BOARDING AND PRIVATE SCHOOLS
Once more our chronicle takes us back to 1867. A new era was then
inaugurated, that of girls’ day schools. Not that these were anything
new; small cheap day-schools for girls abounded, but the majority of
them were bad. With fees ranging from £3 to £10 a year, and pupils of
every variety of age, a little simple arithmetic will prove that the
mistress had not sufficient funds at her disposal to pay for suitable
premises and adequate teaching, to say nothing of winning a modest
competence for herself. From all parts of the country came condemnation
of these small, cheap schools. The opinions about boarding-schools were
by no means so unanimous. They were censured for the excessive attention
given to accomplishments, the insufficient education of the teachers,
and their neglect of physical training; but these were faults common to
nearly all the schools of that day, and not characteristic of
boarding-schools as such. A careful perusal of the Commissioners’ report
leads to a far more favourable impression of boarding than day-schools,
due, probably, to their being less hampered for funds. But the general
public is influenced by impressions rather than facts; and certainly an
impression did gain ground that a day-school was in itself a good and a
boarding-school an evil.
Unquestionably the reformers were right in first turning their attention
to the former. Large schools of this kind were easier to organise, and
really made for efficiency and economy, that much desired combination,
which in this case is not, as so often, a mere contradiction in terms.
The establishment of high and endowed schools has brought a good
education within reach of thousands of girls who could by no other means
have obtained it. The extinction of the small, cheap boarding-school
which for the past century had been struggling to give the lower middle
classes a poorer imitation of the poor education given elsewhere to
their social ‘superiors,’ is a thing no one can seriously deplore.
Painless extinction is, unhappily, impossible. The suffering which such
changes bring in their train is to be deplored, but the article itself
may be relegated to the class of those that ‘never will be missed.’
The new day-schools met a real want, and success came to them at once.
It was natural they should attract the first relays of the ‘graduates’
that the women’s colleges were beginning to send out. Thus they were the
first to introduce improved teaching, and for a while they were supposed
to have a monopoly of it. In the prevailing dearth of good mistresses
they were able to get first choice; now, after the lapse of thirty
years, the supply exceeds the demand, and a good teacher is attainable
by any school of any grade that can satisfy the very moderate demands of
university women.
The high schools started with a very definite principle—the combination
of school teaching with home influence—doubtless the ideal for all
girls, supposing that each side duly fulfils its share of the
obligation. But now, in 1898, it is curious to note how far the high
school has travelled in twenty-five years. The original scheme of
morning-school, from nine to one, and afternoon preparation for a few
girls who had no quiet room at home, still prevails in theory, but
_quantum mutatus ab illo_ can best be realised by tracing a day’s
routine in school. First come the morning lessons, usually five in
number, with the short break for play or drill, then the school dinner,
to which over fifty girls sometimes sit down; again a short interval
before the afternoon classes, music lessons and preparation, which
usually go on till four, though girls who have no special duties at the
time may be found at play in the playground. Still later, if it be
summer, there may be an adjournment to the school field, often at a
considerable distance. Not till darkness sets in can it be said that the
day’s school life is over; and the elder girls still have some lessons
to prepare before bed-time. A healthful, well-filled happy day is behind
them, but where does the home influence come in? The girls might as well
be weekly boarders for all the share they have in the real life of home.
Saturday may see a cricket practice or a work party, or a school
committee, or a sketching expedition, or a match with some distant
school. Sunday alone belongs to the home. The numerous clubs, charities,
old girls’ meetings, etc. fill up all the time the girls can spare from
their lessons. Girls who do not live quite near frequently become
day-boarders, though the word is not used, and take dinner, and
sometimes even tea, at school. In some few cases the school even
undertakes to supply medical supervision and the general direction of
the pupil’s health, thus relieving parents of one more responsibility.
In fact the day-school is well on the road to become a boarding-school,
and the establishment of boarding-houses more or less loosely connected
with it is a further step in the same direction.
How far these schools have travelled from their original intentions
becomes evident if we refer back to a controversy on school hours that
took place in 1880 in consequence of some strictures passed by Mrs.
