The Lansing state Republican., 1861-01-09
for Ih. Ian. ~ state Rfpab icaa
Il. fot mafory i.Hacnitor.-No q.


Htf''" ""'"'y Ed"e"'i""'->" g.
MR. EpIroR In the preceding articles mon
Reformation, Education. a bas,v ul,nc. Ian. heen
taken of the history If tho mov,mept IN this
countrv and in Furona
II i th. ohiec, O, the writer IN this ,r,;cl.
10 coulne hi, thongtta "a, .consider,tinn a, ,h.
question: how R,formatory differs from Ju-
venilt 7 ison--whother these two Institutions
! have characteristics common 10 both, and beth.
er the moral appliances to be used are the same
| in both cases:
| We shall be better prepared To Judge Of the
question before Us after We have considered the
nature oi a Juvenile Reformatorv. Reiormato.
,, in fact rather than name.
What then i, tbe nature of a real R.fo,ma,o.
Iry? At the very threshold OF our iuoai,ies We
meet with the objection: That il must be a
prison because forsooth. the liberty of its i'm.
mates is restricted" But does this restraint,
placed upon human liberty conclusively show
| this kind of an Institution a Prison.
Are there not Institutions in our midst which
are far from heinz prisons Vet where restraint i.
| placed upon liberty of the cLild9 TAX. for e,
annie. the parental relation establishinp family
government. and where do YOU find the parent
in the well regulated family who does not place
a restraint upon the liberty of the chilli who
does not saw to that child when he shall 90
abroad and when he shall remain at home
When he shall be confined inside the house. and
when he NAV 90 outside.
|
p, in our land where the nu,u i allowed n
come and 90 according 10 his or her own discre.
rion , Wonld auv naraut feel that his so, y,
daughter was safe in a school where there was
10 restraints upon human liberty.
Are there no restraints ip,nosed unon tho in.
mates Of the Lunaric Asylums. Hospirals Pcs,
Houses, Aims Houses. or Inebriate Asylums .
Yet, who will saw that anv or all of these Ins,,.
tutions partake of the nature of a Prison. Tbs
fact then that the inmates of an institution are
placed under a system of restraints that alone
does hot prove the existance Of a prison. Blu,
let US farther inquire ss to the way inmates are
sent to those two Institutions. In the Prison
the criminal i received after he has been ,,ied
found guilty. Judgment recorded on the docke,
of the court. and then sentenced TO Prison
This is the process by which the criminal find.
his way to the prison. Not so with the genuine
Refornatory, Tor here there is no uial-witness.
es are called by the Judge. and civ. testmony
under oath or otherwise. as to the character q,
the child. his or her condition in life in order f.
show the Judge whether such child is destitute
OF proper parental care, growing up in mendi.
cancv, vice and crime, and thus being a proper
subject for Reformatory discipline-there is no
calling of iury-no rendition of a verdict-no
record 81 i,drnent uDon the Conr, Docket e,.
cen, the siunIe sta,e,oen, "sent to The Reforn,
School" There j. no sentence: ,h.. sentence
iafsmeDt and all. is suspended in order IN rive
the child An opporturirv tn reca;n ,be foo,;ro
lost ar d return TO the path of right. The child
il placed in the Reforma,orv in order that III.
mowers of self reflection may have an onno,,u.
nity Of acting and thus with the hone when AN.
other class of circumstances are brou,b, ~ bea,
upon the mind of the child i, viii ct the child
Oh bis feet and prepare him TO 90 forth as IN.
worlds benefactor. rather than It's curse
! Again. the end n-oposed bv these two Ins.;u
tjors /. isei.nilar Tho Prison bas for ia ohiaet
and end the punishment Of the convict while the
Retormatory aims at and lsbors for the rcforma.
ZION of The del;nouent
Iwou,d not here be understood 10 asser. .ba,
all prote.sei Reformatories thus aim for soms
of tbesa Institutions arc u;ss.u.msd-wb;.
they are called Res,rma,orie. are after al moth.