document_title: The Edge of Seventeen

question_text: who plays darien in the edge of seventeen

text: The Edge of Seventeen

text: Plot[edit]

text: In October 2015, Nadine Franklin (Hailee Steinfeld), a high school junior in the suburbs of Portland, confides to her school teacher Mr. Bruner (Woody Harrelson) that she plans to commit suicide. Her threats and his responses illustrate their unique, bantering, relationship. Nadine narrates: By age seven, differences between Nadine and her more popular older brother Darian (Blake Jenner) are already obvious. Nadine has a tempestuous relationship with her overly dramatic and image conscious mother Mona (Kyra Sedgwick) who seems to favor her brother, while Nadine's father, Tom (Eric Keenleyside) is the only immediate member she feels close to. At age 13, Nadine is buoyed by her relationships with her best friend Krista (Haley Lu Richardson) and her father. Nadine's father suffers a fatal heart attack while driving. As a result of her father's death, Nadine's life turns upside down. Up to the time Nadine is 17, Krista was the only "good part" of her life.

text: One night, Nadine and Krista get drunk, while Darian throws a pool party. Nadine falls asleep, and wakes up to find Krista in bed with Darian who is naked. Krista tries to fix things, but Nadine is tormented about her best friend being with her brother. Krista and Darian think to break it off, but he ends up asking her to be his girlfriend. Nadine feels desperately alone and resorts to her classmate Erwin Kim (Hayden Szeto), who has a crush on her. She discovers that although he is awkward, he has a great sense of humor and is kind. Nadine, however, is attracted to older student Nick Mossman (Alexander Calvert), whom she has only met once.

text: Later, Darian invites Krista to a house party, who insists Nadine join them. When they arrive, Krista is introduced to other students, who invite Krista and Darian to play beer pong, leaving Nadine to her own devices. After several failed attempts at talking to others at the party, Nadine goes outside and sits on the porch bench with another partygoer, who remarks how inferior Nadine seems compared to her popular, athletic brother. This conversation drives Nadine to leave the party without Krista or Darian. Nadine then calls Erwin and asks him if he'd like to go with her to the amusement park in which he tries to kiss her, but turns into a comedy of awkwardness and at the end of the night Nadine tells him he's a great guy.

text: Krista confronts Nadine for ignoring her the night before, so Nadine makes her choose between herself and Darian. Krista does not want to choose, and Nadine angrily tells Krista their friendship is over.

text: At school, Mr. Bruner has become Nadine's go-to person for support. He lets her vent her anger at him, but afterwards, as a way to guilt her, reveals that she is his favorite student. Erwin and Nadine spend the evening in his heated swimming pool. Although Erwin is wealthy, his parents conduct business overseas for much of the year and he has become lonely. Nadine learns that he is an animation filmmaker and accepts his invitation to their school's short-film festival. One morning as Mona drives Nadine to school they have an argument that results in Mona taking her to work with her. At the place Mona works at Nadine ends up in an argument with her mother about her father, and Nadine steals Mona's keys and drives away. In the heat of the moment, she writes a sexually explicit text to Nick, but decides against sending it. Nonetheless, she accidentally hits "send", and is mortified.

text: The film returns to the present, and Mr. Bruner tries to keep Nadine calm about the text she sent. She receives a text from Nick, asking her to hang out that evening, exciting Nadine. Mona calls Darian, confessing that Nadine is missing, and that she has depended on her son as the father figure since Tom died. Darian leaves to find Nadine. During their date, Nick repeatedly attempts to have sex with Nadine in his car, having interpreted the text as a proposition, while she had been wanting a traditional romantic date. Embarrassed and heartbroken, Nadine runs away and calls Mr. Bruner, who drives her to his house, where they wait with his wife and baby boy until Darian arrives. Darian confesses to Nadine that although his life seems perfect, he has been secretly suffering from the pressures of having to take care of the family ever since their father died. Darian even confesses that he feels trapped and did not apply to colleges far away, and the only person who helps him smile is Krista, but even that is a problem, too, since Nadine is upset that Krista is with him. Nadine confesses to her brother that she has been dealing with self-hatred, intensified by her jealousy of him. For the first time, the two hug and their feud ends.

text: Nadine readies herself for the school's film festival. Nadine walks downstairs on her way out and is welcomed by Darian and Krista, and the two girls agree to catch up later. Mona fears that Nadine has run away. Realizing that her mother is worried, Nadine sends her a text saying that she is safe. Mona decides to trust her word. Erwin's animated film is a story about a green alien boy who falls in love with a girl at high school, but is rejected by her. Realizing the metaphor, Nadine apologizes to Erwin for taking so long to accept his love. Erwin is congratulated by his colleagues. When he introduces Nadine to them, she greets them with a smile, finally opening up to others.

text: Cast[edit]

text:
Hailee Steinfeld as Nadine Franklin,[5] Darian's younger sister, and Mona and Tom's daughter
Haley Lu Richardson as Krista, Nadine's best friend and Darian’s girlfriend.[6]
Blake Jenner as Darian Franklin, Nadine's older brother and Mona and Tom's son, Krista’s boyfriend.[7]
Woody Harrelson as Mr. Bruner, a high school teacher and Greer's husband[8]
Hayden Szeto as Erwin Kim, Nadine's awkward admirer[7]
Kyra Sedgwick as Mona Franklin, Tom's wife and Darian and Nadine's mother[8]
Eric Keenleyside as Tom Franklin, Mona's husband and Darian and Nadine's father
Alexander Calvert as Nick Mossman, boy who Nadine likes

tag: ul

text: Production[edit]

text: Writer/director Kelly Fremon Craig sent a copy of the screenplay to producer James L. Brooks, hoping that Brooks would produce the film. Craig recalled, "I had written a spec version of this film, and had been just an insane fan of Jim's for years and years. He was the crazy longshot I took in the beginning! And one I never thought would actually work. But I sent him the script and he ended up taking on the project."[9] The Edge of Seventeen is Craig's directorial debut. She also produced the film.[7]

text: On August 4, 2015, Hailee Steinfeld was cast in the film to play the lead role, while Richard Sakai was also attached as a producer of the film.[5] On September 24, 2015, Woody Harrelson and Kyra Sedgwick joined the film's cast, with Harrelson playing the role of a high school teacher and Sedgwick as the main character's mother.[8] On October 6, 2015, Blake Jenner was cast in the film as Nadine's older brother, a popular and handsome soccer player who begins dating Nadine's best friend Krista.[7] Hayden Szeto was cast in the film as Erwin Kim, Nadine's earnest classmate, who fumbles several attempts to win her affection through much of the story. Haley Lu Richardson joined the film to play the role of best friend Krista.[6]

text: Principal photography on the film began on October 21, 2015, in Hollywood North, then in Anaheim, California.[10][11] Filming also took place in the Metro Vancouver area, then at Guildford Park Secondary School and near Guildford Town Centre in Surrey, British Columbia. Port Moody was also shown, with the film festival taking place in City Hall.[12] Filming wrapped on December 3, 2015.[13]

text: Release[edit]

text: The Edge of Seventeen, distributed by STX Entertainment, was originally scheduled to be released on September 30, 2016,[6] before being moved to November 18.[14] Stage 6 Films and Sony Pictures Releasing International handle some distribution rights to the film outside the United States.[15]

text: Box office[edit]

text: The Edge of Seventeen grossed $14.4 million in the United States and Canada and $4.4 million in other territories for a total of $18.8 million, against a production budget of $9 million.[1]

text: In North America, the film was released alongside the openings of Fantastic Beasts and Where to Find Them and Bleed for This, as well as the wide expansions of Moonlight and Billy Lynn's Long Halftime Walk, and was initially expected to gross around $8 million from 1,900 theaters.[16] However, after grossing $1.8 million on its first day, weekend projections were lowered to $4–5 million; it ended up opening with $4.8 million, finishing number seven at the box office.[17]

text: Critical response[edit]

text: The film received critical acclaim. On review aggregator website Rotten Tomatoes, the film has an approval rating of 95% based on 178 reviews, with an average rating of 7.8/10. The site's critical consensus reads, "The Edge of Seventeen's sharp script - and Hailee Steinfeld's outstanding lead performance - make this more than just another coming-of-age dramedy."[18] On Metacritic, the film has a weighted average score of 77 out of 100, based on 38 critics, indicating "generally favorable reviews".[19] Audiences polled by CinemaScore gave the film an average grade of "A-" on an A+ to F scale.[20]

text: IGN reviewer Alex Welch gave the film an 8/10, saying, "Kelly Fremon Craig's The Edge of Seventeen is a pitch-perfect portrait of youth, and the struggles of learning to accept yourself for who you are. It'll have you laughing and crying, sometimes in the same scene, and never feels anything other than sincere and authentic."[21]

text: Accolades[edit]

text:
List of awards and nominations

Award
Date of ceremony
Category
Recipient(s)
Result
Ref(s)

Austin Film Critics Association
December 28, 2016
Best First Film
The Edge of Seventeen
Nominated
[22][23]

Chicago Film Critics Association
December 15, 2016
Most Promising Filmmaker
Kelly Fremon Craig
Nominated
[24]

Critics' Choice Awards
December 11, 2016
Best Young Performer
Hailee Steinfeld
Nominated
[25]

Best Actress in a Comedy
Nominated

Best Comedy
Kelly Fremon Craig
Nominated

Detroit Film Critics Society
December 19, 2016
Best Film
The Edge of Seventeen
Nominated
[26]

Best Breakthrough
Kelly Fremon Craig (director and screenwriter)
Won

Directors Guild of America Awards
February 4, 2017
Outstanding Directing – First-Time Feature Film
Kelly Fremon Craig
Nominated
[27]

Golden Globe Awards
January 8, 2017
Best Actress – Motion Picture Comedy or Musical
Hailee Steinfeld
Nominated
[28]

Golden Tomato Awards
January 12, 2017
Best Comedy Movie 2016
The Edge of Seventeen
5th Place
[29]

MTV Movie & TV Awards
May 7, 2017
Movie of the Year
Nominated
[30]

Best Actor in a Movie
Hailee Steinfeld
Nominated

New York Film Critics Circle
December 1, 2016
Best First Film
Kelly Fremon Craig
Won[a]
[31]

Teen Choice Awards
August 13, 2017
Choice Movie: Drama
The Edge Of Seventeen
Nominated
[32]