Garrett Anderson on the arrangements in the High Schools. She considered
the strain of the four hours’ morning excessive, and proposed reducing
it, introducing afternoon school and a considerable interval for outdoor
games between the two. This was met with general opposition by
headmistresses. Day-schools, it was said, could not be expected to
provide dinner, it was most undesirable for girls to return from school
as late as four or five on cold winter afternoons, teachers could not be
expected to undertake so much afternoon work, while the strongest
opposition of all was made to the games. Miss Buss pointed out that the
mixture of classes which was unobjectionable as long as girls only met
at lessons where talking was forbidden, or in the short intervals which
were largely devoted to lunch and drill, might cause serious
difficulties if the whole day were spent in school. She also thought the
games would be a difficulty; only rough girls would take part in them,
and the rest simply lounge about.
How wrong these predictions have proved we all know. Girls’ athletics
have made startling progress during the last ten years; cricket and
hockey, seemingly rough games, have found favour with the most feminine
of girls; the school dinner is a regular institution, and is accompanied
by pleasant chat about practices, matches, election of club officers,
etc. A new feature, never contemplated by the promoters, has entered
these day-schools; and, oddly enough, is doing more than anything else
to bring back to favour the once despised boarding-school.
Those that now originated were of a new kind, at least for girls;
schools where the boarding-houses form part of the regular organisation,
and the whole life and development of the girls is under the charge of
the mistresses. Something of the sort had already been done at
Cheltenham, and doubtless the College owed much of its success to its
boarding-house system. Although a general English education, which is
wanted by all alike, can be supplied in any town capable of supporting a
large day-school, the very special teaching wanted by a few girls
working for scholarships or specially advanced examinations causes a
severe strain on the resources of a moderate-sized school, is impossible
for financial reasons in a small one, and quite inaccessible to those
girls with country homes from whom a considerable proportion of college
students is drawn. Hence there arose a new type of school.
The first of this kind originated in Scotland, at St. Andrews. It was
founded in 1877 by a local company with a view to educating their own
daughters; but arrangements were at once made for taking boarders, and
these were placed under the immediate charge of the head-mistress. As
the numbers increased, other houses were taken and placed under charge
of senior mistresses; and as more and more girls were attracted from a
distance, the boarding element began to predominate. With Miss Lumsden,
one of the ‘Girton pioneers,’ as first head-mistress, and Miss Dove,
another student of Hitchin days, as her successor, the school very
quickly settled down into lines very closely resembling those of a boys’
public school. The boarding-houses became an integral part of the
institution, the school-house being under the charge of the
head-mistress, and the others under the senior assistants. In this way
the staff of the school was strengthened by the encouragement thus
offered to women of ability to remain in the school instead of seeking
their promotion elsewhere. The boarding-houses are also valuable in
ensuring regular attendance and proper home preparation, since the
day-girls, being in a minority, cannot introduce those lax ideas of
attendance which are in some places unfortunately the result of the much
vaunted home influence.
The numbers in the school are limited to 200. The admission age is
thirteen or fourteen, no girl can be admitted who has turned seventeen.
All must pass an entrance examination, graduated according to age, but
always including a certain amount of Arithmetic, English, Latin and
French. A school of 200 girls, all between thirteen and nineteen, and
all with a sufficient preparatory training, can genuinely concentrate
its efforts on higher teaching. The classes become easier to group, and
with a large staff which allows of careful subdividing, all the ordinary
hindrances to progress are removed, and a school is enabled to work
under the best possible conditions. It can, if it is desired, make a
speciality of certain branches of study. At St. Andrews classics take an
important place; of the present staff five have passed the Classical
Tripos. Among the honours won by old pupils are first classes in
Classical Moderations and Final Classical Schools at Oxford, and in the
Classical Tripos at Cambridge. The school distinctly aims at a literary
curriculum, with the higher certificate of the Joint Board to fix the
standard, and Oxford or Cambridge as the goal for those girls whose
education is to be continued.
