This is a startling exhibit, upheld, it seems, by undeniable figures. Is it possible that the state is engaged in “developing crime-cause,” and that it is for this purpose oppressive school-taxes are imposed? Alas! it is too true. The majority of those who get a knowledge of the three “Rs” in our public schools come forth with no other knowledge. God is to them a distant echo, morality a sham, and they finish their education by gloating over the blood-curdling adventures of pirates and cracksmen in the pages of our weekly papers. Mr. Dugdale proposes some excellent means for the reclamation and reformation of the criminal, but they come tainted, and consequently much impaired, by his peculiar psychical theories. On page 48 he says: “Now, this line of facts points to two main lessons: the value of labor as an element of reform, especially when we consider that the majority of the individuals of the Juke blood, when they work at all, are given to intermittent industries. The element of continuity is lacking in their character; enforced labor, in some cases, seems to have the effect of supplying this deficiency. But the fact, which is quite as important but less obvious, is that crime and honesty run in the lines of greatest vitality, and that the qualities which make contrivers of crime are substantially the same as will make men successful in honest pursuits.” These remarks are full of significance and point unmistakably to the necessity of supplying work to the vicious. Hard work is the panacea for crime where healthful moral restraints are absent. The laborer expends will-force and muscular force on his work, and has no inclination for deeds of violence or criminal cunning. But how absurd it is to suppose that, as an educational process, its whole effect consists in the changed development of cerebral cells, and not, as is obviously true, in the fatigue which it engenders! Mr. Dugdale thus sets forth the philosophy of his educational scheme for the reformation of the criminal (p. 49): “It must be clearly understood, and practically accepted, that the whole question of crime, vice, and pauperism rests strictly and fundamentally upon a physiological basis, and not upon a sentimental or a metaphysical one. These phenomena take place, not because there is any aberration in the laws of nature, but in consequence of the operation of these laws; because disease, because unsanitary conditions, because educational neglects, produce arrest of cerebral development at some point, so that the individual fails to meet the exigencies of civilization in which he finds himself placed, and that the cure for unbalanced lives is a training which will affect the cerebral tissue, producing a corresponding change of career.”