Moral education consists only of a series of auditory and visual sensations, impressed upon the individual by means of advice and example, which brings it about that it is more especially a moral instruction, which makes its mark in the intellect, but leaves intact the seat of the passions and feelings, which are the true motive forces of the moral conduct. Moral education becomes little by little more systematic, bases itself more than formerly upon the biological principle that each organ and function is developed by exercise, and consequently is improving. The author believes that we must nevertheless not deceive ourselves into fancying that too much has been accomplished, so long as the origin and condition of the moral and immoral germs are unknown. Further, he is of the opinion that the product of centuries is not to be destroyed in a few years. In order to prove what has just been said the author cites the following example, which, according to him, is not uncommon. A family includes four or five children; all are reared with the greatest care, each in a different manner according to his character. The result is that three or four of them become more or less good and industrious citizens, while one becomes an incorrigible vagabond. This difference does not depend upon education. Now it will be asked: is education, then, always and altogether useless? Here a distinction must be made. There is one small category of persons who are good and honorable and remain so under all circumstances, and this exclusively from their organic condition. Opposed to this is another group who are always bad and show anti-social instincts. These last are such from an innate organic and psychic anomaly. Between these two is to be found the very numerous class of individuals in whom the good and bad qualities are combined. For this last class education may be of some importance, but environment is still more so. Hence, in order to lower the number of occasional criminals, criminal sociology demands “penal substitutes.” For it is from this intermediate class that criminals are recruited. However, environment and education are of less importance for this category than heredity. The conclusions drawn by the author are, then: first, that a development of the physiology and psychology of the human passions is very desirable, in order to improve the means at the disposal of education; and second, that the opinion of Owen, that education can make a bad man good, is incorrect.