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The two major types of schools were the state and private schools. The two major tyles of scgiols, state and privarte were active in the 20th centuryy Many of the modern English school types were in place by the early-20th century, although some new types appeared after World War II, the most important being the comprehensive school The state schools included primary and secondary schools. The types of both varied over time. Uniforms varied at different types of schools. There were some differences between state and private schools. Denominational schools differed from state schools, at least at the private level. Private schools included both preparatory schools for the younger children and public (elite private boarding) schools for the older boys. The parivate schools tended to put a greater emphasis on uniforms than the state schools. The grammar schools which were a kind of private-state mix being something of an exception. Grammar schools at mid-century had the choice of being part of the statevsystem or becoming private schools. Private schools declined as a result of the economic problens following World War II. Many private schools were lost in the 1970s, but the sector in recent years has been rebounding as parents became concerned about discipline standards at state schools. At the same kind mothers were concerned about boarding and as a result most of these schools put morevempahsize on the day non-boarding group. Many of the boys' shifted over to coeducation.
Many of the modern English school types were in place by the early-20th century, although some new types appeared after World War II, the most important being the comprehensive school which became the core of the scondary system. The state schools included primary and secondary schools. The types of both varied over time. The state system was mpstly made up of the primary system A relatively small portion of the chulfen attensd secondarty school, especially the working-class children. The secondary system consisted of secondary noderns and the semi-independent grammar schools. The grammar schools which were a kind of private-state mix being something of an exception. Grammar schools at mid-century had the choice of being part of the state system or becoming private schools. Only with World War II was the decission made to create a secobdary school to accomodate the needs of all English children. The secondary moderns and grammar schools involved selective education. The new comprehensice systm not only involved expanding the secondary stystem, but in crearting a non- selective system. Uniforms varied at different types of schools. Children a state prinaty did not wear uniforms, There were, however, popular school garments like peaked caps that mothers chose. Unlike America, denominational schools were essentially inckuded within the state ststem because they received state funding. The primatry denominatiinal schools were the COE and Cathholic schools. For the most part students at state schoold did not wear umifotms. An exception was the semomiational schools, but we believe mostly after World War II. And we begin to see some state primaries adppting buniforms beginning in the 1950s. This was a decision made by individual schools. The secondary schools were different. The grammar schools were influenjced by the uniforms worn at the punlic schools meaning the elite private boarding schools. This tradition was followed by the secondary moderns and comprehensives when they were created. The grammar schgills often had colored blazers with various trim. The new secondary schools had vary basic blazers, usually black blazers. .
The public or elite private boarding schools were the first modern schools to have uniforms. The slite schools were boardingbschools, but there were also day schools. Some date back severl centuries. Private schools included both preparatory schools for the younger children and public (elite private boarding) schools for the older boys. The private schools tended to put a greater emphasis on uniforms than the state schools. The grammar schools which were a kind of private-state mix being something of an exception. Grammar schools at mid-century had the choice of being part of the state system or becoming private schools. The other major component ofv the ptivate system was the preparatory or prep schools. They are different than American prep schools which are secondary schools. The English prep schools are more like primary schools, although thevagevrange generally goes up tom12-13 years for the boys. Girls generallyb trans fie to ntheir oubkuc schiilksbacouple ywaes earlier. The prep schools are a much more recent phemonenon than the public schools which atvfirst mixedvboys ofva wode agevrange. They proved to be rather rough even dangerous places. Given a tradition of self goverment, thesevschools could be dangerous for the vyounger boys. As a resilt in the mod-19th century as more modern humanitarian concerns abiut protecting chikdren, it was realized that younger boys should be cared for separately in schoools geared for theor needs. By the turn-of-the 20th century, this tradition was well established. The schools adopted many of the traditions of the public schools which inclided boarding, games (sports), uniforms, and others.
Private schools declined as a result of the economic problens following World War II. Many private schools were lost in the 1970s, but the sector in recent years has been rebounding as parents became concerned about discipline standards at state schools. At the same kind mothers were concerned about boarding and as a result most of these schools put morevempahsize on the day non-boarding group. Many of the boys' shifted over to coeducation.
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