St. Leonard’s School, as it has been called since it acquired the old
buildings and beautiful grounds of the ancient St. Leonard’s College, is
organised with a school-house and seven boarding-houses, each under the
charge of a mistress. With all the girls under the control of the
head-mistress it is possible to carry out the prefect system, and, by
giving a good deal of responsibility to the Sixth Form, remove that
element of excessive supervision which was often a harmful element in
the old-fashioned boarding-school. Each house constitutes a small
community, with its separate dining-room and study, where each of the
elder girls has a small writing-table and bookshelf. Some rules prevail
in all, _e.g._ that no work shall be done before breakfast or after 8.30
P.M. School hours are from 9 to 12.30 every day, with special subjects
in the afternoon. After dinner about one and a half hours are given to
games under charge of a special mistress. There is a playground of
sixteen acres, which comprises cricket-field, golf-course, lawn and
gravel tennis-courts, large hockey-courts and fives-courts, etc. The St.
Leonard’s girls are renowned for their skill in games.
With a school thus organised the life of the girls is made easier. There
is no conflict of aims; in term-time the school claims its due, in
holidays the home. Whether this is theoretically the best plan is an
academic rather than a practical question, but it is undoubtedly
beneficial to the studies and health of the girls. A mistress who is
intimately acquainted with the work of every Form can check overwork
more effectually than the most anxious mother, who is incapable of
judging from that school point of view which looms so large in the young
girl’s mind. Loyalty and public spirit, developed by this joint life of
small communities within a large one, are important factors in forming
character, and the general atmosphere of alternate work and play without
the excessive excitement of home gaieties and the distraction of
domestic interests unquestionably facilitates study. Whether the gains
to character really outweigh the advantages of the family life depends
so entirely on the arrangements and atmosphere of each particular home,
that it is impossible to give any general opinion. At any rate results
seem to show that this class of school is one of the chief needs for
girls at the present time. A good deal of attention had been drawn to
St. Leonard’s School in England, and in spite of the distance many girls
were in the habit of journeying northwards three times a year for the
sake of sharing in its advantages. At last a number of educationalists
decided to establish a school of this kind in England, and induced Miss
Dove, who had now placed the Northern school on a thoroughly
satisfactory basis, to organise a similar one in the South. The
Education Company, Limited, was formed, with a council of which the
Master of Trinity became president. It was fortunate enough to secure
for its first school the beautiful house and grounds of Wycombe Abbey.
Situated in lovely country, with thirty-six acres of its own, and the
rest of the park stretched all about it, the old trees, the historic
memories and dignified surroundings help to shed over the school some of
that feeling of tradition and veneration for the past, which all girls’
institutions must of themselves lack for some time to come.
The school resembles St. Leonard’s in its organisation, with some slight
differences. There are no day pupils and, as the Abbey is itself capable
of accommodating a hundred girls, it is divided for school purposes into
four divisions, technically known as ‘houses.’ Each house is in the
special charge of its tutor, and has its own sitting-room and
dormitories, and its table in the dining-room. The house-colour is
carried out in the cubicles; cretonnes, bed-spreads, tiles, etc. being
red, blue, green, or yellow, according to the special house in which the
dormitory is situated. All this prettiness serves as an attractive
background for hard work and healthy play. It is pleasant to find the
modern school catering for all the sides of a girl’s nature.
It very soon became necessary to build, and with the help of the new
houses two hundred can now be accommodated. Beyond this it is not
proposed to go; but should the system prove as popular in England as in
Scotland, it is probable that the Education Company might open more
schools. The conditions of admission, entrance examination, etc. are the
same as at St. Andrews. Physical exercise plays an important part, and
about two hours every day are given up to games or country walks, which
groups of girls are allowed to take together. Each term has its own
special game; lacrosse is the favourite in the autumn, hockey in winter,
and cricket in summer. The heavy work of the day is thus broken up into
two parts, and Wycombe, unlike the majority of girls’ schools, does not
rigidly divide these into morning classes, afternoon preparation.
Lessons and study hours alternate during the day. This is an attempt to
relieve the strain of the long morning, against which many voices are
again being raised. Physical and manual training come in for a share of
attention, two hours a day in the upper, and three in the lower school.
Under these headings come drawing and painting, part-singing,
practising, dancing, gymnastics, carpentry, gardening, and needlework.
All these are taught by expert teachers, and are treated as an integral
part of the general education. In the upper forms six hours a day are
given to actual study, in the lower only five. As this includes
preparation, and the day is so fully occupied that there is not much
chance of stealing odd half hours for work, it will be interesting to
see whether this short allowance, with the help of careful arrangement
and healthful surroundings, will prove sufficient to prepare girls
adequately for college. It is too soon to ask for results, but if this
plan succeeds, a problem which engages much attention at present will
have been greatly helped towards solution.
