logo

35 pages 1 hour read

Roald Dahl

Boy: Tales of Childhood

Nonfiction | Autobiography / Memoir | Middle Grade | Published in 1984

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.

Part 4Chapter Summaries & Analyses

Part 4: “Repton and Shell, 1929-36 (age 13-20)”

Part 4, Chapter 18 Summary: “Getting Dressed for the Big School”

Given the choice between Repton or Marlborough, two highly esteemed boys’ public schools, Dahl chooses Repton because it is easier to pronounce. (Note: In Britain, exclusive schools that require the payment of (often expensive) school fees are called public schools). Dahl struggles to put on his complex new school uniform that consists of a shirt with a detachable butterfly collar attached by studs, pin-striped pants, a waistcoat, a coat with tails, and a hat. Dahl travels to his new school on the train and is relieved to see other boys in the same “ridiculous” outfit as himself when he nears Derby, the school’s location.

Part 4, Chapter 19 Summary: “Boazers”

Prefects, known as Boazers, punish the younger boys for any misdemeanor, even an offense as small as a sock left on the floor, by beating them. The younger boys must serve the older boys to their liking to avoid beatings. The older boys often inspect the bottoms of the younger boys to see the marks left by the beatings, commenting happily on particularly impressive marks or blood drawn.

Part 4, Chapter 20 Summary: “The Headmaster”

The Headmaster of Repton, who goes on to become the Archbishop of Canterbury and crown Queen Elizabeth II, is known for his particularly harsh beatings with the cane. Dahl’s friend Michael is made to lie with his pants down over the edge of the schoolmaster’s sofa as he is beaten. The Headmaster delivers an elegy on the importance of abstaining from sin as he beats Michael, and he supplies him with a basin of water and a sponge to clean off the blood before he pulls his pants back on. Fifty-five years later, Dahl can still feel the wounds inflicted by canings when he sits for prolonged periods.

Part 4, Chapter 21 Summary: “Chocolates”

Dahl happily remembers boxes of chocolates delivered by Cadbury to the school. The boys are required to taste a number of the chocolates, score them, and make comments on whether they like or dislike the chocolate bars. Dahl daydreams of working as an inventor in one of these inventing rooms and finding a delicious and groundbreaking new flavor. He reflects that these imaginings later inspire him to write his novel Charlie and the Chocolate Factory.

Part 4, Chapter 22 Summary: “Corkers”

Unlike his recollections of most of his other schoolmasters, Dahl has fond memories of his mathematics teacher Corkers, who taught the boys very little mathematics, instead entertaining them with anecdotes, doing crosswords with the boys, and even bringing a snake into class one day. A favored routine in Corkers’s class occurs when he allegedly smells a fart from one of the boys, whereby the class is whipped into action, fanning the room with the door and opening windows.

Part 4, Chapter 23 Summary: “Fagging”

To be a “fag” at Repton means to be a servant of the older Boazers. This is always a job allocated to younger boys, who are bossed around by the older students. Carleton, a Boazer who belongs to the same study as Dahl, orders Dahl and the two other young “fags” of his study to meticulously clean it once a week, flogging them if he finds even a speck of dust. Dahl becomes the favored “bog-warmer” of one senior boy, Wilberforce, which entails him sitting on a toilet of the outside, senior bathroom until Wilberforce comes to use it.

Part 4, Chapter 24 Summary: “Games and Photography”

Dahl is a skilled sportsman at school, particularly at the games of Eton Fives, a handball-style game played in a concreted court containing shelves and outcrops, and squash racquets. Dahl becomes Captain of Fives, but both he and the Housemaster agree that he will not be a Boazer, although it is traditional for sports’ captains. Both Dahl and the Housemaster agree—to Dahl’s relief—that Dahl is not a leader; he is relieved at not being expected to mete out punishments to young “fags.” Dahl also excels at photography under the tutelage of Arthur Norris, his soft-spoken art teacher who introduces him to the works of famous artists. Dahl continues with photography when he leaves Repton, winning numerous awards for his photographs.

