boarding school
- Key People:
- Vittorino da Feltre
- Hermann Lietz
- Related Topics:
- preparatory school
- prefect
- gurukula
- school
boarding school, school where students receive a primary or secondary education while living on the school’s grounds. The first documented use of the term boarding school dates to 1665, although references in literature and the historical record make clear that boarding schools (in the sense of educational institutions that provide meals and a place to live) have existed for millennia. Boarding schools have taken many different forms over the years around the world, from elite private schools and state-run facilities for children unable to attend a local school to institutions intended to segregate children of marginalized groups and assimilate them into a dominant culture. Most modern boarding schools are independent and not subject to state curriculum; many have religious affiliations. Many boarding schools also enroll day students who do not live full-time on campus.
Features of boarding schools
Boarding schools are often for either boys or girls, though many are coeducational. Students live in residence buildings on or near the school’s premises which are often divided into houses. These houses are expected to display a healthy rivalry in academic and sports pursuits. Students reside in study-bedrooms or dormitories and have access to a variety of shared spaces: dining rooms, libraries, and common rooms. Other facilities may include gymnasiums, music rooms, and sports fields, among others. Many boarding schools, especially in Europe, were set up by religious orders or missionaries or through royal patronage, and this heritage is reflected in the presence of a church or chapel on campus. Dormitories have a curfew time every night, past which students are expected to maintain silence and, in some cases, be in bed.
History of boarding schools across the world
Boarding schools were present in India during the Vedic period (1500 to 800 bce). Students stayed with their guru (teacher) at a gurukul (literally, “house of the teacher”) and studied primarily religious teachings and traditional scriptures, as well as politics and science. Education was imparted by word of mouth, though manuscripts made of palm leaves were used in later periods. During the early centuries of the Common Era, schools at Taxila (Takshashila) and Nalanda flourished and saw students residing on the schools’ grounds or with teachers. (Though these schools are typically described today as universities, the modern distinctions between secondary and higher education can be difficult to identify during this period.) Access was restricted on the basis of caste.
In the United Kingdom, the King’s School in Canterbury traces its history back to 597 ce, though little is known with certainty about its earliest days; its history is better known from 1541, when it was reestablished under Henry VIII and its current name began to be used. It originally focused on Latin grammar and preparing students for a religious life. When he founded it in 1440–41, Henry VI intended Eton College to provide a free education to 70 boys, something it still does today for select students chosen on the basis of scholastic achievement or financial need (while other students are charged one of the highest tuitions in the United Kingdom); it too provided a largely religious education. After the English Reformation of the 16th century, religious authority over schools was removed to a large extent, and their focus shifted to a more secular education that included humanism, the liberal arts, law, debate, logic, and mathematics. Early boarding schools sought to educate a relatively broad swath of British society; children (mostly boys) of the British nobility instead received private instruction. However, boarding schools evolved into elite institutions with high tuition fees that restricted access, and during the 19th century they came to be connected to the British ruling class. While parents served overseas within the bureaucratic structures of the British Empire, their sons were students at boarding schools in England and expected to carry on their fathers’ work in the overseas empire. Religious instruction, while not a key portion of the era’s curriculum, was included, as it was considered a way to bring “civilization” to the peoples of Britain’s overseas empire. Otherwise, social class shaped what students learned. Harsh discipline and bullying were also typical, as a fulfillment of the era’s belief in the notion of survival of the fittest.
Canada’s oldest boarding school, the King’s-Edgehill School, was founded as King’s Collegiate School in 1788 in Windsor, Nova Scotia. It was the first school in Canada to receive royal assent, granted by George III in 1789. The school was created in the wake of the American Revolution to ensure that young men could receive a British education—and thus the ability to run Canada as a British colony—without needing to travel abroad. Similar schools were founded throughout the British Empire in the 19th century, and, like those in Britain, they were known for their austerity and discipline. These schools typically had a strong association with the military, and drills were a regular part of students’ lives. Also like their counterparts in Britain, boarding schools throughout what is today the Commonwealth—including in India, Ghana, Sri Lanka, Pakistan, and Malaysia—have become an aspirational and elite mode of education.
In the United States boarding schools for children are today usually equated with prep schools. Many of these schools were set up, mostly in the eastern U.S., starting in the 18th century. Among the oldest are the West Nottingham Academy in Maryland, founded in 1744, and the Linden Hall School for Girls in Pennsylvania, founded in 1746.
Switzerland has gained a more recent reputation for elite private boarding schools that are targeted at foreign students. While most Swiss students attend free state schools, these boarding schools, where tuition in the 2020s could go beyond $100,000 a year, cater to the children of the ultrarich and powerful. Students are taught several languages, and learning through travel and social events are key elements in the curriculum.
