A grammar school is one of several different types of school in the history of education in the United Kingdom and some other English-speaking countries, originally a school teaching classical languages but more recently an academically-oriented secondary school.
The original purpose of mediaeval grammar schools was the teaching of Latin. Over time the curriculum was broadened, first to include Ancient Greek, and later English and other European languages, natural sciences, mathematics, history, geography, and other subjects. In the late Victorian era grammar schools were reorganised to provide secondary education throughout England and Wales; Scotland had developed a different system. Grammar schools of these types were also established in British territories overseas, where they have evolved in different ways.
Grammar schools became the selective tier of the Tripartite System of state-funded secondary education operating in England and Wales from the mid-1940s to the late 1960s and continuing in Northern Ireland. With the move to non-selective comprehensive schools in the 1960s and 1970s, some grammar schools became fully independent and charged fees, while most others were abolished or became comprehensive. In both cases, many of these schools kept "grammar school" in their names. Some parts of England retain forms of the Tripartite System, and a few grammar schools survive in otherwise comprehensive areas. Some of the remaining grammar schools can trace their histories to before the 16th century.
Read more about Grammar School: Early Grammar Schools, Victorian Grammar Schools, Grammar Schools in The Tripartite System, Contemporary British Grammar Schools, Grammar Schools in Other Countries
Famous quotes containing the words grammar and/or school:
“I went to a very militantly Republican grammar school and, under its influence, began to revolt against the Establishment, on the simple rule of thumb, highly satisfying to a ten-year-old, that Irish equals good, English equals bad.”
—Bernadette Devlin (b. 1947)
“Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the children’s best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child’s interest, is not possible without mutual trust between parent and teacher.”
—Dorothy H. Cohen (20th century)