Education

The story of education in Ayrshire, Dumfries and Galloway goes back many centuries. Prior to the 16th century the picture is a little hazy but it is known, from the annals of Paisley Abbey, that Ayr had someone employed for educational purposes in the 13th century, although at this time the job was not solely as a teacher. The academy at Ayr in its various incarnations is possibly the oldest extant in Scotland.

In later centuries the levels of literacy in the upper classes indicate that some schooling or instruction was available and the 1496 Act ensured the education of the eldest sons of the some of the ruling aristocracy, who were trained as lawyers.  Some records show billing for scholars from elsewhere, but there were definitely two schools in Ayr - one in the town and one attached to the Dominican friary. 

Other more tenuous links include a possible institution at Kilwinning Abbey in the 16th c. - this again is implied by articulacy, and by the fact that many of the fraternity had gone thence to the University of Glasgow, some to teach there after its foundation in 1451.  Incidentally, many south-westerners came to prominence through the University; five of its Principals in the 16-17th c. came from Ayrshire, and more recently, Sir John Boyd Orr (1880-1971) was Chancellor. 
One of the earliest schools was in Straiton, Ayrshire, where one Dominus (an old term for a schoolmaster), Andreas McCormyll, was vicar and schoolmaster in the grammar school.  The earliest evidence of a school in Kilmarnock is the attendance of Zachary Boyd of Penkill, a member of one of the main families in the town.  Boyd later presented his entire fortune to Glasgow University, along with a substantial library. 

Perhaps the biggest change in schooling from earliest times to modern day was the shift in control from the Church to the State. 

Aside from the Abbey schools and others suchlike, educational establishments were under the complete guidance of religious institutions.  After the Reformation in Scotland, schools underwent a drastic change.  A national system was set in place and remained more or less unchanged for over three centuries.  The aim was for there to be a school in every parish and an Act of 1696 subsequently meant that there was a legal obligation for the parish landowners to contribute a salary for a schoolmaster and somewhere suitable for him to work. 

The Church provided financial assistance where necessary and controlled the appointment process for teachers and oversaw the inspection of institutions. 

This monopoly began to loosen around the time of the Industrial Revolution - a time of changing priorities, customs and increasing population.  The 1803 Act incorporated the first changes since 1696, recognising that the education system in place was no longer sufficient; large numbers of immigrants from Ireland, etc. and a generally larger native populace meant that only a small proportion of children had the privilege of tuition.  Few could actually afford to go to school, and many had to cease attendance after the age of eight, unless they managed to secure a bursary.  Also, the Roman Catholic community was expanding and the Presbyterian-run system did not address their needs; this aspect of segregation is still seen in today's schools. 

After 1861, the main authority, particularly regarding examination, passed from the churches to university boards and government schools inspectors, making the whole structure more impartial.  Churches could still voice objections and submit reports on problems but they no longer had any real influence.  In 1872 an Act was passed to make education compulsory from the age of five up to thirteen, and government money contributed to the cost, whereas before the system was largely funded by voluntary payments from the wealthy. 

Subjects taught in schools also met with substantial change.  Previously, for the most part the purpose of schools were to study Scripture, and learn Latin (hence the term 'grammar school') but more variety was introduced.  More people were going to work in practical occupations due to the industrialisation of the country and this heavily influenced the scope of what was taught.  Robert Burns was sent to the school in Kirkoswald for instruction in mensuration and surveying.  Latin was still a large component of the curriculum, but some schools provided additional tuition in Greek and French.  Book-keeping and mathematics featured regularly and coastal towns such as Ardrossan and Ayr also taught navigation; inland schools leaned towards subjects like land measurement.  Religious themes were retained in all schools.  Until relatively recently, the school year was arranged to accommodate the demands of the agricultural year, as many children were still required to work on the farm, etc. and had to be free at harvest time and other such stages. 

Private schools were well in evidence by the early 19th century and many children attended these rather than the parish or town schools.  Some of these town schools grew steadily until some were large, well-funded and respected enough to be given the status of academy.  Ayr Academy came into being in 1798, followed by Kilmarnock in 1808 and Irvine in 1818. 

Ayr and Irvine, being royal burghs had slightly different circumstances than Kilmarnock, which drew funding from the town.  Salaries for teachers came from the public purse and consequently the town had more influence in who was appointed. 

In previous years, all that was required of a schoolmaster was that he hold a degree, but as schools became more structured, however, specific needs were to be met.  For example, an advert for a teacher in the Ayrshire village of Barr in 1762 stipulated that he must be a Gaelic speaker.  This demonstrates another aspect of Scottish schooling which has changed; Gaelic is no longer taught as a matter of course throughout Scotland, surviving in small areas. 

