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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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

AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By
MILKA SETYANI WIJANARTI
Student Number: 074214001

ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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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

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By
MILKA SETYANI WIJANARTI
Student Number: 074214001

ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Milka Setyani Wijanarti

Nomor Mahasiswa

: 074214001

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
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
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 31 Juli 2013
Yang menyatakan

Milka Setyani Wijanarti

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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the
ideas, phrases, and sentences of the thesis writer. The writer understands the full
consequences including degree cancellation if she took somebody else’s ideas,
phrases, or sentences without proper references.

Yogyakarta, July 31, 2013

Milka Setyani Wijanarti

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“I can do all things through Him

who strengthens me.” (Philippians 4:13)
“And, when you want something,
all the universe conspires in
helping you to achieve it.” (Paulo
Coelho)

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Fo r
Dad and Mom
For my existence and taking your time
with me

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ACKNOWLEDGEMENTS
First of all, I thank Jesus Christ for His gift of my life existence. I thank
Him for the everyday blessing I received, for hearing my prayer, gratefulness and
sorrow, and for being there for me when no one else does.
I thank my advisor, Ni Luh Putu Rosiandani, S.S., M.Hum., for the
guidance and helps during my thesis writing. I would like to thank her for her
willingness to read my thesis and to share her perspective so that I could finish my
thesis. I give thanks to my co-advisor, Dewi Widyastuti, S.Pd., M.Hum., for the
suggestions and corrections. I would also thank all of the lecturers and academic
staff in English Letters Department of Sanata Dharma University for their
supports and helps.

Then, I thank my amazing Dad and Mom, dr. A.M. Setiyoko Sp.S. and dr.
Reni Armiati for the great patience, prayers and love. I thank my big brother,
James Setyo Wijanarto and my uncle, Martin Lilik for the supports they gave
during my study.
I give my special thanks to my best friends: Meme, Jopi, Reli, and Putra
for being my best friends in English Letters. I also thank Ivan, Chaw, Upit and
Retta for their support at the last stage of this thesis writing. Then, I thank Evy
Sensei and Shizue for their constant encouragement. I thank Prof. Ian Menter for
his kindness in keep corresponding with me and help me with my understanding
of British Education. Besides, I would also thank those whose names I could not
mention one by one for the help so far.
Milka Setyani Wijanarti

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TABLE OF CONTENTS
TITLE PAGE ..............................................................................................
APPROVAL PAGE ....................................................................................
ACCEPTANCE PAGE ...............................................................................
LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH ................
STATEMENT OF ORIGINALITY ..........................................................
MOTTO PAGE ...........................................................................................
DEDICATION PAGE.................................................................................
ACKNOWLEDGEMENTS........................................................................
TABLE OF CONTENTS............................................................................
ABSTRACT .................................................................................................
ABSTRAK ...................................................................................................

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CHAPTER I: INTRODUCTION ..............................................................
A. Background of the Study.............................................................
B. Problem Formulation ..................................................................
C. Objectives of the Study ...............................................................
D. Definition of Terms .....................................................................

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CHAPTER II: THEORETICAL REVIEW .............................................
A. Review of Related Studies ..........................................................
B. Review of Related Theories ........................................................
1. Theory of Character and Characterization ............................
2. Theory of Education..............................................................
3. Theory of The Establishment ................................................
4. Theory of Literature and Society ..........................................
5. Review on British History of Education ...............................
C. Theoretical Framework ...............................................................

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CHAPTER III: METHODOLOGY ..........................................................
A. Object of the Study......................................................................
B. Approach of the Study ................................................................
C. Method of the Study ....................................................................

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CHAPTER IV: ANALYSIS .......................................................................
A. The Depiction of the Main Characters ........................................
1. Hector ....................................................................................
2. Irwin ......................................................................................
3. Headmaster............................................................................
B. The Criticism toward the Establishment of British ....................
Elite Education
1. The View of Education ...........................................................
2. The Inequality in British Education ........................................

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CHAPTER V: CONCLUSION .................................................................. 51
BIBLIOGRAPHY ....................................................................................... 55
APPENDIX: Summary of Alan Bennett’s The History Boys ..............

