The criticism toward the establishment of education in Britain in the late 20th century as revealed through the main characters in Alan Bennett`s The History Boys.

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d an itngg i dalam suatu pekejraan setra mendapatkan p u d i h m a l a d i d n a s e k s u s e

k . Kepala sekolah mengikut i ide tersebu t dan dia r o t c e H . n a s e s k s u s e k k u t n u n a n i m a j i tr a r e b e g d ir b x O e k k u s a m a w h a b a y a c r e p t c e H . t u b e s r e t e d i n a g n e d u j u t e s k a d

it o rpercayabahwai det ersebu tmenggant ia tr i n a d t u b e s r e t e d i n a g n e d u j u t e s k a d it n i w r I . a y h u g g n u s e s g n a y n a k i d i d n e p i k il i m e m t a p a d t il e n a g n o l o g i r a d l a s a r e b n a k u b g n a y a k e r e m a w h a b n a k k u j n u n e m d r o f x O i r a d l a s a r e b g n a y a k e r e m n a g n e d a r a t e s g n a y n a p a k a c e

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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

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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

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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

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e to produce one t ypeo fperson ,which i sexpected t o havef unciton i n .

y t e i c o s

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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 rcutlureareai 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

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, 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

r n may be used to

e d i v o r p o t d e s u e b y a m n o it a c u d E . l a u d i v i d n i e h t f o h t w o r g e h t f o n o it a l u m it s

y ti li b a d n a t n e l a t e h t o t e p o c s l l u f g n i v i g y b y ti li b o m l a i c o s d n a y ti n u tr o p p o l a u q e

. ) 8 : 2 5 9 1 , k e c u o R d n a n a m l h e o M ( l a u d i v i d n i e h t f o

” k c a rt e n o “ s i e n o t s ri f e h T . n o it a c u d e f o s n r e tt a p t n e r e f fi d o w t e r a e r e h T

l a s r e v i n u f o e s o p r u p e h T . n o it a c u d e l a s r e v i n u s a d e ll a c y ll a u s u r o m e t s y s

h T . ll a r o f y ti n u tr o p p o l a u q e n a e t a e r c o t s i n o it a c u d

e isi scharacteirzedbycetrain n

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m senitmentsincludingequaltiyo foppo truntiy f o ral lpersons ,no matte rwha t l a n o it a c u d e d e c n a l a b a ; s u t a t s c i m o n o c e r o , s u t a t s l a i c o s , x e s , e c a r r i e h t

f o t r o p p u s x a t c il b u p ; y ti r o h t u a d n a y ti li b i s n o p s e r l a n o it a c u d e l a c o l ; e c n e ir e p x e

o n o i s r e v i d o n h ti w , s l o o h c s e h

t ffundst o reilgiou so rp irvateschools ;exclusion d n a g n i n n a l p e h t n i n o it a p i c it r a p , r e v o e r o M . s l o o h c s e h t m o r f e c n e u lf n i h c r u h c f o

d e ti n U e h T . s t n e d u t s d n a , s t n e r a p , s r e h c a e t y b d e g a n a m e r a n o it a c u d e f o n o it a r e p o

o w e f a d n a a d a n a C , s e t a t

S the rcountire shavepioneeredinuniversa leducaiton,i n n o it a c u d e f o t n u o m a e m a s e h t e v i e c e r o t y ti n u tr o p p o n a e v a h y n a m h c i h w

.) 0 4 : 2 5 9 1 , k e c u o R d n a n a m l h e o M (

s n o it a n t s o m , d n a h r e h t o e h t n

O haveheld i n t he past t o an eltie o r“two h

c i h w n o it a c u d e f o m e t s y s ” k c a

rt i sregarded a san eltieeducaitoni nwhichaf ew e e r g e d d e ti m il y r e v a o t d e t a c u d e e r a y ti r o j a m t a e r g e h t t u b d e t a c u d e y l h g i h e r a

o w t “ r o e ti l e e h T . ) 2 : 2 5 9 1 , k e c u o R d n a n a m l h e o M

( -rtack” system o feducaiton

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c separaitonint wochannels ,onef ort heminortiyofr uler sandt heothe r n i e c n e u lf n i g n o rt s a d a h s a h , e n il d o o l b e l b o n o n h ti w s n e z it i c f o y ti r o j a m e h t r o f

o r u E n i y ll a i c e p s e d lr o w e h t t u o h g u o r h t s e ir t n u o c y n a

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 , n a m r e G e r u t u f f o n o it a n i m r e t e d e h t n e e b s a h m e t s y s e h t f o c it s ir e t c a r a h c l a it n e s s e n A . e n o o s n i n o it i s o p d n a k r o w e fi l e h t t c a f n i d n a s e c n e ir e p x e l a n o it a c u d

e ciety a t

f o h c a e n I . e c n e c s e l o d a f o t e s n o e h t t a , s i t a h T . r a e y h t n e v e l e e h t y l e t a m i x o r p p a 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 f o t e s a s e ir t n u o c n a e p o r u E r o j a m e s e h t 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 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 n o it a c u d

e (MoehlmanandRoucek ,1952 :8 .)