Choice Movie Actress: Drama
Hailee Steinfeld
Nominated
[32]

Toronto Film Critics Association
December 11, 2016
Best First Feature
The Edge of Seventeen
Runner-up
[33]

Washington D.C. Area Film Critics Association
December 5, 2016
Best Youth Performance
Hailee Steinfeld
Nominated
[34]

Women Film Critics Circle
December 19, 2016
Best Young Actress
Won
[35]

text: Notes[edit]

text: Jump up ^ Tied with Trey Edward Shults for Krisha.

tag: ol


document_title: Crooner

question_text: who established the singing style known as crooning

root

text: Crooner

text: History[edit]

text:
"Learn to Croon"

Bing Crosby demonstrates how to croon in this 1933 recording
Problems playing this file? See media help.

tag: table

text: This dominant popular vocal style coincided with the advent of radio broadcasting and electrical recording. Before the advent of the microphone, popular singers like Al Jolson had to project to the rear seats of a theater, as did opera singers, which made for a very loud vocal style. The microphone made possible the more personal style.[3] Al Bowlly, Gene Austin, Art Gillham and, by some historical accounts, Vaughn De Leath[4][5] are often credited as inventors of the crooning style, but Rudy Vallée became far more popular,[3] beginning in 1928.  He could be heard by anyone with a phonograph or a radio.[3]

tag: p

text: His first film, The Vagabond Lover, was promoted with the line, "Men Hate Him! Women Love Him!"[3] while his success brought press warnings of the "Vallee Peril": this "punk from Maine" with the "dripping voice" required mounted police to beat back screaming, swooning females at his vaudeville shows.[6]

text: By the early 1930s the term "crooner" had taken on a pejorative connotation.[3] Cardinal William O'Connell of Boston and the New York Singing Teachers Association (NYSTA) both publicly denounced the vocal form, O'Connell calling it "base", "degenerate", "defiling" and un-American and NYSTA adding "corrupt".[3]  Even The New York Times predicted that crooning would be just a passing fad. The newspaper printed, "They sing like that because they can’t help it. Their style is begging to go out of fashion…. Crooners will soon go the way of tandem bicycles, mah jongg and midget golf."[3] Voice range shifted from tenor (Vallée) to baritone (Russ Columbo, Bing Crosby).[3] Still, a 1931 record by Dick Robinson, "Crosby, Columbo & Vallee", called upon men to fight "these public enemies" brought into homes via radio.[3]

text: Although the term is rarely used to describe a female singer, Vaughn De Leath, Annette Hanshaw, Mildred Bailey (at the beginning of her career) and Helen Rowland have been cited in the category of crooners.

text: The genre enjoyed popularity within the former Soviet Union with Mark Reizen, Leonid Utyosov, Pavel Lisitsian, Georg Ots, Oleg Anofriyev, Muslim Magomayev, and Joseph Kobzon leading the way.[citation needed] Their performances had a variety of influences including ballads and swing and was included in popular film soundtracks.[citation needed]

text: Decline[edit]

text: After 1954 popular music became dominated by other styles, especially rock 'n' roll, while the music of latter-day crooners such as Perry Como and Matt Monro was recategorized by radio stations as easy listening or adult contemporary. Crooners have remained popular among fans of traditional pop music, with contemporary performers such as Tony Bennett, Barry Manilow, Brian Evans, Alex Turner (musician), Richard Hawley, Harry Connick Jr., Michael Bublé, Neil Hannon, Peter Cincotti, Hamilton Leithauser, Matteo Brancaleoni and Engelbert Humperdinck keeping the form alive. Bing Crosby, Frank Sinatra, Dick Powell, Nat King Cole, Andy Williams, Bobby Darin and Jimmy Durante incorporated other popular styles into their music, such as blues, dixieland and even native Hawaiian music.[citation needed]

text: Country crooners[edit]

text: Due to the country songs popularized by Bing Crosby, the crooning style of singing became an enduring part of country music.[7] Bing Crosby achieved a million seller with his 1940 rendition of the song " San Antonio Rose", originally recorded by Bob Wills & His Texas Playboys. In 1942 Perry Como had a smash hit with "Deep in the Heart of Texas"; Bing Crosby, who had an enormous influence on Perry Como, covered this song and took it to the #3 position in the US chart that same year. Eddy Arnold, Jim Reeves and Ray Price are especially well known for their country crooner standards.[8][9][10] Dean Martin is rather famous for the country music he recorded in the period when he was working for Reprise Records. Fellow Italian-American crooner Perry Como recorded several albums with country producer Chet Atkins in Nashville. Regular, non-country crooners scored hits with pop versions of country-songs: Tony Bennett had a Billboard #1 hit in 1951 with his rendition of Hank Williams' "Cold, Cold Heart", which was also performed by Louis Armstrong; Perry Como had a Billboard #1 hit in 1953 with his version of "Don't Let the Stars Get in Your Eyes", a #1 country hit for its author Slim Willet and a #4 country hit for Ray Price; Guy Mitchell scored a Billboard #1 in 1959 with "Heartaches by the Number", a country-hit for Ray Price; Engelbert Humperdinck achieved a 1967 UK #1 hit with "Release Me", another song already made famous by Ray Price in 1954. In 1970 Ray Price had a #1 U.S. country hit and a #11 Billboard Hot 100 hit with the song "For the Good Times" written by Kris Kristofferson; subsequently Perry Como's rendition reached #7 in 1973 on the U.K. singles chart.


document_title: History of education in England

question_text: when was school made compulsory in the uk

question_tokens: when was school made compulsory in the uk

text: History of education in England

text: Early modern period[edit]

text: Independent schools have a long history in England; some were set up before the tenth century. The oldest is King's School, Canterbury, which was founded in 597. Many were charity schools. A group of these schools, much later, invoked the name "public school" to indicate that they were open to the public regardless of religious beliefs.

text: In Tudor England, Edward VI reorganised grammar schools and instituted new ones so that there was a national system of "free grammar schools." In theory these were open to all, offering free tuition to those who could not afford to pay fees. The vast majority of poor children did not attend these schools since their labour was economically critical to their families.

text: In 1562 the Statute of Artificers and Apprentices was passed to regulate and protect the apprenticeship system, forbidding anyone from practising a trade or craft without first serving a 7-year period as an apprentice to a master.[2] Guilds controlled many trades and used apprenticeships to control entry. (In practice sons of Freemen, members of the guilds, could negotiate shorter terms of training).[3]

text: Following the Act of Uniformity in 1662, religious dissenters set up academies to educate students of dissenting families, who did not wish to subscribe to the articles of the established Church of England. Some of these 'dissenting academies' still survive, the oldest being Bristol Baptist College. Several Oxford colleges (Harris Manchester, Mansfield, and Regent's Park) are also descendents of this movement.

text: From 1692, 'parish' apprenticeships under the Elizabethan Poor Law came to be used as a way of providing for poor, illegitimate and orphaned children of both sexes alongside the regular system of skilled apprenticeships, which tended to provide for boys from slightly more affluent backgrounds. These parish apprenticeships, which could be created with the assent of two Justices of the Peace, supplied apprentices for occupations of lower status such as farm labouring, brickmaking and menial household service.[4]

text: Until as late as the nineteenth century, all university fellows and many schoolmasters were expected or required to be in holy orders.

text: Schoolmistresses typically taught the three Rs (reading, writing and 'rithmetic) in dame schools, charity schools, or informal village schools.

text: Historian David Mitch argues that private philanthropy was a major source of funding by the 1640s, and in that regard England was distinctive among modern nations. The endowments were permanent, and were still active in the 19th century. In addition to the landed elites in gentry, merchants and clergy Were generous in supporting educational philanthropy. The national system that was developed in the last two thirds of the 19th century incorporated the earlier endowments philanthropies.[5]

text: Eighteenth century[edit]

text: In the early years of the Industrial Revolution entrepreneurs began to resist the restrictions of the apprenticeship system,[6] and a legal ruling established that the Statute of Apprentices did not apply to trades that were not in existence when it was passed in 1563, thus excluding many new 18th century industries.[2]

text: In the 18th and 19th centuries, the Society for Promoting Christian Knowledge founded many charity schools for poor students in the 7 to 11 age group. These schools were the basis for the development of modern concepts of primary and secondary education. The Society also was an early provider of teacher education.[7]

text: Sunday School Movement[edit]

text: Robert Raikes initiated the Sunday School Movement, having inherited a publishing business from his father and become proprietor of the Gloucester Journal in 1757. The movement started with a school for boys in the slums. Raikes had been involved with those incarcerated at the county Poor Law (part of the jail at that time); he believed that "vice" would be better prevented than cured, with schooling as the best intervention. The best available time was Sunday, as the boys were often working in the factories the other six days. The best available teachers were lay people. The textbook was the Bible. The original curriculum started with teaching children to read and then having them learn the catechism, reasoning that reading comprehension acquired through Bible study could be transferred to secular studies.[8][9]

text: Raikes used his newspaper to publicize the schools and bore most of the cost in the early years. The movement began in July 1780 in the home of a Mrs. Meredith. Only boys attended, and she heard the lessons of the older boys who coached the younger. Later, girls also attended. Within two years, several schools opened in and around Gloucester. Raikes published an account on 3 November 1783 of Sunday School in his paper, and later word of the work spread through the Gentleman's Magazine, and in 1784, a letter to the Arminian Magazine.

text: The original schedule for the schools, as written by Raikes was "The children were to come after ten in the morning, and stay till twelve; they were then to go home and return at one; and after reading a lesson, they were to be conducted to Church. After Church, they were to be employed in repeating the catechism till after five, and then dismissed, with an injunction to go home without making a noise."[10]

text: Nineteenth century[edit]

text: In the 19th century the Church of England sponsored most formal education until the government established free, compulsory education towards the end of that century. University College London was established as the first secular college in England, open to students of all religions (or none,) followed by King's College London; the two institutions formed the University of London. Durham University was also established in the early nineteenth century. Towards the end of the century, the "redbrick" universities, new public universities, were founded.

