Figure 1.-- This boarding school convered a basement of the main building into a science lab. There were 11 boys in this physics class. The image of private schools was that the children are pampered. In fact until the 1980s, many private schools had facilities that were not up to the standards of the state system.

While the day school anhd boarding school classrooms are very similar, there are some differences. The physical facilities can be very different, although this varies from school to school. Many boarding schools have classrooms in buildings that were not purpose-built schools. They were often old manor houses set in rural areas, although urban sprawl has since engulfed many of these schools. The school names are often taken from the names of the manor homes. They were often spacious and provide all kinds of rooms which with a littkle imaginstion couldf be converted into useful sdchool rooms. Converted rooms are, however, nnot the sane as purpose built rooms. This varies a great deal from school to school. This has been done to various degress of success. Some have been converted to very comfortable teaching spaces. Some look rarher rough or decrepit. Most successfil boarding schools have updated the classroom spaces or are in the process of doing so. And often they have built purpose-built classrooms to supplement or replace the original classrooms in the manor house. Size is another factor. Boarding schools tend to have smaller classes than day schools, both state schools and private schools. Private day schools often have class sizes closer to the state system and are often purpose-built chools. The size of the classes of course affects the spaces than can be used for class rooms. And this affects the classroom atmposhere. The relationship the teacher develops with the children also tends to be different at boarding schools. This comes from familiarity and the time together. Unlike day schols, the relstionship is not just a classroom relatioinship. Of course this is difficult to capture un a photograph. The children live together becoming more like brithers and sisters. And the teacher is an adult that the children encounter in many other activities outside the classroom. Thus the relationship is based on much more than academics. And the teachers get to know the children much more intimarely than just as an academic instructor. This is of course an important part of the prep school experience which has carry on benefits in the classroom. There are also some differences with the uniform. Boys at day schools come to school with blazers and coats in the winter time and boys can choose to weear them during the day. if they want. At boarding schools there is a set uniform. The blazers are putvaway for specialmoccasions. Boys are allowed to choose to wear theiur jumpers, but this often is determined by the weather.

Physical Plant

The physical facilities can be very different, although this varies from school to school. Many boarding schools have classrooms in buildings that were not purpose-built schools. They were often old manor houses set in rural areas, although urban sprawl has since engulfed many of these schools. The school names are often taken from the names of the manor homes. They were often spacious and provide all kinds of rooms which with a littkle imaginstion couldf be converted into useful sdchool rooms. Converted rooms are, however, nnot the sane as purpose built rooms. This varies a great deal from school to school. This has been done to various degress of success. Some have been converted to very comfortable teaching spaces. Some look rarher rough or decrepit. Most successfil boarding schools have updated the classroom spaces or are in the process of doing so. And often they have built purpose-built classrooms to supplement or replace the original classrooms in the manor house.

Classroom Size

Size is another factor and a particultly important one. Boarding schools tend to have smaller classes than day schools, both state schools and private schools. Private day schools often have class sizes closer to the state system and are often purpose-built chools. The size of the classes of course affects the spaces than can be used for class rooms. And this affects the classroom atmposhere.

Relationships

Relationships can also be different. This includes both the relationship the teacher can develop with the children and the relationships between the the children. The relationship the teacher develops with the children often tends to be different at boarding schools. This comes from familiarity and the time together. Unlike day schols, the relstionship is not just a classroom relatioinship. Of course this is difficult to capture un a photograph. And the relationships between the children can be different. The children live together becoming more like brothers and sisters. And the teacher is an adult that the children encounter in many other activities outside the classroom. Thus the relationship is based on much more than academics. And the teachers get to know the children much more intimately than just as an academic instructor. This is of course an important part of the prep school experience which has carry on benefits in the classroom.

Uniforms

There are also some differences with the uniform. Boys at many state schools do not wear uniforms. The state schools that have uniforms are often more flexible than the prep schools. Thgere are often differences in footwear and hoisiery for example. And of course mothers often have their own idea. Boys at private day schools come to school with blazers and coats in the winter time and boys can choose to weear them during the day is they want. At boarding schools there is a set uniform. The blazers are put away for special occasions. Boys are allowed to choose to wear theiur jumpers, but this often is determined by the weather. On chilly days all the boys will wear the jumpers. This usually is the only realoption the children have,but there are differences from school to school. On a warm day few will do so, Thus the children at boarding schools tend to be dressed much more uniformily dressed so to speak. Of coyrse we see some variatio, most resulting from mothers not buying items from the designated provider. Some items like gtey jumpers, shorts and knee socks cn be often be found cheaper at the large chain stores and if there are not colores trim on the jumpers and kneesovks are generally fairly easy to substitute. The time of the day can also cause differences. Many children may change their hosiery nd footwear for games and sometimes for various reasons do not change back after games. The schools are usually less strict about this in the afternoon thsn the morning.

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