A COMPARATIVE ANALYSIS OF RECRUIT TRAINING AS PRACTICED BY MICHIGAN STATE POLICE AND KENTUCKY STATE POLICE WITH A PROPOSED MODEL PR OGRAM FOR A STATE POLICE ORGANIZATION WITH A SIMILAR POLICE PROGRAM Thesis for the Degree 0‘3 M. S. MICHIG AN STA TE UNIVERSITY Robert WfiIie Posey I963 LIBRARY Michigan State University A C(MPARATIVE ANALYSIS OF RECENT TRAINING AS PRACTICE!) BY MICHIGAN STATE POLICE AND KENTUCKY STATE POLICE WIIHAPROPOSEDMDELPWFORASTATB POLICE ORGANIZATKN WITH A SIMILAR POLICE PM By Robert Willie Posey ANABSTRACTOFAIHESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Police Administration and Public Safety 1963 Approved ZAW l/LQW Ease,“ ‘A‘.LLA~“ A . AI DJIL‘.‘L_ ABSTRACT A C(NPARATIVE ANALYSIS OF RECRUIT TRAINING AS PRACTICED BY MICHIGAN STATE POLICE AND KENTUCKY STATE POLICE WITH A PROPOSED MODEL PROGRAM FOR A STATE POLICE ORGANIZATION WITH A SIMILAR POLICE PROGRAM by Rebert Willie Posey Police recruit training at the state level is a phase of police re5ponsibility shrouded in mystery from one state to another. With con— tiguous states striving toward objectives that are practically synony- mous, it.is necessary that the concealing shroud be removed. There is not an effort made to administer police training at the state level stealthily; there is instead, a lack of effort to exchange infbrmation and training techniques between the different states. State police and state highway patrol training sections are not intimately familiar with the current.training programs of adjoining states. This causes each one to pursue an individual program of recruit training without benefit of comparison with a very similar program operated in another state with the same Objectives and only a few miles away. The training officers of Michigan, Ohio, Kentucky, and Indiana.were not personally acquainted. To compare the recruit training programs of the various states, the only available source of infermation was the comparative data pUb- lication of the International Association of Chiefs of Police. This comparison was superficial in that it posed only such questions as: is the training facility owned or rented; how many personnel are assigned to training; what are their ranks; how many weeks are spent on Robert Willie Posey recruit training; et cetera. There existed a need for closer examination of two or more recruit training programs with a comparison of their cur= riculums, duration, and administrative procedures. This study compares the Michigan State Police recruit training program with the Kentucky State Police recruit training program with occasional-references to the Indiana and Ohio programs. The Michigan and Kentucky State Police Departments are first analyzed to determine the organizational structure of each, the police reSponsibility assigned by statute, the authority vested in each officer to be used in the discharge of this responsibility, the clientele to be policed, and the size and.type of area to be policed. To prepare an officer fer this job establishes the recruit training objectives. The two training curriculums are then compared by breaking each into.four areas of tOpics: traffic law, criminal law, procedures, and miscellaneous. The amount of training time spent on the topics of each area is compared. Where one topic requires a large number of training hours, it is compared with its counterpart in the other program if such counterpart exists. When a large training item in one program has no equal in the other, the reason is sought. Problems peculiar to each department.are recognized and the necessary recruit training differences explained. Differences of classroom administration, teaching techniques, use of training aids, and source of instructors are noted. weakness in either topic choice or utilization of training time is pointed out. Explanations and suggestions are interwoven. Rdbert Willie Posey The study determined that the police problem of Michigan and Kentucky is very similar with two exceptions. Michigan has complete statewide jurisdiction and responsibility while Kentucky does not. Michigan must train fer water safety while Kentucky does not have this responsibility. The procedures to be followed and laws to be enforced are very similar. .A graduate of either school should be adequately trained to perform police work in either state. The curriculums correspond closely in traffic law and procedures. They vary understandably in miscellaneous subjects. They vary unreal- istically in criminal law. With improvements in some areas, both states would have good recruit curriculums. Each school should be increased to feurteen'weeks. A.model curriculum for a fourteen week training course with five subject areas of: traffic law, criminal law, procedures, miscellaneous, and personal skills is supplied. A CGPARATIVE ANALYSIS OF RECRUIT TRAINING AS PRACI' ICED BY MICHIGAN STATE POLICE AND KENTUCKY STATE POLICE WITH A PROPOSED IDDEL PROGRAM FOR A STATE POLICE ORGANIZATICN WITH A SIMILAR POLICE PRIXIRAM By Robert Willie Posey A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Police Administration and Public Safety 1963 ACKNOWLEDGMENTS The author wishes to express his sincere appreciation for the combined assistance of the Automotive Safety Foundation and the Kentucky State Police, without which this advanced study would not have been possible. Special thanks is extended to Mr. George D. Eastman, advisor, Mr. Glenn M. Schultz, and Mr. Samuel C. Chapman, who served as members of the thesis committee. A warm expression of gratitude to Captain Arthur H. Long, Lieutenant Jack P. Foster, and Sergeant John N. Brown, as well as other nembers of the Michigan State Police Training Section, fer so grace= fully supplying information at any time it was requested. Also, a warm.expression of gratitude to Captain P. S. Kinsey of the Ohio Highway Patrol Training Section and to Lieutenant Frank B. Roberts of the Indiana State Police Training Section fer making available infbrmation concerning their respective training programs and fer the courtesy extended the writer while visiting and Observing their operations. The author expresses a special thanks to his wife for her cone stant encouragement and assistance throughout this course of advanced study. TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION. . . . . . . . . . . . . . . 1 The Problem . . . . . . . . . . . . . . 2 Importance of the' Study . . . . . . . . . . 5 Limitations of the Study . . . . . . . . . . 7 Definitions of Terms . . . . . . . . . . . 7 Recruit training . . . . . . . . . . . . 7 Cadet training. . . . . . . . . . . . . 8 In-service training . . . . . . . . . . . 8 Training officer . . . . . . . . '. . . . 9 Instructor . . . . . . . . . . . . . . 9 Curriculum . . . . . . . . . . . . . . 9 Organization of the Remainder of the Thesis. . . . 10 II. REVIEW OF LITERATURE INTHEFIELD. . . . . . . . 13 Police Administration, 0. W. Wilson . .' . . . . 13 A Forward Look in Police Administration, Thomas M. Frost................14 The Auxiliary Police Unit, Everett M. King . . . . l8 Mmicipal Police Administration, The International City Managers' Association. . . . . . . . . 19 Police Organization and Management, V. A. Leonard. . 20 Police System in the United States, Bruce Smith . . 23 Police Personnel Management, A. C. Germann . . . . 24 State and Provincial Police, David G. Monroe . . . 27 Training for the Police Service, Orville Daniel C O O O O O O O O O O O O O O O 27 III. IV. VII. VIII . IX. DEPARTMENTAL PmBLBS AND PROCEDURES. Michigan State Police . Kentucky State Police . Procedures. . . . . TRAFFIC LAW . . . . . Motor Vehicle Statutes. Accident Investigation. CRIMINAL LAW. . . . . MISCELLANEOUS . . . . Orientation . . . . History. . . . . . Interagency Cooperation Preparation . . . . TEAOIING PROCEIIIRES . . Introduction . . . . lecture. . . . . . Discussion. . . . . Panels . . . . . . Training Aids. . . . Practical Work . . . Evaluation. . . . . A moral. CURRICUUJM. . . 31mm, oowcwsmvs, AND RecomENDAIons BIBLICBRAPHY........ AmeIm O - 0 O O O O i. 0 iv PAGE 29 29 36 45 57 58 63 68 78 79 82 83 84 91 91 91 97 98 99 103 103 112 118 121 129 TABLE II. III. VIII. IX. XI. XII. XIII. XIV. LIST OF TABLES Time Allotnent Reconnendation. . . . . . . . . Michigan State Pol ice Departmental Procedures TopicsbyTitle andTime. . . . . . . . . . Kentucky State Police Departmental Procedures TopicsbyTitleandTine. . . . . . . . . . Michigan State Police Traffic Laws and Related Sibjects Kentucky State Police Traffic Laws and Related Subjects Kentucky State Police Criminal Law and Related Stbjects Michigan State Police Criminal Law and Related Stbjects Kentmky State Police Miscellaneous Topics . . . . Michigan State Police Miscellaneous Topics . . . . A Typical Recruit School Day at Kentucky State Police Academy............... A Typical Recruit School Day at Michigan State Police Academy............... A Blueprint for a 100 Question (hjective-Type Test CoveringTrafficLaw. . . . . . . . . . . Rules and Regulations, Kentucky State Police. . . . Recruit School Rules and Regulations, Michigan State Police................ California Basic Peace Officers ' Training Course wall” 0 O I O I O O O O O O O O 0 PAGE 26 SS 56 66 67 76 77 89 90 92 94 106 108 110 117 FIGIRE LIST OF FIGURES Michigan State Police Organization Chart. Michigan State Police, Map of Districts . Map of Kentucky Showing Districts . . . Kentucky State Police Organization (hart. PAGE 33 35 42 43 LIST OF APPENDIXES APPENDIX PAGE A. Kentucky State Police Recruit Training School ' weMe O O O O O O O O O O O O O O 129 B. Michigan State Police Recruit Training School mdfle O O O O O O O O O O I O O O 14 3 CHAPTER I INTRODUCTION When police service is the tapic of conversation, regardless if the conversants be laymen or professionals, one particular phase of police service is sure to enter the conversation befbre it is termi- nated--police training. It has been the vogue in recent years to submit that policemen need to be better trained. Police leaders and their counterparts in political organizations and government appear unable to deliver a public address without inserting the ambitious remark "our police must be better trained to cope with today's modern criminal." Such remarks mirror the prOper civic attitude, but just what is meant by "better training" is not made clear. The idea of a need fer police training has been well sold; and rare indeed are those who dare suggest that training has become, in some instances, a fad without Objective, and in other instances, exists as training fer training's sake.j The police training program is too often measured by such unrealistic standards as the length of weeks involved, the facilities being used, the students that fail to complete, and the training Officer's report of his own program. The longest schools being held in the most modern fa- cilities and eliminating the largest number of aspirants are rated best. This is not an indictment of the individual elements listed.above, but it is a protest against the use of them as the primary evaluating criterion of a police recruit training school. I It is redundant to assert that police recruit training is necessary. Only those departments handicapped by size, finance, or opportunity fail to avail themselves of recruit training in some form. The attitude of police administrators today is different from the early nineteenth century period when August Vollmer said: "No preliminary training was necessary and the officers were considered sufficiently equipped to perform their duties if they were arned with a revolver, and a club and wore a regulation uniform."1 So the author will assume the necessity of such a program without further laboring the point. The Problem The problem confronted in this work is the similarity or dis- similarity of training programs from one department to another, the i uniformity or lack of uniformity between recruit training programs. It . is recognized that there exist at least three distinct classes of police departnents, each having problems peculiar to its own class. Police departnents can easily be separated into city or municipal departments, comty departments, and state departnents , each with different char- acteristics, organization, and problem. Since there are so many city departnents of varied sizes and functions, this class should be at least further divided into large and small departments. Municipal police units range from the one or twoman unit responsible for a small village to the large organization composed of several thousand men. The duties and responsibilities vary as widely as do the sizes. Since a recruit training program is designed to produce an officer qualified to perform 1August Vollmer, "The School for Police as Flamed at Berkeley," Journal of the American Institute of Criminal Law and Criminality, VII HEY. 19155 9 E7 7 - 3 the duties of the department of which he has become a.member, it neces- sarily fellows that a program will be tailored to satisfy the needs of the department it serves and, therefore, recruit training programs will vary from.one department to another. If the new officer leaves recruit school capably trained to perform the duties required of him, his basic police education is satisfactory. No argument is offered against flex- ibility of curriculum in recruit training. It is, in fact, reasoned that universal standardization of police training is not logical. Thus study is not concerned directly with the city and county police training programs but will be limited to the state level. Al- though some states have a criminal investigation unit responsible for the investigation of crimes and the enforcement of criminal law and a separate unifOrm division generally charged with enfbrcement of traffic laws, it is, fer our purpose, accurate to say that by limiting the con- sideration to state police or highway patrol units, we limit it to fifty police organizations. It is reasonable to assume that the en- fOrcement of law in one state does not vary appreciably from the en- fOrcement of law in another state. This is especially true in enfOrcing traffic law. The same driver, vehicle, and load may pass through many states enroute from coast to coast. The speed 1aws,_height limit,- weight limit, passing regulations, parking, et cetera, will vary some from state to state, but generally, they are the same. Their enfOrce- ment requires very similar action from the police officer. If the officer's duties so closely coincide, even though they work in different states, why should.their initial police training not be the same? State police recruit training programs vary in length from three to twenty-four weeks with the pOpular lengths being ten and twelve weeks.2 The long range Objective is the same in each school--to produce an officer that can perform the duties required of him by his superiors, his department, and his state. The cadet's needs are practically the same regardless of the state he chooses. EnfOrcement in Kentucky, Ohio, Indiana, or Michigan demands almost identical action. These state organizations, as do others, spend most of their time on traffic en- forcement because this is the major, modern police problem. It is Obvious that the traffic training curriculum of these recruit schools could approach near total unifOrmity--yet they do not. This can be interpreted to mean that some of these recruit programs are spending too much time on a particular item of subject matter or that their counterparts are Spending too little time on the same item. This dif- ference of time and tapic allotment is the area we shall explore. A state police officer transferring from Kentucky to Michigan, or vice versa, would be required to attend recruit school again befOre going to work. He would not only be required to go through recruit school again, but he would actually need to attend. Although the work procedures correspond, the traffic patterns are the same, the statutes differ little, and the objectives are synonymous, the subject matter studied in the home state recruit training will not be the same as that offered in the adopted state; therefOre, a need to attend recruit school again. This is not to challenge the validity or reliability of either recruit training program on the grounds of a starved or incomplete curriculum 2"Comparative Data," Annual Report, State and Provincial Section of the International Association of Chiefs of Police (Washington, D.C.: 1960), 32. S but purports to point out the differences and ask--why? Since personnel qualifications are very similar, the writer suggests that the time and nethods sufficient to teach .traffic law to recruits in one state will prove equally sufficient in the other. The problem then is (l) the topics designated to be taught in recruit school; (2) the amount of time allotted to the teaching of each tOpic; (3) the method of instruction or presentation; and (4) to a lesser degree, the placement of a topic in the curriculum in relation to length of time the school has been in progress . Inportance of the Study "The direction in which education starts a man will determine his future."3 This bit of wisdom as expounded by Plato with reference to educationin general is just as applicable to persons comnencing a new career in police service. It is essential to the vocational health of enbryonic policemen that their initial experiences with a police unit be constructive and challenging. Recruit training is his first set of experiences as a part of the official department, and it is here that his impressions and attitudes will begin. A strong recruit training program is mandatory. This study will "pick apart" the curriculums of Michigan State Police recruit training and Kentucky State Police recruit training to locate the differences and explain why they exist or challenge their right to exist. This will constitute a contribution to the present literature in the field. A similar comparative analysis of any two 3Plato, The Re ublic, IV, 425 B, cited by Everett M. King, The Auxiliary Police Ufiit .ISpringfield, Illinois: Charles C. Thomas, 1960). 6 state police training programs cannot be fOund by the writer. A search fer comparative studies of this nature has been most futile. Such in- fOrmation will be of value to all state police agencies and possibly, to some municipal and county agencies. Since both Michigan and Kentucky have permanently staffed, constant and active training programs, the data reported here can be accepted by the interested organization as having been appraised, tested, and found satisfactory. There is much need fer comparative analysis of different state police training programs with an Objective of greater unifOrmity in curriculum. An interchange of infermation and suggestions would prove beneficial to even the strongest programs. This work will be at least a small step in this direction. The writer has found training personnel generally to be a bit reluctant to diSCUSS‘with non-departmental people the problems of training such as--ca1ibre of instructors, methods of presentation, lesson plan outlines, consistency of instructors, how curriculum topics are decided upon, et cetera. The usual prepaganda exchange between training departments is, "we have a concentrated training program of twelve weeks," or "we have one of the hardest training courses in the nation." The statement may be accurate, but its benefit to the inquirer is questionable. The number of "NA" answers fOund on the annual report of the Association of Chiefs of Police, under training, indicates the reluctance of police departments to exchange infOrmation on training practices.4 It would be hoped that even the weakest programs would have features to offer that would be beneficial in a general pooling of in- fOrmation. —__ 4"Comparative Data," 22. cit. Limitations of the Study This study is limited primarily to the initial training given a state police cadet upon his entering service with either Michigan or Kentucky. Occasional reference is made to other police departments, particularly Indiana and Ohio, when such is needed to clarify a position or to substantiate an assertion. An observation of the police responsibilitv charged to these departments and the tailoring of training to produce officers capable of satisfying these responsibilities, the general organizational pattern of each and where training is oriented in the pattern, the number and quality of training staff, a brief statement of historical function of training and its present status, and the current curriculum, facilities, equipment, and instructional techniques used, is made. InfOrmation was gathered by (l) a comparing of hour by hour curriculum material; (2) personal interviews with members of the Michigan State Police Training Staff; (3) studying recruit programs used fer the last five years; (4) personal knowledge of the Kentucky State Police Recruit Training Program as the officer responsible fer pre- paring the curriculum over the past five years; (5) visiting the Indiana State Police and the Ohio Highway Patrol for the purpose of Observing the training practices, and personal interviews with the training offi- cers; (6) a perusal of literature germane to the topic; and (7) con- ferences with the staff menbers of the School of Police Administration, Michigan State University. Definition of Terms Recruit training. Recruit training is that period and amount of 8 training provided for new policemen upon their initial entry into police service. The length varies, depending on the police department. It now seems customary to operate for twelve weeks. The actual length is re- stricted to that amount of time that the recruits are assigned to the training section and are directly Lmder the supervision of the training personnel. If the recruit program is divided as--six weeks in school and then a period on the road working with an older officer or observing, after which they are reassembled for another six weeks of classroom work--the period of time spent in the field is not considered as part of recruit training unless the recruits are under the supervision of the training section personnel. The term implies the amount of direct teaching, instruction, and demonstration made available to the class before its members are permitted to participate in enforcement. The status of the student is not significant. He may be a trainee, may have submitted application but not be employed, or he may be a legal officer member of the organization. Recruit training is that amount of in- struction essential to the student in qualifying him for satisfactory performance of the duties of a state policeman. Cadet training. Cadet training denotes the same type of initial police education as recruit training, and the two are used interchange- ably in this paper. In-service training. In-service training is any training made available to the officers after they have become a member of the de- partment and after they have completed recruit training. It is usually offered at department expense and on departmental time. It may be either classroom instruction or practical application of techniques. 