Footnote 522: Report of Darlington Education Committee, 1908-10, p. xii. We have already noticed the improvement in attendance consequent on the provision of meals. This, of course, assists in the educational progress, not only of those children who before attended irregularly, but of the whole class, since the others are no longer kept back by the irregular attenders. Too much importance cannot be attached to the training of the children in habits of self-control and thoughtfulness for one another. For this training the common meal furnishes an excellent opportunity. As we have seen, far too little attention is paid to this aspect of the question. It is true that, even where the meal is served in a somewhat rough-and-ready fashion, leaving, in the eyes of the educationalist, much to be desired, we have generally been informed that there has been an improvement in manners. At first the children, many of whom, probably, had rarely sat down to a meal before, would throw the food at each other or on the floor, and the scene was often a pandemonium. Some sort of order has been evolved out of this chaos. But how far this falls short of what might be effected is seen when one compares the great majority of feeding-centres all over England, not necessarily the worst, with a small minority, such as some of the Bradford centres, or one or two London centres, where the meal is truly educational. It is interesting to hear that, when recently a party of children were sent to the Cinderella Holiday Home from one of the Bradford schools and the supervisor was particularly requested to notice those who had been receiving meals, it was found that they alone knew how to behave at table, and that the others learnt from them.