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Historians of Education in Scotland (HEdScot) conference 2011
Glenda White (University of Glasgow)
David Stow and teacher education
21 October 2011
 

Abstract: In his day job David Stow was a successful carpet manufacturer but when, at the age of eighteen, he joined St Mary’s Parish Church in the Trongate he quickly flourished as one of Thomas Chalmers’ ‘boys’. An enthusiastic activist, he taught for ten years amongst the rags and squalor of the east end, honing the teaching skills, philosophy, and attitudes to children which were to make him one of the most influential educators of his generation. With the growing need for trained teachers, two of his weekdays schools, St John’s and St Andrew’s, were selected as ‘model’ schools for the training of teachers. This quickly led to the foundation, in 1837, of the first teacher-training institution in Great Britain based on a Stow’s comprehensive but detailed ‘system’. This paper will critically examine the considerable contribution which Stow made to teacher education in Scotland asking, controversially, if we have made much progress.

To listen to this podcast and the others from this conference click here.

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Today we bring you the first in a series of podcasts from an external conference by the HEDScot network (Historians of Education in Scotland).  This conference took place at the Royal Society of Edinburgh on 21 October 2011 and looked at various aspects of Scottish education.
 
 
HEDScot conference 2011

 

Robert Anderson (University of Edinburgh)
Edinburgh Schools and Edinburgh University: some evidence from the early 20th century
21 October 2011
 

This paper looks at two sources which illustrate the relationship between Edinburgh schools and Edinburgh University. The first is the class register of the History Ordinary class from 1894 to 1933. The second is a published analysis of successful Edinburgh candidates in the higher civil service examinations, 1896-1944. Both list the schools attended by students. The class register shows how patterns of recruitment changed, for men and women, over the period. The main conclusion is the importance of the new higher grade schools, and of changes in the teacher training system in 1906, for access to higher education; the impact of the 1918 Education Act was more limited. The civil service data suggest that despite this broadening of recruitment, entry to elite positions remained confined to a handful of schools, reflecting the social stratification of urban secondary education.

To listen to this podcast click here.

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