Figure 1.--Every preparatory school has its own unique character. This boarding school was overseen by a very dedicated headmaster who placed a real emphasis on character building. He incorporated some outward bound type experiences appropriate for prep-school boys to the program. These boys after Saturday morning classes are discussing their big adventure in the afternoon. |
Every prep school has its own definitive character. Preparatory schools are organized along no national standard. As a result the schools tend to be highly individualized, depending on the headmaster and a wide-variety of school traditions. The headmaster at most schools has a significant impact on the school organization to a much greater extent than is common at a state school. Many schools were founded by individuals in the 19th century as a profit-making activity. While many continue to be privately owned, an increasing number have been converted to charitable trusts. Others were founded by public schools to care especially for younger children. As a result, some schools have traditions extending back to the 16th Century or even earlier. Many schools have varied conections with a variety of churches. This diverse background results in a great diversity of organization and programs at English preparatory schools. There are many other factors involved, of course the staff and children, a collection of school cats and dogs, the program, location, facilities and much more.
Every prep school has its own definitive character. Preparatory schools are organized along no national standard. As a result the schools tend to be highly individualized, depending on the headmaster and a wide-variety of school traditions. Thus parents have a wide range of varying appraoaches to choose from in selecting a prep school. Considerable care has to be taken in selecting a school that is appropriate for their child. Of course here gepgraphy intervenes. Especially when selecting a day school, a school located close by is often of great importance.
The headmaster at most schools has a significant impact on the school organization to a much greater extent than is common at a state school. This is especially true when the headmaster actually owns the school, but such schools are now becoming less common. Even when the headmaster is just the administrator for a corporate body such as a charitable trust his influence is often key. Headmasters take many different approaches to their role. Some focus on their administrative duties which are considerable given the fact that these schools are essentially small business. Others give much more attention to the children and may even teach an honors class or coach sports teans to particiapte in other activities affording them more contact with the children. Here the role played by the headmaster is a critical in forming the character of the school.
The headmaster plays a key role in determining the character oif the school in part because he plays a central role in developing and implementuing the school program. Every school has its own unique blend of academics, sports, arts, and other program elements. Some schools concentrate on academics while at oyher schools the games program is very impotant. Many headmasters and male staff come from public schools where considerale emphsis was placed on sport and this is reflected in the school program. Schools also vary widely in the attention given to the arts which affects the status and prestige of achievenments in these areas. There are also differences in the activities program.
Many schools were founded by individuals in the 19th century as a profit-making activity. While many continue to be privately owned, an increasing number have been converted to charitable trusts. Others were founded by public schools to care especially for younger children. As a result, some schools have traditions extending back to the 16th Century or even earlier. And of course the children add to the lore of the school. The children in several scools told us about the resident school ghost.
Religion playsa varying role in the life of the school. Many schools have varied conections with a variety of churches.
The staff plays an inportant role in building the character of the school. The taff often provides a frange of older and younger teachers as well as men and women providing a ballance. Many have personal interests varying from prorecting turtles to railroding that often have more opportunity for expresion than in private schools. This is especually true of boarding schools. Many schools have foreign teachers, especially in the area of foreign languages.
We note a varied collection of dschool dogs and cats at the schools. Our favorite was Erasumus, a wonderfully tempered golden retriever which the children adored. most schools have a cat or two curled up in vaying lcations.
