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The English Boys Boarding Preparatory School, 1914-1940 Thesis Open Research Online The Open University’s repository of research publications and other research outputs The English boys boarding preparatory school, 1914-1940 Thesis How to cite: Austin, Jonathan Edward (1995). The English boys boarding preparatory school, 1914-1940. PhD thesis The Open University. For guidance on citations see FAQs. c 1995 The Author Version: Version of Record Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk 31 0177173 3 UN2sstF-icTEI "THE ENGLISH BOYS BOARDING PREPARATORY SCHOOL, 1914 - 1940" Jonathan Edward Austin. A thesis submitted for the degree of Doctor of Philosophy. Open University 1995. Aut'hor's M% 11(' 977 numb : Doc k Jmt oý Sabmýssýw,! 27 ýQYý aWoýrd. 13 rh Si?rember 1995 "THE ENGLISH BOYS BOARDING PREPARATORY SCHOOL. 1918 - 1940" A Ph. D thesis submitted to the Open University by J. E. Austin, July 1995. This thesis is a detailed study of a long-standing English institution. The preparatory school is an integral component of the education system of Britain's wealthier classes and has influenced the lives of many of this country's greatest men. The popular conception of the inter-war prep school is that of an unpleasant world of bullies, beatings and cold baths. This notion stems from the writings of a few influential authors and may not represent the reality. This thesis seeks to examine this conception by comparing it with a detailed description of the institution drawn from a wide range of sources. The study has utilised information from memoirs as well as interviews conducted with those who attended or taught at a prep school before the last war. Contemporary articles and reports have been' supplemented by knowledge drawn from the schools own archives. One objective of-the thesis has been to use these sources in their original form. The prep school is defined and placed in its historical context. The nature of the popular conception is clarified before every aspect of prep school life in this period is then examined. The study considers the curriculum, games and staff. There is a detailed account of daily life. Rules, organisation and discipline are described and the ethos of the institution explored. Parents and relationships with son and school are also considered. Finally there is an attempt to identify the long term effect of the prep school experience. CONTENTS Index of tables, charts and illustrations. iv 1. Approach and Methodology. 1 - aims of this thesis 1 - justification for the study 2 - sources 2 - existing research and literature 6 2. The Popular Conception. 10 - the nature of the popular conception 10 - the origin of the popular conception 11 - the components of the conception 12 3. The Preparatory School. 20 - defining the preparatory school 20 - why preparatory school was necessary 20 - fees and finances 22 - boarding 30 - age of children 35 - entry 37 - single sex education 38 - location 38 - foundation 45 - the I. A. P. S. and inspections 49 - categories of prep school 50 4. Historical Overview. 55 - origins and nineteenth century development 55 - the First World War 57 - the Depresssion 61 - the Second World War 66 - Post-War 73 S. Ethos. 76 6. Daily Life. 90 - cold baths 92 -a Spartan life 96 - daily routines 102 - food 103 - the lavatories 111 - the Chapel 113 - the classrooms 114 - break 116 - after lunch 118 - the changing room 119 - uniform 121 - recreational facilities 125 - the evening 130 - the dormitory 132 - care and happiness 139 i - bullying 144 - sex 153 - sex education 159 - health 162 7. Games. 181 - cricket 188 - other team games 194 - individual games 200 - boxing 204 - the boys' experience 207 - the games cult 209 8. Matters Academic. 215 - the curriculum 215 - scholarships 225 - organisation of the curriculum 228 - inspections 229 - the teaching environment and nature of teaching 230 - educational experiments in the preparatory school 239 - the Dalton Plan 239 - Quaker schools 239 Bryant St. Piran's Maidenhead 244 - and , - other alternatives 246 - coping with different abilities 249 - the Classics 252 - English 255 - mathematics 261 - French 262 - history 264 - geography 265 - science 266 9. Beyond the Classroom. 274 - music 277 - drama 279 - art 280 - carpentry 281 - handwork 283 - science and nature study 284 - lectures 286 - excursions 288 - reading 289 - scouting 290 - drill 293 - shooting 296 - riding 296 - hobbies 297 10. Religion. 300 - religious education 301 - Sundays 303 - the boys' experience 308 ii 11. Rules, Organisation and Discipline. 310 - rules 311 - rewards and sanctions 315 - prefects 319 - punishments 330 - corporal punishment 332 - expulsion 341 - the boys' reaction 342 - the parents' reaction 345 12. Staff. 