9 It is under the supervision of the training section, either directly or indirectly. .A typical in-service training program lasts one week and reviews tOpics taught in recruit school, brings the officers up to date on new laws, techniques or procedures, first aid practices, et cetera, and makes repair in the prOblem areas experienced. Attendance of the officers is mandatory. Training officer. The officer charged with the responsibility of recruit training is the strict interpretation of the use in this paper. However, it is believed that the officer in charge of recruit training is also responsible fOr all mass training in the departments concerned. Where training is a subsection of a larger section, the officer spending full time or the majority of his time in training is the training offi- cer. This officer is responsible fer the Operation and calibre of the training group. He should be experienced, interested, and qualified fer the duty.5 Instructor. The instructor is any person.who is lecturing or directing the class. He may be officer, civilian, resident, or visitor. A.permanent.member of the training staff is an instructor only when he is befOre the class. The term is used to identify the teacher of the hour regardless of his permanent attachment. Curriculum. Curriculum is the body of topics or subjects se~ lected to be taught during the regular course of the school. It is 5For more information of the qualifications and duties of a training officer, see Thomas M. Frost, A Forward Look in Police Educa- tion (Springfield, Illinois: Charles CT'Thomas PubliSher,’1959), pp. 3'32 0 10 simply the list of topics to be taught, specifying the time and date of teaching, the nature of the instruction, and usually, the identity of the instructor. .A very good definition is expressed by Pockett: "Curriculum ‘ is the selection or organization and administration of a body of subject matter designed to lead the pupil on to some definite Objective."6 Mintion of the Remainder of the Thesis The remainder of the thesis is divided into seven chapters and presented as fellows: Chapter II, Review of Literature in the Field, is a perusal of the selected writings most closely relatid to the problem. Much writing in a.remote sense, has been done concerning police training, strongly embracing the idea and offering sweeping, encouraging endorsement of better training programs. Few authors, however, bother to make specific suggestions of a curriculum topic to be incorporated. A.number of these 'writings sufficient to reflect the general attitude and in some cases, specific attitudes, will be briefly synapsized. No attempt is made to survey all writings in police training as this would include practically each writer that.has chosen to put pen to paper on the subject of police auhfinistration. Such lengthy and valuable publications as the roll-call training series of the Los Angeies Police Department are not included here because roll-call training is not adaptable to a state police organization.i Chapter III, Departmental PrOblems and Procedures, is a limited description of the creation of the Michigan State Police and the Kentucky 6Russell Puckett, Making A High School Schedule of Recitations (New York: Longmans, Green, and Company, 1931), p. 6. 11 State Police, the enforcement need causing their creation, the areas and clientele to be policed, the laws to be enforced, the departmental interpretation of its function, and the resultant organization--where training is fitted into this organization and what is expected from training in preparing the new officer for the job. Chapter IV, Traffic Law, is a "blocking out" or determining of the traffic statutes necessary to be taught. This includes the other subjects closely related to traffic. Since state police organizations are accurately considered to be primarily traffic law enforcers, this is one of the most important areas of curriculum. Chapter V, Criminal Law, is the set of laws dealing with crime generally but separated from traffic law by seriousness of Offense or by absence of references to motbr vehicles; that body of laws of direct concern to the state police but not found in the vehicle code. Chapter VI, Miscellaneous, is all those subjects not conven- iently inclusive mder Chapters III, IV, and V, but essential to the curriculum. Such subjects as: riot control, weapons training, first aid, et cetera, must be a part of state police training but do not group conveniently as a law subject or a procedure technique. This is the most flexible area in the curriculum and permits experimentation, satisfaction of temporary needs, and satisfaction of permanent needs peculiar to the department concerned. Chapter VII, Instruction Methods, is an observation of the methods used to present material to the class, the lesson plan outlines required or encouraged, the extent to which visual aids are used, the ammmt of practical work or student participation used when the material 12 being taught permits its use, and the frequency and methods of testing and evaluating the students with emphasis on the consistency and validity of the implements used for such testing. Chapter VIII , Model Curriculum, is the general core curriculum essential to a state police or highway patrol recruit training program, listing the four general areas or groupings of subjects as a basis from which to work. . The required topics common to all departments are listed, but no definite length of teaching time is indicated as this may vary according to the needs of the department concerned. The curriculum is not intended to be complete for any one department but is offered as a minimum of essential subjects. Chapter IX, Conclusions, is a summary of the findings with com- ments and recommendations . CHAPTER II REVIEW OF LITERATURE IN THE FIELD 0. W. Wilson said, Recruit training is the foundation fbr good patrol service and for continuation and special training. A minimum of three 'months of recruit training seems justified and more time could be used to advantage. Shortage of man power and other con- siderations, however, may prevent some departments from devoting three months to recruit training. Police Administration,_0. W. Wilson In his book, Police Administration, written in 1950, 0. W. Wilson [allocated only six pages to police training. In the space of six pages, he disposed.of pre-employment training, recruit training, in-service training, and made some comment on advanced specialized training such as that offered at Northwestern Traffic Institute, Bvanston, Illinois, Southern Police Institute, Louisville, Kentucky, et cetera. His strong points concerning recruit training are: (l) a whole» hearted endorsement of police training; (2) a recommendation that re- cruit training be at city (state) expense; (3) a recommendation that recruit training be on city (state) time; (4) that recruit training be the responsibility of the personnel officer; (5) the training day be not longer than eight hours; and (6) that outside instructors and authori- ties who are available be used to help teach the recruits. In regard to 10.‘W. Wilson, Police Administration (New York: McGraw-Hill Book Company, Inc., 1950), p.333. 14 the actual administration of a training curriculum, Mr. Wilson said, Decision must be made regarding subject matter to be presented and the time to be devoted to each; outlines of subject matter and lesson plans must be made to assure complete coverage and suitable co-ordination; schedules must be arranged fitting into the work programs of the officers and instructors; equip- ment and facilities for classroom, gymnasium, target range, and demenstrations must be provided; records must be kept of attendance and examinations scores; material must be prepared for classroom distribution; assistance must be provided depart- ment and outside instructors in preparation for their classes and instruction; interest and enthusiasm in the .training pro- gram must be created and maintained; and orders to initiate the various phases of the program must be drafted.2 Although Mr. Wilson made no effort to treat recruit training in detail, be positioned himself in the affirmative as supporting a well organized active program. His suggestions apply primarily to municipal police departments, but many of them are adaptable to a state organiza- tion. To attract strong recommendations from a police administrator of O. W. Wilson's calibre leaves no doubt that recruit training is a vital part of any modern police department.3 It was further observed that, "the act is preceded by a decision; therefore training must provide a background of lmowledge acquired through either actual or simulated ex- periences against which current situations may be related for judgment."4 A' Forward Look in Police Administration, Thomas M. Frost 2Ibid., p. 379. 30. W. Wilson is a recognizedauthority in the police administra- tion field. He is at this time performing the difficult duty of Super- intendent of the Chicago Police Department. He has written a mmber of books pertaining to Police Administration and has made numerous surveys of police departments in the United States. He was formerly Dean of the School of Criminology at the University of California located at Berkeley. 4Wilson, op. cit., p. 383. 15 one of the more complete works in the area of police education, espe- cially police recruit training. Mr. Frost, an instructor in the Chicago Police Department Training Section, obviously writes from and of ex- periences in actual training situations, an advantage not apparent in the writings of most of the authors on the subject. His opinions are somewhat colored .by the size .of his own department. Many of the tech- niques suggested.and much of the organizational arrangement indicated are those available to a large department while not always available or necessary to the small organization. Mr. Frost does, however, suggest that when smallness is a problem.in maintaining a training section, two or more small departments could benefit from mutual maintenance of a training section. Mr. Frost advocates the use of a curriculum committee to determine an appropriate course.of study in the various fields of police education. This curriculum committee (called training committee by most departments) would draw its members from those people who are familiar with the tech- niques of police education and those who are close to the daily police operation and thus understand the realistic needs of the police officer. In case of a large police department, the committee members would cone sist of the following: 1. The Director of Police Education 2. .A Commanding Officer of the Field 3. Unit.Commanders of the Police Education Staff In a small police department,.the committee would consist of the following: , 1. The Chief of Police 2. The Department.Education Officer 16 3. A Commanding Officer of the Field 4. ' The City Attorney 5. The School Principal 6. A Community Leaders There is no clear line of demarcation between a large department and a small one, but it seems to be implied that more is involved than just number of personnel. That is, a department might be small in ability or finance as well as in number of officers. 1. Mr. Frost assigns the curriculum committee the following duties: Study the major functions of the police department and the com- munity. it serves. Use both job analysis and community analysis as, the basis for establishing a curriculum. Compare the findings with the present curriculum to determine what portions are satisfactory. Determine what teaching improvements and teaching aids are required to improve the pmgram. Determine what portion of the education program is not satisfying the police department '5 needs. Determine what teaching improvements and teaching aids are required to overcome .the deficiencies discovered.6 The Curriculum Committee is required to resolve four problems: (1) the curriculum, (2) the instructors, (3) time and place of the pro~= gram, and (4) cost of the program. 5Frost, op. cit., pp. 22-23. 6Ibid., p. 23. 17 that a "statement of philosophy" must be agreed upon before the con- struction of a curriculum can be successfully attempted. As argued by Frost, the initial step in curriculum construction is to define the specific goals of a police education program. This is known as the Statement of Philosophy. It serves as a constant guide by preventing the responsible person, i.e., police educators, curriculum committee members, etc., from diverging from the objectives of the education program and by insuring that.each.course in the total program is geared to the same purposes.7 The idea is expressed that more care need be exercised in the selection of those who teach in police schools. Teaching involves more than just lecturing. It is a matter of much preparation, good presen- tation and adequate examination or evaluation. Since recruit training is a continuation of the elimination process fbr recruits, the area of fair, adequate, and.impartial evaluation needs to be emphasized. Emphasis is placed upon the use of visual aids and audio-visual aids in a police training program. Space fbr discussion is allotted; 'motion film, film strip, the opaque projector, slide projector, objects, specimen or model, the chalk board, and various tranSparencies and the overhead projectors. He refers to such authorities as: Edgar Dale, Howard L. Kingsly, walter A. Wittich and Charles F. Schuller for supc port of his reasons fer using audio-visual aids in police training. The equipment needed.to utilize these training aids can usually be borrowed from the local high school or school board. Nhu Frost then turns to a discussion of police personnel qualie fications and.the evaluation of applicants. 71bid. , p. 34. 18 The AuxiliarLPolice Unit, Everett M. King Everett M. King, in E3. Auxiliary m2 Unit, recommends a basic training period .for all auxiliary police officers before they are permitted to participate in police work. Although the training of auxiliary personnel is superficial when compared to regular recruit training, Mr. King suggested that the training officer must be profi- cient in teaching techniques, able to get along with the pupils, and competent to judge the degree of reception his teaching is receiving. Contents of the training course should be very basic lam enforcement subjects. The basic prerequisites of proficiency should be maintained at the usual level. Three primary needs should be satisfied: First, a prerequisite qualification for active membership in the unit; second, sufficient material to achieve a minimum standard of knowledge and pro~ ficiency; third, it must be adaptable to expansion and extension. The auxiliary training program curriculum should be thoroughly and completely planned before it is initiated. It should not be started as a single subject class and then others added as the procedure cone times; the entire program should be planned as a unit. Three elements must be considered at all stages: "First, the actual mechanics of the training process; second, the material content necessary to achieve the objective; and third, the measurement of proficiency at completion of the total course."8 Each auxiliary policeman should receive at least three hours instruction in all fields with which he may come in contact in the discharge of his duty. A minimum curriculum of one hundred and 8Everett M. King, The Auxilia Police Unit (Springfield, Illi~ nois: Charles C. Thomas, 15 er, , p. . 19 four (104) hours distributed among fifteen subject areas is recommended.9 Mmicipal Police Administrationg The International City Managers' Asso- ciation Municipal £21122 Administration, by the International City Managers' Association, discusses training in phases of: general con- siderations, basic recruit training, advanced in-service training, Specialized in-service training, university training fer police officers, and training methods. The writers Obviously are thinking of training to satisfy the needs of a municipal police department rather than a state organization. Specific mention is made of the Berkeley, CalifOrnia Police Department techniques in providing training fbr the young offi- cers. The "buddy system" is referred to as a desirable practice with recruits for apparently two reasons.10 First, it permits the recruit to work a half day with an older officer and observe the older officer in actual perfbrmance of police tasks. Second, it takes the recruit out of the classroom, thus preventing him.from spending a long, tiring day at his studies. It must be noted here that the widely spaced units of a state police organization make such a practice undesirable, if not impossible. Spending the mornings in class and the afternoons on patrol is a technique of recruit training not available to a state police organization. An added problem of this technique is involving the re- cruit in arrest situations that later require his presence in court as a witness, thus causing him to be absent from class. 91bid. , p. 112. 10The International City Managers' Association, MUnici a1 Police Administration (Chicago: The Institute for Training, Fifffi edition, ,p. o 20 The attitude of this publication concerning sound recruit train- ing is expressed as fbllows: Police officials cannot give too muCh attention to recruit training, for it is the first days or weeks in the department that the recruit forms attitudes and opinions of the service that may influence him for years and perhaps during his entire working life.11 It is necessary that every police department provide its recruits with adequate training to perform the required task. This book points out that most reasons given fer lack of recruit training, such as lack of time, finance and/or skill, are thin indeed when held to the light of reality. A.minimum recruit training curriculum for a municipal police de- partment is suggested which consists of 180 classroom hours of basic police subjects.12 It includes those fundamental subjects beginning ‘with first aid and progressing through procedures, search, seizure, arrest, and includes fundamentals of civil process. It is pointed out that a curriculum must be carefully selected to fit the established objectives of the recruit school with emphasis placed on those subjects most needed and a lesser amount of time given to those subjects that contribute less to the recruit's preparation. Police Organization and Management, V. A. Leonard V. A. Leonard, in his book Police Organization and Management, said: The first appearance in America of formal recruit training is not recorded in the available literature. This infbrmation 11Ibid., p. 183. lzIbid., p. 184. 21 awaits research into .the archives and official reports of individual police departments. It’is generally believed that instruction in the handling of firearms was the forerunner of police recruit training in America. From this beginning, the scope of instruction gradually expanded .to include such sub- jects as the content of city ordinances, a limited amount of criminal law, elementary principles of criminal investigation and the departmental rules and regulations.” He further comments that, Today it is taken for granted that in every metropolitan police department, provision should be made for: organization and administration of a police training school within .the depart- ment; organization .of the faculty from among the most competent officers of the department; continuous Operation of the school with compulsory attendance; establishment of an organized curriculum; and establishment of a school library. 4 The recruit training suggested by Mr. Leonard is more nearly adaptable to municipal than to state departments. He suggests the "buddy system" as having proved itself satisfactory over the years in American police service. The recruit is exposed to the experience of the older officer, an advantage not available to him in the classroom training. This is called in-service training by Mr. Leonard which apparently simply implies that the recruit's training is done after he joins the department and is on city time and expense. This practice is now so common that the term in-service is no longer needed to indi- cate the recruit is on salary; in fact, the term in-service now usually connotes advanced training of veteran officers. Mr. Leonard advocates the implementation of a recruit training program of one year's duration, separated into three general phases of: (a) beginning, (b) intermediate, and (c) advanced. The first phase 13’V. A. Leonard, Police Organization a_n_d Management (Brooklyn: The Fomdation Press, Inc., 1951), p. 138. 14Ibid. , p. 138. 22 would consist entirely of classroom work with the recruit spending eight hours per day in class for a period of three months. He would be fed a steady diet .of basic police courses and would face no other re- quirements except to study, listen, and learn. Upon satisfactory com- pletion of the beginning phase, he would begin the second, or intermed— iate, phase of recruit training. The recruit is assigned to work with an older officer for the purpose of observing. He attends class part time. (Just how the time is divided between class and patrol is not clarified. This writer believes Mr. Leonard is, in reality, reflecting the practice of recruit training at Seattle, Washington, as developed by Chief George D. Eastman.)15 Three months is required to complete the second phase. This period is also referred to as a conditioning period. Upon satisfactory completion of the intermediate recruit training phase, the classroom work ceases. The recruit now enters the advanced phase which consists of on-the-job training in each of the divisions or bureaus of the department. He is kept in each bureau for one month to observe its ftnction and operation. At the completion of a month in any bureau, he is moved along to the next Intil all have been observed. At the end of approximately one year, Mr. Leonard sug- gests that the recruit be a candidate for divisional assignment if he has survived the rigorous training program. This type of recruit training would extend the selection process from the customary three months period to one year. A training program so ambitious is most commendable. 