DOCSLIB.ORG

Investigating Murder, Plotting, Romance, Kidnap, Imprisonment, Escape and Execution

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Investigating Murder, Plotting, Romance, Kidnap, Imprisonment, Escape and Execution The story of Scotland’s most famous queen has everything: battles, INVESTIGATING murder, plotting, romance, kidnap, imprisonment, escape and execution. MARY QUEEN This resource identifies some of the key sites and aims to give teachers OF SCOTS strategies for investigating these sites with primary age pupils. Information for teachers EDUCATION INVESTIGATING HISTORIC SITES: PEOPLE 2 Mary Queen of Scots Using this resource Contents great fun – most pupils find castles and P2 Introduction ruins interesting and exciting. Some of the Using this resource This resource is for teachers investigating sites have replica objects or costumes for P3 the life of Mary Queen of Scots with their pupils to handle. Booking a visit pupils. It aims to link ongoing classroom work with the places associated with the Many of the key sites associated with Mary P4 are, because of their royal connections, in a Supporting learning and queen, and events with the historic sites teaching where they took place. good state of repair. At Stirling there is the great bonus that the rooms of the royal palace P6 NB: This pack is aimed at teachers rather are currently being restored to their 16th- Integrating a visit with than pupils and it is not intended that it century splendour. Many sites are, however, classroom studies should be copied and distributed to pupils. ruinous. Presented properly, this can be a P10 This resource aims to provide: powerful motivator for pupils: What could this Timeline: the life of hole in the floor have been used for? Can you Mary Queen of Scots • an indication of how visits to historic sites can illuminate a study of the work out how the Prestons might defend their P12 dramatic events of the life of Mary castle at Craigmillar? Can anyone see any clues Who’s who: key people Queen of Scots as to what this room used to be? Pupils should in the life of Mary Queen be encouraged at all times to ‘read the stones’ of Scots • support for the delivery of the Curriculum for Excellence and offer their own interpretations of what P14 they see around them. Life of Mary Queen of • background information for the non- Scots specialist teacher about the life of Mary However, without some prior knowledge, P23 Queen of Scots and her contemporaries pupils are unlikely to be able to do this Life at the court of Mary and life at the royal court effectively, and they will gain far more from a Queen of Scots • maps and further information to show visit if they come to the site with at least some P31 which sites are linked with Mary Queen experience in interpretation and knowledge Everyday life in Scotland of Scots of the period. Some ideas for preparatory activities can be found on pages 6–7 P33 • suggestions for other places to visit and The Reformation in other sources of evidence A list of key sites with a brief description and Scotland a map showing their location is on page 35. P35 Bringing the past to life This is intended to help you choose a site Historic sites with links which best supports the angle you are taking to Mary Queen of Scots Visits to historic sites can fire the on the topic and which is convenient for travel. P36 imagination, inspire learning and Places to visit provoke further questioning. The sites Site visits P39 at Edinburgh Castle and Stirling Castle Other resources clearly reveal the power of the people Curriculum for Excellence aspires to who built and lived in them; the kitchens motivate and challenge pupils through a at Linlithgow Palace help pupils compare wide range of varied learning experiences. Cover Image: Mary Queen of Scots. cooking then and now. The destruction Site visits have a particular role to play in Probably a 19th-century replica of an image of 1561, artist unknown, after of St Andrews Castle tells us something ‘joining up’ learning outcomes, making François Clouet. Mary is shown in white learning relevant and in their capacity to mourning dress, to mark the deaths about what it must have been like to of her father-in-law, her mother and be under attack and the warmth of offer learners a degree of personalisation husband in an 18-month period. The Royal Collection © 2011, Her Majesty Huntingtower Castle speaks of more and choice. See page 4 for more detailed Queen Elizabeth II settled, easier times. A visit can also be links to Curriculum for Excellence. investigating historic sites: people Mary Queen of Scots 3 Booking a visit Historic Scotland holds the key to the nation’s historic Special events and activities for schools environment, caring for 345 attractions across Scotland. Many sites run special activity sessions for school groups. A number of these sites played a key role in the life of To book or to find out more about these activities, call Mary Queen of Scots and a class site visit makes these the Education Unit