Can these facts be made to accord with the statement that the whole process of education is “building up of cerebral cells”? If Mr. Dugdale would substitute the term “moral faculties” for “cerebral cells,” he would theorize much more correctly and to better practical effect. Speaking of subjecting the growing criminal to a system of instruction resembling the _Kindergarten_, he says: “The advantage of the _Kindergarten_ rests in this: that it coherently trains the sense and awakens the spirit of accountability, building up cerebral tissue. It thus organizes new channels of activity through which vitality may spread itself for the advantage of the individual and the benefit of society, and concurrently endows each individual with a governing will.” We agree with Mr. Dugdale that such a system of training is well calculated to bring about these results, but certainly not in the manner he indicates. Let us translate his language into that which correctly describes the process of improvement in the criminal, and we find it to be as follows: Let the subject on whom we are to try the system of training in question be a boy of fourteen rescued from the purlieus of a large city. His education must be very elementary indeed. His intellectual faculties are to be treated according to their natural vigor or feebleness, but his moral faculties are especially to be moulded with care and watchfulness. He has been accustomed to gratify his evil passions and to yield to every propensity. The will, therefore, is the weakest of his faculties, and constant efforts must be made to strengthen it. With this view he should be frequently required to do things that are distasteful to him, beginning, of course, with what is easy and what might entail no discomfort on the ordinary boy. The will is thus gradually strengthened, both by this direct exercise and by the reaction upon it of the intellect, which is undergoing a concurrent training.