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British boarding schools at one time had a uneviable reputation as austere, affectionless institutions. This was not only for the public (secondary) schools, but also for the preparatory schools for the younger, primary-age children. Such an atmosphere seems especially disturbing for these younger children. And Scottish boarding schools a=had an even more austere reputation, in part because of the isolation and cooler climate. In all too many instances, this was a well-deserved reputation. And in many instances this was what the parents, especially the fathers wanted, thining it important to toughen up the children. This seems to have been the situation as late as the 1950s. Then things began to change at the schools. Parents began to question the efficacy of boarding children, especially the younger children. And if they did dedcide on boarding wanted a more comfortable humane setting. This is probably a consequnce of the mother's greater influence. Also the experience of the children became increasingly important. Parents were less likely to keep a child in a school if he was unhappy. Thus a school had to cater to the children as never before. As a result of economic problems, quite a numbers of schools had to close in the 1970s. Those schools that continued to operate had to assess operations. One of the changes made at anumber of schools was coeducation. Parents with boys and girls found it easier to juggle their scheduls if the chikdren were at the same schools. And this meant that the schools had to upgrade faciluties. Biys seem to have been willing to tolerate relatively spartan accomodations. In talking to the headmasters, gthere seems that this was not just changes on the part of the chikdren and parents, but in the outlook of the staff as to how these schools should be operated. Girls and their mothers were less willing. This he schools have amde a notable transitiin to much more humane institutions.
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