on the number above, or look at our events feel real to pupils and can be hugely motivating Schools Activity Programme on our website. There is and memorable. See page 35 for a map giving names and usually a small charge for these activities. locations of key sites. Contact details Travel subsidy scheme Historic Scotland Education Unit Schools can apply for a travel subsidy to visit any Tel: 0131 668 8793/8736 Historic Scotland site. This provides financial assistance www.historic-scotland.gov.uk with transportation costs between the school and To book a visit to any of the Historic Scotland sites featured the chosen site. To find out more about the scheme in this booklet, please call the number above or contact please call the Education Unit on the number above, or the sites directly on the numbers given on pages 36–8. download an application form from our website. Two types of visit are currently available for schools: Risk assessment Teacher-led visits Risk assessment of the site is the responsibility of the Teachers are encouraged to lead their own class visits teacher in charge of the group. To assist with this, to our sites. All visits must be booked. Historic Scotland hazard information sheets are available on the Historic operates a year-round free admission scheme for Scotland website or contact the Education Unit for teacher-led educational visits. The exceptions to this are more information. visits to Stirling Castle and Edinburgh Castle during the We strongly encourage teachers to make a free pre-visit months of May–August inclusive, when there is a charge. themselves before bringing a class. This gives teachers Teacher-led tours for many of the sites featured in this the chance to carry out their risk assessment, try out pack are available to download from our website. These material and become familiar with the site. Please contain background information and notes for activities discuss this when booking your class visit. and discussion. Craigmillar Castle investigating historic sites: people 4 Mary Queen of Scots Supporting learning and teaching Curriculum for Excellence A visit and use of any supporting material will help to: Curriculum for Excellence presents teachers with an Develop successful learners by unrivalled opportunity to make the most of site visits, • Exploring places, investigating artefacts and both in specific curriculum areas and through cross- discussing the past curricular studies. • Encouraging pupils to think critically about the The guiding principles behind Curriculum for Excellence nature of historical evidence and arrive at their own are at the heart of learning activities suggested here conclusions and in our downloadable Site Investigation packs. • Making links between current and previous While providing guidance and suggested activities for knowledge teachers or parent helpers who are unfamiliar with the topic and the site, they aim to build in opportunities for • Providing a real context for learning which helps to personalisation and choice and for pupils to set their bring the past to life own research goals and targets. Suggested activities Develop confident individuals by should be regarded as a starting point; ideally, pupils, if • Providing opportunities for pupils to share and properly prepared, will be setting their own agenda on- present their learning to others using a range of site and understanding the purpose and relevance of all media activities and of their visit. • Giving pupils opportunities to communicate their Most of the sites referred to in this booklet are at least own views on historical events and issues raised partly outdoors. The power of outdoor learning is during the visit well-documented, as pupils benefit from learning in Develop responsible citizens by context and through experience and place. The less • Encouraging greater understanding of and respect formal environment can have positive effects on social for their own historic and built environment development as a different kind of relationship develops • Experiencing examples of the work of historians, among pupils and between pupils and staff. archaeologists and conservationists and Most teachers will be visiting a historic site to support understanding why this is important ongoing work in achieving outcomes in Social Studies: Develop effective contributors by people, past events and societies. More broadly speaking, • Encouraging pupils to record and express their a visit can help support the development of the four observations following on-site investigations broad capacities of Curriculum for Excellence, as outlined in the panel opposite. • Providing pupils with the opportunity to develop life skills such as photography during their visit investigating historic sites: people Mary Queen of Scots 5 Learning in Social Studies Cross-curricular studies Most teachers will be visiting a historic site to support Curriculum for Excellence actively promotes learning ongoing work in achieving outcomes in Social Studies: beyond subject boundaries.
