Editing Grammar school (section)

==In other countries or regions==
Grammar schools were established in various British territories, and have developed in different ways since those territories became independent.

===Australia===
[[File:Sydney Grammar School-Front view.jpg|right|thumb|[[Sydney Grammar School]] (1857)]]
In the mid-19th century, independent schools were established in the Australian colonies to spare the wealthy classes from sending their sons to schools in Britain.
These schools took their inspiration from English [[Public school (UK)|public schools]], and often called themselves "grammar schools".<ref>{{cite book
| title     = The Social Production of Merit: Education, Psychology, and Politics in Australia, 1900–1950
| author    = David McCallum
| publisher = Routledge | year = 1990
| isbn      = 978-1-85000-859-0
| pages     = 41–42, 46
}}</ref>
Early examples include [[Launceston Grammar School]] (1846), [[Pulteney Grammar School]] (1847), [[Geelong Grammar School]] (1855), [[Melbourne Grammar School]] (1858) and [[Hale School]] (1858).

With the exception of the non-denominational [[Sydney Grammar School]] (1857) and [[Queensland]] grammar schools, all the grammar schools established in the 19th century were attached to the [[Church of England]] (now the [[Anglican Church of Australia]]).
In Queensland, the [[Grammar Schools Act (Qld) 1860|Grammar Schools Act 1860]] provided for the state-assisted foundation of non-denominational grammar schools.
Beginning with [[Ipswich Grammar School]] (1863), ten schools were founded, of which the following eight still exist:<ref name="Grammar Schools Act 2016">[https://www.legislation.qld.gov.au/view/html/asmade/act-2016-052 Grammar Schools Act 2016], Queensland Government.</ref>

[[File:StateLibQld 2 237150 Rockhampton Girls' Grammar School.jpg|thumb|right|[[Rockhampton Girls Grammar School|Rockhampton Girls' Grammar School]] (c. 1895)]]
* [[Brisbane Grammar School]]
* [[Brisbane Girls Grammar School|Brisbane Girls' Grammar School]] (1875), the first of several grammar schools for girls in Australia<ref>{{cite book
| title     = Knowing Women: Origins of Women's Education in Nineteenth-century Australia
| author    = Marjorie R. Theobald
| publisher = Cambridge University Press | year = 1996
| isbn      = 978-0-521-42004-4
| pages     = 95–97
}}</ref> 
* [[Ipswich Girls' Grammar School]]
* [[Ipswich Grammar School]]
* [[Rockhampton Girls Grammar School|Rockhampton Girls' Grammar School]] (1892)
* [[Rockhampton Grammar School]]
* [[Toowoomba Grammar School]]
* [[Townsville Grammar School]]

In the 1920s grammar schools of other denominations were established, including members of the [[Associated Grammar Schools of Victoria]],<ref>McCallum (1990), p. 45.</ref> and the trend has continued to the present day.
Today, the term is defined only in Queensland legislation.<ref name="Grammar Schools Act 2016" />
Throughout the country, "grammar schools" are generally high-cost private schools.

The nearest equivalents of contemporary English grammar schools are [[selective school]]s.
The New South Wales public education system operates 19 selective public schools which resemble the English grammar-school system insofar as they engage in academic selection by way of centralised examination, they do not charge tuition fees and they are recipients of a greater degree of public funding per pupil than is afforded to non-selective government schools.

===Canada===
[[File:Galt Collegiate NE corner.jpg|right|thumb|Galt Grammar School (1852) (now [[Galt Collegiate Institute and Vocational School|Galt Collegiate Institute]])]]
Grammar schools provided secondary education in [[Ontario]] until 1871.
The first lieutenant-governor of [[Upper Canada]], [[John Graves Simcoe]], advocated grammar schools for the colony to save the wealthy from sending their sons to the United States to be educated, but he was unable to convince his superiors in [[London]].
He, however, made a grant enabling John Stuart to set up [[Kingston Collegiate and Vocational Institute|Kingston Grammar School]] in 1795.<ref>{{cite book
| title     = Inventing secondary education: the rise of the high school in nineteenth-century Ontario
| first1    = Robert Douglas | last1 = Gidney
| first2    = Winnifred Phoebe Joyce | last2 = Millar
| publisher = McGill-Queen's Press | year = 1990
| isbn      = 978-0-7735-0746-3
| pages     = 80–81
}}</ref><ref>{{cite web
| title      = Stuart, John
| work       = Dictionary of Canadian Biography Online
| year       = 2000 | publisher =University of Toronto/Université Laval
| url        = http://www.biographi.ca/009004-119.01-e.php?BioId=36799
| access-date = 15 April 2010
}}</ref>
After several abortive attempts to raise funding, the District Schools Act of 1807 provided support for one grammar school teacher in each district, of which there were then eight, but they were then left to their own devices.