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ABSTRACT
MILKA SETYANI WIJANARTI. 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. Yogyakarta: Department of
English Letters, Faculty of Letters, Sanata Dharma University, 2013.
The History Boys (2004) is a play written by British playwright Alan
Bennett which tells about the late 20th century British education. The author
created the characters in this story as a representation of what happened in Britain
at that time and also as criticism toward the establishment of education in Britain
which still dominated by the top elite and noblemen.
There are two problems formulated in this thesis. The first question is
about the description of the three main characters. The second question is about
the criticism toward the establishment of education in Britain in the late 20th
century as revealed through the main characters.
The approach applied in this thesis is socio-cultural-historical approach.
The method used in this thesis is library research method. Therefore, the primary
data were taken from the play itself, Alan Bennett’s The History Boys.
Meanwhile, the secondary data were taken from several books, journals, reviews
and reference dealing with this research.
The result of the study shows that Hector is an old English schoolmaster.
He is eccentric and a nonconformist person. His way of teaching is unique which
describes as untrammeled. He does not like the educational climate in Britain
which puts emphasis on grade and exam. He also does not like the idea about
entering the Oxford and Cambridge means a success for the future. The second
character is Irwin, he is a young History supply teacher who lied that he was
graduated from Oxford University to get a job. As a teacher, he is practical,
focused and his goal is to ensure the students success in Oxford and Cambridge
University entrance examination. Last is the headmaster, he is ambitious and
eager to send the students for Oxford and Cambridge University so he can raise
his own prestige as a headmaster.
In Britain, there is the establishment in many areas. What is meant by the
establishment is a certain group or people in the society who hold a power and
influence, they are usually identical with politic or government. The establishment
in British education refers to the elite group of Oxford and Cambridge. There is a
notion that only people from elite education that are able to occupy the high
position and gain a success in life. The headmaster follows that notion and he
believes that entering Oxbridge means a guarantee for success in life. Hector
disagrees with that notion. Hector believes it changes the real meaning of
education. Irwin disagrees with that notion and proves that people who come from
non-elite background is as capable as people who came from Oxford and
Cambridge.

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ABSTRAK
MILKA SETYANI WIJANARTI. 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. Yogyakarta: Jurusan Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2013.
The History Boys (2004) ialah sebuah drama karya dramawan asal Inggris
Alan Bennett yang bercerita tentang pendidikan di Inggris pada akhir abad ke dua
puluh. Sang pengarang menciptakan tokoh-tokoh di dalam cerita ini sebagai wakil
dari apa yang terjadi di Inggris pada masa itu dan kritik kepada lembaga
pendidikan di Inggris yang didominasi oleh golongan elit dan bangsawan.
Ada dua rumusan masalah di dalam skripsi ini. Rumusan masalah pertama
ialah bagaimana tiga tokoh utama dideskripsikan. Rumusan masalah kedua ialah
apa saja kritik-kritik terhadap lambaga pendidikan di Inggris pada akhir abad ke
dua puluh yang terungkap dari para tokoh utama.
Pendekatan yang dipakai dalam penulisan skripsi ini ialah pendekatan
sosio-kultural-histori. Metode yang dipakai dalam penulisan skripsi ini ialah
metode studi kepustakaan. Oleh karena itu, data-data utama diambil dari drama
The History Boys karya Alan Bennett. Sedangkan, data-data tambahannya diambil
dari beberapa buku, review, dan referensi-referensi yang menunjang lainnya.
Hasil dari studi menunjukkan bahwa Hector ialah guru bahasa Inggris
senior. Dia adalah orang yang eksentrik dan memiliki cara pandang serta hidup
yang berbeda dari orang lain. Dia memiliki ciri yang unik dalam mengajar. Ciri
pengajaranya adalah kebebasan. Dia tidak menyukai iklim pendidikan di Inggris
yang menitikberatkan pada nilai dan ujian. Dia juga tidak menyukai ide bahwa
bersekolah di Oxford dan Cambridge dapat menjamin kesuksesan di masa depan.
Tokoh kedua ialah Irwin. Dia adalah guru sejarah tambahan muda yang
berbohong bahwa dia lulusan Universitas Oxford untuk mendapatkan pekerjaan.
Sebagai seorang guru, dia praktis, fokus dan tujuan pekerjaannya ialah untuk
memastikan para siswa sukses di dalam ujian masuk Universitas Oxford dan
Cambridge. Terakhir adalah kepala sekolah. Dia ambisius dan sangat ingin
mengirim para siswa ke Universitas Oxford dan Cambridge untuk menaikkan
reputasinya sebagai kepala sekolah.
Di Inggris terdapat lembaga yang berkuasa di berbagai bidang. Yang
dimaksud sebagai lembaga yang berkuasa adalah mereka sebagai grup atau orang
tertentu di masyarakat yang memiliki kuasa dan pengaruh. Lembaga yang
berkuasa di dalam pendidikan Inggris adalah grup elite Oxford dan Cambridge.
Terdapat suatu ide bahwa hanya mereka yang berasal dari pendidikan elit yang
dapat memiliki jabatan tinggi dalam suatu pekerjaan serta mendapatkan
kesuskesan di dalam hidup. Kepala sekolah mengikuti ide tersebut dan dia
percaya bahwa masuk ke Oxbridge berarti jaminan untuk kesusksesan. Hector
tidak setuju dengan ide tersebut. Hector percaya bahwa ide tersebut mengganti arti
pendidikan yang sesungguhya. Irwin tidak setuju dengan ide tersebut dan
menunjukkan bahwa mereka yang bukan berasal dari golongan elit dapat memiliki
kecakapan yang setara dengan mereka yang berasal dari Oxford dan Cambridge.
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CHAPTER I
INTRODUCTION