Load more

Recommended publications
  • Mary, Queen of Scots at the Palace of Holyroodhouse Information for Teachers
    PALACE OF HOLYROODHOUSE Mary, Queen of Scots at the Palace of Holyroodhouse Information for Teachers Planning Your Visit We hope you enjoy your visit to the Palace of Holyroodhouse. Before you arrive, please read this information to help you make the most of your time here. Frequently Asked Questions Is my booking confirmed? The attached letter is your confirmation. Please read it carefully and if the details are not correct please telephone us on 0131 557 2500. If there are any fees due on your booking, your letter will confirm the date by which full payment must be received. All bookings are made subject to our terms and conditions, which are available on request. Can I make changes to the size of my group? You can confirm any increase in the number of your group up to 24 hours in advance of your visit. Please note, if you would like to book additional accompanying adults, above the stated ratios, a reduced-rate admission fee of £3 per adult will be payable. How do I arrange a complimentary planning visit? If you and a colleague would like to make a planning trip before your group visit, please contact the Learning Bookings Team to arrange this. Two complimentary tickets will be booked for you, for collection on the day. If you would like to meet a member of the Learning Team or see the Learning Rooms during your planning visit, please advise us during booking. Is there a lunch room at the Palace? There is limited space for eating packed lunches in the Learning Rooms.
    [Show full text]
  • A Singular Solace: an Ecclesiastical History of Haddington, 1560-2000
    A Singular Solace: An Ecclesiastical History of Haddington, 1560-2000 David William Dutton BA, MTh October 2020 This dissertation is submitted in part fulfilment of the requirements of the University of Stirling for the degree of Master of Philosophy in History. Division of History and Politics 1 Research Degree Thesis Submission Candidates should prepare their thesis in line with the code of practice. Candidates should complete and submit this form, along with a soft bound copy of their thesis for each examiner, to: Student Services Hub, 2A1 Cottrell Building, or to [email protected]. Candidate’s Full Name: DAVID WILLIAM DUTTON Student ID: 2644948 Thesis Word Count: 49,936 Maximum word limits include appendices but exclude footnotes and bibliographies. Please tick the appropriate box MPhil 50,000 words (approx. 150 pages) PhD 80,000 words (approx. 300 pages) PhD (by publication) 80,000 words (approx. 300 pages) PhD (by practice) 40,000 words (approx. 120 pages) Doctor of Applied Social Research 60,000 words (approx. 180 pages) Doctor of Business Administration 60,000 (approx. 180 pages) Doctor of Education 60,000 (approx. 180 pages) Doctor of Midwifery / Nursing / Professional Health Studies 60,000 (approx. 180 pages) Doctor of Diplomacy 60,000 (approx. 180 pages) Thesis Title: A Singular Solace: An Ecclesiastical History of Haddington, 1560-2000 Declaration I wish to submit the thesis detailed above in according with the University of Stirling research degree regulations. I declare that the thesis embodies the results of my own research and was composed by me. Where appropriate I have acknowledged the nature and extent of work carried out in collaboration with others included in the thesis.
    [Show full text]
  • Review of Research Impact Factor : 5.7631(Uif) Ugc Approved Journal No
    Review Of ReseaRch impact factOR : 5.7631(Uif) UGc appROved JOURnal nO. 48514 issn: 2249-894X vOlUme - 8 | issUe - 4 | JanUaRy - 2019 __________________________________________________________________________________________________________________________ THE CHANGING STATUS OF LAWN TENIS Dr. Ganesh Narayanrao Kadam Asst. Prof. College Of Agriculture Naigaon Bz. Dist. Nanded. ABSTRACT : Tennis is a racket sport that can be played independently against a solitary adversary (singles) or between two groups of two players each (copies). Every player utilizes a tennis racket that is hung with rope to strike an empty elastic ball secured with felt over or around a net and into the rival's court. The object of the diversion is to move the ball so that the rival can't play a legitimate return. The player who can't restore the ball won't pick up a point, while the contrary player will. KEYWORDS : solitary adversary , dimensions of society , Tennis. INTRODUCTION Tennis is an Olympic game and is played at all dimensions of society and at all ages. The game can be played by any individual who can hold a racket, including wheelchair clients. The advanced round of tennis started in Birmingham, England, in the late nineteenth century as grass tennis.[1] It had close associations both to different field (garden) amusements, for example, croquet and bowls just as to the more established racket sport today called genuine tennis. Amid the majority of the nineteenth century, actually, the term tennis alluded to genuine tennis, not grass tennis: for instance, in Disraeli's epic Sybil (1845), Lord Eugene De Vere reports that he will "go down to Hampton Court and play tennis.
