The boarding school teachers' most important task is to keep as close a contact as possible with each student, as they only in this way are able to help if prob- lems should arise, and this contact is also an important part of making the students feel at home at the boarding school.

The organization of our common everyday life helps establish this contact: On weekdays the teachers wake up the students from 7.00 - 7.20 a.m., so that they can be ready for breakfast between 7.30 and 8.00 o'clock, when the school starts. At the morning call the teachers find out if any of the students are ill, need a doctor, need to have breakfast taken up to them, or if there are other problems that have to be solved instantly. The teacher on duty takes part in the lunch (11.40-12.10) where he hands out the post, and in the dinner (5.30-6.00 p.m.). From 6.30 to 8.30 p.m. there is a quiet period at the boarding school, intended for doing home work. The teachers are always willing to help the students plan and carry out their homework.

Every Thursday the students have to fill in lists with information about where they spend their week-end if they are not staying at the boarding school. An important opportunity to get together is the evening tea from 8.30 to 9 p.m. in which the teachers also participate. At 10.30 p.m. all outer doors are locked by the teacher on duty. The students have their own keys for the front door so that they can get in after 10.30 p.m., but no student is allowed to stay overnight outside the boarding school without informing the teacher on duty about it. The four teachers work by turns. The students can come to the house of the teacher on duty around the clock, and the teacher will help them with the various prob- lems they encounter in their everyday life, big as well as small, in school and privately. To a great extent the other teachers take part in the boarding school life outside their shifts.The students' families are always welcome to call the teachers or the headmaster.

So the students at the boarding school are always able to get into contact with a grown-up person, but it is of course evident that the ratio 4 teachers to 76 students must imply that a contact which is as close as the contact between parents and children is hardly obtainable.

It is also obvious that the boarding school does not have the pedagogical capacity to take in young people with big psychological problems. The students at the boarding school are children of parents living abroad, or they live here because of other geographical reasons. A number of the students are also children of divorced parents, or they come from homes with problems of a kind that make it impossible for them to live at home. In these cases the boarding school will often be a good solution. In this connection it is important to mention that it should be clearly stated in the application form why the student wants to be admitted to the boarding school. This information only reaches the headmaster and the boarding school teachers, but it is absolutely necessary, if the school is to support the student in the best way.