Report of the Departmental Committee on the Employment of Prisoners. Pt. I, Employment of prisoners.

  • Great Britain. Home Office. Committee on the Employment of Prisoners.
Date:
1933
Catalogue details

Licence: Public Domain Mark

Credit: Report of the Departmental Committee on the Employment of Prisoners. Pt. I, Employment of prisoners. Source: Wellcome Collection.

    101/108 (page 95)
    a ie jth fig wa ft Fa ; RAGTUNAL INSTI LUT t 95 4, Greater variety and number of technical and cultural classes, the classes to be of sufficient duration each time when held to permit the student to thoroughly apply himself to his subject. 5. Utilisation, where possible, of prisoners as tutors in the above classes, under suitable control of course. 6. The training of all officers to give helpful and sympathetic instruction to prisoners at work in addition to maintaining discipline. 7- More facilities for self-education and creative work whilst in custody, i.€., permission granted in proper cases to prisoners to compose literary works or scientific research in so far as this would not seriously increase the difficulty of maintaining secure custody of the prisoner. In conclusion I wouid only suggest that the initial costs of introducing constructive changes should be quickly balanced by a saving in the costs of crime detection, criminal legal proceedings and the non-productive prison administration and upkeep. Statement by a prisoner aged 46 (ex-solicitor), serving a sentence of three years penal servitude. May i express how deeply I appreciate the honour you have conferred upon others and myself in asking us to express our views as prisoners on the subject of prison life and conditions in their relation to the grave problem of our future on discharge. Only those who know the generous, broadminded and enlightened policy you pursue at this prison would credit the creation of such a precedent. The invitation itself and its indication of ‘‘ trust ’’ in the men under you not only speaks of the very high regard in which you are held, but also points the reason for it—that you put your men on their ‘trust and honour ’’ and give them a ‘‘ square deal ”’ both in policy and administration. The spirit underlying the Wakefield system as I understand it is to develop a public school spirit in its highest sense with in many respects the poorest of material. That, though seemingly quixotic, is the true starting point, but the starting point only. As a convict, I naturally speak most intimately from a convict’s point of view which differs somewhat from that of a ‘“‘ local’’ prisoner. First in importance I would suggest in dealing with prisoners is the matter of classi- fication. The right or wrong classification of men largely determines their course on discharge because upon it rests not only the environment in which they move, but often the future associations they form and the trend of their future thought and action. The ‘‘ Star’? prisoners at Wakefield could I think be roughly divided into three groups. ‘‘ A’’ men who amount to about 30 per cent. who will not unless something extraordinary happens see prison again. ‘‘C’’ men who either from heredity, choice, training or association will always be criminals no matter what is done for them. The remainder ‘'B”’ halt between two opinions. They are the men who really matter for it depends on the treatment they receive and the influences brought to bear upon them and the associations they form whether they ‘‘ make good’’ or not. Such men should in my opinion without contact with other prisoners be drafted direct to a reception wing of a ‘‘Star’’ prison where, whilst not coming into contact with accepted ‘‘ Star ’’ men, they could be observed by specially selected experienced officers, preferably not of a stern nature, but capable of showing ‘‘ the iron hand beneath the velvet glove,’’ who could learn from their conversation, habits and deportment into what category they should be placed, i.e., ‘‘ A’”’ good, ‘‘ B’’ amenable to good influence and ‘‘ C”’ bad.