    [Show full text]
  • Arts Books & Ephemera
    Arts 5. Dom Gusman vole les Confitures chez le Cardinal, dont il est reconnu. Tome 2, 1. Adoration Des Mages. Tableau peint Chap. 6. par Eugene Deveria pour l'Eglise de St. Le Mesle inv. Dupin Sculp. A Paris chez Dupin rue St. Jacques A.P.D.R. [n.d., c.1730.] Leonard de Fougeres. Engraving, 320 x 375mm. 12½ x 14¾". Slightly soiled A. Deveria. Lith. de Lemercier. [n.d., c.1840.] and stained. £160 Lithograph, sheet 285 x 210mm. 11¼ x 8¼". Lightly Illustration of a scene from Dom Juan or The Feast foxed. £80 with the Statue (Dom Juan ou le Festin de pierre), a The Adoration of the Magi is the name traditionally play by Jean-Baptiste Poquelin, known by his stage given to the representation in Christian art of the three name Molière (1622 - 1673). It is based on the kings laying gifts of gold, frankincense, and myrrh legendary fictional libertine Don Juan. before the infant Jesus, and worshiping Him. This Engraved and published in Paris by Pierre Dupin interpretation by Eugene Deveria (French, 1808 - (c.1690 - c.1751). 1865). From the Capper Album. Plate to 'Revue des Peintres' by his brother Achille Stock: 10988 Devéria (1800 - 1857). As well as a painter and lithographer, Deveria was a stained-glass designer. Numbered 'Pl 1.' upper right. Books & Ephemera Stock: 11084 6. Publicola's Postscript to the People of 2. Vauxhall Garden. England. ... If you suppose that Rowlandson & Pugin delt. et sculpt. J. Bluck, aquat. Buonaparte will not attempt Invasion, you London Pub. Octr. 1st. 1809, at R.
    [Show full text]
  • Ayrshire, Its History and Historic Families
    BY THE SAME AUTHOR The Kings of Carrick. A Historical Romance of the Kennedys of Ayrshire ------- 5/- Historical Tales and Legends of Ayrshire - - 5/- The Lords of Cunningham. A Historical Romance of the Blood Feud of Eglinton and Glencairn - - 5/- Auld Ayr. A Study in Disappearing Men and Manners - - Net 3/6 The Dule Tree of Cassillis ... - Net 3/6 Historic Ayrshire. A Collection of Historical Works treating of the County of Ayr. Two Volumes - Net 20/- Old Ayrshire Days Net 4/6 AYRSHIRE Its History and Historic Families BY WILLIAM ROBERTSON VOLUME II Kilmarnock Dunlop & Drennan, "Standard" Office- Ayr Stephen & Pollock 1908 CONTENTS OF VOLUME II PAGE Introduction i I. The Kennedys of Cassillis and Culzean 3 II. The Montgomeries of Eglinton - - 43 III. The Boyles of Kelburn - - - 130 IV. The Dukedom of Portland - - - 188 V. The Marquisate of Bute - - - 207 VI. The Earldom of Loudoun ... 219 VII. The Dalrymples of Stair - - - 248 VIII. The Earldom of Glencairn - - - 289 IX. The Boyds of Kilmarnock - - - 329 X The Cochranes of Dundonald - - 368 XI. Hamilton, Lord Bargany - - - 395 XII. The Fergussons of Kilkerran - - 400 INTRODUCTION. The story of the Historic Families of Ayrshire is one of «xceptional interest, as well from the personal as from the county, as here and there from the national, standpoint. As one traces it along the centuries he realises, what it is sometimes difficult to do in a general historical survey, what sort of men they were who carried on the succession of events, and obtains many a glimpse into their own character that reveals their individuality and their idiosyncracies, as well as the motives that actuated and that animated them.