Another school that is doing useful work, as what our American cousins
would call an ‘experiment station,’ is the one at Brighton now known as
Roedean. It was founded in 1885, by the Misses Lawrence, with three
distinct aims: (1) to give a due importance to physical education and
outdoor games in every girl’s life; (2) to regulate the school
discipline in such a way as to develop trustworthiness and a sense of
responsibility in the pupils; (3) to give girls a sound and careful
intellectual training. The order in which these are stated indicates the
growing importance attached to physical training and public spirit, and
explains the lines on which what might be called the reformed
boarding-school is proceeding.
This Brighton school is just about to take a fresh departure. It has
raised money by shares for a new building on a magnificent site between
Brighton and Rottingdean. The new premises consist of a convenient
school-house and four separate boarding-houses connected by covered
passages with the central building. Something of college methods is to
be brought into school by giving each girl a separate bedroom, while the
eight seniors in each house are to have a study as well. Here they may
give their Saturday tea-parties, entertain their friends, and learn to
take the responsibility of their own little domain. The special
characteristics of the school are the large amount of responsibility
given to the girls and their success in games, of which they are not a
little proud. The curriculum resembles that of a high school, with more
scope for individual tuition, and most of the teachers are graduates.
Wimbledon House School, as it was called before the change in site
necessitated a change in name, was one of the pioneers in bringing about
the newer view of girls’ education. These views are being widely
adopted. The increased freedom, the more active life, the great stress
laid on the _corpus sanum_ as one means of developing the _mens sana_,
are all part of the new order of things, and a recognition that the
wider life led by the women of to-day needs its own special preparation.
A new school of a similar kind has been started at Aldeburgh, and is
being carried on in temporary premises at Southwold on the East Coast.
It is proposed to acquire a site here or in some other part of Suffolk,
and raise money for building by means of a company. The plan is similar
to the Brighton one: a school-house and boarding-houses under the charge
of teachers, with plenty of freedom and individual responsibility for
the girls. The daily hour and a half of outdoor exercise, the adoption
of hand and eye training in the regular curriculum, and the medical
inspection of the girls by a lady doctor, are among the more modern
methods that distinguish it.
In their fundamental aims there is a close resemblance between these
schools. They represent a fresh break with the past. The false ideal of
showy accomplishment had already given way to the worthier aim of
thoroughness and a more serious mental development. With the
intellectual aims came a change too in the moral. The larger life of the
day school of itself promoted more freedom and a greater sense of
responsibility in the girls, but their moral training was divided
between the school and the home, and sometimes suffered from a lack of
co-operation between the two. As Mrs. Sidgwick pointed out, when laying
the foundation stone of the Roedean buildings:—‘Boarding-schools have a
wider function, a more responsible task than day-schools. They have to
care for pupils in play-hours as well as work-hours; they have, far more
than day-schools, to superintend their development in matters moral and
physical as well as intellectual.’ It is therefore largely in
boarding-schools that the newest ideas can be worked out. The worst
feature of the old boarding-school was the excessive supervision, and
the deceit and silliness it engendered. _Punch’s_ immortal direction,
‘Go and see what Baby’s doing, and tell her not to,’ might stand as the
rule of conduct in many a seminary for young ladies. The atmosphere of
suspicion engendered the very faults it was intended to obviate. The
giggling boarding-school miss was a type it was not desirable to
perpetuate. What was wanted was something that should prepare girls for
life and its responsibilities, as boys were prepared at public schools.
This term ‘a public school’ is curiously difficult to define, though we
all know pretty well the meaning attached to it in England. It has
perhaps been best described as ‘one where the government is administered
in a greater or less degree by the pupils themselves.’ The true ‘public
spirit’ could only develop as the schools became centres of something
besides study. With the increase in their sphere of action the high
schools have fostered its growth; to bring it to its full perfection
must be the task of the modern boarding-school.