A. Background of the Study
What is education? etymologically, the word ‘education’ is derived from
educare (Latin) "bring up", which is related to educere, means to rear or to foster.
Education in the full sense is the process by which an individual is adjusted to his
whole realm of existence; and the whole is its end (Leathes, 2009: 14). Education
is important in shaping people’s characters. If we see it broadly, it is playing a
part in shaping not only people’s characters but also the whole nation. Each
country has its own education stereotype; each educational institution is
established to produce one type of person, which is expected to have function in
society.
Education has become a major instrument in cultural change. Education,
both formal and informal, has an impact on the shift from rural to highly
industrialized nations or cultures in the time span of a few generations. The
pattern of education utilized by a nation or culture area is a vital importance, since
education increases its significance as an instrument in cultural changes.
Education may be used to build up dictatorship based upon force, fear, and
suppression of the individual. It may be utilized to maintain social stratification,
sharpen class conflict, and handicap the individual because of his social, religious,
racial, or economic background. On the other hand, education may be used to
build democracies based upon search of truth, trust in human integrity, and

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stimulation of the growth of the individual. Education may be used to provide
equal opportunity and social mobility by giving full scope to the talent and ability
of the individual (Moehlman and Roucek, 1952: 8).
There are two different patterns of education. The first one is “one track”
system or usually called as universal education. The purpose of universal
education is to create an equal opportunity for all. This is characterized by certain
main sentiments including equality of opportunity for all persons, no matter what
their race, sex, social status, or economic status; a balanced educational
experience; local educational responsibility and authority; public tax support of
the schools, with no diversion of funds to religious or private schools; exclusion
of church influence from the schools. Moreover, participation in the planning and
operation of education are managed by teachers, parents, and students. The United
States, Canada and a few other countries have pioneered in universal education, in
which many have an opportunity to receive the same amount of education
(Moehlman and Roucek, 1952: 40).
On the other hand, most nations have held in the past to an elite or “two
track” system of education which is regarded as an elite education in which a few
are highly educated but the great majority are educated to a very limited degree
(Moehlman and Roucek, 1952: 2). The elite or “two-track” system of education
has been the pattern followed since the 6th century. The elite system of centralized
control and separation in two channels, one for the minority of rulers and the other
for the majority of citizens with no noble bloodline, has had a strong influence in
many countries throughout the world especially in Europe. The French, Italian,

