, . , 1q?2. The Abin-sdonian. volume seventeen, number six June 1982 Photography: Tim Lake Geoffrey Sutton Sean Sedwards Paul Meadows lan Haley Robin Kanagasabay Mathew Hudswell I. A. Macdonald J. R. Gabitass The Oxford Mail and Times O.A. Editor: R. C. B. Coleman Treasurer: W. H. Zawadzki Editor: C. J. M. Peterson 2 which gave rise to them, and there is, in any case, no point in BOARDING AT dwelling either on past glories or on missed opportunities. However, I believe that there are good reasons for taking pride in the boarding side as it is at Abingdon today, and for thinking ABINGDON PAST that it has an important future before it. It is true, of course, that the habit of sending boys and girls away to boarding AND FUTURE school has become steadily less fashionable since the last war, to the extent that a good many people who are strongly in Arthur Preston, loyal Old Abingdonian and dedicated favour of independent schools are equally strongly opposed to antiquarian, wrote in 1929 that "Save for an interval in the boarding, at any rate where this means permanent exile from sixteenth century, ,..... Abingdon, from at least the time of the family home for the child concerned. On the other hand, Edward 111, has always been a boarding-school as weil as a day­ part at least of the general decline in "native" (as opposed to school." Piety may have coloured erudition here to some foreign) boarding is undoubtedly due to motor transport, which extent, but it is an undoubted fact that one of the earliest clear enables parents to ferry their children to and from school over documentary references to the School, to be found in an much greater distances than was formerly feasible - a process Award, or Judgement, iss,ued by the then Bishop of Salisbury which has both taken further and, in asense, reversed the on 17 June 1372, and preserved among the Verney papers, earlier school transport revolution brought about by the provides us with unmistakable evidence of a boarding railways. Boys now come to Abingdon as day pupils who establishment, comprising not only the Headmaster's own would necessarily, in former times, have been boarders; and house, but also a hostel near by. "Magistro etiam scholarum yet it is also the case that diminishing numbers of boarders, grammaticalium Abendonie at seruientibus suis here as elsewhere, nowadays actually live more than 50 miles Scholaribusque cum eo commorantibus quibuscumque etiam from the school, and they are altogether much more likely than in dome cuiusdem Dionisie Mundy Abendonie predicte." ("..... in the past to keep closely in touch with their families at the Master of the Grammar School at Abingdon and the weekends and at other times. In sum, "national" boarding servants and scholars lodging with him and in the house of a schools are in process of converting into, or being replaced by, certain Dionysia Mundy.") "regional" boarding and day schools - a development which A document of October 1508, reinforced by accounts of might be made to yield significant advantages to Abingdon. rents paid before and after the dissolution of the Abbey, further Boarding at Abingdon can neve~ have been the same as c1arifies the existence of these lodgings and hostels for boarding at a school entirely, or even largely, without dayboys. boarders. The later sixteenth century, however, was a difficult In the past, this may have been seen as a disadvantage, but time for the School, and Preston points out that the now it can be taken as the basis for a flexible and imaginative rearrangement of 1563 made no provision for a boarding side, formula. Weekends, in particular, need not either be with adverse consequences on the School's fortunes - "All regimented parades or barren time-tundra; without entire, through Elizabethan times the youth and inexperience of the abandonment of the corporate ideal, they can become Headmasters, and the extraordinary devastation of their ranks opportunities for boys to get out of the School, possibly to the by the plague, the absence of facilities for boarders, and the homes of friends for relaxation after a week worked at day poverty of the curriculum, all combined to reduce the school pace. Since 1980, we have been able to institutionalise educational efficiency of the School, and to render it of less this, by means of weekly boarding arrangements, which are importance and repute than in the time of Edward 111." c1early having the effect of bringing the dayboy and boarding The scholarly Headmasters of the seventeenth century, groups c10ser together, and which meet at any rate some of the most notably Thomas Godwyn, would in all probability have problems faced by boys, and their parents, in the way of travel attracted at least a few resident pupils, but it seems likely that to and from School. Perhaps the most important benefit, significant numbers of boarders