text: National schools and British Schools[edit]

text: Prior to the nineteenth century, there were few schools. Most of those that existed were run by church authorities and stressed religious education.[11] The Church of England resisted early attempts for the state to provide secular education.[12] In 1811, the Anglican National Society for Promoting the Education of the Poor in the Principles of the Established Church in England and Wales was established. Historically, the schools founded by the National Society were called National Schools (still an integral part of the state school system). The Protestant non-conformist, non-denominational, or "British schools" were founded by Society for Promoting the Lancasterian System for the Education of the Poor, an organisation formed in 1808 by Joseph Fox, William Allen and Samuel Whitbread and supported by several evangelical and non-conformist Christians.[13]

text: In 1814, compulsory apprenticeship by indenture was abolished. By 1831, Sunday School in Great Britain was ministering weekly to 1,250,000 children, approximately 25% of the population. As these schools preceded the first state funding of schools for the common public, they are sometimes seen as a forerunner to the current English school system.

text: Ragged schools[edit]

text: In 1818, John Pounds, known as the crippled cobbler, set up a school and began teaching poor children reading, writing, and arithmetic without charging fees.[14]

text: In 1820, Samuel Wilderspin opened the first infant school in Spitalfields.

text: After John Pounds' death in 1839 Thomas Guthrie wrote Plea for Ragged Schools and started a ragged school in Edinburgh, another one was started in Aberdeen. In 1844 Anthony Ashley-Cooper, 7th Earl of Shaftesbury formed the 'Ragged School Union' dedicated to the free education of destitute children and over the next eight years over 200 free schools for poor children were established in Britain.[14] with some 300,000 children passing through the London Ragged Schools alone between 1844 and 1881.[15]

text: Over 95% of children of elementary school age were already enrolled in schools well before it was made compulsory and free.[citation needed]

text: Government involvement[edit]

text: In August 1833, Parliament voted sums of money each year for the construction of schools for poor children, the first time the state had become involved with education in England and Wales (whereas a programme for universal education in Scotland had been initiated in the seventeenth century). A meeting in Manchester in 1837, chaired by Mark Philips, led to the creation of the Lancashire Public Schools' Association. The association proposed that non-denominational schools should be funded from local taxes. Also 1837, the Whig former Lord Chancellor Henry Brougham presented a bill for public education.[16]

text: In 1839 government grants for the construction and maintenance of schools were switched to voluntary bodies, and became conditional on a satisfactory inspection.

text: In 1840 the Grammar Schools Act expanded the Grammar School curriculum from classical studies to include science and literature. In 1861 the Royal Commission on the state of popular education in England, chaired by the Duke of Newcastle, reported "The number of children whose names ought [in summer 1858 in England and Wales] to have been on the school books, in order that all might receive some education, was 2,655,767. The number we found to be actually on the books was 2,535,462, thus leaving 120,305 children without any school instruction whatever."[17]

text: In fee-paying public schools, important reforms were initiated by Thomas Arnold in Rugby.[clarification needed][citation needed]

text: The Forster Act of 1870[edit]

text: William Forster's Elementary Education Act 1870[18] required partially state-funded board schools to be set up to provide primary (elementary) education in areas where existing provision was inadequate. Board schools were managed by elected school boards. The schools remained fee-charging, but poor parents could be exempted. The previous government grant scheme established in 1833 ended on 31 December 1870.

text: The Act meant that compulsory attendance at school ceased to be a matter for local option, as children had to attend between the ages of 5 and 10, with exceptions such as illness, if children worked, or lived too far from a school. The Act empowered school boards to make byelaws for educating children between the ages of 5 and 13 but exempted any child aged over 10 who had reached the expected standard (which varied by board).[19]

text: Introduction of compulsory education 1880[edit]

text: The Elementary Education Act 1880 insisted on compulsory attendance from 5 to 10 years.[20] For poorer families, ensuring their children attended school proved difficult, as it was more tempting to send them working if the opportunity to earn an extra income was available. Attendance officers often visited the homes of children who failed to attend school, which often proved to be ineffective. Children under the age of 13 who were employed were required to have a certificate to show they had reached the educational standard. Employers of these children who weren't able to show this were penalised.[21] An act brought into force thirteen years later went under the name of the "Elementary Education (School Attendance) Act 1893", which stated a raised minimum leaving age to 11. Later the same year, the act was also extended for blind and deaf children, who previously had no means of an official education. This act was later amended in 1899 to raise the school leaving age up to 12 years of age.[21][22]

text: The 1891 Elementary Education Act provided for the state payment of school fees up to ten shillings per head.

text: The Elementary Education (School Attendance) Act 1893 raised the school leaving age to 11 and later to 13. The Elementary Education (Blind and Deaf Children) Act of the same year extended compulsory education to blind and deaf children, and made provision for the creation of special schools.

text: The Voluntary Schools Act 1897 provided grants to public elementary schools not funded by school boards (typically Church schools).

text: In the late Victorian period grammar schools were reorganised and their curriculum was modernised, although Latin was still taught.[clarification needed][citation needed]

text: Funding of technical colleges[edit]

text: In 1889, the "Technical Institutes Act" was passed. According to D. Evans, "It gave powers to the County Councils and the Urban Sanitary Authorities to levy a penny tax to support technical and manual instruction. The curricula in technical institutions also had to be approved by the Science and Art Department. In the following year the Local Taxation Act introduced the 'whiskey tax', which made extra money available for technical instruction."[23]

text: From April 1900 higher elementary schools were recognised, providing education from the age of 10 to 15.

text: Balfour and Local Education Authorities[edit]

text: Balfour Act of 1902[edit]

text: The controversial Conservative Education Act 1902 (also 'Balfour's Act') made radical changes to the entire educational system of England and Wales. It ended the divide between schools run by the 2568 school boards and the 14,000 church schools, administered primarily by the Church of England, which educated about a third of students. Local Education Authorities were established, which were able to set local tax rates, and the school boards were disbanded. Funds were provided for denominational religious instruction in voluntary elementary schools, owned primarily by the Church of England and Roman Catholics. The law was extended in 1903 to cover London.[24]

text: G.R. Searle, like nearly all historians, argues the Act was a short-term political disaster for the Conservative Party because it outraged Methodists, Baptists and other nonconformists. It subsidized the religions they rejected. However Searle argues it was a long-term success. The Church schools now had solid financing from local ratepayers and had to meet uniform standards. It led to a rapid growth of secondary schools, with over 1000 opening by 1914, including 349 for girls. Eventually, the Anglican schools were nationalized. Grammar schools also became funded by the LEA. The act was of particular significance as it allowed for all schools, including denominational schools, to be funded through rates (local taxation), and ended the role of locally elected school boards that often attracted women, non-conformists and labour union men.[25] The Liberals came to power in 1906, but their attempt to repeal the act was blocked by the House of Lords, setting up a major constitutional confrontation.[26]

text: In the long run the Nonconformist schools practically vanished. In 1902 the Methodists operated 738 schools, but these rapidly declined throughout the 20th century. Only 28 remained in 1996.[27]

text: The Fisher Act of 1918[edit]

text: The Fisher Education Act 1918 made secondary education compulsory up to age 14 and gave responsibility for secondary schools to the state. Under the Act, many higher elementary schools and endowed grammar school sought to become state funded central schools or secondary schools. However, most children attended primary (elementary) school until age 14, rather than going to a separate school for secondary education.

text: The year 1918 saw the introduction of the Education Act 1918, commonly also known as the "Fisher Act" as it was devised by Herbert Fisher. The act enforced compulsory education from 5–14 years, but also included provision for compulsory part-time education for all 14- to 18-year-olds. There were also plans for expansion in tertiary education, by raising the participation age to 18. This was dropped because of the cuts in public spending after World War I. This is the first act which starting planning provisions for young people to remain in education until the age of 18.[28] The 1918 act was not immediately implemented, instead waiting until an act in 1921 before coming into effect.[29]

text: After the passing of the 1929 Local Government Act, Poor Law schools became state funded elementary schools. The concept of junior technical schools was introduced in the 1930s to provide vocational education at secondary level, but few were ever opened.

text: Spens and Norwood reports[edit]

text: A report of 1938 of a committee chaired by Will Spens, a former Vice-Chancellor of the University of Cambridge, recommended that entry to schools would be based on intelligence testing. This was followed by the Norwood Report of 1943 which advocated the "tripartite" division of secondary education that was embodied in the 1944 Education Act.

text: In 1937 historian G.A.N. Lowndes identified a "Silent Social Revolution" in England and Wales since 1895 that could be credited to the expansion of public education:

text: 1944: Butler and the tripartite system[edit]

text: The Education Act of 1944 was an answer to surging social and educational demands created by the war and the widespread demands for social reform. The Education Act 1944, relating to England and Wales, was authored by Conservative Rab Butler and known as "the Butler Act", defined the modern split between primary education and secondary education at age 11; it also established the Tripartite System, consisting of grammar schools, secondary modern schools and secondary technical schools. Academically gifted students who passed the "Scholarship" exam (later replaced by a "Grading Test" and the 11+ examination) were able to attend a grammar school. Children who did not pass the selection test attended secondary modern schools or technical schools. It also represented a historic compromise between church and state. Three new categories of schools were set Voluntary Controlled schools where two thirds of the funding came from the state and one third from the church. In return the school kept the title deeds to the land, but taught an agreed religious education syllabus. These schools were favoured by the Anglicans. Voluntary Aided schools were favoured by the Roman Catholics, in return for one-third funding they agreed to become provide free education- but were their own admissions authority and could set their own religious education syllabus. Direct Grant Schools allowed former independent schools, often town grammar schools and predominantly in the north of England to accept a state grant in return for providing free education to many students but still charging for others. The state had little control on syllabus or admissions policy. The schools kept their title deeds.[citation needed] The school leaving age was raised to 15.

