This research will examine the history, objectives and effectiveness of several projects that deal with education in correctional institutions. Many of these programs have been instituted by universities for both research and philanthropic reasons. The University of North Carolina at Chapel Hill studied prisoner's opinions regarding the system and its effectiveness. Inmates were instructed on the criminal justice system and its methodology. Learning was accomplished by working together and thinking through the ideas presented. A Georgetown University law professor began teaching "street-law" classes which caught on in correctional facilities across the country.
Government-sponsored programs have been in effect for many years. In the 1800's, institutions such as Elmira in New York were established to provide education for the rehabilitation of prisoners. For many years, San Quentin has encouraged its inmates to participate in correspondence courses and cell-study. At the Prince George County jail in Maryland, a full-service program has been instituted which puts a major emphasis on educational goals. Likewise, the California Youth Authority has been trying to improve facilities for institutionalized youth, again emphasizing education as the primary factor in rehabilitation and orientation into society. This system has its counterpart in the British Borstal system.
In a report to the governor of New York in 1936, the following statement was made by the American Prison Association:
Education in correctional institutions aims first, to
see that as large a percentage of inmates as pos-
sible do not repeat criminal acts, and second, to enable
the individual to live efficiently, and with sufficient
interest so that he will adjust and contribute to the
Thus, education of prisoners in correctional institutions is a necessary part of rehabilitation. It must face problems such as widespread illiteracy amo...