Figure 1.--Most of Scotland's academies (full-term private schools), have cadet sections. Participation is optional. The Cadets today include both boys and girls. |
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Here we will have a look at the various sections of British Preparatory Schools, Volume V another E-Book released by Apertures Press. Here we concentrate on Scottish preparatory schools. We will describe the traditional prep school and the role of boarding. As in England there are both day and boardinf schools in Scotland. The schools in england and Scotland are quite simlar. We have not noted any major differences between the school programs. There were some differences in the uniform, but otherwise we habe not noted any oher major differences. It is interesting to note the British prep school program specifically at the Scottish schools.
Private or independent schools in Scotland educate about 30,000 children, a very small portion of the overall school population. Most of the schools are members of the overall British Independent Schools Council (ISC). There is also a Scottish Independent Schools Council (SISC). The Scottish Parliament recognizes the SISC as the body representing Scottish independent schools. Unlike the situation in England, all Scottish independent schools are subject to the same regime of inspections by Her Majesty's Inspectorate of Education as state (local authority) schools. Private scools are required to register with the Education and Lifelong Learning Directorate. Most of the private schools in Scotland are located in the two largest cities--Edinburgh or Glasgow. This is especially the case of day schools. Some of the senior private schools, comparable to English opublic (private secondary) schools are well known. Fettes College in Ednburgh is probanly the the most prestigious school in Scotland. Some refer to it as the "Eton of the North". It was the school attended by Primeminister Tony Blair. Other important senior schools include: Dollar Academy in Clackmannanshire, Glenalmond College in Perth, Kinross in Elgin, Gordonstoun in Elgin, and Morrison's Academy in Crief. Many of these schools are full term schools with both preparatory and secondary programs. The preparatory schools are less well known and outside of Edinburgh and Glasgow are mostly boarding schools, although there are also day students. The preparatory schools in Scotland developed somewgat differently in Scotland than in England. As a result there are fewer stand along prep schools than is the case in England. This has begun to change somewhat in recent years as Scottish parents have become increasingly concerned with preceived declines in the state system.
The United Kingdom is composed of England, Scotland, Wales, and Ulster. England is by far the largest country in terms of population. There was very little difference in the English and Scottish schools that we could see. The most obvious difference was that the Scottish schools included kilts as part of the school uniform. They used to be worn more commonly, but by the 1980s were worn as the dress uniform. The climate variation also makes for some differences. There are also boarding schools in Wales and Ulster. The Welsh schools are thecsame as the English schools in virtually all regards. There are only a few schools in Ulster. We also visited boarding schools in Australia and New Zealand. Both countries have education system very largely modeled on the British system. Since World War II they have shown more individuality, but the private schools still show a string British influence. that are essentially run as British schools, although again climate makes for some differences.
One complication unique to Scotland is the result of its northerly location. Britain as a whole is located at a high lattitude. London is located north of Newfoundland and Scxotland is located at about the same lattitude as Labrador. The climate as a result of the Gulf Stream is much milder than Canada, but the impact on day light is the same. This means that during the Summer days are very long. It gets light early and and stays light into the evening. And during the Fall and Winter it stays dark in the moning and gets dark in the afternoon. This affects the operation of the school, especially boarding schools. Outdoor activities are more limited in the afternoon during the winter. And during the summer it is still light when the children go to bed. Schools adjust the scjedules toi some extent and of course the Scottish children are used to it, but still day light does have an impact that the schools must deal with in one way or another.
Most Scottish boys in primary schools walk to school. Primary schools are scattered so most children are close enough to a school so that they can walk. A few ride bikes, but this is not as common as it once was. This is alittle different in rural areas where busses or more common. Here the children make more use of the regular bus system than is common in America. Secondary school pupils utilize more diverse ways to get to school. Some live close enough to shool to walk. Other ridecbacks, but this is not as common as it once was. As secondary schools are larger, many pupils don't live close enough to walk. Many children use city busses or Scotland's excellent train system. There are many comiter lines. The children zttending private schools tend to use the same ways to ge to school as secondary students. The primary difference is that parents more commonly drive them to school. Many private schools also have schools busses. This depends on the size of the school. The academies which are the largest schools geerally have busses. The prep schools might have mini-busses. Coming to school generally involves all the children arriving at one time.