text: The elite system of public schools was practically unchanged.[31] The new law was widely praised by Conservatives because it honored religion and social hierarchy, by Labour because it opened new opportunities for the working class, and by the general public because it ended the fees they had to pay.[32] The act became a permanent part of the Post-war consensus supported by the three major parties.[33][34]

text: Changes in government approaches towards education meant that it was no longer regarded adequate for a child to leave education aged 14, as that is the age when they were seen to really understand and appreciate the value of education, as well as being the period when adolescence was at its height. It was beginning to be seen as the worst age for a sudden switch from education to employment, with the additional year in schooling to only provide benefits for the children when they leave. Although there were concerns about the effects of having less labour from these children, it was hoped that the outcome of a larger quantity of more qualified, skilled workers would eliminate the deficit problem from the loss of unskilled labour.[35]

text: The 1944 Act took effect in 1947. Education was made compulsory to age 15 in 1947. The 1944 Act had also recommended compulsory part-time education for all young people until the age of 18, but this provision was dropped so as not to overburden the post-war spending budget (as had happened similarly with the Act of 1918).[28]

text: While the new law formed a part of the widely accepted Post-war consensus agreed to in general by the major parties, one part did generate controversy in the post-war years. Critics on the left attacked grammar schools as elitist because a student had to pass a test at age 11 to get in. Defenders argued that grammar schools allow pupils to obtain a good education through merit rather than through family income. No changes were made. In some areas, notably that of the London County Council, comprehensive schools had been introduced. They had no entrance test and were open to all children living in the school catchment area. However, despite tentative support for 'multilateralism' in secondaries, and a desire to raise the standard of secondary moderns to that of private institutions, from Minister for Education Ellen Wilkinson, the majority of Labour MPs were more concerned with implementing the 1944 Act; her successor George Tomlinson saw this through, although the secondary technicals remained underdeveloped.[36]

text: Circular 10/65 and comprehensive education[edit]

text: In 1965 the Labour government required all local education authorities to formulate proposals to move away from selection at eleven, replacing the tripartite system with comprehensive schools. This was done by the minister Tony Crosland by means of Circular 10/65 and withholding funding from any school that sought to retain selection. This circular was vehemently opposed by the grammar school lobby. Some counties procrastinated and retained the Tripartite System in all but a few experimental areas. Those authorities have locally administered selection tests.

text: The Circular also requested consultation between LEAs and the partially state-funded direct grant grammar schools on their participation in a comprehensive system, but little movement occurred. The 1970 report of the Public Schools Commission chaired by David Donnison recommended that the schools choose between becoming voluntary aided comprehensives and full independence. This was finally put into effect by the Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975. Some schools (almost all Catholic) became fully state-funded, while the majority became independent fee-paying schools.[37]

text: In 1964, preparations had begun to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students.[38] In some counties around the country, these changes also led to the introduction of Middle schools in 1968,[38] where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change.[39] As of 2007[update], there are now fewer than 400 middle schools across England, situated in just 22 Local Education Authorities.[39]

text: ROSLA[edit]

text: This increased the legal leaving age from 15 to 16, and for one year, 1973, there were no school leavers as the students by law, had to complete an additional year of education.[21]

text: Many secondary schools were unable to accommodate the new 5th year students. The solution to the problem was to construct a new building (often referred to as "ROSLA Buildings" or "ROSLA Blocks") for the schools that needed to extend their capacity.[39] This provided them space to cope with the new cohort of ROSLA students. The ROSLA Buildings were delivered to schools in self assembly packs and were not intended to stand long-term, though some have proven to have stood much longer than was initially planned.[39] Some are still standing now.[40]

text: Apprenticeships[edit]

text: High technology industry (Aerospace, Nuclear, Oil & Gas, Automotive, Power Generation and Distribution etc.) trained its professional engineers via the advanced apprenticeship system of learning - usually a 5-year process. The higher Apprenticeship framework in the 1950s, 60s and 70s was designed to allow young people (16 years) an alternative path to A Levels to achieve an academic qualification at level 4 or 5 NVQ. The Higher Apprenticeship Framework was open to young people who had a minimum of 4 GCE "O" Levels to enroll in an Ordinary National Certificate or Diploma or a City & Guilds technician course. For advanced engineering apprenticeships "O" Levels had to include Mathematics, Physics, and English language. The advanced apprenticeship framework's purpose was to provide a supply of young people seeking to enter work-based learning via apprenticeships by offering structured high value learning and transferable skills and knowledge. These apprenticeships were enabled by linking industry with local technical colleges and professional Engineering Institutions.[citation needed]

text: The Advanced Apprenticeship Framework offered clear pathways and outcomes that addressed the issues facing the industry. This system was in place since the 1950s. The system provided young people with an alternative to staying in full-time education post- 16/18 to gain pure academic qualifications without work-based learning. The Advanced Apprenticeship's of the 1950s 60s and 70s provided the necessary preparation towards Engineering Technician. Technician Engineer or Chartered Engineer registration. Apprentices undertook a variety of job roles in numerous technical functions to assist the work of engineers, in the design, development, manufacture and maintenance of production system.[citation needed]

text: In modern times, apprenticeship became less important, especially as employment in heavy industry and artisan trades has declined since the 1980s. Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example.[citation needed]

text: Conservative governments, from 1979 to 1997[edit]

text: Following the 1979 General Election, the Conservative Party regained power under Margaret Thatcher. In the early period it made two main changes:

text:
New Vocationalism was expanded (Labour had made some small efforts beforehand, but the Conservatives expanded it considerably). This was seen as an effort to reduce the high youth unemployment, which was regarded as one of the causes of the sporadic rioting at the end of the seventies. The Youth Opportunities Programme was the main scheme, offered to 16- to 18-year-olds. It had been introduced in 1978 under the Labour government of James Callaghan, was expanded in 1980 under the Conservative government of Margaret Thatcher, and ran until 1983 when it was replaced by the Youth Training Scheme.
The Assisted Places Scheme was introduced in 1980, whereby gifted children who could not afford to go to fee-paying schools would be given free places in those schools if they could pass the school's entrance exam.

text: In 1986, National Vocational Qualifications (NVQs) were introduced, in an attempt to revitalise vocational training. Still, by 1990, apprenticeship took up only two-thirds of one percent of total employment.[citation needed]

text: The Education Reform Act of 1988[edit]

text: The 1988 Education Reform Act made considerable changes to the education system. These changes were aimed at creating a 'market' in education with schools competing with each other for 'customers' (pupils). The theory was that "bad" schools would lose pupils to the "good" schools and either have to improve, reduce in capacity or close.[41][42]

text: The reforms included the following:

text:
The National Curriculum was introduced, which made it compulsory for schools to teach certain subjects and syllabuses. Previously the choice of subjects had been up to the school.
National curriculum assessments were introduced at the Key Stages 1 to 4 (ages 7, 11, 14 and 16 respectively) through what were formerly called Standard Assessment Tests (SATS). At Key Stage 4 (age 16), the assessments were made from the GCSE exam.
Formula funding was introduced, which meant that the more children a school could attract to it, the more money the school would receive.
Open enrolment and choice for parents was brought back, so that parents could choose or influence which school their children went to.
Schools could, if enough of their pupils' parents agreed, opt out of local government control, becoming grant maintained schools and receiving funding direct from central government. The government offered more money than the school would get usually from the local authority as an enticement. This was seen as a political move given that, often, local authorities were not run by the governing Conservative Party whereas central government was.
Religious education was reformed; Chapter 1 of the law required that the majority of collective worship be "wholly or mainly of a broadly Christian character".[43]

text: Apprenticeship reform[edit]

text: In 1994, the government introduced Modern Apprenticeships (since renamed 'Apprenticeships'), based on frameworks devised by Sector Skills Councils. These frameworks contain a number of separately certified elements:

text:
a knowledge-based element, typically certified through a qualification known as a 'Technical Certificate';
a competence-based element, typically certified through an NVQ; and
Key Skills (literacy and numeracy).[44]

text: Education Act 1996[edit]

text: Between 1976 and 1997, the minimum school leaving arrangements were:

text:
A child whose sixteenth birthday falls in the period 1 September to 31 January inclusive, may leave compulsory schooling at the end of the Spring term (the following Easter).
A child whose sixteenth birthday falls in the period 1 February to 31 August, may leave on the Friday before the last Monday in May.

text: Under section 8(4) of the Education Act 1996, a new single school leaving date was set for 1998 and all subsequent years thereafter. This was set as the last Friday in June in the school year which the child reaches the age of 16.[45]

text: Under section 7 of the Act, it was made an obligation for parents to ensure a full-time education for their children either at school or "otherwise" which formalised the status of home education.

text: Labour, from 1997 to 2010[edit]

text: During the 1997 General Election, the Labour party mantra was "Education, Education, Education", a reference to their conference slogan. Winning the election returned them to power, but New Labour's political ideology meant that many of the changes introduced by the Conservatives during their time in power remained intact.

text: They began changing the structure of the school and higher education systems. The following changes took place:

text:
The previous Labour focus on the comprehensive system was shifted to a focus on tailoring education to each child's ability. Critics see this as reminiscent of the original intentions of the Tripartite system.
Grant-maintained status was abolished, with GM schools being given the choice of rejoining the local authority as a maintained community school, or becoming a foundation school.

text: The Government-run Eleven-Plus exam selection exam has now[when?] been abolished in the UK, and no longer do all children sit for it as used to be the case. However, voluntary selection tests are still conducted in certain areas of the UK, where some of the original grammar schools have been retained. These areas include: Northern Ireland and some English counties and districts including Devon, Dorset, Kent, Buckinghamshire, Essex, Birmingham, Trafford, Wiltshire, North Yorkshire, Calderdale, Kirklees, Wirral, Warwickshire, Gloucestershire, Lincolnshire and some London boroughs such as Bexley, Kingston-upon-Thames and Redbridge. There have been various so far unsuccessful attempts by campaigners to abolish all remaining grammar schools. The remaining grammar schools are now thus still selective, typically taking the top 10-25% of those from the local catchment area. Some of the still-existing grammar schools in the United Kingdom can trace their history back to earlier than the sixteenth century.

text:
Labour expanded a policy started by the Conservatives of creating specialist schools. This new type of secondary school teaches the National Curriculum subjects plus a few specialist branches of knowledge (e.g. business studies) not found in most other schools. These schools are allowed to select 10% of their pupils.

Numbers: In 1997 there were 196 of these schools. In August 2002 there were 1000. By 2006 the plan was to have 2000, and the goal was to make all secondary schools specialist eventually.

The Beacon Schools programme was established in England in 1998. Its aim was to identify high performing schools, in order to help them form partnerships with each other and to provide examples of effective practice for other schools. The programme was replaced in August 2005 with more broadly based programmes; the Leading Edge Partnership programme (for secondary schools) and Primary Strategy Learning Networks (PSLNs) (at the primary level).[46]
A new grade of Advanced Skills Teacher was created, with the intention that highly skilled teachers would be paid more if they accepted new posts with outreach duties beyond their own schools.
City Academies were introduced. These are new schools, built on the site of, or taking over from existing failing schools. A city academy is an independent school within the state system. It is outside the control of the local education authority and set up with substantial funding from interested third parties, which might be businesses, charities or private individuals.
Education Action Zones were introduced, which are deprived areas run by an action forum of people within that area with the intention of making that area's schools better.
Vocational qualifications were renamed/restructured as follows:

GNVQs became Vocational GCSEs and AVCEs.
NVQs scope expanded so that a degree-equivalent NVQ was possible.

