How can I justify sending my son to a boarding school hundreds of kilometres away from home?
Michaelhouse is one of only two all boys, all boarding schools in South Africa, and of just a small handful in the world. This unique environment, with a fully resident staff complement, dedicated to developing individual strengths, offers a safe, affordable, first-class all-round education, based on sound values and discipline. Part of our educational philosophy is based on care, concern and compassion for others and our pastoral care system is designed to support and promote this philosophy.
We have no day scholars and no boys who are weekly boarders. We understand the unique needs of boys and design our programmes accordingly. Our boys are exposed to formal and informal activities which will develop independence, initiative and above all, maturity.
It is widely acknowledged that the key to unlocking a teenage boy’s potential is through maximising his sense of inclusion. The incredible sense of community, relationship and common purpose which exists in the House environments is expanded exponentially by the unique layout of our eight Houses around five quadrangles, which provide the opportunity to effortlessly interact with a wide and diverse range of friends. The development of close friendships is one of the most extraordinary aspects of life at Michaelhouse. At a time in their lives when boys begin to seek independence and are insatiably curious, the safety of a shared identity provides a safe harbour from which to embark on voyages of self-discovery.
Why choose a single-sex education?
Evidence following long term, large scale research in Great Britain, Australia, North Korea, Jamaica, The United States, South Africa and Scotland suggests that educational settings are limited by their capacity to accommodate the significant differences in the social and cognitive development of adolescent boys and girls.
The boys-only format offers the opportunity to construct a different developmental culture, making use of specific disciplines and structures to positively address learning outcomes, gender stereotyping, behaviour and healthy socialisation.
Learning Outcomes – Significant research carried out across socioeconomic and academic variables has shown that boys adopt a less systematic approach to schoolwork and react quite differently to classroom discipline.
In light of this, a very recent study in North Korea indicated that attending single-sex schools is significantly associated with higher average academic scores with a higher percentage of graduates successfully completing four year degrees. These findings are corroborated by research carried out by Stetson university, Florida which found that on average the academic proficiency of boys in single-sex classrooms was more than double that of their peers in mixed-gender classroom settings. Graham Able of Dulwich College discovered through observing 30 single-sex and coeducational schools that boys learning in monastic environments benefit from the greatest academic advantage. The Australian Council for Educational Research (ACER) in analysing 270 000 students in 53 academic subjects over six years, found that boys educated in single-sex classrooms scored on average 15 to 22 percentile ranks higher than boys in coeducational settings.
Gender Stereotyping – The Head of Merchiston Castle School in Scotland – a school with which Michaelhouse enjoys a longstanding exchange programme - comments that there is a ‘subtle and invidious pressure towards gender stereotyping in mixed schools…but in boys’ schools, boys feel free to be themselves and develop, to follow their interests and talents in what might be regarded as non-macho pursuits: music, arts, drama.’ The environment provides emotional security; and simply put, boys are less self-conscious of seeming imperfect to the opposite sex and are therefore more likely to engage in activities which might otherwise have embarrassed them. This attitude inevitably broadens students’ horizons.
Behaviour and Socialisation – ‘At boys’ schools it is common to find that the best football player or the best basketball player is also the top student. At coed schools that’s rare…’ (Dr Sax, Boys Adrift).
Research initiated by Cambridge University expands on this truism, concluding that for the same reason, bullying and aggressive behaviour is less prevalent in all boys’ schools. Research carried out by the ACER found that boys from single-sex schools were more likely to be better behaved whilst simultaneously finding learning to be more enjoyable.
Dr Sax endorses this opinion: ‘Boys educated in single-sex schools end up being more confident and more courteous around girls. In coed schools, boys tend to adopt a “masculine” attitude because girls are there… They feel they have to demonstrate their emerging masculinity by gross macho over-reaction. Boys in single-sex schools become more sensitive men, and they’re more polite.’
What are the strengths of Michaelhouse?
Committed teachers and Staff who live on campus and are freely available, and who have high expectations of all our boys. We continue to adhere to our Founder’s Vision:
‘Our aim is to make, not accountants, not clerks, not clergymen,
but men; Men of understanding, thought and culture.’
Founder, James Cameron Todd, Speech Day, 1897
Daily life is constantly informed by the concept of high quality pastoral care in the pursuit of an allround education. The idea is to provide something to ignite every boy’s enthusiasm and enable them to develop useful and lifelong interests. Boarding schools naturally attract Staff who are keen on greater involvement in extra-curricular activity. Through this additional involvement our Staff are more familiar with our boys’ ambitions, fears, personal challenges and daily contexts and are thus better equipped to guide and encourage their charges.
The stronger sense of community which exists in boarding schools counters recent societal trends of individualisation. In the Post-Modern era, teenagers in particular have become more self-obsessed, more selfish. A boarding school environment requires of boys that they become more aware of community and civic-mindedness.
Michaelhouse is home to boys from around the continent, and indeed the world; exposing each of them to a melting pot of cultures, ideas and traditions – an education in itself.