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German, Russian, and English systems have been, in the main, variations of this
one. An essential characteristic of the system has been the determination of future
educational experiences and in fact the lifework and position in society at
approximately the eleventh year. That is, at the onset of adolescence. In each of
these major European countries a set of examination and the social and economic
position of the parents determined who was to receive secondary and higher
education (Moehlman and Roucek, 1952: 8).
The universal education represented the pole of thought, that of the liberals
who believed in the integrity and worth of all individuals and felt that there should
be an aristocracy of talent drawn from all backgrounds. This is evident in the
propaganda for the Ècole Unique in France, for the Einheitsschule in Germany,
for the Scuola Unica in Italy, and for the Education Act of 1944 in England. These
ideas were proposed as early as the French Revolution by Condorcet and others in
France, but they were not utilized to any degree until the close of the nineteenth
century, and it was only in the period following World War I that any real changes
were made. The appearance of dictatorships submerged the movement again. It
reappeared on the statute books after World War II, but is yet to be fully realized.
The Children’s Charter of 1944 in England, the Langevin Reform of 1947 in
France, and the postwar reforms in Italy are indicative of the recency of the
movement toward “one-track” education in Europe. In fact, it is only in the
twentieth century that movements toward universal education have taken hold in
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The general story of education in Britain has been that of a conflict
between two poles of educational thought, conservative and liberal. The
conservatives wished to hold on to the old forms and maintain a stable class
structure in which only those of wealth or position had much opportunity for
education. The elite, or “two-track,” system of education was at once a product of
a stratified culture pattern and a very efficient instrument for blocking social
mobility and preserving a crystallized structure (Moehlman and Roucek, 1952: 9).
England has a long history related with its education. As we know that
education is a mirror of the society itself. England still maintains Monarchy as the
government form and along with that the people still holds their traditional view
towards education. Up till now, a good social and educational background is still
tremendously important in Britain, unlike the American notion toward education
that all children, regardless of ability, are entitled to the same education as a
matter of right. Britain notion towards education is completely different, they
believe in the principle that all Englishmen are not created equal, and here they
created the school system to distinguish superior from inferior intellect and to
educate children accordingly (Osborne, 1967: 149).
The pace of cultural and social change in Britain is illustrated by the odd
history of those words, “The Establishment.” The establishment means a certain
group or people who hold a power and influence in the society, they are usually
identical with politic or government (Dogan, 2003: 92). The establishment in
British education refers to the elite group of Oxford and Cambridge. This
establishment is rooted very deeply in Britain (Osborne, 1967: 147).

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Britain had an elite, or “two-track,” system of education which produced a
limited number of competent leaders and professionals but provided little
opportunity for the mass of children to go beyond elementary school. Education in
Britain began before King Alfred’s day and has enjoyed the importance of a noble
tradition for some six centuries. However, for a long time it was mainly the
privilege of the rich and the aristocratic, who alone could afford the fees of the socalled public schools (which are private) and the great universities. By the start of
the 20th Century, however, schooling had become both free and compulsory for all
youngsters between five and fourteen (Osborne, 1967: 152). Not all of the
students can enter university, a series of standard examinations, beginning when
the children are eleven and continuing through pre-university education, is
supposed to separate the academic sheep from the goats and identify the children
who are qualified for university training.
A literary work is created as the means of an author’s expression in
responding to the contemporary experiences he undergoes in his own time. It
expresses the essence of those social processes which an author has viewed
through his own eyes. In every piece of fiction there are a special feeling about
life, a special view of life, and a special set of values (Brooks, 1952:13).
The work of literature that is chosen for this thesis is a play by Alan
Bennett entitled The History Boys. This play calls the education in England into
questions. Since education in England has been centered in “two-track” system of
education which separate the commoner with the elite society, this system causes
the society to focus on putting a higher value towards the elite education and use

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it as a standard of one’s success. This thing is distorting the other purpose of the
education itself related to one personal growth (Moehlman and Roucek, 1952: 8).
This is a play set in 1980s, when people seemed to think the system had changed
from elite education to universal education. Margaret Thatcher who became
Britain Prime Minister in 1979 is the main starter of this change. As a shopkeeper
daughter who raised her rank toward upper class society, she tried to make many
changes in Britain. Throughout her ruling time, many political commentators have
suggested that the Thatcher Revolution removed class from the political
landscape, by shifting power through government reforms away from the
Establishment (Osborne, 1967: 148). This play is set around that time, the time
when Thatcher reign and many argue that the Establishment is no longer exist.
The setting is a Cutler’s Grammar School in Sheffield. Grammar School is a kind
of school in Britain with selective students. It means the students need to take a
series of tests to show whether or not they have intellectual capability to study
there. A Grammar School usually is a single-sex school, in this case it is all boys
school. The students in Grammar School usually come from middle class
families. If they are bright enough, they will have a chance to enter the top
universities which are Oxford and Cambridge. This can lead them to live a better
life.
The thesis focused on the criticisms that are showed by the main
characters in the story related to the establishment of British elite education. One
character serves as the example of the people who follows the idea that the
establishment of elite education is a way for success. The other two serve as the

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people who disagree with that notion. For those reasons that The History Boys is
chosen for the thesis, because this Alan Bannett’s work has a clear description
related to British education in the early 1980s where people is racing to enter the
establishment of education in Britain so they can get higher status in society.

