Times have changed since the phrase, “crime and punishment,” comprehended the science—if it was a science—of penology. There is a new concern for the individual as a human being—a human being before he enters the prison or reformatory walls, a human being while he remains an inmate, a human being after he leaves, and a human being to be understood in relation to his social environment in all these situations. The quotation marks are being taken away from the word “reformatory,” at least in a good many instances. Especially significant is the progress that has been made in recognizing education as a primary and vital objective in the treatment of the offender. Not only education, but education as guidance—or guidance as education. It is still a new idea, and a newer one in actual practice, for the old order passes slowly. In New York State some remarkable educational experiments are taking place under enlightened leadership in the Department of Correction. Important contributions to plans and projects have been made by Governor Lehman's Commission for the Study of Educational Problems of Penal Institutions for Youth. In this article two of the men most closely associated with these developments present facts and suggestions that will be as vitally interesting to educators and guidance workers as