A school is an educational institution designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers. Most countries have systems of formal education, compulsory. In these systems, students progress through a series of schools; the names for these schools vary by country but include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught, is called a university college or university, but these higher education institutions are not compulsory. In addition to these core schools, students in a given country may attend schools before and after primary and secondary education. Kindergarten or pre-school provide some schooling to young children. University, vocational school, college or seminary may be available after secondary school. A school may be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods.
There are non-government schools, called private schools. Private schools may be required. Other private schools can be religious, such as Christian schools, hawzas and others. Schools for adults include institutions of corporate training, military education and training and business schools. In home schooling and online schools and learning take place outside a traditional school building. Schools are organized in several different organizational models, including departmental, small learning communities, academies and schools-within-a-school; the word school derives from Greek σχολή meaning "leisure" and "that in which leisure is employed", but "a group to whom lectures were given, school". The concept of grouping students together in a centralized location for learning has existed since Classical antiquity. Formal schools have existed at least since ancient Greece, ancient Rome ancient India, ancient China; the Byzantine Empire had an established schooling system beginning at the primary level.
According to Traditions and Encounters, the founding of the primary education system began in 425 AD and "... military personnel had at least a primary education...". The sometimes efficient and large government of the Empire meant that educated citizens were a must. Although Byzantium lost much of the grandeur of Roman culture and extravagance in the process of surviving, the Empire emphasized efficiency in its war manuals; the Byzantine education system continued until the empire's collapse in 1453 AD. In Western Europe a considerable number of cathedral schools were founded during the Early Middle Ages in order to teach future clergy and administrators, with the oldest still existing, continuously operated, cathedral schools being The King's School, King's School, Rochester, St Peter's School and Thetford Grammar School. Beginning in the 5th century CE monastic schools were established throughout Western Europe, teaching both religious and secular subjects. Islam was another culture. Emphasis was put on knowledge, which required a systematic way of teaching and spreading knowledge, purpose-built structures.
At first, mosques combined both religious performance and learning activities, but by the 9th century, the madrassa was introduced, a school, built independently from the mosque, such as al-Qarawiyyin, founded in 859 CE. They were the first to make the Madrassa system a public domain under the control of the Caliph. Under the Ottomans, the towns of Bursa and Edirne became the main centers of learning; the Ottoman system of Külliye, a building complex containing a mosque, a hospital and public kitchen and dining areas, revolutionized the education system, making learning accessible to a wider public through its free meals, health care and sometimes free accommodation. In Europe, universities emerged during the 12th century. During the Middle Ages and much of the Early Modern period, the main purpose of schools was to teach the Latin language; this led to the term grammar school, which in the United States informally refers to a primary school, but in the United Kingdom means a school that selects entrants based on ability or aptitude.
Following this, the school curriculum has broadened to include literacy in the vernacular language as well as technical, artistic and practical subjects. Obligatory school attendance became common in parts of Europe during the 18th century. In Denmark-Norway, this was introduced as early as in 1739-1741, the primary end being to increase the literacy of the almue, i.e. the "regular people". Many of the earlier public schools in the United States and elsewhere were one-room schools where a single teacher taught seven grades of boys and girls in the same classroom. Beginning in the 1920s, one-room schools were consolidated into multiple classroom facilities with transportation provided by kid hacks and school buses; the use of the term school varies by country, as do the names of the various levels of education within the country
A normal school is the historical term for an institution created to train high school graduates to be teachers by educating them in the norms of pedagogy and curriculum. Most such schools, where they still exist, are now denominated "teacher-training colleges" or "teachers' colleges" and may be organized as part of a comprehensive university. Normal schools in the United States and Canada trained teachers for primary schools, while in continental Europe, the equivalent colleges educated teachers for primary and tertiary schools. In 1685, St. Jean-Baptiste de La Salle, founder of the Institute of the Brothers of the Christian Schools, founded what is considered the first normal school, the École Normale, in Reims, France; the term "normal" herein refers to the goal of these institutions to instill and reinforce particular norms within students. "Norms" included historical behavioral norms of the time, as well as norms that reinforced targeted societal values and dominant narratives in the form of curriculum.