    [Show full text]
  • The History of Scotland from the Accession of Alexander III. to The
    UNIVERSITY OF CALIFORNIA AT LOS ANGELES THE GIFT OF MAY TREAT MORRISON IN MEMORY OF ALEXANDER F MORRISON THE A 1C MEMORIAL LIBRARY HISTORY OF THE HISTORY OF SCOTLAND, ACCESSION OF ALEXANDEB III. TO THE UNION. BY PATRICK FRASER TYTLER, ** F.RS.E. AND F.A.S. NEW EDITION. IN TEN VOLUMES. VOL. X. EDINBURGH: WILLIAM P. NIMMO. 1866. MUEKAY AND OIBB, PUINTERS. EDI.VBUKOII V.IC INDE X. ABBOT of Unreason, vi. 64 ABELARD, ii. 291 ABERBROTHOC, i. 318, 321 ; ii. 205, 207, 230 Henry, Abbot of, i. 99, Abbots of, ii. 206 Abbey of, ii. 205. See ARBROATH ABERCORN. Edward I. of England proceeds to, i. 147 Castle of, taken by James II. iv. 102, 104. Mentioned, 105 ABERCROMBY, author of the Martial Achievements, noticed, i. 125 n.; iv. 278 David, Dean of Aberdeen, iv. 264 ABERDEEN. Edward I. of England passes through, i. 105. Noticed, 174. Part of Wallace's body sent to, 186. Mentioned, 208; ii. Ill, n. iii. 148 iv. 206, 233 234, 237, 238, 248, 295, 364 ; 64, ; 159, v. vi. vii. 267 ; 9, 25, 30, 174, 219, 241 ; 175, 263, 265, 266 ; 278, viii. 339 ; 12 n.; ix. 14, 25, 26, 39, 75, 146, 152, 153, 154, 167, 233-234 iii. Bishop of, noticed, 76 ; iv. 137, 178, 206, 261, 290 ; v. 115, n. n. vi. 145, 149, 153, 155, 156, 167, 204, 205 242 ; 207 Thomas, bishop of, iv. 130 Provost of, vii. 164 n. Burgesses of, hanged by order of Wallace, i. 127 Breviary of, v. 36 n. Castle of, taken by Bruce, i.
    [Show full text]
  • James I Biography
    JAMES I OF ENGLAND (JAMES IV OF SCOTLAND) 1566-1625 1566 (June 19) Born at Edinburgh Castle, only son of Mary, Queen of Scots and Lord Darnley (Henry Stuart), grandson of Margaret Tudor (Hen VIII sister) 1566 (March 9) David Rizzio, Mary’s private secretary, murdered in the presence of Queen Mary, by a group that included Darnley 1567 (Feb. 10) explosion in the night, Darnley found dead at Kirk O’Field, Edinburgh 1567 (June) Mary imprisoned by Protestant rebels; forced to abdicate. 1567 (July 29) James, 13 mos, crowned King of Scots; coronation sermon John Knox 1568 Mary escaped; her troops defeated at the Battle of Langside, fled to England; Elizabeth, Elizabeth's "guest" for next 19 years. They never meet. 1582 James imprisoned in Ruthven castle for 10 months by Protestant earls due to James’ close (intimate?) relationship with the Catholic Duke of Lennox 1583 (June) James freed, reestablished his royal authority 1586 Signed the Treaty of Berwick with England; securing English succession. 1587 Mary, Queen of Scots executed by Elizabeth I, James now Eliz' successor. 1589 Married Anne of Denmark, age 14; seven live children, three grow to adulthood. 1597 Wrote Daemonologie, the basis for Shakespeare’s Tragedy of Macbeth 1603 (March 24) Queen Elizabeth dies; James proclaimed king in London. 1604 (October) Assumed the title “King of Great Britain” 1605 Gunpowder Plot; Catholic Guy Fawkes & others try to blow up whole Parliament. 1611 Completion of the Authorized King James Version of the Bible. (James planned) 1612 death of Prince of wales, Henry. Now Charles becomes successor.
