pathies, combined with an offended father's dignity, one who can act coolly and quietly and appreciate the fact that what is done in haste is usually repented at leisure.

Education does not make the man; it adorns him, and should bring all his faculties into their fullest use. It is development, and is surpassed in grandeur only by manliness. A man may be an educated nobody. He is, in his proper sphere, a triple combination made up of moral, intellectual and animal capacities. Where he is lacking in any of these, cultivation becomes a necessity, and education resolves itself into a complex machine; accelerating and retarding are the bases of its operations. It is a mistake to educate the head at the expense of the heart and hand. The teachings of the school, the workshop, the garden, the farm, and the heart attuned to all that is good, noble and true, is education. These distinctions ought to be brought before the child in simplicity, and when he is in a condition to receive them. "An occasional dropping is better than a rainy day for a tender plant."

The children should be taught that the smiles of Nature are not constant; that they must accept of sunshine and shower, dark days and weary nights; that the friends of to-day may become the enemies of tomorrow; and that they must be ever prepared to meet adversity on the moral plane.

Diversion is the magical wand, the teacher's panacea and the boy's scapegoat. Those who have labored with children will agree that there are times when everything seems to go wrong with them. We may coax, and we may punish, and all to no effect; an incompetent teacher is in a dilemma, but one with tact will observe readily that the children are nervous from application or some other cause, and will immediately employ a little diversion. After a good laugh, the telling of a story, or the singing of a song, all will at once settle down to work, perfectly satisfied, and never know how the change came about.

To play is the delight of every boy, to a greater or less extent; certain limits, however, should govern them, even in amusement. All should be considered, whether in school, at work or at play, with the same spirit; no cheating, no false representations, no subterfuge should be tolerated. It is just as

necessary to use vigilance and discretion during their pastime as when otherwise engaged.

All children should be considered capable of learning. What they have not naturally they can obtain mechanically, but all are not alike adepts in any pursuit. It is questionable whether a child knows what he can do best, therefore persons managing children ought to be good judges of human nature, and thus be enabled to solve the problem of life in its active sphere of labor for them. All should learn some handicraft whereby to support themselves, and those who may be hereafter dependent upon them. Should a boy exhibit traits of character pointing toward any of the professions, or any particular line of business, it is no burden to carry with him the knowledge of a good, substantial trade, for, should everything else fail, he will turn to it as his capital in store, and by it raise himself with dignity and independence.

The library is essential, and the more it is used the less trouble we shall find in the performance of our arduous duties. Some children will devour the contents of a book in such a manner that it does them but little good. We desire that they will take time for thought and digestion of the matter and subject. Others do not have a desire to read at all, consequently we must read for them. Children's books should be children's reading; each stage in life has its tastes in literature, and we must not expect to put "an old head on young shoulders." Reading matter of a trashy nature should always be excluded from the young, especially the blood-and-thunder dime novel.

Music is an incentive, and breathes the spirit of a better life. It is elevating and conducive of great power over the affections of the heart. Children love to sing, and the good old songs and hymns learned in childhood will follow to old age. In one reformatory the band plays six times a day when the boys march to and from their meals. The refining influence of music is here utilized.

All children are liable to error, but there should be proper discrimination between moral and conventional wrong-doing. Our manner of disposing of such matters is to keep a record of every important wrong a child may from day to day commit. This

report is submitted by the officers and teachers of the school to the superintendent, in writing, without exaggeration or diminution, at which time he holds a moral review, calling up each child separately to make answer to the charges preferred against him. This is a time for care and forethought, for earnest consideration, and the full exercise of all the knowledge at our command. There must be no haste, no harshness, and while we should be lenient, yet the wrong must not be forgotten. This is the time to make impressions, pointing the child to the consequences for the present and for future manhood.

We do not desire to hold a child longer than is necessary for his good. As soon as he becomes established in well-doing and has sufficient education to enable him to transact business, he should return to his home, or some home. Should he not prove strong enough to do well among his old associates, the parents or guardians have the right to send him back to the school, where he must make another start. This is a wise provision, and holds a restraint over the boy, even in our absence, until he becomes a man. In the case of a child who has no home, we are to him father, mother and friend, whether he is with us or not.

