Figure 1.--Prep schools strongly incourage the children to read. Time is set aside at most schools for reading. Normally the children read during an after lunch rest period. School promote reading in a variety of other ways. |
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Many prep schools are convinced that their goals can best be achieved in a boarding setting. Here the schools see benefits in both the academic program and in the character building aspect of the prep school program. Boarders have far fewer distractions than at home. The most obvious difference is television, but the boys spend less time on video games and other activities that many spend time with. And it should not be thought that prep school children are constantly working. Many are involved in more outdoor play and the older children more games (sports) than stay at home children. The girls spend less time on fashion and other matters. This frees up considerable time for other activities like reading, study, and a range of activities like learning musical instruments. Schools strongly incourage the children to read. It is safe to say that the average prep school boarder reads more than their counterparts at home. There are other benefits as well flowing from boarding. Sone of these are the interpersonal relations coming from living together with other children. The boarding schools insist that these character traits can best be inculcated in a boarding environment, partially explaing why so many schools incourage the children, especially the senior children, to board. This once almost went unsaid and parents saw boarding as an inseperable part of the educational process. This has changed in modern Britain. Many parents are increasingly reluctant to board their children, especially at the traditional entry age of about 8 years of age. Increasingly they believe that younger children are better off with their parents.
Many prep schools are convinced that their goals can best be achieved in a boarding setting. Parents especially the fathers tended to agree with this assessment as well. Here the schools see benefits in both the academic program and in the character building aspect of the prep school program. Boarders have far fewer distractions than at home. The structured program at boarding schools means that the children all complete their assignments which are done in supervised prep periods. Boarding children also have the advantage of having greater access to teachers and masters who can help with difficult assignments. And it should not be thought that prep school children are constantly working. Children at boarding school are generally more involved in outdoor activities than children at home. Many are involved in more outdoor play and the older children more games (sports) than stay at home children. There are other benefits as well flowing from boarding. One of the important benefits coming from are the strong interpersonal relations that develop as a result of living together with other children. Boarders commonly make close friends. At school the children have many opportunituies to do things togrther, both program activities and just having fun. Children in boarding schools learn to shasre and often build an important sense of community.
The benefits of boarding once almost went unsaid. Both educators and parents saw boarding as an inseperable part of the educational process. It was an accepted process that about age 8 tht boys would enter a boarding preparatry schools. Often the boys were dubious, but came to accept it. This has changed in modern Britain. Many parents today are increasingly reluctant to board their children, especially at the traditional entry age of about 8 years of age. Some boarding schools are having trouble filling bording places. The schools appear go be adjusting. Most schools are adjusting the program for fewer younger children boarding. Many schools, however, encourage parents to begin boarding heir children at leat by age 11 years. The greater influence of the mother seems to be a factor here. Increasingly they believe that younger children are better off with their parents. This does not seem to be a judgement based on any real research, but rather an essentially emptional response. Also the individual child now has more say about his education than children in the past. Many parents are now reluctant to board a child if he or she strenuosly objects to the idea. Children commonly adjust quickly to boarding, but the first few months can be very stressful, both for the children and the parents.
Attitudes toward boarding appear to be largely formed from overall social values. Fathers once largely determined how a child was educated and the idea of the needs to toghen boys up were once widespread. Such decessions are now more likely to be family decessions with a mother's more nuturing attitides becoming more important. Some argue that it is more natural for younger children to remain in the home. The conclusions reached are generally ideologically based rather than based on any hard scientific evidence. We have not seen, however, any real academic studies assessing these two conflicting attitudes. Of course such a study would need not only to assess learning and skills, but also how effectively a child leand important social skills. This would not be an easy study to conduct, probably explaining why such a study has not been conducted. A further complication is that children are different and react differently to the boarding experience.
