The mirror. (Stillwater, Minn.) 1894-1925, 1895-11-07
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fact that the negative is not allowed to
prevail without limitation, but rather
that the good and the true have the ab
solute power in the world, and that
they are never without the means of
overcoming anything that contradicts
them,' and "childhood is the time of
learning, in proper sense, an act by
which the child gains for himself the
picture of the world such as mature
minds through experience and insight
have painted it," The first of these
principles relates directly to the train
ing of the will-to the formation of
character. The young man is brought
to the Reformatory because he did not
learn in childhood ''the fact that the
negative course in life which is
in opposition to these principles upon
which society is based and obedience to
which is necessary to the highest good
of the individual not less than to the
integrity of society-"is not allowed to
prevail without limitation" but his
sentence to the RefOrmatOry has COM
PEELED a reorganization of that fact and
impressed upon him the idea that not
his puny will, but something else has
the absolute power in this world, and
that it is not without the means of
overcoming anything that contradicts
it. The sentence which commits him
to the Reformatory is the beginning of
series of disciplinary acts, which to
be in the highest sense effective, must
confirm in him two convictions: First,
that there is limit to the negative
character and course of life, and sec
ond, that it is the good and the true
that have the absolute power in the
world and that they have the power of
overcoming anything that contradicts
them. 1t is not sufficient that the can
didate for reformatory treatment be
impressed with the idea that society
has the power to place a limit upon
his negative conduct, he must learn
that goodness and truth, which in
mercy to him, is seeking to promote
his own highest good. He must be
held to a strict account-be required
to render prompt and absolute, un-
questioned obedience to all reasonable
requirements, but he must be directed
y in love and not in anger. This course
in discipline, supplemented by other
training, must be continued until the
y individual is capable of freely respond
! ing to the requirements of the Reform
q atory, until he enjoys conforming his
6 conduct to reason and truth, and if
e left to himself would choose to do the
q right thing rather than the wrong one.
9 Every prisoner should be required
t to attend school of letters. There
r is no better reformative agency than a
l. good school. 1t helps to gain the will
S of the subject, and unless this is done,
j. nothing is done. Secretary Hart says,
a "There is no such thing as involuntary
It reformation, and it is fair test to
l. apply to any proposed plan for refor-
l. nation, whether it will tend to enlist
20 the will of the criminal who is to be
l. reformed" The school does this as
,e no other means will. In most cases it
S. enlists the interest and cooperation
Id of the prisoner at once and he becomes
" willing member of the school organ
re ization, and here first learns there is
ly an essence, life, set of principles
es system of ethics, which constitute
it the nature of society, that must exist
IL in the Individual before he can in any
M true sense become member of this
ne great partnership. To engraft him
H. upon society it is necessary to fill him
"a with the spirit of society, to make hin
n acquainted and form his character il
at accordance with those principles, ODE
lr- dience to which is necessary condi
he tion of combination among men. II
become willing part of the schoo
es and correspond with it's members i
he the initiatory step in entering the grea
vo organization of modern society. Su
m perintendent Brockway said, in al
Ia address before the National Prisol
mt Congress, this year, "that during hi
on
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