Figure 1.--Billiards is a popular activity at many schools, mostly with the boys. Some schools have wonderful tables and billiard rooms, inherites from the old country houses around which many schools were founded. |
|
Preparatory schools see the various activitities offered as an important part of the overall program. For many years the sports program was the dominant activitty offered. This became an important part of the public school ethos. Sports were seen as serving two important puroses. For one thing it helped drain the energy of often boisterous boys. And it also provided physical challenges that were seen as character building. As schools expanded the activities program to include more fine arts and other activities, the idea of creating a well-rounded individuals became increasingly important. A major ojective of the activities program was generally to involve as many ofthe children as possible and to provide each child at which some part of the school program in which they can excell. The emphasis on involvement varied among schools, but most masse a consideral effort to promote participation. Some schools place a great emphasis on competition than others. Some headmasters seem particularly concerned with sports. Success in one area can carry over into success in other areas of the program. We found children at preparatory schools engaged in a wide range of activities beyond the academic program. Many activities were conducted at most schools. Other activities were conducted at only a few schools. Each school had its own unique range of activities and approasch to those activities. Most schools scheduled days for clubs or occupations. Most schools offered some choice so the children could persue their interests, but this varied from school. The size of the school was a factor here. Also the schools generally incouraged the children to at least try new and different activities. Often children will only want to persue familiar activities or activities for which they already have some skills. For relatively small schools, most prep schools offered an impressive range of activities. A variety of factors affected the particular mix of activities offered. The interests of the children were similar at the different schools. Thus an important factor was the interests and skills of the staff.
Preparatory schools see the various activitities offered as an important part of the overall program. For many years the sports program was the dominant activity offered. This became an important part of the public school ethos. Sports were seen as serving two important puroses. For one thing it helped drain the energy of often boisterous boys. And it also provided physical challenges that were seen as character building. As schools expanded the activities program to include more fine arts and other activities, the idea of creating a well-rounded individuals became increasingly important. The activities program also offers oportunities foe succes among the childen who may not have academic or sports talents.
A major ojective of the activities program was generally to involve as many ofthe children as possible and to provide each child at which some part of the school program in which they can excell. The emphasis on involvement varied among schools, but most masse a consideral effort to promote participation. Some schools place a great emphasis on competition than others. Some headmasters seem particularly concerned with sports, especially success in sports. Most headmasters had a more balanced view. Several mention to us te impotant of a child to experience success in some area of the school program. Success in one area can carry over into success in other areas of the program.
Schools vary as to how they incorporate activities into the daily time table. The nost common approach is to organize clubs. The name varies somewhat. At some schools they are called activities or occupations, but are approached essentially the same. Schools normally schedule clubs or activities in the afternoon. Generally one or two afternoons a week. Other schools work the activities into the evening. Often the children will change their activity every term, but some children like to repear favored activities.
One common thread at most prep schools is the consistent focus on acafemics and the stress on the cote subjects of literacy and numeracy. This focus does to an extent make for a certain standaridization and lack of divrsity in the schedle. Headmasters try to ensure that the class room routein are mainatained so that the teachers can achieve their academic objectives. That said, we were impressed by the range of activities that are offered to the children. Some schools have features and facilities more associated with summer camps or holiday parks. Nost schools now give much greater attention to recretion than was the case in earlier periods. Sport has always been important at these schools. And while sport is important to many children, not all children are sports minded. The schools now offer an activities and recreation program that appeals to virtually all children.
Activities are scheduled differently from school to school. The most common approach is to reserve 1-2 afternoons each week (often Tuesday and Thursday) to activities. We note them being conducted on other days as well. Some are conducted during free time, such as Saturday afternoon. This is in determined in part by the children's availability as well as the staaf member supervising the activity. Some times the facilities for the activity (such as the model of computer room) are open during frre time, beyoond the time frame of the actual club activity. Thus many of the activities may go on during free time in a relatively unsipervised way.
We found children at preparatory schools engaged in a wide range of activities beyond the academic program. Many activities were conducted at most schools. Other activities were conducted at only a few schools. Each school had its own unique range of activities and approach to those activities. Most schools scheduled days for clubs or occupations. Most schools offered some choice so the children could persue their interests, but this varied from school. The size of the school was a factor here. Also the schools generally incouraged the children to at least try new and different activities. Often children will only want to persue familiar activities or activities for which they already have some skills. For relatively small schools, most prep schools offered an impressive range of activities. A variety of factors affected the particular mix of activities offered. The interests of the children were similar at the different schools. Thus an important factor was the interests and skills of the staff.
