Re: rural schools

Jerome Mintz (
Tue, 7 Apr 1998 13:47:31 -0400 (EDT)

Dear Sandra:
The main concern when you set up a boarding program is to meet state
health and safety standards.

The school which I directed was democratic with non-compulsory classes,
and it had day and boarding students. I feel very strongly that the
residential aspect of a free school adds a tremendous dimention to it. It
allows for more potential diversity and a more intense experience for a
core group of students. In order to not creayte ytwo sewperate groups, all
of the day school students could sign up to stay over at the boarding
location once a week or so. Sometimes we had classes at the boarding
location, which was in the mountains. Sometimes the boarding kids stayed
over at day students homes. The boarding students had a seperate
democratic process, but the school democrascyh had the ultimate
decision-making authority.

AERO has organized the Consortium of Innovative Boarding Schools, with
seven boarding alternatives, including Summerhill, Arthur Morgan School,
The Meeting School, Maple Hill School, Stone Soup School, Stone Mountain
School, and Horizons School. We have an ad for the consortiujm on my
weekly radio show, the Education Revolution, on the Talk America Network.

Jerry Mintz
Alternative Education Resource Organization
800 769-4171

On Tue, 7 Apr 1998, sandra murphy wrote:

> At 16:33 4/6/98 -0400, you wrote:
> >Dear Sandra:
> >Just a thought for you:
> >I know of some alternative schools in remote places which became
> >day/boarding to deal with the problem of lack of numbers.
> >
> >Jerry Mintz
> >HTTP://
> >
> >
> Jerry,
> I would be interested in learning more about those schools and any other
> experiences anyone has had / is having with rural schools. For minimum
> number of students, I've heard of from 3 to 10, but I agree with Alan that
> three sounds too small.
> Re: boarding, I know that our liberal WI law regarding private school
> requirements excludes boarding schools. What additional challenges does the
> whole boarding scenario open up for students, staff, the school and parents?
> I'm thinking on the one hand of purely pragmatic concerns: legal stuff,
> financial concerns, logistics/ physical plant, state interference...?
> On the other hand, how does the school "community" change when a school goes
> from a day to a day/weekend/ full boarding school? Do those who board
> develop a more close knit feeling because they become, in effect, extended
> family? Does it create two subsets of the school community? Is this a good
> thing? Not? Past discussions about full time (day) students versus part
> time (day) students come to mind in that the part timers did not seem to
> become "part" of the school to the extent that the full time students did.
> Thanks for any thoughts,
> Sandra