her to death. The trilogy is a significant literary achievement which shows how far the
school story has come since its first manifestation over two hundred years ago.
At the end of the twentieth century, school, whatever its nature, remains an attractive
setting for a story for young people, providing a stable and safe environment in which
children from different backgrounds can meet, develop relationships and share
experiences. School stories continue to appeal to children at the age when the peer
group is all important, when they are seeking independence and curious about what lies
ahead. The genre has a special appeal for girls, who enjoy stories and series in which
the characters are seen to mature; boys are more likely to read for the enjoyment of the
moment—Jennings is always 11, Bunter forever in the Remove.
School stories have been criticised for their unreal picture of school life, but authors
have responded to changes in society, and time-honoured themes are adapted to new
circumstances. School stories, with a few exceptions, provide a positive picture of one of
the almost universal experiences of childhood and, perhaps most important of all, show
a respect for intellectual and personal achievement, preparing readers to play a
responsible role in society.
ReferencesAllan, M.E. (1982) To Be An Author, Heswall: published by the author.
Carter, G.A. (1947) ‘Some childish likes and dislikes’, Library Association Record 49, 99: 217–221.
Clark, B.L. (1989) ‘Introduction’, in Sharp, E. (ed.) The Making of a Schoolgirl, New York: Oxford
University Press.
Freeman, G. (1976) The Schoolgirl Ethic: The Life and Work of Angela Brazil, London: Allen Lane.
Geras, A. (1990) ‘Fairy Frameworks’, Books for Keeps 65:20–21.
Home, A. (1993) Into the Box of Delights: A History of Children’s Television, London: BBC Books.
McAleer, J. (1992) Popular Reading and Publishing in Britain 1914–1950, Oxford: Clarendon Press.
Orwell, G. (1962) Inside the Whale and Other Essays, Harmondsworth: Penguin.
Richards, J. (1988) Happiest Days: The Public Schools in English Fiction, Manchester: Manchester
University Press.
Thwaite, M.F. (1972) From Primer to Pleasure in Reading, 2nd edn, London: Library Association.
Townsend, J.R. (1987) Written for Children, 3rd edn, London: Penguin.
Trease, G. (1964) Tales Out of School: A Survey of Children’s Fiction, 2nd edn, London:
Heinemann.
——(1974) Laughter at the Door, London: Macmillan.
Further ReadingAuchmuty, R. (1992) A World of Girls, London: Women’s Press.
Avery, G. (1991) The Best Type of Girl: A History of Girls’ Independent Schools, London: Deutsch.
Cadogan, M. and Craig, P. (1985) You’re a Brick, Angela!: The Girls Story 1939–1985, 2nd edn,
London: Gollancz.
Kirkpatrick, R.J. (1990) Bullies, Beaks and Flannelled Fools: An Annotated Bibliography of Boys’
School Fiction 1742–1990, London: published by the author.
Löfgren, E.M. (1993) Schoolmates of the Long-Ago: Motifs and Archetypes in Dorita Fairlie Bruce’s
Boarding School Stories, Stockholm: Symposion Graduale.
TYPES AND GENRES 355