B. Problem Formulation
1. How are the main characters of The History Boys depicted?
2. What are the criticisms toward the British establishment of elite education in
the late 20th Century revealed through the main characters in The History
Boys?

C. Objectives of the Study
According to the problem formulation above, the writer can state the
objectives of the study. First, in this study the writer tries to find out the
description of the characters in this play. Second, the British establishment of elite
education in the late 20th century through the characters is criticized.

D. Definition of Terms
1. The Establishment
The establishment refers to those influential persons or institutions who
seem at least to their detractors to dominate the political and cultural life of the
country. It connotes the attitudes, the customs and the institutions that are

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presumed to determine for better or for worse the national character and face
(Osborne, 1967: 145)
2.

Criticism
Criticism is any various methods of studying and analyzing literary works.

Criticism concerns with revealing the author’s motive or intention in term of its
relationship to some field, such as history and social classes (Baldick, 1990: 48).
3.

Education
Education is a form of human interaction regarding with learning process.

It refers to the socialization process which a person learns his way of life through.
It is playing a role in society as the tools for transmission of culture, of skills, of
values and beliefs (Gascoigne, 1994: 413).

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CHAPTER II
THEORETICAL REVIEW

A. Review of Related Studies
Steve Williams in his review entitled The Script behind the Sensational
National Theatre Production mentions that:
Mature themes run throughout Alan Bennett's National Theatre hit, such
as the fact that, in turn, each of the History Boys (with the exception of the
youngest, Posner, who is only 17) submits themselves to being groped by
Hector, their General Studies teacher, chiefly because they feel sorry for
him. "A grope's a grope," as teacher Mrs. Lintott says when this little
revelation comes out, and indeed that's how the play deals with the issue:
it's wrong, it doesn't condone it, but contextually it is part of a much
greater discussion being put forward by Alan Bennett about the true
education one receives in life, and the question of who is really abusing
who creeps in as the young adults turn the tables on the teachers
(http://suite101.com/article/the-history-boys-by-alan-bennett-revieweda111852#ixzz0gLtKv1hq).
The History Boys indeed confronts mature themes throughout the story.
Hector, the English old schoolmaster in the story likely gives a ride to the boys
once in a while and when they are on the Hector’s motorbike, Hector gropes the
boys. The boys do not mind Hector’s behavior and just take it as a joke. Like what
Williams states in his review, “Each of the boys submits themselves to Hector by
turns.” When Hector’s behavior comes out to Felix, who is the headmaster of the
school in the story, the headmaster wants Hector to stop teaching by the end of the
year. Williams also stated that what Hector had done toward his students is
wrong, even though the students do not mind but it cannot become an excuse to
continue the grope.

9

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Williams also states that:
Indeed, The History Boys confronts sexuality head-on, from effeminate
Posner who is in love with heartthrob and fellow student Dakin, to Dakin's
infatuation and attempted conquest of their substitute History teacher,
Irwin,
who
represents
t he
flashy
a nd
unknown
(http://suite101.com/article/the-history-boys-by-alan-bennett-revieweda111852#ixzz0gLtKv1hq).
From the quotation above, homosexuality also becomes a part of the story.
There is Hector, the English schoolmaster who gropes the boys on his motorbike.
Posner, the youngest student in the class, is confused whether he is gay or not
because he is madly in love with the best student in the class, Dakin. However,
Dakin starts to like Irwin, the new supply teacher who helps the students in order
to grant the scholarship from University of Oxford and Cambridge.
Ian Menter in his book entitled Tradition, culture and identity in the
reform of teachers’ work in Scotland and England: some methodological
considerations’, Pedagogy, Culture and Society states that there are links between
national cultures and teacher identity. Menter sees education not just as the key
symbol of national culture but also as a key of national culture reproduction
(2008: 57)
The History Boys, Alan Bennett’s recent play, set in a northern English
grammar school in the 1980s also provides an acerbic view of the early
encroachment of performativity (Menter, 2008:58).
The quotation above is about Irwin’s type of teaching which is portrayed
in The History Boys. According to Menter, in the play Irwin serves as a symbol of
performativity related to history subject issues, just like what Irwin states in the

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play “History nowadays is not a matter of conviction, It’s a performance. It’s
entertainment and if it isn’t make it so.”
Thus, to make this research different from the previous studies, the writer
focus is on the criticism toward the establishment of the elite education in Britain
in late 20th century as represented by the main characters in The History Boys.

