C H APTER -II HISTORICAL BACKGROUND OF PUBLIC SCHOOLS 2.0 INTRODUCTORY REMARKS The purpose of this chapter is to give an account of historical back­ ground of Public Schools, both in England and in India. It is essential to know the origin and development of Public Schools in England, as Public Schools in India had been transplanted from England. 2.1 ORIGIN OF THE TERM PUBLIC SCHOOL The term 'Public School' finds its roots in ancient times. In ancient time kings and bishops used to run the schools for the poor. No fee was charged. All used to live together. It was a union of 'classes'. The expenses were met by public exchequer. Thus the name was given to these schools as Public Schools. 2.2 ESTABLISHMENT OF FIRST PUBLIC SCHOOLS William of Wykeham, Bishop of Winchester established 'Saint Marie College' at Winchester in 1382. This foundation made a crucial departure from previous practice and thus, has a great historical importance. All the previous schools had been ancillary to other establishments; they Kod been established as parts of cathedrals, collegiate churches, monasteries, chantries, hospitals or university colleges. The significance of this college is its independent nature. 17 Its historian, A.F. Leach says "Thus for the first time a school was established as a sovereign and independent corporation, existing by and for itself, self-centered and self-governed."^ The foundation of Winchester College is considered to be the origin of the English Public School because of three conditions: 1. Pupils were to be accepted from anywhere in England (though certain countries had priority). 2. The college was largely a boarding school. 3. It was to include among its boarders, in addition to the seventy 'poor and indigent' scholars for whom free places were provided up to ten 'sons of noble and influential persons' who would pay fees for their tuition and their keep. We find the 'Prefectorial System' in Winchesters : 18 Senior boys were appointed to cooperate with the master in maintaining discipline. But Wykeham failed in his attempt to attract those of highest eminence. This was simply because it was not the habit of the English aristocracy in the Middle Ages or for long afterwards to send their sons to school. They provided for them, in their own homes and those of their peers, an exclusive and totally different form of education aimed at the attainment of skills in the arts of war and the etiquette of chivalry. 18 2.2.1 Establishment of other Public Schools Henry VI founded Eton college in 1440 on the pattern of Winchester. It was associated with New College at the University King's College, Cambridge. Westminister was refounded by Henry VIII and it was connected to Trinity College, Cambridge and Abbey. St, Paul's College was founded by John Colet in 1510. There were 153 scholars 'Children of all nations and countries indifferently'. There was no fees; only a sum of 4d to be paid at admission. The educational system was adaptation of old system to new learning. Shrewsbury was established in 1552. It was different from other schools. It was a municipal undertaking. It attracted students of the town burghers and of the neighbouring nobility. Merchant Taylors school was founded in 1562 as a charitable insti­ tution. A remarkable development occured in then onwards in 16th century. The successful businessmen started patronising schools like Royal or ecclesiastical people patronised colleges. Harrow School was established in 1571 by John Lyon, a Yeoman Landowner. It was designed as a grammar school for the local poor. Rugby School was founded by Lawrence Sheriff, a grocer of London, in 1567, for free education of neighbourhood. 19 Charter house was founded by an immensely rich Thomas Sulton, a businessman and financier of Elizabeth's reign. College of Dulwich was founded by Edward Alleyn, a successful actor and owner of theatres. Christ’s Hospital - It was an institution for 'fatherless children and other poormen's children.' It was known as Public School from the time of Charles 11. These earlier schools had common aim to provide education and care for the poor.