From what has been said it might be urged that crime prevention should begin in and be confined to the home. No one will deny that the home is the most potent factor in preserving the peace and purity of any community. We know if our youths will but follow the teachings of the religions of their parents, they will not fall into the error and follow lives of crime. But religion is not practiced in every home; and all parents do not know how to influence or control the minds of their children any more than did the poor Slav woman, when in desperation, she dragged her boy to school on a rope. Again, many youths turn out badly in spite of religious parents and good homes, because of vicious associations abroad. For these reasons, then, I believe that the problem of crime prevention must be solved in our schools and colleges, leaving to parents the matter of selecting neighborhood companions of their children and of selecting respectable neighborhoods in which to bring them up. Because the children of our public schools represent so many religious denominations, it has been deemed politic to exclude religious teachings therefrom; and the child, in consequence, is seriously handicapped. There is a common ground, however, upon which all schools and colleges, private, parochial and public may unite to make up considerably for this handicap to the habit-forming youth. And that is by establishing a system wherein teacher and pupil may co-operate in mutual discussion of the various temptations that befall men and women from time to time; what one should do under given circumstances; the penalties of indulgence in evil; and the benefits of following resistance. The teachers should not confine themselves to lectures on the abstract qualities of truth, honesty, purity, justice, etc., as these are usually wasted when delivered to children. Let them take concrete examples from the columns of our newspapers and impress upon the pupils the moral lesson in each selected article, and thereby cause the press to become a moral agency instead of a contaminator of weak youthful minds. Let them discuss such matters as quarrelling, slander, intoxication, fighting (as distinguished from manly defense), gambling, smuggling, bribery, thefts from parent’s purses, from pantries, from the family’s storekeepers, picking pockets on the streets, all sorts of abuses and impurities, and the terrible consequences these lead up to. There are innumerable examples to choose from in our daily life. The teacher might formulate a series of real or imaginary situations and catechise the pupils as to how they would act when confronted by them in real life. These situations should be made dramatic enough to engage the full attention of the children’s eyes, ears, minds and wills, so as to leave lasting impressions upon them.