did not return to Abingdon though, to be derived from the mixture of boarders with until the eighteenth century. This is the period when, if a dayboys is the possibility of commuting between the two school is to be judged by the worldly success of its old boys, states - something which is proving increasingly popular at we reached a peak which has never been matched since. The the present time. Many boys - far more, perhaps, than their regi,sters of the period record the passage of a glittering parents, or even they themselves, c1early recognise - ben,efit procession of peers and parliamentarians, bishops and from and enjoy the companionship of their contemporarles, archdeacons, masters of Oxford colleges, lawyers and soldiers and removal from the domestic scene, for aspeIl at some stage - or at least of the boys who later became such. Most of them during their education; conversely, family circumstances often were sons of local gentry and professional men, and came to change in such a way that boarders can switch to dayboy Abingdon as boarders. status. It would be arrogant to claim that we are doing The spread of the railways in the nineteenth century anything startlingly original in this field; but the mere capacity increased the range of educational' choice available to the to be flexible is an asset in its own right, and one that we are wealthy c1asses of Berkshire, Buckinghamshire, and trying to exploit to the full. Oxfordshire a development which the School's The boarders have always (or, at any rate, "since a time management at this period, unimaginative and at times beyond which the memory of man runneth not to the incompetent, did little to meet. Even so, the arrangement of the contrary") contributed conspicuously to the wellbeing of the new premises to which the School moved in 1870 School in terms of leadership, sporting prowess, and general demonstrates the importance still attached to boarding at that loyalty - while latterly they seem also to have developed a date, A recently discovered plan, giving the original uses for all positive speciality in drama! Still more important, though, and the rooms in the 1870 buildings, shows a highly efficient and harder to define, is their role as the core of the community-in­ economical layout, within which the Headmaster and his staff being, as the guardians of identity and continuity. In such ways looked after 44 boarders, more than a third of the number the boarding side brings great benefits to the dayboys, and for envisagedas a maximum for the entire School at that time, this reason if for no other it would seem desirable to maintain although in fact there were only 45 boys on the books in what we already have and to develop it further if at all possible. January of 1870, Nor, probably, is it irrelevant to notice that It has, therefore, been the School's policy for some years William Grundy, who as Headmaster did so much to establish now to take advantage of the fall in boarding numbers to re­ the character of the School between the wars, was the son of construct and re-equip the various houses, and at the same one of the great Victorian boarding-school headmasters, a man time to try and give proper consideration to the requirements of who had been largely responsible for the success of Malvern the boarding side in any plans for larger development. The College, where WMG himself was educated. former process is now weil advanced, and the evident value to The Direct Grant era gave the School a new place in the local the boarding side of the Amey Hall and Arts Centre emboldens scheme of things, and one which placed especial stress on us still further in our pursuit of the projected Sports and dayboy education. Numbers on the boarding side expanded, it Technology Centres. is true, during the 1950's and the 1960's, but financial To embark on a development programme of such magnitude constraints were always present to limit the scope of is undoubtedly something of a gamble, in the circumstances development, and the ending of the Direct Grant system itself that prevail today. On the other hand, the very concept of a dealt a further blow, by removing the financial differential boarding education incites us to commitment, and there is which had enabled our somewhat spartan facilities to appear surely enough evidence from Abingdon's own past, not to competitive, in terms of value for money, with those of more mention the examples of other schools, to suggest that the pretentious establishments. The later 1970's saw a marked prizes are worth while. It is more than encouraging, therefore, decline in'the number of boarders, and now, in 1982, only one­ for the future of the School as a whole, to be able to record fifth of our total strength of 700 boys are actually housed in the signs of a rise in actual boarding numbers, and in registrations School.