(Due to the holidays, I will be taking a break from blogging. Instead, I will be re-posting some of my more light-hearted essays, this week dealing with the Harry Potter books. New posts will begin on Wednesday, January 3, 2007.)
One of the appealing things for me personally about the Potter books are the similarities with my own education, which results in waves of nostalgia sweeping over me as I read the stories. I went to a single-sex private school in Sri Lanka that was modeled on the British boarding school like Hogwarts, although about half the students (including me) commuted from home. We were called ‘day-scholars’ which, looking back now, seems like a quaint but dignified label when compared to the more accurate ‘commuters.’
As in Hogwarts, we had teachers (some of whom we liked and others whom we disliked), who mostly taught in a didactic style, and we did have punishments like detention, writing lines, and even canings. In my own school, only the principal and vice principals could officially cane students, though some teachers still resorted to painful raps on the knuckles with rulers or even slaps across the face. Our chemistry teacher, who was an exceedingly kind and gentle man, nevertheless could be provoked to fits of violent rage which completely transformed him for a short time into a raging monster, like the Incredible Hulk, during which he would lash out with the rubber hoses that were readily available in the laboratories, sometimes raising welts on an offending student’s arm. The rage would subside as quickly as it was triggered, and the teacher would be immediately overcome with remorse, apologizing profusely and begging for forgiveness, which we always agreed to because we liked him. We were fascinated by his Jekyll-and-Hyde transformations.
We also had the system of ‘houses’, which involved the separation of students into separate groups (such as Gryffindor, Slytherin, Hufflepuff, and Ravenclaw), each of which had a master in charge. The boarded students (or ‘boarders’) in my school, like those attending Hogwarts, even had separate dormitories based on the houses. These houses were set in competition with each other, earning points for various achievements, These points were totaled at the end of the year, with a trophy going to the winning house, giving them bragging rights for a year.
The houses were a good way of encouraging team spirit and intramural competition, and provided opportunities for students who were not good enough to be in the school teams (or ‘varsity’ teams as they are known here) to still take part in a competitive program with their fellow students. I think that this system helped to increase participation of students in extracurricular activities because most students took seriously their responsibilities to help their house do well. The downside was that the competition could sometimes be too fierce, leading to churlish and unsportsmanlike behavior. The intramural quidditch games that take place at Hogwarts were mirrored in the cricket, rugby, and field hockey matches at my school.
We also had the ‘prefect’ system, which must sound strange to American readers. (Hermione is a prefect in book 6 and I too was a prefect during my last two years in school.) A prefect was essentially a student who was given authority over his fellow students. A prefect was selected by the master in charge of each house and appointed by the school principal. Very few students were prefects. We had special privileges that others did not, such as being allowed to leave school premises during the day and a special lounge reserved exclusively for our use. We had the power to enforce rules during the school day, at special functions, and at athletic events, and could issue punishments such as detentions to ‘evil doers.’ In earlier times, prefects at my school were also allowed to use corporal punishments (such as caning misbehaving students), but that was taken away before my time as the use of corporal punishments became more restricted.
At that time, we saw it as a great privilege and honor to be selected as a prefect. It was viewed as recognizing and building leadership qualities. Looking back now, it does not seem to be such an unadulterated good thing. I sometimes wonder whether the house and prefect system was not also a cheap means of extending the reach of the school administration by creating a free labor force of rule enforcers. The house system and the prefect system may also have been a means of enhancing teacher and administration control over students by weakening overall student cohesion, another manifestation of the ‘divide and rule’ philosophy that the British used so successfully to maintain control over their colonies but which often resulted in ethnic strife and civil wars when they left.
But at other times I think that I am reading too much into this, and seeing too many dark undercurrents in well meaning, if perhaps misguided, attempts at encouraging student participation and developing student leadership. Perhaps I should lighten up.
POST SCRIPT: A-wim-a-weh-heh-heh
Here’s some YouTube fun for the holidays.