Figure 1.--The library at this prep school was a small collection of books along one wall of the billiards or game room. |
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While many preparatory schools have given substantial attention to sports facilities, we note that often the libraries are a rather neglected aspect of the school program. While this is not the case of all prep schools, we have noted that a substantial number have very limited libraries. In fact, quite a few have no dedicated library at all, but rather a small collection of books in a multiple-use room. One school had a small collection of books in the billirds game room. This was not uncommon. Other schools have a library in a small room. Commonly there was no school librarian. In several schools the boys themselves maintained the lending records. Often it was more of a lending library than a research linrary, although this also varies from school to school. Generally speaking the book collection is very limited meaning that there is little opportunity for the children to learn research and library skills. Some schools had reasonable libraries, but generally speaking even the best prep school libraries were inferior to the libraries at most state primary schools. I'm not surejust why the prep schools have generally given only limited attention to building school libraries. Presumably the major factor is finances. And of course the headmastrs and senior taff generally came out of the private sschool system in which there was not a substantial emphasis on school libraries. Some children to persue research projects made use of Britain's excellent system of public libraries. Our visits were mostly in the 1980s so this may have changed in the modern schools. Another factor is also the internet which has provided substantial reseearch resources to modern schools with limited libraries.
: Here we would be interested in hearing from our readers who attended prep schools about their experiences with the school library.
While many preparatory schools have given substantial attention to sports facilities, we note that often the libraries are a rather neglected aspect of the school program. The private or independent system is noted for its emphasis on sports. The schools in recent years has substantially improved their academic program, but that shift has not generally showed up in the school libraries.
While this is not the case of all prep schools, we have noted that a substantial number have very limited libraries. In fact, quite a few have no dedicated library at all, but rather a small collection of books in a multiple-use room. One school had a small collection of books in the billirds game room. This was not uncommon. Other schools have a library in a small room. One factor here was the type of school. We are talking primarily about and along prep schools. The situation is different at the prep deptments of full term schools would have access to the more subsantial libraries of the senior school. Here some of the libraries house some collections of considerable academic importance beyond the actual needs of the students. The Gresham's School Library contains , for example, the Foundation Library, as the school explins, "a collection of books and manuscripts provided at the school's establishment in 1555 and later".
Commonly there was no school librarian. We found librarins at only a handful of schools. A major factor here was the size of the school. In several schools the boys themselves maintained the lending records. Library was one of the award pins given at at many schools.
The book collection in the libraries varied widely from school to school. Most had only a very small collection of books measured in terms of the number of volumes. Some shools relied primarily on gifts from parents to expand their libraries. Often the prep school libraries were more of a lending library than a research library, although this also varies from school to school. Most children working on research assignments had to seek sources outside of the limited collection of their scool library.
School libraries are important for a number of reasons. Two are especially important. First, academic studies have shown that a love of reading is more important for children's academic success than many other factors such as familyaffluence and class. And here availability of books is a key factor. The prep schools we visited had varius ways of dealing with book availability even sith small libraies. Many schools allowed the children to purchase inexpensive paperbacks that they were encouraged to read in their spare time. Second, an important part of a basic educatin is klearning research skills. Generally speaking the book collection at prep schools was so limited meaning that there is little opportunity for the children to learn research and library skills. Of course at this age research assignments are basic, but still an important aspect of a child's education. The older boys at most schools were given reserarch assignments. It was certainly something the children needed before entering their public schools.
Some schools had reasonable libraries, but generally speaking even the best prep school libraries were inferior to the libraries at most state primary schools. The stte schools generally did have librarians and a dedicated school library. This was a notble gap that we noted throughout Britain.
I'm not surejust why the prep schools have generally given only limited attention to establishing ans maintaining school libraries. Presumably the major factor is finances. And of course the headmastrs and senior taff generally came out of the private sschool system in which there was not a substantial emphasis on school libraries. Perhaps the schools have thought that the investment in libraries was not necessary because what ever defecit resulting could be recitifed in their senior schools which did tend to have adequate and in some cases ecellent libraries.
Some children to persue research projects made use of Britain's excellent system of public libraries. Here it was the day boys obviously that had the greatest access to public libraries. Some boys who walked or biked to school could stop at the library on the way home. This depended oin where the school and public library was located. Or mum could stop by the local library on the wat home. This was much more difficult for boarding school childen. Some boarding schools attempted to make up for this limitauion by arranging visits to the localmpublic library. And in some intances book mobiles visited the schools giving the children access to a much larger collection than in the school library.
Our visits were mostly in the 1980s so this may have changed in the modern schools. Another factor is also the internet which has provided substantial reseearch resources to modern schools with limited libraries. The schools were just beginning to acquyire and learn how to use computers and the internet was still very limited. Most teachers were infamiliar with computers. We suspect that this has changed substantially. We noted a trend at some schools to upgrde the library and to rename it a resource center encorporating some of the new media becoming available. One school reports, "The Library was converted from two geography classrooms into a learning resource centre at the heart of the school during the summer of 1990."