The first public normal school in the United States was founded in Concord, Vermont, by Samuel Read Hall in 1823 to train teachers. In 1839, the first state-supported normal school was established by the Commonwealth of Massachusetts on the northeast corner of the historic Lexington Battle Green; the first modern teacher training school in China was established by Qing educator Sheng Xuanghuai in 1895 as the normal school of the Nanyang Public School in Shanghai, China. Many comprehensive public or state-supported universities, such as the University of California, Los Angeles in the United States and Beijing Normal University in China, were established and operated as normal schools before expanding their faculties and organizing as research universities; some of these universities in Asia, retain the word "Normal" in their name to recognize their historical purpose. In Canada, most normal schools were assimilated into a university as its faculty of education, offering a one or two-year Bachelor of Education degree.
Such a degree requires at least three, but four, years of prior undergraduate study. The term "normal school" originated in the early 16th century from the French école normale; the French concept of an "école normale" was to provide a model school with model classrooms to teach model teaching practices to its student teachers. The children being taught, their teachers, the teachers of the teachers were together in the same building. Although a laboratory school, it was the official school for the children -- secondary. Educating teachers was of great importance in the newly industrialized European economies and their need for a reliable and uniform work force; the process of instating such norms within students depended upon the creation of the first uniform, formalized national educational curriculum. Thus, normal schools, as the teacher training schools, were tasked with both developing this new curriculum and developing the techniques through which teachers would instill these ideas and values in the minds of their students.
In Germany schools of education only exist in the state of Baden-Württemberg. These schools prepare teachers for Grundschule and secondary schools like Hauptschule and Realschule. Teachers for the Gymnasium are educated on universities. In Finland, normal schools are under national university administration, whereas most schools are administered by the local municipality. Teacher aspirants do most of their compulsory trainee period in normal schools and teach while being supervised by a senior teacher. In France, a two-tier system developed since the Revolution: primary school teachers were educated at départemental écoles normales, high school teachers at the Écoles normales supérieures. Nowadays all teachers are educated in École supérieure du professorat et de l'éducation; the Écoles Normales Supérieures in France and the Scuola Normale Superiore di Pisa in Italy no longer specialize in teacher training. In the United Kingdom, teacher training colleges were once separate institutions, many such colleges adopted the title "College of Higher Education".
A restructuring of higher education in the UK during the 1980s resulted in many of these adopting the status of "university". The University of Chester traces its roots back to 1839 as the earliest training college in the United Kingdom. Others were established by religious institutions and were single-sex until World War II. Since they have either become multi-discipline universities in their own right or merged with another university to become its faculty of education. Following the recommendation in the 1963 Robbins Report into higher education, teacher training colleges were renamed colleges of education. For information about academic divisions devoted to this field outside of the United States and Canada, see Postgraduate Training in Education. In Wales, there were two colleges which included the word'Normal' in their name: the first being'The Normal College, Swansea' where the eminent mathematician John Viriamu Jones was educated and the second was The Normal College, which survived until 1996, when it became part of University of Wales Bangor.
The latter was one of the last institutions in the UK to retain the word "Normal" in its name. In Lithuania, Lithuanian University of Educational Sciences, former Vilnius Pedagogical University is the main teachers' training institution, established in 1935. In Mainland China, the "normal school" term
State schools are primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation. While such schools are to be found in every country, there are significant variations in their structure and educational programs. State education encompasses primary and secondary education, as well as post-secondary educational institutions such as universities and technical schools that are funded and overseen by government rather than by private entities; the position before there were government-funded schools varied: in many instances there was an established educational system which served a significant, albeit elite, sector of the population. The introduction of government-organised schools was in some cases able to build upon this established system, both systems have continued to exist, sometimes in a parallel and complementary relationship and other times less harmoniously. State education is inclusive, both in its treatment of students and in that enfranchisement for the government of public education is as broad as for government generally.
