Adult Education in Federal Prisons

Abstract

In preparing this paper the author did not aim to set forth a sociological or a statistical study, rather, it was the concern of the writer to survey the general trends and practices of adult education in Federal penal institutions. Our interest here is with available educational facilities for Negro prisoners, and that interest was indicated, during an interview last winter, to Dr. Benjamin Frank, of the United States Bureau of Prisons. Dr. Frank, Supervisor of Education in the Bureau, stated that all adult education programs functioning in penal institutions are designed for all inmates, regardless of their race. Reasonably enough, Dr. Frank observed that even if penal institutions were inclined to a segregation policy, it would be financially impossible to maintain two different educational programs. We must assume, then, in the light of the assertion of the Bureau's policy, that the programs which are set up are available to interested Negro prisoners. Until well past 1850 the chief type of instruction in American prisons was of a religious nature. Chaplains taught prisoners to read the Bible and they also instructed the men in moral principles. In 1869 New York state established a reformatory for men at Elmira. Its creation marked a significant progressive step, for the institution made provision for general education as an essential rehabilitation factor. Z. R. Brockway, the first Superintendent of Elmira, issued a statement far in advance of the times when he said: great thought . . . is that the whole process of reformation is education, not meaning by that term the injection of information without assimilation, but the drawing out to its full natural and normal limit of every faculty of the body, mind, and soul of every man who passes through the institution.. Brockway advocated not only sports, good diet, and the fundamentals of learning, but systematic reading under direction, and examination upon the books read, writing, and debate. Thus we have one of the first articulate expressions of the belief that education is a necessary corollary to the corrective routine. Even so, between 1870 and 1930 education in penal institutions frequently degenerated to a mass process, killed by the convention of unscientific approach. There were inadequate funds, insufficient personnel, scanty equipment. In 1930 there were no truly effective programs of education in penal institutions despite Brockway's earlier philosophy. But during the year of 1930 and within the succeeding two years, a decided change was effected in prison education practices; since 1932 prison education has achieved a high level of maturity, has become a process of educating adults by way of adult techniques. The 1930-1933 renaissance