The New Deal was introduced, which made advisors available to long-term unemployed (in the UK this is defined as being unemployed for more than 6 months) to give help and money to those who want to go back into Education.
Introduced Literacy and Numeracy Hours into schools, and set targets for literacy and numeracy.
Set Truancy targets.
Set a maximum class size of 30 for 5-7 year olds.
Introduced the EMA, (Education Maintenance Allowance), which is paid to those between 16 and 18 as an enticement to remain in full-time education and get A-Levels/AVCEs.
A Performance Threshold was introduced in 2000 to allow experienced teachers access to higher rates of pay on meeting a set of performance standards, including a standard of pupil attainment. The performance-related pay changes have been bitterly opposed by teaching unions, most notably the National Union of Teachers which challenged the Threshold scheme by legal action.
Introduced Curriculum 2000, which reformed the Further Education system into the current structure of AS levels, A2 levels and Key Skills.
Abolished the Assisted Places Scheme.
A report was commissioned, led by the former chief-inspector of schools, Mike Tomlinson, into reform of the curriculum and qualifications structure for 14- to 19-year-olds. The report was published on 18 October 2004 and recommended the introduction of a diploma that would bring together both vocational and academic qualifications and ensure that all pupils had a basic set of core skills. It is proposed that the current qualifications would evolve into this diploma over the next decade, whether the government will follow the recommendations is yet to be seen — the Conservative Party have already introduced alternative proposals to return to norm-referencing in A-levels rather than the current system of criterion-referencing.
In 2003 a green paper entitled Every Child Matters was published. It built on existing plans to strengthen children's services and focused on four key areas:

Increasing the focus on supporting families and carers as the most critical influence on children's lives
Ensuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net
Addressing the underlying problems identified in the report into the death of Victoria Climbié - weak accountability and poor integration
Ensuring that the people working with children are valued, rewarded and trained

text: In January 2007 Education Secretary Alan Johnson announced plans to extend the school leaving age in England to eighteen by 2013. This would raise the leaving age for the first time since the last raise in 1972, when compulsory education was extended until sixteen. This change will include training such as apprenticeships and work based training rather than exclusively offering continued academic learning.[47]

text: Reports were published in November 2006 to suggest that England's Education Secretary Alan Johnson was exploring ways to raise the school leaving age in England and Wales to 18, pointing to the decline in unskilled jobs and the need for young people to be equipped for modern day employment.[39]

text: Cameron ministry 2010 – 2016[edit]

text: This section needs expansion. You can help by adding to it. (November 2013)

text: The Academies Act 2010, one of the first government bills introduced in the Conservative – Liberal Democrat coalition government, allowed publicly funded schools in England to become academies, still publicly funded but with a vastly increased degree of autonomy in issues such as setting teachers' wages and diverging from the National Curriculum.[48]

text: The Education Act 2011 made changes to many areas of educational policy, including the power of school staff to discipline students, the manner in which newly trained teachers are supervised, the regulation of qualifications, the administration of local authority maintained schools, academies, the provision of post-16 education, including vocational apprenticeships, and student finance for higher education. It abolished the General Teaching Council for England, the Qualifications and Curriculum Development Agency and the Training and Development Agency for Schools and other bodies.

text: In 2008, a new law was passed (the Education and Skills Act 2008). This affected education mainly from 2013 onward as it said that by 2013, all young people in England have to stay on in education or training at least part-time until they are 17 years old. It also said that by 2015, all young people will have to stay on in education or training at least part-time, until they are 18 years old.

text: This means that post-2015, all young people were now required to participate in education or training through either full-time education or training, including school, college and home education; work-based learning, such as an apprenticeship; or part-time education or training or volunteering more than 20 hours a week.[49]


document_title: Old Testament

question_text: who wrote the first 4 books of the old testament

text: Old Testament

text: Content[edit]

text: The Old Testament contains 39 (Protestant) or 46 (Catholic) or more (Orthodox and other) books, divided, very broadly, into the Pentateuch (Torah), the historical books, the "wisdom" books and the prophets.[7]

text: Table[edit]

text: The table uses the spellings and names present in modern editions of the Christian Bible, such as the Catholic New American Bible Revised Edition and the Protestant Revised Standard Version and English Standard Version. The spelling and names in both the 1609–10 Douay Old Testament (and in the 1582 Rheims New Testament) and the 1749 revision by Bishop Challoner (the edition currently in print used by many Catholics, and the source of traditional Catholic spellings in English) and in the Septuagint differ from those spellings and names used in modern editions which are derived from the Hebrew Masoretic text.[a]

text: For the Orthodox canon, Septuagint titles are provided in parentheses when these differ from those editions. For the Catholic canon, the Douaic titles are provided in parentheses when these differ from those editions. Likewise, the King James Version references some of these books by the traditional spelling when referring to them in the New Testament, such as "Esaias" (for Isaiah).

text: In the spirit of ecumenism more recent Catholic translations (e.g. the New American Bible, Jerusalem Bible, and ecumenical translations used by Catholics, such as the Revised Standard Version Catholic Edition) use the same "standardized" (King James Version) spellings and names as Protestant Bibles (e.g. 1 Chronicles as opposed to the Douaic 1 Paralipomenon, 1–2 Samuel and 1–2 Kings instead of 1–4 Kings) in those books which are universally considered canonical, the protocanonicals.

text: The Talmud (the Jewish commentary on the scriptures) in Bava Batra 14b gives a different order for the books in Nevi'im and Ketuvim. This order is also cited in Mishneh Torah Hilchot Sefer Torah 7:15. The order of the books of the Torah is universal through all denominations of Judaism and Christianity.

text: The disputed books, included in one canon but not in others, are often called the Biblical apocrypha, a term that is sometimes used specifically to describe the books in the Catholic and Orthodox canons that are absent from the Jewish Masoretic Text and most modern Protestant Bibles. Catholics, following the Canon of Trent (1546), describe these books as deuterocanonical, while Greek Orthodox Christians, following the Synod of Jerusalem (1672), use the traditional name of anagignoskomena, meaning "that which is to be read." They are present in a few historic Protestant versions; the German Luther Bible included such books, as did the English 1611 King James Version.[b]

text: Empty table cells indicate that a book is absent from that canon.

text:
Tanakh
(Hebrew Bible)
(24 books)[c]
Books in bold are part of the Ketuvim
Protestant
Old Testament
(39 books)
Catholic
Old Testament
(46 books)
Eastern Orthodox
Old Testament
(50 books)
Original language

Torah

Pentateuch or the Five Books of Moses

Bereishit
Genesis
Genesis
Genesis
Hebrew

Shemot
Exodus
Exodus
Exodus
Hebrew

Vayikra
Leviticus
Leviticus
Leviticus
Hebrew

Bamidbar
Numbers
Numbers
Numbers
Hebrew

Devarim
Deuteronomy
Deuteronomy
Deuteronomy
Hebrew

Nevi'im (Prophets)

Historical books

Yehoshua
Joshua
Joshua (Josue)
Joshua (Iesous)
Hebrew

Shofetim
Judges
Judges
Judges
Hebrew

Rut (Ruth)[d]
Ruth
Ruth
Ruth
Hebrew

Shemuel
1 Samuel
1 Samuel (1 Kings)[e]
1 Samuel (1 Kingdoms)[f]
Hebrew

2 Samuel
2 Samuel (2 Kings)[e]
2 Samuel (2 Kingdoms)[f]
Hebrew

Melakhim
1 Kings
1 Kings (3 Kings)[e]
1 Kings (3 Kingdoms)[f]
Hebrew

2 Kings
2 Kings (4 Kings)[e]
2 Kings (4 Kingdoms)[f]
Hebrew

Divrei Hayamim (Chronicles)[d]
1 Chronicles
1 Chronicles (1 Paralipomenon)
1 Chronicles (1 Paralipomenon)
Hebrew

2 Chronicles
2 Chronicles (2 Paralipomenon)
2 Chronicles (2 Paralipomenon)
Hebrew

1 Esdras[g][h]
Hebrew

Ezra–Nehemiah[d]
Ezra
Ezra (1 Esdras)
Ezra (2 Esdras)[f][i][j]
Hebrew and Aramaic

Nehemiah
Nehemiah (2 Esdras)
Nehemiah (2 Esdras)[f][i]
Hebrew

Tobit (Tobias)
Tobit (Tobias)[g]
Aramaic (and Hebrew?)

