THE BOARDING SCHOOL

Press, Volume LXIX, Issue 21034, 9 December 1933, Page 24

THE BOARDING SCHOOL

o BENEFITS TO CHILD AND PARENT AITKiSCIATION OF THE HOME (SPECIALLY WILITTEN I'OIL THE PUESS.) [By E. J. CIIHNJi'JiLI.S, Headmaster, Mcdbury School.] I should like to approach this subject by dealing in turn with the advantages of the boarding school over the day school from the viewpoint of the child, the parents, and the school authorities. The question is being confined to private schools, as state schools, but for some of the high schools and technical colleges, are without boarding facilities. Given that parents have decided on a private school education for their :hikl, what aspects, must be considered when deciding on a day school or boarding establishment ? Parents will naturally agree that the first and, in most cases the chief, factor is that of expense. It is decidedly more costly to board a child at school than at home as a general rule, but in many cases this disadvantage may be outweighed by other considerations. Parents are responsible for the start in life given to their children, and the children become the men and women that their parents make them. At no previous period in history have children been so much considered by their parents. Never before have educational facilities existed in the profusion that they do to-day. But it is one thing to make every possible provision for a child's happiness and success and entirely another to allow it to gain the impression that it is the most important member of the household. From the severely repressive atmosphere of the Victorian era we have advanced in too many cases to the over-indulgent one of the present day. In many homes, especially those in which there are small families, the children practically dictate to the whole household. That children are entitled to the love, kindness, and consideration of their parents is not for one moment disputed, but that they should be made to feel of too great importance and to realise the power which they have, is likely to be in the end as great a misfortune for themselves as for their parents. It is usually in the families where there are few children that they are most spoilt, and it is also usually the case that these are the families best able to afford a boarding school education. Only Children. The parents who have an only child naturally do not like the idea of the parting necessitated by a boarding school, but so frequently this is the very case where the boarding school life will be most beneficial. If there is one thing a child needs right up to adult years it is the companionship of others of its own age and sex. To deprive it of this companionship is to rob the child of something of the highest importance to its development. In fact, it is hardly too much to say that children educate one another as much as their teachers educate them. This being so the boarding school in the right circumstances is the ideal environment for the normal child. The day school cannot provide the same close companionship and enable the children to find their own level so quickly and thoroughly. One of the truest lines in the school copy books of yesteryear is "We rub each other's angles down." Most of those who have had the experience of both day and board : ng school life will carry with them more vivid and haDpier recollections i)f the days spent as boarders than as day pupils. The regular hours and the routine of the boarding school give an ordered life often difficult to maintain in the home, especially where there are children of varying ages. Benefit to Parents. As to the benefits accruing to the parents from having their children at a boarding school there is one which, though important, is apt to be overlooked. Many children from good homes are accustomed to take too many of their blessings for granted ; in fact, they are so familiar with the kindly indulgence of parents that they fail to appreciate their homes as fully as they should. For such cases the boarding school is an excellent corrective. Children who have been for three

the routine of the boarding school certainly enjoy their holidays and appreciate the home circle more than those who are absent from it for only the actual school hours each day. Home is always made the most attractive for us by an absence from it and the members of the family are drawn closer together in the school holidays by the very separation of the term. To the parents also the mental and physical growth and progress of their children will come as a pleasing surprise and the holidays will be periods of pleasurable and, usually, intense "living for the children." Finally from the aspect of the school authorities, the boarder is not the problem that the day pupil is. Many parents will probably doubt this statement by assuming that as the responsibility for the health, feeding, and clothing is theirs in the case of the day pupil, the teachers are relieved of that added burden. Although such is the case, school authorities frequently find that factors such as the journey to and from school, the distractions of the home and the irregularity of hours of rest and home work do not enable the day pupil to make the best progress. Homework, unfortunately, has still to play a considerable part in our scheme of education, and it must be more satisfactory from the point of view of both teacher and pupil and most decidedly from that of the parents for this to be done Hinder school supervision.

"Studies serve for delight; for ornament, and for ability," says Francis Bacon. The order is important, and in the early stages especially learning should be made attractive. That is not fo say that iti must be made easy. There is little pleasure in doing things which are easy in themselves. What the child enjoys is a growing sense of mastery over difficulties, and under proper guidance he will toil at dull tasks so long as he feels that they lead to something worth while.—The Educational Supplement of "The JTimes."