It is organised and operated to be a deliberate model of the civil community in which it functions. Although provided to groups of students in classrooms in a central school, it may be provided in-home, employing visiting teachers, and/or supervising teachers, it can be provided in non-school, non-home settings, such as shopping mall space. State education is available to all. In most countries, it is compulsory for children to attend school up to a certain age, but the option of attending private school is open to many. In the case of private schooling, schools operate independently of the state and defray their costs by charging parents tuition fees; the funding for state schools, on the other hand, is provided by tax revenues, so that individuals who do not attend school help to ensure that society is educated. In poverty stricken societies, authorities are lax on compulsory school attendance because child labour is exploited, it is these same children whose income-securing labour cannot be forfeited to allow for school attendance.
The term "public education" when applied to state schools is not synonymous with the term "publicly funded education". Government may make a public policy decision that it wants to have some financial resources distributed in support of, it may want to have some control over, the provision of private education. Grants-in-aid of private schools and vouchers systems provide examples of publicly funded private education. Conversely, a state school may rely on private funding such as high fees or private donations and still be considered state by virtue of governmental ownership and control. State primary and secondary education involves the following: compulsory student attendance. In some countries, private associations or churches can operate schools according to their own principles, as long as they comply with certain state requirements; when these specific requirements are met in the area of the school curriculum, the schools will qualify to receive state funding. They are treated financially and for accreditation purposes as part of the state education system though they make decisions about hiring and school policy, which the state might not make itself.
Government schools are free to attend for Australian citizens and permanent residents, whereas independent schools charge attendance fees. They can be divided into two categories: selective schools; the open schools accept all students from their government-defined catchment areas. Government schools educate 65% of Australian students, with 34% in Catholic and independent schools. Regardless of whether a school is part of the Government or independent systems, they are required to adhere to the same curriculum frameworks of their state or territory; the curriculum framework however provides for some flexibility in the syllabus, so that subjects such as religious education can be taught. Most school students wear uniforms. Public or Government funded; these schools teach students from Year 1 to 10, with examinations for students in years 5, 8, 10. All public schools follow the National Board Curriculum. Many children girls, drop out of school after completing the 5th Year in remote areas. In larger cities such as Dhaka, this is uncommon.
Many good public schools conduct an entrance exam, although most public schools in the villages and small towns do not. Public schools are the only option for parents and children in rural areas, but there are large numbers of private schools in Dhaka and Chittagong. Many Bangladeshi private schools teach their students in English and follow curricula from overseas, but in public schools lessons are taught in Bengali. Per the Canadian constitution, public-school education in Canada is a provincial responsibility and, as such, there are many variations among the provinces. Junior kindergarten exists as an official program in only Ontario and Quebec while kindergarten is available in every province, but provincial funding and the level of ho
Chicago the City of Chicago, is the most populous city in Illinois, as well as the third most populous city in the United States. With an estimated population of 2,716,450, it is the most populous city in the Midwest. Chicago is the principal city of the Chicago metropolitan area referred to as Chicagoland, the county seat of Cook County, the second most populous county in the United States; the metropolitan area, at nearly 10 million people, is the third-largest in the United States, the fourth largest in North America and the third largest metropolitan area in the world by land area. Located on the shores of freshwater Lake Michigan, Chicago was incorporated as a city in 1837 near a portage between the Great Lakes and the Mississippi River watershed and grew in the mid-nineteenth century. After the Great Chicago Fire of 1871, which destroyed several square miles and left more than 100,000 homeless, the city made a concerted effort to rebuild; the construction boom accelerated population growth throughout the following decades, by 1900 Chicago was the fifth largest city in the world.
