in the government and law. Those wanting to study for second degrees still needed to go elsewhere and Scottish scholars continued to visit the continent and English universities, which reopened to Scots in the late fifteenth century. The continued movement to other universities produced a school of Scottish nominalists at Paris in the early sixteenth century, of which John Mair was probably the most important figure. He had probably studied at a Scottish grammar school, then Cambridge, before moving to Paris, where he matriculated in 1493. By 1497 the humanist and historian Hector Boece, born in Dundee and who had studied at Paris, returned to become the first principal at the new university of Aberdeen. These international contacts helped integrate Scotland into a wider European scholarly world and would be one of the most important ways in which the new ideas of humanism were brought into Scottish intellectual life.
The humanist concern with widening education was shared by the Protestant reformers, with a desire for a godly people replacing the aim of having educated citizens. In 1560, the First Book of Discipline set out a plan for a school in every parish, but this proved financially impossible. In the burghs the old schools were 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 of kirk funds, contributions from local heritors or burgh councils and parents that could pay. They were inspected by kirk sessions, who checked for the quality of teaching and doctrinal purity. There were also large number of unregulated "adventure schools", which sometimes fulfilled a local needs and sometimes took pupils away from the official schools. Outside of the established burgh schools, masters often combined their position with other employment, particularly minor posts within the kirk, such as clerk. At their best, the curriculum included catechism, Latin, French, Classical literature and sports.
In 1616 an act in Privy council commanded every parish to establish a school "where convenient means may be had", and when the Parliament of Scotland ratified this with the Education Act 1633, a tax on local landowners was introduced to provide the necessary endowment. A loophole which allowed evasion of this tax was closed in the Education Act 1646, which established a solid institutional foundation for schools on Covenanter principles. Although the Restoration brought a reversion to the 1633 position, in 1696 new legislation restored the provisions of 1646 together with means of enforcement "more suitable to the age". Underlining the aim of having a school in every parish. In rural communities these obliged local landowners (heritors) to provide a schoolhouse and pay a schoolmaster, while ministers and local presbyteries oversaw the quality of the education. In many Scottish towns, burgh schools were operated by local councils. By the late seventeenth century there was a largely complete network of parish schools in the lowlands, but in the Highlands basic education was still lacking in many areas.