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The modern prep school program centers on the academic program. This was not always the case but has become especially true in recent years. Most preparatory schools are remarably successful educational institutions, providing the children a sound grounding in basis maths, reading, and writing--the classic "Three Rs". The schools insist on high academic standards. Other prep schools are more geared to the average child, but expect a great deal of him. Some may argue that this subjects young children to undue pressure. Others maintain that pressure or challenge is a part of life and that children should learn this, although in a caring and structured setting. An important adjunct part of the prep school program is sports or games as they are called in England. Games used to be a much more important part of the program, but as the emphasis has declined in public school, so has it also declined in the prep schools. Even so, they are still very important. Games are of course an activity, but they are of such importance that we have created a special section for them. Most English prep schools continue to place a considerable emphasis on physical activity and sport, or games as they are commonly called. The greatest emphasis is placed on the major team sports, football, rugby, and cricket. Many schools also give important arrention to the arts. Schools also weave a range of other activities into the prep school program. The empahasis given to these various compaonents varies from school to school and along with the staff help to give each school its unique character.
Most preparatory schools are remarably successful educational institutions, providing the choldren a sound grounding in basis maths, reading, and writing--the classic "Three Rs". The schools insist on high academic standards. Some may argue that thi subjects young children to undue pressure. Here schools vary as to the extent this occurs. The generally small class sizes, however, provide a competent teacher the ability to taylor the program to individual needs. Virtually all of the schools stress that they are preparing the childre for the Common Entrance Examination (CEE). Here cramming is not encouraged. Children of normal academic abilities entering a prep school with reasonable grounding, rarely have difficulties with the CEE and gaining entrance to the chosen public school. Often parents want the children to attend their old school. But many a substantial number of parents did not attend public schools. The prep school staff working with the children help the parents select suitable public schools. Those children with the necessary academic ability are encouraged to attemt scholarship work.
Games are of course an activity, but they are of such importance that we have created a special section for them. Most English prep schools continue to place a considerable emphasis on physical activity and sport, or games as they are commonly called. The greatest emphasis is placed on the major team sports, football, rugby, and cricket. Many non-team sports are also encouraged. At some schools the emphasis is on physical fitness. The headmaster at Hill House in London , for example, believes that "there is. no point in teaching a boy to read and write until he can swim. If a boy is physicall fit, he is never ill. You need to tire any normal boy a bit if you want him to sit down and work at English, French, mathematics and science." Many schools are convinced that sports are an important character-building experience and that success and discipline on the sports field can improve a child's to confidence in approaching academics and other challenges. Often games are seenas building leadership skills. AsTwford explains, games are taught so that the children "may appreciate the importance of a healthy body, ... learn to serve his side or school team, and be taught the lesson of leadership ..." rather than for "the doubtful blessings of athletic reputation." As a result, pysical education is part of the curiculum. Many schools prepare a physical fitness profile that a child takes to his or her Public School. The profile records aptitude and achievements in games and sports as well as other physical activities such as skiing trips, camping, and outward bound expeditions.
All schools have arts programs which consitute an important part of school life., The schools vary widely in emphasis placed on theY. arts as well as the attention given to indicual arts. The attention to the arts is a significant change in recent years. Early prep schools had highly restricted curiculums and~ used games as the primary out of class activity. It is a rare prep school now which does not have a very substantial arts program that plays a very important role in the life of the school. This change is due to a variety of factors. Certainly ii is part of the modern school's attemot to provide an educational experience better suited to an individual needs. Not all children are interested are capable at sports. Part of this shift is due to the increasing role mothers take in their child's education which formerly was often decided primarily by the father who normally has a greater interst in sports than the mother. The change also reflects the schools effort to provide the children learnong experiences which will better equip them for life. While team sports may provide valuable lessons in life, relatively few children will play soccer, rugby, and cricket aftrer they leave school. All children will be able to pursue artistic and musical skills throuhhout their lives. The increasing importance of coeducation has caused many schools to expand their arts program to the benefit of both boys and girls. Whatever the reason almost all schools now have impressive arts programs.
Prep schools encourage their children to participate in a wide range of activities. One headmaster explained to us that helping children to learn the "creative use of leisure" was an important part of the prep school experience, a sentiment echoed at many schools.
A Gloucestershire school tells parents that "We are very much aware of the need to help boys learn to use their free time wisely and creatively." One boy explained to us, "You are expected to find something constructive to do, it is a famous staff saying." Many schools promote activities to ensure every child will find some sphere of school life in which he or she can excell. This is not simply a symphathetic approach or an effort to assist the children learn to use their leisure, it is in fact a vital element of the school program.