Chicago made noted contributions to urban planning and zoning standards, including new construction styles, the development of the City Beautiful Movement, the steel-framed skyscraper. Chicago is an international hub for finance, commerce, technology, telecommunications, transportation, it is the site of the creation of the first standardized futures contracts at the Chicago Board of Trade, which today is the largest and most diverse derivatives market gobally, generating 20% of all volume in commodities and financial futures. O'Hare International Airport is the one of the busiest airports in the world, the region has the largest number of U. S. highways and greatest amount of railroad freight. In 2012, Chicago was listed as an alpha global city by the Globalization and World Cities Research Network, it ranked seventh in the entire world in the 2017 Global Cities Index; the Chicago area has one of the highest gross domestic products in the world, generating $680 billion in 2017. In addition, the city has one of the world's most diversified and balanced economies, not being dependent on any one industry, with no single industry employing more than 14% of the workforce.
Chicago's 58 million domestic and international visitors in 2018, made it the second most visited city in the nation, behind New York City's approximate 65 million visitors. The city ranked first place in the 2018 Time Out City Life Index, a global quality of life survey of 15,000 people in 32 cities. Landmarks in the city include Millennium Park, Navy Pier, the Magnificent Mile, the Art Institute of Chicago, Museum Campus, the Willis Tower, Grant Park, the Museum of Science and Industry, Lincoln Park Zoo. Chicago's culture includes the visual arts, film, comedy and music jazz, soul, hip-hop and electronic dance music including house music. Of the area's many colleges and universities, the University of Chicago, Northwestern University, the University of Illinois at Chicago are classified as "highest research" doctoral universities. Chicago has professional sports teams in each of the major professional leagues, including two Major League Baseball teams; the name "Chicago" is derived from a French rendering of the indigenous Miami-Illinois word shikaakwa for a wild relative of the onion, known to botanists as Allium tricoccum and known more as ramps.
The first known reference to the site of the current city of Chicago as "Checagou" was by Robert de LaSalle around 1679 in a memoir. Henri Joutel, in his journal of 1688, noted that the eponymous wild "garlic" grew abundantly in the area. According to his diary of late September 1687:...when we arrived at the said place called "Chicagou" which, according to what we were able to learn of it, has taken this name because of the quantity of garlic which grows in the forests in this region. The city has had several nicknames throughout its history such as the Windy City, Chi-Town, Second City, the City of the Big Shoulders, which refers to the city's numerous skyscrapers and high-rises. In the mid-18th century, the area was inhabited by a Native American tribe known as the Potawatomi, who had taken the place of the Miami and Sauk and Fox peoples; the first known non-indigenous permanent settler in Chicago was Jean Baptiste Point du Sable. Du Sable arrived in the 1780s, he is known as the "Founder of Chicago".
In 1795, following the Northwest Indian War, an area, to be part of Chicago was turned over to the United States for a military post by native tribes in accordance with the Treaty of Greenville. In 1803, the United States Army built Fort Dearborn, destroyed in 1812 in the Battle of Fort Dearborn and rebuilt; the Ottawa and Potawatomi tribes had ceded additional land to the United States in the 1816 Treaty of St. Louis; the Potawatomi were forcibly removed from their land after the Treaty of Chicago in 1833. On August 12, 1833, the Town of Chicago was organized with a population of about 200. Within seven years it grew to more than 4,000 people. On June 15, 1835, the first public land sales began with Edmund Dick Taylor as U. S. Receiver of Public Monies; the City of Chicago was incorporated on Saturday, March 4, 1837, for several decades was the world's fastest-growing city. As the site of the Chicago Portage, the city became an important transportation hub between the eastern and western United States.
