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t o n d l u o c I s e m a n e s o h w e s o h t k n a h t o s l a d l u o w I , s e d i s e B . n o it a c u d E h s it ir B f o
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S T N E T N O C F O E L B A T
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A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P R A B M E
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Y T I L A N I G I R O F O T N E M E T A T
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B ProblemFormulaiton ... 7 .
C Objecitve soft heStudy ... 7 .
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3 Theoryo fTheEstabilshment ... 41 .
4 Theoryo fLtieratureandSociety ... 51 .
5 ReviewonB iritshHistoryo fEducaiton... 61 .
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A Objec toft heStudy... 6.... 2 .
B Approachoft heStudy ... 62 .
C Methodoft heStudy... 7.. 2 S
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1 Hector... 92 .
2 Irwin ... 63 .
3 Headmaster... 24 .
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.
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1 I R E T P A H C
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.
A Backgroundoft heStudy
e h t , y ll a c i g o l o m y t e ? n o it a c u d e s i t a h
W word ‘educaiton’ si deirved from . r e t s o f o t r o r a e r o t s n a e m , e r e c u d e o t d e t a l e r s i h c i h w , " p u g n ir b " ) n it a L ( e r a c u d e
s i h o t d e t s u j d a s i l a u d i v i d n i n a h c i h w y b s s e c o r p e h t s i e s n e s l l u f e h t n i n o it a c u d E
e l o h
w realm o fexistence ;andt hewholei sti send( Leathes ,2009 :14) .Educaiton s
’ e l p o e p g n i p a h s n i t n a tr o p m i s
i characters .I fwe see i tbroadly ,i ti splaying a g
n i p a h s n i t r a
p no tonly people’ scharacters bu talso the whole nation .Each s
ti s a h y rt n u o
c own educaiton stereotype ; each educaitona l insttiuiton i s d
e h s il b a t s
e to produce one t ypeo fperson ,which i sexpected t o havef unciton i n .
y t e i c o s
, n o it a c u d E . e g n a h c l a r u tl u c n i t n e m u rt s n i r o j a m a e m o c e b s a h n o it a c u d E
m r o f h t o
b a land informal ,ha san impac t on the shfi tfrom rura lto highly e
r u tl u c r o s n o it a n d e z il a ir t s u d n
i sin the itme span o fa few generaitons .The b
d e z il it u n o it a c u d e f o n r e tt a
p yanaitono rcu tlureareai savtiali mpo trance,s ince . s e g n a h c l a r u tl u c n i t n e m u rt s n i n a s a e c n a c if i n g i s s ti s e s a e r c n i n o it a c u d e
a b p i h s r o t a t c i d p u d li u b o t d e s u e b y a m n o it a c u d
E sed upon force ,fear ,and , n o it a c if it a rt s l a i c o s n i a t n i a m o t d e z il it u e b y a m t I . l a u d i v i d n i e h t f o n o i s s e r p p u s
, s u o i g il e r ,l a i c o s s i h f o e s u a c e b l a u d i v i d n i e h t p a c i d n a h d n a , t c il f n o c s s a l c n e p r a h s
o it a c u d e , d n a h r e h t o e h t n O . d n u o r g k c a b c i m o n o c e r o , l a i c a
o w t “ r o , e ti l e n a d a h n i a ti r
B -rtack,”systemo feducaitonwhichproduceda m
il tied numbe r o f competen t leader s and professional s bu t provided ltilte n i n o it a c u d E . l o o h c s y r a t n e m e l e d n o y e b o g o t n e r d li h c f o s s a m e h t r o f y ti n u tr o p p o
e h t d e y o j n e s a h d n a y a d s ’ d e r fl A g n i K e r o f e b n a g e b n i a ti r
B impo tranceo fanoble i
d a
rt iton fo rsome six centu ires .Howeve,r fo ra long itme i twa smainly the o s e h t f o s e e f e h t d r o f f a d l u o c e n o l a o h w , c it a r c o t s ir a e h t d n a h c ir e h t f o e g e li v ir
p
f o t r a t s e h t y B . s e it i s r e v i n u t a e r g e h t d n a ) e t a v ir p e r a h c i h w ( s l o o h c s c il b u p d e ll a c
0 2 e h
t thCentury ,howeve,rs chooilnghadbecomebothf reeandcompulsoryf o ral l
s r e t s g n u o
y between ifve and fou treen (Osborne ,1967 : 152) .No tal l o fthe n e h w g n i n n i g e b , s n o it a n i m a x e d r a d n a t s f o s e ir e s a , y ti s r e v i n u r e t n e n a c s t n e d u t s
e h
t chlidren are eleven and conitnuing through pre-universtiy educaiton , i s y
fi t n e d i d n a s t a o g e h t m o r f p e e h s c i m e d a c a e h t e t a r a p e s o t d e s o p p u
s thech lidren
. g n i n i a rt y ti s r e v i n u r o f d e if il a u q e r a o h w
k r o w y r a r e ti l
A i screated a sthe mean so fan author’ sexpression in o
t g n i d n o p s e
r the contemporary expeirence she undergoe sin hi sown itme .I t s
s e c o r p l a i c o s e s o h t f o e c n e s s e e h t s e s s e r p x
e e s which an autho rha sviewed n
I . s e y e n w o s i h h g u o r h
t every piece o f ifciton t hereare aspecia lfeeilng abou t ,
e fi l f o w e i v l a i c e p s a , e fi
l andas pecials e to fvalues( Brooks ,1952:13 .)
