at Turin, where
he lived during the latter half of the last century, was a Roman
Catholic priest who founded numerous institutes for orphans in all parts
of Italy and many parts of both Americas, especially South America. The
psychological basis on which he founded the training of children in
these schools, was mainly derived from experience, and proved so
successful in practice that it is worthy of quotation:

"Most neglected and abandoned children [he said], are of ordinary
character and disposition, but inclined to changeableness and
indifference. Brief, but frequent exhortations, good advice, small
rewards, and encouragements to persevere are very efficacious, but
above all the teacher must show perfect trust in his charges, while
being careful never to relax his vigilance. The greatest solicitude
should, however, be reserved for the unruly characters, who
generally form about one fifth of the whole number. The teacher
should make a special effort to become thoroughly acquainted with
their dispositions and past life and to convince them that he is
their friend. They should be encouraged to chatter freely, while
the conversation of the master should be brief and abound in
examples, maxims, and anecdotes. Above all, while showing perfect
confidence in his pupils, he should never lose sight of them.

"Occasional treats of a wholesome and attractive nature, picnics
and walks, will keep the boys happy and contented. Lasciviousness
is the only vice that need be feared; any lad persisting in immoral
practices should be expelled.

"Harsh punishments should never be resorted to. The repressive
system may check unruliness, but can never influence for good. It
involves little trouble on the part of those who make use of it and
may be efficacious in the army, which is composed of responsible
adults, but it has a harmful effect on the young, who err more from
thoughtlessness than from evil disposition. Far more suitable in
their case is the preventive system, which consists in making them
thoroughly acquainted with the regulations they have to obey and in
watching over them. In this way they are always conscious of the
vigilance of the Head-master or his assistants, who are ready to
guide and advise them in every difficulty and to anticipate their
wants. The pupils should never