The portrayal of Scotland as a particularly patriarchal society has traditionally had the effect of marginalizing Scottish women, both teachers and students, in both Scottish and British history. The Schooling of Working-Class Girls in Victorian Scotland examines and challenges this assumption and analyzes in detail the course of events which has led to a more enlightened system. Education was, and is, seen as integral to Scottish distinctiveness, but the Victorian period saw anxious debate about the impact of outside influences at a time when Scottish society seemed to be fracturing. This book examines the gender-blindness of the educational tradition, with its notion of the 'democratic intellect', testing the claim of superiority for the Scottish system, and questioning the assumption that Scottish women were either passive victims or willing dupes of a peculiarly patriarchal ideal. Considering the influences of the related ideologies of patriarchy and domesticity, and the crucial importance of the local and regional economic context, in focusing on female education, this book provides a much wider comparative study of Scottish society during a period of tremendous upheaval and a perceived crisis in national identity, in which women, as well as men, participated.

Covering the period of political reform at the beginning of the 1830s to the great expansion of the city's boundaries in 1912, it examines the adjustments which had to be made to cope with some of the fastest urban growth in Europe. Particular attention is paid to the people, institutions and power structures as Glasgow's intricate class profile is unravelled and the pivotal role of politics and government is fully explored.

This book compares the formal education of the majority of girls in Britain and Ireland in the nineteenth century. Previous books about ‘Britain’ invariably focus on England, and such ‘British’ studies tend not to include Ireland despite its incorporation into the Union in 1801. The Schooling of Girls in Britain and Ireland, 1800-1900 presents a comparative synthesis of the schooling of working and middle-class girls in the Victorian period, with the emphasis on the interaction of gender, social class, religion and nationality across the UK. It reveals similarities as well as differences between both the social classes and the constituent parts of the Union, including strikingly similar concerns about whether working-class girls could fulfill their domestic responsibilities. What they had in common with middle-class girls was that they were to be educated for the good of others. This study shows how middle-class women used educational reform to carve a public role for themselves on the basis of a domesticated life for their lower class ‘sisters’, confirming that Victorian feminism was both empowering and constraining by reinforcing conventional gender stereotypes.

This book investigates the origins and evolution of the main institutions of Scottish education, bringing together a range of scholars, each an expert on his or her own period, and with interests including "e; but also ranging beyond "e; the history of education.

This new and extensively illustrated history explores the reality behind stereotypical views of Glasgow.

The main concern of this study, first published in 1990, is the part played by Protestantism in the complex of social processes of ‘secularization’. The book deals with the way in which Protestant schism and dissent paved the way for the rise of religious pluralism and toleration; and it also looks at the fragility of the two major responses to religious pluralism – the accommodation of liberal Protestantism and the sectarian rejection of the conservative alternative. It examines the part played by social, economic and political changes in undermining the plausibility of religion in western Europe, and puts forward the argument that core Reformation ideas must not be overlooked, particularly the repercussions of different beliefs about authority in competing Christian traditions.

Teachers in nineteenth century Britain claimed intimate knowledge of everyday life among the poor and working class at home, and non-white subjects abroad. This knowledge enabled them to help to enact new models of professionalism, attitudes towards poverty and social mobility, ways of thinking about race and empire, and roles for the state.

This project of the European Ethnological Research Centre's overall aim is to examine the interlocking strands of history, language and traditional culture, in their international setting, that go into the making of a national identity. This title examines Scottish education.

This book is intended for undergraduate courses on modern British history, women's history, courses on family, sexuality and childhood. Women's studies, history of education, sociology.