B. Review of Related Theories
1. Theory of Character and Characterization
One of the most important elements in evaluating any work of literature is
character and characterization. Character is a term that represents the presence of
personage in a narrative or dramatic work. It is also a kind of prose sketch that
briefly describing some recognizable type of person (Holman and Harmon, 1995:
81).
Characters have particular personalities and attitudes that distinguish them
from one character to the other character. The creation by which an author creates
the characters in the work of literature is called characterization. Characterization
is a representation of a person in narrative and dramatic work through his action,
speech, and appearance, therefore the readers will consider him as person who
might really exist (Holman and Harmon, 1995: 81).
Barnet, Burto and Cain in their book Literature for Composition: Essay,
Fiction, Poetry, and Drama states that in a play the character is characterized
through the description given by the narrator, the dialogue spoken by the

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character, dialogue spoken about the character, action taken by the character and
the setting in which the character interacts (2005: 338).
2. Theory of Education
Leathes states in his book What is Education? That etymologically, the
word education is derived from educare (Latin) ‘bring up’, which is related to
educere, means to rear or to foster. Education in the full sense is the process by
which an individual is adjusted to his whole ambit of existence (Leathes, 2009:
14)
There are two kinds of view of education. First is the narrow view of
education means of education which goes on in schools and universities where it
refers to conscious efforts of transmitting some of the accumulated skills and
knowledge of the group. Second is the broader definition of education as
everything that helps to shape the human personality. In this sense it is equivalent
to socialization, or the whole process through which an individual acquires the
culture of his society and reacts to it in common usage (Hunt, 1955: 294).
The fundamental purpose of education is to make people literate. The
basic purpose of education is to give knowledge to people so they will aware of
their surroundings. There are two divisions of opinion about the purpose of
education. They are, first, that education should serve the needs of the individual.
It means education is used to help an individual to acquire skills as a base of their
survival in society. Education helps people to gain knowledge and skills which
enable them to interact with others, maintain social relations and blend well in
society. Education also serves as tool for an individual to pursue his dreams.

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Education helps someone to meet his career objectives and achieve economic
growth.
Second, the purpose of education is to serve the needs of society. It is used
to pass on the ideals and way of life of the groups to individuals, and the group
influences the individual to behave according to patterns which are socially
approved. Education is believed to be responsible for the cultivation of a civilized
society. Imparting education to people enables the development of a responsible
and cultures society (Gascoigne, 1994: 412).
There are two major types of educational pattern, the first one is ‘one
track’ system or usually called as an universal education. The purpose of universal
education is to create equal opportunity for all regardless of class, race, sex or
religion. The universal education represents the liberals who believe that an
individual value is not based on their bloodline, but it depends on their mental and
intelligence abilities. These liberals view moves into their plan which is to create
equal opportunity for all. The examples of these movements are the Ècole Unique
in France, the Einheitsschule in Germany, the Scuola Unica in Italy, and the
Education Act of 1944 in England (Moehlman and Roucek, 1952: 9).
The second pattern is ‘two track’ system or usually called as elite
education. This system is largely used in Europe. The French, Italian, German,
Russian, and English systems have been, in the main, variations of this one. The
elite education consists of two separate channels. A few are trained as rulers,
officers, professionals and business leaders in a system of advanced education.
The masses are trained to be good farmers, workers, and soldiers in a separate

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system extending as far as eleventh year and supplemented beyond that by special
vocational-training. In each of these major European countries a set of
examination and the social and economic position of the parents determined who
was to receive secondary and higher education (Moehlman and Roucek, 1952: 8).

