Figure 1.--Modern prep schools stress academics as well as the development of character and social skills. Here boys who have become close friends discuss an interesting lesson during a break between classes.
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Figure 1.--Modern prep schools stress academics as well as the development of character and social skills. Here boys who have become close friends discuss an interesting lesson during a break between classes. |
Modern schools have a variety of goals, but most now emphasize their desire to help a child develop his or her abilities in a caring atmoshpere. Many now stress that their goal is to help form a well-rounded child. Various schools importance to a variety of goals, common among the many goals mentioned are: tradition, idealism, individuality discipline, personal attention, and happiness. A brief review of the principal aims of various school as explained during the 1980s give an instrutive overview of the goals of a modern English preparatory school. Note in particular how so many schools stress the importance of hapinesss. This would have been less important at pre-World War II schools. Also note that the schools tend to stress personal development over skills and achievement per se.
Abberley Hall in Worcester, stress that they aim to meet the needs of each child as an individual.
Ashfold House in Bucks explains that their aim is to "turn out a happy, well-ballanced boy ... who, knowing how to apply himself, will put his best into whatever job he undertakes; a boy capable' of forming independent judgement, with a free unbiased and acquisitive mind."
Barfield in Surrey says that they aim to provide a carIng and disciplined environment in which a boy will grow in confidence and academic stature, and, above all, be able to enjoy the most important gift any child can receive--happiness."
Beachborough in Bucks wants the boys "to develop their academic and physical capabilities fully and also secure a firm foundation of manners and a sence of social awarness. Above all, we want them to develop their own personalities as individuals."
Beech Hall in Chesire seeks to provide "a happy, healthy, disciplined society in which a boy can work to his best ability and develop those skills, whether academic or not, of which he can be proud".
Boundary Oak in Hampshire seeks to maintain a balance "between the necessary order and discipline which younger boys as a group both need and rely upon; and the equally vital freedom for individual expression."
Brambletye aims to "produce a happy, confident boy, who works hard, enjoys his games, plays his part in some of the numerous societies, and so takes a full share in the corporate life of the school."
Bramcote in Nottinghamshire believes that "boys enjoy working to the best of their ability, and achieve happiness and fulfillment through a great variety of challenges--in the classroom, on the games field, and in the many activities which they can take part
in. Emphasis is put on good manners and responsible behavior, and it is our aim that the Christian spirit of consideration and thought for others shoyld prevade the School's life."
Brightiands seeks to "provide an environment within which each boy can develop his particular talents to the highest possible degree both as an individual and as a member of the school community."
Clifton College reports that "... ademically the object of the School is to give a boy a thorough grounding in the ortadox classroom subjects and, at the same time, to stimulate his individual interests and creative abilities."
Cheltenharn College explains that "Our job is to allow happiness to growthrought interest, knowledge and increasing skills, fostering a boy's creative tallents and the satisfaction to be found in work well done and abilities well streached."
Denmead seeks to "constantly to provide an opportunity in which all boys can develop confidence as their individual personalities and capabilities unfold."
Gayhurst in Buckinghamshire seeks to "lay the foundations for the boys' future life in both education and the world, by helping him through the teaching of his body, mind, and spirit, to find sucess and confidence in himself, his social environment, and his mental abilities." The school aims to "educate not just for the present, but the fact recognizes the fact that progress tpwards fulfilment in early manhood depends wholly on his education during" his early years. The schools attempts to build a foundation of intelectual capacity, moral staure, 'and social sensability.
Glebe House in Norfolk seeks to produce "a well-adjusted boy who works: hard, enjoys his games, and takes a full share in the corporate life of the school."
Great Houghton in Northamptonshire seeks to provide in caracter training no less than academic, and in physical activities of wide range.
Hazelgrove House in Somerset explains that itaims to encourage a boy to "realize his tallents to the full both inside the classroom and in a wide-range of extra-curlcular activities."
Hazelwood in Surrey aims to "encourage each boy to work hard and to develop his own particular talents to the full within a happy environment."
