Inspiring brotherhood
At Hilton College, a boy’s boarding house is where he will feel that he belongs.
Homes are built on relationships: The friendships that start here and last for the rest of his life. A boy who is happy and integrated into his boarding house will feel safe and motivated to engage in all spheres of life at Hilton College.
That family feeling can’t be faked.
Which is why we actively promote honesty, fairness, presence – the ability to be there for each other – and kindness. Every boy is part of a vertical tutor group of ten (two boys from each grade – all in the same boarding house), and each is responsible for helping and guiding the others in his group. Our grade 12 boys report to the grade 8 parents on their son’s integration in the boarding house during his first weeks and months.
A good home is a launch-pad into adulthood.
It should inspire independence and self-discipline, a sense of justice and temperance. We instil a sense of gratitude and humility, shifting from entitlement to the question, what am I going to contribute to the world with the responsibility that comes with my privilege?
A band of brothers shows kindness.
We aim for every boy to feel he belongs in his house. That means everyone must be considerate of each other. An awareness of the impact of his behaviour on those who share his home is essential. Good brothers look out for each other, challenge each other to be the best versions of themselves, and learn to negotiate between having their own needs met with those of the greater whole.
Tradition isn’t always helpful.
Manners are essential – but outmoded initiations aren’t tolerated here. Order can exist without oppression and countless rules. The answer almost always involves accountability. It’s an ongoing conversation in which we ask boys how they’re willing to take responsibility for themselves. We allow failure because it’s a learning experience – boys have the opportunity to get things right for themselves.
Leadership isn’t only for grade 12s.
We encourage our boys to show leadership in everything they do that impacts others. Respect is earned based on values and empathy – not on hierarchy, fear or entitlement.
What if success doesn’t mean playing for the first team?
Our Housemasters aim to challenge the conventional ideas of achievement and success. Playing at the highest level of sport and outperforming your peers academically are great, but a life well lived may mean being a solid friend and one day, a wonderful husband and great dad.
That family feeling can’t be faked.
Which is why we actively promote honesty, fairness, presence – the ability to be there for each other – and kindness. Every boy is part of a vertical tutor group of ten (two boys from each grade – all in the same boarding house), and each is responsible for helping and guiding the others in his group. Our grade 12 boys report to the grade 8 parents on their son’s integration in the boarding house during his first weeks and months.
A good home is a launch-pad into adulthood.
It should inspire independence and self-discipline, a sense of justice and temperance. We instil a sense of gratitude and humility, shifting from entitlement to the question, what am I going to contribute to the world with the responsibility that comes with my privilege?
A band of brothers shows kindness.
We aim for every boy to feel he belongs in his house. That means everyone must be considerate of each other. An awareness of the impact of his behaviour on those who share his home is essential. Good brothers look out for each other, challenge each other to be the best versions of themselves, and learn to negotiate between having their own needs met with those of the greater whole.
Tradition isn’t always helpful.
Manners are essential – but outmoded initiations aren’t tolerated here. Order can exist without oppression and countless rules. We’re always finding ways to cut down on rules and maintain stability. The answer almost always involves accountability. It’s an ongoing conversation in which we ask boys how they’re willing to take responsibility for themselves. We allow failure because it’s a learning experience – boys have the opportunity to get things right for themselves.
Leadership isn’t only for grade 12s.
We encourage our boys to show leadership in everything they do that impacts others. Respect is earned based on values and empathy – not on hierarchy, fear or entitlement.
What if success doesn’t mean playing for the first team?
Our Housemasters aim to challenge the conventional ideas of achievement and success. Playing at the highest level of sport and outperforming your peers academically are great, but a life well lived may mean being a solid friend and one day, a wonderful husband and great dad.
In his own words: Watch William Raw explain how boarding helped him navigate his personal challenges
Programme
Hilton College has seven boarding houses: Churchill, Ellis, Falcon, Lucas, McKenzie, Newnham and Pearce. Each house has its unique quirks and idiosyncrasies, but all subscribe to the same Hilton College values.
Our Housemasters’ and Deputy Housemasters’ homes are attached to their respective boarding houses, ensuring that there is a visible adult presence.
Several years ago, Hilton did away with a ‘junior’ house. We felt that such a model promoted an unhealthy additional level of hierarchy in the school. There are on average 16 boys per grade in each house; these boys tend to form a brotherhood within a brotherhood. We take great care in ensuring that there is a diverse range of interests, cultures and backgrounds represented in each dormitory. Relationships, however, are not confined to a particular house – boys come to together from all houses to eat, study, play and pray together.
Churchill
Ellis
Falcon
Lucas
McKenzie
Newnham
Pearce
Click to hear some of our stories.
Charmaine Padayachee
Watch Charmaine Padayachee share the value she is able to give as a boarder master while the boys learn about diversity in the boarding environment.
Lionel Julius
Watch Lionel Julius share how his journey was shaped by travel and how it changed his philosophy and approach to teaching.
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