When home-life in the middle classes has been reorganized, and nursery training is the outcome of scientific thought, children there at least will escape this taint. They will pass from nursery to schoolroom with nerves that have never been unnecessarily jarred. They will be physically stronger, and in temperament more serene. Reared without harshness, they will know no craven fear; and since the native attitude of childhood towards elders never seen angry or cross is that of confiding love, teachers will have no difficulty in bringing into play the tender emotions that are natural checks upon evil doing, and natural incentives to effort in action that is right. If playfulness intrudes, and the serious work of a class is hindered by some little urchin’s fun, the master or mistress needs neither to scold nor to cane the offender, for unspoken satisfaction and dissatisfaction are quickly perceived and responded to by children unused to punishment or an elder’s frown. But even in the schoolroom an appeal to mechanism may sometimes prove useful. An instrument called “a characterograph” was described by its inventor to an Edinburgh audience half a century ago. This instrument for registering had been in use in Lady Byron’s Agricultural School at Ealing Grove, with moral effects markedly beneficial. There were many comments in the press of that period. It supersedes all necessity for prizes, place-taking, or any kind of reward or punishment, and renders unnecessary the master’s expressing anger or irritation—“the worst example a teacher can set to his pupils.” (Mr. E. T. Craig was inventor of the characterograph.) If we bear in mind that the supreme object of training is _social solidarity_, and that social solidarity rests fundamentally on tender relations between the old, the young, and the middle-aged, we shall recognize the wisdom of elders resigning at the earliest possible moment all manifestations of personal authority. The average boy and girl, if well trained, has at fifteen, or about that age, moral powers sufficiently developed to control innate propensities. At that epoch to the young themselves should be relegated the ruling of youthful conduct in the interests of society. Not to the young singly, however, but in their corporate capacity. The organizing of juvenile committees and conduct clubs will ensue. I need not, however, treat of these here. They belong to the subject of general education, and I am merely touching on training in its relations to specific crime.