The classes at most Scottish prep schools are called forms just as they are in England. There are normally six forms, not includingb the pre-prep that many prep schools now have. Some prep schools use other terms, but form is by far the most common term. This term is used at the public schools and accademies. Thus it is the most widely used term at the prep schools. Normally the youngest children who begin at age 8 years are the Ist formers. The oldest children are the VIth formers who begin the form at age 12, but many are 13 when they finish. The coed prep schools normally have apprimately the same number of boys and girls in the first-fourth forms, but because many girl's public schools want the girls to begin at age 11, there are fewer girls in the fifth and sixth forms. The form numbers are repeated in the public school. Thus a prep school boy completing the VI form, becomes a Ist form boy again at his public school. This same system was once used in the state system, but schools there are adopting an annual progression system, but this varies from school to school.
The modern prep school both in Scotland and in England is a place bustling with activity. For the most part we see very little difference. Academic subjects dominate the morning classes. Going from class to class one sees a wide range of academic activities. The teaching styles varies at different schools as well as from teacher to teacher. Some schools persue rather traditional approaches with the children quietly listening or intent on the assignments at hand. Several Scottish prep schools, especially those outside the major cities are based on large country house serving as the school's main building. Most schools have adopted a variety of modern, innovative approaches. The children seem alert and eager to engage the teachers. The authors have been uniformily impressed with the purposeful activity that almost always is observeable.
Of course there are all kinds of activities going on in the Scottish prep school classroom. The curriculum as in English prep schools includes a major focus on the core subjects of reading, writing, and matchs. But tgere are many other subjects pursued along with the fine arts. Many of the schools are quite traditional with the teachers seated at their desk giving a lesson to the children facing him or her lestening and taking notes, but there is much less of this than there used to be. Increasingly younger teachers are introducing all kinds of innovations to classroom work. Of course this varies with the subject matter. Science in particular permitted all kinds of interesting demonstrations which can easily interest the children. The art class is a favorite of many children permitting all kinds of hands own activities. The computer is also making a difference in some classes, although this was still relaively limited in the 1980s. And during the summer term there were a variety of activities that can be conducted outdoors.
All of the Scottish schools when we visited were beginning to integrate computers into the school program. Various schools were at different stages of this process. Many teachers, especiallu older teachers were unfamiliar with computers. Families at the time were just beginning to acquire home computers and so many of the children were also unfamilar with basic computer skills. There was, however, great interest, especially among the boys. Every school had at least somr boys who had achieved considerable computer literacy. Most schools had begun computer classes in basic skills and programs. Actually using computers in the classroom was still limited, in part because suitable educational programs were just beginning to appear and the intenet was still it a very early phase of development. Thus computing was both a classroom and extra-curricular activity.
The fine arts are approached as both a part of the formal curriculum and as an optional sctivity. The arts program varies from school to school. Usually specialist teachers are hired to conduct classes, activities, and private tutoring. This is an area that has been given increased emphasis in recent years. The schools tend to have a string sports this. This continues, but the students now have many more options. And students who are not sports minded can now have a very happy time at school which was less common in former years when sports dominated the program outside of classes. The arts program varies widely from school to school. All the scgools have an art room and art is a partof the curriuculm. The schools also have a music lessons, especially for the younger children. This may include class singing or an intriduction to instruments, usually by learning to play the recorder. The primary effort is in individual instrument tuition. In many schools more tghn half the children at least try to learn to olsy an instrument. Quite a number achieve notavle success. Drama is usually more of a after class activity like putting on skits asnd plays. All schools produce a school play. Dance programs involve learning social dances or folk dancing, especilly Highland dancing. There are optional lessons in balet or other performnce dances. Mostly but not exclusively girls take these lessons.