Finding the grammar schools unsuitable as preparation for university, Lieutenant-Governor [[Sir John Colborne]] founded [[Upper Canada College]] as a superior grammar school.<ref>Gidney and Millar, pp. 82–84.</ref>
Legislation in 1839 allowed for more than one grammar school in a district, triggering a rapid but unstructured growth in numbers over the following two decades to 86 in 1861. The schools became more independent of the [[Church of England]] and began to admit girls However, the schools were unsupervised, often underfunded and of varying standards. Some, like [[Galt Collegiate Institute and Vocational School|Tassie's School]], in [[Galt, Ontario|Galt]], provided a traditional classical education, but many provided a basic education of poor quality.<ref>Gidney and Millar, pp. 86–114.</ref>

Chief Superintendent of Education [[Egerton Ryerson]] attempted to reform the schools in the 1850s and the 1860s by moving control of the schools from counties (the former districts) to city authorities, securing their funding and introducing inspectors. However, his efforts to convert the schools into classical schools for only boys were unsuccessful.<ref>Gidney and Millar, pp. 150–174.</ref>
In recognition of the broad curricula offered, grammar schools were redesignated as [[secondary school]] by the Act to Improve the Common and Grammar Schools of the Province of Ontario of 1871.<ref>{{cite web
 |title=Public School Boards: Reorganization, Division, Consolidation and Growth 
 |publisher=Archives of Ontario 
 |url=https://www.archives.gov.on.ca/english/on-line-exhibits/education/legislation.aspx 
 |access-date=25 May 2010 |url-status=dead 
 |archive-url=https://web.archive.org/web/20100510024355/http://www.archives.gov.on.ca/english/on-line-exhibits/education/legislation.aspx 
 |archive-date=10 May 2010
}}</ref> Schools that offered classical studies were given additional funding and operated as [[collegiate institute#Canada|collegiate institutes]].<ref>Gidney and Millar, pp. 196–198.</ref> The secondary–school collegiate–institute system was also emulated in several other provinces in [[Western Canada]].

===Hong Kong===
{{See also|Education in Hong Kong}}
Mainstream schools in [[Hong Kong]] reflect the post-war British grammar system, focusing on a traditional curriculum rather than [[vocational]] subjects.<ref>{{cite book
| chapter = Preparing pupils as citizens of the special administrative region of Hong Kong: an analysis of curriculum change and control during the transition period
| first = Paul | last = Morris | pages = 117–145
| title = Education and society in Hong Kong: toward one country and two systems
| editor-first = Gerard A. | editor-last = Postiglione
| publisher = M.E. Sharpe | year = 1991
| isbn = 978-0-87332-743-5
}}</ref>

===Ireland===
[[File:DroghedaGrammarSchool.JPG|thumb|right|[[Drogheda Grammar School]] (1669)]]
Education in the [[Republic of Ireland]] has traditionally been organised on [[Christian denomination|denominational]] lines. Grammar schools along the lines of those in Great Britain were set up for members of the [[Church of Ireland]] prior to its [[disestablishment]] in 1871. Some schools remain, as private schools catering largely for Protestant students. These are often fee-paying and accommodate boarders, given the scattered nature of the Protestant population in much of Ireland. Such schools include [[Bandon Grammar School]],<ref>{{cite web |url=http://www.bandongrammar.ie/ |access-date=15 April 2010 |title=Bandon Grammar School}}</ref> [[Drogheda Grammar School]], [[Dundalk Grammar School]] and [[Sligo Grammar School]].<ref>{{cite web |url=http://www.sligogrammarschool.org/about.htm |publisher=Sligo Grammar School |title= About the school |quote=The school is one of a small number of schools in the Republic of Ireland under Church of Ireland management |access-date=13 February 2007}}</ref> Others are among the many former fee-paying schools absorbed into larger state-funded [[community school (Ireland)|community schools]] founded since the introduction of universal secondary education in the Republic by minister [[Donogh O'Malley]] in September 1967. Examples include [[Cork Grammar School]], replaced by [[Ashton School]], a co-educational comprehensive, in 1972.<ref>{{cite web|url=http://www.ashton.ie/history.htm |access-date=13 February 2007 |title=Ashton School: history |quote=Ashton School, as a comprehensive school, was founded in September 1972 when Rochelle School and Cork Grammar School merged on the Grammar School site. |url-status=dead |archive-url=https://web.archive.org/web/20070202075137/http://ashton.ie/history.htm |archive-date=2 February 2007  }}</ref>