n a l A y b y a l p a s i s i s e h t s i h t r o f n e s o h c s i t a h t e r u t a r e ti l f o k r o w e h T
d e lt it n e t t e n n e
B TheHi tsory Boys .Thi splay callst he educaiton i n England i nto n
o it s e u
q s .Sinceeducaiton i nEngland ha sbeencenteredi n “two-rtack” systemo f c
e h t e t a r a p e s h c i h w n o it a c u d
p r u p r e h t o e h t g n it r o t s i d s i g n i h t s i h T . s s e c c u s s ’ e n o f o d r a d n a t s a s a t
i oseoft he
o t d e t a l e r fl e s ti n o it a c u d
e onepersona lgrowth (MoehlmanandRoucek ,1952 :8) . y
a l p a s i s i h
T seti n1980s ,whenpeopleseemedt o t hinkt hesystemhad changed e m a c e b o h w r e h c t a h T t e r a g r a M . n o it a c u d e l a s r e v i n u o t n o it a c u d e e ti l e m o r f
n i a ti r
B P irmeMinisteri n1979i st hemainstatre roft hi schange .A sashopkeepe r e
s i a r o h w r e t h g u a
d d herr ank t owarduppe rclas ssociety ,shet iredt o makemany e v a h s r o t a t n e m m o c l a c it il o p y n a m , e m it g n il u r r e h t u o h g u o r h T . n i a ti r B n i s e g n a h c
T e h t t a h t d e t s e g g u
s hatche r Revoluiton removed clas s from the poilitca l r
o f e r t n e m n r e v o g h g u o r h t r e w o p g n it fi h s y b , e p a c s d n a
l m s away from the t
n e m h s il b a t s
E (Osborne, 1967 :148) .Thi splay i sse taround t ha t itme, t he itme m
h s il b a t s E e h t t a h t e u g r a y n a m d n a n g i e r r e h c t a h T n e h
w en ti sno longe rexist . s i l o o h c S r a m m a r G . d l e if f e h S n i l o o h c S r a m m a r G s ’ r e lt u C a s i g n it t e s e h
T akind
n i l o o h c s f
o Brtiain wtih selecitvestudents .I tmeanst he student sneed t o t akea t
s e t f o s e ir e
s s to show whethe ro rno tthey have intellectua lcapablitiy to study .
e r e h
t GA ramma rSchoo lusuallyi sasingle-sex schoo,l in t hi scase tii sal lboy s s
t n e d u t s e h T . l o o h c
s in Gramma r Schoo l usually come from middle clas s I
. s e il i m a
f fthey are b irgh tenough ,they wli lhave a chance to ente rthe top e
it i s r e v i n
u swhichareOxfordand Camb irdge .Thi scanl eadt hemt o ilveabette r .
e fi l
n o d e s u c o f s i s e h t e h
T t he ciritcism s tha t are showed by the main y
r o t s e h t n i s r e t c a r a h
c relatedt ot heestabilshmen to fB iritsheltieeducaiton. One e h t t a h t a e d i e h t s w o ll o f o h w e l p o e p e h t f o e l p m a x e e h t s a s e v r e s r e t c a r a h c
n o it o n t a h t h ti w e e r g a s i d o h w e l p o e
p .Fort hoser easonst ha tTheHistoryBoys si t
r o f n e s o h
c he thesis ,because thi sAlan Bannet’t swork ha sa clea rdescirp iton o
t d e t a l e
r B iritsheducaitoni n t heea lry 1980 swherepeoplei sr acingt oentert he B
n i n o it a c u d e f o t n e m h s il b a t s
e rtiains ot heycange thighers tatusi ns ociety.
n o it a l u m r o F m e l b o r P . B
.
1 Howaret hemaincharacter so fTheHi tsoryBoysdepicted? .
2 Wha ta retheciritcisms toward theB iritsh estabilshmen to feltieeducaiton i n 0
2 e t a l e h
t th Century revealed through the main character sin The History s
y o B ?
.
C Objecitve soft heStudy
o t g n i d r o c c
A the problem formulaiton above ,the wrtier can state the t
s e h t f o s e v it c e j b
o udy .Frist , in thi s study the wrtie rt ires to ifnd ou tthe n
o it p ir c s e
d oft hecharactersi nt hi splay .Second ,theB iritshestab ilshmen to feltie 0
2 e t a l e h t n i n o it a c u d
e thcenturyt hrought hecharactersi sc iritcized.
.
D De ifniitono fTerms .
1 TheEstabilshment
p l a it n e u lf n i e s o h t o t s r e f e r t n e m h s il b a t s e e h
T erson so rinsttiuiton swho m
e e
s at l east t o t hei rdertactorsto dominate t hepoilitca land cu tlural l fieof t he s
e d u ti tt a e h t s e t o n n o c t I . y rt n u o
e c a f d n a r e t c a r a h c l a n o it a n e h t e s r o w r o f r o r e tt e b r o f e n i m r e t e d o t d e m u s e r p
) 5 4 1 : 7 6 9 1 , e n r o b s O (
.
2 Cri itcism
y n a s i m s i c it ir
C va irou smethod so fstudyingandanalyzingl tieraryworks . s ti f o m r e t n i n o it n e t n i r o e v it o m s ’ r o h t u a e h t g n il a e v e r h ti w s n r e c n o c m s i c it ir C
e m o s o t p i h s n o it a l e
r ifeld,s ucha shistoryands ocia lclasses (Baldick ,1990 :48).
.
3 Educa iton
f o m r o f a s i n o it a c u d
E human i nteracitonr egardingwtihl earningprocess . s
r e f e r
tI t to hesociailzaitonproces swhichapersonl earn shi swayofl fiethrough . s
n a rt r o f s l o o t e h t s a y t e i c o s n i e l o r a g n i y a l p s i
tI mission o fcutlure ,o fskills ,o f s
f e il e b d n a s e u l a
o it c i v n o c f o r e tt a m a t o n s i s y a d a w o n y r o t s i H “ y a l
p n ,I’t sa pefrormance .I’t s
a t n e m n i a tr e t n
e ndi ftii sn’ tmake tis o.”
r e ti r w e h t ,s e i d u t s s u o i v e r p e h t m o r f t n e r e f fi d h c r a e s e r s i h t e k a m o t ,s u h T
n i a ti r B n i n o it a c u d e e ti l e e h t f o t n e m h s il b a t s e e h t d r a w o t m s i c it ir c e h t n o s i s u c o f
s a y r u t n e c h t 0 2 e t a l n
i representedbyt hemaincharactersi nTheHistoryBoy .s
.
B Reviewo fRelatedTheories .