3. Theory of The Establishment
According to Mattéi Dogan in his book entitled Elite Configuration at the
Apex of Power explains that the term the establishment refers to a group of people
in a society who hold power and have a great influence. They are top elite with a
largely similar outlook on life and cultural standards. They also often opposed to
any kind of change or new ideas. They formed a closed social circle from which
members are recruited and comparable career lines (2003: 92).
The establishment derives its name from the established Church of
England. Ever since King Henry VIII in 1534 broke away from the Roman
Catholic Church and made the Church of England independent, this religious
body has been intimately identified not only with the state as such but with the
social and economic groups that have dominated life and government in England.
The English Church is no longer supported by public funds and special taxes, as it
was until the middle part of the 19th Century, but it is still a state instrument in
many respects. As ‘Defender of the Faith’ the reigning sovereign as its temporal
head and by law must be a member of the established church. All clergymen of
the English church must swear allegiance to the Crown, and prayers for the royal
family are included in the written services prescribed by law. These services, the

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canon laws or rules of the church, and its Church Assembly’s enactments cannot
be changed without the official agreement of Parliament in some cases and the
sovereign in others (Osborne, 1967: 146).
The establishment in Britain comprises those influential persons who seem
to dominate the political and cultural life of the country. It connotes the attitudes,
customs and institutions that are presumed to determine for better or for worse the
national character and face that Britain displays to the world. Yet general talk
about “the Establishment” started in Britain only in 1955. In 1953 the term was
not in use at all, but a year later it had crept into conversation among the scholars.
Something in the ring and implications of the Establishment in this context
appealed to writers and other articulate Britons. The enthusiasm with which the
term was picked up and popularized was in itself a social phenomenon. The
Establishment itself in Britain consists of the monarch, Church of England,
Oxbridge (term coined for Oxford and Cambridge University) and the BBC.
(Osborne, 1967: 146).

4. Theory of Literature and Society
Warren and Wellek in their book Theory of Literature mentioned that
literature imitates life, and life is in a certain sense, a social reality. The author
expresses his experiences and total conception of life but it does not mean that he
expresses the whole life in every single detail of a certain time. The society
presented in the literary work is not seen as an exact mirror of the reality.
However, it can be seen as a close description of it (1956: 91).

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An Author as a member of the society has pronounced on questions of
social and political importance which are reflected in his work. The author has
taken part in the issues of his time whether it is directly or indirectly. Society
presented in the literary work can be means to criticize the society of the real
world. When an author presents certain society in his work, he actually wants to
convey something beyond that presentation. Literary work as the result of
author’s creative and imaginative thinking reflects his feelings, thoughts,
opinions, or point of view about the society within which he lives (1956: 92).

5. Review on British History of Education
Education in England has a long history and has gone through many
changes. Before World War II and The Education Act of 1944, British education
was quite different from what is today. Schueler explains in Education in the
United Kingdom of Great Britain that before 1944 British education had at least
three separate channels. One was council school, another was the church school
and the third type was the “public school,” really a private school. Money was
needed to get into these schools and the school was catered for an elite group
(1952: 110).
The British educational system has changed relatively slowly. Until
recently the British has shown marked resistance to change in education despite
the criticisms and pressures exerted by their educational pioneers. Until World
War II Great Britain had a ‘two track’ or elite system of education which
produced a limited number of competent leaders and professionals but provided

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little opportunity for the mass of children to go beyond the elementary school,
with the result that a great deal of youthful talent was undeveloped. In the
nineteenth century Great Britain changed rapidly from an island of farmers and
seafarers to a densely populated industrialized world center, but there was no
corresponding advance in education. Britain’s leaders in war and peace were
trained by the great “public schools,” which were privately controlled and
financed and attended by children from elite families (Moehlman and Roucek,
1952: 15).
Barker in his book entitled Britain and the British People explains that in
the 20th century, education became a sensitive social, economic and political
issue in most European countries. England was no exception. Until the Education
Act of 1944 and its following extensions, England educated a minority of
children, almost exclusively from the upper classes, to go on to secondary schools
and higher education. The Education Act of 1944, also known as the "Butler Act
introduced the ’11 plus’ examination. All children took this test at the end of
primary school, and those who passed had their fees paid at the local grammar
school. The provisions of the Act attempted to establish the principle that there
was an equal opportunity for all, thereby removing in principle at least, the
persistent inequity of the traditional two tracks system which were one for the
elite and one for the masses. This change had significant social and cultural
effects in Britain. It made possible degree of social mobility hitherto unknown and
eroded notions of those with ability coming only from higher social strata
(1955:127).