s l a r e b il e h t f o t a h t ,t h g u o h t f o e l o p e h t d e t n e s e r p e r n o it a c u d e l a s r e v i n u e h T d l u o h s e r e h t t a h t tl e f d n a s l a u d i v i d n i ll a f o h tr o w d n a y ti r g e t n i e h t n i d e v e il e b o h w s i h T . s d n u o r g k c a b l l a m o r f n w a r d t n e l a t f o y c a r c o t s ir a n a e

b i seviden tin the

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p Ècole Unique i n France ,for t he Einhetisschulei n Germany , e s e h T . 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 e h t r o f d n a , y l a tI n i a c i n U a l o u c S e h t r o f r e h t o d n a t e c r o d n o C y b n o it u l o v e R h c n e r F e h t s a y lr a e s a d e s o p o r p e r e w s a e d

i si n

h t n e e t e n i n e h t f o e s o l c e h t li t n u e e r g e d y n a o t d e z il it u t o n e r e w y e h t t u b , e c n a r F s e g n a h c l a e r y n a t a h t I r a W d lr o W g n i w o ll o f d o ir e p e h t n i y l n o s a w t i d n a , y r u t n e c t I . n i a g a t n e m e v o m e h t d e g r e m b u s s p i h s r o t a t c i d f o e c n a r a e p p a e h T . e d a m e r e w e r a e p p a e

r don t hestatutebook sa tfe rWo lrdWarI I ,buti syett o bef ullyr eailzed . n i 7 4 9 1 f o m r o f e R n i v e g n a L e h t , d n a l g n E n i 4 4 9 1 f o r e tr a h C s ’ n e r d li h C e h T e h t f o y c n e c e r e h t f o e v it a c i d n i e r a y l a tI n i s m r o f e r r a w t s o p e h t d n a , e c n a r F e n o “ d r a w o t t n e m e v o

m -rtack” educaiton in Europe .In fact ,i ti sonly in the n i d l o h n e k a t e v a h n o it a c u d e l a s r e v i n u d r a w o t s t n e m e v o m t a h t y r u t n e c h t e it n e w t a c ir e m A h t u o S d n a , a c ir f A , a i s A , e p o r u

o t a h t n e e b s a h n i a ti r B n i n o it a c u d e f o y r o t s l a r e n e g e h

T fa confilc t

e h T . l a r e b il d n a e v it a v r e s n o c , t h g u o h t l a n o it a c u d e f o s e l o p o w t n e e w t e b

s s a l c e l b a t s a n i a t n i a m d n a s m r o f d l o e h t o t n o d l o h o t d e h s i w s e v it a v r e s n o c

r o f y ti n u tr o p p o h c u m d a h n o it i s o p r o h tl a e w f o e s o h t y l n o h c i h w n i e r u t c u rt s

l e e h T . n o it a c u d

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.) 9 : 2 5 9 1 , k e c u o R d n a n a m l h e o M ( e r u t c u rt s d e z il l a t s y r c a g n i v r e s e r p d n a y ti li b o m

r y r o t s i h g n o l a s a h d n a l g n

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w e i v l a n o it i d a rt r i e h t s d l o h l li t s e l p o e p e h t t a h t h ti w g n o l a d n a m r o f t n e m n r e v o g

l a i c o s d o o g a , w o n l li t p U . n o it a c u d e s d r a w o

t andeducaitona lbackground i sstli l n o it a c u d e d r a w o t n o it o n n a c ir e m A e h t e k il n u , n i a ti r B n i t n a tr o p m i y l s u o d n e m e rt

a s a n o it a c u d e e m a s e h t o t d e lt it n e e r a , y ti li b a f o s s e l d r a g e r , n e r d li h c l l a t a h t

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.) 9 4 1 : 7 6 9 1 , e n r o b s O ( y l g n i d r o c c a n e r d li h c e t a c u d e

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g o D ( t n e m n r e v o g r o c it il o p h ti w l a c it n e d

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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

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r the contemporary expeirence she undergoe sin hi sown itme .I t s

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e e s which an autho rha sviewed n

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t every piece o f ifciton t hereare aspecia lfeeilng abou t ,

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n i a ti r

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o it c u d o r P e r t a e h T l a n o it a