Judith
Judith[g]
Hebrew

Esther[d]
Esther
Esther[k]
Esther[k]
Hebrew

1 Maccabees (1 Machabees)[l]
1 Maccabees[g]
Hebrew

2 Maccabees (2 Machabees)[l]
2 Maccabees[g]
Greek

3 Maccabees[g]
Greek

3 Esdras[g]
Greek?

4 Maccabees[m]
Greek

Ketuvim (Writings)
Wisdom books

Iyov (Job)[d]
Job
Job
Job
Hebrew

Tehillim (Psalms)[d]
Psalms
Psalms
Psalms[n]
Hebrew

Prayer of Manasseh[o]
Greek

Mishlei (Proverbs)[d]
Proverbs
Proverbs
Proverbs
Hebrew

Qoheleth (Ecclesiastes)[d]
Ecclesiastes
Ecclesiastes
Ecclesiastes
Hebrew

Shir Hashirim (Song of Songs)[d]
Song of Solomon
Song of Songs (Canticle of Canticles)
Song of Songs (Aisma Aismaton)
Hebrew

Wisdom
Wisdom[g]
Greek

Sirach (Ecclesiasticus)
Sirach[g]
Hebrew

Nevi'im (Latter Prophets)
Major prophets

Yeshayahu
Isaiah
Isaiah (Isaias)
Isaiah
Hebrew

Yirmeyahu
Jeremiah
Jeremiah (Jeremias)
Jeremiah
Hebrew

Eikhah (Lamentations)[d]
Lamentations
Lamentations
Lamentations
Hebrew

Baruch[p]
Baruch[p][g]
Hebrew[9]

Letter of Jeremiah[q][g]
Greek (majority view)[r]

Yekhezqel
Ezekiel
Ezekiel (Ezechiel)
Ezekiel
Hebrew

Daniel[d]
Daniel
Daniel[s]
Daniel[s]
Hebrew and Aramaic

Twelve Minor Prophets

The Twelve
or
Trei Asar
Hosea
Hosea (Osee)
Hosea
Hebrew

Joel
Joel
Joel
Hebrew

Amos
Amos
Amos
Hebrew

Obadiah
Obadiah (Abdias)
Obadiah
Hebrew

Jonah
Jonah (Jonas)
Jonah
Hebrew

Micah
Micah (Micheas)
Micah
Hebrew

Nahum
Nahum
Nahum
Hebrew

Habakkuk
Habakkuk (Habacuc)
Habakkuk
Hebrew

Zephaniah
Zephaniah (Sophonias)
Zephaniah
Hebrew

Haggai
Haggai (Aggeus)
Haggai
Hebrew

Zechariah
Zechariah (Zacharias)
Zechariah
Hebrew

Malachi
Malachi (Malachias)
Malachi
Hebrew

text: Several of the books in the Eastern Orthodox canon are also found in the appendix to the Latin Vulgate, formerly the official Bible of the Roman Catholic Church.

text:
Books in the Appendix to the Vulgate Bible

Name in Vulgate
Name in Eastern Orthodox use

3 Esdras
1 Esdras

4 Esdras

Prayer of Manasseh
Prayer of Manasseh

Psalm of David when he slew Goliath (Psalm 151)
Psalm 151

text: Composition[edit]

text: The first five books – Genesis, Exodus, Leviticus, book of Numbers and Deuteronomy – reached their present form in the Persian period (538–332 BC), and their authors were the elite of exilic returnees who controlled the Temple at that time.[10] The books of Joshua, Judges, Samuel and Kings follow, forming a history of Israel from the Conquest of Canaan to the Siege of Jerusalem c. 587 BC. There is a broad consensus among scholars that these originated as a single work (the so-called "Deuteronomistic history") during the Babylonian exile of the 6th century BC.[11] The two Books of Chronicles cover much the same material as the Pentateuch and Deuteronomistic history and probably date from the 4th century BC.[12] Chronicles, and Ezra–Nehemiah, were probably finished during the 3rd century BC.[13] Catholic and Orthodox Old Testaments contain two (Catholic Old Testament) to four (Orthodox) Books of Maccabees, written in the 2nd and 1st centuries BC.

text: These history books make up around half the total content of the Old Testament. Of the remainder, the books of the various prophets – Isaiah, Jeremiah, Ezekiel, Daniel and the twelve "minor prophets" – were written between the 8th and 6th centuries BC, with the exceptions of Jonah and Daniel, which were written much later.[14] The "wisdom" books – Job, Proverbs, Ecclesiastes, Psalms, Song of Solomon – have various dates: Proverbs possibly was completed by the Hellenistic time (332-198 BC), though containing much older material as well; Job completed by the 6th Century BC; Ecclesiastes by the 3rd Century BC.[15]

text: Themes[edit]

text: God is consistently depicted as the one who created or put into order[16] the world and guides its history. Although the God of the Old Testament is not consistently presented as the only God who exists, he is always depicted as the only God whom Israel is to worship, or the one "true God",[17][18] that only the Jehovah of Israel is Almighty, and both Jews and Christians have always interpreted the Bible (both the "Old" and "New" Testaments) as an affirmation of the oneness of Almighty God.[19]

text: The Old Testament stresses the special relationship between God and his chosen people, Israel, but includes instructions for proselytes as well. This relationship is expressed in the biblical covenant (contract) between the two, received by Moses. The law codes in books such as Exodus and especially Deuteronomy are the terms of the contract: Israel swears faithfulness to God, and God swears to be Israel's special protector and supporter.[19]

text: Further themes in the Old Testament include salvation, redemption, divine judgment, obedience and disobedience, faith and faithfulness, among others. Throughout there is a strong emphasis on ethics and ritual purity, both of which God demands, although some of the prophets and wisdom writers seem to question this, arguing that God demands social justice above purity, and perhaps does not even care about purity at all. The Old Testament's moral code enjoins fairness, intervention on behalf of the vulnerable, and the duty of those in power to administer justice righteously. It forbids murder, bribery and corruption, deceitful trading, and many sexual misdemeanors. All morality is traced back to God, who is the source of all goodness.[20]

text: The problem of evil plays a large part in the Old Testament. The problem the Old Testament authors faced was that a good God must have had just reason for bringing disaster (meaning notably, but not only, the Babylonian exile) upon his people. The theme is played out, with many variations, in books as different as the histories of Kings and Chronicles, the prophets like Ezekiel and Jeremiah, and in the wisdom books like Job and Ecclesiastes.[20]

text: Formation[edit]

text: The process by which scriptures became canons and Bibles was a long one, and its complexities account for the many different Old Testaments which exist today. Timothy H. Lim, a professor of Hebrew Bible and Second Temple Judaism at the University of Edinburgh, identifies the Old Testament as "a collection of authoritative texts of apparently divine origin that went through a human process of writing and editing."[4] He states that it is not a magical book, nor was it literally written by God and passed to mankind. By about the 5th century BC Jews saw the five books of the Torah (the Old Testament Pentateuch) as having authoritative status; by the 2nd century BC the Prophets had a similar status, although without quite the same level of respect as the Torah; beyond that, the Jewish scriptures were fluid, with different groups seeing authority in different books.[21]

text: Greek[edit]

text: Hebrew texts commenced to be translated into Greek in Alexandria in about 280 and continued until about 130 BC.[22] These early Greek translations – supposedly commissioned by Ptolemy Philadelphus – were called the Septuagint (Latin: "Seventy") from the supposed number of translators involved (hence its abbreviation "LXX"). This Septuagint remains the basis of the Old Testament in the Eastern Orthodox Church.[23]

text: It varies in many places from the Masoretic Text and includes numerous books no longer considered canonical in some traditions: 1 and 2 Esdras, Judith, Tobit, 3 and 4 Maccabees, the Book of Wisdom, Sirach, and Baruch.[24] Early modern Biblical criticism typically explained these variations as intentional or ignorant corruptions by the Alexandrian scholars, but most recent scholarship holds it is simply based on early source texts differing from those later used by the Masoretes in their work.

text: The Septuagint was originally used by Hellenized Jews whose knowledge of Greek was better than Hebrew. But the texts came to be used predominantly by gentile converts to Christianity and by the early Church as its scripture, Greek being the lingua franca of the early Church. The three most acclaimed early interpreters were Aquila of Sinope, Symmachus the Ebionite, and Theodotion; in his Hexapla, Origen placed his edition of the Hebrew text beside its transcription in Greek letters and four parallel translations: Aquila's, Symmachus's, the Septuagint's, and Theodotion's. The so-called "fifth" and "sixth editions" were two other Greek translations supposedly miraculously discovered by students outside the towns of Jericho and Nicopolis: these were added to Origen's Octapla.[25]

text: In 331, Constantine I commissioned Eusebius to deliver fifty Bibles for the Church of Constantinople. Athanasius[26] recorded Alexandrian scribes around 340 preparing Bibles for Constans. Little else is known, though there is plenty of speculation. For example, it is speculated that this may have provided motivation for canon lists, and that Codex Vaticanus and Codex Sinaiticus are examples of these Bibles. Together with the Peshitta and Codex Alexandrinus, these are the earliest extant Christian Bibles.[27] There is no evidence among the canons of the First Council of Nicaea of any determination on the canon, however, Jerome (347–420), in his Prologue to Judith, makes the claim that the Book of Judith was "found by the Nicene Council to have been counted among the number of the Sacred Scriptures".[28]

text: Latin[edit]

text: In Western Christianity or Christianity in the Western half of the Roman Empire, Latin had displaced Greek as the common language of the early Christians, and in 382 AD Pope Damasus I commissioned Jerome, the leading scholar of the day, to produce an updated Latin bible to replace the Vetus Latina, which was a Latin translation of the Septuagint. Jerome's work, called the Vulgate, was a direct translation from Hebrew, since he argued for the superiority of the Hebrew texts in correcting the Septuagint on both philological and theological grounds.[29] His Vulgate Old Testament became the standard bible used in the Western Church, specifically as the Sixto-Clementine Vulgate, while the Churches in the East continued, and still continue, to use the Septuagint.[30]

text: Jerome, however, in the Vulgate's prologues describes some portions of books in the Septuagint not found in the Hebrew Bible as being non-canonical (he called them apocrypha);[31] for Baruch, he mentions by name in his Prologue to Jeremiah and notes that it is neither read nor held among the Hebrews, but does not explicitly call it apocryphal or "not in the canon".[32] The Synod of Hippo (in 393), followed by the Council of Carthage (397) and the Council of Carthage (419), may be the first council that explicitly accepted the first canon which includes the books that did not appear in the Hebrew Bible;[33] the councils were under significant influence of Augustine of Hippo, who regarded the canon as already closed.[34]

text: Protestant[edit]

text: In the 16th century, the Protestant reformers sided with Jerome; yet although most Protestant Bibles now have only those books that appear in the Hebrew Bible, they have them in the order of the Greek Bible.[35]

text: Rome then officially adopted a canon, the Canon of Trent, which is seen as following Augustine's Carthaginian Councils[36] or the Council of Rome,[37][38] and includes most, but not all, of the Septuagint (3 Ezra and 3 and 4 Maccabees are excluded);[39] the Anglicans after the English Civil War adopted a compromise position, restoring the 39 Articles and keeping the extra books that were excluded by the Westminster Confession of Faith, but only for private study and for reading in churches, while Lutherans kept them for private study, gathered in an appendix as Biblical Apocrypha.[35]

text: Other versions[edit]

text: While the Hebrew, Greek and Latin versions of the Hebrew Bible are the best known Old Testaments, there were others. At much the same time as the Septuagint was being produced, translations were being made into Aramaic, the language of Jews living in Palestine and the Near East and likely the language of Jesus: these are called the Aramaic Targums, from a word meaning "translation", and were used to help Jewish congregations understand their scriptures.[40]

