ii8 THE JUKES. 



fants are blessed with the advantages of perfect hygienic training, 

 the body will assume that steady, uninterrupted growth which is 

 the first requisite for the organization of a sound mind and its con- 

 comitant — a well-balanced life. Then will be possible the next 

 great step in the larger domain of crime cure, the educational ques- 

 tion. Those who comprehend the specific process of moral educa- 

 tion, that it begins with certain concrete acts which, by repetition 

 and variation, organize in the mind definite and permanent abstract 

 conceptions of right and wrong, will see at once that the foun- 

 dations of the moral character must be laid in the earliest infancy 

 and must begin by the education of the senses. From babyhood, 

 infants must have liberty to use their limbs, toys to occupy their 

 attention when awake, and when they are able to walk, their play 

 must be so directed that, at least a portion of it, shall take a system- 

 atic form which produces objects of beauty or of use as permanent 

 results of their manual dexterity. Various materials, such as those 

 suggested by Froebel in his Kindergarten education, must be given 

 to the child to be fashioned into multiform objects so that knowledge 

 will be gained by the use of the hands and eyes. This exercise of 

 the hands forms the basis of industrial training and unconsciously 

 organizes the habit of industry, so that it becomes not only of easy 

 performance but an essentially necessary activity of the waking 

 hours. Given a taste for steady work and you have the best pos- 

 sible safeguard against the unbridled indulgence of the passions, and 

 with this, an effectual check to the formation of criminal practices 

 which are, in a majority of instances, the direct result of indulgence 

 in exhausting vices, or in the feverish pursuit of indulgence which 

 a hard working man does not think of and for which thefts and 

 embezzlements are committed. But the industrial training here 

 advocated must not be the arbitrary imposition of a formal task. 

 Work is not an education, in its proper sense, unless it enlists the 

 putting forth of the powers of body and mind, simultaneously and 

 cheerfully, to accomplish a predetermined result. For this reason, 

 the "team system " of industry for children and youths, which is 

 almost universal in our houses of refuge, is an educational blunder, 

 and not industrial training in its proper sense. It does not produce 



