dine; usually on broth, with coarse wheaten bread, but occasionally
on potatoes and ox-head soup, &c. The diet is very plain, but nutritious
and abundant, and appears to suit the tastes of the pupils completely.
It is a pleasing sight to see them assembled, with their youthful
appetites sharpened by four hours' work, joining, at least with outward
decorum, in asking God's blessing on the food he has provided for them,
and most promptly availing themselves of the signal given to commence
their dinner.

From dinner till three, the time is spent in exercise or recreation,
occasionally working in the garden; from three to four, they work either
in the garden or in the work room; from four till seven, they are
instructed in reading, writing, and arithmetic. At seven they have
supper of porridge and milk; and after short religious exercises, are
dismissed to their homes at eight.

On Saturday, they do not return to school after dinner; and
occasionally, as a reward of good behavior, they accompany the teacher
in a walk to the country or the sea coast.

On Sunday, they assemble at half past eight for devotion; breakfast at
nine; attend worship in the school room; after which they dine, and
return home, so as, if possible, to go with their parents to church in
the afternoon.

At five they again meet, and have _Sabbath school_ instruction in Bible
and catechism; at seven, supper; and after evening worship are
dismissed.

From this detail it will be seen that these schools differ from common
day schools. In day schools, neither food nor employment is
provided--teaching only is proposed, with a very little moral training.

The principle on which the industrial school proceeds, of giving
employment along with instruction--especially as that employment is
designed at the same time, if possible, to teach a trade which may be
afterwards available--appears of the highest value. It is a practical
discipline--a moral training, the importance of which cannot be
over-estimated.

In a common school, too, there can be but little moral training, however
efficiently the school may be conducted, just because there is little
opportunity given for the development and display of individual
character. The whole management of a school requires that the pupils be
as speedily as possible brought to a uniform outward conduct, and thus
an appearance of good behavior and propriety is produced within the
school room, which is too often cast aside