264:
216:, famous historical alumni or notable regional topics (e.g. in international schools, houses are sometimes named in honour of local celebrities). Former British royal houses (dynasties) are also popular in the UK, those most often used are the Houses of Lancaster, York, Tudor and Stuart. Other more arbitrary names—animal names or colours, for example—are also often used. Houses are also often referred to by the original name of the building or by the name or initials of the housemistress or housemaster. Each house will usually also be identified by its own symbol, logo, or colours.
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to insert extra explanations in the dialogue, making foreign readers think that the house and boarding systems were a special feature of the fantasy setting rather than a real-world feature which would not need to be explained to a typical
British child. The French translation does not explain the differences between the French and English real-world boarding schools, instead having the house system and the head girls and boys explained as peculiarities of
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this way: "This camaraderie and solidarity is second to none and the benefits of this vertical interaction, where the young look up to the elder and where the elder look out for and support the younger, are profound." In
Britain, the Specialist Schools and Academies Trust , has endorsed use of House systems as one strategy for preventing the deterioration of children's educational and social progress, a common feature of transition from
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books had difficulties conveying the "house" concept in languages like
Russian or German, because there was no word that could adequately convey the importance of belonging to a certain house, the loyalty owed to one's house, and the pride in the prizes won by one's own house. This forces translators
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is enhanced with the right fit of students within a house. Traditionally, however, once a pupil has been assigned to a house, any younger siblings may automatically become members of that house when they arrive at the school, but this varies from school to school. (This tradition sometimes extends to
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These stories depict the popular conception of a
British boarding school rather than how modern boarding schools work in reality, and often focus on the most positive aspects. For example, loyalty to one's house is very important in real-life houses, and features prominently in many of these books.
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needs, in addition to meeting their basic physical care. The smaller within-school structure of the house facilitates this, by promoting personalised care, with more frequent interactions, and lower child-to-adult-carer ratios, than within the wider school. Similar benefits of closer relationships
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Peer relationships and fostering of community feeling are a similar aim of school house systems, whether in boarding or day schools. One headmaster of an
English-style school – Brighton College Bangkok – David Tongue, writing in an editorial, described the team-spirit engendered by school houses
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Some schools have a year-long programme of inter-house events, in a variety of fields but most often sports or the arts, in which each house "hosts" an event at which all houses compete, with points contributing to the award of the House Cup at the end of the year.
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countries. The school is divided into units called "houses" and each student is allocated to one house at the moment of enrollment. Houses may compete with one another at sports and maybe in other ways, thus providing a focus for group loyalty.
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Pupils are usually assigned to houses randomly, perhaps with the aim of balancing the houses in order to increase competition. Sometimes the assignment is based on the social and emotional needs of the student and to ensure proper
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to the pupils who live in it, even though the house normally has a separate "private side" in which he or she can live a family life. Such an arrangement still continues in most boarding schools, while in day schools the word
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the children of former pupils.) Once a pupil has been allocated to a house they usually stay with that house as they move up through the year groups. In some schools, pupils may move to a house for senior pupils in
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380:, who exercise limited authority within the house and assist in the organisation of the house. Large schools may have a house captain for each year group (with vice-captains in the largest schools).
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books and films (re)popularized this genre, and resulted in unprecedented awareness of
British boarding schools (and their house system) in countries where they were previously largely unknown.
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competitions and charity drives are also often organised along inter-house lines. Merit points for behaviour and academic achievement may also be totalled up for comparison between houses.
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Schools have different numbers of houses, with different numbers of students in each, depending on the arrangements adopted by the schools. Facilities, such as
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801:"From Harry to Garri: Strategies for the Transfer of Culture and Ideology in Russian Translations of Two English Fantasy Stories"
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colleges, both of which still race in bumps; Shrewsbury and Eton race in fours, whilst Oxford and
Cambridge race in eights.
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247:, of pupils being allocated to different houses according to their religion. At traditional full boarding schools such as
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in the United
Kingdom, which in turn share many similarities with the house systems of British secondary schools.
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houses. Most
Britons never went to a boarding school, but have integrated their values by reading these books.
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A secondary feature of house systems is the competition between houses. For example, the traditional school
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Dierenfied, R. B. (February 1976). "The house system in comprehensive schools: Its current status".
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is the title held by the member of staff responsible for pupils living in a particular house (or
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between teachers and students may occur in day schools that use house systems for this purpose.
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At co-educational boarding schools, there may be separate houses for boys and girls, as at the
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243:, they will often be allocated to separate houses. There have also been cases, for example at
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282:. Separated from parents for long periods, children will rely on the school to fulfil their
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This article is about the
British school grouping system. For the astrological concept, see
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books have updated the boarding school to 21st-century values, for example by depicting
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which have been published around the world and translated into several languages. The
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is likely to refer to a grouping of pupils, rather than to a particular building.
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841:"The Translator's "Magic" Wand: Harry Potter's Journey from English into French"
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In some boarding schools, a primary purpose of the house system is to provide
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788:. Proceedings of the first Harry Potter conference on the UK (Accio UK 2005).
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617:"The House System: a typically British educational institution. (Editorial)"
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754:"Harry Potter, Tom Brown, and the British School Story: Lost in Transit?"
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760:(illustrated ed.). University of Missouri Press. pp. 140–156.
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The ivory tower and Harry Potter: perspectives on a literary phenomenon
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books, with many authors writing a whole series of books such as
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School system of dividing students into groups to foster loyalty
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One notable feature of the house system is the appointment of
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399:, members of staff are appointed as (or volunteer to become)
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673:"St Bartholomew's School celebrates Oscar-style competition"
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systems found in some US colleges and universities, such as
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Historically, the house system has been associated with
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from the original on 15 March 2024 – via Érudit.
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from the original on 27 April 2023 – via Érudit.
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House System at the California Institute of Technology
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The term "house system" is also used to refer to the
439:. These systems are based on the college systems of
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between houses, which was carried on by old boys to
69:. Unsourced material may be challenged and removed.
623:. www.relocatemagazine.com online. Archived from
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508:The translators of some foreign editions of the
223:, whose house system is itself based on that of
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462:The Governess, or The Little Female Academy
161:is a traditional feature of schools in the
783:"Harry Potter – All Things to All People?"
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646:Garner, Richard (22 October 2011).
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700:"Welcome to the House System"
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333:still maintain an annual
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883:Education in England
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355:Membership and roles
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898:School terminology
679:. 21 February 2023
571:Geoffrey Walford,
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245:Cheltenham College
229:Winchester College
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627:on 23 August 2021
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559:References
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407:Other uses
367:Sixth Form
335:bumps race
313:sports day
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393:dormitory
343:Cambridge
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269:Australia
119:July 2014
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469:' novel
378:prefects
317:Debating
280:students
683:6 March
421:Caltech
297:primary
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151:Nairobi
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