347 - recruitment 347 - the recruits 352 - the staff as a whole 362 - staff discipline 366 - staff who come and go 367 - the relationship between Masters and Boys 370 - paedophiles and pederasts 373 - marriage 380 - the life of a master 382 - pay 388 - professional development 391 - female staff 394 - the matron 396 - domestic staff 400 - gender roles 401 13. The Headmaster. 405 - his background 407 - their nature 409 - Rev. Hugh Alington 412 - Geoffrey Hoyland 413 - the job 415 - relationship with boys 420 - relationship with staff 424 _ - headmaster's wife 425 14. Parents, Home and School. 431 - starting at prep school 431 - the home/school interface 445 - homesickness i 448 - the end of term 451 - preparation for public school 454 - nature of parents 461 - choice of school 464 - parents and the school 472 - the effect on parents 478 15. Long Term Effects and Conclusion. 486 Bibliography. v Appendices: A: Interview Methodology xvii B: The Boys Boarding Preparatory Schools of England 1924 - 1942 xix C: Index of Schools xlvi 111 0 INDEX OF TABLE HARTS ADD ILLU TRATIO i Page: Type: Title: 22 Graph Average Annual Fees 24 Table School Sales Particulars 25 Table School Income and Profit 41 Table School Locations 43 Map Seaford Schools 51 Graph Comparative School Sizes 63 Graph boys Boaraing Preparatory Schools in Eng- Lana 63 Graph School Size as a Percentage of Pre-1930 Maximum 64 Graph Average School Size 69 Map Location of Prep Schools in England and Wales - 1938 70 Map Location of Prep Schools in England and Wales - 1940 71 Map Location of Prep Schools in England and Wales - 1942 77 Table A Selection of School Mottoes 97 Graph Was Sandroyd Spartan? 102 Table Daily Routines at Three Schools 105 Table Dumpton School Menu 113 Picture The Chapel at Aysgarth 120 Picture Typical Football Attire 121 Picture A Group of Prep School Boys 123 Picture A Popular Style of Prep School Suit 129 Picture The Library at Sandroyd 133 Picture A Dormitory at Sandroyd 135 Picture Boys at Rydal School 140 Graph Overall Enjoyment of Time at Sandroyd 164 Table Death Rates From Disease 168 Picture Bathroom at Hillstone 188 Picture Sandroyd Cricket XI 190 Text Sandroyd Cricket Report 208 Picture Setting Off for an Away Match 231 Picture A Classroom at Orleton 237 Text A Weekly Order 287 Text Lectures at St. Ronan's 302 Picture Boy Praying 314 Text Rules at Greenways 322 Text School Officers at The Wells House 368 Table Years of Service of Staff at Sandroyd 369 Graph Number of New Staff Joining Sandroyd 384 Graph Hours Worked at St. Cyprian's 389 Graph Staff Salaries at The Downs and Doon House 412 Picture Rev. Edward Hugh Alington 413 Picture Goeffrey Hoyland iv l: APPROACH AND METHODOLOGY Introduction: In the last thirty years the preparatory school' world has undergone a revolution. The typical prep school has changed from being a boys boarding prep school, located in a rural area and with around sixty boys, into a co-educational city day school numbering over 250 children. The prep school of thirty years ago is now a rare breed. This is a study of such schools in their heyday: the period between the two world wars. Aim of this Thesis: The primary hypothesis of this thesis is that the popular conception of the inter-war prep school and the reality as experienced by the majority of boys are not always the same. The popular conception is overwhelmingly negative. It is an image of an institution which is powerful and enduring, so much so that prep schools today continue to suffer from its shadow. Peter Earle summarised the problem when he wrote "... the history of the schoolboy experience ]elies more than most history on anecdote and reminiscence in the absence of more immediate evidence. What is lacking in particular is the objective evidence of the outsider. "2 This thesis aims to examine the nature of the prep school experience by detailing life in these schools in the period between the two world wars. i Hereafter abbreviated to prep school. 2 Peter Earle, 'God, the Rod, and Lines from Virgil' in George Macdonald Fraser (Ed. ), The World of the Public School (1977), p39. (1) It is hoped that by a comparison of a range of historical evidence we may be able to gain a closer grasp of the reality of life within this institution. A subsidiary hypothesis is that the institutions perception of itself may differ from individual experience of that same institution. Schools liked to project a particular image and claimed to offer a particular training: did the experience of the boys uphold these claims? Justification for the Study: The prep school is an integral component of the overall 'Public School System. ' Almost all public school boys will have previously been at a prep school. There, in their young and formative years, many of Britain's greatest and most influen- tial men would have had their beliefs and values instilled.
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