Chicago's first railway and Chicago Union Railroad, the Illi
Alabama is a state in the southeastern region of the United States. It is bordered by Tennessee to the north, Georgia to the east and the Gulf of Mexico to the south, Mississippi to the west. Alabama is the 30th largest by area and the 24th-most populous of the U. S. states. With a total of 1,500 miles of inland waterways, Alabama has among the most of any state. Alabama is nicknamed the Yellowhammer State, after the state bird. Alabama is known as the "Heart of Dixie" and the "Cotton State"; the state tree is the longleaf pine, the state flower is the camellia. Alabama's capital is Montgomery; the largest city by population is Birmingham. The oldest city is Mobile, founded by French colonists in 1702 as the capital of French Louisiana. From the American Civil War until World War II, like many states in the southern U. S. suffered economic hardship, in part because of its continued dependence on agriculture. Similar to other former slave states, Alabamian legislators employed Jim Crow laws to disenfranchise and otherwise discriminate against African Americans from the end of the Reconstruction Era up until at least the 1970s.
Despite the growth of major industries and urban centers, white rural interests dominated the state legislature from 1901 to the 1960s. During this time, urban interests and African Americans were markedly under-represented. Following World War II, Alabama grew as the state's economy changed from one based on agriculture to one with diversified interests; the state's economy in the 21st century is based on management, finance, aerospace, mineral extraction, education and technology. The European-American naming of the Alabama River and state was derived from the Alabama people, a Muskogean-speaking tribe whose members lived just below the confluence of the Coosa and Tallapoosa rivers on the upper reaches of the river. In the Alabama language, the word for a person of Alabama lineage is Albaamo; the suggestion that "Alabama" was borrowed from the Choctaw language is unlikely. The word's spelling varies among historical sources; the first usage appears in three accounts of the Hernando de Soto expedition of 1540: Garcilaso de la Vega used Alibamo, while the Knight of Elvas and Rodrigo Ranjel wrote Alibamu and Limamu in transliterations of the term.
As early as 1702, the French called the tribe the Alibamon, with French maps identifying the river as Rivière des Alibamons. Other spellings of the name have included Alibamu, Albama, Alibama, Alabamu, Allibamou. Sources disagree on the word's meaning; some scholars suggest the word comes from amo. The meaning may have been "clearers of the thicket" or "herb gatherers", referring to clearing land for cultivation or collecting medicinal plants; the state has numerous place names of Native American origin. However, there are no correspondingly similar words in the Alabama language. An 1842 article in the Jacksonville Republican proposed it meant "Here We Rest." This notion was popularized in the 1850s through the writings of Alexander Beaufort Meek. Experts in the Muskogean languages have not found any evidence to support such a translation. Indigenous peoples of varying cultures lived in the area for thousands of years before the advent of European colonization. Trade with the northeastern tribes by the Ohio River began during the Burial Mound Period and continued until European contact.
The agrarian Mississippian culture covered most of the state from 1000 to 1600 AD, with one of its major centers built at what is now the Moundville Archaeological Site in Moundville, Alabama. This is the second-largest complex of the classic Middle Mississippian era, after Cahokia in present-day Illinois, the center of the culture. Analysis of artifacts from archaeological excavations at Moundville were the basis of scholars' formulating the characteristics of the Southeastern Ceremonial Complex. Contrary to popular belief, the SECC appears to have no direct links to Mesoamerican culture, but developed independently; the Ceremonial Complex represents a major component of the religion of the Mississippian peoples. Among the historical tribes of Native American people living in present-day Alabama at the time of European contact were the Cherokee, an Iroquoian language people. While part of the same large language family, the Muskogee tribes developed distinct cultures and languages. With exploration in the 16th century, the Spanish were the first Europeans to reach Alabama.
