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In this paper the sociopolitical and metapsychological meanings of the creation of boarding school will be discussed. From ancient times on schooling was a privilege of the elites. Nevertheless some children from popular classes could receive this education after having passed an exam. They formed a new class of bureaucrats. After the French Revolution, education of the masses was started under the name of public education and the aim was to build a nation aware of its individual rights. The value of schooling became so important that philosophers and social scientists began to make research and produce ideas in this area. The function of the school, therefore, was not only to transform the individual by educating but also transform the society. Thus boarding schools facilitated the ideological goals of the founders very efficiently. They played a major role in transforming the populace to elite, which is required by the dominant classes. On the other hand the creation of the boarding school can be understood from another paradigm: metapsychology. Topographical, economic and dynamic point of views in metapsychology provide an effective tool to conceptualize the spirit of the boarding school. The conscious, preconscious and unconscious aspects of interactions can be observed, as reflected by means of jokes, art crafts… The affective relations of the students in a boarding school require the capacity for mourning and new investments to people in the school. The rules of the boarding school are more extended then the day school so repression requires more effort. Thus whenever a research is carried on a boarding school for a comprehensive understanding, metapsychology can constitute an undeniable framework for the study.