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To monitor pupil’s performance, at 1986 the government introduced a
series of Standardized Assessment Tests taken at age seven, eleven, and fourteen.
However, the major public exams which pupils face are taken in individual
subjects at sixteen and eighteen respectively: the General Certificate in Secondary
Education (GCSE) and Advanced (‘AS’) levels (Menter, 2008: 54).
It is on the level of secondary education that England has always shown
the greatest diversity. There are three types of schools. First is the technical
school. The secondary technical schools are an outgrowth of the junior technical
schools and it is usually owned by the state, which provided a two or three year
course for boys and girls after their graduation from elementary schools. They are
intended to give general education related to the future occupation of their
students. The leaving age is sixteen and it is for them who do not intend to enter
university (Moehlman and Roucek, 1952: 127).
Second is the modern school. The modern schools become the secondary
school for the majority of students up to the minimum school-leaving age. The
curriculum is a combination of general and practical education geared to
individual and local employment interests, needs and opportunities. The
curriculum of the modern school is also not being tied to the requirements for
university entrance (Moehlman and Roucek, 1952: 126).
Last is the grammar school which is actually a part of public school.
Grammar schools offer a non-vocational, liberal general education. In these
schools children up to the age of eighteen (many leave, however, at the age of
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examination) are prepared for university entrance and for the professions. Their
curriculum, once officially recognized as the only one other than that of the
“public schools” that was worthy of the label “secondary” (Moehlman and
Roucek, 1952: 125).
These three types of secondary schools above are intended for the masses.
There is one type of secondary school in Britain which is intended only for the
elite. That kind of school is called the public schools. The public schools which
are not owned by the state are traditionally the most respected of all English
secondary schools. Predominantly boarding schools, they form the backbone of
the English aristocratic educational tradition. Some of the more famous public
schools, such as the nine “Clarendon Schools,” Charterhouse, Eton, Harrow,
Merchant Taylor’s, Rugby, St. Paul’s, Shrewsbury, Westminster, and Winchester
were established before the end of sixteenth century and all of them are all-boys
schools. The curriculum is offering a combination of classical and liberal studies
aimed at university preparation, and dedicated to the kind of character building
and social realism that is expected to build the English gentlemen (Moehlman and
Roucek, 1952: 128).
The universities in Britain fall into several distinct categories. The first is
the ancient universities. They are Oxford University and Cambridge University.
Oxford University was established in 1096 and known as the oldest university in
Britain. The second oldest is University of Cambridge which was established in
1209. Oxford and Cambridge, usually called Oxbridge are organized in a number
of relatively small residential colleges and societies with their own buildings and

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staffs. In addition, there is a central university in both Oxford and Cambridge
which offers open lectures for all students. The method of education that is widely
known being used in Oxbridge is the tutorial system of individual instruction,
which remains without a significant and comparable counterpart in other
countries. What is meant by the tutorial system of individual instruction is the
method of teaching where some small groups of students usually consisting of one
to four students spend an hour with their academic tutor. They discuss their
weekly works which is usually an essay that is required to be completed
beforehand the meeting. They discuss their work along with any concern
regarding the material in that week lectures. This emphasis on individual contact
between the tutor and the student and it is reinforced by the closeness of contact
that results from residence in a small academic community. For all objectives,
British educators have always put first the time-honored objective of personal
character development (Moehlman and Roucek, 1952: 134).
The second category is civic universities. There are two kind of civic
universities, the first wave and the second wave. The first wave civic universities
consists of nine provincial second-class universities or famously called Red-brick
Universities, so called because, until modern building of steel and glass began to
rise on their campuses, they were housed mostly in dreary structures of red brick.
The nine universities are Durham, Manchester, Birmingham, Liverpool, Leeds,
Sheffield, Bristol, Reading and Nottingham. All of them were distinguished by
being nonresidential universities that admitted students without reference to their
background. They set in large centers of population from which they draw a high

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proportion of their students and to which they are bound in increasingly intimate
bonds of community contact. The second wave civic universities consists of seven
provincial second-class universities which arise in later data, namely Swansea,
Reading, Nottingham, Southampton, Hull, Exeter and Leicester (Moehlman and
Roucek, 1952: 134).
The third category includes many institutions of university grade serving
the fields of technology and agriculture, which are predominantly independent
and grant their own degrees and diploma (Moehlman and Roucek, 1952: 135).
Admission to a British university is by examination only. Beginning in
1951, the basis is the general examination administered by university examining
boards to students finishing their secondary preparation. This examination may be
passed at three levels which are ordinary, advanced, and scholarship. The
universities will require a significant proportion of the student’s grade to be at the
advanced level, in addition to requiring a certain distrib