Editing Boarding school (section)

===United States===
{{See also|List of boarding schools in the United States}}
[[File:Phillips Academy, Andover, MA - Samuel Phillips Hall.JPG|thumb|[[Phillips Academy]] Andover, MA]]
Before the advent of universal public education in the United States, boarding school was often the only secondary school option for students in rural New England communities.<ref>{{Cite journal |last=Howe |first=Daniel Walker |date=September 1973 |title=Review of "American Boarding Schools: A Historical Study" |url=https://www.jstor.org/stable/364217 |journal=The New England Quarterly |volume=46 |issue=3 |pages=493–94 |doi=10.2307/364217 |jstor=364217|url-access=subscription }}</ref><ref>{{Cite book |last=Allis, Jr. |first=Frederick S. |title=Youth from Every Quarter: A Bicentennial History of Phillips Academy, Andover |publisher=[[University Press of New England]] |year=1979 |location=Hanover, NH |pages=38-41, 278-81}}</ref> Some states, especially [[Massachusetts]], sponsored and subsidized semi-public boarding schools, often called "academies," to educate students from the surrounding rural areas.<ref name=":1">{{Cite book |url=https://books.google.com/books?id=Y9yERn4M9F0C |title=The History of Milton, Mass.: 1640 to 1887 |publisher=Press of Rockwell and Churchill |year=1887 |editor-last=Teele |editor-first=Albert K. |location=Boston, MA |pages=327–38}}</ref><ref>{{Cite book |url=https://books.google.com/books?id=redNAAAAMAAJ |title=Financial History of Lawrence Academy at Groton, Massachusetts |publisher=University Press |year=1895 |location=Cambridge, MA |pages=10}}</ref> Some of the oldest remaining academies include [[West Nottingham Academy]] (est. 1744), [[Linden Hall (school)|Linden Hall]] (est. 1756), [[The Governor's Academy]] (est. 1763), [[Phillips Academy]] (est. 1778), and [[Phillips Exeter Academy]] (est. 1781).<ref>{{Cite web |title=Boarding Schools with the Oldest Founding Date (2025-2026) |url= |website=www.boardingschoolreview.com |language=en}}</ref>

The market for semi-public academies narrowed in the second half of the nineteenth century as local governments began establishing free, public secondary day schools. Some academies joined the public school system, and others shut down.<ref>{{Cite journal |last=Orcutt |first=Leon Monroe |year=1934 |title=The influence of the academy in Western Massachusetts |url=https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2987&context=theses |journal=Masters Theses 1911 - February 2014 |location=Amherst, MA |publisher=University of Massachusetts Amherst |pages=51 |doi=10.7275/6871421}}</ref><ref name=":1" /> Towards the turn of the twentieth century, a new generation of boarding schools was established. These schools generally followed the British public school model<ref name="nrhpinv">{{cite web |last=Pitts |first=Carolyn |date=July 1985 |title=Lawrenceville School |url={{NHLS url|id=86000158}} |access-date=22 May 2012 |work=National Register of Historic Places - Inventory Nomination Form |publisher=[[National Park Service]] |format=PDF}}</ref> and focused on preparing students aged roughly 14–18 for college entrance examinations.<ref>{{Cite book |last=Fortmiller, Jr. |first=Hubert C. |title=Find the Promise: Middlesex School, 1901-2001 |publisher=[[Middlesex School]] |year=2003 |location=Concord, MA |pages=32–34}}</ref> Because of their college-preparatory approach, they were dubbed [[College-preparatory school|prep schools]], although most American prep schools educate only day students. At the turn of the twenty-first century, 0.5% of U.S. school children attended boarding schools, about half the percentage of British children.<ref name="Dansokhs" /><ref name="HealthDept" /><ref name="Little" />

In recent years,{{When|date=December 2024|reason=What year is "recent years"?}} various governments have established public boarding schools. Some provide additional resources for academically promising students, like the [[North Carolina School of Science and Mathematics]] (est. 1980).<ref>{{Cite news |last=Sparks |first=Sarah D. |date=2016-10-26 |title=Disadvantaged Students Outnumbered at Top Public Boarding Schools |url=https://www.edweek.org/teaching-learning/disadvantaged-students-outnumbered-at-top-public-boarding-schools/2016/10 |access-date=2024-10-15 |work=Education Week |language=en |issn=0277-4232}}</ref> Others provide a more focused environment for students from at-risk backgrounds.<ref>{{Cite web |last=Einhorn |first=Erin |date=2015-12-26 |title=How to Educate Traumatized Students |url=https://www.theatlantic.com/education/archive/2015/12/urban-boarding-schools/421704/ |access-date=2024-10-15 |website=The Atlantic |language=en}}</ref>

Boarding schools for students below the age of 13 are called ''junior boarding schools'', and are relatively uncommon. The oldest junior boarding school is the [[Fay School]] in [[Southborough, Massachusetts]] (est. 1866).{{Cn|date=October 2024}}

==== Native American schools ====
[[File:Carlisle pupils.jpg|thumb|right|Students at [[Carlisle Indian Industrial School]], Pennsylvania ({{Circa|1900}})]]
{{Main|Native American boarding schools}}
{{See also|Americanization (of Native Americans)#Native American education and boarding schools|l1=Native American education and boarding schools}}
{{See also|Carlisle Indian Industrial School}}

In the late 19th century, the United States government undertook a policy of educating [[Native Americans in the United States|Native American]] youth in the ways of the dominant Western culture so that Native Americans might then be able to assimilate into Western society. At these boarding schools, managed and regulated by the government, Native American students were subjected to a number of tactics to prepare them for life outside their reservation homes.<ref name="Adams">Adams, David Wallace. Education for Extinction: American Indians and the Boarding School Experience, 1875–1928. University of Kansas Press, Lawrence: 1995.</ref>

In accordance with the assimilation methods used at the boarding schools, the education that the Native American children received at these institutions centered on the dominant society's construction of gender norms and ideals. Thus boys and girls were separated in almost every activity and their interactions were strictly regulated along the lines of [[Victorian era|Victorian]] ideals. In addition, the instruction that the children received reflected the roles and duties that they were to assume once outside the reservation. Thus girls were taught skills that could be used in the home, such as "sewing, cooking, canning, ironing, child care, and cleaning"<ref name="Adams"/> (Adams 150). Native American boys in the boarding schools were taught the importance of an agricultural lifestyle, with an emphasis on raising livestock and agricultural skills like "plowing and planting, field irrigation, the care of stock, and the maintenance of fruit orchards"<ref name="Adams"/> (Adams 149). These ideas of domesticity were in stark contrast to those existing in native communities and on reservations: many indigenous societies were based on a matrilineal system where the women's lineage was honored and the women's place in society respected in different ways. For example, women in native society held powerful roles in their own communities, undertaking tasks that Western society deemed only appropriate for men: indigenous women could be leaders, healers, and farmers.{{citation needed|date=December 2013}}

While the Native American children were exposed to and were likely to adopt some of the ideals set out by the whites operating these boarding schools, many resisted and rejected the gender norms that were being imposed upon them.{{Citation needed|date=December 2020}}