® 2.2,2 Development of Public Schools During the 18th Century The industrial revolution changed the face of educational system in general and Public Schools in particular. In later years during the 18th century, Grammar Schools and University education fell to a very low ebb. Their curricula was out dated and no atempt was made to make it up-to- date The 'class' and denominational distinctions hardened. On one side there were tiny 'elite' of the rich and privileged and on the other the vast mass of the 'lower orders', the 'labouring poor' with the class of manufac­ turers and merchants that was born out of industrial revolution. The new middle class was also developed. This new middle class rejected the then Grammar School and patronised private school. While the 'elite' class and rising class of merchants and traders began to give up their earlier practice of educating their children at home and sent them instead,, to these great 20 or 'public' schools. These schools were In great demand and consequently they underwent a rapid change. Schools as charities for the poor became preserves for the rich. They became more expensive. Yet, some schools like Rugby, Harrow, Shrewsbury continued for the poor and moderately well-to-do of the districts in which they were situated. While Winchester, Eton, Westminister schools started to take scholars from classes outnumbered by the 'oppidans', 'town boys' or 'foreigners* who paid handsomely for their education. By the end of 18th century old ideals were forgotten. School became a place of independent community of boys, extorting a stimulating or salutary influence than as institutions where any valuable knowledge may be acquired. The school had time honoured tradition, system of fagging and of prefectorial government. The prefectorial government acquired more power. It became strong. The prefects used to harass and bully boys, consequently students became lawless and rebellians started. That was the downfall of Public Schools. Public Schools earned a bad reputation. 2.2.3 Public Schools in the 19th Century 19th Century was the great period for the Public Schools in general and Rugby in particular because of Dr. Arnold's initiative and personality. He gave religious foundation to education once more. He preserved old 21 autonomy of boys and set ideals in place of conventions. Other schools also followed Arnold's path. In the process it became more influential and less exclusive than the past. The distinctive character of 19th century Public School was the belief: 'manners make the man.' This belief distinguished English Public School education from education elsewhere. The meaning of manner was 'deep respect for tradition, for character, and for the community.'^ Dr. Arnold was responsible for the reaffirmation of this belief. The Public Schools at the time of 19th century stood for preservation and defence of a class. It was neither a patrician class nor a plutocratic class, but it was the 'gentleman class,' in other words the upper -middle class, containing the commissioned ranks of the service men, the learned profession, the provincial families which were nearly or quite ranked as 'country' and a steadily increasing number of the second or third generation of those who had made their money in business. It was roughly a union of those whose income about the year 1900 was not less than f 1200 or £ 1500 a year and who were prepared to spend not less than about f 120 a year for seven or eight years on the education of their sons before he went to a university. 2.3 ORIGIN OF CHIEFS' COLLEGES Most of the Englishmen who came to India as administrators were educated in Public Schools of England. They thought that English Public 22 School model was suitable for the princely families to train leadership qualities among them and produce administrators. Thus a few Chief's Colleges were founded. 2.3.1 The first Chief's College, Rajkumar College, Rajkot, was opened in 1870 with five pupils. Government sanctioned Rs 20,000 from the infan­ ticide fund. It was not the practice in those days to send the Rajkumars to schools. Private tutor used to come to the palace for coaching the princes. So it was difficult to get pupils in the colleges. The Chiefs of Kathiawar reluctantly accepted to send their sons to these schools on condi­ tions that they must be accompanied by armed retainers who would stand guard outside their rooms all night. The boys also took servants, his tutor and his kichen staff. Boys were also allowed their own carriages and horses. It was totally different from an English Public School. 2.3.2 Mayo College Ajmer - It was a second Chief's College opened in 1874 in Ajmer. It was founded to educate the sons of Aristocracy of India. It was considered 'Eton of India'. Though there was a rule limiting private servants to three, it was not observed. The old fashion was continued. Slowly organised games such as cricket and hockey were introduced. 2.3.3 Daly College - It was third Chief's College founded in 1882, to educate the sons of the Rulers and Chiefs of Central India. It was founded by Sir Henry Daly and was called Residency College, Indore. A Chief's College in memory of Lord Mayo was founded at Nowgong. In 1898 it was 23 amalgamated with the Residency College, Indore, the combined institution was called Daly College. In 1939 the college was reorganised on Public School lines and it became a founder member of the IPSC.