1 Theoryo fCharacterandCharacteriza iton
s i e r u t a r e ti l f o k r o w y n a g n it a u l a v e n i s t n e m e l e t n a tr o p m i t s o m e h t f o e n O
. n o it a z ir e t c a r a h c d n a r e t c a r a h
c Characteri satermt hatrepresentst hepresenceo f
e g a n o s r e
p in anarraitve o rdramaitc work . tI i salso a kind o fprosesketch t ha t
( n o s r e p f o e p y t e l b a z i n g o c e r e m o s g n i b ir c s e d y lf e ir
b Holmanand Harmon ,1995 :
1 8 .)
Character shaveparitcula rpersonailite sandatttiudest ha tdisitnguisht hem
m o r
f onecharactert ot heothe rcharacter .Thecreaitonbywhichanautho rcreate s
e r u t a r e ti l f o k r o w e h t n i s r e t c a r a h c e h
t si called characteirzaiton .Characteirzaiton
h h g u o r h t k r o w c it a m a r d d n a e v it a r r a n n i n o s r e p a f o n o it a t n e s e r p e r a s
i i saciton ,
o h w n o s r e p s a m i h r e d i s n o c l li w s r e d a e r e h t e r o f e r e h t , e c n a r a e p p a d n a , h c e e p s
( t s i x e y ll a e r t h g i
m HolmanandHarmon ,1995 :81 .)
t e n r a
B ,Bu tro and Cain i n t heri book Ltierature f o rComposiiton :Essay ,
a m a r D d n a , y r t e o P , n o it c i
F states tha tin a play the characte ri scharacteirzed
h g u o r h
d n a r e t c a r a h c e h t y b n e k a t n o it c a , r e t c a r a h c e h t t u o b a n e k o p s e u g o l a i d , r e t c a r a h c
s t c a r e t n i r e t c a r a h c e h t h c i h w n i g n it t e s e h
t (2005 :338 .)
.
2 Theoryo fEduca iton
s e t a t s s e h t a e
L in hi sbook Wha ti sEduca iton? Tha tetymologically ,the
i n o it a c u d e d r o
w sdeirved from educare (Laitn )‘b irng up’ ,which i srelated to
y b s s e c o r p e h t s i e s n e s l l u f e h t n i n o it a c u d E . r e t s o f o t r o r a e r o t s n a e m , e r e c u d e
n a h c i h
w individual i sadjusted t o hi swhole ambi to fexistence (Leathes ,2009 :
) 4 1
d n i k o w t e r a e r e h
T s o fview o feducaiton .Fris ti sthe narrow view o f
n o it a c u d e f o s n a e m n o it a c u d
e which goe son i nschool sand universiite swherei t
s tr o f f e s u o i c s n o c o t s r e f e
r fo rtansmtiitng some o fthe accumulated skill sand
p u o r g e h t f o e g d e l w o n
k . Second i s the broade r deifniiton o f educaiton a s
t n e l a v i u q e s i ti e s n e s s i h t n I . y ti l a n o s r e p n a m u h e h t e p a h s o t s p l e h t a h t g n i h t y r e v e
i h w h g u o r h t s s e c o r p e l o h w e h t r o , n o it a z il a i c o s o
t ch an individua lacqurie sthe
. ) 4 9 2 : 5 5 9 1 , t n u H ( e g a s u n o m m o c n i ti o t s t c a e r d n a y t e i c o s s i h f o e r u tl u c
e h T . e t a r e ti l e l p o e p e k a m o t s i n o it a c u d e f o e s o p r u p l a t n e m a d n u f e h T
e r a w a l li w y e h t o s e l p o e p o t e g d e l w o n k e v i g o t s i n o it a c u d e f o e s o p r u p c i s a
b o f
. s g n i d n u o r r u s r i e h
t There are two division so fopinion abou tthe purpose fo
e s d l u o h s n o it a c u d e t a h t ,t s ri f , e r a y e h T . n o it a c u d
e rvet heneed soft hei ndividual .
tI mean seducaitoni susedt ohelpani ndividualt oacqurieskill sa sabaseoft hei r
l a v i v r u
s in society .Educaiton help speople to gain knowledge and skill swhich
n i l l e w d n e l b d n a s n o it a l e r l a i c o s n i a t n i a m , s r e h t o h ti w t c a r e t n i o t m e h t e l b a n e
c o
t e n o e m o s s p l e h n o it a c u d
E o mee thi scaree robjecitve sand achieve economic
. h t w o r g
d n o c e
S , thepurposeo feducaitoni st oservet heneed sofs ociety. tIi sused
o
t pas son thei deal sand way ofl fieof t hegroupsto i ndividuals ,and t he group
a e v a h e b o t l a u d i v i d n i e h t s e c n e u lf n
i ccording to pattern swhich are socially
d e v o r p p
a .Educaitoni sbeilevedt ober esponsiblef ort heculitvaitono faciviilzed
e l b i s n o p s e r a f o t n e m p o l e v e d e h t s e l b a n e e l p o e p o t n o it a c u d e g n it r a p m I . y t e i c o s
s e r u tl u c d n
a cso iety(Gascoigne ,1994 :412 .)
, n r e tt a p l a n o it a c u d e f o s e p y t r o j a m o w t e r a e r e h
T t he fris tone i s‘one
’ k c a
rt systemo rusuallycalleda sanuniversa leducaiton.Thepurposeo funiversa l
ll a r o f y ti n u tr o p p o l a u q e e t a e r c o t s i n o it a c u d
e regardles so fclass ,race ,sex o r
e h T . n o i g il e
r iun versa leducaiton represent sthe ilberal swho beileve tha tan
s a b t o n s i e u l a v l a u d i v i d n
i edont hei rbloodilne ,bu ttidepends ont hei rmenta land
li b a e c n e g il l e t n
i iites .These ilberal sviewmovesintot hei rplan which i st o create
u tr o p p o l a u q
e ntiyf o rall .Theexamples fo t se he movements ea er th ÈcoleUnique
e h t , e c n a r F n
i Einhetisschule in Germany ,the Scuola Unica in tIaly ,and the
d n a l g n E n i 4 4 9 1 f o t c A n o it a c u d
E (MoehlmanandRoucek ,1952 :9 .)
