Powerpointfall2009asmussenchpt3 (1)21

Clear & Cole, American Corrections, 8th
Chapter 3Chapter 3
The History of
Corrections in
America

The History of CorrectionsThe History of Corrections
 The Colonial Period
 The Arrival of the Penitentiary
 The Pennsylvania System
 The New York ( Auburn ) System
 Debating the Systems
 Development or Prisons in the South and
West
 Southern Penology
 Western Penology
 The Reformatory Movement
 Cincinnati, 1870
 Elmira Reformatory
 Lasting Reforms

The History of Corrections Cont.The History of Corrections Cont.
 The Rise of the Progressives
 Individualized Treatment and the Positivist
School
 Progressive Reforms
 The Rise of the Medical Model
 From Medical Model to Community Model
 The Crime Control Model: The Pendulum
Swings Again
 The Decline of Rehabilitation
 The Emergence of Crime Control

Evolution of punishmentEvolution of punishment
in America,in America, 1600 – 2000 Flow Chart1600 – 2000 Flow Chart
Crime
Control
Model
1970s - 2000
Community
Model
1960s - 1970s
Medical
Model
1930s - 1960s
Progressive
Period
1890s - 1930s
Reformatory
Movement
1870s - 1890s
Prisons in
South & West
1800’s
Arrival of the
Penitentiary
1790s - 1860s
Colonial
Period
1600s - 1790s

William PennWilliam Penn
 William Penn (1644–1718) English Quaker who
arrived in Philadelphia in 1682. Succeeded in
getting Pennsylvania to adopt “The Great Law”
emphasizing hard labor in a house of correction as
punishment for most crimes

““Penitentiary”Penitentiary”
an institution intended to
isolate prisoners from
society and from one
another so that they could
reflect on their past
misdeeds, repent, and
thus undergo reformation.

Benjamin RushBenjamin Rush
 Benjamin Rush (1745–1813) Physician, patriot,
signer of the Declaration of Independence, and
social reformer, Rush advocated the penitentiary as
replacement for capital and corporal punishment.

principles of the “penitentiary”principles of the “penitentiary”
isolate prisoner from bad influences of
society - liquor, temptation, people
penance & silent contemplation
productive labor
reform (thinking & work habits)
return to society, renewed
key = solitary confinement
 isolate from contagion
 foster quiet reflection
 punishment, since man is social animal
 cheap shorter sentence, fewer guards

““Separate Confinement”Separate Confinement”
 A penitentiary system developed in Pennsylvania in
which each inmate was held in isolation from other
inmates, with all activities, including craft work,
carried on in the cells.

competing modelscompeting models
 Pennsylvania system
 “Separate system”
 solitary confinement
 eat, sleep, work in cell
 religious instruction
 reflection upon crimes
 reform through
 salvation
 religious enlightenment
 model for Europe
 e.g.
 Walnut St. Jail
 Western Penitentiary
 Eastern State Pen.

competing modelscompeting models
 Pennsylvania system
 “Separate system”
 solitary confinement
 eat, sleep, work in cell
 religious instruction
 reflection upon crimes
 reform through
 salvation
 religious enlightenment
 model for Europe
 e.g.
 Walnut St. Jail
 Western Penitentiary
 Eastern State Pen.
 New York system
 evolved into
“Congregate system”
 hard labor in shops-day
 solitary confinement-night
 strict discipline
 rule of silence
 reform through
 good work habits
 discipline
 model for US-economical
 e.g., Auburn Prison, 1816

and the winner is…?and the winner is…?
 Pennsylvania/Philadelphia model
 Europeans applauded and replicated
 New York/Auburn model
 won out in US; more cost-effective labor; state
negotiated contracts with manufacturers
 but neither curbed crime nor reformed offr’s
 various reforms tinkered w/ look, purpose
 but icon of high-walled fortress remained:
Attica, Quentin, Folsom, Sing Sing

Southern penologySouthern penology
 Devastation of war and economic hardship
produced 2 results:
 Lease system
 Private business negotiated with state for labor & care
of inmates--Kentucky (1825)
 Penal farms
 State-run plantations which grew crops
 To feed inmates
 To sell on free market

Western developmentsWestern developments
 penology in west not greatly influenced by
the ideologies of the east
 prior to statehood, prisoners held in
territorial facilities or in federal military
posts and prisons
 1852: San Quentin - California’s 1st prison
 1877: Salem, Oregon prison - Auburn model
 western states discontinued use of lease
system as states entered into the union
 e.g. Oregon, California, Montana, Wyoming

the Reformatory Movementthe Reformatory Movement
(1870s - 1890s)(1870s - 1890s)
product of disillusionment with
oppressive penitentiary system
focus remained inmate change!
key features:
 indeterminate sentences > fixed
 offender classification should be based
on character & institutional behavior
 use early release as incentive to reform

Hallmarks of theHallmarks of the
reformatory movementreformatory movement
National Prison Association
 precursor: American Correctional Asso.
 strong religious influence (still)
 Cincinnati meeting,1870
Declaration of Principles
“reformation is a work of time: and a
benevolent regard to the good of the criminal
himself, as well as to the protection of society,
requires that his sentence be long enough for
the reformatory process to take effect.”
e.g., Machonochie, Crofton, Brockway

