98:, published in 1749, is generally seen as the first boarding school story. Fielding's novel was a moralistic tale with tangents offering instruction on behavior, and each of the nine girls in the novel relates her story individually. However, it did establish aspects of the boarding school story which were repeated in later works. The school is self-contained with little connection to local life, the girls are encouraged to live together with a sense of community and collective responsibility. Fielding's approach was imitated and used as a formula by both her contemporaries and other writers into the 19th century.
27:
224:, who also wrote historical novels and was a magazine editor, become the most popular writer of girls' school stories in the final decade of the nineteenth century. Her stories focused on upper class pupils at boarding schools who learned to earn trust by making mistakes. They had little focus on sports and were primarily interested in friendships and loyalty. They remained largely rooted in Victorian values and preparing girls to be proper wives and mothers.
526:
376:(Jean-François Paschal Grousset), set in a boarding-school context similar to Talbot Baines Reed's St. Dominic's in England and Arthur Stanwood Pier's St. Timothy's in America, would have a considerable influence on French stories in the genre. German school stories tended to be written for adults, in the tradition of the earlier
285:, and a widowed mother. Trease was inspired to set the series in a day school following a letter from a young reader complaining that, despite being the setting for many school stories, boarding schools were in fact no more exciting environments than day schools. This is something remarked upon by the narrator.
380:, and explored the disruption the school environment made to a character's sense of individuality. Soviet stories tended to focus on how individualistic behaviour could be corrected and brought into line with collective goals by the school environment. Other notable examples of school stories include Japanese
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Bullies often feature in school stories, particularly boys' school stories. Identical twins appear with some frequency and are often the subject of comedy. School principals are usually even handed and wise and provide guidance to characters and will often bend the rules to get them out of trouble.
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The vast majority of school stories involve the culture of boarding schools in general. Common themes include honour, decency, sportsmanship and loyalty. Competitive team sports often feature and an annual sports event between rival school houses is frequently a part of the plot. Friendships between
266:
After World War II boarding school stories waned in popularity. Coeducational schools for all
British schoolchildren were being funded by the public purse; critics, librarians and educational specialists became interested in creating a more modern curriculum and tended to see stories of this type as
65:
The popularity of the traditional school story declined after the Second World War, but school stories have remained popular in other forms, with a focus on state run coeducational schools, and themes involving more modern concerns such as racial issues, family life, sexuality and drugs (see
106:
School stories were a somewhat late arrival as a popular literature. Children as a market were generally not targeted until well into the nineteenth century. There was concern about the moral effect of novels on young minds, and those that were published tended to lean towards giving moral
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outdated and irrelevant. School stories have remained popular, however, with a focus shifting towards state-funded day schools with both girls and boys, and dealing with more contemporary issues such as sexuality, racism, drugs and family difficulties. The
232:
Most literature for girls at the turn of the twentieth century focused on the value of self-sacrifice, moral virtues, dignity and aspiring to finding a proper position in societal order. This was to a large extent changed by the publication of
175:(1873). In 1870 the Education Act paved the way for universal education for children, and so gave the market for school stories a considerable boost, which led to some publishers advertising novels specifically as school stories.
52:
is a fiction genre centring on older pre-adolescent and adolescent school life, at its most popular in the first half of the twentieth century. While examples do exist in other countries, it is most commonly set in
English
237:'s girls school stories in the early twentieth century, which featured energetic characters who challenged authority, played pranks, and lived in their own youthful world in which adult concerns were sidelined.
367:
However, the core school story theme of the school as a sort of character in itself, actively formed by the pupils and their enjoyment of being there, is primarily a
British and American phenomenon. In France,
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by Thomas Hughes appeared. It is perhaps the most famous of all such tales, and its popularity helped firmly establish the genre, which rapidly expanded in the decades to follow across thousands of novels.
61:
typical until the 1950s. It focuses largely on friendship, honour and loyalty between pupils. Plots involving sports events, bullies, secrets, rivalry and bravery are often used to shape the school story.
314:, school stories were also published in other countries. 'Schulromane' were popular in Germany in both the nineteenth and twentieth centuries, and school stories were also published in
217:
As schools were segregated by gender in the nineteenth century, school stories naturally formed two separate but related genres of girls' school stories and boys' school stories.