The expedition of Hernando de Soto passed through Mabila and other parts of the state in 1540. More than 160 years the French founded the region's first European settlement at Old Mobile in 1702; the city was moved to the current site of Mobile in 1711. This area was claimed by the French from 1702 to 1763 as part of La Louisiane. After the French lost to the British in the Seven Years' War, it became part of British West Florida from 1763 to 1783. After the United States victory in the American Revolutionary War, the territory was divided between the United States and Spain; the latter retained control of this western territory from 1783 until the surrender of the Spanish garrison at Mobile to U. S. forces on April 13, 1813. Thomas Bassett, a loyalist to the British monarchy during the Revolutionary era, was one of the earliest white settlers in the state
Philanthropy means the love of humanity. A conventional modern definition is "private initiatives, for the public good, focusing on quality of life", which combines an original humanistic tradition with a social scientific aspect developed in the 20th century; the definition serves to contrast philanthropy with business endeavors, which are private initiatives for private good, e.g. focusing on material gain, with government endeavors, which are public initiatives for public good, e.g. focusing on provision of public services. A person who practices philanthropy is called a philanthropist. Philanthropy has distinguishing characteristics separate from charity. A difference cited is that charity aims to relieve the pain of a particular social problem, whereas philanthropy attempts to address the root cause of the problem—the difference between the proverbial gift of a fish to a hungry person, versus teaching them how to fish. In the second century CE, Plutarch used the Greek concept of philanthrôpía to describe superior human beings.
During the Roman Catholic Middle Ages, philanthrôpía was superseded by Caritas charity, selfless love, valued for salvation and escape from purgatory. Philanthropy was modernized by Sir Francis Bacon in the 1600s, credited with preventing the word from being owned by horticulture. Bacon considered philanthrôpía to be synonymous with "goodness", correlated with the Aristotelian conception of virtue, as consciously instilled habits of good behaviour. Samuel Johnson defined philanthropy as "love of mankind; this definition still survives today and is cited more gender-neutrally as the "love of humanity." In London prior to the 18th century and civic charities were established by bequests and operated by local church parishes or guilds. During the 18th century, however, "a more activist and explicitly Protestant tradition of direct charitable engagement during life" took hold, exemplified by the creation of the Society for the Promotion of Christian Knowledge and Societies for the Reformation of Manners.
In 1739, Thomas Coram, appalled by the number of abandoned children living on the streets of London, received a royal charter to establish the Foundling Hospital to look after these unwanted orphans in Lamb's Conduit Fields, Bloomsbury. This was "the first children's charity in the country, one that'set the pattern for incorporated associational charities' in general." The hospital "marked the first great milestone in the creation of these new-style charities."Jonas Hanway, another notable philanthropist of the era, established The Marine Society in 1756 as the first seafarer's charity, in a bid to aid the recruitment of men to the navy. By 1763, the society had recruited over 10,000 men and it was incorporated in 1772. Hanway was instrumental in establishing the Magdalen Hospital to rehabilitate prostitutes; these organizations were run as voluntary associations. They raised public awareness of their activities through the emerging popular press and were held in high social regard—some charities received state recognition in the form of the Royal Charter.
Philanthropists, such as anti-slavery campaigner William Wilberforce, began to adopt active campaigning roles, where they would champion a cause and lobby the government for legislative change. This included organized campaigns against the ill treatment of animals and children and the campaign that succeeded in ending the slave trade throughout the Empire starting in 1807. Although there were no slaves allowed in Britain itself, many rich men owned sugar plantations in the West Indies, resisted the movement to buy them out until it succeeded in 1833. Financial donations to organized charities became fashionable among the middle-class in the 19th century. By 1869 there were over 200 London charities with an annual income, all together, of about £2 million. By 1885, rapid growth had produced with an income of about £ 4.5 million. They included a wide range of religious and secular goals, with the American import, the YMCA as one of the largest, many small ones such as the Metropolitan Drinking Fountain Association.
In addition to making annual donations wealthy industrialists and financiers left generous sums in their wills. A sample of 466 wills in the 1890s revealed a total wealth of £76 million, of which £20 million was bequeathed to charities. By 1900 London charities enjoyed an annual income of about £8.5 million. Led by the energetic Lord Shaftesbury, philanthropists organized themselves. In 1869 they set up the Charity Organisation Society, it was a federation of one in each of the 42 Poor Law divisions. Its central office had experts in coordination and guidance, thereby maximizing the impact of charitable giving to the poor. Many of the charities were designed to alleviate the harsh living conditions in the slums; such as the Labourer's Friend Society founded in 1830. This included the promotion of allotment of land to labourers for "cottage husbandry" that became the allotment movement, in 1844 it became the first Model Dwellings Company—an organization that sought to improve the housing conditions of the working classes by building new homes for them, while at the same time receiving a competitive rate of return on any investment.