Part 4, Chapter 25 Summary: “Goodbye School”

Dahl finishes school at Repton when he is 17, returning home on a motorbike that he bought the previous year and secretly takes out on the weekends. In his last term, he applies to a number of international companies, hoping to work overseas. His heart is set on working for Shell Company, and he is one of the seven successfully chosen out of 107 boys who interview for the roles. 

In the summer before beginning his job, Dahl doesn’t accompany his family to Norway as usual. Instead, he joins the Public Schools Exploring Society on an exploratory trip to the interior of Newfoundland. The trip is arduous; food is scarce, and the boys trek over huge distances with heavy packs.

Dahl spends a year commuting into London from his family’s home, now in Kent, to Shell’s offices, learning all that he will need to know to work in the field. He then works in other English locations, including delivering kerosene in the south of England. He is offered a position in Egypt but turns it down and is then offered a three-year position in East Africa, which he takes happily, excited at the prospect of a foreign land containing exotic animals. He leaves six days later from the London docks on a boat heading to Mombasa. In retrospect, Dahl realizes that his mother must have been upset at the prospect of her son, to whom she was very close, leaving for three years. He admires the way that she never let her grief show.

Dahl considers the experience invaluable and formative. Before his three-year stint with Shell in East Africa is complete, the Second World War breaks out in 1939, and Dahl joins the Royal Air Force as a fighter pilot. He shoots down several German planes and at one point is shot down himself, crash lands, and is rescued.

Part 4 Analysis

The Horrors of Boarding School and Violent Discipline are again evident in this section. The beatings administered at Repton are even more frequent and brutal than at St Peters. Dahl’s vivid memory of these beatings, recounted with clear disgust, illustrates that these violent episodes leave a “lasting impression of horror” on the children who endure them (177). Dahl characterizes the Headmaster’s cane as a “weapon of torture,” conveying the extent of his hatred of this method of punishment (178). That Dahl can still feel the wounds inflicted by canings when he sits for prolonged periods 55 years later illustrates the extremity of the beatings. In his opinion, other boys, such as his friend Michael, receive even more brutal punishments. Dahl’s reluctance to become a Boazer when he becomes a senior and captain of a sports team illustrates his dislike of their role in violently disciplining younger students. This illustrates that Dahl, even as a teenager, has a strong sense of morality and fairness. At the time of writing, he remains “appalled by the fact that masters and senior boys were allowed literally to wound other boys, and sometimes quite severely” (177). Dahl’s hatred of school, apart from the welcome distraction of games and photography, is clear in the fact that he leaves Repton “without the slightest regret” (208).

Dahl’s disillusionment with the hypocrisy of the Church is made clear; even as a young boy Dahl wonders how the Headmaster can inflict such a severe beating as to draw blood from the bottoms of young boys and then preach about kindness and forgiveness: “I knew very well that only the night before this preacher had shown neither forgiveness nor mercy in flogging some small boy who had broken the rules” (179). The hypocrisy of individuals such as the Headmaster leads Dahl to question the entire religious establishment, as well as the existence of God: “That [the violence administered by religious figures to young children] made me begin to have doubts about religion and even God” (180). 

Dahl’s adoration of his mother is made clear throughout the book. He describes their relationship as “very close” (216), and he continues his habit of writing to her weekly until her death 30 years later. He admires her loving and stoic acceptance of his three-year stint in Africa: “My mother did not allow even the tiniest bit of what she must have felt to disturb my joy” (216).

The joy of chocolate delivery days inspired Dahl in writing his widely loved novel Charlie and the Chocolate Factory. Dahl learns, with excitement, that chocolate factories “actually did possess large inventing rooms and they took their inventing very seriously” (182). He daydreams himself into the role of inventor, leading him to later create the much-loved figure of Mr. Willy Wonka, famous and eccentric chocolatier.

blurred text
blurred text
blurred text
blurred text