Figure 1.--British prep schools have changed signifabtly in recent years. Here a variety of factors are involved. One of the nost important we believe is coeducation. Notice that even with coeducation, the boys and girls tended to segregate themselves. |
British prep schools up until the 1960s and even 70s were quite spartan places with metal-framed beds, painted walls and dull corridors. You still saw some of that even in the 1980s. Happily, preparatory schools have significantly changed for the better in the past 25 years in this area. There seems to be a kinder, gentler atmosphere at many schools. Headmasters and their wives at successful schools invariably make great effort to meet the emotional needs of the children entrusted to their care. This by far is the most important change made. This is not to say that prep schools did not exist earlier with kindly staff. It is to say that this was not a major priority at many early schools. A corilary development has been changing attitudes toward discipline. There have been other important changes to the physical plant. Another major change has been coeducation, although there are still many single gender schools.
British prep schools up until the 1960s and even 70s were quite spartan places with metal-framed beds, painted walls and dull corridors. You still saw some of that even in the 1980s. Bedrooms were like dormitories and in some ways there wasn't a lot of difference for a boy being sent to a private school and one sent to a reform school. Both often found themselves living in imposing buildings, set in acres of grounds with little in the way of creature comforts. There was also in many places a harsh regime of early morning showers, cross-country runs before breakfast .... and corporal punishment. Parents especially the fathers would often thought of the private school experience toughening up their son, preparing him for the challenges of adult life.
Happily, preparatory schools have significantly changed for the better in the past 25 years in this area. There seems to be a kinder, gentler atmosphere at many schools. Headmasters and their wives at successful schools invariably make great effort to meet the emotional needs of the children entrusted to their care. Most now stress their homely atmosphere and like to have pictures in their prospectuses of the head and his wife (and perhaps their children) often surrounde by pupils in a cosy sitting room. We note earlier prospectuses in which the children were all cleared out of classrooms and dormitories before they were taken. Now the schools seek to stress that their school is a happy school with a homey environment.
This by far is the most important change made. This is not to say that prep schools did not exist earlier with kindly staff. It is to say that this was not a major priority at many early schools. A corilary development has been changing attitudes toward discipline. There have been other important changes to the physical plant. The dormitories are better appointed and cheerier. There are also more recreationl facilities such as playgroynd equipment, sports halls, computer rooms, and other facilities that provide play or recreational facilities for the children. Another major change has been coeducation, although there are still many single gender schools.
