46 REPORT — 1859. 



the particular notice of the local authorities, and many inquiries were made 

 as to their numbers and condition. 



In June 1841 it was ascertained that there were in that city 280 children 

 under 14 years of age who supported themselves nominally by begging, but 

 actually to a large extent by stealing, and in either case greatly to the annoy- 

 ance of their fellow-citizens. 



Of these 280 children, 77 had been imprisoned during the previous twelve 

 months. 



In October 1841 a small sum, under £100, was collected, and with this it 

 was resolved to try what could be done, confident that, if even a moderate 

 amount of success were attained, public support would be freely given. 



Apartments sufficiently extensive, but otherwise of the humblest descrip- 

 tion, situated in one of the worst districts of the city, were hired, and a 

 teacher engaged. Public notice was given that such an institution existed,, 

 and that poor children who chose would be admitted into it, up to the number 

 of 60, and would there receive food, and instruction in elementary religious 

 and secular knowledge, and in such industrial employments as were suited to 

 their years. 



Attendance up to the time of the passing of Dunlop's Act in 1854 was 

 wholly voluntary, but the child absent without cause from morning school 

 had no breakfast, from forenoon school had no dinner, and from afternoon 

 school had no supper ; and this very simple and reasonable arrangement at 

 once ensured a more regular attendance of pupils than at most common day 

 schools. 



The general division of the day was, four hours of lessons, five hours of 

 work, and three substantial meals. The managers did not profess to supply 

 clothing to the children, but, by the kindness of friends, whatever was abso- 

 lutely necessary was from time to time procured. 



Religious teaching and training occupied a large portion of the teaching 

 hours, and has ever been received with the greatest willingness. The whole 

 arrangements are as simple as possible, and yet they meet all the requirements 

 of the case. 



The combination of food, teaching, and industrial training, form together 

 the distinctive peculiarity of these schools, but the food is practically the 

 foundation of the whole system. The children are not at first alive to the 

 advantages of being taught and trained, but they are thoroughly aware of 

 the benefit of being fed ; and this brings them regularly to school. They feel 

 it to be an act of substantial kindness ; it at once attaches them to their 

 teacher, and it gradually prepares them to relish and profit by the lessons and 

 work of the school ; it convinces them that the school is meant for their good 

 in the only form in which, at first, they are capable of understanding it. 



The whole profit of work done goes to defray expenses. This fact is of 

 more value than appears from the amount. It teaches the children from the 

 first that their work is of appreciable value, and also gives them the satisfac- 

 tory feeling that they are not wholly recipients of charity, but that in return 

 for their food and instruction, they are giving all they can, viz. their labour, 

 such as it is. 



It is, however, a great mistake to be too anxious about the earnings of the 

 scholars. That work is most profitable which most tends to habits of 

 patient industry. It matters comparatively little what it may be, provided 

 it teaches steady perseverance, which is the most valuable of all acquirements, 

 and the one most foreign to the habits of neglected outcasts, 



Keeping these very simple principles distinctly in view, the first Industrial 

 School was opened 1st October 1841, with 20 scholars, and the number soon 



