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All societies inculcate the mores and practices of the group into their young. Such processes may occur as if by intellectual osmosis, but often formal training and initiation rites develop as part of a system of education.
Much education historically has had a religion-based delivery mechanism: priests and medicine men have long realised the importance of promoting and cementing the ruling ideology amongst the young. Thus they have conventionally borne the economic costs of founding, maintaining and staffing school systems.
Jean-Jacques Rousseau fuelled an influential early-Romanticism reaction to formalised religion-based education at a time when the concept of childhood had started to develop as a distinct aspect of human development.
The Polish-Lithuanian Commonwealth's Commission of National Education (Polish: Komisja Edukacji Narodowej) formed in 1773 counts as the first Ministry of Education in the history of mankind.
Conventional social history narrates how by about the beginning of the 19th century the industrial revolution promoted a demand for masses of disciplined, inter-changeable workers who possessed at least minimal literacy. In these circumstances the new socially predominant structure, the state, began to mandate and dictate attendance at standardised schools with a state-ordained curriculum. Out of such systems the general and vocational education paths of the 20th century emerged, with increasing economic specialisation demanding increasingly specialised skills from a population which spent correspondingly longer periods in formal education before entering or while engaged in the workforce.