===Malaysia===
[[File:St. George's Institution, Malaysia 2.jpg|thumb|left|[[St. George's Institution, Taiping|St. George's Institution]] (1914)]]
[[Malaysia]] has a number of grammar schools, a majority of which were established when the country was under British rule. They are generally not known as "grammar schools" but are similarly selective in their intake. Among the best known being the [[Penang Free School]], the [[Victoria Institution]] (Kuala Lumpur), [[Malay College Kuala Kangsar]], the [[English College Johore Bahru|English College (Johor Bahru)]], [[King George V School, Seremban|King George V School]] (Seremban) and [[St. George's Institution, Malaysia|St George's Institution]] (Taiping). Mission schools set up by various Christian denominations paralleled the selective state school albeit not with the same degree of selectivity. Notable mission schools include the [[La Sallian educational institutions#Malaysia|La Sallian family of schools]] and those set up by the [[Marist Brothers]] and [[Methodist]] missionaries. Before the 1970s when Malay was made the medium of instruction, many such selective schools became known for providing excellent English-medium education and have produced many notable alumni, including former [[Prime Minister of Malaysia]] [[Najib Tun Razak]] ([[St. John's Institution]]) and all five of his predecessors.


===New Zealand===
{{See also|Secondary education in New Zealand}}
[[File:Auckland Boy's Grammar School.jpg|thumb|[[Auckland Grammar School]] (1868)]]
In [[New Zealand]], a small number of schools are named "grammar schools" and follow the academic and cultural traditions established in the United Kingdom. Grammar schools were established only in [[Auckland]] and originally came under the authority of the Auckland Grammar Schools' Board. Auckland's grammar schools share a common line of descent from the British grammar school system, with a strong focus on academics and traditional British sports. Originally, the schools used entry assessments and selected academic students from across New Zealand. The schools mentioned below all share the school motto: "Per Angusta Ad Augusta" (Through difficulties to honours). They also share the same icon/logo, the "Auckland Grammar Lion". Today, all grammar schools in New Zealand are non-selective state schools, but they use school donations to supplement their government funding. Within the [[Ministry of Education (New Zealand)|Ministry of Education]], they are regarded as any other secondary institutions.

New Zealand did not establish a state education system until 1877. The absence of a national education system meant that the first sizable secondary-education providers were grammar schools and other private institutions. The first grammar school in New Zealand, [[Auckland Grammar School]], was established in 1850 and formally recognised as an educational establishment in 1868 by the Auckland Grammar School Appropriation Act. In 1888, [[Auckland Girls' Grammar School]] was established. In 1917 Auckland Grammar School's [[sister school]] was established, [[Epsom Girls' Grammar School]]. In 1922, [[Mount Albert Grammar School]] was established as part of Auckland Grammar School. Both schools have since become separate institutions. [[Takapuna Grammar School]] was established in 1927 and was the first co-educational grammar school to be established in New Zealand.

===Singapore===
[[File:Raffles Institution from field.jpg|thumb|right|[[Raffles Institution]] (1823)]]
Singapore was established as a Crown Colony, and the term "grammar school" was used since 1819 among the English community. The English, and later, the Scottish, set up cathedrals, churches, and elite grammar schools for the upper class. Initially, this was a racially segregated colonial system.

The British then opened up their schools to children from English mixed marriages, or to those with English descent. During the late colonial period, these schools expanded and also schooled descendants of the very few mixed English and Straits-Chinese families, and descendants of some rich Straits-born Chinese merchant class families, who were educated in Oxbridge or had London trade ties. Initially these schools were run exactly like their counterparts in England, and taught by the English.

The oldest of these, [[Raffles Institution]], was founded in 1823 by [[Sir Stamford Raffles]] to educate sons born and living in the Crown Colony, often to fathers in Crown colonial service. Single-sex classes were set up for daughters of the British ruling class in 1844, and later became [[Raffles Girls' School]], officially founded in 1879. After independence it became the Raffles Girls' School (Primary School), distinct from the branch school established by the local government after independence, the Raffles Girls' School (Secondary School).

The French Roman Catholic Orders later opened up their ministries and boarding schools to children of mixed marriages, and racial segregation was also relaxed to some extent in the English schools. The French Catholic missions and schools, but not the English schools, also accepted orphans, foundlings, and illegitimate children abandoned by mothers ostracized for breaching racial purity laws.

