After many years’ experience in efforts to educate young criminals as a means of their reformation I am more and more impressed with its importance. To progress from illiteracy to a good common school education involves such changes, and increase of mind-power, that the prisoner, under similar circumstances to those of his crime, will be likely to differently govern his conduct. Possessing more of intelligence, he instinctively sees the consequences of misconduct more clearly than was possible for him previously, and he will, even without consciously willing to follow good moral conduct for the sake of morality, be more likely to follow it as the path of wisdom. It is, as the rule, idle to expect a change of character without a change of mind; and without new habitudes, which are the result of educational training, there cannot be confidently predicted any permanent change of mind. To advance a young man from the habit of blind obedience to his instincts to habitual conduct, that is self-regulated by more or less of reason, is to insure some change of character, and usually a change for the better. The general library, although of but moderate proportions, contributes not a little to such an educational advancement. The small reference library has, the year past, been well used under pressure of a demand occasioned by the lectures, which are followed with examinations, affecting the date of the prisoner’s release. The books in this library division are mainly of philosophical, mechanical, historical, and biographical character, with a few poetical works from standard authors. The librarian’s distribution receipt book shows that, of these reference library books, there have been issued, by request during the year, 7588 books besides the issue of the general library books, and a weekly issue of 400 magazines and periodicals. The taste for and habit of reading that many have acquired while here, have, as we have reason to believe, followed and remained with them at home after their release. Letters from parents and friends have been received expressing their surprise and gratification that he who previous to his course of training here was restless at home, hurrying to the street after the day’s work and evening meal, now since his return from the reformatory, hurries home from his work, finding for himself, and imparting to others, happiness with his books and quiet domestic enjoyments. In the same Report Mr. Marvin, the instructor of the class in Practical Ethics, writes:--