1511ml. , p. 141. 23 Police Systems in the United States, Bruce Smith Bruce Smith is of the opinion that frequent intervals of confu- sion and chaos are the outstanding characteristics of police training and that noise and disorder are more apparent than any striving to im- prove training. He dates the original state police recruit training to the Pennsylvania State Police and says recruit training did not become common until after 1920.16 He cites as a burden to training such practices as recruiting in small numbers or singly and at infrequent periods, and on a political rather than a merit basis. He suggested that federal, state, and local police vie with each other in producing new types of elementary and advanced courses for their own recruits. Collisions of interest and duplication of effort are rampant. Hence, a need for centralized training which will eliminate much duplication and.wasted effort.17 After a rather severe indictment of police training generally, Mr. Smith suggests that all pre-employment training belongs to secondary schools, colleges, and universities. Recruit training is the problem of an individual department and must be kept there. If a department is too small to Operate a training unit, then two or more small ones should band together for this purpose. Regulations and orders peculiar to a department make the interchange of recruits impractical, as in some 16Bruce Smith, Police Systems in the United States (New York: Harper and Brothers, 1960), pp. 282-290. This book has copyright dates of 1940, 1949, and 1960, so it is not possible to determine if any opinion offered is based on the era of early editions or if these opinions coincide with the latest or 1960 edition. They appear a little harsh for present conditions. 17Ibid. 24 cases the recruit would be taught procedures contrary to those of his department, and a damage rather than a benefit would be done. The pro- cedures, rules, et cetera, taught in a recruit class are those of the sponsoring department. He does not condemn the system of zone or statewide training but contends that such training would have to be followed by the department's own school to properly fit the new officer into the ways and means of his chosen department.18 There is a favorable recommendation of such specialized schools as The Traffic Institute, The National Academy, and Southern Police Institute. Police Personnel Management,_A. C. Germann A. C. Germann, in Police Personnel Management, recommends the "aide or cadet" program which involves the employment of young men just out of high school into police department positions usually occupied by civilians. These young men are rotated throughout the department to gain experience and are considered for police appointments upon satis- factory completion of their training.19 It is not possible to appoint directly to police positions at this time as a policeman is required by statute to be twenty-one years old. The British have developed the cadet program as a constant source of supply of new officers. These youths are used in limited police functions and serve what amounts to 181bid., pp. 282-290. 19A. C. Germann, Police Personnel Management (Springfield, Illinois: Charles C. Thomas, PUbliSher, 1958), pp. 116-141; Robert S. Seares, "The Police Cadet," The Annals of the American Academy of Political and Social Science, 291: 107-112:’1954. 25 an apprenticeship, gradually developing to officer status. Mr. Germann does not endorse the "buddy system” completely un- less the older officers are well trained, efficient, knowledgeable, and capable of passing on the proper infermation and attitudes to the re- cruit. It is recognized as an existing and sometimes very profitable technique, but also filled with hazards to the program and to the re- cruit unless carefully Operated. He endorses the departmental recruit training program and sug- gests the curriculum be established to allot time to topics as fellows: 15 per cent--Orientation and General Background 15 per cent--Law 10 per cent--Crimdnal Investigation 10 per cent-~Traffic Techniques 10 per cent--Auxiliary Services and Special PrOblems 30 per cent--Special Skills20 He suggests that most recruit programs are too heavy fer the recruit to retain much of the material, but believes the early orientation and indoctrination are necessary fer a healthy start in the police service. He recommends that recruit training start with this early saturation procedure and that for a period of two or three years thereafter the recruit be alternated between periods of field service and training.21 20Germann, o . cit., pp. 127-128. For a complete listing of topics to be taught in The time schedule listed above, see Table 1, page 26, of this thesis. lebid. 26 TABLE I TIME ALLOT'MENT RECMNDATIONI J j - - 15 per cent: Orientation and General Backgigund Notetaking; Issue and .Care of Equipment; Organization of City Govern- ment; Geography; Functions of Other Law Enforcement Agencies; History and Organization of the Department; Policy and Procedures; Rules and Regulations; Personal Appearance and Conduct; Public Rela- tions; Minority Group Relations; Psychology; Sociology; Criminology; Police History. 15 per cent: _Lal Criminal .and Court Procedure; Criminal Law; Rules of Evidence; State Penal Code; City. and County Ordinances; Laws of Arrest; Search and Seizure; Civil Law. , 10 per cent: Patrol Technigges Foot and mechanized patrol; Preliminary Investigations; Techniques of Arrest and Search. 10 per cent: Criminal Investigations Crime Scene Investigation; Collection and Preservation of Evidence; Identification Techniques; Interview and Interrogation; Case Prepa- ration; Special Procedures for Homicide, Assaults, Burglary, Larceny, Rape, Robbery, Auto Theft; Vice Operations. 10 per cent: Traffic Technigues State Vehicle Code; Traffic Engineering; Education; Enforcement; Accident Investigation; Pedestrian Control; Scientific Techniques for Drunk Driving Control. 10 per cent: . Auxiliary Services .and Special Problems Booking and Care of Prisoners; Probation and Parole; Communications; Records; Property; Licensing-Drivers, Dogs, Bicycles; Mental Cases; Subversives; Civil Defense ,or Disaster Operations; Juvenile Control; Mob, Control. ' 30 per cent: . Special Skills Spelling; Typing; Public Speaking; Report Writing; Firearms; Fire Fighting; First Aid; Life Saving; Gymnastics or Calisthenics; Drill; _ Defnsee Tactics . L f..- HA4 m»... . _._~._---_.._.______._. -. .___._-.._.__._._..-. _ _ _ __ . -.____~_.._ --_-__. _ _V.__--__ ___.——-— 1A. C. Germann, Police Personnel Mana ement (Springfield, Illi- nois: Charles C. Thomas, PfiBIIsfier, 1958!, p. 128. 27 State and Provincial Polic§1_David G. Menroe In 1940, David G. Menroe made a survey of State and Provincial Police Training to determine how many offered recruit training, the length of the course, and the content of the curricula. His investiga- tion revealed that most state and provincial police departments offered recruit training to their new officers. The programs varied in length from the 80 classroom hours offered by Nerth Dakota to 1824 hours offered by the Pennsylvania State Police.22 Mr. Menroe raises the question: What should be the ultimate ob- jective of the training program? He answers it as fellows: The object of training should be the presentation of those materials which will give the recruit a broad and fundamental knowledge of the police field. Thus, matters of criminal law, the enfOrcement of criminal statutes, motor vehicle law enforce- ment, police procedures and administration, physical training, use of firearms, self-defense, records and reporting, rudiments of military drill, and many others should be included on the curriculum. However, when time is at a premium, any course must necessarily be shortened. . . . Judged in this light, it seems clear that subjects dealing with criminal law enfbrce- ment are usually over emphasized to the exclusion of other subjects of exceptional importance to the policeman in every day enforcement. 3 Training for the Police Service, Orville Daniel Adams In 1938, Training f23_thg Police Service, by Orville Daniel Adams, was published in answer to a request from the International Association of Chiefs of Police fer assistance in this field. This book points out the variety of work a police officer must do, how police training programs may be organized, and the manner in which 22David G. Monroe, State and Provincial Police, State and Pro- vincial Section (Evanston, Illinois: *International*ASSOciation of Chiefs of Police and Northwestern Traffic Institute, 1941), p. 93. 23Ibid. , p. 95. 28 police training programs may be operated.24 Mr. Adams refers directly to training at the state level. He makes very few suggestions as to how a state police recruit training school should be operated; instead, he cites the Pennsylvania program, the California plan, and the Oregon plan as examples of state police training that might well be followed by others.25 Mr. Adams suggests that a sound recruit training curriculum must be constructed to satisfy the objectives which are derived from job analysis.26 He lists thirty-one areas or instructional units to be taught in a recruit school. There is also a suggestion of "method of handling" which is basically the type of teacher presentation to be used. Instructional units are divided into "knowledge or skills to be acquired." This is a listing of individual subjects to be taught with some indication of the direction to pursue in teaching them.27 This recommended minimum recruit training curriculum is obviously prepared with a municipal police department in mind, but it can be used almost intact by a state police organization. Although this curriculum was suggested some twenty-five years ago, it is still a sound basis from which to build a current curriculum. 24Orville Daniel Adams, Training for the Police Service (United States Department of the Interior, Office of Education) United States Government Printing Office, Washington: 1938, p. iii. ZSIbide ’ p. 24-260 26Ibid., p. 43. 271bid., p. 44-47. CHAPTER I I I DEPARTMENTAL .PROBLEI‘B AND PRCEEDURES State Police Organizations came into being primarily to give the Governor's office an .implement of enforcement that could be used to en- force needed or unpopular laws on a statewide basis. Beginning with the Texas Rangers in 1835, a group that served primarily at first as a border patrol, spreading .to Massachusetts in 1865,1 and being followed by other states until .all have a state enforcement agency called most commonly a State Police or Highway Patrol.2 Man State Police Michigan State .TrOOps came into being April 17, 1917, as a result of Act 53.3 This organization was a forennner of the Michigan State Police which was created March 27, 1919, by Act 26.4 Effective May 5, 1921, Act .123 created a Department of Public Safety. Effective May 17, 1935, Public .Act 59 created .the present Michigan State Police. This Act is composed of Sections 4.431 to 4.447 and is reproduced here in part.5 1Smith, op. cit., p. 147. 2Weldon .Cooper, "The State .Police Movement .in the South," The Journal .of Politics, Vol. 1, No. 4 (1939), pp. 414-433. _ 3MichiganPub1ic Acts, Act .53, Compiled in 1917. 4Michigan Public Acts, Act 26, Compiled in 1919, s 556-562. 5Michigan State Police booklet, Act 59, P. A. 1935 Creating The Michigan .State Police, 1949, 7 pages. 30 Section 4.432; Michigan State Police; creation; commissioner. There is hereby created a department of the state government which shall be known and designated as the Michigan State Police which shall consist of a commissioner as its executive head, and of such officers and employees as may be appointed or employed in such .department . . . Offices of said department shall be in the same cotnty as the seat of government. Section 4.435; department and offices placed under juris- diction. The following existing departments and offices are hereby transferred to and placed under the jurisdiction of the Michigan State Police, namely; The state oil inspector's de- partment, the department of public safety and the department of the Michigan State Police, as now constituted, and the com- missioner of the Michigan State Police ex-officio shall here- after be the state oil inspector . . . The commissioner of the Michigan State Police ex-officio shall hereafter be the state fire marshal. Section 4.436; same; powers and duties. The commissioner and each officer of the department are hereby individually vested with the powers of a conservator of the peace. They may also apply to any judicial officer of the state for the issuance of search warrants. Warrants of arrest or any other criminal process or orders necessary where the institution of criminal proceedings for the discovery or punishment of a felony or a misdemeanor of any degree is ordered in writing by the attorney shall fail or refuse to actor give his approval there to. The said commissioner and each officer of said de- partment are hereby granted .all the imlmnities and matters of defense available or hereafter made available to conservators of the peace and/or sheriffs in any suit brought against them by virtue of acts done in the course of their employment. . . . The commissioner and said department shall be under the immediate.control and direction of the governor and any member thereof may be employed by the attorney general in any investi- gation or matter under the jurisdiction of his department. The commissioner shall have authority, upon the order of the governor, to call upon any sheriff or other police officers of any county, city, township or village, within the limits of their respective jurisdictions, for aid and assistance in the performance of any duty imposed.by this act and, upon being notified or called upon for such aid and assistance, it shall be the duty of the officer concerned to comply with such order to the extent.requested. Refusal or neglect to comply therewith shall be deemed misfeasance.of office and shall subject the officer so refusing or neglecting to removal from office. . . . The commissioner and all officers of said de artment shall have and exercise aII "the powers of deputy sheriffs 1n' the 31 execution of the criminal laws of the state and of all laws for the discovery and prevention of*crime and shallihave authority to make arrests without warrants fer all Violations ofithe law committediin their presence inEIuding laws designed’fOr the pro- tection of thengblic in the use of the'fiighwa s of’the state and to serve and’execute all criminal process. It shall be their duty to c00perate with other state authorities and local authorities in the detecting of crime, apprehending of criminals, and preserving law and order throughout the state. Section 4.437; Commissioner's duties. . . . It shall also be his duty to establish and maintain local headquarters in various places, and he is hereby authorized to do so by agreement, lease or otherwise, so as to best establish the department throughout the various sections of the state where it will be most efficient in carrying out the purpose of this act, to preserve peace and prevent crime. The commissioner shall fix the location of the various units of the department, prescribe the uniforms, equipment, rates of pay and increase thereof for all members of the department, the character of the trainin * and discipline and the general policy in respect to the use and employment of all members of said department. Section 4.438; Officers; grades, duties, transportation. . . . The officers shall be authorized to carry arms either Openly or concealed. Every member of said department shall be subject to orders at any time, the officers shall be deemed to be on duty at all times for the purpose of apprehending criminals and preserving law and order. Act 59 of the Michigan Public Acts determined the responsibilities and procedures of the organization it Created. These are defined very broadly with the Commissioner given the responsibility of detailed Administration. The Department is charged with "the detecting of crime, apprehending of criminals, and preserving law and order throughout the state."6 Its members are given all the authority and immunity of conser- vators of the peace. This authority and immunity is effective through- out the width and.breadth of the state without territorial limitations. *Emphasis supplied. 6Michigan Public Act 59, Section 4.436. 32 A.specific reSponsibility to enforce traffic law is assigned the State Police. A specific reSponsibility to train its members is likewise assigned.7 The organization and maintenance of a department designed to en- force law and maintain public peace is the responsibility of the Com- missioner. He is required to assign a certain number of men to patrol the highways but is otherwise generally free to create sections, abolish sections, assign men, transfer men, or make other changes he believes will facilitate the police service. The dispersal of personnel throughout the state so as to provide uniform coverage or concentration in a certain area is a prerogative of the Commissioner. EnfOrcement techniques, investigative techniques, public policies, administrative policies, and other internal functions are not spelled out by law, thus giving the department considerable flexibility to adapt to growth, emergency situations, immediate and long range objectives, procedural changes or other situations affecting the department's operation. This flexibility permits the department to remain current on techniques and to adapt to swiftly changing police problems. The Michigan State Police is at present divided into six divi- sions. The division of personnel and training is responsible fer all training, including recruit training. This division is under the com- mand of a captain, with a lieutenant in charge of the training section. 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The ma- jority of Michigan's 7,823,9979 people are located in the southeastern and central part of the lower peninsula. Although the state police has statewide police power, it is not its policy to locate personnel inside cities that have their own police force unless that force is small and in need of help. The state contains 57,022 square miles of land area, crisscrossed by 93,983 miles of highways. Added to this problem is 2,208 miles of shore line; 38,575 square miles of Great Lakes water; 11,037 square miles of inland water.10 The population varies from heterogeneous in and near the population centers to homogeneous in the rural areas. This land area, surrounded by water on three sides, laced with highways, dotted.with lakes, and occupied by almost eight million people, is the police responsibility of the Michigan State Police. To effectively police the area, the state has been divided into eight police districts with fifty-four police posts. Among the fifty- four posts, eight districts, and the East Lansing Headquarters are distributed the 1,15511 officer personnel of the Michigan State Police.12 Why is the foregoing information necessary? Because it blueprints the performance requirements of a Michigan State Police Trooper. The 9InfOrmation from Michigan State Police, Traffic and Safety Section; East Lansing, Michigan, 1962. lolbid. 11Michigan State Police Annual Report, 1961, p. 51. 12See Michigan State Police Map, page 35, Figure 2. Figure 2 35 MICHIGAN STATE POLICE J®§IEIPIHI A. mums. C®MMIII§§II®NIEIIR LEGEND W. c a 4.........49411111111 11141104411145 p44“ 0. . . . . . . . DISTRICT HEADQUARTRS AND POST I j / @.........m , ”m J I W _.......111511uc1 nounomes L T 0 J 01..., I Um I a?! m I 'WjL I ~ L_,_I . . mom I 4\" ~-' .-~- IMGu 0 __I IIEIBERRY. \L I mm ’8 r- I‘m-«:44 mm- Lam- 1__I . ' I. \ Mfl° JI- T50 LOW” 310’ \fi‘& Michigan State Police Post: m ‘ '9 DEPT. 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The two police units are similarly organized with Michigan being a department of state gov- ernment while Kentucky is relegated to the status of a division of the Department of Public Safety. The training units are similarly located within each organization with the Kentucky training unit having bureau status and occuping a more favorable position in the table of organiza- tion. Each training unit has a permanent staff of five officers with the necessary supplement of civilian help. The responsibility of re- cruit training in each organization is the same-—to produce an officer who can perfOrm satisfactorily within the organization, under the work- ing conditions, with an understanding of the police prOblem. Toward this objective, recruit training fUnctions. Kentucky State Police operates a recruit training program of thirteen consecutive weeks. The recruit day begins at 6:30 a.m. with preparation for breakfast and inspection and concludes at 11:00 p.m. with lights-out.20 The curriculum includes a total of 536 1/2 fifty minute periods of instruction. The State Police Academy is equipped to accommodate a maximum of fifty cadets with thirty-five to ferty being the most desirable number fer a class. The resignation and/or termina- tion rate for cadets during the last three schools has been about five percent. Upon satisfactory completion of the recruit school, the cadet is administered the oath of peace officer and becomes a probationary trooper, being assigned to a particular post area in the state. After one year of satisfactory service as a probationary trooper, plus 20See an Average Recruit Day, Kentucky State Police, Table 10, Page 92. 45 recomnendations from his superiors and from an interviewing board of senior officers, he becomes a trooper with tenure as a member of the state police merit system.21 Procedures Differences of organizational structure, differences in the clientele to be served, differences in laws enfOrced, changes in leadership objectives, et cetera, cause each organization to establish and pursue certain policies that are not identical with other police organizations. These procedures are of an internal nature and may not be apparent, or scarcely so, to the casual observer. They tend, however, to color an entire organization and are responsible for the working characteristics that enable one police unit to perfOrm more effectively than another. Procedures usually reflect the thinking of the current leadership but may, on the other hand, be old, time tested, and identi~ fied.with the organization generally. It may represent both, being an established method subscribed to by the current leader. Although pro» cedures are not always good, their complete absence is indicative of an organization floundering in confusion and suffering from weak, ineffec- tive leadership. Procedures are the methods employed by a police unit in the perfbrmance of its duties. Procedural differences between state enfbrcement organizations manifest themselves in several work areas. The handling of out-of-state violators will vary some from state to state. Such violators may be per- mitted to make bond and proceed in one state while he is taken directly 21Kentucky Revised Statutes, Chapter 16, Sections 140-150. 