The provisions of the Education Acts 1871 and 1876 led to a large increase in the number of children committed for breaches of the law and to the establishment of two kinds of subsidiary industrial schools, short detention of truant schools and day industrial schools in which children do not reside but receive their meals, their elementary education and a certain amount of industrial training. The total admissions to truant schools in 1907 were 1368 boys, and the numbers actually in the schools on the last day of that year were 1125 with 2568 on licence. The average length of detention was fourteen weeks and three days on first admission, seventeen weeks and five days on first re-admission, and twenty-three weeks six days on second re-admission. The total number of admissions into truant schools from 1878 to the end of 1907 was 44,315, of whom just half had been licensed and not returned, 11,239 had been licensed and once re-admitted, 8900 had been re-admitted twice or oftener.
The day industrial schools owed their origin to another reason than the enforcement of the Education Acts. It was found that some special treatment was required for large masses of youths in large cities, who were in such a neglected or degraded condition that there was little hope of their growing into healthy men and women or becoming good citizens. They were left unclean, were ill-fed and insufficiently clothed, and were not usefully taught. The total number who attended these day schools in 1907 was 1951 boys and 1232 girls.
The disciplinary system of the English schools is planned upon the establishment or institution system, as opposed to that of the "family" or "boarding out" systems adopted in some countries, and some controversy has been aroused as to the comparative value of the methods. The British practice has always favoured the well-governed school, with the proviso that it is kept small so that the head may know all of his charges. But a compromise has been effected in large establishments by dividing the boys into "houses," each containing a small manageable total as a family under an official father or head. Under this system the idea of the home is maintained, while uniformity of treatment and discipline is secured by grouping several houses together under one general authority. The plan of "boarding out" is not generally approved of in England; the value of the domestic training is questionable and of uncertain quality, depending entirely upon the character and fitness of the foster-parents secured. Education must be less systematic in the private home, industrial training is less easily carried out, and there can be none of that _esprit de corps_ that stimulates effort in physical training as applied to athletics and the playing of games. No very definite decision has been arrived at as to the comparative merits of institution life and boarding out. Among the Latin races--France, Italy, Portugal and Spain--the former is as a rule preferred; also in Belgium; in Germany, Holland and the United States placing out in private families is very much the rule; in Austria-Hungary and Russia both methods are in use.