Morning break is the term for recess at most prep schools, both schools in England and Scotland. Normally it is about 11:00 am and weather permitting it is a time frentic activity for about 15-20 minutes. It is a time of the school day that the children all look forward to as the morning progresses. The children have spent the morning in their classrooms and this is a time to let off a little steam. Normally the boys choose a variety of active games. Girls often persue more sedate activities during the break. Here the popular games depend on the school and the age level. The younger boys may head for the playground. Many schools have suitable platground equipment. Older boys may choose a variety of active games. Some but not all all are sports related. Cricket batting using a tennis ball is popular. Various tag and a kind of dodgeball game are also popular. Some schools offer a little snack.
All modern prep schools encourage the children to read, both for scgool work and recreation. This is one of the many more academic approsaches of the modern prep school. The idea was to get the children to see reading as a pleasurable and rewarding activity. Here some schools were nore effective than others. Schools vary as to what they promote. Most schools discourage or even ban comic books. Magazines are generally allowed. Boys in particular enjoy magazines on cars and sports. The childrens choice in reading material is quite elecic. The younger children enjoy children's books such as those by Roald Rolland Dahl. We didn't note many boys reading classics like Treasure Iskand or The Three Muskateers. We doid see them reading mysteries and sceince fiction as well as non-fiction books om subjects of interest.
The children at day schools have free time after lunch. They use it variously to relax or play games and sports, depending on the age group. The children at boarding schools have a rest period. This is the same as in England. The children for about 20-30 minutes return to their dormitories. Here the rules vary from school to school. At many schools, the children are expected to be on their bunks and not even talk with each other. They do not have to lie down or actually go to sleep. Many children use the time to read books and magazines. Here the reading material is quite varied. At other schools the rules are more lax. At one school the boys in a dorm were allowed to play board games on the floor as long as they were quiet. Overall it was a good opportunity to visit with the children and here their thoughts about the different schools.
After lunch and the rest period the children may have a class or two or a range of activities, but this varies from school to school. Most schools devote a good deal of the afternoon to games (sports). The schedule in Scotland is affected by the season more than in England because of Scotland's northern lattitude. It gets dark very early in the Winter season and stays light into the evening during the summer term. Thus the time for outdoors afternoom sports is often quite limited for the children during the Winter term. Some schools adjust the schedule to varying degrees, moving afternoon games up in the schedule. There may also be indoor activities in the gym. Also on some days schools may have clubs/occupations rather than sports on 1-2 weekdays, but most schools place the emphasis on games (sports). This reflects the traditional emphasis on sports at British public schools. This tradition is very much a part of the Scottish schools tradition as well.
We notte a range of special events at Scottish schools, both classroom activities and other activities outside the classroom. The events are essentially the same as those in England. One popular classroom activity were the periodic elections. The demands of the academic program and the relatively short school day limits the special events possible at day schools. Much more is possible at boarding schools which have afternoons and the early evening to work with. There was considerable diversity from school to school on these special events. One of the most common special event is inviting gest speakes to give talks to the children which are normally called lectures. This can easily be worked into the schedule of a day school. Other special events are more workable at boasrding schools. We noted form competitions in dramatics with presentations of skits. There were also debate competitions staged. Another popular competitions were quiz type affairs. Some holidays called for special activities. Two populasr holidays were Guy Fawkes Day and Christmas. Guy Fawkes day is more uniquely English, but the Scotts enjoy celebrating it also--remember that the target was not only the English Parliament, but King James I who was the Scottish James VI.
Scottish private boiarding schools before World war II like schools in England were mostly single gender schools. They have gone through the same process as in England. Many schools during the 1970s experienced decling enrollments. To msintain rolls, many decided to go coied. This immediatelly doubled the potential candidates. In additiion it was something many parents wanted. Attitudes toward education were changing with coeducation increasing in popularity. The principal factor was probanly sdimple logistics. Parents with boys and girls were confronted with maintaining multiple schedules. Having the children at the same school significantly simplified logistics. Thus rather than any assessment of the benefits of coeducation, these praxtical considerations were the primary deterrminsts of the move toward education. This shift resultec in vary substabtial adjustments in the schools involved. And as aesult, the atmopshere at the schools involved were substabtially changed. This was a factor, but not the only onbe, in making these schools more humane places with a homey atmosphere. Most of the schools had very similar uniforms for the boys and hirls, although there were seasonal differences.
