Addressing Students by Surnames: A Custom in Brit Schools
The tradition of calling students by their surnames is a curious custom that has been observed in British schools, especially in certain contexts. Does this practice still hold true in British schools today, and is it the same across the Anglo-speaking world? This article delves into the history and current practices, exploring why and how this custom has persisted or faded away.
Historical Context and Evolution
The practice of addressing students by their surnames was traditionally more prevalent in private and grammar schools during the late 20th century. This tradition stemmed from the structured, formal environments of these schools, where formality and respect were highly valued.
Interestingly, the legal framework surrounding naming also plays a role. In the United Kingdom, children can be named by their parents until marriage, even if they become adults as young as 16 with parental permission. This is in contrast to the United States, where the age of consent typically for name changes can be lower, often related to age of emancipation.
Current Practices
Today, the practice of addressing students by their surnames has waned across most state schools in the UK. In modern times, addressing students by their first names is more common, reflecting a shift towards a more inclusive and informal approach. However, the tradition remains in certain private and boarding schools, where formality is still highly valued.
Beyond the UK, the practice varies widely in the wider Anglosphere. In countries like Canada and Australia, for instance, the custom is less common, often reserving surname usage for formal settings or among teachers and staff. In the United States, addressing students by their first names is nearly universal in public schools, with private schools maintaining a wider range of practices depending on their historical context.
Ideology Behind the Custom
The tradition of addressing students by their surnames carried significant ideological weight. It was seen as a way to emphasize respect and formality, setting apart these institutions from the informality of everyday life. This approach was deeply rooted in the ethos of these schools, which often aimed to instill discipline and professionalism in their students.
Personal Reflections and Perceptions
The persistence of this custom, even in its diminished form, has left an indelible mark on many individuals. For instance, a personal account from an adult reflecting on their experience as a student in the 1980s, where even the teachers addressed students by their surnames, underscores the lasting impact of these practices.
One individual, working in a retail store, recounted a particularly memorable instance where a duty manager addressed them by their surname, despite being in their late 20s. This experience was so unusual that it triggered negative feelings of being treated as an inferior, particularly when the manager's approach lacked the familiar intimacy of a school environment.
Such anecdotes suggest that the lingering impact of these customs extends far beyond the school years, affecting perceptions of authority and respect even in adult life.
Conclusion
The practice of addressing students by their surnames is a custom that has seen significant changes over time, reflecting broader shifts in societal values and educational approaches. While it remains a part of the cultural fabric of some institutions, it has largely fading in others, leaving a complex legacy that continues to influence personal and professional interactions.
Keywords: school custom, addressing students, surname etiquette