255:
series was unusually set in a progressive coeducational school. J. K. Rowlings' Harry Potter series represents a more recent example of a mixed-sex boarding school.
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is a novel dealing with boarding school education; it is much more sensitive to the misery and sexuality of all-male boarding, disqualifying itself from the genre.
205:(1887) (serialised 1881–82). It was reprinted on a number of occasions, selling 750,000 copies in a 1907 edition. While seated in Baines Reed's Christian values,
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pupils are a common focus and also relationships with particular teachers, and the difficulty of new pupils fitting into the school culture is a central theme.
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The peak period for school stories was between the 1880s and the end of the Second World War. Comics featuring school stories also became popular in the 1930s.
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had school story elements, which generated considerable public interest and close to 100 school stories had been published between 1749 and 1857, the year that
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showed a leaning away from the school story as instructional moral literature for children, with a greater focus on the pupils and a defined plot.
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wrote a number of school stories in the 1880s, and contributed considerably to shaping the genre, taking inspiration from
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There had been an increase in female schooling from the 1850s, augmented by the 1870 Education Act.
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series of novels has in some respects revived the genre, despite having a strong leaning towards
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Boys' magazines also began to be published which featured school stories, the best known being
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Twentieth-century boys' school stories were often comical in nature – examples being the
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set in a boarding school. Its
Victorian tone was never adopted as generic convention.
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series, which uses many plot motifs commonly found in the traditional school story.
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is set as much out of school as in it, many of her other titles are set in schools
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885:. International Journal of Arts, Humanities and Social Studies, 4(1), 228-235.
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318:. Some American classic children's novels also relate to the genre, including
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Earlier in the development of the genre, school stories avoided dealing with
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698:, most popular girls' school stories author at the end of the 19th century
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focused on university life. However, more school stories followed such as
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The ivory tower and Harry Potter: perspectives on a literary phenomenon
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The ivory tower and Harry Potter: perspectives on a literary phenomenon
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The ivory tower and Harry Potter: perspectives on a literary phenomenon
859:
813:
441:
295:
1317:
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Briggs, Julia; Butts, Dennis; Grenby, M.O.; Anderson, Brian (2008).
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Coeducation remained rare in boarding school stories. Enid Blyton's
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What Katy read: feminist re-readings of "classic" stories for girls
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What Katy read: feminist re-readings of "classic" stories for girls
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What Katy read: feminist re-readings of "classic" stories for girls
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25:
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and mostly written in girls' and boys' subgenres, reflecting the
839:
281:, involved two male and two female pupils of day schools in the
70:). More recently it has seen a revival with the success of the
1005:
Joyce, Bakhtin, and
Popular Literature: Chronicles of Disorder
486:
between 1906 and 1940, his most famous character being
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conventions. Elements of the school story prominent in
791:(Comic stories about a hapless prep school master by
150:
Hughes never wrote another school story: the sequel
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1513:, India, Pglu tera diwana, Wednesday 27 May 2020
102:Emergence of school stories in nineteenth century
310:While school stories originated in Britain with
1121:The Sixth: An Essay in Education and Democracy
821:; this is from the slant of a neophyte teacher
169:Schoolboy Honour; A Tale of Halminster College
1206:Children's Literature: An Illustrated History
1148:Children's Literature: An Illustrated History
1090:Children's Literature: An Illustrated History
1032:Children's Literature: An Illustrated History
8:
1119:Arbuckle Reid, William; Filby, Jane (1982).
1065:. University of Iowa Press. pp. 141–2.
879:LEOTESCU, Georgiana-Silvia. (Jan-Feb 2022).
588:, formative author for girls' school stories
91:The Governess, or The Little Female Academy
1297:. University of Iowa Press. p. 142.
1181:. University of Iowa Press. p. 141.
16:Fiction genre with a focus on school life
1239:. Ashgate Publishing, Ltd. p. 169.
1237:Popular Children's Literature in Britain
184:, with its first issues appearing 1879.
1341:. Edinburgh University Press. pp.
902:
1465:. Greenwood Publishing Group. p.
1434:. Greenwood Publishing Group. p.
1403:. Greenwood Publishing Group. p.
1372:. Greenwood Publishing Group. p.