The austere Scottish boarding school became something of a British cultural phemomenon in the 19th century. It was not possible earlier because of the difficulties and cost of transportation. The railroads that appeared in Britain during the mid-19th century made Scotlahnd accessible to even the most remote spot of Britain. The Scottish revival with authors like Sir Walter scott as well as Queen Victoria helped to popularize Scotland. Just why the english would want to send their children to the far north we are not entirely sure. The bracing climate may have been seen as toughening the boys which was an important concern in the 19th century boarding school. This was also the era of "muscular Christisnity". As far as we know, this cultural phenomenon was only enjoyed by the boys.Boarding schools in Scotland are today very similar to the comparable schools in England. In fact it is very difficult to tell a difference in the schools from our brief visits. The demand for boarding plsaces has declined sharply in recent years. Some schools were forced to close. Others accepted boy day children and girls to become coeducational. The same of course occurred in England. Scotland is, however, less urbanized with only two major cities. Thus unless the schools were near Edinburg or Glasgow, maintaining the school roles became a problem and several schools closed in the 1970s. The economic pick up in the 1980s as a result of the Thatcher reforms as well as increasing concerns over standards in the states schools has greatly assisted the surviving schools. Many now have much larger numbers of day children than previously. At several schools, the day children outnumber the boarders. This is one of many changes which has affected the boarding program. And the arrival of the girls caused many to upgrade the amenities at the school, especially the dormitories. Scottish educators in the 19th century came to generally accept the English approach to boarding. Here boarding is seen as an essentisal aspect of the overall educational program. It was away to toughren the boys up and had a very strong sports component. Here prep schools were important, as in Englnd, to prepare boys for their senior schools. This assessment was widely held until after World War II. Many parents at this time began to question the value of boarding. Others wanted a broader program with a greater emphasis on academics and the arts. The schools gradually adapted the program, but a considerable sports program remains. We note in recent years educators have begun to reassess the potential value of boarding. We note some educators in the state sector suggesting that state boarding facilities might in particular be very benedicial for troubled children or young offenders.
Going home is a little different than coming to school. This is because the school day is staggered. This is primarily the case at the private schools. Here the younger children are lkely to go home first. The older pupils have a variety of after-school activities including prep, various, clubs, and sports.
Scottish school uniforms are quite similar to English school uniforms. This used to be caps and blazers in England, but the caps are no longer very common. There are, however, a few distnctive features to the school uniforms worn in Scotland. The boys at a few schools do not wear ties. There are more likely to wear different colored short trousers in Scotland. Several schools have uniforms with blue short pants. This is not unknown in England, but much more prevalet in Scotland. Most schools have black long or grey long and short trousers as in England, but quite a few have blue shorts. Some Scottish boys wear kilts to school, but this is now a dress outfits, in part because of the cost of kilts. Another destinctive aspect is the many different colorsof knee socks the boys wear. In England boys mostly wear grey knee socks. Scottish boys also wear grey knee socks, but many other colors as well. This includes black, blue, green red, and purple. The bright colors are not seen in Englnd, except for games. As in England, the children were generally rquired to wear their caps (if they still had them), ties, and blazers when coming abd going to school. At least at the boarding schools, the uniforms tended to be very basic.
The children at most private schools in Scotland are also organized into houses. These houses are a particularly important aspect of boarding school life, but day schools also have houses. The system is essentially the same as in England. Most schools see these houses as an important phase of prep school life. Schools encourage the house spirit in a variety of ways. The system is founded on the basis of the boarding public school experience, but has been adjusted for use in the preparatory schools. The dormitories in prep schools are organized on the basis and not houses with a range of age groups mixed together. Also day children tend to be a much more important part of the prep school mix than in public schools. Even so the prep schools have established houses to help tap iknto the excitement and competition that taps into the house system. And we see the children wearing badges to show which house they beloing.