Hillstone in Worchester aims to "provide a secure and happy environment where a young boy can settle quickly, learn to work hard, and benefit from the opportunites of boarding' life.
Highfield in Hampshire aims to "provide an environment within which each child can develop his or her talents to the highest possible degree."
Holmwood in Merseyside aims to send a boy on to his Public School self-motivated and self-disciplined."
King's College School in Cambridgeshore seeks to provide "a sound, all-round education in which Christian principles and the pursuit of excellence, self discipline, self-reliance and self-fulfillment play their part. Our aim is to foster balanced individuals able to benefit from their secondary education ... and able to make a positive contribution in their adult lives."
Marsh Court in Hampshire indicates that its main objective is to attain "academic excellence in a disciplined atmoshere."
Maidwell Hall in Northhamptonshire aims to "develop the full potential of each boy in work, games, and out-of-school activities."
Moulsford in Oxfordshire aims to "provide each boy with the greatest possible individual attention and involve him in a happy disciplined community to enable him to attain academic excellence; the habits of hard work and unselfishness; a personality enriched by active leisure and the good manners which 'maketh man'."
Newlands in Tyne and Wear endevors "to develop a healthy, normal boy, with a lively interest in all sides of school life; to train each boy in habits of thorough work, and to stimulate him to individual effort."
Northcliffe in Hampshire explains that it "provides a broad education, both in the form room and outside, and to fit children firstly for their next schools, and secondly for the fast changing world which they will meet outside. It is sufficiently traditional to believe that good manners are still important."
Oakley Hall in Gloucestershire indicates that the "development of character and a sence of responsibility is the first consideration. .... It is the the aim of the School to turn out boys who are 'happy, healthy and useful citizens, who know how to work and to play and how to live."
Oakmount in Hampsire lists a variety of goals, to "ground a boy thoroughly well in all those subjects which he will require at a public schOol and for the Common Entrance Examination; to give him a good knowledge of and fondness for games played in the right spirit; to develop his physique in the best way; to make him honest, self-reliant, and conscious of his duty he owes a a member of the community."
Orley Farm in Middlesex explains that the aim of the school is "to enable every child to give his best by providing him with a stable background of religious belief, discipline and work, with enough diverse activities so that each one may find some sphere in which to shine and thus build confidence in himself for the future."
Perrott Hill in Dorset aims to present the Christian way of life; encourage an attitude of responsibility toward the welfare of others; encourage hard work which will gradually become self motivated; and give a variety of activities that everone can shine in some field.
Pinewood in Oxfordshire has two main aims, on the one hand to "establish habits of clear and creativethinking, of industry and perseverence, and on the other hand to prepare the boy for entry in due course to his Public School.
Presfelde in Shropshire aims to "aims to achieve a high academic standard ..., but it does not believe that education is measured by Common Entrance percentages or scholarships. It believes in a high standard of creative work of all kinds; above all it believes that the School exists for the boys; it does not neglect the week or concentrate only who will distinguish the School academically or athletically, and it is concerned with the hapiness and development of all the children.
Quainton Hall in Middlesex aims to "develop the whole of each individual character and to prepare boys for Public School entry at thirteen years of age."
Ramillies Hall in Cheshire aims to "fit a boy for life by helping him to overcome his
weaknesses and to reinforce his successes."
Rose Hill in Gloucestershire provides a happy friendly environment; to bring up each boy on sound Christian principles; and to bring out the best that is there according to his own special talents. At the same time we endeavour to instil into each boy the ideas of good discipline, good manners, and good taste, and to make him a responsible and helpful person."
St. David's in London explains that the school. aims to "combine good sound teaching and discipline with hapiness and a lively interest in ever-day things--all' of which are vital in the education of any child."
St. Michael's in Hereford-Worcester gives great emphasis to. "the development of character, responsibility and leadership in an atmosphere of freedom and trust, and careful consideration is given to the individual temperament in the context oe a well-ordered society so that every boy or girl can be equipped as well as possible for their next school and, later, for the wider world and beyond."