““Reformatory”Reformatory”
an institution for young offenders
emphasizing training, a mark system of
classification, indeterminate sentences,
and parole

““mark system”mark system”
 a system for calculating when an offender will be
released from custody, based on both the crime &
his behavior in prison
 devised by Alexander Maconochie (England),
at Norfolk Island penal settlement (off Australia, 1840)
 at sentencing, offender is ‘given’ a number of
“marks,” based on offense severity
(a “debt” to society, to be “paid” off)
 for release, offender must earn marks via
 voluntary labor
 participation in educational, religious programs
 good behavior
 adopted in Ireland, never England

the Irish systemthe Irish system
 developed by Sir Walter Crofton
 derived from Maconochie’s mark system
 four-stage program of graduated release,
based on offender performance
 all sentences served in four stages;
move “up” w/ accumulation of marks
1. solitary confinement - all start here
2. public works prison - begin earning marks
3. intermediate stage - (like half-way house)
after earning enough marks
4. ticket of leave - conditional release
= precursor of modern parole

““reformatory”reformatory”
ZebulonZebulon BrockwayBrockway
 an institution for young offenders emphasizing training,
a mark system of classification, indeterminate
sentences, and parole: 1st
time felons (16-30)
 diagnosis, individualized treatment, reform
 operation:
 intake interview: determine causes of crime
 individualized work & education program
 mark system of classification (work, school, behavior).
move up OR down, with accumulation of marks:
•begin at grade 2
•can earn 9 marks/mo. for 6 months:
• grade 1; or
• grade 3;
•then, 3 mo. good behavior: grade 2 again.
 administrators determine release date
 Elmira Reformatory (Zebulon Brockway; 1876-1900)

Reformatory movement endsReformatory movement ends
failed to reform (like penitentiary)
brutality
corruption
not administered as planned
but, important features survived:
 inmate classification
 rehabilitation programs
 indeterminate sentences
 parole

the Progressive Erathe Progressive Era
(1890s - 1930s)(1890s - 1930s)
 age of reform: set tone for American
social thought & political action until 1960s!
 condemned ills of new urban society--big
business, big industry, urban blight
 faith in science to find answers to
crime, criminal behavior, treatment
 new faith in government action to
eliminate social problems--slums, crime
 trends of period
 industrialization
 urbanization
 technological change
 scientific advancement

the “Progressives”the “Progressives”
 socially conscious, politically active, mostly
upper-class reformers of early 1900s
 attacked excesses of emergent 20th
century - big business, industry, urban
society
 believed science (positivism) + state
intervention could/should solve social &
political problems
 advocated “treatment according to the
needs of the offender,” not “punishment
according to severity of the crime”
 subscribed to “positivism”

““positivist school”positivist school”
 an approach to criminology and
other social sciences based on
the assumption that human
behavior is a product of
biological, economic,
psychological, and social factors,
and that the scientific method can
be applied to ascertain the causes
of individual behavior
 subscribed to by Progressives

principles of Positivist Schoolprinciples of Positivist School
behavior (including crime) is
NOT the product of free will.
 behavior stems from factors
beyond control of the individual
criminals can be treated so
they can lead crime-free lives.
treatment must focus on the
individual & his/her
problem(s).

““progressive” reformsprogressive” reforms
 2 strategies for CJ reform:
improve general social, economic conditions
that seem to breed crime
rehabilitate individual offenders
 4 planks in “progressive” platform:
 probation (John Augustus, 1841)
 indeterminate sentencing (by 1920s, 37 states)
 parole (by 1920s, 44 states; 80% of releases)
 juvenile courts (1899, Cook County)
 By 1970s, most of these enlightened & well-
meaning reforms seen as having failed to live up
to their promise

The Medical ModelThe Medical Model
(1930s - 1960s)(1930s - 1960s)
 a model of corrections positing that
criminal behavior is caused by social,
psychological, biological deficiencies that
require medical treatment
 first serious efforts to implement truly medical
strategies aimed at scientifically classifying,
treating, rehabilitating criminal offenders
 e.g. “medical” programs & institutions
psychology (Karl Menninger)
Maryland Patuxent Institution, 1955
sexual psychopath, sociopath laws
crime as sickness

The Community ModelThe Community Model
(1960s - 1970s)(1960s - 1970s)
 model of corrections positing goal of CJS:
to reintegrate offender into community
 key features
 prisons should be avoided;
prison = artificial environment;
prison frustrates crime-free lifestyle
 need to focus on offender’s adjustment into
society; not just on psychological treatment
probation
intermediate sanctions;
(alternatives to incarceration)
parole

The Crime Control ModelThe Crime Control Model
(1970s - 2000)(1970s - 2000)
 less ambitious, less optimistic, less
forgiving view of man &
ability of CJS to change him
 crime better controlled by more
incarceration & strict supervision
 precipitating factors
 public concern over rising crime in ‘60s
 disillusionment with treatment
 public clamor for longer sentences
 distrust of broad discretion given to
correctional & parole authorities

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