46 before a court in another; still others will issue a citation and per- mit the violator to proceed with no assurance or guarantee of his return to answer the charge befOre the proper court. Report writing, accident investigation, operation of the cruiser, accident arrest, off duty weapon, court appearance, wearing of the uni- form, applicant minimum requirements, affiliation with other enfbrcement units, press releases, and many, many other segments of job perfbrmance will differ from one state police organization to another. This dif- ference may be small or pronounced, but regardless of its magnitude, it effects parallel differences in the training program. The placing of certain topics under the major grouping of "pro- cedures" or some other, such as, "traffic law" is arbitrary with the writer. It is recognized that many topics would adjust as well to one group as another. For example, patrol techniques would involve the use of concealed or in view (open) positioning of cruisers. The writer con- siders this closely affiliated with traffic law and consequently, carried under this heading; however, it is recognized that concealed or in view patrol techniques can be a matter of procedure. For the pur- poses of training, both should be taught in connection with traffic law, and it is hoped a progressive organization would employ both techniques. Departmental procedures have been subdivided or grouped into the following. 1. Procedures that affect personal conduct. 2. Procedures that affect care and use of departmental equipment. 3. Procedures that affect discipline of personnel. 4. Procedures that affect supervision of personnel. 5. Procedures that affect job perfbrmance. 47 Personal conduct of each individual officer is an area of grave concern to a conscientious police administrator and to the entire de- partment as well. It is the above average conduct of each officer that supplies a police department with the public support and admiration so essential to favorable working conditions. On the other hand, it is the below average conduct of police officers that effects a disrespect, distrust, and often contempt of police by the pUblic. One police officer--or two, does not destroy the prestige level of a department. He can be fitted into the phi1050phy of "one bad apple in every barrel," but when many officers in the same department become participants, either actively or passively, in crimes of violence or stealth, then individual personal conduct has destroyed the department's public rela- tions and simultaneously, its effectiveness. Recent years have seen excessive police prOblems resulting from personal conduct as typified by the Denver Colorado scandal,22 the Owosso, Michigan scandal,23 and the Illinois State Police scandal,24 to mention a few.' The Denver scandal, which sent officers to prison, involved at least fifty-two officers; the Illinois State Police scandal (the first major one in9 volving a state police organization in recent years) has, at the time of this writing, twenty-one officers involved. A recruit training curriculum weakness in the procedures area 22"I was A Burglar With A Badge," The Saturda Evenin Post, article by Bobbie G. Whaley, February 10, 1952, p. 3%. The Efate Journal, Lansing, Michigan, Sunday, October 29, 1961. 23Owosso Argus Press, October 21, 1961. 24Chicago' American, Daily, wednesday, August 1, 1962. 48 cannot be isolated as the cause of such scandals. Supervision, disci- pline, morale, espirit de corp, et cetera, are either lax or non- existent when such things happen. But the initial breast work of de- fense is in the recruit training curriculum. Subject matter dealing with public relations, courtesy of speech and bearing, conduct both on duty and off duty, wearing of the police unifbrm, locality of residence, and social and business affiliations cannot be excluded from the curriculum. This area is well covered by both Michigan and Kentucky recruit schools. Both departments have lengthy rules and regulations defining what an officer cannot do, sup- ported by penalties ranging from reprimand to termination.25 Handling department equipment is a procedural problem similar in each department but differing because of type and kind of equipment and methods of issue. This is an area of vital concern to budget as well as to supervision, morale, public relations, and individual character building. To abuse and/or destroy tax purchased equipment is at least sinful, if not criminal. Unifbrms, firearms, cruisers, buildings, office equipment, and incidental supplies constitute a responsibility of maintenance and protection that tests the ability of all officers. Police cruisers and gasoline constitute the second largest item of ex- penditure in the Kentucky State Police annual budget.26 It is surpassed only by salaries. The situation can be ameliorated by adequate recruit 255ee Table 2, prics, 6, 7, 9, 10, 21, 24, and 25, page 55. Also Table 3, Page 56. 26Information from Kentucky Department of Public Safety, Division of.Administrative Services, Frankfbrt, Kentucky, 1962. 49 training supplemented by strict supervision. It is interesting to speculate on the amount of gasoline and tire wear wasted by unnecessary acceleration of powerful cruisers. Parsimony is not suggested, but frugality seems advisable. The recruit curriculum can best prepare the embryonic policeman for careful exercise of his trust with state equipment by instructing him in the fellowing topics: care and maintenance of uniforms, leather, brass, and handcuffs; care and cleaning of firearms; Operation and use of the cruiser; care of office equipment; care of the building and sleeping quarters. Small issue items such as clipboards, enve10pes, and paper are a budget prOblem when ill-used by many employees. This subject receives adequate attention in both the Michigan and Kentucky recruit schools. The information is included in such tepics as uniform patrol regulations or policies, inspection, firearms training, and rules and regulations. Discipline 2£;personne1 is an area that must be included in the recruit curriculum. The problem of discipline is common to all departments of govern- ment. In police service it is similar to that feund in all other government fonctions, except that the relative importance of discipline may be somewhat greater because of the Special re- quirements of trust imposed by the mission of suppressing crime. An employee who has difficulty in abiding by regulations himself is of doubtful value in enforcing regulations on others.27 The subject area must be covered beginning with do's and don'ts and continuing through inspections, fines, suspensions, dismissals, commendations, and awards. The amount of time allotted to the rules 27M'unici 1 Police Administration (Chicago; The International City Managers soc1a ion, ; ou edition), p. 179. SO and regulations will depend on the number of rules and regulations in- volved and the complexity of each. They should be read and explained to the recruits with time allotted for questions and answers. It is the practice at Kentucky State Police Academy to teach rules and regu- lations in a two hour period with a review period of one hour or more, if needed. This has proven satisfactory over the years. The depart- ment's inspection system Should be clearly explained to the recruits so that its disciplinary values are known and appreciated. The type of infractions and the corresponding fines must be covered. The recruit must be apprised of the violations that are punishable by fines and the extent of those fines, the violations that result in suSpensions, and those infractions of rules or malfeasance of duty that will result in dismissal from the ferce. The positive side of the discipline procedure dealing with com- mendations and awards needs to be emphasized. Over-emphasis of negative discipline in recruit instruction tends to color the training with a harshness that causes an undesirable resistance in the formLOf resent- ment. Disciplinary procedures are applicable to the entire personnel of the organization and not just the recruits--this should be made plain. Disciplinary procedures are surreptitiously injected into recruit training through many subjects. Such topics as chain of command, rating system, et cetera, contain infermation in this area. If, on graduation.day, the.recruit knows what is expected of him, what he should and should not do, what the results of failure to comply will be, and why these standards are established, then discipline has been well taught. 51 Supervision pf personnel is the fourth division of procedures that needs attention from the curriculum committee. Supervisory tech- niques vary some from one organization to another. The table of organi- zation will be peculiar to the department it serves. The working en- vironment of each man differs to some degree, but the basic principle of supervision is (or should be) the same. The recruit should be thoroughly versed on departmental table of organization, chain of com- mand, authority of supervisors at different levels of grade, and the merit rating system. The recruit has little problem of supervision since he is, during recruit training, placed on a pedestal of zero height and subjugated to the whims of all above him. But upon gradua- tion from cadet school and assignment to the field, he encounters men of equal rank representing different branches of the organization. He should know his primary chain of responsibility and his secondary chain of responsibility. Often, conflicting orders are inadvertently given to the same officer at a time when he cannot receive corrective infermation. His decision on whom to obey and whom to ignore should be based on knowledge received in recruit training school. The officer should always be aware of just where he fits in the chain of command. The recruit must learn the authority of his supervisors at the different levels of rank. He needs to know how much authority a senior trooper has; he needs to know how extensively a corporal of police controls his destiny. The authority of a supervisory sergeant; can he suspend, can he fine, can he take pass days away, and can he terminate? What authority has a post commander? What authority has a lieutenant of police, a captain, a major, and on to the top? These questions 52 should be resolved in recruit school to the extent that a graduate is cognizant of his welfare in the supervisory procedures at all times. The merit rating system or supervisors' rating or monthly rating, regardless of what it is called, is an item of extreme concern to the trooper being rated. Who will rate him and how? This question is very important.to the person being rated. The instruction in re- cruit school should cover the design of the rating system. It should clarify the particular traits that are considered and the amount of value attached to each. It should specify who rates the individual and.who reviews the rating before it is forwarded to the personnel office. It should further identify the use to which such ratings are put in relation to salary increments or promotion. If the officer is fully infermed, he will have less reason to question the decision of supervision. The supervisory problem is increased or decreased oor- respondingly with the amount of clear instruction on supervisory pro- cedures in recruit school. ggb_performance procedures involves many areas to a small degree and some areas to a large degree. Practically any job, the performance of which is not defined by law, will involve some choice of perfbrmance procedure. The procedure itself is not overly significant as long as it is efficient and is consistent throughout the department. This con- sistency is possible only when the perfbrming personnel are well in- fermed. The beginning of an infermed officer must be in the recruit school. Some topics that have pronounced departmental procedure char- acteristics are: reporting, both oral and written; traffic accident 53 arrests; communications by telephone, radio, letter, and vocal; toler- ance on speeding violations; interrogation methods; and many others. The procedures relative to these may be taught when the subject proper is taught and may not appear as a separate topic in the procedure cur- riculum, but it is, nevertheless, an item of concern to the training committee.28 For example, speed tolerance is best taught in traffic law, but the training committee should make sure it is not omitted. Report writing is emphasized in both the Michigan and Kentucky curricu- lums. A similar emphasis is made in the Indiana and Ohio curriculums.” Communications, especially via radio, is emphasized as a departmental procedure and receives adequate teaching time in the curriculums checked. Departmental procedures of job performance involves the function of specific.offices related to the officer such as the office of: com- missioner, director, personnel, detectives, business administration, records, supply, and the governor. The different techniques employed by each office and how the officer may avail himself of their special service is infermation that must be disseminated to insure smooth opera- tion. It is standard procedure to allot one classroom hour to a repre- sentative from each office to explain its function and to answer any questions from the cadets. Justifying this much time fer these topics with exceptions fer supply, personnel, and detectives (investigation) would be difficult. It is not easy to schedule a tOpic fer 28See Tables 2 and 3. ngnfOrmation from personal conversation with Lieutenant Frank Roberts, Indiana State Police Training Officer, Bloomington, Indiana, July 30, 1962, and with Captain P. S. Kinsey, Training Officer, Ohio Highway Patrol, Columbus, Ohio, August 1, 1962. 54 less than one clock hour and expect smooth transition from one subject to another within this time. It is doubtful that training time is at such a premium as to justify parsimony in its allotment. 55 TABLE II MICHIGAN STATE POLICE DEPARTMENTAL PROCEDURES TOPICS BY TITLE AND TIME Topic Hours Personnel Report writing Typewriting Communications Post Routine Appearance Uhifbrm Division Policies Prdblems Confronting Prdbationary Troopers Conduct . Character Tours Disaster Control Office of the Commissioner Office of the Detective Bureau Office of Business Administrator Office of Fire Marshal Division Communications Panel Office of the Superintendent Office of Records and Statistics Personnel Rules and Regulations Blockade System Comnunicat ions Panel Morale . Character . Remarks (Commissioner) 0 O O O O O 0 CNN r—u—n—hNNmNHHNHHHHHHMHN-br-IMO‘LNON NNNNNNHHHHHHI—IHHH WholNHO‘OWVO‘MhMND-AOQWNO‘m-met-i O 26 TOTAL , , 112 TABLE III KENTUCKY STATE POLICE DIVISIONAL PROCEDURES TOPICS BY TITLE AND TIME Topic Hours 56 HHH NHo'oooon‘ma-uNt-I O O O O O O O O O NNI—IHHHHHH Hoooovoxmbu 0 Rules of the School Note Taking Rules and Regulations Code of Ethics Property Accounting Policy on Politics News Releases Incident Reports Radio Communications Printing Daily Reports Departmental Correspondence Use of Guns Accidents Involving SP's Case and Criminal Reports AutomObile Maintenance Packaging and Handling Autbmotive Reports Use of KSP Telephone Care and Wearing of Uniform Organization of State Police TOTAL MHHHNAmHmNNHo‘Nh-HHHNNH A O\ CHAPTER IV TRAFFIC LAW State Police organizations, because of their area distribution of personnel, their statewide authority, their tendency toward rural enfbrcement, their communications equipment, a fusion of leadership opinion, and.the ferceful influence of Northwestern University Traffic 1 have become the primary traffic law enforcers of America, Institute, especially outside corporation limits. Most cities of appreciative size handle their own traffic enforcement. Some sheriffS' departments police traffic in their counties; and some county governments have their own patrol that handles the problem. Basically, rural traffic enforcement, nationwide, is now a state problem being policed by the state police or highway patrol. As the name indicates, highway patrols were designed to combat primarily the highway traffic problem. This was not the primary reason for creation of some state police forces as indicated by Governor Pennypacker of Pennsylvania, when he said: In the year 1913, when I assumed the office of chief executive of the state, I feund myself thereby invested with supreme executive authority. I feund that no power existed to interfere with me in my duty to enforce the laws of the state, and that by the same token, conditions could not release me from my duty so to do. I then 1Northwestern Traffic Institute, a part of Northwestern University, Evanston, Illinois, offers advanced training in traffic control. They now have many graduates among the state police organizations. It is the writer's opinion that this heavy traffic training of key state police personnel has tended to make, in practice, highway patrols of unny state police organizations. Traffic law enfbrcement is emphasized at the expense of criminal law enfbrcement. S8 looked about me to see what instruments I possessed.wherewith to accomplish this bounden obligation-~what instruments on whose loyalty and obedience I could truly rely. I perceived three such instruments--my private secretary, a very small man; my woman stenographer; and the janitor, a Negro. So I made the state police.2 The problem of general law enforcement is still at the door of state police units, but criminal enforcement has been sibjugated to the traffic phase. Kentucky State Police operates on the theory of eighty percent of law enforcement effort on traffic and twenty percent on criminal.3 Michigan State Police is directing about sixty-five percent of its effort toward traffic law enfbrcement and the remaining thirty” five percent toward criminal law enforcement.4 This amount of traffic law enforcement makes it mandatory that cadets be well trained in traf» fic law and related subjects before graduation from recruit school. Motor Vehicle Statutes The assignment of recruit training time to the area of traffic law and related subjects is pronounced in both the Michigan and Kentucky programs. The Michigan curriculum lists a total of seventeen subjects with an accumulation of 122 hours.5 With a total recruit training pro» gram of 578 hours, this represents twenty-one percent of the total cur- riculum spent in the concentrated area of traffic law and related 2Smith, op. cit., quoting Mayo, Justice to All, pp. 5-6. 3Personal knowledge of the administrative phi1050phy in this re= gard. Probably a carry-over philosophy from the time when the highway patrol received its monies from the highway department. The eighty- twenty reasoning is not supported by the creative statute in Chapter 16, KRS. fiMichigan State Police Annual Report, 1961, p. 71. 5See Table IV, Michigan State Police, Traffic Law and Related Subjects, Page 66. . 59 subjects. The present Kentucky recruit training curriculum contains a total of feurteen subjects representing a total of 104 hours in this area.6 With a total recruit training program.of 536 hours, this figure represents nineteen percent of the training curriculum dedicated to the traffic law area. It must be pointed out here that the Kentucky cur- riculum contains a forty hour subject on driver training that would fit as aptly under traffic law as under miscellaneous where it is carried in the breakdown of curriculum.and that a switch of this topic would increase the amount of time in the traffic law area to twenty-seven per- cent of the total curriculum. A major item is the individual traffic statutes. These are the working tools of a trooper and must be known reasonably well by him before progressing from the classroom to the highway. Courts assume the officer to know the law, and toward this ultimate goal, he must be started in recruit school. With the enforcement emphasis on traffic, as already indicated, the entire thirteen weeks of recruit school could well be spent in this one area and.still not produce a know- ledgeable and finished graduate. Enfbrcement officers with fifteen and twenty years of experience in traffic law policing still find situations that call for a researching of the statutes so that the violation may be hung on the prOper statutory peg. Ideally, a state trooper, befbre he is permitted to practice enfbrcement of traffic law, would know the traffic code as well as a soldier is required to know the general orders 6See Table V, Kentucky State Police, Traffic Law and Related Subjects, Page 67. 