text: For Aramaic Christians there was a Syriac translation of the Hebrew Bible called the Peshitta, as well as versions in Coptic (the everyday language of Egypt in the first Christian centuries, descended from ancient Egyptian), Ethiopic (for use in the Ethiopian church, one of the oldest Christian churches), Armenian (Armenia was the first to adopt Christianity as its official religion), and Arabic.[40]

text: Literary evaluations[edit]

text: This section needs expansion. You can help by adding to it. (June 2014)

text: The Old Testament is considered one of the most important and influential works of literature in world literature, and has provided inspiration for writers (both religious and secular) throughout subsequent history. In 1886, Friedrich Nietzsche wrote: "In the Jewish Old Testament, there are men, things and speeches in so grand a style that Greek and Indian literature have nothing to compare to it. One stands with awe and reverence before these tremendous remnants of what man once was... The taste for the Old Testament is a touchstone of "greatness" and "smallness". To have glued this New Testament, a kind of rococo of taste in every respect, to the Old Testament to form one book... that is perhaps the greatest audacity and sin against the spirit that Europe has on its conscience."[41]

text: Christian theology[edit]

text: Christianity is based on the belief that the historical Jesus is also the Christ, as in the Confession of Peter. This belief is in turn based on Jewish understandings of the meaning of the Hebrew term messiah, which, like the Greek "Christ", means "anointed". In the Hebrew Scriptures it describes a king anointed with oil on his accession to the throne: he becomes "The LORD's anointed" or Yahweh's Anointed. By the time of Jesus, some Jews expected that a flesh and blood descendant of David (the "Son of David") would come to establish a real Jewish kingdom in Jerusalem, instead of the Roman province.[42]

text: Others stressed the Son of Man, a distinctly other-worldly figure who would appear as a judge at the end of time; and some harmonised the two by expecting a this-worldly messianic kingdom which would last for a set period and be followed by the other-worldly age or World to Come. Some thought the Messiah was already present, but unrecognised due to Israel's sins; some thought that the Messiah would be announced by a fore-runner, probably Elijah (as promised by the prophet Malachi, whose book now ends the Old Testament and precedes Mark's account of John the Baptist). None predicted a Messiah who suffers and dies for the sins of all the people.[42] The story of Jesus' death therefore involved a profound shift in meaning from the tradition of the Old Testament.[43]

text: The name "Old Testament" reflects Christianity's understanding of itself as the fulfillment of Jeremiah's prophecy of a New Covenant (which is similar to "testament" and often conflated) to replace the existing covenant between God and Israel (Jeremiah 31:31).[1] The emphasis, however, has shifted from Judaism's understanding of the covenant as a racially or tribally-based contract between God and Jews to one between God and any person of faith who is "in Christ".[44]


document_title: Siamese twins (linguistics)

question_text: where did the name siamese twins come from

text: Siamese twins (linguistics)

text: Origin[edit]

text: The term Siamese twins originates with Chang and Eng Bunker, the conjoined twins from Siam. In the context of the English language, this word was first used and popularised by H. W. Fowler, a renowned lexicographer.

text: Conjunction[edit]

text: The most common conjunctions used in a phrase that constitutes Siamese twins are and or or.

text: With "and" as the conjunction [edit]

text:
above and beyond
airs and graces
alarm and muster
alive and kicking
alive and well
an arm and a leg
armed and dangerous
apples and oranges
back and fill
back and forth[2]
bacon and eggs[1][2]
Bangers and mash
bait and switch
bait and tackle
ball and chain
barefoot and pregnant
bargain and sale
beck and call
bells and whistles
belt and suspenders
big and bold
big and tall
binge and purge
bit and bridle
bits and bobs
bits and pieces
block and tackle
blood and guts
blood and gore
bob and weave
bow and arrow
bound and determined
bound and gagged
bow and scrape
brace and bit
bread and water[2]
bread and circuses
bread and roses
brown and serve
bump and grind
by and large[2]
by guess and by golly
cap and gown
car and driver
cat and mouse
checks and balances
chop and change
clean and sober
cloak and dagger[2]
coat and tie[2]
coffee and doughnuts[2]
cock-and-bull
crash and burn
cream and sugar[2]
crime and punishment[2]
cup and saucer[2]
cut and dried (dry)
cut and paste
cut and run
dandelion and burdock
day and night
dead and buried
dead and gone
death and taxes
divide and conquer
dog and pony show
down and out[2]
duck and cover
each and every
eyes and ears
far and wide
fast and furious
fast and loose
fine and dandy
fingers and thumbs
fire and brimstone
fish and chips[2]
(by) fits and starts
flesh and blood[2]
flesh and bone
forever and a day
forever and ever
front and center[2]
fun and games[2]
fuss and bother[1]
goals and aspirations
good and plenty
goodness and light
hale and hearty[1]
hard and fast
ham and eggs[2]
hammer and nail[2]
hammer and sickle
hammer and tongs
hearts and minds
here and now
hide and watch
high and mighty[1]
high and dry
high and tight
hit and run
hit it and quit it
hither and yon
hither and thither
home and hosed
home and dry
hook and eye
hook and loop
horse and buggy
horse and carriage
hot and high
hot and bothered[2]
hugs and kisses (XOXO)
intents and purposes
kiss and tell
kiss and makeup
kith and kin[1]
knife and fork[2]
lakes and streams
law and order[2]
lo and behold
lock and dam
lock and key[2]
look and feel
loud and clear
make do and mend
man and boy
meat and potatoes
men and women
milk and honey
mortise and tenon
name and address[2]
names and faces
nice and easy[2]
nook and cranny
noughts and crosses
nuts and bolts
odds and ends[1]
off and away
once and for all
out and about
over and out
peaches and cream[2]
Ps and Qs
peanut butter and jelly
peas and carrots
pestle and mortar
pickles and ice cream
pick and axe
piss and vinegar
prize and booty
pork and beans[2]
pure and simple[2]
quick and dirty
rack and pinion
rack and ruin
raining cats and dogs
rape and pillage
religion and politics
research and development (R&D)
rest and relaxation (R&R)
rhythm and blues (R&B)
rich and famous
rise and shine
(between a) rock and a hard place
room and board
rough and tumble
run and jump
(all's) said and done
salt and pepper[2]
scratch and sniff
search and rescue
seek and destroy
shirt and tie[2]
short and fat[2]
short and sweet
short and stout
show and tell
shuck and jive
sick and tired
slash and burn
slings and arrows
slip and fall
slow and steady
skin and bone(s)
smash and grab
smoke and mirrors
snakes and ladders
socks and shoes
song and dance
sound and fury
(in) spirit and (in) truth
spit and polish
stand and deliver
stress and strain
suave and debonair
suit and tie[2]
sunshine and rainbows
supply and demand[2]
sweetness and light
a swing and a miss
sword and sandal
tables and chairs
tall and thin[2]
tar(red) and feather(ed)
tar and feathers
tea and crumpets
(through) thick and thin[2]
thunder and lightning
tits and ass
to and fro
tooth and nail
touch and go[2]
track and field
trial and error[2]
tuck and roll
up and about
vim and vigor
wait and see[2]
warm and fuzzy
warp and woof
ways and means
weak and girlish
whinge and whine
last will and testament
wine and roses
words and phrases
X's and O's
a year and a day

text: With "or" or "nor" as the conjunction [edit]

text:
all or nothing
better or worse
big or small
black or white
business or pleasure[2]
the chicken or the egg
day or night
dead or alive[2]
do or die
fight or flight
(neither) fish nor fowl
give or take[1]
good or bad
gentle or simple
he or she
heads or tails
(come) hell or high water
(neither) here nor there
(neither) hide nor hair
his or her
hit or miss
(not one) jot or tittle
kill or cure
kill or be killed
(neither) love nor money
make or break[1]
more or less
now or never
put up or shut up
rain or shine[2]
rhyme or reason
right or wrong[2]
sink or swim
sooner or later[2]
take it or leave it
two or more
up or down[2]
(neither) use nor ornament
victory or death
win or lose
yes or no

text: With no conjunction[edit]

text: Hunter gatherer

text: Structure[edit]

text: The structure of any Siamese twins phrase has words that are related in some way. The words constituting a Siamese twins phrase may be synonyms, antonyms, include alliterations or similar-sounding words that often rhyme. Other varieties of Siamese twins may also be possible.

text: Examples below are split into various tables; some may belong in more than one table but are listed only once.

text: With opposites and antonyms [edit]

text:
addition and subtraction
assets and liabilities[1]
back and forth
balls and strikes
beginning to end
black and white[2]
big and small
boys and girls
bride and groom[2]
brother and sister
butt and pass
buy and sell
catch and release
cause and effect[2]
church and state
cops and robbers
come and go
coming and going
cowboys and Indians
days and nights
deep and wide
dos and don'ts
dusk till dawn
ebb and flow
fire and ice
first and last[2]
floor to ceiling
food and drink
fore and aft
foreign and domestic
forward and backward
friend or foe
front to back
give and take[2]
good and evil
hail and farewell (etymologically synonyms; functionally antonyms)
hand and foot
head over heels[1]
Heaven and Hell
here and there
hide and seek
hill and dale
him and her
high and low[2]
hips and valleys
his and hers
 hither and thither
hot and cold
hurry up and wait
husband and wife[2]
in and out[2]
ladies and gentlemen[2]
land and sea
life or death[2]
long and short
lost and found[2]
love and hate
love and war
man and wife[2]
mom and pop
naughty or nice
near and far
night and day (difference)
nip and tuck
north to south
now and then
now and later
on and off
open and shut
over and under
park and ride
pen and ink
port and starboard
pros and cons[2]
rank and file
rise and fall[2]
savings and loan
in sickness and in health
soap and water[2]
start to finish
strike and dip
sweet and sour[2]
stop and go
the quick and the dead
thick and thin
tip and ring
to and fro
top to bottom
town and country
up and down[2]
ups and downs
uptown and downtown
victory and defeat
war and peace[1][2]
washer and dryer
wax and wane
yes and no

text: With related words and synonyms [edit]

