This article discusses the ways in which the 1872 Act, often perceived as landmark legislation in the history of Scottish education, has been interpreted by historians. In pursuing this aim, the article examines celebratory and critical narratives about the importance of the Act and highlights some key aspects of the 1872 Act: central and local administration; its implications for teachers; and the financial consequences for poor families. This is followed by a section that argues that the permissive provisions in the Act had limited effect in the short term, and that certain areas of educational importance did not feature at all. Finally, the sensitive religious issues, which were partly responsible for thwarting earlier attempts to introduce legislation, are discussed. The article concludes with some brief reflections on the social and cultural provision of the 1872 Act and its significance for the 'democratic' tradition of Scottish education.