Boarding schools as a method of assimilation
Between 1819 and 1969, the U.S. federal government ran or supported several hundred boarding schools that were intended to separate Native children from their families and assimilate them into the dominant white culture. Assimilation was a strategy intended to deprive these children of their Native cultures, breaking their ties with their families, communities, and lands, and to enable the federal government to more easily claim Native land. When the U.S. Congress provided funding for the education of Native children in the Civilization Fund Act of 1819, missionaries seeking to convert Native Americans to Christianity began to create day schools. However, boarding schools provided greater control over Native children, and they became the government’s preferred strategy for assimilation. Hundreds of thousands of Native children attended these schools, most of them forced to do so by agents who withheld essential food and supplies from their parents if the children did not attend. While most schools were located on the reservations, the off-reservation schools were preferred for their geographical separation of the children from their parents. Children were discouraged from speaking their Native languages, and they were punished if they did so. These schools were typically overcrowded, and the physical conditions were often poor. According to a 2021–22 investigation by the U.S. government, these boarding schools caused the deaths of more than 500 Native children, a number expected to increase as the investigation continued.
Similar schools existed in Canada, where the Indian Residential School (IRS) system was created in 1876 to assimilate Indigenous children and continued to operate until the 1990s. These schools were typically run by religious institutions. Some 150,000 children were forced to attend these schools, and most of them received only a fifth-grade level of education by the time they reached age 18 and left the school. Thousands of children died in these schools, and physical and sexual abuse were common.
In Central and South America, many boarding schools were set up by Christian missionaries as part of their efforts to “civilize” local peoples. Many Indigenous people were forced to learn Spanish and attend schools that were a long distance from their communities. In Venezuela, for example, the federal government oversaw missionary activity through contractual relationships with religious orders. From the 1920s to the 1970s, the Warao were educated, in Spanish rather than their own language, at boarding schools run by the Capuchin order. The Capuchins were also active in Colombia, preventing children from wearing their Native dress and visiting their families. The Manoki of Brazil were educated (and forced to work) at a mission run by Jesuits from 1949 to 1968.
In Australia, starting in the early days of colonization, Indigenous children were removed from their homes and sent to boarding schools, which were little more than training facilities where the children were taught skills and used as inexpensive labour. Mixed-descent children with a lighter skin tone were preferred, as the Australian government believed they were better candidates for integration into white communities. Doris Pilkington Garimara’s Follow the Rabbit-Proof Fence (1996) is a personal account of the experience of these schools: it tells the story of three Indigenous girls who in 1931 escaped from the Australian government settlement they were forced to live in and traveled more than 1,600 km (about 1,000 miles) to their home.
New Zealand oversaw the creation of boarding schools, organized by religious organizations, where the aim, according to a 2008 UN report, “was to take Maori students that seemed to have the highest potential for assimilation, inculcate European values and customs, and then send the ‘assimilated’ Maori students back home to uplift their communities.” The result was a new class structure among the Māori that reinforced European control.
In Scandinavia during the 19th and 20th centuries, state-run boarding schools for children from geographically isolated communities who did not have easy access to a local school were used to assimilate children of the Sami people.
Starting in the 1950s, China used boarding schools to assimilate minority children in places such as Xinjiang, where much of China’s Uyghur population lives, Ningxia, and Guangxi.
There are many more examples of assimilationist boarding schools around the world. Some countries have formally expressed regret for their governments’ involvement with these schools, among them Canada and Australia, whose prime ministers each issued apologies in 2008.
Boarding schools in fiction
Boarding schools have featured prominently in fiction and are commonly seen in book series, particularly for children and young adults. The premise of a protagonist who is a student at a boarding school allows for a clean slate at the end of each school year, enabling a fresh start to the next book in the series. Famous fictional boarding schools include the Hogwarts School of Witchcraft and Wizardry in the Harry Potter series by J.K. Rowling, Malory Towers and St. Clare’s in series of the same names by Enid Blyton, and St. Trinian’s, created by the artist and cartoonist Ronald Searle. Charlotte Brontë’s Jane Eyre (1847) sees the titular protagonist attend Lowood, a boarding school for poor or orphaned girls. Kazuo Ishiguro’s Never Let Me Go (2005) is centred on Hailsham, a fictional boarding school in the English countryside. Thomas Hughes’s novel Tom Brown’s School Days (1857) vividly depicts Rugby School (a real boarding school, in Rugby, England) during the 1830s; it helped to establish a tradition of fiction focused on life in English boarding schools.