text:
ages and generations
aid and comfort
body and soul[2]
born and raised/bred
bright and early
brick and mortar[2]
by hook or by crook
cheek by jowl
clean and tidy
chapter and verse
(this) day and age
dot the i's and cross the t's
first and foremost
hail and farewell (etymologically synonyms; functionally antonyms)
hand over fist
haughty and high minded
head and shoulders
heart and soul
herbs and spices
house and home
hunger and thirst
leaps and bounds
like father, like son
like mother, like daughter
neat and tidy
six of one,half a dozen of the other
nook and cranny
null and void[2]
over and done with[1]
pain and suffering
peace and quiet
pick and choose
(on) pins and needles
plain and simple
prim and proper[2]
rocks and shoals
nickel and dime
dollars and cents
rant and rave
shock and awe
signs and wonders
skull and bones
Skull and crossbones
strait and narrow
stress and strain
ticks and chiggers
whine and complain
wind and rain
yea and amen

text: With alliteration [edit]

text:
bag and baggage[1]
baubles and beads
beams and balance
bed and breakfast[1][2]
belt and braces
big and bad
the birds and the bees[2]
bish bash bosh
black and blue
bold and beautiful
bootleggers and Baptists
boxers or briefs
bread and butter[2]
bull and boar
cash and carry
chalk and cheese
cliques and clans
command and control
cookies and cream
deaf and dumb
(between the) devil and the deep blue sea
dine and dash
down and dirty
dribs and drabs
drink and drive
drunk and disorderly
Dungeons and Dragons
fast and furious
feast or famine
fire and faggot
flip-flop
flora and fauna
footloose and fancy-free
forgive and forget[2]
form and function
footloose and fancy free
friend or foe
fun and frolics
fur and feathers
ghosts and goblins
grins and giggles
guys and gals
to have and to hold
hearth and home
hem and haw[2]
Jack and Jill[2]
Jew and Gentile
juking and jiving
king and country
kit and caboodle[4]
kith and kin
last but not least
latitude and longitude
Lend-Lease
life and limb
live and learn
lock and load
love it or leave it
mix and match
meek and mild
name and number
part and parcel[5]
peas in a pod
pen and pencil[2]
pen(cil) and paper
pig in a poke
pillar to post
pots and pans[2]
publish or perish
rags to riches[1]
ranting and raving[2]
read and write[2]
ready to rumble
rest and relaxation(a.k.a. R 'n' R)
(without) rhyme or reason
right and wrong[2]
rock and roll
rough and ready
rules and regulations[1]
safe and secure
safe and sound
shot and shell
shower and shave
signs and symptoms
slip and slide[2]
spick and span[3]
spit and shine
Stars and Stripes[2]
sticks and stones
sugar and spice
this or that
tic-tac-toe
tit for tat
top and tail
toss and turn[2]
trick or treat
trials and tribulations[2]
tried and tested
tried and true
truck and trailer
wash and wear
watching and waiting
weep and wail
wet and wild
whooping and hollering
wild and wooly
wise and wonderful
witches and warlocks
wrack and ruin

text: With rhymes and similar-sounding words [edit]

text:
break and take
box and cox
chalk and talk
charts and darts
chips and dip
double trouble
even Steven
fender bender
five and dime
flotsam and jetsam[4]
no fuss, no muss
handy-dandy
harum-scarum
helter skelter
high and dry[1][2]
hire and fire[1]
hit it and quit
hither and thither
hocus pocus
hoi polloi
hot to trot
huff and puff[2]
hustle and bustle
lap and gap
lick 'em and stick 'em
lout and proud
mean, green,fighting machine
meet and greet
motor voter
my way or the highway
namby-pamby
name and shame
name it and claim it
near and dear
never, ever
nitty gritty
odds and sods
onwards and upwards
Orgy Porgy
out and about
out and proud
pell-mell
pump and dump
rough and tough
shout and clout
saggy baggy
shake and bake
slowly but surely
smoke and joke
son of a gun
stash and dash
stop and drop
so far, so good
surf and turf
time and tide
town and gown[1]
use it or lose it
wake and bake
wear and tear
weed and feed
wham, bam, thank you, ma'am
willy nilly
wine and dine[1]
yea or nay
(the) yeas and (the) nays

text: With repetition[edit]

text: Some of these are examples of reduplication.

text:
actor's actor (an)
again and again
all in all
around and around
arm in arm
back to back
be all and end all
billions and billions
bit by bit
bling-bling
bumper to bumper
business to business
by and by[1]
let bygones be bygones
cheek to cheek
closer and closer
come, come
(from) coast to coast
day in, day out
day to day
day by day
for days and days
four-by-four (4x4)
elbow to elbow
end to end
dog eat dog
from ear to ear
end over end
an eye for an eye
eye to eye
face to face[1]
forever and ever
go, go, go
hand in hand
hand to hand
head to head
heart to heart
higher and higher
home sweet home
horror of horrors
kill or be killed
king of kings
less and less
lies, lies, and more lies
little by little
live and let live
lower and lower
louder and louder
man to man
measure for measure
more and more
mouth to mouth
neck and neck
never say never
nose and nose
nose to nose
on and on
out and out
over and over
round and round
poet's poet
pound for pound
run, run, run
shoulder to shoulder
side by side
side to side
so and so[1]
(and) so forth and so on'
step by step
strength to strength
such and such
through and through
time after time
time and time (again)
(from) time to time
two by two
toe to toe
(a) tooth for a tooth"
(on the) up and up[1]
wall to wall
for weeks and weeks
(from) wire to wire
woman to woman

text: Legal terminology[edit]

text: Known as legal doublets, there are many collocations and merisms which are repetitively used in a legal or official context. Many of these can be found in legal documents dating back centuries; their habitual use has been decried by some legal scholars as superfluous in modern legal briefs.[5] There are also legal triplets, which are listed below in their own section.

text:
accord and satisfaction
aid and abet[5]
all and sundry[6]
acknowledge and confess
alter or change[5]
appropriate and proper[5]
armed and dangerous
assault and battery
bind and obligate[5]
breaking and entering
by and between[7]
butts and bounds
care and attention
cease and desist[5]
covenant and agree[5]
death and dismemberment
deem and consider[5]
demise and lease[5]
depose and say
due and payable[5]
eastings and northings
expressed or implied
final and conclusive[5]
fit and proper
free and clear
from now and henceforth
full faith and credit[5]
furnish and supply[5]
goods and chattels
have and hold[5]
heirs and successors
high crimes and misdemeanors
hue and cry
indemnify and hold harmless[5]
infangthief and outfangthief
keep and perform[5]
kind and nature[5]
legal and valid[5]
let or hindrance
lewd and lascivious conduct
liens and encumbrances[5]
make and enter into[5]
marque and reprisal
metes and bounds
mind and memory[8]
No quarter. No mercy.
null and void[5]
over and above[5]
perform and discharge[5]
power and authority[5]
profit and loss[2]
sac and soc
sale or transfer[5]
search and seizure
signed and sealed[2]
sole and exclusive[5]
successor and assigns[5]
terms and conditions[5]
toll and team
true and correct[5]
waif and stray

text: People and fictional characters[edit]

text:
Abbott and Costello
Adam and Eve[2]
Antony and Cleopatra
Ant & Dec
Batman and Robin
Bert and Ernie
Bonnie and Clyde
Cain and Abel
Flanders and Swann
French and Saunders
Gilbert and Sullivan
Jacob and Esau
Jack and Jill
Laurel and Hardy
Lennon and McCartney
Lewis and Clark
Mel and Sue
Morecambe and Wise
Mork and Mindy
Penn & Teller
Pinky & The Brain
Ren & Stimpy
Rodgers and Hart
Rodgers and Hammerstein
Romeo and Juliet
Sonny & Cher[4]
Tom & Jerry
Tristan and Isolde
Tim & Eric
Vic & Bob

text: Rhyming slang[edit]

text:
Adam and Eve
apples and pears
bottle and glass
Brahms and Liszt
dog and bone
frog and toad
hand and blister
north and south
rabbit and pork
tit for tat
trouble and strife
two and eight
whistle and flute

text: Variants[edit]

text: Siamese twins occurring as a pair (that is, having two words occurring together) are also known as binomials. If the variant has three words occurring together, it is also known as a trinomial. Another name for this collocation is tricolon when the three parts are of the same or consistent grammatical form. Many of these could be considered triplets and satisfy the rule of three in writing.

text: Common trinomials[edit]

text:
Abraham, Isaac, and Jacob
animal, vegetable, or mineral
beans, bullets, and bandages
beg, borrow, or steal
bell, book, and candle
blood, sweat, and tears
calm, cool, and collected
could've, would've, should've
Eagle, Globe, and Anchor
bird, ball, and chain (jocular variant)
ear, nose, and throat
eat, drink, and be merry
fat, dumb, and happy
Father, Son, and Holy Ghost
fear, uncertainty, and doubt
fraud, waste, and abuse
Friends, Romans, countrymen
(do not) fold, spindle, or mutilate
Get it? Got it? Good.
gold, silver, and bronze
good, bad, and indifferent
the good, the bad, and the ugly
Guns, Germs, and Steel
hand, foot, and mouth
healthy, wealthy, and wise
here, there, and everywhere[1]
hook, line, and sinker[1]
lather, rinse, repeat
lie, cheat, or steal
lights, camera, action
location, location, location
win, place, or show
hop, skip, and a jump
I came, I saw, I conquered
(no) ifs, ands, or buts
judge, jury, and executioner
left, right and center[1]
life, liberty, and property
lock, stock, and barrel
mad, bad, and dangerous
me, myself, and I
nasty, brutish, and short
Planes, Trains and Automobiles
(neither) rain, nor sleet, nor snow
reading, writing and 'rithmetic
ready, willing, and able
red, white, and blue
sex, drugs, and rock 'n' roll
Shake, Rattle and Roll
short and sweet and to the point
slips, trips, and falls
small, medium, and large
stop, drop, and roll
stop, look, and listen
soup, soap, and salvation
sugar and spice and everything nice
tall, dark, and handsome
this, that, and the other
Tom, Dick and Harry[1]
up, down, and sideways
way, shape, or form
whats, whys, and wherefores
win, lose, or draw

text: Legal triplets[edit]

text:
cancel, annul, and set aside[5]
convey, transfer, and set over[5]
give, devise, and bequeath[5]
grant, bargain, sell[5]
name, constitute, and appoint[5]
ordered, adjudged, and decreed[6]
remise, release, and forever quit claim[5]
rest, residue, and remainder[5]
right, title, and interest[5]
signed, sealed and delivered[6]