The second pattern i s t‘wo rtack’ system o r usually called a s eltie
. n o it a c u d
e Thi ssystem i slargely used in Europe .The French , tIailan ,German ,
. e n o s i h t f o s n o it a ir a v , n i a m e h t n i , n e e b e v a h s m e t s y s h s il g n E d n a , n a i s s u
R The
n o it a c u d e e ti l
e consist so ftwo separate channels .A few are rtained a sruler ,s
e c n a v d a f o m e t s y s a n i s r e d a e l s s e n i s u b d n a s l a n o i s s e f o r p , s r e c if f
o d educaiton .
y b t a h t d n o y e b d e t n e m e l p p u s d n a r a e y h t n e v e l e s a r a f s a g n i d n e t x e m e t s y
s specia l
l a n o it a c o
v -rtaining . In each o f these majo r European countire s a se t o f
o h w d e n i m r e t e d s t n e r a p e h t f o n o it i s o p c i m o n o c e d n a l a i c o s e h t d n a n o it a n i m a x e
.) 8 : 2 5 9 1 , k e c u o R d n a n a m l h e o M ( n o it a c u d e r e h g i h d n a y r a d n o c e s e v i e c e r o t s a w
.
3 Theoryo fTheEstabilshment
d e lt it n e k o o b s i h n i n a g o D i é tt a M o t g n i d r o c c
A EltieConifguraitonatt he
r e w o P f o x e p
A explainst hatthet ermt heestabilshmen trefers ot a group o fpeople
e r a y e h T . e c n e u lf n i t a e r g a e v a h d n a r e w o p d l o h o h w y t e i c o s a n
i topeltiewtih a
y l e g r a
l simlia roultookon l fieandcutlura lstandards .They also o tfen opposed t o
.s a e d i w e n r o e g n a h c f o d n i k y n
a They f ormedaclosed socia lcriclef rom which
c e l b a r a p m o c d n a d e ti u r c e r e r a s r e b m e
m aree rilnes( 2003 :92 .)
The estabilshmen t deirve s ti s name from the estabilshed Church o f
n a m o R e h t m o r f y a w a e k o r b 4 3 5 1 n i I I I V y r n e H g n i K e c n i s r e v E . d n a l g n E
d a m d n a h c r u h C c il o h t a
C e the Church o fEngland independent ,thi sreilgiou s
e h t h ti w t u b h c u s s a e t a t s e h t h ti w y l n o t o n d e if it n e d i y l e t a m it n i n e e b s a h y d o b
. d n a l g n E n i t n e m n r e v o g d n a e fi l d e t a n i m o d e v a h t a h t s p u o r g c i m o n o c e d n a l a i c o s
y b d e tr o p p u s r e g n o l o n s i h c r u h C h s il g n E e h
T pubilcf und sands pecialt axes ,asi t
9 1 e h t f o t r a p e l d d i m e h t li t n u s a
w thCentury ,bu t ti i sstli lastate i nsrtument i n
’ h ti a F e h t f o r e d n e f e D ‘ s A . s t c e p s e r y n a
m thereigning sovereign a s tist empora l
d e h s il b a t s e e h t f o r e b m e m a e b t s u m w a l y b d n a d a e
h church .Al lclergymen o f
l a y o r e h t r o f s r e y a r p d n a , n w o r C e h t o t e c n a i g e ll a r a e w s t s u m h c r u h c h s il g n E e h t
m t c a n e s ’ y l b m e s s A h c r u h C s ti d n a , h c r u h c e h t f o s e l u r r o s w a l n o n a
c ent scanno t
e h t t u o h ti w d e g n a h c e
b of ifcia lagreement o fParilamen tin some case sand the
.) 6 4 1 : 7 6 9 1 , e n r o b s O ( s r e h t o n i n g i e r e v o s
e e h
T stabilshmen tinBrtiaincomp irsest hosei n lfuenita lperson swhos eem
e h t f o e fi l l a r u tl u c d n a l a c it il o p e h t e t a n i m o d o
t coun rty.I tconnotest heatttiudes ,
e h t e s r o w r o f r o r e tt e b r o f e n i m r e t e d o t d e m u s e r p e r a t a h t s n o it u ti t s n i d n a s m o t s u c
k l a t l a r e n e g t e Y . d lr o w e h t o t s y a l p s i d n i a ti r B t a h t e c a f d n a r e t c a r a h c l a n o it a n
1 n i y l n o n i a ti r B n i d e tr a t s ” t n e m h s il b a t s E e h t “ t u o b
a 955 .In 1953 t he t erm wa s
,l l a t a e s u n i t o
n bu tayearl ateri thadcrepti ntoconversaitonamongt hescholars .
i g n i h t e m o
S n the irng and impilcaiton so fthe Estabilshment in thi scontex t
i w m s a i s u h t n e e h T . s n o ti r B e t a l u c it r a r e h t o d n a s r e ti r w o t d e l a e p p
a th which t he
e h T . n o n e m o n e h p l a i c o s a f l e s ti n i s a w d e z ir a l u p o p d n a p u d e k c i p s a w m r e t
n i f l e s ti t n e m h s il b a t s
E Brtiain consist so fthe monarch , Church o f England ,
. C B B e h t d n a ) y ti s r e v i n U e g d ir b m a C d n a d r o f x O r o f d e n i o c m r e t( e g d ir b x O
) 6 4 1 : 7 6 9 1 , e n r o b s O
( .
.
4 Theoryo fLtieratureandSociety
k e ll e W d n a n e r r a
W in thei rbook Theory o fLtierature menitoned tha t
e c a n i s i e fi l d n a , e fi l s e t a ti m i e r u t a r e ti
l train sense ,a socia lrealtiy .The autho r
e h t a h t n a e m t o n s e o d t i t u b e fi l f o n o it p e c n o c l a t o t d n a s e c n e ir e p x e s i h s e s s e r p x e
y t e i c o s e h T . e m it n i a tr e c a f o l i a t e d e l g n i s y r e v e n i e fi l e l o h w e h t s e s s e r p x e
s a n e e s t o n s i k r o w y r a r e ti l e h t n i d e t n e s e r
p an exac tmriro ro fthe realtiy .
