It is our hearts and affections that lead us right or wrong far more than our intellects. In advocating the training of the minds of the people, Lord Derby once remarked that as Chairman of Quarter Sessions he had found most of the culprits brought before him were stupid and ignorant. It certainly cannot be denied that the commonest kind of criminal is bad in every way. He has his body ruined by debauchery, his intellect almost in abeyance, and his heart and affections set on what is vile and degrading. If you could cultivate his intellect you would certainly raise him out of the lowest and by far the largest of the criminal classes. But he might become a criminal of a type less disgusting in externals, but in reality far more dangerous. The most atrocious miscreant of our time, if not of all time, was a man who contrived a machine to sink ships in mid-ocean, his only object being to gain a sum of money on a false insurance. This man was a type of the _élite_ of criminals, had received an intellectual training, and could not have been described by Lord Derby as ignorant or stupid. § 91. Pestalozzi then, much as he valued the development of the intellect, put first the moral and religious influence of education; and with him moral and religious were one and the same. He protested against the ordinary routine of elementary education, because “everywhere in it the flesh predominated over the spirit, everywhere the divine element was cast into the shade, everywhere selfishness and the passions were taken as the motives of action, everywhere mechanical habits usurped the place of intelligent spontaneity” (R.’s G., 470). Education for the people must be different to this. “Man does not live by bread alone; every child needs a religious development; every child needs to know how to pray to God in all simplicity, but with faith and love” (R.’s G., 378). “If the religious element does not run through the whole of education, this element will have little influence on the life; it remains formal or isolated”[160] (_Ib._ 381). And Pestalozzi sums up the essentials of popular education in the words: “The child accustomed from his earliest years to pray, to think, and to work, is already more than half educated” (_Ib._ 381). § 92. Here we see the main requisites. First the child must pray with faith and love. Next he must _think_.