Scottish Gaelic, also known as Scots Gaelic or simply Gaelic, is a Goidelic language native to the Gaels of Scotland. As a Goidelic language, Scottish Gaelic, as well as both Irish and Manx, developed out of Old Irish. It became a distinct spoken language sometime in the 13th century in the Middle Irish period, although a common literary language was shared by the Gaels of both Ireland and Scotland until well into the 17th century. Most of modern Scotland was once Gaelic-speaking, as evidenced especially by Gaelic-language place names.
The Gàidhealtachd usually refers to the Highlands and Islands of Scotland and especially the Scottish Gaelic-speaking culture of the area. The similar Irish language word Gaeltacht refers, however, solely to Irish-speaking areas.
Scottish national identity is a term referring to the sense of national identity, as embodied in the shared and characteristic culture, languages and traditions, of the Scottish people.
The Welsh Not was a token used by teachers at some schools in Wales in the 19th century and early 20th century to discourage children from speaking Welsh at school, by marking out those who were heard speaking the language. Accounts suggest that its form and the nature of its use could vary from place to place, but the most common form was a piece of wood suspended on a string that was put around the child's neck. Terms used historically include Welsh not, Welsh note, Welsh lump, Welsh stick, cwstom, Welsh Mark, and Welsh Ticket.
The Elementary Education Act 1870, commonly known as Forster's Education Act, set the framework for schooling of all children between the ages of 5 and 12 in England and Wales. It established local education authorities with defined powers, authorized public money to improve existing schools, and tried to frame conditions attached to this aid so as to earn the goodwill of managers. It has long been seen as a milestone in educational development, but recent commentators have stressed that it brought neither free nor compulsory education, and its importance has thus tended to be diminished rather than increased.
Flora Clift Stevenson was a British social reformer with a special interest in education for poor or neglected children, and in education for girls and equal university access for women. She was one of the first women in the United Kingdom to be elected to a school board.
School boards were ad hoc public bodies in England and Wales between 1870 and 1902, which established and administered elementary schools.
An English-medium education system is one that uses English as the primary medium of instruction—particularly where English is not the mother tongue of students.
Scottish Gaelic-medium education, also known as Gaelic-medium education (GME), is a form of education in Scotland that allows pupils to be taught primarily through the medium of Scottish Gaelic, with English being taught as the secondary language.
Séon Carsuel was a 16th-century Scottish prelate, humanist, and Protestant reformer. Born early in the century, when Carsuel completed his education he joined the service of the Protestant Earl of Argyll, tutoring his son and using his patronage to obtain benefices, most notably becoming Bishop of the Isles in 1565. Standing at over 7 feet in height, Carsuel was an important figure in the history of Scottish Gaelic, as in 1567 his Foirm na n-Urrnuidheadh, the Gaelic translation of the Book of Common Order, became the first work to be printed in any Goidelic language.
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 history of education in Canada covers schooling from elementary through university, the ideas of educators, and the policies of national and provincial governments. In 1957, Charles Phillips divided the history of public schooling in Canada into four periods or stages:
Education in early modern Scotland includes all forms of education within the modern borders of Scotland, between the end of the Middle Ages in the late fifteenth century and the beginnings of the Enlightenment in the mid-eighteenth century. By the sixteenth century such formal educational institutions as grammar schools, petty schools and sewing schools for girls were established in Scotland, while children of the nobility often studied under private tutors. Scotland had three universities, but the curriculum was limited and Scottish scholars had to go abroad to gain second degrees. These contacts were one of the most important ways in which the new ideas of Humanism were brought into Scottish intellectual life. Humanist concern with education and Latin culminated in the Education Act 1496.
Education in Medieval Scotland includes all forms of education within the modern borders of Scotland, between the departure of the Romans from Britain in the fifth century, until the establishment of the Renaissance late fifteenth century and early sixteenth century. Few sources on Scottish education survived the Medieval era. In the early Middle Ages, Scotland was an oral society, with verbal rather than literary education. Though there are indications of a Gaelic education system similar to that of Ireland, few details are known. The establishment of Christianity from the sixth century brought Latin to Scotland as a scholarly and written language. Monasteries served as major repositories of knowledge and education, often running schools.
Scottish education in the nineteenth century concerns all forms of education, including schools, universities and informal instruction, in Scotland in the nineteenth century. By the late seventeenth century there was a largely complete system of parish schools, but it was undermined by the Industrial Revolution and rapid urbanisation. The Church of Scotland, the Free Church of Scotland and the Catholic church embarked on programmes of school building to fill in the gaps in provision, creating a fragmented system. Attempts to supplement the parish system included Sunday schools, mission schools, ragged schools, Bible societies and improvement classes. Scots played a major part in the development of teacher education with figures including William Watson, Thomas Guthrie, Andrew Bell, John Wood and David Stow. Scottish schoolmasters gained a reputation for strictness and frequent use of the tawse. The perceived problems and fragmentation of the Scottish school system led to a process of secularisation, as the state took increasing control. The Education (Scotland) Act 1872 transferred the Kirk and Free Kirk schools to regional School Boards and made some provision for secondary education. In 1890 school fees were abolished, creating a state-funded, national system of compulsory free basic education with common examinations.
Education in Scotland in the twentieth century includes all forms of organised education in Scotland, such as elementary, secondary and higher education. The centre of the education system became more focused on Scotland throughout the century, with the Scottish Education Department partly moving north from 1918 and new departments created by the Scottish Executive after devolution.
The history of schools in Scotland includes the development of all schools as institutions and buildings in Scotland, from the early Middle Ages to the present day. From the early Middle Ages there were bardic schools, that trained individuals in the poetic and musical arts. Monasteries served as major repositories of knowledge and education, often running schools. In the High Middle Ages, new sources of education arose including choir and grammar schools designed to train priests. Benedictine and Augustinian foundations probably had charitable almonry 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 burghs and some small towns. In rural areas there were petty or reading schools that provided an elementary education. Private tuition in the families of lords 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 different kinds before the Reformation. The growing humanist-inspired emphasis on education cumulated with the passing of the Education Act 1496.
The act 23 & 24 Vict. c. 151, sometimes called the Mines Regulation Act 1860, the Mines Act 1860, the Inspection of Mines Act 1860, the Regulation and Inspection of Mines Act 1860, the Coal Mines Act 1860, the Coal Mines Regulation Act 1860, the Inspection and Regulation of Coal Mines Act 1860, or the Inspection of Coal Mines Act, is an Act of the Parliament of the United Kingdom that raised the age of children working in coal mines from 10 to 12 years of age. There were exceptions if the boys could read and write or attended school for six hours per week. The Act also improved safety rules.
The history of education in Wales spans from the period of Roman rule to the present day. Early forms of formal education were church or privately run and available to only a small segment of the population. In the 17th and 18th centuries significant efforts were made, mainly by charitable causes, to expand access to basic education. In the 19th century a state education system developed. By the end of the century, education had become free and compulsory for children aged 5 to 12 years. Further increases in the school leaving age and the development of a system of secondary schools led by the mid-20th century to universal secondary education—separate secondary schools for students of different academic abilities ended by 1980.
The history of education in Wales from 1870 to 1939 covers the various types of education available in Wales from the Elementary Education Act 1870 until the start of the Second World War. Compulsory primary education was established early in the period; access to secondary and higher education was significantly expanded.