A n
A utho ra sa membe ro fthe society ha spronounced on quesiton so f
. k r o w s i h n i d e t c e lf e r e r a h c i h w e c n a tr o p m i l a c it il o p d n a l a i c o
s The autho rha s
t n i t r a p n e k a
t h e issue so fhi s itme whethe ri ti sdrieclty o rind rieclty .Society
l a e r e h t f o y t e i c o s e h t e z i c it ir c o t s n a e m e b n a c k r o w y r a r e ti l e h t n i d e t n e s e r p
o t s t n a w y ll a u t c a e h , k r o w s i h n i y t e i c o s n i a tr e c s t n e s e r p r o h t u a n a n e h W . d lr o w
h t d n o y e b g n i h t e m o s y e v n o
c a t presentaiton . Ltierary work a s the resul t o f
, s t h g u o h t , s g n il e e f s i h s t c e lf e r g n i k n i h t e v it a n i g a m i d n a e v it a e r c s ’ r o h t u a
.) 2 9 : 6 5 9 1 ( s e v il e h h c i h w n i h ti w y t e i c o s e h t t u o b a w e i v f o t n i o p r o , s n o i n i p
o
.
5 ReviewonBriitshHistoryo fEduca iton
n i n o it a c u d
E England ha sa long history and ha sgone through many
n o it a c u d e h s it ir B , 4 4 9 1 f o t c A n o it a c u d E e h T d n a I I r a W d lr o W e r o f e B . s e g n a h c
t s i t a h w m o r f t n e r e f fi d e ti u q s a
w oday .Schuele rexplains in Educaiton in the
n i a ti r B t a e r G f o m o d g n i K d e ti n
U tha tbefore 1944 B iritsh educaiton had atl eas t
l o o h c s h c r u h c e h t s a w r e h t o n a , l o o h c s l i c n u o c s a w e n O . s l e n n a h c e t a r a p e s e e r h t
s a w y e n o M . l o o h c s e t a v ir p a y ll a e r ” ,l o o h c s c il b u p “ e h t s a w e p y t d ri h t e h t d n a
s l o o h c s e s e h t o t n i t e g o t d e d e e
n and the schoo lw sa catered fo ran eltie group
) 0 1 1 : 2 5 9 1
( .
. y l w o l s y l e v it a l e r d e g n a h c s a h m e t s y s l a n o it a c u d e h s it ir B e h
T Unit l
s a h h s it ir B e h t y lt n e c e
r shown marked resistance t o change i n educaiton desptie
r p d n a s m s i c it ir c e h
t essure sexetred by thei reducaitona lpioneers .Un it lWo lrd
’ k c a rt o w t‘ a d a h n i a ti r B t a e r G I I r a
W o reltie system o f educaiton which
, l o o h c s y r a t n e m e l e e h t d n o y e b o g o t n e r d li h c f o s s a m e h t r o f y ti n u tr o p p o e lt ti l
e h t h ti
w resul ttha ta grea tdea lo fyouthfu ltalen twa sundeveloped .In the
d n a s r e m r a f f o d n a l s i n a m o r f y l d i p a r d e g n a h c n i a ti r B t a e r G y r u t n e c h t n e e t e n i n
rt s u d n i d e t a l u p o p y l e s n e d a o t s r e r a f a e
s iailzed wo lrd center ,bu tthere wa sno
a c u d e n i e c n a v d a g n i d n o p s e r r o
c iton .Brtiain’ sleader sin wa rand peace were
d n a d e ll o rt n o c y l e t a v ir p e r e w h c i h w ” ,s l o o h c s c il b u p “ t a e r g e h t y b d e n i a rt
, k e c u o R d n a n a m l h e o M ( s e il i m a f e ti l e m o r f n e r d li h c y b d e d n e tt a d n a d e c n a n if
.) 5 1 : 2 5 9 1
d e lt it n e k o o b s i h n i r e k r a
B Brtiain andt he Brtiish Peopleexplains thati n
0 2 e h
t th century ,educaiton became a sensiitve social ,economic and poilitca l
. n o it p e c x e o n s a w d n a l g n E . s e ir t n u o c n a e p o r u E t s o m n i e u s s
i Untlit heEducaiton
f o y ti r o n i m a d e t a c u d e d n a l g n E , s n o i s n e t x e g n i w o ll o f s ti d n a 4 4 9 1 f o t c A
s l o o h c s y r a d n o c e s o t n o o g o t ,s e s s a l c r e p p u e h t m o r f y l e v i s u l c x e t s o m l a , n e r d li h c
T . n o it a c u d e r e h g i h d n
a heEducaiton Ac to f1944 ,alsoknown ast he"Bulte rAc t
d e c u d o rt n
i the ’11 plus ’examinaiton .Al lchlidren took thi stes ta tthe end o f
r a m m a r g l a c o l e h t t a d i a p s e e f r i e h t d a h d e s s a p o h w e s o h t d n a , l o o h c s y r a m ir p
.l o o h c
s The provision sof t he Ac tattempted t o estabilsh t he p irnciple t hat t here
l a u q e n a s a
w pop o truntiy fo rall ,thereby removing in p irnciple a tleast ,the
i d a rt e h t f o y ti u q e n i t n e t s i s r e
p itona ltwo rtack ssystem which were one fo rthe
.s e s s a m e h t r o f e n o d n a e ti l
e Thi schange had signiifcan tsocia land cutlura l
t c e f f
e si nBrtiain.I tmadepossibledegreeofs ocia lmobiltiyhtihetrounknownand
d e d o r
e noiton s o f those wtih ab litiy coming only from highe r socia lsrtata
5 5 9 1
, e c n a m r o fr e p s ’l i p u p r o ti n o m o
T a t1986 the governmen tinrtoduced a
f o s e ir e
s Standardized Assessmen tTestst akena tageseven ,eleven ,and f ou treen .