Another, and an essentially practical advantage of boarding-schools, is
the facilities they offer for differentiation. We are coming to realise
that all schools cannot teach all things, unless indeed like Cheltenham,
they are really a number of different schools under one head. While many
new subjects have been drawn within the sphere of a girl’s curriculum,
the old still keep their place. The only escape from smatter and
overstrain lies in a wise selection, and a girl’s general education may
gain almost as much by the exclusion of some subjects as by the
inclusion of others. With the constant increase of science schools,
technical institutes, special endowments for science, etc., selection
and differentiation are rapidly increasing in one direction, and it
becomes essential to provide elsewhere against the complete neglect of
the literary side. This the boarding-school may do without inflicting
any injustice, since it does not profess to supply all the local needs.
Up to the age of fourteen there can be no thought of specialising; by
that time most parents have some general idea about their daughter’s
probable future and special inclinations. If it is a question of a
definite career, the choice becomes easier, because confined within
narrower limits.
Yet after all, when we have reviewed in our minds all the careers open
to women, and the great social changes due to their entering the lists
with trained instead of unskilled labour, the fact still remains that,
at any rate in the upper and upper-middle classes, the majority of women
do not earn their own living. As Hannah More reminded us long ago, their
profession is to be that of ‘wives, mothers, and mistresses of
households,’ and to this we must now add the duties of a philanthropic
and public character that social position brings with it. What is
commonly called ‘a life of leisure’ may be an exceedingly busy life, and
nowhere do the advantages of mental training, habits of accuracy, and a
disciplined will tell to more advantage than in promoting the happiness
of others. Most of these girls must receive any education, beyond the
early part which a private governess can undertake, in boarding-schools,
if only because the leisured classes to which they belong seldom live
near enough to towns to make use of day-schools. To quote a very able
and experienced schoolmistress:—‘The demand for private schools and for
the individual attention which girls require has been increased by the
habits of modern life among the upper and upper-middle classes. From my
own personal knowledge there are many parents who spend nearly the whole
year away from home or in entertaining a “house party” when they are at
home. There is really no place at home for the poor girls who have not
“come out.” What the parents seek for them is a school that can supply
the place of a home, where they can receive individual attention,
cultivation, training, and be prepared for society.’ She might have
added that, even when there is a place at home for them, they may gain
considerably by spending part of two or three years away from it, amid
the more studious atmosphere and the numerous interests characteristic
of these modern boarding-schools.
The reform in teaching unquestionably began in the public schools, but
the best private schools have not been slow to bring themselves into
line. Within the last few years several have been either founded or
taken over by ladies who have studied at Oxford or Cambridge, or such as
have occupied posts as heads or assistants in high schools, and have
been drawn into the line of progress, while older institutions have held
their own by the introduction of modern methods. Thus, while the old
boarding-school was specially condemned for its stuffy rooms, inadequate
dormitory accommodation, insufficient food and crocodile form of
exercise, the new one, with a rather lower fee, devotes special care to
buildings, bedrooms, diet, games, and gymnastics. Here are a few
quotations from prospectuses:—‘There is a large playground at a short
distance from the school, in which are five lawn-tennis courts and space
for cricket, hockey, croquet, and other games.’ This school has a
certificated trained nurse and a sanatorium specially fitted up for
illness. The Principal was for many years assistant mistress at a large
high school.
‘There are gardens with tennis-lawn, a gymnasium, a fives-court, an
isolation ward and a playing field at a short distance from the house.
Arrangements are made for riding and cycling.’ The Principal is a
distinguished graduate of one of the women’s colleges.
‘The buildings have been certified by a sanitary officer, and are fitted
with every modern convenience. Arrangements have been made for cricket,
tennis, and other healthful games, which are greatly encouraged.’
‘The house stands in its own grounds of fourteen acres, which include
garden, shrubbery, tennis-courts, and recreation field.’
These are samples taken at random.
Closely connected with regard for healthful conditions is the endeavour
to avoid overstrain, and this has led to a not unnatural reaction
against the excessive burden of outside examination. We find such
sentences as ‘particular care is taken to prevent over-pressure.’ ‘For
the younger or weaker of the party we provide extra half hours of rest
or recreation in the garden.’ ‘There is no cramming for examinations,
and the object set before each girl is to do her daily work as well as
she possibly can from an honourable sense of duty,’ etc. It is often
stated that pupils can be prepared for university or other examinations
if desired, but although some few private schools of this type
distinctly aim at the certificate of the Joint Board, the majority work
on more general lines, while ensuring a high standard of efficiency by
submitting the school annually to inspection by university examiners.
