24 pages • 48 minutes read
Such, Such Were the Joys
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Background
Historical Context: The Educational System in Edwardian-Era Britain
The period in which the main action of the essay takes place is known by historians as the Edwardian era, running roughly from the beginning of the 20th century until the start of World War I in 1914. During this era, the British Empire was still the dominant economic power in the world, and the upper classes of British society enjoyed an unprecedented level of prosperity. This prosperity exacerbated an existing state of Classism in Great Britain in which economic stability and success depended on social standing.
In this classist environment, the only way for the middle or lower classes to advance economically was to adopt upper-class cultural norms and values, and one fundamental norm was receiving an education at an exclusive preparatory school. Since the cost of attending a preparatory school was highly prohibitive to the middle and lower classes, families would attempt to get their children into a scholarship class. A student admitted to a scholarship class would attend a preparatory school for significantly reduced fees on the basis that he would, in turn, bring prestige to the school by doing well on entrance exams to an elite public school. A record of continual success by students on these exams would attract wealthier students to a preparatory school and, in turn, increase the school’s profitability. This set of circumstances encouraged schools to use whatever means they could to prod students toward successful exams, and an environment that fostered The Normalization of Abuse became prevalent.
Historical-Political Context: Politics in Postwar Britain
Contrasted to the Edwardian era is the period in which Orwell wrote the essay. The author worked on the text in the years immediately following the end of World War II, completing it in 1948. This period of British history (about 30 years removed from the events described in the essay) is known as the postwar period, defined by scarcities in not only luxury goods but also the essentials that allow society to function, such as food and fuel. Because of this drastic economic shift, the old norms of society, such as the prevalent Classism in Great Britain, were being questioned, and new ideas about economic and political equality were being put to the front of the public consciousness. The concept of meritocracy, where individuals are promoted based on their abilities rather than their social background, became a driving force in postwar Britain, encouraging social mobility.
The postwar Labour government, elected in 1945 under Prime Minister Clement Attlee, introduced a series of sweeping social reforms. The establishment of the “welfare state” and the National Health Service provided universal access to healthcare and social services, irrespective of class. Meanwhile, the Education Act of 1944 aimed to create a more meritocratic educational system. The act introduced the “11-plus” exam, which determined a child’s placement into either grammar or secondary modern schools.
Economic growth in the postwar period also led to the expansion of white-collar professions, such as management, finance, and technology. This contributed to the growth of the middle class, blurring the boundaries between traditional working-class and upper-class distinctions. At the same time, the aristocracy’s social and economic influence waned as their wealth and power diminished. High taxation, the sale of large estates, and changing social attitudes eroded the aristocracy’s hold on society.
While these changes challenged the traditional British class system, class distinctions still existed. As a political writer interested in fostering a more equitable society, Orwell used his platform as an essayist to contribute to the ongoing debate. First among the social reforms he sought to put forward was dismantling the old preparatory and public school system, which he viewed as one of the greatest hindrances to the country’s social progress. With this context in mind, it is easy to see why Orwell goes to the descriptive lengths he does in conveying the atmosphere of manipulation, indoctrination, and shame the preparatory and public school system encouraged. By putting the most horrible offenses of the old educational system at the forefront of his essay, Orwell hopes to bolster support for a move away from it and toward a fairer system that will be part of a larger political change.
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