60 fer a guard when serving on a military guard post. This accomplishment would involve a great deal of time and much rote learning. The very least a recruit training program can do is take enough time on the statutes to teach each one individually and state its application, purpose, and the department's policy in reference to enforcement of it. Police traffic accident reports are frequently evaluated as not portraying an accurate picture of the causes and violations involved at or immediately befbre the occurrence. The reason for the complaint is too frequent checking of one particular causative item, such as--wrong side of the road--or failure to check violations that become obvious on close study of the accident report. The trooper is usually accused of slovenly work habits or of not understanding what is sought in the accident report. Never has the writer heard the complainants suggest that the trooper does not know traffic law well enough to recognize all causative violations. The writer suggests that this problem could be better attacked and permanently solved by a more thorough preparation of the officer in traffic law. This preparation should be largely done in recruit school with some follow-up training shortly after graduation when he has had some practical experience. An officer may believe a violation to have been committed but not be sure in his own mind just what constitutes the violation. Unless his knowledge of the traffic statutes removes all doubts that a violation was present, he will judiciously hesitate to act. For this same reason, he does not check them as having occurred on the accident report ferm or he checks one about which he is sure-~on the wrong side of the road. The Kentucky recruit school curriculum allots thirtyathree hours 61 of classroom time to the motor vehicle laws or statutes. This time is spent entirely on the feur chapters of the Kentucky Revised Statutes that relate directly to the manufacture, ownership, sale, registration, and operation of a motor vehicle upon the highway within the state. Coverage of statutes reference manufacture, sale, and registration is complete but too fast. The recruit is exposed to each subsection in these chapters to give him some familiarity with them, but time is rationed carefully so that discussion in any one area is at the expense of a related area. Coverage of vehicle operation and licensing of the operator is much more thorough. Each subsection of the statute is taught with situations developed and questions and discussion encouraged. Complicated laws such as: speeding, right-ofeway, and reckless driving are emphasized at time of initial teaching with students being infermed to study them carefully and deve10p questions fer presentation in the review periods that follow later in the schools. If confusion is noted among the recruits, a review session or lecture session is scheduled at night to clarify the situation. In actual subject matter material, the motor vehicle laws of Kentucky constitute 106 pages of printed material.7 'With thirtyathree hours allotted to the teaching of this material, it requires coverage of three pages of the code per hour. Such speed is too slow in some areas while it is ridiculously fast in others. Patrol techniques deal with practices and problems of working modern traffic. The trooper spends most of his working day in his 7Motor vehicle Laws (Frankfbrt, Kentucky: Department of Motor TranSportation, PUblic safety, and Revenue, 1960). 62 cruiser, Observing traffic from a parked vantage point or from within the flow while driving with it. To spend long hours in moving traffic without becoming involved in difficulty is in itself a problem. But to be responsible for observing and apprehending violators while operating the cruiser safely demands training and skill far above that possessed by the average driver. Patrol techniques involve operation of the cruiser, spotting violators, overtaking and stopping, approaCh to vio- lator, citing and/or arresting, plus conducting violator to court and presentation of charge to the court. Departmental procedures with re~ gard to speed tolerance, type of patrol, and similar problems are necessarily interwoven with this instruction. Kentucky presently spends six hours on patrol techniques, preferably in the sixth or seventh week of school. The subject is reviewed in panel discussion after a few weeks pass. The Michigan recruit curriculum allots twentyoseven hours ex« clusively to motor vehicle laws with an additional twenty=five hours of patrols that is spent primarily on traffic law. This amounts to a total of roughly fifty-two.hours of instruction in the area of motor vehicle statutes. The total volume of motor vehicle laws regulating the buying, selling, owning, registering, and operating of motor ve= hicles in the State of Michigan constitutes 214 pages. To provide teaching coverage of the material that should be taught in recruit 8 school necessitates covering 200 pages. This requires the instruction to move at a speed of four pages per hour. Such speed is not a problem 8Michi an vehicle Code (Lansing, Michigan: Secretary of State, State Prin ing ice, . 63 in certain areas of the material while it is unrealistic in others. Patrol panels, at later dates in the school, provide review for strengthening any weak spots and answering any queries. There is an additional four hours spent entirely on traffic law review. Michigan utilizes fifteen hours fer patrol panels. The panels are scheduled for three hour periods, and each one is chaired by a different officer. If the officers chairing these panels are know- ledgeable and capable, this is a very effective method of teaching patrol techniques. Here is one of the two areas of time difference be- tween the Michigan and Kentucky schools; the other is in safe driving. Michigan spends nine more hours on patrol panels than does Kentucky; Michigan spends seven hours on safe driving as compared to two hours of emergency driving techniques offered Kentucky recruits. In viewing the overall area of traffic law and related subjects, the differences between the two curriculums are not appreciable. The similarity of the topic titles and the number of hours allotted to each indicates the two training staffs have been following almost parallel lines of thinking, or some unevidenced medium has effected a correlation of the two pro- grams. Accident Investigation Accident investigation is a major item in recruit training and is even more pronounced when evaluated in relation to traffic law and related subjects. The writer believes this to be one of the strongest topics in state police training at present and one of the most uniform fronlstate to state--comparab1e to first aid and firearms training. 64 The allotment of time to this subject is very similar with Michigan spending twenty-seven hours on original accident investigation plus a feur hour review period later in the school. This places thirty-one hours on accident investigation, not considering the time spent in panels answering questions that invariably arise on the subject. Kentucky allots thirty-five hours to accident investigation with some additional time being spent on the subject when questions are raised to a panel or symposium. Both schools have, in effect, devoted one week to accident investigation. This uniformity reflects the extensive work done by Nerthwestern Traffic Institute in the preparation and sale of the Traffic.Accident Investigator's Manual9 and its general acceptance and use by the departments. The manual is used in both schools. One week has become the popular amount of time devoted to accident investi- gation.in state police recruit training. This has proved satisfactory for both Kentucky and Michigan. It is not the intent of this paper to perform a minute examina- tion of the particular topics and compare the point by point presenta~ tion of information by the instructor. Time and space would not permit. A preparation of teaching outlines for traffic alone would be voluminous. Such a work would be an excellent second step following this paper. It would reveal the small differences that exist in lesson plans on the same subject. It would spotlight effectiveness of arrangement and pre- sentation by instructors. It would make possible the weighing and comparing of one hour of instruction at the Michigan recruit school with 9Traffic Accident Investigator's Manual for Police (Evanston: Northwestern University Traffic Institute, 1957). 65 one hour of instruction at the Kentucky recruit school. It would be interesting to know how nearly alike the speed laws are taught, how nearly alike the parking laws are taught, and how nearly alike the right-ofeway laws are taught. (There is basically little difference in these laws in the two states.) This investigation has revealed that a similar amount of time is allotted this topic in both schools. A simi- larity that is surprising and gratifying to the writer. 66 TABLE IV MICHIGAN STATE POLICE TRAFFIC LAW AND RELATED SUBJECTS Topic Heurs 1. Motor vehicle Laws 27 Z. Prosecution in Accident Cases 2 3. Patrols 25 4. Accident Investigation 27 5. Safe Driving 7 6. Traffic Control 4 7. Police Role in Traffic Accident Prevention 1 8. Patrol Panel 3 9. Driver License 2 10. Review of Accident Investigation 4 ll. Patrol Panel 3 12. Review Motor vehicle Law 4 13. Safety and Traffic Panel 2 l4. Patrols Panel 3 15. Expressway Patrol 2 l6. Patrols Panel 3 l7. Patrols Panel 3 TOTAL 122 67 TABLE V KENTUCKY STATE POLICE TRAFFIC LAW AND RELATED SUBJECTS Topic Hours KRS Chapters 186, 187, 189, and 190 3 Driver Improvement Program Financial Responsibility Law Citations and Equipment Violations Point and Area Control of Traffic Accident Investigation 3 Road Rules Test Emergency Driving Techniques Police Demand Orders Manual Direction of Traffic Truck Weighing Truck Laws Techniques of Patrol 14. Panels (discussing traffic) HHHH MNHOVOOOVO‘U'I-hMNH O O‘QNU‘INHNHMNMMMM TOTAL 104 :======================================================================= CHAPTER V CRIMINAL LAW The area of criminal law and related subjects vary considerably in subject content and amount of time allotted to the teaching of a subject.1 There is no evidence of a guiding medium for establishing the curriculum such as Northwestern Traffic Institute appeared to be in traffic law. Although some difference exists in the listing of topics under criminal law, that is, Michigan lists functions of the Secret Service, crime scene search, and some other tOpics here that Kentucky lists under miscellaneous or procedures, but this difference is not sufficient to explain the wide variance between the two. It is Obvious that Michigan recruit training, in the area of criminal law and related subjects, is much more extensive than the Kentucky curriculum. The ad- ditional instruction in critical areas such as arrest, search and sei- zure, and rules of evidence creates a basis of knowledge from which the trooper can operate that supplies invaluable insurance against false arrest, illegal search and seizure, and the attempt to present incompe- tent evidence in court. Criminal law_cannot be as well taught in recruit school as traf- fic law; that is, the very volume of criminal law makes such task im- possible. As noted in Chapter IV, the effort is to expose the recruit to all traffic statutes with emphasis on those areas that regulate 1See Tables VI and VII at end of this chapter. 69 operation of vehicles and control moving hazardous violations. Such is possible because traffic statutes, though complicated, are not numerous. With criminal law, which is intended here to include procedural law, the situation differs. The statutes are extensive, with the word "volumes" being common in law student parlance. This condition makes a choice of what criminal statutes to teach and.what not to teach in state police recruit training school axiomatic. The typical state police cadet will have had very little training in traffic law, procedural law, constitutional law, or criminal law. It would.be more accurate to say the typical cadet will have absolutely no training in these areas with the possible exception of a course in civics or government as taught in secondary education. Entrance re- quirements do not specify any prerequisite of law training or any specific course in this general area. The requirement is high school graduation or the equivalency. Law courses in secondary school, when available, are difficult and do not lead the popularity list. This re- cruiting system brings to state police recruit training a young police aspirant who has mosaic ideas about traffic law, and his knowledge of criminal law is a faint image of the Ten Commandments garnered from his teenage attendance at Sunday School. In assisting with the training of near three hundred recruits over a period of six years, the writer has known only one recruit who came to class prearmed with a bachelor's degree in police administration. These facts make criminal law teaching a greater burden to the recruit school. Having obtained an operator's license and having probably been checked through a traffic blockade or stopped for a citation, the recruit has had reason to learn some traffic 70 regulations; but since police do not recruit peeple with criminal records, the recruit has not been exposed to criminal law procedures in any desirable way. In thirteen weeks (Indiana eight weeks) this graduating recruit may be expected to take.the oath.of office, don the trooper uniform, belt on the uncomfbrtable sidearm, and go forth to enfbrce a set of criminal laws that, until recently, he hardly knew existed. He is ex- pected to make arrests, searches and seizures, but is not permitted to pressure the fickle line of "reasonable or unreasonable." The possibil- ities of difficulty are frightening. The amazing thing about litiga- tions against police for false arrest is the smallness of their number. It is not intended to belabor this point but rather to build a mirror against which the traffic law sections of Michigan and Kentucky curric- ulums can be observed. Michigan has allotted 151 hours to criminal law and related subjects.2 This represents twenty-six percent of the entire recruit training program of 578 hours. The largest item is the twenty hours allotted to actual coverage of the criminal statutes. The naming and defining of specific crimes; the difference between theft and rebbery; the difference between first degree murder and second degree murder; to name a few; and a clarification of the elements involved in the separate crimes. The more common offenses can be covered individually with explanations of how to detect them and what type individual is nost prone ltdheonmit these offenses. Offenses such as breach of the 2See Table VII, Page 77. 7l peace and breaking and entering are a daily experience of police offi- cers, making a sound fundamental knowledge of these crimes and how to handle them.very essential. If only one offense per hour could be taught, this curriculum would permit coverage of twenty separate offenses. The laws of arrest, search and seizure have a combined time allot- ment of fifteen hours plus three hours of review periods. These topics are listed separately in the MiChigan curriculum‘with arrests claiming ten hours and search and seizure laws claiming five. This time arrange- ment would give opportunity for some exploration of arrest laws with reference to misdemeanor, felony, in view arrests, arrest under warrant, permissive force, deadly ferce, and amount of resistance the arrestee nay legally exhibit under certain circumstances. Arrest, search and seizure laws are designed in some publications fer coverage in twenty- seven hours or a regular college quarter and could be given satisfactory treatment in fifteen.3 It is not inferred that questions of reasonable- pegs in relation to search could be clarified in such superficial treat- nent; in fact, it is doubtful if clarification exists in this area. Certain groups of laws dealing with current problems require attention over and above routine treatment. Some of these are: juvenile laws, laws with reference to sex crimes, liquor laws, and laws that are generally concentrated on by a specially trained unit or by a separate enforcement group of either state or federal government. Narcotics, aliens, untaxed whiskey, and automatic weapons are offenses that are 3Howard M. Smith, Arrest, Search and Seizure (Springfield: Charles C. Thomas Publisher, 1959); and Raymond Dahl and Howard H. Boyle, Jr., Arrest, Search and Seizure (Milwaukee: Hammersmith- Kortmeyer Co., 1961). 72 best prosecuted by the Specialist in that particular enfOrcement field. This does not provide the trooper immunity from enforcing these laws. Just the opposite is true. The mobile policing technique of a trooper and his many contacts with the motoring public make him the officer most likely to have initial contact with the perpetrators of these crimes. Often an agent of Immigration and NatUralization is not inmediately available; an agent of the Alcohol Tax Unit or the Narcotics Bureau is not iJmediately available to act on these offenses after they have been discovered by the trooper. This forces the trooper to make the case alone. Such possibilities require that recruit training adequately pre- pare the young officer for efficient arrest, search and seizure prepara- tion and prosecution of these cases--else law be not properly enfbrced. Other related topics that are germane to criminal law education are the methods utilized by the department in crime scene search, securing and processing of evidence, and the laboratory facilities and techniques fer chemical examination of this evidence. The recruit needs to be taught how to secure a crime scene area; how to methodically search the area; how to recognize and preserve salient articles of evidence; and how to properly route this evidence through departmental channels so that it may be preserved, examined, and presented in court without the coloring of improper police handling, thus reducing or destroying its evidentiary value to the prosecutor. This requires an introduction to crime laboratory techniques, identification and lifting of finger- prints and similar objects. The Kentucky recruit curriculum assigns ninety-two hours, spent on twenty-seven subjects, to the problem of acquainting the cadet with 73 criminal law and related areas. The greatest shortage of presentation is in the vital areas of criminal law statutes and the laws of arrest, search and seizure. The definition and description of crimes has only three hours. Laws of arrest, search and seizure are covered in a three hour period. This compares to seventeen hours spent on the same sub- ject by Michigan.4 The rules of evidence are taught in three hours com- pared to six hours utilized by Michigan. The law of arrest has only minute differences between the two states; not enough to justify any variance between the amount of time allotted to its teaching in either school. The search and seizune laws are slightly different, but as all search and seizure must be based primarily on the "reasonableness or unreasonableness" of the constitutional qualification, the differenta- tion of these specifics would not appreciably affect the time needed to teach.search and seizure. To group arrest, search and seizure into one three.hour period and expect the cadet to gain a working knowledge of the subject is unrealistic indeed. The Ehree hours Spent on crimi- nal statutes is supplemented by instruction in prOblem areas of juvenile laws, liquor laws, breaking and entering, homicide, auto theft, and gambling laws.5 The unbalanced assignment of time in evidence and arrest, search and seizure, with Michigan using twenty-three hours while Kentucky uses six, can be interpreted only as an unrealistic treatment of these snh-~ jects by the Kentucky curriculum. One factor that is undoubtedly 4See Table VII, Page 77. SSee Table V1, Page 76. 74 responsible for some of Michigan's progress in this area is the presence of an attorney on the training staff. The training section is fertunate to have the full time efforts of a member of the bar (Sergeant Jehn M. Brown) permanently assigned to training with an opportunity to apply his Special Skills in strengthening the criminal law and related sub- jects area of the recruit curriculum. If authoritative instruction is to be had, the use of an attorney to teach most of the criminal law topics is axiomatic. There is not an attorney assigned to the Kentucky training bureau, and the practice of using the divisional legal officer fer long hours in the classroom is most exasperating. The demands on his time fer divisional legal problems makes his appearance fer class- room lecture uncertain and practically prohibits preparation time. The ‘writer does not subscribe to the idea that a lecture can be prepared by one person and given by another with anything approximating the same effectiveness as a lecture prepared and given by the same person. The justifiable differences that exist between these two cur- riculums in the area of criminal law is a slight inconsistency of topic assignment which involves only five hours (see items 15, 34, and 37 of Table VII). These tepics are assigned to the major grouping of Pro- cedure or Miscellaneous in the Kentucky arrangement. A second item is fire investigation. It is a responsibility of the Michigan State Police resulting from.the commissioner being also the state fire marshal.6 This item involves only three hours. Fire investigation is not a principal responsibility of the Kentucky State Police but is handled by 6Act 59, Michigan Public Acts of 1935, Section 4.435. 