The fees in schools of this grade vary from about £90 to £135 per annum,
with so-called ‘extras.’ These are reduced in the more modern
institutions to such subjects as piano, violin, and dancing, which
require individual instruction, while the more old-fashioned include
languages, even French, under this heading. But both terms and curricula
in private schools are adapted to special cases, and it is impossible to
generalise on them. For girls, as for boys, the statement made by the
Secondary Commission is probably correct, that ‘the large private
schools, usually with boarders, are the private schools which do most
for secondary education. They are often conducted on lines similar to
those of public schools; but they are less bound by heredity, and the
larger scope for experiment which they afford has, there is reason to
believe, contributed to noteworthy improvements of methods.’
Probably this class of school is in greater demand than ever before; but
though there are not a few who can enjoy its benefits, it must always be
a luxury for the rich, while there has been no corresponding improvement
in the cheaper type of boarding-school. To provide board, lodging, and
tuition, at fees ranging from £30 to £50, is a difficult problem, and
can hardly be solved without the infliction of some suffering or
injustice. Yet even these fees are beyond the reach of many whose homes
are far away from towns. There is urgent need for some scheme of
boarding-houses (not self-supporting) in connection with the cheaper
endowed schools, and the application of some public money to the
establishment of a few large boarding-schools in different parts of the
country. Private effort cannot meet these cases.
Private day-schools involve a much smaller risk, and in these large
numbers of well-educated women are now at work. In a place too small to
support a high school, schools of this kind often supply all needs; but,
oddly enough, they seem to flourish best where they exist side by side
with good public schools. Bedford is an instance of a town well supplied
with both. Sometimes the head-mistress takes a few boarders, and is thus
enabled to provide better premises. The fees range from about £12 to £30
per annum, and the curriculum is not unlike that of a high school,
though the more expensive subjects, such as certain branches of science,
are often omitted. The Junior and Senior Local Examinations and those of
the College of Preceptors are a good deal used by these schools, and
help to keep up a standard, where a regular external examination is not
practicable. Small, cheap day-schools still abound, though happily in
nothing like the old numbers. Even these have undergone some
improvement, though rumour maintains that _Mangnall’s Questions_ and
_Child’s Guide_ may still be found here, if we only dig deep enough. The
lowest class of private school is attended by children who ought to be
in the public elementary schools. The extinction of these, which is
rapidly proceeding, can only be hailed with general satisfaction.
Much has been said of late about the necessity of finding a place in any
general system of education for private schools, but surely their proper
function is so clearly defined that there is no fear of a day dawning
when they are no longer needed. A further increase in cheap public
day-schools may lessen the numbers, and it is hardly to be expected that
in ten years’ time the present conditions, under which 70 per cent. of
our girls who are receiving secondary education are in private schools,
shall still prevail. The true function of the private school is to offer
an educational luxury to those who can pay for it, and on these lines,
without coming into competition with public school work, it is likely to
develop. The more public schools are established in a district, the
greater becomes the field for first-grade private schools. This is well
illustrated by the case of the United States, where the universal
diffusion of the public schools seems to favour the growth of private
ones. They can charge high fees, because the public schools are always
available for those who cannot afford these. They can try experiments
and adopt new methods, because they are not subject to the rigid
direction and supervision to which public schools are liable. A great
deal of the preparation for college falls to them, and they enjoy a very
different reputation and position from the Prussian private schools,
which are obliged to adopt the same ‘code’ as the public. Cheap schools,
to be efficient, must receive help with their finances; such help can
hardly be given to private schools while they retain the freedom which
is one source of their strength. It is probable, therefore, that they
will more and more become schools for the well-to-do classes only. There
must be some suffering involved in the changes which the near future is
likely to bring, even if local educational authorities do all in their
power to minimise this, and eventually the lower class of private school
will probably go to the wall. But not till the Anglo-Saxon nature has
undergone a complete transformation will there cease to be a place in
England for private enterprise; and private schools, even though they
may be deemed a luxury, will still rank among us as a necessity.