The whole produce of the work of the children goes towards defraying the expense of the establishment, thus effecting several important purposes,—­reducing the expense of the school, and teaching the children, practically, the value of their industry,—­in procuring for them food and instruction, and fostering in them, from the first, a sound principle of self-dependence; inasmuch as they know, from the moment of their entering school, that they give, or pay, in return for their food and education, all the work they are capable of performing.

The institution did not profess to clothe the children; but by the kindness of benevolent persons who take an interest in the school, there is generally a stock of old clothes on hand, from which the most destitute are supplied.

The following is the daily routine of the school:  The scholars assemble every morning at seven in summer, and eight in winter.  The school is opened by reading the Scriptures, praise, and prayer, and religious instruction suited to their years; after which there is a lesson in geography, or the more ordinary facts of natural history, taught by means of maps and prints distributed along the walls of the school room; two days in the week they have a singing lesson; at nine they breakfast on porridge and milk, and have half an hour of play; at ten they again assemble in school, and are employed at work till two.  At two o’clock they 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.