r e v e w o
H , the majo rpubilc exam swhich pupli sface are taken in individua l
y r a d n o c e S n i e t a c if it r e C l a r e n e G e h t : y l e v it c e p s e r n e e t h g i e d n a n e e t x i s t a s t c e j b u s
C G ( n o it a c u d
E SE )andAdvanced( ‘AS’)l evels(Menter ,2008 :54).
n w o h s s y a w l a s a h d n a l g n E t a h t n o it a c u d e y r a d n o c e s f o l e v e l e h t n o s i tI
. y ti s r e v i d t s e t a e r g e h
t There are three type so fschool .s Fris tis et h technica l
l o o h c
s .Thesecondary t echnica lschool sarean outgrowth oft hej uniort echnica l
a u s u s i ti d n a s l o o h c
s lly owned by t hestate, which provided a t wo ort hreeyea r
e r a y e h T . s l o o h c s y r a t n e m e l e m o r f n o it a u d a r g r i e h t r e tf a s lr i g d n a s y o b r o f e s r u o c
u t u f e h t o t d e t a l e r n o it a c u d e l a r e n e g e v i g o t d e d n e t n
i re occupaiton o fthei r
n e e t x i s s i e g a g n i v a e l e h T . s t n e d u t
s and tii sf ort hemwho do noti ntend t o ente r
y ti s r e v i n
u (MoehlmanandRoucek ,1952 :127).
s i d n o c e
S the modern school .The modern school sbecomet he secondary
l o o h c s m u m i n i m e h t o t p u s t n e d u t s f o y ti r o j a m e h t r o f l o o h c
s -leaving age .The
o c a s i m u l u c ir r u
c mbinaiton o f genera l and pracitca l educaiton geared to
e h T . s e it i n u tr o p p o d n a s d e e n , s t s e r e t n i t n e m y o l p m e l a c o l d n a l a u d i v i d n i
f o m u l u c ir r u
c the modern schoo lis also no tbeing ited to the requriement sfo r
y ti s r e v i n
u enrtance( MoehlmanandRoucek ,1952 :126 . )
t s a
L i es t h gramma rschool which i sactually a par to fpubilc school .
n o n a r e f f o s l o o h c s r a m m a r
G -vocaitonal , ilbera l genera leducaiton . In these
f o e g a e h t t a , r e v e w o h , e v a e l y n a m ( n e e t h g i e f o e g a e h t o t p u n e r d li h c s l o o h c s
n e k a t g n i v a h r e tf a n e e t x i
r i e h T . s n o i s s e f o r p e h t r o f d n a e c n a rt n e y ti s r e v i n u r o f d e r a p e r p e r a ) n o it a n i m a x e
e h t f o t a h t n a h t r e h t o e n o y l n o e h t s a d e z i n g o c e r y ll a i c if f o e c n o , m u l u c ir r u c
n o c e s “ l e b a l e h t f o y h tr o w s a w t a h t ” s l o o h c s c il b u p
“ dary” (Moehlman and
) 5 2 1 : 2 5 9 1 , k e c u o
R .
. s e s s a m e h t r o f d e d n e t n i e r a e v o b a s l o o h c s y r a d n o c e s f o s e p y t e e r h t e s e h T
e h t r o f y l n o d e d n e t n i s i h c i h w n i a ti r B n i l o o h c s y r a d n o c e s f o e p y t e n o s i e r e h T
l o o h c s f o d n i k t a h T . e ti l
e si called t hepub ilc schools .The pubilcschool swhich
e h t y b d e n w o t o n e r
a s et at are rtadiitonally the mos trespected o fal lEngilsh
f o e n o b k c a b e h t m r o f y e h t , s l o o h c s g n i d r a o b y lt n a n i m o d e r P . s l o o h c s y r a d n o c e s
s u o m a f e r o m e h t f o e m o S . n o it i d a rt l a n o it a c u d e c it a r c o t s ir a h s il g n E e h
t pubilc
s l o o h c
s ,such a sthe nine “Clarendon School ,s” Cha trerhouse ,Eton ,Harrow ,
, y r u b s w e r h S , s ’l u a P . t S , y b g u R , s ’ r o l y a T t n a h c r e
M Westminster ,and Wincheste r
e r e
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.s l o o h c
s Thecurirculum i soffe irng acombinaiton o fclassica land ilbera lstudie s
, n o it a r a p e r p y ti s r e v i n u t a d e m i
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a (Moehlmanand
.) 8 2 1 : 2 5 9 1 , k e c u o R
i s r e v i n u e h
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t .
d r o f x
O Universtiy aw sestabilshedi n 1096 and known ast heoldes tuniverstiy i n
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e g d ir b m a C d n a d r o f x O . 9 0 2
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s f f a t
s .In addiiton ,there i sa cenrta luniverstiy in both Oxford and Camb irdge
s r e f f o h c i h
w openlecture sf oralls tudents .Themethodo feducaitont hati swidely
w o n
k n being used in Oxb irdge i sthe tuto ira lsystem o findividua linsrtuciton ,
h c i h
w remain s wtihou t a signi ifcan t and comparable counterpar t in othe r
e h t s i n o it c u rt s n i l a u d i v i d n i f o m e t s y s l a ir o t u t e h t y b t n a e m s i t a h W . s e ir t n u o c
e r e h w g n i h c a e t f o d o h t e
m somesmal lgroup sofs tudent susuallyconsisitngofone
o
t fou rstudent sspend an hou rwtih thei racademic tutor .They discus sthei r
k e e
w l y works which i s usually na essay tha t i s requried to be completed
n r e c n o c y n a h ti w g n o l a k r o w r i e h t s s u c s i d y e h T . g n it e e m e h t d n a h e r o f e b
r a g e
r ding t hemateirali n t ha tweek lecture .sThi semphasi son i ndividua lcontac t
n e e w t e
b thetuto randthestuden tand tii sreinforced by t heclosenes so fcontac t
c n e d i s e r m o r f s tl u s e r t a h
t e in a smal lacademic communtiy. Fo ral lobjecitves ,
t s ri f t u p s y a w l a e v a h s r o t a c u d e h s it ir
B the itme-honored objecitve o fpersona l
t n e m p o l e v e d r e t c a r a h
c (MoehlmanandRoucek ,1952 :134 .)