It is not until relatively late in the story of Scottish education that women feature; most boys went to school for a period and while some girls attended parish schools, they were only taught literacy and numeracy.  Private schools provided instruction in crafts and women were teachers here; there were also specific Sewing Schools. 

A short-lived feature was the school for workers; the first was the school associated with the Catrine spinning mill in the late 18th c.  There were also a few colliery schools.  The children who attended these schools were particularly difficult to cater for; they had minimal contact with the rest of their community, which in the end caused problems in the social structure.  Pupils attended mill and colliery schools in the evening after work, but the combination of labour and education was probably too much, and they quietly closed.  There was a Working Men's College in Ayr, started in 1860, which provided classes in subjects such as arithmetic, grammar, logic, and languages (classical and modern).  Teachers provided the tuition without asking for fees, and Prestwick had a similar arrangement, but these also ceased after not too long. 

Schools were given a more formal configuration, with inspectors checking regularly and teachers requiring specific training and certification.  Grants for education were given on the proviso that all aspects of the institution, including the pupils' performance, met the standards set by the governing authority.  A national leaving certificate was administered, which was the beginning of the Higher Grade system.  Pupils were sometimes recognised for their achievements, occasionally being awarded small  prizes such as books, or an acknowledgement of their good attendance.  New types of school emerged, such as nursery classes and special schools for pupils with learning difficulties. 

The curricula of the newer schools were widened further to include art, classical studies and domestic activities; for instance, the stitching of samplers encouraged discipline and concentration, and provided good practice for adult life in their own household.  A notable figure in the development of the sciences was Thomas Lee (mathematics master 1843-1875), who took the pupils of Kilmarnock Academy out to the country at weekends to demonstrate natural phenomena and work on their maths.  As a result of this commitment and innovative attitude, Kilmarnock's reputation in this area grew rapidly. 

However, although pupils had a new spectrum of activities, and success was rewarded, there was no allowance for indolence or misbehaviour.  Corporal punishment was prescribed for those who did not apply themselves fully or disobeyed.  This is now illegal in the UK education system. 

Other institutions to advance learning included libraries.  A good indicator of literacy is the number of libraries and their members.  Subscription libraries existed in places such as Girvan and Maybole.  A juvenile library was in operation in Ardrossan, Fenwick had a library list of some two hundred people at the beginning of the 19th c., and one of the most important groups, Ayr Library Society, formed in 1762. It may have been affiliated with the local academy. Readers had to be approved by the Board, and paid an annual subscription fee of 7s for membership, which could be inherited or passed on.  Initially, the library stock was held in various Ayr taverns and librarians' homes, but eventually the total of 2800 volumes was given to the Public Library.  The library in Kilmarnock was established in 1797 and quickly flourished, perhaps aided by the quality of scholars in the area.  These libraries all continued to prosper until one of the biggest milestones in the south-west's educational history occurred. 

In 1893, the Carnegie Library in Ayr opened its doors, the result of an offer from businessman and philanthropist Andrew Carnegie.  Ten thousand pounds would be donated for the purpose of building a public library, on the condition that the Free Libraries Act was adopted.  The multi-purpose building held, as well as the library, a museum, reading room and art gallery.  The Dick Institute in Kilmarnock (opened 1901) is a similar establishment, having been funded by James Dick.  Natural history collections were shown here and at various places, including in the High Street in Ayr - housed in what is now a pub - and Belleisle House, also Ayr. 

Around this time, there was an appetite for public lectures and interest in all the sciences, particularly astronomy.   Morton's Observatory, which was situated in Morton Place in Kilmarnock, encouraged the public's fascination with the stars, and was the site of many lectures and demonstrations.  Thomas Lee was related by marriage to the observatory's founder, and utilised it for many of his classes.  One of the first visitors to Morton's Observatory was the writer Thomas Carlyle.  Dumfries also had an observatory, housed in an old windmill, established in 1836. 

Many of these institutions are still in existence today, and are well frequented and held in esteem by locals. 

The 20th century saw the growth of many further and higher education colleges, such as those at Kilmarnock, Ayr, and the Scottish Agricultural College at Auchincruive.  Some of higher education establishments expanded into the south west with satellite campuses; for example, the University of Glasgow (Crichton Campus, Dumfries) and the University of Paisley (Ayr Campus). 

You must enable javascript to view this website