St. Michael's in Surrey seeks to "prepare boys in every way for life in the future, but more especially for their Public Schools. Special attention is attached to good manners, speech, and behavior, and to developing habits of self control, independemce and responsibility."
St. Neot's in Hampshire has two primary aims. "Firstly, to give each boy the best possible training fir life, in a happy environment. . Secondly, to prepare the boys for entrance to the Public Schools."
St. Piran's in Berkshire is to "give the boys a stimulating, healthy and as happy a preparation for life as we can provide. Essential to this is to provide a first-class education which will help a boy to take his place with credit at his public school."
Seaford Court in Worcestershire aims to "make the most of the individual child's inherent ability, to givehim a semse of pride in work well done, and to develop in him a spirit of unselfishness and of service to others. It aims also to reinforce the moral standards that will enable a child to take his place confidently in modern society."
Spratton Hall in Northamptonshire aims to "provide a school where attention can be paid to the needs of each child as an individual so that his particular talents and abilities can be developed to the full, and where, at the same time, he can live and work in a happy, homelike atmosphere."
Streete Court in Surrey seeks to "prepare boys for entry to their Public Schools and to guide them towards a lasting foundation of hard work, happines, good manners and integrity."
Taverhain Hall in Tyne and Wear seeks to prepare "children mentally and physically for the more independent life of a public school and all walks of life where industryand integrity are valued. At the same time every effort is made to maintain the traditional aspect of a preparatory school where children can develop their characters in a community which is not too large to prevent them being known and treated as individuals. .... By the time a Taverham child leaves, he is usually able to recognize that he can do at least one thing tolerably well for his age--and this, if not the ultimate in education, is something very valuable to him".
Terrington in Yorkshire hopes that "by the time the children are ready to leave' Terrington they have discovered what their talents and abilities are, sto that they can continue to develop them on a wider stage, not only at their next school, but throughout their lives."
Thorpe House in Buckinghamshire' tells parents that "by the time a boy leaves he will have learnt the importance of self-discipline, and the value of hard work; he will have developed a sence of responsibility and he will have experienced the joy of achievement.
Town Close House in Norfolk aims to "provide opportunities and encouragement for all boys to achieve their full potential and to derive confidence from success. At all stages boys are taught that success will largely depend on their owns efforts and determination to make proper use of their opportunities. They are taught to aim at high standards in conduct as well as in work and games . . ."
Twford in Hampshire seeks to "prepare a boy for the wider life of his next school and to provide him with the necessary instruction to enable him to enter it. In addition the Preparatory school sets itseldf a much bigger task than this. It seeks to enable a boy to develop his character to the upmost. It hopes to provide him with a basis of sound knowledge, to teach him to work hard at tasks which cannot always be congenial, toarouse in him the power to discover and explore for himself and to give him the confidence which enables him to recognize his own growing ability to master the difficulties which he must meet. Above all it must furnish him with a true sence of judgement which makes it possible for him to see clearly what is good and what is not. It must go further and try to show him that he can only fulfil his true destiny in recognizing that the fundamental significance of life lies in the service of God."
Wellingborough School Junior School in Northamptonshire explains that they "educate in the broadest sense" and "lay the foundation for a successful Public School career. This assumes guidance of the boy on the academic, cultural and spiritual aspects of life with games and hobbies playing their full part with school work."
Wells House in Worcestershire aims to "provide a foundation of individual health and happiness by a well balanced combination of work, exercise and leisure, and a sound training for body and mind, so that a child may be, in all respects, fit and ready to passon,. well equipped with high ideals, to the larger life of a Public School and later to the world outside."
Wycliffe College Junior School in Gloucestershire aims to "provide for all its pupils a modern balanced curriculum, an opportunity to experience a full life of games, activities and occupations, and perhaps above all, a happy environment in which the young person can grow up and develop as a member of a loving and caring community."
Yardley Court in Kent seeks to "help each boy to develop his potential in everything he does wheter it be work, games or other activities. Every boy is good at something and a wide range of activities provides an encouragement for all boys to achieve success in some field."