75 a separate division of fire prevention. Excepting these differences, there still remains a variance of 143 hours (Michigan) as compared to ninety-two hours (Kentucky). Thus, Kentucky is spending only sixty-five percent as much time on criminal law subjects as Michigan utilizes. Only one conclusion seems logical; the Kentucky curriculum needs to be strengthened in this area. TABLE VI KENTUCKY STATE POLICE CRIMINAL LAW AND RELATED SUBJECTS TOPICS 76 Topic Hours SOQQOHfl-bUNl-J o NNHHHHHHHHHH HODQNOMbuNI—‘O O O O O O O O O O O O O NNNNNN \IOU‘IhuN o o o o o 0 Crimes, Definitions, Elements, and Proof Arrest to Disposition Rules of Evidence Juvenile Laws Interrogation of Witnesses and Suspects Techniques of Lie Detector Rights Under the Fifth Ammendment Liquor Law Violations Breaking and Entering Raids and Gambling Laws Homicide Investigation Laws of Arrest, Search and Seizure Auto Theft Bank Robberies Jurisdiction of Federal Agencies Civil Rights Confidence Men Fingerprinting Photography Crime Laboratory Techniques Collection, Preservation, and Identification of Evidence Techniques and Mechanics of Arrest United States Constitution F.B.I. Laboratory Aids Functions of Alcoholic Tax Unit Testifying in Court Riot Control TOTAL I—‘H OO-bOHHHNO‘LN-hNMMi-‘MUIMLNLNW DNNMNMUJ O N TABLE VII MICHIGAN STATE POLICE CRIMINAL LAW AND RELATED SUBJECTS TOPICS 77 Tepic Hours 1. Law of Arrest 10 2. Law of Evidence 5 3. Law of Search and Seizure S 4. Constitutional Law 5 ' 5. Criminal Law 3 6. Courtroom Conduct 1 7. State Police Crime Lab. 1 8. Health Department Crime Lab. 1 9. Juveniles 1 10. Riot Control 9 ll. Fingerprints 3 12. Latent Prints 1 13. Fire Investigation 3 14. Aircraft Laws 2 15. Aircraft Accident Investigation 2 16. Criminal Law 20 17. Constitutional Law Review 1 18. Law of Evidence Review 1 19. Law of Search and Seizure Review 1 20. Law of Arrest Review 2 21. Civil Government 4 22 . Criminal Interrogation 8 23. Criminal Investigation 12 24. Crime Scene Search 2 25. Fingerprint Identification Review 2 26. Latent Prints 12 27. Crime Laboratory 12 28. Duties of Racket Squad 2 29. Check File and Sex Deviate File 1 30. Polygraph Interrogation l 31. Alcohol Tax Unit 2 32. Liquor Law Investigation 2 33. Sex Crimes 2 34. Jurisdiction of Federal Bureau of Investigation 2 35. Interviews, Confessions, Descriptions of Persons 2 36. Game Law Violations 2 37. Responsibility of U. S. Secret Service 1 38. Juvenile Code 2 39. Probate Court 2 40. Security Squad 2 TOTAL 151 CHAPTER VI MISCELLANEOUS In arranging a police recruit training curriculum in fOur major sections of procedure, traffic law, criminal law, and miscellaneous, the latter must necessarily be large. It embraces all of those subjects that are essential to the successful Operation of a school but do not classify under the other sections. For this reason, miscellaneous has been held to the last in this presentation. The choice of topics placed under the miscellaneous section in the Kentucky curriculum was the re- sponsibility of the writer and.was largely arbitrary. Those topics fOund listed under miscellaneous in the Michigan curriculummwas the decision of Sergeant John M. Brown of the Michigan training staff, excepting first aid, which was assigned to traffic by Sergeant Brown and trans- ferred to its present position by the writer. An effort has been made to place identical tOpics in corresponding sections of the two curric- ulumsbreakdowns. That is, first aid, firearms training, physical training, and similar topics have been placed Opposite each other so a comparative analysis can be made. These topics will differ mostly in time allotted to them. On the other hand, topics such as mock trial and others, although bearing the same name in either curriculum, do not serve the same purpose and are, therefore, listed under different sec- tions. This causes askewness in arranging the two curriculums by sec- tions, making comparative analysis very difficult, but it illuminates 79 the problem of difference in subject matter assigned to the same topic title in the two schools. Lack of standardization between the title and the instructional material the title introduces is apparent. A.compari- son of topic titles would have been less accurate and revealing than the use of section grouping. The miscellaneous section permits flexibility in curriculum building. Subjects outside the domains of traffic law, criminal law, and procedures may be chosen if they appear capable of strengthening the course. The tendency of the training sections to utilize this Opportun- ity is indicated by the fact that fifty-fOur percent of Kentucky's curriculum is listed under miscellaneous while Michigan has thirty-two percent in this category. The miscellaneous section is subdivided into fOur parts to permit 1 a more homogeneous grouping of topics. They are: orientation, history, interagency cooperation, and preparation. These are examined separately. Orientation When a group of young men is called together for the purpose of attending a state police recruit training school, many problems arise. If these problems are intelligently handled, much confusion is avoided, and school progress starts sooner. The recruits range in age from twenty-one to thirty. The twenty-one to twenty-five group probably will not have had any military training. Their initial experiences in living away from home and mother or wife are at the training academy. The writer has not experienced any trouble with recruits because of home 1See Tables VIII and 1x, Pages 89 and 90. 80 sickness. The problems arise because of inability to adjust to new and strange living environment. Seemingly, juvenile problems such as: how to handle personal laundry, how to make a bed, and how to hang clothing in the wardrobe cause many wasted hours of confusion and frustration un- less instruction is furnished the group beforehand. The non-service re- cruits may be experiencing regimentation for the first time. Their reaction, if uncontrolled, may be undesirable while, if it be con- trolled and infOrmed, should lead to quick adjustment. It is better to infOrm the cadet what not to do than to permit him to commit a wrong act and then correct him. The number and kind of topics necessary to successful orienta- tion depend on several factors. The physical layout of the academy and grounds will determine certain needs. The Indiana recruit training pro- gram is Operated at Indiana university by using different buildings on the campus. Recruits eat in the cafeteria with other students--though in a group and separated from the other students to some degree. They move to another building for class and to still another fer sleeping quarters. Kentucky and Michigan have training academies which means that the recruit need not leave the immediate area. He may eat, sleep, and attend class in the same building, going outside only for physical training and.this under the supervision of a staff member. Such con- trast between State training facilities causes a corresponding need in student orientation. Another factor that effects orientation is the department's policy in furnishing or not furnishing the necessary supplies of a student. If paper, pencil, notebook, and other supplies are furnished 81 the student, then some arrangement must be made for issue. If these items are to be furnished by the student, then some arrangement must be made to make them available for purchase or let the cadet leave the premises to find them. Some personnel work needs to be done during the first few days, making new or remaking bungled photographs; signing "missed" personnel fOrms; getting departmental group insurance and expense accounts ar- ranged, if such is involved. Orientation involves meeting the people Of the department that will have immediate effect on the cadet's life; the comissioner, head- quarters personnel, and local Officers that may be meeting or super- vising the cadet. An important factor in early orientation is to acquaint the cadet with the "rules Of the school." These rules and regulations are not the same as the general rules and regulations but deal exclusively with what the cadet may and may not do while in such school, such as: the school grade requirements, conduct during study periods, how to report prOblems, and how to get assistance. The recruit is militantly controlled while in school and needs early orientation to permit his adjustment without too much friction. Michigan utilizes twenty-five hours Of training time to orient the recruit. The outstanding items as far as consumption of hours is concerned is medical examination and chest x-rays which uses seven hours. A.nine hour topic entitled "Instruction and Assignment" aligns the cadet for adjustment to the schedule procedures. Kentucky uses nineteen hours for orienting the new recruit in the 82 police training program. There are some differences in topics listed in this area by the two curriculums, but it is interesting to note that both spend exactly the same amount of hours on this problem if the six hours of medical examinations and chest x-rays are removed from the Michigan curriculum. The Kentucky recruit receives his medical examina- tion and x-ray before being hired-~it is a condition of employment. It is apparent that the sane information is given both recruit groups under orientation, but the information is carried under dif- ferent topics. The similarity of physical plants and training programs calls for very similar orientation material to satisfy the recruit's needs. The amount of hours devoted to this problem indicates that such is the case. A comparison of lesson plan outlines as used by the two schools, covering the entire nineteen hours, would be most interesting. Histogy Although police history and state history is interwoven with many subjects taught in police recruit school, the Kentucky curriculum allots ten hours for the exclusive purpose of furthering the recruit's know- ledge in history. As pointed out in Chapter V, the reportingcadet has very little knowledge of police history or police purposes. His ac- quaintance is usually limited to short reports of unrealistic police valor in .some single incident or to groups of disparaging remarks made by persons with less than friendly feelings toward police. He has very little knowledge Of police organization and administration or of the primary duties of police. A course in police history enables him to more accurately evaluate the present position of police and why it came about. 83 Since the graduating recruit takes an oath to uphold the laws of state government, he should know some of the official history of the state he represents. Knowing state history is advantageous to the trooper in pointing out places of interest to inquiring tourists. Know- ing state history develops pride in the citizen and pride is an irre- placeable element in a policeman. The Officer can never know enough about the history of the state he serves. .A difference exists here between the two curriculums as Kentucky spends ten hours on the topic while Michigan does not Offer state history or police history. The writer suggests that ten hours is a min- imum amount of time to spend on this subject and that to Operate a re- cruit school without offering it in the curriculum at all is unrealis- tic. To properly appreciate where we are, we need to know where we have been. Interagency Cooperation Functioning policemen must work together. This is not limited to state police working with other state police, or with county police, or with the Federal Bureau of Investigation, but emphasizes that all police must work together in the fight against crime if the police potential is to be realized. There are some agencies that, because Of their re- sponsibilities, are often in contact with the state police; these are: Federal Bureau of Investigation, Immigration and Naturalization, Nar- cotics Bureau, the Alcohol and Tax unit, and the Secret Service. These organizations should be included in the recruit curriculum. Usually one hour is sufficient to identify the organization, explain its specialty, and advise the recruit how he may contact the nearest agent if needed. 84 Although they are listed under different sections and the time allotted varies, there is not an appreciable difference here between the two curriculums. Both appear satisfactory. Prepgration Preparation claims the lion's share of training time under mis- cellaneous. Teaching the recruit special skills that he needs to per- form in exercising his responsibilities is the task nost difficult. Into this area of preparation fall some more or less standardized tOpics. First aid has been standardized by the American Medical Associ- ation for the American Red Cross . The standard and advanced courses should be taught .in state police recruit school with the instructor passing over those parts of the course that are not necessary. Michigan spends twenty- five hours on first aid, and Kentucky spends twenty-seven. Both schools use the American Red Cross course with needed variations. This is one of the better standardized areas in police training. There is no reason why all police departments could not avail themselves of first aid texts for use in training. The writer feels that first aid is not a standardization problem in state police any longer, thanks to the Red Cross Manuals. Firearms training is a second large item under preparation. It is necessary that a policeman be proficient in the use of firearms. This is no longer limited to his sidearm but includes rifle, Shotgun, gas gun, and any other weapon the department may be using. To gain this proficiency, the officer must be instructed in the fundamentals of shooting, followed .by practice until he has mastered the art to a satisfactory level of proficiency. Again, police agencies have a 85 stabilizing factor--the army. The range habits and procedures of the military are very much in evidence on state police ranges. The practi- cal pistol course is widely used by police as the sidearm training nedium. Then the question should be asked, "Why does Michigan desig- nate sixty-five hours to firearm training while Kentucky uses forty?" The answer is in facilities. Sixty-five hours is desirable. Michigan has firing range facilities imnediately behind the training building. This makes possible the scheduling of firearm training at staggered tines in the schedule and for only portions of a day. Kentucky has range facilities that are located some two miles away from the training academy. Use of the range involves a transportation problem. The fire- arm training is scheduled to accomodate this situation. All cadets are scheduled on the range for one week of concentrated firing. This has proved satisfactory for qualifying all cadets at a minimum score of seventy, but it is not a desirable training arrangement. Steps in firearms training, with some minor deviations, are universally standard. The differencebetween curriculums is a difference of time. Physical training requires a nunber of hours from the schedule. Physical training can be a side benefit reaped from other topics that require physical activity. Kentucky Spends sixty- four hours on physical training in the form of precision drill and calisthenics. The writer holds mental reservations about the benefit of concentrated military drill and physical training. There is no follow-up to this training. On graduation day, physical activities stop, but the eating habits that have been developed by weeks of hard training continue. This leads to early obesity. State police personnel are a mounted group that has no 86 occasion to move en mass on foot. The purpose served by spending long hours of training time learning a drill routine that is permanently discarded on graduation day is queStiOnable. If it builds morale, the writer suggests that it is the morale of the watchers, not the parti- cipants. Physical training should be employed to the extent of en- couraging good health and locating the physical misfits but should not be exaggerated. The physical training program at Michigan is not nearly so pronounced. Physical exercise is surreptitiously administered through other topics. Water safety is allotted thirty-six hours of training time. This permits the training program to administer physical exercise while it prepares the cadet for a vital need. Such multiple benefits are commendable. Nineteen hours of personal conbat is provided and three hours Of military drill. The personal combat (or self-defense) training is included in the Kentucky physical training program. The difference between the overall physical training programs of the two schools is only six hours. The subtle difference is in the use Of the allotted hours. It is commendable that Michigan uses thirty-six hours to prepare their cadets in water safety while reaping the incidental benefit of physical conditioning. Such practices might well be increased. There are three basic differences between the two curriculums, each involving considerable training time. A fourth item (typing) Of difference is carried under the procedure section because it is re- quired in Michigan report writing procedure. The three appearing in this section are: driving training and spelling and gralmnar offered by Kentucky and water safety Offered by Michigan. 87 The water safety training is aimed at the need for policing and protecting the enormous shore line and the numerous inland lakes of .Michigan. This is a Michigan State Police responsibility. water safety is not offered in the Kentucky recruit school because the state police is not responsible fOr policing the state's water area. It is the re- sponsibility of a separate division--the division of boating. water safety is not, at present, an important need in Kentucky recruit train- ing. Spelling and grammar is offered as an individual daily subject in the Kentucky curriculum because of past experiences with written re- ports. The cadet.is familiarized with a vocabulary of words frequently used in police work. They are schooled in the fundamentals of report writing and use of correct grammar. Unless these fundamentals are within the typing program, Michigan does not Offer a parallel course. Such training is essential. Driving training is the third area of significant difference. The Kentucky program offers fOrty hours of driving training based on natural and man-made laws, knowledge of vehicle, and driver attitudes.z The course contains classroom work and behind the wheel driving. It is an important.area of recruit training and should be increased, not re- duced. This training is separated from pursuit driving. A similar topic is not fOund in the Michigan schedule. Other tOpics appearing in this section differ in name and time between the two schedules, but such difference is not pronounced. 2Center of Traffic Safety, Man and The Metor Car (Englewood Cliffs: New York university, 1954). 88 Unit experience has determined the time allotment on these various Short topics, and the experience seem to have been somewhat parallel. 89 TABLE VIII KENTUCKY STATE POLICE MISCELLANEOUS TOPICS i TOpic Seating and Issue of Supplies welcome Notebooks Courtesy and Honesty How to Study Course Content Kentucky Films Expense Accounts Merit System Our System of Law Enforcement Group Insurance and KSP Retirement Open Periods History of Policing History of Policing in Kentucky History of Kentucky Immigration and Naturalization Functions of Secret Service Spelling and Grammar First Aid Emergency Obstetrics Kentucky Geography Drill Formation Physical Training Review Of Tests Tests Current Events Public Speaking Range 40 Driver Training 40 Mock Trial 3 Graduation 8 State, Federal, and Local Government 3 Safety Education 3 5 3 4 on O‘DCONPMAMNH Haul-Ibu— 91$th 0 O I O Q Ht-IHO-I mantles NN WNVONNMHO‘NNNNHHHNHHNN N O .. bl H U1 NNNNNNNN WVO‘U’OOMNH o o o o o o o o M WHOM“ “(NM N “NI-‘80 . 39 Writing 35. Emergency Supplies TEETH. 28 .5 mm 3:2": W TABLE IX MICHIGAN STATE POLICE MISCELLANEOUS TOPICS 90 Topic Hours vooouomauNI-a O H O O NNNNNHHHHHHHO—l AMNHOtomNOUIhMN O C O C C C 0 C . O O O 0 Introductory Remarks (Commissioner) Purpose of School Remarks (Training Officer) NOtetaking Rules of School Inspection Procedure Interview with Recruits Medical Examinations Chest X-rays Instructions and Assignments Personal Combat Loyalty Oath and Signing Forms Firearms Pistol Qualification Heavy weapons Personal Combat Military Drill Water Safety Public Speaking Outline Of Purpose of the School water Safety Firearms Search, Handcuffing, Transportation of Prisoners First Aid 01 H N HU‘IOMCDV-bO‘t—‘HLDHC‘NHHHNHH N HH mmooo TOTAL H 00 N CHAPTER VII TEAO-IING PROCEIIIRES Introduction Both cadet schools are operated in a highly military or regi- nented atmosphere. The discipline does not relax during the entire stay at the academy. The same situation exists at Indiana and (Ilia. The cadet is told when to get up, what to do throughout the day, and when to go to bed.1 Classes start and stop at precise intervals and the cadet nust be in his proper place. A high degree of courtesy and a correct .deueanor is maintained at all times on the academy area. Failure to comply will attract attention. The mjority of instruction is done by the training staff, but outside help lllJSt be obtained in certain areas. Instructors, other than the training Staff, are encouraged to follow certain procedures while lecturing but are not pressured to do so. Handout or pass—out material is prepared on many sxbjects and passed out at the tire of the lecture or before. The cadet is required to take notes on all lessons and maintain a notebook that is randanly inspected. The in- structor may choose his own nethod Of presentation. lecture The lecture nethod of presentation is the one most Often found 1See Tables x and x1, also x11 and XIII. 92 TABLE X .A TYPICAL RECRUIT SCHOOL DAY AT KENTUCKY STATE POLICE ACADEMY Tine Item 6:30 A.M. Each day, recruits are awakened by the building's CIOCk alarm system. 7:00 A.M. Breakfast is served in the academy cafeteria. 8:00 A.M. 12:00 Neon 12:30--1:00 P.M. P.M. 1:00--4:00 P.M. P.M. 4:00--6:00 P.M. P.M. 6:00 P.M. After breakfast, the recruit prepares his room for in- spection. Books are properly arranged; clothes are properly hung; all leather and brass is shined and placed as Specified; the floor, tables, window area, etc., must be immaculate. (Detailed instructions are. furnished each cadet on how his room is to be kept, where each item goes, and how each item is placed in its particular position.) Rooms are subject to inspection any time from 8:00 A.M. to 5:00 P.M. Monday through Friday. The recruit reports to the classroom, in uniform, for class, unless otherwise instructed. Classes begin on the hour and break ten minutes befOre the hour. Attendance is required. Each Monday morning at 8:00 A.M., the recruit stands by his bed for personal inspection. Position and demeanor during inspection are Specified. Lunch is served in the academy cafeteria. Close order drill is held on the drill area immediately behind the academy. Afternoon classes. Running and calisthenics Monday through Thursday. Self- defense and personal conditioning. Supper is served in the academy cafeteria. -93 TABLE X (continued) Time Item 7:00--9:00 Study period Sunday through Thursday. The recruit is P.M. P.M. restricted to his room or the library. Quiet is Ob- served. 11:00 P.M. All room lights are out. Bed check is made. Recruits are dismissed after examination on Friday evenings until 6:00 P.M. the following Sunday unless restricted to the academy. 94 TABLE XI A TYPICAL RECRUIT SCHOOL DAY AT MICHIGAN STATE POLICE ACADEMY Time Item 5:45 A.M. Each day, a recruit monitor awakens all recruits. 6:00 A.M.-- An Officer directs calisthenics. 6:30 A.M. 7°00 A.M. An Officer takes the recruits to breakfast. After breakfast, the recruits return to their quarters and prepare for inspection. Except for the individual work to be done by each recruit, the quarters are cleaned by the group assigned; this assignment is on a weekly basis. Additional fatigue is required Saturday and Sunday afternoons approximately every other week. 7:45 A.M. Daily inspection is made by members of the Recruit 8:00 A.M.