Often born in poverty, amid dissolute surroundings, the child first sees the light where dirt and squalor reign; he grows up amid these surroundings; his playground is the street or alley, or worse; his companions are those who are equally unfortunate; he has but little if any home life, the parents concerned only in the struggle for existence and frequently engaged in vicious employment, are not able to give him more than an occasional thought, and when they do, it is rather to serve their own selfish purposes than to benefit the child. Just as soon as he is large enough he is put to work to earn something to help the family, and now he comes in contact with an older, and usually a rougher class than himself. The chances are that he has not been permitted to attend school, or if so, has played the truant, and so has neither the training nor education with which to begin life on arriving at the period of adolescence. At this time in life he frequently runs away, or is obliged to leave home and shift for himself; and left largely to his own devices, with ill-defined ideas of right and wrong, with but little if any educational advantages, and

but little or no moral or religious training, he finds it difficult to obtain the means of living, soon violates the law, and thus naturally gravitates to the industrial school, reformatory or prison.

Enforced regular habits, and systematic physical exercise enable almost every inmate to leave the school sounder and stronger than when he entered. Long continued military drill makes order, neatness and respect for law and authority, habitual. It may be said that these things affect only the physical and mental sides of nature, and what children need is moral improvement. It is true that at the start the average boy earnestly applies himself to these things without any love for them, and for the reason that he is told that only by making a certain record of proficiency in them can he be released, but in the doing, there comes in time a development of that indescribable something which we call character, and everything is now looked upon from a different and better point of view. He then acquires the power of persistent and concentrated effort, changes his aims and ambitions, and becomes receptive to the more direct moral influence of the school. Through these and similar instrumentalities the object of the institution reformation is accomplished with reference to the majority of the inmates.

Military drill develops the attention as well as the muscles. Perfunctory movements cannot be tolerated. In the manual of arms one is required not only to perform a certain muscular act, but to do it at the same time, and conform exactly in final position with from sixty to six hundred others. The hesitation of one cadet would result in delay and inconvenience to all. Disobedience in rank, therefore, becomes unpopular, and the habit of obedience is formed and strengthened by the daily and hourly repetition suggested by the very word "drill." The drill is planned not so much to perfect the cadets in exhibition movements as to develop in them the qualities which mark good soldiers in active service: obedience, order, and faithfulness in the performance of duty.

A great many citizens do not seem to appreciate how much good, wholesome home training does for a boy in the way of keeping him out of trouble while he is passing through those

years from ten to eighteen; when he is neither child nor man, is easily impressed, quick to follow the leader, to be good or bad; and if for any reason his home life does not restrain or entertain him he is quite apt to drift and get into trouble, though he may be at heart the kind of a boy who would make a good man under favorable conditions.

It is an easy step for a boy, who does not have just the right environment, to get into the habit of running away from school; and unless there is an interest taken by the parents and an understanding between teacher and parent as to just what the pupil needs in the way of encouragement to help him over the hard places, he is apt to follow the course that offers the least resistance, and takes up the habits of the gamin and the tough whom he meets on the street. There is a tendency on the part of every boy during these years, when character is being formed, to imitate or follow the boy who dares to do things out. of the ordinary, from throwing paper wads in school to smoking cigarettes in the basement; a sort of hero-worship of the wrong type, and unless strong lines are thrown out he is apt to lose his bearing and become a law breaker. His offense may be anything from running away from school to stealing junk, robbery, or in fact, anything in the whole category of crime. He has taken on many bad habits in his journey so far; has in many instances little respect for law or order, has not a clear idea of property rights, has not been taught that he is only entitled to those things that he has earned or acquired honestly, and has no conscientious scruples about taking what does not belong to him. This does not apply to all boys. A good many have had good home training, but in some instances are victims of broken families or intemperance, and, for one reason or another, are off the track.

Turning a willful, wayward boy, often more sinned against than sinning, from his evil courses and making a useful, lawabiding, tax-paying citizen of him, is, leaving the humanity of it entirely out of consideration, the wisest sort of business economy measured by dollars and cents. To take friendless boys, secure positions for them and make them permanently self-supporting and self-respecting (on the basis of 209 boys) has cost,