Ashokhall

Boarding Schools and Social Status

One of the most significant reasons why kids went to boarding schools was the association of these institutions with social status and prestige. In many societies, boarding schools were viewed as exclusive institutions that catered to the elite, offering a level of education and social networking that was unattainable in local day schools.

For families in the upper echelons of society, sending their children to boarding school was not merely about education; it was a way to maintain and enhance their social standing. Boarding schools often became symbols of privilege, with alumni networks that provided lifelong connections and opportunities. Attending a prestigious boarding school could open doors to elite universities, influential careers, and powerful social circles.

Moreover, many boarding schools cultivated a reputation for producing leaders. Schools like Eton, Harrow, and Rugby in England, or Phillips Exeter and Phillips Andover in the United States, were known for educating future politicians, business leaders, and cultural icons. The prestige of these schools was not just based on academic excellence but also on their ability to instill a sense of discipline, responsibility, and leadership in their students.

For families, the decision to send a child to boarding school was often influenced by the desire to ensure that their children would grow up with the right connections and the right values to succeed in society. This emphasis on social status and networking is still a significant factor in the decision to send children to boarding schools today.

Economic Considerations

Economic factors played a crucial role in the decision to send kids to boarding schools. While boarding schools were often associated with wealth and privilege, they also represented a significant financial commitment. Tuition, boarding fees, and other associated costs could be prohibitively expensive for many families.

However, for those who could afford it, the investment in a boarding school education was seen as worthwhile. The perception was that boarding schools offered a superior education compared to local day schools, with smaller class sizes, better facilities, and more qualified teachers. Additionally, the structured environment of a boarding school was believed to provide a more focused and disciplined education, which could lead to better academic outcomes and future opportunities.

For middle-class families, boarding schools were sometimes seen as a way to provide children with opportunities that might not be available in their local schools. These families might save or sacrifice in other areas to afford the costs associated with boarding school. Scholarships and financial aid programs also played a role in making boarding schools accessible to students from less affluent backgrounds.

In some cases, boarding schools offered specialized programs that justified the cost. For example, schools with strong programs in the arts, sciences, or athletics attracted students who were particularly gifted in those areas. Parents were willing to invest in boarding school education to help their children reach their full potential.

Family Structure and Boarding Schools

The structure and dynamics of a family could also influence the decision to send children to boarding school. For families with parents who had demanding careers, particularly those that required extensive travel or irregular hours, boarding school provided a stable and structured environment for their children.

For example, military families often chose boarding schools due to the frequent relocations associated with military service. Boarding schools offered continuity in education, ensuring that children could stay in one place and focus on their studies, regardless of where their parents were stationed.

Similarly, families in which both parents worked long hours or traveled frequently might see boarding school as a practical solution. The 24/7 supervision provided by boarding schools ensured that children were well cared for and kept on track academically.

In some cases, boarding schools were chosen because of family challenges or disruptions, such as divorce, illness, or the death of a parent. For families going through difficult times, boarding school could offer a supportive environment where children could continue their education and development without the added stress of family issues at home.

Educational and Personal Development Reasons

Quality of Education

One of the primary reasons why parents chose to send their children to boarding schools was the perception of superior education. Boarding schools were often viewed as institutions that provided a more rigorous and comprehensive academic experience compared to local day schools. This perception was not unfounded; many boarding schools have historically offered well-rounded curricula, experienced teachers, and state-of-the-art facilities.

Smaller class sizes were a hallmark of many boarding schools, allowing for more individualized attention and tailored instruction. This setting enabled teachers to focus on the specific needs of each student, helping them excel in their studies. In addition, the curriculum at boarding schools often included subjects and programs not commonly found in public or day schools, such as advanced science labs, arts programs, and foreign languages, which prepared students for higher education and global opportunities.

Moreover, boarding schools frequently implemented structured academic schedules that emphasized study time, homework, and academic discipline. The environment was designed to minimize distractions, fostering a culture where academic achievement was highly valued. This focus on academics was coupled with an expectation that students would also participate in extracurricular activities, creating a balanced approach to education that nurtured both intellectual and personal growth.

For many parents, especially those in regions where public education systems were underfunded or overcrowded, the decision to send their children to boarding school was motivated by the desire to provide them with the best possible education. Boarding schools were seen as stepping stones to prestigious universities, and by extension, successful careers.

Character Building and Discipline

Another significant reason why kids went to boarding school was the emphasis on character building and discipline. Boarding schools were renowned for their strict rules and structured environments, which were believed to instill a sense of responsibility, self-discipline, and resilience in students.

Discipline in boarding schools extended beyond academics; it encompassed all aspects of student life. Students were expected to adhere to strict schedules, which included not only study hours but also times for meals, recreation, and lights out. The regimented lifestyle was designed to teach students the value of time management, organization, and accountability.

In addition to personal discipline, boarding schools emphasized moral and ethical development. Many boarding schools had a strong foundation in religious or moral education, where students were taught values such as honesty, integrity, respect, and empathy. These values were often reinforced through the school’s code of conduct, community service programs, and mentorship systems.

Case Study: Harrow School Harrow School in England is an example of a boarding school that places significant emphasis on character building. The school’s motto, “Stet Fortuna Domus” (Let the Fortune of the House Stand), reflects its commitment to producing well-rounded individuals who excel in academics, leadership, and service. Harrow’s unique “House” system encourages a sense of community and responsibility among students, fostering leadership skills and strong personal relationships.

Boarding schools were also known for their leadership development programs. Students were often given opportunities to take on leadership roles, such as being prefects, captains of sports teams, or leaders of clubs and societies. These roles provided valuable experience in decision-making, teamwork, and public speaking, all of which were seen as essential skills for future success.

For many parents, the character-building aspect of boarding schools was just as important as the academic education. They believed that the challenges and responsibilities of boarding school life would help their children develop into disciplined, mature, and independent adults.

Extracurricular Opportunities

Another reason why kids were sent to boarding schools was the extensive extracurricular opportunities that these institutions offered. Boarding schools typically provided a wide range of activities that allowed students to explore their interests and talents outside of the classroom.

Sports were a major component of boarding school life. Many schools had extensive sports facilities and programs, ranging from traditional sports like football, rugby, and cricket, to more specialized activities like rowing, fencing, and equestrianism. Participation in sports was encouraged not just for physical fitness, but also for the development of teamwork, leadership, and perseverance.

In addition to sports, the arts were a significant focus in many boarding schools. Schools often had dedicated facilities for music, theater, and visual arts, and offered students opportunities to participate in choirs, orchestras, drama productions, and art exhibitions. These programs nurtured creativity and provided students with the confidence to express themselves.

Clubs and societies were another key aspect of the boarding school experience. Whether students were interested in debating, science, chess, or community service, there were usually clubs to match their interests. These extracurricular activities allowed students to develop new skills, build friendships, and pursue their passions.

Comparison of Extracurricular Activities in Day Schools vs. Boarding Schools

Activity	Day Schools	Boarding Schools
Sports Programs	Limited	Extensive
Arts (Music, Theater)	Basic	Advanced
Clubs and Societies	Fewer Options	Wide Variety
Community Service	Limited	Integrated into Curriculum

The variety and quality of extracurricular opportunities were often a deciding factor for parents considering boarding schools. They saw these activities as essential for the holistic development of their children, providing them with experiences that would enrich their education and prepare them for a well-rounded life.