Values education implies the commitment of the entire person and accomplishes the improvement of the entire person. It also allows for the polarity and contrast which are indispensable to reasoning. It can thus contribute to the development of logical processes, in which some believe inmates to be deficient. The final theoretical justification for values education is that it gives meaning to all education and is the ultimate aim of all education. Immediate action in the following two areas could enhance the introduction of effective values education in the prisons: the declaration that human growth is the major aim of penitentiary education and training and efforts to help teachers see themselves as philanthropists. Taking the view that prison education serves mainly to occupy time, provide therapy, or develop skills for employment overlooks the more important point that the principle of the inmate's human dignity must receive profound attention and religious respect before any other efforts can be worthwhile. The primal quality expected of a teacher of inmates is a moral quality, since teachers must be promoters of human of vision and hope. Teacher-philanthropists are those who understand the deeper needs and wants and interests of student inmates, rather than primarily teaching specialists. Each penal institution can participate as a whole in values education. The institution's values education plan could become the central focus of penitentiary life, perhaps including a yearly publication prepared by volunteer inmates and staff and identifying major issues. The plan would have to have solid content and be at the center of the institution's preoccupations.