. s e it i s r e v i n u c i v i c s i y r o g e t a c d n o c e s e h
T There are two kind o fcivic
s e it i s r e v i n u c i v i c e v a w t s ri f e h T . e v a w d n o c e s e h t d n a e v a w t s ri f e h t ,s e it i s r e v i n u
f o s t s i s n o
c nineprovincia lsecond-classuniversiitesorf amously calledRed-b irck
o t n a g e b s s a l g d n a l e e t s f o g n i d li u b n r e d o m l it n u , e s u a c e b d e ll a c o s , s e it i s r e v i n U
. k c ir b d e r f o s e r u t c u rt s y r a e r d n i y lt s o m d e s u o h e r e w y e h t ,s e s u p m a c r i e h t n o e s ir
e r a s e it i s r e v i n u e n i n e h
T Durham ,Manchester ,Brimingham ,Liverpool ,Leeds ,
y b d e h s i u g n it s i d e r e w m e h t f o l l A . m a h g n it t o N d n a g n i d a e R , l o t s ir B , d l e if f e h S
r i e h t o t e c n e r e f e r t u o h ti w s t n e d u t s d e tt i m d a t a h t s e it i s r e v i n u l a it n e d i s e r n o n g n i e b
t a l u p o p f o s r e t n e c e g r a l n i t e s y e h T . d n u o r g k c a
0 2 e t a l n i n i a ti r B n i n o it a c u d e f o t n e m h s il b a t s
e th century .The theory o fthe
l a r u tl u c o i c o s e h t o t e u d o t d e s u o s l a s i y t e i c o s d n a e r u t a r e ti l n e e w t e b n o it a l e
r
-n i e c n a d i u g e b o t d e il p p a s i y r o e h t s i h T . y a l p e h t n i d e il p p a h c a o r p p a l a c ir o t s i h
y t e i c o s e h t f o t r a p a s i r o h t u a e h t s A . y a l p e h t n i y t e i c o s e h t g n i d n
if ,he ha s
t o n r o y lt c e ri d s i t i r e h t e h w y a l p s i h o t y t e i c o s s i h n i d e n e p p a h t a h w d e t c e lf e r
6 9 : 6 5 9 1 , k e ll e W d n a n e r r a W
6 2
I I I R E T P A H C
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s y o B y r o t s i H e h
T i saplayw irttenbyAlanBennett .Theplayt hati sgoing
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t fris tAme ircanp irntedediiton .I twa spubilshedi nNewYork
6 0 0 2 n
i by Fabe rand Faber ,Inc,. An af ifilate o fFarrar ,Srtaus sand Grioux .I t
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T premiered att heLyttetlonTheartei nLondonon18May
e r e h w e rt a e h T t s r u h d a o r B e h t t a 6 0 0 2 l ir p A 3 2 n o s a w t u b e d y a w d a o r B s tI . 4 0 0 2
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t e sstagedbeforei tclosed on1 Octobe r2006 .Theplay
r o f d r a w A y n o T 6 0 0 2 e h t d n a y a l P w e N t s e B r o f d r a w A r e i v il O 5 0 0 2 e h t n o w
f o n o i s r e v m li f e h T . n e e r c s g i b e h t o t d e v o m y a l p e h t , 6 0 0 2 n I . y a l P t s e
B The
s y o B y r o t s i
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. n o it c u d o r p t s ri f
.
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, h c a o r p p a l a c i h p a r g o i b , h c a o r p p a c it s il a m r o f e r a y e h T . e v if o t n i s e h c a o r p p a e h t
l a r u tl u c o i c o
s -histo irca l approach , mythopoeic approach , and psychologica l
l a r u tl u c o i c o s s e s u y d u t s s i h T . h c a o r p p
a -histo irca lapproach a sthe approach to
:t a h t d e t a t s y e h T . n o it a l u m r o f m e l b o r p e h t e z y l a n a
l a r u tl u c o i c o s e h t n i t s e r e t n i r o j a m e s o h w s c it ir
C -histo irca lapproach i nsis t e
h t t a h
n a a t a d y r a m ir p e h t , h c r a e s e r y r a r b il n i s e c r u o
s d the secondary data .Fo rthe
s ’t t e n n e B n a l A d a e r r e ti r w e h t , a t a d y r a m ir
p TheHistoryboys.