The CHIJMES building has commemorative plaques for these abandoned babies. The children were termed "children of God" and raised as Catholics. When laws banning polygamy became strictly enforced in Singapore after 1965, these schools extended their English-speaking classes to girls from families of any socio-economic background. The British grammar schools in Singapore imitated much of this education system, with Catholicism replaced by Anglicanism. Later the [[Anglican High School, Singapore|Anglican High School]] of Singapore was set up. Australian Methodist missionaries started UK-style grammar schools with American and British Methodist church funds. They founded the [[Anglo-Chinese School]] (1886) and [[Methodist Girls' School, Singapore|Methodist Girls' School]] (1887).

When Singapore became independent from the [[United Kingdom]], the Singapore government established publicly funded bilingual schools based on the existing grammar school system. Since the 1960s their mission was to provide a high-quality elite education to the top 10% in national annual IQ tests, regardless of socio-economic background. These bilingual schools were influenced by the US educational system, and termed "high schools" rather than "grammar schools". Other, less elitist, state schools were called simply "secondary schools", similar to the UK equivalent of "comprehensive schools". High schools include [[Dunman High School]] (co-educational), [[Nanyang Girls' High School]], [[Maris Stella High School]] (for boys only) and [[Catholic High School, Singapore|Catholic High School]] (all-boys). Within these schools there are academically top classes, the very competitive Scholars' class or "A" class. Graduates tend to become part of the upper class. These schools recruit pupils worldwide, particularly from large emerging Asian economies. Recruitment is carried out under the auspices of the Special Assistant Plan Scholars programme, the ASEAN Scholars programme, and the India and China Scholars programmes. Gifted pupils, such as winners of Mathematical Olympiads, international violin and piano competitions, Physics Olympiads and child inventors are particularly sought after.

In addition to religious missions and the new high schools, the less selective [[Singapore Chinese Girls' School]] was set up by several [[Peranakan]] business and community leaders. The Ministry of Education published annual rankings, but discontinued them after criticism of excessive academic stress placed on schoolchildren, some of whom committed suicide in response to perceived failure. After the 1990s all schools were integrated into a unified national school system, but the elite schools distinguished themselves by descriptions such as "independent" or "autonomous".

===United States===
[[File:Latin Public School.jpg|thumb|[[Boston Latin School]] (1635)]]
Grammar schools on the English and later British models were founded during the [[Thirteen Colonies|colonial period]], the first being the [[Boston Latin School]], founded as the Latin Grammar School in 1635.<ref>{{cite web
| title      = BLS History | publisher = Boston Latin School
| url        = http://www.bls.org/apps/pages/index.jsp?uREC_ID=206116&type=d
| access-date = 6 June 2017
}}</ref><ref>{{cite encyclopedia
| title        = Boston Latin School
| encyclopedia = Britannica Online Encyclopaedia
| url          = https://www.britannica.com/EBchecked/topic/74909/Boston-Latin-School
| access-date   = 13 September 2008
}}</ref>
In 1647 the [[Massachusetts Bay Colony]] enacted the [[Old Deluder Satan Law]], requiring any township of at least 100 households to establish a grammar school, and similar laws followed in the other [[New England]] colonies. These schools initially taught young men the classical languages as a preparation for university, but by the mid-18th century many had broadened their curricula to include practical subjects. Nevertheless, they declined in popularity owing to competition from the more practical academies.<ref name="Dorn">{{cite encyclopedia
| title        = Grammar School
| author       = Charles Dorn
| encyclopedia = Encyclopedia of Children and Childhood in History and Society
| editor       = Paula S. Fass
| url          = http://www.faqs.org/childhood/Fa-Gr/Grammar-School.html
| access-date   = 26 March 2015
| location     = New York | publisher = Macmillan Reference Books | year = 2003
}}</ref>

The name "grammar school" was adopted by [[state school|public school]]s for children from 10 to 14 years of age, following a primary stage from 5 to 9 years of age. These types were gradually combined around 1900 to form [[elementary school (United States)|elementary school]]s, which were also known as "grammar schools".<ref name="Dorn"/><ref>See [http://www.onelook.com/?w=grammar+school definitions of grammar school] in most U.S. dictionaries.</ref>

An analogous concept to the contemporary English grammar school is the [[magnet school]], a state-funded secondary institution that may select students from a given school district according to academic criteria.<ref>{{cite book
| title = Excellence in Education: The Making of Great Schools
| author1 = Cyril Taylor | author2 = Conor Ryan
| publisher = Routledge | year = 2013 | isbn = 978-1-136-61021-9
| page = 229
}}</ref>