extremely effective, because it shows the instinctive reaction of the sane
conscience against evil deeds and tendencies. Special pedagogic attention should
be given to the sentiment of justice, which is almost the beginning of personal
morals in boys; and plays should be chosen and encouraged that hold the beam
even, regardless of personal wish and interest. Further yet benevolence and its
underlying impulse to do more than justice to our associates; to do good in the
world; to give pleasure to those about, and not pain, can be directly cultivated.
Truth-telling presents a far harder problem, as we have seen. It is no pedagogical
triumph to clip the wings of fancy, but effort should be directed almost solely
against the cowardly lies, which cover evil; and the heroism of telling the truth
and taking the consequences is another of the elements of the moral sense, so
complex, so late in development, and so often permanently crippled. The money
sense, by all the many means now used for its development in school, is the
surest safeguard against the most common juvenile crime of theft, and much can
be taught by precept, example, and moral regimen of the sacredness of property
rights. The regularity of school work and its industry is a valuable moralizing
agent, but entirely inadequate and insufficient by itself. Educators must face the
fact that the ultimate verdict concerning the utility of the school will be
determined, as Talleck well says, by its moral efficiency in saving children from
personal vice and crime.
Wherever any source of pollution of school communities occurs, it must be at
once and effectively detected, and some artificial elements must be introduced
into the environment. In other words, there must be a system of moral
orthopedics. Garofalo's[16] new term and principle of "temibility" is perhaps of
great service. He would thus designate the quantum of evil feared that is
sufficient to restrain criminal impulsion. We can not measure guilt or culpability,
which may be of all degrees from nothing to infinity perhaps, but we can to
some extent scale the effectiveness of restraint, if criminal impulse is not
absolutely irresistible. Pain then must be so organised as to follow and measure
the offense by as nearly a natural method as possible, while on the other hand the
rewards for good conduct must also be more or less accentuated. Thus the
problem of criminology for youth can not be based on the principles now
recognised for adults. They can not be protective of society only, but must have
marked reformatory elements. Solitude[17] which tends to make weak, agitated,
and fearful, at this very gregarious age should be enforced with very great
discretion. There must be no personal and unmotivated clemency or pardon in
such scheme, for, according to the old saw, "Mercy but murders, pardoning
those who kill"; nor on the other hand should there be the excessive disregard of