    [Show full text]
  • GIPE-002620-Contents.Pdf (934.5Kb)
    Dhallanjayarao Ga(\gil·Librar Illn~ m~ Ina 1111 11111 IRII Inlill GIPE-PUNE-:Q02620 lHE STORY OF THE" NATIONS " . SUBSCRIPTION . EDmON " II· ~be ~tOt1? of tbe Jaations SCOTLAND. , .. THE STORY OF THE NATION S.· I. ROn By ARTHUR GILMAN, 30. THE BYZANTINE EMPIRE. M.A. By c. W. C. OMAN . .. THE JEWs. By Prof. J. K. 31. SICILY: Phmnician, Greek HOSMER. and Reman. By the late 3. GERMANY. By Rev. S. BARING- Prof. E. A. FREEMAN. GOULD, M.A. 3" THE TUSCAN REPUBLICS. 4. CARTHAGE. By Prof. ALFRED By BELLA DUFFY. J. CHURCH. 33. POLAND. By W. R. MORFILL, 5. ALEXANDER'S EMPIRE. By M.A. Prof. J. P. MAHAFFY. 3+ PARTWA. By Prof. GEORGE 6. THE MOORS IN SPAIN. By RAWLINSON. STANLEY LANE-POOLE. 35. AUSTRALIAN COMMON- 7. ANCIENT EGYl'T. By Prof. WEALTH. By GREVILLE GEORGF. RAWLINSON. TREGARTUEN. 8. HUNGARY. By Prof. ARMINIUS 36. SPAIN. By H. E. WATTS., VAMBERY. 37. JAPAN. By DAVID MURRAY, 9. THE SARACENS. By ARTHUR Ph.D. GILMAN, M.A. 38. SOUTH AFRICA. By GEORGI< 10. IRELAND. By the Hon. EMILY M. THEAL. LAWI.ESS. 39- VENICE. By ALETHEA WIEL. II. CHALDEA. By ZENAioE A. 40. THE CRUSADES. By T. A. RAGOZIN. ARCHER and C. L. KINGS' I •• THE GOTHS. By HENRY BRAD­ FORD. LEY. 41. VEDIC INDIA. By Z. A. RA' 13. ASSYRIA. By ZEN AiDE A. RA­ COZIN. • GOZIN. 4'. WEST INDIES AND THE 14. TURKEY. By STANLEY LANE­ SPANISH MAIN. By JAMES POOLE. RODWAY. IS. HOLLAND. By Prof. J- .E. 43. BOHEMIA. By C. EDMUND THOROLD ROGERS. MAURICE. 16. MEDIEVAL FRANCE.
    [Show full text]
  • An Old Family; Or, the Setons of Scotland and America
    [U AN OLD FAMILY OR The Setons of Scotland and America BY MONSIGNOR SETON (MEMBER OF THE NEW YORK HISTORICAL SOCIETY) NEW YORK BRENTANOS 1899 Copyright, 1899, by ROBERT SETON, D. D. TO A DEAR AND HONORED KINSMAN Sir BRUCE-MAXWELL SETON of Abercorn, Baronet THIS RECORD OF SCOTTISH ANCESTORS AND AMERICAN COUSINS IS AFFECTIONATELY INSCRIBED BY THE AUTHOR Preface. The glories of our blood and state Are shadows, not substantial things. —Shirley. Gibbon says in his Autobiography: "A lively desire of knowing and recording our ancestors so generally prevails that it must depend on the influence of some common principle in the minds of men"; and I am strongly persuaded that a long line of distinguished and patriotic forefathers usually engenders a poiseful self-respect which is neither pride nor arrogance, nor a bit of medievalism, nor a superstition of dead ages. It is founded on the words of Scripture : Take care of a good name ; for this shall continue with thee more than a thousand treasures precious and great (Ecclesiasticus xli. 15). There is no civilized people, whether living under republi- can or monarchical institutions, but has some kind of aristoc- racy. It may take the form of birth, ot intellect, or of wealth; but it is there. Of these manifestations of inequality among men, the noblest is that of Mind, the most romantic that of Blood, the meanest that of Money. Therefore, while a man may have a decent regard for his lineage, he should avoid what- ever implies a contempt for others not so well born.