-- 12:00 Neon 12:00 Neon 1:00 P.M. 5:00 P.M. 6:00 P.M. 8:00 P.M. School Staff. (There is no 7:45 A.M. inspection on Saturdays, which is examination day. The quarters are completely cleaned after the examinations, following which inspection is made.) Following the daily inspection, sick call is announced, and all those recruits with ailments of any kine which require attention or medical aid are directed to come fOrward and report to the inspecting officer. Recruits are in their seats fer the start of the first class at 8:00 A.M. These are lecture type instruction. Recruits are given a 10 minute break between each hour. Lunch is served. Recruits are assembled in groups for the afternoon activities. (Recruits themselves go to and from the different locations of instruction in military order, led by the group leader.) Afternoon activities are demonstration and practice type of instruction. Supper is served. Swinming and water safety class is conducted on week days. 95 in use in recruit training. The average police instructor is not of professional calibre in his lecturing; he tends to talk rather than lecture. This does not infer that he cannot and does not do an accept- able jOb of imparting information to the recruit class. The Officer who designs to become a police instructor should acquaint himself with the principles upon which successful instruction is contingent. The remark "they have been told" is indicative of an instructor who parrots infor- mation without the benefit of a true teacher's perception of student learning. Some pseudo police instructors appall the class with unre- lated filthy jokes, voracious oaths, excessive use of "eh, and, and so," cOIOssal ineptness and a frugality of effort. There are, however, many capable police instructors. The people permanently assigned to the training staff, with ample time and in- terest to prepare, can and should attain a commendable proficiency in police teaching. Lecture is defined as "a discourse read or pronounced on any subject, especially a fOrmal or methodical discourse used for instruc- tion."2 This is the pure lecture that abounds on high academic levels of universities and among professional people. It is carefully pre- pared, well organized, and is the product of meticulous research and a fertile, knowledgeable mind. It should not be confused with the usual "talk" of a police instructor while he rambles through past experiences and departmental procedures. To upgrade the police talk toward the lecture level, the instructor needs to have an understanding of four 2Funk and Wagnalls, New Standard Dictionary of the English Langggge (New York: Funk and wagnalls, I957), p.’l409. 96 fundamentals of teaching: 1. 2. 3. 4. Preparation Presentation Evaluation Recapitulation Preparation requires research and arrangement of material. Pre- sentation involves the elements of public speaking; rapport with the class; emphasis at the proper points in the lecture; and application or demonstration when practicable. Evaluation is the neasurement of student learning on the topic taught. Recapitulation is a strengthening of the weak areas revealed by evaluation. The strong points of lecture presentation as expressed by Thomas M. Frost are: 1. 5. It presents a miniIIum nunber of administrative problem. It is the most readily and quickly adaptable of teaching methods. . It is an ideal method of introducing and summarizing subject matter. It is an ideal method to establish need or to motivate a class. It allows for a continuous flow of infOrmation from the instructor to the class.3 Some weak points as listed by Frost are: 1. 2. It places the entire work burden on the instructor. The class merely sits and listens. It requires the instructor to have exceptionally good de- livery, a good speaking voice, and a highly interesting presentation. 3Thomas M. Frost, A Forward Look in Police Education (Spring- field, Illinois: Charles C. ThomasPublisher, 1959), p. 87. 97 3. It seriously limits class participation. 4. Instructor is apt to present too much material. 5. It places considerable pressure on the instructor's ability.4 A strong point of lecture, according to Kenneth T. Sowers, is "it is an excellent way to supply point by point information."5 Lecture is the major method of presentation at both Michigan and Kentucky (also Indiana.and Ohio). Discarding physical training, water safety, and range, eighty to ninety percent of the remaining subjects are taught.by the lecture method. Some reduction in this amount of time could be accomplished although lecture will continue to dominate police instruction. The improvements should be made in the lecture itself. Lecture is a good teaching method when properly used. The pure lecture method is not conducive to good learning as the student usually will retain only thirty percent of what he hears.6 Discussion Discussion, as a teaching technique, is in limited use at both schools. The size of a cadet class makes discussion undesirable as the recommended.maximum per group is twelve people.7 The nature of the physical plant and the type of subjects taught is not conducive to extensive use of this method of instruction. The buzz group practice 4Ibid. 5Kenneth T. Sowers, Group Discussion Techniqge fOr Driver Educa- tion (New York: university Press, 1961), p. 3. 6Howard L. Kingsley and Ralph Garry, The Nature and Conditions of Learning (Englewood Cliffs: Prentice—Hall, Inc., second’édition, 1957), p. O 7Sowers, op. cit., p. 4. 98 requires more classroom space than is available in a state police academy. "Discussion does not seek merely discussion, but the fruits of discussions-the clarifying of individual opinions, the general under- standing of the points of view, some approach to common understanding."8 The instructor controlled discussion method can be used with the large group and is employed for review work and other situations of a similar nature. The instructor lays out the area to be discussed and sees that the questions and answers do not wander too far afield. He is prepared to insert questions if it appears a vital area is not being introduced by the cadets. This type of teaching is destined fer wider use in the subject areas of traffic law, criminal law, and individual rights than it.is presently enjoying in recruit training. Cleverly handled discussion lends itself well to the altering Of attitudes and to the retention.of knowledge. Panels The use of panels is favored by both schools with Michigan scheduling fifteen hours and Kentucky scheduling eleven hours of this type presentation. Training prOblems have a way of occurring during the school that need the attention of a panel, so it may be assumed that more time is actually spent in panel discussion than the schedules indicate. Occasionally, two or more members of the training staff will work as a panel to clarify some problem fer the class. These panels are organized around people who have special 8J. V. Garland and Charles P. Phillips, Discussion Methods (New York: The H. W. Wilson Company, second edition, 1940), p.’l9. 99 knowledge in some area. If the topic is traffic law, the key people on the panel will be a traffic supervisor and an attorney. Where several capable traffic supervisors are available, as is true in a state police unit, it is advisable to utilize as many of these people as possible so that the recruit benefits from their experiences. This means that the personnel of the panel changes from time to time. Experience at both academies has indicated the most desirable number of people to use on a recruit training panel is three to five. Less than three tends to let the members be harassed, while more than five makes the panel bundlesome. Success or failure of a panel depends on the preparation made by the training staff. If a knowledgeable person is a member of the panel, it is the responsibility Of the panel planners to see that this know- ledge is made available to the class. The class is briefed befOrehand on the panel membership with some mention of the special skills of each member. The class members are instructed to prepare questions in writing so that they may ask them when the situation permits. If vital questions are not asked by the class members, the training staff member who is with the panel will pose the question. There should.always be a member of the training staff on the panel. Use of panels in state police training is expensive because it utilizes three or more high salaried people, but it should be used more Often. Training Aids Training aids in a broad sense may include everything that assist in training. However, training aids should be distinguished from training equipment and training facilities.9 9Department of The Army, Techniques of Military Instruction, Field Manual FM 21-6 (Washington, D.C.: GOvernment Printing Office, 1954), p. 61. 100 On this premise it becomes obvious that the instructor is not limited to his training aids but that the training aids are limited by the in- structor. .All about the instructor are various and numerous objects that are susceptible to use as training aids. The extent to which such objects can.be put to use is limited only by the imagination and in- genuity of the instructor. As police instructors, we are apparently insensitive to the tremendous value of even a simple item used to dem- onstrate or illustrate a point in the lesson plan. A dull lecture is given life; a difficult point to teach is simplified; and cadet learning is vastly increased by use of training aids. Good teaching is made better. "Training aids are essential to effective instruction. In the hands of good instructors they are powerful tools."10 The use of training aids are incidental to some topics. Firearms training will always involve the Showing or demonstrating of a weapon. This demonstration is Often poorly planned and presented, but it still has some good effect. First aid training, driver training, and similar tOpics have "built in" training aids that the instructor uses Often without careful preparation and thus reaps only a part of the teaching assistance available to him. It is a paramount responsibility of the training director to develop a hypersensitivity to training aid value in his instructors. Both Michigan and Kentucky recruit schools follow a similar pattern in use of training aids inside the classroom. Outside the classroom, training usually involves models or the actual items that are 10Ibid. 101 being discussed, so it can be said that the greater need for advance- ment in training aids is inside the classroom and thus involves visual aids or audio-Visual aids. The chalk board is the most often used visual aid by both schools. It is immediately available, and the instructor will automatically turn to it fer listing of complicated steps or spelling of a word. When the possibility of chalk board uses are explored, it becomes Obvious that this is a virgin area for development in recruit instruction. Wittich and Schuller describe many chalk board techniques "which are easily and effectively used and.which are within the ability of any teacher."11 To estimate a percentage of instruction associated with use of the chalk board in either school would be unmitigated conjecture--it is sufficient to say, not nearly enough. Some other items of value in visual aid usage that are available to both recruit.schools and that enjoy limited use in each are: flat pictures, graphs, charts, diagram, posters, cartoons, wall maps, and three dimensional items such as objects, speciments, models, and mock ; ups. These are used especially in teaching such topics as: finger- prints, first aid, road blocks, raids, riot control, and similar subjects. Their use needs to be expanded. Both schools employ the use of several projecting machines. One of the most popular is the 16 mm sound motion picture projector. This audio-visual aid is easy to use because film may be made or purchased 11Walter A. Wittich and Charles F. Schuller, Audio-Visual Materials (second edition; New York: Harper and Brothers, 1954), pp. 17'700 102 and the operation simply involves setting up the projector and letting it do the work. Such procedure is not good use of the motion picture projector. The film should be carefully introduced, then Shown, and then evaluated. To Show a film out of its context is a doubtful train- ing measure. The motion picture projector has tremendous possibilities in police recruit training. Of the many manifestations of twentieth-century genius the 16 um sound motion picture film is one of the greatest. The motion picture camera can record what it hears. Thus two of man's primary avenues of awareness, seeing and hearing, can be appealed to simultaneously.12 Other projectors in use at both academies are: the Opaque pro- jector, the slide projector, the film strip projector, and the overhead projector. The overhead is the most pOpular of this group. The writer estimates that this projector is adaptable to twenty percent of recruit school instruction. It makes use of transparencies that are very inex- pensive to prepare and have a relatively long life. Modern methods of lifting desired material from its source onto the transparency is fast, inexpensive, and efficient. This machine permits the use of versatile overlaps. It is, in reality, the "work horse" of recruit training visual aid equipment. The Michigan training section has recently ac- quired the new Thermofax overhead projector which is efficient and portable. There are two problems associated with the equipment referred to above--it is expensive, and it requires storage space. A solution to either of these is difficult in a state police academy. 12Ibid., p. 362. 103 Practical WOrk Demonstration by the instructor of the subject being taught and participation by the cadet is practiced where possible by both schools. Such topics as physical training, water safety, firearms, drill, and vtyping require actual participation by the cadets. In other topics as first aid, accident investigation, arrest and search, driving training, traffic control, and motorist contacts, the instructor develops student participation exercises that color the teaching with realism and inter- est. Cadets in both SChOOlS'Write facsimile citations and.warnings; they fill out accident reports from a mock scene or hypothetical situa- tion. They are taken to the traffic routes to Observe truck weighing and violator stops. This is one of the stronger points apparent in both schools; however, it has room for improvement. A problem to be overcome is space. It requires more free area than is available to either academy to develop good tactical problems for the cadets to solve. It is doubtful if poor practical work is more beneficial than harmful. Evaluation Testing fellows the same procedures in each school. It is a weekly occurrence, usually on Friday at Kentucky and Saturday at Michi- gan. Some areas Of curriculum have a minimum proficiency that must be attained as firearm, driving, physical adeptness, and speech. Know- ledge must be shown in the law and procedures areas.' Such intangibles as attitudes, desires, honesty, consistency, personality, and capacity are measured, estimated, and Observed by the staff. Anecdotal records are kept by staff members and are used in the total evaluation of the cadet. This record is usually of a derogatory nature Only, recording 104 those incidents that the staff member considers to be indicative of conduct not desirable in a state police Officer. "It is not easy to know what is significant and worth recording."13 If incidents become frequent, the cadet is observed very closely. He becomes the subject of staff discussion, and his counseling is intensified. He may be arbitrarily terminated at any time. Unless his total evaluation is satisfactory at all times, he is terminated. The termination is based on grades, ancedotal records (demerits), effort, perusal of total record, desire, rate of improvement, attitude, and collective staff Opinion. The weekly tests are prepared to cover the material taught that week. Tests may vary in number Of questions used from fifty to over two hundred. Time allowed fer taking the test is adjusted accordingly. Questions may be either essay, true-false, multiple choice, short ans- wer, completion, or matching. Some material requires the essay type question, but the objective type question should be used when possible.14 Preparing a test that is reliable and valid is one of the most difficult jobs in recruit training. The material taught is carefully evaluated with teaching objectives being clear and specific. The con- tent Of the material is tested for knowledge, skill, and attitude. These Objectives of teaching are essential to proper recruit training. When the objectives have been established and are properly related to the content Of material taught, a test blueprint is developed and 13Victor H. Noll, Introduction to Educational Measurement (Boston: Houghton-Mifflin COmpany, 1957), p. 308. 14Ibid., p. 134. 105 questions are prepared to satisfy the indicated need.15 Objective type questions are used. TWO or more kinds of questions are used. Accuracy in testing is possible only when tests are carefully prepared. An i11- prepared test cannot evaluate properly. A cadet's position in class is based on a mean average and not on a minimum.score. If he locates in the lower twenty percent of the bell curve fOr two successive weeks, he attracts attention. 15See Table XII "A Blueprint fer a 100 Objective Type Test Covering Traffic Law." 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Each man will be issued bedding, towels, textbooks, and other equipment, and he will be held responsible fOr each item issued to him. .All equipment will be turned in at the completion of train- ing, and any loss or damage resulting from negligence shall be charged against the responsible person. Each Cadet will be assigned Specific quarters and will be respons- ible fer the proper policing of those quarters. All extra gear such as shoes, suitcases, shower shoes, and house slippers will be kept in the lockers and in neat arrangement. Corridors, rest rooms, and bedrooms will be ready for inspection at all times during classroom attendance or at any other time the room or bed is not being occupied. Beds will be made in the manner pre- scribed by the Academy. Personal appearance will be subject to inspection at all times whether in uniform or civilian clothes. All Cadets will pay particular attention to haircuts and will be clean shaven at all times. Classroom attendance, field studies, and other assemblies will be attended by all Cadets, and they will be on time for all assemblies. Excuses fOr being absent from any assembly will be obtained from the school commandant. Seating arrangements for classroom attendance will be made by the academy personnel, and no change will be made without permission. All private automobiles will be parked in designated parking area. All private automObiles will conform to the Kentucky Meter Vehicle Laws in the strictest interpretation. Each man will be required to take notes during lectures, and note- books will be subject to examination and grading at any time. weekend leave of absence will be granted to those whose conduct and scholastic standing is acceptable to the school commandant. Smoking in the classroom, in formation, and in bed is forbidden. Permission fOr visiting must be obtained from the Duty Officer, and all visiting will be done in the lounge or recreation room. 109 TABLE XIII (continued) 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. If any equipment is broken or becomes unusable, the Academy Office will be notified, and no attempt will be made by the Cadet to repair such equipment. All telephone calls will be made from the pay phone in the corri- dor. Only those calls considered to be of an emergency nature will be received on the Office phone. Each person should keep his phone calls to a minimum and should limit each call to not more than five minutes. The dormitory phone number is CA 7-9209. The Office phone is CA 3-8221, Ext. 72. All mail should be addressed to you in care of Kentucky State Police Training Academy, Louis- ville Road, Frankfort, Kentucky. NO phone calls will be made or received after lights out except in cases of an emergency. Cadets will log out and in as they leave and enter the Academy. Log book entries will require the signature of each Cadet that leaves or enters the building. All lights will be turned out at 11:00 P.M. NO radios will be played after lights out, and each man will be in his bed sharply at 11:00. .All persons attending the school will refrain from the use of pro- fanity. NO intoxicating beverage of any kind will be brought into, or drunk on Academy premises. All Cadets are restricted from the Office area of the Academy ex- cept on express permission and are not to enter the Laboratory or Post 12 areas. Cadets will address all members Of the department by rank or title. Cadets will not ride with Troopers on their off-duty hours. No firearms will be permitted above the first floor at any time; and except during instruction periods, all firearms will be stored with the armorer. The building will be secured at 11:00 P.M., and bed check will be held at that time by the Duty Officer. 110 TABLE XIV MICHIGAN STATE POLICE ACADEMY RULES AND REGULATIONS 5:45 A.M. all Recruits will arise fer the day's activities. Full recruit uniforms must be worn at all times unless otherwise specified. Inspection will take place each day at 7:45 A.M. Quarters must be in order at all times. Leather must be well shined. There will be sick call every morning after inspection. All in- juries and illnesses must be reported as soon as detected and again at each subsequent sick call until complete recovery is achieved. Recruits will be quiet and orderly at all times. Beds must be made up in regulation style when not in use. No smoking will be permitted in the classroom.or during outside activities unless the instructor gives permission. Smoking will be permitted in the locker room, toilet, and back stairway of the gym. Card playing of any kind is prohibited. Radios, television, phonographs, and musical instrunents are pro- hibited except as authorized by the school commander. Personal photographs must be out of sight. The swimming pool or other sports equipment will not be used except under the supervision of a member of the school staff. All personal cars will be parked only in designated area. Recruits will assemble in appropriate fOrmation upon hearing one blast of a whistle or the classroom bell. The order for dismissal from all classes and.assemblies will be given by the officer in charge. NOtebooks must be immediately available fer use in any class and inSpection by any member of the school staff. .A Recruit will be appointed each day to awaken the other Recruits and answer the telephone and turn out the lights. N 1. 22. 23. 