s k o o b e m o s d a e r y d u t s s i h t f o r e ti r w e h t , a t a d y r a d n o c e s e h t r o f e li h W
t u o b a n o it a m r o f n i t e g o T . s a i d e p o l c y c n e d n a , s k o o b s a h c u s c i p o t e h t o t d e t a l e r
e h
t estab ilshmen tand educaiton, t he wrtie rof t hi sstudy read What i sEducaiton
) 9 0 0 2 , s e h t a e L
( , Socia lScience ;An Introduciton to the Study o fSociety (Hunt ,
, ) 5 5 9
1 Encyclopedia o f Brtiain (Gascoigne , 1994) , Comparaitve Educa iton
2 5 9 1 , k e c u o R d n a n a m l h e o M
( ) ,EltieConifguraitonatt heApexo fPower(Dogan ,
, ) 3 0 0
2 Lfie World Library : Brtiain (Osborne , 1967) . Wh lie in getitng the
d a e r y d u t s s i h t f o r e ti r w e h t , n o it a z ir e t c a r a h c d n a r e t c a r a h c e h t t u o b a n o it a m r o f n i
n o it i d E h tf i F : e r u t a r e ti L o t k o o b d n a H
A (Holman and Harmon , 1995 ) and
a m a r D d n a , y rt e o P , n o it c i F , y a s s E : n o it i s o p m o C r o f e r u t a r e ti
L (Barnet ,Bu tro
n i a C d n
a ,2005).I ngetitngt hei nformaitonabou tBiritshpeopleand ti seducaiton ,
d a e r y d u t s s i h t f o r e ti r w e h
t Educaiton i n t he Un tied Kingdom o fGrea tBrtiain
, ) 2 5 9 1 , r e l e u h c S
( Brtiain and the Brtisih People (Barker , 1955) , Tradiiton ,
: d n a l g n E d n a d n a lt o c S n i k r o W ’ s r e h c a e T f o m r o f e R e h t n i y ti t n e d I d n a e r u tl u C
y t e i c o S d n a e r u tl u C , y g o g a d e P , ’ s n o it a r e d i s n o C l a c i g o l o d o h t e M e m o
S (Menter ,
,) 8 0 0
2 Comparaitve Educaiton (Moehlman and Roucek , 1952) , Lfie World
n i a ti r B : y r a r b i
L (Osborne ,1967) . The wrtie ro fthi sstudy read Theory o f
e r u t a r e ti
L (Warren and Wellek ,1956 )to ge tthe theory abou tltierature and
. y t e i c o
s Thewrtie roft hi sstudy also read Reading and Wriitng abou tL tierature
o s t u o b a n o it i n if e d t e g o t ) 1 7 9 1 , s d o o W d n a r e g r e b r h o R
( ciocutlural-histo irca l
9 2
V I R E T P A H C
S I S Y L A N A
d e t a t s e r a h c i h w s n o it s e u q e h t r e w s n a o t s d n e t n i r e ti r w e h t ,r e t p a h c s i h t n I
f o s t s i s n o c r e t p a h c s i h T . I r e t p a h C n i n o it a l u m r o f m e l b o r p e h t n
i t wo pa trs .The
t r a p t s ri
f talk saboutt hecharacte irsitcoft hemaincharacters inTheHistoryBoys .
tr a p d n o c e s e h
T talk sabou ttheciritcism sshowedbyt hemaincharacters.
.
A TheDepic itonof et h MainCharacters
.s 0 8 9 1 n i s t e s y a l p e h
T Thestory mainly t ake splacei n Culter’ sGramma r
, d l e if f e h S n i l o o h c
S ani ndustira lctiyi nsouthernpar to fEngland .Therearethree
n i s r e t c a r a h c n i a
m AlanBennet’t sTheHistoryBoys .They areHecto ,r Irwin and
. x il e
F Hecto randI rwinaret eachersi nCulter’ sGramma rSchool. Hectori sanold
, r e t s a m l o o h c
s the term tha ti su d se to cal lteache rin Brtiain .Hecto rteache s
n i h s il g n
E Cu lter’ sGramma rSchool .Irwin i sa new young supply t eache rwho
.l o o h c S r a m m a r G s ’ r e lt u C n i y r o t s i H s e h c a e
t Thel as tone ,Feilx i saheadmaste r
.l o o h c S r a m m a r G s ’ r e lt u C n
i The three main character sin the story have thei r
n w
o cetrain characteirsitcs .Therefore, t hewrtie rwli lseparatet heanalysi soft he
s r e t c a r a h
c .
.
1 Hector
r o t c e
H i san old Engilsh schoolmaste rin Cu lter’ sGramma rSchool ,the
. e c a l p s e k a t y r o t s e h t e r e h w l o o h c
e k il d a e t s n i s e it i s r e v i n u e l b a h c a e r e r o m e h t r o f y rt o t m e h t d e g a r u o c n e e h n e h t
h S d n a m a h g n it t o N , r e t s e c i e L , y b r e
D efifeld which are actually regarded a sles s
n i a ti r B n i s e it i s r e v i n u s u o i g it s e r
p .
.
2 Irwin
s a l o o h c S r a m m a r G s ’ r e lt u C o t s e m o c n i w r
I a supply t eacher .History i s
e h d n a o s r o e v if y t n e w t d n u o r a , n a m g n u o y a s a d e b ir c s e d s i e H . t c e j b u s s i h
e l c a t c e p s s r a e
w s e(B nnett ,2006 :10) .
a p e e k d l u o h s I e ti r w o t d e t n a w I f i t a h t d i a s d a h r o t c e H S P P I R C S
s ’ n i w r I t u o b a e v it r u f g n i h t e m o s n e e b e v a h t s u m e r e h t d n a , k o o b e t o n
t s u j d ’ I d r o w a , e n it s e d n a l c t i d e ll a c I . n w o d t i e t o r w I e s u a c e b l a v ir r a
o t w o h e r u s t’ n s a w d n a t n r a e
l pronounce(Bennett ,2006 :10)
n i w r I t u o b a s i e v o b a n o it a t o u q e h
T ’ sarirvali n Cu lter’ sGramma rSchoo l
s p p ir c S y b d e b ir c s e d s i h c i h
w , who i sone of t he students i n Culter’ sGramma r
y r o t s e h t f o r o t a r r a n s a d e v r e s o s l a d n a l o o h c
S , a s something furitve o r
n a e m s n o i s s e r p x e h t o B . e n it s e d n a l
c tha tIrwin’ sarirva li s something tha ti s
. g n i n a e m e v it a g e n s r a e b d n a y lt e r c e s d e n n a l p
n i w r
I i shried by Feilx ,the headmaste rin Culter’ sGramma rSchoo lto
n a rt n e y ti s r e v i n U e g d ir b m a C d n a d r o f x O r o f s t n e d u t s e h t e r a p e r
p ceexaminaiton .
x il e
F , t heheadmaste rofCulter’ sGramma rSchoo lha sagoa ltosendhisstudent s
d r o f x O o
t and Camb irdge Universtiy .The School wa sneve rsucceede d in the
d e il o h w , n i w r I s e ri h e h o s ,t s a
p tha thegraduatedf romOxfordUniverstiytot uto r
thei rOxb irdge t(het ermcoinedf o rOxfordUniverstiyandCamb irdgeUniverstiy )
e h t s s a p y ll u f s s e c c u s n a c s t n e d u t s e h t o s s e t a d i d n a c p i h s r a l o h c
s Oxb irdgeen rtance