This was one of the first housing associations, a philanthropic endeavor that flourished in the second half of the nineteenth century, brought about by the growth of the middle class. Associations included the Peabody Trust, t
Germans are a Germanic ethnic group native to Central Europe, who share a common German ancestry and history. German is the shared mother tongue of a substantial majority of ethnic Germans; the English term Germans has referred to the German-speaking population of the Holy Roman Empire since the Late Middle Ages. Since the outbreak of the Protestant Reformation within the Holy Roman Empire, German society has been characterized by a Catholic-Protestant divide. Of 100 million native speakers of German in the world 80 million consider themselves Germans. There are an additional 80 million people of German ancestry in the United States, Argentina, South Africa, the post-Soviet states, France, each accounting for at least 1 million. Thus, the total number of Germans lies somewhere between 100 and more than 150 million, depending on the criteria applied. Today, people from countries with German-speaking majorities most subscribe to their own national identities and may or may not self-identify as ethnically German.
The German term Deutsche originates from the Old High German word diutisc, referring to the Germanic "language of the people". It is not clear how if at all, the word was used as an ethnonym in Old High German. Used as a noun, ein diutscher in the sense of "a German" emerges in Middle High German, attested from the second half of the 12th century; the Old French term alemans is taken from the name of the Alamanni. It was loaned into Middle English as almains in the early 14th century; the word Dutch is attested in English from the 14th century, denoting continental West Germanic dialects and their speakers. While in most Romance languages the Germans have been named from the Alamanni, the Old Norse and Estonian names for the Germans were taken from that of the Saxons. In Slavic languages, the Germans were given the name of němьci with a meaning "foreigner, one who does not speak "; the English term Germans is only attested from the mid-16th century, based on the classical Latin term Germani used by Julius Caesar and Tacitus.
It replaced Dutch and Almains, the latter becoming obsolete by the early 18th century. The Germans are a Germanic people. Part of the Holy Roman Empire, around 300 independent German states emerged during its decline after the Peace of Westphalia in 1648 ending the Thirty Years War; these states formed into modern Germany in the 19th century. The concept of a German ethnicity is linked to Germanic tribes of antiquity in central Europe; the early Germans originated on the North German Plain as well as southern Scandinavia. By the 2nd century BC, the number of Germans was increasing and they began expanding into eastern Europe and southward into Celtic territory. During antiquity these Germanic tribes remained separate from each other and did not have writing systems at that time. In the European Iron Age the area, now Germany was divided into the La Tène horizon in Southern Germany and the Jastorf culture in Northern Germany. By 55 BC, the Germans had reached the Danube river and had either assimilated or otherwise driven out the Celts who had lived there, had spread west into what is now Belgium and France.
Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to conquer Germania. Germanic peoples in Roman territory were culturally Romanized, although much of Germania remained free of direct Roman rule, Rome influenced the development of German society the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, Roman and Christian traditions intermingled; the adoption of Christianity would become a major influence in the development of a common German identity. The first major public figure to speak of a German people in general, was the Roman figure Tacitus in his work Germania around 100 AD; however an actual united German identity and ethnicity did not exist and it would take centuries of development of German culture until the concept of a German ethnicity began to become a popular identity.
The Germanic peoples during the Migrations Period came into contact with other peoples. The Limes Germanicus was breached in AD 260. Migrating Germanic tribes commingled with the local Gallo-Roman populations in what is now Swabia and Bavaria; the arrival of the Huns in Europe resulted in Hun conquest of large parts of Eastern Europe, the Huns were allies of the Roman Empire who fought against Germanic tribes, but the Huns cooperated with the Germanic tribe of the Ostrogoths, large numbers of Germans lived within the lands of the Hunnic Empire of