Boarding schools can offer a wider range of extra-curricular activities than mixed or day schools are able to, with plenty of time to take full advantage of this benefit. The concept of time at Michaelhouse is different to the constraints experienced by other schools. With fully resident Staff and pupil complements, every minute of our day is productive. Academic lessons commence and conclude early, leaving the remainder of the day and evening open to pursue cultural, sporting and personal passions. Daily routines are designed to encourage and allow our boys to expand their involvement beyond individual focus on just academics, sport, music, art, drama, community involvement, spiritual growth or time out reading a book; ensuring a more open and balanced world view.
Will my son be active in extra mural activities?
A comprehensive sporting programme in which participation in at least two sports is compulsory, coupled with vibrant cultural activities and a choice of over 30 clubs and societies, all combine to make Michaelhouse a busy and happy place. The learning and recreational opportunities and facilities are comparable with the best in the world.
Where will my son reside?
Our boys are accommodated in one of eight Houses. About a dozen boys per year group live in each House which is administered by a Housemaster assisted by Staff Tutors and senior boys who have been elected as Prefects. The primary role of the Prefects is to assist in the smooth running of the House and to ensure that the younger boys settle into Michaelhouse as soon as possible. Prefects pledge publicly to care for the younger boys. This system produces remarkable and lasting friendships amongst our boys. Housemasters are supported in their pastoral care function by an all-resident academic Staff and full-time School Counsellor and Chaplain.
How will I know my son will be cared for?
Pastoral care is the hallmark of Michaelhouse. From the Rector, Chaplain, Guidance Counsellor, Housemasters and Teachers to the Prefects, Sanatorium Sisters and Mentors, Michaelhouse provides an environment ideally geared towards engendering mutual respect, tolerance and interaction.
The role of the Housemaster is pivotal to any concerns that parents may have. He is the ‘point of entry’ for exchange of academic, cultural, sporting and social information. He is confidant, educator and father figure to your son and his daily aim is to make sure that each boy in his care is happy, motivated, working hard, getting on with his peers and is developing his potential by being fully involved in the wider life of the School. Housemasters will meet individually with every boy each term to discuss his progress, aspirations and goals.
In addition, the Sanatorium Sisters are on duty each day and night and offer expert medical care and compassionate support in the event of a boy feeling unwell.
How often can we see our son?
Our philosophy at Michaelhouse is based on the principle that each boy’s career at the School is a partnership between parents and our dedicated Staff. Mid-week fixtures, concerts and theatre productions, House events, open days and weekend sporting events provide a myriad of opportunities to interact with your son in our beautiful environment.
Michaelhouse operates on a four-term system, with each term approximately two months in length. A half-term leave is given each term which begins on a Thursday morning and ends the following Monday evening. In addition, each boy may have two weekend leaves per term, commencing once his sporting commitments to the School are completed. Boys need to return in time for Chapel on Sunday evening. Boys may also be granted supper and Sunday leaves at the discretion of their Housemaster. The School has two compulsory Closed Weekends per term.
Coach transport is available at the beginning and end of each term and half-term to and from Durban, Johannesburg and Underberg. At weekends, bus transport may be arranged from Durban and Pietermaritzburg to Michaelhouse on Sunday evenings.
Where is Michaelhouse situated?
Michaelhouse is situated on a 570 hectare country estate in South Africa’s picturesque KwaZulu-Natal Midlands. At 1 300 metres above sea level, the climate is temperate where temperatures can reach the upper 30s in summer and plummet to below 0 degrees Celsius during winter nights. Our geographical co-ordinates are 29 degrees 23 min and 54 sec south and 30 degrees 2 min and 48 sec east.
The nearest city is the provincial capital of Pietermaritzburg, which is some 50 kilometres from the school. The port city of Durban is 130 kilometres away (1½ hour’s drive). Johannesburg is approximately 450 kilometres away (4 hours’ drive).
The school’s location, just off the main highway, makes it easily accessible by car. Boys arriving by air may choose either the Oribi Airport at Pietermaritzburg or the King Shaka International Airport as their initial destination. By prior arrangement school transport will collect boys from either airport.
Will my son be able to pursue his studies in the country of his choice once he has completed his formal schooling at Michaelhouse?
The simple answer is ‘yes’. Our boys, like the majority of their peers at independent schools in South Africa, write the national examination set by the Independent Examinations Board (IEB) of South Africa. The National Senior Certificate with endorsement (university entrance) written in A Block (Grade 12) is equivalent to the GCE AS level and the Scottish Higher Standard, and the learning outcomes equivalent to the Australian Senior Certificate which provides admission to higher education.
While the majority of our school leavers will choose to pursue their tertiary studies at one of a number of fine, internationally- recognised universities and other tertiary institutions in South Africa, a growing number of our matriculants are furthering their studies at tertiary institutions overseas. More recently matriculating boys from Michaelhouse have joined Oxford University, Edinburgh University and Essex University in the United Kingdom and Augusta State University and Pennsylvania University in the United States of America.
