lity to use his knowledge. In other subjects the men in answering
their questions must give the exact "how," or "why," or "when," or
"where," or "which" before their work will pass. They may write sheets
but it will not count if they miss the point. They soon find therefore
that in order to pass their examinations they must pour forth all their
energies upon their work. Needless to say, no catch questions are ever
introduced, neither does the examination task exceed the men's
abilities.

When English literature was first introduced the men regarded it as an
imposition. They did not know what the new study meant nor what was
expected of them. A great amount of coaxing and gentle treatment was
necessary to overcome the general bewilderment. The first examination
passed off measurably well. Soon a change took place and English
literature rose rapidly to become the most favourite study. The demand
upon the librarian for the supply of English and American Classics
became so great that special restrictions had to be placed upon their
issuance.

Marked success from a Reformatory point of view has attended this study,
and the men enthusiastically enter upon a new and broader life.

The late Prof. S. R. Monks, for twelve years Lecturer at the
Reformatory, says:--"But does such education contribute to the
reformation of the criminal and the protection of the public?"
Unqualifiedly and unhesitating I answer, Yes. Men are found to acquire
in this school month by month a growing application of better things, a
readier apprehension of truth and a heartier sympathy with virtue, and
best of all, a greater capacity for sustained and consistent effort in
practical undertakings. These transformations are the successive steps
of a real reformation, and every step puts the man at a greater and
safer distance from past shiftlessness and viciousness. "The virtues,"
says Felix Adler, "depend in no small degree on the power of serial and
complex thinking," but, continues that practical philosopher, "the
ordinary studies of the school exercise and develop this faculty of
serial and complex thinking. Any sum in multiplication gives a training
of this kind." It is hardly possible to exaggerate the benefit that true
education will confer on one who has come under the condemnation of the
law. His improved education will counter-balance some of the disgrace of
his past criminality; it will with industrial training extricate him
from the hopeless m