    [Show full text]
  • The Fourth Earl of Cassillis in 1576
    Brennan, Brian (2019) A history of the Kennedy Earls of Cassillis before 1576. PhD thesis. https://theses.gla.ac.uk/70978/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] A History of the Kennedy Earls of Cassillis before 1576 Brian Brennan BSc MA MLitt Submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy (Arts) School of Humanities College of Arts University of Glasgow Abstract This thesis will study the Kennedy family, beginning with its origins as a minor cadet branch of the lineage that ruled Galloway in the twelfth century, and trace its history until the death of the fourth earl of Cassillis in 1576. A study of how the Kennedys extended their influence across south-west Scotland and acquired an earldom has never been undertaken. This thesis aims to fill the significant gap in our understanding of how lordship operated in this region. In particular, analysis of the interactions between the Kennedys and the earls of Carrick, usually the monarch or his heir, demonstrates that the key factor in their success was their policy of close alignment and support of the crown.
    [Show full text]
  • John Menzies Baillie, Chartered Accountant: Nine Hundred Years of Landownership in France, England, Scotland, and America Tom Lee
    The Accounting Historians Notebook Volume 28 Article 6 Number 1 April 2005 2005 John Menzies Baillie, chartered accountant: Nine hundred years of landownership in France, England, Scotland, and America Tom Lee Follow this and additional works at: https://egrove.olemiss.edu/aah_notebook Part of the Accounting Commons, and the Taxation Commons Recommended Citation Lee, Tom (2005) "John Menzies Baillie, chartered accountant: Nine hundred years of landownership in France, England, Scotland, and America," The Accounting Historians Notebook: Vol. 28 : No. 1 , Article 6. Available at: https://egrove.olemiss.edu/aah_notebook/vol28/iss1/6 This Article is brought to you for free and open access by the Archival Digital Accounting Collection at eGrove. It has been accepted for inclusion in The Accounting Historians Notebook by an authorized editor of eGrove. For more information, please contact [email protected]. Lee: John Menzies Baillie, chartered accountant: Nine hundred years of landownership in France, England, Scotland, and America John Menzies Baillie, Chartered Accountant: Nine Hundred Years of Landownership in France, England, Scotland, and America by Tom Lee Professor Emeritus, University of Alabama The accounting history literature Lanarkshire. He also died there in contains books and papers dealing 1886. In the intervening 60 years, with the foundation of modern pub- he had an unexceptional career as a lic accountancy in Scotland in the public accountant in Edinburgh be- last half of the nineteenth century fore retiring to Culter Allers. His (e.g. Kedslie, 1990; Lee, 2000; place in history rests exclusively on Walker, 1995). Most deal with his membership in the group of 61 events, circumstances, and conse- Edinburgh accountants who formed quences of the foundation but few the first modern institution of pub- describe the founders other than in lic accountancy in 1853 - the Insti- terms of generic analyses of ori- tute of Accountants in Edinburgh, gins.
    [Show full text]
  • Download Touring Itinerary
    Touring Itinerary (1-3 days) TRAVEL TRADE Love East Lothian Tantallon Castle Highlights of East Lothian Suggested options for a one to three day tour of Edinburgh’s Coast and Countryside. With its rich history and ancient castles, famous Scots and Scotland’s industrial past there are plenty of themes to be followed in glorious East Lothian with its contrasting coastal and hilly landscapes. From whatever base whether from Edinburgh, centred in the region or coming up from the south, there’s scope to create a whole vacation in the region or equally combine with Scotland wide options. Ideal for groups and also independent traveller options. Inveresk Lodge and Gardens visiteastlothian.org TRAVEL TRADE Day One Castles and Coastal Life Day Two National Treasures & Natural Places Following the East Lothian Coastal route (A198), Boat trips from North Berwick and Dunbar Suggest starting the day at the National Museum Scenic walk ideas a road mostly along the coast with fine views, of Flight and combine with some of the region’s Coastal/ Wildlife / Activities/ Environment For walks, great views and historical landmarks there are many landmarks to visit. best countryside, natural places and hidden gems. consider Dunbar’s historic harbours, there are 3, A number of little islands are dotted around this For interest in following the footsteps of John with Dunbar Castle ruins; the Battery or the cliff- Mix and match heritage visits, boat trips, seaside coastline – Fidra, the acclaimed inspiration for Muir, the famous Naturalist then Dunbar is the top walk and East Beach. towns and beaches along with great food stops.
    [Show full text]