The mirror., 1894-06-14
SOCIETY AND THE CRIMINAL.


for those it puts under restraint for
violation of it's laws, that will benefit
both itself and them?
This is what the class in ethics has
been trying to find out, says the Sum
mary. "The tendency of the discus
sion was to attach the most importance
to education industrial, moral and in
tellectual. How to impart this educa-
tion was thought another question.
'Teach them, above ALL" said one
member, Thorough self control; teach
not only honesty of action but honesty
of thought; teach them to be true to
themselves as well as to others; then
will they be benefited and also be
benefit to the State. They will benefit
society by throwing around them
good influence; by setting a good ex-
ample. There is no one, however low
in life, who does not exercise a GER
tain amount of influence over some
one or more of his fellOw-men."
"The first thing society can do said
another, sis to set the prisoner himself
a good example. This can be done by
putting men over him who are through
ly educated, honest and conduct them
selves as gentlemen. Make some show
of confidence in a man-shOw him that
you have little respect for him and it
will go far towards securing his refor-
nation.
1t being agreed that education is
indispensable to the reformation of
prisoners, it was suggested that in ed
ucating prisoners an effort should be
made to find out in what their educa-
ton is lacking. Find out the cause
Of his WrOngdoing the surrounding
circumstances. DiognOse his case, as
you would that Of any other diseased |
man, and treat each case individually. |
And, in the operation of prison discip-
line, let the inmate at all times. see
that he is receiving justice. Again,
when man is deemed capable of liv-
ing the life Of law abiding citizen,
then should society furnish him with
employment and grant him liberty, no
matter what his crime may have been.
1t is also important that he have sit
uation to which he can 60 Immediately
upon his release.
In commenting on the discussion.
Professor Monks seemed impressed
with the Importance of setting for
prisoners good example. Further
along in the argument, he said that the
idea of extending to the inmates of a
reformatory many minor privileges
with chance of the inmates going a
little astray in their enjoyments seem
a good one, because ''they could then
be taught the consequence of wrong
doing "Some one has spoken of
manual, moral, and mental training.
would say just here, that there can
be no mental and manual without
moral education. 1t is impossible.
There can be no through, true, mental
and industrial education that does
not have as its rich fruitage, moral
character. When man does his in
dustrlal work just right, and his men {
tai work truthfully, accurately and {
the man himself will be i
right. There will be reflection upon :
him from his work. He cannot avoid
learning, under such circumstances, a
lesson of truthfulness, fairness and
justice. A carpenter, for instance,
who makes every joint true or brick
layer who lays his wall plumb, forms
habit of being true HIMSELF
Professor Monks also thought the
point Of furnishing situations a good
one. "Nhen man goes outside to ;
position society has been good enough I
to give to him, he appreciates the fact s
that helping hand is being extended: :
he is given the chance of feeling sat ,
with success in his work out !;
side, after the study and discipline of
the reformatory, and, as the shadow
Which has hung over him fades away {
and the light of his new record begins S
to dawn, feeling of pride and con- t
tent is likely to come over him which {
will cause him to continue in the right /
path. 1t is easier to do right than to
10 wrong when once the habit of S
doing right is acquired,'