|
We continue to see mostly single gender prep schools. They were often established in the country locations. Many used former manor houses. Prep schools had become well established in the late-19th century. Smaller schools might be coed as they needed to increase their numbers, but the vast majority were single gender schools as were most secondary schools. And the larger number were boys schools reflecting the greater importance ascribed to educating boys at the time. Another factor wa that most private schools were boarding estalishments. And parents were often less willing to allow girls to be away from home, believing they required greater protection and supervisio than boys. Boys mostly wore suits at the time, especially boys from families that could afford private education school fees. Uniform standrds varied. Some schools were quite strict about the uniform, which could be quite involved. Others more relaxed. Many of these schools adopted blazers as the primary uniform, many wore bright colors. We also see stripes. Commonly the uniform included a peaked cap, commonly done in the same color as the blazer. The pants were normally grey or other dark color. The girls often adopted some of the garments worn by boys, except of course for the short pants. The same was true for the public sdchools. The girls wore skirts or gym slips, what Americans would call jumpers. Some schools had light-weight summer dresses, but we are unsure when this became common. Many schools required short pants and destictive knee socks began to appear. The shorts continued tp be quit long as was the case in the 1910s, often similsr to the length of knee pants worn in the 1900s and 10s. We no longer see masny boys wearing long stockings, but some schools still required girls to wear them. Increasingly the girls were wearing white socks. Sandals began to become standard. Gradually secondary education expanded. Quite a number of parents who could not afford the public (elite private boarding) schools, but sent their children to prep schools to prepare them for secondary schools. This meant both public schools (boarding schools) and grammar schools (day schools). The prep schools were also commonmly boarding schools like the public schoolds, but there were day schools in the cities.
World War I had a huge impavr on Britain. The country began the War as the mostv powerful country in the world and the centrr of world finance. The War left it basically bankrupt. The 1920s was thecRoaring Twenties in Ameruca. There was some of the same in Britain, but less dexubrance becamuse of the financial constraints. The decaded began with the aafrermath othe War the loss of life and thise wiunded by war. As the ecoomy began to recover there was a renewed sense of optimism. The Roaring Twenties had arrived on both sides of the Atlantic. The War had advanced technological change which helped to creare new industries. There was also a demand for a range if reforms. The War had, however, resricted the Government's ability to finance the reforms. Problemd begam at mid-century. Many were relted to the
attempt to reinstitute the Gold Standard making British exports more expensive. The coal industry was an imprtant part of the economy abnd amajor export product. These and other problems led to the General Strike (1926). John Maynard Keynes recomnended raising taxes during World War I, approached 90 percent fir the weakthy. Taxes remained high after the War. This impacted investment which impact the development of new industries and efficent factiries, ultimately impasctung job creatiion, esopeciall good paying jobs. We are not sure how all of this impacted fee paying private schools likec the prep schools, but probably it impacted the number of parents who could aford private education.
Prep schools like public elite private boarding) schools were establisged as single gender schools (mid-19th century). We see mostly single gender prep schools afrer World war I in the 1920s. State primaries began to move toward co-education. Smaller schools might be coed as they needed to increase their numbers, but the vast majority of these schools were single gender schools as were most secondary schools. And the larger number were boys schools reflecting the greater importance ascribed to educating boys at the time. Another factor wa that most private schools were boarding estalishments. And parents were often less willing to allow girls to be away from home, believing they required greater protection and supervisio than boys.
Like many public schools, prep schools were often located in the countryside, often established in the former manor houses. Tax laws forced many of the great country estates to break up. This mean that gthe manor houses declined in value. Manging they could ve purchased at a rasionable price. This meant that the land around them could be acquired, land needed for games and other activities. As a result, many of these schools had very attractive grounds.
These schools were mostly boarding schools because they were prepasring the boys for life in public scgools which were boarding schools. And it wss necessary to locate them in the coutryside where the land needed for the schools was affordable.
Boys mostly wore suits at the time, especially boys from families that could afford private education school fees. Uniform standrds varied. Some schools were quite strict about the uniform, which could be quite involved. Others more relaxed. Many of these schools adopted blazers as the primary uniform, many wore bright colors. We also see stripes. Commonly the uniform included a peaked cap, commonly done in the same color as the blazer. The pants were normally grey or other dark color. The girls often adopted some of the garments worn by boys, except of course for the short pants. The same was true for the public sdchools. The girls wore skirts or gym slips, what Americans would call jumpers. Some schools had light-weight summer dresses, but we are unsure when this became common. Many schools required short pants and e knee socks with the destictive tops in the school colors began to appear. The shorts continued tp be quit long as was the case in the 1910s, often similar to the length of knee pants worn in the 1900s and 10s. We no longer see many boys wearing long stockings, but some schools still required girls to wear them. Increasingly the girls were wearing white socks. Sandals began to become standard. Gradually secondary education expanded. Quite a number of parents who could not afford the public (elite private boarding) schools, but sent their children to prep schools to prepare them for secondary schools. This meant both public schools (boarding schools) and grammar schools (day schools). The prep schools were also commonmly boarding schools like the public schools, but there were day schools in the cities.
Related Chronolgy Pages in the Boys' Historical Web Site
[The 1880s]
[The 1930s]
[The 1940s]
[The 1950s]
[The 1960s]
[The 1970s]
[The 1980s]
Related Style Pages in the Boys' Historical Web Site
[Long pants suits]
[Short pants suits]
[Socks]
[Eton suits]
[Jacket and trousers]
[Blazer
[School sandals