1268:. Edinburgh University Press. p.
972:Foster, Shirley; Simons, Judy (1995).
941:Foster, Shirley; Simons, Judy (1995).
910:Foster, Shirley; Simons, Judy (1995).
978:. University of Iowa Press. pp.
947:. University of Iowa Press. pp.
916:. University of Iowa Press. pp.
7:
1152:. Oxford University Press. pp.
1123:. Taylor & Francis. p. 78.
882:The School Story as a Literary Genre
1210:. Oxford University Press. p.
1202:Hunt, Peter; Butts, Dennis (1995).
1144:Hunt, Peter; Butts, Dennis (1995).
1094:. Oxford University Press. p.
1086:Hunt, Peter; Butts, Dennis (1995).
1036:. Oxford University Press. p.
1028:Hunt, Peter; Butts, Dennis (1995).
545:Boarding schools in popular culture
466:Commercially successful authors of
271:series of five novels (1949–56) by
213:Gender difference in school stories
19:For the Andrew Clements novel, see
609:the detective turned schoolmaster)
470:include writers for boys, such as
364:and others are set in California.
44:helped to typify the school story.
14:
259:Decline of the school story genre
524:
202:The Fifth Form at St. Dominic's
207:The Fifth Form at St Dominic's
1:
1459:Anatol, Giselle Liza (2003).
1428:Anatol, Giselle Liza (2003).
1397:Anatol, Giselle Liza (2003).
1366:Anatol, Giselle Liza (2003).
532:Children's literature portal
490:. Writers for girls include
111:Thomas Hughes and successors
199:. His most famous work was
40:; first published in 1857,
1585:
1007:. UNC Press. p. 168.
657:Kingscote School for Girls
447:Eric, or, Little by Little
349:Little Town on the Prairie
163:Eric, or, Little by Little
30:Illustration of a game of
18:
1490:George Brown's Schooldays
167:(1858), Revd H.C. Adams'
165:: A Tale of Roslyn School
1333:Grenby, Matthew (2008).
1293:Whited, Lana A. (2004).
1260:Grenby, Matthew (2008).
1177:Whited, Lana A. (2004).
1061:Whited, Lana A. (2004).
1003:Whited, Lana A. (1992).
830:Such, Such Were the Joys
605:, St Frank's (featuring
396:; and US dramas such as
648:Frederic William Farrar
370:Mémoires d'Un Collégien
320:What Katy Did at School
171:(1861) and A.R. Hope's
143:Tom Brown's School Days
37:Tom Brown's School Days
34:from a 1911 edition of
1318:"Arthur Stanwood Pier"
759:Naughtiest Girl series
626:in a boarding school,
478:, and prolific writer
356:. The 1980s and 1990s
312:Tom Brown's Schooldays
278:No Boats on Bannermere
173:Stories of Whitminster
45:
1569:Novels set in schools
1559:Children's literature
1534:"Tom's Curious Heirs"
1337:Children's Literature
1264:Children's Literature
29:
1462:Reading Harry Potter
1431:Reading Harry Potter
1400:Reading Harry Potter
1369:Reading Harry Potter
825:St. Trinian's School
789:A.J. Wentworth, B.A.
748:Characters and works
704:; although her main
613:Dorita Fairlie Bruce
504:Dorita Fairlie Bruce
354:Laura Ingalls Wilder
59:single-sex education
1530:, Friday 3 May 2002
1518:"Larks in the Dorm"
1511:A school love story
603:Edwy Searles Brooks
417:Pretty Little Liars
399:Beverly Hills 90210
153:Tom Brown at Oxford
1322:William C. Dowling
764:St. Clare's series
722:Edward Stratemeyer
712:Talbot Baines Reed
691:Phyllis Matthewman
618:Anthony Buckeridge
581:St. Clare's series
476:Anthony Buckeridge
344:Maud Hart Lovelace
193:Talbot Baines Reed
188:Talbot Baines Reed
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807:Goodbye, Mr Chips
671:Greyfriars School
592:Elinor Brent-Dyer
500:Elinor Brent-Dyer
484:Amalgamated Press
358:Sweet Valley High
334:Louisa May Alcott
228:Twentieth century
133:David Copperfield
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405:Freaks and Geeks
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