In all the schools children should be taught to work in wood and iron, to understand the construction and use of machinery, to become acquainted with the great forces that man is using to do his work. The present system of education teaches names, not things. It is as though we should spend years in learning the names of cards, without playing a game. In this way boys would learn their aptitudes--would ascertain what they were fitted for--what they could do. It would not be a guess, or an experiment, but a demonstration. Education should increase a boy's chances for getting a living. The real good of it is to get food and roof and raiment, opportunity to develop the mind and the body and live a full and ample life. The more real education, the less crime--and the more homes, the fewer prisons. X. The fear of punishment may deter some, the fear of exposure others; but there is no real reforming power in fear or punishment. Men cannot be tortured into greatness, into goodness. All this, as I said before, has been thoroughly tried. The idea that punishment was the only relief, found its limit, its infinite, in the old doctrine of eternal pain; but the believers in that dogma stated distinctly that the victims never would be, and never could be, reformed. As men become civilized they become capable of greater pain and of greater joy. To the extent that the average man is capable of enjoying or suffering, to that extent he has sympathy with others. The average man, the more enlightened he becomes, the more apt he is to put himself in the place of another. He thinks of his prisoner, of his employee, of his tenant--and he even thinks beyond these; he thinks of the community at large. As man becomes civilized he takes more and more into consideration circumstances and conditions. He gradually loses faith in the old ideas and theories that every man can do as he wills, and in the place of the word "wills," he puts the word "must." The time comes to the intelligent man when in the place of punishments he thinks of consequences, results--that is to say, not something inflicted by some other power, but something necessarily growing out of what is done. The clearer men perceive the consequences of actions, the better they will be. Behind consequences we place no personal will, and consequently do not regard them as inflictions, or punishments. Consequences, no matter how severe they may be, create in the mind no feeling of resentment, no desire for revenge.' We do not feel bitterly toward the fire because it burns, or the frost that freezes, or the flood that overwhelms, or the sea that drowns--because we attribute to these things no motives, good or bad. So, when through the development of the intellect man perceives not only the nature, but the absolute certainty of consequences, he refrains from certain actions, and this may be called reformation through the intellect--and surely there is no better reformation than this.