Figure 1.--The children at British preparatory schools for the most part come from affluent families. The fees at the school mean that most Britons can not afford to send their children. This is especially true at the boarding schools. Quite a few children, however, comes from families that are making considerable sacrifices to afford the fees.. |
Britain's preparatory schools have a justifiable image as socially exclusive, elite schools. Many schools in the past consciously reviewed the backgrounds of applicants for social suitability and usually excluded working-class children. Of course such exclusion rarely took place as few working—class children ever applied for admission. The cost of an independent education alone had the practical impact of excluding most working-class children. The schools also excluded some children whose parents could afford the fees, children from Jewish, Catholic, racial and ethnic minorities or other low-status groups. Even when not excluded, such children could face a very unpleasant school experience. Modern schools are most concerned with the schools achievements. By this they usually mean the number of children who have won academic and other scholarships from the important public schools. School fees are considerable and continue to pose a significant constraint to any attempt at diversifying the children or to permit school entry on the basis of talent. Thus a substantial portion of the population is in effect excluded, significantly impacting the social backgrounds of the children. Preparatory and other English independent schools in recent years have noted an increasing broadening of the social background of their students. Many middle class parents who are prepared to make a financial commitment to their child’s education and forego some luxury purchases such as vacations and new cars can manage independent education.
Britain's preparatory schools have a justifiable image as socially exclusive, elite schools. Many schools in the past consciously reviewed the backgrounds of applicants for social suitability and usually excluded working-class children. Of course such exclusion rarely took place as few working—class children ever applied for admission. The cost of an independent education alone had the practical impact of excluding most working-class children. The schools also excluded some children whose parents could afford the fees, children from Jewish, Catholic, racial and ethnic minorities or other low-status groups. Even when not excluded, such children could face a very unpleasant school experience. Modern schools have changed substantially. While some of the headmasters we met still are visibly concerned with social status, most of the headmasters and other school officials are not. One headmaster insists “We don’t just take the top strata. It is no snob school for directors have turned down the sons of Cabinet Ministers”. Even in modern schools, admittedly children from working class families are rare. Such parents see a preparatory and public school education as necessary to ensure that their children are socialized into England’s elite class. Part of that socialization process entails ensuring that the children they come in contact from or from other elite families. As a friend who attended an Essex prep and public school explained, “One doesn’t go to public school just for the education. One attends such schools to be separated from common people.”
Modern schools are most concerned with the schools achievements. By this they usually mean the number of children who have won academic and other scholarships from the important public schools. While the school program is obviously important, success means attracting children with academic and other talents regardless of social or ethnic backgrounds. Some schools are in the enviable position of full rolls and even a lengthy waiting list and thus able to employ their own selection process. Often such schools are highly achievement oriented schools like the Dragon school. While most such schools do not employ discriminatory selection processes, children from affluent families tend to predominate because their parents can afford the fees and are likely to have better developed their talents because of the support their parents have been able to afford to develop their talents. Many other schools, however, are not in a position to exclude children. Discrimination in England on the basis of ethnic and racial origins is illegal. In addition, the need to fill rolls means that few children whose parents can afford independent education are excluded.
School fees are considerable and continue to pose a significant constraint to any attempt at diversifying the children or to permit school entry on the basis of talent. Thus a substantial portion of the population is in effect excluded, significantly impacting the social backgrounds of the children. Many schools still have parents who are from aristocratic families or parents who are lawyers, bankers, doctors, businessmen, civil servants, military personnel, or professionals (often managers) Even so, most schools have students from a wide variety of social upper and middle class backgrounds. While the children’s background may be more diverse than in the past, their parents share cultural values which respects education.
Preparatory and other English independent schools in recent years have noted an increasing broadening of the social background of their students. Many middle class parents who are prepared to make a financial commitment to their child’s education and forego some luxury purchases such as vacations and new cars can manage independent education. Parents who never went to private schools themselves, however, are now turning to prep schools out of concern over what they perceive as declining standards in state schools.
Modern schools are much more open to children of diverse ethnic, religious, and economic backgrounds. Until the 1950s many prep schools were extremely conscious of the social backgrounds of their students. The children themselves were often keenly aware of the differences. Children of modest means could have unpleasant experiences. In today’s more democratic England, such experiences are much less common. Such attitudes, however, have not disappeared. The authors remember waiting with a group of children as there parents came to pick them up for a weekend excheat??. The children were discussing in great details the cars that appeared with particular scorn being directed at a well used ??????????. Such comments are not unlike what one might hear at a similar American school.