111 TABLE XIV (continued) Telephones will not be used without permission of a nenber of the school staff except in emergencies. Recruits will avoid extended conversation with people not asso- ciated with the school unless otherwise authorized by a member of the school staff. Recruits will have no visitors during training hours unless per- mission is given by the school commander. Visitors may be re- ceived in the lobby of Mapes Hall from 5:30 P.M. to 6:00 P.M. When entering the classroom while a class is in progress, the back door Should be used. All personal business with the Quartermaster must be done in the evening from 5:15 P.M. to 6:00 P.M. There will be no loitering at the Quartermaster. There will be no exchange or training of issued equipnent without approval of the school commander. There will be no passes or tine off to any Recruit except by ap- proval of the Commanding Officer of the Training Bureau. If, for any reason, a Recruit wishes to resign or leave the school, he shall imnediately notify the immediate supervisor and the school conmander or the Commanding Officer of the Training Bureau. Leaving the school unauthorized, or failure to return from pass at the specified time, will result in dismissal. All verbal orders and directives, issued in accordance with depart- nental policy by any nember of the school staff, will be complied with. Signed Commander TrainingTureau CHAPTER VIII .A MODEL CURRICULUM This curriculum was designed for a state police organization with a police problem similar to that of Kentucky and Michigan. It was designed for a fourteen week training period. There are characteristics of flexibility cached in every subject area and every week. The training day was broken into the following six parts: 1. 6:00 A.M. to 6:30 A.M. Calisthenics 0.5 hours 2. 8:00 A.M. to 12:00 Noon Classes 4.0 hours 3. 12:30 P.M. to 1:00 P.M. Drill and/or exercise 0.5 hours 4 . 1:00 P.M. to 4:00 P.M. Classes 3.0 hours 5. 4:00 P.M. to 5:00 P.M. Physical training 1.0 hours 9.0 Tetal 6. 8:00 P.M. to 10:00 P.M. Study Period This provides a training day of nine hours with two additional hours assigned as study tine. Thus, the recruit day goes from 6:00 A.M. to 11:00 P.M. five days per week. The recruit is given leave on Friday evening following weekly examination and is free mtil 6:00 P.M. on Smday evening. The total actual training hours per week is forty- five. The total hours of the fourteen week program is 630. An effort was made to divide subject hours into nunerals that tended to cOmbine in a total of seven. That is, a tOpic of three hours and a topic of four hours fit nicely into a day schedule. The California Basic Officers' Training Course is a mininum amount 113 of topics to be taught and tine to be spent on each topic. It is not considered sufficient for minimum state police training but is repro- duced here for the reader's reference, (see Table XV). This is the only mininum curriculum for recruit training the writer was able to find. A period of fourteen hours is left vacant to permit scheduling of topics that solve a training need peculiar to the department. Other areas my be altered to fit more exactly the training need. The basic program, however, should be kept. It is strong in criminal law, traffic law, and personal skills. Although tOpics such as firearm and first aid are scheduled in a "block" if the facilities are available to permit teaching these tOpics in small amounts, daily, this would be preferred. Topics Hours 1. Miscellaneous Sibjects 70 Total H A. Orientation Welcome We of the School Assigl'ment and Issue School Regulations Notetaking and Arrangement Personnel Processing Problem Individual Counseling Recannended Study Techniques Merit or Civil Service System Take-up or Emergency Issue NHNNHHHNH B. Familiarization History of Policing (general) History of Policing in This State State History A Philosophy of Law Enforceuent State Geography \l-fiMI-‘O‘ 114 TOpics Hours C. Preparation Writing and Spelling Preparation 14 Grammar Spelling Trpmg Et cetera Public Speaking .Mock Trial State, Federal and Local Government Safety Education Current Events Lectures by Chaplains NNMM-bfl II. TRAFFIC LAW.AND RELATED SUBJECTS 105 Total A. Traffic Statutes 35 Owning, Buying, and Selling Statutes Licensing Statutes Financial Responsibility Statutes Motor Vehicle Operating Statutes Review Panel B. Accident.Investigation 35 Motor Vehicle Accident Investigation Airplane Accident Investigation Review Practical Work C. Traffic Law Related Subjects LN 01 Citation and Warning Violations Point and Area Control of Traffic License Pick-ups Techniques of Speed Driving Manual Directing of Traffic Laws Controlling Trucks Truck weighing Techniques of Traffic Patrol Review Panel III. CRIMINAL LAW AND RELATED SUBJECTS 14 Total Law of Arrest Law of Evidence \JV 0 hMVhMNNHN-b 115 TOpics Hours IV. Law of Search and Seizure Definitims of Crines, Elenents, and Proof Cmstitutional Law Juvenile Laws Liquor Law Violations Polygraph Interrogation Interrogation Techniques Breaking and Entering Bank Robberies Civil Rights Homicide Investigation Sex Crimes Confidence Men (M. 0.) Automobile Thefts Functims of the Narcotics Bureau Ganbling Laws and Police Raids F. B. I. Jurisdiction Functions of A.T.U. Functions of Imigration and Naturalizatim Functions of Secret Service Procedure From Arrest to Final Disposition Criminal Arrest Techniques Criminal Law Statutes Crime Laboratory Techniques Photography (Police) Fingerprints (locating, lifting, and using) Criminal Investigation Confessions, Stateuents, and Admissions Gane Law Violations Crime Scene Search The Fifth Anendment Review-Law of Arrest, Search and Seizure Review-Law of Evidence Panel (Criminal Law) PRCXIEDJRB Rules and Regulations Incident Reports Use of Weapons on and off Ddty Riot Control Com'troom Conduct Criminal and Case Reports Care of Departmental Equipment Automobiles Uniforms Guns Other Items of Issue 00 HH 4:- MHMHNHMthNNMMHHHP—‘MHNIHN-hHN-h-bMM-hwhw #QN'hMNN l-i Total 116 TOpics ers Police Code of Ethics 1 Correspondence 2 Participation in Politics 1 Patrol Policies 3 Camunicatials 7 News Releases 1 Accidents Involving Cruisers 1 Use of Telephone 1 Department Organizatim--C2hain of Comand 2 Fulctions of Separate Departmental Offices 2 Special Problem such as Duties Peculiar to the Organization 14 Weekly Examinations 14 V PERSCNAL SKILLS 231 Total A. Firearm Training 40 Bull's Eye Target Practical Pistol Course Shot Gun Rifle Gas Gm Machine Gun B. Driver Training 35 Natural Laws 5 Wm Made Laws 5 Knowledge of the Automobile 5 Attitudes of Drivers 5 Behind the Wheel Driving 14 C. First Aid 35 A.R.C. Standard Course A.R.C. Advanced Course Special Problem Euergency (listetrics Review D. Physical Training 121 Precision Drill 3S Calisthenics 35 Self-Defense, Personal Combat, Taking Weapons Sl GRAND TOTAL . . . . . 630 Hours TABLE XV CALIFORNIA BASIC PEACE OFFICERS' TRAINING (DURSE:l Subjects 3 Public Relations Introduction and Miscellaneous Sijects Notebooks--Note taking (school and field) Race Relations Firearms Self-Defense Court Appearance and Conduct Care and Use of Departmental Equith Crowd Cmtrol: Civil Disturbances and Riot Control First Aid Patrol Procedures and (bservat ions Fundamentals of Penal Code and Related Laws Report Writing, Modus Operandi Report Juvenile Procedures Transportation of Prisoners and Insane Persons Abchanics of Arrest ’ Searches and Seizures Law of Arrest Rules of Evidence Value ofi_Scientific Aid - Police .Procedures 18 Principles of Investigation 12 Traffic 12 Interview and Interrogation 8 Flmdanentals of Civil Process 8 Powers and Duties of Sheriff 4 HH 0 H p... ha‘hNO‘H-hmommhh-‘NNNNMUI 1 rt of Conference for the Devel t of a Peace Officer T‘rainin Emc—qum lSTcranento: California Snfite TEEFEEnt of Wanna—1918)? CHAPTER IX SUPP-IARY , CONCLUSIONS , AND RECOIVNENDAT I OMS This study represents an examination and comparison of the re- cruit training program of the Michigan State Police and the Kentucky State Police. It is of value if it serves as a basis for change in either current program, provides a guide for the establishing of future programs, or presents questions that may incite further investigation. The examination revealed a close similarity between the two police organizations in police responsibility, authority, prOblems, and organizational structure, with Michigan being larger in area to police, road miles, personnel, registered vehicles, and clientele. The training objectives practically coincide. Although they affect the training curriculum in only one area, these basic differences exist: 1. The Michigan State Police is charged with policing its vast water area and coast line. Kentucky does not have this responsibility. 2. The Michigan State Police has complete statewide jurisdiction. The Kentucky State Police does not have jurisdiction inside cities of the first to the fifth classes, inclusive. 3. The COmmissioner of Michigan State Police is also the State Fire Marshal. Kentucky does not have this responsibility. 4. The Kentucky State Police is charged with administering the opere ators' license program. Michigan does not have this responsibility. These differences in reSponsibilities do affect state police training, but the effect is at the in-service training level rather than 119 at the recruit training level with the exception of water safety (umber one). In view of the conclusions drawn as a result of his study, the following reconmendations for change in the present programs are made: Michigan Recruit Training Program '5 W N H 0 Increase the length of the recruit school to fourteen weeks. Provide a thirty—five hour driving training program. Increase use of visual aids in classroom instruction. Re-evaluate the physical training program with an effort toward conbining tactical problem with body conditioning. Increase instruction on grarmnar and spelling. Establish and use a training conmittee to critique and recommend curriculum. Kentucky Recruit Training Progam l. 2. Increase the length of recruit school to fourteen weeks. Inprove the elenents of topics and tine in the criminal law area. Adopt the divided school program with a break of two to six months between the tenth and eleventh weeks. (The practice presently followed by Michigan.) Re-evaluate the physical training program with an effort toward combining tactical problem with body conditioning. Increase use of visual aid training in the classroom in- structiai. Increase use of panels as a method of instruction. 120 Both training sections Should maintain a much closer liaison with the training sections of surrounding states. There should be a continuous interchange of information, visits, and suggestions toward the ultimate goal of standardization of recruit training and the establishment of a minimum curriculum for all state police. There should be a further examination made into a single area of curriculum such as traffic law or criminal law. It would be a meticu- lOIs investigation of hour by hour instruction with close attention to lesson plans lsed, point by point presentation, use of training aids, examinatims, and evaluations; then compare with its counterpart in another program. Such information would be invaluable to directors of recruit training. There should be a further examination and comparison of recruit training as practiced by all fifty states, seeking the answer to ques- tions such as: How well do officers police with only four weeks of re- cruit training? How well-knit is a recruit training program that ex- tends over a period of six months?1 If a reader should be encouraged to attempt these examinations, then the effort expended on this study will have been well invested. 1Alabama and Arkansas have four week recruit training program, while Maryland and Oregon have six months recruit training program. Comparative Data, op. cit., p. 32. BIBLIOGRAHIY BIBLIOGRAPHY Books Adams, Orville Daniel. Training for the Police Service. Washington: United States Government Printing Office, Vocational Division, Bulletin No. 197, 1938. Adkins, Dorothy C., Earnest S. Primoff, and Harold L. McAdoo. Construc- tion and Analysis of Achievement Tests. Washington: The Superintendent of Documents, 1K S.Tbvernment Printing Office, 1954. ' Albrey, Arthur 8. Jr. The Officer in the Small Department. Springfield, Illinois: Charles C. Thomas Publisher, 1961. Blackhurst, J. Herbert. Principles of Methods. Des Moines, Iowa: University Press, 1936. Burtm, William H. The Guidance of Learning Activity. New York: D. Appleton-Century Company, Tnc., First Edition, 1944. Callan, George D. Police Methods for Today and Tomorrow. Newark, N. J.: Demear Press, 1939. Chalaone, Cornelius F. The Policeman's Guide. New York: Harper and Brothers Publisher, 1952. Charters, W. W. Methods of Teaching. Chicago: Row, Peterson and Company, 1909. Chiotis, John C. and Joseph C. Pell. How to Become a Policeman. New York: thk and Wagnalls Company, 1946. Clark, Harold F. and Anne 8. McKillop. An Introduction to Education. New York: Chartwell House, Inc., 1951. Clift, Raymond E. A Guide to Modern Police Thinking. Cincinnati: The W. H. Anderson Company, 1956. Coatman, John. Police. New York: Oxford University Press, 1959. Cruising with the Michigan State Police. Series of Radio Talks. Authorized by Conunissiorer Oscar G. Olander. Presented by the Michigan State Police, East Lansing, Michigan. Dahl, Raymond and Howard H. Boyle. Arrest, Search and Seizure. Mil- waukee: Hammersmith-Kortmeyer Company, 1961. DeGarmn, Charles. The Essentials of Methods. Boston: D. C. Heath and Company Publishers, 1891. 123 Depath of the Army. Field Banual, Techniques of Military Instruc- tion FM 21-6. Washington, D. C.: Government Printfig Office, 15513 Dewey, John. Democracy and Education. New York: Macmillan and Company, 1916. Deutsch, Albert. The Trouble With Cops. New York: Crown Publishers, Ind., 1955. Dietrich, Clay. Law Enforcement Officers. Milwaukee: Pergande Pub- lishing Company, 1951. Didycha, George J., et a1. Psychology for Law Enforcement Officers. Springfield: Charles . omas Publisher, 1955. Fisher, Edward C. Vehicle Traffic Law. Evanston, Illinois: The Traffic Institute, Northwestern Uifiversity, 1961. Fosdick, Raymond B. American Police Systems. New York: The Century Company, 1920. . Police Administration. Part III of the Cleveland Fomdation Survey of Criminal fistice in Cleveland. Cleveland: The Cleveland Foundation, 1921. Frost, Thomas M. A Forward Look in Police Education. Springfield: Charles C. Themes Publisher, 1959. Furst, Edward I. Constructing Evaluation Instruments. London, New York, Toronto: Longmans, Green and Company, 1958. Gammage, Allen Z. Basic Police Report Writing. Springfield: Charles C. Thomas Puinsher, 1961. . Your Future in Law Enforcement. New York: Richard Rosen ' Press, Tnc., 1961. Germann, A. C. Police Personnel Management. Springfield: Charles C. Thomas Publisher, 1958. Gourley, G. Douglas. Public Relations and the Police. Springfield: Charles C. Thomas Publisher, 1953. Griffin, John I. Statistics Essential for Police Efficiency. Spring- field: Charles C. Thomas PEIiSEer, 1958. Harris, Theodore L. and Wilson E. Schwahn. The learning Process. ’ Selected Readings on the Subject. New York: Oxford University Press, 1961. Harrison, Leonard V. Police Administration in Boston. Cambridge: Harvard University Press, 1934. 124 Hmvkes, Herbert E., E. F. Lindquist, and C. R. Ihnn. The Cmstructim and Use of Achievement Examinations. Boston: Wton-Mifflm Cfimpany, 1936. Karch, R. Randolph and Edward C. Estabrooke. Teaching Techniques. Milwaukee: The Bruce Publishing Company, . Kenney, John Paul. Police Management Planning. Springfield: Charles C. Thomas Publisher, T959. Kenney, John P. and John B. Williams. Police (parations. Springfield: Charles C. Thomas Plblisher, 1960. King, Everett M. The Auxiliary Police Unit. Springfield: Charles C. Thomas Publisher, 1960. Kingsley, Havard L. and Ralph Garry. The Nature and Conditions of learning. Englewood Cliffs: Prentice-Hall, Tnc., Second edition, Krug, Edward. Curriculmm Plarming. New York: Harper and Brothers, 1957. Leonard, V. A. Acadery Lectures on Lie Detection. Springfield: Charles C. Thomas Publisher, 1957. . Police Organization and Management. Brooklyn: The Founda- tion Press, Inc., I951. Ieyson, Burr W. FMting Crime. New York: E. P. Burton and Collpany, 1948. Michigg Vehicle Code. Lansing, Michigan: Secretary of State, State Printing Office, 1961. Monroe, David .6. State and Provincial Police. State and Provincial Section, Internationalissociation of Chiefs of Police and North- western Traffic Institute. Evanston, Illinois: Northwestem Traffic Institute, 1941. Mmroe, Walter Scott, Hames Clarence DeVoss, and James Fredrick Kelly. Ethicational Tests and Measurements. Boston: Houghton-Mifflin Carpany, 1944. thor Vehicle Laws. Frankfort, Kentucky: Department of Motor Trans- portation,Tub1ic Safety, and Revenue, 1960. Mmicipal Police Administration. The International City Managers' Msociation. Chicago: The Institute for Training, Fifth edition, 1961. Mmmally, Jim C., Jr. Test and Measurements. New York, London, and Tormto: McGraw-Hill Book Company, Inc. , 1929. 125 New York University. Man and The Motor Car. Center for Safety Educa- tion. Englewood Cliffs: Prentice-Hall, Inc., 1954. N011, Victor H. Introduction to Educational Measurement. Boston: fbughton-Mifflin Company, 1957. Northwestern University. Traffic Accident Investi tion Manual for Police. Evanston, Illinois: The Traffic Institute, 1957. Pennsylvania State Police. History of State Police Training in Penngyl- vania. Hershey, Pennsylvania: State PoIice, 1962. Police Cadet. New York City Police Department. New York: The Arco Wishing Company, Inc., 1960. Pope, John Keith. Police Press Relations. Fresno, California, Academy Library Guild: 1954. Shaffer, Laurence Fredric, and Edward Joseph Shoben, Jr. The Ps 010 of Adjustment. Boston: Houghton-Mifflin Cavpany, on tion, I956. Smith, Bruce. Police 5 stems in the United States. New York: Harper and Broth'é'rs, I960. Smith, Howard M. ArrestJ Search and Seizure. Springfield, Illinois: Charles C. Thomas Publisher, 1959. Sowers, Kenneth T. Group Discussion Techniques for Driver Education. New York: Division of TEneraI Education and Extension Service, New .York University, 1961. The Daily Trainin Bulletin of the 1.05 An les Police Department. V615. II, EU, and IV. William H. Parker, editor. Springfield: Charles C. Thomas Publisher, 1958. The Police Yearbook 1960, citing B. M. Crittenden, "California's legis— lation for Police Training." Washington: International Associa- tion of Chiefs of Police, Inc., 1960. The Police Yearbook 196$ citing Philip Purcell, "Report of Cannittee on Educatim and Training." Washington: International Associ- atiau of Chiefs of Police, Inc., 1960. Tyler, Ralph W. Constructing Achievement Tests. Columbus, Cluio: Ohio State Universify, I934. Vollmer, August and Alfred B. Parker. CrimeL Crooks, and Cops. New York: Funk and Wagnalls Company, 1937. Wittich, Walter A. and Charles F. Schuller. Audio-Visual Materials. New York: Harper and Brothers, Secon 1on, . 126 Periodicals Brandstatter, Arthur F. Report on Committee on Education and Training. Annual Conference of International Msociatfon of Uiiefs of Police, 1957. Washington, D. C.: The Association, 1957. Clift, Raymund E. Police Training. The Annals of the American Academy of Political .andSocial Science. Thorsten Sellin, Editor. "New Goals in Police Management." Vol. 291 (1954), 113-119. Comparative Data. State and Provincial Sectiau for the International Association of Chiefs of Police. Washington, D. C.: The Association, 1960. ' Cooper, Weldon. "The State Police Movement in the South," The Journal of Politich Vol. 1, No. 4 (1939), 414-433. Federal Bureau of Investigation. Law Enforcement Bulletin, September, 1961, pp. 9-12. Gamnage, Allen 2. "Sound Recordings as Police Training Aids," Police, Vol. 6, No. 5 (May-June, 1962), 35-39. Germann, A. C. "Curriculum Deve10pment for Lav Enforcement," The Police Chief, April, 1961, pp. 14-20. "" Hanson, E. J. "Police Cadet Training," The Journal of Criminal Lav and Criminologl, Vol. 27, No. 4 (Navefi'e'r-Ecefier, I937], 368-573. MacNamara, Donal E. "Value of Technical Police Training in Prevention of Crime and Delinquency," The Journal of Criminal Lav, CriminologL and Police Science, Voi. 42. McCandless, David .A. "Police Training in College and Universities," The Police Yearbook. Report of the Sixty-Second Annual Confer- ence of the International Associatim of Chiefs of Police. Washington, D. C.: The Association, 1956. Wars, John A. "Police Training at Indiana lhiversity," The Police Chief, October, 1961, pp. 34-38. Fbre, Harry W. Jr. "Lav Enforcement Training in InStitutes of Higher Teaming," Police, Vol. 5, No. 3 (January-February, 1961), 6-10. National Education Association, Research Division. "Teacher Opinion on Pupil Behavior, 1955-1956," Bulletin 34, April, 1956, pp. 51-107. Office of Education, U. S. Department of the Interior. "Training for Police Service," Vocational Division Bulletin No. 197, 1938. 127 Rogers, Howard L. "Are You Planning a Police Recruit Program?", - m. VOL 6, N0. 3 (January-February, 1962), 46-49. Schultz, Glenn M. "Michigan State University Trains Traffic Safety Specialist," Traffic Safety, March, 1961, pp. 18-24. Seares, Robert S. The Police Cadet. The Annals of the American Academy of Political and Social Science, Vol. 291 (1954), 107-112. Snook, Russell A. International Police Training--The Challenge and the granny. Report of the Sixty-Second AnnuaI CuinfErence of nternational Association of Chiefs of Police. Washington, D. C.: The Association, 1956. "Police Training Program at University of New Mexico," The Police Journal, February, 1961, p. 8. Waggoner, Hugh H. "Missouri Steps Forward in Police Training," Traffic Safety, January, 1961, p. 18. Willis, Benjamin C. Supplementary Education to Police Training. Annual Conference of Internationil Association of Chiefs of Police. Washington, D. C.: The Association, 1957. Newspapers Chicagg's American, August 1, 1962. Owosso Argp_s (Michigan), October 21, 1961. The State Journal (Lansing, Michigan), October 29, 1961. Interviews Bishop, Richard. Professor, Traffic Safety Center, Michigan State University, E. Lansing, Michigan, 1962. Brown, John N. Sergeant. Michigan State Police Training Section, East Lansing, Michigan, 1961-1962. Chalfant, Milo. Instructor, School of Police Admuinistration, Michigan State University, East Lausing, Michigan, 1962. Eastman, George D. Professor, School of Police Administration, Michigan State University, 1961-1962. Former Chief of Seattle, Washington Police Department Foster, Jack P. Lieutenant. Michigan State Police Training Section, East Lansing, Michigan, 1961-1962. 128 Freeman, Eugene Lieutenant-Colonel. Retired, U. S. Army Military Police Corp., 1961-1962. Kinsey, P. 5. Captain. Ohio Highway Patrol, Bureau of Training and Recruitment, 1962. Roberts, Frank B. Lieutenant. Indiara State Police, Bureau of Per- sonnel and Training, 1962. Schultz, Glenn M. Instructor, School of Police Administration, Michigan State University, 1961-1962. 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