N menitons tha:t

h c u s , ti h e rt a e h T l a n o it a N s' tt e n n e B n a l A t u o h g u o r h t n u r s e m e h t e r u t a M

e h t f o n o it p e c x e e h t h ti w ( s y o B y r o t s i H e h t f o h c a e , n r u t n i ,t a h t t c a f e h t s a

y b d e p o r g g n i e b o t s e v l e s m e h t s ti m b u s ) 7 1 y l n o s i o h w , r e n s o P , t s e g n u o y

a e t s e i d u t S l a r e n e G r i e h t ,r o t c e

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: e u s s i e h t h ti w s l a e d y a l p e h t w o h s 't a h t d e e d n i d n a , t u o s e m o c n o it a l e v e r

a f o t r a p s i t i y ll a u t x e t n o c t u b , ti e n o d n o c t ' n s e o d t i , g n o r w s 't

i much

e u rt e h t t u o b a t t e n n e B n a l A y b d r a w r o f t u p g n i e b n o i s s u c s i d r e t a e r g

g n i s u b a y ll a e r s i o h w f o n o it s e u q e h t d n a , e fi l n i s e v i e c e r e n o n o it a c u d e

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a ).

s y o B y r o t s i H e h

T indeed confronts mature theme sthroughou tthe story . e

v i g y l e k il y r o t s e h t n i r e t s a m l o o h c s d l o h s il g n E e h t ,r o t c e

H s a irdet o t he boy s

e h t s e p o r g r o t c e H , e k i b r o t o m s ’ r o t c e H e h t n o e r a y e h t n e h w d n a e li h w a n i e c n o

. s y o

b Theboy sdono tmindHector’ sbehavio randj ustt akei ta sajoke .Likewha t

s e t a t s s m a il li

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t ” When Hector’ sbehaviorcome soutt oFeilx ,who i st heheadmaste roft he

e h t f o d n e e h t y b g n i h c a e t p o t s o t r o t c e H s t n a w r e t s a m d a e h e h t , y r o t s e h t n i l o o h c s

t a h w t a h t d e t a t s o s l a s m a il li W . r a e

y Hecto rhad done toward hi sstudent si s

v e , g n o r

w en t hough t hestudent sdo no tmind buti tcanno tbecome an excuset o

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I The History Boys confront ssexualtiy head-on ,from effeminate s ' n i k a D o t , n i k a D t n e d u t s w o ll e f d n a b o r h tt r a e h h ti w e v o l n i s i o h w r e n s o P

, r e h c a e t y r o t s i H e t u ti t s b u s r i e h t f o t s e u q n o c d e t p m e tt a d n a n o it a u t a f n i

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a ).

e h t f o t r a p a s e m o c e b o s l a y ti l a u x e s o m o h , e v o b a n o it a t o u q e h t m o r

F story .

. e k i b r o t o m s i h n o s y o b e h t s e p o r g o h w r e t s a m l o o h c s h s il g n E e h t ,r o t c e H s i e r e h T

t o n r o y a g s i e h r e h t e h w d e s u f n o c s i , s s a l c e h t n i t n e d u t s t s e g n u o y e h t , r e n s o P

, r e v e w o H . n i k a D , s s a l c e h t n i t n e d u t s t s e b e h t h ti w e v o l n i y l d a m s i e h e s u a c e b

t s n i k a

D a trst o ilkeI rwin, t henew supplyt eache rwhohelpst hestudentsi n orde r

. e g d ir b m a C d n a d r o f x O f o y ti s r e v i n U m o r f p i h s r a l o h c s e h t t n a r g o t

d e lt it n e k o o b s i h n i r e t n e M n a

I Tradiiton ,cutlure and identtiy in the 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 England : some methodologica l 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 statest hatt hereare ilnk sbetween y e k e h t s a t s u j t o n n o it a c u d e s e e s r e t n e M . y ti t n e d i r e h c a e t d n a s e r u tl u c l a n o it a n

u tl u c l a n o it a n f o y e k a s a o s l a t u b e r u tl u c l a n o it a n f o l o b m y

s re reproduciton

) 7 5 : 8 0 0 2 (

h s il g n E n r e h tr o n a n i t e s , y a l p t n e c e r s ’t t e n n e B n a l A , s y o B y r o t s i H e h T

y lr a e e h t f o w e i v c i b r e c a n a s e d i v o r p o s l a s 0 8 9 1 e h t n i l o o h c s r a m m a r g

.) 8 5 : 8 0 0 2 , r e t n e M ( y ti v it a m r o fr e p f o t n e m h c a o r c n e

’ 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 st ypeof t eaching which i sporrtayed

f o l o b m y s a s a s e v r e s n i w r I y a l p e h t n i ,r e t n e M o t g n i d r o c c A . s y o B y r o t s i H e h T n i

d e t a l e r y ti v it a m r o f r e

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 a narraitve 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 th_{Century ,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 fL tieratureandSociety

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

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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

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, 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 heBrtiish 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

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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

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.s e s s a m e h t r o f e n o d n a e ti l

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5 5 9 1

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f o s e ir e

s Standardized Assessmen tTestst akena tageseven ,eleven ,and f ou treen .

r e v e w o

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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